SESSION 7

BEING A PROFESSIONAL

SESSION REVIEW

One key objective of the Skills to Succeed program is to help youth build their self-control skills
and develop positive and professional work behaviours and values in youth to help them build their self-
control skills. In this session youth will explore what it means to be a professional and think about how
they want to present and act in their workplace. Youth will also think about ways to delay gratification
and manage expectations in the workplace.

SESSION OBJECTIVES

 Youth demonstrate an ability to dress and appear professional for a job in their industry
 Youth prioritize important values fir their work and life
 Youth demonstrate positive and professional attitudes and behaviours on the workplace
 Youth understand the importance of delayed gratification in work and determineconsequence
for their actions in the workplace.
 Youth prioritize expectations in the workplace and develop strategies to manage their
expectations

ADVANCE PREPARATIONS

 Read through activity

 Collect all necessary materials listed below
 Write the session quote on flipchart paper at the front of the room
 Small pieces of paper with a different value written on each one. Values can include:
perseverance, creativity, hardworking, determination, positive, helping others, independence,
teamwork, leadership, commitment, loyalty, honesty, openness, flexible, time, security,
community, health, money, family, success, religion, humour, courageous, reliable <other>
 Create a flipchart version of the following resource materials:
o S7.1 Delayed Gratification Scenario Chart
o S7.2 Job Temptations & Consequences
o S7.3 Good Work Ethic & Consequences

MATERIALS

 Attendance Form
 Youth Workbook, one for each participant
 Employability Skill Journal Map Poster
 Feedback Box
 Markers
 Tape
 Bag
 Projector, Speakers, Computers & Screen (if available)
  Marshmallow Tape Video prepped with sound and visuals

TIME REQUIRED: 1 HOUR, 30 MINUTES

ACTIVITY ACTIVITY DESCRIPTION TOMELINE

Session Introduction
Workplace Appearance
Workplace Values, Attitudes &
Behaviour
Delayed Gratification
Session Wrap-Up
Youth are introduced to the 5 minutes
session, review what was
learned in the previous session
and build a positive learning
environment.
Youth identify the proper dress 20 minutes
and appearance for jobs in their
industry. Youth understand the
importance of proper dress code
for safety and to be a
professional.
Youth understand the concept of 30 minutes
values and define their own
values for themselves in their life
and work, Youth can
demonstrate positive and
professional attitudes and
behaviours in the workplace.
Youth understand the 30 minutes
importance of delayed
gratification in work and
determine consequences for
their actions in the workplace
Youth review the session and 5 minutes
identify the activities to do after
the training to help them further
build their self-control skills.

EMPLOYABILITY SKILLS ASSESSMENT TOOL

This session looks at building the following employability skills, where youth are asked to self-
assess the following statements:

SELF CONTROL  I go to work even when I feel like staying at home

 I follow workplace or school place dress code
 I feel proud when I produce high quality work
 SESSION INTRODUCTION

TIME REQUIRED: 5 MINUTES

OBJECTIVES

Youth are introduced to the session, review what was learned in the previous session and build
a positive learning environment

ADVANCE PREPARATIONS & MATRRIALS

 Flipchart paper
 Markers
 Attendance Sheet
 Employability Skills Journey Map Poster
 Write the session quote on flipchart paper at the front of the roon

“Don’t give up what you want most for what you want now”

STEPS

1. If completing this session on a new day, welcome youth to the class. Have all youth sign the
attendance sheet
2. Review previous lesson.
3. Invite 1-2 youth to share the actions they took after the previous session.
4. Do a quick ice breaker to create a positive environment
5. Ask a youth to read a quote or wise word that describes the session. Ask students to discuss and
explain what the quote means to them.
6. Review the session objectives and activities using the Employability Skills Journey Map.

ACTIVITY 7.1 WORKPLACE APPEARANCE

TIME REQUIRED: 20 MINUTES

OBJECTIVES

Youth identify the proper dress and appearance for jobs in their industry. Youth understand the
importance of proper dress code for safety and to be professional.

