Cjack11William Ross State High School

Certificate II in Workplace Practices

30627QLD

Task 2 Competencies

GENIEW201B - Interact Effectively in the Workplace GENIWR201B - Demonstrate Knowledge of Workplace Relations GENPAS201B - Project Workplace Behaviour and Image

Teacher Resource Booklet

2011

64748261.doc

GENIEW201B INTERACTING EFFECTIVELY IN THE WORKPLACE

ELEMENT OF COMPETENCY 1.1 GENIEW201B Identify industry standards for workplace communication 1.2 1.3 GENIEW201B Identify skills to cope with difficult situations in the workplace GENIEW201B Interact effectively in the workplace 2.1 2.2 3.1 3.2 PERFORMANCE CRITERIA Identify modes of communication in the workplace. Identify basic communication skills to enhance communication with management, co-workers and customers/clients. Identify interpersonal communication standards expected in the workplace. Identify types of difficult situations that may occur in the workplace. Identify strategies for appropriate handling of difficulties without effecting productivity of the workplace. Apply effective communication skills in interactions with management, co-workers, customers or clients. Maintain productive working relationships with management, coworkers, customers or clients. Task 1 Task 1a, 1b, 2, 3 Brainstorming Task 4 Task 5 Task 2 Task 1a, 1b Activity

This booklet is designed as a guide for the teachers to use to promote and encourage discussions with the class. There are many ways that you can cover the theory parts in your class. You can - have the work on an OHT/Data projector and read through it - As a whole class discussion and write on board for students to copy - write notes - Mind map

Key for using the book All answers for the activities will be in RED Teacher instructions in italics and have the symbol

Students need to complete the activity in their books

64748261.doc

This is the information required to complete the activities and competencies. You could give the students the description of Communication and then use a mind map graphic organizer for the students to come up with their own answers for the types of communication and the forms within each type.

Part A
Communication in the workplace
Communication is a vital part of creating and maintaining a safe and efficient workplace environment. How we interact with clients and staff will affect how well the organisation functions and how satisfying you find your job to be. Interpersonal communication skills are the tools we use to let others know what we think, feel, need and want. And they are how we let others know that we understand what they think, feel, need and want.
Types of communications Not only are there different parts to the communication process there are also different types of communication. Communication can be divided into three types: - written - verbal - non-verbal Written communication is an important part of communication in a health care setting. It can be done using many different mediums, such as - emails, letters, forms, reports, memos, instruction manuals and signs. Verbal communication is spoken communication. It may be done by speaking with someone face-to-face, over the telephone or on the radio. Spoken communication is used mostly to: - pass on information - give and receive instructions - share information at meetings - ask questions - interact with clients and colleagues. Non-verbal communication is communication that happens without language. Most communication between people is transmitted non-verbally. It can be the gestures and facial expressions or other kinds of body language used. It can also be the way we use our voice - speaking clearly, softly, loudly. Non-verbal communication is an important part of the communication process because it can tell you a lot about a persons attitude. If someone is staring out the window when you are telling them something important it usually means that they are not very interested. Common examples of non-verbal communication are: 1. Facial expression This is perhaps the most common form of non-verbal communication. A smile, frown, raised eyebrows, yawn and sneer all convey information. Your facial expression continually changes as you are communicating. The receiver interprets these changes and in turn you interpret their changes of expression. 2. Eye contact This can express emotion and let you know when to talk or finish. Looking people directly in the eye usually shows that you are interested in what they are saying. However, too much staring may make someone uncomfortable. And in come cultures direct eye contact can only be used between certain people. 3. Gestures Many people often use hand movements when talking. Different cultures often have very different meanings for the same gesture so it is important to be aware of the gestures you are using with people you do not know very well. 4. Physical contact

Shaking hands, touching, holding, embracing, pushing or patting on the back all convey messages. Different cultures use physical contact quite differently. Being careful about how you use physical contact in your job will help you to become a good communicator. 5. Distance The distance one person stands from another is also non-verbal communication. If you stand too close to someone during a conversation, you can make them feel threatened and uncomfortable. 6. Posture The way you sit or stand can affect the flow of communication. If you are sitting slouched in a chair people will assume that you are not interested. Sitting upright or leaning forward slightly will let people know that you are paying attention and are interested in their message. 7. Voice

The Tone of voice used can tell us a lot about another person. Words can mean many different things, depending on the way they are said. We are able to tell if a person is angry, happy or nervous by. The following activities support the previous information.

Task 1. Understanding written communication. These are notes for students brainstorm with students on the board Message When writing messages: use polite and correct language, start with a greeting, for example "Dear Jane", until you know the person well enough to be able to address the email as "Hi Jane", explain yourself clearly, don't use abbreviations; write all out in full, and end the message correctly saying "regards, Jane". Remember that the person reading your message cant see you so they cant read your body language to see if you are joking, angry or serious.

a) You are about to order new stock for the office. You are required to find out what everyone needs in the order. Your job is to write a message to your co-workers requesting their orders.

Forms These are notes for students brainstorm with students on the board When filling in a form: read the form carefully, fill in all the required details, only include necessary information, write clearly and simply, check that you have completed it properly, and send or give it to the appropriate person, or file in the appropriate place. If you have difficulties filling in forms, ask a colleague or your supervisor for some help. It can be useful to obtain copies of forms that have been filled in which you can keep and use to help you.

b) You are employed as a computer technician at Computer Services Ltd on Mondays, Wednesdays, Fridays and Sundays from 4.15 am to 8.30 am. You are allowed one 15 minute break per shift. Fill in the time sheet below as you can be paid. (Printed page no 1.)

Task 2. Understanding verbal communication. Notes for students brainstorm with students on the board Receiving a call
Phones should be answered within four (4) rings. Give the name of the organisation and then your own name and job role. For example: Good morning/afternoon, Sunset Bay Health Campus, general stores. This is Jane Smith. Speak clearly and at a speed that enables people to understand you. Write any information down as you are listening as it is very easy to get off the phone and find you have forgotten who was speaking, a contact number for them and which information they wanted. End the telephone call with some kind of resolution for the person who rang, either get the person with whom they wish to speak, take a message for them, ask the person to ring back at a later time, or solve the issue yourself Repeat the information back to the sender to ensure that the information you have is correct. Ensure you have the time of the interaction, the message, the senders details, name, phone number, email or address if necessary, so that the recipient can contact them. Making a call Know what you want to say before starting the phone call. Introduce yourself and which company are from. Ask for the person you are looking for. Make sure to use manners Be very specific with the purpose of the call. (For this task you will want to speak to the manager about stock you have ordered for your business. The manager will not be available so you will have to leave a message) Give your details clearly. End the call on a pleasant note. Thank the other person for their time, set an appointment for another call (if needed) and wish them a good day.

Students read the scenario then work in pairs to make up a phone conversation about the scenario. Each student must write a receiving and making phone call. You will need to use printed page no 2 and 3.) Work in pairs to come up with a phone conversation. Each member must make a call and receive a call. You will present the conversation to your teacher and the class. Use the below outlines and the scenario to help.

Scenario You are an employee of the Bigg Bucks Corporation head office. You have been asked by your supervisor (Cassie) to urgently call the store manager at Browns Plain store on 47736778 to verify that the latest catalogue had arrived and if it was out on display. The store manager Jim is in a meeting when you call so you will need to leave a message. 6

OR

Receive a call

MESSAGE
For: __________________________________

Jim

Charlene From: __________________________________

Phone No. ______________ Message _______________

47736778

URGENT
PLEASE CALL RETURNED YOUR CALL

Cassie would like to know if _____________________

the new catalogues have _____________________ they on WILL CALL BACK arrived and if so, are display ________________________________________________
________________________________________________ ________________________________________________

James Call taken by: _______________________________

Time: ________________

2.49pm

31/3/11 Date: _________________

Making a call Person 1: Hi, this is _______ from head office and I am calling to speak to Jim. Person 2: No sorry hes in a meeting. Person 1: can I please leave a message for Jim Person 2: sure, what is your name?, whats your message?

Make up your own conversation ending. Do an example with the class so they have a platform to start from.

This is the checklist for the students role play phone call. Give the students some feedback regarding the role play. (Print this and glue the completed checklist as evidence). 9

TAKING A TELEPHONE CALL CHECKLIST

1. 2. ANSWER PHONE PROMPTLY GREETING
a. b. c. Identify self Identify workplace Ask how you can be of assistance

Comments

3.

USE OF VOICE
a. b. c. d. good vocal expression clarity of voice appropriate pace/pause appropriate volume

4.

MANNER

a. courteous interaction b. selecting appropriate language (no slang/swearing) c. Attention on caller no distractions

5.

RECORDING MESSAGE
a. b. Legible handwriting Attention to all details (i) message for (ii) date (iii) from (iv) phone number (v) message (vi) call taken by (vii) follow up Clarity of message

c.

6.

