Lesson Plan: Professionalism in the Workplace for New Graduates

1. Key Learning Objectives

Students will be able to:

• Define core elements of professional behavior and expectations in the workplace.

• Demonstrate effective workplace communication skills across diverse settings.

• Navigate common workplace scenarios with professionalism and ethical decision-making.

• Reflect on and plan for professional self-management, including time, dress, and digital presence.

Each objective is actionable, measurable (via scenario responses, discussion, or portfolio), and clear for all learners.

2. Factoring in the Needs of Students

This lesson recognizes that not all graduates enter the workplace with the same prior exposure to, or comfort with, professional norms. Considerations include:

• Using prior knowledge inventories to gauge familiarity and address gaps.

• Offering flexibility in demonstrating understanding—students can choose written, oral, or visual formats.

• Scaffolding activities so students at varying comfort levels have guidance and resources.

3. Lesson Materials

• Digital Presentation (Google Slides) outlining professionalism fundamentals.

• Scenario cards for role-play (PDF and printed copies).

• Professional communication rubric (with plain-language and translated versions).

• Internet-connected devices (for digital activities).

• Access to Google Forms (for surveys/micro-assessments).

• Handouts: Professionalism checklist and reflection prompts.

• Closed captioned instructional video(s).

4. Lesson Procedure

Warm-Up (10 min):
Think-pair-share: “What does professionalism mean in your home or community? In the workplace?”

Content Delivery (15 min):
Interactive slide presentation with embedded short videos (diverse professional voices).

Skill Application (25 min):

• Role-play: Practice greeting, email etiquette, handling feedback, and time management.

• Scenario groups: Choose or adapt scenarios that reflect students’ backgrounds.

Digital Tool Activity (15 min):

• Students use Google Forms to complete a professionalism self-assessment and set a realistic goal for themselves to work on.

Reflection (10 min):

• Complete a brief digital or paper reflection (e.g., Padlet, Flipgrid, or handout) describing a professionalism challenge they anticipate and how they’ll handle it.

5. Learning Activities

• Interactive discussion

• Video analysis

• Scenario-based small group practice

• Digital self-assessment (Google Forms)

• Individual reflection, verbal or written

6. Roadblocks & Solutions (Equitable Design)

• Varied digital access: Provide alternatives for video and digital content (transcripts, printouts, mobile-friendly versions).

• Language barriers: Offer rubric and checklists in multiple languages or with visual aids.

• Comfort with role-play: Allow students to choose to write or verbally report scenarios as well as perform.

• Disability access: Ensure all materials and tech tools are compatible with assistive technology.

7. Time Frame

• 60-minute lesson (can be adapted for two shorter sessions)

  • Warm-up: 10 min

  • Presentation: 15 min

  • Application: 25 min

  • Digital reflection/assessment: 10 min

8. Assessment

Formative: Google Forms self-assessment, observation of group participation, completion of scenario activity.
Summative: Submission of a short reflection or personal action plan for professionalism using the student’s preferred format (written, recorded, or visual).

9. Additional Notes

• Teachers can collect anonymous feedback via Google Forms about which examples felt relatable or confusing, so future lessons become even more inclusive.

• Professionalism challenge scenarios can be adapted for different cultural or workplace norms as needed.

Narrative: Equity Components, Rationale, and Measurement

This lesson is designed so that all students, regardless of language, digital access, cultural background, or confidence, can learn and demonstrate professionalism. Equity strategies include allowing choice in assessment method, using accessible technology, providing materials in multiple modes/formats, and explicitly teaching norms rather than assuming prior knowledge. The rationale is that professionalism has not been taught equitably and often upholds one dominant workplace culture; making it explicit, flexible, and inclusive gives every learner the ability to succeed authentically.

Measurement of effectiveness will include:

• Comparing self-assessment results at the start and end of the lesson (Google Forms auto-analyzed and disaggregated)

• Monitoring participation and choice of assessment method, looking for engagement across all learner groups

• Qualitative review of student reflections for themes of confidence and understanding

• Gathering individual and class feedback for continuous improvement