I. Curricular Framework

Concept:

Systems

Essential Question:

How can knowledge about effective organizational structures and policies result in improved custome

Bridge:

Object/System Connection

Content:

Effective Workplace Environments

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To enable an experience where learners have to follow instructions in order to complete a given task.

Activity: Learners will work together in pairs to complete a task following a set of specific written instructions (e.g. lego building, recipe, treasure hunt).

Assessment: Involvement in completing task.

2. Attend: Attending to the Connection

Objective: To analyze the experience.

Activity: Learners reflect on own experience of the activity in small group.

Facilitator to lead class discussion to clarify the idea that a quality product or service is best achieved by following planned and comprehensive steps or systems.

Assessment: Quality of learner contribution.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To enable the learners to clarify how systems “work” and their importance.

Activity: Individually learners respond to the following question: “If ‘systems’ were an object what would it be?”
Discuss that object and it’s connection to systems within a small group. Each group is to present a statement on the connection between an object and system.

Assessment: Participation in group work.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Topic 1:
-legislation of organizations
-the organization’s policies and procedures
-the organization’s mission and policies

Objective: To understand the connection between an organization’s mission/philosophy, its policies and procedures and the governing legislative requirements.

Activity: Informal lecture on legislations and organizational procedures, philosophies and mission statements. Overview of different types of legislation and the need for policies and procedures of organizations to reflect that legislation, in relation to different workplace settings in the Community Services sector.

Assessment: Learner involvement in responding to questions.

Topic 2:
- Job roles and responsibilities

Objective: To understand the relationship between job roles and responsibilities and effective workplace practice.

Activity:
An inductive look at job roles and responsibility
In small groups discuss “Job Roles and Responsibilities” and what it means:
a.) Students write definition and share with larger group
b.) Facilitator leads discussion on job responsibilities in relation to effective service delivery to clients according to the policies and rules of workplace practice.

Assessment: Learner involvement in discussion.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Topic 1:

Objective: To enable the learner to identify the connection between legislation, policies, procedures, philosophy and mission statements in specified sectors of the community services industry.

Activity: Learners will work in small groups to review and answer structured questions in relation to examples of legislation, policies, procedures, philosophy and mission statements from a variety of community services organizations.
Learners will share their findings with the larger group.

Assessment: Learners participate in small group activity and report to larger group.

Topic 2

Objective: To enable the learner to identify job roles and responsibilities in relation to specific community services industries.

Activity: Learners will work in small groups to review job descriptions from a specified community services organization. The learner will select one job role and identify its responsibilities, standards, limitations and connections to other roles within that work place. Learner will share their findings with the large group.

Assessment: Participate in small groups and report back to class.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To apply procedures to handle a workplace issue.

Activity: Using policies and procedures, learners will work together in small groups to develop a planned response from a case study. eg- relative complaints re confidentiality, grievance complaint between staff members, sexual harassment

Assessment: Participation in small group work.

7. Refine: Refining the Extension

Objective: To refine a learners understanding of policies and procedures.

Activity: Based on case study learners will work in small groups to create a poster, pamphlet or chart which could be displayed to give information to staff/students/visitors about the relevant policy.

Assessment: Quality of learner contribution

8. Perform: Creative Manifestation of Material Learned

Objective: To share what has been learned.

Activity: Learner will present their poster, pamphlet or chart to class group for critique.

Assessment: Quality of learner contributions in presentation of arrangement and critique of product.

Assessment, Phase Five,Performance, Creative Use of Material Learned: