Integrity and Professionalism Module

8/10/2019 Integrity and Professionalism Module

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Section 2 Teaching Resources Integrity and Professionalism

NC-NET Employability SillsResource Toolit

Section 2 Teaching Resources

Integrity and Professionalism

Overview................................................................................................................ 110

Presentation Materials............................................................................................111

Teaching Resources................................................................................................115

Activity: Developing Professionalis...................................................................11!

Activity: Professional "age.................................................................................11#

Activity: $onesty an% "ntegrity............................................................................1&'

Activity: (iving an% Receiving )ee%*ac+ ,constructive criticis-........................1&

Activity: Professional /o%e of thics....................................................................1'

Activity: Putting it All Together............................................................................1'0

Assessent Tools23trategies..................................................................................1'5

Ru*rics for "nstructor Assessent.......................................................................1'!

Ru*ric for 3elf4Assessing "ntegrity an% Professionalis 3+ills..............................1'Ru*ric for (iving an% Receiving )ee%*ac+...........................................................1'

6i%eos an% 7e*lin+s...............................................................................................151

6i%eos................................................................................................................. 151

7e*lin+s..............................................................................................................151

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$%er%ie&

"ntegrity an% professionalis are essential for a

otivate% an% pro%uctive wor+place. 7hether aware

of it or not8 every person is evaluate% continually. The

iage we pro9ect lea%s to 9u%gents *y others on

our capa*ilities. ehaviors that are perceive% as

unprofessional or %ishonest ay ruin any opportunity

to %o *usiness with a particular in%ivi%ual.

"n this o%ule we will review aspects of integrity an%

professionalis inclu%ing:

; Developing Professionalis

; Professional "age

; $onesty an% "ntegrity

; (iving an% Receiving )ee%*ac+ ,constructive criticis-

; Professional /o%e of thics

; Putting "t All Together

This o%ule provi%es:

; Instructor Presentation 'aterials


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Presentation 'aterials

S*I+E TE(C,ER N$TES

!

2

Alost everyone will agree thatintegrity an% professionalis arepositive attri*utes an% areiportant for successful careers.ut what e?actly isprofessionalis@ Are you *ornwith it or is it soething youust learn or cultivate@

The online article reference% in

the rst activity is a great starterfor this %iscussion an% thiso%uleBs activities:http:22www.in%tools.co2pages2article2professionalis.ht

Although soe careers %o not

re>uire professional attire orunifors8 an% soe even e?pectyou to get %irty while wor+ing8ost of us woul% ie%iately>uestion the authenticity orprofessionalis of any wor+erwho presente% hiself %resse%sloppily or uncleanly.

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S*I+E TE(C,ER N$TES

.

/onsi%er *rowsing together as a

class soe of the lin+s provi%e%in the o%ule activity concerningproper attire8 interviewing s+ills8

an% so forth.

/

These are soe highlights of the

coplete list of "nterviewing Tipsinclu%e% in the activity.

0

This o%ule activity is focuse% on

fee%*ac+ relate% to 9o* orwor+place perforance. Try to+eep the %iscussion a*outeployees an% the wor+place8rather than relationships relate%to arriage8 faily8 an% frien%s.

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S*I+E TE(C,ER N$TES

1

The activity han%out nicelysuari=es the D3/ techni>uefor giving others fee%*ac+8inclu%ing soe tips for a+ingD3/ even ore eCective.

3tu%ents can role play theprovi%e% scenarios to practicethese techni>ues.

The activity on honesty an%

integrity will *e challenging8pro*a*ly *ecause these notionshave *ecoe so ui% in to%ayBssociety. Although the socialessage clearly encourages%ishonesty8 or at least %eception8everyone woul% prefer to havehonest %ealings8 *oth in their*usiness an% personal lives.

Discuss %eception:

Mislea%ing rather than

e?plicitly lying Allowing others to coe to the

wrong conclusions8 oftenotivate% *y *enet toyourself or the copany

"s this the sae as lying@

7hat are the conse>uences of%eceiving or lying to others in ourpersonal lives@ "n *usiness@

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S*I+E TE(C,ER N$TES

#

Many el%s of eployent will

e?pect everyone to operateun%er soe set of rules ofaccepta*le *ehavior. As+

stu%ents: 7here %i% those rulesoriginate@ ,3uggeste% answer: "ngeneral8 they coe fro thevalues of the copany wor+ers8the con%uct that is e?pecte% ofthe wor+ers ,i.e.8 ethics-8 an%fro rules an% nors of oralitypractice% *y the counity as awhole8 i.e.8 the integrity of thewor+ers. 3o8 on the ne?t sli%eweBll see how these ethics areoften co%ie% into %ocuents.-

!"

"n any professions in each of

the career clusters there is a well4+nown set of co%es to whicheveryone agrees to a%here. ,3eethe list of ?aple co%esinclu%e% with the activity.-3tu%ents shoul% locate ane?aple or two of those an%%iscuss the8 as %irecte% in theo%ule activity.

Pose the >uestion ,perhaps

selecting a well4+nown e?aplein your career area as an

e?aple-: 7hy %o such pu*lishe%co%es even e?ist@

!!

http:22www.*rainy>uote.co2>uot

es2>uotes2%2%wight%ei100&!.htl

NC-NET Employability Sills Resource Toolit Page !!.
http://www.brainyquote.com/quotes/quotes/d/dwightdei109026.htmlhttp://www.brainyquote.com/quotes/quotes/d/dwightdei109026.htmlhttp://www.brainyquote.com/quotes/quotes/d/dwightdei109026.htmlhttp://www.brainyquote.com/quotes/quotes/d/dwightdei109026.htmlhttp://www.brainyquote.com/quotes/quotes/d/dwightdei109026.htmlhttp://www.brainyquote.com/quotes/quotes/d/dwightdei109026.html


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Teaching Resources

(CTI)ITIES

The following activities are e?aples of activities that can *e coplete% in class toephasi=e8 teach8 an% help stu%ents practice integrity an% professionalis. The

activities foun% in this resource can *e use% Eas4isF or they can *e tailore% to t a

specic course. 3uggestions for a%aptation prece%e each activity8 with e?aples

fro several %iCerent su*9ect areas2career pathways. The suggeste% o%ications

provi%e instructors with i%eas for a%apting the activity to t content they are

alrea%y teaching. Mo%ifying the activities allows eploya*ility s+ills to *e infuse% in

su*9ect area content ore easily.

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(CTI)IT34 +E)E*$PIN5PR$6ESSI$N(*IS'

Instructor Preparation

veryone tal+s a*out the iportance of *eing professional in the wor+place. ut

what e?actly is professionalis@ Professionalis is soeties %iGcult to %ene

*ecause it is not one single characteristic *ut a *len%ing of any. The o*9ect of this

lesson is to have stu%ents %escri*e professionalis an% all that it encopasses.

They will %iscuss what professionalis loo+s li+e in %iCerent careers an% what

characteristics reain the sae across all careers. 3tu%ents will then e?aine each

i%entie% characteristic of professionalis an% list at least two things they can %o to

grow or iprove in each area.

)or e?aple8 all careers have the e?pectation that wor+ers will *e honest an% have

integrity. 3oe careers have higher re>uireents for con%entiality than others8

such as e%ical professionals8 lawyers8 an% those wor+ing in security 9o*s. All 9o*s

re>uire s+ill an% +nowle%ge8 *ut soe re>uire ore speciali=e% +nowle%ge an%

s+ills. "f the class has %one activities fro other eploya*ility o%ules8 this o%ule

will *uil% upon concepts learne%. )or e?aple8 if the activity for goal setting fro

the "nitiative an% Depen%a*ility o%ule was use%8 stu%ents ight use what they

learne% a*out 3MART goals to create their plan for increasing their %egree of

professionalis. A%%itionally8 the goo% counication s+ills %escri*e% in

"nterpersonal 3+ills an% Teawor+ contri*ute to oneBs iage as a professional.

$b7ecti%es

3tu%ents will:

1. Descri*e attri*utes that are encopasse% *y the terprofessionalism.&. /reate a plan for attaining s+ills an% +nowle%ge in these areas.

'aterials

/oputers with "nternet access

(cti%ity 5uidelines

$ave stu%ents %o the following:

Rea% the article EProfessionalis: Developing This 6ital /haracteristicF

,http:22www.in%tools.co2pages2article2professionalis.ht- an% list the

attri*utes that constitute professionalis.

Optional: Research other %enitions of professionalis availa*le on the

"nternet an% list a%%itional characteristics that are coonly entione%. A%%

http://www.mindtools.com/pages/article/professionalism.htmhttp://www.mindtools.com/pages/article/professionalism.htm


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these characteristics to the list if they are not synonyous with the ones

liste% in the MindToolsarticle.

$ave stu%ents wor+ in sall groups to create %enitions for the liste%

characteristics of professionalis8 with e?aples for each.

As+ stu%ents8 wor+ing in%ivi%ually8 to rate theselves in each of thecategories. $ave the i%entify areas where they thin+ they have the greatest

strengths an% wea+nesses.

(ui%e stu%ents in creating a plan for %eveloping speciali=e% +nowle%ge8

copetency8 honesty an% integrity8 accounta*ility8 self4regulation8 an%

iage.

5roup Re8ection 9uestions

7hy is it iportant to *e professional in all aspects of your wor+ life@

7hat ipression woul% you have if you wal+e% into a %octorBs or lawyerBsoGce an% staC were gossiping a*out an earlier patient or client@ 7oul% you

trust the to aintain your privacy@

"f wor+ing on a 9o* where you +now you will get lthy each %ay8 is it

professional to coe to wor+ in the gru**y clothes worn the %ay *efore@

,/lothing has not *een laun%ere%.-



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(CTI)IT34 PR$6ESSI$N(*I'(5E


This lesson ay see eleentary to the instructor an% soe stu%ents *ecause it is

a*out %ressing appropriately an% pro9ecting a professional iage. $owever8 huan

resources staC coplain that wor+ers an% 9o* applicants show up %resse% entirely

inappropriately for the interview or 9o*. 7hy is this@ EAppropriate %ressF is an

a*iguous ter for any8 particularly since it varies fro situation to situation an%

is inuence% *y social custos8 geography8 an% propriety. usiness casual on the

east coast is %iCerent fro *usiness casual on the west coast. 3tartup casual is

%iCerent fro *usiness casual. 3oe places re>uire woen to wear hosiery while

others %onBt. The general rule is to err on the si%e of *eing over%resse% rather than

%ressing too casually.

This lesson inclu%es two parts: %ress an% personal appearance an% a+ing a goo%

rst ipression at a 9o* interview. Dress an% personal appearance are +ey eleents

of a+ing a goo% rst ipression8 *ut counication s+ills8 anners8 self4control8

an% posture all contri*ute to that rst ipression.

$b7ecti%es

3tu%ents will:

1. Descri*e appropriate %ress for various wor+ environents.&. 3uggest ways to e?pan% a liite% war%ro*e.. Discuss appropriate personal appearance an% hygiene an% the Erst

ipressionF it ight portray to others.

'aterials

/oputers with "nternet connection

$an%out


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Then as+ stu%ents if they have ever *een soewhere where one of the

eployees was wearing soething that %i% not atch the iage they

e?pecte%. May*e it was a pastor with full tattoo sleeves8 or an o*ese

anager at a tness center8 or a 9anitor in slac+s an% *utton %own shirt an%

loafers. 7hat was their reaction@

Discuss how a professional iage ight %iCer with %iCerent careers or

situations. Then have stu%ents go online an% research %ress co%es for

*usiness. ,Iou ight wish to as+ *usiness partners or a%visors for your

progra to provi%e copies of the %ress co%e for their copany.- 3tu%ents

shoul% focus on %ressing for a future career. "f stu%ents are n%ing it %iGcult

to locate %ress co%es8 they ight loo+ at clothing store catalogs catering to

*usiness attire an%2or unifor catalogs for careers where wor+ers wear

unifors. $ave the select clothes that woul% eet the %ress stan%ar%s for

the chosen career8 *ut woul% accoo%ate their *o%y type an% personal

sense of style. $ave the print a copy that they can share with the class. "f

tie perits8 price the outt,s- chosen. $ave stu%ents loo+ for ways toe?ten% the war%ro*e in a cost4eCective anner.

Alert stu%ents to the e?istence of other personal appearance regulations

governing such things as e?otic hair styles8 tattoos8 an% piercingsJ wearing of

fragrances an% a+eupJ an% use of personal electronics. e sure they

un%erstan% that even though they have the right to free%o of e?pression

through their personal appearance8 copanies have the right to %eterine

what iage an eployee portrays to the pu*lic %uring wor+ hours.

Optional: The instructor coul% coe to class %resse% entirely %iCerent fro

his2her noral %ress co%e. As+ the stu%ents to %iscuss how that particularloo+ woul% have ipacte% their reaction when they wal+e% into class the rst

%ay. ,Iou ight choose a siilar style of %ress8 *ut wear clothes that %onBt t

properly8 are wrin+le% or staine%8 or are otherwise inappropriate8 or %ress

appropriately for a career outsi%e e%ucation8 or outsi%e the career technology

area in which you teach.

Part 2

Discuss with stu%ents the i%ea that when they are loo+ing for a 9o*8 it is

vitally iportant to a+e a goo% rst ipression *y appearing copetent

an% professional. As+ stu%ents to %escri*e interviews that they ay have

alrea%y ha%. "n hin%sight8 what %o they thin+ they %i% well an% in what areas%o they thin+ they coul% iprove@

$ave stu%ents use "nternet resources to research Erst ipressions at 9o*

interviews.F $ave the create a list of tips foun% in each source. Rein%

the to inclu%e the HRK where the tips were foun%. Then have the class

a+e a aster list. A list of we*sites oCering interviewing tips is inclu%e% at

the en% of this %ocuent as is a saple.

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$ave stu%ents %iscuss the following:

Thin+ a*out your %rea 9o*. Descri*e how you woul% prepare for the

interview to give the *est professional iage. Then assue you have gotten

the %rea 9o*. Picture yourself at wor+. 7hat will you *e %oing an% wearing@$ow will you act@ 7hat +in%s of people will you coe in contact with on any

given %ay@ 7hat ipression will those people ta+e away fro the encounter@

7hat can you %o now to prepare for these scenarios@

7hy %o you thin+ it is so %iGcult to overcoe a *a% rst ipression@ $ow

any of you ay have ha% a poor rst ipression of soeone an% after

getting to +now the person %eci%e% your rst ipression was wrong@ $ow

long %i% it ta+e *efore you change% your in%@

Many sites will tell you when %ressing for wor+8 stic+ to the classics. $ow

woul% you %escri*e classic style@ 7hat are the a%vantages an% %isa%vantages of wearing a wor+ unifor@

"f soeone announce that a 6"P is coing to your class in 10 inutes8 what

are three things you coul% %o in that tie to get rea%y to a+e a goo% rst

ipression@ 7hat woul% you have worn or %one %iCerently if you ha% *een

tol% the %ay *efore@

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,andout:;eblins for Professional Image and 'aing a5ood 6irst Impression

+ress Codes

The 10 /oan%ents of Dressing for 7or+

http:22www.cnn.co2&0112021!2living2wor+place4professional4%ress4c*: This

/areer uil%er article provi%es gui%elines for appropriate %ress for wor+.

Dress /o%e

http:22huanresources.a*out.co2o%2glossary%2g2wor+L%ressLco%e.ht

$uan Resources article at A*out.co on %ress co%es. There are nuerous

lin+s to %iCerent %ress co%es such as *usiness casual for those who interact

with custoers8 for those who wor+ in anufacturing8 etc.

Professional "age in the 7or+place: "s it "portant@ "age Mattershttp:22www.google.co2url@

satNrct9N>NesrcsNsourcewe*Nc%!Nca%r9aNve%0/")9A)Nurl

httpA&)&)www.soa.org&)li*rary&)newsletters&)stepping4stone

&)&00!&)april&)ssn4&00!4iss&&4

costello.asp?NeipQ73HaeTM"9t>w(Mto/'DNusgA)9/)+>riKA4

7LrSaHi1yau!)4g: This is an article on the iportance of iage in the

wor+place an% how it ight inuence prootions as well as perceive%

usefulness to a copany.

Dress co%e

http:22en.wi+ipe%ia.org2wi+i2DressLco%eLestern&This 7i+ipe%ia article shows the evolution of to%ayBs o%ern %ress co%e. "t

contains an e?ploration of appropriate attire for %iCerent social occasions.

'anaging 6irst Impressions


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Dress Appropriately for "nterviews: http:22career4a%vice.onster.co29o*4

interview2"nterview4Appearance2Appropriate4"nterview4Dress2article.asp?

/areer a%vice fro Monster regar%ing interviews.

Ma+e a (reat )irst "pression

http:22career4a%vice.onster.co29o*4interview2interview4preparation2a+e4a4

great4rst4ipression2article.asp?

More career a%vice fro Monster concerning interviews

$ow to /on>uer the )irst "pression

http:22www.career*uil%er.co2Article2/4'04(etting4$ire%4$ow4to4/on>uer4

the4)irst4"pression2

"nterviewing tips fro /areeruil%er.

$ow to Ma+e the est "pression During An "nterview

http:22=oointerviews.co29o*2resources2interview4gui%es2how4to4a+e4*est4

ipression.php This is an e?cellent free article on a+ing a goo% ipression.

7hat to 7ear to a Qo* "nterview

http:229o*search.a*out.co2*2&01202&02what4to4wear4to4a49o*4interview.ht

This article %iscusses how to %ress for an interview. There are nuerous lin+s

for specic types of 9o* interviews.

NC-NET Employability Sills Resource Toolit Page !22
http://career-advice.monster.com/job-interview/Interview-Appearance/Appropriate-Interview-Dress/article.aspxhttp://career-advice.monster.com/job-interview/Interview-Appearance/Appropriate-Interview-Dress/article.aspxhttp://career-advice.monster.com/job-interview/interview-preparation/make-a-great-first-impression/article.aspxhttp://career-advice.monster.com/job-interview/interview-preparation/make-a-great-first-impression/article.aspxhttp://www.careerbuilder.com/Article/CB-409-Getting-Hired-How-to-Conquer-the-First-Impression/http://www.careerbuilder.com/Article/CB-409-Getting-Hired-How-to-Conquer-the-First-Impression/http://zoominterviews.com/job/resources/interview-guides/how-to-make-best-impression.phphttp://zoominterviews.com/job/resources/interview-guides/how-to-make-best-impression.phphttp://jobsearch.about.com/b/2013/03/20/what-to-wear-to-a-job-interview.htmhttp://career-advice.monster.com/job-interview/Interview-Appearance/Appropriate-Interview-Dress/article.aspxhttp://career-advice.monster.com/job-interview/Interview-Appearance/Appropriate-Interview-Dress/article.aspxhttp://career-advice.monster.com/job-interview/interview-preparation/make-a-great-first-impression/article.aspxhttp://career-advice.monster.com/job-interview/interview-preparation/make-a-great-first-impression/article.aspxhttp://www.careerbuilder.com/Article/CB-409-Getting-Hired-How-to-Conquer-the-First-Impression/http://www.careerbuilder.com/Article/CB-409-Getting-Hired-How-to-Conquer-the-First-Impression/http://zoominterviews.com/job/resources/interview-guides/how-to-make-best-impression.phphttp://zoominterviews.com/job/resources/interview-guides/how-to-make-best-impression.phphttp://jobsearch.about.com/b/2013/03/20/what-to-wear-to-a-job-interview.htm


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,andout:Inter%ie&ing Tips

"n a 9o* interview8 one naturally wants to %o all that you can to a+e a goo%

ipression. $ere are soe iportant rein%ers:

1.Dress neatly8 wearing clothing that suits the 9o* you want.

