A Look at Workplace Ethics in the Human Services Industry

1 Star2 Stars3 Stars4 Stars5 Stars (No Ratings Yet)
Loading...
FavoriteLoadingAdd to favorites
  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Practicum in Human Services

  • TEKS Student Expectations

    • (7) The student describes and observes ethical and legal responsibilities associated with providing human services to assure the best interests of clients. The student is expected to:
      • (A) model behaviors that demonstrate stewardship of client assets such as providing beneficial help and suggestions to clients, evaluating when a client needs an advocate, and following through with meeting these needs
      • (B) model ethical behaviors in the relationship with human services clients such as offering prompt, honest, and efficient services; protecting clients from fraud, deceit or misrepresentation; immediately disclosing any conflicts of interest; and making recommendations for service based on the preferences and needs of the client
      • (C) comply with laws and regulations related to retail, governmental, or private services
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • understand the guidelines and influences of ethical behavior
    • analyze laws and regulations which focus on confidentiality in the workplace
  • Rationale

    Script:

    Individuals working in the Human Services industry have an obligation and should take all the necessary precautions to protect clients from fraud, deceit or misrepresentation. They must also possess clearly defined workplace ethics. This lesson will provide you with information on ethical and legal responsibilities associated with the Human Services industry.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Confidentiality: Spoken, written, acted on, in strict privacy or secrecy

    Ethics: Moral principles that govern a person’s behavior; a set of beliefs about what is right and what is wrong

    Fidelity: Loyalty toward clients; honoring your commitments and obligations

    Honesty: Being truthful and loyal in your words and actions

    Integrity: The quality of being honest and having strong moral principles; moral uprightness

    Professionalism: The ability to show respect to everyone around you while you perform your responsibilities as best as you can

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines for Internet access)
    • presenter remote

    Materials:

    • cardstock
    • container
    • scissors

    Supplies:

    Items which represent different occupations in Human Services

    • baby items
    • calculator
    • counseling information
    • child care information
    • doctor’s coat
    • nurse’s uniform
    • picture of you, a Family and Consumer Sciences instructor
    • play food
    • play money
    • shopping bag

    Other appropriate lessons

    A Look at Workplace Ethics
    Interpersonal Studies
    http://cte.sfasu.edu/lesson-plans/a-look-at-workplace-ethics

    What Would You Do? Ethics in Restaurant Management
    Restaurant Management
    http://cte.sfasu.edu/lesson-plans/what-would-you-do-ethics-in-restaurant-management

    What Would You Do? Ethics in Culinary Arts
    Culinary Arts
    http://cte.sfasu.edu/lesson-plans/what-would-you-do-ethics-in-culinary-arts

    What Would You Do? Ethics in Travel and Tourism Management
    Travel and Tourism Management
    http://cte.sfasu.edu/lesson-plans/what-would-you-do-ethics-in-travel-and-tourism-management

    • copies of handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Prior to class:

    Display as many of the lesson-related supplies (see Materials or Specialized Equipment Needed) as you have available on a table in front of the room. Items can include:

    Items which represent different occupations in the Human Services industry

    • baby items
    • calculator
    • counseling information
    • child care information
    • doctor’s coat
    • nurse’s uniform
    • picture of you, a Family and Consumer Sciences instructor
    • play food
    • play money
    • shopping bag

    Script:
    Look at the items on the table. How do the items relate to ethics at the workplace?

    Allow time for class discussion.

    Write the terms “ethics” and “work skills” on the board or overhead. Distribute Think-Ink-Pair-Share: Workplace Ethics (see All Lesson Attachments tab) handout. The Think-Ink-Pair-Share activity is an excellent prior knowledge activity that helps students to focus their thoughts on a specific topic. The students are asked to first think about what they know, record their ideas on the handout and then pair up with someone to share what they wrote. The final stage is a large group discussion.

    Topic: You have recently opened your own business in the Human Services Career Pathway and are in the process of hiring twenty new employees. What workplace ethics and work skills are important to you and the success of your new business?

    Allow students time to complete this activity.

    Possible questions for discussion:

    • What are ethics?
    • Why are ethics important?
    • How do work skills relate to the success or failure of a business? Of being employed?
    • What ethics and work skills do you possess?

    Lead students to share and discuss their responses.

    Distribute the Anticipation Guide – A Look at Workplace Ethics in the Human Services Industry (see All Lesson Attachments tab) handout prior to viewing the PowerPoint™. Prior to the start of this lesson, the students will read each statement and place a check mark by each statement they THINK is true. After they have answered each statement, students are to put the handout away for later use during Lesson Closure.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms and definitions.

    Distribute handout Note-taking: A Look at Workplace Ethics in the Human Services Industry (see All Lesson Attachments tab). Students will be expected to take notes while viewing the slide presentation. Teacher will determine the notes to be recorded by students.

