Communication & Career Planning Workbook Welding...

44
Communication & Career Planning Workbook Welding 168 Instructor: Mrs. Anna (Thompson) Allen Email Address: [email protected] This Workbook contains: Readings, Assignments & Grading Rubric Please bring this Workbook with you to each class

Transcript of Communication & Career Planning Workbook Welding...

Communication & Career Planning Workbook

Welding 168

Instructor: Mrs. Anna (Thompson) Allen

Email Address: [email protected]

This Workbook contains:

Readings, Assignments & Grading Rubric

Please bring this Workbook with you to each class

Workbook Page 2

Workbook Guidelines

Welcome to Communication and Career Planning for Welders! The purpose of this class is to help

prepare you for the workforce while also helping you maintain a career once you land a job. The

more serious you take this opportunity and the more time and effort you put into this class- the more

beneficial and applicable it will be to you!

This workbook will serve as a guide with valuable information that you will use throughout the term

so make sure to bring this with you each day to class. Most classes will be spent discussing the

content of this workbook, which is why it is important to have it with you each time you come to

class. If you happen to lose this workbook, you can always print it out from my instructor’s website:

http://cf.linnbenton.edu/artcom/performing_arts/huillem/web.cfm?pgID=7935

In the first next section of the workbook, comprehensive assignment instructions and grading rubric

are provided. This section of the workbook explains how each assignment is graded as well as

valuable information that will help you prepare for your assignments. Evaluation forms included in

the workbook must be brought with you on the day of your presentations- if you do not bring your

evaluation forms with you on your given presentation days, you will not be allowed to give your

presentation, resulting in a zero on your presentation.

The next section of the workbook contains readings for each topic we will cover during the term as

well as review questions pertaining to each section of reading. Some readings will need to be done

outside of class while others will be completed during class time (the schedule for the readings is

located in your syllabus).

Please bring this workbook with you to every class- failure to do so means that you will be unable to

follow along and participate during class- forfeiting your daily participation points and increasing

the chance that you will fall behind.

Workbook Page 3

Graded Assignments: Informative Presentation

Informative Presentation: Teaching about Welding Safety or Concepts

For your informative presentation, you will be given between one or two terms or concepts specifically

related to welding. The purpose of this presentation is to measure how well you can articulate your

understanding of technical language and protocols. In this presentation you will incorporate the terms by

defining, explaining and providing examples for them. In addition to defining and explaining your terms, you

may also want to address some of the following areas in your speech: importance, purpose, history,

maintenance, types, etc. This presentation is worth 175 points.

Your presentation must also be coherent – meaning that all the components must go together and be

presented as a single, uniformed presentation. Present information clearly, coherently, accurately, and

interestingly. Make connections between concepts and teach your audience something they do not already

know! Grading rubric for this presentation is located on the next page of the workbook- you must bring this

evaluation form with you on your given presentation day, if you do not bring your evaluation forms with you

on your given presentation day, you will not be allowed to give your presentation, resulting in a zero on your

presentation. Although utilizing a visual aid is not required, it is recommended, as it will enhance the clarity

and effectiveness of your presentation.

Components to include in your presentation:

Thesis statement: simple (1 sentence) summary of the presentation (what are you teaching us?)

Identification and organization of main points

Transition statements between main points

Thorough and clear introduction and conclusion

Speak for 5 to 7 minutes

Utilize at least one type of supporting material (outside source)

Utilize note cards during presentation

What is informative speaking?

The purpose of an informative presentation is to provide and share information that the audience may or may

not already have. Ideally, you want to teach your audience something new- something they do not already

know! An informative presentation provides new or more in-depth knowledge of a topic. The informative

presentation provides your audience with new information, builds upon audience knowledge about a subject,

or updates/corrects “old” information with the most current information available. Types of informative

presentations include: briefings, lectures, demonstrations, training presentations and meetings. Remember,

this is not just about what you know, this presentation is about how well can you present what you know?

Workbook Page 4

Informative Presentation Evaluation Form Name:_________________________

Grade: /175

Comments:

S E M N U

INTRODUCTION

Clear Thesis Statement

Previewed body of presentation (all 3 main points)

BODY

Main points clear

Organized

Examples and Supporting Material Used

Transitions

CONCLUSION

Transition signal of end

Review of all three main points

DELIVERY

Speaks loud enough and clearly (enunciation)

Used Vocal Variety

Exhibited interest in topic

Genuine and Natural

Maintained Eye-Contact and uses note cards well

Posture

Natural and effective gestures and movement

Used pauses effectively

Well rehearsed

OVERALL EVALUATION

Message adapted for audience (created specifically for this audience)

Completed within time limit (5 to 7 min)

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Workbook Page 5

Graded Assignments: Demonstrative Presentation

Demonstration Presentation: Assemble A Widget

For this presentation, you will provide verbal instructions to another student on how to assemble a

widget. All students will provide verbal instructions once and all students will be the receiver of

verbal instructions and will be putting together the widget while the other student is giving

instructions. The purpose of this assignment is to measure how well you can give and follow

instructions. This presentation is worth 100 points.

The widget will be an assembly of PVC pipe parts that must be put together in a certain order and

meet given dimensions. Five or more different drawings will be available and students will

randomly choose a drawing on day of their presentation. The purpose of this assignment is to

develop verbal communication skills specific to the construction trade. Students will work in pairs.

1. Student A will be working from a drawing and giving verbal instructions to Student B.

2. Student B will not have access to the drawing.

3. Student A will not see the assembly being made.

4. Students will then switch roles.

Key terms that MUST be used during the verbal instructions (all terms must be used appropriately):

1. Plan 5. Clockwise/Counter Clockwise

2. Elevation 6. North, South, East, West

3. Near side 7. Vertical

4. Far side 8. Horizontal

Students giving the verbal instructions will have a list of each of the eight terms that must be used.

Students have 10 to 12 minutes to provide the instructions and assemble the widget. Students will

be graded on the accuracy of the assembly of the widget compared to the drawing. Students will

also be graded on the clarity of their instructions and how well they use each of the required terms.

In addition, student’s peers will be evaluating each other on the clarity of the instructions and the

listening skills of the student putting together the widget based on accuracy.

Students will be disqualified and receive a zero on this assignment if student A looks at the widget

being built and/or if student B looks at the drawing. The evaluation forms for this assignment are

located on subsequent pages- please staple these evaluation forms together on your presentation day.

Workbook Page 6

Graded Assignments: Demonstrative Presentation

What is a Demonstration Presentation?

A demonstration presentation is similar to an informative presentation as it informs your audience how

to do something, yet the distinction is that a demonstrative is given to explain step-by-step how

something is done. The main elements to delivering a successful and effective demonstration

presentation are to convey clear instructions that allow your audience to effectively and safely complete

a task. The presentation is centered around information regarding a process or simply stated a 'How to'

presentation and includes the following:

Instructions - Providing clear and concise instructions on how to complete a task

Task Breakdown - The task must be broken down in a logical format, step by step

Key Points - Key points must be emphasized including any safety issues

Demonstration - Task Breakdown

Using the following points will help when completing a task breakdown:

Go through the job or subject

Gain an overall picture of what has to be done

Identify the main steps

Select suitable portions for the learner to master

Ensure they are in a logical sequence

Break down the task step by step (this is crucial)

Ask yourself “How would I do it?

Visualizing the process might help

Ensure that the sequence of actions is logical (very important)

Remember that you are the expert or authority on your topic. Your audience may have no idea, some

idea, or even by highly aware of your topic, so make sure to be as clear as possible so the audience can

follow the presentation easily. Also remember that the student you are giving the instructions to cannot

see what you see, therefore the way you communicate to them must be clear and vivid. When you are

not participating in the demonstrative presentation, you will be evaluating your peers when they assume

the position of ‘Student A’- I will provide the peer evaluation forms for you to fill out- this allows your

Workbook Page 7

to receive feedback from both myself as well as your peers. The peer critiques for the demonstrative

presentation are worth a total of 40 points.

Demonstrative Presentation Evaluation Form Name:_________________________

Staple this to the evaluation form to the one on the next page and bring on your scheduled presentation day.

Grade: /100

Comments:

Student A S E M N U

Clear and concise instructions and explanations

Accurate instructions

Instructions in correct and logical order

Clear transitions between key instructions/ different points

Most important instructions emphasized

Guidelines of activity followed

Step-by-step instructions provided

Required terms used: Plan, Elevation, Near Side, Far Side,

Clockwise/ Counterclockwise, North/South/ East/ West, Vertical, Horizontal

DELIVERY

Speaks loud enough and clearly (enunciation)

Used Vocal Variety (to emphasize important points and changes)

Exhibited interest in topic

Used pauses effectively (between key instructions)

OVERALL EVALUATION

Completed within time limit (10-12 minutes)

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Workbook Page 8

Demonstrative Presentation Evaluation Form Name:_________________________

Grade: /

Comments:

Student B S E M N U

Listens intently without interruption (head nods, etc)

Follows step-by-step instructions

Focused on instructions

Accurate widget built within time limit (10-12 minutes)

Comprehends instructions

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Workbook Page 9

Graded Assignments: Peer Interviews

For this assignment, you will be placed in pairs and you will be given common interview questions

and engage in a mock interview process. Each member of the pair will evaluate the other and offer

verbal and written feedback. During the peer interviews, students will switch pairs, thus each student

will be interviewed by several different students in order to receive an array of constructive

feedback. The peer evaluation process provides students an opportunity to practice their verbal and

non-verbal communication skills while recognizing and evaluating effective communication skills.

Students will be graded on how well they communicate during the interviews, including both verbal

and non-verbal communication. Thus, students will be evaluated on their answers to questions, the

examples provided in their answers, the questions they ask the interviewer, their non-verbal behavior

(body language), the clarity, brevity and uniqueness of their responses as well as their overall

professionalism. While answers questions, students need to keep in mind that the answers to each

interview question should be between 1 and 2 minutes. While evaluating students, I will be looking

for you to provide specific and detailed examples of your experience, knowledge and characteristics

in clear and concise manner. Students giving the interviews will be graded on how clearly they

communicate their given questions, how well they offer follow-up questions related to the

interviewees answers and their professionalism during the interview process.

On the next page is a list of common interview questions typically used in interviews; prior to the

interview you will be assigned questions to ask during the interview.

However, keep in mind, since the purpose of this interview is to mock an actual interview, you will

need to ask follow-up questions that are not on your list. For instance, you may ask your interviewee

to expand on something they discuss during the interview or ask for specific examples if your

interviewee indicates they are proficient in a certain skill. These questions will also come in handy

to help you prepare for the mock interviews as you should review the questions and write down your

own answers to each questions-just as you would for an actual interview. The more questions you

are able to answer, the better you will do during in an interview as you do not want to be caught not

knowing an answer or without a proper answer to a question like a deer in the headlights.

Before preparing for the interview you need to also think of questions you would like to ask the

interviewer. During most interviews today, employers would like to know if you have any questions

for them- you should always have 3 to 5 questions for the employer- this makes you appear

interested and prepared, therefore you will do this same for these interviews.

On subsequent pages you will also find evaluation forms to evaluate one another with. Please staple

these together and bring them with you on the specified peer interview days. The interviews are

worth 80 points. After each interview you will take a few moments to evaluate one another and then

switch, so each student gets the opportunity to be interviewed several times by different students

with different questions.

Workbook Page 10

Graded Assignments: Peer Interviews Name:_________________________

Example Interview Questions for Interviewers

1. What personal characteristics do you have that will make you successful at this job?

2. Where do you see yourself in 5 years?

3. Why do you want to work for us?

4. What makes you different from the other applications applying for this position?

5. What is your greatest strength? Greatest weakness?

6. Why should we hire you?

7. Tell me about yourself.

8. Why did you leave your last job?

9. What do you like most about working in this field? What do you dislike about working in this field?

10. Tell me about a problem you solved or prevented.

11. What else would you like to know about working for us?

12. Do you have any questions for me?

13. Tell me about your last position and what you did?

14. Describe two or three major trends in your field?

15. Why did you choose this profession?

16. What did you learn in your last job that you could apply to this position?

17. What is the most important lesson you have learned within the field of welding?

18. Which skills do you think are essential for this position?

19. How do you function in a group?

20. Tell me about how your education prepared you for a career in this field?

21. At the end of the first year, if you got this job, how would you measure your success?

22. What appeals to you about this job?

23. What has prompted you to apply for this position?

24. Can you describe a time when your work was criticized?

25. When were you most satisfied in your job?

26. Have you done this kind of work before?

27. How long would you stay with our company?

28. Do you prefer to work independently or on a team?

29. Did you feel you progressed satisfactorily in your last job?

30. What techniques and tools do you use to keep yourself organized?

31. What relevant experience do you have?

32. What do you think you can bring to this position?

33. List five words that describe your character.

34. What kinds of situations do you find most stressful?

35. What kind of personality do you work best with and why?

36. What have you learned from mistakes on the job?

37. Why was there a gap in your employment between [insert date] and [insert date]?

38. What are three things your former manager would like you to improve on?

39. Tell me about an accomplishment you are most proud of.

Workbook Page 11

Peer Interview Evaluation Forms Name:_________________________

Comments:

Comments:

Interviewer S E M N U

Questions asked clearly

Appropriate follow-up questions asked

Eye-contact with interviewee

Professional responses to answers

Professional body language

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Interviewee S E M N U

Complete answers in 1 to 2 minutes

Specific answers to questions (examples of past behavior & experience)

Appropriate language (no slang, filler words, profanity, etc.)

