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To demonstrate your ability to articulate thoughts and ideas clearly and effectively in written and oral forms, here's what you've got to do: Speak clearly and expressively with little hesitation. Use a tone and volume that are appropriate and consistent. Be well poised and engage your audience.  Communicate meaning with clarity and fluency, with few grammar and spelling errors. Follow conventions of selected writing styles (e.g., APA, Chicago, MLA). Writing is detailed and precise. 

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Being trusted to show up on time and get the work you have to get done by the end of the day.

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Being trusted to show up on time and get the work you have to get done by the end of the day.

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I will keep my grades up and keep working hard.

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I don't do drugs it's bad for anything. I have seen what it does first hand to people.

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I learn what I like by doing it. That is how I know that I like helping people. That is what I want to do with my career.

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I have learned a lot about all sorts of cultures by working at the hospital. Patients like to talk to us a lot.

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I constantly use technology for work and school work.

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In my job I have to always be able to communicate. I orally communicate with nurses constantly about patients. I write constantly with notes in patient rooms.

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Going out of your way to help someone with little things or a big thing.

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Showing professionalism in all positions you may be in whether its helping someone or trying to calm down someone being aggressive.

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How to come come up with a solution to whatever the problem may be.

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Wanting and willingness to learn a new skill.

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Arriving to work or class on time.

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Being able to work in a group or team to meet the same goal. Collaboration is being able to ask someone in your field to create a solution to a problem.

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How to keep obeying the rules and maintain the ethics of the work place.

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Maintain your clothes and actions that are professional in the workplace.

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Determination that shows well in your work

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the willingness to learn something and applying it later events
Yvonne)

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basically means arriving on time.
Yvonne)

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teamwork basically means working together in the group to exceed the same goal. while collaboration means working with someone to create or produce something basically it's the same thing but translated differently
Yvonne)

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the practice of following the rules, obeying the rules or code behavior.
Yvonne)

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skill and quality of a person marked by professionalism and competence that nobody has but you.
(Yvonne)

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working with determination and desire to do well.
(Yvonne)

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Reliability is the quality of being trustworthy or of performing consistently well. Yvonne

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After watching both videos, use your own words to define initiative and comment that here.

Then, answer the following questions in an email to your teacher:

How did the employee in this video show initiative?

What should you do if you finish an assigned task at work?

Should you start a task if you are not trained to do so? If no, why not?

What are some of the benefits of taking initiative at work and in life?

If you have prior work experience, how did you show initiative at your last worksite?

Sourced: LRNG and NOVA Workforce Development

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Newcomers and the Workplace: Taking the Initiative

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Continue to pay attention to all classes to get better grades and follow the rules that the teacher says.

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I do not use drugs since it is bad for our health and more the lungs.

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It is to demonstrate all the strengths of our knowledge to the career we want to be and thus be successful in our jobs.

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We must value all those who give and listen to the things that are good about others and we also learn more about the cultures of the people.

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Technology helps us find information on any subject that we don't know and that helps us for more things.

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In communicating orally is to better understand people what they want to say.

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It is to have an orderly behavior, to follow the rules what your tutor says.

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It is to demonstrate something that we want to do and make someone in life have our professional.

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Help others do their homework so that they have notes and give them ideas on how to do it.

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Demonstrate and lift the spirits of their peers in the group or individually.

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It is to show that you can find solutions to your problems.

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Is to show that everything can be done and learn more things than we already know.

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It is to arrive on time, it is to be punctual to each class or work, etc.

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In collaborating and working in a group it is like a help since together we can put each of the ideas.

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It is a set of values, norms and behaviors that is reflected in the works.

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Ready

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To be able to trust and believe to work or to behave well.

