2nd test

2nd test

Test Page

This is a test page.

Good Times!

Check out my Good Times! video I created using Animoto.

Appearance

One’s appearance is directly related to the career field in which they work. True
or false? Let’s see – would you expect your female automobile mechanic to
have grease under her nails and smell of gasoline or diesel fuel? Of course.
Would you expect the female teller at the bank you use to have grease under her
nails and smell of gasoline or diesel fuel? Probably not. Would you expect your
female automobile mechanic to work in high heels and a dress? Not likely. In
an automobile service department, the smell of gasoline, diesel fuel, and oil are
accepted odors that most of us expect and would not find offensive in that
setting. You would expect the mechanic to be dressed safely for work which
would not include heels that she could trip in or a dress which could expose her
skin to harsh and/or hot chemicals. However, in a bank you would not expect the
person that is greeting the public and handling money to have a strong odor or
dirty nails; you very well might find her offensive. What’s the difference?

Depending on the career field, acceptable appearances may vary, as in the
example above. However, regardless of your job, there is no excuse for not
being groomed, being neat, practicing good personal hygiene, or using correct
and polite behavior. A lack of attention on your part in any of these areas can
affect your job and/or your business.  

A person who is groomed and neat in appearance has cleaned and combed hair
that is styled appropriately for the job or class. Clothes are pressed, shirttails
tucked in, shoelaces tied, and so on. Stockings are run-free, and shoe heels are
appropriate for the job or class. Make-up and cologne are tastefully applied
without being overbearing. Nails are clean and manicured and are an
appropriate length for the classroom or lab.

The practice of good personal hygiene is a must. Daily bathing, especially in our
region of the country, is a necessity. Body perspiration causes odors that can be
very offensive to others. The heat and humidity we experience in the South
compounds this problem. The use of a deodorant and antiperspirant is only
effective as long as the body is clean and free of dirt and sweat. Likewise, good
oral hygiene and brushing and flossing daily aid in the prevention of bad breath,
cavities, and gum disease. Be sensitive to others around you by taking care of
yourself and your body’s needs.

Correct and polite behavior is the acceptable conduct for class or a job. It shows
respect for oneself as well as others. Acceptable behavior may include:

• Not interrupting others while they are talking;
• Not carrying on side conversations while someone is talking;
• Considering other’s feelings and concerns when making decisions or
comments;
• Being respectful of the instructor and classmates;
• Avoiding arguments and disagreements;• Providing assistance when asked;
• Using terms such as “please” and “thank you.”

Email Etiquette

1.  Why do you need email etiquette?

A company needs to implement etiquette rules for the following three reasons:
• Professionalism: by using proper email language your company will
convey a professional image.
• Efficiency: emails that get to the point are much more effective than poorly
worded emails.
• Protection from liability: employee awareness of email risks will protect
your company from costly law suits.

2.  What are the email etiquette rules?

There are many etiquette guides and many different etiquette rules. Some rules
will differ according to the nature of your business and the corporate culture.

Below we list what we consider as the 31 most important email etiquette rules
that apply to nearly all companies.

32 most important email etiquette tips:

1.  Be concise and to the point
2.  Answer all questions, and pre-empt further questions
3.  Use proper spelling, grammar & punctuation
4.  Make it personal
5.  Use templates for frequently used responses6.  Answer swiftly
7.  Do not attach unnecessary files
8.  Use proper structure & layout
9.  Do not overuse the high priority option
10.  Do not write in CAPITALS
11.  Don't leave out the message thread
12.  Add disclaimers to your emails
13.  Read the email before you send it
14.  Do not overuse Reply to All
15.  Mailings > use the bcc: field or do a mail merge
16.  Take care with abbreviations and emoticons
17. Be careful with formatting
18.  Take care with rich text and HTML messages
19.  Do not forward chain letters
20.  Do not ask to recall a message.
21.  Do not copy a message or attachment without permission
22.  Do not use email to discuss confidential information
23.  Use a meaningful subject
24.  Use active instead of passive
25.  Avoid using URGENT and IMPORTANT
26.  Avoid long sentences
27.  Don't send or forward emails containing libelous, defamatory, offensive, racist or obscene remarks
28.  Don't forward virus hoaxes and chain letters
29.  Keep your language gender neutral
30.  Don't reply to spam
31.  Use cc: field sparingly
32.  Do not request delivery and read receipts

Assignment:

View this video presentation on Appearance.

