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BSBIND201A Work Effectively in a Business Environment Unit 8 of 12

BSBIND201A (V2)

Independent Schools Victoria, 2012

Contents
Teacher or Workplace Mapped Observation Checklist .......................................................... 1 Instructions ........................................................................................................................... 2 1. The Business .................................................................................................................... 3 1.1 Organisational Requirements ...................................................................................... 6 1.2 Personal and Organisational Requirements................................................................. 7 2. Good Practice ................................................................................................................... 8 3. Rights and Responsibilities ............................................................................................. 10 3.1 Employers ................................................................................................................. 11 3.2 Employee Rights ...................................................................................................... 12 3.3 Unions ....................................................................................................................... 13 3.4 Position Descriptions ................................................................................................. 14 3.4 Employee Responsibilities ......................................................................................... 16 Submitting Work for this Unit ............................................................................................... 18

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Teacher or Workplace Mapped Observation Checklist

Name of Student: ______________________________________________________ BSBIND201A Work Effectively in a Business Environment Element: Question (please tick suitable response) PC 1.1 Can the student identify and understand the organisations requirements and responsibilities and seek advice appropriately when needed? 1.2, 1.3 Does the student have an understanding of employer and employee rights and responsibilities, and comply with organisational goals, duty of care and legal responsibilities? 1.4, 1.5, Is the student able to identify roles/responsibilities of colleagues and 1.6 supervisors, understanding which standards and values may be detrimental to the school and report appropriately, including identifying and following safe work behaviour? 2.1, 2.2 Is the student always courteous and helpful, completing tasks as required 2.3, 2.4 and seeking assistance for difficulties using appropriate questioning for clarification? 2.5 Does the student identify and display non-discriminatory attitudes to everybody? 3.1 Can the student identify and balance competing work and personal priorities? 3.2 Does the student apply time management strategies to school/work? 3.3 Does the student observe appropriate dress and behaviour for their roles?

Ye s

No

As this students teacher and supervisor, I agree that he/she has demonstrated the above skills and knowledge during a work placement or in a simulated workplace. Where a No has been indicated, the student will be given further training to achieve competency. My responses give a true, valid and fair evaluation of the student.

C / NYC

Date:

If additional tasks were completed, please re-assess student.

C / NYC

Date:

Teacher/Supervisor: Name___________ Signature: ____________________

___

________ Date:

___ Contact if required: _______________ __

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Instructions
For this unit, there are several ways you can achieve these tasks. Do the full tasks and submit them in the numbered pages of the folder. Have your teacher sign page one when you have completed the work. Or, provide evidence of your previous skills and knowledge by placing it in the labelled pages of your folder. There are instructions for this in the last unit you completed on word processing.

Task 1A Task 1B Task 1C Task 1D Task 1E Task 1F Task 2A Task 2B Task 2C Task 2D Task 3 Task 3B Task 3C Task 3D Task 3E

Create a hierarchy chart Watch links and answer questions Complete a work reporting chart Research your schools Code of Conduct Scenario Scenario Group discussion Teacher observation checklist Scenario Scenario Answer questions about employer rights Print information and answer questions about unions Fill out a brief position description Scenarios Additional teacher checklist

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1. The Business
To be able to work efficiently and co-operatively in a business environment, you need to have a clear understanding of the regulations and requirements within which the organisation operates and conducts its business. You have already touched on some of these issues in previous units.

Reminder: you need to revise, repeat and use information and knowledge to move it back and forward between your short and long-term memories. Keep Confucius in mindwhen you do things, you understand them.

1.1 Requirements and Responsibilities

The organisations structure and rules underpin every aspect of the business. This is why they have Business Plans, Operating Manuals, Codes of Conduct, Mission and Purpose Statements although some have different names. Picture your school which operates as an educational business. Each member of staff would receive an Induction on joining the school and be informed of the requirements of the school which form part of their employment. This includes information on their salary, level on the promotional ladder, if they are to have an annual appraisal (performance review or appraisal) and any extra benefits or duties they need to perform such as yard duty. They would be told which other staff member is their supervisor or team leader and like many organisations, there would be a chart called something like lines of responsibility or reporting. Here is a simple version.

