Rationale and Overview
We examined the topics of Hygiene, Grooming, and Dress in previous modules. This Module takes a detailed look at the last element of making a good "first impression" - ATTITUDE.
Making a good "first impression" means more than "looking good." It also means presenting a "good attitude." No matter how coifed and kempt you are, your appearance will not overcome the negative impressions a bad attitude can make. If you have a disrespectful or disinterested attitude, you simply can't make a good "first impression" with anyone, be it a prospective employer or friend.
Attitude Defined
An "attitude" is a position of the body or manner of carrying oneself, indicative of mood or condition...a state of mind or feeling with regard to some matter or disposition (American Heritage Dictionary)."
An "attitude" is a disposition or customary manner of responding in a certain way. For example, "He has a responsible attitude," means "he's a person we can count on." "She has a conceited attitude," means "she is self-centered and not a team player."
How are Attitudes Expressed?
Attitudes are expressed mostly through nonverbal behavior. Although we can tell someone what our attitude is, it's our demeanor and conduct that really count. Communication experts tell us people give more credence to tone of voice, body language, and behavior than they do to actual speech.
We consider tone of voice to be a nonverbal behavior.
"Attitude speaks louder than words."
- Telling an employer you're really interested in the job, won't "ring true" if you sound bored
- Convincing someone you're really responsible, "falls on deaf ears" if you don't keep your agreements.
- Telling someone that you respect them, means little if you do not show them respect.
- Being late to the interview communicates you're not responsible.
- Bad manners tell others you're inconsiderate.
- Telling someone "everything's just fine" won't be reassuring if your tone of voice sounds angry or disgusted.
- ... And everyone knows "if looks could kill," human interaction would be quite dangerous.
What does it mean to have a "Good Attitude?"
When someone describes you as having a "good attitude," they mean that you have one or more "desirable" dispositions when treating people and approaching life. Furthermore, there are many desirable or good attitudes. Among those considered most desirable are being:
- Positive
- Enthusiastic
- Respectful
- Responsible
- Humble
An important part of making a good "first impression" is behaving in a way that shows others that you have one or more of these "good attitudes."
What does it mean to have a "Bad Attitude?"
When someone describes you as having a "bad attitude," they mean that you have one or more "undesirable" dispositions when treating people and approaching life. Furthermore, there are many undesirable or bad attitudes. Among those considered most undesirable are being:
- Negative
- Disinterested
- Disrespectful
- Irresponsible
- Conceited
An important part of making a good "first impression" is NOT behaving in a way that shows others that you have one or more of these "bad attitudes."
Why did we choose to use a "Job Interview Setting" to illustrate the part attitude plays in making a good First Impression?
Nowhere is a "good attitude" more important in making a good first impression than at a job interview. And nowhere are the consequences of showing a bad attitude so immediately apparent; you're rejected and seldom get a second chance to redeem yourself.
We use a job interview setting in Attitude: Parts I and II to illustrate specific behaviors that communicate a good and bad attitude. Even though the context is a job interview, the behaviors are universal. A bad attitude looks ugly in any context. A good attitude communicates energy, interest, and respect in every human interaction.
A list of behaviors that generate the impression of having a "good" or "bad" attitude is listed in the "Instructional Content" section of this guide. After viewing the first video, "Meeting the Front Office," you should use this list to review the "bad attitude" related mistakes made by the actors, as well as their "good attitude" behavioral successes.
Objectives
Students will:
- Define what "attitude" means.
- Understand the importance of attitude in making a "first impression."
- Give examples of "bad" or undesirable attitudes.
- Recognize behaviors associated with bad attitudes.
- Give examples of "good" or desirable attitudes.
- Recognize behaviors associated with good attitudes.
- Model behaviors associated with a good attitude.
- Understand that the job interview starts the minute you walk in the door.
- Describe how to make a good "first impression" with the "front office."
Teacher Notes
As noted above, we use a job interview setting in Attitude: Parts I and II to illustrate the behaviors that communicate a good and bad attitude. Even though the context is a job interview, the behaviors are universal. However, if you would prefer to start this module with illustrations of attitude in a broader social context, or think your students are too young to relate to the job interview setting, you may begin with Attitude: Part III Meeting People.
How To Design Your Lessons and Use The "Optional Pause Points"
In the "Instructional Content" section of this guide, you will find the facts, concepts, and tasks we expect your students to learn. Use this information, as well as the material in the "Attitude Rationale & Overview" section above to develop pre- and post-video screening discussions and as a reference guide in leading the suggested "Behavior Development Activities" appropriate to the functioning level of your students. More capable students will enjoy extended discussions of the power of personal presentation. Students with moderate to severe cognitive and/or behavioral impairment will gain most from repeatedly watching the "video modeling" of our First Impression Players and from "in vivo" (in a living body) practice.
