Creating an Effective Work Environment

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Practicum in Human Services

  • TEKS Student Expectations

    • (6) The student uses leadership and teamwork skills in collaborating with others. The student is expected to:
      • (A) use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives
      • (B) establish and maintain working relationships with all levels of personnel
      • (C) propose organizational priorities to ensure quality
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • identify characteristics that describe leaders
    • participate in a group project to enhance and improve personal leadership qualities
    • design an effective work environment
  • Rationale

    Script:

    In workplace groups, leaders give direction to members and help with goal setting and achievement of those goals. Leaders are involved with planning, implementation and evaluation of a group’s activities and are found in every area of our lives from business to education and government to families. Creating an effective work environment is essential to establishing and maintaining working relationships with all levels of personnel. In preparation for careers in the field of Human Services, this lesson will provide an excellent opportunity to better understand the importance of being effective at the workplace.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Collaboration: To work with another person or group in order to achieve or do something

    Authoritarian: Expecting or requiring people to obey rules or laws; not allowing personal freedom

    Decision: A choice made about something after thinking about it : the result of deciding

    Democratic: Relating to the idea that all people should be treated equally

    Laissez-faire: A philosophy or practice characterized by a usually deliberate abstention from direction or interference especially with individual freedom of choice and action

    Leader: A person who has commanding authority or influence

    Leadership: A position as a leader of a group or organization

    Organizational: The ability to use your time, energy and resources in an effective way so that you achieve the things you want to achieve

    Personnel: A department within a company or organization that deals with the people who work for it

    Priorities: Something that is more important than other things and that needs to be done or dealt with first

    Teamwork: The work done by people who work together as a team to do something

  • Materials/Specialized Equipment Needed

    Equipment:

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

    Materials:

    • colored pencils/crayons
    • markers
    • poster boards

    Other appropriate lessons

    Follow the Leader
    Family and Community Services
    http://cte.sfasu.edu/lesson-plans/follow-the-leader/

    Leadership Today – Making the Right Decisions
    Principles of Human Services
    http://cte.sfasu.edu/lesson-plans/leadership-today-making-the-right-decisions/

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

    Distribute the Anticipation Guide – Creating an Effective Work Environment (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

    Note to teacher: Prior to beginning this lesson, review, preview and select the appropriate multimedia for your classes.

    Introduce objectives, terms and definitions.

    Distribute the handout Note-taking Creating an Effective Work Environment (see All Lesson Attachments tab). Teacher will determine the notes to be recorded by students. Inform students that they will be expected to take notes and participate in discussions while viewing the slide presentation.

    Introduce and discuss the PowerPoint™ Creating an Effective Work Environment (see All Lesson Attachments tab). Allow time for questions, answers and classroom discussion.

    Use appropriate notes from Presentation Notes for Creating an Effective Work Environment (see All Lesson Attachments tab) for discussion.

    Using the Note-taking Creating an Effective Work Environment (see All Lesson Attachments tab) handout, students will have an opportunity to reflect upon, review and respond to the information pertaining to the PowerPoint™. They will write a summary of topics or statements 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?

    Allow for questions and answers to check for understanding.

    Videos included in slide presentation:

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

    • providing students with a copy of the notes or a fill-in-the-blank note sheet to follow along with instruction
    • pairing up students with partners who can assist them with verbal and written responses to the lesson

  • Guided Practice with Special Education Modifications/Accommodations

    Distribute the Elements of an Effective Work Environment (see All Lesson Attachments tab) handout. Individually, students will identify the characteristics and qualities of employees which promote an effective work environment. Students will also explain the importance of employee roles and provide examples of what could happen if employees do not carry out their roles.

    If students wish, they may volunteer to share what they wrote on the handout. Allow time for classroom discussion.

    Teacher note: (Key) Elements of an Effective Work Environment (see All Lesson Attachments tab) handout has been provided for you to check students’ answers.

    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 extra time for assignments
    • providing positive feedback

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

    Prior to activity:

    Note to teacher: Become familiar with how to construct a diorama by viewing How to Make a Four-Door Diorama at http://snapguide.com/guides/make-a-four-door-diorama

    Divide class into groups of three.

