Course Practicum in Local, State, and Federal Government

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1 Course Practicum in Local, State, and Federal Government Unit III Ethics & Politics Essential Question How do effective interpersonal skills in the GPA workplace assist in accomplishing common goals and objectives with peers and with the public? TEKS (c) (3)(A) Prior Student Learning Previous career and technical education courses in the GPA cluster Estimated Time 1 to 2 hours INTERPERSONAL SKILLS Rationale Interpersonal skills are important for workers in Government and Public Administration so they can learn to collaborate with others to accomplish goals and objectives. Objectives The students will be able to: 1. Maintain effective working relationships in order to accomplish objectives and tasks 2. Demonstrate effective working relationships using interpersonal skills 3. Use positive interpersonal skills to work cooperatively with others 4. Demonstrate respect for individuals, especially those from different cultures, genders, and backgrounds 5. Demonstrate sensitivity to and value for diversity Engage Begin by asking students how we can communicate without speaking. Make a list on the board. Proceed to the alphabetical line activity below: Alphabetical Line: Have the students get in a single-file line organized alphabetically (by their last names). They must complete this task without talking to each other or making any noise. They may use non-verbal communication, but no sound. They have five minutes to complete the task. After time is up, have the students discuss their methods for completing the task. Which were the most effective? Which were the least effective? Use the Discussion Rubric for assessment. Key Points I. Positive personal traits A. Good relationships at work can help you enjoy your work and do it more effectively B. Assess your own traits as a starting point to developing good work relationships C. Important personal qualities 1. Responsibility dependability, punctuality, and positive motivation 2. Self-esteem confidence 3. Sociability a. Be friendly and enthusiastic b. Respect others c. Have a sense of humor and be able to laugh at yourself d. Be courteous 1) Greet coworkers 2) Address people by their names when possible 3) Be aware of your surroundings so you don t talk so loudly that you disturb others 1

2 4. Self-management self-control and tact 5. Integrity and honesty loyalty and trustworthiness 6. Appropriate dress D. Self-awareness means that you are aware of your strengths and your weaknesses, which will help you develop the personal traits that need improvement II. Being an effective coworker A. Working effectively with others is part of doing your job well B. Essential traits for being an effective coworker: 1. Respect others show that you value your coworkers with your actions and words a. Tolerate differences b. Respect privacy e.g. treat others , faxes, phone calls, etc. as you would treat private mail 2. Understand others a. Show interest in your coworkers by asking about their interests b. Empathize c. Be open to suggestions and change d. Pay attention to body language and facial expressions that can express emotions 3. Communication skills a. How well you listen is as important as what you say b. Failure to convey information clearly can cause problems c. Speak up if you need help III. Negative traits and habits to avoid A. Arrogance conveys that you feel superior to others B. Prejudice a negative attitude toward a certain group of people C. Jealousy can be damaging in the workplace D. Negative attitude and complaining E. Revealing too much about your private life F. Gossiping wastes time and can result in rumors G. Interrupting private conversations IV. Valuing diversity A. Today s workforce is becoming more diverse, with people from different countries, cultures, backgrounds, and generations B. The workplace can benefit from the ideas and perspectives of many different people 1. Working with people who are different from us makes us less likely to rely on old assumptions that might be wrong 2. Opens us up to considering new ideas and points of view 3. Leads to new discoveries C. Respecting differences (culture, religion, age, gender, viewpoint) 1. Aids in communication 2. Shows that you are part of a community of workers with 2

3 common needs and goals 3. Helps employees relate to each other and be more accommodating to others; this spills over to the people they serve D. To take advantage of a diverse workforce, look beyond stereotypes 1. Cultural differences people from different ethnic backgrounds have different customs; what is polite in one culture may be rude in another. Cultural blunders happen, even when you have the best intentions. Learn by reading and observing, and apologize, even if you are unintentionally impolite. 2. Gender distinctions have mutual respect for others regardless of gender; it is illegal to harass or discriminate against someone because of gender 3. Generational distinctions young and old people can have different points of view; bridge differences by listening carefully to the other person s viewpoint and finding areas of agreement Activities 1. Perceptions Activity: Pass out two index cards per person. On one, have students write what career they would each like to pursue after high school, but do NOT put their names on cards. On the other card, have them write their names and dates of birth (DOB). Ask for a volunteer. Pick up the DOB cards (keep these separate). Pick up the career cards. a. First, have the volunteer arrange students in age order. The volunteer and the students may not speak. The volunteer does this based on his or her perception. While the volunteer is arranging the students, arrange the DOB cards in chronological order. Once the volunteer has arranged the students, have him or her place him or herself in the line. Using the index cards, place the students in the proper order. See how close the volunteer was in placing the students. b. Next, ask for another volunteer. Have that volunteer give the career cards to the person he or she believes has that career goal. Once the volunteer has handed out all the cards, have the students who have their correct cards sit down. Collect the career cards from the remaining students. Ask for a volunteer who is seated and have that student try placing the remaining career cards with the standing students. Have students with their correct cards sit down. Repeat until no one is standing. c. Discuss the perceptions regarding age and career path based on the way someone looks. Use the Discussion Rubric for assessment. 2. Norm Violation Activity: (to be completed outside of class) a. Assign each student one of the following rule violations: When studying next to someone in the library, place your books and other belongings in his or her area. In the library or another appropriate space, find a table 3

4 where only one other person is seated. Seat yourself next to the person and begin studying. When talking to another person, stare directly at the person and do not drop your gaze. Carry on a conversation with an acquaintance. During the conversation, move so that you are standing approximately one foot apart. If the person moves, adjust your position. During the course of a conversation, talk louder than the other person. Carry on a conversation with another person and avoid eye contact completely. On the way from class, find a person walking alone toward you and make eye contact with the individual and do not drop your gaze as they walk past. Upon entering an elevator, turn and face another person in the elevator and maintain eye contact with the individual until either of you exit the elevator. b. Have students record the following about their assignment. Use the Writing Rubric for assessment. A description of the experience What is the norm for this experience? What happens if you adhere to this rule? What happens if you violate the rule? Are there any exceptions to this rule? c. When students return after the assignment has been completed, begin a discussion about the norms in social interactions being broken. Discuss how breaking a communication norm can prohibit the creation or maintaining of interpersonal relationships. Use the Discussion Rubric for assessment. Assessments Interpersonal Skills Quiz and Key Discussion Rubric Individual Work Rubric Research Rubric Writing Rubric Materials Interpersonal Skills computer-based presentation Interpersonal Skills Key Terms Index Cards Pens Resources , Succeeding in the World of Work, Kimbrell, McGraw-Hill, , Working, Bailey, South-Western,

5 Accommodations for Learning Differences For reinforcement, the student will define and illustrate key terms in a journal. Use the Individual Work Rubric for assessment. For enrichment, the student will comprise a section in a hypothetical employee manual regarding proper policies concerning diversity issues. Students will then research agencies and firms, and will compare and contrast their ideas with established policies found in their research. Use the Research Rubric for assessment. State Education Standards Texas Essential Knowledge and Skills for Career and Technical Education Practicum in Local, State, and Federal Government (Two to Three Credits). (3) The student explores government ethics. The student is expected to: (A) examine local, state, national, and international ethic issues; College and Career Readiness Standards Cross-disciplinary Standards I. Key Cognitive Skills E. Work habits 1. Work independently. 2. Work collaboratively. 5

6 Interpersonal Skills Key Terms Arrogance overbearing behavior marked by excessive self-importance Attitude your basic outlook on life and your way of looking at people and the world Diversity variety, in which each individual contributes something special Empathize trying to see things from another s point of view to gain an understanding of that person s situation. Prejudice an opinion based on insufficient information; a prejudgment, often based on a person s sex, race, or religion Self-esteem recognition and regard for yourself and your abilities Stereotype an oversimplified, distorted belief about a person or group Tact the ability to say and do things in a respectful way 6

7 INTERPERSONAL SKILLS QUIZ Name: Date: 1. Which of the following are desirable personal traits that help you do your job more effectively? A. Arrogance, prejudice, and negative attitude B. Reliability, self-esteem, and sociability C. Both A and B D. None of the above 2. Attributes of sociability include: A. Friendly and enthusiastic B. Courteous and respectful of others C. Having a sense of humor, even when the joke is on you D. All of the above 3. Good self-awareness means that you: A. Are aware of your own strengths and weaknesses B. Use your knowledge of yourself to continue developing C. Both A and B D. None of the above 4. Being an effective coworker includes: A. Respecting others B. Making an effort to understand others C. Communicating effectively D. All of the above 5. You are showing respect to others if you: A. Are courteous and tolerate differences B. Express your opinion emphatically without listening to others C. Talk about people only when they are not present D. None of the above 6. You show understanding of others by: A. Asking about others interests B. Trying to see things from their points of view C. Being open to suggestions and change D. All of the above 7. Regarding communication skills, it is important to remember that: A. How well you listen is as important as what you say B. If you do not communicate clearly, it may cause problems C. Both A and B D. None of the above 7

8 8. Valuing diversity means: A. Respecting differences in culture, religion, age, gender, and viewpoint B. Looking beyond stereotypes C. Both A and B D. None of the above 9. Benefits of diversity include: A. Opening people to considering new ideas; leads to new discoveries B. The way things have always been done is how they will continue C. Making groups less likely to rely on old assumptions that might be wrong D. Both A and C 10. In today s increasingly diverse workforce, you will find all but which of the following? A. Departments made up of people who look, think, and act alike in most circumstances B. Multiple cultures and generations represented C. Gender distinctions D. People from different countries and backgrounds 8

9 INTERPERSONAL SKILLS QUIZ KEY 1. B 2. D 3. C 4. D 5. A 6. D 7. C 8. C 9. D 10. A 9

10 Name Date Objectives 4 pts. Excellent Discussion Rubric 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement 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: 10

11 Name Date Objectives Follows directions Student completed the work as directed, following the directions given, in order and to the level of quality indicated Individual Work Rubric 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. Time management Student used time wisely and remained on task 100% of the time Organization Student kept notes and materials in a neat, legible, and organized manner. Information was readily retrieved Evidence of learning Student documented information in his or her own words and can accurately answer questions related to the information retrieved *Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Total Points (20 pts.) Comments: 11

12 Name Date Objectives Question/goal Student identified and communicated a question or goal of the research 4 pts. Excellent Research Rubric 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Conclusion/Summary Student drew insightful conclusions and observations from the information gathered. Information is organized in a logical manner Communication Student communicated the information gathered and summary or conclusions persuasively. Student demonstrated skill in the use of media used to communicate the results of research Reflection Student reflected on the importance of the research and its potential application Total Points (20 pts.) Comments: 12

13 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 Improvement 1 pt. Needs Much Improvement 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: 13