Contact and workplace details form

Contact details
Participant
Name:
Start date:
Phone number:
Email:
Work location
Name:
Address:
Postal address:
Workplace supervisor name:
Phone number:
Fax:
Email:
Registered Training Organisation (RTO)
Name:
Address:

Postal address (if different):
Phone number:
Fax:
RTO contact name:
Mobile:
Email:
Unit release 1 (Aspire Version 1.1)
© Aspire Training & Consulting v
Contents
Before you begin vii
Topic 1: Work within organisational requirements 1
1A Identify and read the organisation’s requirements and
responsibilities
and seek advice
2
1B Understand employee and employer rights and
responsibilities 10
1C Comply with relevant legal responsibilities and
organisational goals
and objectives
28

1D Identify roles and responsibilities of colleagues and
immediate supervisors 40
1E Inform the right person if standards and values are not
upheld 42
1F Contribute to a safe work environment 46
Summary 50
Learning checkpoint 1: Work within organisational
requirements 51
Topic 2: Work in a team 65
2A Be courteous and helpful at all times 66
2B Complete allocated tasks 68
2C Seek assistance when difficulties arise 69
2D Ask questions to clarify instructions and responsibilities 73
2E Use a non-discriminatory attitude in all communications
with others 76
Summary 79
Learning checkpoint 2: Work in a team 80
Topic 3: Develop effective work habits 85
3A Identify work and personal priorities and achieve a work–
life balance 86
3B Apply time-management strategies to work duties 90
3C Dress and behave appropriately for the job role 94
Summary 100
Learning checkpoint 3: Develop effective work habits 101
Final assessment 107
Assessment information and scope 108
Are you ready for assessment? 109
Final assessment overview 110
Assessment plan 111
Final assessment tasks 112
Record of outcome 145

© Aspire Training & Consulting vii
Before you begin
This learner guide is based on the unit of competency
BSBIND201 Work effectively
in a business environment, Release 1. Your trainer or training
organisation must
give you information about this unit of competency as part of
your training
program. You can access the unit of competency and assessment
requirements at:
www.training.gov.au.
How to work through this learner guide
This learner guide contains a number of features that will assist
you in your
learning. Your trainer will advise which parts of the learner
guide you need to
read, and which practice tasks and learning checkpoints you
need to complete. The
features of this learner guide are detailed in the following table.
Feature of the
learner guide
How you can use each feature
Learning content Read each topic in this learner guide. If you
come across content that
is confusing, make a note and discuss it with your trainer. Your
trainer
is in the best position to offer assistance. It is very important

that you
take on some of the responsibility for the learning you will
undertake.
Examples and
case studies
Examples of completed documents that may be used in a
workplace
are included in this learner guide. You can use these examples
as
models to help you complete practice tasks, learning
checkpoints and
the final assessment.
Case studies highlight learning points and provide realistic
examples of
workplace situations.
Practice tasks Practice tasks give you the opportunity to put
your skills and knowledge
into action. Your trainer will tell you which practice tasks to
complete.
Video clips Where QR codes appear, learners can use
smartphones
and other devices to access video clips relating to the
content. For information about how to download a QR
reader app or accessing video on your device, please visit
our website: www.aspirelr.com.au/help
Summary Key learning points are provided at the end of each
topic.
Learning
checkpoints

There is a learning checkpoint at the end of each topic. Your
trainer will
tell you which learning checkpoints to complete. These
checkpoints
give you an opportunity to check your progress and apply the
skills and
knowledge you have learnt.
Final assessment The final assessment provides you with the
opportunity to
demonstrate all of the learning that you have undertaken for this
unit
of competency. Your trainer/assessor may ask you to undertake
the
final assessment tasks.
© Aspire Training & Consulting 1
Topic 1
Work within organisational requirements
Employees and employers have responsibilities and
requirements that must be
applied when working in a business environment. Most
organisations have a clear
set of goals and objectives that govern how they operate and set
out what they want
to achieve. Working in a way that supports these goals and
objectives contributes
to the success of the organisation. In all workplaces there are
legal and regulatory
requirements that are applied to ensure everyone is able to do
their job safely,

effectively and without discrimination.
Understanding the legal and organisational requirements,
employee and employer
responsibilities and the direction of the organisation will enable
you to work
effectively in most business environments.
In this topic you will learn how to:
responsibilities and
seek advice
1B Understand employee and employer rights and
responsibilities
1C Comply with relevant legal responsibilities and
organisational goals and
objectives
1D Identify roles and responsibilities of colleagues and
immediate supervisors
1E Inform the right person if standards and values are not
upheld
1F Contribute to a safe work environment
2 Unit release 1 (Aspire Version 1.1)© Aspire Training &
Consulting
BSBIND201
Work effectively in a business environment
When a person starts a new job, it is important to ensure they
have a good
understanding of the requirements of the organisation and the

responsibilities of
their job. In many cases the new employee will attend an
induction program or
their supervisor or manager will discuss what they need to know
about the job and
the organisation.
There are specific rules, regulations, policies and procedures
that all employers
and employees must understand and follow. For example, all
organisations and
employees must abide by work health and safety (WHS)
regulations, which are
compulsory in Australia. There are penalties that individuals
and organisations
can incur for not meeting these regulatory requirements.
There are many ways to find out what your organisation expects
of you and what
policies and procedures you need to understand and follow.
Induction programs
Most employers run an induction or initiation session, or
provide an induction kit
for new employees to introduce them to the organisation. An
induction session
can be a formal session where the employee is given detailed
information about
the organisation and the roles and responsibilities of each
department; or it may be
conducted informally, with the employee taken around the
office and introduced
to each worker. Large employers use online training modules as
part of their staff
induction. The type of induction offered depends on the size and
nature of the

organisation.
responsibilities
and seek advice
Consulting
BSBIND201
Other documents used in the operations of the
organisation
There are many other documents that are used in the operations
of an
organisation. These may include the following.
Business plan
A business plan documents the organisation’s short- and long-
term objectives and
the strategies for achieving them. It sets the direction for the
business and keeps
the organisation on track once it is up and running. It is also
necessary for an
organisation to present its business plan when seeking finance.
Other documents
arising from the business plan include monthly reports and
annual reports.
Department plan
Each department or team in an organisation has its own plan to

show how it
fits in with the overall goals of the organisation. Each employee
needs to have
their own individual work plan outlining their specific tasks
that contribute to the
organisation’s bigger goals.
Policies manual
An organisation’s policies and procedures manual outlines all
the procedures that
employees need to follow so they can do their job effectively.
The manual tells
staff about their legal obligations as an employee, their
employment contract,
leave entitlements, travel arrangements, performance and
development reviews,
professional development processes and meeting procedures.
Charter
A charter sets out the standards of behaviour expected of staff
when dealing with
people both inside and outside the organisation. These detailed
guidelines ensure
that staff behaviour is consistent throughout the organisation.
For example, there
will be procedures to follow for answering the telephone,
dealing with customer
complaints and following up customer queries.
Quality assurance plan
Many organisations have a policy of continually updating and
improving their
systems and processes. This may be part of a focus on

improving the overall quality
of the organisation, or it may be done to meet the accreditation
requirements that
apply in some industries.
Consulting
BSBIND201
In some cases, you will not be able to read a certain document
because you do not
have the right level of authority or security. Some documents
are kept confidential
and can only be read by managers or supervisors. Others may
only be available to
people who are members of a particular working group. For
example, an incident
report related to a health and safety issue may only be available
to the WHS
representative, the manager and the employee involved in the
incident. Limiting
access to some documents protects important information and
ensures the privacy
of employees and employers.
Practice task 1
Read the case study, then answer the questions that follow.
Case study
Maslow has just started work as an administrative assistant for a
large government

department. When he arrives, he finds out that several people
have recently been made
redundant in the department, and one person has just been
promoted. He has an
induction kit with the department’s organisational chart, but the
chart is quite complex.
Maslow notices that his position is listed as reporting to three
people. He is not sure
whether the chart he has been given reflects the recent changes
to staff.
1. Is it possible that Maslow is meant to report to more than one
person in the organisation?
continued …
Topic 1
Example: position description
Position description: Office assistant
Position purpose
Assist the office manager.
Provide secretarial and administrative support services for
Eagle Business
Enterprises (EBE).

Maintain and monitor daily financial records for the
organisation.
Position environment
The position is based at the head office of Eagle Business
Enterprises. EBE
provides a range of training and human resources support to
organisations that
are revamping or implementing a human resources system.
Accountability
The office assistant will report to the office manager.
Position requirements
The position requires sound organisational and communication
skills, word
processing skills in Microsoft Word and spreadsheet skills in
Microsoft Excel.
The office assistant will carry out basic bookkeeping and
reception duties and
provide general administrative support.
Responsibilities
Undertake reception duties
Maintain filing system
Handle mail
Prepare simple documents
Prepare and process banking documents

Record and balance petty cash transactions
Reconcile invoices for payment to creditors
Prepare invoices for debtors
Consulting
BSBIND201
Perform your required work duties
When you sign your employment contract, you are entering into
an agreement to
carry out certain duties over a set period in return for your
salary or wage. You
may need to fill out and sign a time sheet at the end of each pay
period as part of
your job. If you do, remember that this is a legal document and
you must make
sure all the details are correctly recorded.
In some workplaces, you may have an arrangement that says you
are paid overtime
or given time off ‘in lieu’ for hours that you work beyond your
usual working
week. So, if you usually work 38 hours in a week, but then you
work 42 hours
in one week, you may either be paid overtime for the extra four
hours, or have
some paid time off on another day. Remember you are accepting

payment for
performing certain work duties, so it is your responsibility to
make sure you carry
out these duties to the best of your ability.
Obey lawful orders
When you agree to work for an employer, you also agree to
follow the instructions
and directions given to you in the workplace. As long as the
requests are lawful
and reasonable, you are required to follow them. You are within
your rights to
refuse an order to do something that you know is illegal or
dangerous.
For example, John works as a waiter. During a quiet shift, his
manager asks him to
clean the customer toilets. As this is a lawful and reasonable
request, John should
comply with it, even though cleaning the toilets isn’t on his job
description.
Lan works in a warehouse. She is not qualified to drive a
forklift. Lan’s supervisor
asks her to help pick orders using a forklift as several people
are off sick and they
are running behind schedule. As this is an unlawful request, Lan
has the right to
refuse it.
Consulting

