HWI_Social_Graces.pdf

HEALTH WORKFORCE INITIATIVE STATEWIDE ADVISORY COMMITTEE, CALIFORNIA
COMMUNITY COLLEGES CHANCELLOR’S OFFICE, AND ECONOMIC DEVELOPMENT PROGRAM
Hi-Touch Healthcare: The Critical Six Soft Skills
Grab-N-Go Independent Training Module:
Social Graces

Grab-N-Go 1 Workplace Ethics & Professionalism
Social Graces
Social Graces
Grab-N-Go
Independent Training Module
This publication was produced pursuant to grant agreement number 14-326-001. This project was
supported by Economic and Workforce Development funds awarded to the Butte Community College
District by the California Community Colleges Chancellor's Office. Copyright (c) 2016 Chancellor's
Office California Community Colleges. Permission is hereby granted to reproduce this work, in whole
or part, for educational use only.

Social Graces
Social Graces
Background Information
The term healthcare describes a continual series and full range of personal interactions
between individuals in a variety of roles. Due to the complexity and sensitivity of healthcare
situations, social graces in healthcare are more than just having good manners. Social graces aid
in establishing the essential relationship between patients, colleagues, and supervisors. In the
healthcare setting, professionals set the tone for the interaction between patients and visitors.
These patients and visitors are constantly making quick but lasting assessments on the healthcare
workers use of language and communication styles.
Healthcare professionals deal with patients and families during stressful and trying times.
This means that healthcare professionals must hold themselves to a higher standard. In addition
to patients and their families, coworkers must also be treated with professionalism, dignity, and
respect. The consistent implementation of social graces aids in the confidence and trust instilled
within everyone involved and serves to cultivate quality health care. Social graces reflect socially
accepted rules about appropriate behavior.
In the first seven seconds of a personal interaction, an impression is formed. Once
formed, that impression is difficult to change. There are eleven elements that contribute to the
formation of a first impression. These elements include: cleanliness, warmth, credibility,
demonstration of knowledge, levels of perceived responsiveness and helpfulness, friendliness,
understanding, courteousness, confidence, and professionalism. Examination of these elements
and concentrated efforts to improve even one or two can result in more positive first impressions
and better client and coworker interactions.

Social Graces
Training
Goal: Participants will learn the basics of social graces.
WIIFM: What’s in it for me? Use of social graces is an important part of interpersonal
interactions whether with clients or coworkers. This session helps participants examine their
existing level of social graces and provides suggestions on ways to strengthen and improve.
Healthcare professionals have a higher standard than most professions because they are dealing
with the dignity of patients and their ability to be healed.
Materials Provided:
 Social Graces Module PowerPoint
 Activity #1: What Is My Social Graces Score?
 “Social Graces Quiz”
 “Social Graces Quiz” Score Sheet
 Activity #2: Lasting First Impression
 Role Playing instructions
 Activity #3: Tone of Voice
 Activity #4: Outliers
 Optional Case Studies
Directions for the Trainer: Activity preparation information is included in this document
and/or within the PowerPoint presentation notes. Each PowerPoint slide, as appropriate, includes
detailed explanations and instructions for the trainer. As with all Grab-N-Go Modules, you can
use it all for a more detailed training, or simply use one or two of the many activities—a la carte
style!

ACTIVITY #1
“What is my Social Graces Score?”
Social Graces
Goal: To allow participants to self-evaluate their current use of social graces and
determines areas for improvement. This is an anonymous quiz that allows
participants to answer honestly and have time for self-reflection.
Materials Needed: (quantities vary by group size):
 Printed copy of “Social Graces” quiz for each participant
 Optional—printed copy of score sheet for each participant (on page 6 of the
Trainer Manual or use PowerPoint Slide #7)
 Writing utensil for each participant
 PowerPoint Slide #6
Procedures:
1. Distribute one copy of the quiz to each participant.
2. Emphasize the confidentiality of the quiz and encourage participants to be
honest with their answers.
3. Allow 5-7 minutes.
4. When everyone has completed the quiz, distribute the score sheet or use the
PowerPoint quiz.
5. Questions for reflection:
 How do we learn these social rules?
 How do we enforce social etiquette?
 How have the methods of enforcement changed over time? What
has prompted these changes? What has been gained and lost?
 Should we require training in social graces?
 How should colleagues, supervisors, and administrations
promote and enforce practice of social graces?

