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4 Copyright 2015 by Center for Work Ethic Development, LLC. All rights reserved. The Center for Work Ethic Development, The A Game, and Bring Your A Game to Work are registered trademarks of Center for Work Ethic Development, LLC. All rights reserved. Published by The Center for Work Ethic Development. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, without written permission of the Publisher. Requests to the Publisher for permission should be addressed to the Permissions Department, The Center for Work Ethic Development th Street, Ste. 214, Denver, Colorado or ed to Cover and interior design by Brandi Galuzzi. Cover photographs by Jeff Wilson. For general information on our other programs and services or for technical support, please contact The Center for Work Ethic Development at

5 TABLE OF CONTENTS OVERVIEW Welcome 1 Work Ethic Definitions and Outcomes 2 Work Ethic Matrix 4 Adult Learning Theory 5 Keys to Training 6 Learning Model 7 Teaching and Training Tips 8 How to Use an Activity Page 9 Activity Tags 10 How to Use a Journal Entry 11 Delivering the Training 13 Training Program Materials 14 Sample Agendas 15 Activity: Why Are You Here 20 Activity: My Job is Like 22 Activity: What Shape is Your Personality 24 ATTITUDE Learning Objectives 30 Clarify / Define 31 Commit / Discuss 33 Activity: Nothing is Constant But Change 35 Activity: The Power of Perception 36 Activity: Attitude Top 10 List 37 Activity: Barriers 39 Activity: Change Your Outlook, Change Your Outcomes 41 Taking Action 43

6 TABLE OF CONTENTS ATTENDANCE Learning Objectives 47 Clarify / Define 48 Commit / Discuss 50 Activity: Drama Triangle 52 Activity: Brand Builder 54 Activity: Bringing Your Whole Self to Work 57 Activity: Prepared and Ready to Go 59 Activity: Influencing Others 61 Taking Action 64 APPEARANCE Learning Objectives 69 Clarify / Define 70 Commit / Discuss 72 Activity: Matching Employers Expectations 74 Activity: The Other First Impression 76 Activity: Professional Voice, Tone, and Body Language 81 Activity: Dress Do s and Don ts 83 Activity: Clothing Assessment 85 Taking Action 87 AMBITION Learning Objectives 91 Clarify / Define 92 Commit / Discuss 94 Activity: Vision Statement 96 Activity: Vision Board 98 Activity: S.M.A.R.T. Goal Setting 100 Activity: Going the Extra Mile 103 Activity: Lifelong Learning 105 Taking Action 107

7 TABLE OF CONTENTS ACCOUNTABILITY Learning Objectives 111 Clarify / Define 112 Commit / Discuss 114 Activity: Why Do We Need Rules? 116 Activity: Refuse to Rationalize 118 Activity: Integrity 120 Activity: Want to Do, Need to Do, Should Do 122 Activity: Moving Outside Your Comfort Zone 124 Taking Action 126 ACCEPTANCE Learning Objectives 131 Clarify / Define 132 Commit / Discuss 134 Activity: Teamwork 136 Activity: Managing Your Emotions 138 Activity: Dealing With Differences 141 Activity: Venn Diagram 143 Activity: Generational Differences 145 Taking Action 148 APPRECIATION Learning Objectives 153 Clarify / Define 154 Commit / Discuss 156 Activity: Gratitude 158 Activity: High Touch in a High Tech World 160 Activity: Barriers to Customer Service 161 Activity: Showing Respect 163 Activity: Authentic Appreciation 165 Taking Action 167

8 TABLE OF CONTENTS CAPSTONE Activity: Moving Forward 171 Activity: Putting it All Together 173 Certificate Preperation 175

