Conduct At Work

Credit value: 1

Unit aim

This unit introduces learners to the range and type of conduct needed in the workplace. Learners will be assisted to understand, demonstrate and reflect on some appropriate behaviours in the workplace.

Unit introduction

In any workplace, it is important to conduct yourself in an appropriate manner. Employers and employees expect certain types of behaviour within the workplace, making good conduct an essential employability skill.

This unit introduces learners to the range and type of conduct needed in the workplace. Learners will be assisted to understand and demonstrate some appropriate behaviours in the workplace. They will also reflect on their strengths and weaknesses in terms of their conduct.

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Learning outcomes and assessment criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit.

On completion of this unit a learner should:

Learning outcomesAssessment criteria
1Know about appropriate conduct for the1.1identify different kinds of appropriate
workplaceconduct in the workplace
2Be able to demonstrate good conduct2.1interact appropriately with colleagues
2.2dress appropriately for work
2.3demonstrate appropriate timekeeping
during the working day
3Be able to carry out a review of own3.1identify an aspect of own conduct that
conductwent well and an aspect that did not go
so well

Unit content

1        Know about appropriate conduct for the workplace

Appropriate conduct for the workplace: interacting and communicating with colleagues in familiar situations, eg team members, line manager, supervisor; respecting others’ views; listening and responding to appropriate feedback, requests or suggestions from others

Appropriate dress for the workplace: appropriate clothing for different workplaces,

eg in an office, factory, for outdoor work, uniforms; clothing needed for health and safety reasons or hygiene; being tidy and presentable; having clean clothes

Appropriate timekeeping: being on time for work and knowing about the working day, eg when expected to be at the workplace, whether there are core hours, flexitime, shift work, knowing when to take breaks, when and how long lunch break is, turning up to meetings and appointments on time

2        Be able to demonstrate good conduct

Demonstrate good conduct: interacting with colleagues in familiar situations; dressing appropriately for work; appropriate timekeeping

3        Be able to carry out a review of their own conduct

Reviewing own conduct: talking about an aspect that went well, eg demonstrating appropriate timekeeping, using polite language when interacting with colleagues; talking about an aspect that did not go so well, eg not dressing appropriately, not turning up for a meeting or appointment on time

Essential guidance for tutors

Delivery

This unit may be delivered in the workplace, as part of a work placement or volunteering commitment, or in a simulated situation in a school or college. The positive behaviours described in the unit are those expected of learners within an educational context as well as employees in the workplace. It is, therefore, likely that learners will already be aware of the need for appropriate conduct in a general context.

Learning outcome 1 could be delivered through group discussion or discussion between the learner and their line manager/tutor or another appropriate person familiar to the learner.

Tutors/line managers could provide the group or individual learner with prompts and facilitate the discussion to help learners identify good conduct, for example asking learners to identify social behaviours in their everyday lives and then encouraging them to think about whether these behaviours would be appropriate in the workplace. Learners could create posters or leaflets to record their ideas.

Tutors/line managers could then explore behaviours in the workplace, for example, that there are rules or regulations within every organisation about how employees behave towards each other.

Learning outcome 2 may be delivered in a variety of ways. In a work situation, learners could carry out their normal daily activities whilst being observed by their line manager or another responsible person. In a simulated situation, learners could be provided with (or agree with their tutor) a scenario which enables them to demonstrate the three main aspects of conduct listed in the assessment criteria.

For learning outcome 2, tutors/line managers may wish to discuss with the learner beforehand their views on what is appropriate and agree on a mode of dress in advance. It would be helpful to discuss with learners that some organisations have uniforms, that some clothing must be worn for health and safety or hygiene reasons, and that it is important to dress smartly and appropriately for the job, for example, if you work outdoors, you won’t need to wear a suit but you will need to wear durable clothes that protect you from the weather.

Tutors/line managers might also wish to discuss possible requirements for timekeeping in different workplaces for example if a workplace requires office cover throughout the working day, it isn’t appropriate for everyone to go to lunch at the same time.

Learners could carry out a review of their own conduct through a one-to-one discussion with their tutor or line manager. For learning outcome 3, the tutor/line manager or an appropriate colleague may wish to give the learner some constructive feedback on their performance, which they may choose to include in their review.

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Assessment

To achieve 1.1, the learner must identify at least two examples of appropriate conduct in the workplace. These are likely to be examples that they have come across in other aspects of their lives. Evidence to support this should be in the form of records of a group or individual discussion (written by the tutor or by the learner with sign-off from the tutor or a video or audio recording). The learner does not need to describe examples of conduct in detail.

To achieve 2.1, 2.2 and 2.3, the learner needs to demonstrate good conduct in relation to interacting appropriately with colleagues, dressing appropriately for work and showing appropriate timekeeping during the working day. The demonstration should be observed either by the tutor or another person designated to assess the learner (for example a line manager or supervisor). The observation should form the basis of a discussion with the learner (after the demonstration) about their performance. Evidence to support the observation can take the form of a written statement by the tutor/line manager (which would support good practice for appraisal and review in the workplace) or could be a video with supporting commentary from the tutor/line manager.

For 2.1, the learner must show that they know how to interact appropriately with their colleagues in everyday situations, using appropriate language and body language and being able to listen and respond appropriately, for example clarifying understanding of instructions, responding to feedback given by someone else, helping a colleague. Colleagues will be people the learner encounters most frequently (for example their line manager, supervisor or fellow team

members) and will not include customers or unfamiliar colleagues unless it is appropriate for the learner. The learner will not be expected to communicate about complex issues.

For 2.2, the learner must demonstrate that they are able to dress as appropriate to their work situation. Where this unit is simulated, the learner would be expected to dress as they would for work experience or a work placement.

For 2.3, the learner needs to demonstrate that they can turn up for work or college classes on time and use their time during the day appropriately (for example taking an appropriate amount of time for their lunch break). The learner is not required to demonstrate detailed prioritisation of daily activities but must know generally about what they are doing during the day and what needs to be done by the end of the day.

3.1 requires the learner to carry out a basic review of their performance in demonstrating good conduct. They must identify at least one aspect of their performance that went well (for example turning up on time for work or classes) and one that did not go so well (for example not listening properly to instructions), with support from the tutor or colleague who has observed them.

Whilst the learner may need support in terms of promoting and questioning, they must independently select what will go in their review. Evidence to support this can be either written, for example through written statements from the learner on the review of their performance and/or supporting statements from the tutor, line manager or other person involved in the discussion and review, or through video or taped discussion.

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