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Get all my grades up and keep on focusing on school and working 

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Get all my grades up and keep on focusing on school and working 

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I’m in manager training at my job about to become a manager too

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I’m in manager training at my job about to become a manager too

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I don’t do drugs it’s bad for your lungs 

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I don’t do drugs it’s bad for your lungs 

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We looked for dresses and other stuff for hoco

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We looked for dresses and other stuff for hoco

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Me and my family talked about hoco pictures 

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Me and my family talked about hoco pictures 

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My job needed help because everyone was calling off to go kick it with they friends and I went in to help them

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I worked through the whole week and only had 1 off day

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Something fantastic

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ACTIVITY 1 - Defining Digital Technology

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ACTIVITY 1 - Defining Digital Technology

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To demonstrate that you can be proficient with technology,  here's what you've got to do: Use current digital technologies with ease and  select appropriate technology for the setting with minimal help. Use existing and emerging technologies to solve problems, complete tasks and accomplish goals.Demonstrate existing and emerging technologies to others.

To get us started, comment below which forms of technology and application are your favorite! Computers, phones, tablets? Microsoft applications, design web applications, Adobe products?

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To demonstrate your commitment to being drug-free, as it relates to the readiness seal, you will sign a drug-free pledge. Let's explore what that means.

First, it's important to understand how drugs can impact your work performance. Watch the video below and like the post when you are done. Comment which part of the video was the most eye-opening to you.

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To demonstrate your ability to manage your career, here's what you've got to do:  Be a selfadvocate. Clearly articulate strengths, knowledge and experiences relevant to success in a job or postsecondary education.

Using the OMJ K-12 site. Research careers that may be of interest to you.
https://jobseeker.k-12.ohiomeansjobs.monster.com/seeker.aspx

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Research the skills and education needed for the careers that are of interest to you. Create a spreadsheet of the top 5 careers that you would like to explore further.

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ACTIVITY 2 - Practicing Using New Digital Technologies

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ACTIVITY 2 - Practicing Using New Digital Technologies

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Learning to use new forms of

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ACTIVITY 2 - Reflecting on the Value of Being Drug-Free

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ACTIVITY 2 - Reflecting on the Value of Being Drug-Free

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In an email to your teacher, respond to the following questions:

- Why do you pledge to be drug-free?
- What could inappropriate drug use cost you in your life?
- How will you respond in a situation where you are feeling pressured to use drugs?

Like this post when you are done.

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ACTIVITY 1 - Defining Global & Intercultural Fluency

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ACTIVITY 1 - Defining Global & Intercultural Fluency

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To demonstrate that you value, respect and learn from diverse groups of people,  here's what you've got to do:  Show value and respect for people from all cultures. Take advantage of opportunities that facilitate growth in cultural diversity. Accept other individual's culture as a part of your working relationship. Participate in cultural awareness conversations.

When many of us think of culture, we think of the food, holidays, and dress that individuals from different cultures might partake in. But Zaretta Hammond encourages us to think of culture as a tree, and elements like language, cooking, and celebrating are just the start.

Take a look at some of the items at the trunk and roots of the tree in the image below. Answer one of the following questions in the comments to share more about your own culture:
1. Do you have a favorite family tradition?
2. Were you taught a particular way to greet or acknowledge your elders growing up?
3. Do your family members use any particular sayings often?

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ACTIVITY 1 - Defining Oral and Written Communications

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ACTIVITY 1 - Defining Oral and Written Communications

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To demonstrate your ability to articulate thoughts and ideas clearly and effectively in written and oral forms, here's what you've got to do: Speak clearly and expressively with little hesitation. Use a tone and volume that are appropriate and consistent. Be well poised and engage your audience.  Communicate meaning with clarity and fluency, with few grammar and spelling errors. Follow conventions of selected writing styles (e.g., APA, Chicago, MLA). Writing is detailed and precise.

Do you prefer to communicate by speaking or writing? Share in the comments below!

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ACTIVITY 2 - Practicing Global & Intercultural Fluency

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ACTIVITY 2 - Practicing Global & Intercultural Fluency

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Watch the following video entitled "The Danger of a Single Story".

Consider a time when you had a disagreement or misunderstanding with another person, or when you made an assumption about another person. Reflect on why

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Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

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ACTIVITY 2 - Practicing Oral and Written Communications

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ACTIVITY 2 - Practicing Oral and Written Communications

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To demonstrate your creativity and innovative ideas, here's what you've got to do: The student is original and inventive. He or she communicates new ideas to others, drawing on knowledge from different fields to find solutions

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Powerful Ways To Foster Creativity and Innovation In Your Team // Lightbulb Talk #1

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Think of an existing project or idea that you are working on. Think of creative out of the box ideas to develop the project or idea. Create a tablet of your ideas to share with your teacher.

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Try some of these activities to improve your creativity.

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A cardboard box became a rocket ship or part of a robot costume as you battled your siblings in the yard. Children are used to looking at objects for what they can be, instead of what they are at face value. As adults, as we experience more criticism and feedback, we become less open to playful and creative thinking. We get embarrassed more easily at our ideas. And, in turn, we lose our creative freedom.

As artists, however, we rely on our creativity to keep us pushing forward and feeling satisfied with our work.

Luckily, just like any skill, we can train our creativity and strengthen it through exercises.
We put together a few creativity exercises to get your imagination activated. Then, we challenged our co-founders, John Feustel and Justin Anthony to complete them. Let's see how they did.
A classic test of creativity, the Torrance Test of Creative Thinking was introduced by psychologist Ellis Paul Torrance in the sixties as a way to administer a more creatively inclined IQ test. Respondents were given images like the ones below and asked to finish the picture. Higher points were awarded for answers that included rich imagery, implied narrative, or used humor or fantasy.

But the thing is: you don't have to be part of a research group to gain the benefits of this thought experiment. We put Justin and John to the test in a battle of the creative wits and here is what they came up with (in two minutes). Here are the final results!
Pictured on the far right is the "wacky wavy inflatable balloon man" in front of a T-Mobile store. All points awarded to John.
Complete the Picture

This quick exercise dubbed " The Doodle Dandy," was found on How Design, and is similar to the Incomplete Figure Test, but has room for more variations. It's basically the same principle as the first exercise, except you get a stack of simple one-line scribbles and a stack of short phrases and you must create the phrase from one of the doodles.

Here is their sample phrase list, though they also encourage you to come up with your own.

"Happy as a clam"

"I can't get no satisfaction"

"Where in the world?"

"A hard day's night"

"Human nature"

"The art of noise"

and "Here comes trouble"

We gave Justin and John the phrase, " Here Comes Trouble" and this doodle. Considering the whole point of the exercise is not to create a masterpiece ... we think they did pretty well.
For some reason, both Justin and John went straight to Dragons for this one. Probably time to limit the Game of Thrones.

Look Away from What You Are Creating

We tried out this direct observation technique from marketing and creative coach Mark McGuinness. The goal of the exercise is to work on drawing what you really see, instead of what you think you see.

Here is the gist: grab a pencil, some paper and give yourself five minutes. However, instead of looking at the page while you are drawing, turn around, hold up your hand and look only at your hand while drawing, NOT the paper.

Your aim is to draw the creases, folds, and marks of your hand and not your entire hand. Oh, and you also can't pick up your pencil for the entire five minutes.

Even though it was a challenge not to peek the entire time, and everyone felt a little silly, it was a great exercise to loosen up and focus on process and seeing, instead of simply end results.
If you imagine the illustration on the left as a left hand with the palm up ... that's pretty good!

Turn Your World Upside-Down

One way to shake things up is to literally turn your world (or drawing) upside-down, suggests Lori McNee of Fine Art Tips.

Lori tasks you with finding a picture of a person's face, turning it upside-down, and then drawing it that way. She says to "forget that you are drawing a human face; instead concentrate on the shapes, lines, angles, and patches of light and dark."

