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Tutor Pack

Responsibilities of Employment

UNIT CODE F788 10

Acknowledgments and Copyright information

We are grateful for the contribution of the Scottish Qualifications Authority in the compilation of these materials, specifically for its permission to reproduce Unit Specifications and assessment material

Thanks are also due to West Lothian College for their significant input to developing, quality and equality checking these materials.

Copyright

© Skills Development Scotland 2013Copyright for this pack is held by the Skills Development Scotland Co. Ltd. However, tutors have permission to use the pack and reproduce items from the pack provided that this is to support teaching and learning processes and that no profit is made from such use. If reproduced in part, the source should be acknowledged.

Further information regarding this Course, including the Course and Unit Specifications, National Assessment Bank materials, Assessment Support Materials, Centre Approval and certification, can be obtained from:

The Scottish Qualifications AuthorityOptima Building58 Robertson StreetGlasgowG2 8DQ

Assessment Materials

We strongly recommend that you utilise the SQA ASP materials for the assessment of this Award which can be accessed by SQA approved centres on their secure website. You can gain further information on this by contacting your SQA Business Manager

Whilst every effort has been made to ensure the accuracy of this Support Pack, tutors should satisfy themselves that the information passed to candidates is accurate and in accordance with the current SQA arrangements documents. SDS will accept no responsibility for any consequences deriving either directly or indirectly from the use of this Pack.

CONTENTS IN THIS PACK

Unit Specification

Prior Verification paperwork

Lesson plan Session One and tutor notes

Lesson plan Session Two and tutor notes

Lesson plan Session Three and tutor notes

Record sheets

Internal Verification

Additional Materials

UNIT SPECIFICATION

UNIT Responsibilities of Employment (SCQF level 4)

CODE F788 10

10 hour Unit

WHAT IS THIS UNIT ABOUT?

This Unit is designed to prepare you to enter the world of work. It is about helping you to know what employers will want from you when you are in the world of work. You will work with support from your tutor. This means your tutor will be able to provide you with advice.

This Unit is important because it will help you when you move into employment. The world of work is not the same as school, college or home. You will find, too, that you have responsibilities as an employee when you are at work. You can also expect your employer to treat you in a particular way. He/she, therefore, has a responsibility to you as well. These responsibilities are part of your terms and conditions at work. These terms and conditions mean that employers have expectations about the way you should behave at work. If you do not meet your responsibilities as an employee there may be consequences for you. In fact, one result may be that you could lose the job. If you know what employers expect of you and what your responsibilities at work are it will help you to get a job. It will also help you to stay in the job.

The knowledge and skills involved in this Unit will make you more confident as you start thinking about getting a job. They will also help you when you get a job

This Unit is closely related to Dealing with Work Situations (SCQF level 4). Both of them are about identifying what it is like to be at work and how you should react to the situations you will meet at work. This Unit is about what employers will expect of you and what happens if you do not behave in the way they wish. Dealing with Work Situations (SCQF level 4) is about working with other people such as those who do the same job as you do.

This Unit is about finding out how employers will expect you to behave at work and what they will expect of you as an employee. It is also about realizing what might happen to you if you do not do what employers expect. Your tutor will explain anything in this Unit which you do not understand.

WHAT SHOULD I KNOW OR BE ABLE TO DO BEFORE I START?

It will help you if you have done the following:

Looked at your own past and present experience so far. This will haveenabled you to identify the personal skills and qualities that you have developed. It will also have helped you to draw conclusions about the kind ofjobs that fit in with the skills and qualities you have.

Found out about employment opportunities that might suit you. Practised some of the skills you will need to get a job.

WHAT DO I NEED TO DO?

You will need to carry out each of the following two tasks:

Tas k 1

Identify how employers will expect you to behave at work and how they should treat you

Tas k 2

Identify what might happen to you if you do not act in the way an employer expects

HOW DO I GET THIS UNIT?

You will need to show that you have achieved both tasks in this Unit.

For Task 1; identify how employers will expect you to behave at work and how they should treat you, you will have to:

identify your responsibilities as an employee identify what employers should do to treat you properly when you are in the

workplace draw conclusions about the differences between how you should

behave in the workplace and how you behave in other places.

To show that you have met this task you might gather evidence from listening to employers and to people in employment. You may also talk to people who are in employment especially those who have recently entered the world of work. You may make a video or an audio recording which shows your knowledge. You may make some notes on what you have done or keep a blog. Your tutor may ask you questions and make notes or a recording of what was said.

To show that you have met this task you might gather evidence from listening to employers and to people in employment. You may also talk to people who are in employment especially those who have recently entered the world of work. You may make a video or an audio recording which shows your knowledge. You may make some notes on what you have done or keep a blog. Your tutor may ask you questions and make notes or a recording of what was said.