&.e on tie. Tar%iness signals to the eployer that you are not really intereste%

in the 9o* or that you ight show up late for wor+.

.Arrive alone. There is no nee% for anyone to go with you to an interview. Iou

ust %o it on your own.

'.(reet the receptionist or the person who will intro%uce you to the interviewer.

e pleasant. 3ay your nae clearly8 an% tell this person the nae of the

interviewer8 if you +now it. e sure to nae the 9o* for which you are applying.

5.7ait patiently if the interviewer is not rea%y for you. "f you tal+8 spea+ clearly.

Iou ay want to sit >uietly an% rea% the aterials in your personal inforation

fol%er until you are calle% to the interview.

!.3ha+e han%s if it sees appropriate when you eet the interviewer. Hse a r

han%sha+e *ut not an overpowering one. 7ait for the interviewer to as+ you to sit

%own.

.Maintain eye contact with the interviewer. This is consi%ere% a sign of honesty

an% self4con%ence. )or this reason8 %o not wear sunglasses %uring an interview.

#./ontrol any nervous *ehavior. Tapping your foot or clic+ing a *allpoint pen8 for

e?aple8 ay annoy an% %istract the interviewer. ever chew gu %uring an

interview.

.Do not so+e.

10. /hoose your wor%s carefully an% avoi% slang or other special e?pressions

that the interviewer ay %isli+e or isun%erstan%.

11. 3it up straight in your chair. "f your posture is goo%8 the interviewer will

perceive you as alert an% intereste% in what is happening.

1&. Tal+ a*out what you %o well. Often you will n% that you can answer a

>uestion *y entioning certain talents8 interests8 or s+ills. Mention test scoresonly if you are as+e% to %o so. "f you have %one poorly on a test8 avoi% a+ing

e?cuses for your perforance.

1. )ollow the interviewerBs lea% %uring the course of the interview. 3tic+ to

the point. The interviewer is intereste% in e?periences an% attitu%es that ight

aCect your perforance on the 9o*. There is no nee% to tal+ a*out %etails of your

personal life.



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1'. e cal. Try not to show %isappointent or anger if you are not hire%8 or

if the interviewer %oes not %eci%e ie%iately. $e or she ay have to see other

applicants *efore %eci%ing.

15. 3ay Ethan+ youF an% arrange to call *ac+ if necessary. ven if you have

not *een oCere% the 9o*8 or if no %ecision has *een a%e8 tell the interviewer you

are intereste% in the position. As+ whether you can call *ac+ at a certain tie to

n% out a*out the %ecision.

1!. After the interview8 write a note than+ing the interviewer for his or her

tie.

(CTI)IT34 ,$NEST3(N+INTE5RIT3


$onesty an% integrity are %iGcult to teach. 7hile we learne% that we shoul% tell the

truth at an early age8 the worl% isnBt all *lac+ or white. 7e n% ourselves 9ustifying

little white lies to protect soeoneBs feelings or to +eep us out of trou*le. Once you

start %own the path of little white lies8 it *ecoes easier an% easier to 9ustify

stretching the truth or rationali=ing our actions.

3tu%ents nee% to reali=e the conse>uences of %ishonest *ehavior. Once soeone

has *een caught in a lie or other %ishonest act8 the people aroun% that person lose

respect for the an% ay no longer trust that person in the future. "t ta+es a long

tie to earn *ac+ trust an% respect *ac+. "n the wor+place8 %ishonesty can result in

losing your 9o*. $ave your stu%ents %iscuss why eployers nee% eployees who

are hones an% have integrity.

7hat are soe ways an instructor ight use to teach stu%ents a*out honesty an%integrity@ Rein% stu%ents of chil%hoo% stories an% fa*les they ay have hear%

when they were *eing taught to *e honest. "f any stu%ents want to wor+ in

e%ucation8 an% especially early chil%hoo% e%ucation8 have the a+e a rea%ing list

of stories such as EThe Kittle oy 7ho /rie% 7olf8F EPinocchio8F an% appropriate

fa*les. Then as+ the to prepare a series of lesson plans for teaching chil%ren a*out

honesty.

3tu%ents in counications ight *e intereste% in viewing vi%eo clips on the

su*9ect of honesty an% analy=ing the essage of each vi%eo8 the anner in which it

was conveye%8 an% whether the essage coul% have *een conveye% in a ore

appealing way. They coul% create a story*oar% for shooting their own vi%eo onhonesty an%8 if tie allows8 pro%uce the vi%eo. Two vi%eos on honesty are liste% in

the we*lin+s han%out. One is a *lac+ an% white teaching l fro the 150s8 an%

the other is a ore recent lecture *y )rances Tuttle. These coul% *e use% as the

ls to *e analy=e%.

Provi%e case stu%ies in which *usinesses were sue% for falsely representing their

pro%ucts or services. There always see to *e stories in the news a*out people who

NC-NET Employability Sills Resource Toolit Page !2.


17/51


have cheate% on their ta?es8 use% su*stan%ar% aterials an% poc+ete% the savings8

use% pu*lic property for private gain8 or accepte% *ri*es or payoCs. Present the

facts of a recent inci%ent an% have stu%ents i%entify the %ishonest *ehaviors an%

the conse>uences not only for the %ishonest person8 *ut for all aroun% hi or her.

Point out that soe professions have a stereotype% reputation for %ishonestyui= to see how honest they are an% reect on their results.

'aterials

/oputers with "nternet connection

PowerPoint $onesty ui= http:22www.google.co2url@

satNrct9N>NesrcsNsourcewe*Nc%'5Nve%0/))9AO/gNurlhtt

pA&)&)gactaern.org&)Hnit&5&0Plan&)/oputing&)"nforation

&5&0Technology&5&03upport&)"T3L10L$ow&5&0$onest&5&0Are&5&0Iou4&5&0ui=&5&0an%&5&0Discussion

&5&0uestions.pptNeis#&THa&'n$>(/i"/AAgNusgA)9/(n%Qv=%g

S+cLgaO$"!O?QK4>Q%wNca%r9a

(cti%ity 5uidelines

Discuss soe of the >uestions pose% in the "nstructor Preparation section a*ove.

As+ stu%ents if they can ree*er their rst lie an% the conse>uences that

resulte%. Then as+ the if they ree*er how they felt the rst tie they

%iscovere% that soeone ha% lie% to the or cheate% the in soe way.

$ave stu%ents ta+e the How Honest Are You?>ui=. 3how the interpretation of

the results. As+ stu%ents if they were surprise% at how they ran+e%.

3how the nal sli%e that shows how the average Aerican score% on the >ui=.

$ow %i% your stu%ents copare to the national average@

NC-NET Employability Sills Resource Toolit Page !2/
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rjahttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=45&ved=0CFQQFjAEOCg&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FComputing%2FInformation%2520Technology%2520Support%2FITS_10_How%2520Honest%2520Are%2520You-%2520Quiz%2520and%2520Discussion%2520Questions.ppt&ei=s82TUa27B4nHqQGCiICAAg&usg=AFQjCNGndJvzdgZkc_EgaOHI6OxJL-qJdw&cad=rja


18/51


(cti%ity !

Hse this activity to %eonstrate how people get caught up in a tangle of lies to the

point they canBt %istinguish the truth fro a lie. "t is fairly >uic+ an% gives stu%ents a

chance to stan% up an% ove aroun%.

$ave stu%ents for a circle. "f your class is large8 have the for a couple ofsaller circles.

/hoose a topic that everyone is failiar with an% let stu%ents +now what it is.

$ave the rst stu%ent start a story a*out that topic. They are to a+e up two

sentences. One is the truth an% the other is a lie. They repeat their two

sentences of the story to the circle. 7hen they repeat the sentence that is a

lie8 they win+ *roa%ly for all to see ,or roll their eyes8 or a+e soe other

gesture- so the group +nows which is the lie.

The ne?t stu%ent repeats the rst personBs story8 again a+ing the agree%

upon gesture when the lie is repeate% an% a%%s two ore sentences to thestory8 one true an% the other not. They a+e the sae gesture when they

repeat the lie they are a%%ing to the story.

/ontinue to go aroun% the circle with each stu%ent a%%ing a true sentence

an% a lie to the story until stu%ents *egin confusing the true stateents an%

the lies.

Iou can have your stu%ents play the gae ore than once to ensure

everyone gets a chance to participate.

7rap up the activity *y as+ing stu%ents >uestions to see if they ha% %iGculty

ree*ering which stateents were the truth an% which were the lies.ote: This activity also %eonstrates how gossip can *e passe% aroun% the oGce.

Kies are e*ellishe% with each telling8 an% situations get *lown out of proportion.

=$ptional> (cti%ity 24

This is another activity that %eonstrates a point an% gets stu%ents up an% oving.

$ave four stu%ents stan% in a circle. $ave the stu%ents opposite one another

an% grasp right han%s. Then have the grasp a %iCerent stu%entBs left han%

resulting in a tangle of ars. ach pair represents a lie or %ishonest act.

Direct stu%ents to untangle theselves an% for a circle without releasinganother stu%ents han% if at all possi*le. 3tu%ents ay step over or %uc+

un%er stu%ent lin+ages as nee%e%.

e?t8 a%% another pair of stu%ents to the i?8 again grasping right han%s of the

person %irectly across fro the an% left han% with soeone else. This new pair

represents another lie or %ishonest act.



19/51


Again8 have stu%ents %etangle theselves to for a circle without *rea+ing

lin+ages if possi*le.

Discuss how the %eeper we *ecoe entangle% in a lie8 the ore %iGcult it is to

repair a situation.


Discuss the following >uestions as a class.

7hat ight *e the pro*le with coparing your level of honesty with

soeone elseBs or with the national average@

7hat insights into honesty an% integrity in general8 an% your own honesty

an% integrity in particular8 %i% you gain *y wor+ing through this lesson@

(ive e?aples fro current ovies or T6 shows that %escri*e ethical

%ileas an% where characters %i% or %i% not e?hi*it honesty an% integrity.

Provi%e the following >uotes an%2or others fro The Power of Truthwe*site athttp:22www.thepoweroftruth.co2truthL>uotes.htlan% have stu%ents %iscuss

what they ean:

U VOh8 what a tangle% we* we weave when rst we practice to %eceive.V U

3ir 7alter 3cott

U Eo an has a goo% enough eory to a+e a successful liar.F U

A*raha Kincoln

U E"ntegrity is %oing the right thing8 even if no*o%y is watching.F U un+nown

author

U E"ntegrity is telling yself the Truth. An% $onesty is telling the Truth to

other people.F

U 3pencer Qohnson

(CTI)IT34 5I)IN5(N+RECEI)IN56EE+?(C@=C$NSTRACTI)E

CRITICIS'>


One of the ost iportant areas of huan relations is the a*ility of people to give

an% receive criticis without that criticis negatively ipacting relationships an%

9o* perforance. Ioung a%ults are particularly sensitive to criticis8 *ut they are

ore apt to critici=e without thin+ing of the conse>uences.

Discuss with stu%ents the fact that criticis is a fact of life an% that 9ust as we are

continually evaluating others aroun% us8 we are *eing o*serve% *y others an% they

are evaluating us. The evaluations we a+e ay *e *ase% on the appearance of

others8 their *ehavior8 the clothes they wear8 their political views8 how they %rive8

what they %rive8 or any other %etails. ,The evaluation ay *e fair or unfair8 an%

http://www.thepoweroftruth.com/truth_quotes.htmlhttp://www.thepoweroftruth.com/truth_quotes.html


20/51


ay *e hastily a%e.- 7hile we ay never ver*ali=e our criticiss8 we often

e?press the through our actions8 facial e?pressions8 gestures8 an% *ehavior.

Point out that no eployee in any *usiness is e?ept fro criticis. The scenarios

use% for the role4plays coe fro the fast foo% in%ustry8 health care8 construction8

an% *usiness. 3cenarios in other el%s can *e easily create%.

e aware that in the *usiness worl% the ters criticisman% constructive criticism

are *eing replace% *y the ter feedback8 which %oes not have strongly negative

associations an% can *e use% for *oth positive an% negative evaluations.

"n wor+ing through this activity8 e?plain that the two ain purposes of wor+place

fee%*ac+ are to re%irect an% reinforce eployee *ehaviors. "n re%irection8 the focus

is to i%entify poor or average *ehavior an% change an% iprove it. "n reinforceent8

the focus is to sustain goo% *ehaviors.

"t is generally thought that fee%*ac+ coes fro the top %own in an organi=ation8

*ut in fact fee%*ac+ can coe fro supervisor to eployee8 eployee to eployee8

an% even fro eployee to supervisor. "n any of the ost pro%uctive wor+environents8 fee%*ac+ is regularly re>ueste% fro others at all position levels8 an%

there is open %ialog *etween giver an% receiver. This environent %oes not happen

overnight. "t ust *e *uilt on trust8 honesty8 an% a sincere %esire to grow an%

prosper in the wor+place an% to eet in%ivi%ual as well as corporate goals.

$b7ecti%es

3tu%ents will:

1. Dene constructive criticis an% e?plain how it copares to fee%*ac+.&. (ive reasons why *oth giving an% receiving fee%*ac+ ,criticis- can *e

%iGcult.. Role4play a wor+4relate% evaluation situation.'. 3uggest ways to a+e fee%*ac+ pro%uctive.

'aterials

$an%out


21/51


U 7hat approaches ight *e use% to facilitate the evaluation interview@

After %iscussing approaches that ight *e use%8 give stu%ents copies of the

stu%ent han%outs: The D3/ )ee%*ac+ Mo%el8 Receiving )ee%*ac+8 an%

/haracteristics of Cective )ee%*ac+. The D3/ o%el for giving fee%*ac+ is a

techni>ue that is often taught to *usiness e?ecutives an% use% for provi%ing

fee%*ac+. Receiving )ee%*ac+ gives stu%ents tips for accepting fee%*ac+ in an

open an% honest anner so they can grow fro it. /haracteristics of Cective

)ee%*ac+ provi%es pointers to ensure fee%*ac+ is given in a positive anner

that will *e helpful to the receiver. (ive stu%ents a chance to review each

%ocuent *efore having the role4play the scenarios.

3tu%ents will wor+ in groups of three to role4play various situations involving

giving an% receiving fee%*ac+. The thir% person in the group will *e the

o*server. There are four situations fro which to choose. ach stu%ent shoul%

*e given the opportunity to give8 receive8 an% o*serve in at least one

situation. Note:Hse the scenarios provi%e% or have stu%ents suggest

scenarios fro their wor+ e?perience.


$ow can the way you EgiveF an% Eta+eF fee%*ac+ aCect your relations with an

eployer@ 7ith cowor+ers@ )rien%s@ )aily@

7hy is the evaluation interview a %elicate encounter for *oth the supervisor

an% the eployee@

ot everyone is goo% at provi%ing fee%*ac+. 3oeties pro*les occur an%

the rst person to cross paths with the supervisor ight *e *lae% an%*erate% for the pro*le regar%less of whether they were in a position to %o

anything a*out it. 3oeties anagers store up little pro*les until they

reach the one that tips the scale an% then %ups everything on an eployee

at once. Others ay have a tantru. 3till others ay give vague or

in%ecisive fee%*ac+ leaving the receiver unsure if they are %oing well or not.

Discuss various ineCective fee%*ac+ types an% %iscuss ways of han%ling it.

,andout:The +ESC 6eedbac TechniBue

Most people have to learn to provi%e eCective fee%*ac+. Our natural ten%encies are

to either un%erstate the issue an% coe across as too soft or passive8 or to coe on

too strong an% appear aggressive. )ee%*ac+ shoul% *e provi%e% in an assertive

anner e?pressing our own o*servations8 concerns8 nee%s an% opinions8 while

respecting the rights an% nee%s of the person to who we are provi%ing the

fee%*ac+.

The D3/ techni>ue is a use% to give fee%*ac+ in an assertive anner. The four

steps of the D3/ )ee%*ac+ techni>ue inclu%e the following. ,ote: This o%el can

*e use% whether the fee%*ac+ is positive or negative.-

NC-NET Employability Sills Resource Toolit Page !2#


22/51


1.Descri*e the *ehavior

&.?press the ipact

.3pecify new or continue% *ehavior

'./ounicate the conse>uence. ,ote: 3tep ' is not always possi*le or

necessary-

Thin+ a*out how this techni>ue ight wor+ in the following situation:

Iou o*serve Qerri lou%ly critici=ing QeC8 one of the paralegals E. . . how can you *e so

stupi%@ This report has so any errors8 a 1&4year ol% coul% have %one *etter. 7here

%i% get your %egree anyway@ A *u**le gu achine@F Iou feel e*arrasse% for

QeC8 an% you are highly %isappointe% *y QerriBs anner of counicating her

%ispleasure to hi.

Possi*le D3/ )ee%*ac+ ight go soething li+e this:

1. +escribe the beha%iorEQerri8 when you critici=e QeC pu*licly an% use wor%s that are %eeaning WF

&. Epress the impactEW" feel e*arrasse% for hi8 an% %isappointe% that you *elieve this approachwoul% *e helpful.F

. Specify ne& or continued beha%iorE" woul% li+e you to give critical fee%*ac+ in private8 not call others naes8 an%%eliver it in a constructive8 professional anner.F

'. Communicate the ConseBuenceD ,ote: 3tep ' is not always possi*le ornecessary-Eor you ay n% that others will lose respect for you.F

3o what a+es D3/ )ee%*ac+ ore eCective@

Hse E" stateentsF U it says E" have the pro*le an% " want to ? it.F

e *riefUavoi% repetition or Estoc+pilingF ,youBve also %one this8 this8 an% thiswrong-

Hse non49u%gental %escriptions of *ehavior ,Eyou critici=e% QeC pu*liclyFinstea% of Eyou are ru%e an% uncaring.F-

Avoi% ascri*ing otives to *ehaviorUwe canBt +now why people act the waythey %o.

Avoi% a*solutes an% e?aggerations ,always8 never8 the a*solute worst-

Ma+e sure your *o%y language an% voice tone support your ver*al assertive

essage ,a twist of your lip or rolling your eyes can change the essagecopletely-

,andout:Characteristics of Eecti%e 6eedbac

efore giving any fee%*ac+8 a+e sure that it is given to iprove the situation or

perforance. Ree*er that eCective fee%*ac+ is:

/learly counicate%.

NC-NET Employability Sills Resource Toolit Page !"


23/51


3pecic rather than general. "t tells the person e?actly what the pro*le isan% %oesnBt leave the won%ering what soething vague such as EIou nee%to iprove your unprofessional *ehaviorF eans.

)ocuse% on *ehavior rather than the person.

)ocuse% on helping rather than hurting.

)ocuse% on *ehavior that the recipient can %o soething a*out.

)ocuse% on one or two inci%ents at ost8 not a laun%ry list of ites. "t isuch easier to %iscuss one inci%ent or poor perforance rather than a yearBsworth of poor perforance.

)ocuse% on o*serve% *ehavior.

Tiely8 that is8 share% as soon as possi*le after an inci%ent is o*serve% an%no longer than a wee+ after the inci%ent. "f an inci%ent is highly eotional8wait until everyone has cale% %own an% regaine% self4control so nothingight *e sai% that will *e regrette% later.

Provi%es opportunities for further %iscussion.

Provi%es clear suggestions a*out iproveent.

Provi%es for re%irection ,i%enties *ehaviors an% perforance that %o notcontri*ute to in%ivi%ual8 group8 an% organi=ational goals an% helps thereceiver %evelop alternate strategies- an% reinforceent ,i%enties *ehaviorsan% perforance that is *enecial an% contri*utes to in%ivi%ual8 group8 an%organi=ation goals8 an% encourages the receiver to repeat an% %evelop thoseactions-.

Provi%e% in private8 not in front of others.

Directe% to the future.

(oal oriente%

Multi%irectional: *oth the provi%er an% receiver actively listen to oneanotherBs issues an% wor+ together to solve the pro*le,s-.

Ongoing8 not a once4a4year %up of issues.

A*ove all8 fee%*ac+ shoul% *e viewe% as an opportunity to learn an% iprove in a

way that *enets all involve%.

NC-NET Employability Sills Resource Toolit Page !!


24/51


,andout:Recei%ing 6eedbac

o one li+es to *e on the receiving en% of criticis8 even when gently given. Our

rst reaction is always %efensive. 7e ust train ourselves to listen carefully an%

actively to evaluate the fee%*ac+ as we receive it an% then to act on it. o atter

how poorly the fee%*ac+ is presente%8 we ust try to un%erstan% why the presenter

feels as they %o an% +eep the fee%*ac+ receive% in perspective.

DonBt fall into the trap of %isregar%ing any fee%*ac+ given in an inappropriate or

ru%e anner as not worth consi%ering. "nstea%8 *y active listening an% as+ing

>uestions8 help the person giving the fee%*ac+ *ecoe *etter at it.

A four4step etho%1for receiving fee%*ac+ follows:

Step !4As+ for %etaile% inforation a*out the pro*le an% for specic e?aples to

*e sure you un%erstan% the reason for the fee%*ac+8 whether *a% or goo%. "t is 9ust

as %iGcult to interpret a Egoo% 9o*8 +eep it upF coent as it is to interpret Eyouare a screw4up an% if you %onBt iprove your wor+8 you will *e out of here.F oth

are vague an% leave you with no i%ea of what you shoul% +eep %oing8 change8 or

iprove. As+ >uestions to n% out what you are %oing that is appreciate% or what

specically you %i% or %i%nBt %o that they want you to iprove.

Step 24Paraphrase what you thin+ you hear%. That will tell the person giving the

fee%*ac+ you are listening an% provi%e the a chance to correct any

isconceptions you ight have a*out the fee%*ac+.

Step 4 3ee+ suggestions for future action. ever leave a fee%*ac+ interview

without agreeing on a future course of action. "f there is not tie to ie%iately

coe up with the plan8 sche%ule a tie to get *ac+ together.

Step .4Than+ the person giving the fee%*ac+. This ay *e particularly %iGcult to

%o when fee%*ac+ was critical or poorly given8 *ut it %oes show respect for the

person giving the fee%*ac+ an% helps to en% the session on a ore professional

note.

"n a%%ition to using the four4step process8 constantly onitor your reactions to the

fee%*ac+. eware of nonver*al counication. Maintain an open posture8 a+e

eye contact with the other person8 an% %onBt roll your eyes or a+e gestures that

soeone ight consi%er threatening or ru%e. Maintain control over your eotions.

Iou shoul% consi%er the possi*ility that your critic ay not *e correct in their

criticis. As+ clarifying >uestions to ensure you un%erstan% the pro*le. "f you feel

that the criticis is unfair8 state your position in a non4arguentative anner an%

continue to as+ >uestions to see if there is soe other pro*le that hasnBt *een

1A%apte% fro Givin and !eceivin "eedback Participant Guide.http:22we*conceptsunliite%.co23aples2(ivingan%Receiving)ee%*ac+Participant(ui%e.p%f

http://webconceptsunlimited.com/Samples/GivingandReceivingFeedbackParticipantGuide.pdfhttp://webconceptsunlimited.com/Samples/GivingandReceivingFeedbackParticipantGuide.pdf


25/51


%irectly a%%resse%. "f the situation is eotionally charge%8 as+ for a follow up

eeting when eotions an% tepers have coole%.

NC-NET Employability Sills Resource Toolit Page !


26/51


Scenarios

3tu%ents shoul% wor+ in groups of three to role play giving an% receiving fee%*ac+.

The thir% person of the group shoul% act as an o*server.Scenario !

/harley8 the general anager of a fast foo% restaurant8 has receive% fee%*ac+ fro

online surveys that in%icates that patrons are put oC *y the lou% *oisterous

*ehavior of the wor+ers *ehin% the counter an% especially their use of oCensive

language. The coplaints have priarily *een fro patrons eating lunch an% occur

ost fre>uently fro 11 a to & p. $e has calle% in his shift anager8 A*er8 to

%iscuss the pro*le. A*er is very goo% at running the *usiness si%e of the

restaurant8 *ut ten%s to avoi% confrontation with the eployees.

Scenario 2

Ro* has wor+e% as a R at Mercy $ospital for nearly two years an% has recently

change% to the %ay shift. $e has *een late to two out of the last four shift4change

report eetings. $e is late again to%ay. Qennifer is the nurse supervisor for the %ay

shift. 3he as+s Ro* to coe to her oGce after the eeting.

Scenario

Ru%y has *een wor+ing for o*Bs Roong for a few onths8 *ut alrea%y any of his

co4wor+ers coplain that they %o not want to wor+ with hi on 9o*s. They state he

is la=y an% li+es to cut corners an% that he %oesnBt aintain his tools or the general

wor+site. Alrea%y there have *een several near acci%ents in which he has %roppe%tools or aterials fro the roof an% left scrap aroun%8 tripping another wor+er. )re%

is the forean of the roofers wor+ing at the site of the ost recent inci%ent. )re%

calls Ru%y asi%e.

Scenario .

Qessica has wor+e% as an intern in the *usiness oGce of a a9or corporation while

copleting her nal year of college. 3he is a har% wor+er. 7hen Iolan%a8 her

supervisor8 ha% to leave une?pecte%ly for a faily eergency8 she volunteere% to

wor+ a%%itional hours to help coplete a report that was %ue. 3he was a*le to catch

a a9or error an% get it correcte% *efore the report was sent out to *oar% e*ers.Qessica is *ac+ in the oGce an% calls Qessica into her oGce.

NC-NET Employability Sills Resource Toolit Page !.


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,andout:Role-Play $bser%ation 6orm

This for is to *e use% to +eep notes on your o*servations. Rea% the categories

*efore *eginning the scenario so that you can loo+ for specic inforation in the

role play. 7rite %own *rief8 %escriptive o*servations that you can interpret later.

Mar+ each o*servation with a X or U to in%icate if the coent or action was

positive ,useful8 eCective8 an% oving towar% a solution- or negative ,%efensive8

ineCective8 oving away fro a solution-.

Opening U sets a positive tone to the eeting

on4ver*al essages U posture8 eye contact8 gestures8 voice tone8 etc.

Descri*es any concerns clearly: uses %irect8 specic stateents or e?aples

)ocuses on situation or *ehavior8 not on personality or placing *lae

Actively listens to otherBs point of viewJ paraphrases an% as+s clarifying >uestions

/oes to agreeent on a positive change or ne?t steps

NC-NET Employability Sills Resource Toolit Page !/


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(CTI)IT34 PR$6ESSI$N(*C$+E$6ET,ICS


#nterit$% values%an% ethicsare all ters that are iportant to in%ivi%uals an% in the*usiness worl%. Many people have a %iGcult tie %ening an% %istinguishing

*etween the. The following %enitions will *e use% in this activity.

#nterit$is the >uality of always *ehaving accor%ing to the oral principles in which

you *elieve8 so that people respect an% trust you. Professional interit$is the

>uality of *ehaving accor%ing to the rules an% stan%ar%s of your 9o* or profession.

&aluesare the *eliefs in which a person is eotionally investe%J the oral principles

an% *eliefs or accepte% stan%ar%s of a person or social groupJ or principles8

stan%ar%s8 or >ualities consi%ere% worthwhile or %esira*le.

'thicsare the principles of con%uct governing an in%ivi%ual or a professionJ the*ranch of philosophy that %eals with values pertaining to huan con%uct8 such as

goo% an% *a% or right an% wrong actions an% otivesJ or oral co%es.

"n this activity stu%ents will review the co%es of ethics for various organi=ations an%

then wor+ together to create a co%e of ethics either for a chosen career or for the

class. "f tie allows8 they shoul% wor+ in%ivi%ually an% create a personal co%e of

ethics. A list of e?aple professional organi=ations fro the si?teen career clusters

an% the HRKs for we*lin+s to their co%es of ethics is inclu%e%.

$b7ecti%es

3tu%ents will:

1. Dene values an% ethics an% %escri*e how they relate to one another.&. Research the co%es of ethics of various professional organi=ations an%

i%entify +ey coponents.. /reate a co%e of ethics for professionals in their chosen career pathway.'. Optional: /reate a personal co%e of ethics.

'aterials

/oputers with "nternet access

$an%out


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stealing8 se?ual harassent8 a*using %rugs an% alcohol8 an% conicts of

interest. /reate a list of goo% an% *a% values on the *oar%.

$ave stu%ents %ene co%e of ethics. As+ >uestions such as:

U 7hat is a co%e of ethics@

U 7hy woul% you have a co%e of ethics@

U $ow woul% you use it@

U 7hat types of groups have co%es of ethics@

U 7ho has an e?aple of a group with a co%e of ethics@

"f stu%ents are having trou*le %ening co%e of ethics8 have the search the

"nternet for Eprofessional co%es of ethicsF an% view the co%es of ethics

%evelope% *y various professional organi=ations. A list of e?aple

professional organi=ations fro the si?teen career clusters an% the HRKs for

we*lin+s to their co%es of ethics is inclu%e%.

