Professionalism, Study Guides, Projects, Research of Construction

Download Professionalism and more Study Guides, Projects, Research Construction in PDF only on Docsity! Skills to Pay the Bills 114 Professionalism Throughout our working lives, most of us will have many different jobs, each requiring a different level or set of skills. No matter the industry – from customer service to an office job to construction and the trades – all of these jobs have one thing in common: in order to succeed and move ahead, you need to demonstrate professionalism. Professionalism does not mean wearing a suit or carrying a briefcase; rather, it means conducting oneself with responsibility, integrity, accountability, and excellence. It means communicating effectively and appropriately and always finding a way to be productive. Employers want new workers to be responsible, ethical, and team oriented, and to possess strong communication, interpersonal, and problem solving skills. Wrap these skills up all together and you’ve got professionalism. As today’s labor market becomes more and more competitive, jobseekers will need to continually find ways to stand out from the crowd. There are few things an employer values more than employees who carry out their duties in a professional manner. Professionalism isn’t one thing; it’s a combination of qualities. A professional employee arrives on time for work and manages time effectively. Professional workers take responsibility for their own behavior and work effectively with others. High quality work standards, honesty, and integrity are also part of the package. Professional employees look clean and neat and dress appropriately for the job. Communicating effectively and appropriately for the workplace is also an essential part of professionalism. Regardless of the job or industry, professionalism is easy to spot. On a construction site or in a trade, a professional worker will work hard and manage time effectively, including arriving and returning on time from breaks. A professional worker in a customer service setting will speak clearly and politely to customers and colleagues and have neat and clean appearance. In an office setting, an employee with professionalism will work productively with others and strive for a high standard and constant improvement. Professionalism may look slightly different in various settings, but the core elements are always the same – and give young employees an edge as they begin their careers. The activities in this section focus on each of the five individual soft skills presented in this publication (communication, enthusiasm/attitude, teamwork, networking, and problem solving/critical thinking), but in a broader framework. This is because professionalism, in and of itself, is not one skill but the blending and integration of a variety of skills. When professionalism is demonstrated, it tends to be thought of as the entire package. Mastering Soft Skills for Workplace Success 115 A note to facilitators: Professionalism is not an easy skill to develop, since it is the make-up of many different skills all “mushed” together and tends to take years of experience to perfect. More than any of the other soft skills covered in this publication, professionalism is the one that employers (and others) say they “know it when they see it.” Recognizing that there is a population of young people who may struggle with one or more of the individual skills that make up professionalism, it is important to provide a safe environment for all youth who are determined to practice and reinforce these skills. Young people need an environment where they feel safe enough to make mistakes, learn from their mistakes, and have opportunities (and the encouragement) to try again. It is by offering a safe environment along with encouragement that all youth can succeed and develop their own personal style of professionalism. Skills to Pay the Bills 118 Activity 26. The Cultural Divide Today’s workforce is very diverse. People of different ages and backgrounds are working alongside one another more so today than ever before. The purpose of this activity is to consider how we perceive others and how others may perceive us, as well as whether or not these perceptions paint an accurate picture of who we are. Consider the following situations: Sandra is 19 years old and has her first job as an administrative assistant. She wears very low cut shirts, short skirts, heels, and lots of perfume. What might Sandra’s attire lead others to believe about her? What might the reality be? Tony is 24 years old. He has tattoo sleeves on both of his arms, as well as a name tattooed on his neck. Tony would like to be a waiter at a very fancy restaurant. He has first interview today. What might a job interviewer think of Tony? What might the reality be? Terrence is 18 years old and just graduated high school (where he had a 4.0 average). Terrence has an interview today for a summer internship. Terrence is a wheelchair user. Do you think there is a chance that the interviewer might not ask Terrence the same interview questions he or she would ask of someone who isn’t in a wheelchair? Why or why not? Marissa is in 10th grade. She comes from a family of mechanics. Her dad and three brothers are mechanics, and her grandfather owns a garage. Marissa has secretly wanted to work on cars but has been afraid to tell her family. She now wants to approach her grandfather for a summer job. Why do you think Marissa has kept her career dream a secret? How might she ask her grandfather for a summer job? Ruthie is 62 years old and is looking for a job. She loves one of the local clothing stores and applied online for a job as a sales clerk. She has an interview today and is afraid the store manager will be much younger than her. Ruthie considers canceling the interview. Why do you think Ruthie is worried about her interview? What would you tell Ruthie? Sam is 20 years old, a sophomore in college and is looking for an engineering internship. Sam has Asperger syndrome (a form of autism), and while he has an A average in his engineering