For Task 2; identify what might happen to you if you do not act in the way an employer expects you will have to:

identify what could be unacceptable behaviour in the workplace identify what an employer might do if you behave in an unacceptable way at work draw conclusions about the consequences for you if you behave in an

unacceptable way at work

To show that you have met this task you might gather evidence from listening to employers and to people in employment. You may also talk to people in employment or who have been in employment. You may make notes or keep a blog. Your tutor may ask you questions and make notes or a recording of what was said.

You may be able to use the same evidence for each of the tasks. However, you must show that you can do both tasks.

WHAT MIGHT THIS INVOLVE?

The Unit can be achieved in many ways. Examples of activities you might do are:

Listen to talks from employers and ask questions of employers Go on visits to workplaces and see what is happening there Listen to others who have recently entered the world of work and ask

questions of them Talk to people that you know who are in employment or who have been in

employment Go on work experience to find out what being in a workplace is like Find out about health and safety and other regulations which apply at work Use newspaper advertisements and the internet to find out about the terms

of employment used by employers that you know about

Evidence of these activities may be gathered together in a folio.As you work through this Unit you will be given support by your tutor but you will be expected to contribute by offering some ideas and suggestions of your own.

GUIDANCE FOR TUTORS

For this Unit learners are expected to be able to:

identify how employers will expect them to behave at work and how they should treat them

identify what might happen to them if they do not act in the way an employer expects

Tutors will provide support to learners by offering advice to them, but learners will be expected to contribute by offering some ideas and suggestions of their own. They could do this for example when drawing conclusions about the differences between a place of work and other places that they may be familiar with. Tasks and activities for learners should be straightforward in that they should consist of some routine elements. Learners may, for example, be familiar with asking questions of others. They could, therefore, participate in an activity where they had to ask questions of someone with experience of employment.

Learners should show a basic knowledge of a number of key points, some of which will be factual, such as what an employer can do if an employee behaves in an unacceptable way, or what health and safety regulations are. Learners should also be able to identify and/or take account of the consequences of action or inaction. For example, learners could point out the consequences to them of unacceptable behaviour at work or they could, of their own accord, give reasons why particular factors may be important in a workplace. They could also recognise that there may be different consequences depending on their behaviour. They could identify the benefits of knowing that an employer has obligations to treat them reasonably.

Delivery of the Unit should take account of the needs and aspirations of each individual learner. The aim should be to develop self-confidence and self-esteem among learners. Much of this Unit is about raising awareness and helping learners to get to grips with the realities of being in employment. It is about helping them to recognise that they have responsibilities as an employee and that employers will expect them to act in a way that is consistent with these responsibilities. Learners may not find this easy, possibly because for many the workplace may be a very unfamiliar environment. They may also bring with them a number of pre-conceptions which may not be accurate or valid. Delivery will need to be sensitive to the background of learners to ensure that raised awareness does lead to increased confidence about their ability to cope with the demands of being in work. Any changes in self-confidence and self-esteem can be fragile and may be difficult to sustain. Delivery should, therefore, be structured to provide as many opportunities as possible to recognise and reinforce progress.

Delivery methods could include the use of video case studies of places of employment. It may also be possible to use role play to highlight what employers might expect of employees and to explore unacceptable behaviour. Depending on available resources, it may be possible to make use of actors to illustrate unacceptable behaviour and how employers may respond to this. Learners can discuss their responses to the scenarios which are acted out and what they have learned from them. It may also be possible for learners to take part in scenes with actors.

Assessment for the Unit will consist of gathering evidence to show that the learner is able to meet the two tasks of the Unit. Learners should be able to gather evidence as they work through the Unit. Assessment evidence can be presented in any form appropriate to the learner and the activity undertaken. Evidence may be paper based, recorded, oral or visual (e.g. photographs or video footage). Learners may be able to present evidence for all both tasks together in a folio of work.

Learners may make use of performance evidence such as visits to employers or discussion with people who are, or have been, in employment and work experience. They may be able to gather product evidence such as employee handbooks or job advertisements showing terms and conditions, as well as work they have produced themselves such as audio or video diaries. Where appropriate, performance and product evidence can be supplemented by observation checklists and/or recorded oral questions and answers.

Evidence for the Unit can take a variety of forms depending on the learner’s situation and the delivery approach adopted. Learners can be encouraged to present their evidence in a manner which reflects skills and qualities they may possess. They could, for example, produce a blog or make use of video or audio diaries, or material they have posted on social networking sites or uplifted on to other internet sites. They could use a log book or notes. Evidence could be generated while the learner works through the Unit.