    Introduce PowerPoint™ A Look at Workplace Ethics in the Human Services Industry (see All Lesson Attachments tab) and begin the discussion with students. Allow for questions and answers to check for understanding.

    Use the appropriate notes from Presentation Notes for A Look at Workplace Ethics in the Human Services Industry (see All Lesson Attachments tab) for discussion.

    Allow for questions and discussion. Check for understanding.

    After the slide presentation, on the back of the note-taking handout, instruct students to write a summary of the topic which reflect the information from the lesson:

    • Discuss the topic
    • Write down your thoughts
    • Make a real-world connection to the lesson
    • How is this information help you in a career in Human Services?

    Infographic included in the PowerPoint™:

    • State of Business Ethics in the United States [Infographic]
      According to the data in the infographic, most reports of employee misconduct include more than one “violation.” Misuse of company time ranks in the top spot with 33% of reports citing it, followed by abusive behavior (21%), lying to employees (20%), company resource abuse (20%), and violating company Internet use policies (16%), respectively.
      http://www.womenonbusiness.com/state-of-business-ethics-in-the-united-states-infographic

    YouTube™ videos included in the PowerPoint™:

    • Ethics in the Workplace!
      A presentation on how companies can easily implement business ethics in the workplace and still achieve their goals.
      http://youtu.be/0mUxMpMTT28

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing a copy of the slide presentation

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute Workplace Ethics (see All Lesson Attachments tab) handout. Individually, students will complete the table by listing:

    • Ethical behaviors
    • Why is this important in the workplace?
    • What does this look like?
    • Source/role models
    • What does its practice say to your co-workers and customers?

    Check for understanding.

    Completion of handout can be assessed as a daily grade.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • allowing students extra time to complete the assignment
    • providing fill-in-the-blank note handouts for students to follow and fill in during the lesson
    • pairing students with partners who can assist them with verbal and written responses to the lesson

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Prior to activity:

    Print the Teacher Resource – Workplace Ethics Cards (see All Lesson Attachments tab) on cardstock and cut apart so that the students can draw one for the activity. Place cards in a container at the appropriate time during the lesson.

    Divide class into groups of four.

    Read the following scenario:

    You are one of several employees at a business in the Human Services industry. Your team has been asked to participate in a mandatory work ethics training. Your team’s main objective is to find a solution to an assigned work ethics scenario card.

    Using the Teacher Resource – Workplace Ethics Cards (see All Lesson Attachments tab), have each group draw a card. Instruct teams to carefully read the information on their card and discuss a solution to the scenario. Call on each group to share and discuss their solution to the scenario. They will present their solution as a skit/role play during Lesson Closure.

    Allow time for each team to read their card and provide an outcome for it.

    Allow for questions and discussion. Check for understanding.

    Distribute and review Rubric for Skit or Role Play (see All Lesson Attachments tab) so that students may understand what is expected.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing shortened, simplified instructions
    • providing repeated instructions
    • providing opportunities to repeat instructions
    • providing written instructions

  • Lesson Closure

    Review lesson objectives, terms, and definitions.

    Students will present their skit/role play projects. Allow time for questions and discussion.

    Re-distribute the graphic organizer Anticipation Guide – A Look at Workplace Ethics in the Human Services Industry (see All Lesson Attachments tab) used in the Anticipatory Set and allow students to revisit each statement. Students are to respond to the statements again in the after column by placing a check mark by the statements they now know to be true and providing information that PROVES other statements are not true. (Key) Anticipation Guide – A Look at Workplace Ethics in the Human Services Industry (see All Lesson Attachments tab) has been provided for your use. As class, compare the two sets of answers.

    Allow for questions and class discussion. Check for understanding.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Student skits/role play projects will be presented to the class and assessed with Rubric for Skit or Role Play.

    Optional: Students will each write a one-page personal reflection on what they learned from this lesson and how they plan to use the information now and in the future.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • providing extra time for responses
    • prompting, if necessary

  • References/Resources

    Images:

    • Statistic Brain Research Institute
    • Photos obtained through a license with Shutterstock.com™.
    • State of Business Ethics in the United States [Infographic]

    Textbook:

    • Newberry, Betsy. Life skills for the 21st century: building a foundation for success. Boston: Prentice Hall, 2010. Print.

