Workplace Experiences Resource Center
Explore careers. Practice workplace expectations. Build experience that prepares students to compete, work, and succeed.
Use these ready-to-run experiences to connect students with employers, authentic work, job-readiness practice, work-based learning, and SkillsUSA Championships preparation.
From Career Exploration to Career Readiness
This Program of Work category encourages students to participate in career exploration, planning, work-based learning, employer engagement, and SkillsUSA Championships experiences.
Strong workplace experiences move students beyond hearing about work. Students observe, practice, perform, receive feedback, and document evidence of what they can do.
Program of Work Outcomes
Workplace Experiences Build Career-Ready Students
Participation in Workplace Experiences creates a career-ready student able to:
Gain Relevant Work Experience
Apply technical and workplace skills in authentic, simulated, or employer-connected environments.
Develop Job-Seeking Skills
Practice resumes, interviews, networking, professional communication, and career planning.
Understand Workplace Expectations
Experience professional standards related to reliability, safety, quality, teamwork, communication, and customer service.
Ready-to-Run Experiences
A-Z Workplace Experiences Library
Open an activity to view its SMART goal, Framework connections, partners, implementation steps, workplace evidence, reflection, and advisor guidance.
Career Exploration Day
Overview
Students rotate through structured career exploration stations, employer conversations, and program demonstrations to compare occupations, credentials, work settings, and advancement pathways.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By October 31, our chapter will host a Career Exploration Day featuring at least 8 career pathways, 10 employer or alumni participants, and 100 students, with 90% of participants identifying at least two new career insights in a post-event reflection.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCareer Exploration
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- alumni
- career services
- faculty
- American Job Centers
SkillsUSA Framework Connections
- Communication
- Professionalism
- Planning, Organizing and Management
- Professional Development
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Career Fair Participation
Overview
Prepare students to attend a career fair with research, professional introductions, targeted questions, follow-up, and documented employer contacts.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By March 15, 40 chapter members will prepare for and attend a career fair, each complete at least 5 employer conversations, submit 2 follow-up messages, and document one next-step career action within 48 hours.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeEmployer Engagement
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Career services
- employers
- chambers of commerce
- workforce boards
SkillsUSA Framework Connections
- Communication
- Professionalism
- Work Ethic
- Professional Development
- Service Orientation
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Career Portfolio Review
Overview
Students assemble and receive feedback on evidence of skill, leadership, credentials, projects, work samples, and career readiness.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By February 28, 30 students will complete a professional portfolio containing a resume, at least 3 work samples, a credential record, and 3 STAR stories, then receive documented feedback from an employer, advisor, or alumnus.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeJob Readiness
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- alumni
- faculty
- career services
SkillsUSA Framework Connections
- Professionalism
- Communication
- Self-Motivation
- Professional Development
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Certification Preparation Experience
Overview
Students create a preparation plan for an industry credential, practice relevant competencies, and document readiness milestones.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By May 1, participating students will complete a certification readiness plan, 3 documented practice sessions, and one pre-assessment, with at least 80% demonstrating improvement from baseline.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCredential Readiness
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Faculty
- credentialing bodies
- industry trainers
- employers
SkillsUSA Framework Connections
- Self-Motivation
- Work Ethic
- Professional Development
- Job-Specific Skills
- Safety and Health
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Customer Service Simulation
Overview
Students respond to realistic customer requests, complaints, handoffs, and service failures while maintaining professionalism and documenting resolution.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: During a 75-minute simulation by November 30, every student team will resolve 4 customer scenarios, meet at least 80% of the service rubric, and complete a reflection identifying one communication behavior to improve.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeWorkplace Simulation
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- hospitality partners
- retail partners
- service organizations
SkillsUSA Framework Connections
- Communication
- Professionalism
- Service Orientation
- Decision Making
- Adaptability/Flexibility
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Employer Panel Discussion
Overview
Students prepare questions and participate in a structured panel focused on workplace expectations, hiring, advancement, and industry change.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By December 10, our chapter will host a panel with at least 4 employers representing 3 career pathways, collect 20 student-generated questions, and have 90% of attendees document 3 workplace expectations they learned.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeEmployer Engagement
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- chamber of commerce
- alumni
- advisory committees
SkillsUSA Framework Connections
- Communication
- Professionalism
- Professional Development
- Leadership
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Employer Site Visit
Overview
Students tour a workplace with pre-visit research, observation prompts, employee conversations, and post-visit analysis of workplace systems and expectations.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By April 15, 25 students will complete one employer site visit, interview at least 2 employees, document 5 observed workplace expectations, and identify one skill gap to address before employment.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCareer Exploration
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- industry associations
- alumni
SkillsUSA Framework Connections