Based on concepts from Betty Edward's book Drawing on the Right Side of the Brain, this exercise is used to strip us of our conditioned perspective to look for recognizable features that make up the face. Instead of seeing, "oh this is where the nose is supposed to go, this is the place for the eyes," we begin to see the face for how it actually, and can begin to draw more realistically.

We didn't try this one, but if you give it a shot, post your photo in the comments!

Concentrate on Quantity

We recently wrote about Tim Brown's amazing 2008 TEDTalk Tales of Creativity in Play in which he talks about this next exercise. Created by Bob McKim of the Stanford Design Program, the 30 circles exercise is simple in practice and quick to complete.

Each participant is given a piece of paper with 30 blank circles on it, a pencil and 3 minutes on the clock. You are challenged to fill in as many circles as possible- with the aim being quantity, not quality. Maybe all your circles are variations on a theme, perhaps they are all emojis ... your one goal was to fill out as many as possible.

Then, after the exercise, share and reflect what similarities there were and encourage collaboration. The motive behind the 30 circles is to stop yourself from self-censoring. When you go for quantity, you don't have time to think your idea is bad, you can edit later. This is the stage where creativity flourishes.
This one is interesting because we are really asking for quantity. Justin crushed it with a clock type theme, while John channeled the Olympics.

Make Treasure out of Trash

John Ingledew's latest book, How to Have Great Ideas: A Guide to Creative Thinking, has a collection of over 50 strategies to get creatives back to being creative. FastCo Design picked out their favorites, and among the top, was this brilliant and hilarious exercise where you take all your junk mail and use it as your project materials.

As adults, we see objects for their intended purpose. We are past seeing the cardboard box like a rocket ship, but what if all those credit card offers, coupons, and junk mail could become something other than junk mail. What if instead of sitting there in a pile to be recycled, you asked, "What else can I do with this?"

Alternative Uses

Prior to Ingledew's junk mail project, there were other alternative use of creativity exercises. In 1967 J.P. Guilford developed the test that gave participants two minutes to think of as many possible uses for a common object. It's commonly referred to at the "paper-clip test." While participants don't actually have to construct different uses, some ideas are weighted more heavily than others.

Respondents are ranked according to the four categories in divergent thinking: fluency (how many you named), originality (how common the answers are), flexibility (how many unique subjects you cross), and elaboration (level of detailed response).

Here are some fun ones our team came up within two minutes: a zipper replacement, a heart-shaped earring, an ear-piercing device, a phone stand, a lock pick, a ring, a fish hook, a photo holder, a tool to reset the router, an "aggressive toothpick," a "thing to poke John with," nail cleaner, rubber band ammo, and a hairpin.

Try this one for yourself and let us know what you come up with. You have two minutes. Ready, set, go!

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7 Fun Exercises to Quickly Improve Creative Thinking

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A cardboard box became a rocket ship or part of a robot costume as you battled your siblings in the yard. Children are used to looking at objects for what they can be, instead of what they are at face value. As adults, as we experience more criticism and feedback, we become less open to playful and creative thinking.

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ACTIVITY 3 - Signing the Drug-Free Pledge

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ACTIVITY 3 - Signing the Drug-Free Pledge

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In the next column you will find the OhioMeansJobs Readiness Seal validation form. Print the form and sign the drug-free pledge!

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Activity 1 - Defining Critical Thinking/ Problem solving

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Activity 1 - Defining Critical Thinking/ Problem solving

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To demonstrate that you are a critical thinker and problem solver, here's what you've got to do:  The student exercises strong decision-making skills, analyzes issues effectively and thinks creatively to overcome problems.

Watch the video below. Take notes as you view on your class padlet.

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Read the following problem and think critically about a solution. Write possible solutions to this problem on your class padlet.

Emily works in the Quality Control Department. Once a year, her supervisor gives away the company’s used computers to the local elementary school. The company does not keep records of these computer donations. Emily really needs a computer. Her supervisor asks her to deliver 12 computers to the school.

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Activity 3 - Review your answer  with your class.

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Activity 3 - Review your answer  with your class.

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Identify the problem
What are the facts?
What are Possible solutions?

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To demonstrate that you can coach and motivate your peers, identify priorities and delegate work, here's what you've got to do: Lead at every level and position. Effectively prioritize and delegate tasks and clearly define expected standards. Enhance team performance, foster motivation and enhance morale!

Watch the following video. In the comments, define what it means to be a "servant leader" in your own words.

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Leadership skills develop over time. You can be practice being a leader regardless of the position you hold or the tasks you've been assigned; leadership is about helping motivate a team towards a common goal.

One way to continue improving your leadership skills is to identify what type of leader you are, and how you typically work with others.

Read the following document and answer the reflection questions at the beginning with a group. Then, individually complete the quiz and determine which type of leader you are. Do any of your group mates share the same leadership style?

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Work with one or more of your OhioMeansJobs Readiness Seal mentors to discuss what they feel are essential qualities of a leader. Identify 1-3 elements of their leadership that you admire, and write a one-page reflection on how you can practice those elements at work, school, and in your community.

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To demonstrate that you have what it takes to be punctual, here's what you've got to do: The student arrives on time prepared to contribute.

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To demonstrate that you are eager and willing to learn as much as possible to find creative solutions to problems, here's what you've got to do: Take advantage of
opportunities to expand
knowledge. Consider how
knowledge and experiences
apply to your situation.
Occasionally share your insights
gained with others.

Watch the video below. Like this post when you have and comment which type of agility is easiest for you!

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Learning Agility: what is it? - HFMtalentindex

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ACTIVITY 2 - Practicing Learning Agility.

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ACTIVITY 2 - Practicing Learning Agility.

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Mindset and learning agility are interrelated.

Take the "What's My Mindset" quiz to find out your mindset and how it's impacting your success.

Reflect on your results and comment one thing you plan to work on!

Take more mindset quizzes if they are of interest to you. Share the ones that you like best in the comments below. Like the post when you are complete.

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Take these quick surveys to assess the current mindset within yourself, your students, your classroom, and your school, and identify areas where you can develop your mindset.

Assess your current personal mindset and how it may be impacting your success.

Assess your students' current motivational behavior in the classroom.

Assess the mindset of your current classroom environment and how it may be impacting your students' motivation.

Assess the mindset of your current school environment and how it may be impacting the motivation and success of both staff and students.

How can I develop a growth mindset in myself, my students, and my colleagues?

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Brainology is an online interactive program in which middle school students learn about how the brain works, how to strengthen their own brains, and how to better approach their own learning. In the process they develop a growth mindset whereby they think of their intelligence as something they can develop through study and learning rather than as something fixed, as explained by our co-founder Dr. Carol Dweck.

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Activity 3 - Evaluating your Learning Agility 

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Activity 3 - Evaluating your Learning Agility 

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Work with one or more of your OhioMeansJobs Readiness Seal mentors to discuss learning agility and mindset.

Ask them about a time that they questioned their own mindset, changed it and then experienced success because they were able to exercise learning agility to reach positive solutions. Ask what advice they have to give on being open and eager to learn.

Think about how to apply this in all aspects of your life.

Draft a short letter to your future self in 5 years. Tell yourself what type of learner you hope you have become. Keep the letter in a special place for you to find in the future. Send a picture of the self-addressed envelope with your letter in it to your teacher and like this post when you are done.

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Work with your school counselor to determine your school's process to earn the seal on your diploma.

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Work with your mentors to complete your validation form. 

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Work with your mentors to complete your validation form. 

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This form is required to be completed by your mentors and turned in to your school.

If this form does not have enough space for you and your mentors, feel free to attach additional pages!

Consider collecting letters of recommendations from your mentors throughout this process.

Letters of recommendations are ESSENTIAL as you move on in to your future path!

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To demonstrate that you have what it takes to work in a team and be collaborative, here's what you've got to do: Accept responsibility for
assignments and contribute
to team projects. Encourage members to use
personal strengths to achieve
a common goal.