We have incorporated many "Optional Pause Points" within the video itself. These Pause Points correspond to discreet content areas and make convenient stopping points to take a break and/or to answer questions. We do, however, recommend screening the entire video with your class, over one or more class periods, before initiating any extended discussions or engaging in one of the "Behavior Development Activities." After the class has seen the entire video, we suggest playing it again, but this time stopping at the Optional Pause Points to teach and review in depth the "Instructional Content" for that Pause Point as well as to initiate one or more of the "Behavior Development Activities." No matter how you choose to proceed, be sure to take your time. Taking several periods to teach and practice the content at each Pause Point would not be considered unusual, especially when working with students with special needs.
Video Synopsis
Kisha, sitting next to Justin's empty chair, welcomes us to another episode of "First Impressions." Justin arrives late, slouches in his chair, ignores Kisha, and speaks to the audience with a disinterested tone- but it's all a joke. He was just demonstrating how important attitude can be in making an impression.
Justin and Kisha then demonstrate how much we can communicate through body language alone and how "attitude can often speak louder than words." They then introduce "Meeting the Front Office," a skit designed to illustrate the many ways a bad attitude can be expressed.
As "Meeting the Front Office," opens, we see a typical office waiting room with a typical receptionist. She doesn't know it, but she's about to meet the "job applicants from hell." Each of the applicants illustrates individual versions of a "bad attitude."
After the undesirable behavior of each is analyzed by our hosts, we see our applicants again. This time, they show behavior associated with a "good attitude."
Instructional Content
Note: Be sure to read "Attitude Rationale & Overview" at the start of Part I and "Video Synopsis" before reviewing and/or teaching the "Instructional Content" or starting the "Behavior Development Activities."
You will notice that some of the items below are in italics. These points are additional information, related to the information in "First Impressions," but are not discussed directly in the videos.
- Attitude is important - a bad attitude will always wreck an otherwise good "first impression"-even if hygiene, grooming, and dress are good.
- Others can tell our Attitude by looking at our:
- Body language
- Facial expression
- Eye contact
- Tone of voice
- Manners (showing respect)
- Attitudes considered "Good," include being:
- Positive
- Enthusiastic
- Respectful
- Responsible
- Humble
- Attitudes considered "Bad," include being:
- Negative
- Disinterested
- Disrespectful
- Irresponsible
- Conceited
People can tell if you have a “good” or “bad” attitude by looking at and listening to how you treat them - by observing your tone of voice. your language and your demeanor (including manners).
Use "Showing a Bad Attitude" and "Showing A Good Attitude" (below) along with the "Good and Bad Attitudes and the Behaviors That Convey Them" Chart starting on p. 21 to lead a discussion of this point.
Showing a Bad Attitude
- Kisha showed an attitude of Disrespect (and bad manners) by adjusting her underwear in public, scratching herself, playing with and combing her hair, not using a kleenex, cleaning her fingers on the couch, slouching on the couch, and removing her shoes.
- Ken showed an attitude of Lack of Responsibility (can't manage time) by showing up much too early and Disrespect by disturbing "fidgets."
- Gary showed a conceited attitude with his "strutting" posture and asking to be put ahead of others; and Disrespect and negativity with sarcastic comments, tone of voice, interruptions, unwelcoming facial expressions, and not acknowledging others.
- Justin acted in a Disrespect way when he sits at the receptionist's desk and asks personal questions, and Conceit when he asks for special treatment.
- Joe showed how to appear, Irresponsible, Disrespectful, and Disinterested by arriving late, looking tired, turning in a wrinkled application, and falling asleep.
They each illustrated the behaviors associated with a "bad attitude." Their attitudes are considered "bad" or undesirable because other people don't respond favorably to people who are: disrespectful, irresponsible, conceited, negative, or uninterested. Do you?
⏯️ Optional Pause Point
Showing a Good Attitude
- Kisha showed an attitude of Respect (and good manners) by not taking care of her hygiene and grooming needs in public and sitting quietly and appropriately while she waited for her turn. She also showed an attitude of Responsibility by bringing her resume and a pencil.
- Ken showed an attitude of Responsibility by arriving only 15 minutes early (he can manage time) and Respect by being aware of and controlling his body and not interrupting the receptionist.
- Gary showed a Humble attitude by his "unimposing" posture, using a quiet and gentle voice, expressing how important the interview was to him, and NOT asking for special treatment. He showed Respect and a Positive attitude by not interrupting the receptionist, having welcoming facial expressions, and acknowledging others.
- Justin acted in a Respectful way by not getting in the receptionist's face and limiting the conversation to talk about the job, and Humility by not asking for special treatment.
- Joe showed how to appear Responsible, Respectful, and Interested by calling ahead to reschedule the interview, arriving on time, looking rested, and remaining alert.
They each illustrated behaviors associated with a "good attitude." Their attitude is considered "good" or desirable because other people respond favorably to people who are: Respectful, Responsible, Humble, Positive. or Enthusiastic. Don't you?
Attitude and the Job Interview
A job interview really starts the moment you arrive at the job site. Show everyone you meet that you have a "good attitude." What happens in the front office will almost always be reported back to the boss. If you really make a bad impression on the secretary or receptionist, your interview could be canceled ("Sorry, the boss said he has already filled the position.")
Good and Bad Attitudes and the Behaviors that Convey Them Chart
Use the following reference chart to discuss behaviors related to specific "good" attitudes.
Good Attitudes
Behaviors That Convey This Attitude
Enthusiastic
Sustained eye contact, eyebrows raised, head nods, erect posture, leaning forward, quick body movements, mouth open, smiling, fast speech with elevated tone, active listening
Responsible
Punctuality, good attendance, being prepared, helping a friend when asked, working overtime to get the job done, admitting mistakes, meeting deadlines, keeping promises
Respectful
Good manners include being on time, appropriately dressed, courteous and quiet demeanor, good eye contact, active listening, and having normal to low voice volume with a pleasing tone of voice.
Humble
All of the above plus willingness to admit weakness, realistic appraisal of strengths (with a degree of an understatement), verbalizations like, "I do my best," rather than "I am the best.," recognizing other people's contributions, and being a team player.
Positive
Exhibits friendly," approachable" demeanor and welcoming smile when being approached by others, shows interest in others by engaging in "small talk", makes optimistic comments about people and events, helps instead of blames, offers solutions to problems, willing to "do what it takes" to solve a problem, doesn't gossip, focuses on "how good things can be" instead of "how bad things are."
Positive
Exhibits friendly," approachable" demeanor and welcoming smile when being approached by others, shows interest in others by engaging in "small talk", makes optimistic comments about people and events, helps instead of blames, offers solutions to problems, willing to "do what it takes" to solve a problem, doesn't gossip, focuses on "how good things can be" instead of "how bad things are."
Bad Attitudes
Behaviors That Convey This Attitude
Disinterested
Little eye contact, roving eye movements, head tilted up or down and/or away, easily distracted, slouching, is restless, fidgets, is slow to or doesn't answer questions, does not ask questions, arrives late, leaves early, plays with nearby items
Irresponsible
Arrives too late or too early, misses work, misses appointments, breaks appointments at the last minute, breaks agreements, is unprepared, does not admit to mistakes, blames others, misses deadlines, doesn't keep promises, doesn't plan ahead, doesn't return calls, won't work overtime to get the job done
Disrespectful
Not being on time, being unprepared, being inappropriately dressed, loud voice with a critical, angry, or mocking tone, ignoring a greeting, request, or question, not shaking hands, not using sir names when being introduced to superiors, asking personal questions, acting silly, telling off-color jokes or swearing, being critical of one person in front of others, standing too close, doing almost any attention-getting behavior.
Conceited
"Puffed-up" or "stuck-up" demeanor, does not admit weaknesses, overestimates strengths and importance, expects special treatment and attention, is not a team player, does not recognize contributions of others, is unaware of the needs of those around him, is selfish, discourteous
Negative
Exhibits unfriendly demeanor, does not smile when being approached by others, avoids conversations or uses them to complain about people and events, critical of others, complains instead of solving problems, easily gives up, focuses on "how bad, things are" instead of "how good, things can be."
⏹️ End of Video
Behavior Development Activities
Teacher Note: See "How To Design Your Lessons and Use The Optional Pause Points" section for a discussion of when and how to use these "Behavior Development Activities."
The following "Behavior Development Activities" are designed to augment and reinforce the content presented through the video and classroom discussions. These activities were designed to meet the needs of students with cognitive and/or emotional disabilities. Since the verbal levels of individuals within this group vary widely, it is expected that the teacher will adapt these activities to meet the needs of his or her students. For example, an activity calling for making magazine collages may be appropriate for students with low verbal skills, but substituting "making a list" or "having a small group discussion" would be an appropriate adaptation of this activity for students functioning at higher verbal levels. In other words, don't overlook an activity because the response called for is inappropriate to your students just adapt it to make it so.
Invite students to: