PROFESSIONAL ATTIRE
Course
Practicum in
LPSCS
Unit II
Workplace
Conduct
Essential
Question
What is standard
professional attire
and personal
grooming for the
workplace?
TEKS
§130.301(c)
(1)(A)(F)
Prior Student
Learning
The student
should be able to
identify employer
expectations of
dress and
grooming.
Estimated Time
1 hour
Rationale
Regardless of the specific field, each career in LPSCS has professional
dress and grooming standards which they expect their employees to follow.
From the initial interview to career promotions, LPSCS employers set
appearance guidelines for individuals they hire and keep as employees.
Objectives
The students will be able to:
1. Compare professional attire and casual attire.
2. Identify professional attire to wear to job interviews and to the job
site.
3. Access how appearances may form certain perceptions about a
person.
4. Explain why personal grooming is important for securing
employment.
Engage
Write the following quote on the board: “A picture is worth a thousand
words.” Ask students to think about the phrase and then write a few
sentences describing what they believe the quote means. Have students
discuss what they wrote.
Next, write on the board, “First impressions last.” Ask students to think
about the phrase and then write a few sentences describing what they
believe the quote means. Have students discuss what they wrote.
Explain that when pursuing a career, students need to remember both of
these phrases for the job interview and for continued employment. Tell
students that the “picture” they create will impact their chances of being
hired. First impressions are usually formed during the first few seconds of a
meeting. Therefore, students need to understand the importance of a
professional appearance.
Use the Discussion Rubric for assessment.
Key Points
I. Professional Attire
A. Clothing
1. Neatly pressed or ironed
2. Fits properly
B. Accessories
1. Minimal jewelry
2. Nothing distracting
3. Purse should match shoes
C. Men’s Attire
1. Business
a) Dark suit
b) Long sleeve dress shirt
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c) Tie
d) Belt and shoes should match
e) Dark socks
2. Business Casual
a) Nice slacks
b) Tucked in, button-down shirt
c) Casual leather shoes
d) Tie and/or jacket (optional)
D. Women’s Attire
1. Business
a) Dark suit
b) Knee-length hemline
c) Shell or blouse
d) Closed-toe dress shoes with a low heel
e) Hose without runs
2. Business Casual
a) Nice slacks or skirt
b) Nice blouse or sweater
c) Low-heeled dress shoes
d) Jacket (optional)
II. Personal Grooming
A. Hair
1. Clean
2. Cut
3. Combed, brushed, or arranged
4. Inappropriate
a) Eccentric cuts and/or colors
b) Observably dirty hair
B. Facial hair (men)
1. Freshly shaved
2. Mustache and beard neatly groomed
3. Inappropriate
a) 5 o’clock shadow
b) “Rip Van Winkle” beard
C. Teeth and Breath
1. Brushed
2. Fresh breath
3. Inappropriate
a) Avoid foods that have odors
b) Avoid tobacco, alcohol, and coffee
D. Makeup
1. Less is more
2. The natural look
E. Perfume or Cologne
1. Use sparingly or not at all
2. Your scent should not stay after you leave
F. Body
1. Freshly bathed or showered
2. Use deodorant
3. Remove body piercings and tongue rings
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4. Cover tattoos
5. Clean fingernails
III. Goals of Professional Dress and Grooming
A. Project confidence
B. Project positive attitude
Activities
1. Divide students into groups of 3 to 5. Have students cut pictures from
magazines or print pictures from the web. Pictures should show a
comparison between professional attire and grooming, and personal or
unprofessional attire and grooming. Tell students to glue pictures onto a
poster board, showing the differences. Students will use the poster as a
visual aid to present the comparison of professional verses nonprofessional attire. Use the Presentation Rubric for assessment.
2. Divide students into two teams:
a) Professional dress and grooming
b) Personal/casual dress and grooming.
Have the teams plan a skit demonstrating their side. Tell the students to
bring items from their homes to use in skit. The skits will be presented
during the following class period. Use the Role Play Rubric for
assessment.
Assessments
Professional Attire Quiz and Key
Discussion Rubric
Individual Work Rubric
Peer Evaluation Rubric
Presentation Rubric
Role Play Rubric
Writing Rubric
Materials
Professional Attire computer-based presentation
Whiteboard and markers
Poster board
Magazines or pictures from web
Markers
Scissors
Glue
Resources
Michigan Supreme Court Learning Center
http://courts.michigan.gov/plc/CareersProfessionalDress.pdf
Do an Internet search for: khake vocational information center
Accommodations for Learning Differences
For reinforcement, students will list specific wardrobe items and specific
personal grooming habits appropriate for the workplace. Use the Individual
Work Rubric for assessment.
3
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For enrichment, students will interview an LPSCS professional regarding
the professional attire and personal grooming standards for their job.
Students will write a report based on their interview. Use the Writing Rubric
for assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
§130.301. Practicum in Law, Public Safety, Corrections, and Security (Two
to Three Credits).
(1) The student demonstrates professional standards as required by
business and industry. The student is expected to:
(A) adhere to policies and procedures;
(F) describe professional standards in protective services careers
such as dress, grooming, and personal protective equipment as
appropriate.
College and Career Readiness Standards
Cross-Disciplinary Standards
I. Key Cognitive Skills
A. Intellectual curiosity
2. Accept constructive criticism and revise personal views when
valid evidence warrants.
D. Academic behaviors
1. Self-monitor learning needs and seek assistance when
needed.
2. Use study habits necessary to manage academic pursuits and
requirements.
3. Strive for accuracy and precision.
4. Persevere to complete and master tasks.
E. Work habits
1. Work independently.
F. Academic integrity
1. Attribute ideas and information to source materials and
people.
2. Evaluate sources for quality of content, validity, credibility, and
relevance.
II. Foundational Skills
B. Writing across the curriculum
1. Write clearly and coherently using standard writing
conventions.
2. Write in a variety of forms for various audiences and
purposes.
3. Compose and revise drafts.
E. Technology
1. Use technology to gather information.
2. Use technology to organize, manage, and analyze
information.
3. Use technology to communicate and display findings in a clear
and coherent manner.
4. Use technology appropriately.
4
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PROFESSIONAL ATTIRE QUIZ
Name_____________
_____
Date_____________
_______
1. First impressions ____________________________.
2. ____ Business casual includes blue jeans.
a) True
b) False
3. The two goals of professional attire include:
__________________________________________________________
__________________________________________________________
4. Your _______________________ should not stay in a room after you leave.
5. ____ Which of the following would not be considered eccentric?
a) Neon pink hear
b) Pierced lip ring
c) Mohawk haircut
d) Clean hair
6. Tattoos should be _________________________________.
7. ____ Clothing should always fit properly.
a) True
b) False
8. ____ Mini-skirts are appropriate attire for women.
a) True
b) False
9. ____ Dirty fingernails make a great first impression because they show that a person is a
hard worker.
a) True
b) False
10. ____ Which of the following is business attire for men?
a) Baseball cap
b) Sandals
c) Dark suit
d) T-shirt
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PROFESSIONAL ATTIRE QUIZ KEY
1. Last
2. B
3. Projecting confidence and projecting a positive attitude
4. Scent
5. D
6. Covered
7. A
8. B
9. B
10. C
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Name_______________________________________
Date_______________________________
Discussion Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
8
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Name______________________________________
Date_______________________________________
Individual Work Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Follows directions
Student completed the work as directed,
following the directions given, in order and to the
level of quality indicated
Time management
Student used time wisely and remained on task
100% of the time
Organization
Student kept notes and materials in a neat,
legible, and organized manner. Information was
readily retrieved
Evidence of learning
Student documented information in his or her
own words and can accurately answer questions
related to the information retrieved
*Research/Gathering information (if relevant)
Student used a variety of methods and sources
to gather information. Student took notes while
gathering information
Total Points (20 pts.)
Comments:
9
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PEER EVALUATION
Your Name___________________________________ Your Group Number_______
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
10
Copyright © Texas Education Agency, 2015. All rights reserved.
Total Score_______
3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
11
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
A Lot
0
1
2
3
4
Would you want to work with this person in a group again based on
their level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
12
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Com
ments:
13
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Name:____________________________________
Date:_____________________________
Role Play Rubric
Comments:
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Relates to the audience
Provides fluent rendition of the
scenario
All required content is included
Acts with feeling and expression
Varies intonation
Presents characters appropriately
Gives the scenario its full range
Breaches are easily identified
Total Points (32 pts.)
14
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Com
ments:
15
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