Workplace Communications

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1 A STAR SCHOOLS TEACHING UNIT Workplace Communications A UNIT FOR ORAL/WRITTEN COMMUNICATIONS CLASS Jan Mitchell. Marshalltown High School STC Distance Learning Project for Iowa Public Television in partnership with the Iowa Department of Education December 1998

2 Table of Contents Introduction 1 The Communications 2 Forum Technical Writing: 3 Paperfolding Technical Writing: 4 Newsletter Article Career Exploration 5 Additional Materials Rubric for Forum SCANS Skills & Competencies

3 Introduction: Rationale and Overview Why a unit in workplace communications? Today s high school students face more choices in the world of work than high school students have in any decade in history. While the number of choices excites those who want to get out and make a mark in the world, many adolescents are intimidated or confused and choose to delay planning for a working future. Matching what teenagers know and can do and what they re willing to learn to one of hundreds or thousands of careers takes strategic planning. These future workers need to assess the skills and competencies they can offer a workplace. They need exposure to a variety of careers. They need to know how to access information for later reference. They need, especially, to imagine themselves as skilled, competent workers. A required, sophomore oral/written communications course offers communication opportunities on several levels: communications with self communications one-on-one communications with a small group communications with a large group communications via the ICN video classroom(distance Learning) The Workplace Communications Unit provides sophomores at Marshalltown High School with instruction and experiences to meet the following district standards for students and careers: 1. Every student will assess his/her skills, interests, and aptitudes to formulate a career/occupational goal. 2. Every student will demonstrate competencies of a quality worker (SCANS skills). 3. Every student will set goals and work toward improvement as an effective communicator.

4 The Communications Forum This segment of the workplace communications unit involves student workteam communication. The teams plan, experience, and follow-up an event called the Communication Forum during which invited members of our local Chamber of Commerce talk to students about communication skills used in their workplaces. Goals of the Communications Forum Activities Although daily objectives are more specific, the general goals for the learning activities in the Communication Forum include applying communication skills to teamwork, using appropriate and responsible communication with team guests, and understanding the importance of communications skills in a variety of workplaces. The chronology of the Forum activities Students assigned to work teams (four or five to team). Work teams discuss and compose guidelines for their team. Each student composes and keyboards a memo (to the teacher) listing team members and the guidelines the team has developed. Each student uses the Work Team Meeting Log to record information about each team meeting: date, decisions made, work done, tasks assigned and person responsible, when task is to be done. Work teams look over page(s) of Chamber of Commerce List of Members to decide whom to contact (plus a couple of backup contacts). One member of the work team calls to invite a businessperson to the Forum. The caller keeps a phone log of the calls. (We did this in class using cell phones and airtime given to our class by a cellular phone company for this project.) Work teams collaborate on a memo confirming the arrangements for the Forum. One member of the work team keyboards the memo, which is faxed to their guest two days before the Forum. Work teams collaborate on a list of thoughtful questions to ask their guest and any of the speakers during the Question/ Answer part of the Forum. One member keyboards and prints copies of the thoughtful questions for distribution to each member of the team. One team member takes the role of host for each team the day of the Forum. Responsibilities include: meeting guest at the office, initiating other-centered conversation as they walk together to the Forum location, giving a short introduction of guest to entire group, and walking guest back to the office at the end of the Forum. During the Forum, each student takes notes on information given by guest of his/her work team. Students listen for opportunities to ask prepared or spontaneous questions during Q & A portion of Forum.

5 Work teams collaborate on a thank you letter to send to their guest following the Forum. One member keyboards the letter and the envelope for the teacher to send. Work teams collaborate on a press release suitable for the local newspaper telling about the Forum but featuring information about their guest and his/her comments during the Forum. One member keyboards the press release. Each student uses a Teamwork Skills Self-Evaluation sheet to assess his/her skills as a team communicator. Each student also reflects on the work team experience in a piece of reflective writing which addresses three questions: What were my work team s strengths as we worked together? What were my work team s weaknesses? If we were to work together on another project, what would I want us to do differently? Work teams collaborate to organize selected team and individual documents into a Report Packet of the team experience. The team circles items on a rubric to assess whether the documents and/or the group process is incomplete, meets minimum requirements, or is quality work. Students use the SCANS Skills and Competencies Chart to inventory all skills and competencies used in the Communication Forum Activities, indicating which were used at practice level or at challenge level. Technical Writing Assignments Several of the written documents used in the Communications Forum activities would be classified as technical writings, but two are included after the Forum to give students additional technical experience as writers, researchers, readers, and processors of information. Goals of the Communications Forum Activities Although daily objectives are more specific, the general goals for these technical writing activities include (for the paperfolding assignment) integrating word choice and visual information to give technical directions successfully, gathering information by observation to assess whether or not the communication works, communicating improvement of revised directions visually; and (for the newsletter article) reading to understand ideas shown visually on charts, synthesizing information from several documents, and prioritizing information for a newsletter article which is to be concisely written. The Paperfolding Assignment Students are each given an unlined sheet of paper, 8½ x 11. Students, who may work individually or in pairs, plan a way to fold the sheet of paper into something using ten or more steps. The students compose directions, step-by-step, and keyboard them, using a draw program to add graphics.