Watch the video below and reflect by commenting your answer to the following: Explain a time when you exhibited exceptional teamwork and collaboration. Did you do the work for the team or WITH the team?

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ACTIVITY 2 - Teamwork and collaboration in the workplace and beyond.

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ACTIVITY 2 - Teamwork and collaboration in the workplace and beyond.

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Observing great teamwork and collaboration is a great way to learn how to be a great team player.

#1 - Find a team that you or someone you are close with are very involved with. This could be a project team within a class, a sports team, a team at work, or a competition team in a variety of other aspects of life.

#2 - Work with the team to document the people who make up the team, and, if possible, document their top strength or background they bring to the team.

#3 - Observe the team in action and document three key things you notice about how they work together and communicate. Do they speak meaningfully to each other, do they speak to each other at all? Are they goal oriented and discuss what they want to accomplish together? Is the team's purpose clear?

#4 - Who on the team to do you relate to or admire the most? What is it about them that you appreciate? How can you emulate that on your own teams?

#5 - Summarize this reflection, document it, and send to your teacher.

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To demonstrate that you have what it takes to be disciplined, here's what you've got to do:  The student abides by guidelines, demonstrates self-control and stays on task.

Read the following article on developing self-discipline.

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Self-discipline is a critical part of achieving success in life. It is at the same time a challenging aspect that many people are trying to develop. Whether you're trying to improve your skills, lose weight, or do better at work, there is always going to be resistance that sways you away from being disciplined.

There are many tactics that can help you become more self-disciplined such as setting priorities, creating strict rules, and seeking external motivators. There's no one-size-fits-all solution, so many of them won't work for you.

Just how do you develop self-discipline in both your personal life and at work? Often, self-discipline is built with a combination of motivation, willpower, grit, and many other mental traits.

Instead of focusing on vanity tactics, here are three simple mental shifts you can make to boost your self-discipline almost instantly.

Trigger: from motivation to habit

What did your friend do when he said he wanted to lose weight? Watched a bunch of YouTube videos about fitness. Bought and read Men's Health all day. Made an image of a naked model his iPhone wallpaper.

Most people first seek what motivates them when they want to get disciplined. There is no problem with that. But then they stop, as if motivation alone would take them to where they want to be. They mistake the act of becoming motivated for the work itself. And it's exactly what block them from getting disciplined in the first place.

In a study of 210 females trying to quit smoking, participants who only imagined major success with few obstacles were less likely to reduce cigarette consumption. In other words, positive motivational thoughts can actually make it harder for you to achieve your goals. They stop you from taking action because by getting motivated with visualization, your mind tricks you into believing that you've already achieved your goal. Therefore, you can actually feel that no action is needed.

Here is what disciplined people do: instead of focusing on being motivated, they focus on the work - the habits and routines required to accomplish their goals. Think about the things you should do and start building systems to make them a part of your daily routine.

If you want to write more, don't write only when you're feeling motivated. Instead, write every day.

If you want to lose weight, don't workout only when you have spare time. Instead, make a plan to workout three to four times every week.

If you want to save more money, don't just save when you want to buy something. Create a financial system to put aside a portion of your income.

If you want to use visualization as a technique, visualize yourself doing the work and conquering the challenges along the way. This will prove useful and more effective than just visualizing yourself achieving the goals.

Emotion: from hot to cool

We all have two brains: the emotional brain and the logical brain. The first brain makes you feel high and low. It signals you to take immediate action based on how it feels. The second brain helps you think clearly. It analyzes both objectively and logically before pointing you in the best direction.

Which one do you think you should pick when it comes to getting more disciplined?

The answer is obvious: the logical brain. But often, our emotions get hyped up when we want to get something done and it rarely works. There is a better option: by moving from hot emotions to a cool and calm mental state.

Want to make five more sales calls? Instead of focusing on the rah-rah motivational hype, acknowledge that you're doing this for the good of your business or company. Then do it.