This Unit is very closely linked to Dealing with Work Situations (SCQF level 4). There may be opportunities to combine aspects of the delivery and assessment across the two Units. For example, the same case study may enable learners to discuss what employers may expect of them in the workplace, and enable them to think about how they interact with colleagues and others they may encounter while at work.

For Task 1; identify how employers will expect you to behave at work and how they should treat you evidence should show that the learner has followed all three parts of the task. Learners should show, therefore, that they are able to identify their responsibilities as an employee; what employers should do to treat employees properly and draw conclusions about the differences in how they, as learners, might behave at work and how they might behave in other places they may be familiar with. Two distinct points for each part would be sufficient and they may be combined in a single piece of evidence such as a single oral or recorded discussion. Learners who can identify more points may find it personally beneficial to do so.

The following gives an indication of what the evidence should consist of:

1. Written and/or recorded oral evidence covering:

knowledge and understanding of the responsibilities that employers expect of employees such as time keeping, obeying instructions, attendance, abiding by rules and regulations

knowledge and understanding of the obligations that employers have to treat employees properly, such as abiding by the terms and conditions of employment, explaining clearly what has to be done, not asking employees to undertake dangerous or illegal activities

conclusions about the differences in behaviour between the workplace and other contexts

This evidence could be supported by additional product and/or performance evidence as explained below:

2. Product evidence such as

health and safety regulations examples of employee handbooks newspaper or internet advertisements showing terms and conditions of

employment material from websites such as those maintained by employers or

employment agencies notes made by the learner including blogs video or audio diaries made by the learner postings by the learner on social networking sites and on other

websites

3. Performance evidence, supported where appropriate by observation checklists such as:

visits to employers work experience

For Task 2; identify what might happen to you if you do not act in the way an employer expects evidence should show that the learner has undertaken all of the three parts of the task, ie identifying what could be unacceptable behaviour in the workplace; identifying what an employer might do in response to unacceptable behaviour; drawing conclusions about the possible impact of unacceptable behaviour on themselves. Two distinct points for each part would be sufficient and they may be combined in a single piece of evidence such as a single oral or recorded discussion. Learners who can identify more points may find it personally beneficial to do so.

The following gives an indication of what the factors should consist of:

1. Written and/or recorded oral evidence covering:

what might be unacceptable behaviour such as poor timekeeping, unauthorised absence, not following instructions, being rude, unsuitable dress

what an employer might do in response to unacceptable behaviour such as dismissal, suspension, warning

what the consequences of unacceptable behaviour may be for the learner such loss of employment and earnings; difficulty in getting another job

This evidence could be supported by additional product evidence as explained below.

2. Product evidence, supported where appropriate by observation checklists such as:

health and safety regulations examples of employee handbooks newspaper or internet advertisements showing terms and conditions of

employment material from websites such as those maintained by employers or

employment agencies notes made by the learner including blogs video or audio diaries made by the learner postings by the learner on social networking sites and/or other internet sites material from websites such as those maintained by employers or

employment agencies

Further information about delivery, assessment and Evidence Requirements for this Unit can be found in the corresponding support pack. The support pack also contains examples of the type and amount of activities that meet the standards of this Unit. Sample recording documentation is also included.

CORE SKILLS

There is no automatic certification of Core Skills or Core Skill components in this Unit.

DIFFERENTIATION BETWEEN LEVELS

The following guidance is intended to help assessors make assessment judgments. It explains how the generic level descriptors at SCQF level 3 and SCQF level 4 may be applied in the context of this and related Units. Differentiation between the two SCQF levels is based on five main principles.

They are the:

Amount of support learners receive Level of participation by learners Level of understanding of learners Complexity of tasks given to learners Level of maturity displayed by learners

The table below outlines how each principle may apply at SCQF level 3 andSCQF level 4 for this Unit and for Responsibilities of Employment (SCQF level 3).

Principle SCQF level 3 SCQF level 4Support: learners willwork with

Directive support, i.e. theteacher/lecturer will issue explicit instructions

Support, i.e. the teacher/lecturer will offer advice

Level of participation:learners will

Participate in, i.e. agreeto ideas, suggestions and plans

Contribute to, i.e. offersome ideas and/or suggestions

Level of understanding:learners will show

Basic knowledge, i.e. asmall number of key facts

Basic knowledge of anumber of key points some of which will be factual

Complexity of tasks:learners will be involved in activities which are

Simple, i.e. routine andwith which the learner may be familiar

Straightforward, i.e.contain some routine elements

Level of maturitydisplayed: learner will

Take account of someidentified consequences of action

Identify and/or takeaccount of some of the consequences of action/ inaction

Disabled learners and/or those with additional support needs

The additional support needs of individual learners should be taken into account when planning learning experiences, selecting assessment instruments, or considering whether any reasonable adjustments may be required. Further advice can be found on the SQA website www.sqa.org.uk .