Physical Appearance

Regardless of your job, there is no excuse for not being groomed, being neat,
practicing good personal hygiene, or using correct or polite behavior.

How can this affect your job?

Email Appearance

Why do you need email etiquette?
Name five of the email etiquette rules?

Leadership/Cooperation

Developing Leadership Skills

Leaders have a somewhat special point of view. Their basic aim is to get other
people to do things. Even though it may sometimes seem that being a supervisor would be easy because anybody can give orders, that is not true. Some managers may try to manage by ordering people about, but these managers are usually not very productive. Bossing people is not leading them. You can get only so far trying to boss people because they resent it. Most people would rather be led than bossed.

Leaders get more out of people than bosses do. Consider the following two
contrasting examples.

Example 1: “Cody, I expect you to get this repair done by 4 p.m. today, or I want
to know why.”

Example 2: “Cody, I’m working on the Walker site this afternoon, but this repair
needs to be done by 4 p.m. today. Could you try to get it done? If you need any
help, let me know, and I’ll see what I can do.”

Of course, everyone would prefer to be asked (Example 2) rather than told
(Example 1). The tone of the request in the second example would encourage
Cody to join the effort to get the work done.

Overall, successful leaders demonstrate the following traits:

• Leaders do not let their feelings control them. When angry or annoyed, they do not explode.  When frustrated, they do not sulk.
• Leaders are more democratic than dictatorial. They encourage people rather than order them around.
• Leaders set realistic goals that are challenging but not impossible for their employees to achieve.
• Leaders build group loyalty by seeing that workers are rewarded for their good work. They do not try to take all the credit for a job well done.
• Leaders continually question themselves. They do not think that everything they do is wonderful or right. They are able to accept constructive criticism and use it to improve their leadership abilities.
• Leaders are competitive. The desire to excel is a motivator for them.  

Because leadership skills are developed—you are not born with them—don’t
forget to give your leadership skills a workout at every opportunity. This does not
mean that you should go around telling people what to do, but be aware of opportunities to be a leader. For instance, when working with a group, try to get
a cooperative effort from the group rather than have everyone pulling in a different direction. You can provide leadership by taking actions that would help the group complete its task and by helping the group members maintain good working  relationships. Such practice will help you develop your own leadership style.

Understanding Conflict Management

Avoidance
Avoidance requires us to refrain from any action that might force a confrontation.
People avoid conflict by refusing to take a stance, by physically leaving or by
“tuning out.” When it is merely a way to hide from conflict, avoidance is an
ineffective technique. Most problems do not disappear when they are ignored.
An ostrich that buries its head in the sand when faced with unpleasant situations
is practicing “avoidance.”

Despite the arguments against avoidance, it can be an effective strategy when
you know the source(s) of the conflict will disappear or get better in a short
period of time.  Another situation might be one in which the opposing parties are
so angry that feelings should not be bared at that time.


Accommodating
People accommodate when they attempt to make peace by either calming down
the combatants or pointing out their common interests. They are then reacting to
the emotions, not to the problem. The accommodating approach, like avoidance,
does not cause the source of the conflict to go away—only to remain hidden for
a while.

The quieting of festering feelings may seem to be a useful technique, and
occasions arise in which accommodating should be used. However, someone
who takes this action frequently is not resolving the real issues. Probably a more
effective use of the accommodating method is to direct the attention of the
competing individuals to the accomplishment of a goal that is important to both
sides, if such a goal exists.

Forcing
Forcing takes place when a solution to conflict is imposed by any of the following: (1) the most powerful of the two sides, or (2) the supervisor. Forcers
use authority, threats, and intimidation; they might also call for majority rule when
they know they will win.

If one side in the conflict has more power than the other, the stronger side can
simply intimidate the weaker. Two problems exist with this approach. First, the
resolution is not guaranteed to be in the best interest of both parties or the
company—only that it will be in the best interest of the stronger party. Second,
the losing party will be frustrated by the results and may attempt to retaliate or
sabotage the plan. This method is especially bad when the winner is the supervisor and the loser is the subordinate.

Forcing can be a highly effective method of controlling conflict, and times exist
when it has to be used. However, it is usually only a short-term resourcebecause the original conflict will reemerge or similar ones will arise to create more problems.

Bargaining
Unlike forcing, bargaining seeks a solution through give and take. This
compromising means that both sides move from their original position to one that
is somewhere in between. Because both sides must be willing to give up
something of value and to bargain in good faith, there is rarely a clear winner or
loser. Therefore, the outcome is often less than completely satisfactory to both
sides.

Bargaining is a more assertive mode than either avoidance or accommodating,
but it is not as assertive as forcing. It is a relatively cooperative approach to
conflict which causes it to be one of the most practical and often used methods
of conflict resolution.

Problem Solving
Problem solving is the one mode of conflict resolution with the greatest potential
for achieving a permanent solution to conflict. Contrasted with avoidance,
problem solving deals squarely with the issues. Contrasted with
accommodating, problem solving focuses on the roots of the conflict although
feelings are not ignored. Contrasted with forcing, no one is coerced into
accepting an unwanted solution. Contrasted with bargaining, a solution is sought
in which neither side feels it has to give up something important to get what it
wants.

Problem solving brings the parties in conflict together to examine the situation,
often with third-party help, and mutually to bring about the conditions for
improving that situation.

Problem solving is often not used for the following reasons.

1. It is time consuming; the other modes of conflict resolution are much quicker.
2. It requires a great deal of energy and commitment by the people involved.
3. Both parties must be attempting to achieve the same, or similar, goals and have a desire to see the problem solved. The opposing sides must believe that they can achieve a better solution through collaborating than through fighting and be willing to see the problem from the other side’s point of view.  

Summary
Probably no one best method of conflict resolution exists which would be
applicable to every conflict. We should understand all the modes and know which would be the best to apply in a given conflict situation. The following chart summarizes the conditions that would indicate the best use of each approach.

Developing Problem Solving Techniques

Solving problems is a challenge we face everyday. Problems are sometimes big
and sometimes small. It is important to realize that no matter what the problem,
it is better to solve the problem before it gets bigger and more difficult.

Problems are something with which everyone must deal. They can cause us to
lose sleep, to do poorly on the job or in school, to be cranky with friends and
family, and to have health problems. Not solving problems we have now may
create a crisis situation later. A crisis is usually hard on our physical and mental
health.

Solving problems means making decisions, and making decisions is often hard
to do. We make decisions everyday--what clothes to wear, what classes to take,
where to live, which friends to be with, and so on. However, some decisions
are more complex and require a solution. For example: “What career should I
choose?” “What should I do with my rebellious child?” “What am I going to do
about moving out on my own?” To some people, these questions areoverwhelming; to others, the solution may be simple. Remember that one
person’s problem may not be a problem to someone else.

When solving problems and making decisions, it is important to avoid:

• Acting on feelings rather than logic and valid information. Sometimes the results of the solution are considered in great length, while the realities of the solution are often overlooked.
• Narrow vision. Narrow vision involves zeroing in to the point where the problem solver cannot be open-minded and does not consider other events that may affect the decision.
• Following poor advice. Friends or relatives who seem to be experts may in fact give you misleading advice resulting in a poor decision and unobtainable solution.
• Lack of direction and goals. When a person has no direction, it is difficult to make decisions and solve problems. A solution that seemed good at one point may in fact tend to be poor when circumstances change.
• Lack of thoroughness. Facts and figures needed to solve a problem must be carefully collected and considered. Every alternative should be thoroughly and patiently checked before a decision is made. There are many reasons that cause people to make an incorrect decision:
• Fear is probably one of the biggest obstacles an individual has to overcome. Thinking of all the bad things that could result from a decision causes some people to hesitate and lose confidence in themselves.
• Not looking ahead will result in the problem reoccurring later. Always consider the future consequences of the solution.
• Seeing the problem as worse than it is. The more a person thinks about the problem, the larger it grows. Often the person talks himself or herself out of even beginning to deal with the problem.
• Not being able to identify the problem. Often the problem seems so complex that the problem-solver does not know where to begin.

The IDEA method for solving problems is a sure-fire method for reaching a
solution to problems.


Step 1: 

• Identify your problem.
• What do I need to accomplish?
• What should I be able to do when I finish this task?

Understanding the purpose of your activity is extremely important. As a sharp
thinker once said, “If you don’t know where you are going, how will you know
when you get there?” So, be sure to clarify your goals when setting up to begin
a task.

Step 2: 

• Design your solution.
• What information is available to solve my work problem?
• What materials do I need to solve my work problem?

Designing means planning. A person who applies technology to tasks doesn’t
jump into the middle of the project but takes a look at the information and
materials available to complete the task. After collecting the information sources
and materials, it is necessary to select those which will be the most useful tools
for the project and arrange them in an efficient way in order to complete the job.

Step 3:

• Examine your resources.
• What do I already know about this situation that will help me?
• What information sources will be the most helpful?
• Within the information sources, what information is important because it will help me solve my problem?

Now that you have your resources together, it is time to use them. As a rule,
instructions for installation or repair of equipment are written in a stepwise format
—numbered 1, 2, 3, 4, 5, etc. This is called process or chronological order
because the first step should occur before the second step, the second step
before the third, and so on. Problems are usually solved more efficiently if you
read and follow the instructions in a detailed and careful manner. No only will
your future employer appreciate your attention to detail, but also, currently, while
you are in school you will find that your instructors are favorably impressed by
students who can follow and understand directions.

At the same time that you are looking over owner’s manuals, service manuals, or
other information sources to complete your task, be sure to take note of the table
of contents. The table of contents shows you the parts of the manual and helps
you select only the information that will help you. For instance, to install a
system you need only the setup information. To repair a problem, you may need
only the troubleshooting guide.

Once the essential information for the project has been located, the worker who
applies technology surveys not only information resources but also
herself/himself. All individuals have a lifetime of problem-solving experience
behind them. Look within yourself to see if you have knowledge gained from a
previous task that you can use to guide you in the current activity. Use what you
know to help you learn about what you don’t know.

Step 4: 

• Assess your solution.
• Did I accomplish my purpose?
• Did the information help me solve my work problem? How did it
• help?

Upon completion of any project, it is essential to revisit your original goals. You
need to be sure that you arrived at wherever you intended to go. It is also a good idea to survey your resources again. Did you have what you needed to complete your task on hand, or were you constantly having to stop your task to gather more materials or information? Use this experience to make you better prepared for your next challenge.

Here are a few more suggestions that will help in thinking more creatively and critically:

• Instead of sitting back and waiting for events to determine your actions, get involved up front. Shape the course of events by energetically pursuing the process of solving the problem.
• Think for yourself. Although others can help you, you are ultimately responsible for decisions affecting your life.
• Look at all sides. Consider all arguments, even those you may not want to hear. Remain open to new ideas and viewpoints that differ from your own. (Most great inventors and artists were considered screwballs because they had the courage and imagination to consider notions that wouldn’t have occurred to “normal” people.)
• Relax and let your subconscious mind work on the problem. Brilliant, creative people often seem absent-minded and idle, “lost in thought.” (Albert Einstein concentrated so deeply that he once actually forgot where he lived!) Purposeful daydreaming is a state in which the mind and body are alert but relaxed--the ideal setting for creative problem solving.

Maintaining Good Relationships with Supervisors and Co-Workers

The more you know about people and their needs, the better you get along with
them. If you have no idea what makes another person tick, you will probably
have a hard time relating to them. Four general points of which you need to be
aware in order to get along with others are:

• Everyone is unique.
• Everyone wants to feel important.
• People have many roles.
• Needs affect actions.

Maintaining an awareness of everyone’s uniqueness will keep us from treating
everybody in the same manner. For example, one supervisor may want to be
called “Jim” and another “Mr. Baxter.” One co-worker might like to hear an
occasional workplace joke but another might choose to refrain from such. To
maintain good relationships, you must recognize, accept, and respect these
differences.

While it is natural to feel that what is different from you is somehow not as good
(or maybe even bad), you must realize that others have good reasons for their
actions and preferences too. Respect their preferences. To do otherwise would
make them feel unimportant. Remember how it feels when a sales clerk ignores
you but waits on somebody else or when a boss talks down to you? Most of the
time, you would want to get even with the offender, so always assume that
others feel the same way when we don’t respect their opinions and different
expectations.We have to remember that supervisors and co-workers have other roles in life besides that they play for us. They are parents, sisters, sons, husbands, softball coaches, church members, and so on. If someone acts irritable or moody,
perhaps it is because his child is sick or his personal life is undergoing some
upheaval. Make allowances and understand that by supporting them in their
other roles, you’ll improve your working relations with them.

All humans have needs. If one is thirsty, he takes a drink of water. If one is
lonely, she seeks out a friend. Knowing that people are always trying to satisfy
one need or another can help you maintain good human relations. You will not
be quick to get angry at a person’s behavior if you understand why the person is
behaving in some way. For example, someone who brags a lot may get very
annoying. But if you remember that this person may simply be acting from a
need for approval, you will be much more tolerant and might even encourage
that person to resist the bragging behavior.

Good human relations skills take practice and patience, and all of us make
mistakes sometimes. However, if we always stop to consider what other people
want and need and not just react to an immediate, surface situation, we will have
more success at maintaining good working relationships with our supervisors and
our peers.

Following the Chain of Command

One of the most important human relations things you can do when you begin
your job is to learn the organizational chart. Understand who your immediate
supervisor is, who the supervisor of your supervisor is, who other department
managers are, and so on. Keep your supervisor informed about what’s going on
with your job. When you need permission to take time off, do not go over your
supervisor’s head without his or her permission. Keep your boss informed
whenever you want to talk to other management people about the possibility of
making changes in the order of business.

Assignment:

View this video presentation on Leadership/Cooperation.

PROBLEM SOLVING

1. Develop a conflict scenario whether work, school, or family related.
2. Give fictitious names to the people involved.
3. List the conflicts involved.
4. Determine your solutions to promote cooperation.
5. Examine your resources for the steps to develop a resolution.

Self-Esteem/Attitude

Demonstrate a Positive Attitude

We should never underestimate the power of the proper attitude. Our attitude determines how successful we will be as students and as employees and how well we get along with our classmates and co-workers.

We often fail to remember that our attitude determines our altitude and that we determine our own fate by controlling our attitudes. Our attitudes become self-fulfilling prophecies. If we have a good attitude about something, we typically have good results. If, on the other hand, we have a negative attitude or feel that
something will turn out bad, it usually does.

We should start to improve our attitude toward ourselves by doing our best at everything we do. Doing our best results in pride, and pride creates self confidence. Doing our best also catches the eye of our instructor or our supervisor. Typically, we will be rewarded for being the best that we can be.  Rewards also lead to increased pride and self-confidence. It is easy to see how the domino effect of a positive attitude can lead to the reaching of our full potential, and the maximizing of our learning or working experience.

The flip side of this parable is also true. A negative attitude, or even one of indifference, will cause us not to feel so good about ourselves. Others will notice our attitude and comment on it. When our flaws are pointed out to us, it is often like pouring fuel on a fire. Our attitudes are bound to get worse and our chances
for success will diminish.