ADVANCE PREPARATIONS

 Flipchart paper
 Markers
 Tape
 Drawing materials
KEY FACILITATOR POINTS

Being a professional is both about acting the part and looking the part. It is about holding the
values, attitudes and acting in the workplace which other people respect and admire that help
colleagues and the organization as a whole grow(discussed in Activity 7.2). Being a professional
also involves having specialized knowledge and competencies that grow over time and with
experience.

It is important for young people to present themselves as professional and think about the
appearance of a professional. Like a superhero puts on their cape, wearing the right clothes to
the workplace can hell a person feel confident in their role and job. Youth should recognize this
equipment and ensure that it is provided by their employers when necessary.

Important Note: For many youth with low socio-economic backgrounds, they may not have a lot
of money available to buy profession looking clothes. It is important to be sensitive to these
issues and help youth realize what is possible within their means. Dressing professionally does
not have to mean purchasing expensive things; it can also just about grooming themselves
appropriately. Purchasing certain clothes may be a goal that they want to pursue in the future.
However, any protective equipment should be made available from employers as a key working
right. See Session 8.

DEFINITION OF KEY TERMS

Professionalism The actions, values, attitudes, and appearance that make a person successful in the
workplace
Personal Protective clothing, helmets, goggles or other garments or equipment designed to
Protective protect the wearer’s body from injury or infection. The hazards addressed by the
Equipment (PPE) protective equipment include physical, electrical heat, chemicals, biohazards, and
airborne particulate matter

STEPS

INTRODUCTORY ACTIVITY

Brainstorming “Being a Professional” (5 min)

1. Explain to the youth : “To succeed on the job, it is important to think about who we are in
work. This includes thinking about how we look and how conduct ourselves on a day to day
basis”
2. Write the word “Professional” on flipchart paper in front of the room. Ask youth: “What
does ‘Being Professional’ mean to you?” Write youth answers around the word.
3. Explain to youth: “This brainstorm list is going to help us in the next two activities as we
think about both our workplace appearance and workplace values, attitudes and
behaviours.

PARTICIPATORY LEARNING ACTIVITY

Female and Male Professional Drawings(10min)

4. Divide youth into two groups base on gender.

5. Handout two pieces of flipchart paper taped together lengthwise and drawing materials to
each group
6. Ask one person from each group to lie down on the flipchart paper and have both groups
around them trace their body on the paper with drawing materials.
OPTIONS: If working in a large class size and there is enough space either in the classroom
or outside, create multiple groups of 5-8 youth based on gender. Youth can be organized
based on industry sector or type of profession. For example, group together those working in
hotel management in one group, carpentry in one group, textiles and design in one group,
etc

If there is not a lot of space, the facilitator can have youth work in pairs based on gender
and complete the ideal employee drawings in their My Professional Appearance in their
Youth Workbooks.

7. Explain to youth: “This person on the paper is going to be our ideal employee.”
8. Lead a discussion using the following questions. Write youth’s answer on flipchart paper at
the front of the room:
 To be successful on the job, how should the ideal employee dress and look at work?
 How can the ideal employee has to wear differ from job to job? For example, what
would you have to wear if you were working in a car manufacturing versus in retail
store?
 Why do you think it is important to look and dress professionally at work?
 Why do you think it is important to follow the dress codes at work?
9. In their groups, have youth think about a job they are interested in and what the workplace
would look a like . Have youth discuss what sort of clothes and appearance on the flipchart
paper with the ideal employee tracing.
NOTE: If there are a range of different occupations with different dress codes in each group
select one person from the group and focus on the clothes and appearance for that one
particular job
10. Visit each group and provide assistance as needed. It is important to have youth think
realistically about the types of jobs they are applying for and what dress codes apply to
those jobs.
11. When complete, have 1-2 groups present their drawings of their ideal employee’s
appearance to the rest of the group and discuss why.
 PRACTICE-ORIENTED ACTIVITY

My Professional Appearance (5min)

21. Next pairs, have youth draw themselves and the clothes and appearance they would wear following
the dress codes of a job they are interested in applying for in their Youth Workbooks- My Professional
Appearance. Visit each group and provide assistance as needed.

22. Have 1-2 youth present their drawings to the class and discuss.

ACTIVITY 7.2: WORKPLACE VALUES, ATTITUDES & BEHAVIOUR

TIME REQUIRED: 30 MINUTES

OBJECTIVES

Youth understand the concept of values and define their own values for themselves in their life
and work. Youth can demonstrate positive and professional attitudes and behaviours in the workplace

ADVANCE PREPARATIONS

 Flipchart paper
 Markers
 Bag
 The ‘Ideal Employee’ flipchart from Activity 1
 Small pieces of paper with a different value written on each one. Values can include:
perseverance, creativity, hardworking, determination, positive, helping others, independence,
teamwork, leadership, commitment, loyalty, honesty, openness, flexible, time, security,
community, health, money, family, success, religion, humour, courageous, reliable <other>

KEY FACILITATOR POINTS

Our values, attitudes and behaviour can affect how people see us and respond to us, which can
impact how we succeed in the workplace.

Values can help us grow and develop. Everyone is involve in making many decisions everyday.
The decisions and actions we take are a reflection of our values and beliefs of what is most important for
ourselves, families, communities and society. Values are individual and shared rules that guide our
behavior. Being a professional involves understanding and embracing important shared values that exist
in the workplace and with others around you. There are different types of values that can exist for
people and a organizations.:
 1) Individual values which reflect how a person lives and their specific needs. These are values
important for one specific person. No one person’s values are more important than another
and people may put different emphasis on different values at different times. Examples
include enthusiasm, creativity, humility, respect, tolerance, etc.
2) Relationship values are those which reflects how a person relates to others. Examples
include openness, generosity, caring, etc. In a workplace, such values are important to build
group cohesion and solidarity to achieve group task.
3) Organizational values reflect how a workplace operates and what a company or organization
sees as important. This can include teamwork, growth, productivity, etc.
4) Societal values reflect how an individual or an organization relates and perceives society.
Examples could be equality, environmental sustainability, democracy, human rights, future
generations, etc. Attitudes can positively or negatively affect a person’s behaviour. In the
workplace, a person’s attitude can be reflected in the work they do and how others want to
work with or for them. It is important to keel a positive attitude in the workplace as
attitudes cam affect others and boost or lower morale.

DEFINITION OF TERMS

Attitudes One’s principles or standards of behaviour. One’s judgement of what is important in life.
Workplace values are what one judges as important in the workplace.
Values The way of thinking about something or someone and reflected in one’s behaviour.
Workplace attitude are a way of thinking about a job and tasks to be completed in the
workplace as well as colleagues and supervisors and the organization as a whole
Behaviours The way one acts or conducts themselves, especially towards others

STEPS

INTRODUCTORY ACTIVITY

Understanding Values characters (10min)

1. Explain to youth: “In the last activity, we have looked at the ideal physical appearance in the
workplace, but how others view us is not just about what are wearing, our hygiene or how we
do our hair. In this activity we will review some situations in which our values, attitudes and
behaviours can affect how peoplesee us and respond to us which can impact how we succeed in
the workplace.”
2. Split the group into two teams.
3. Explain to the youth: “We are going to play a game of charades Inside this bag are different
positive values in a workplace. Each team will have one volunteer come to the front, select a
value from the bag and act it out without speaking. Each person have one minute to get their
team to guess the correct value. If the team gets it right they get a point. If their team cannot
get it in one minute, other team has one opportunity to guess and steal a point.
4. Have youth play the game for 10-15 minutes.
5. Lead a discussion with youth on different values portrayed using the following questions. Write
down youth’s answers on flipchart paper:
o What does a value mean to you? Guide youth to understand that values are the
principles or standards we have. It is the judgements we make of what is important in
life and in work. They play a large role in our lives and guide us in shaping our attitudes
and behaviours. Values are learned and formed through different experiences that we
have. Values may not necessarily be “right” and people may have opposing values.
o What values do you think are important in the workplace and by employers? Why?
o What values d you have about work? Why?
o What values would help you do your work in a job you are interested in? Why?
6. Have youth work in pairs and brainstorm a list of values they have for their life work and ways
they should treat others. Have youth write their list on My Values page in their Youth
Workbooks. Ask youth rank their top 5 values and discuss with their partner. Visit each group
and provide assistance as needed.
7. Have 1-2 youth present their values to the class using the following questions to lead a
discussion:
o Are any of you fulfilling your values now? How are you doing so?
o Whose values do you think are more important your values or your peers? Why?
o Have you ever had a situation were your values are different than others? What
happened?
8. Explained to the youth: “No one’s values are more important than anyone else’s. Their key to
avoid or resolving conflict with other people’s values and perspective and try to understand
where they are coming from so a compromise can be found.