Assessment Materials

Instruments of assessment that are closed book do not form part of this tutor pack.

We strongly recommend that you utilise the SQA ASP materials for this Unit which can be accessed by SQA approved centres on their secure website. You can gain further information on this by contacting your SQA Business Manager.

All assessment materials should be securely stored.

REPORT ON PRIOR VERIFICATION OF ASSESSMENT INSTRUMENTS

Unit Title: _______________ Delivering Lecturer(s): ___________________

Yes No N/A Action By when

Current unit specification/standard

Staff information form fully completed and signed, including details of any assessment conditions and arrangements for remediation and re-assessment

Scheme of Work/Delivery Plan

Assessment instruments/test specifications for unit – internally verified, stamped and signed

Marking scheme/marking guidelines/exemplar solutions - IV stamped for validity

Alternative assessments – internally verified, stamped and signed

Marking scheme/guidelines/solutions for alternative assessments – IV stamped for validity

Assessment Schedule for unit (and assessment plan for programme/award, where appropriate)

Assessment checklist(s) – space for learner’s name, assessor’s signature, date

Actions completed from previous IV reports

Actions completed from previous EV reports

Teaching and learning materials meet QEID principles

No action required Action required

Signed (Internal Verifier) Date

Required actions completed

Signed (Internal Verifier) Date

Scheme of Work

Note that the session lengths will vary according to your learners’ needs. For some learners it may be appropriate to combine these sessions into one, in others you may wish to break them down further. You should add and subtract your own planned learning activities as required. None of the formative learning activities outlined in the exemplar scheme of work are mandatory requirements. The notional time for the delivery and assessment for this unit is 10 hours.

Prior verification should take place before the delivery of the unit to ensure that all materials are current and up-to-date including all legislation, URLs and websites.

LESSON PLAN

Session 1 - Employee Responsibilities and the difference between acceptable behaviour at home and within a workplace.

Date of lesson: Time and duration: 3 hours

Lecturer’s name:

Class name/programme:

No of learners in group:

Lesson context/ general aim: To identify responsibilities of an employee and differences between acceptable behaviour and home.

Lesson objectives/ specific learning goals

identify your responsibilities as an employee

draw conclusions about the differences between how you behave in the workplace and how you behave in other places.

Methods to be used to judge if objectives have been met. How will you know?(include informal/ formative assessment and any summative)

Learners will complete codes of conduct activity.Learners will carry out role playing scenariosLearners will complete Differences in the Workplace Task 1 (b) assessment Closed book and supervised conditions.

Resources required RegistersFlip ChartPens and paperLearners portfolios

Paperwork RegistersLearner Pack

TIMED BREAKDOWN OF APPROACHES AND ACTIVITIES:

Approx duration Approaches and lesson activities Involving

whom

15 mins IIntroductions

Discussing aims and objectivesLecturers

45 mins Large group activity – Identify unacceptable behaviour at work on flip chart. Lecturer to give real examples where appropriate.

Lecturer and large group.

45 mins Activity 1 - Codes of conduct requires learner pack. Pairs/ small groups

15 mins Break

60 mins Activity 2 – Work behaviours (Learner Pack) Small groups

30 mins “Differences in the workplace” Assessment Task 1 (b)

Closed book assessment

Tutor notes - Session one – Employee Responsibilities

Activity 1 – Requires Learner Pack

Tutor will need to explain what a Code of Conduct is.

Small groups – flip chart paper, blu tack and coloured pensAsk the group to each complete a poster on what they think should be written on a company’s Codes of Conduct. This can be written or pictorial and could be displayed on the walls.

When complete you could ask the group to see how they compare with the group rules they completed yesterday.Ask the group to move around and look at the displays on the wall and see if there are any they missed out/ agree/ disagree with etc.

Activity 2 – Requires Learner Pack

Small groups – paper and pensTwo scenarios (each group to take one and you should write each scenario on flipchart to remind the group of the task)

First scenario

You are a new employee coming in to a workplace, the person showing you around and telling you what to do is displaying inappropriate behaviour.

Two people should be in the sketch and the other two should contribute to the writing/ ideas. Within the sketch there should be at least three examples of bad behaviour.

Second Scenario

You are a new employee and you are behaving inappropriately when being shown around by your new boss/ mentor.

Two people should be in the sketch and the other two should contribute to the writing/ ideas. Within the sketch there should be at least three examples of bad behaviour.