BSBIND201
Example: communicate within company standards
Martin likes the plastics factory where he works. The managers
and other staff are friendly
and have worked hard to make him feel comfortable.
Martin gets on well with Nina, who also works in the
administration area of the company. They
have lunch together and sometimes see each other on weekends.
Whenever Martin has a
spare moment, he pops over to Nina’s desk for a chat. They
laugh and joke, and generally talk
about what happened on the weekend and what is going on in
the office.
The office supervisor, Alesandra, has noticed that Martin is
spending more and more time
talking with Nina. It appears to her that Martin does not have
enough work and is distracting
Nina from her busy job. Alesandra has also noticed that Martin
has nicknames for all the staff
in the office and some of them are not pleasant. Today
Alesandra overheard Martin describing
a customer as a ‘stupid old man’.
Alesandra asks Martin to meet her privately. She runs through
the company expectations for
employee behaviour, and explains to Martin why some of his
behaviour is not appropriate for
the office. Martin says he didn’t mean to distract or offend
anyone. Alesandra asks Martin to
review the company manual and meet her again in a week’s time
for a follow-up chat.
Identify and question poor standards and values
Sometimes you may notice things in your workplace that you
think are not right,

or have the potential to be detrimental to the organisation. The
work team or
work group meetings are times to identify and discuss such
issues. Alternatively,
issues could be raised at a staff meeting, or discussed with a
supervisor or more-
experienced colleague.
It may be that you have noticed that someone in your work team
is not complying
with the standards of the organisation in a particular area. Or
you may have a
good idea for helping your organisation be more effective in
some way.
Make sure you understand the channels that are usually used in
your organisation
to share ideas or communicate problems or issues. Think about
what you need
to communicate and choose the best way of doing it. For
example, imagine you
notice that a colleague often leaves the lights on in the building
when they go
home for the night.
v1
26
1
Consulting
BSBIND201

Summary
1. An organisation’s documents can include a strategic plan,
business plans,
policies and procedures manuals, codes of conduct, WHS
policies, access and
equity policies, customer service charters, annual reports and
quality and
improvement procedures.
2. Employees’ rights include the right to certain conditions in
employment, union
representation and a safe and healthy workplace.
3. Employees’ responsibilities include complying with health
and safety
procedures, anti-discrimination policies, confidentiality policies
and job-
specific responsibilities.
4. Employers’ rights include expecting employees to follow
reasonable
instructions, have a reliable attitude to their work, carry out the
duties outlined
in their position description, follow health and safety
procedures and respect
confidentiality.
5. Employers also have the right to dismiss employees in some
situations.
6. Employers’ responsibilities include exercising a duty of care
to their employees,
providing a safe workplace, honouring conditions of contracts

and awards, and
ensuring there is no discrimination.
7. All workers should understand and comply with the goals,
objectives,
standards and values of their organisation.
Topic 1
This learning checkpoint allows you to review your skills and
knowledge in
working within organisational requirements.
Part A
Following is a list of documents used in a large organisation.
For each one, note
down the kind of information you would expect to find in this
document that
would help you understand the organisation’s requirements.
1. Business plan and annual report
2. Organisational policies and procedures manual
Learning checkpoint 1

Consulting
BSBIND201
Part G
Read the case study, then answer the questions that follow.
Case study
Dominique works at the front desk for a large human resources
company. It is a busy
job and she is constantly fielding inquiries from employers and
applicants. A call
comes through from a woman who does not speak English very
well. Dominique cannot
understand her and gets impatient with the slow pace of the
conversation. She has two
other phone lines ringing and three people waiting in reception.
Dominique pretends the phone connection is breaking up – she
tells the woman she
cannot hear her properly and hangs up. When she woman calls
back Dominique says
‘Sorry, you have the wrong number’. Later that day, the
woman’s social worker calls back
to make a complaint to Dominique’s manager about
discrimination.
1. Were Dominique’s actions discriminatory?
2. What are Dominique’s legal responsibilities in this situation?
Consulting

