Behaviour at work — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This element introduces learners to the essential standards of professional conduct in the workplace, covering punctuality, respect for colleagues, and adh

    Topic Synopsis

    This element introduces learners to the essential standards of professional conduct in the workplace, covering punctuality, respect for colleagues, and adherence to organisational rules. It emphasises the importance of demonstrating positive behaviours such as teamwork, effective communication, and personal responsibility to meet employer expectations and maintain a safe and productive work environment.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Behaviour at work

    CITY & GUILDS LIMITED
    vocational

    The 'Behaviour at work' subtopic introduces learners to the standards of conduct expected in a professional environment. It emphasises the importance of interpersonal skills, following workplace rules, and the impact of behaviour on colleagues and job performance. Practical application involves demonstrating these behaviours in simulated or real work settings to build employability.

    28
    Learning Outcomes
    39
    Assessment Guidance
    41
    Key Skills
    31
    Key Terms
    47
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Diploma in Skills for Working Life (Entry 2)
    City & Guilds Entry Level Introductory Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 2)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 2)
    City & Guilds Entry Level Certificate in Skills for Working Life (Entry 2)
    City & Guilds Entry Level Award in Skills for Working Life (Entry 2)
    City & Guilds Level 1 Certificate for Skills for Working in the Retail Industry
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 3)
    City & Guilds Entry Level Diploma in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Certificate in Employability Skills (Entry 3)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 3)

    Topic Overview

    The City & Guilds Entry Level Certificate in Employability Skills (Entry 3) is designed to help you develop the essential skills, knowledge, and attitudes needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management, which are highly valued by employers. By completing this course, you will build a solid foundation for further study, training, or employment, and gain confidence in your ability to contribute effectively in a work environment.

    This qualification is part of the wider Employability & Work Skills suite, which aims to prepare learners for the world of work. At Entry 3, you will focus on practical skills that can be applied in real-life work situations, such as following instructions, working safely, and interacting with colleagues and customers. The course is structured around units that cover topics like 'Preparing for Work', 'Working as Part of a Team', and 'Solving Work-Related Problems'. Each unit includes hands-on activities and assessments that help you demonstrate your understanding and abilities.

    Mastering employability skills is crucial because they are transferable across different jobs and industries. Whether you plan to go into an apprenticeship, further education, or direct employment, these skills will make you a more attractive candidate. The Entry Level Certificate is also a stepping stone to higher-level qualifications, such as Level 1 or Level 2 awards in employability or vocational subjects. By focusing on real-world applications, this course ensures you are not just learning theory but also developing the practical competencies that employers look for.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding how to listen, speak, and write clearly in a work context, including using appropriate language and non-verbal cues.
    • →Teamwork: Working effectively with others, sharing tasks, respecting different opinions, and contributing to group goals.
    • →Problem-solving: Identifying simple problems at work, thinking of possible solutions, and choosing the best one to resolve the issue.
    • →Self-management: Taking responsibility for your own actions, managing time, following instructions, and staying motivated.
    • →Health and safety: Knowing basic workplace safety rules, identifying hazards, and following procedures to keep yourself and others safe.

    Learning Objectives

    What you need to know and understand

    • Identify examples of appropriate workplace behaviours from given scenarios.
    • Demonstrate appropriate behaviour during a group work task or role play.
    • Explain why it is important to follow workplace rules and instructions.
    • Recognise inappropriate behaviours and describe their potential consequences.
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • Identify key elements of appropriate workplace behaviour, including punctuality, dress code, and communication.
    • Explain the importance of following instructions and workplace rules.
    • Demonstrate appropriate verbal and non-verbal communication in a work role-play scenario.
    • Apply personal hygiene and dress standards as expected in a given workplace context.
    • Describe the impact of positive attitude and cooperation on team performance.
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • Identify key standards of professional behaviour in the workplace.
    • Demonstrate appropriate verbal and non-verbal communication techniques.
    • Explain the importance of punctuality and reliable attendance.
    • Apply strategies for working cooperatively with others.
    • Recognize the impact of personal presentation on workplace perceptions.
    • Identify examples of appropriate workplace behaviour
    • Describe the consequences of inappropriate behaviour at work
    • Demonstrate punctuality and reliable attendance in a simulated work setting
    • Apply active listening skills to follow simple instructions
    • Show respect for diversity by interacting politely with colleagues from different backgrounds
    • Explain the importance of adhering to health and safety rules

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for clearly identifying at least two specific examples of respectful communication (e.g., listening without interrupting, using polite language).
    • Credit for actively participating in a role play that demonstrates positive behaviours such as teamwork and punctuality.
    • Credit for explaining the potential impact of inappropriate behaviour on team morale or job security.
    • Credit for correctly matching behaviours to workplace rules in a case study or worksheet.
    • Award credit for demonstrating punctuality, such as arriving on time for work-related activities and adhering to schedules.
    • Award credit for clearly showing appropriate communication, including using polite language, active listening, and responding respectfully to instructions.
    • Award credit for exhibiting teamwork by cooperating with peers, sharing tasks, and supporting others in a simulated or actual work setting.
    • Award credit for adhering to workplace dress codes and personal presentation standards suitable for the occupational context.
    • Award credit for demonstrating punctuality by arriving on time to work or simulated sessions.
    • Evidence of effective communication, including active listening and speaking clearly to colleagues.
    • Credit should be given for showing respect for diversity and following instructions from supervisors.
    • Award credit for clearly identifying at least two examples of appropriate workplace behaviour (e.g., arriving on time, wearing correct uniform, using polite language).
    • Look for evidence that the learner can explain why a specific behaviour is important (e.g., how good timekeeping affects trust).
    • In practical demonstrations, assess whether the learner follows simple workplace rules, such as greeting colleagues respectfully and listening actively when spoken to.
    • Award credit for listing at least three specific examples of appropriate workplace behaviour with clear descriptions.
    • Award credit for accurately explaining why punctuality and good attendance are valued by employers.
    • Expect learners to maintain eye contact and use respectful language during role-played interactions.
    • Acknowledge correct identification of inappropriate behaviours in given scenarios and proposed alternative actions.
    • Award credit for correctly identifying at least two examples of appropriate workplace behaviour (e.g., arriving on time, wearing correct uniform).
    • Award credit for demonstrating appropriate non-verbal communication, such as maintaining eye contact and using open body language during a role-play scenario.
    • Award credit for explaining why it is important to follow a supervisor’s instructions without argument.
    • Award credit for consistently arriving at the designated work area on time and ready to start tasks as agreed.
    • Award credit for demonstrating appropriate verbal and non-verbal communication, such as using a polite tone and maintaining appropriate eye contact with colleagues and supervisors.
    • Award credit for following a simple workplace instruction accurately and safely within an agreed timeframe.
    • Award credit for wearing clothing and protective equipment (if applicable) that is clean, safe, and suitable for the specific work activity.
    • Award credit for cooperating with peers in a group task by sharing resources and taking turns without prompting.
    • Award credit for demonstrating punctuality and reliable attendance in work placement logs or simulated shift patterns, as this reflects commitment to the role.
    • Assessors should look for evidence of clear verbal and non-verbal communication with customers and colleagues, such as eye contact, active listening, and a friendly tone.
    • Marks awarded for consistently following health and safety procedures, including correct manual handling, use of PPE, and reporting hazards, as required in retail environments.
    • Credit for showing initiative within the boundaries of the job role, such as asking for feedback before acting or volunteering for tasks while staying within company guidelines.
    • Award credit for clearly explaining at least two examples of appropriate workplace behaviour, e.g., arriving on time and using polite language.
    • Award credit for demonstrating appropriate behaviour during a role-play activity, such as properly greeting a colleague and actively listening.
    • Award credit for identifying a consequence of inappropriate behaviour, e.g., conflict with co-workers or loss of job.
    • Award credit for demonstrating punctuality by arriving on time to simulated work sessions.
    • Credit given for using polite and respectful language when speaking to peers and instructors.
    • Look for evidence that the learner follows instructions correctly and asks for clarification when unsure.
    • Award credit for maintaining appropriate personal presentation, such as wearing suitable attire for the work context.
    • Credit for showing a positive attitude, e.g., completing tasks willingly and cooperating with others.
    • Award credit for listing at least three examples of appropriate workplace behaviour.
    • Evidence must show demonstration of punctuality, e.g., arriving on time for a work placement or simulated task.
    • Candidate explains why following instructions is important for workplace safety.
    • Candidate role-plays or describes positive responses to feedback from a supervisor.
    • Award credit for correctly identifying at least three appropriate behaviours such as arriving on time, dressing appropriately, and following instructions
    • Expect learners to provide a simple explanation of why inappropriate behaviour (e.g., lateness, rudeness) can lead to disciplinary action or loss of job
    • In a role-play or simulated task, assess the learner's ability to demonstrate active listening by repeating back key points
    • Look for evidence of polite and inclusive language when interacting with peers in group activities
    • Check that the learner can state basic health and safety rules relevant to their work area (e.g., reporting hazards, wearing PPE if required)