$ave stu%ents loo+ for coonalities an% %iCerences in the co%es of ethics

they n%. Do they %iCer aong %iCerent career clusters@ Aong %iCerent

occupations within the sae career cluster@ After each group has reviewe% at

least three or ore co%es of ethics8 have the regroup to %ene co%e of

ethics an% i%entify the +ey coponents.

Then have the groups get *ac+ together an% create a co%e of ethics for a

specic career or career pathway. "f stu%ents are in intro%uctory classes an%

%o not have enough +nowle%ge of a given career pathway8 as+ the to

create a co%e of ethics for the class.


$ave your stu%ents %iscuss the following >uestions.

7hat eleents are iportant to inclu%e in a co%e of ethics@

7hat values appeare% in ore than one of the co%es@

$ow can a co%e help a group a+e %ecisions@

Do you agree that everyone lives *y a personal co%e of ethics whether it is

written out or not@

"f your personal co%e of ethics is uch %iCerent fro that of the copany

you wor+ for8 %o you thin+ you will n% long4ter satisfaction on the 9o*@



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,andout:Eample Codes of Ethics from the SiteenCareer Clusters

This is a saple of co%es of ethics fro the various career clusters. They areinten%e% as e?aples so stu%ents can see a wi%e range of specicity. 3oe of the

professional organi=ations represente% ay not *e the ost proinent in the

in%ustry. 3tu%ents shoul% *e encourage% to search for co%es of ethics relate% to

their particular career interest. They will *e aa=e% at the nu*er of co%es that are

availa*le.

(gricultureF 6ood G Natural Resources

American Registry of Certied Professionals in Agronomy, Crops and

Soils:http:22nspss.unl.e%u2%ownloa%s2AR/PA/34thics.p%f Ecological Society of America:http:22www.esa.org2esa2@pageLi%#5

Society of American Foresters:http:22www.safnet.org2certie%forester2stan%ar%s2in%e?.cf

US Department of Agriculture Wildlife Serice:http:22www.google.co2url@satNrct9N>NesrcsNsourcewe*Nc%1Nca%r9aNve%0//s)9AANurlhttpA&)&)www.aphis.us%a.gov&)wil%lifeL%aage&)%irectives&)1.01Lco%eLofLethics.p%fNeiA6/3H*!#e*yg(uL"INusgA)9/)1i?AeyA3)#A'cg94o+*l1taQ>

!ational Registry of Enironmental Wor"ers:https:22www.nrep.org2ethics.php

(rchitecture G Construction American #nstitute of Arc$itects:

http:22www.aia.org2a*out2ethicsan%*ylaws2A"A30!&5@%vi%NrecspecA"A30!&5This page provi%es a lin+ to the p%f of the co%eof ethics.

American #nstitute of Constructors:

http:22www.professionalconstructor.org2professionalconstructor2a*outaic2co%eofethics2

Construction %anagement Association of America:http:22caanet.org2co%e4of4ethics

(rtsF (


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?usiness 'anagement G (dministration

Pro(ect %anagement #nstitute:www.pi.org2en2A*out4Hs2thics2Y2e%ia2PD)2thics2apLpico%eofethics.asp?ote: the lin+ to thefull %ocuent p%f opens in "nternet ?plorer8 *ut not in Mo=illa )irefo?.

Society for )uman Resource %anagement:

http:22www.shr.org2a*out2pages2co%e4of4ethics.asp? '$e !ational *+ce %anagers Association of America !*%AA-:

http:22www.noaa.net2thics

Education G Training

Association of American Educators:http:22www.aaeteachers.org2in%e?.php2a*out4us2aae4co%e4of4ethics

AASA: t$e Sc$ool Superintendents Association:http:22www.aasa.org2content.asp?@i%10

6inance

CFA #nstitute:http:22www.cfainstitute.org2ethics2co%es2ethics2Pages2in%e?.asp?

.oernment Finance *+cers Association:http:22www.gfoa.org2ain2a*out.co%e.ethics.shtl

American #nstitute of CPAs:http:22www.aicpa.org2Research23tan%ar%s2/o%eof/on%uct2Pages2%efault.asp?

5o%ernment G Public (dministration

American Society for Pu/lic Administration:http:22www.aspanet.org2pu*lic2A3PA2Resources2/o%eLofLthics2A3PA2Resources2/o%e&0of&0thics1.asp?@h+eyac%'01#4a'54'Cc4*a*4

1#e0*1a#5# Society of .oernment %eeting Professionals:

http:22www.sgp.org2a*out2ethics.cf

,ealth Science

American !urses Association:

http:22www.nursingworl%.org2MainMenu/ategories2thics3tan%ar%s2/o%eofthicsforursesrowsing other resources on this page ta+es you to soee?cellent resources for teaching ethics to nurses as well as a two4part%ocuent on how to apply the /o%e of thics.

American )ealt$ #nformation %anagement Association:

http:22li*rary.ahia.org2?pe%io2groups2pu*lic2%ocuents2ahia2*o+1L0&'&.hcsp@%Docae*o+1L0&'&

NC-NET Employability Sills Resource Toolit Page !#
http://www.pmi.org/en/About-Us/Ethics/~/media/PDF/Ethics/ap_pmicodeofethics.aspxhttp://www.pmi.org/en/About-Us/Ethics/~/media/PDF/Ethics/ap_pmicodeofethics.aspxhttp://www.shrm.org/about/pages/code-of-ethics.aspxhttp://www.nomaa.net/Ethicshttp://www.aaeteachers.org/index.php/about-us/aae-code-of-ethicshttp://www.aasa.org/content.aspx?id=1390http://www.cfainstitute.org/ethics/codes/ethics/Pages/index.aspxhttp://www.gfoa.org/main/about.code.ethics.shtmlhttp://www.aicpa.org/Research/Standards/CodeofConduct/Pages/default.aspxhttp://www.aspanet.org/public/ASPA/Resources/Code_of_Ethics/ASPA/Resources/Code%20of%20Ethics1.aspx?hkey=acd40318-a945-4ffc-ba7b-18e037b1a858http://www.aspanet.org/public/ASPA/Resources/Code_of_Ethics/ASPA/Resources/Code%20of%20Ethics1.aspx?hkey=acd40318-a945-4ffc-ba7b-18e037b1a858http://www.aspanet.org/public/ASPA/Resources/Code_of_Ethics/ASPA/Resources/Code%20of%20Ethics1.aspx?hkey=acd40318-a945-4ffc-ba7b-18e037b1a858http://www.sgmp.org/about/ethics.cfmhttp://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurseshttp://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurseshttp://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_024277.hcsp?dDocName=bok1_024277http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_024277.hcsp?dDocName=bok1_024277http://www.pmi.org/en/About-Us/Ethics/~/media/PDF/Ethics/ap_pmicodeofethics.aspxhttp://www.pmi.org/en/About-Us/Ethics/~/media/PDF/Ethics/ap_pmicodeofethics.aspxhttp://www.shrm.org/about/pages/code-of-ethics.aspxhttp://www.nomaa.net/Ethicshttp://www.aaeteachers.org/index.php/about-us/aae-code-of-ethicshttp://www.aasa.org/content.aspx?id=1390http://www.cfainstitute.org/ethics/codes/ethics/Pages/index.aspxhttp://www.gfoa.org/main/about.code.ethics.shtmlhttp://www.aicpa.org/Research/Standards/CodeofConduct/Pages/default.aspxhttp://www.aspanet.org/public/ASPA/Resources/Code_of_Ethics/ASPA/Resources/Code%20of%20Ethics1.aspx?hkey=acd40318-a945-4ffc-ba7b-18e037b1a858http://www.aspanet.org/public/ASPA/Resources/Code_of_Ethics/ASPA/Resources/Code%20of%20Ethics1.aspx?hkey=acd40318-a945-4ffc-ba7b-18e037b1a858http://www.aspanet.org/public/ASPA/Resources/Code_of_Ethics/ASPA/Resources/Code%20of%20Ethics1.aspx?hkey=acd40318-a945-4ffc-ba7b-18e037b1a858http://www.sgmp.org/about/ethics.cfmhttp://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurseshttp://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurseshttp://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_024277.hcsp?dDocName=bok1_024277http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_024277.hcsp?dDocName=bok1_024277


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0eterinary 'ec$nicians: http:22www.google.co2url@satNrct9N>NesrcsNsourcewe*Nc%&Nca%r9aNve%0/DI)9ANurlhttpA&)&)www.navta.net&)les&)navtaLvtLco%eLofLethicsL0.p%fNei*Z3HfLOPO?yg(vy"DgAwNusgA)9/KDALPi=9e'T/3cu0%LZRAN*v*v.'!'10&8%.a7c

!ational Association of Emergency %edical 'ec$nicians:http:22www.naet.org2a*outLus2etoath.asp?

American %assage '$erapy Association:http:22www.ataassage.org2A*out4AMTA2/ore4Docuents2/o%e4of4thics.htl

,ospitality G Tourism

'$e .uild of Professional 'our .uides of Was$ington, DC:http:22www.washington%ctourgui%es.co2a*out4the4guil%2co%e4of4ethics

'$e #nstitute of World )ospitality %anagement:http:22www.institutewh.co2personalLethics.htl

American Culinary Federation: https:22www.google.co2url@>http:22www.acfchefs.org2%ownloa%2%ocuents2e*ership2co%eLethicalLcon%uct.p%fNsaHNeis$y3H%ulMSy(9o"/o/Nve%0/A#)9ADNclientinternal4u%s4cseNusgA)9/)Pa$4A3AP*%7wpuv"T5y*e6=A

,uman Ser%ices

!ational *rgani1ation for )uman Serices:http:22www.nationalhuanservices.org2ethical4stan%ar%s4for4hs4professionals

American Association for %arriage and Family '$erapy AA%F'-:http:22www.aaft.org2iis152content2legalLethics2co%eLofLethics.asp?