Principal

Viceprincipalteaching

Viceprincipalpersonnel

Science/ma ths Coordinator

Language Coordinator

Student Welfare

Each person in this chart would have their own level of responsibilities, their own right as an employee and a clear vision of what expected in their role, because there are documents, processes and laws reinforcing those roles.

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Task 1A i) In the empty chart below, fill out the details for some aspect of your life showing lines of responsibility. It might be based on students/prefects/captains or a sporting or social club hierarchy such as a footy team or Scouting organisationor even your family situation. My Hierarchy Chart for (label)

.......................

.....................
.............. ...............

.........
...............

Watch the following YouTube link. Although the lawyer is English, his information is just as applicable to here in Australia. www.youtube.com/watch?v=eaWEE4LKg_o&feature=related Task 1B Your opinion: Do you think this young lawyers explanation was clear? Yes or No? Why did you answer this way? ___________________________________________ ___________________________________________________________________ This one is Australian even if it was made in 2009 and is part of a political advertising campaignso things can change whenever a new party is voted into power. www.youtube.com/watch?v=GquX3-q86w0 If any of the above links are inactive, try the following key words: Lines of responsibility. Work hierarchy. This link is just for your information. You would not use this unless you were starting your own business, but it is an excellent website which shows how to create all of the business documents you could ever want for your employees. It is set out as a large template where a business manager can insert details. Have a look at it. www.lawlive.com.au/employee-handbook template/?gclid=COvmq_fNm6kCFQP1bwodQyL2tg

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Scenario: You are now working in the office of an IT company called MouseMat.com. Your boss wants you to create a chart showing lines of responsibility for the new staff members so they know which person they must report to for work. The staff members are:
The Owner/bosses Mr Book who manages the business and Ms White who owns half

the company but is a silent partner The assistant manager Maria De Grazzi There are three senior salespersons called Jane Smith, Rob Rider and Fedi Ali There are three office assistants each reports to one of the sales persons. The assistants are Jess, Glenn and you. You report to Jane.

. . . .
Task 1C

. .

. .

Complete the chart above for the new office staff so everyone knows which person is their primary supervisor.

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1.1 Organisational Requirements

In every business you must be very aware of not only your own, but also the organisations requirements and responsibilities. For a business this usually relates to their staff management, safety, policies, ethical standards and business planning. For an individual it concerns the codes and rules around your position including behaviour, punctuality, honesty and courtesy among others.

This is similar to how your school operates. The school has quite detailed codes, rules and behaviours it requires of students, and has to abide by the federal, state and local laws and by-laws as well as a variety of principles relating to equity, anti-discrimination and other systems.

Task 1D Remember how you were required to access websites on Codes of Conduct, antibullying and other policies? Return to your schools Code of Conduct. Find three points in it which you feel are important requirements for you as a student. Write them below: i)__________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ii)__________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ iii) _________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

If your school does not have an accessible code of conduct, do a search for one to use, and note three points from it. Print the site for the teacher.

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1.2

Personal

and

Organisational

Requirements

Many workers suffer from stress because they are unable to balance work and family demands. This can impact negatively on peoples physical health and relationships. As it falls in different aspects of life, it is not always seen as an OH&S issue in workplaces.

Task 1E Mr and Mrs Brown have two children at school. He works as an IT engineer in a big company, and she is a physiotherapist with her own practice. One child sick in hospital and the other has parent-teacher interviews all evening. Mrs Brown has taken a lot of time off work to be with the hospitalised child but her partner is getting over-worked and anxious. Mr Brown leaves work early to attend the interviews although his manager grumbles. The school holidays start the next week and the child will be home from hospital but still ill. Can you think of two ideas to help the Browns to prioritise their work-family problem?

i)___________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ii)___________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Task 1F You are still at school in year 12, have a part-time job, have lots of friends, a current boy/girlfriend, a family and play sport. Suggest two ideas for how you could juggle your time to make sure you dont get stressed by all of the competing commitments?

i)___________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ii)___________________________________________________________________ _____________________________________________________________________

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2. Good Practice
Part of the requirements for this unit include showing courtesy, being helpful, asking for assistance and questioning instructions. This section also includes displaying nondiscriminatory behaviour in contact with everyone. Your teacher is one person able to observe that you fulfil all of these criteria but you will have to complete three other activities to make sure this element of the course is well covered.

Task 2A

Group Discussion: The teacher can check you have completed this task. I have observed this student actively participate in group discussions regarding discrimination, courtesy, school uniforms and behaviour, seeking assistance, questioning to clarify instructions and achieving timelines. Teacher signature: _________________________________ Date: _____________

Task Observation

2B

Ask another adult to verify that you fulfil the following criteria in your school or social life. This can be another teacher, a school support-person, a sport trainer or other leader in your life. I, _____________________________________, know this student well and can verify that he/she reflects the following standards in their life:

Is courteous and helpful Completed allocate tasks on time Seeks assistance when needed Asks questions to clarify instructions Can identify and use non-discriminatory attitudes at all times Observes appropriate dress and behaviour as required by the school
Signature: _______________________________________ Date: _____________

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Task 2C Scenario You have printed and discussed your schools Code of Conduct. Find three things you think would go against the schools standards and values. i) ___________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ii) __________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ iii) __________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Task 2D Scenario You are all in school uniform and see someone from your school doing something you think might be both dangerous and against the schools Code of Conduct. Name three people you could discuss this with so you would feel comfortable about taking some action? Person 1 ____________________________________________ Person 2 ____________________________________________ Person 3 ____________________________________________

Here are some short links to show you what not to do at work in an office or elsewhere. www.youtube.com/watch?v=kCb-fuYUoUM www.youtube.com/watch?v=E9Io2REDPVQ And here are the five basic rules for answering phones in a business setting. www.youtube.com/watch?v=9j-2gmRVMaU&feature=related

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Task 2E Watch the links and fill out the tables. List five things to do in a workplace in column one, and five things you should not do in any business in column two.

Five things to do 1 1

Five things not to do

If any of the above links are inactive, try the following key words: Poor work behavior. Answering work phones

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3. Rights and Responsibilities

3.1 Employers
While we usually think about employers in terms of the responsibilities they have for their workers, they also have rights such as an expectation of a reasonable amount of work from their workers, courtesy and promoting the business to clients and customers.

They have the right to caution or dismiss employees for negligence, carelessness, criminal offences and acts of disloyalty such as breaking confidentiality agreements. Many companies have a three warnings system for lesser offences, and instant dismissal for more severe or unlawful instances. Many employers recognise that employees may have acted from ignorance or mistake rather than deliberately, and arrange training or working with a mentor. Here is a clip where a lawyer tells about reasonable reasons you can be dismissed from a job. www.youtube.com/watch?v=1oeNXzZzUsg&feature=related

Task 3A Explain two of the reasons he gave Reason 1: ________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Reason 2: ________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ These reasons for possible dismissal can also be linked to the responsibilities of an employee

If the above link is inactive, try the following key words: Employee responsibilities Australia

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3.2 Employee Rights

Some of the rights of employees in any business include being safe, having the right to union representation, knowing the positions terms and conditions and being protected from discrimination, bullying and harassment. You will remember some of this from the OH&S unit you have completedparticularly in relation to safety from physical and mental stresses and hazards. Here is the lawyer telling explaining about making an unfair dismissal claim. If the link below is inactive, try the following key words: Rights of employees Australia. www.youtube.com/watch?v=1oeNXzZzUsg&feature=related Brodies Law Young people need to be fully informed on the new Crimes Amendment (Bullying) Bill 2011 which is popularly known as Brodies Law because of the workplace bullying which resulted in Brodie Panlocks tragic suicide. While all workers should feel safe in their workplace, new, younger workers can be particularly vulnerable to bullying as the new kid and need to know they can safely report incidents and be taken seriously. The following article is from the Herald Sun, 31 May 2011.