CLOSE
a. b. c. Thank caller Say goodbye politely Replace receiver properly/quietly

Read through the case study and answer the questions

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Task 3. Understanding non-verbal communication. Case Study - The Concierge Damien Watson works as the Concierge at the Sheraton Hotel. Each day he greets guests, answers their queries, and arranges tours, transport and other activities for the guests while they are staying at the hotel. Today Damien has come to work with a splitting headache. He knows that he should have stayed at home but he has used up all of his sick leave days. He was hoping that today would be a quiet day because he was not in the mood to deal with too many queries. As he was resting his head on the front desk while sitting down, Lisa Smart a guest at the hotel came to his desk. She had heard all about the Melbourne Flower Show and wanted to know how to get there. After breakfast she went up to the Concierge's desk and asked Damien for his assistance. Damien was not very attentive to Lisa's request for assistance. His head was pounding away and he wished she would go away. His face showed his annoyance as he gave her a brochure on Melbourne and a map of the city, without uttering a single word. When Lisa asked him what tram to catch he pointed to a MET timetable. Lisa was very annoyed by Damien's lack of assistance and told him so, as she moved behind the desk to confront him. During Lisa's outburst Damien picked up ringing telephone and turned his back on her, blocking her entry by placing his chair in front of her. Lisa couldn't believe Damien's attitude and told him that she would take this matter up further with management. a) Describe Damien's non-verbal communication (tone of voice, gestures, posture, eye contact, appearance, and use of personal space). b) What parts of the Case Study show us examples of poor communication? c) How could this situation be rectified? d) Why is maintaining positive body language important while working with customers and colleagues? 2. Play charades in small groups. Use different types of body language.

Go through the information with the students. Use any graphic organizer/teaching strategy that you would like to encourage the students to develop the answers on their own.

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Part B Difficult situations in the workplace

Dealing with difficult situations in the workplace can be stressful. There are a few strategies you can use to help. Difficult situations include: a) receiving negative feedback from the employer b) not getting along with co workers c) customer/client complaints d) dealing with irate or difficult customers a) Receiving negative feedback from management about some aspect of work performance - In general, instead of thinking that you are receiving negative feedback, remind yourself that you are receiving constructive advice advice that will help you to fine tune your skills, behaviour or attitude that can only enhance your professional image - in particular: do not take the feedback personally: it is not your person that is being criticised, it is your performance on-the-job keep an open mind: listen to what the person has to say and what it is about your performance that is being criticised, ie. what you could do better act on the feedback: let the person know that you will follow through, or act, on the advice Ask for help if needed b) Experiencing difficulty in getting along with a co-worker. focus on the problem (eg. behaviour or attitude) and not the person critically evaluate own behaviour and attitude to identify if you have contributed to the other persons behaviour and attitude towards you if you recognise that your behaviour or attitude caused offence, apologise to the person if you honestly believe that you are not the cause of the problem (ie. you have observed that other co-workers are experiencing the same level of difficulty in interactions with the person), discuss your concerns with a trusted senior co-worker who may be able to identify the reason for the other persons behaviour (eg. physical illness) and ask for advice in how best to continue to work productively with the person if you consider that the other persons behaviour or attitude towards you is unreasonable or inappropriate (ie. you have observed that other co-workers are not experiencing the same level of difficulty), then speak with a senior staff member and ask for assistance in resolving the difficulty if you consider that it is appropriate for you to address the difficulty (eg. the other person is the same age and works at the same level of responsibility), address concerns early before they grow be open and honest with oneself and others about concerns listen to and objectively evaluate others viewpoint be prepared to accept and admit part of the blame be prepared to change own viewpoint or practices do not carry grudges do not personalise the cause c) Handling customer/client complaint stay calm and polite and convey a positive helpful attitude 12

 follow workplace policies and procedures for dealing with customer/client complaint, eg. establish and confirm the nature of the complaint with the customer/client using active listening/questioning techniques take appropriate action to resolve complaint to customers/clients satisfaction, if within established level of responsibility if unable to resolve complaint or it is not within level of responsibility, refer the complaint promptly to delegated person (eg. more senior staff member, supervisor, or manager) d) Dealing with an irate or difficult customer/client stay calm and polite follow workplace procedures to seek immediate assistance from delegated person (eg. more senior staff member, supervisor, or manager) to deal with the customer or client These activities support the above information.

Task 4. List (5) situations that you would find difficult in the workplace.

Task 5. Read through the following workplace situations and use one of the above situation descriptions to explain what you would do in the situation. Scenario 1. Your English teacher has handed back your assignment with lots of red corrections all over it. He says that it is rubbish and he demands you re-submit it after the weekend. What would you say? Scenario 3. Joe, the driver of the truck, always plays the radio too loud and too often. You decide to mention this to him. What would you say?

Printed page no 4.

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STUDENT EVALUATION

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GENIWR201B Demonstrate Knowledge of Workplace Relations ELEMENT OF COMPETENCY GENIWR201B GENIWR201B PERFORMANCE CRITERIA 1.1Identify workplace rights and responsibilities of employers and employees. 2.1 Identify types of paid work. 2.2 Identify difference between probation and unpaid trial work, including implications. 2.3 Acquire knowledge of paid and unpaid leave entitlements. 2.4 Identify basic pay arrangements in the workplace. 2.5 Acquire basic knowledge of superannuation. GENIWR201B 3.1 Identify the basic types of industrial instruments, their purpose and parties involved in their making. 3.2 Identify the predominant industrial instrument, including key employment terms and conditions, used in industry/occupational area of interest. 3.3 Acquire knowledge of the process of making an individual workplace agreement, including the role and obligations of the parties involved. 4.1 Identify the main differences in purpose and nature of apprenticeships and traineeships. 4.2 Identify the purpose of a Training Contract and Training Plan. 4.3 Identify the obligations of parties involved in an apprenticeship or traineeship. 4.4 Acquire knowledge of rates of pay and additional entitlements for apprentices and trainees. 4.5 Identify appropriate action to take to resolve issue s which may arise during the course of training. GENIWR201B 5.1 Identify the purpose of Workers Compensation, including employer and employee obligations. 5.2 Identify the purpose of Public Liability insurance. GENIWR201B 6.1 Identify the purpose, membership and services of unions of employees and unions of employers. 6.2 Identify the union(s) of employees relevant to the industry area in which part-time employment or work experience occurs. 7.1 Identify principles of Equal Employment Opportunity. 7.2 Identify types of discrimination, sexual harassment and vilification that are illegal in the workplace under Anti-Discrimination legislation. 7.3 Identify the rights and responsibilities of employers and employees under Equal Employment Opportunity and Anti-Discrimination legislation. 7.4 Identify appropriate action to take in response to discrimination that may occur in the workplace. GENIWR201B 8.1Identify types of situations that constitute workplace harassment under workplace health and safety legislation. 8.2Identify the rights and responsibilities of employers and employees relating to workplace harassment. 8.3Identify appropriate action to take in response to workplace harassment. GENIWR201B 9.1 Identify workplace procedures and practices to be complied with as an employee 9.2 Comply with workplace procedures and practices for meeting employee responsibilities wherever necessary and within scope of responsibilities and level of competency. GENIWR201B 10.1 Identify key information about employment conditions that should be acquired prior to starting a new job Activity

Activity 1

Activity 2 Activity 3 and 4 Activity 5 Activity 6, 7 and 8 Activity 9 Activity 10 Activity 11 Activity 10 Activity 11 Notes Activity 12 Activity 13, 14 Activity Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 19, 20 Notes Notes Activity 21 Notes Notes Activity 22 Activity 22 Notes

GENIWR201B

GENIWR201B

GENIWR201B - Demonstrate Knowledge of Workplace Relations

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Key for using the book All answers for the activities will be in RED Teacher instructions in italics and have the symbol

Students need to complete the activity in their books

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Workplace Policies
During this section you will be looking at your knowledge of workplace relations and what is required from you, the employee, and your future employer. The rights and responsibilities for both the employer and the employee apply to ALL workplaces and if you feel your rights are not being met, you have the right to contact either your union representative, Department of Employment and Industrial Relations or Queensland Workplace Rights Ombudsman.

Part A
Employer rights and responsibilities

Before you start, it would be beneficial to define the difference between what are rights and responsibilities. Project this information up onto the board and go through each of the points in detail. Use your own personal work experiences to give examples of any of the point, when needed. Complete the activity after the info. Rights
Employers rights are what they can legally and reasonably expect from their employees in terms of work performance, behaviour and attitude. Employers have the right to expect employees to:

follow all lawful instruction give a fair days work for a fair days pay by:

- doing work well (ie. working to a high standard) - working conscientiously (ie. working hard and staying on task) - working the required number of hours (ie. arriving at work on time, not extending the time allocated for meal breaks, finishing work at the scheduled time)
meet attendance requirements by:

- coming to work unless genuinely ill - promptly informing work if going to be absent - keeping an accurate record of time worked (eg. completing time sheets)
follow all workplace health and safety instructions to ensure own safety and that of others treat all people in a non-discriminatory manner and not to engage in sexual harassment, vilification or bullying of others behave in an ethical manner to protect the interests of the employer/business by:

- being honest when handling the businesss money - maintaining confidentiality pertaining to all business dealings - handing over inventions, designs or creations, if they have been created as part of the job
provide appropriate notice if resigning

Responsibilities
Employers responsibilities are their legal obligations to their employees.

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Employers responsibilities to employees include: paying appropriate wage providing a pay slip with each pay paying superannuation benefits ensuring that working hours are reasonable with meal breaks providing leave entitlements providing safe and healthy systems of work to prevent work-related accidents, injury or illness insuring all employees against work-related accidents, injuries and illness (ie. Workers Compensation) enacting Equal Employment Opportunity, Anti-Discrimination and Workplace Health and Safety legislation to prevent discrimination, sexual harassment, vilification and bullying in the workplace providing legislated redundancy provisions and those set down in relevant industrial instruments Note: An employees position can become redundant due to technological change, organisational change or the business changes hand and should not be confused with dismissal. ensure dismissal procedures are fair and lawful Note: Employees during their probationary period and short-term casual employees may be excluded from unfair dismissal. Under the Australian Governments WorkChoices legislation, employees in workplaces with 100 or fewer staff are exempt from unfair dismissal.

Employee rights and responsibilities

Rights
Employees rights are their legal entitlements in the form of the minimum terms and conditions of employment. Employees rights and entitlements include: being paid an appropriate rate of pay for hours worked in keeping with the classification of job role and category of employment set down in relevant industrial instrument receiving a pay slip with each pay receiving superannuation entitlements having appropriate meal breaks during stipulated working hours receiving leave entitlements, such as holiday and sick leave, according to category of employment and the type of work done working in a safe and healthy environment being insured against work related injury or illness working in an environment that is free from discrimination, sexual harassment, vilification and bullying receiving legislated redundancy provisions and those set down in relevant industrial instruments being protected against unfair or unlawful dismissal, if applicable

Responsibilities
Employees responsibilities are their legal obligations to employers. Employee responsibilities include: following all lawful instructions working competently by doing the job that they have been hired to do to the best of their ability being punctual (observing starting and finishing times, and taking meal breaks in the allocated time) meeting attendance requirements (coming to work unless genuinely ill, notifying employer promptly if going to be absent from work, and keeping accurate records of attendance, eg. filling in the required time sheet) following all general safety and health instructions and rules in the workplace, and always taking care of own safety and that of others complying with Equal Employment Opportunity, Anti-Discrimination and Workplace Health and Safety legislation to prevent discrimination, sexual harassment, vilification and bullying in the workplace

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behaving in an ethical way in the workplace to safeguard employers interests (ie. reputation, viability and profitability) giving appropriate notice if resigning

Activity 1

Printed page 5

Place the following roles and responsibilities for Employer and employee into the correct box.

Pay a fair wage

Obey instructions

Do your best work

Consistent attendance and punctuality

Expect ethical behaviour

Provide a pay slip

Provide a safe workplace

Provide suitable leave

Hire & promote on merit

Keep wage & time records

Behave ethically

The opportunity to join a union

Keep trade secrets

Treat people with respect

Protection against unfair dismissal

Report incidents

Follow safety procedures

Use non-discriminatory language

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Types of employment
Its all in a Days Work
When most of you think about a job, you probably think that a days work is just the time you spend between 9.00am-5.00pm. However, there is in fact an array of jobs with extraordinary hours or unusual work places and with a range of conditions and pay. And then of course, theres - overtime! Studies have shown that over 43% of Australians work overtime and one third of these people do not even get paid for it! Sound lousy to you? So what other types of working hours are there?

Use the types of employment in the box below to identify the definitions for each. The teacher will need to give examples to help the students get the answers. If the first few are hard, go down the list until you find and easier one and start there. This is printed page 6. Activity 2. Complete the table
Key words Definitions Example of job in industry

Full-time worker Seasonal worker Contract worker Freelance worker Home based worker Casual worker Voluntary worker Shift worker Trainee Apprentice Self-employed worker Commission Part-time worker Junior worker
fixed-term employee Pieceworker

The employee in the position is required to work the maximum number of salaried hours for that position. Employment that is engaged in for a portion of year and at a predictable time each year. The employment may cover a few weeks or several months Employed on a temporary basis to complete a set job A person who pursues a profession without a long-term commitment to any one employer. Work taking place at home instead of a traditional office Employees dont have permanent weekly working hours and employed on an as needs hourly or daily basis A person works for free for an organisation, community or workplace Includes both long-term night shifts and work schedules in which employees change or rotate shifts. Employment is structured on the job training and work Employment is through structured training to learn trade skills through theory and skills at college a person who works for himself/herself instead of as an employee of another person or organization A person who is paid on what sales they make, or specific sales target. Employees who have a set number of weekly working hours, but do not work full-time. employed under the age of 21 or 20 and paid at a lower rate than an adult (eg. 65% of an adult wage) employed to do a specific job for an agreed length of time (eg. undertake a project or fill in for an employee on long-service leave) paid on the basis of results (eg. number of boxes of fruit packed, number of articles of clothing sewn)

Teacher Fruit picker Road construction photographer Craft lessons/Avon Bar attendant Meals on wheels Nurse Vets assistant Mechanic Plumber Car sales man Cleaner Cashier Secretary Seamstress

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outworker contractor

employed to do a specific task (generally one that can be measured or counted) but work in their own home Usually operates as an independent business and may be paid on completion of a job, rather than an hourly rate. They look after their own superannuation, taxation, and Workers Compensation insurance Part-time Trainee Apprentice Pieceworker Home based work Casual work Voluntary work outworker

Telemarketing builder

Types of employment
Contract work Shift work Seasonal work fixed-term employee contractor Full-time work Self-employed Commission Freelance

Probation
The primary purpose of probation is to allow an employer to assess an employees suitability for employment. It is an important tool available to help employers manage the risk that the person they chose to engage may not, in fact, be up to the job. Much of the probationary process will be focused on an assessment of the employees performance against the set of duties for the position. Upon commencement of employment, staff should then be advised of: their work responsibilities (both their immediate duties and any additional requirements in respect of ability to perform other jobs and/or to interact appropriately with other staff and customers) the standards of work expected of them the standard of conduct expected of them. The answers for the true and false are in the section above. Printed page 7.

Activity 3

True or False:
Only people in the trade industries are placed on probation. ________ People with limited experience are place on probation. _________ Probation is used for an employer to decide whether or not an employee is suitable for the job ______ Probation is used as a tool for an employee engagement. _________ During probation, an employee is left on their own to work things out for themselves _____ Probation runs for a 3 month only period __________ The employer decides after the probation period, whether or not to employ the worker ____ Probation can be used to sack an employee __________

Unpaid trial work

Unpaid trial work should not be confused with voluntary work. Unpaid trial work applies to a business operating for profit. Unpaid trial work is when an employer asks a job applicant to work for a period as a trial and does not pay wages for the trial period. Unpaid trial work is illegal. The practice of unpaid trial allows employers to save on labour costs (ie. they get people to work for them without paying wages). It is illegal because the person undertaking the work: is not covered by a relevant award or agreement to ensure minimum employment terms and conditions are provided by the employer is not covered against work-related injury or illness under Workers Compensation

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Concept map what the students think. Keep asking then what could happen? until you have almost exhausted all of the points below. An example is below, each arrow is the question then what could happen? Activity 4 Unpaid work implications

Employer gets more money from not paying you corr4ectly

Sue the business

Go to court Might not get any money

Implications of unpaid trial work

Have an injury

employer does not have to give you super payments

not covered for an accident

Lose job
Could be permanently disfigured

Disability pension for life living under poverty line

Unable to work

Implications of unpaid trial work

employers are engaging in unlawful conduct: by failing to provide minimum terms and conditions of employment (eg. rate of pay, hours of work, leave entitlements) misleading conduct failing to comply with requirements relating to Workers Compensation, payroll tax, group tax, etc. the person undertaking the work: is not covered by a relevant award or agreement to ensure minimum employment terms and conditions are provided by the employer is not covered against work-related injury or illness under Workers Compensation

Paid and Unpaid leave

As from 1 July 1999 the Industrial Relations Act 1999 (PDF, 1.9MB) provides that minimum leave entitlements apply to all Queensland employees (excluding those covered by federal awards or agreements). Unless otherwise indicated these entitlements do not apply to casuals, pieceworkers or school-based apprentices and trainees. Generally employees are entitled to: Annual leave For each completed year of employment employees are entitled to four weeks paid annual leave. 22

(Five weeks paid annual leave for shift workers - as defined). An additional 17.5% leave loading applies only to employees covered by awards or agreements. Sick leave A maximum of ten days paid sick leave per year, accruing at the rate of one day for each six weeks service. Long service leave Long service leave on the basis of 8.6667 weeks leave after 10 years service. Family leave Various types unpaid of leave that employees can use to balance their work and family responsibilities Parental leave (ie. maternity leave, paternity leave and adoption leave) unpaid leave entitlement for a maximum of 52 weeks to allow either a mother or father to care for a newborn baby or newly adopted child Generally unpaid leave for when an employee becomes pregnant or adopts. New rules 16 weeks paid. Carers leave Use of up to 10 days paid sick leave per year (i.e. carers leave) to care for and support members of their immediate family, or household, when they are ill. Bereavement leave At least two days paid bereavement leave on the death of a member of their immediate family, or household, in Australia. Cultural leave At least five days unpaid cultural leave to attend a ceremony as part of Aboriginal or Torres Strait Island traditions or customs. Public holidays (eg. Christmas Day, Boxing Day, New Years Day, Australia Day) paid leave if fall on a week day

Activity 5 paid and unpaid leave Complete the table below, by place the different types of leave entitlements into one of the columns Amount of time Amount of time Paid Unpaid
given given

Leave entitlements
leave entitlements depend on: category of employment permanent full-time employees receive full leave entitlements permanent part-time employees receive an appropriate portion of the entitlements based on how much they work (eg. if work half of the time of a weekly employee, then will receive half of leave entitlements) casual employees do not receive any of the leave entitlements but are paid loading (a higher hourly rate of pay) to compensate them for the loss of these entitlements industry/occupational area

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 employees working in the hospitality, retail or health industry (eg. nurses) may be rostered on public holidays and they may receive a penalty rate (eg. paid double time) for working on a public holiday depending on the industrial instrument they work under.

