Target Workplace Foundation Skills
Purpose
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This lesson continues to help students choose when and if it is appropriate to disclose their criminal history in an employment setting. Students will utilize the same problem-solving strategy that was practiced in Lesson 12 to determine the proper response to a variety of workplace scenarios dealing with disclosure. They will also practice making a disclosure statement during an interview or on the job.
Review
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Review with students the pros and cons of disclosing their criminal history during the application process. Discuss how disclosure might be viewed as taking responsibility or “owning” behavior. Tell them that there is no rule that fits all situations when it comes to disclosure and that they will have an opportunity in this lesson to discuss disclosure in different workplace scenarios. Emphasize that using discretion and practicing integrity are highly valued by employers. Disclosure demands both of these qualities.
Learning Outcomes
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Students will
- Develop a personal disclosure statement that can be used during an interview or on the job.
- Practice communicating different versions of disclosure associated with the workplace.
Teaching Strategies
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- Ensure that students are able to describe the RADD process.
- Remind students that this lesson is only to practice methods of disclosing and that specific crimes are not to be discussed.
- Be very sensitive to student anxiety about disclosure. Make sure that you have concrete examples of the positive value of disclosure.
- There are pros and cons to whether to share one’s past criminal history.
Required Materials
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- Copy of sandwich technique worksheet (Worksheet 13.1)
- Copy of the RADD worksheet (Worksheet 13.2) for each student
- Copy of disclosure scenarios (Handout 13.3) for each student
Vocabulary
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Discretion: Being able to use good judgment and make careful decisions. For example, knowing when and how to let your supervisor know that you have committed a felony.
Integrity: Being honest. Doing the right thing, even if it means looking bad to others. For example, admitting that you committed a crime, even though your manager hasn’t raised the issue.
Activity 13.1: Develop and Practice Making a Disclosure Statement
- Hand out the sandwich technique worksheet (13.1). During the role-plays that follow, when students choose to disclose, they should be advised to start by using the “sandwich technique,” starting and ending with positive information and putting the negative information in the middle:
- Start with a positive response, explaining how they can be a productive employee.
- Explain that they did get into some trouble at one point without providing specifics.
- Finally, they explain that while they were at the correctional facility, they were able to “turn their life around” (and provide examples such as earning a GED, learning a new skill, getting a driver’s license, and understanding that they can perform the job).
- Pair students up either purposefully or through student choice based on the makeup of the class and the teacher’s typical classroom procedures.
- Model the sandwich technique by using the example below:
- During an interview for a pizza delivery job, you might say that you have a driver’s license and excellent knowledge of the local area, which would be very helpful in making quick deliveries. You might add that at one point in your life, you made some mistakes, but you have turned your life around since then and worked hard to make yourself a valuable employee. One thing you did was to work hard to study for and to pass the driver’s test since you knew that a valid license would be helpful in applying for delivery jobs.
- Using the sandwich technique worksheet, have pairs of students develop and practice a disclosure statement with their partners that they might use during the interview or on the job.
- Ask for volunteers to demonstrate their disclosure statement to the class.
Handout 13.1 - Sandwich Technique Worksheet
Activity 13.2: To Disclose or Not Disclose
- Pair students up and hand out RADD worksheet 13.2. Discuss the process for completing each section of the table. Tell them that they will use this process to respond to each of the workplace scenarios.
- Hand out the disclosure scenarios handout 13.3 and have each pair complete the RADD worksheet for their scenario.
- Ask for volunteers to enact each scenario for the entire class.
Worksheet 13.2
Recognize and describe the problem.
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Think of and list all Alternatives that could be done in this situation. |
Decide whether this alternative would solve the problem in a good (+) or bad (-) way. If you can’t tell, use +/- |
Determine which alternative is best; put an X by it. |
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Handout 13.3
Scenario 1: Disclosure during application
Justin is being released from a long-term secure program and will return to his community and live with his mother and sister. His sister is aware of a job that is opening at the local supermarket. She is aware of an employee at the supermarket who has served time for a felony. She doesn’t know whether the employer knows of this employee’s criminal past. Justin will be completing an application as soon as possible because finding a job is part of his conditions for parole. How should Justin proceed regarding disclosure?
Use the RADD worksheet to determine a strategy for how Justin should approach disclosure. Role-play your strategy with your partner. Ask the class how this strategy demonstrated that Justin was taking responsibility for his past actions.
Scenario 2: Disclosure during the Interview
During the course of an interview for an office assistant position, the interviewer asked Sasha where she had received her training. She responded, “Foothill High School” (a juvenile detention center). The person conducting the interview responded that he was familiar with most of the high schools in the area and was not aware of that one. He began to ask more questions about the school and her training.
Use the RADD worksheet to determine a strategy for how Sasha should approach disclosure. Role-play your strategy with your partner. Ask the class how this strategy demonstrated that Sasha was taking responsibility for he past actions.
Scenario 3: Disclosure on the Job
Warren was hired on short notice to work for a construction company. He had spent seven months in a youth correctional facility. Over the last month, his crew and foreman have been pleased with his quality of work. One day his parole officer stopped in while Warren and his work crew were taking a break. The parole officer warmly greeted Warren and then went to talk to his supervisor. The rest of the crew wanted to know who that older guy was that knew Warren. In this situation, what could Warren disclose to his work crew?
Use the RADD worksheet to determine a strategy for how Warren should approach the disclosure issue. Role-play your strategy with your partner. Ask the class how this strategy demonstrated that Warren was taking responsibility for who he was.
Check for Understanding
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After discussing disclosure issues relative to the scenarios, ask students the following:
- What are some key elements that are important to consider when you choose to disclose?
- What are some key elements that are important to consider when you choose not to disclose?
- Which of the workplace settings (on the application, during the interview, or on the job) do you now feel is the most comfortable in which to disclose?
