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PERSONAL DEVELOPMENT FOR LIFE AND WORK, 10th Edition, eManual General Suggestions This edition provides many

new features. Review each chapter to decide how you will present the material and which features you want to point out to students. You may also wish to determine which end-of-section and end-of-chapter activities you would like students to complete alone or in small groups. Decide if a speaker should be invited to discuss topics such as self-esteem, dressing for success, etiquette, attitude, image in the workplace, communication basics, listening skills, teamwork, communicating electronically, conducting a ob search, and developing a career strategy. Review the instructors resources provided on the !R"D and on the companion website for this te#tbook at www.cengage.com$careerreadiness$masters. You may want to print the teaching materials for each chapter to keep in a binder to take to class with you. CHAPTER 1: SELF-ESTEEM OBJECTI ES %fter completing this chapter, the student should be able to& '. (#plain the term self-esteem. ). Discuss the *do+s* and ,don+ts* of building self-esteem. -. Recogni.e the impact of low self-esteem. /. 0ist the rewards of a high level of self-esteem. 1. 2nderstand how failure paves the way to success. 3. 4e sensitive to feedback and use it to your benefit. 5. Trust others to help gain self-understanding. C!a"ter 1 Outline 1#1 $no% an& A''e"t (oursel) 6elf-(steem and 6elf-!mage Do+s of 4uilding 6elf-(steem Don+ts of !mproving 6elf-(steem Rewards of 7ood 6elf-(steem

1#*

Belie+e in (oursel) Turn 8ailure into 6uccess 4e 6ensitive to 8eedback 0earn from 9thers

Tea'!ing Suggestions '. :ave students talk about events in their own lives that they feel might have shaped their personalities. :ave them e#plain what the consequences were of some of these events and their possible future consequences. ). 2se your own personal e#periences or the e#periences of someone you know well to illustrate the impact of self-esteem on important decisions. You might e#plain why you became a teacher and identify events which influenced this decision. You might ask students to e#plain what influenced them to further their education at a postsecondary institution. -. :ave students complete an assignment to engage in self-analysis. :ave them comment on their feelings about themselves with respect to scholastic ability, social acceptance, athletic ability, physical appearance, ob and classroom performance, personal conduct, and the ability to make friends. /. 6et up a role-playing situation using the information described in the Think A out It scenario at the beginning of the chapter. %ssign students to work in groups of three with one student playing the role of 9livia, one playing Deanna, and one being an observer and consultant to Deanna. ;ithin their group, they should discuss the questions at the end of the Think A out It scenario. 6tudents should then write a short script using the material in the te#tbook and then continue the conversation with the ob ective of having Deanna help 9livia reali.e that she is hiding from reality by saying she needs no help. %fter the small group role-play, have a class discussion with the ob ective of determining what strategies seem to be effective in helping another face reality. 1. Discuss the On the !o scenario in 6ection '.' of the te#t. (ncourage students to trace !rv+s thought processes as the scenario unfolded. (ncourage students to give e#amples of situations they faced that were similar to !rv<s. Did their ,self-talk= lead to forward thinking, as was the case with !rv+s conversation with himself> You may want to discuss the quote& ,Tackling a ob

that seems worth doing and doing it in a competent manner, is ? the best way for a person to gain self-esteem.= @Aohn :olt 3. Discuss how the A""l# It$ activity in 6ection '.' can help students assess their own sense of self-esteem. 6tudents will rate themselves on the items provided using the rating scale in the te#t. 6tudents+ answers will vary and will be quite personal. !f students want to discuss any of these items, you may talk with them privately after class. 5. :ave students complete the Sel%&E'tee( )oo'te*' activity in 6ection '.'. Discuss why it is important to read each statement aloud and with enthusiasm. %sk students if they can think of additional positive affirmations to boost self-esteem and encourage them to add these to the list. B. Discuss the On the !o scenario in 6ection '.). 0ead the class in discussing similar situations they may have faced where they know someone whose self-image was not realistic. ;ork through the questions at the end of the scenario with the class. Talk about the steps %va will need to take to rebuild her self-image. Do the skills learned and practiced on one ob naturally transfer to another position> The most important lesson from this scenario is the importance of reassessing skills and moving forward when faced with an unsuccessful e#perience. C. Review the Ti"' %o* )uildin+ Sel%&E'tee( feature in 6ection '.). Discuss with students how each of these actions contributes to building one<s self-esteem. E,--OF-SECTIO,.E,--OF-CHAPTER ACTI ITIES A,- SOL/TIO,S Ans%ers to CHEC$POI,T in Se'tion 1#1 '. The dimensions of your image include the following& physical appearance, athletic skills, sense of humor, special talents, morals and ethics, aptitudes, and values and beliefs. ). %ny three of the following will answer the question& engage in positive self-talkD remember what you like about yourselfD talk with others about your good qualitiesD focus on your achievementsD and plan for your future. -. %ny two of the following will answer the question& Eeople with high self-esteem meet everyday challengesD stay on course to be all they can beD like, accept, and respect themselvesD show humblenessD and recogni.e their own worth. /. 7ive yourself recognition, praise, and positive self-talk each day. Tell yourself ,well done= when you do well. Remind yourself about the times you e#celled, learned new skills, or treated another person well. 6hape your self-image with positive self-talk.