- Professionalism
- Communication
- Safety and Health
- Professional Development
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
High School Regional Competition Host
Overview
College/postsecondary students support or host a high school regional SkillsUSA competition, serving in approved operational roles while practicing event professionalism and technical leadership.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: During the regional competition season, our chapter will provide at least 20 trained volunteers, complete 150 combined service hours, and achieve 90% positive feedback from event leadership on professionalism, reliability, and communication.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCompetition Operations
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- High school SkillsUSA
- regional coordinators
- technical chairs
- host institutions
SkillsUSA Framework Connections
- Leadership
- Teamwork
- Work Ethic
- Professionalism
- Planning, Organizing and Management
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Industry Job Shadow
Overview
Students spend structured time observing a professional in their career field and document job tasks, workplace culture, technical expectations, and career pathways.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By April 30, 20 students will complete a minimum 4-hour job shadow, document at least 6 workplace observations, conduct one career conversation, and submit a reflection identifying two next-step skills.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeWork-Based Learning
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- alumni
- advisory committees
SkillsUSA Framework Connections
- Professionalism
- Communication
- Work Ethic
- Professional Development
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Industry Technical Demonstration
Overview
Industry professionals demonstrate current tools, processes, or technologies, followed by student practice, questions, or applied discussion.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By March 31, our chapter will host 3 industry technical demonstrations, each with at least 20 students, and 80% of participants will identify one current industry practice not previously known.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeTechnical Exposure
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- vendors
- manufacturers
- industry associations
SkillsUSA Framework Connections
- Job-Specific Skills
- Professional Development
- Communication
- Safety and Health
- Technology Literacy
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Internship or Work-Based Learning Experience
Overview
Students participate in approved internships, clinicals, apprenticeships, cooperative education, or other structured work-based learning with clear learning outcomes.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: During the academic year, participating students will complete an approved work-based learning experience, receive at least two supervisor feedback checkpoints, and document three examples of applied technical or workplace skills.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeWork-Based Learning
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- career services
- faculty
- workforce partners
SkillsUSA Framework Connections
- Work Ethic
- Professionalism
- Communication
- Job-Specific Skills
- Professional Development
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Job Readiness Day
Overview
A concentrated career-readiness event combining resume review, interview practice, professional introductions, employer feedback, and next-step planning.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By February 15, our chapter will host a Job Readiness Day serving at least 50 students, provide every participant with resume and interview feedback, and have each student leave with one documented 30-day career action.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeJob Readiness
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Recruiters
- employers
- alumni
- career services
SkillsUSA Framework Connections
- Professionalism
- Communication
- Work Ethic
- Professional Development
- Self-Motivation
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Live Client Challenge
Overview
A business, nonprofit, or campus partner presents a real problem for student teams to solve within defined scope, timeline, and professional standards.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: Within 6 weeks, student teams will develop and present at least 3 viable solutions to a live client problem, with each team receiving client feedback and revising its recommendation based on evidence.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeApplied Workplace Project
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Businesses
- nonprofits
- campus departments
- industry partners
SkillsUSA Framework Connections
- Teamwork
- Communication
- Decision Making
- Planning, Organizing and Management
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Live Work for the Community
Overview
Students complete authentic, supervised work for a community partner or client using program skills, workplace standards, customer communication, and quality control.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By April 30, our chapter will complete at least 3 approved live-work projects for community clients, document 200 student work hours, meet all safety and quality requirements, and obtain client feedback for each project.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeApplied Workplace Project
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Nonprofits
- local government
- community organizations
- employers
SkillsUSA Framework Connections
- Job-Specific Skills
- Safety and Health
- Professionalism
- Work Ethic
- Service Orientation
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Local SkillsUSA Competition
Overview
Students plan, conduct, judge, or compete in a local SkillsUSA competition aligned to current standards and used as preparation for state competition.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By January 31, our chapter will conduct at least one local competition with published rules, qualified evaluators, score documentation, and post-event feedback for every competitor.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCompetition Preparation
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Technical chairs
- employers
- faculty
- alumni
SkillsUSA Framework Connections
- Job-Specific Skills
- Professionalism
- Work Ethic
- Communication
- Planning, Organizing and Management
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Mock Interview Day
Overview
Students complete realistic interviews with recruiters, employers, or alumni and receive structured feedback on preparation, communication, examples, and professionalism.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By February 28, 40 students will complete at least two mock interviews and improve their interview rubric score by at least 15% between the first and final round.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeJob Readiness
