TEACHING INDIVIDUALS HOW TO GO FROM ORDINARY TO EXTRAORDINARY EMPLOYEES

GOT WHAT IT TAKES?

INSTRUCTOR’S GUIDE BY

WORKETHICS

TEACHING INDIVIDUALS HOW TO GO FROM

ETHICSORDINARY TO EXTRAORDINARY EMPLOYEES

INSTRUCTOR’S GUIDE BYINSTRUCTOR’S GUIDE BYINSTRUCTOR’S GUIDE BYINSTRUCTOR’S GUIDE BY

www.innovativeworkforce.com

Center of Workforce Innovations, 2804 Boilermaker Ct, Suite E, Valparaiso, IN 46383

The design and content of this workbook are proprietary information of the Center of Workforce Innovations and shall not be disclosed or reproduced in whole or in part, without the prior written consent of the Center of Workforce Innovations.

INTRODUCTIONScope & PurposeBusinesses expect employees to arrive on time, dress appropriately, and follow directions. However, these skills are not fully understood by many young people who are preparing to enter the workforce. In fact, there is often a signi� cant de� ciency in work ethics in today’s labor pool.

At the Center of Workforce Innovations, we believe today’s younger generation are creative, articulate, problem solvers – all traits employers value. We also believe that these traits, coupled with a strong understanding of what is expected of them (work ethics) will help them obtain, keep and � ourish in a job.

In this handbook you will � nd ideas on how to help individuals turn their world of experiences into those necessary to succeed in today’s world of work.

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SUMMARY OF COURSEOverview of Work Ethics CourseThe Center of Workforce Innovations has developed a work ethic course based on a survey and analysis with local employers who helped develop 10 characteristics of what employers want. The 10 characteristics have been revalidated every several years to make sure they remain current with expectations. Though not all inclusive, it is believed if individuals clearly understand and demonstrate the 10 characteristics of good work ethics they will be seen in a favorable light in the workplace.

Time CommitmentThis Work Ethics course is intended to arm participants with a set of universal workplace competencies employers seek. The overall individual time for the entire course, including class, activities, journaling, service learning, and the team project is about 25 hours. Class time is described below. Service learning is about 6 hours of time commitment, and the team project and journaling will consume the remaining 7 hours.

This course is a total of 12 hours long, incorporating 9 hours of class time and 3 hours of outside activities. Though intended for a 9 – 10 week period, of 45 – 60 minutes per week, the difference is those weeks when assignments are made for outside classroom instead of weeks when the activity is done in the classroom.

The course can be altered to 19 weeks of 30 minutes a week or other such structure depending on your particular needs. If using this shorter class schedule, the topics are divided over a two week framework, with the activity the week following the lecture and discussion. Using the longer timeline, more time is spent reporting � ndings and results of activities that are the reinforcement for the previous week’s topic.

Though not mandatory, instructors are encouraged to bring in outside speakers and use class time to engage in realistic discussions using a work context. Remember, many of your participants may not have experienced the work environment so you may have to frame topics in relationship to situations they better relate to.

A certi� ed teacher is best suited for the role of instructor but this is not a requirement. If offered within the context of a school system, learning is enhanced when reinforced by other activities during regular classes or the school at large. Work Ethic activities might serve as possible sources of further study or research. Using a Work Ethic class participant to present to a class, or as a topic for a speech, is also a possible way to align with other coursework.

The Work Ethic curriculum is a blend of theory, experiences, and activities. Each of the individuals will receive a handbook containing a series of work sheets and journal page for each topic to record their thoughts and ideas or take notes. The work sheets are contained in the back of the instructor’s manual for easy reference.

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Additional ActivitiesThere are three additional activities that should be incorporated into the course beyond the structured activities in the handbook.

First is a journaling of their personal examples where the individuals show they demonstrated the “10 characteristics employers want.” The journal is kept weekly and their written examples should correlate with those being featured during the week. You will � nd prepared pages in the back of the student handbook.

Second is a service learning activity selected by each participant in whom they can demonstrate the 10 characteristics. This does not need to be a lengthy commitment (6 hours total is suggested) and should not be highly regulated. The individual should feel as if they can select the activity or even incorporate something they are already doing. The point is less directed to the service aspect and more to practicing the 10 characteristics.