BRODIE Panlock's parents will be in Parliament today to watch a law being passed that could see bullies jailed for up to 10 years. The bill, to be passed in the Upper House this afternoon, has been dubbed "Brodie's Law" in memory of the bullied Hawthorn waitress whose death prompted the change. Brodie's father Damian this morning said it was a good day but more work needed to be done. "It's a good day but it's not the end it's the beginning," he said. "The next thing will be federal and if we can get Simon Overland to pull his finger about getting these bullies prosecuted." The changes to stalking laws will add serious workplace and cyber bullying to Crimes Act provisions already governing stalking. Children who use Facebook to threaten or harass could be caught up in the change, although those under 10 cannot be brought before a criminal court. Ms Panlock was 19 when she jumped to her death from a building in 2006 after being bullied at a Hawthorn cafe. A court was told that co-workers abused her, spat on her, poured beer over her and held her down while she was doused in cooking oil. When she first attempted suicide she was mocked for failing, then offered rat poison. Her parents Damian and Rae, have been campaigning for changes to the law for several years.

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3.3 Unions
Although some people may choose not to belong to a union, it is the right of every worker to join. Some workplaces encourage union membership and some operate as a closed shop. In Australia a pre-entry closed shop refers to the situation where workers must already be members of a union before being employed in a particular job. A post-entry closed shop refers to union membership being required after the worker has been employed.

Here are 2 links about where to get more details about unions (or search using the acronym ACTU or Victorian Trades Hall). Australian: www.actu.org.au Victorian: www.vthc.org.au

Victorian Trades Hall in Carlton

Task 3B Print a page from each of the links above and place them in a work folder for this unit or attach them to this booklet with your name on each. Find out: i) The year of the successful Eight Hour Day campaign ______________________ ii) The year the first Trades Hall building was constructed _____________________ ii) Find out two people you know who are members of unions and what those unions are called (these can be teachers, office or school support staff, family members or friends) Name: ________________________ Union: _______________________________ Name: ________________________ Union: _______________________________

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3.4 Position Descriptions

When you are looking for employment, you may receive a copy of a Position/Job description so that you know what work the position involves. When you are actually employed, you should have a copy so that you know what is expected of you.

Position Description Outline Position profile The position title, salary, superannuation, employment type and supervision. Position summary Explaining the positions purpose, relevance and intentions. Selection criteria These are linked to probation, performance and promotion. They help with interview questions by creating a level against which applicants can be measured, such as expected qualifications, personal skills and knowledge plus sometimes testing the attitudes of the applicants. Key responsibilities Key responsibilities and expectations of the role such as goals, leadership, technical expertise and customer-focus. Other There are sometimes Equal Opportunity or OH& S statements and a list of expectations for the employee, responsibilities for supervisors and management.

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Task 3C Fill out the example-form for your position description as a school student.

Position profile Position title and salary _______________________________________________________________ Position summary Why are you a student? ________________________________________________________________ ________________________________________________________________ Selection criteria What will give you a promotion? ________________________________________________________________ ________________________________________________________________ Key responsibilities What are your goals? ________________________________________________________________ ________________________________________________________________ Other What do your teachers expect of you? ________________________________________________________________ ________________________________________________________________

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3.4 Employee Responsibilities

As an employee of a company, people also have responsibilities to themselves, their workmates, supervisor and the company. These involve things like: honesty, punctuality, courtesy, confidentiality, taking care over OH&S and obeying lawful instructions. Other things such as personal presentation, suitability of language and behaviour plus acting in a way to reflect the values of an organisation are also importantjust as they are in schools.

Task 3D How can you act responsibly in the following three situations? (Family, school and work). i) You are the only family member who isnt sick in bed with the flu.

ii) You are at school on the oval with a group of year 7s and one falls over and breaks a leg

iii) You are the only one left in the office on your first day and someone comes to the desk wanting assistance.

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Task 3E Additional checklist I have observed this student completing the following tasks safely

Identifying the organisation/schools requirements and seeking assistance where needed Actively discussing employee and employer rights and responsibilities and taking class notes Demonstrating knowledge of roles and responsibilities, suitable dressing and behaviour, courtesy and acting in a non-discriminatory manner Developing suitable work habits such as: team work, resolving competing priorities, understanding timelines Identifying and fulfilling appropriate standards and values.

Teacher signature: _______________________________ Date: ___________

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Submitting Work for this Unit

Some work is to be filled out in the booklet. Your teacher may ask you to send some electronically. Ask for an email address to send it to. If you have group work, you may choose to submit it using a USB stick, or burn onto a CD.

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