Eye-contact with interviewee

Professional responses to questions

Professional body language

Questions prepared to ask interviewer

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Workbook Page 12

Peer Interview Evaluation Forms Name:_________________________

Comments:

Comments:

Total Grade: /80

Interviewer S E M N U

Questions asked clearly

Appropriate follow-up questions asked

Eye-contact with interviewee

Professional responses to answers

Professional body language

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Interviewee S E M N U

Complete answers in 1 to 2 minutes

Specific answers to questions (examples of past behavior & experience)

Appropriate language (no slang, filler words, profanity, etc.)

Eye-contact with interviewee

Professional responses to questions

Professional body language

Questions prepared to ask interviewer

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Workbook Page 13

Graded Assignments: Sexual Harassment Training Name:_________________________

Each student will be required to complete LBCC’s sexual harassment training online and bring the printed

certificate to class to receive credit. You must print out and bring the certificate to class to show me that you

have completed the certification in order to receive credit on this assignment. The certificate will be returned

to the student so that it may be used as part of their job- seeking portfolio. You must attend class on the day

that we will be going to the computer lab to complete the sexual harassment training- failure to show up to

class when we do the sexual harassment training will result in a zero on this assignment. After completing

the training, please be prepared to discuss what you learned from the training during class and answer the

following questions during class time. The sexual harassment training is worth 65 points.

Review Questions: Sexual Harassment 15 Points

1. Why is it important to complete sexual harassment training?

2. Why do you think sexual harassment can sometimes be a problem in the welding shop?

3. What is one thing that surprised you about the training?

4. How can you prevent sexual harassment in the workplace?

5. How can the knowledge and certification gained from this training enhance your career?

Workbook Page 14

Graded Assignments: Role Play

For this assignment, students will engage in role-playing exercises where they will explore the

process and challenges of collaborating with different cultures in the workplace. Students will work

as teams in conflict-resolution negotiations. Although you will primarily work independently, you

will encounter individuals from other workplace cultures, therefore it is important to learn to

collaborate with and respect and tolerate different workplace cultures. This can sometimes be

challenging as different workplace cultures have different priorities and expectations.

In these exercises, students will be assigned a role with specific priorities, objectives and

expectations- some of which may inherently conflict with the priorities of other roles. Students will

look at a topic or issue from the perspective of their given role within the workplace culture and wok

to resolve the issue with their own agenda in mind. This is a good way for students to exercise their

problem solving skills as well.

The instructor will provide the realistic yet hypothetical scenario and assign the roles, but the

students have to decide their characters' lines and directions. Each student will need to do some

research about their roles to make informed decisions from the perspective of a given role. Feel free

to be creative and think outside of the box for this one. The first step to prepare for this assignment

is to read the required reading in your workbook about different cultures in the workplace. The next

step to prepare for this assignment is to do a little outside research about the culture/individuals that

you represent to find out what their priorities, goals and perspectives are- this will make the role

play exercise much more realistic and beneficial.

The evaluation form for this assignment is located on the next page, please bring this with you on

the day that we complete the role play exercise so I may evaluate you. The role play conflict

resolution assignment is worth 80 points.

Workbook Page 15

Role Play Evaluation Form Name:________________________

Grade: /80

S E M N U

Prepared for activity

Participates actively in assignment

Works together as a team

Professional behavior (language & body language)

Exhibits understanding of different workplace cultures

Willingness to compromise

Communicates goals and priorities clearly

Respect and tolerance for different workplace cultures

(S) Superior; (E) Exceeds Expectations; (M) Meets Expectations; (N) Needs Improvement; (U) Unsatisfactory

Workbook Page 16

Graded Assignments: Work Plan

Students will develop a yearlong work plan for gaining and maintaining employment. This plan

must include an examination of current strengths and weaknesses and how the student plans to

overcome the weaknesses. The student should identify any trainings and education needed to obtain

their goals for employment (such as finishing their degree). If advancement and promotion is part of

the goal, this should be included in the plan as well as how the advancement or promotion will be

obtained. The plan should be realistic and obtainable. Since this is your final project, use what you

have learned in the class throughout the term and applying it to your own goals, strengths and

weaknesses. For instance, if you need to improve your listening skills while working in a group,

review the materials we have covered that address listening and working with groups and utilize that

material when crafting your work plan. Components of this work plan can be utilized in your job-

seeking portfolio, specifically areas that address your strengths and goals; therefore, make this work

plan something you can actually use in the future!

You will be graded on how well you complete this assignment as well as how well you incorporate

course concepts into the assignment. I am also looking for you to exhibit critical thinking and self-

reflection when it comes to evaluating yourself. In order to complete the work plan, please complete

the tables on the next pages and staple them together when you turn them in.

Once you complete your work plan review your plan on a regular basis to make sure that you are on

target. The work plan is worth 150 points.

Workbook Page 17

Graded Assignments: Work Plan Name:_________________________

Work Plan

Which knowledge, skills, experience,

characteristics and abilities make you

successful in your work? What makes

you unique/different from other welders?

Out of the strengths you listed above,

which of these strengths could be

enhanced to help you achieve your career

goals? Which of these would you like to

improve on and why?

In the former question you listed areas

you would like to improve on, how do

you plan to improve in these areas?

Please be specific.

Workbook Page 18

Work Plan

In terms of your career and education,

what are three of your weaknesses?

1.

2.

3.

How can you improve each of these

weaknesses? What specifically do you

plan to do in order to turn your

weaknesses into strengths?

