SkillsUSA Tennessee College/Postsecondary

Leadership Development Resource Center

Build career-ready leaders through intentional experiences that help students communicate vision, inspire others, empower teams, and strengthen interpersonal skills.

Leadership Outcomes Browse A-Z Library Planning Toolkit Framework Connections

Leadership Development Is a Program of Work Category

Participation in the Leadership Development category creates a career-ready student able to communicate vision, inspire others to reach a common goal, equip and empower team members, and develop interpersonal skills.

National examples include conducting a leadership workshop for all members, attending a Fall Leadership Conference, and holding a chapter officer retreat. Tennessee chapters can build on those examples with college-based leadership days, mentoring, networking, industry engagement, simulations, and student-led experiences.

National Leadership Development Outcomes

What Students Should Be Able to Do

Every activity on this page should intentionally strengthen at least one of these outcomes.

Communicate Vision

Explain a goal clearly, connect people to purpose, and communicate direction with confidence.

Inspire Others

Motivate individuals and teams to work toward a shared goal.

Equip and Empower

Delegate responsibility, develop others, and create conditions for team success.

Develop Interpersonal Skills

Build trust, listen well, navigate conflict, and communicate professionally.

Leadership Experiences

Ideas Chapters Can Use

Use these as chapter activities, college leadership days, conference preparation, advisor-led workshops, or student-led events.

Networking and Mentoring

Speed networking
Mentor match events
Alumni shadow day
Career conversation challenge

Industry Engagement

Guest speaker
Industry panel with the local Chamber of Commerce
Employer roundtable
Recruitment event support
Workplace tours

Applied Leadership

Live client challenge
Shark Tank pitch
Committee leadership
Student-led chapter meeting
Team project leadership

Leadership Simulations

Budget escape room
Job roleplay cards
Difficult conversation simulation
Workplace decision-making simulation
Industry trivia night

Professional Presence

Mock interview night
Resume rescue lab
LinkedIn photo booth and brand lab
Professional introduction practice

SkillsUSA Leadership Pathway

Leadership workshop
College Leadership Development Day
Chapter officer training
Chapter officer retreat
jumpSTART
TLTI
WLTI

Ready-to-Run Experiences

A-Z Leadership Development Library

Open any of the 24 leadership-development experiences below for a practical guide. The library is alphabetical so advisors and students can find experiences quickly.

Alumni Shadow Day

Overview

Students spend structured time with an alumnus or graduate in the workplace and debrief what they observed about leadership, communication, and workplace culture.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By November 30, each participating student will complete one half-day alumni shadow experience, identify three observed leadership behaviors, and submit a reflection naming one behavior they will intentionally practice during the next 30 days.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Career Exposure

Best Audience Students and emerging leaders

Time Needed Half day to full day

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Alumni; employers; college alumni office

SkillsUSA Framework Connections

Interpersonal Skills; Communication; Professionalism

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students prepare questions, manage the visit schedule when appropriate, and present key takeaways afterward.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Advisor note: This activity should be designed so students practice leadership, not simply attend. Whenever possible, place students in real planning, communication, decision-making, facilitation, or reflection roles.

Budget Escape Room

Overview

Teams solve timed challenges involving budgets, priorities, workplace rules, trade-offs, and limited resources.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By October 15, student teams will complete a 45-minute workplace budget escape room, correctly solve at least 80% of the financial and prioritization challenges, and identify two decision-making strategies they can apply to chapter leadership.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Simulation

Best Audience All members

Time Needed 45-90 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Business faculty; employers; financial institutions

SkillsUSA Framework Connections

Decision Making; Planning and Organizing; Teamwork

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students rotate as team lead, recorder, budget manager, and spokesperson.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Career Conversation Challenge

Overview

Students complete a set number of intentional career conversations with professionals and document what they learned.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By December 1, each student will complete three purposeful career conversations with professionals, prepare at least two questions for each conversation, and document one new leadership or career-development action resulting from the conversations.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Networking