Pay Rates
Youth wages So how come you can drink, vote and drive when you hit 18, but you cant get a full wage until youre 21?!!
First of all, what are youth wages? Youth wages or junior wages are rates of pay determined by how old you are. They are a percentage of an adult wage, and apply to workers aged between 15 and 21. The amount a worker receives increases with their age, so for instance a 17 year-old retail sales assistant would get paid 55% of a full wage, whereas a 19 year-old doing the same job would get paid 80% of the full wage, and a 21-year old would get the full adult rate. So why do we have youth wages? The system of junior rates is based on the notion that employers will only hire young people if their labour is competitively priced, ignoring the idea that young workers can make a valuable contribution to the workplace. Those in support of wage according to age fear that to abolish junior rates would result in a loss of jobs. So do you think its fair that you might be paid less than someone else for doing the same work? Junior rates were conceived when there werent as many options for young people. In the 50s and 60s it was more common for people to leave school when they turned 15. Age was used as a reflection of skill level and therefore employers would pay more as an employee got older (and presumably wiser). Now more young people are staying at secondary school for longer and more are going on to do further study or training. Age does not necessarily reflect skill level anymore and therefore it is thought that employers should do away with the idea of youth wages and focus more on how competent an employee is.

As a junior you will be paid a percentage of the full adult rate. Depending on your age you will be paid at a different rate. If you are: $ 16 yrs old or below you get 50.0% of the full rate $ 17 yrs old 55.0% of the full rate $ 18 yrs old 67.5% of the full rate $ 19 yrs old 80.0% of the full rate $ 20 yrs old 90.0% of the full rate Activity 6. Work out wages for different industries? 16 yrs old wage per week $ 339.23 $ 284.87 $ 283.30 $ 305.50 24 19 yrs old wage per week $ 542.92 $ $ 453.28 $ 488.80 20 yrs old wage per week $ 610.78 $ 512.80 $ 509.95 $ 549.90

Childcare assistant Hospitality Personal trainer Retail assistant

Adult wage per week $ 678.65 $ 569.75 $ 566.60 $ 611.00

Vet nurse Electrician/ offsider

$ 431.40 $ 560.40

$ 215.70 $ 280.20

$ $

$ $

This activity is to motivate the students to have their say about the rate of pay for juniors. Encourage students to decide whether they agree or disagree, then allow each student to voice their opinions. They must have reasons why they agree or disagree.

Activity 7 - Disagree reasonability

The process 1. Students are asked to think about their immediate response to a statement
2. Students consider whether they agree or disagree. They provide reasons for their response. 3. Each student joins with someone who has the opposite response to themselves. Partners then carefully consider each others ideas. 4. Each pair joins with another pair to make a group of four and share their ideas once again. They discuss the reasons why they disagree with their partner. 5. Some students may have changed their minds when they listened to their partners reasons. If so, these students share the reasons why they changed their minds.

Pay slips
Employers who engage workers under Commonwealth workplace relations laws are legally required to keep accurate and complete time and wages records and to issue pay slips to each worker. The recordkeeping and pay slip requirements are designed to ensure that workers receive their correct wages and conditions. Activity 8 Use the below pay slip to answer the following questions.

Method of payment:

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1. What is the name of the employer and employee? ______________________________________________________________________ 2. What classification does the employee have? ______________________________________________________________________ 3. What are the dates of payment and the periods covered by the payment (eg. week, fortnight or month)? ______________________________________________________________________ 4. What hours did the employee work? (i) The ordinary hours (ie. normal hours of work) worked during the pay period: Number of ordinary hours: ______________ Rate per hour: ________________________ Total amount paid at this rate: ____________ (ii)Overtime (if allowable according to the industrial instrument relevant to the employee): Number of hours worked overtime: ________ Rate per hour: ________________________ Total amount paid at this rate: ____________ (iii) Penalty rates (if allowable according to the industrial instrument under which the employee works): Number of hours worked at penalty rates: _____________ Rate per hour: ______________________________ Total amount paid at this rate: __________________ 5. What is the gross payment (ie. the amount earned before tax and any other deductions are taken out)? _______ 6. What deductions have been taken out? Amount of tax: _________________________ Personal deduction(s): ___________________ 7. What is the net pay (ie. the amount received by the employee after tax and any personal deductions are taken out ________________________________________ 8. What superannuation payment has been made by the employer, if employee is eligible? __________________________________________________________________

Superannuation
How does super work? Superannuation is a type of investment designed to help you save for your retirement. Money can be paid in by your employer, by you, your spouse and sometimes even by the Federal Government. Your super fund invests the money in your account for you. If you are working, your employer is required to contribute at least 9% of your salary* to your superannuation fund on your behalf - and that can really add up! To pay for the cost of looking after your super, fees come out of your account. And because its an investment, the Government also takes out some tax. But because the Government wants us to save for retirement, super is not taxed as much as other types of investments. Sometimes your super gives you insurance cover in case you die or become disabled. Payment for that insurance also comes out of your
account. Super can also help support you and your family if you die or become disabled before retirement, as the amount of money in your super account is generally added to any insurance you are entitled to.

Employer contribution - The 9% contribution is calculated on Ordinary Time Earnings (OTE). Employers do not have to make contributions for certain employees, such as anyone who earns less than $450 (before tax) in a calendar month, or is under 18 or over 70. Voluntary contributions

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Co-contributions - For every $1.00 contributed the Government will contribute up to $1.50 depending on employees income level. The maximum co-contribution is $1500. Employees can choose to make additional voluntary contributions (out of their after-tax wage) to their superannuation account to increase the benefit they will receive.

Activity 9 Calculate how much super each employer would have to pay.

Job
Teacher Childcare assistant Hospitality Personal trainer Retail assistant Vet nurse Electrician

Wage
per week

Super to be paid by employer @ 9%

Voluntary contributions @ 5 %

How much money is left?

$780.35 $320.15 $569.75 $270.65 $611.00 $431.40 $320.75

$ 70.24 $ $ $ $ $ $

$ $ $ $ $ $ $

$ 39.2 0 $ $ $ $ $ $

$ $ $ $ $ $ $

Super funds
Employees can their own superannuation fund or they are required to join the fund their employer contributes to because of an industrial award or there is a private fund already set up which complies with government legislation. Types of superannuation funds include industry funds, corporate funds, public sector funds, master trusts for individuals, self-managed funds.

Industrial instruments
An essential part of the system of employment and industrial relations in Queensland is the use of industrial instruments - Awards and Agreements to regulate the relationship between employees and employers. Awards and Agreements set out the terms and conditions of employment and have the force of law once made or certified or approved by the Commission. 27

The predominant types of instruments are: Awards; Certified Agreements (CAs); and Queensland Workplace Agreements (QWAs). Awards and CAs are collective instruments, that is, they cover a range of employees and employers in a particular industry. They will usually be negotiated by employee organisations with employers and/or related employer organisations.

Types of industrial instruments

Award: Purpose: an award is a legal document which sets out wages and employment conditions of employment for all employees in a specific industry or occupation (multiple worksites): examples of industries: retail, hospitality, childcare, construction examples of occupations: clerks, nurses, teachers, hairdressers common award employment terms and conditions include: wages/rate of pay (based on employee classification and category of employment) hours of work (ie. ordinary hours) spread of hours (ie. when hours can be worked) meal breaks and rest pauses additional pay entitlements (eg. overtime, penalty rates, allowances) leave entitlements (eg. annual, sick, family, and bereavement) Parties involved in the making of an award: generally, an award is made as a result of negotiations between: relevant union(s) of employers, acting on behalf of employers relevant union(s) of employees, acting on behalf of employees Queensland State awards must be approved and certified by the Queensland Industrial Relations Commission (QIRC) Certified Agreement or Collective Workplace Agreement: Purpose: a certified agreement is a written collective employment agreement which sets out (i) all or (ii) some employment terms and conditions for: a particular group or category of employees in several workplaces only a particular group or category of employees in a workplace all employees in one workplace (i) if the agreement sets out all employment terms and conditions, the agreement replaces the existing award relevant to the employees (ii) if the agreement sets out only some employment terms and conditions (eg. changes pay rates or hours of work), it is used in conjunction with the parent award so that all employment terms and conditions are covered Parties involved in the making of a certified agreement: the certified agreement can be negotiated by: employer, generally represented by union of employers a group of employees, generally represented by their union(s) of employees a State agreement must be approved and certified by the QIRC a Federal agreement must be lodged with the Office of the Employment Advocate (OEA) 1. Individual workplace agreement: Australian Workplace Agreement (AWA) and Queensland Workplace Agreement (QWA) Purpose: an individual workplace agreement is a written individual employment agreement which sets out the wages, employment conditions and working arrangements for an individual employee Find out terms and conditions of any of the information in an industrial instrument (eg. award, certified agreement, individual workplace agreement - AWA), before signing. 28

Talk to relevant union aligned with industry/occupational area or peak State union (in Queensland, Queensland Council of Unions: QCU) or contact Wageline [ www.wageline.qld.gov.au ].