PARTICIPATORY LEARNING ACTIVITY

Attitudes Role-Play (10min)

9. Divide youth into two groups. Ask the first group to lead a role play 1-2 different scenarios that
shows a youth working with a negative and indifferent attitude. Different negative attitudes or
behaviours to act out could be:
o An employee is not polite to a customer on the phone and assist them with their
request
o An employee is distracted by others around him or her
o An employee is not assisting the client with their request
o An employee does not listen to their boss
o An employee talks on the phone or texts when they should be working
10. Lead a discussion with the whole group using the following questions:
o How did the customer or boss react? What was the overall outcome?
o Was the work done well or poorly? Why?
o What was the attitude of the youth?
o Why do you think someone might have this attitude when working?
o How do you think this attitude change?
o How would a positive attitude change what happened in this situation?
11. Ask the second group to lead a role play, this time with a positive attitude. Different positive
attitudes or behaviors to act out could include:
o An employee politely greets a customer and helps them finds what they are looking
o An employee offers suggestions to help a colleague in their work
o An employee makes sure their task is complete
o An employee encourages and motivates others around them
o An employee is proud of the work they do
12. Lead a discussion with the whole group using the following questions:
o How did the customer or boss react the second time? What was the overall outcome?
o What did the employee do differently?
o How did the employee show a positive attitude?
o What are some things you can do to stay positive at work?
o How can you help you friends have a better attitude?
o Can attitude change during the day or week? What are some reasons for an attitude to
change?
o Who or what affects the attitudes to have towards your work?
13. Ask youth to share one strategy they have that will help them maintain a positive attitude at
work and how to convince others to do the same. Write youth’s answers on flipchart paper for
everyone to see.

PARYICIPATORY LEARNING ACTIVITY

Ideal Workplace Behaviours & Attitudes (10min)

14. Hand back the ideal Employees on flipchart paper from Activity 1 and divide youth back into
their corresponding groups.
15. Explain to youth: “ Let’s return and review our ideal employee again. This time we will map
different values, attitudes, behaviours which will help the employee succeed in their job.
o Inside or around the arms , hands, legs and feet, write down actions that the ideal
employee will do (behaviors)
o Inside or around the heart, write down work values that the ideal employee will have
o Inside or around the head, write down attitudes that the ideal employee will have

Visit each group and provide assistance as needed

16. Have 1-2 groups present their Ideal Employee flipchart papers and discuss the values, attitudes
and behaviours that make up an ideal employee.
 ACTIVITY 7.3: DELAYED GRATIFICATION

TIME REQUIRED: 30 MINUTES

OBJECTIVES

Youth understand the importance of delayed gratification in work and determine the
consequences for their actions in the workplace. Youth identify expectations they have for work and
how to manage and prioritize them.

ADVANCE PREPARATIONS

 Flipchart paper
 Markers
 Projector, Speaker, Computer & Screen (if available)
 Marshmallow Test video prepped with sound and visuals
 Create a flipchart version of the following Resource Materials:
o S7.1 Delayed Gratification Scenario Chart
o S7.2 Job Temptation & Consequences
o S7.3 Good Work Ethic & Consequences

KEY FACILITATOR POINTS

In life there are many temptations that we may have. We may also not want to follow through
on activities if they appear too difficult or unachievable. However before succumbing to easy
temptations, it is important to assess the situations and what the consequences may be in the short
term and long term and how the consequences can impact the short and long term goals we set for
ourselves.

If a boss ask you to do a task that you do not want, you may want to quit or not do it. However, if we
quit, we will not have money to pay for the things we need like rent or food. You will not get a good
reference from your boss and it may be difficult to find other work. But if we delay gratification and
persevere our boss could reward us. You could get a raise or a promotion. You could get a good
reference for a different job in the future that helps you reach your personal goals. It is important to
critically assess the situation. If we find ourselves in an unsafe or unhealthy situation with work, then
action is required, as our health and safety is a key priority.