BSBIND201
In order to stay healthy and happy, it is essential to find a
balance between your
working life and your personal life. You may also be juggling
study or family
commitments. The right balance will change as your career
progresses. It will
differ if you are single or if you are raising children or nearing
retirement.
Work–life balance can involve many things, such as:
• getting enough sleep
• removing negative situations from your life
• working smarter, not harder
• building and maintaining supportive relationships with family,
friends and
co-workers.
With portable technology, such as laptops and smartphones, it is
easier to bring
work home and work longer hours. There is evidence to show
that Australian
workers are working harder and longer while trying to balance
the care of children
and ageing parents, not to mention having some time for
themselves. We call these
‘competing priorities’.
If not dealt with, competing priorities can cause stress-related
illnesses and loss
of productivity in the workplace. Therefore, a focus on work–
life balance is long

overdue.
3A Identify work and personal priorities and achieve a work–
life balance
Consulting
BSBIND201
The benefits of work–life balance programs
There are benefits for the employer and the employee in finding
the right work–life
balance.
For the employer
• Improved staff retention rates
• Less sick leave
• Less stress-related illness
• Better work cooperation
• Increased motivation and
productivity
• Greater ability to meet customer
demands through flexible working
arrangements
For the employee
• Improved personal and work

relationships
• Increased job satisfaction
• Less stress and improved health
• More time to pursue recreational
activities such as exercise
• More opportunities to spend time
with children and family
• More time to pursue areas of
interest such as study, travel and
hobbies
Tips for developing a good work–life balance
A healthy balance between work, leisure and family benefits
everyone. All
individuals and their workplaces are responsible for creating
work–life balance.
You can’t control all of the factors that affect your work–life
balance; however,
there are many things you can do to create a better lifestyle.
Here are some ways you can help yourself when it comes to
developing a good
work–life balance.
Seek support from your employer
Most organisations have policies in place to help
you achieve a better work–life balance. Employers
recognise that it is better for the organisation to have
fully functional, productive and healthy employees.

If you are feeling stressed and overwhelmed talk
with your supervisor, manager or human resources
contact so support can be provided.
Schedule regular breaks throughout the day
Taking regular 10-minute breaks energises and
increases productivity. Take a short walk around the
office or outside.
Consulting
BSBIND201
Final assessment overview
To demonstrate your competency using this final assessment
you must successfully
complete three assessment tasks.
Complete the following
task
• Part A – Questioning
You will demonstrate a sound knowledge of the unit
requirements in your responses.
Select and complete
one of the following
• Part B – Project: Working effectively in a business
environment at BizOps Enterprises

You will demonstrate your skills and knowledge by completing
a
scenario-based project.
OR
• Part C – Project: Working effectively in a business
environment at work
You will demonstrate your skills and knowledge by completing
a
project in your workplace.
Select and complete
one of the following
• Part D – Observation
Your work performance will be documented while being
observed by an assessor.
OR
• Part E – Third-party report
Your work performance will be documented using a third-party
report completed by a relevant supervisor.
Final assessment
BSBIND201 Work effectively in a business environment
Assessment plan
Complete the following form with your assessor.

Training organisation
name:
Learner name:
Phone number:
Email:
Assessor name:
Unit of competency: BSBIND201 Work effectively in a business
environment, Release 1
Assessment parts
selected:
Part A – Questioning
Select and complete one of the following:
Part B – Project: Working effectively in a business
environment at BizOps Enterprises OR
Part C – Project: Working effectively in a business
environment at work
Select and complete one of the following:
Part D – Observation OR
Part E – Third-party report
Ready for assessment
declaration:
I confirm that the purpose and procedures of this assessment

have been clearly explained to me. I have been consulted about
any special needs I might have in relation to the assessment
process. The criteria to be used for this assessment have been
discussed with me, as have the consequences and possible
outcomes of the assessment.
I have accessed and understand general assessment
information as provided by my training organisation.
I have been given fair notice of the date, time, venue and other
arrangements for this assessment. I have completed a self-
assessment of my performance of the skills and knowledge for
this unit and confirm that I am ready for assessment.
Learner signature:
Date:
Consulting
BSBIND201
Final assessment tasks
Purpose You will demonstrate a sound knowledge of the unit
requirements in your responses.
Instructions to the
candidate

All questions must be answered satisfactorily for Part A to be
completed satisfactorily.
There is no restriction on the length of the question responses,
or time restriction in completing the assessment.
You must complete all questions unassisted by the assessor or
other personnel, but may refer to reference material as needed.
Resources required The question responses section is the only
resource required for
this questioning assessment to be completed.
Assessment conditions Assessment must be conducted in a safe
environment where
evidence gathered demonstrates consistent performance of
typical activities experienced in the industry capability –
industry
context field of work and include access to:
• relevant legislation and codes of practice
• organisational policies and procedures
• relevant workplace documentation and resources
• case studies and, where possible, real situations
• interaction with others.
Assessors must satisfy NVR/AQTF assessor requirements.
Reasonable adjustment If you do not wish to respond to the
questions in written form, an
interview may be used as an alternative approach if negotiated
with your assessor.
Consulting

BSBIND201
Question 1: List the documents that provide information about
an organisation’s goals
and objectives.
Answer:
Marking: Satisfactory Unsatisfactory
Question 2: List the organisational documents that are relevant
to working effectively.
Answer:
Question 3: List the organisational documents that are relevant
to satisfying the legal
requirements of employing people.
Answer:
Final assessment
Record of outcome