AN AWA EXAMPLE

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Australian Workplace Agreement (AWA) The following is an example of materials that could be included in a Workplace Agreement (Contract of Employment). Any person presented with a Contract of Employment or a Workplace Agreement should contact their Union or an appointed bargaining agent before signing any documents. Teaching Contract Conditions of Employment 1. This award is between C. Jackson and Saint Morrison Catholic College, Townsville. 2. Employment will commence 25th July 2011 and will terminate 12th December 2011. 3. That the award rate which is currently $45 will be paid for each face to face teaching hour. This rate includes payment for time spent in preparation, assessment, reporting, meetings; and other tasks associated with presenting the course, on the basis of an additional hour for each face to face teaching hour. When normal teaching time falls on a public holiday, payment will be made at the above rate. 4. That in addition to the aforesaid payment, 9% superannuation will be paid, on behalf of the teacher, into the Australian Retirement Fund, or their preferred superannuation fund, on salaries that exceed $450 per month. 5. That the position does not provide sick leave or holiday pay. Unavoidable teacher absences should be covered by rescheduling of classes at a mutually agreed time between teacher and students. 6. That the total teaching hours or class times may be reviewed by the school within the first four weeks of commencement in response to enrolment levels. That the teacher may terminate this contract at any time and, if possible, will provide at least one week notice. That the school may terminate this contract at any time for either unsatisfactory fulfilment of the schools requirements or in the event that this program is terminated by the accrediting or funding institution. The teacher will be eligible for two weeks notice. 7. That all resources made by the teacher during this contract will remain the intellectual property of Saint Morrison Catholic College, Townsville. 8. That in accordance with relevant anti-discrimination legislation, Saint Morrison Catholic College will not discriminate on the basis of sex, marital status, pregnancy, potential pregnancy, breast feeding, sexual preference, transgender, race, colour, national extraction, social origin, age, religious or political conviction, impairment, family responsibilities or family status. 9. That compliance with Occupational Health and Safety legislation is a requirement of all operations and teachers are to take all practicable steps to ensure his or her own safety while at work and that no action or inaction by him/her while at work causes harm to any other person. The teacher will follow relevant safety procedures at all time. Employee Name in full: .................................................. .................................................. Signature of employee ....................... Date Employer Name of Organisation: .................................................. ........................................... Signature of employer ....................... Date

.................................................. Name of Witness .................................................. Signature of employee ....................... Date

.................................................. Name of Witness ........................................... Signature of employer ....................... Date

Remember - Contact your Union or an appointed bargaining agent before signing any documents.

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The AWA is a document in the printing package. Activity 10 Highlight and label the essential features listed below on the above AWA. Anti-Discrimination Rate of Pay Period of Notice Negotiation parties Details about the bargaining agent Hours of Work Superannuation Intellectual Property
Signature of employer and employee

Parties to the Agreement Period of Operation (Dates of AWA)

Relationship to Awards and Agreements

Entitlements Date of signature

Witness signatures Workplace Health and Safety Teachers will need to book computers ahead of time to complete this task. Teachers should complete the task prior to giving it the students.

Researching Industrial Instruments

Activity 11 Complete the table below by going to this (http://www.fairwork.gov.au/pages/default.aspx). Once you have opened the home page, place your mouse over the Industries tab. Select one of the industries from the list to complete the table (except Horticulture). Make sure that you look at the drop down menu on the left hand side to provide the information required.

Definitions for teachers

Industry title: Industrial instrument
Selected from the Industries drop down menu

The system of employment for their employees eg. Award, IWA, certified agreement. Info can be found under the classifications section The term classification applies to the skill levels and duties of the employees e.g. Level 1 is entry level, level 2 is paid higher with further training etc. The category (also known as status of employment) refers to whether an employee is full-time, part-time or casual. An employee's basic rate of pay depends on such things as their age, job classification and what industrial instrument they're covered by (e.g. your modern award, pre-modern award, workplace agreement and so on). Overtime is often defined in an award or agreement as time worked in excess of 38 hours or outside of ordinary hours. An employee may be entitled to an extra payment called an allowance where they: undertake certain tasks, have a particular skill, work in unpleasant or hazardous conditions, provide their own tools to perform their work.

Classification Details:

Employment categories:

Pay rates:

Overtime:

Allowances:

Hours of work/working hours arrangements:

Working time is the period of time that an individual 31

spends at paid occupational labor.

Leave entitlements:

The period of time during which you are absent from work or duty e.g. annual leave, sick leave etc.
An apprenticeship or traineeship is a formal training arrangement between an employer and an employee. Make a list of possible apprenticeships or traineeships availability in the chosen industry.

Apprenticeships and traineeships:

Apprenticeships and traineeships

Activity 12 Use this web site to complete the following table - http://www.jet.org.au/app_index.php Apprenticeship Traineeship Examples of employment
What are the benefits?

Training contracts When you start a traineeship or apprenticeship you required to sign up to a Training Contract. A training contract is a legally binding contract that allows the employer and apprentice or trainee to enter into a registered apprenticeship or traineeship. The training contract must be negotiated and signed by the employer, the apprentice or trainee (and the parent/guardian where applicable). The Training Contract outlines details of the apprentice/trainees employment terms and conditions (based on a relevant award, agreement or other employment arrangements) and the type of training that will be conducted by the employer. As a part of the training contract, apprentices and trainees are required to have a training plan. The training plan outlines the competencies to be achieved, the timeframe for learning each competency, where learning will take place (e.g. on-the-job with employer, off-the-job with TAFE or private RTO), who will assess successful completion of competencies (eg. employer, RTO or workplace assessor). The Training Plan is developed and agreed to by the supervising RTO in conjunction with the employer and apprentice/trainee (and a parent/guardian if under 18) during the probationary period. Obligations of parties involved in an apprenticeship or traineeship.

Teachers will need to book computers ahead of time. The web addresses were checked 7/7/2011. Activity 13 Use the websites to list the obligations of each party involved. 32

The employer
http://www.apprenticeshipsinfo.qld.gov.au/infosheets_forms_resources/infosheets/is13.html

The apprentice/trainee
http://www.apprenticeshipsinfo.qld.gov.au/infosheets_forms_resources/infosheets/is3.html

The RTO http://trainingschools-aus.com.au/page/rto_obligations.html

Rates of pay and additional entitlements for apprentices and trainees

Activity 14 Go to http://www.fwa.gov.au/consolidated_awards/an/an140326/asframe.html and fill in the below table. Full time wage progression for apprenticeships and traineeships in an industry Wage Level 1 2 3 4 5 Minimum Training Requirements on Entry On commencement On attainment of AQF* 1 competencies On attainment of AQF 2 competencies On attainment of AQF 3 competencies On attainment of AQF 4 competencies % of Relevant Adult Rate

The Australian Qualification Framework (AQF) is the national system of recognition for the issue of vocational qualifications.

Calculate the apprentice wages for the following industries

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Job Hairdresser Carpenter Mechanic Pastry Chef Personal trainer

Full-time Weekly minimum wage $ 680 $ 669 $ 663 $688 $684

Apprentice wage level 4 2 3 1 5

Apprentice Wage 510 367.95 497.25 275.20

Part time wages for apprentices and trainees Your hourly rate will be the equivalent to that of the relevant full-time apprentice or trainee wage, and will be calculated on the number of hours you work each week. Other conditions and entitlements will be calculated on a pro rata basis.

Apprentices and trainees Entitlements

Go to this website and list some of the entitlements for workers
http://www.apprenticeshipsinfo.qld.gov.au/apprentices/wages-conditions/wages-guide.html

Resolving issues
Activity 15 Complete the table, using the website. You will need to select and enter each area on the webpage to find the answers. http://www.apprenticeshipsinfo.qld.gov.au/infosheets_forms_resources/infosheets/index.ht ml Questions - Can I: Complete my apprenticeship/traineeship early Extend the length of my apprenticeship/traineeship Transfer my apprenticeship/traineeship Yes Cancel my apprenticeship/traineeship 34 yes Yes/no Reason why or why not? Through an acceleration program Through workplace and RTO

Yes

- Employer issues Company to company Personal issues Employer could cancel

Cancel my Training Contract can be during or after probation My employer can cancel my Training Contract can be during or after probation Change training contract

Yes

Personal issues

Yes

Poor work performance

What if: an apprentice/trainee has a cause of complaint about the quality of the training being provided an apprentice/trainee is asked to do a task which s/he believes is unsafe because of lack of training or workplace health and safety procedures or standards will have to be disregarded:

if appropriate, discuss the issue with the employer or RTO or if inappropriate or the apprentice/trainee already has but the issue has not been resolved then contact the designated State authority (in Queensland, the Training Ombudsman) for advice Talk to the supervisor and/or WHS representative who should go to the employer whose responsibility it is to assess the risk and resolve the problem, eg. provide the appropriate level or additional training for the work to be undertaken safely or provide alternative work or, contact the appropriate State organisation responsible for WHS (In Queensland, Workplace Health and Safety, Department of Employment and Training: DET)

Workers Compensation
In Queensland, workers compensation is known as WorkCover. This covers all workers against workrelated injury or illness. Employees are paid compensation for medical expenses and lost pay due to time off work. Activity 15 Injuries or illnesses include:
Type of problem Physical injuries Give 2 examples: What could cause this? -

Psychological conditions

Diseases

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Workers are covered while they are:

At work

Travelling for work

Travelling to and from work (direct route only)

Obligations under Workers Compensation

Employer Employee

completing any necessary forms to facilitate a claim supporting and assisting an employees rehabilitation program by finding suitable duties or alternative working arrangements

immediately reporting the injury or illness to the persons employer (or

supervisor) obtaining a Workers Compensation Medical Certificate from a doctor if medical attention is required or the person is unable to continue working filling out the required Compensation Claim Form undertaking any further medical examinations arranged by WorkCover participating in a rehabilitation

Public liability insurance

Public liability insurance covers you if a member of the public is injured on your premises due to negligence. PL insurance policy will cover all legal and medical costs. Your policy should also include any potential compensation pay outs including ongoing disability payment costs. In todays litigious society these costs can run into the millions of dollars. What does public liability insurance cover? A public liability insurance policy is necessary for an organization to protect itself against negligent claims made by a third party in respect of bodily injury or property damage arising out of the operation of an organisations business. Here are some examples of when you would need public liability insurance. 1. You own a plumbing company. One of your client calls you repair something in his kitchen. While trying to find the fault you suddenly burst the pipe. Water comes out with so much pressure that it completely damages the computer system and carpet of the client. You will have to compensate for the losses. 2. You operate a marketing business from office. Your customer twists his knees while visiting your office because of poor quality carpet system. You will need to pay claim for the injury. 3. Similarly, if you deal in building construction and a passerby is injured because one of your employees dropped something. You need to pay for the injury. The possibilities are endless. Activity 16 Identify 6 different types of public liability injuries that could happen in your chosen career. 36

Workers Union
If youre working in any industry, its a good idea to join a union. A union acts on behalf of employees and their rights, including wages and conditions of employment. Unions are formed by concerned workers who want to prevent themselves from being exploited and improve their workplace. Unions are vital in maintaining a fair and balanced society. Without the influence of unions, workers would have no voice or power in the workplace. Each industry has different a different union to represent them.