1.

2.

3.

Where would you like to be in two years

in terms of your career and education?

Workbook Page 19

Work Plan

What are three career and educational

goals you have that can be accomplished

in approximately in a year? Please be

specific.

1.

2.

3.

What steps are required to accomplish

each of your goals and by which date

would you like to accomplish your goals?

What resources are required to help you

achieve your goals?

1.

2.

3.

What barriers do you face in reaching

your career goals? How can you

overcome these barriers?

What new or additional knowledge, skills

and abilities are required to help you

achieve your goals?

Workbook Page 20

Readings: Oral Communication Skills

Effective communication skills are essential for welders to be productive in their work environment.

Welders will generally use three modes of oral communication in their line of work: in person or

face-to-face; using a telephone; and/or special signaling designed specifically for the workplace,

such as hand signals. All types of oral communication skills used incorporate both speaking as well

as listening. We received many reports that all too often, welders listen with their mouths; this is

something you need to avoid completely. Listen first and speak second! Welders often work in noisy

environments caused by machinery such as mobile equipment, grinders, hammers, sandblasters and

moving metal. Because of the noise, welders wear earplugs for ear protection and use hand signals

to communicate whenever possible, particularly from a distance. Welders are required to use the

standard hand signals for rigging. Additional examples of situations where effective communication

skills are needed are noted below and on the next page.

When will you use oral communication skills?

Interacting with co-workers

Interacting your supervisors and/or managers

Interacting with colleges from another organization or company

Interacting with suppliers and servicers

Interacting with customers, clients and the general public

Resolving conflict

Discussing information and ideas regarding projects

Asking questions

Listening to information such as rules, guidelines, procedures or instructions

Presenting information such as rules, guidelines, procedures or instructions to a group or another

co-worker

Participating during a meeting

What are the benefits to accomplishing

your goals (what does success look like)?

How will accomplishing your goals

enhance your career?

Workbook Page 21

Readings: Specific Examples Oral Communication

- Give directions to truck drivers picking up and dropping off material.

- Communicate with tool room staff to ask for tools, supplies and personal protective

equipment.

- Ask co-workers, for example an apprentice, other journeyperson welder, a pipefitter, or a

millwright for assistance with a task such as lifting or to provide information.

- Communicate with a partner about the size and fit of the pieces, and compare measurements

and calculations when building a structure.

- Contribute ideas about tasks and safety issues at production meetings.

- Discuss work assignments with the supervisor to understand expectations.

- Give informal presentations to students or to customer groups, if requested by management,

to explain the set-up of the operation and describe the projects taking place.

- Coach apprentices by demonstrating and explaining the use of equipment such as drill

presses, brake boards, cranes, and drill punch machinery.

- Explain welding designs to customers to help understand why structures were built in a

certain way and appreciate the quality of the work.

- To ask for permission to utilize tools from a co-worker.

- To provide or obtain information, explanations & directions.

- To clarify information received and /or offer questions of clarification.

- To inform a supervisor/manager about a problem such as broken equipment

Workbook Page 22

Name:_________________________

Review Questions: Oral Communication 15 Points

1. Why are good oral communication skills important in welding?

2. Think of a past situation (involving welding) in which good oral communication skills

could have come in handy. For instance, when would good oral communication skills have

prevented a misunderstanding or prevented a problem, mistake, etc? Explain.

3. Think of a realistic and detailed (yet possibly hypothetical) situation (involving welding) in

which you will need to use oral communication in the future. Explain.

4. What does it mean to “listen with your mouth”? Why must you always avoid this? How

can you show you are listening first and speaking second?

5. How can effective and clear oral communication enhance safety in the welding shop?

Workbook Page 23

Readings: Types of Communication Skills For Welders

1. Problem Solving

- Receive blueprints with measurements that do not add up. Welders report the discrepancy to the

supervisor, draftsperson or engineer. This may result in the job being placed on hold until the

discrepancies have been studied and reconciled.

- Have to take projects apart when an incorrectly sized piece (e.g., flange) has been inserted. The piece

may need to be cut out and sent back to the manufacturer for re-cutting.

- Follow procedures that are inaccurate, resulting in a structure's pieces not fitting together properly. If it

is a minor problem, the welder works with the supervisor to decide on a solution.

- Have to work in difficult conditions such as bad weather or awkward locations, in particular welding

above the head and at the bottom or back of a structure. In order to complete the work expected by the

client or supervisor, welders need to generate unique solutions depending on the situation and structure

such as organizing suitable protection.

- Solve problems with distortion caused by unequal expansion and contraction of materials during the

welding process. Welders must decide how to address the weld sequence to minimize distortion by

considering factors such as heat input, the configuration of the structure, and the type of material being

used.

2. Decision Making

- Decide on the best location to place rigging equipment when preparing a load for transportation.

- Upon receiving a work assignment, decide whether they have enough information to start the task

immediately or whether they need to gather more information first.

- Decide on the most efficient use of materials during construction to minimize waste.

- May decide on the best way to approach a job in consultation with supervisor and any work partners,

such as the best way to construct a piping system at a gas plant.

- Decide when and how to control the temperature during the welding process to avoid metallurgical

problems, in particular cracking. The knowledge needed to make these decisions is acquired through

training and by observing and remembering the performance of metals during previous welds.

Workbook Page 24

3. Job Task Planning and Organizing

- Generally, welders are assigned work by their supervisor who informs them of the priority of tasks.

There is frequent resetting of priorities by the supervisor. For example, it is common for a welder to be

called away from one project to work on another. Welders must always show respect to their supervisors.

- Welders are responsible for organizing their work and setting up the work area properly. They must

gather materials and equipment required for the procedure and set up the equipment following

established steps.

- Although approximately 80% of welders' work is done independently, they need to coordinate their

work with others, including apprentice welders, fitters and other trades people. In a plant or shop setting,

welders must share equipment such as cranes, saws and grinders with co-workers. If the equipment is not

available when desired, the welder needs to work on alternative tasks until the equipment is available and

find out when the equipment will be available.

4. Significant Use of Memory

- Memorize measurements for repeated welds as specified on the blueprint for the duration of a project.

- Remember the capability of various types of welding rods and the best technique to use with each type.

- Remember how materials perform and react under the application of heat. For example, welders must

remember how much to allow for weld metal contraction.

- Remember the location of co-workers and hazards, such as mobile equipment and loads being

transported, for their own safety and the safety of their co-workers.