Once the groups have written and practised scenarios ask them to perform them to the large group. After each sketch ask questions of the larger group e.g. what inappropriate behaviour was being displayed. How would they feel about this behaviour if they were an onlooker? What impressions/ assumptions are being made about the person? Lastly would this behaviour be acceptable if they were with their friends?

NB. It is important that the group can identify, not only inappropriate behaviour but the difference between work and home e.g. swearing, jokes etc.

Assessment Task 1 (b) Differences in the Workplace to be completed.

LESSON PLAN Session 2 - Your Employment Rights


Lecturer’s name:


No of learners in group:

Lesson context/ general aim: To raise awareness of employment rights and responsibilities.


Learners will understand that employees have rights and responsibilities including minimum wage, holiday leave and pay, employment contracts.Learners will have completed the “Know your Rights” worksheet.


Closed Book Assessment “Responsibilities of Employment” Task 1 (a)

Resources required Lecturer NotesInternet access and link to YouTube video.Pens and paper.Flip chart.

Paperwork Employment Rights leaflets.Quick Quiz key words“Know your rights” worksheet.


Approx duration

Approaches and lesson activities Involving whom

15 mins IIntroductionsDiscussing aims and objectives

Lecturers

15 minsActivity 1Give the group the “Your Rights Quiz” “Quick quiz key words” exercise.Ensure the group understand the different definitions

Individual or pairs

20 minsBriefly describe to the group about an employment contract.Activity two – small groups or pairs ask the group to identify what they think should be in an employment contract.

Large Group

Small Group or pairs

Large Group

Large group feedback

20 minsShow minimum wage you tube video http://www.youtube.com/watch?v=tnl6VZ6Mj9Q&feature=player_detailpage(7 minutes)

Large Group

20 mins Activity 3 – Direct and Indirect DiscriminationLearner reads the article in My World of Work on discrimination in the workplace

Large group

15 mins Group discussion - what are the advantages and disadvantages of minimum wage. See lecturers' notes.

Large Group

30 minsActivity fourGroup to look at leaflets relating to employee rights.

In pairs ask the group to make up posters informing people of their rights. They can choose minimum wage, holidays, etc.

Pairs

15 mins Ask each pair to present their poster to the large group.

Large Group

15 mins Discuss with the group the European Working Time Directive Large Group

30 mins Assessment Closed BookResponsibilities of employment Task 1(a)

Closed Book Assessment

Tutor notes - Session 2 – Employee Rights

Learners will require their handbook to complete these activities.

Activity 1

Learners are asked to complete this activity which is in their learner pack and then discuss what is meant by each of these terms.

Answer sheet for activity one

RIGHTSRIGHTS THAT YOU ARE

ALLOWED OR YOU DESERVE

RESPONSIBILITIESPRINCIPLES OR BENEFITS THAT YOU ARE ENTITLED TO EXERCISE OR CLAIM

ENTITLEMENT BY LAW

STATUTORYDUTIES THAT YOU ARE EXPECTED TO FULFIL

Activity 2- Employment Contract

Describe to the group what is meant by “employment contract” (See below)

All employees, regardless of the number of hours they work per week, are entitled to receive a written statement from their employer, within two months of starting work. The statement describes the main terms of the contract of employment.

Ask the learners in pairs or small groups what they think might be included in an employment contract.

Do they have the following answers? If not, share these answers below and discuss.

job title wages hours of work holiday entitlement sick pay pension schemes notice grievance, dismissal and disciplinary procedure.

It may also be beneficial to tell the group about “Custom and Practice” See statement below

In addition, the contract of employment will also include ‘custom and practice’ agreements. These are how things are usually done in the workplace, for example, if the employer always gives the employees a day’s holiday in August. Even though this is not mentioned in the written contract this will form part of the contract of employment as it is the usual practice.

If the written contract says one thing, but in practice all the employees have been doing something else with the employer’s knowledge and agreement, the ‘custom and practice’ would form the contract rather than the written statement.

Watch - Minimum wage - YouTube video.

http://www.youtube.com/watch?v=tnl6VZ6Mj9Q&feature=player_detailpage

Minimum Wage discussion – can lecturer bring in their own examples of pre – minimum wage e.g. Employers paying ridiculously low wages etc. This will benefit from you providing real work examples.

Activity 3

Discuss anti- discriminatory practice and complete Activity 3 in learner pack.

Assessment Task 1(a) now to be completed

Your tutor will provide this.

LESSON PLAN Session 3 – Workplace behaviour


Lecturer’s name:


No. of learners in group.

Lesson context/ general aim: To continue to identify appropriate and inappropriate workplace behaviour


Will be able to identify bullying in the workplace.

Will recognise appropriate and inappropriate behaviour

Will understand the consequences of this


Assessment Closed Book

Task 2 Responsibilities of Employment

Resources required Pens/Paper Flip chartInternet access.

