Course Practicum in LPSCS. Unit III Workplace Ethics

Transcription

1 Course Practicum in LPSCS Unit III Workplace Ethics Essential Question How can I be a productive and ethical employee? TEKS (c) (1)(C)(D)(E) Prior Student Learning None Estimated Time 2 hours WORKPLACE ETHICS Rationale Any business that has employees with poor workplace ethics could suffer greatly in many different ways. It is important for an employee to understand ethics and the consequences of violating them for the sake of his or her employer and/or career. Objectives The students will be able to: 1. Explain the importance of constructive criticism, ethics, and high standards in the workplace. 2. Recommend how to handle constructive criticism in specific situations. 3. Develop logical arguments about how to best handle ethical situations in the workplace. 4. Create solutions for real world complaints in the criminal justice system. 5. Critique the solutions students have created for these complaints. Engage Do an Internet search for: video behavior, ethics focus of police recruit training. Have students watch the video. Afterward, discuss what ethics are, what role they play in the criminal justice field, and how they may be different in other industries. Use the Discussion Rubric for assessment. Key Points I. Workplace Ethics A. Ethics are a code of values which guide our choices and determine the purpose and course of our lives B. In the criminal justice workplace we have to make ethical choices, sometimes everyday C. These choices can have major consequences because of the nature of the LPSCS field D. For the purposes of this lesson, ethics will also include employees work ethics, their ability to professionally conduct business in a way that brings dignity to themselves and their employer, while being as productive as their abilities will allow them to be E. Oftentimes the measuring stick for this is the industry s standards II. Accept Constructive Criticism A. A major indicator of a good employee is his or her ability to accept constructive criticism B. Criticism is the act of passing severe judgment, censure, and/or faultfinding C. Constructive criticism is criticizing with the intent of making the one being criticized better at doing what they do or being who they are III. Why Constructive Criticism is Necessary 1

2 A. New employees in any job have a lot to learn, such as 1. The subculture of the business 2. The expectations of supervisors and coworkers 3. The simple yet important details, like where to report to work and when and how to turn in a time card 4. Aspects of the profession that were not taught in school 5. Constructive criticism may consist of constant redirection and correction until the employees have learned what is expected of them B. Employees who cannot accept constructive criticism will constantly have their feelings hurt and will be seen as hard to work with or trust C. This may cause fellow coworkers and supervisors to decide to stop assisting new employees and let them learn on their own, which is much harder and more time consuming D. Worse yet, employees who becomes high maintenance may get demoted, be assigned the least pleasant shifts or duties, or be fired E. Not receiving constructive criticism cuts employees off from a valuable path of self-improvement that will make them the professionals they were hired to be F. Constructive criticism is similar to continuing education. It is an important tool that will make employees more valuable and effective in their work if accepted correctly G. Employees should always be of the mindset of accepting constructive criticism, and not take it personally H. Employees will receive training their entire career, so constructive criticism will never go away IV. Ethical Reasoning A. Ethics is a code of values which guides our choices and determines the purpose and course of our lives B. Reasoning is the drawing of inferences or conclusions through the use of reason or logic C. A suggested definition of ethical reasoning is a standard or process used to make decisions that aligns with values accepted by society V. How to Make Ethical Decisions A. Questions to consider when making ethical choices 1. Does it hurt anyone or anything? 2. Does it cheat anyone or anything? 3. Is it dishonest? 4. Would I make a different decision if someone was watching me? 5. Does it go against my upbringing? 6. Does it go against what I have been taught by moral authorities? 7. Is it illegal? 8. Will it get me into trouble? 9. How would it look if this story ended up on the news? VI. Completing Tasks with the Highest Standards 2

3 A. High standards have different meanings depending on the industry B. Products and services that the public service industry provides 1. Justice 2. Security 3. Safety (from crime and fires) 4. Medical aid 5. Crime prevention 6. Proper prosecution 7. Adequate defense 8. Rehabilitation C. High standards that must be met to deliver these products 1. Neutrality 2. Efficiency and Punctuality 3. Knowledge 4. Innovativeness 5. Ability to articulate things well 6. Legality 7. Integrity and Honesty D. How these standards are met to deliver quality products and services 1. Quick response (to calls or needs) 2. Strong work ethic 3. Good training 4. Good reports 5. Good listening and communication skills 6. Problem-solving skills 7. Up-to-date with the latest court decisions 8. Clear chain of command 9. Self-control Activities 1. Have students read the following situations and write a response to the questions. The Writing Rubric may be used for assessment. An additional question the students might want to consider when writing is, What important things might be at stake when someone such as a police officer or a correctional officer is receiving constructive criticism in training? Imagine you are in training to be a police officer. You are in the last week of training with your field officer. You both go to a domestic disturbance call. During the call you mistakenly put another officer at risk of serious injury. After the call your field training officer talks about what happened. What is the best way to react to him? In your own words, summarize what things he would have said to you and why it would be important to take each of these things seriously? Imagine you are a veteran correctional officer working with a rookie. You are stubborn when it comes to new policies that the new employees have been trained to obey. You and a rookie officer get into a situation where you used force and a report has to be written. You 3