Can't have a beer because you're on diet? Instead of going through endless debates in your head, acknowledge your urge to drink and say NO.

Going to write a blog post during the weekend? Instead of trying to give yourself countless excuses on why this is - or is not - the right time to write, acknowledge how you feel, sit down, and start writing. You can edit your work later.

If you haven't noticed yet, the keyword here is acknowledge. To move from hot emotions to cool, zen-like calm emotions, you need to acknowledge how you feel, be honest with yourself, and then default your thought process to the logic-self.

Hot emotions are useful in many cases, but like moving away from motivation to habit, hot emotions are not what you should depend on to become disciplined. It's because the seemingly positive, sometimes overreacting emotions come from the exact same source of resistance that finds a thousand excuses to distract you: the emotional brain.

The truth is, you can't control how you feel at any moment in most cases, but you can choose your reaction. Instead of letting your emotions drag your around, acknowledge them, and make the right choice by using the logical brain.

Optimization: from easy to hard

Optimization always means to make things easier and to get them done as fast as possible with the least effort as possible. It's always been this way; smart home system, self-driving cars, productivity life hacks, and more.

While doing so, we need to avoid falling into the trap of over-optimization. This can lead us to start dwelling on the small stuff that doesn't make any impact. The goal of making things simpler and easier is not about doing less, it's about eliminating the inessential things so you can focus only on things that matter.

Highly disciplined people make many areas of their life simpler and easier, but they then intentionally optimize - to make it harder - for what they're trying to improve on. Athletes take ice baths to recover faster, authors force themselves to write a certain number of words before breakfast, musicians bury their heads for hours to get a single note right.

Imagine what you want to do consistently, and then imagine that you're doing a 2xs harder version of it. How do you feel about your original routine now? It must be easy. And you will have no problem doing it consistently.

Pushing your limits incrementally doesn't just help you get better at what you want to do, it also makes the base-level habits and routines easier and less daunting.

When you push yourself to run ten miles from time to time, running three miles on a normal day becomes easy in comparison.

When you challenge yourself to write 3,000 words for a day every week, writing 1,000 words the other days produces less resistance.

When you frequently pick a more challenging song for your guitar practice, the regular practice sessions become effortless.

Just like Bruce Lee had said:

Don't pray for an easy life, pray for the strength to endure the difficult one.

Highly disciplined people live with it and so should you if you want to develop more self-discipline in your work and life.

Learn from what seems easy to you

You can set priorities and rules. You can develop a strict schedule that tracks your time down to the minute. You can announce your goals on social media in hope of getting motivated by peer pressure (truth: no one cares).

But these tactics only work when you get the fundamental psychology right. So as a recap, here is what you can do if the tactics you've read elsewhere have yet to work for you:

1. Focus on building habits rather than depending on motivation

2. Act with a zen-like calm mind instead of a cocktail of emotions

3. Stop optimizing to make things easier instead, make things more challenging for growth.

Here is a relieving truth: you're already doing these things in some areas of your life without noticing it. For example, it's easy for me to keep intermittent fasting as a habit with a calm mental state, while at the same time, challenging my body from time to time. But it's hard for me to do the same when it comes to writing (Yes, I still need to get more disciplined in my writing habits).

Observe your routines and think about how you already implement these three mental shifts in other areas of your life. How did that make you feel? And then think about how you can do the same in the areas of your life that you care the most about.

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How to Develop Self-Discipline | Dean Yeong

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Self-discipline is a critical part of achieving success in life. It is at the same time a challenging aspect that many people are trying to develop. Whether you're trying to improve your skills, lose weight, or do better at work, there is always going to be resistance that sways you away from being disciplined.

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ACTIVITY 2 - Practicing Discipline                              #1 Think introspectively about areas that you need to become more disciplined.    

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ACTIVITY 2 - Practicing Discipline                              #1 Think introspectively about areas that you need to become more disciplined.    

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#2 Create an action plan to increase discipline in school, sports or volunteering activities.