The third is a team building exercise geared to reinforce being part of a workplace team and communication skills. This is in addition to the ‘team’ level activity sheets. Each team should be approximately six individuals and organized on the � rst day of class. The � nal day of class is a video presentation of their accomplishments. Each team gets one week to come up with a project in which they can show good work ethic. Monitor their suggestions and encourage creativity. Weeks 2-6 they should be developing their strategy and how they will present. Then, depending on the class structure you are using, presentations would take place the � nal 3 weeks. The presentations should be no longer than 15 minutes but demonstrate a scenario whereby all 10 characteristics are demonstrated. Though a video-type presentation is encouraged, it is not the only allowable way to present their scenario.

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WORKBOOKUnderstanding Work EthicsToday’s workforce is demanding and competitive. As an employee you must not only have good technical skills, you must also demonstrate a positive and cooperative attitude. This workbook is intended to prepare you with the interpersonal skills needed to excel in today’s workplace.

Who De� nes Work Ethics?• Bosses• Company owners• Supervisors• Technical standards• Sometimes it’s the law

INTRODUCTION TO WORK ETHICFood for Thought• What do you consider your strongest skills or talents? What are the things that come easy to you and that

you do so well that you would be willing to make this work ethic commitment to?• When you have extra time, what do you enjoy doing most of all? Could you do this all day, every day?

Could you do this as a job?• Nothing went right this morning, you are tired, cannot fi nd the shirt you want, and your family seems

to be hogging the bathroom. Now you are going to be late. What do you do? Write you BESTexcuse here.

• What are your personal goals? What type of lifestyle do you want? Are there special considerations to be made? If so what are they?

Stop: Discussion Based Activity

Activity Directions for Instructors:The instructor should have participants think privately about each bullet scenario or question giving them 10 minutes time to go through them and job notes in their journal. Use the bullet items to ask leading questions. Cover each of the scenarios.

Show a positive attitude

Work well with others

Follow directions

Arrive to work on time

Recognize problemsand � nd solutions

Manage time effectively

Apply goodlistening skills

Be honest anddependable

Know the need to pass a drugor background check

Dress properly and practicegood hygiene

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WORK ETHICS TRAITSIntroduction of Work Ethics & YouHere is the list of preferred traits for good work ethics based on what employers have said. I guess we cannot argue with them, BUT are they always the only way to go? Jot down (be brief) why you think this is important to a boss. And, can you give an example when you think the trait would not be important? If so, write it down.

Work Ethic Trait Why is it Important? Why is it NOT Important?

Show a positive attitude

Work well with others

Follow directions

Arrive to work on time

Recognize problems & � nd solutions

Manage your time effectively

Apply good listening skills

Be honest & dependable

Know the need to pass a drug or background check

Dress appropriately and practice good grooming

STOP: Complete Work Ethic Traits Activity Sheet

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POSITIVE ATTITUDEIntroduction of Showing a Positive AttitudeA positive attitude - showing optimism, expectancy, and enthusiasm--makes everything in business easier. A positive attitude boosts you up when you’re down and supercharges you when you’re already “on a roll.” A positive attitude helps you cope more easily with the daily affairs of life. It makes it easier to avoid worries and negative thinking. If you adopt it as a way of life, it would bring constructive changes into your life, making you happier, brighter, and more successful.

STOP. Complete Positive Attitude Activity Sheet

Activity Directions for InstructorsPut the individuals in groups for this activity. The groups will be shown images that re� ect a negative impression. The groups are to come up with positive titles for the images to replace the negative one. Tell the group they will have 20 minutes for this activity.

WORK WELL WITH OTHERSIntroduction of Work Well With OthersAs Ginger Voight writes, “From the time you were small you were likely assessed on how you relate to others around you. Once you enter the working world, plays well with others graduates to works well with others and are a critical indicator of your future success. In everything you do you will need to depend on or work with another individual…” The ability to complete a group project timely and successful hinges on the ability to get along with others. This trait may build upon several of the other Work Ethic traits, but in the end, whether you have a good day or bad day, your ability to work with others consistently is obvious to both co-workers and management. It becomes a major factor in keeping a job.

STOP. Complete Work Well With Others Activity Sheet

Directions for InstructorsThis is a group activity. Participants are divided into groups of four or more. Ask each group to elect a team leader for this activity. Give each group a supply of spaghetti and marshmallows. Tell the group they will have 15 minutes to work together to create the tallest freestanding structure possible. Before you say, “go,” tell the teams that their team leaders may only supervise and offer instructions. He or she may not physically participate in this activity.

Resources: Bags of spaghetti and marshmallows

Discussion Questions after activity: What was it like to work together? What worked and what did not work? Did everyone play a role in the activity? How did the team leader feel about his or her level of participation? What would you do differently if you did this again?

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FOLLOWS DIRECTIONSIntroduction of Follow DirectionsDirections, directions, directions, they are everywhere. We use them to get from one location to another. We use them to solve a challenge or puzzle. We even use them to put together a tent. But how does this apply to work? Directions come in many forms in the workplace. They can be written or spoken rules. They can be e-mailed or signs posted on the wall. This means demonstrating that you know what is expected based on the directions given. When directions de� ne a process using a series of steps, for example � ll the bucket with water then add the chemical, ignoring the directions can result in harm or damage. Employers see this as a loss and loss means, as a worker, you are not as valued.

STOP. Complete Follows Directions Activity Sheet

Directions for InstructorsPut participants in pairs to complete this activity. Tell the individuals they have 2 minutes to provide directions to their partner before guessing the location answer. If the guess is not correct, the person giving the information gets two more attempts to direct their partner to the correct location before switching roles.

Resources: None

Instructions for the ActivityFirst you will give directions to this location without speaking, drawing, or writing. You get 2 minutes and your teacher will call time. Now your partner must tell you this location.

If they do know the location, go to the next step which is to give your partner three simple 2-word verbal clues on how to � nd this location. Again the partner must tell you where the location is.

If they still do not get it, you will draw a map from your present location to the place you have chosen. Did they get it this time?

It is now time to reverse your roles and the opposite person thinks of the location.

ARRIVE TO WORK ON TIMEIntroduction of Arrive to Work on Time This is more than simply showing up “most of the time.” When in school you could miss almost 18 out of 180 days without getting kicked out. When you work, missing 10% of the scheduled time is not good enough. (Your coworkers will not appreciate you either) So what is acceptable?

We believe employers are looking for closer to 100%. Don’t go to work if you are honestly sick. You don’t have to give up of� cial days off or your vacation. But your commitment to being in the workplace is not based on your own discretion. Good work ethic is de� ned as 95% or better attendance. That reduces the number of days away from work to no more than 9 in any 180 workdays. (Remember only 5 workdays a week as a rule so 180 is about 35 weeks or almost 9 months) And even this is a stretch for most employers. So the workplace minimum standard is actually twice as rigid as you are accustomed to in school.

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STOP. Complete Arrive to Work on Time Activity Sheet

Directions for Instructors Put the individuals in groups of threes to complete this activity. This can be done either during the session or they can do it outside if they agree to adhere to the 15 minute limit.

Tell them they have 15 minutes to complete this and it is not which group gets done � rst but which group comes up with the best solution.

Resources: Individual copies of the Activity Sheet

Here is the activity: (this relates to on time for deadline)

The boss has assigned a team of 5 people to submit a request for a large project. You have been working on your various areas for 6 weeks and now it is deadline time. You are in Indiana and the proposal has to be stamped into the receiving of� ce which is in New York City by 10:00 am EST tomorrow morning or you forfeit the chance. Your company is one of the strongest contenders but you still have to meet the deadline. The FedEx � nal pick up is at 6:00 pm CST and it is 2:30 pm CST now. You have one member out ill, one member who went to a meeting and won’t be back which leaves 3 of you to add the pieces that your ill team member has written, proof the � nal version, put all pieces into a � nal document which is about 93 pages long, prepare the required 5 copies, get the boss’s signature on the original, package for FedEx and take to the drop off. Detail the steps and timeline you will use, including who will do what and how, to meet this deadline. Oh by the way, since FedEx does not pick up this late you have to drive it to the drop box which is 20 minutes away.

Recognize Problems And Find SolutionsIntroduction of Recognize Problems and Find SolutionsWhy should I solve my boss’s problems? That’s why the boss makes the “big bucks” right? You might not be far off in some respects. The boss got there because she/he demonstrated that they were committed to what needed to be done and took steps to accomplish it. So why should you? Not only is problem solving and � nding solutions a key trait of a good employee, it also shows that you care about the company. Having a chance to learn new things and a shot at the job you want may boil down to your ingenuity. Ingenuity means creating new and better ways of doing things. Just make sure you ask the boss fi rst. Propose your ideas, explain how you see the problem, what solution/solutions you suggest (make it one of a couple of options), and how you see each one as making the situation better.