For a young person who is just starting work, they may find themselves in jobs that seem boring and low
paying because they do not have a lot of experience. Many times in work it is about from starting from
the bottom and working your way up where you gain experience and build relationships and networks
with people who can help you in the future. These things take time and do not happen right away. It is
important for you to always assess their work, well-being and happiness. If you are continuously not
happy in their work it is important to think through what is making you unhappy and speak up to your
boss, peers and family to change the situation. However, if it is just one bad day, youth should thik
about ways to make it better with time and patience. It is important not to overreact and always look at
the bigger picture and the consequences of one’s actions.

DEFINITION OF KEY TERMS:

Delayed Gratification The ability to put off something mildly rewarding in the present in order to gain
something that is more rewarding later. For example, you could watch TV the
night before a test or practice delayed gratification and study for the test to
pass and succeed in your education
Temptations A desire to do something, especially something wrong or unwise. It may lead to
a mildly rewarding.

STEPS

INTRODUCTORY ACTIVITY

Marshmallow Test Video (5min)

OPTION: If no projector or slide is available, skip Steps 1-3

1. Introduce the marshmallow Test Video

2. Play the video
3. Lead a discussion with youth using the following questions:
o What were the children told to do in the video? Why were they told to do this?
o What were the consequences if the child ate the marshmallow?
o What happen to the children as they waited?

PARTICIPATORY LEARNING ACTIVITY

Delayed Gratification Scenario (15min)

4. Read out the following scenario to the youth

You are working on counting inventory at a store which your boss needs completed by
tomorrow. Suddenly your friend texts you and invites you to karaoke. At the time you feel bored
and want to have a break.
5. Post the flipchart version of S7.1 Delayed Gratification Scenario Chart at front of the room for
everyone to see. As a group fill in the chart together, use the following questions to help prompt
youth:
o What are some of the positive thoughts you might have in the situation?
o What are some of the negative thoughts?
o What would be the consequences if you go to Karaoke with your friend?
o What would be the consequences if you stay and finish the assignment?
o What would you do and why?
6. Post S7.2 Job Temptations and Consequences at the front of the room for everyone to see.
Continue discussing with youth using the following questions. For these questions write youth’s
answer on the flipchart.

-- What could a situation in a job where you have to resist temptation? Let youth come up with
ideas for temptations and add to the list with the following ideas:

 Coming late
 Not finishing a task
 Stealing if nobody is looking
 Gossiping in the workplace
 Quitting
 Being on you mobile phone when you should be working

-- What would be the consequences of some of these things?

-- What are ways you can cope with a situation you are tempted with?

7. Refer back to the session quote. Explain to youth: “In work there are things that you may be
tempted to do. If your boss asks you to do a task you do not want to do, you may want to quit or
not do it. But before acting out, it is important to think about the situation and what the
consequences are. If we quit we will not have money to pay for the things we need like rent or
food. You would not get a good reference from your boss and it may be difficult to find other
work. But if you delayed gratification and did not quit and persevered your boss could reward
you. You could get a raise or a promotion. You could get a good reference for a different job in
the future that helps you reach your personal goals”
8. Post S7.3 Good Work Etic & Consequences at the front of the room for everyone to see. Ask
youth to think about the opposite action from the lis provided. For example the opposite of
‘Coming late’ would be ‘Arriving on time’. Write the opposite for each temptation on the
flipchart.
9. Use the following questions to lead a discussion with youth:
-- What would be the consequences of these opposite things?
-- What are ways you can manage to follow these expectations?