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Recruiters
- employers
- alumni
- career services
SkillsUSA Framework Connections
- Communication
- Professionalism
- Self-Motivation
- Professional Development
- Work Ethic
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Professional Portfolio Development
Overview
Students build a portfolio containing resumes, credentials, work samples, project evidence, reflections, and documented competencies.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By May 1, every participating student will complete a portfolio with at least 5 evidence artifacts, 3 STAR stories, a current resume, and one employer-reviewed work sample.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCareer Documentation
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- faculty
- alumni
- career services
SkillsUSA Framework Connections
- Professionalism
- Self-Motivation
- Communication
- Professional Development
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Program-Area Podcast
Overview
Students research, script, record, and publish approved podcast episodes that teach practical principles, explain career pathways, or interview professionals in their program area.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By April 15, student teams will produce 4 approved podcast episodes of 10 to 20 minutes each, include at least 3 industry or alumni guests, and document listener or advisor feedback for continuous improvement.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCareer Communication
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- alumni
- faculty
- campus media
SkillsUSA Framework Connections
- Communication
- Technology Literacy
- Professionalism
- Planning, Organizing and Management
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Resume Review Day
Overview
Students revise resumes using a quality checklist and receive targeted feedback from employers, career services, alumni, or trained peers.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By January 31, 50 students will complete a resume review, make at least 3 documented revisions, and leave with a current employer-ready resume saved in an accessible digital format.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeJob Readiness
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Recruiters
- career services
- employers
- alumni
SkillsUSA Framework Connections
- Professionalism
- Communication
- Professional Development
- Self-Motivation
- Technology Literacy
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Safety and Workplace Expectations Lab
Overview
Students practice recognizing hazards, interpreting policies, responding to workplace expectations, and making decisions that protect people, quality, and operations.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: During a 90-minute lab by November 15, students will complete 5 workplace scenarios, correctly identify at least 90% of safety or policy concerns, and justify their response using workplace expectations.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeWorkplace Readiness
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Safety professionals
- employers
- faculty
- insurance or risk-management partners
SkillsUSA Framework Connections
- Safety and Health
- Decision Making
- Professionalism
- Responsibility
- Job-Specific Skills
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
SkillsUSA Championships Preparation
Overview
Students create an intentional preparation plan using technical standards, updates, practice schedules, feedback, professional skills, and competition evidence.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: At least 8 weeks before SLSC, every competitor will complete a written preparation plan, 3 documented practice checkpoints, one scored simulation, and a final readiness review.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCompetition Preparation
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Technical chairs
- faculty
- industry mentors
- former competitors
SkillsUSA Framework Connections
- Work Ethic
- Self-Motivation
- Professionalism
- Job-Specific Skills
- Planning, Organizing and Management
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
SkillsUSA Competition Technical Practice
Overview
Students complete focused technical practice sessions based on standards, scoring criteria, time limits, tool use, and quality expectations.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: Before SLSC, competitors will complete at least 4 technical practice sessions and improve their scored performance by at least 15% from baseline to final practice.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeCompetition Preparation
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Faculty
- technical chairs
- industry mentors
SkillsUSA Framework Connections
- Job-Specific Skills
- Work Ethic
- Safety and Health
- Self-Motivation
- Professionalism
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Technical Skills Demonstration
Overview
Students teach or demonstrate a technical process to peers, employers, visitors, or younger students while using safe procedures and professional communication.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By March 31, each participating student team will deliver a 10-minute technical demonstration, meet at least 85% of the demonstration rubric, and collect feedback from at least 2 observers.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeApplied Technical Communication
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- high school programs
- faculty
- community partners
SkillsUSA Framework Connections
- Communication
- Job-Specific Skills
- Professionalism
- Safety and Health
- Leadership
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Workplace Problem-Solving Challenge
Overview
Teams solve realistic workplace problems involving constraints, customer needs, quality, safety, staffing, cost, or deadlines and defend their decisions.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: During a 60-minute challenge by December 1, each team will solve 3 workplace cases, justify decisions with evidence, and score at least 80% on problem solving, communication, and professionalism.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeWorkplace Simulation
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- alumni
- faculty
- industry associations
SkillsUSA Framework Connections
- Decision Making
- Teamwork
- Communication
- Adaptability/Flexibility
- Planning, Organizing and Management
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Workplace Simulation
Overview
Students enter a simulated workplace with assigned roles, schedules, work orders, policies, interruptions, customers, and performance expectations.