And, don’t give up if your ideas are not immediately taken. Frequently it takes times to demonstrate that you understand what needs to be done and that your ideas are well thought out. Try, try, try!

STOP. Complete Recognize Problems and Find Solutions Activity Sheet

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Directions for InstructorsUse the diagram below to make a number of points about solutions. Reinforce that � nding problems without suggesting possible solutions is a less desired trait in the workplace. Talk about how some problems may only have one solution but likely there are multiple solutions to the same problem. So they should keep an open mind and listen to the ideas of others.

Resources: Printed copies of the diagram

Discussion QuestionsWhat if there is not a solution? Do you think it is possible to be solution-less? When might you not identify a problem? Would you even identify a problem without suggesting a solution? How do you handle it when your solution is not taken, or even acknowledged?

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Directions for InstructorsThe participants will work in pairs. Below you will � nd the solution to the grid exercise for Concentrate on the WorkSOLUTION Move the x in boldface type to the box marked a or b.

Resources: Activity sheet

Expanding on this activity:You can guide the discussion if challenged on this solution by saying technically there really are only two solutions. But if you are a creative type it is possible to � nd another way to accomplish this challenge. Instructor should down play the solution and not make this an issue of right or wrong. Discuss the ease of � nding a solution when you focus on the task as opposed to when you are trying to focus on a sidebar conversation and complete the task at the same time. The group may not be willing to admit that it takes longer to complete a task when not concentrating on the job at hand, but hold a discussion about situations where lack of concentration could be detrimental to the job or even dangerous.

Examples are: Iron Worker or Bridge Construction Worker Emergency Room Medical Personnel Computer Programmer Long Distance Truck Driver 911 Operator

Launch a � nal discussion on how lack of concentration could affect these workers then talk about how people in these situations might increase their concentration. Please no right or wrong answers here, just let them brainstorm.

X X X Xa X

X X XX

b

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Manage Time EffectivelyIntroduction of Manage Time EffectivelyWhy would you think employers put this one on the list? If you show up on time, do the job, and leave at the end of your work time then I have done this right? Wrong! Remember we discussed concentration? This one is similar. If you come to work, and work all day, but get little done, your boss will begin to wonder if you are a valuable asset or not. Just doing tasks but not meeting deadlines, or taking a long time to complete a short task, or only handling one thing at a time, can look like you’re wasting time. Have you ever wondered how a friend could spend so much time on an assignment when it took you “like 10 minutes”? The same thoughts could go through your employer’s mind. This is not to say that you should rush through work and make errors or have sloppy results, but don’ be a time waster. Show you can get things done, done well, and in a reasonable timeframe.

STOP. Complete Manage Time Effectively Activity Sheet

Directions for InstructorsAssign the use of the time log. The activities are not important but the “level of importance” the participants put on an activity is. Again, encourage them to take this seriously. Encourage them to dedicate one continuous 24-hour period to tracking how they spend their time.

Resources: Activity sheet

Discussion Questions 1) Did you fi nd any time spent that you would classify as time waster? 2) If so, why did you classify this as a time waster? 3) If not, do you think the entire 24 hours was used wisely? 4) If you were an employer, what types of on-the-job activities might you consider as time wasters? 5) Do you think there is a difference between employers’ de� nitions of not using on-the-job time

wisely and those of workers? Give an example.

Apply Good Listening SkillsIntroduction of Apply Good Listening SkillsDo you really listen? Can you read an e-mail and get the point being made? Do you ever add your own spin on a communication? While friends and family may be forgiving if you forget, or simply did not pay close attention to a request, to an employer this means lost time, rework, and an expense to the business. Listening on the job not only means responding to instructions but also ‘hearing’ preferences, suggestions, and alerts for future actions. The consequences of not hearing something like “Travis will you do this?” creates a problem when a boss or supervisor has to remind you to do a job or worse an important task does not get done at all.

STOP. Complete Apply Good Listening Skills Activity Sheet

Directions for InstructorsThe individuals will work in groups of � ve with one taking the role of Instructor and four participating in the activity. Each group gets 10 minutes to complete the activity. The Instructor will read the scenario one time without stopping, repeating or answering any questions, and then ask them four simple questions for which they should each jot down the answers. Then compare how many right answers they had.

