Relationships in the Workplace

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Culinary Arts

  Course Title: Culinary Arts 1

  Course Number: 8800510

  Career Cluster: Hospitality and Tourism

  CIP Number: 0420040210

  Course Type: CAR-PREP High School Career Prep Program

  CTE Standard(s) or benchmarks

  CTE-HOSP.912.8800510.3.3 Maintain positive personal relationships including acceptance of constructive criticism.

  Integrated benchmarks: ELA or Other:

  ELA.9.C.2.1 Present information orally, with logical organization and coherent focus, with credible evidence, creating clear perspective

  ELA.10.C.2.1 Present information orally, with logical organization and coherent focus, with credible evidence, creating clear perspective

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “A Fork in the Road.” See CPALMS resource ID# 215276.

• Career Connection

  
  

  Students will work in a group setting and develop positive communication skills such as conflict resolution, active listening, and compromise. Through the role play activity, students will discuss ways to accept constructive criticism.

• Learning Objectives

  
  

  Students will be able to:

  • Identify behaviors that can be classified as positive professional relationship characteristics
  • Demonstrate ways to accept and apply constructive criticism from a peer
  • Present a role play and oral summary with logical organization to explain the importance of maintaining positive relationships and accepting constructive criticism.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Students should know how to participate in a group role play scenario and be comfortable presenting to the class.
  • Students should know several industry vocabulary words including sous chef, line cook, executive chef, and waitstaff.

• Guiding Questions

  
  
  • How can relationships with coworkers affect the work environment?
  • What role does having positive relationships with coworkers play in career advancement?
  • How does the ability to accept constructive criticism affect career advancement?

• Procedure

  
  
  1. To introduce the lesson, the teacher will display the quote listed below and have students jot down their immediate response to the quote and ideas about how it relates to prior knowledge of professional behaviors and relationships.
     • “There's a bond among a kitchen staff, I think. You spend more time with your chef in the kitchen than you do with your own family." Gordon Ramsay
       • https://www.vanityfair.com/style/2009/07/qa-gordon-ramsay-will-chew-people-out-but-wont-eat-them
     • Give students time to discuss their reflections with a shoulder partner. After a few minutes, the teacher can ask for volunteers to share their thoughts and reactions.
  2. Review any industry vocabulary after providing students a copy of the case study, "A Fork in the Road."
  3. Students will then spend a few minutes reading and familiarizing themselves with the case study. Provide students with a list of questions to consider as they read:
     • After the initial meeting, how would you feel if you were Rollie? Francine?
     • What factors may have contributed to the interaction between Rollie and Francine?
     • How did Rollie and Francine’s reactions to constructive criticism differ?
     • How would you react to a colleague that ignores you when you are frustrated? How do you think that would affect the rest of your shift? How do you think it would affect your colleagues?
     • How would you react to a colleague, not your supervisor, giving you instructions on how to do your work? How do you think that would affect the rest of your shift? How do you think it would affect your colleagues?
     • What do you think Rhonda will discuss with Rollie? With Francine?
     • How does the ability to accept constructive criticism help with career advancement?
  4. Students will be split into small groups. The teacher can review what constructive criticism is and give students time to brainstorm a few ideas for responding to constructive criticism.
  5. Students will plan a role play of the meeting between Rollie, Francine, and Rhonda after shift. If time allows, students may role play multiple different outcomes. Students will include the ideas for responding to constructive criticism in their presentation.
  6. Students will role-play the conclusion to the case study, and then present a summary of how to maintain positive relationships with coworkers and accept constructive criticism. Student summary presentations should have a logical organization and coherent focus.
     • While watching other groups present, students will fill out the attached group presentation notes handout on which they will identify what key phrases or body language cues exhibit positive workplace relationships.
  7. To bring the lesson to a close, provide students with the attached exit ticket (2 exit tickets per page). The exit ticket includes questions about building positive relationships with people you work with. Students will also be asked to give an example of why positive interactions are essential in all careers, not only the culinary arts.
     • How can your attitude affect people you work with?
     • Why is maintaining a positive relationship with your coworkers an essential part of any job?
     • What steps can you take to be more open to constructive criticism?

• Teacher Notes

  
  
  • Some students may need prompting to write down reactions and thoughts regarding the quote. Teacher may prompt brainstorming by providing an example.
  • Some students may feel hesitant to share in class voluntarily. Teacher may want to incorporate a variety of strategies to call on students and increase participation.
  • During group work, make sure to circulate and keep students on task. Some groups may need guiding in the creation of their role play scenarios. Remind all students they should be professional and polite to each other as if in the workplace.
    • Some possible role play prompts include: What do you think happens in the follow up meeting with Rhonda?
    • Based on his reaction to the constructive criticism in the first meeting, how do you think Rollie will react to being called in again? What do you think Francine will do?
    • Remind students to use some of their career connections, both in group work and role play. This includes active listening while other group members are suggesting role play ideas and in character during the role play as Rollie, Francine, or Rhonda. You may need to give examples of how to react well to criticism (“Ok! Thanks for bringing that to my attention. I will take your suggestions into consideration”, “thank you for helping me out. I’m excited to grow more in this position”) and how to react poorly (“I don’t do that. You’re crazy”, “I understand what you’re saying but…”, reacting with anger or excuses).
    • You may need to explain that maintaining positive, professional relationships with colleagues is an essential part of having a job/career. Most jobs rely on many moving parts and people completing smaller portions of a whole task. Being a team player, being polite, being open to constructive feedback/criticism, and being a pleasure to work with are all essential aspects to keeping a job and advancing in that position. Mention management/higher paying positions often involve a lot of managing people. It’s also important to be able to professionally deliver constructive criticism.
  • It may be helpful to ask for volunteers or assign presentation order while students are working, so they know what to expect.
  • Exit ticket may be used as a formative assessment, if desired.