6 The students also keyboard a Research Sheet with six or more rows of numbers from one to the number of the last step of their directions. On Research Day the students need four copies of their directions, three blank sheets of paper, and their research sheet. Each student gives three testers (we try to get these from study hall or another class) each a set of directions and a blank sheet. The researcher-writer observes the testers as they try to follow the printed directions without any assistance. The writer uses the research sheet to circle the number of any step(s) a tester does wrong or can t understand. (A row of numbers is used for each tester.) If working with a partner, the two writers look over their combined research results. Then all researcher-writers work to revise the steps, which were problematic for the testers. Draft two is keyboarded, informally tested with classmates, and readied for Research Day II. On Research Day II the students need four copies of their improved draft, three blank sheets of paper, and their research sheet. They follow the same procedure as Research Day I with different testers. The hope, of course, is that everyone s research shows some improvement with the revised directions. The final stage of the project is to use a spreadsheet to record the data from the first draft research and the improved draft research. After the data is entered, the students chart it, using a side-by-side bar graph to show the success of their revision visually. A note about grading: Not all students get their act together to complete all of the stages. I ended up grading this on the quantity of documents handed in at the end of the project: The Newsletter Article Draft I only, meets requirements = D Draft I and 1 st set of research, meets requirements = C Draft I, Improved Draft, & both sets of research, meets requirements = B Both Drafts, both sets of research, & Bar Chart, meets requirements = A Students are given a scenario: Assume that you are a member of a Career Planning Club, which publishes a monthly newsletter. You have agreed to write an article about telecommuting for the next issue if the editor will supply you with information about the topic. The editor faxes you four documents and tells you that the article should be factual and between 125 and 150 words long. Students are given a sheet with (1) a line graph showing the projected growth in telecommuting to be nearly one-third of the adult work force by the year 2020, (2) two circle graphs representing the percentage of home-based workers in the adult work force (33%) in 1993 and the percentage of home-based workers which were telecommuters (19%) and self-employed (81%) in 1993, (3) a bulleted list of information under a heading: Why This Sudden Growth in Home-Based Work?, and (4) two lists under the heading: Working at Home with the sub-headings: Home-based businesses and Job-related tasks that can be done at home. (Note: I found all of these in Communications 2000 materials published by Southwestern, but they may need to be up-dated to be meaningful in the future.) Students, who may work individually or in pairs, study each document to decide what it tells about telecommuting, and they list the information, which would be useful for the article for the hypothetical newsletter. (I used a help-sheet with questions designed to help them process the visual and print information with close reading.)

7 Each student keyboards a factual newsletter article, telling the information in his/her own words. When s/he knows the source of the information, s/he documents it by referring to the source in the article. Students use the SCANS Skills and Competencies Chart to inventory all skills and competencies used in the two technical writing activities, indicating which were used at practice level or at challenge level. Career Exploration Because students need to bring who they are to career exploration, we need to work at helping them find relevant connections to possibilities. As teachers, we face the challenge of personalizing career searches and getting our students connected with people who genuinely interest them. We know from experience that teenagers rarely listen to someone brought in to tell them something if they don t have ownership in the plan. Career exploration involves much more than careers information. It involves exploring interests, personality, abilities, and values. It involves having a sense about what one knows and can do and is willing to learn. It involves honest listening to self and open listening to others skills not highly visible in the adolescent culture. Goals of the Career Exploration Activities Although daily objectives are more specific, the general goals for the career exploration activities include inventorying interests, abilities, personality, and values to formulate a career profile; gathering information about a variety of careers; participating in an ICN video conference with a worker in a career of interest; imagining oneself as a skilled, competent, adult worker; and creating a plan to equip oneself to enter a possible career. The Career Exploration Activities Students complete Thinking About Careers worksheet. Students view projected computer slides, Tips for Choosing a Career, and reword them in their own language for better understanding. Students use The Career Key at Internet site: to inventory information related to possible career choices. Students use Choicesä computer software: The Interest Inventory, Information about Post-High School Education, and The Planner. Students use Master List of Workers for ICN Interviews sheet to select twelve workers to consider, then students use a matrix to prioritize choices for ICN videoconferences. Students use the IPTV School to Careers (STC) Database to find and take notes of information about five of their occupational choices.