courses, he recognizes the fact that he has trouble interacting socially and is worried about his interviews. Why do you think Sam is worried about his interviews? What advice would you give Sam? Mastering Soft Skills for Workplace Success 119 27. Professional Work Attitudes JUST THE FACTS: As an employee, your attitude at work contributes to your work environment and how you get along with your co-workers and supervisors. A positive attitude can improve morale and increase productivity for all. The purpose of this activity is to generate a discussion about workplace attitudes (of both supervisors and co-workers) and how these attitudes impact those around us. Time 30 minutes Materials • Flip chart/markers • Activity 27 Directions Imagine it is your first day on a new job. Discuss what you would do to make a good impression on your co-workers and supervisors [make a list for all to see]. Why might it be important to make a good impression on your first day? Divide the larger group into smaller groups. Each group will work together to offer advice on an issue related to Justin, a stock clerk at the grocery store (see Activity 27). As the facilitator, read the story aloud, one section at a time. Pause after each section and ask each group to confer and share their collective answer/solution to the question at hand. Each group should be given the opportunity offer their advice first, followed by any additional and new advice from any of the other groups. You may choose to continue the discussion around the room Conclusion Ask the group to describe Justin’s work attitude. What do you think would be the most difficult part of being Justin’s supervisor? How can a supervisor or boss affect your job performance? How can co-worker attitudes affect your job performance? Journaling Activity Imagine you are a supervisor on the job. What type of supervisor would you be? How would you deal with an employee who had a bad attitude? What are some of the skills you would like to develop so, one day, you can be a GREAT supervisor? Skills to Pay the Bills 120 Extension Activity Using the situation in Activity 27, have participants work in small groups to create a series of short skits or role-plays about both co-worker and supervisor attitudes – and how those attitudes can affect the job performance of others. Mastering Soft Skills for Workplace Success 123 Extension Activity Using additional copies of the activity sheet, have participants ask three people they know and trust to complete the form (about the participant). The forms can be completed anonymously (so to speak). Participants should take some time to determine if how they view themselves is similar to or different from the way others view them. Discussion can then be generated as to why this may be. Participants should pay particular attention to the answers to the three questions asked at the bottom of the activity. How does this information impact the young person’s original answers to these questions? Skills to Pay the Bills 114 Professionalism Throughout our working lives, most of us will have many different jobs, each requiring a different level or set of skills. No matter the industry – from customer service to an office job to construction and the trades – all of these jobs have one thing in common: in order to succeed and move ahead, you need to demonstrate professionalism. Professionalism does not mean wearing a suit or carrying a briefcase; rather, it means conducting oneself with responsibility, integrity, accountability, and excellence. It means communicating effectively and appropriately and always finding a way to be productive. Employers want new workers to be responsible, ethical, and team oriented, and to possess strong communication, interpersonal, and problem solving skills. Wrap these skills up all together and you’ve got professionalism. As today’s labor market becomes more and more competitive, jobseekers will need to continually find ways to stand out from the crowd. There are few things an employer values more than employees who carry out their duties in a professional manner. Professionalism isn’t one thing; it’s a combination of qualities. A professional employee arrives on time for work and manages time effectively. Professional workers take responsibility for their own behavior and work effectively with others. High quality work standards, honesty, and integrity are also part of the package. Professional employees look clean and neat and dress appropriately for the job. Communicating effectively and appropriately for the workplace is also an essential part of professionalism. Regardless of the job or industry, professionalism is easy to spot. On a construction site or in a trade, a professional worker will work hard and manage time effectively, including arriving and returning on time from breaks. A professional worker in a customer service setting will speak clearly and politely to customers and colleagues and have neat and clean appearance. In an office setting, an employee with professionalism will work productively with others and strive for a high standard and constant improvement. Professionalism may look slightly different in various settings, but the core elements are always the same – and give young employees an edge as they begin their careers. The activities in this section focus on each of the five individual soft skills presented in this publication (communication, enthusiasm/attitude, teamwork, networking, and problem solving/critical thinking), but in a broader framework. This is because professionalism, in and of itself, is not one skill but the blending and integration of a variety of skills. When professionalism is demonstrated, it tends to be thought of as the entire package. Mastering Soft Skills for Workplace Success 115 A note to facilitators: Professionalism is not an easy skill to develop, since it is the make-up of many different skills all “mushed” together and tends to take years of experience to perfect. More than any of the other soft skills covered in this publication, professionalism is the one that employers (and others) say they “know it when they see it.” Recognizing that there is a population of young people who may struggle with one or more of the individual skills that make up professionalism, it is important to provide a safe environment for all youth who are determined to practice and reinforce these skills. Young people need an environment where they feel safe enough to make mistakes, learn from their mistakes, and have opportunities (and the encouragement) to try again. It is by offering a safe environment along with encouragement that all youth can succeed and develop their own personal style of professionalism. Skills to Pay the Bills 118 Activity 26. The Cultural Divide Today’s workforce is very diverse. People of different ages and backgrounds are working alongside one another more so today than ever before. The purpose of this activity is to consider how we perceive others and how others may perceive us, as well as whether or not these perceptions paint an accurate picture of who we are. Consider the following situations: Sandra is 19 years old and has her first job as an administrative assistant. She wears very low cut shirts, short skirts, heels, and lots of perfume. What might Sandra’s attire lead others to believe about her? What might the reality be? Tony is 24 years old. He has tattoo sleeves on both of his arms, as well as a name tattooed on his neck. Tony would like to be a waiter at a very fancy restaurant. He has first interview today. What might a job interviewer think of Tony? What might the reality be? Terrence is 18 years old and just graduated high school (where he had a 4.0 average). Terrence has an interview today for a summer internship. Terrence is a wheelchair user. Do you think there is a chance that the interviewer might not ask Terrence the same interview questions he or she would ask of someone who isn’t in a wheelchair? Why or why not? Marissa is in 10th grade. She comes from a family of mechanics. Her dad and three brothers are mechanics, and her grandfather owns a garage. Marissa has secretly wanted to work on cars but has been afraid to tell her family. She now wants to approach her grandfather for a summer job. Why do you think Marissa has kept her career dream a secret? How might she ask her grandfather for a summer job? Ruthie is 62 years old and is looking for a job. She loves one of the local clothing stores and applied online for a job as a sales clerk. She has an interview today and is afraid the store manager will be much younger than her. Ruthie considers canceling the interview. Why do you think Ruthie is worried about her interview? What would you tell Ruthie? Sam is 20 years old, a sophomore in college and is looking for an engineering internship. Sam has Asperger syndrome (a form of autism), and while he has an A average in his engineering courses, he recognizes the fact that he has trouble interacting socially and is worried about his interviews. Why do you think Sam is worried about his interviews? What advice would you give Sam? Mastering Soft Skills for Workplace Success 119 27. Professional Work Attitudes JUST THE FACTS: As an employee, your attitude at work contributes to your work environment and how you get along with your co-workers and supervisors. A positive attitude can improve morale and increase productivity for all. The purpose of this activity is to generate a discussion about workplace attitudes (of both supervisors and co-workers) and how these attitudes impact those around us. Time 30 minutes Materials • Flip chart/markers • Activity 27 Directions Imagine it is your first day on a new job. Discuss what you would do to make a good impression on your co-workers and supervisors [make a list for all to see]. Why might it be important to make a good impression on your first day? Divide the larger group into smaller groups. Each group will work together to offer advice on an issue related to Justin, a stock clerk at the grocery store (see Activity 27). As the facilitator, read the story aloud, one section at a time. Pause after each section and ask each group to confer and share their collective answer/solution to the question at hand. Each group should be given the opportunity offer their advice first, followed by any additional and new advice from any of the other groups. You may choose to continue the discussion around the room Conclusion Ask the group to describe Justin’s work attitude. What do you think would be the most difficult part of being Justin’s supervisor? How can a supervisor or boss affect your job performance? How can co-worker attitudes affect your job performance? Journaling Activity Imagine you are a supervisor on the job. What type of supervisor would you be? How would you deal with an employee who had a bad attitude? What are some of the skills you would like to develop so, one day, you can be a GREAT supervisor? Skills to Pay the Bills 120 Extension Activity Using the situation in Activity 27, have participants work in small groups to create a series of short skits or role-plays about both co-worker and supervisor attitudes – and how those attitudes can affect the job performance of others. Mastering Soft Skills for Workplace Success 123 Extension Activity Using additional copies of the activity sheet, have participants ask three people they know and trust to complete the form (about the participant). The forms can be completed anonymously (so to speak). Participants should take some time to determine if how they view themselves is similar to or different from the way others view them. Discussion can then be generated as to why this may be. Participants should pay particular attention to the answers to the three questions asked at the bottom of the activity. How does this information impact the young person’s original answers to these questions? Skills to Pay the Bills 124 Activity 28. Teamwork - An Essential Element of Professionalism Here are some quick tips to being a good employee…and a good team player. Determine which of your skills are “on target” and which might need some improvement by choosing “Always,” “Sometimes,” or “Never.” 1. I get to work on time. If I am going to be late, I call and let my boss know. [Always • Sometimes • Never] 2. I rarely miss work. If I am going to miss work, I let my boss know ahead of time (or call if I am sick). [Always • Sometimes • Never] 3. I work as hard as I can. [Always • Sometimes • Never] 4. I pay close attention to my work. [Always • Sometimes • Never] 5. I do my work as I am told. If I am unable to do something or have questions, I ask my supervisor or co-workers. [Always • Sometimes • Never] 6. I am friendly on the job. [Always • Sometimes • Never] 7. I try to solve problems that come up. [Always • Sometimes • Never] 8. I follow safety and company rules. [Always • Sometimes • Never] 9. I use materials and equipment properly [Always • Sometimes • Never] . 10. I behave professionally. [Always • Sometimes • Never] Mastering Soft Skills for Workplace Success 125 NOW, ANSWER THE FOLLOWING QUESTIONS: Based on the descriptions above, I am most proud of my ability to: One area I’d like to improve is: Some strategies I might use as I work to improve this skill is? Skills to Pay the Bills 128 Activity 29. Avoiding the Clique SCENARIO #1: LaToya, Rosa, and Day were great friends. All three received their lifeguard certification together and were very excited to be working at the same community pool during the summer. The pool’s supervisor knew the three girls were all close friends – and that this would be their first paid job. He wanted to be sure they recognized how fortunate they were to be able to work alongside their friends, but also needed to stress the importance of not letting their close friendship get in the way of doing their jobs. If you were the supervisor, what specific instructions would you give to the girls? SCENARIO #2: Trent, Ben, and Antonio all started working at a local home improvement store at the same time. They were in the same orientation group and liked each other immediately. Trent and Ben work in the customer service department and Antonio works in accounting. The three usually go out after work on Friday night, text each other during the day, and try to eat lunch together several times a week (when they can). Sometimes they even hang out on the weekends. While Trent, Ben, and Antonio are lucky to have found such good friends at work, some of their co-workers are not as pleased about their close friendship. Questions for Consideration 1. What is the danger of becoming too friendly with co-workers or socializing with them too much? 2. What objections might other co-workers have to this three-person clique? Why might some of these co-workers not be pleased? 3. How can the three maintain their friendship without damaging their relationships with their co- workers? 4. Why is it important to have friends at work? Mastering Soft Skills for Workplace Success 129 30. Self-Reflection: Professional Problem Solving at it's Best JUST THE FACTS: Problem solving is an important skill in work and life. Though there are many ways to solve problems, learning the skill of self-reflection as part of career decision-making can be extremely helpful. The purpose of this activity is to have participants see themselves in the future – and then reflect on how the decisions they made got them to where they are. Time 30-40 minutes Materials Directions Ask the group what the term “self-reflection” means to them (solicit responses). Discuss that self-reflection is a process of giving serious thought to our lives and our decisions by examining our character, our actions and our motives and/or motivations. Sometimes we make decisions and then reflect on our choices, other times we reflect before making choices. Say something to the effect of: This exercise will get you thinking about your future. You will be asked to think about what you want to do with your future and define some life goals by working backwards in time. Ensure each participant has a piece of paper and the writing instruments of choice. I’m going to ask you a series of questions. You will need to think about these questions very carefully and then either draw or write your reactions on your paper. Your responses do not need to be in any particular order, but will ultimately help you to tell or retell your own personal history. Ok, here goes: Imagine you are in your final years of life. You are sitting in a rocking chair reflecting on the life you have lived. You are contemplating the answers to the following questions: • Did you choose a career (or careers) that you enjoyed? − If so, how did that happen? − If not, why not? • Paper and writing instruments of choice for each participant (pen, pencil, colored pencils, markers, etc.) - legal sized paper or chart paper may work best Skills to Pay the Bills 130 • What accomplishments did you achieve? • What accomplishments did you want to achieve but did not? − What held you back? • Which activities did you do that you wanted to? − What encouraged you to do them? • Which activities didn’t you do that you would have liked to? − What held you back? • If you had your life to do over again what would you do differently? • What would you have kept the same? • What things did you choose to do in your life that made you happy? • Could you have done more of them? − Why didn’t you? Thinking through your answers while in this rocking chair will have some tremendous power. To look ahead at what you think your life will be like has the possibility to help you take more control of your life right now. Conclusion Ask for volunteers to talk about their rocking chair life story. It may be helpful for you to have completed a picture or a word collage earlier and share your personal rocking chair life story with the group first. Discuss with the group how self-reflection activities have the power to help us make the personal decisions necessary to plan for our futures. Journaling Activity Think about a time you needed to solve a personal problem and you acted first and then reflected later. Now think about a time when you needed to solve a problem and you reflected first and then acted. Which way turned out the best for you? Why do you think this is so?