Lesson Plan Work Ethic: Taking Direction and Responding to Feedback Objective: Students will investigate how taking direction willingly and responding to feedback appropriately contribute to a positive work ethic. Workplace Readiness Skill: Demonstrate positive work ethic. Definition: Demonstration includes maintaining punctual and consistent attendance (e.g., accounting for hours worked, arriving on time for work and/or appointments) taking direction willingly (e.g., using active listening techniques, approaching the assigned task with motivation) exhibiting motivation to accomplish the task at hand (i.e., remaining on task and completing the task efficiently). Correlations to Other Workplace Readiness Skills: Demonstrate integrity. Demonstrate teamwork skills. Demonstrate self-representation skills. Demonstrate conflict-resolution skills. Demonstrate healthy behaviors and safety skills. Demonstrate an understanding of workplace organizations, systems, and climates. Demonstrate job-acquisition and advancement skills. Correlations to Virginia Standards of Learning (SOL): English: 6.1, 6.2, 6.3, 6.7, 6.8, 7.1, 7.2, 7.3, 7.7, 7.8, 8.2, 8.7, 8.8, 9.1, 9.6, 9.7, 10.1, 10.6, 10.7, 11.6, 11.7, 12.6, 12.7 History and Social Science: CE.4, CE.14, GOVT.16 Instructional Steps: Review the concept of work ethic. Work ethic is demonstrated through a variety of characteristics, such as being punctual, focusing on work-related tasks, taking direction willingly, and exhibiting motivation. Discuss the idea of taking direction as it relates to work tasks. Why would it be important to an employer for an employee to be able to take direction from others and follow directions? Brainstorm reasons. Practice taking direction. Cut apart the tasks on Teacher Resource #1, place them in a bowl or hat, and ask eight student volunteers—one at a time— to pull a task from the hat and complete that task. As students do so, ask the class what they observe about the student’s body language and overall attitude toward completing the task. Record responses. Discuss what cues students gave to communicate attitudes such as willingness, enthusiasm, disdain, uncertainty, or laziness. What attitudes should employees try to convey with their actions and words?
Lesson Plan Work Ethic: Taking Direction and Responding to Feedback Objective: Students will investigate how taking direction willingly and responding to feedback appropriately contribute to a positive work ethic. Workplace Readiness Skill: Demonstrate positive work ethic. Definition: Demonstration includes maintaining punctual and consistent attendance (e.g., accounting for hours worked, arriving on time for work and/or appointments) taking direction willingly (e.g., using active listening techniques, approaching the assigned task with motivation) exhibiting motivation to accomplish the task at hand (i.e., remaining on task and completing the task efficiently). Correlations to Other Workplace Readiness Skills: Demonstrate integrity. Demonstrate teamwork skills. Demonstrate self-representation skills. Demonstrate conflict-resolution skills. Demonstrate healthy behaviors and safety skills. Demonstrate an understanding of workplace organizations, systems, and climates. Demonstrate job-acquisition and advancement skills. Correlations to Virginia Standards of Learning (SOL): English: 6.1, 6.2, 6.3, 6.7, 6.8, 7.1, 7.2, 7.3, 7.7, 7.8, 8.2, 8.7, 8.8, 9.1, 9.6, 9.7, 10.1, 10.6, 10.7, 11.6, 11.7, 12.6, 12.7 History and Social Science: CE.4, CE.14, GOVT.16 Instructional Steps: Review the concept of work ethic. Work ethic is demonstrated through a variety of characteristics, such as being punctual, focusing on work-related tasks, taking direction willingly, and exhibiting motivation. Discuss the idea of taking direction as it relates to work tasks. Why would it be important to an employer for an employee to be able to take direction from others and follow directions? Brainstorm reasons. Practice taking direction. Cut apart the tasks on Teacher Resource #1, place them in a bowl or hat, and ask eight student volunteers—one at a time— to pull a task from the hat and complete that task. As students do so, ask the class what they observe about the student’s body language and overall attitude toward completing the task. Record responses. Discuss what cues students gave to communicate attitudes such as willingness, enthusiasm, disdain, uncertainty, or laziness. What attitudes should employees try to convey with their actions and words?