1. The rewards of high self-esteem include the following abilities& taking on responsibilityD taking pride in your accomplishmentsD approaching challenges positively and with enthusiasmD not being afraid to show a broad range of emotionsD feeling qualified to influence othersD and tolerating frustration, challenges, and setbacks in life. Ans%ers to CHEC$POI,T in Se'tion 1#* '. 8eedback provides information you can use to evaluate how you are doing. 8eedback is important as it helps you grow and improve. ). (mployers e#pect employees to be open, alert, and sensitive to both positive and negative feedback and follow-up with changes as appropriate. -. %ny five of the following will answer the question& list your accomplishments each eveningD do something nice for someone elseD build the esteem of othersD do something challenging each dayD think positive thoughtsD establish and work toward your goalsD look your bestD handle problems one at a timeD eat the foods your body needsD learn a new skill or start a new hobbyD ask for and accept feedbackD take advantage of all educational opportunitiesD allow personal time for yourself each dayD post self-improvement reminders in your work and personal areaD don+t make negative comments about yourself or othersD and volunteer to help or share your skills with others. /. 6upervisors and coworkers should give each other feedback. %nyone you relate with on a regular basis can provide you with valuable feedback. 1. 4oth positive and negative feedback provide sources for improvement. APPLICATIO,S in Se'tion 1#1 %ll of the activities require personal responses that can serve as the basis for sharing ideas and discussion. !n %ctivity -, talk with students about the unique qualities that others may see that they may have missed in writing their list. %lso, discuss the importance of a positive attitude as they learn of characteristics$qualities on which they need to improve. 6tudents+ discussions$responses will vary. APPLICATIO,S in Se'tion 1#* !n %ctivities ' and ), students will assess their feelings about themselves and others by putting a check mark in the appropriate column. The three personal responses could serve as the basis for sharing ideas and discussion. %ctivity - provides the groundwork for a good discussion on handling negative feedback that may or may not be fair.

POI,TS TO REMEMBER Remind students that this section provides a recap of the key points from the chapter. $E( TERMS self-esteem@belief in your abilities and your worth or value. self-image@the mental picture of who you are. feedback@information returned to the sender that indicates whether the message is understood. envy@a feeling of ealousy with regard to another+s advantages, successes, possessions, etc. BOO$MAR$ IT0 (ach chapter includes !nternet activities. 6tudents are instructed to go to the website for the te#tbook at www.cengage.com$careerreadiness$masters. CHAPTER ACTI ITIES '. (ach student will choose a trusted friend or counselor for this activity, which is designed as a source of self-enlightenment. You may not want to review the responses in class, as they will be very personal. ). "ontinue to encourage students to discuss this activity with a trusted friend or counselor. %gain, you may not want to review the responses in class, as they will be very personal. !n the general discussion, talk with students about the value of praise and constructive criticism. -. (ncourage students to discuss the situations they describe. %s they are relating an e#perience of others, remind them not to mention names. The sharing of e#periences may be very insightful to all class members. CRITICAL THI,$I,G Case 1#1 Mar'12s -ile33a '. Farcy obviously has a problem with self-esteem. This e#perience had a negative impact on Farcy+s self-esteem, as indicated by her persistent apologies and her tearful response to criticism. ). Farcy may be e#pecting too much of herself. 6he should not nurture her self-concept as a perfectionist. 6he should accept herself as-is and reali.e that she is a competent worker. (vidence to support this is her successful e#perience under Fr. De0isi+s supervision.

-. Fr. De0isi would probably listen and show concern. Then he should reinforce Farcy+s positive self-image with reminders of her past successful work performance and the implications for a continuing successful performance on her ob. Case 1#* Pull (oursel) Toget!er '. Fadison should set aside her concerns about what :annah has said. 6he will want to recogni.e that :annah is under stress and needs her support and encouragement. :annah+s envious remarks may have hurt their relationship, and Fadison has a right to be concerned. Fadison needs to remind :annah of her skills and e#perience. ). !t may have been a while since :annah faced this type of challenge. Fany changes are about to take place in her life. 6he reali.ed she was up against some stiff competition for the new position. 6he should have been focusing on her qualifications rather than on the real or imagined qualifications of the other candidates. 6he may also be concerned that she now has sole responsibility for paying the rent. 4efore, it was a responsibility she shared with Fadison. -. Go, :annah has probably not spent adequate time assessing her qualifications and capabilities. This is where she should be directing her attention. !f she does not work on her self-esteem, she will not perform well in the interview and thus lessen her chances of being hired for the new position. 6tudent responses may vary.