1. ©2007 Thomson Delmar Learning. All Rights Reserved
Cosmetology:
Life Skills
The fact that you are sitting in this classroom today is evidence that you’ve reached adulthood and, as a result, you may be wondering what else is there to learn about life skills and how to manage them effectively. It might be easier for you to understand their importance if you think of it like this. Imagine yourself on Christmas morning (sometime after midnight but before the little ones awake to see what Santa has brought them) in the garage with a huge box that contains all the parts and pieces necessary to put together a bicycle for little Johnnie. In your zeal to do something special for that angelic little one in your life, you rip open the box and begin laying out all the pieces and just when you’re all ready to begin the assembly, you realize that the box contains no directions, nor does it contain any tools for putting the bicycle together.
It’s going to be difficult to get this huge project finished before little Johnnie wakes up, isn’t it? Now, you have all the parts and pieces of a great new bicycle, don’t you? However, they are of little importance unless they are actually put together into the finished product. You need instructions or a “plan” for assembly and you need wrenches and screwdrivers, or “tools” necessary to build the bike.
It is the same way with life. You have enrolled in school to obtain the skills necessary to become a licensed professional in the field of cosmetology. Here you will learn those technical skills necessary to perform the required services for your clients. But, as stated in your text, those technical skills must have a solid foundation of life skills in order to be effective. Let’s think of your life skills as that missing set of instructions and tools needed to build the bike. Once you have the instructions and the tools together, plus your developed technical skills, you will have built a solid foundation upon which you can build a successful career.
Milady’s Standard Cosmetology
©2007 Thomson Delmar Learning. All Rights Reserved

2. “Do not be desirous of having things done quickly
“Do not be desirous of having things done quickly. Do not look at small advantages. Desire to have things done quickly prevents their being done thoroughly. Looking at small advantages prevents great affairs from being accomplished.”
ACTIVITY: WHAT IS SUCCESS? Divide students into small groups of three. Designate a leader and have them delegate a recorder. Ask the teams to brainstorm about how they define success. Ask them to think about what success means to them. Give them about 5 to 7 minutes for this activity. Then ask for a volunteer to serve as “scribe” and record the groups’ findings on the board or flip chart (always remember to reward volunteers, even if it’s with a round of applause from the other students).
As each group reports out, conduct a brief discussion about their thoughts on success and point out the differences between each group’s report. Explain that success is different things to different people. Regardless of your definition of success, there are some guidelines that will help you attain that goal.
Confucius

3. Lesson Objectives
List the principles that contribute to personal and professional success.
Explain the concept of self-management.
Create a personal mission statement.
Explain how to set long- and short-term goals.
Discuss the most effective ways to manage time.
Describe good study habits.
Define ethics.
List the characteristics of a healthy, positive attitude.

4. Life Skills for a Satisfying Existence
Being caring and helpful
Being adaptable
Being persistent (stick-to-itiveness)
Having common sense
Being friendly and liking yourself
Being cooperative
Defining courage and living courageously

5. Putting forth effort and striving for excellence
Being responsible
Becoming organized
Having a sense of humor
Being patient
Putting forth effort and striving for excellence
Being honest and trustworthy
You may achieve a high level of success one day, but you will not sustain that level of success without sound life skills. Just as you may be able to get the bicycle together without the appropriate directions or the appropriate tools, the likelihood, of it staying together and lasting for its normal life span is greatly diminished. So by developing and managing effective life skills on an on-going basis, there is no limit to what you can accomplish.

6. Guidelines For Success
Build self-esteem.
Visualize.
Build on your strengths.
Be kind to yourself.
Define success for yourself.
• Build self-esteem. Self-esteem is based on inner strength and begins with trusting your ability to reach your goals. Learn to feel good about yourself, both personally and professionally.
• Visualize. See yourself as a success: confident, competent, mature, well-dressed, professional, respected.
• Build on your strengths. Whatever you do well, DO IT! Doing something well makes you feel better about yourself. This helps you maintain a positive self-image.
• Be kind to yourself. Eliminate self-criticism and negativity. There are enough other people out there who will be rude and insensitive to you without you doing that to yourself. Forgive yourself for mistakes and try to do better next time.
• Define success for yourself. Aspire to success as you see it — not as how someone else views success. See yourself as successful and you will become successful.