The Scenario: “A man in a black suit was walking down the street with a lady in blue shoes. They pass a gate with a brown dog behind it, in front a of red brick house. As they walk by they admire the dog. But the dog barks at them and the lady says to the man, “Let’s not open the iron gate or the dog will get out”.

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Resources: Scenario printed and provided to reader

Participant Questions: 1) What was the man wearing? 2) They lady had what color purse? 3) The house behind the iron gate was made of what? 4) Why did the dog chase the people?

Discussion Questions

Are there differences between listening skills and the skills of the person giving the message? If so how do we overcome?

Be Honest And DependableIntroduction of Be Honest and DependableAre you dependable? Are you true to your word? Do you respect the property of your employer? Do you respect the workplace and equipment of others? Did you know even something as simple as making a long distance phone call on the business phone, which the company pays for, is dishonest? There sure seem to be a lot of rules. I work here don’t I? The boss kept me over last night, so they owe me! I give this place a lot of my time so what if I take a few pens home? So what if I use the offi ce computer for my own personal internet surfi ng or make a few copies on the copy machine?

One time there was a young employee who did not believe that taking her employee discount on top of a fi nal sale item was wrong? Who would know? Who would care? Then one day the security people and the police came in. They asked her about company theft, and if she knew anyone who was stealing from the company. Of course she said no, but she was read her rights and taken to the police station.

Justifying misuse of the company property is not honest. Telling other employees, or worse yet customers, untruths is just plain foolish. If you do not get caught in the untruth or misuse can you really feel like a good employee? Be an employee who the boss can trust. Be one who others respect because they can depend on you to follow through. It is just the right thing to do.

STOP. Complete Be Honest and Dependable Activity Sheet

Directions for Instructors This is an individual writing activity for each participant. Allow enough time for each person to read over the scenarios and answer questions.

Resources: Printed Scenario, extra paper

Scenarios:Scenario #1You are the lunchtime host at a popular restaurant. The waiting list is 30 minutes long. A customer offers you $20 to seat his party next. What honesty issue is raised? Would it be ethical to accept the offer? How would you have resolved it? How would you show how dependable you were to the other customers? What about to your employer?

Scenario #2On your way to school, you realize that you forgot to bring extra money for after school snacks that day. You decide to tell your teacher that you forgot your lunch money, and therefore get a voucher for lunch. Then you can use your lunch money for an afternoon snack. Your friend objects that this would be lying, but you say it’s more like borrowing. After school, your teacher sees you eating with your friends at the concession stand and asks you where you got the money. What do you do? Are there some lies that are bigger or smaller than others? Is it okay to tell a “little” lie? What is a “little” lie?

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Know The Need To Pass A Drug Or Background Check

Introduction to Know the Need to Pass a Drug or Background CheckPre-employment screenings can set the stage for a successful working relationship or one that starts with a level of concern on the part of an employer. Knowing the pre-employment requirements means being prepared and gives you the best chance at a productive employment relationship. Understanding the expectation for both pre-employment and ongoing drug screen just makes good sense. So why do companies prescreen candidates? There is more to this expectation than just a bias or because it’s the law, but one of performing at your best and not creating possible hazardous situations for yourself or your co-workers.

STOP: Complete Know the Need to Pass a Drug Activity Sheet

Direction for Instructors: Provide participants with the Activity Sheet. Review it brie� y but without making value or judgement statements. Read each category separately and discuss how the impact of each drug use could be harmful in the workplace. Have them be speci� c. Allow participants to create scenarios to show cause and effect. This can be done in a large group or smaller discussion groups. The purpose is to get beyond the question of fairness and into the discussion of why drugs can be a hazard.

Other Activity Suggestions:This is more of a discussion either in small groups or as a class. Here is also a good time to bring in a presenter, Human Resources person, or even OSHA personnel. The purpose is to help individuals gain awareness on the possible hazards of drug use in the workplace.

Resources: Speakers can be an asset if they address the logical reasons for why drug and background checks are important, not just because it is the law.

Discussion Questions:Why is drug use a concern for companies? Name several types of jobs whereby drug use might endanger the employee. Or endanger other employees? How do you think illegal vs. prescription drug use might different as it pertains to the workplace?