Quiz: Social Graces Score
“Ethical Donut”
Social Graces
Select True or False as a response to each statement. This is a confidential quiz so answer as
honestly as possible.
1. I say “good morning” to co-workers when I enter work each day. T or F
2. I clean up after I use the break room. T or F
3. I say “thank you” when someone does something nice for me. T or F
4. I arrive on time for meetings. T or F
5. I keep my anger under control. T or F
6. I think it’s okay to tell jokes about race or sex as long as they are tasteful. T or F
7. I think it is okay to “drop in” on acquaintances if I want to tell them something or ask
them something. T or F
8. If I send an email message, I make sure that it is relevant, appropriate, clear, and
checked for spelling and grammatical errors. T or F
9. I am respectful of my co-worker’s space. T or F
10. I make promises to others that I may not be unable to keep. T or F

Social Graces Quiz Score Sheet
Social Graces
Scoring
Questions 1 – 5: 1 point for True; 0 points for False
Questions 6 & 7: 1 point for False; 0 points for True
Questions 8 & 9: 1 point for Ture; 0 points for False
Question 10: 1 point for False; 0 points for True
Score Interpretation
0-5 Uh oh, it’s time for charm school. Seriously, you seem to be committing a
number social graces faux pas. Hasn’t anyone said anything to you about your
behavior? If you keep it up, your career is probably going nowhere (and you may
lose the job you have now!).
6-8 Not bad! You seem to have your office manners mostly in control. But don’t
stop here – take a look at areas you can improve upon and you should see your
career rolling forward.
9-10 Congratulations! You are probably one of those people described as “a
pleasure to work with.” Your social graces will move you far on the road to success.

ACTIVITY #2
Lasting First Impression
Social Graces
Goal: To demonstrate that not making a good first impression immediately affects
how the other person feels about the other person.
Materials Needed:
 A copy of the “Lasting First Impression” role playing instructions
Planning Note:
 Print the participant instructions on page nine. Print one page for every two
participants and cut each page in half. There should be a Partner #1 stack of
instructions and a Partner #2 stack of instructions.
Procedures:
1. Announce that this is a role playing activity.
2. Divide participants into pairs. Explain that each person will be provided with
instructions describing his or her role.
3. Distribute the instructions you have printed to the participants. Make sure
that one person has instructions for Partner #1 and the other person has
instructions for Partner #2. Instruct the participants that they are not to
show their instructions to their partners.
4. Provide a couple of minutes for participants to quietly read the instructions
before beginning the activity.
5. Explain that the activity will last 3 minutes.
6. Ask if there are any questions and then begin activity.
7. After three minutes, ask the partners to share with one another their
observations and experience of the role playing activity.
8. After the participants have shared their experiences of the activity with one
another, bring the group together and ask questions such as:
o Partner 2:
 How did you feel about your interaction?
 Did you know who the person was or what s/he wanted?
 Did you trust him/her?
 Did you feel well cared for?
 How could be done differently?

ACTIVITY #2
Lasting First Impression
Social Graces
 How will you feel the next time the nutritionist arrives?
o Partner 1
 Have you ever seen someone enter a patient room and start an
interaction like this?
 Have you ever participated in a similar type of interaction?
 What could be done differently?
 How will you feel the next time you have to work with this
patient?

Role Playing Instructions
Social Graces
Partner 1
You are playing the part of the nutritionist. You are coming in to get the patient’s
order for the day’s meals. Do not smile. Do not make eye contact. Do not introduce
yourself.
Start the interaction by asking the patient what s/he wants for dinner. Use a
pleasant tone of voice, but continue to avoid eye contact. Do not smile.
Tell the patient that s/he must choose between two options for each meal.
Methodically advance through the choices of each meal. As you progress through
breakfast, lunch, or dinner, become increasingly frustrated or annoyed. When the
patient makes the dinner selection, abruptly turn away and “leave” the room
Partner 2
You are playing the part of the patient. You are tired of being sick, you want to go
home, and you hate the bland hospital food. You see the nutritionist as simply a
waitress waiting to take your order from a terrible menu. Plus, you finally found a
decent channel on the television and want to distract yourself from this terrible
place.