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡In practical assessments, consistently model employable behaviours such as active listening and cooperation to demonstrate competency.
    • 💡Use real-life examples from work experience placements to support written answers, showing deeper understanding of context.
    • 💡For scenario-based questions, always refer back to the specific workplace rules or expectations outlined in the brief.
    • 💡Use role-play and observation-based assessments to generate evidence; ensure you actively demonstrate behaviours during practical tasks.
    • 💡Build a portfolio of evidence including witness statements, photos, and reflective logs that explicitly show how you met each behaviour criterion.
    • 💡Review the assessor's observation checklist beforehand so you understand exactly what behaviours are expected during workplace simulations.
    • 💡When being assessed, provide specific examples of when you have displayed appropriate behaviours in a workplace or practice setting.
    • 💡Role-play scenarios with peers to practise professional greetings and responses to feedback.
    • 💡During practical assessments, use a friendly but formal tone and maintain positive body language (e.g., nodding to show you are listening).
    • 💡When describing appropriate behaviour, link your examples to the impact on others (e.g., 'this shows respect to my manager').
    • 💡For written tasks, structure answers by clearly stating what the behaviour is, then briefly saying why it matters at work.
    • 💡Use real-life examples from work experience or familiar service encounters to support your answers.
    • 💡In role-plays, clearly demonstrate active listening by paraphrasing instructions and asking relevant questions.
    • 💡For written tasks, structure answers around specific behaviours rather than vague statements like 'be good'.
    • 💡Always link your examples to employer expectations and the impact on colleagues and customers.
    • 💡During observed tasks, actively show respect by listening carefully and asking relevant questions to clarify instructions.
    • 💡In written evidence, provide specific examples from personal experience or simulated tasks to strengthen your answers.
    • 💡During observed assessment tasks, consciously model the behaviours you would expect in a real job, from greeting the assessor as you would a line manager to clearing away your workspace without being asked.
    • 💡If completing written assignments or reflective logs, describe specific examples of when you demonstrated a behaviour and why it was important, rather than just listing generic good habits.
    • 💡Prepare for practical observations by practicing routines like arriving on time, dressing appropriately, and using polite phrases consistently, making these actions automatic so they appear natural during assessment.
    • 💡When unsure about the correct behaviour in a simulated workplace scenario, refer back to the workplace rules or instructions provided by the assessor, as following stated guidelines is a key part of acceptable conduct.
    • 💡In role-play assessments, consistently model positive body language and a helpful attitude; even if you make a mistake, maintaining composure demonstrates professional behaviour.
    • 💡Link every practical demonstration to the retail context: mention how your behaviour supports sales, reduces complaints, or creates a welcoming environment.
    • 💡For written or portfolio evidence, use reflective accounts to show self-awareness—explain what you did, why it was appropriate, and how you might improve.
    • 💡In role-plays, focus on clear communication, maintaining eye contact, and following given instructions accurately to show workplace readiness.
    • 💡When explaining behaviours, always link them to positive outcomes like teamwork, safety, or customer satisfaction to strengthen your answer.
    • 💡For written tasks, keep descriptions simple and use real-life examples from work experience or placement to back up your points.
    • 💡When role-playing workplace scenarios, always demonstrate active listening by nodding and summarizing key points.
    • 💡In written reflections, give specific examples of when you displayed good workplace behaviour and explain why it mattered.