Activity 17 Go to the website and select the tab About Unions and then select then What is a Union?. Answer the following questions. www.worksite.actu.asn.au What is a union? ___________________________________________________________________________________________ What is the purpose of unions? ___________________________________________________________________________________________ Explain 3 membership benefits 1. 2. 3. How much does union membership cost? ___________________________________________________________________________________________ How do I join a Union? ___________________________________________________________________________________________

Printed page 9 Match these jobs to the union listed below that would most likely represent them. JOB UNION Cashier Communications, Electrical and Plumbing Union of Australia (CEPU) Teacher Banker Construction, Forestry, Mining and Energy Union (CFMEU) Australian Nursing Federation (ANF) 37

Engineer Plumber Builder Hotel Worker Actor Nurse

Liquor, Hospitality and Miscellaneous Workers Union (LHMU) Shop, Distributive and Allied Employees Association (SDA) Association of Professional Engineers, Scientists and Managers Australia (APESMA) Finance Sector Union (FSU) Australian Education Union (AEU) Media, Entertainment and Arts Alliance (MEAA)

Activity 18

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Read the following article and then answer the questions. Ansett Email Sacking - April 2000 In a landmark case, a Federal Court found that Ansett Australia had acted unlawfully when they dismissed an Australian Services Union (ASU) delegate can The answers for these questions for distributing a union newsletter on the company email system. above case study be found in the It was found that Ansett had breached the Workplace Relations Act 1996, by dismissing the union delegate on December 8, 1999. The delegate had sent out an email of a union bulletin updating staff on talks with the company over an enterprise bargaining agreement. Ansett management argued that it was an unacceptable use of technology, however the delegate had not been told by Ansett that she could not use email for union business. The delegate had worked at Ansett for 11 years at the Head Office in the Superannuation Department. She was involved in enterprise bargaining negotiations with Ansett. In December 1999, the negotiations became deadlocked over the issue of part-time work. Ansett wanted to change its workforce mix by increasing the number of permanent part-time workers it employed. The ASU saw this as a threat to full-time members' job security. The ASU alleged that Ansett's dismissal of the delegate breached the Workplace Relations Act and was illegal because: - She was a member/delegate of the ASU; - She was entitled to the benefit the Enterprise Agreement/Award ; and - She was an ASU member seeking better conditions and was dissatisfied with the current conditions. These reasons are prohibited under the Workplace Relations Act. The ASU wanted the Federal Court to make orders to reinstate her, pay her compensation for lost wages and for Ansett to pay a penalty of up to $10,000 for breaching the Workplace Relations Act. The support for the delegate was overwhelming. Over 1,000 Ansett employees signed a petition calling on Ansett to reinstate her. Union groups held meetings and wrote to Ansett. Several hundred Ansett staff rallied at the airlines' head office in protest. Outside court the delegate said 'I obviously did not do anything wrong. I was merely communicating some enterprise bargaining discussions to my fellow members.' The ASU have used this case to try and protect union rights to use the Internet and emails for union activity. ASU secretary Alison Peters said 'workers should have the right to distribute union information in the workplace - whether it be on a notice board or via an e-mail system.' ASU Airlines Branch Secretary, Kristyn Thompson, said 'for a company which constantly talks about their need to compete in the global marketplace of the 21st century, Ansett's actions seem right out of the dark ages. . . if Ansett continue their policy of restricting access to new technology, our members may have to resort to using carrier pigeons to communicate with each other.' Answer and discuss the following questions. 1. Why did Ansett sack the union delegate? 2. Do you agree with Ansetts decision? 39

3. Why did the court find that Ansett had breached the law? 4. How did the delegates union help her get her to get her job back? 5. Why was it worthwhile that the delegate was a union member?

Discrimination in the workplace

Principles of Equal Employment Opportunity (EEO)
All employment and management practices are fair and equitable to give all personnel in a workplace equality of opportunity. recruitment, selection and promotion processes are transparent and based on merit (ie. Is based on relevant skills and qualifications of applicants not on the basis of sex (gender), age, race, impairment, parental status, political belief and activity, etc.) remuneration (ie. same/equal pay as others receive for performing the same work or work of equal value requiring the same skills and qualifications) conditions of employment (ie. wage/salary, number and spread of working hours, allowances, entitlements) training/professional development (ie. equal access to training and development opportunities that enables one to be productive in their work and pursue a career path) termination of employment equal access to fair, prompt and confidential processes to deal with complaints and grievances

Discrimination Discrimination is treating a person unfairly or differently based on the following grounds or attributes: sex (whether they are male or female) age (whether they are young or old) impairment (whether they have or have had a physical, intellectual, psychiatric or mental disability, injury or illness, including whether they are HIV+, or use a guide dog, wheelchair or some other remedial device) race (race, colour, nationality, ethnic origin) sexuality (eg. gay, lesbian, heterosexual or bisexual) religious belief or activity relationship status (single, married, divorced, widowed, separated or living in a de facto relationship) parental status (dependent child/ren) family responsibilities pregnancy political belief or activity trade union activity association with or relation to someone who has any of these listed attributes or personal characteristics Discrimination can be direct or indirect. Direct discrimination is treating one person less favourably than another because of particular attributes, such as race, colour, sex, sexual preference, age, disability, medical record, impairment, marital status, 40

pregnancy, potential pregnancy, family responsibilities, criminal record, trade union activity, political opinion, religion, national extraction or social origin. An example of direct discrimination would be deciding not to employ a person because that person is from a particular ethnic background. Indirect discrimination is treating everyone the same but in a way that ends up being unfair to a specific group of people. An example of this is where the design of a workplace prevents a person with a disability from accessing the equipment needed to do the job. There are certain times when an employer is able to discriminate when employing a person (eg. if an employee is required to drive a car as part of a job, an employer would not be able to consider a person under 18 years of age). This is described as lawful discrimination.

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Printed page 10. Activity 19 Give an example of discrimination for each heading and identify if it is an example of direct or indirect discrimination. Give an example when each of these headings can be used as lawful discrimination. Comments or actions of discrimination Sex Age Impairment Sexuality Religious belief or activity Relationship status Parental status Family responsibilities Pregnancy Political belief or activity Direct or indirect Lawful example

They are too old Not employing based on any impairment Making sexually based comments

Direct Direct Indirect

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Vilification
Vilification is behaviour that incites hatred, serious contempt or severe ridicule of individuals or groups because of their race, religion, gender identity or sexuality. Examples of vilification are: wearing symbols, badges or clothing in the workplace which have on them slogans that incite hatred an employee abusing a person because of their race, religion, sexuality or gender identity in the workplace which encourages others to hate people of that race, religion, sexuality or gender identity placing a poster or sticker on the customer service counter which incites others to hate people because of their race, religion, sexuality or gender identity

Sexual Harassment in the workplace

Activity 20 Watch North Country and answer the following questions on sexual harassment in the workplace. 1. List 5 sexually based comments directed towards the female workers 2. List 5 sexually based actions or gestures directed towards the female workers 3. How was Joseys family affected by her making complaints about the sexual harassment in the workplace? 4. How did people in society treat or think about the female workers? 5. What happened when Josey met with the union and the employer to discuss the incidents at work? 6. What did her employer suggest she do? 7. How did the winning of the court case affected sexual harassment in the workplace?

Summarise the rights and responsibilities on the board for the students

Rights and responsibilities of employers and employees under current Equal Employment
Opportunity and Anti-Discrimination legislation Employee Rights Responsibilities
- a workplace that is free from unlawful discrimination, sexual harassment and vilification - an equal chance of being recruited or selected for a job and gaining promotion as those with the same qualifications and
Version 1 - 2010

Rights

Employer Responsibilities
- ensure all work practices and behaviours are fair in the workplace - ensure the work environment is free from all forms of unlawful discrimination, sexual

- treat people fairly (not discriminating, sexually harassing or vilifying others) in the workplace

- a workplace that is free from unlawful discrimination, sexual harassment and vilification as a result of employees: treating people

skills (ie. competitive merit-based selection processes for recruitment and promotion) - equal training and development opportunities that enables one to be productive in their work and to pursue a career path - same (equal) pay as others receive for performing the same work (or work of equal value) requiring the same skills and qualifications - same conditions of employment (eg. wage/salary, number of working hours, times in which they are worked, allowances, etc.) - equal access to fair processes to deal with work-related complaints and grievances

- act to prevent unlawful discrimination, sexual harassment or vilification against others in the workplace - respect differences, such as social and cultural diversity, among coworkers, customers and clients

fairly (not discriminating, sexually harassing or vilifying others) in the workplace acting to prevent unlawful discrimination, sexual harassment and vilification against others in the workplace - respecting differences, such as social and cultural diversity, among management, co-workers, customers and clients

harassment and vilification - ensure equal conditions of employment - ensure selection and promotion processes are transparent and based on merit - provide all employees with equal opportunity to apply for available jobs, higher duties, job rotation schemes and flexible working arrangements, if applicable - give employees equal access to relevant training and development opportunities - provide all employees with equal access to fair, prompt and confidential processes to deal with complaints and grievances

Dealing with Discrimination, Sexual Harassment, Vilification and Workplace Harassment

What can you do? 1. Tell the person to stop

Do a mind map and get the students to some up with the answers on their own.

Tell person (or group) to stop discrimination, harassment or vilification. Tell person the behaviour is offensive, humiliating and intimidating. This may be all that is needed as person may not realise the behaviour is inappropriate. If person continues, s/he is no longer able to say that s/he did not know the behaviour was offensive, humiliating or intimidating.

2. Keep a written record

Keep diary notes of all incidents including names, dates, times, places and descriptions of the incidents.

3. Follow the grievance procedure in the workplace

Report the person to designated personnel (eg. EEO officer if an organisation is large enough to appoint a specialist officer, or the supervisor/employer).

4. If there is no grievance procedure

Raise issue with immediate supervisor, both verbally and in writing. If supervisor is at fault, then go to a higher authority.

5. Seek outside if necessary

If matter is not resolved satisfactorily, contact an organisation which can help (eg. relevant union for advice, Young Workers Advisory Service (YWAS), or Anti-Discrimination Commission).

Version 1 - 2010

Workplace Harassment
Harassment is repeated bullying that the targeted person finds offensive, intimidating, humiliating and/or threatening. This can cause pain and stress.
Activity 21

Write the correct types of harassment next to the behaviour:

Loud verbal abuse Belittling and insults Intimidating gestures Criticising in front of others Gossip and rumours Threatening punishment Exclusion and Offensive messages Sabotaging work Wrongful blame

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isolation

1. Pointing finger into chest; slamming, throwing objects 2. Yelling loudly, usually when others are present 3. Threatening the sack or cut work hours for no reason 4. Supplying incorrect information, withdrawing resources 5. Making up stories, spreading personal information 6. Not inviting to work functions, ignoring, always working alone 7. Embarrassing comments, put-downs in front of customers 8. Calling the person stupid, hopeless, dumb, idiotic, etc 9. Purposely blaming the person for mistakes that are not theirs 10. Offensive written notes, text messages, phone calls

Intimidating gestures Loud verbal abuse Threatening punishment Sabotaging work Gossip and rumours Exclusion and isolation Criticising in front of others Belittling and insults Wrongful blame Offensive messages

Use a dictionary to find these harassment terms: Victimise To single out a person or persons for unfair treatment

Humiliate

To disgrace, put down and show up another person or persons

Intimidate Undermine

To frighten, threaten, scare or terrorise another person or persons To damage a persons reputation or weaken their authority

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Summarise the rights and responsibilities on the board for the students

Rights and responsibilities of employers and employees relating to workplace harassment Employee Employer Rights Responsibilities Rights Responsibilities - a workplace that - complying with - a workplace that is - ensure a safe and healthy work is free from workplace harassment free from harassment environment for all employees harassment, policies, procedures (bullying) as a result through workplace policies, including teasing and practices to ensure of employees: procedures and practices that do or practical jokes a workplace that is free not engaging in not tolerate or condone harassment against from harassment repeated in any form, including workers or (bullying) by: behaviour that practices that could cause injury or initiation practices not engaging in constitutes illness inadvertently (eg. teasing or for new workers repeated behaviour harassment of practical jokes - access to fair that constitutes others against workers or initiation and prompt harassment of others (management, practices for new workers) processes to deal acting to prevent co-workers, - provide all employees with with work-related harassment of others customers or access to fair, prompt and harassment occurring clients) confidential processes to deal with complaints and acting to prevent harassment complaints and grievances harassment of grievances others occurring

As an employee you MUST:

be punctual

comply with attendance requirements comply with WHS procedures and practices to ensure own safety and that of others: in general in specific job role Comply with anti-discrimination and workplace harassment policies and procedures in interactions with all people in the workplace and in the event of being discriminated against or bullied comply with established procedures and practices if handling money maintain confidentiality comply with all lawful instructions putting in a fair days work that is, working conscientiously (staying on task) and completing tasks to the best of ones ability

start and finish work (ie. putting in the required number of hours) observe set times for meal and rest breaks

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Workplace procedures and practices and meeting employee responsibilities

Activity 22 Printed page 12.

Rank in order of importance for your work placement or part time employment

being punctual starting and finishing work and keeping a record of times observing set times for meal and rest breaks complying with attendance requirements complying with WHS procedures and practices to ensure own safety and that of others: complying with anti-discrimination and workplace harassment policies and procedures in interactions with all people in the workplace and in the event of being discriminated against or bullied complying with established procedures and practices to maintain confidentiality Worker safety and Workers compensation complying with all lawful instructions putting in a fair days work that is, working conscientiously (staying on task) and completing tasks to the best of ones ability

Brainstorm what the key information for a new job should be

When applying for a new job, what key information do you think you should know.
Details about your new job

When youre offered a job, you need to know more than what youll do and what is expected of you. You need to know about workplace health and safety, pay rates and work conditions too. You should find out the following: the award or agreement, if applicable, under which you are working where to find a copy of the award or agreement your employment status your hours of work meal breaks record keeping requirements duration of the probation period the period of notice required to be given by the employer and employee to terminate the employment your pay rates your leave entitlements and application processes who to talk to for information on employment questions who to notify, when and in what circumstances you are to be absent from work your rights and obligations under the employment contract, as well as those of your employer where to go for help in determining pay and conditions for work

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STUDENT EVALUATION

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GENPAS201B - Project Workplace Behaviour and Image

ELEMENT OF COMPETENCY PERFORMANCE CRITERIA Activity

Identify essential employability skills required in the workplace

1.1 1.2

Identify standards of personal presentation expected of employees in any workplace. Identify key elements of a professional work ethic expected of employees in any workplace. Identify essential interpersonal skills expected of employees in any workplace.

Activity 4 presentation Activity 3 work ethic Activity 7 interpersonal communication Activty 8 assertiveness Activity 6 workplace interactions Activity 1 master or slave Activity 2 impossible demands Activity 3 work ethic Activity 4 presentation Activity 4 presentation Activity 9 evaluating Activity 9 evaluating

1.3
Define the importance of essential skills to employability

2.1

Evaluate the impact that standards of personal presentation, work ethic and interpersonal skills have in the workplace. Identify ways in which to demonstrate essential skills in the workplace to meet employer expectations. Meet industry standards of personal presentation. Demonstrate a professional work ethic by meeting industry standards of on-the-job behaviour and performance. Demonstrate the ability to work with a range of people by meeting industry standards for personal interactions that contribute to harmonious and productive workplace relationships.

2.2
Demonstrate required level of essential employability skills

3.1 3.2

3.3

Activity 9 evaluating

The majority of this competency is based on the movie The Devil wears Prada. Students need to watch the movie to complete the questions. It would be a good idea to read through the questions BEFORE the movie so they know what information they will be looking for.

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1. Master or Slave where do you draw the line?

Miranda quickly established her role as the Master over her Slave employees. She lived, ate, and breathed her career. Work and life had merged into one unified and inseparable whole. She expected everyone to have the same devotion to Runway Magazine. Employees time with family and friends was an expendable commodity, a frill. Activity 1 List the 5 examples whereby Miranda exercised her master/slave superiority over her staff.
1. 2. 3. 4. 5. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________

2. Does your boss make impossible demands?

Miranda was forever making impossible demands of her employees. One hilarious example was when Mirandas plane was grounded by a hurricane. Andys dinner with her out-of-town Dad was interrupted, while Andy tried valiantly to schedule another flight. Of course, the only thing that flew that night was her anger hitting the fan when Mirandas request for a flight was not met. Activity 2 List 5 ways that you are able to stay two steps ahead of your boss. 1. 2. 3. 4. 5. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________

Work Ethic
Work ethic is a set of values that someone ought to work hard at one's job or duties.

Good and poor work ethic

Good work ethics are personal attributes that strengthen a positive attitude and effective work habits whereas Poor work ethics contributes to an employee having a negative attitude and they have unproductive work habits. Activity 3 Complete this table with examples that you have come across in your experiences and from the movie Personal attributes Commitment Enthusiasm Motivation Adaptability/flexibility An ability to deal with pressure Honesty
Examples of good work ethic Examples from the movie

Printed page 13.