8 Students view introductory videotape of worker to meet in the ICN videoconference. Students compose a list of thoughtful questions to ask in the ICN videoconference. Students attend one or more of the ICN videoconferences according to their interests and the flexibility of their class schedules. Students evaluate the ICN videoconference and the Video, using form for IPTV. Students create an educational plan to equip themselves with the skills and competencies needed in the careers that interest them. Students will give a speech to the class: My Past-Present-Future. In the speech each will tell something about a childhood fact or memory, something about life in the present, then give a description of self as a worker in adult life. (Students may bring three objects in a sack to pull out and show, representing the past, the present, and a working future.) Students use the SCANS Skills and Competencies Chart to inventory all skills and competencies used in the Career Exploration Activities, indicating which were used at practice level or at challenge level.

9 Communications Forum Rubric Incomplete Meets Minimum Quality Work 1. Memo: Group Members & Guidelines Not all have memo All members have a memo Top point memos for every memo 2. Notetaking: Meeting Log Not all have mtg logs Meeting logs have minimum information Meeting Logs show thoroughness 3. Notetaking: Forum Notes Not all have notes Notes have minimum information Notes show thoroughness 4. Group Guidelines Composed guidelines but ignored them Occasionally worked to follow guidelines Group guidelines helped shape how we worked together every day. 5. Phone Log Log is missing or lacks information Phone log shows minimal information Phone log appears to be accurate record of who was called and result of call 6. FAX (Memo) Mssing or doesn't meet BARCOPS Gives basic inflation and meets BARCOPS Meets BARCOPS, Quality includes visual appeal 7. Thoughtful Questions Missing or fewer than five questions Meets requirements but includes inaccurate spelling Meets BARCOPS and spaced for readability 8. Thank You Letter Missing or includes visible errors Meets requirements but Meets BARCOPS makes general comments and includes specific only references. 9. Press Release NEssing or lacks some required information Meets requirements but has errors in spelling, punctuation, format Meets BARCOPS Includes information written so that an outsider would have a good understanding 10. Reflective Writing Quick answers show little insight. Some insight shown about group process. Reflections show honest perceptions of process. 11. Group Process Did not function as a group but as individuals doing group tasks. Sometimes worked as group sometimes as individuals doing tasks. Team followed guidelines and functioned well as a group. 12. Group Evaluation Deserve a minimal grade. Deserve an average grade. Deserve a high grade.

10 SCANS Skills and Competencies [from A SCANS Report for Ame?ica, The Secretary's Commission on Achieving Necessary Skills. U.S. Department of Labor.] Basic Skills *Reading *Writing *Mathematics *Speaking *Listening Thinking Skills *Ability to Learn *Ability to Reason *Ability to Think Creatively *Ability to Make Decisions *Ability to Solve Problems Personal Qualities *Responsibility *SeIf-esteem *Self-Management *Sociability *Integrity Use of Resources *Can Allocate Time *Can Allocate Money *Can Allocate Materials *Can Allocate Space *Can Allocate Staff

11 lnterpersonal Skills *Can Work on Teams *Can Teach Others *Can Serve Customers *Can Lead Others *Can Negotiate *Can Work with Others from culturally diverse backgrounds Use of Information *Can Acquire and Evaluate Data *Can Organize and Maintain Files *Can Interpret and Communicate Information *Can Use Computers to Process Information Use of Systems *Can Understand Social Systems *Can Understand Organizational Systems *Can Understand Technological Systems -Can Monitor and Correct Performance *Can Design or Improve Systems Use of Technology *Can Select Equipment and Tools *Can Apply Technology to Specific Tasks *Can Maintain and Troubleshoot Equipment

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