!ational Association of Social Wor"ers:

http:22www.socialwor+ers.org2practice2stan%ar%s2swLa%olescents.aspote:

this is an a%%en%u to general social wor+ co%e of ethics that is specicallya%%resse% towar%s those who wor+ with a%olescents.

Information Technology

#nstitute for t$e Certication of Computing Professionals:http:22iccp.org2coe

Association for Computing %ac$inery:http:22www.ac.org2a*out2co%e4of4ethics

Association of #ndependent #nformation Professionals:http:22www.aiip.org2content2co%e4ethical4*usiness4practices

*a&F Public SafetyF Corrections G Security

American 2ar Association:http:22www.aerican*ar.org2groups2professionalLresponsi*ility2pu*lications2o%elLrulesLofLprofessionalLcon%uct2o%elLrulesLofLprofessionalLcon%uctLta*leLofLcontents.htl

3a4 Enforcement Code of Et$ics:http:22www.theiacp.org2Pu*lications(ui%es2Research/enter2Pu*lications2ta*i%2&2Default.asp?@i%#&Nv1

NC-NET Employability Sills Resource Toolit Page !."
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.naemt.org/about_us/emtoath.aspxhttp://www.amtamassage.org/About-AMTA/Core-Documents/Code-of-Ethics.htmlhttp://www.amtamassage.org/About-AMTA/Core-Documents/Code-of-Ethics.htmlhttp://www.washingtondctourguides.com/about-the-guild/code-of-ethicshttp://www.institutewhm.com/personal_ethics.htmlhttps://www.google.com/url?q=http://www.acfchefs.org/download/documents/membership/code_ethical_conduct.pdf&sa=U&ei=sHySUdulMKKZyQGjoICoCQ&ved=0CA8QFjAD&client=internal-uds-cse&usg=AFQjCNFPaH-ASABPbdQWEwpuvIT5ybeVzAhttps://www.google.com/url?q=http://www.acfchefs.org/download/documents/membership/code_ethical_conduct.pdf&sa=U&ei=sHySUdulMKKZyQGjoICoCQ&ved=0CA8QFjAD&client=internal-uds-cse&usg=AFQjCNFPaH-ASABPbdQWEwpuvIT5ybeVzAhttps://www.google.com/url?q=http://www.acfchefs.org/download/documents/membership/code_ethical_conduct.pdf&sa=U&ei=sHySUdulMKKZyQGjoICoCQ&ved=0CA8QFjAD&client=internal-uds-cse&usg=AFQjCNFPaH-ASABPbdQWEwpuvIT5ybeVzAhttps://www.google.com/url?q=http://www.acfchefs.org/download/documents/membership/code_ethical_conduct.pdf&sa=U&ei=sHySUdulMKKZyQGjoICoCQ&ved=0CA8QFjAD&client=internal-uds-cse&usg=AFQjCNFPaH-ASABPbdQWEwpuvIT5ybeVzAhttp://www.nationalhumanservices.org/ethical-standards-for-hs-professionalshttp://www.aamft.org/imis15/content/legal_ethics/code_of_ethics.aspxhttp://www.socialworkers.org/practice/standards/sw_adolescents.asphttp://iccp.org/coehttp://www.acm.org/about/code-of-ethicshttp://www.acm.org/about/code-of-ethicshttp://www.aiip.org/content/code-ethical-business-practiceshttp://www.americanbar.org/groups/professional_responsibility/publications/model_rules_of_professional_conduct/model_rules_of_professional_conduct_table_of_contents.htmlhttp://www.americanbar.org/groups/professional_responsibility/publications/model_rules_of_professional_conduct/model_rules_of_professional_conduct_table_of_contents.htmlhttp://www.americanbar.org/groups/professional_responsibility/publications/model_rules_of_professional_conduct/model_rules_of_professional_conduct_table_of_contents.htmlhttp://www.theiacp.org/PublicationsGuides/ResearchCenter/Publications/tabid/299/Default.aspx?id=82&v=1http://www.theiacp.org/PublicationsGuides/ResearchCenter/Publications/tabid/299/Default.aspx?id=82&v=1http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDYQFjAB&url=http%3A%2F%2Fwww.navta.net%2Ffiles%2Fnavta_vt_code_of_ethics_07.pdf&ei=bXmSUf_mOPOxygGvyIDgAw&usg=AFQjCNELNDA9_PizjeQ4TCScu0d_E3mXRA&bvm=bv.46471029,d.aWchttp://www.naemt.org/about_us/emtoath.aspxhttp://www.amtamassage.org/About-AMTA/Core-Documents/Code-of-Ethics.htmlhttp://www.amtamassage.org/About-AMTA/Core-Documents/Code-of-Ethics.htmlhttp://www.washingtondctourguides.com/about-the-guild/code-of-ethicshttp://www.institutewhm.com/personal_ethics.htmlhttps://www.google.com/url?q=http://www.acfchefs.org/download/documents/membership/code_ethical_conduct.pdf&sa=U&ei=sHySUdulMKKZyQGjoICoCQ&ved=0CA8QFjAD&client=internal-uds-cse&usg=AFQjCNFPaH-ASABPbdQWEwpuvIT5ybeVzAhttps://www.google.com/url?q=http://www.acfchefs.org/download/documents/membership/code_ethical_conduct.pdf&sa=U&ei=sHySUdulMKKZyQGjoICoCQ&ved=0CA8QFjAD&client=internal-uds-cse&usg=AFQjCNFPaH-ASABPbdQWEwpuvIT5ybeVzAhttps://www.google.com/url?q=http://www.acfchefs.org/download/documents/membership/code_ethical_conduct.pdf&sa=U&ei=sHySUdulMKKZyQGjoICoCQ&ved=0CA8QFjAD&client=internal-uds-cse&usg=AFQjCNFPaH-ASABPbdQWEwpuvIT5ybeVzAhttp://www.nationalhumanservices.org/ethical-standards-for-hs-professionalshttp://www.aamft.org/imis15/content/legal_ethics/code_of_ethics.aspxhttp://www.socialworkers.org/practice/standards/sw_adolescents.asphttp://iccp.org/coehttp://www.acm.org/about/code-of-ethicshttp://www.acm.org/about/code-of-ethicshttp://www.aiip.org/content/code-ethical-business-practiceshttp://www.americanbar.org/groups/professional_responsibility/publications/model_rules_of_professional_conduct/model_rules_of_professional_conduct_table_of_contents.htmlhttp://www.americanbar.org/groups/professional_responsibility/publications/model_rules_of_professional_conduct/model_rules_of_professional_conduct_table_of_contents.htmlhttp://www.americanbar.org/groups/professional_responsibility/publications/model_rules_of_professional_conduct/model_rules_of_professional_conduct_table_of_contents.htmlhttp://www.theiacp.org/PublicationsGuides/ResearchCenter/Publications/tabid/299/Default.aspx?id=82&v=1http://www.theiacp.org/PublicationsGuides/ResearchCenter/Publications/tabid/299/Default.aspx?id=82&v=1


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'anufacturing

Society of %anufacturing Engineers:http:22chapters.se.org2s1'2co%eLofLethics.ht

Society of 5uality Assurance: http:22www.google.co2url@satNrct9N>NesrcsNsourcewe*Nc%1Nca%r9aNve%0/D+)9AANurl

httpA&)&)www.s>a.org&)uploa%e%)iles&)3AL$oe&)%ocuents&)3AL/o%eOfthics.p%fNeiho73H*T(Iu'yA(t1oDogNusgA)9/$/y'3rQ"/L&*y!e5*D!/>RAN*v*v.'!'10&8%.a7c

'areting

#nstitute of Real Estate %anagement: http:22www.ire.org2sec1ins.cf@sec9oinireNconire4co%e.cfNpar

American %ar"eting Association:http:22www.ar+etingpower.co2a*outaa2pages2stateent&0of&0ethics.asp?

ScienceF TechnologyF Engineering G 'athematics

AS%E:http:22www.ase.org2groups2e%ucational4resources2engineers4solve4pro*les2co%e4of4ethics4of4engineers

American C$emical Society: http:22portal.acs.org2portal2acs2corg2content@Lnfp*trueNLpageKa*elPPLART"/KMA"Nno%eLi%105NcontentLi%/PL0&&0NuseLsectrueNsecLurlLvarregion1NLLuui%e!*'e**14!ef4'f&e4##154*1afc555

American %at$ematical Society:http:22www.as.org2a*out4us2governance2policy4stateents2sec4ethics

American #nstitute of Professional .eologists:

http:22www.aipg.org2a*out2ethics.ht American Society of 2ioc$emistry and %olecular 2iology:

http:22www.as**.org2Page.asp?@i%0Ntersco%e&0of&0ethics

TransportationF +istribution G *ogistics

Air 3ine Pilots Association A3PA-:http:22www.alpa.org2$oe27ho7eAre2/o%eofthics2ta*i%2&&!&2Default.asp?