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11 WELCOME! The Center for Work Ethic Development is the nation s only institution focusing on work ethic to drive organizational profit and individual success through the development of curriculum and resources for educators, workforce development professionals, and corporate trainers. Its signature training program, Bring Your A Game to Work, is designed to instill foundational workplace behaviors and values in today s workforce. After completing the program, Bring Your A Game to Work participants will understand the long-term benefits of work ethic, and setting a foundation for personal and professional success. Based on research with over 1,500 national employers, this Curriculum Guide and the matching Participant Workbook give facilitators the tools they need to develop and reinforce the work ethic behaviors that employers demand. Designed to be easy enough for first-time trainers and practical enough for professional educators, the Bring Your A Game to Work curriculum can be adapted to almost any environment. Thank you for your commitment to developing these values and behaviors with your participants. We are confident it will make an impact on them for a lifetime. The next three pages will give you the definitions and outcomes for each of the foundational behaviors, as well as the Work Ethic Matrix, which links each behavior to both its core value and to the ultimate business outcome. The remainder of this curriculum is devoted to helping you develop those behaviors in your participants. WELCOME to BRING YOUR A GAME TO WORK. We are excited to partner with you. 1

12 WORK ETHIC DEFINITIONS AND OUTCOMES ATTITUDE Definition: Staying positive in every situation. Take control of the way you react. Employees who bring a positive Attitude to work will: approach work with a winning attitude every day take control of their position within the company they work for choose to present a positive outlook, even when times are tough do all of their jobs the easy and the hard make an effort to share good attitudes ATTENDANCE Definition: Showing you re reliable in every phase of your life. Be on time, every time. Employees who bring reliable Attendance to work will: come 100 percent prepared to work build a personal brand that includes elements of timeliness demonstrate commitment to their employer by being punctual drive their successes at work with consistent attendance APPEARANCE Definition: Being professional both in the way you act, and the way you look. Choose to be a pro. Employees who bring a professional Appearance to work will: dress appropriately for work, from the time of their interview until the end of their employment recognize that they have agreed to wear a company uniform by accepting a position with the company understand the impact that their appearance has on the image of their employer verify the numerous components of appearance AMBITION Definition: Taking initiative and adding value. Do more than the minimum. Employees who bring Ambition to work will: take steps to learn more about their jobs and the company they work for establish long-term goals, work toward them and,ultimately achieve those goals demonstrate increased productivity by accomplishing more than the bare minimum accurately identify their personal weaknesses and seek to improve in those areas 2

13 ACCOUNTABILITY Definition: Living honestly and having integrity with every decision you make. Refuse to rationalize bad decisions. Employees who bring Accountability to work will: follow the rules at work, even when no one is looking build a reputation for trust and accountability maintain honesty and integrity, even when they make a mistake have standards for their own actions and follow company rules build good habits by being honest, no matter the cost ACCEPTANCE Definition: Having respect and following direction. Be coachable and play by the rules. Employees who bring Acceptance to work will: understand the terms that they agreed to accept when they began their jobs demonstrate respect for their managers and co-workers conduct their work relationships in a way that does not interfere with work perform their jobs well, regardless of the way they feel about their co-workers APPRECIATION Definition: Demonstrating your gratitude towards others. Provide selfless service. Employees who bring Appreciation to work will: recognize that consumers decide which businesses they will support based upon the customer service that employees provide present themselves in a positive way, even if they don t feel like it at the time treat customers in a way that lets them know they are always right smile on a regular basis identify behaviors that go above and beyond the basic levels of customer service 3

14 WORK ETHIC MATRIX Value Behavior Outcome Business Result Reliability Professionalism Positivity Initiative Respect Attendance Appearance Attitude Ambition Acceptance Employees show up when scheduled Employees present consistent brand image Employees display enthusiasm and passion Employees go beyond basic expectations Employees adhere to policies and rules Decreased employee absenteeism Increase in average sale Increased employee morale Improved productivity Decreased involuntary turnover Integrity Accountability Employees are trustworthy Less employee theft and shrinkage Gratitude Appreciation Employees give authentic service Improved customer satisfaction 4