7. Practice new behaviors. Separate personal life from work.
Keep your energy up.
Respect others.
Stay productive.
• Practice new behaviors. You can develop success by practicing new behaviors such as speaking confidently, standing tall and proud, using correct grammar.
• Separate personal life from work. Being self-centered at school or work creates a second-rate team spirit. Use the strategy of “compartmentalization” to separate the two areas.
• Keep your energy up. Rest and pace yourself. Create a healthy balance of work, play, family, friends, exercise and diet. A clear head and fit body are crucial to achieving success.
• Respect others. Use good manners (remember “please” and “thank you”). Avoid interrupting. When you treat people well, they will treat you well.
Stay productive. Eliminate the bad habits that prevent peak performance:
• Procrastination. Don’t put off until tomorrow what you can do today.
• Perfectionism. No one is perfect and if someone does something perfect every time, he/she is probably not stretching his/her ability. Remember, Thomas Edison made over 1000 attempts to invent the light bulb. Thankfully, he didn’t view those attempts as failures, but opportunities to get it right eventually. He did and we have light!
• Lacking a game plan. You must consciously develop a plan for your life. Your game plan should be developed in chunks of time from daily, to weekly, to monthly, and then 1, 2, 5, and 10 years down the road. (More later on setting and attaining goals.)

8. Motivation A reason to act The ignition for success
Motivation is NOT a life skill; self-management is.
Motivate. To provide with a reason to act; to propel. Think of it like this: Motivation is the ignition for success. Self-management is the fuel that keeps you going after ignition.

9. Self-Management The fuel that keeps you going Relying on yourself
Motivation is NOT a life skill, self-management is.
Self-management means relying on yourself, which is done by stimulating your creative capability.

10. Accessing Creative Capability
Stop criticizing yourself.
Stop asking others what to do.
Change your vocabulary.
Do not try to go it alone.
ACCESSING CREATIVE CAPABILITY: You may think you are not born with creativity and that is wrong. We are all born with creativity. To prove the point, give any 4-year-old boy a stick and watch what happens. What does the stick become? (NOTE TO INSTRUCTOR. Let the learners offer up answers here.) That’s right, it becomes a wand, a sword, a horse, etc. It takes creativity to turn that common old stick into all those things. If you need to enhance your creativity, keep these guidelines in mind.
• Stop criticizing yourself. Criticism blocks the creative mind from exploring ideas and discovering solutions to challenges. Recent studies show that only negative behaviors are habit forming. YES, think about it. How do we talk to ourselves. Isn’t it much more common to say things like, “You idiot!” to ourselves than, “You wonderful, talented, creative human being, you!”? We need to concentrate on positive aspects rather than negative ones.
• Don’t look to others for motivation. Take advantage of mentors, yes, but don’t rely totally on them for all decisions. Motivate yourself to find solutions.
• Change your vocabulary. Build a positive vocabulary of active, problem-solving words like explore, analyze, determine, judge, assess, etc.
• Don’t try to go it alone. This is not contradictory. What we mean here is develop a team of family, friends, mentors, and peers that can help stimulate your creativity.

11. Managing Your Career Design a personal mission statement.
“I am dedicated to pursuing a successful life with dignity, honesty, and integrity.”
A mission statement sets forth your values and future goals. We all need a sense of purpose and a reason for being, and that becomes validated when we have a personal, written mission statement.
ACTIVITY: Have students take a few minutes to consider their own personal philosophy or mission statement and write it down. Have them write one or two sentences that communicate who they are and what they want for their lives. This exercise will help them take command of their lives. When they have finished, ask if anyone would like to share his or her mission statement with the group. Don’t force them to share it if they don’t want to. It might be helpful if you share your own mission statement with them. An example follows:
“I am dedicated to pursuing a successful life with dignity, honesty, and integrity.”
“I am committed to loyalty before all else except honor and integrity.”

12. Goal Setting Set short-term goals: 12 months.
Set long-term goals: 3, 5, or 10 years.
Reexamine goals to ensure staying on track.
You set a key goal for yourself when you enrolled in this course. If you liken goal setting and achieving success to a road trip, it may make more sense. If you set out on a trip without a destination in mind, it is likely you never get to where you want to be. Conversely, if you know where you want to go, you need that map or action plan to ensure that you reach the goal or destination of your choosing.
HOW GOAL SETTING WORKS
ACTIVITY: Have students write down a specific goal and then list the general things they need to learn to achieve whatever it was they listed as their career goal. After they have done so, point out that the things they have listed probably fall into at least two categories: short- and long-term goals or activities.
• Short-term goals. Something completed within the next 12 months. It might be passing the next test, graduating from the course, or obtaining licensure upon course completion (or all three).
• Long-term goals. These are measured around larger sections of time: 3, 5, 10 years or even more.
• Reexamine goals often. This will help ensure that you stay on track. As you progress, continue to make new goals, evaluate them, and make more as you achieve each one. Remember, goal setting is a key ingredient of self-management and that is the fuel that keeps you going.