Best Audience All members

Time Needed 1-4 weeks

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Industry partners; alumni; Chamber of Commerce

SkillsUSA Framework Connections

Communication; Interpersonal Skills; Professionalism

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students identify contacts, request conversations, prepare questions, follow up, and share insights.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

College Leadership Development Day

Overview

A campus-based leadership event with workshops, simulations, team challenges, and reflection aligned to SkillsUSA leadership outcomes.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By February 28, the chapter will host one college-wide Leadership Development Day serving at least 75 students, include four interactive leadership sessions, and collect participant feedback showing at least 85% can identify one new leadership behavior they will apply.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Training

Best Audience Chapter members and officers

Time Needed Half day to full day

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

College leadership; alumni; industry; student affairs

SkillsUSA Framework Connections

Leadership; Communication; Teamwork; Planning and Organizing

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students can serve as facilitators, hosts, emcees, session leaders, and logistics coordinators.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Committee Leadership Experience

Overview

Students lead a chapter committee responsible for a real Program of Work activity from planning through evaluation.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: During the semester, each chapter committee will set one measurable goal, assign student roles, complete its planned work by the agreed deadline, and conduct a final evaluation documenting results and one improvement for the next cycle.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Chapter Leadership

Best Audience All members

Time Needed Several weeks

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Campus partners; community or industry partners as needed

SkillsUSA Framework Connections

Leadership; Responsibility; Teamwork; Planning and Organizing

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students own timelines, delegation, communication, execution, documentation, and evaluation.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Difficult Conversation Simulation

Overview

Students practice responding to realistic workplace conversations involving feedback, conflict, mistakes, performance concerns, or customer issues.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the session, each student will complete two workplace conflict scenarios using a structured communication approach and earn proficient feedback on listening, professionalism, clarity, and solution-building.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Simulation

Best Audience All members

Time Needed 45-75 minutes

Leadership Developme nt Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

HR professionals; supervisors; alumni

SkillsUSA Framework Connections

Communication; Interpersonal Skills; Adaptability; Professionalism

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students rotate through employee, supervisor, observer, and coach roles.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Guest Speaker or Industry Panel

Overview

Invite professionals to discuss leadership, workplace expectations, career pathways, and lessons learned. Students prepare and facilitate the experience.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the semester, the chapter will host at least two industry speakers or one multi-employer panel, with students preparing questions in advance and 90% of participants documenting one leadership insight and one follow-up action.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Industry Engagement

Best Audience All members

Time Needed 45-90 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Chamber of Commerce; employers; alumni

SkillsUSA Framework Connections

Communication; Leadership; Professionalism

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students select topics, research speakers, prepare questions, introduce guests, moderate discussion, and send thank-you messages.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Industry Trivia Night

Overview

Teams compete using questions about industries, employers, workplace expectations, leadership concepts, and career pathways.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By November 15, student teams will participate in a 60-minute industry trivia event covering workplace expectations, leadership, and career knowledge, with every team completing a reflection on three concepts they need to strengthen.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Simulation

Best Audience All members

Time Needed 45-90 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Employers; faculty; alumni

SkillsUSA Framework Connections

Teamwork; Communication; Career Awareness

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students research questions, serve as hosts, track scores, and facilitate debriefs.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Job Roleplay Cards

Overview

Students draw realistic workplace scenarios and roleplay responses to leadership, communication, customer service, and team challenges.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the activity, each student will practice at least three workplace leadership scenarios and demonstrate an appropriate response in communication, accountability, teamwork, or conflict resolution in at least two of the three scenarios.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Simulation

Best Audience All members

Time Needed 30-60 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Employers; faculty; HR professionals