- Memorize the sequence of steps for setting up welding equipment.

- Recall welding procedures that are frequently used.

- Improving listening skills can enhance your memory!

5. Attitudes

Welders that were interviewed felt that individuals in their occupation must be patient and focused. This can

be challenging when the work is routine, but a loss of focus results in substandard welds. Patience is also

required to master certain types of welds. For safety purposes, it is very important that welders are aware of

their surroundings. They must be team players and able to get along with others. Welders must have a

positive attitude at all times, be willing to go the extra mile, be willing to help out co-workers, have an

Workbook Page 25

excellent work ethic and be willing to learn from superiors. Welders need to have a positive attitude even

when doing something they dislike or working with someone they dislike- especially when the task has been

assigned by one’s supervisor.

6. Finding Information

- Receive clarification about work assignments, such as procedures and material to be used, by asking

supervisors.

- Identify the type of electrode by looking at the specifications printed on its side or packaging.

- Look up specifications for welding procedures on data sheets developed by the engineering department.

These specifications are based on code.

- Read company policy manuals to determine employee benefits and responsibilit ies.

- Refer to safety manuals and Workplace Hazardous Materials Information System (WHMIS) materials

to learn about safe work procedures.

7. Working with Others

The majority of welders' tasks are completed independently, but they must work with other team members,

including fitters, other welders and supervisors, in order to plan work, confirm measurements and

calculations, assist co-workers with tasks, and to schedule the sharing of equipment. A journeyperson may

coach and receive assistance from apprentices. They may also be partnered with someone from another trade,

such as a fitter, to co-ordinate their tasks on projects so that steps are completed in the right order.

8. Participation in Supervisory or Leadership Activities

- Participate in formal discussions about work processes or product improvement.

- Have opportunities to make suggestions on improving work processes.

- Monitor the work performance of others.

- Inform other workers or demonstrate to them how tasks are performed.

- Orient new employees.

- Make hiring recommendations.

- Assign routine tasks to other workers.

- Assign new or unusual tasks to other workers.

Workbook Page 26

- Identify training that is required by, or would be useful for, other workers.

- Communicate ideas to improve productivity and effectiveness

Name:_________________________

Review Questions: Types of Communication for Welders 15 Points

1. Can you think of any other types of communication used in welding? Please be specific.

2. What are some other attitudes you think welders need to have on the job (attitudes and characteristics

not discussed in this section)? Please list at least three.

3. As formerly discussed, much of welding is routine, thus making it difficult to remain patient and

focused. What advice or tips can you give that can help you stay focused and motivated?

4. What does good work ethic mean to you? What does good work ethic look like? Provide an example.

5. When interviewing welders, we learned that may welders have an “I already know everything” attitude- which is NOT welcome in this, or any other career field. Why is this type of attitude considered to be

negative? How can you make sure this does not happen to you?

6. Although 80% of work is done independently, sometimes you have to work with others. Unfortunately,

working with others can sometimes be difficult. How can you make sure you are a good team player?

What advice or tips can you give for working with others to prevent problems?

8. One communication skill used in welding is problem solving. What are some other problems that arise

in the workplace and how can you prevent and address these problems?

Workbook Page 27

Readings: Essential Communication Skills for Welders

Essential Communication Skills

Communication

Skill

What is it?

How do I demonstrate this skill?

Critical

Thinking

Visualize, organize ideas, make

decisions, problem solve,

calculate, measure, and think

creatively, work under pressure

& deadlines.

Identify cause/effect relationships,

evaluate, synthesize data, draw sound

conclusions, devise and implement

alternative actions, interpret and

process written and verbal information,

maintain concentration and attention to

detail while fostering an awareness of

the work environment. Consider new

ways to solve a problem.

Interpersonal

Communication

Interpersonal abilities sufficient

to interact with individuals and

groups from a variety of social,

cultural, and intellectual

backgrounds.

Demonstrates an ability to work

effectively with persons of different

gender and ethnicity to accomplish

course objectives. Welding safety

requires mutual cooperation, vigilance,

and effective communication.

Clear

Communication

Communication abilities

sufficient to adequately express

thoughts in spoken and written

English

Compare welding processes, document

welding procedures, interpret

blueprints and welding codes, explain

troubleshooting procedures, describe

weld discontinuities and defects.

Ethical

Communication

Honest and integrity sufficient

to demonstrate a sincere desire

to learn and master a complex

skill

Accepts responsibility for own actions,

exhibits personal honesty in classroom

and laboratory, recognizes the

necessity of reporting equipment

problems and behavioral problems.

Understands the risk to public safety

and assumes responsibility for quality

Workbook Page 28

Name:_________________________

Review Questions: Essential Communication Skills for Welders 15 Points

1. Ethical communication includes taking responsibility for one’s actions. Why is this

important in welding? How can you be sure that you do this? Why can taking responsibility

be so difficult sometimes?

2. What are some other welding situations in which you would need to use ethical

communication?

3. Why is clear communication so important in welding? How can clear communication

prevent and solve problems? Please be specific.

4. Please give an example of when you would need to use critical thinking skills in welding?

Workbook Page 29

Readings: Job Skills- Finding a Job

In order to be successful, welders should be knowledgeable and proficient in oral communication

skills. However, they should also be to communicate clearly and be proficient in critical thinking,

interpersonal communication and ethical decision-making.

Workbook Page 30

In this unit we will address skills for obtaining employment. These will include addressing gaps in

work history, effective language use and behavior during an interview and strategies for maintaining

employment. Communication skills are key to landing and maintaining a job. When given the

opportunity, the vast majority of employers would chose a candidate who had less experience or

training, but had better communication skills such as a willingness to learn, over a candidate with more experience yet poor communication skills.

Gaps in Employment History

We will explore, analyze, and apply the skills experts have suggested in order to overcome this

obstacle to obtaining gainful employment. Some of the most common reasons for having years

unaccounted for may include taking time off to have a baby/raise a family, going back to school for

higher education or technical training, enrollment in the military, recovering from a traumatic

accident or illness, caring for an elderly parent or sick child for an extended period of time, residence in a rehabilitation facility, or incarceration.

Obviously, some of these reasons will not be looked upon as favorably as others, even in this

enlightened, politically correct employment era. But make no mistake -- no reasons for gaps in

employment history should be included on the resume document. If you can explain the time away

from employment and feel that it would be important for a prospective employer to know this

information, you may include it briefly in your cover letter and/or during the interview process.

Oral Communication During an Interview

During an interview, you want to put your best foot forward. In order to do this, you must be

professional in the way you communicate- both verbally and non-verbally. You must always use

appropriate language for an interview. Therefore, avoid aggressive language, slang, profanity and

any language that could be perceived as offensive, rude or negative. You will want to use

terminology specific to welding as well as strong key words that help you stand out from other

applicants. Be professional in the language you use as well as the way in which you convey such

language. These are also good guidelines to keep in mind for maintaining employment- not just for

getting a job.

Readings: Body Language During an Interview

Understanding body language is one of the most important aspects of personal presentation. The

image conveyed by the physical self should support and enhance what is being communicated

verbally. If the visual image differs widely from the spoken message, it is often the non-verbal account that is believed. Essentially, our body language is more powerful than what we actually say!

Workbook Page 31

The way you sit, stand, your gestures and mannerisms and your facial expressions will say far more

about you and how you are feeling at any given time than the words you are using. When individuals are nervous or uneasy, their behavioral 'bad habits' become more pronounced.

Awareness of your body language, of how you behave under pressure, what signals you are

unconsciously giving, how nerves and stress affect you physically, can help you understand how you

'come across' to others. It can also explain how the wrong impression is sometimes given and how confusion can occur.

Working on body language is a way of improving personal presentation. For example, when

concentrating on something rather hard, your expression may look troubled, when in reality you are

not anxious at all, merely absorbed. This does not mean you should go around with a fixed smile on

your face, but just be aware that your physical self might send one set of signals when your mind is

involved elsewhere.

Body language can also be used as a mask to convey contrary feelings. How often have you nodded

firmly when you did not understand a word, smiled when your instinct was to scowl, clapped

enthusiastically at the end of a talk that nearly put you to sleep? In these cases you were not being

hypocritical, but using body language positively as the mechanism of good manners.

The gestures of individuals are part of their personalities, a part of how they express themselves.

Hand and arm movements can add emphasis, aid explanation and convey enthusiasm. They only

become a negative signal when repeated so often that they become irritating to the observer.

Listeners can become so side-tracked by the sight of someone constantly playing with his/her hair,

tapping on the table with a pen, etc., that they no longer listen to the spoken word. Thus the

negative signal has broken down the chain of communication.

Examples of positive and negative body language during interviews are listed on the next page,

while reading this, keep in mind that you will want to use this during your mock interviews in the

class as well as when you go on actual interviews!

Readings: Body Language During an Interview

Positive body language includes:

- Maintaining eye contact with the person to whom you are speaking.

- Smiling (if appropriate) but especially as a greeting and when parting.

Workbook Page 32

- Sitting squarely on a chair, leaning slightly forward (indicates you are paying attention).

- Nodding in agreement.

- A firm handshake.

- Presenting a calm exterior.

- Looking interested.

- Good posture, sitting up straight.

- Good hygiene

- Appropriate facial expressions

Negative body language includes:

- Not looking at a person when speaking.

- Tapping a foot, fingers etc.

- Rocking backwards and forwards.

- Scratching.

- Continually clearing your throat.

- Fiddling with hair, ear lobes, jewelry, jacket, glasses, etc.

- Picking at fingers or finger- nails.

- Yawning.

- Repeatedly looking at your watch or a clock in the room.

- Standing too close to others.

- Inattention to a person speaking.

- Poor hygiene

- Looking disinterested during the interview

Workbook Page 33

Name:_________________________

Review Questions: Job Skills and Interview Body Language 15 Points

1. What are some other examples of positive body language you can think of? Name at least

two.

2. What are some other examples of negative body language you can think of? Name at least

two.

3. Why is non-verbal behavior more powerful than verbal communication?

4. What is something you must never put on your resume and why?

5. Why should you dress up and look your best for interviews? How is attire and hygiene

related to non-verbal communication?

Workbook Page 34

Readings: Job Skills: Strategies for Maintaining Employment

The road to success only begins when you get a job. Succeeding at work takes initiative and hard

work. Showing investment and dedication to improve your professional growth and job performance

can help lead to a promotion. Most importantly, with our current economic situation, it can help you

keep your job. On the next page are some tips to improve your chances of achieving workplace

success, in spite of any economic ups and downs. With the current economic crisis, the fear of being

laid off or fired is certainly legitimate, and there are a variety of reasons why people lose their jobs.

Taking the right steps to advancing your career can lessen your chances for being laid off or

terminated. You don’t have to do all of these tips in one day and you may not have to do all of them

to see an improvement in your career. Being aware of what you are communicating can also help

you maintain your job- remember you should be communicating that you are a hard worker and that

you want to be there, your employment will respect and appreciate this attitude!

Readings: Job Skills: Strategies for Maintaining Employment

1. Get Educated. Most employers prefer hiring and promoting employees who have college

degrees. If you know that you have a better chance of getting promoted by having a degree, it

would be worth your time and financial investment to obtain a college degree. If you have a

degree, consider what skills you can learn in order to improve your job performance.

Remember, your education is something that no one can ever take away from you! You may

lose your job but you cannot lose your degree! Furthermore, employers will want to see that

you have committed to something and stuck with it in order to finish it (i.e. your education),

regardless of the time and effort it took to finish it. They want to know that if you start on a

project, you will finish it- this will reflect well on your character and work ethic.

2. Take on More Work. In addition to performing the tasks required of you, research trends

and happenings in your industry and consider how it affects your company. Become an

expert in your field. By doing this, you will show your boss that you are passionate about

your industry and are invested in producing superior quality work. Take on new challenges

and go the extra mile.

3. Be Proactive. Try to anticipate what will be asked of you, and offer your services. Be

perceived as a “can-do” person. Make sure you are always informed of what is going on in

your company and any opportunities that may arise.

Workbook Page 35

Readings: Job Skills: Strategies for Maintaining Employment

4. Promote Yourself. Think back to when you were hired. What skills did you bring to the

table that made you marketable? Remember what makes you unique to your company, and

promote your skills. While it’s easy to get accustomed to a work routine, think of out-of-the-

box ways to leverage your skills to improve your company. Even if your boss doesn’t agree

with your idea, he or she should respect your initiative.