A negative attitude is often compared to the flu, because it is highly contagious and because it can get much worse if left untreated. A bad attitude, being contagious, will "rub off" on others. Have you ever noticed that when you are around a group of complainers, you too begin to feel dissatisfied? However, this works both ways: if we have a negative attitude, the moods of our classmates or co-workers may be dampened. A bad attitude will not literally make us sick, as the flu can, but it can certainly weaken our chances to succeed.

A positive attitude has been compared to electricity because of its “shocking” importance and because it, too, is not always recognized or appreciated until it is absent. A positive attitude is not always verbally rewarded; However, there's no question that having a positive attitude will increase our chances of success.

Appear Self-confident

A proper degree of self-confidence is prerequisite to a successful and rewarding career. One must always be willing to learn new skills, and to take opportunities to grow, in order to develop and maintain self-confidence.

Those who lack in self-confidence are the ones in the class, or in the workforce, who are timid and shy. These people don’t feel that they are important and do not feel worthy to make a contribution. They doubt their value; therefore, they don't take opportunities to show what they can do. These people have a low self esteem.

Those who have too much self-confidence appear conceited. These are the ones who have an inflated sense of their self-worth. They tend to believe that they are the smartest, the best looking, and the overall most able in the group. They feel that their opinion or answer is always the correct one and that everyone looks up to them and respects them. They don't really grow because they are busy "coasting" on their perceived "importance."

The people who are fortunate enough to possess and display the proper degree of self-confidence are the ones that realize that they are no better or no worse than their peers are. These people are poised and confident. They hold their head up in a crowd. They earn respect from their peers and leaders by their wise
decisions and helpfulness.

Have Realistic Expectations of Self

We all have our own set of limitations and our different capabilities. Realizing what our limits are is an important part of becoming the best that we can be.

To be successful, we should set goals for ourselves. Our goals must be challenging, but obtainable, and they should be realistic and based on our individual set of limitations and capabilities.

If we expect too little of ourselves, we will become bored and will never achieve our full potential. If we expect too much of ourselves, we will never be quite able to reach our goals, and we will become frustrated.

Setting realistic goals, and working to achieve them, helps us to continually grow
and develop.

View this video presentation on Attitude.

Attitude Question

Provide an example of a time when your attitude had a negative outcome on
your job performance? How could you have responded differently?

Respect

Legal/Ethical Issues
Much has been written and reported about legal and ethical issues in the workplace over the past several years. Sexual harassment lawsuits have plagued the news ranging from military scandals, big company settlements, political resignations, and teacher/student accusations. Many have resulted in ruined careers, large cash settlements, devastated families, and dramatic changes in laws. Likewise, the unfair treatment of a person or group of people because of who they are or what they are has resulted in the same action. What was acceptable twenty years ago may not be acceptable today.


Our workforce has changed also. There has been an increase in the number of women and minorities working. More employees have technical training or a college education. A wider range of age groups is in the workforce, too. Because of this, we now have a distinct cultural/racial diversity among our working Americans. So that we all may live and work together in harmony, we must increase our  awareness and respect for the differences we each possess (or our cultural diversity). Educators and employers alike have shifted to a
standard of NON-offensive behavior in every situation – every time! No one is immune from being measured by this standard – no one.


Important Terms to Understand
Sexist - Refers to the attitude of a person toward others of the
opposite sex.  Example:  When a man thinks that women are too emotional.
Sex Discrimination - When employment decisions are based on an
employee’s sex, or when an employee is treated differently because of his or her sex. Example: Declining to hire a woman because she might have child care problems.
Sexual Harassment - Unwelcome behavior of a sexual nature. Example: A woman telling a man that he looks hot in a new pair of jeans.
Quid Pro Quo - Means “this for that.” When employment benefits
and/or working conditions are based on an employee’s acceptance or rejection of unwelcome sexual behavior. Example: A supervisor or manager says to an employee whom he or she supervises: “I will promote you and give you a raise if you have sex with me.”
Hostile Environment - When unwelcome sexual behavior, which is
offensive, hostile, and/or intimidating, adversely affects an employee’s (or group of employees’) ability to perform his or her job. Example: Continual use of profanity and obscenities. 


