Professional Standards
Practicum in Business Management
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will understand how to look and behave professionally in
the workplace.
Specific Objectives
 Students will analyze skills needed to be successful in the workplace.
 Students will identify positive attitudes and ways to accept constructive criticism.
 Students will identify professional behavior.
Terms
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Absenteeism – missing a day or work.
Constructive criticism – criticism given to help you learn.
Criticism – finding fault; feedback, often negative.
Defensive – refusing to accept responsibility and blaming others.
Dependability – quality of doing what you say and following through on your promises.
Destructive criticism – criticism intended to hurt.
Integrity – good character; being dependable, loyal, honest, and conscientious.
Initiative – quality of self-motivation; the ability to get the job done on your own.
Priority – something that is more important than other things.
Self-confident – the feeling of being sure of one’s abilities.
Self-esteem – the feeling of self-work.
Tardiness – being late for work.
Unprofessional – acting in ways that do not meet the high standards of an excellent worker.
Work attitude – attitude toward work that has three components: attitude toward self, attitude
toward work, attitude toward the workplace.
Work ethic – a person’s attitude toward his or her job.
This lesson should take five to seven class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may
result in the elimination of any or all of the TEKS listed.
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130.122C Knowledge and skills
(1) The student demonstrates professional standards as required by business and industry. The
student is expected to:
(A) adhere to policies and procedures;
(B) demonstrate positive work behaviors and attitudes, including punctuality, time
management, initiative, and cooperation;
(C) accept constructive criticism;
(E) complete tasks with the highest standards to ensure quality products and services;
(F) model professional appearance, including dress, grooming, and personal protective
equipment as appropriate; and
(G) comply with practicum setting safety rules and regulations to maintain safe and
healthful working conditions and environments.
(22) The student develops skills for success in the workplace. The student is expected to:
(A) explain importance of and model appropriate dress, hygiene, and demeanor for the
work assignment;
(B) demonstrate dependability, punctuality, and initiative;
(C) exhibit productive work habits and attitudes;
(D) demonstrate the ability to work with the other employees to promote the organization
and complete assigned tasks;
(E) prioritize work to fulfill responsibilities and meet deadlines; and
(F) identify and rank tangible and intangible rewards of work.
Interdisciplinary Correlations
English
110.42(b) Knowledge and skills.
(6) Reading/word identification/vocabulary development. The student uses a variety of strategies
to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The
student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b) Knowledge and skills
(1)(A) Explain the importance of communication in daily interaction;
(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) use appropriate communication in group settings;
(E) use appropriate verbal, non-verbal, and listening strategies to communicate effectively in
groups; and
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(5)(B) use language clearly and appropriately.
Tasks
 Students will secure signatures on all forms, as specified by the teacher.
 Students will return all paperwork in a timely manner.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website (cte.unt.edu).
Preparation
 Copy the handouts
 Have multimedia presentations ready to show
Instructional Aids
 Student Notes sheet
 Student worksheets
Materials Needed
 Copies
 Pencils
Equipment Needed
 Teacher computer
 Projector (for digital presentation)
 Calculators
Introduction
Learner Preparation
Have the students list examples of professional behavior in the workplace. Then have students list
examples of professional behavior at school. Compare and contrast the list while explaining to student
that professional behavior is important for success at school and in the world of work.
Lesson Introduction
 Ask students to brainstorm a list of behaviors that may be hindering their success in school and
will possibly hinder their success in the workplace, as well.
 Discuss with students possible consequences of negative behavior on a job.
 Have students share steps they will take to change their negative behavior from unprofessional to
professional.
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Outline
MI
Outline
MI
Instructor Notes
OUTLINE
INSTRUCTOR NOTES
Explain to students how important it is to make a
good first impression. Allow students to
brainstorm a time when someone did not make a
good first impression in their eyes and the effects it
had.
Students will complete:
1. Traits of Valued Employees
Have students think of someone with a good
attitude and then think of someone with a
bad attitude. Ask students which person
they would prefer working with.
Students will complete:
1. Examining Work Attitudes
2.
2.
Journaling Activity
3.
Working Attitudes Skit
First Impressions worksheet
Discuss with students the fact that
professionalism is a broad term that
incorporates a variety of traits, such as
dependability, honesty, initiative,
constructive attitude, and integrity. Let
students know that successful employees
strive to consistently show professionalism in
the workplace and that school is a great
place to start practicing these traits.
Students will complete:
1. Essential Elements of
Professionalism (PreTest)
I.
Traits of Professionalism
a. Traits of Valued Employees
b. First Impressions
II.
Working Attitudes
a. Positive Attitudes
b. Accepting Constructive
Criticism
III.
Professional Dress
2.
Avoiding the Clique
IV.
Avoiding Cliques
3.
Professional Dress Presentation
4.
Essential Elements of
Professionalism (PostTest)
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
The teacher will use the multimedia presentations to teach the material. The teacher will monitor
students’ independent practices.
Summary
Review
 What are five traits of professionalism in the workplace?
 How can you use school to practice developing traits of professionalism?
 Why are first impressions important?
Evaluation

Informal Evaluation
o Teacher will check for understanding
o Very small work group option (students help each other)

Formal Evaluation
o Tests over the material
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Traits of Valued Employees
A person’s attitude is noticed by others, especially employers. They try to hire people with a constructive
attitude. Some of the traits that contribute to a constructive attitude are dependability, loyalty, honesty,
and conscientiousness. A person with these traits has integrity (good character).
Dependability is the quality of doing what you say you will do and fulfilling your promises. When you are
dependable, customers know they can count on you to do what you say you will do. You will provide the
products and services that you promise. Coworkers know you will do your share on the job, not let tasks
fall to them.
Honesty is the quality of telling the truth and not stealing. Telling the truth is very important in a work
setting. Your coworkers and supervisor have to know that the information you give them about the
progress of a project is accurate.
Conscientiousness is the quality of being committed to doing what is right and proper. The conscientious
worker performs well, whether supervised or not. Conscientious employees have good relations because
supervisors and coworkers know they will do their jobs properly and not make excuses for mistakes.
In addition to integrity, a worker needs initiative. Initiative is the quality of self-motivation, the ability to
get the job done on your own. Initiative is what separates a positive attitude from a constructive attitude.
An employee with initiative does not wait to be told what to do. He or she sees what is needed and takes
action. The administrative assistant with initiative enrolls in a computer course to learn a new computer
program. When the new program is installed on her computer, she will be ready to use it.
True/False
1. Dependability is only important in relationships with customers. __________________
2. Conscientious workers need close supervision. __________________
3. In the work world, being a good person is enough to get ahead. __________________
4. An employee with initiative must also use good judgment. __________________
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First Impressions
Today’s workforce is very diverse. People of different ages and backgrounds are working alongside
one another more so today than ever before. The purpose of this activity is to consider how
important it is to make a good first impression.
Consider the following situations:
Scenario #1:
Sandra is 19 years old and has her first job as an administrative assistant. She wears very low cut
shirts, short skirts, heels, and lots of perfume. What might Sandra’s attire lead others to believe
about her? What might the reality be?
________________________________________________________________
________________________________________________________________
Scenario #2:
Tony is 24 years old. He has tattoo sleeves on both of his arms, as well as a name tattooed on his
neck. Tony would like to be a waiter at a very fancy restaurant. He has his first interview today.
What might a job interviewer think of Tony? What might the reality be?
________________________________________________________________
________________________________________________________________
Scenario #3:
Terrence is 18 years old and just graduated from high school (where he had a 4.0 average). Terrence
has an interview today for a summer internship. Terrence is a wheelchair user. Do you think there is a
chance that the interviewer might not ask Terrence the same interview questions he or she would ask
of someone who isn’t in a wheelchair? Why or why not?
________________________________________________________________
________________________________________________________________
Scenario #4:
Marissa is in 10th grade. She comes from a family of mechanics. Her dad and three brothers are
mechanics, and her grandfather owns a garage. Marissa has secretly wanted to work on cars but has
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been afraid to tell her family. She now wants to approach her grandfather for a summer job. Why do
you think Marissa has kept her career dream a secret? How might she ask her grandfather for a
summer job?