    Read the following scenario:

    You and two of your colleagues would like to open your own business. It is important to have an effective work environment to establish and maintain working relationships with all levels of personnel. What type of workplace will you design?

    Distribute the Creating an Effective Work Environment Project (see All Lesson Attachments tab) handout. Instruct the students to collaborate and brainstorm with their group and create an effective workplace environment.

    Students will present their information in a three-dimensional diorama display. The diorama will include:

    • illustration of the business (floor plan)
    • an area to:
      • collaborate with others
      • inspire creativity
      • have productive teamwork
      • provide open work spaces
      • be innovative
      • provide a well-designed office space
      • communicate with others
      • additional areas as suggested from group members
    • description of each area and how it contributes to an effective work environment
    • explanation of how leadership and team work skills contributed to the completion of the project

    Distribute the Rubric for Creating an Effective Work Environment Project (see All Lesson Attachments tab) handout so that students may understand what is expected.

    If needed, have students review the following Snapguide for instructions on how to construct the diorama:

    How to Make a Four-Door Diorama
    http://snapguide.com/guides/make-a-four-door-diorama

    Students will be provided with time to complete their projects. Provide guidance as needed.

    Allow students to proofread and edit each other’s work and practice the oral component of their projects before class presentations.

    Students will present their projects during Lesson Closure.

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

    • creating a poster project by working with a peer tutor or in a small group setting
    • not grading for spelling

  • Lesson Closure

    Review terms, definitions and lesson objectives.

    Students will present their projects. Allow time for questions and discussion.

    Re-distribute the graphic organizer Anticipation Guide – Creating an Effective Work Environment (see All Lesson Attachments tab) used in the Anticipatory Set.

    Allow students to re-read each statement and place a check mark by the statements they KNOW are true. They should also provide information that PROVES other statements are not true.

    Teacher note: (Key) Anticipation Guide – Creating an Effective Work Environment (see All Lesson Attachments tab) has been provided for your use.

    As class, compare the two sets of answers.

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

    Projects will be presented in class and assessed with Rubric for Creating an Effective Work Environment Project.

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

    • grading according to work done
    • shortened, simplified instructions

  • References/Resources

    Images:

    • Photos obtained through a license with Shutterstock.com™.
    • U.S. Airways – Workplaces of Tomorrow

    Websites:

    YouTube™:

  • 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.
    • Discuss vocabulary in detail, making sure students understand before moving on.
    • Use graphic organizers and visuals to help explain the lesson.
  • 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

  • Other Essential Lesson Components

    Enrichment activity

    • Have students write a one-page essay on the role employers have on creating an effective work environment. Have student volunteers share their responses with the class.
    • Students may create a Tagxedo – a word cloud with style, using the adjectives to describe what a leader is.
      • Tagxedo
        Turns words — famous speeches, news articles, slogans and themes, even your love letters — into a visually stunning word cloud.
        http://www.tagxedo.com

    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 videos 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.

    Dan Pink: The puzzle of motivation
    Career analyst Dan Pink examines the puzzle of motivation, starting with a fact that social scientists know but most managers don’t: Traditional rewards aren’t always as effective as we think. Listen for illuminating stories — and maybe, a way forward.
    https://www.ted.com/talks/dan_pink_on_motivation

  • Family/Community Connection

    • Students may be encouraged to volunteer to lead a community event in their city to benefit a favorite charity.
  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    hppt://texasfccla.org

    STAR Events:

    Illustrated Talk – An individual or team event – recognizes participants who make an oral presentation about issues concerning Family and Consumer Sciences and/or related occupations. Participants use visuals to illustrate content of the presentation.

    Leadership – An individual event, that recognizes participants who actively evaluate and grow in their leadership potential. Participants use the Student Leadership Challenge and supporting materials, to investigate their leadership ability and develop a mentorship relationship to further their leadership development. Participants must prepare a portfolio and an oral presentation.

  • 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. For additional information on service learning see
    http://www.ysa.org

    Students may write up a business plan or marketing strategy to assist high school students in art/shop classes sell their works. Monies would go into scholarships for which the high students may later apply.

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