ACTIVITY #3
Tone of Voice
Social Graces
Goal: To demonstrate how tone of voice can impact the reception of words.
Materials Needed:
Procedures:
1. Announce that this is a role playing activity.
2. Divide participants into pairs. If there are an odd number of participants, the trainer
should also participate.
3. Give participants a couple of minutes to quickly read through the instructions before the
activity begins.
4. The conversation should proceed as follows:
o Partner 1: Do you want me to cover while you go to lunch?
o Partner 2: Yes. (Your tone of voice should reflect that you have been waiting for
over an hour to take your lunch break. Your partner is always late to relieve you
for your break!)
o Partner 1 repeat the same question: Do you want me to cover while you go to
lunch?
o Partner 2: Yes. (Use a tone of voice that reflects the pleasant surprise that your
partner is on time and offering to cover you for a well-deserved break.)
5. Report out
o How did it feel to be Partner 1? Partner 2?
o Is tone of voice a useful tool for communication? How could Partner 2 better
communicate his/her perspective?

ACTIVITY #4
Outliers
Social Graces
Goal: To practice social graces in difficult situations. Awkward moments inevitably occur in
the workplace. These awkward moments can often appear to be a breach of social graces.
Preventing and recovering from these awkward moments can be easier if you have a prepared set
of strategies.
Materials Needed:
 Poster paper or flip chart paper
 Magic markers for each participant
Procedures:
1. Divide participants into teams of about 3-5 people.
2. Give teams about 7-10 minutes to make a list of embarrassing or stressful
situations in the workplace. This might include forgetting someone’s name,
receiving an unwanted gift from a client, noticing a colleague’s poor personal
hygiene, or etc.
3. Have teams rotate lists. The will have 5 minutes to find and suggest the use
of specific types of social graces to apply to each situation.
4. Have each team pick out one or two situations and solutions to share with the
large group.
5. Discussion: how can the practice of social graces be encouraged in your
workplace?

Optional Case Studies
We Got the Power
Social Graces
Case Study # 1
Phyllis is a physical therapist that has worked at the hospital for 20 years. She is assigned to
work on a surgical floor. One of her assigned patients is he is Stan, an elderly male patient that
has just had a hip replacement. He is alert and oriented. Phyllis has never met Stan. Phyllis
walks into Stan’s room and says “Hey Sweetie, let’s get started.” Stan just sits and stares at
Phyllis and doesn’t move. Phyllis puts her right hand on her right hip and repeats “Let’s get
going!” Stan, who is still trying to figure out who Phyllis is and what she wants, starts to speak.
Phyllis goes to Stan’s bedside, throws off the covers and forcefully moves Stan’s legs so they are
hanging over the bed as she repeats, “Let’s get started!”
Questions for thought:
1. How can Phyllis change the way she entered her patient’s room? Why should she make
the suggested changes?
2. What did the body language gesture of putting her hand on her hip communicate to Stan?
3. Why was it appropriate for Phyllis to remove the covers and to move Stan’s legs?
4. How would you handle a patient that acts like Stand and doesn’t respond to your
requests?

Optional Case Studies
We Got the Power
Social Graces
Case Study # 2
Sam is a day shift RN that is receiving report from Bill, a night shift RN. Their facility requires
that the shift change report be given at bedside. Bill is tired after working all night and
reluctantly leaves the nursing station where he is sitting to head to the first patient’s room. Sam
looks back at the computer station where Bill was sitting and sees crumpled notes, a coffee cup,
a water container, and a protein bar wrapper. As Sam and Bill enter the room, Sam notices that
there are syringe and needle wrappers, an empty medication vial, and IV tubing with a full
secondary bag sitting on the bedside table. In a chair in the corner of the room sits a pile of dirty
and crumpled linen. Sam is exasperated and says it was a terrible night. Sam thinks to himself:
Bill’s rooms always look like this!
Questions for thought:
1. How has Bill shown that he is lacking in social graces?
2. How can Sam provide effective feedback that will be well received?
3. Have you had this happen to you? What did you do?
Do you reflect on yourself and find that you are sometimes like Bill? If so, what does it say
about you and how can you improve?

References
Social Graces
1
Princeton University WordNet, A Lexical Database for English (2010, October 27). Social
Etiquette. Retrieved from
https://wordnet.princeton.edu/wordnet/tools/search/index.xml?q=social+étiquette+defined
1
(2016). Healthcare Professionalism: How Important is Proper Bedside Manner? South University
website. Retrieved from http://source.southuniversity.edu/healthcare-professionalism-how-important-
is-proper-bedside-manner-132067.aspx

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