Paperwork Activity 1 Are you a workplace bully quizActivity 2 Behaviour in the workplace worksheetActivity 3How motivated are you quizActivity 4 Expected and UnacceptableAssessment - Task 2


Approx duration

Approaches and lesson activities Involving whom

5 mins Aims and objectives Large Group

20 minsAsk the group what they think employers want from their staff- e.g. Motivation, enthusiasm, appropriate behaviour.Read Tom Farmer from Kwik Fit Read employers in the tourism industry

Large Group

20 mins Activity 1: Identifying how employers will expect you to behave in the workplace

Pairs

20 mins http://www.youtube.com/watch?v=oJa0YQTvBmQ Activity 2 Are you a workplace bully?Discuss answers in pairs.

Individual and pairs

15 mins Break

10 mins Discuss Enthusiasm and motivation and how they can display this on their placement- see notes.

Large Group

20 minsActivity 3 Complete the “How motivated are you” quiz – Discuss in small groups any issues from this.Large Group Discussion

IndividualsSmall group

30 minsActivity 4: what happens when you don’t behave the way that you should in the workplace?

As a group discuss the consequences to employees if they do display these behaviors.

Individuals

Large group

30 mins Assessment Task 2 – Behaviour in the Workplace

Closed BookIndividuals

http://www.myworldofwork.co.uk/content/what-employers-want-tourism

http://www.myworldofwork.co.uk/content/turn-work-experience-into-a-job

Tutor Notes – Session 3

This session is based around four activities.

It will involve the lecturer facilitating group discussion to ensure learners’ understanding.

1. The importance of appropriate and/ inappropriate behaviour2. The importance of the learner demonstrating motivation and enthusiasm by their

manner, asking questions on placement etc.3. Look at their behaviour with regards to working with colleagues.4. Examine consequences of behaviour within their workplace.

Bring in as many real work examples from your own experience e.g. People who have been promoted/ been given an exciting opportunity and opposite examples of where people have been hindered because of their attitude.

Read Tom Farmer from Kwik Fit 1

Read employers in the tourism industry 2

Activity 1 – In learner pack

In pairs ask the group to identify how employers will expect employees to behave in the workplace


Watch the You Tube video (lasts 8 minutes)

http://www.youtube.com/watch?v=oJa0YQTvBmQ

Ask the group to complete the quiz “Are you a workplace bully?”

As a large group or in pairs – Discuss.


Ask the group to complete the quiz “How motivated are you?”

As a large group or in pairs – Discuss.


Ask the group to complete this activity and then discuss the consequences and implications of displaying these behaviours.

Assessment Task 2 Responsibilities of Employment – Closed book assessment.

1 http://www.myworldofwork.co.uk/content/turn-work-experience-into-a-job 2 http://www.myworldofwork.co.uk/content/what-employers-want-tourism





ASSESSMENT RECORD SHEETS

Learner Unit Assessment Record

Employability: Responsibilities of Employment (SCQF Level 4)

Class GroupLearner name Learner ID

Record of performance

Tasks*Achieved/ not achieved

Comments

Instrument of Assessment 1

Two distinct activities for each part. These may be combined into a single piece of evidence.

Instrument of Assessment 2

Two distinct activities for each part. These may be combined into a single piece of evidence.

*(Enter A or NA in the box to indicate whether the learner has achieved or not achieved each Outcome. The comments column can be used to highlight any reassessment that may be needed.)

Overall comments

Assessor nameAssessor signature Date

UNIT ASSESSMENT CLASS RECORD

Employability: Responsibilities of Employment (SCQF Level 4)

Class Group

Learner surname

Learner forename

Learner ID Tasks Overall achievement*1 2

1 A N/A2 A N/A3 A N/A4 A N/A5 A N/A6 A N/A7 A N/A8 A N/A9 A N/A10 A N/A11 A N/A12 A N/A13 A N/A14 A N/A15 A N/A16 A N/A17 A N/A18 A N/A19 A N/A20 A N/A21 A N/A22 A N/A23 A N/A24 A N/A25 A N/A

* Mark A or N/A as appropriate

INTERNAL VERIFICATION REPORT ON ASSESSMENT SAMPLE

To: Lecturer/Assessor

Unit Title Unit No

Programme Name

Yes No CommentsAssessment evidence and materials available

All learners' work verified

Standards consistently applied

If no, list learners where standards applied were inconsistent

Learners’ Names Reason for inconsistency

Thank you for providing assessment materials as requested for the above sample group.

Materials satisfactorily verified Yes/No

Undernoted action required by __________________________ (date)

Internal Verifier DateAbove action satisfactorily completed Yes/No

Internal Verifier Date

ADDITIONAL MATERIAL

The following documentation can be used to supplement lesson plans.