Training organisation
name:
Learner name:
Unit code and title: BSBIND201 Work effectively in a business
environment, Release 1
Assessor name:
Assessor email:
Assessor phone
number:
Assessment tasks: Satisfactorily
completed
Part B – Project: Working effectively in a
business environment at BizOps Enterprises OR
Part C – Project: Working effectively in a
business environment at work
Part D – Observation OR
Part E – Third-party report
Declaration: In completing this assessment, I confirm that the
candidate
has demonstrated all unit outcomes through consistent and
repeated application of skills and knowledge with competent
performance demonstrated in multiple instances over a period
of time.

Evidence collected has been confirmed as:
Valid
Current
Sufficient
Authentic
Final result:
Result date:
Assessor signature:
SYG2000
Study Guide: Chapter 13 Education and Religion
EDUCATION
1. Know the functionalist perspective on education, including
the definitions of the following terms: manifest functions,
latent functions, & dysfunctions
2. What aspects of the dominant culture are transmitted by the
educational system in the U.S.?
3. How does the U.S. educational system promote social and
political integration?
4. What aspects of “control” do U.S. students (some) learn in
school?

5. As a social institution, education reflects the interests of
what two other social institutions?
6. In what ways has education helped to bring about desired
social change?
7. Additional years of formal schooling in the U.S. are
associated with what modifications in thinking?
8. What is the conflict view of formal education?
9. What does the “hidden curriculum” refer to?
10. What is credentialism – and how do functionalists and
conflict theorists view it differently?
11. What is the functionalist vs. conflict perspective on both
credentialism and the “bestowing of status”?
12. What is tracking – and what does research show about its
effectiveness?
13. What is the teacher-expectancy effect? Does this theory
seem to have any validity?
14. Why are schools becoming more bureaucratized?
15. How are Weber’s five basic characteristics of bureaucracy
evident in large public schools?
16. What is the functionalist vs. conflict perspective on the
trend toward centralized (more bureaucratic) schools?
17. What is the inherent conflict for teachers employed by
bureaucratic (formalized) schools?
(Be able to recognize an example.)

18. According to the text, the “status of any job reflects several
factors” that are becoming increasingly problematic for
teachers. What are they?
RELIGION
19. Why do sociologists study religion?
20. What was Durkheim’s working definition of religion?
Know the vocabulary in the definition.
21. Approximately what percentage of the U.S. population is
considered “religious”?
22. What is the largest single faith in the world? The second
largest? The third largest?
23. What are the manifest & latent functions of religion
(functionalism)? Any dysfunctions?
24. What is the general functionalist perspective on religion?
25. In what ways does religion contribute to the cohesiveness
of a society?
26. Name and explain Weber’s theory about the association
between Calvinism and capitalism.
27. What is liberation theology?
28. What was Marx’s view of religion and its effect on social
change?
29. What is the broader conflict perspective on religion? (See
Table 13-2 “Sociological Perspectives on Religion”)
30. What are the major tenets of the feminist perspective on
religion?
31. What three aspects of religion help to define what is

“sacred” vs. what is “profane”?
32. In general, what does the term fundamentalism mean?
33. What two controversies are at the heart of the ongoing
debate about religion in the schools?
SYG2000
Study Guide: Chapter 12 The Family and Human Sexuality
1. Know the textbook’s definition of “family.”
2. What is a nuclear family?
3. What type of family do most people in the United States
prefer?
4. What is an extended family?
5. What are the advantages of an extended family over a nuclear
family?
6. What does serial monogamy mean and to what country does
the term apply?
7. What type of marriage is preferred by the majority of
countries throughout the world, and if it’s preferred, then why
are there so few of these types of marriages?
8. What form of “descent” is followed in the U.S. – and what
does it mean?
9. What form of “descent” exists for most societies around the
world?

10. Know what patriarchy/patriarchal and
matriarchy/matriarchal mean – and which one best describes the
majority of U.S. families today?
11. What authority pattern is the U.S. gradually moving toward?
12. Know the six functions performed by the family according
to functionalism.
13. What is the conflict view of the family?
14. What two research findings are presented from the
interactionist perspective?
15. What is the “Second Shift”?
16. What percentage of all men and women in the U.S. marry at
least once?
17. What is the most significant trend in courting in the U.S.
today?
18. Know the meanings of endogamy and exogamy and which
one is the social norm in the U.S. (you can think of the terms
homogamy and endogamy as synonyms for the purposes of this
course).
19. What is the most common reason for marriage in the U.S.
today?
20. How might arranged marriages be more advantageous to
society than marriages based on romance?
21. What is the trend in marriages worldwide – toward arranged
or “love” marriages?
22. How do families often differ in structure based on social
class?

23. How do families’ lives often differ based on race and
ethnicity?
24. What four factors complicate the transition to parenthood?
25. Know that in the US in 2012, 14% of men and women
between the ages of 25-34 lived with their parents.
26. How do the “boomerang kids” affect parents as well as their
adult children?
27. What group has the highest rate of single-parent families?
The lowest rate?
28. Based on interactionist research, why do many low-income
teenaged women want to have children?
29. What did Cherlin’s research reveal about the well-being of
children in divorced, single-parent households?
30. Know that remarriage rates are high in the U.S. (actually
higher than the percentage in the text) and why women are less
likely to remarry than men (and to remarry later than men).
31. What sociological factors have contributed to the growing
acceptance of divorce?
32. How does a low level of parental conflict (the majority of
divorces) make the parents’ divorce more difficult for children?
(as compared to having parents with high levels of conflict?)
33. What percentage of currently married couples cohabited
prior to marriage?
34. What are some of the explanations for the trend toward
remaining single?
35. What are common stereotypes for single people?
36. Know that child-free marriages are increasing in the U.S.
37.
What is a domestic partnership? What are the three major
sociological perspectives on gay marriage in the U.S.? (See

“Social Policy & the Family” on pages 298-299.)
SYG2000
Study Guide: Chapter 6 The Mass Media
1. What is the definition of and what are the forms of the mass
media?
2. What three key questions about the mass media do
sociologists focus on?
3. According to the functionalist perspective, what four positive
functions do the media serve? Be able to recognize examples of
each of these functions. Also see p. 143 under Table 6-2
“Sociological Perspectives on the Mass Media.”
4. What dysfunction(s) can be caused by the media (according
to the functionalist perspective, not the conflict perspective)?
Look for these dysfunctions in pp.133-134.
5. What is the basic conflict perspective on the media? Also see
p. 143 under Table 6-2.
6. What are the two problems with gatekeeping, according to the
conflict perspective?
7. In what form of the media is gatekeeping less prevalent, and
why?
8. Know the two meanings of media monitoring and be able to
recognize examples.
9. What’s the problem with media monitoring from the conflict
perspective?
10. What is the digital divide that is of concern to conflict
theorists?
11. What does dominant ideology refer to – and specifically
whose ideology controls media “decisions” and perpetuates
stereotypes, often offending U.S. minority groups and citizens

of other countries?
12. In terms of U.S. domination, what is the trend in motion
pictures as compared to television programming?
13. What are three primary criticisms of the media from a
feminist viewpoint?
14. What stereotypes of women have educators and social
scientists taken note of?
15. What dilemma faces feminists with regard to pornography?
16. In what two ways do men and women make different use of
the Internet?
17. What functions of the media are pointed out by
interactionists?
18. What concerns about the media do interactionists have?
19. How have the mass media been distinguished from other
social institutions?
20. What populations make the most use of the Internet?
21. Why have some scholars questioned the “mass” part of the
term mass media?
22. How does the gatekeeping process in the U.S. differ from
the gatekeeping process in totalitarian countries?
Learner Instructions 3

(Collect and process information)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s
The assessment task is due on the date specified by your
assessor. Any variations to this arrangement must be approved
in writing by your assessor.
Submit this document with any required evidence attached. See
specifications below for details.Performance objective
You must be able to collect and process verbal and written
communication, complying with organisational policies and
procedures.Assessment description
In a typical office environment, you need to be able to work
effectively with others to complete complex tasks.
In this assessment, you will be acting the role of an
administrative worker. Your job will require you to answer the
telephone, greet customers and process postal and email
correspondence.
All tasks must be completed according to the policies and
procedures of the organisation. You will be given time in
advance to learn the policies and procedures before the
assessment commences.
Tasks you will need to perform include:
· answering the telephone
· sorting and responding to email

· sorting and forwarding postal mail.Procedure
1. Review the scenario below.
You are employed as an administrative worker at a small
business. Your role is to monitor incoming calls and mail. The
business is currently looking for a new bookkeeper and the
manager is receiving applications over the phone, via email and
in person.
You must collect the required information and process it
according to the policies and procedures of the business.
2. You will be provided with time to review and learn the policy
and procedures for the business (found in the appendices
attached to this task), which include:
a. organisational chart and contact list
b. telephone policy and procedure
c. postal mail policy and procedure
d. email policy and procedure.
3. Finally, you must assume the role of administrative worker.
You must come to your assessment prepared to collect and
process information from phone calls, e-mails and postal mail.
When your assessor tells you, the task will begin and you must:
a. check postal mail and email and follow procedure
b. respond to phone calls
c. seek advice, where necessary
Note: No managers are available in the office today. So when
you try their extension, you will get no answer. You will need
to take messages.
Also note: all emails sent as part of this task will go to your
assessor. Your assessor will provide these before you start. For
example, even though you are emailing a message to the
manager, the actual email address is your
assessor’s.Specifications
You must:
· participate in the activity on the date and time specified by
your assessor
· come prepared for work on the day of the activity:
· dressed appropriately