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Activity 3 - Evaluating your Teamwork and Collaboration

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Activity 3 - Evaluating your Teamwork and Collaboration

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Work with your OhioMeansJobs Readiness Seal mentor to schedule a time in which they can observe you in a team setting.

Ask your mentor to evaluate your effectiveness as a team member and collaborator!

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Review your action plan with your guidance counselor, coach, mentor or teacher. Discuss your action plan and improvements.

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To demonstrate that you have what it takes to be professional, here's what you've got to do: Work hard to complete all
assignments on time, with
frequent objectives met
ahead of schedule. Maintain
a positive attitude and
disposition and be respectful of
those in authority. Exercise
initiative and personal time
management. Take advantage
of growth opportunities.

Watch this video and answer the questions in the comments on this post.

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Think about a time where you gave it your all? Do you have any pictures of you in this experience? Tell us about it and post your picture below!

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To demonstrate that you have what it takes to be professional, here's what you've got to do: Manage commitments and be respectful of time (own as well as others) and trustworthy. Adhere to standard operating procedures and organizational values and principles.

Watch the video on the importance of being reliable.

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ACTIVITY 2 - Reliability in the workplace.

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ACTIVITY 2 - Reliability in the workplace.

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Read the article and write a paragraph or create a video on ways an employee can demonstrate reliability at work.

After completing this assignment share the paragraph or video on your class padlet.

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Reliability is essential to employee performance. Reliability consists of the extent to which an individual or other entity may be counted on to do what is expected of him. Examples of being reliable include showing up for work on time, completing tasks in a timely manner and fulfilling promises.

A reliable worker consistently does what he says he will do. While individual reliability is essential in the workplace, other forms of reliability also affect employee performance. Management reliability, as well as the reliability of the performance management process, are also crucial.

Punctuality and reliability in the workplace has a tremendous impact on the performance of the individual employee as well as those she works with. A reliable team member is one who has proven consistently that she can be depended on to show up for work on time, meet deadlines and contribute a quality work product, according to Tactical Project Manager.

Unreliable team members prioritize their own self-interests and can't be counted on to help out if the team runs into problems. The performance of a reliable worker may be degraded by the influence of an unreliable worker. For example, if one worker's performance relies on maintaining access to accurate and timely information that is provided by an unreliable worker, the first employee's performance will be impacted through no fault of her own.

Worker perceptions of the reliability of supervisors may also affect employee performance. Insider suggests that leaders who are perceived as reliable are 15 times more likely to excel on the job and inspire others to do their best. Workers respond favorably to a predictable, level-headed boss who communicates clear expectations, offers constructive feedback, and can be trusted to follow through.

Establishing credibility with workers earns their trust and cooperation. Managers are seen as credible when they're honest and transparent. It is crucial for workers to perceive that managers and supervisors are reliable and can be trusted to do the right thing for their employees.

Reliability in the performance evaluation and management process is also essential to employee performance. Workers must perceive that the performance evaluation is a reliable indicator of their actual performance and that wages and incentive are directly tied to performance.

When a worker perceives unfairness in the performance management process and believes that she will not be rewarded for her work, she may be less likely to commit to the organization and her job. Conversely, if the worker perceives that the process is fair and reliable, she may be motivated to perform at a higher level in order to achieve rewards and recognition.

Reliability in the workplace may be improved in a variety of ways. Managers and supervisors should lead by example and take steps to ensure the performance management process is reliable. The organization also should implement policies and procedures designed to ensure there are consequences for those whose unreliability interferes with organizational performance. Training for individual employees to teach time management and organizational skills also can improve employee performance along with professionalism in the workplace.

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What Form of Reliability Affects Employee Performance?

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What Form of Reliability Affects Employee Performance?. Reliability is essential to employee performance. Reliability consists of the extent to which an individual or other entity may be counted on to do what is expected of him. For example, a reliable employee is one who shows up for work on time and is prepared to ...