SkillsUSA Framework Connections

Interpersonal Skills; Communication; Decision Making

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students facilitate scenarios, coach peers, and identify stronger response strategies.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

jumpSTART

Overview

A Tennessee leadership experience that helps students build SkillsUSA knowledge, confidence, connection, and readiness for deeper involvement.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: Following jumpSTART, participating students will identify two leadership skills they gained, one chapter responsibility they will assume, and one action they will complete within 30 days to strengthen their local chapter.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type SkillsUSA Leadership Pathway

Best Audience New and emerging members

Time Needed Event-based

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

SkillsUSA Tennessee College/Postsecondary

SkillsUSA Framework Connections

Leadership; Communication; Teamwork; Professionalism

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students participate actively, connect with peers, and bring learning back to the chapter.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Leadership Workshop

Overview

A focused session that teaches and practices a leadership skill such as communication, delegation, motivation, conflict resolution, or team development.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the workshop, at least 90% of participants will complete one applied leadership activity, identify one personal leadership strength and one growth area, and create one action step to practice within the next month.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Training

Best Audience All members

Time Needed 45 minutes to 3 hours

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

State officers; alumni; employers; college leaders

SkillsUSA Framework Connections

Leadership; Communication; Teamwork

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students can co-design content, facilitate activities, and lead reflection.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

LinkedIn Photo Booth and Professional Brand Lab

Overview

Students receive a professional headshot and complete a guided review of how they present themselves professionally online and in person.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the event, at least 50 students will receive a professional headshot, complete or update a professional profile, and receive feedback on at least three elements of their professional brand.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Professional Presence

Best Audience All members

Time Needed 1-3 hours

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Photographers; recruiters; marketing professionals

SkillsUSA Framework Connections

Professionalism; Communication; Technology Literacy

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students manage appointments, hospitality, peer review, and profile checklists.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Live Client Challenge

Overview

A local business or organization presents a real problem for student teams to solve and present back to the client.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: Within six weeks, student teams will respond to one real client problem, present a recommended solution to the client, and receive documented feedback on communication, teamwork, professionalism, and usefulness of the proposed solution.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Applied Leadership

Best Audience Advanced members or mixed teams

Time Needed 2 hours to several weeks

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Local businesses; Chamber of Commerce; nonprofits

SkillsUSA Framework Connections

Leadership; Teamwork; Communication; Decision Making; Planning

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students organize teams, define roles, communicate with the client, build solutions, and present recommendations.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Mentor Match Event

Overview

Pair students with professionals or alumni for structured conversations and possible ongoing mentoring relationships.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the semester, each participating student will be matched with a mentor, complete at least two mentor conversations, establish one leadership or career goal, and document progress toward that goal.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Networking and Mentoring

Best Audience All members

Time Needed 60-120 minutes plus follow-up

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Alumni; employers; professional associations

SkillsUSA Framework Connections

Interpersonal Skills; Communication; Professionalism

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students create mentor profiles, prepare questions, facilitate introductions, and set follow-up goals.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Mock Interview Night

Overview

Recruiters and employers conduct realistic interviews and provide feedback on communication, professionalism, and responses.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the event, each student will complete at least one employer-led mock interview and receive written feedback identifying one demonstrated strength and two specific areas for improvement.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Professional Presence

Best Audience All members

Time Needed 1-3 hours

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Recruiters; HR professionals; employers

SkillsUSA Framework Connections

Communication; Professionalism; Self-Motivation

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students help recruit interviewers, create schedules, host guests, and collect feedback.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Officer Retreat

Overview

A focused planning and team-development experience for chapter officers to build trust, clarify roles, set goals, and prepare the Program of Work.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: Before the chapter year begins, officers will complete a retreat that establishes chapter goals, defines officer responsibilities, creates a communication agreement, and produces a first-draft annual action plan.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Chapter Leadership

Best Audience Chapter officers

Time Needed Half day to overnight

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Advisor; alumni; state officers; campus leaders

SkillsUSA Framework Connections

Leadership; Teamwork; Planning and Organizing; Responsibility

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Officers set the agenda, establish team agreements, assign responsibilities, and build the annual action plan.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Officer Training

