Identify potential employment barriers to nontraditional groups and ways to overcome these barriers.
Description should include potential obstacles such as
- failure to meet workplace expectations (i.e., conduct, performance)
- failure to keep current with technical knowledge and skills
- workplace discrimination (based upon such factors as gender, ethnicity, age, or physical disability).
Strategies for overcoming obstacles to advancement include
- learning state and federal employment laws and company human resources policies
- participating in professional development programs
- participating in employee associations and/or union services
- appreciating the benefits of constructive criticism.
What can a nontraditional employee (e.g., a male in a female-dominated industry) do to overcome obstacles? How can colleagues and management help?
How can an employee ensure that she or he is current with the latest technical knowledge and skills?
What role does work ethics play in meeting workplace expectations?
Related Standards of Learning
History and Social Science
The student will apply social science skills to understand the process by which public policy is made by
- defining public policy and determining how to differentiate public and private action;
- examining different perspectives on the role of government;
- describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
- describing how the state and local governments influence the public agenda and shape public policy;
- investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
- analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
- devising a course of action to address local and/or state issues.