Examples of poor work ethic

Follow lawful instructions

Loyalty Positive attitude Regular attendance

Dependability Follow procedures

Punctuality

Perform set task

Personal Presentation
Personal presentation at work includes your physical presentation, personal hygiene, how you speak, get along with others and deal with issues that come up at work. Appropriate personal presentation to a particular workplace or type of work will assist in both obtaining and maintaining employment

Activity 4 personal presentation

Consider the standards of personal presentation in relation to specific work environments under the following headings. Choose 4 areas of employment, example: teacher, hairdresser, plumber, retail assistant, fast food outlet, etc. Standards of personal presentation: Teacher Retail assistant Plumber

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Fast food

Personal Hygiene and cleanliness

Clothing

Shoes/Footwear

- shower or bathe daily Clean and tidy - shampoo hair regularly - put on deodorant each day - brush teeth before going to work - keep nails clean - in good repair, clean and ironed - appropriate workplace conditions - clean/polished Depends on the - in good repair store - sensible in that they are practical and comfortable meet workplace health and safety (WHS) requirements,

Washed, clean

Very clean, washed hands, clean face

Closed in

Closed in

Body Piercings Hair

Nil
clean, combed, an appropriate length and style trimmed to a suitable length, nail polish should be a suitable colour and not chipped Conservative kept to a minimum and in keeping with WHS policies relating to specific workplace/job role, used sparingly everyday posture: walk tall, stand tall and sit tall

Depends on store Clean, presentable

Not much

Nil

Brushed, washed Back, in hair net and hat

Nails Make up

Not a lot Not a lot

Nil None

Not too much Nil

Jewellery

Perfume/aftershave

Not much

Not much

Not much

Deportment

working posture: use posture set down in WHS standards,

Overall grooming

Professional

Presentable

Presentable

Presentable

List the types of occupations who are limited in their personal appearance by:
Specific dress code to suit work environment e.g. males need to wear a suit and tie

Uniform dress code e.g. flight attendant

OHS dress code e.g. steel cap boots

Workplace interactions
Workplace interactions are the way you communicate with others in the workplace. Ineffective interaction in the workplace is the single greatest contributor to low productivity, failed projects, abandoned goals, demoralized staff, and more. Activity 6 workplace interactions Your task is to identify both POSITIVE and NEGATIVE communication skills in the workplace Runway Watch the movie and dot point the inappropriate behaviour, actions and interactions made by the main characters. Inappropriate interaction/action Emily (Andy)Andrea
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

Discuss the answers with the class to make a class list of each interaction. Printed page 15.

Appropriate interaction/action
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

Interpersonal communication
Every time we speak, we choose and use one of 3 basic communication styles: assertive, aggressive, passive Aggressive

(employer)Miranda

Nigel

Students are to copy each of the styles into note books. Use Andy as your example.

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Aiming to win regardless of the other person. Standing up for your rights in such a way that the rights of others are violated. Putting others down to make you seem better than they are. Manipulating others, including tricking them, seducing them, or getting your revenge in subtle ways. Deriding, humiliating, belittling or overpowering others in order to win. Assertive Expressing true feelings thoughts and beliefs. Feeling in control of what you say and do. Standing up for your rights, choices and feelings in a way that doesnt threaten others or violate their rights. Assessing a situation and making clear choices about the appropriate way to behave.

Passive o Having difficulty standing up for yourself. o Avoiding conflict or confrontation. o Giving up responsibility for yourself not making decisions yourself. o Playing the victim or martyr. o Not expressing honest and true feelings or thoughts. Activity 7 Interpersonal communication

for

Below are 8 examples of situations that could be used for role-plays or discussion with your teacher - demonstrate the 3 different responses. 1. Youre waiting in a shop to be served and someone pushes in front of you. What do you say/do? Aggressive Assertive Passive

2. Youre at a party and your boyfriend/girlfriend suggests going upstairs for sex, saying If you loved me you would". You dont want to. What do you say/do? Aggressive Assertive Passive 3. You want to have sex. You suggest using a condom but your partner refuses. What do you say/do? Aggressive Assertive 12

Passive 4. Youre queuing up to get into a club. A crowd of people approaches you and one of them offers you an illegal drug. They are very persistent and you dont want to buy it. What do you say/do? Aggressive Assertive Passive 5. You and your mates are in town and youre doing the driving. Theyre pretty drunk and keep pestering you with alcohol. Go on, have another one youll be fine. You can hold your drink." What do you say/do? Aggressive Assertive Passive

6. Your work mate suggests stealing something from the workplace. Youre scared you might get caught. What do you say/do? Aggressive Assertive Passive 7. Your boss asks you to do overtime. Youve already made plans and you dont need the money. Your boss tries to insist that only you can do the job. What do you say/do? Aggressive Assertive Passive

8. Youre with your mates and they suggest going to a club, but you want to go home for an early night as you have an interview the next day. What do you say/do? Aggressive Assertive Passive

Assertiveness techniques
Here are some simple tips on being assertive Repeat quietly but firmly the point you're trying to make. Don't be shouted down. Be prepared to say no firmly and clearly if you feel someone is trying to pressure you into doing something that you don't want to do. Be clear about what you mean, feel or want. Don't be vague as this can lead to misunderstandings and may place you in an awkward position. 13

 Don't be drawn into arguments or discussion that may lead you into confusing the issue keep to your main points. Don't allow people to make you feel guilty if you can't do something. You have a right to decide what you feel able to do or not to do. Be aware that body language gives off clear messages. People will take account of how you look, the way youre standing, sitting, and any eye contact, as well as your tone of voice and the words you actually use. When youre being assertive, you need to keep eye contact, use a firm tone of voice, be positive and dont go over the top with apologies.

How Assertive Are You?

Activity 8
The higher your score, the less assertive you are! IYC
15 118

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How assertive are you?

1. Can you criticise your friends face-to-face?

All the time Score 1

Most of the time

Score 2

Sometimes Score 3

Never Score 4

2. When someone in authority asks you to do something you think is unreasonable, can you question it? 3. When someone compliments you, do you know what to say?

4. Can you tell your adviser when youre

dissatisfied by what is happening in your life? 5. Can you speak up and ask questions?

6. Can you avoid being led by your friends into doing stupid things? 7. 8. 9. Can you admit to making mistakes? Do you apologise when youre wrong? Can you ask a friend for a favour?

10. If you dont want to lend something to a friend,

can you refuse? 11. If a group of friends were saying something you didnt agree with, would you say you disagreed? 12. If you saw someone bullying a younger person, would you try to help? 13. Are you confident about saying what 13 you think? 14. When youre not sure about something, 14 do you ask someone to explain it?

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15. Are you able to ask your friends for advice? 16. When a friend puts pressure on you to do something you dont want to do, can you say no?

Evaluating the impacts of personal presentation, work ethic and interpersonal skills have in the workplace
Activity 9 evaluating
Discussion Questions: Groups of two (interviewed each other) Name of student interviewed: _______________________________

Printed page 17.

1. If you could choose to have any job, what would you choose? 2. What other job would you accept as a stepping stone in the attempt to find your perfect job? 3. Write two sentences that describes your perfect job. 4. What was Mirandas first impression of Andy? 5. If you were Miranda, how would you deal with a person dressed like Andy applied for a job in the fashion industry? 6. How could Andy have dressed to reflect the industry in which she was applying for a job?
7. Do you think Andy has a good or poor work ethic. Give an example. 8. What did Andy do to support and co-operate with co-workers?

9. Heres to jobs that pay the rent! What does that sentence mean to you? 10. What kind of job would you accept to further your career interest, even if it is not your first choice? 11. What did Nigel tell Andy that changed her attitude towards her job? 12. List at least three (3) things that Andy changed or learned in order to make her career at RUNWAY a positive career step for her. 13. Describe what you would have done in each of the following situations: a) Being forced to work late on Nates birthday? b) Taking Emilys place in Paris? 14. In your opinion, do you believe Nate and Emily had valid reasons to be angry? 15. Did Andys career interest change after working at RUNWAY? Explain your answer. 16. Do you believe that there are bosses like Miranda Priestly? Why or why not? 17. Would you work for a boss similar to Miranda Priestly to further your career? Support your answer with at least two reasons. 18. Do you think Miranda Priestly regretted any of her sacrifices (i.e. husbands, family time) she had made for her career? Explain your answer. 19. What did you learn from The Devil Wears Prada that you can apply to your career?

Story Outline
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Transfer these points, based on the movie characters, into complex sentence/s. You can use any linking word. and but so or for nor yet who whom also since for example despite yet still

1. Anne Hathaway as Andrea "Andy" Sachs a recent Northwestern University graduate and aspiring journalist no real knowledge of fashion is hired as the junior personal assistant to the powerful and demanding editor of Runway magazine, Miranda Priestly.

2. Meryl Streep as Miranda Priestly the editor of Runway and the main antagonist of the film. Feared by her staff and many in the fashion world powerful enough that she can discard a $300,000 photo shoot with impunity lead a designer to redo an entire collection with the pursing of her lips she cares a lot about her twin daughters.

3. Emily Blunt as Emily Charlton Miranda's haughty senior assistant tolerates her boss's rudeness insults so that she may accompany her to Paris for Fall Fashion Week.

4. Stanley Tucci as Nigel Art director for Runway the only person at the magazine Andrea feels she can trust his sometimes cutting remarks about her wardrobe and weight.

5. Simon Baker as Christian Thompson an up-and-coming magazine writer Andrea grows increasingly attracted to, after his connections help her get the advance Harry Potter books Miranda requests for her daughters hints he could help her with her journalistic aspirations.

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Extension ACTIVITY
Discussion Questions: Groups of two (interviewed each other) Name of student interviewed: _______________________________

1. If you could choose to have any job, what would you choose? 2. What other job would you accept as a stepping stone in the attempt to find your perfect job? 3. Write two sentences that describes your perfect job. 4. Heres to jobs that pay the rent! What does that sentence mean to you? 5. What kind of job would you accept to further your career interest, even if it is not your first choice? 6. What did Nigel tell Andy that changed her attitude towards her job? 7. List at least three (3) things that Andy changed or learned in order to make her career at RUNWAY a positive career step for her. 8. Describe what you would have done in each of the following situations: a) Being forced to work late on Nates birthday? b) Taking Emilys place in Paris?

9. In your opinion, do you believe Nate and Emily had valid reasons to be angry? 10. Did Andys career interest change after working at RUNWAY? Explain your answer. 11. Do you believe that there are bosses like Miranda Priestly? Why or why not? 12. Would you work for a boss similar to Miranda Priestly to further your career? Support your answer with at least two reasons. 13. Do you think Miranda Priestly regretted any of her sacrifices (i.e. husbands, family time) she had made for her career? Explain your answer. 14. What did you learn from The Devil Wears Prada that you can apply to your career?

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