4 volunteer to write the report since you have done a thousand of them and you know it will not take you long. You fill out the paperwork in a way which violates the new policies. The rookie officer warns you about it but trusts you since you have more experience at the job. When the report gets to your supervisor, you both get in trouble for the report. What is the best way for you to react to this situation? Explain attributes you would need to improve in these situations in order to be a better employee. Show various online videos involving scenarios of workplace ethic violations. The students may write out the ethical violations and improved responses to the situations, or you can conduct a class discussion about each one. The Writing Rubric or the Discussion Rubric may be used for assessment. For some potential videos do an Internet search for the following: Video Futureproof: Ethical Dilemmas: Character Responses Video Business Ethics Video Ethics: Making the Right Choice (Part 1) Video Ethics: Making the Right Choice (Part 2) Video The office, ethics Have students research three specific stories involving complaints about the public safety and criminal justice industry and then trade their complaints with another classmate. They are to find out why the complaints are valid and then use the information in this lesson to describe how they would complete the task with the highest standards/quality service. They should write from the perspective of the person who caused the complaint. Have the students present the stories and solutions to the class, who will play the role of the public, and approve or disapprove of the suggested solution to the situation. Use the Presentation Rubric or the Debate Rubric for assessment. Assessments Work Place Ethics Exam and Key Debate Rubric Discussion Rubric Presentation Rubric Writing Rubric Materials Work Place Ethics computer-based presentation Computer with Internet Access Access to a computer lab Resources Sultan Qaboos University Center for Career Guidance Ethics Resource Center The Center for Experiential Learning, Leadership and Technology (CELLT)

5 26/GivingAndReceivingConstructiveCriticism_Plan.pdf Do an Internet search for the following: Video behavior, ethics focus of police recruit training Dictionary Websters Video futureproof: ethical dilemmas: character responses Video business ethics Video ethics: making the right choice (part 1) Video ethics: making the right choice (part 2) Video the office, ethics Accommodations for Learning Differences For reinforcement, students will describe what occurs in the criminal justice system when ethics are violated and services are not delivered to the highest standards. Use the Writing Rubric for assessment. For enrichment, students will explain how each of the following applies to at least two aspects of the criminal justice system (Law Enforcement, Fire Service, Court Systems, Correctional Services): Quick response (to calls or needs) Strong work ethic Good training Good reports Good listening and communication skills Problem-solving skills Up-to-date with the latest court decisions Clear chain of command Self-control Use the Writing Rubric for assessment. State Education Standards Texas Essential Knowledge and Skills for Career and Technical Education Practicum in Law, Public Safety, Corrections, and Security (Two to Three Credits). (1) The student demonstrates professional standards as required by business and industry. The student is expected to: (C) accept constructive criticism; (D) apply ethical reasoning to a variety of situations in order to make ethical decisions; (E) complete tasks with the highest standards to ensure quality products and services; College and Career Readiness Standards English/Language Arts V. Research A. Formulate topic and questions. 1. Formulate research questions. 2. Explore a research topic. B. Select information from a variety of sources. 5

6 1. Gather relevant sources. 6

7 WORK PLACE ETHICS EXAM Name Date Matching: Answer choices can be used more than once 1. The act of passing severe judgment, censure, faultfinding 2. This should not be taken personally 3. The measuring stick for this is often the industry s standards 4. A code of values which guides our choices and determines the purpose and course of our lives 5. Employees ability to professionally conduct their business in a way that brings dignity to themselves and their employers while being as productive as their abilities will allow 6. Criticizing with the intent of making the one being criticized better at what they do or who they are 7. This may consist of constant redirection and correction until employees have learned what is expected of them 8. The drawing of inferences or conclusions through the use of reason/logic 9. This is similar to continuing education and is an important tool that will make employees more valuable and effective in their work if it is accepted correctly 10. A standard or process used to make decisions that align with the values accepted by society A. Ethics B. Work Ethic C. Criticism D. Constructive Criticism E. Reasoning F. Ethical Reasoning 11. You are training a new employee. Which of the following would not be necessary for you to teach the new hire? a) The subculture of the business b) Where everyone goes after work to socialize c) The expectations of supervisors and coworkers d) Where to report to work and when and how to turn in a time card e) Things about the profession that were not taught in school 7

8 12. What can be a consequence of employees not accepting constructive criticism well? I. Their feelings are easily hurt and their path to self-improvement is cut off II. They are viewed as difficult to work with III. They re self-esteem is raised IV. Co-workers and supervisors may stop assisting them V. They could get demoted or fired a) I b) II, III, V c) I, II, III, V d) I, II, IV, V e) I, II, III, IV, V 13. True or False. Constructive criticism is at its highest at the beginning of an employee s career, but will eventually go away as he or she progresses in the field. a) True b) False For the following questions, decide if the item listed is a) product or service b) high standard c) a high standard met to deliver a quality product or service in the public safety industry 14. Justice 15. Quick Response 16. Neutrality 17. Security 18. Safety 19. Strong Work Ethic 20. Good Training 21. Efficiency and Punctuality 22. Good listening, communication, and problem-solving skills 8

9 23. Medical Aid 24. Knowledgeable 25. Crime Prevention 26. Up to date with the latest court decisions 27. Clear chain of command and self-control 28. Innovativeness 29. Proper prosecution 30. Ability to articulate things well 31. Adequate defense 32. Legality 33. Rehabilitation 34. Integrity and Honesty 35. Good Reports 9

10 WORK PLACE ETHICS EXAM KEY 1. C 2. D 3. B 4. A 5. B 6. D 7. D 8. E 9. D 10. F 11. B 12. D 13. B 14. A 15. C 16. B 17. A 18. A 19. C 20. C 21. B 22. C 23. A 24. B 25. A 26. C 27. C 28. B 29. A 30. B 31. A 32. B 33. A 34. B 35. C 10

11 Name: Date: Debate Rubric Objectives Information 4 pts. Excellent 3 pts. Good 2 pts. Needs Some 1 pt. Needs Much N/A Pts. Clear, accurate, and thorough Facts, statistics, and/or examples are used to support major points Communication Respectful body language Respectful responses Focused/On-topic Sarcasm avoided Participation Full participation Attentive listening Total Points (32 pts.) Comments: 11

12 Name Date Objectives 4 pts. Excellent Discussion Rubric 3 pts. Good 2 pts. Needs Some 1 pt. Needs Much N/A Pts. Participates in group discussion Encourages others to join the conversation Keeps the discussion progressing to achieve goals Shares thoughts actively while offering helpful recommendations to others Gives credit to others for their ideas Respects the opinions of others Involves others by asking questions or requesting input Expresses thoughts and ideas clearly and effectively Total Points (32 pts.) Comments: 12

13 Name: Date: Presentation Rubric Objectives Topic/Content Topic discussed completely and in-depth Includes properly cited sources (if used) Creativity/Neatness Integrates a variety of multimedia effects to create a professional presentation (transition and graphics) or appropriate visual aid used Title slide, table of contents, bibliography are included, using acceptable format Mechanics Grammar, spelling, punctuation, and capitalization are correct Image and font size are legible to the entire audience Oral Presentation Communicates with enthusiasm and eye contact Voice delivery and projection are dynamic and audible Audience Interaction Presentation holds audience s attention and relates a clear message Clearly and effectively communicates the content throughout the presentation 4 pts. Excellent 3 pts. Good 2 pts. Needs Some 1 pt. Needs Much N/A Pts. Total Points (20 pts.) Comments: 13

14 Name: Date: Writing Rubric Objectives The writing has all required parts from introduction to conclusion in smooth transition. The writing is interesting, supportive, and complete. The writing demonstrates that the writer comprehends the writing process. Accurate spelling, grammar, and punctuation 4 pts. Excellent 3 pts. Good 2 pts. Needs Some 1 pt. Needs Much N/A Pts. The content of paragraphs emphasizes appropriate points. The writer shows an understanding of sentence structure, paragraphing, and punctuation. All sources and references are clearly and accurately documented. Total Points (28 pts.) Comments: 14