________________________________________________________________
________________________________________________________________
Scenario #5:
Ruthie is 62 years old and is looking for a job. She loves one of the local clothing stores and applied
online for a job as a sales clerk. She has an interview today and is afraid the store manager will be
much younger than her. Ruthie considers canceling the interview. Why do you think Ruthie is worried
about her interview? What would you tell Ruthie?
________________________________________________________________
________________________________________________________________
Scenario #6:
Sam is 20 years old, a sophomore in college and is looking for an engineering internship. Sam has
Aspergers syndrome (a form of autism), and while he has an A average in his engineering courses, he
recognizes the fact that he has trouble interacting socially and is worried about his interviews.
Why do you think Sam is worried about his interviews? What advice would you give Sam?
________________________________________________________________
________________________________________________________________
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Examining Work Attitudes
Directions: In groups of three to four, read the story below and pause after each section to answer the
question.
1. Justin is a stock clerk at the local grocery store. Justin does only what he is told to do, no more
and no less. Question: Does Justin have a good attitude toward work? Why or why not?
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. One day, one of Justin’s co-workers knocked over a product display. Boxes were scattered all
over the floor. At the time, Justin was working nearby. He ignored the scattered boxes and left
his workstation to tell others what had happened. Question: If you were the co-worker who
knocked over the display, what would you have said to Justin?
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Later the same day, Justin was stocking shelves. The item he was stocking belonged in another
part of the store. A co-worker trying to help Justin told him he was making a mistake. Justin
insisted he was right and started an argument. Question: Was it right for Justin to argue with
his co-worker? What could Justin have done differently?
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Before Justin went home that night, he overheard a personal conversation between two coworkers and the supervisor. The next morning, Justin told everyone what he had heard. The
entire grocery store was soon talking about what Justin told them. Question: Was Justin
correct in discussing what he had overheard? Explain.
____________________________________________________________
____________________________________________________________
____________________________________________________________
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5. When Justin’s supervisor found out what had happened, she called Justin into her office for a
conference. Question: What do you think was said to Justin? Question: If you were one of
Justin’s co-workers, what advice would you give to him? Question: If you were Justin’s
supervisor, what could you do to help him become a better employee?
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Journaling Activity
Imagine you are a supervisor on the job. What type of supervisor would you be? How would you
deal with an employee who had a bad attitude? What are some of the skills you would like to
develop so, one day, you can be a GREAT supervisor?
______________________________________________________
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______________________________________________________
______________________________________________________
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Working Attitudes Skit
In groups of three to four, create a skit about working attitudes between co-workers and supervisors. The
skit should display how attitudes can affect the work of others.
Rubric for Ethics Skit or Role Play Task Description: Brainstorm with your partners for solutions to the ethical
behavior of the scenario chosen. Keep in mind the following positive work ethics qualities:
iability
Criteria
Weigh
t
40%
Exceptional
Admirable
Acceptable
Attempted
Factual
information is
accurate
Indicates a clear
understanding of
topic
Factual information
is mostly accurate
Good
understanding of
topic
Factual
information is
somewhat accurate
Fair
understanding of
topic
Information is
inaccurate
Cooperation
30%
Accepts ideas of
others; able to
compromise
Accepts most ideas
without negative
comments; able to
compromise
Some members
contribute
Unwilling to
compromise
Few members
contribute
Group does not
work together
One person
does all the work
Presentation
30%
Entertaining;
engages audience
Speaks loudly
and clearly
Appropriate use
of body language
Presents some
information
Some use of body
language
Engages audience
intermittently
Some movement
Body language
is lacking;
inappropriate
Understandin
g of Topic
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Essential Elements of Professionalism (Pretest)
***Take this test at the beginning of the unit.***
Teamwork is an essential element of professionalism. Employers expect employees to work well
together. Being a good employee means being a good team player.
Directions: Answer the questions below to determine whether or not you are a good team player.
1. I get to work on time. If I am going to be late, I call and let my boss know.
Always
Sometimes
Never
2. I rarely miss work. If I am going to miss work, I let my boss know ahead of times (or call if I am
sick).
Always
Sometimes
Never
3. I work as hard as I can.
Always
Sometimes
Never
4. I pay close attention to my work.
Always
Sometimes
Never
5. I do my work as I am told. If I am unable to do something or have questions, I ask my supervisor or
co-workers.