15 ADULT LEARNING THEORY The Bring Your A Game to Work curriculum is based on the foundational principles of andragogy and the exercises are designed to help participants apply the experiences they have had in life already, learn by doing, and be immediately applicable in a work environment. Andragogy, (andr = man ), contrasted with pedagogy, means the art and science of helping adults learn. It is labeled as an emerging technology, which facilitates the development and implementation of learning activities for adults. This emerging technology is based on five assumptions of the adult learner: 1. Self-Concept: As a person matures, he or she moves from dependency to self-directness. 2. Experience: Adults draw upon their experiences to aid their learning. 3. Readiness: The learning readiness of adults is closely related to the assumption of new social roles. 4. Orientation: As a person learns new knowledge, he or she want to apply it immediately in problem solving. 5. Motivation: As a person matures, he or she receives their motivation to learn from internal factors. Another key to adult learning is development. Andragogy assumes the following about the design of learning: 1. Adults have the need to know why they are learning something. 2. Adults learn through doing. 3. Adults are problem-solvers. 4. Adults learn best when the subject is of immediate use. As an instructor, it is your responsibility to bring the content in this curriculum guide to life. Add examples that are relevant and meaningful to your audience and to get to know the audience well enough to build on their life experiences through the experiences they will have as a part of the training program. 5

16 KEYS TO TRAINING There are three essential instructional concepts used in the Bring Your A Game to Work Curriculum Guide: Experiential Learning Participants learn best when engaging in the lesson, instead of being lectured. Experiential learning throughout the curriculum incorporates course content with daily life through the use of activities, exercises, and assignments. Experiential learning is most effective when powerful debriefing questions are asked, including: a. Did you notice... b. Why does this happen? c. Does this happen in life? d. Why does that happen? e. How can you use that? Peer-to-Peer Model Peer-to-peer learning leverages participants strengths, and collaboration with peers. Trainers shift their focus from giving information to participants and instead, facilitate cohesive social learning. Bring Your A Game to Work works best when the following peer learning techniques are utilized: a. Think-Pair-Share: Think as an individual, then talk with one partner, and ultimately share your findings with the group. b. Reciprocal Teaching: Have participants teach their peers, in order to get more from the lesson themselves. c. Student Teams Achievement Divisions (STAD): Place small groups of learners with different levels of abilities work together to accomplish a shared learning goal. d. Socratic/Group Seminar: Set participants in a circle of chairs to have a group discussion. They must continue to ask one another questions until the discussion is resolved. Adaptable Application In this training program, we discuss foundational and deep-rooted values. This guide is intended to create lasting behaviors and values of a participant with work ethic. The lessons focus on applying the concept to each participant s personal habits. By applying the learning to life experiences and motivations, participants will be able to understand why these values and behaviors are important, and how to exhibit them in the workplace. 6

17 LEARNING MODEL Because consistency is key in long-term behavior change, Bring Your A Game to Work has a standard format for each of the seven foundational workplace behaviors that make it easy to integrate lesson plans into an existing program or to create a custom workshop. Clarify / Define The first phase of each module is to have participants come up with their personal definition of the behavior and then share their definitions with the class to gain an understanding of the backgrounds and experiences of their classmates. It is then critical to give the Bring Your A Game To Work definition and have the group use Continue Clarify Carry Out Commit this vocabulary moving forward, connecting it to their personal experience. There are additional questions for the facilitator to use to ensure that participants have a fully clarified definition of the behavior. This section should take about for each module. Commit / Discuss After defining each behavior, it is critical for participants to understand why the behavior is important. Each module has both a listing of outcomes when someone applies the behavior, and questions to get participants thinking about the impact on their lives. The goal is for participants to see the value of living the behavior and make an initial commitment to developing it moving forward. Plan on spending 15 minutes getting the class to understand and commit to living each behavior. Carry Out / Practice Choose which of the provided activities would be best for your participants, based on how much class time you have and which Tags best fit your needs. Make sure to take time to review the Activity Page and follow the instructions carefully to ensure that participants learn both how to deliver the behavior and why it is important. Note that some activities have additional work for participants to complete after the training. Continue / Experience Each chapter ends with an exercise called Taking Action. These exercises are designed to either be done in class or as reflection outside of the training. The goal is to get participants thinking about how they are going to apply learning from the module into their daily life. 7