5. Manage Expectations. Make sure you and your boss are on the same page with what you

are expected to deliver. If no six-month or yearly evaluations are set in place within your

company, check in with your boss every few months to confirm you are meeting

expectations. Document everything, including project feedback from your boss and

colleagues, so you can use specific ways to measure your progress.

6. Learn from your Mistakes. We all make mistakes in the workplace. The worst thing to do

is try to blame someone else or deny that the mistake was made. The best thing to do is to

accept responsibility for your mistakes and learn from them. Mistakes can help you improve

your performance and communication skills with your co-workers and supervisor.

7. Communicate with your Supervisor. Keeping the lines of communication open between

you and your supervisor can only benefit you. The more you communicate with him or her,

the more they will keep you posted on current events. Your supervisor cannot watch you all

the time and know what you are doing. Provides updates on your work and ask questions of

things you are not sure of. You never want to “assume” anything you are not really sure

about, and it is always important to know where your supervisor stands on all work-related

issues.

8. Find Solutions. Don’t go to your boss every time you have a problem. The more problems

you can solve independently, the more responsible and valuable you will look. Always try to

offer solutions.

9. Act the Part. First impressions are everything and you always want to make sure you dress

and act professional at all times. Your attire doesn’t need to be outrageously expensive for

you to have credibility. It just needs to be appropriate to the environment you are operating

in. Colleagues, customers, managers and peers will also pick up what you communicate

about yourself in the way you behave.

10. Represent Your Company Well. Remember you are constantly representing the company

you work for, so represent them well. How others perceive you is how they will also perceive

your place of employment too.

Workbook Page 36

Name:_________________________

Review Questions: Strategies for Maintaining Employment 15 Points

1. What are some other strategies for maintaining employment not listed here? List two.

2. How can you be proactive at work? Please be specific.

3. What are some other ways you can take on more work not listed here? Why should you do

this?

4. Out of the nine ways to maintain employment, which is an area you could work on? Why?

5. Why is it crucial that you finish your degree?

6. We are all going to make mistakes at work. What should you do if your boss confronts you

about a mistake that you made? How do you handle this situation with professionalism?

Workbook Page 37

Readings: Job Skills: Workplace Culture

Workbook Page 38

You’ve certainly heard the term “culture” as it applies to a work-place environment. Culture in the work

place means the same thing as it does when social scientists refer to the culture of a society or group of

people. It is a term that refers to the traditions, customs, and norms, which describe the interactions of

members of a particular work group. Essentially, culture is how a group behaves and interacts- what is

normal for individuals in a given group?

People like to belong, and they trust others who they see as belonging to their own groups. If you

consistently put yourself in a “do not belong” category at work, either by your actions, dress, or behavior,

you will find it more difficult to succeed at work. Others will, even if unconsciously, not feel comfortable

with you. They may actually find it more difficult to work with you. And senior management may regard

you as “not fitting in.”

Most people are not even consciously aware of the content of the culture of their work places. They simply

find themselves conforming. So is this always a good thing? Have you ever heard, “We’ve always done it

that way”? This kind of thinking is a reflection of workplace culture. Without intending to, those who

support and maintain workplace culture may actually be limiting the capabilities of employees to innovate,

adjust to changes, and embrace more efficient ways to do business.

Characteristics of Different Workplace Cultures

Shop Culture

There will be an established hierarchy mostly based on experience. Usually older and more experienced

workers will be in the lead or foreperson position. As workers gain experience they will be expected to take

on more responsibility and fulfill these positions. Journeymen are expected to train new employees on the

job. New employees are generally welcomed on the shop floor if they demonstrate a willingness to learn the

job and to fit in to the established culture. Employees generally work in small teams and team members may

change often depending on the workload.

Some shop rules are implied (not written down) and understood by all. For example, a worker must NEVER

go through or explore the contents of someone else’s toolbox without expressed permission. In addition, if a

worker has been granted permission to use someone else’s tools in the past, they must always ask permission

again. Also, conflicts, problems or issues should be addressed and resolved at the floor or lowest level rather

than “pushing them up the line”. Shop floor workers seldom interact with office staff or clients.

Shop work is generally performed during “regular” business hours, however shop hands may be required to

work weekends or assists field jobs. The workforce in the shop is almost exclusively male. The language is

casual and informal.

Readings: Characteristics of Different Workplace Cultures

Workbook Page 39

Field Culture

The fieldwork is work performed on jobsites. Hierarchy is established through experience. Field crews often

establish tight bonds and can form very close groups that are not welcoming to “outsiders” or newcomers.

Fieldworkers must demonstrate that they are self reliant and responsible. They are expected to know what to

do and how to do it. These workers are often observed by clients and safety inspectors which means that

safety guidelines must be followed at all times. Large jobsites may have video surveillance or webcams to

record activity on the site.

Field crewmembers are not expected to interact with clients. However, safety inspectors may engage them if

the situation warrants. Depending on the situation and the nature of the job, production speed and safety are

high priorities for these workers over accuracy. Fieldwork is often performed far from home. Field

employees may spend long periods of time living in motels with other workers. For some, fieldwork is

lifestyle. These workers often reside in RVs and travel from jobsite to jobsite with their families. The

workforce in the shop is almost exclusively male. The language is casual and informal.

Middle Management/Office Culture

Middle managers and office staff are generally salaried positions. These employees usually work

independently. Shop and/or field workers that have been promoted into these positions generally find it

difficult maintaining a connection to the shop or field culture. Some workers have reported feeling

“unwelcomed” by the shop or field crews. Advancement into these positions is not always a reflection of

experience. Some workers are chosen to advance based on their willingness to perform new task and accept

new positions.

The workforce has a large percentage of females. Male managers who were comfortable with the casual and

informal language of the shop and jobsite may experience a difficult time transitioning to a culture that

requires more formal and professional language. Sexual harassment issues, conflicts, and problems are more

common in this area of the workplace due to the setting and the population of the employees.

Effective communication skills are necessary because interaction with the clients, inspectors, engineers, and

architects is constant. Communication with the shop or jobsite will be directed through the appropriate

foreperson. Most communication will be delivered via email.

The sales force (salesmen/women) work in a culture different from middle managers and the office staff.

Their primary job is to use effective communication skills to persuade and entertain clients. Hourly

productivity is not the unit of measure for these employees and this may be cause for the lack of respect they

receive from other members of the organization.