Always
Sometimes
Never
6. I am friendly on the job.
Always
Sometimes
Never
7. I try to solve problems that come up.
Always
Sometimes
Never
8. I follow safety and company rules.
Always
Sometimes
Never
9. I use materials and equipment properly.
Always
Sometimes
Never
10. I behavior professionally.
Always
Sometimes
Never
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1. Based on the descriptions above, I am most proud of my ability to:
________________________________________________________
________________________________________________________
________________________________________________________
2. One area I’d like to improve is:
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. Some strategies I might use as I work to improve this skill is?
______________________________________________________________
_____________________________________________________________
________________________________________________________
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Avoiding the Clique
Make a list of the benefits of working at a job with your friends. Now list the potential problems you
could face by working at a job with your friends. Would you want to work at a job with your friends?
Why or why not?
Directions: Read the scenario and answer the following questions.
Trent, Ben, and Antonio all started working at a home improvement store at the same time. They were in
the same orientation group and liked each other immediately. Trent and Ben work in the customer
service department and Antonio works in accounting. The three usually go out after work on Friday night,
text each other during the day, and try to eat lunch together several times a week (when they can).
Sometimes they even hang out on the weekends. While Trent, Ben, and Antonio are lucky to have found
such good friends at work, some of their co-workers are not as pleased about their close friendship.
1. If you were the supervisor, what specific instructions would you give to Trent, Ben, and Antonio?
______________________________________________________________
______________________________________________________________
______________________________________________________________
2. What is the danger of becoming too friendly with co-workers or socializing with them too much?
______________________________________________________________
______________________________________________________________
______________________________________________________________
3. How can the three maintain their friendship without damaging their relationships with their
coworkers?
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Professional Dress Presentation
Your Job
You are the lead trainer for an office management firm and it is your responsibility to provide new
employees with instruction on how to dress professionally in the workplace. Your supervisor has asked
you to create a presentation that may be shown on the first day of new employee orientation.
Directions: Create a presentation of the dos and don’ts of professional dress. The presentation must
include the following:
 Title slide
 Minimum of five additional slides
 At least two images on each slide
 Resource slide (include all websites where you received your information)
For extra credit, students may dress professionally when presenting to the class.
10 Points
5 Points
0 Points
Slides
Title slide and five
additional slides
Missing three or more of the
required slides
Professional
Presentation
The student gives an
introduction of
him/herself
Organization
Thoughts and points
well organized
throughout the
presentation
Content
The student has
accurate
information from
reliable sources
The student
incorporates two
images on each
additional slide
Missing one or
two of the
required slides
The student does
not give an
introduction of
him/herself
Thoughts show
some
organization
throughout the
presentation
The student has
little information
or uses unreliable
sources
The student
incorporates less
than two images
on each
additional slide.
Student is
dressed in
business casual
attire
Visuals
Professional
Appearance
(extra credit)
Student is dressed in
business
professional attire
Points
Earned
Explanation of grade:
Thoughts are unorganized
throughout the presentation
The student has no sources
The student does not include
any images
The student is not dressed in
business attire
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Essential Elements of Professionalism (Post-test)
***Take this test at the end of the unit.***
Teamwork is an essential element of professionalism. Employers expect employees to work well
together. Being a good employee means being a good team player.
Directions: Answer the questions below to determine whether or not you are a good team player.
1. I get to work on time. If I am going to be late, I call and let my boss know.
Always
Sometimes
Never
2. I rarely miss work. If I am going to miss work, I let my boss know ahead of time (or call if I am
sick).
Always
Sometimes
Never
3. I work as hard as I can.
Always
Sometimes
Never
4. I pay close attention to my work.
Always
Sometimes
Never
5. I do my work as I am told. If I am unable to do something or have questions, I ask my supervisor or
co-workers.
Always
Sometimes
Never
6. I am friendly on the job.
Always
Sometimes
Never
7. I try to solve problems that come up.
Always
Sometimes
Never
8. I follow safety and company rules.
Always
Sometimes
Never
9. I use materials and equipment properly.
Always
Sometimes
Never
10. I behavior professionally.
Always
Sometimes
Never
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