Dress Properly And Practice Good HygieneDress and grooming holds different de� nitions for work vs. on-your-own-time. Some companies have dress codes, which mean they de� ne what their expectations are. Some companies have uniforms or de� ne what you wear to work. It is important to understand these expectations and keep within the guidelines. Grooming means more than hair or style of clothes, it also relates to cleanliness and in some cases even minimizing tattoos or piercings.

STOP. Complete Dress Properly and Practice Good Hygiene

Directions for InstructorsThis is an individual reading activity followed by a group discussion. Allow enough time for each person to read over the scenario before beginning the group discussion.

Resources: Copy of the scenario

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Discussion QuestionsIf most of the employees do not abuse the policy and appreciate having this bene� t, should the administration cancel it because of a select few? Should management approach the few who are pushing the limits and review the defi nition of “business casual,” rather than punishing everyone for the behavior of a few?

What do you think happens to the casual dress rule when employees are going to be meeting outside of the offi ce or with a customer that day?

Do you think there are a lot of other companies having the same problem?

Solve The Final Work Ethic RiddleGuess what? There is no last activity! That’s right; if you have made it to the end of this course you have demonstrated some of the traits through activities and positive attitude through your participation.

We are at the end of the top 10 traits employers are looking for. Would you have believed working took this much commitment, dedication and thought? It is a challenge to be a good worker, do the job, and yet remember all of the things we have just covered over the past few months. If you are successful with 1 through 10 you are a good worker, you are rewarded because of that work, and you are happy at the job.

If you made it to this point with a bad attitude and no spirit of cooperation then try this last riddle. The answer is critical to all workers in any business. For those of you who get it right, the success is yours!

STOP. Complete Activity Sheet

Directions: Solve the Final Work Ethic Riddle

A Good Work Ethic is a mix of many parts of any worker. Its de� nition has been boiled down to 10 key traits employers have told us are most important. There is one word that relates to each of these 10 points, and that word is the answer to the riddle. What is the word that is the most important attribute to a good work ethic?

Resources: None

Riddle Answer: “ME”

Now celebrate the successes, review the key points, and talk about the next steps in the Work Ethic Certi� cation Process for your school or organization.

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Work Ethic StudentActivity Sheets

Activity Sheet: Show A Positive AttitudeYou will be working in groups for this one. Look at the images which have a negative meaning. As a group, think of a positive title to replace the negative image.

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Activity Sheet: Work Well With OthersYou will be working in groups of four. Each group will elect a team leader. Your task is to work together to create the tallest freestanding structure possible using 20 pieces of spaghetti and one marshmallow that will go on the top of your structure.

You have 15 minutes to work on your structure.

Oh, the team leader can only supervise and offer instructions. He or she may not physically participate in this activity.

NOTES:

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Activity Sheet: Follow DirectionsPair up with another person. One of you will choose a location in the building. Do not tell your partner what you are thinking about and don’t make it too easy.

First you will give directions to this location without speaking, drawing, or writing. You get 2 minutes and your teacher will call time. Now your partner must tell you this location.

If they do know the location, go to the next step which is to give your partner three simple 2-word verbal clues on how to � nd this location. Again the partner must tell you where the location is.

If they still do not get it, you will draw a map from your present location to the place you have chosen. Did they get it this time?

It is now time to reverse your roles and the opposite person thinks of the location.

The Moral Is: Instructions and following instructions frequently results in better performance and a clearer picture of what the expected outcome is.

NOTES:

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Activity Sheet: Arrive To Work On TimeComplete a Project on Time

The boss has assigned a team of 5 people to submit a request for a large project. You have been working on your various areas for 6 weeks and now it is deadline time. You are in Indiana and the proposal has to be stamped into the receiving of� ce which is in New York City by 10:00 am EST tomorrow morning or you forfeit the chance. Your company is one of the strongest contenders but you still have to meet the deadline. The FedEx � nal pick up is at 6:00 pm CST and it is 2:30 pm CST now. You have one member out ill, one member who went to a meeting and won’t be back which leaves 3 of you to add the pieces that your ill team member has written, proof the � nal version, put all pieces into a � nal document which is about 93 pages long, prepare the required 5 copies, get the boss’s signature on the original, package for FedEx and take to the drop off. Detail the steps and timeline you will use, including who will do what and how to meet this deadline. Oh by the way, since FedEx does not pick up this late you have to drive it to the drop box which is 20 minutes away.