They can be used as handouts or as additional activities.

OFFICE

Lateagain

Annoyedco-workers

Bad atmosphereat work

Not enjoyingwork

leads to leads to

leads to leads to

Handout 1 – Workplace Behaviours

In this section we will examine some of the basic “traits” that employers will judge us by when in the workplace, and consider ways we can ensure that we can demonstrate these to the satisfaction of an employer.

Timekeeping

Being late for the cinema annoys your friends. This is how your co-workers feel if you are often late to work; they are annoyed if they have to carry out your share of the work and your boss is annoyed because it costs him/her money!

We are all late on an odd occasion because of traffic, or weather, or something else that’s beyond our control. However, if you turn up late repeatedly, excuses will wear very thin and people will start to resent you, making it more difficult for everybody to get on and get the job done. The other thing that will lead to upset in the workplace is if you come back late from tea or lunch breaks on a regular basis. You may not do it on purpose but it’s very annoying for everyone else. These things tend to become horrible vicious circles:

Good timekeeping relates to the efficient use of time, getting the job done within a decent timeframe and not taking too long to complete a task. “Time is money” for many employers and making efficient use of time is a vital part of being employable.Hot tips for good timekeeping

Set the alarm clock at least 10 minutes before you know is ‘just the right amount of time to catch the bus’

Get up when it goes off – forget the snooze button!

Wear your watch and check it regularly for returning after breaks etc.

Don’t mess about when carrying out a job task; concentrate on getting the job done quickly and efficiently.

If you are going to be late in to work:

Call ahead and let people know what the problem is

When you arrive apologise to everyone who it may have an effect on.

Attendance

We’re all off work on an odd occasion because of illness or family problems and some of us are unfortunate enough to be poorly for a long time and need a doctor’s attention. However, it becomes very obvious when you don’t turn up on a regular basis with weak excuses.

Just because your co-workers can’t ‘prove’ that you’re throwing ‘sickies’, it won’t be long before they start to resent you - and we know what that leads to - the vicious cycle!

Working co-operatively with colleagues and supervisorsThere are many jobs that involve working co-operatively with other people and it‘s a very important skill for any workplace. We have already mentioned the vicious circles that we can get into if we upset our co-workers by letting them down. In the workplace, we can’t choose the people that we want to work with and we may not have a great deal in common with them. However, it’s better for you and the other people, if you work together as a team in order to get the tasks done.

Sit back and think about a time you wouldn’t join an activity because for some reason, you didn’t want to work with the people that you were asked to (we all have these times!)

1. How did you feel in the end?2. Did your behaviour make other people respect you anymore?3. Was it (honestly) really worth it in the end?

To stop this situation getting worse you might want to consider the following.

We often get frustrated because we feel that we are not getting to do things our way or we are not being helped properly.

When you’re working with other people and you begin to feel a little unhappy about something, say what is bothering you politely instead of bottling it up.

You’ll often find that things can get sorted out much quicker and you can all get on with the job.

Positive attitude to learning

Something that upsets an employer or co-workers is people that have no interest at all in learning new things. Nowadays, it’s not possible to leave school and think that you’ll never need to learn another thing if you want to keep yourself in a job! But remember, learning doesn’t have to be all books and boffins; in the workplace, you can learn from the people around you and from your own experiences.

The trick is to keep this enthusiasm going throughout your life. Don’t be put off by those who are faster at learning than you are – sometimes, those of us who learn more steadily actually learn more thoroughly!

Try your best!

Following instructionsWe’re all learning new skills and developing new knowledge. Part of this is about learning from people who have experience and know what they are doing. In the workplace, your supervisor and your colleagues are the ones with experience and they know when something can go right or wrong, where there are dangers and how to avoid them. They will therefore also be the people that will give you instructions about how to carry out a task.

Listening is a vital part of following instructions and is not always that easy.

How often have you switched off when someone’s been telling you something?

How often have you thought you had listened but were then not very sure if you understood something and so just decided to bumble on hoping that it would all be OK in the end? This can be very dangerous.

The sequence of following an instruction is:

1. Listen2. Think about it and decide if you understand what it means3. Ask if you don’t understand4. Act upon the instruction

Remember that sometimes we don’t completely understand what we’re being told. It’s very important that you ask in order to be clear in your own mind what was meant. Your supervisor will be patient with you; they know that this is all new and different to you.

Instructions are sometimes for everyone in a group, or you may be given instructions as an individual; often there are different tasks to be done in the workplace that contribute to getting the job done, so the instructions given to your friend might be different from the ones you get – you both need to listen!