PARTICIPATORY LEARNING ACTIVITY

Managing Expectations Story (10min)

1. Share the following to Loredo:

When Loredo started his job and maintenance, he thought that he would be boring on machines
all day. He imagined himself with tools and learning how to make repairs and eventually
becoming an expert. In reality, he was a long way from being in that type of role. When he
 discovered that it may take over a year for him to be in a position to do repairs himself, he was
disappointed and even thought of quitting.
2. Use the following questions to lead a discussion with youth. Write youth’s responses on flipchart
paper.
o Can you imagine such a situation in either your current work or future work?
What would it look like?
o Who has expectations of their current and future job? What are they?
3. Divide youth in groups of 4-5. Ask them to think about a real situation in which they were
disappointed that their dreams or expectation did not happen. This could be anything- a girl/boy
who did not return their affection, a low grade in school when they were expecting a higher one
or even a meal that they prepared that did not taste good
4. In their groups, have youth share and discuss their example and how they reacted to the
disappointment. Ask groups to reflect on their reaction. Was it appropriate?
5. As a large group, use the following questions to lead a discussion:
o What should we do when things do not turn out exactly as we want them to?
o What are some situations in a job which could be discouraging where we may be
disappointed?
o Why is it important to persevere and not give up on a job or in a task?
6. Go through youth’s expectations listed on the flipchart paper and discuss with the group which
are realistic, which are not and which we do not know yet.
7. Ask the youth: “If you are not sure about the expectations of a job, what could you do to find
out more to help you manage the expectations and determine what is best for you?” Write
youth’s idea on flipchart paper and add any missing strategies to the list. Additional ideas could
be:
o Discuss with your boss
o Discuss which other peers or people in the industry to hear about their experiences
and discuss you expectations with them
o Make a list of expectations for your work and prioritize what is the most important and
what you could negotiate for any jobs in the near future.
8. Conclude the activity by explaining to the youth “Sometimes when we are first startinh work
when we are young, we may have jobs that seem boring and do not pay well because we do not
have a lot of experience. Many times in work it is about staring from the bottom and working
your way up where you gain experience and build relationships and networks with people who
can help you in the future . These things take time and do not happen right away. It is important
to always assess your work and if you are happy. If you are continuously not happy it is
important to think through what is making you unhappy and speak up to your boss, peers and
family to change the situation. However, if is just one bad day then think about ways to make it
better. It is important not to overreact and always look at the bigger picture and the
consequences of your actions.”
 SESSION WRAP-UP
TIME REQUIRE: 5 MINUTES
OBJECTIVES
Youth review the session and identify activities to do after the training to help them
further build their self-control skills.

ADVANCE PREPARATIONS & MATERIALS

 Flipchart paper
 Markers
 Employability Skills Journey Map Poster
 Feedback box

STEPS

1. Congratulate youth for all the work they did in the session
2. Play a review energizer game to review what youth learned in the session.
Question for the game could be:
o Why is it important to look professional in the workplace?
o What are 2 of your workplace values and why?
o What is 1 positive attitude you are going to try to have in your life with your family, job,
friends, etc.?
o Why is it important to look at the consequences before deciding to do something or
not?
3. Using the Employability Skills Journey Map Poster, review each activity and the key objectives
and review the topics of the next session.
4. Encourage youth to write any feedback they have for the Facilitator and put it in the Feedback
box at the front of the room. Explain to the youth: “This box is anonymous and to help improve
the programming for the future. Please share what is working well in the training and what you
want to improve. If you have any personal issues you want to follow up with, you can always
discuss after the class” If youth feel comfortable have them share their feedback with the group.
5. Ask the youth to reflect on the day and write any notes in their Youth Workbook.
Use the following questions to help youth self-reflect:
o What are the workplace values, attitudes and behaviours you are going to strive to
achieve?
o What are le things you may want now versus thongs you want in the future?
o What skills do you want to improve for the future? How will you do this?
6. Challenge youth to do one or more of the take away activities after class.
7. If it is the end of the class, collect Youth Workbooks until the next session . Youth can keep their
workbooks if they choose, but they must bring them back to the next class

TAKE-AWAY ACTIVITIES
 Write 3-4 notes in your Personal Treasure Chest about skills you have or have learned In the
class
 Complete the Temptation Challenge in Youth Workbook for one week?
 Share with your family different workplace values, attitudes and behaviours
 Start wearing clothes and doing your hair in a professional manner like you would do in the
workplace
 Make a list of expectations you have for work related to your dream job and discuss with family
and peers as to what are realistic expectations to have.