· prepared with mobile phone, pens and note pad
· bring policy and procedures list (found in the appendices
attached to this task)
· sort postal mail correctly
· forward emails correctly
· send phone messages.
Your assessor will be looking for:
· compliance with all relevant policies and procedures, e.g.
using non-discriminatory language
· accurate collection of information, seeking advice from
appropriate persons where necessary
· ability to handle more than one task at one time
· completed processing of information within given timeframe
· your seeking clarification when required, in the telephone
interview question and answer
· monitor your own progress for tasks, seeking assistance when
necessary.
· your recognition of differences in other people and implement
basic strategies to address your own reaction to these
differences.
Candidate: I declare that this work has been completed by me
honestly and with integrity and that I have been assessed in a
fair and flexible manner. I understand that the Institute’s
Student Assessment, Reassessment and Repeating Units of
Competency Guidelines apply to these assessment tasks.
Signature: ___________________
Date: ____/_____/_____
Appendix 1: Organisational chart and contact list
Organisational Chart
Name/Title

Ext.
Mobile
Status
Bob Jenkins – General Manager
x1111
0411 111 111
Sid Gilmour – Accountant
x2222
0422 222 222
David Barrett – Purchasing Officer
x3333
0433 333 333
Nick Waters – Manufacturing Manager
x4444
0444 444 444
James Page – Warehouse Manager
X5555
0555 555 555
· In – In and can be contacted
· DND – Do not Disturb, In a meeting
· Off-site – Working but at another location (available on
mobile).
Appendix 2: Telephone policy and procedure
Policy
We receive calls from many of our customers and colleagues.
We take pride in ensuring that every interaction is professional,
courteous and helpful.

Good telephone manner and message taking procedures are
essential for ensuring that our customers receive the service that
they deserve.
It is the responsibility of all employees to follow the telephone
policy and procedure.
Procedure
Calls to the general telephone number will be answered by
reception and transferred to the relevant extension as necessary.
1. Answer the phone before the third ring and greet the caller
Good morning/afternoon.
May I help you?
2. If they need to be transferred to someone…
(Repeat the name of the person wanted.) One moment please.
If the extension is busy:
(Name’s) extension is busy at the moment. Would you like to
hold or may I take a message?
If the person is unavailable:
(Name) is not available at the moment. May I take a message?
If the person is off-site:
(Name) is not on-site at the moment but they are available on
their mobile phone, would you like that number?
3. When taking messages, record:
a. who they want to speak to
b. full name of caller
c. date and time of call
d. contact number
e. other information as specified by the caller.
4. Confirm the details back to the caller, by reading their
responses.
5. Ask the customer if there is anything else that you can help
them with.
Is there anything else I can help you with today?
6. End the call.
Thank you for calling. Goodbye.
7. Send an email to the person in question.

Subject: Message from <Name of caller>, <Date> <Time>
Hi <Name>
Please call <Name of caller> <Phone Number>.
<Include other information as specified>
Regards
<Your Name>
Appendix 3: Postal mail policy and procedure
Policy
In order for mail to reach the correct person in a timely manner,
it is essential that postal mail sorting and forwarding procedures
are followed.
Procedure (postal mail)
1. Check the mailbox daily at 10am.
2. Open all mail.
3. Sort mail into in-trays by:
a. manager
b. sales
c. accounting/purchasing
d. human resources
e. customer service (customer complaints)
f. to be filed (includes newsletters, pricelists and product
information).
4. Confidential information must be delivered directly to the
person specified.
5. High priority items must be marked urgent and delivered
directly to the person/department in question.
Appendix 4: Email policy and procedure
Policy
In order for email to reach the correct person in a timely
manner, it is essential that email sorting and forwarding
procedures are followed.

Procedure (email)
1. Check email three times daily.
2. Read all mail.
3. Forward email to:
a. manager
b. sales
c. accounting/purchasing
d. human resources.
4. When you forward the email, identify the appropriate
person’s name from the contact list, and provide some
explanation of the email.
Dear <Recipient>,
Please find attached <summary of message>.
Regards
<Your name>
5. High priority items must be marked urgent and delivered
directly to the person/department in question.
BSBIND201 Learner Instructions 3
Version 1.0 Page 3 of 8
Assessment Task 2 BSBIND201 Work effectively in a business
environment
(Effective work habits)Submission details
Students Name
Student ID
Group
Assessor’s Name