    Websites:

    • Ethics Resource Center (ERC)
      ERC is a nonprofit, nonpartisan research organization, dedicated to independent research that advances high ethical standards and practices in public and private institutions.
      http://www.ethics.org

    YouTube™:

    • Ethics in the Workplace!
      A presentation on how companies can easily implement business ethics in the workplace and still achieve their goals.
      http://youtu.be/0mUxMpMTT28
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • Ask students to repeat your instructions back to you to be sure they know what is expected of them before each phase of the lesson.
    • Discuss vocabulary in detail and make sure everyone has a firm grasp on it before moving forward with the lesson.
    • Use graphic organizers and visuals to explain the lesson in detail.
    • Utilized Four Corners Vocabulary / Word Wall Activity http://cte.sfasu.edu/wp-content/uploads/2012/02/Four-Corner-Vocabulary2.pdf
    • Have students say and write the vocabulary words in their primary languages.
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

    Current Events:
    Assign students to read about the importance of work ethics and skills. Information can be found in newspaper articles, magazines, journals and online print.
    Suggestions:

    • Code of Ethics of the National Association of Social Workers (NASW)
      Professional ethics are the core of social work. The NASW Code of Ethics offers a set of values, principles and standards to guide decision-making and everyday professional conduct of social workers. It is relevant to all social workers and social work students regardless of their specific functions or settings.
      http://www.socialworkers.org/pubs/code/code.asp
    • Encourage students to connect reading to their life experiences or prior knowledge.
  • Quotes

    Get going. Move forward. Aim High. Plan a takeoff. Don’t just sit on the runway and hope someone will come along and push the airplane. It simply won’t happen. Change your attitude and gain some altitude. Believe me, you’ll love it up here.
    -Donald Trump

    What you do is what matters, not what you think or say or plan.
    -Jason Fried, Rework

    Plan your work for today and every day, then work your plan.
    -Margaret Thatcher

  • Multimedia/Visual Strategies

    PowerPoint(tm:

    • A Look at Workplace Ethics in the Human Services Industry
    • Presentation Notes for A Look at Workplace Ethics in the Human Services Industry

    Technology:

    • Files for downloading:
  • Graphic Organizers/Handout

    Graphic Organizers:

    • Note-taking A Look at Workplace Ethics in the Human Services Industry

    Handouts:

    • Anticipation Guide – A Look at Workplace Ethics in the Human Services Industry
    • (Key) Anticipation Guide – A Look at Workplace Ethics in the Human Services Industry
    • Rubric for Skit or Role Play
    • Teacher Resource – Workplace Ethics Cards
    • Think-Ink-Pair-Share: Workplace Ethics
    • Workplace Ethics

    • Files for downloading:
  • Writing Strategies

    Journal Entries:

    • Some examples of poor work ethics in the area of Human Services are __________________.
    • Ethical behavior standards and legal responsibilities related to the Human Services industry are important because ______________________________.
    • It is important to protect clients against fraud, deceit or misrepresentation because ____________________________.

    Writing Strategy:

    RAFT Writing Strategy
    Role – Employer
    Audience – High school employee
    Format – Memo
    Topic – The importance of ethics at the workplace

  • Communication 90 Second Speech Topics

    • Ethics at the workplace are important because _________________________________.
    • Behaviors that demonstrate stewardship of client can include ________________________.
  • Other Essential Lesson Components

    Enrichment activity

    • Ethics Resource Center
      Includes tips and guidelines for writing codes of ethics, an ethics glossary, values definitions and other short articles on the practice of organizational ethics. Students can develop their own ethical standards for the teaching and training profession.
      http://www.ethics.org/page/ethics-toolkit
    • The nonprofit organization Workplace Fairness provides workers with information about many issues, including employee rights. Have students pick an issue that they find interesting and write a summary explaining how it affects workers, why they think it is important and how workers can deal with it at:
      http://www.workplacefairness.org/the-issues
    • Allow students to create their own code of ethics for your classroom. The following article will assist them.

    TED Talks:

    TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.

    The video below is related to this lesson. Allow students to view the video and lead a discussion concerning the TED Talk.

    Bill Gross: The single biggest reason why startups succeed
    Bill Gross has founded a lot of startups, and incubated many others — and he got curious about why some succeeded and others failed. So he gathered data from hundreds of companies, his own and other people’s, and ranked each company on five key factors. He found one factor that stands out from the others — and surprised even him.
    https://www.ted.com/talks/bill_gross_the_single_biggest_reason_why_startups_succeed/transcript?language=en

  • Family/Community Connection

    • Discuss ethics with your family, and decide on the most important values for your family.
    • Invite a panel of professionals from various Human Services businesses to discuss panel members’ ethics policies and careers.
  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://www.fcclainc.org

    Interpersonal Communications – An individual or team event – recognizes participants who use Family and Consumer Sciences and/or related occupations skills and apply communication techniques to develop a project designed to strengthen communication.

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson.
    http://www.ysa.org

    Students can promote ethical workplace behavior by presenting information at a job fair or other community venues detailing qualities for responsible employees.

No Comments

Leave A Reply