S*3E '$e #nternational Society of 3ogistics:http:22www.sole.org2ethics.asp

NC-NET Employability Sills Resource Toolit Page !.!
http://chapters.sme.org/s147/code_of_ethics.htmhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.irem.org/sec1ins.cfm?sec=joinirem&con=irem-code.cfm&parhttp://www.irem.org/sec1ins.cfm?sec=joinirem&con=irem-code.cfm&parhttp://www.marketingpower.com/aboutama/pages/statement%20of%20ethics.aspxhttp://www.marketingpower.com/aboutama/pages/statement%20of%20ethics.aspxhttp://www.asme.org/groups/educational-resources/engineers-solve-problems/code-of-ethics-of-engineershttp://www.asme.org/groups/educational-resources/engineers-solve-problems/code-of-ethics-of-engineershttp://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1095&content_id=CNBP_023290&use_sec=true&sec_url_var=region1&__uuid=e6b4ebb1-63ef-4f2e-8815-39b1a3fc3555http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1095&content_id=CNBP_023290&use_sec=true&sec_url_var=region1&__uuid=e6b4ebb1-63ef-4f2e-8815-39b1a3fc3555http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1095&content_id=CNBP_023290&use_sec=true&sec_url_var=region1&__uuid=e6b4ebb1-63ef-4f2e-8815-39b1a3fc3555http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1095&content_id=CNBP_023290&use_sec=true&sec_url_var=region1&__uuid=e6b4ebb1-63ef-4f2e-8815-39b1a3fc3555http://www.ams.org/about-us/governance/policy-statements/sec-ethicshttp://www.ams.org/about-us/governance/policy-statements/sec-ethicshttp://www.aipg.org/about/ethics.htmhttp://www.asbmb.org/Page.aspx?id=70&terms=code%20of%20ethicshttp://www.alpa.org/Home/WhoWeAre/CodeofEthics/tabid/2262/Default.aspxhttp://www.sole.org/ethics.asphttp://chapters.sme.org/s147/code_of_ethics.htmhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&ved=0CDkQFjAA&url=http%3A%2F%2Fwww.sqa.org%2FuploadedFiles%2FSQA_Home%2Fdocuments%2FSQA_CodeOfEthics.pdf&ei=hoWSUbmTGYu4yAGt1oDoBg&usg=AFQjCNHCy4SrJIC_2Ebym6eN5bD6CKqREA&bvm=bv.46471029,d.aWchttp://www.irem.org/sec1ins.cfm?sec=joinirem&con=irem-code.cfm&parhttp://www.irem.org/sec1ins.cfm?sec=joinirem&con=irem-code.cfm&parhttp://www.marketingpower.com/aboutama/pages/statement%20of%20ethics.aspxhttp://www.marketingpower.com/aboutama/pages/statement%20of%20ethics.aspxhttp://www.asme.org/groups/educational-resources/engineers-solve-problems/code-of-ethics-of-engineershttp://www.asme.org/groups/educational-resources/engineers-solve-problems/code-of-ethics-of-engineershttp://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1095&content_id=CNBP_023290&use_sec=true&sec_url_var=region1&__uuid=e6b4ebb1-63ef-4f2e-8815-39b1a3fc3555http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1095&content_id=CNBP_023290&use_sec=true&sec_url_var=region1&__uuid=e6b4ebb1-63ef-4f2e-8815-39b1a3fc3555http://portal.acs.org/portal/acs/corg/content?_nfpb=true&_pageLabel=PP_ARTICLEMAIN&node_id=1095&content_id=CNBP_023290&use_sec=true&sec_url_var=region1&__uuid=e6b4ebb1-63ef-4f2e-8815-39b1a3fc3555http://www.ams.org/about-us/governance/policy-statements/sec-ethicshttp://www.ams.org/about-us/governance/policy-statements/sec-ethicshttp://www.aipg.org/about/ethics.htmhttp://www.asbmb.org/Page.aspx?id=70&terms=code%20of%20ethicshttp://www.alpa.org/Home/WhoWeAre/CodeofEthics/tabid/2262/Default.aspxhttp://www.sole.org/ethics.asp


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(CTI)IT34 PATTIN5IT(**T$5ET,ER


"n this activity8 stu%ents have a chance to apply what they have learne% a*out

values an% ethics to a variety of scenarios. 3cenarios have *een provi%e% that can

*e use% as e?aples for stu%ents to wor+ through as a class. Then *rea+ the class

up into sall groups have the create their own scenarios. )inally8 have the tra%e

scenarios with other groups an% recor% their recoen%ations for han%ling the

situations.

$b7ecti%es

3tu%ents will:

1. Deonstrate a%apta*ility an% e?i*ility in wor+ situations.&. Apply a co%e of ethics an%2or personal values to solving a wor+place

%ilea.. Actively listen to an% value the opinions of others

'aterials

"nstructorBs list of E7hat 7oul% Iou Do@F saple scenarios

$an%out


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Discuss the activity with your stu%ents. ncourage stu%ents to i%entify an% %escri*e

how they applie% inforation fro other activities in this o%ule to the tas+ at

han%. As+ >uestions such as:

$ow %i% the group a+e %ecisions@

7hat wor+e%@ 7hat was %iGcult@

7hat values were i%entie% as iportant for %ecision a+ing@

$ow were %iCerences of opinion han%le% within the tea@

$ow %i% the recoen%ations of the group who wrote the scenario %iCer

fro the group that ha% to Esolve itF@

Di% anyone else have %iCerent suggestions for a solution@

;eblins for This (cti%ity)ideos on ,onesty

http:22www.francistuttle.e%u2%iscover2ultie%ia2vi%eo2vi%eoDetails.asp?@

/hannel&f/hannels&fA%issions

&fA%issionsX/ontentN7or+ow"te"Dacfc1'40afc4'*'a4*C4

e00&*'01aThis is a vi%eo lecture fro )rancis Tuttle regar%ing honesty

an% integrity.

http:22archive.org2%etails2$ow$ones150This is a vi%eo on honesty fro

150.

;ebsites

http:22www.thepoweroftruth.co2truthL>uotes.htlThis site provi%es a list of>uotes a*out truth that can *e use% for propts for 9ournaling8 for %iscussion8an% so forth.

NC-NET Employability Sills Resource Toolit Page !.
http://www.francistuttle.edu/discover/multimedia/video/videoDetails.aspx?Channel=%2FChannels%2FAdmissions%2FAdmissions+Content&WorkflowItemID=a99cfc14-0afc-4b4a-b3ff-e002b943013ahttp://www.francistuttle.edu/discover/multimedia/video/videoDetails.aspx?Channel=%2FChannels%2FAdmissions%2FAdmissions+Content&WorkflowItemID=a99cfc14-0afc-4b4a-b3ff-e002b943013ahttp://www.francistuttle.edu/discover/multimedia/video/videoDetails.aspx?Channel=%2FChannels%2FAdmissions%2FAdmissions+Content&WorkflowItemID=a99cfc14-0afc-4b4a-b3ff-e002b943013ahttp://www.francistuttle.edu/discover/multimedia/video/videoDetails.aspx?Channel=%2FChannels%2FAdmissions%2FAdmissions+Content&WorkflowItemID=a99cfc14-0afc-4b4a-b3ff-e002b943013ahttp://archive.org/details/HowHones1950http://www.thepoweroftruth.com/truth_quotes.htmlhttp://www.francistuttle.edu/discover/multimedia/video/videoDetails.aspx?Channel=%2FChannels%2FAdmissions%2FAdmissions+Content&WorkflowItemID=a99cfc14-0afc-4b4a-b3ff-e002b943013ahttp://www.francistuttle.edu/discover/multimedia/video/videoDetails.aspx?Channel=%2FChannels%2FAdmissions%2FAdmissions+Content&WorkflowItemID=a99cfc14-0afc-4b4a-b3ff-e002b943013ahttp://www.francistuttle.edu/discover/multimedia/video/videoDetails.aspx?Channel=%2FChannels%2FAdmissions%2FAdmissions+Content&WorkflowItemID=a99cfc14-0afc-4b4a-b3ff-e002b943013ahttp://archive.org/details/HowHones1950http://www.thepoweroftruth.com/truth_quotes.html


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Sample Scenarios4 ;hat Should 3ou +oH

3elect one or two of the following scenarios to %iscuss with the class. $ave the

i%entify the values that apply to the situation an% a+e recoen%ations for how itshoul% *e han%le%. ote: There are no right or wrong answers. The scenarios are

inten%e% to cause stu%ents to thin+ a*out their values an% how those values ipact

their %ecisions. ncourage stu%ents to thin+ a*out the co%es of ethics they have

researche% an% written. Do any of the assist in a+ing the %ecisions@

Situation !4

Accor%ing to the copany policies8 >uality is the highest priority. Iou are wor+ing on

a rush or%er an% have cut soe corners in or%er to eet the %ea%line. "t woul% ta+e

at least another %ay to %o a E>ualityF 9o*8 *ut then you woul% iss the %ea%line an%

*oth the custoer an% your *oss woul% *e unhappy. 7hat shoul% you %o@

Situation 24

A fellow eployee is *eing harasse% at wor+ an% is afrai% to say or %o anything

a*out it for fear of losing his 9o*. Iou have witnesse% several instances of the

harassent an% you also fear retaliation fro the copany if you E*low the

whistle.F Iou canBt aCor% to lose your 9o* either. 7hat shoul% you %o@

Situation 4

One of your co4wor+ers8 who is also a personal frien%8 has *een going through a

nu*er of health an% personal pro*les an% has use% up all her sic+ tie. Iou have

trie% to *e a goo% listener an% to help out when you can. ow your co4wor+er hasas+e% you to punch in for her an% cover for her %uring a e%ical appointent. 7hat

shoul% you %o@

Situation .4

Iou have %iscovere% an error a%e *y your %epartent which ay result in re9ects

an% rewor+ at a later point in the pro%uction process. The error is sall8 *ut you

canBt %eterine what the eCects on the nal pro%uct ight *e. "f you report the

error8 your %epartent will loo+ *a%8 an% you ight even lose part of your prot4

sharing for the >uarter. 7hat shoul% you %o@

NC-NET Employability Sills Resource Toolit Page !..

8/10/2019 Integr

Integrity and Professionalism Module

Documents

Transcript of Integrity and Professionalism Module