13. Time Management Expert Tips Prioritize. Design a personal system.
Avoid stress.
Learn to say “no.”
Learn to problem-solve.
Take time-outs.
Keep notes.
• Prioritize. Place a value of importance on each task.
• Design personal system. For example, if you need flexibility, build in blocks of unstructured time.
• Don’t take on too much. Learn to say “no.” You will complete more by limiting your activities.
• Learn problem-solving. The faster you find solutions, the more productive your time can be.
• Take time-outs. If you’re feeling frustrated, overwhelmed, irritated, worried, or guilty, take a time-out. Do something you enjoy, even if only for a half-hour.
• Keep notes. Carry a note pad with you to write down good ideas; this saves time trying to remember things.

14. Identify most productive times. Reward yourself.
Schedule.
Identify most productive times.
Reward yourself.
Get exercise and recreation.
Schedule blocks of free time.
Develop “to do” lists.
Make it a habit.
• Make and keep schedules. Plan daily, weekly, and monthly activities and don’t forget to include study time — you’re a student now!
• Identify “peaks” and “valleys.” Plan demanding activities around your “peak” or high-energy time and vice versa.
• Reward yourself. When you have had a well-managed day, reward yourself with the “goodie” of your choice.
• Get exercise and recreation. Both stimulate clear thinking and planning.
• Schedule free time daily. This is your hedge against events that come up unexpectedly.
• Develop “to do” lists. Not only do these help you organize your time, but they also give you a feeling of accomplishment when you can mark things off as completed.
• Make time management a habit. Remember what we said about negative and positive behaviors. Time management is a positive behavior and will take effort and commitment on your part to be accomplished.

15. Good Study Habits Where? When? How?
STUDY SKILLS: It is essential that you are able to apply what we cover in the classroom and clinic while you are in school. There is no way you can do that unless you bring a sense of discipline to your studies.
GOOD STUDY HABITS
ACTIVITY: Conduct a discussion with the students about what their current study habits are. Have them describe the place, time, and environment where they study. Is it in front of the TV, lying face down on the bed, at the dining room table while the house is teeming with activity? Is music blaring? Are others around? Have a few laughs and move into a better set of study standards.
Where?
• Quiet location. So you won’t be disturbed.
Gather needed items. Have everything you will need: books, pens, paper, proper lighting, etc.
Remain alert. Sit in a chair rather than lie down; head will stay clearer.
• Use same place.Develop a routine for time and location.
When?
Determine time needed.
Study when energized and motivated.
• Use “odd” times to study. Like while you are waiting in the dentist’s office.
How?
• Focus on reason for study. Keep goals in mind.
• Resist distractions.
• Be persistent and disciplined.
• Tackle the tough first. There are two schools of thought on this. It may be better to take on something simple first. When you have mastered that, you feel a sense of accomplishment. Often when studying, however, it’s best to tackle the tough subjects first while your head is clearer and you are more alert.
• Use brief time spans and take breaks. This helps keep you fresh and saves time. Test yourself on each section.

16. Ethics Principles of good character Proper conduct Moral judgment
Expressed through personality, human relation skills, and professional image
Moral principles by which we live and work

17. Ethical Characteristics
Provide competent services.
Be honest, courteous, and sincere.
Don’t share secrets.
Continue to learn.
Give correct treatments and consultations.

18. Other Qualities Of Ethical People
Self-care
Integrity
Discretion
Communication
• Self-care. ACTIVITY: Have students take the Self-Care test found in their textbooks.
• Integrity. Your behavior and actions should match your values.
• Discretion. Don’t gossip; don’t breach confidentiality; maintain professional boundaries. (Remember, you are a cosmetologist, not a counselor.)
• Communication. Your interactions must be clear and direct, not passive and withholding. Creating a clear line of communication with all those in your work world will serve you well.