NOTES:

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Activity Sheet: Recognize Problems And Find Solutions

Yep! You have this assignment � gured out. You are in the middle of this maze and have to get out. Take a bit of time and � nd how many opportunities to solve this problem you can come up with. The point is to come up with solutions. Not every solution is right, not every solution is the only one. Listen to the ideas of others, solve problems using collective thinking, and most importantly believe solutions are possible.

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Activity Sheet: Manage Time EffectivelyBelow is a simple time log – just write on this one if you want. This week you will need to focus on one 24 hour period. Yes, you will even log time sleeping for this one! Easy, right? Well let’s see. Take a 24 hour continuous period and log everything you do. Write down the activity and duration (length of time). Bring it back next week and discuss where you think your time was used effectively and where you might have been a little more effective.

Time Activity Description Duration Importance (High. Med, Low)

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Activity Sheet: Apply Good Listening Skills Divide into groups of 5. One is the Instructor. 4 are participants in the experiment, but don’t tell them exactly what they will be doing. Assure them there is nothing that will hurt them and it will only take 10 minutes of their time.

Now read the following scenario one time without stopping then ask them four simple questions. Do not repeat, do not do it in steps, just read the scenario then see how well they listened.

“A man in a black suit was walking down the street with a lady in blue shoes. They pass a gate with a brown dog behind it, in front a of red brick house. As they walk by they admire the dog. But the dog barks at them and the lady says to the man, “let’s not open the iron gate for the dog will get out”.

Then ask the 4 participants to answer the following questions. 1) What was the man wearing? 2) They lady had what color purse? 3) The house behind the iron gate was made of what? 4) Why did the dog chase the people?

Discussion in class: Are there differences between listening skills and the skills of the person giving the message? If so how do we overcome?

NOTES:

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Activity Sheet: Be Honest & DependableBe Honest & DependableScenario #1You are the lunchtime host at a popular restaurant. The waiting list is 30 minutes long. A customer offers you $20 to seat his party next. What honesty issue is raised? Would it be ethical to accept the offer? How would you have resolved it? How would you show how dependable you were to the other customers? What about to your employer?

NOTES:

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Scenario #2On your way to school, you realize that you forgot to bring extra money for after school snacks that day. You decide to tell your teacher that you forgot your lunch money, and therefore get a voucher for lunch. Then you can use your lunch money for an afternoon snack. Your friend objects that this would be lying, but you say it’s more like borrowing. After school, your teacher sees you eating with your friends at the concession stand and asks you where you got the money. What do you do? Are there some lies that are bigger or smaller than others? Is it okay to tell a “little” lie?

Scenario #3A group of friends (Greg, Sara, Marcy and Kyle) are working together on an experiment for science class. It is Kyle’s job is to write down the outcomes as the others complete the experiment. After the � rst two experiments are done, Greg notices that Kyle has written the results down incorrectly. He tells the others, and they realize that they will have to start over again and they still have two more experiments. Greg, Sara and Marcy discuss the situation about what to do next. Greg wants to tell Kyle he is out of the group. Sara recommends that they tell Kyle it’s someone else’s turn to do the recording. The others say that this would be lying, but Sara insists that it’s not a bad lie if it keeps someone from getting hurt. Do you think Kyle should have told the others he was having diffi culty recording the experiment results? What might have happened? If one person on a team doesn’t do a good job, what happens to the others? Do you think this is fair? Why? What should the group have done to prevent this from happening?

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Activity Sheet: Know the Need to Pass a Drug or Background Check

Consider this activity more of a discussion either in small groups or as a class.

Instructor brings up each topic below and then asks questions to help individuals identify the cause and effect and how these could impact job performance, safety, or job quality.

Discussion questions might be: Why is drug use a concern for companies? Name several types of jobs whereby drug use might endanger the employee. Or endanger other employees? How do you think illegal vs. prescription drug use might different as it pertains to the workplace?

Below are some sections from Drugs + Your Brain (Published by: Heads Up Scholastic for Teachers, � rst edition 2012)

A Threat to Mission ControlMeet your brain. It’s who you are. It’s what allows you to think, breathe, move, speak, and feel. It’s just three pounds of gray-and-white matter that rests in your skull, and it is your own personal “mission control.” Your brain sends and receives chemical and electrical signals as part of a carefully calibrated communication system called the central nervous system, which controls your body’s functions. Abusing drugs directly affects how your brain functions. This can lead to serious physical and emotional health problems.