It’s vital that you do understand what you are doing before acting – you could be a danger to both yourself and others if you don’t.

Handout 2 - Working safely

Working safely is important in all jobs, whether you are working in a shop or behind a computer, to working with heavy machinery, where the dangers of the work may be much more obvious.

You have a responsibility for the safety of both yourself and others around you. If you muck around and put yourself or others in any danger, you will not be allowed to continue in your work placement.

You also have a responsibility to report to your supervisor anything that you think may be a danger to yourself or others in the workplace.

If you are unsure of any of your roles and responsibilities in any way, you must ask before carrying on.

Almost everything in life can be a safety risk but we can minimise that risk if we are aware of what the hazards are and take steps to minimise them.

What is a hazard?

A hazard is anything within the workplace that could be a danger to the health and safety of the people in that workplace.

What is a risk?

The risk is the chance (high or low) that somebody is likely to be harmed by that hazard.

If the risk is high, it’s vital that steps are taken to minimise that hazard.

In the workplace, you will be told of the particular risks and hazards of that workplace and you must follow instructions given to ensure that you are not a danger to yourself or others in that workplace as mentioned above. The next section of the workbook will examine this in more detail, in relation to the responsibilities that employers have towards you, as an employee.

Handout 3 - Employee Rights

Working Time Directive

1. An employer cannot make you work more than 48 hours a week unless you freely agree to this and put this in writing to your employer.

2. An employer must give you 5.6 weeks (28 days if you work five days a week) paid leave per year. Your employer can choose to include public holidays in this total.

3. You're permitted at least 11 hours rest between working days.4. You have the right to either an uninterrupted 24 hours clear of work each week OR

48 hours clear 5. If you work more than six hours in one shift you are entitled to a 20-minute rest break

and additional breaks may be given by your contract of employment. There is no statutory right to cigarette breaks.

The basics of holiday rightsThere is a minimum right to paid holiday, but your employer may offer more than this. The main things you should know about holiday rights are that:

1. You are entitled to a minimum of 5.6 weeks paid annual leave - 28 days for someone working five days a week (capped at a statutory maximum of 28 days for all working patterns)

2. Part-time workers are entitled to the same level of holiday pro rata (so 5.6 times your usual working week, e.g. 22.4 days for someone working four days a week)

3. You start building up holiday as soon as you start work4. Your employer can control when you take your holiday5. You get paid your normal pay for your holiday6. When you finish a job, you get paid for any holiday you have not taken7. Bank and public holidays can be included in your minimum entitlement8. You continue to be entitled to your holiday leave throughout your ordinary and

additional maternity leave and paternity and adoption leave

Handout 4 - Workplace Bullying Questions

Read the following statement and then answer the questions

Mark had recently started work at Ravels Paper Factory and was pleased to be getting a three month trial period. He met his manager, Sarah, and she made sure that he had a full induction and he was introduced to his team. They seemed friendly enough, though they did joke that Mark should watch out for his supervisor, Jim, as he has one nasty temper. Mark was keen to get started, however after only a few minutes the machine jammed and Mark had to shout over for help from Jim. He was horrified when Jim came over and began shouting and swearing at him. Mark apologised but that didn’t stop the behaviour. Now, every day, Mark is coming in and Jim shouts out comments like “here comes the useless git” etc. The rest of the staff laugh along, they don’t want to get on Jim’s bad side.

Q1) Does Jim have the right to treat Mark like this?

A)

Q2) What would you suggest Mark do to stop the behaviour?

A)

Q3) What could be the consequences if Mark doesn’t do something about it? Give as many examples as you can think of.

A)

Q4) Do you think Mark’s workmates were right to join in with the “joking”?

A)

Q5) Would you, or have you, ever joined in with something like this?

A)

Handout 5 - Small World

An article called "Small World" by Charlie Bain originally appeared in the Daily Mail in 2001. The article is based on what the world would look like if we could shrink the Earth's population to a village of precisely 100 people, with all the existing human ratios remaining the same.

If we could shrink the Earth's population to a village of precisely 100 people, with all existing human ratios remaining the same, it would look something like the following. There would be:

57 Asians21 Europeans14 people from the Western Hemisphere, both north and south8 Africans

52 would be female48 would be male

70 would be non-white30 would be white

70 would be non-Christian30 would be Christian

89 would be heterosexual11 would be homosexual

6 people would possess 59% of the world's wealth and all 6 would be from the United States of America

80 would live in insubstantial housing70 would be unable to read50 would suffer from malnutrition1 would be near death1 would be near birth1 would have a college education

Discuss: Were there any surprises in the article?

Scotland's national skills agency | Skills Development ...€¦ · Web viewIf you do not meet your responsibilities as an employee there may be consequences for you. In fact, one

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