Readings: Different Workplace Cultures: Pieces of the Puzzle

Workbook Page 40

Although welders work independently, they do interact with different individuals and groups in the

workplace. For instance, welders must follow rules and regulations set forth by management, owners, safety

inspectors and/or quality control. Furthermore, welders must meet the expectations of clients for the success

of the company. As you can see, there are many pieces of the puzzle, many groups or individuals that will

eventually interact and/or influence the workplace environment of welders. Sometimes the priorities and

objects of the different cultures may clash, which is why it is important for us to learn to get along and

respect one another.

- Shop: work in teams, established hierarchy, and somewhat regular hours, usually do not interact

with office staff, almost exclusively male, seldom seen or interact with clients

- Field: work in teams, sometimes share housing, often work far from home, hours and jobsites

vary, frequently observed by clients and safety inspectors, must be self reliant and responsible

- Middle Management/Office: usually work independently, sometimes-salaried employees, less

casual and more professional communication required, male and female colleagues work together

- Company Owners: responsibility for the entire company and project, requires a “big picture”

perspective”, interacts with everyone on this list yet limited or non existing social relationships with all employees

- Clients: project buyers, may represent state or municipality depending on job, expectations are

clear and precise, detailed oriented in giving instructions is required, must be firm yet realistic when resolving disputes with contractors

- Engineers/Architects: employed by clients, clear and precise communication is required, works

primarily with company owners and middle managers

- Quality Control (Inspectors, Permitting Staff): employed by clients, generally works alone and

is responsible for detailed documentation, due to the nature of the job and the duties this person may

not be perceived favorably yet must always be tactful with the individuals they are working with

- Safety Inspectors or Committee Leaders: employed by the contractor (usually a middle

manager) or a state entity (OSHA), has a tremendous amount of power on the project, this person

must document everything that is happening on the project, effective communication skills are

required to deliver and receive messages from lawyers and insurance representatives, if an accident should occur – this person would be called to deliver news of death or injury to next of kin.

Name:_________________________

Workbook Page 41

Readings: Ten Qualities of an Effective Team Player

Review Questions: Workplace Culture 15 Points

1. Why is it important to respect and tolerate those who work in different workplace

cultures than you?

2. What are some other characteristics of shop and field culture not listed here that are

important to know?

3. Hierarchy is established through experience, which can make things difficult for a

new welder hoping to work up in the hierarchy. What are some things you could do to

help you work up in the hierarchy?

Workbook Page 42

If you were choosing team members for a team in your organization, assuming that people have the right

technical skills for the job, what factors would you use to select your team members?

1. Demonstrates reliability

You can count on a reliable team member who gets work done and does his fair share to work hard and meet

commitments. He or she follows through on assignments. Consistency is key. You can count on him or her to

deliver good performance all the time, not just some of the time.

2. Communicates constructively

Teams need people who speak up and express their thoughts and ideas clearly, directly, honestly, and with

respect for others and for the work of the team. That's what it means to communicate constructively. Such a

team member does not shy away from making a point but makes it in the best way possible, in a positive,

confident, and respectful manner.

3. Listens actively

Good listeners are essential for teams to function effectively. Teams need team players who can absorb,

understand, and consider ideas and points of view from other people without debating and arguing every

point. Such a team member also can receive criticism without reacting defensively. Most important, for

effective communication and problem solving, team members need the discipline to listen first and speak

second. Don’t listen with your mouth!

4. Functions as an active participant

Good team players are active participants. They come prepared for team meetings and listen and speak up in

discussions. They're fully engaged in the work of the team and do not sit passively on the sidelines. Team

members who function as active participants take the initiative to help make things happen, and they

volunteer for assignments. Their whole approach is can-do: "What contribution can I make to help the team

achieve success?"

5. Shares openly and willingly

Good team players share. They're willing to share information, knowledge, and experience. They take the

initiative to keep other team members informed. Much of the communication within teams takes place

informally. Beyond discussion at organized meetings, team members need to feel comfortable talking with

one another and passing along important news and information day-to-day. Good team players keep other

team members in the loop with information and expertise that helps get the job done and prevents surprises.

6. Cooperates and pitches in to help

Cooperation is the act of working with others and acting together to accomplish a job. Effective team players

work this way by second nature. Good team players, despite differences they may have with other team

members concerning style and perspective, figure out ways to work together to solve problems and get work

done. They respond to requests for assistance and take the initiative to offer help.

Readings: Ten Qualities of an Effective Team Player

Workbook Page 43

7. Exhibits flexibility

Teams often deal with changing conditions — and often create changes themselves. Good team players roll

with the punches; they adapt to ever-changing situations. They don't complain or get stressed out because

something new is being tried or some new direction is being set. In addition, a flexible team member can

consider different points of views and compromise when needed.

8. Shows commitment to the team

Strong team players care about their work, the team, and the team's work. They show up every day with this

care and commitment up front. They want to give a good effort, and they want other team members to do the

same.

9. Works as a problem-solver

Teams, of course, deal with problems. Sometimes, it appears, that's the whole reason why a team is created,

to address problems. Good team players are willing to deal with all kinds of problems in a solutions-oriented

manner. They're problem-solvers, not problem-dwellers, problem-blamers, or problem-avoiders. They don't

simply rehash a problem the way problem-dwellers do. They don't look for others to fault, as the blamers do.

And they don't put off dealing with issues, the way avoiders do. Team players get problems out in the open

for discussion and then collaborate with others to find solutions and form action plans.

10. Treats others in a respectful and supportive manner

Team players treat fellow team members with courtesy and consideration — not just some of the time but

consistently. In addition, they show understanding and the appropriate support of other team members to

help get the job done. They don't place conditions on when they'll provide assistance, when they'll choose to

listen, and when they'll share information. Good team players also have a sense of humor and know how to

have fun (and all teams can use a bit of both), but they don't have fun at someone else's expense. Quite

simply, effective team players deal with other people in a professional manner.

Team players who show commitment don't come in any particular style or personality. They care about what

the team is doing and they contribute to its success — without needing a push. Team players with

commitment look beyond their own piece of the work and care about the team's overall work. In the end,

their commitment is about winning — not in the sports sense of beating your opponent but about seeing the

team succeed and knowing they have contributed to this success. Good team players have and show this

motivation.

Name:________________________

Workbook Page 44

Review Questions: 15 Points

1. What are some other characteristics of a good team player not listed here? Name at least two.

2. Which characteristics of a team player do you exemplify? Why?

3. Which characteristics of a team player do you need to improve? Why?

4. Why is it important to be a team player?