Overview

Structured training on officer roles, meetings, delegation, communication, chapter operations, and student-led leadership.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Chapter Leadership

Best Audience Chapter officers

Time Needed 2 hours to full day

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Advisor; state officers; alumni

SkillsUSA Framework Connections

Leadership; Communication; Responsibility; Planning

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Officers practice running meetings, delegating, presenting, and solving chapter scenarios.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Resume Rescue Lab

Overview

A guided resume clinic using checklists, peer review, and employer feedback to improve clarity, evidence, and professional presentation.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: Within 30 days of election or appointment, every chapter officer will complete role-specific training, demonstrate understanding of responsibilities, and establish two measurable goals for their term of service.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Professional Presence

Best Audience All members

Time Needed 60-120 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Career services; recruiters; employers

SkillsUSA Framework Connections

Communication; Professionalism; Job-Specific Skills

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students serve as peer reviewers, appointment coordinators, hosts, and evidence coaches.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Shark Tank Pitch

Overview

Student teams develop and pitch a business, product, service, or solution to a panel of judges.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the lab, each participant will revise one resume using a quality checklist, add at least three accomplishment-based statements, and receive peer, advisor, or employer feedback before submitting a final version.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Applied Leadership

Best Audience All members

Time Needed 2 hours to several weeks

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Entrepreneurs; business leaders; faculty

SkillsUSA Framework Connections

Communication; Leadership; Teamwork; Decision Making

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students lead research, team roles, pitch development, presentation, and response to questions.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Speed Networking

Overview

Students rotate through short, timed conversations with professionals to practice introductions, questions, listening, and follow-up.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the project, student teams will develop and deliver a five-minute pitch to an external panel, respond professionally to questions, and revise at least one element of their idea based on evaluator feedback.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Networking and Mentoring

Best Audience All members

Time Needed 45-90 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Chamber of Commerce; employers; alumni

SkillsUSA Framework Connections

Communication; Interpersonal Skills; Professionalism

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students help recruit participants, manage rotations, welcome guests, and complete professional follow-up.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Team-Building Challenge

Overview

Teams complete structured challenges requiring communication, trust, delegation, problem solving, and reflection.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: During a 60-minute event, each student will complete at least six professional networking conversations, practice a concise introduction, ask purposeful questions, and identify two contacts for appropriate follow-up.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Training

Best Audience All members

Time Needed 30-120 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Faculty; facilitators; employers

SkillsUSA Framework Connections

Teamwork; Leadership; Communication; Adaptability

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students rotate leadership roles and facilitate the debrief.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

TLTI

Overview

The Tennessee Leadership Training Institute develops student leaders through leadership training, advocacy preparation, networking, and SkillsUSA engagement.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: By the end of the activity, student teams will complete a collaborative challenge within the assigned constraints and evaluate their performance in communication, role clarity, trust, adaptability, and shared decision-making.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type SkillsUSA Leadership Pathway

Best Audience Student leaders, delegates, and officers

Time Needed Conference-based

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

SkillsUSA Tennessee College/Postsecondary; partners

SkillsUSA Framework Connections

Leadership; Communication; Professionalism; Interpersonal Skills

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students prepare, participate, network, reflect, and apply learning within their local chapter.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

WLTI

Overview

The Washington Leadership Training Institute provides national leadership, advocacy, and networking experiences that students can translate into stronger chapter and career leadership.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: Following TLTI, each participating student will identify three leadership strategies learned at the conference and apply at least one strategy to a local chapter responsibility within 30 days.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type SkillsUSA Leadership Pathway

Best Audience Selected student leaders

Time Needed Conference-based

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

SkillsUSA; Tennessee delegation; policymakers; partners

SkillsUSA Framework Connections

Leadership; Communication; Professionalism; Interpersonal Skills

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students prepare for advocacy, participate in leadership programming, network, reflect, and share learning with others.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Workplace Decision-Making Simulation

Overview

Students analyze realistic workplace dilemmas, select a course of action, defend their reasoning, and consider consequences.