Build a SMART Goal
Use the activity as a measurable workplace-development experience rather than a one-time event.
Sample goal: By the end of a 60- to 90-minute simulation, each student will complete assigned work, respond to at least 2 workplace changes, and document one example of how their choices affected team performance.
SpecificDefine exactly what students will do, with whom, and in what workplace or career context.
MeasurableSet targets for participation, completed work, employer feedback, skill growth, quality, or documented evidence.
AchievableConfirm the activity fits student preparation, time, supervision, facilities, transportation, and partner capacity.
RelevantConnect the activity directly to career goals, program competencies, employer expectations, or SkillsUSA Championships preparation.
Time-BoundSet preparation milestones, the experience date, follow-up deadlines, and an evaluation point.
Experience TypeWorkplace Simulation
Suggested FormatStudent-centered and evidence-based
Planning Time1-8 weeks depending on scope
Leadership LevelStudent-led where appropriate with advisor supervision
Potential Partners
- Employers
- faculty
- alumni
- technical chairs
SkillsUSA Framework Connections
- Work Ethic
- Professionalism
- Teamwork
- Adaptability/Flexibility
- Responsibility
How to Run the Experience
- Define the career-readiness purpose and identify the student audience.
- Confirm employer, advisor, campus, or competition requirements before promotion.
- Create the SMART goal, timeline, student roles, materials, safety plan, and evidence plan.
- Prepare students with expectations, vocabulary, questions, professional conduct, and relevant technical background.
- Conduct the experience with students actively participating rather than only observing.
- Collect employer, client, evaluator, advisor, or peer feedback when appropriate.
- Require students to document what they learned, what they demonstrated, and what they need to improve.
- Use results to plan the next workplace experience or career-readiness action.
Student Leadership Roles
- Experience coordinator or team lead
- Employer or partner liaison
- Logistics and scheduling lead
- Safety and professionalism lead
- Communications and documentation team
- Feedback and evaluation lead
Workplace Evidence to Collect
- Employer, client, mentor, evaluator, or advisor feedback
- Completed work, work samples, or portfolio artifacts
- Performance rubric, practice scores, or technical competency evidence
- Updated resume, portfolio, credential plan, or career action plan when applicable
- STAR story describing the experience and result
- Student reflection identifying strengths, gaps, and next steps
Reflection Questions
- What workplace expectation became clearer through this experience?
- What did you do that demonstrates career readiness?
- What feedback did you receive and what will you change because of it?
- Which SkillsUSA Framework skill did you use most strongly?
- What is your next action to become more prepared for this career?
Advisor Notes
Do not measure success by attendance alone. Require active student participation and evidence of learning. Activities involving regulated technical work, minors, customers, client property, transportation, employment, competitions, or workplace sites must follow institutional requirements, partner rules, safety procedures, supervision expectations, and applicable laws.
Skills Applied at Work
SkillsUSA Framework Connections
Workplace experiences give students a setting where personal, workplace, and technical skills must operate together.
Personal Skills
Responsibility, work ethic, professionalism, adaptability and flexibility, self-motivation, and integrity affect how students show up and perform.
Workplace Skills
Communication, teamwork, leadership, decision making, planning and organizing, service orientation, and professional relationships shape workplace success.
Technical Skills Grounded in Academics
Job-specific skills, safety and health, technology literacy, technical quality standards, and professional development connect instruction to performance.
Plan for Evidence
Workplace Experience Planning Toolkit
Every workplace activity should answer four questions: What will students do? What workplace skill will they practice? What feedback will they receive? What evidence will show growth?
1. Define the Experience
Choose a real or simulated workplace activity connected to a program, career goal, employer expectation, or competition need.
2. Prepare Students
Teach expectations before the experience, including professional conduct, technical preparation, communication, safety, and questions to ask.
3. Capture Evidence
Use feedback, rubrics, work samples, STAR stories, portfolios, credential progress, or performance data to document growth.
Protect Students and Partners
Safety, Quality, and Approval
- Follow institutional approval, transportation, supervision, work-based learning, insurance, and risk-management requirements.
- Students should perform only technical work they are trained and authorized to complete.
- Use qualified supervision for regulated, licensed, clinical, electrical, construction, automotive, food-service, public-safety, or other high-risk work.
- Protect employer, customer, student, and client information.
- Confirm photo, media, confidentiality, and site-access rules before documenting workplace experiences.
- For SkillsUSA competitions, use the current official technical standards, updates, eligibility rules, and competition requirements.