19. Personality and Attitude
What is personality?
What is attitude?
WHAT IS PERSONALITY? Personal existence; the complex of characteristics that distinguishes an individual; the totality of an individual’s behavioral and emotional characteristics. (Webster’s)
In other words, it is the way you walk and talk, the way you hold your head, the way you understand things.
WHAT IS ATTITUDE? A mental position with regard to a fact or state; a feeling or emotion toward a fact or state. (Webster’s)

20. Attitude Ingredients Diplomacy Tone of voice Emotional stability
Sensitivity
Values and goals
Receptivity
Communication skills
• Diplomacy. Be tactful. Be straightforward, but not critical.
• Tone of voice. Soften the sounds you make; speak clearly; deliver words pleasantly.
• Emotional stability. This is a sign of maturity. Learn to handle confrontation and how to let people know how you feel without “going overboard”.
• Sensitivity. Show your concern for others. Sensitivity combines understanding, empathy, and acceptance. Be compassionate and responsive to others. It is a strength, not a weakness.
• Values and goals. These are acquired as you move through life. They show us how to behave and what to aim toward.
• Receptivity. Be receptive to others by being interested in them and responsive to their opinions, feelings, and ideas.
• Communication skills. With a warm, caring personality, you will be able to talk about yourself easily and listen attentively to what others have to say. We need to be able to ask for help and offer it with comfort. Communication skills play a huge role in our overall success.

21. Summary and Review How do you personally define success?
List and explain 10 basic guidelines for personal and professional success.
One of your most valuable resources in life is time, and it is exactly the same for every human being. Your instructor, your supervisor when you get to that all important first job, your children, your significant other, your neighbors, the most successful people you know of in the industry, and YOU all have the same 365 days per year, the same 24 hours per day, and the same 60 minutes per hour to manage your time and your life skills. According to Webster’s Dictionary, time is a continuum that is measured in terms of events that succeed one another from the past through the present to the future. Thus, the basic elements of time and life are events. So the key to managing our life skills and our time is event control. We have discussed a number of strategies, tips, and rules for better managing our time and our lives in today’s lesson.
We’ve learned that we can change our lives by changing our attitudes and possibly even perceptions. We become what we think about ourselves. Practice will not necessarily make something perfect, but it will make it permanent. Only perfect practice will make it perfect. Therefore, we must practice what we do, whether it is a technical skill or an attitude or behavior, correctly.
• How do you personally define success?
ANSWER: LISTEN TO WHAT STUDENTS HAVE TO SAY!
• List and explain 10 basic guidelines for personal and professional success.
ANSWER: Build self-esteem; visualize success; build on your strengths; be kind to yourself; define success for yourself; practice new behaviors; keep personal life separate from work; keep energy up; respect others; stay productive.

22. What three common habits prevent productivity?
List three steps to enhancing creativity.
• What three common habits prevent productivity?
ANSWER: Procrastination, perfectionism, lack of game plan.
• List three steps to enhancing creativity.
ANSWER: Stop criticizing yourself; stop asking others what to do; change your vocabulary.

23. Summary and Review Define “game plan.” Why manage your time?
List qualities and characteristics of professional ethics.
• Define “game plan” and how it can keep your career on target.
ANSWER: A game plan is the conscious act of planning your life. It organizes your time into large blocks and keeps you from allowing things to just happen to you.
• Why is it so important to learn how to manage your time?
ANSWER: By managing your time efficiently, you will maintain the steady energy level necessary to reach your success goals.
• List the qualities and characteristics of professional ethics.
ANSWER: Self-care; integrity; discretion; communication.

24. one unit of study toward
Congratulations!
You’ve just completed
one unit of study toward
program completion!
NOTE: Have assignments prepared for students upon completion of this lesson.
FOR EXAMPLE:
• Have students complete Chapter Two of the Standard Study Guide, The Essential Companion. Have students complete Chapter Two of the Standard Theory Workbook.
• Have students review and complete Chapter Two of the Standard Student CD-ROM.
• Refer students to Chapter Two of the WebTutor for Milady’s Standard - Cosmetology, which is a content-rich, web-based teaching and learning aid that reinforces and clarifies complex concepts. It includes study sheets, glossary, flashcards, discussion topics, online chapter quizzes in three formats, web links, and so much more.
• Have students list their goals in two columns: short-term goals and long-term goals. Then divide each set of goals into workable segments. For example, obtaining your license may seem overwhelming if you have just enrolled in school. However, if you break that goal down into workable segments, you begin to see how easily they are accomplished. Workable segments might include going to class on time, completing homework assignments, mastering skills, passing test, etc.
• Using resources available to them (library, Internet, etc.), have students research endorphins and write a brief essay on how the body’s production of endorphins is evidence that we are in control of our own attitude and we can change it as we see fit.