Unlawful sexual harassment is unwelcome conduct that does one of the following:
• Makes granting sexual favors a condition of employment
• Retaliates against a person who refuses to grant sexual favors
• Creates a hostile, offensive, threatening, or intimidating work environment that impacts the victim’s ability to perform his or her job


Unlawful harassment includes but is not limited to:
• Verbal harassment: epithets, derogatory comments, or slurs
• Physical harassment: assault, impeding or blocking movement, or any
physical interference with normal movement when directed at an individual 
• Visual forms of harassment: posters, cartoons, or drawings that are sexual in nature
• Requests for sexual favors: unwanted sexual advances that condition an employment benefit or working condition upon an exchange for sexual favors
 

The Equal Employment Opportunity Commission (EEOC) Sexual Harassment Guidelines state:
Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature constitute sexual harassment when:
1) Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment,
2) Submission to or rejection of such conduct by an individual is used
as the basis for employment decisions affecting such individual, or
3) Such conduct has the purpose or effect of unreasonably interfering
with an individual’s work performance or creating an intimidating,
hostile, or offensive working environment. 29 CFR P 1604.11(a)(2)(1993)


Some examples of conduct that may be considered hostile environment
harassment include (but are not limited to):
PHYSICAL
• Giving a neck or shoulder massage
• Touching a person’s hair, clothing or body
• Hugging, kissing, or patting
• Standing close to or brushing up against a person
• Touching or rubbing oneself sexually around another person
• Unwanted deliberate touching, leaning over, cornering, or pinching


VERBAL
• Referring to an adult as a “girl,” “hunk,” “doll,” “babe,” or “honey”
• Whistling at someone; cat calls
• Making sexual comments about a person’s body, clothes, looks, anatomy, manner of walking, etc.
• Making sexual comments or innuendoes
• Turning work discussions to sexual topics
• Telling sexual jokes or stories face to face or online such as emails etc.
• Asking about sexual fantasies, preferences, or history
• Repeatedly asking out a person who is not interested
• Making kissing sounds, howling, smacking lips
• Telling lies or spreading rumors about a person’s sex life


NON-VERBAL
• Looking a person up or down
• Staring at someone
• Blocking a person’s path or standing close
• Following a person around
• Giving personal gifts
• Displaying sexually suggestive items (calendars, photographs, comics, food displays, sexual novelty items, etc.)
• Making sexual gestures with hands or through body movements
• Making facial expressions such as winking, throwing kisses, or licking lips


HARASSMENT INCLUDES (but is not limited to):
• Unsolicited/unwelcome written, oral, physical, or visual contact with sexual, racial, or other discriminatory overtones
• Continuing to express personal interest after being informed that such interest is unwelcome, e.g., asking for dates after initial request declined, etc.
• Engaging in explicit, implicit, or inferred coercive behavior which can be used to control, influence, or affect the career, salary, or work environment of another employee
• Making actual, implied, or inferred threats or reprisal after a negative response to actions or statements
• Offering employment advantages or benefits in exchange for sexual favors
• Making any statement or comment, written or oral, to or concerning another employee which can be considered to be sexist, demeaning, derogatory, or offensive


REMEMBER:
• Conduct that may not be offensive to one person may be offensive to
another.
• Even if harassment is not intended, your actions may be perceived that way.
• Respect cultural differences. What may be complimentary in one culture could be offensive in another. Recognize the diversity that exists in the classroom or workplace.


Georgia’s technical institutes do not tolerate harassing behavior. The school grievance procedure for reporting a sexual harassment complaint may be found in your student handbook or school catalog.  If you have any questions about this policy, please refer them to your instructor.



View this video presentation on Respect.

Using 100 to 150 words, explain why respect is so important in school, work, and daily 

activities. Please provide examples from this lesson.