18 TEACHING AND TRAINING TIPS Remember that behaviors are something participants need to experience to learn. Always look for new ways to involve the participants in groups. When participants are completing worksheets or doing individual activities, play some upbeat music; it keeps the energy in the room moving. Use music or a timer for group exercises so participants know when time is getting close. It adds an element of positive pressure. Have prizes for activities where participants list items, or are in competition with other teams. Small items like candy or awarding points helps engage and motivate participants. Divide groups differently each time to force participants to get up and move around the room. Use The Bring Your A Game To Work adult presentation (included in the multimedia resources) for the Clarify and Commit sections of the program. This will make it easier for the audience to see the definition and answer the questions. Look for opportunities to make the activities into work-based role plays. Some of the activities are designed so you can come up with a work-based situation to utilize. Place things that the group can play with on the tables (Koosh balls, small toys, etc.) so they have creative tools for brainstorming activities. Use every minute of the time you have with participants. Think about how you can fill any short gaps with energy. Movement helps keep participants engaged and involved. Find ways to get the group moving through exercises, rotating teams, or paired activities. Share your own personal and professional experiences during the Clarify and Commit sections. Personal stories help participants connect to the material, and be able to visualize themselves in your shoes. 8

19 HOW TO USE AN ACTIVITY PAGE Each activity is broken down so the facilitator knows exactly what to say and do. The top of the page is the Planning Snapshot, which provides the name of the activity, how long the activity should take, and what supplies are needed. The times given are an average, and you will find that smaller classes and larger classes may take less or more time, respectively. At the bottom of the planning snapshot are Tags, which identify recommendations about activities that are useful for different levels and types of classes. A full list of Tags and their meanings is available on the next page. Here is an example of a Planning Snapshot: Workbook: Page 24 Textbook: Pages The Workbook key shows trainers what page to direct the class to in their Participant Workbook. The Textbook key explains what page(s) in the Bring Your A Game to Work textbook to reference or read prior to beginning the activity. We will be referencing the Bring Your A Game to Work Adult Edition (ISBN# ). PREP: SAY: DO: RECAP: Name of Activity: Duration: Supplies Needed: Tags: Overview Questions 20 Minutes Workbook, Writing Utensil Everyone Can Do This This section will give the overall purpose of the activity, and then any preparation required before the activity. Note that supplies needed for the activity are already provided in the Planning Snapshot. To assist facilitators in what to say, this section provides statements and questions to give your participants. Phrasing and questions with quotation marks around them are designed to be read as written. Experienced facilitators can paraphrase these once they are comfortable with the content. The instructions on how to facilitate each activity are in this section, and for some activities there may be an opportunity to reflect on the learning through a journal entry in the Participant Workbook. The recap section allows facilitators to check for understanding and ties learning to reality. 9

20 ACTIVITY TAGS To assist trainers in determining which activities to include in their training sessions, all of the activities are marked with different Tags. These Tags give a quick overview of who the activity would be best suited for though each activity can be modified to fit any audience. Here is a list of the Tags used in the adult curriculum, and their meaning: Everyone Can Do This: an appropriate activity for any class or participant Low Energy Class: an appropriate activity for a class with low energy High Energy Class: an appropriate activity for a class with high energy Alternative Learning Styles: an activity that is appropriate for a class that needs multiple learning styles (auditory, visual, tactile, energy, and changing learning environments) Small Class: an activity that is appropriate for a small class, and that engages the entire class or allows more individualized attention Large Class: an activity that is appropriate for a large class, where multiple participants can benefit from working together, and then presenting their findings to the class Job Seekers: an activity that is appropriate for participants who are currently looking for employment Extensive Employment Experience: an activity that is designed for participants who have been in the workforce for a long time and may be transitioning to a new job or industry Limited Employment Experience: an activity that is appropriate for participants who have either little or no previous work experience Personality Shapes: an activity that uses the psycho geometric shapes from the What Shape is Your Personality? Introduction Activity participants will have needed to go through that activity first 10

21 HOW TO USE A JOURNAL ENTRY Journal Entries are an opportunity for reflection after an activity. It provides the participant an opportunity to check for understanding, concretely identify what they learned, and what they are going to do about it in their personal and professional journey. Journal Entries located at the end of an activity include questions for reflection. These Journal Entries should be completed immediately after an activity to ensure that the participant does not miss the intended outcome of the activity. An example Journal Entry is below: JOURNAL ENTRY: Record what you re most looking forward to learning from Bring Your A Game to Work: 11

22 PREPARING YOUR TRAINING PLAN 12

23 DELIVERING THE TRAINING Training Program Setup Recommendations: 1. Use one of the training agendas provided or customize your own to deliver the content you think is most relevant for your participants. 2. The recommended minimum amount of time suggested for the training is eight hours, especially if participants will be taking the Certificate of Work Ethic Proficiency exam. 3. Training is designed for between 10 and 35 participants. Some exercises may not be suitable for smaller or larger classes please refer to the Tags for each activity. 4. Set the room in round tables or other physical sets where the participants can easily see and connect with each other. 5. Have Bring Your A Game to Work Textbooks and Workbooks for each participant. 6. If available, have a computer, projector, and use the Presentation that was included in your multimedia resources USB drive. Training Program Wrap up Recommendations: In addition to the capstone activities at the end of the program, use the following statements and questions to reinforce the learning from your class. All behaviors are easy enough to do and learn, but hard to make a regular practice. Think about how you can use the seven foundational behaviors together all the time. What do you want to make sure you remember and share with others? How can you role model values for others? Finally, if you have purchased access to an online site license, have participants register and complete their Certificate of Work Ethic Proficiency online at 13

24 TRAINING PROGRAM MATERIALS In order to most effectively teach the seven behaviors of Bring Your A Game to Work, we highly recommend using all of the following training materials. All of these materials are available for order at or by calling Bring Your A Game to Work Textbook To reinforce the classroom learning, and appeal to your visual learners, we recommend having a copy of the adult version of Bring Your A Game to Work textbook for every participant. Each clarify, commit, and activity page has a suggested textbook reading to complete prior to start of the session so that participants can begin with a basic understanding of the concepts for that session. While these textbooks can be kept by the participants at the end of the course, they could also be reused by future participants. Bring Your A Game to Work Workbook This individual-use resource is necessary for guided instruction as part of the official Bring Your A Game to Work training program. Participants will use the workbook to complete activities, review material, and reflect on their experiences in the training. Ensure that each participant has their own workbook prior to starting your first session. Multimedia Resources This USB thumb drive contains the slide presentation for Bring Your A Game to Work. The slides are designed to increase the visual components of the training. Each drive contains: Adult Presentation this PDF document contains slides for all of the clarify, commit, and define activities in the training. By using the full-screen option, trainers can easily move through each slide to provide additional visual support to each session, without the hassle of software compatibility issues. Psycho Geometric Shape Overview a PDF version of the description of each shape from the What Shape is Your Personality introductory activity. Mardy Mar Rap a short video and MP3 about the seven behaviors of Bring Your A Game to Work, this fun video can be used to kick off your training, or at the end as a celebration. Online Certification Instructions use these steps to allow participants to create a profile on workethic.org and access online content and the Certificate of Work Ethic Proficiency platform. 14

25 SAMPLE 4-HOUR AGENDA * Note: Activities marked with an asterisk have had their times shortened: be prepared to limit discussion during those exercises. Introduction Class Introduction Why Are We Here? 5 minutes 10 minutes Attitude Define/Discuss* Attitude Top 10 List* Attendance Define/Discuss* Drama Triangle Appearance Define/Discuss* Matching Employers Expectations Ambition Define/Discuss* Vision Statement* Accountability Define/Discuss* Why Do We Need Rules* 5 minutes 25 minutes 5 minutes 20 minutes 5 minutes 30 minutes 5 minutes 20 minutes 5 minutes 20 minutes Acceptance Define/Discuss* Teamwork Appreciation Define/Discuss* Gratitude Capstone Moving Forward 5 minutes 30 minutes 5 minutes 30 minutes 15

26 SAMPLE 8-HOUR AGENDA * Note: Activities marked with an asterisk have had their times shortened: be prepared to limit discussion during those exercises. Introduction Class Introduction Personality Shapes* Attitude Define Discuss Nothing is Constant But Change Attendance Define Discuss Brand Builder Appearance Define Discuss The Other First Impression* Ambition Define Discuss Vision Statement* 5 minutes 35 minutes 40 minutes 20 minutes 20 minutes Accountability Define Discuss Refuse to Rationalize* Acceptance Define Discuss Venn Diagram Appreciation Define Discuss High Touch* Capstone Putting it All Together* 30 minutes 30 minutes 30 minutes 30 minutes 16

27 SAMPLE ONE-HOUR, 16 SESSION AGENDA * Note: Activities marked with an asterisk have had their times shortened: be prepared to limit discussion during those exercises. Introduction Why Are You Here? My Job Is Like... What Shape is Your Personality? Attitude 1 Define Discuss Attitude Top 10 List Attendance 1 Define Discuss Prepared and Ready to Go Appearance 1 Define Discuss Professional Voice, Tone, Body Language Clothing Assessment* Ambition 1 Define Discuss S.M.A.R.T. Goal Setting* Accountability 1 10 minutes 20 minutes 30 minutes 30 minutes 30 minutes 30 minutes Define Discuss Want to Do, Need to Do, Should Do 30 minutes Acceptance 1 Define Discuss Managing Your Emotions Appreciation 1 Define Discuss Barriers to Customer Service Attitude 2 Power of Perception Barriers Attendance 2 Bringing Your Whole Self to Work Influencing Others Taking Action Appearance 2 Dress Do s and Don ts Clothing Assessment Taking Action Ambition 2 A Game Behavior Review Going the Extra Mile Life Long Learning Taking Action 30 minutes 30 minutes 45 minutes 20 minutes 30 minutes 10 minutes 30 minutes 20 minutes 10 minutes 5 minutes 30 minutes 10 minutes 17

28 SAMPLE ONE-HOUR, 16 SESSION AGENDA (cont d) Accountability 2 Integrity Moving Outside Your Comfort Zone Taking Action 20 minutes 30 minutes 10 minutes Acceptance 2 Dealing With Differences Generational Differences Taking Action Appreciation 2 Showing Respect Authentic Appreciation Taking Action Capstone Moving Forward Putting it All Together 30 minutes 20 minutes 10 minutes 30 minutes 20 minutes 10 minutes 45 minutes 18

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30 Sample Adult Activity Name of Activity: My Job is Like Duration: 20 Minutes Supplies Needed: Tags: Workbook, Writing Utensil Everyone Can Do This WORKBOOK: PAGE 4 TEXTBOOK: PAGE VII-XXIX PREP: SAY: DO: This activity allows for participants to think about their current work or employment situation and how they might want to improve it. We are going to have some fun looking at where you are in your current employment situation and where you might want to go. This exercise is based on accelerated learning and engages both sides of your brain. You will be drawing pictures instead of writing words. Ask participants: How many of you doodle? How many of you know that when you listen and doodle you are using both the right and left side of your brain? Have participants turn to Page 2 in their workbooks, and give them five minutes to complete the drawing for the first question. Once they are finished, give participants five minutes to complete the drawing for the second question. After they are done answering the questions have them find a partner they do not know and share their drawings. Give participants five minutes to share their drawings, and get feedback from their partners. RECAP: Ask participants: What did you learn from your drawings? What did you learn from the person s drawings you paired up with? Were your drawings more alike or different? 20

31 MY JOB IS LIKE... 1) My job is like: 2) What I would like my job to look like: 21

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36 Sample VETeran Activity Name of Activity: Balancing We and Me Duration: 45 Minutes Supplies Needed: Tags: Workbook, Writing Utensil, Whiteboard or Flip Chart, Markers Everyone Can Do This PREP: SAY: DO: RECAP: WORKBOOK: PAGE 15 TEXTBOOK: PAGES The goal of this activity is for veterans to discover the difficult balance of personal and team accountability in the workplace. Prior to the start of class, write Team and Personal on the whiteboard or flip chart with a long vertical line between them. Then draw a horizontal line across the middle of the vertical line, and on the far left portion of the line, write Benefits above the line, and Dangers below the line. For this next exercise, we are going to imagine that we are all part of a large team at a company. Just like any team, you have challenges that come up, and sometimes there are disagreements about who is responsible. Ask veterans: Have any of you ever been in a situation where something went wrong and everyone pointed fingers at each other? Why do you think that happens? What was the impact? What about when something goes well and someone else tries to take credit for the work you did? What is the impact of that? Have veterans get together into pairs (triads would also work), and give them seven minutes to develop their lists on the top of Page 35 in the workbook. Once everyone is finished, have each pair give one of their answers to Team: Benefits and write them on the whiteboard or flip chart. When every pair has given an answer, repeat the process with their answers to Personal: Benefits, Team: Dangers, and Personal: Dangers writing all of the answers on the whiteboard or flip chart. Then ask for any additional answers and write them under the appropriate heading. Give veterans five minutes to complete the journal entry on Page 35 of their workbook. Ask veterans: How can you determine when it is best to have personal or team accountability? Does this change if you are the leader of a team? Why? What is the biggest challenge in balancing the two types of accountability? 26

37 BALANCING WE AND ME One of the biggest challenges in moving from the military to civilian world is to balance between team and personal accountability. In the workplace, you will need to determine when to establish each type of accountability, both for when things go well and when they don t. In the space below, write down the benefits and dangers of having team and personal accountability. DANGERS BENEFITS TEAM PERSONAL JOURNAL ENTRY: Is your preference to focus more on personal or team accountability? Why? How are you going to determine when it is best to take personal rather than team accountability? 27

38 CERTIFICATE PREPARATION ATTITUDE Definition: Staying positive in every situation. Take control of the way you react. ATTENDANCE Definition: Showing you re reliable in every phase of your life. Be on time, every time. APPEARANCE Definition: Being professional both in the way you act, and the way you look. Choose to be a pro. AMBITION Definition: Taking initiative and adding value. Do more than the minimum. ACCOUNTABILITY Definition: Living honestly and having integrity with every decision you make. Refuse to rationalize bad decisions. ACCEPTANCE Definition: Having respect and following direction. Be coachable and play by the rules. APPRECIATION Definition: Demonstrating your gratitude towards others. Provide selfless service. It would be foolish to come this far and walk away without the reward that s well within your reach. So go the distance and earn your Certificate of Work Ethic Proficiency to prove to employers that you are a cut above the rest and that you know how to deliver what they want. In addition to receiving a certificate that you can use on your resume, you ll also receive a customized letter of reference from The Center for Work Ethic Development! Go to workethic.org to find out more about the certification process. 28

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