Not all drugs of abuse are the same, but they all affect the brain and can lead to serious consequences.

Memory MeltdownAbuse of marijuana can make it hard to remember what you just said or did, and impossible to perform complicated tasks, since it affects the prefrontal cortex and the hippocampus-brain areas responsible for thinking and memory.

Out of ControlMarijuana and alcohol can affect a person’s coordination and impair athletic and driving ability because of the effects on brain areas such as the cerebellum.

Fear and RageAbusing cocaine, methamphetamine, steroids, or prescription stimulants can cause anxiety and hostility by affecting many different parts of the brain, including the amygdala, which controls emotion and motivation.

AddictionAbusing drugs can lead to addiction-an inability to stop using even when a person wants to and despite harmful consequences to his or her health and life (such as problems in school, at home, or at work). Drugs act on the limbic system, which includes the pleasure center of the brain. Drugs make people feel good, which is why some people keep taking them over and over again. But over time, drugs change the brain’s wiring and function. The drugs become less pleasurable and other areas involved in judgment, decision making, learning, memory, and control over behavior are also affected. These brain changes are what turn a voluntary behavior (to try drugs) into the compulsive behavior (not being able to stop) that de� nes addiction.

DeathAbusing prescription painkillers like Vicodin® or OxyContin® or prescription sedatives like Xanax® or Valium® can slow breathing and heart rate by acting on the brain stem, which could lead to coma or death. Combining them with alcohol increases these risks.

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Mission Control - key terms for instructors and participantsKey areas of the brain and what they control:

1. Cerebral Cortex (including the prefrontal cortex): information processing; thinking; speaking; problem solving; making decisions; sensing the environment

2. Cerebellum: motor control; coordination; balance; posture

3. Limbic System (including the ventral striatum, amygdala, and hippocampus): feeling pleasure; emotions; learning

4. Brain Stem: basic life functions, such as heart rate, breathing, and sleeping

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Activity Sheet: Dress Properly & Practice Good Hygiene

Company Dress Code ConcernsWe are having a problem at our company and we hope you can share your insights with us. Last summer, the CEO agreed to allow us to dress “business casual” in our company. Previously, he had only allowed us to dress more casually on Fridays. He objected because he said it would turn off our customers because we wouldn’t look professional. However, we fought hard to win him over and he � nally gave in. In fact, we found that many customers are now also dressing in business casual.

What is concerning us is that a few of the employees have taken advantage of this new policy and have gotten quite slovenly in their appearance. A few come in with torn blue jeans. One fellow wears t-shirts with sayings on them that can be quite offensive to some of our more sensitive employees. Some of the younger women have worn midriff tops that show some of their skin, and really short skirts.

Recently an incident occurred that is putting the entire policy at risk. One of our employees wore yoga pants to work. She has a lot of customer interaction and many people noticed it, including our CEO. Needless to say, he wasn’t pleased and we have since heard through the grapevine that he has told another senior manager that he is planning on canceling the casual dress policy.

Questions for DiscussionIf most of the employees do not abuse the policy and would be upset if it is cancelled, should the administration cancel it because of a select few? Should management approach the few who are pushing the limits and review the defi nition of “business casual,” rather than punishing everyone for the behavior of a few?

What do you think happens to the casual dress when employees are going to be meeting outside of the offi ce or with a customer that day?

Do you think there are a lot of other companies are having the same problem?

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Activity Sheet: Solve The RiddleGuess what? There is no last activity! That’s right; if you have made it to the end of this course you have demonstrated some of the traits through activities and positive attitude through your participation.

We are at the end of the top 10 traits employers are looking for. Would you have believed working took this much commitment, dedication and thought? It is a challenge to be a good worker, do the job, and yet remember all of the things we have just covered over the past few months. If you are successful with 1 through 10 you are a good worker, you are rewarded because of that work, and you are happy at the job.

If you made it to this point with a bad attitude and no spirit of cooperation then try this last riddle. The answer is critical to all workers in any business. For those of you who get it right, the success is yours.

Riddle: What is the word that is the most important attribute to a good work ethic?

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