Build a SMART Goal

Define a leadership-development goal that is specific, measurable, achievable, relevant, and time-bound.

Sample goal: Following WLTI, each participating student will complete an advocacy or leadership reflection, identify one action that strengthens their ability to communicate SkillsUSA impact, and share that learning with their local chapter or institution.

SpecificState exactly what students will do, who will participate, and which leadership behavior or outcome the experience is designed to develop.

MeasurableSet targets for participation, completion, demonstrated behaviors, feedback, products, or documented learning.

AchievableConfirm the experience fits the available time, student readiness, partners, facilities, budget, and advisor support.

RelevantConnect the experience to chapter goals, the Leadership Development Program of Work category, and SkillsUSA Framework growth.

Time-BoundSet preparation milestones, the experience date, the completion deadline, and a reflection or follow-up date.

Experience Type Leadership Simulation

Best Audience All members

Time Needed 45-90 minutes

Leadership Development Outcomes

Communicate vision.
Inspire others to reach a common goal.
Equip and empower team members.
Develop interpersonal skills.

Possible Partners

Employers; HR professionals; faculty

SkillsUSA Framework Connections

Decision Making; Integrity; Responsibility; Leadership

How to Run the Experience

Define the leadership skill or outcome students will practice.
Identify the audience, partner, facilitator, timeline, and needed resources.
Give students meaningful planning and leadership responsibilities.
Prepare participants with expectations, roles, and background information.
Complete the experience with active student participation rather than passive attendance.
Debrief what happened, what worked, and what students would do differently.
Document evidence of student growth and identify a next leadership step.

Student Leadership Roles

Students facilitate cases, lead discussion, and compare alternative decisions.

Evidence to Collect

Student reflections
Participant or partner feedback
Planning documents and agendas
Student-created materials or presentations
Photos or approved media
Leadership goals and follow-up actions

Reflection Questions

What leadership behavior did you practice?
How did your actions affect other people or the team?
What feedback did you receive?
What would you change the next time you lead?
What is your next leadership-development goal?

Advisor note: This activity should be designed so students practice leadership, not simply attend. Whenever possible, place students in real planning, communicat ion, decision-making, facilitation, or reflection roles.

From Activity to Development

Leadership Experience Planning Toolkit

Use this process to make sure an activity develops leadership rather than becoming passive attendance.

1. Choose the Outcome

Identify which leadership outcome students need to practice.

2. Give Students Ownership

Assign real responsibility for planning, communication, facilitation, or decision-making.

3. Add an Authentic Audience

Use peers, faculty, alumni, employers, or community partners when the experience benefits from outside perspective.

4. Practice the Skill

Students should perform, decide, lead, communicate, or solve rather than only listen.

5. Debrief

Use feedback and reflection to help students name what they learned.

6. Document Growth

Collect evidence and identify the student's next leadership goal.

SkillsUSA Framework

Leadership Development Builds Career-Ready Skills

Leadership experiences can strengthen Personal Skills, Workplace Skills, and Technical Skills Grounded in Academics when students are given meaningful responsibility.

Personal Skills

Integrity, responsibility, work ethic, self-motivation, adaptability and flexibility, and professionalism.

Workplace Skills

Communication, teamwork, leadership, decision-making, planning and organizing, service orientation, and professional relationships.

Technical Skills Grounded in Academics

Job-specific skills, safety and health, technology literacy, professional development, and technical quality standards.

Reflection and Evidence

Make Student Growth Visible

A leadership activity becomes more valuable when students can explain what they did, what changed, and what they will do next.

Before

Set a leadership goal and identify the skill to practice.

During

Observe decisions, communication, teamwork, and leadership behaviors.

After

Reflect, collect feedback, document evidence, and identify the next growth step.