Assessment Date/s
You must identify a job role and demonstrate the ability to
develop a daily work plan, set goals, prioritise activities and
identify skill gaps and learning needs. Assessment description
You must develop a work plan based on your current study
and/or work commitments.
This plan will include goals, deadlines, timelines, a prioritising
key and progress checklist. The plan must also incorporate
aspects of career planning.Procedure
1. Identify three current projects.
a. Two projects can be from your study and/or work team that
must be completed during the next two months, for example, a
project could be an assessment task, a research activity or a
daily routine necessary to work or study.
b. The third project must be a longer term career goal.
2. Complete a work/life priorities worksheet for the three
projects.
3. Complete a journal of work tasks for the three projects.
4. Create a work plan for the three projects that shows:
a. project goals
b. a breakdown of the tasks for each project
c. resources required for each task
d. task deadlines.
These could be completed using the journal template attached,
using Outlook Task Manager, or a paper based equivalent such
as a Day Runner diary system.
5. Prioritise each task.
6. Obtain approval from your assessor before proceeding to use

the work plan.
7. Track the tasks and record the completion dates.
8. Attend a progress meeting with your assessor.
9. Final submission of all material.Specifications
You must:
· outline and provide documentation for three projects
· attend meetings as required with your assessor.
· a work plan showing:
· a balance of work and life tasks
· realistic timelines
· accurate resource requirements
· prioritisation of tasks reflecting urgency and importance
· concise and discrete tasks.
· a journal showing:
· completion of tasks by planned dates
· consistent tracking of tasks
· relevance of work teams.
· a work life priority worksheet showing
· sorting of tasks by urgent/important
· use of the PLAN approach.
· good preparation for progress meeting including:
· summary of progress provided
· work plan and journal are up-to-date and accurate
· writing style is clear, concise and consistent
· courteous and helpful manners
· in relation to teams, your use of questioning techniques to
clarify instructions or responsibilities
· your identification and display of a non-discriminatory
attitude (in team work or in your meeting with your assessor).

Signature: ___________________
Date: ____/_____/_____
Work/life priorities worksheet
Urgent
Not urgent
Important
Not important
Personal development plan for achieving work/life balance
Following the PLAN approach write at least one career and one
personal ambition, goal, priority and non-negotiable.
PLAN
Career
Personal

Priority
Ambition
Non-negotiable
Journal
Date
Task
Project
Duration
Issues

Version 1.0 Page 3 of 8Work plan
Goal:
Project
Priority

Task
Resources
Date due
% Complete
Duration (actual)
Corrective action

(Establish organisational requirements)Submission details
Students Name
Student ID
Group
Assessor’s Name
Assessment Date/s

As a new worker you are required to research and identify the
requirements of organisations.Assessment description
New employees need to be able to research, identify and
understand the different requirements of an organisation
including:
· organisational structure and reporting lines
· rights and responsibilities
· legal responsibilities including duty of care
· organisational goals and objectives
· job roles
· code of behaviour
· safe work practices.
In this assessment task, you must identify an organisation and
conduct some research into the key requirements of that
organisation.Procedure
1. Identify the organisation you will investigate. (If you do not
have a current workplace, you may identify one by considering
a role you would be interested in, e.g. sales, customer service,
promotions.)
2. Identify your research techniques (interviews, internet
research, other).
3. Have this approved by your assessor before commencing
research.
4. Conduct your research and complete the attached worksheets.
This will include identifying the following details of that
organisation:
a. organisational structure and reporting lines (a labelled
organisational chart)
b. description of key job roles

c. employee rights and responsibilities
d. legal responsibilities including duty of care
e. organisational goals and objectives
f. code of behaviour
g. safe work practices.Specifications
You must:
· have your organisation approved by your assessor.
· submit completed worksheets (see attached.)
· Evidence of research including internet based and interviews,
e.g.:
· minutes from meetings
· photos from site visits.
· A labelled organisational chart showing:
· the structure of the organisation
· key roles and reporting lines
· team work.
· Descriptions of three key job roles including:
· purpose of the job
· tasks required
· organisational hierarchy
· authority
· supervisory requirements
· working conditions
· equipment used/physical requirements
· qualifications required.
· Employee rights and responsibilities (identify and describe
three).
· An explanation of ‘duty of care’ and how it relates to this
workplace.
· Organisational goals and objectives and an explanation of how
employees are expected to meet them.
· Description of code of behaviour (or Code of Conduct).
· An explanation of how the Code of Conduct ensures a safe,
professional and non-discriminatory workplace.
· A description of three policies or procedures that relate to

safety and where they were sourced from (e.g. from workplace
policy and procedures manual).
· An explanation of how these procedures protect employees,
employers and the public.
· An identification of the standards and values considered
detrimental (or negative) to the organisation
· An identification of the legislation that applies to working
effectively in a business environment.
· An outline of the terms and conditions of employment that
apply to your chosen organisation.
Signature: ___________________
Date: ____/_____/_____
Project summary
Description of organisation:
Organisational goals and objectives:

Interviewees and contact details:
Internet research sources:
Organisational chart
Job roles
Job 1
Job 2
Job 3
Job title

Purpose of the job
Tasks required
Organisational hierarchy
Authority
Supervisory requirements
Working conditions

Equipment used/physical requirements
Qualifications required
Rights and responsibilities
Employees:
Employers:

Duty of care/legal responsibilities:
Code of conduct
Description:
How this ensures a safe, professional and non-discriminatory
workplace:

Safe work practices
Description of three key policies or procedures:

How do these procedures protect employees, employers and the
public?

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