    • 💡Pay attention to the assessor’s feedback on your conduct during practical tasks—this often forms part of the evidence.
    • 💡Prepare for common interview questions about behaviour by using the STAR method (Situation, Task, Action, Result) to structure your answers.
    • 💡In assessments, provide specific, real-world examples of appropriate behaviour rather than general statements.
    • 💡When demonstrating behaviours, be consistent across tasks—e.g., maintain eye contact, speak politely.
    • 💡Review a workplace code of conduct or handbook to understand employer expectations.
    • 💡For the demonstration aspect, practice scenarios with peers to build confidence in role-plays.
    • 💡When asked to describe appropriate behaviour, always link it to a specific workplace scenario or example
    • 💡In demonstration tasks, make sure to show both what you do and explain why it is important
    • 💡Remember that assessors are looking for consistent behaviour throughout the session, so maintain professionalism at all times
    • 💡If unsure about a rule, ask a supervisor or colleague rather than assuming
    • 💡Use real-life examples: When answering questions or completing assessments, draw on your own experiences from work experience, volunteering, or group projects. This shows you can apply skills in practical situations.
    • 💡Be specific: Instead of saying 'I worked well in a team', describe what you did, e.g., 'I listened to others' ideas, shared my own, and helped complete the task on time.' Specific details earn more marks.
    • 💡Read instructions carefully: Many marks are lost by not following task requirements. Always check what you are asked to do, such as listing, explaining, or demonstrating a skill.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing casual social interactions with the formal conduct required at work.
    • Underestimating the importance of non-verbal cues like eye contact and posture in professional settings.
    • Assuming that workplace rules are flexible when not directly supervised.
    • Failing to consider how behaviour affects others, leading to insensitive or disruptive actions.
    • Confusing casual behaviour with professional conduct, such as using informal language or slang in a work setting.
    • Missing the importance of non-verbal communication, like poor body language or avoiding eye contact, which can be perceived as disinterest.
    • Assuming that workplace rules are optional, leading to issues like repeated lateness or ignoring health and safety guidelines.
    • Assuming that casual language and informal behaviour acceptable with friends is also appropriate at work.
    • Not recognising that using a mobile phone during work hours is typically prohibited unless for emergencies.
    • Assuming that behaviour acceptable with friends or at home is equally suitable in a professional environment.
    • Failing to recognise that non-verbal cues (e.g., eye contact, posture) are part of professional conduct.
    • Thinking that following instructions is optional rather than a core expectation of most jobs.
    • Confusing casual social behaviour with professional conduct, e.g., using slang or informal language.
    • Overlooking non-verbal cues such as posture, eye contact, or personal space.
    • Assuming that all workplaces have the same dress code or behavioural norms.
    • Failing to recognise the importance of listening carefully to instructions before acting.
    • Assuming that behaviour acceptable at home or with friends is automatically acceptable at work (e.g., using slang or mobile phones).
    • Believing that minor lateness is not a problem as long as the work gets done.
    • Assuming that behaviour acceptable in casual social settings is automatically appropriate at work, leading to overly informal language or lack of attention to personal boundaries.
    • Misinterpreting constructive feedback from a supervisor as personal criticism, resulting in defensive or uncooperative responses rather than using it to improve performance.
    • Struggling to maintain focus on a task for the required duration, particularly when a routine activity becomes repetitive, which can lead to incomplete work or safety oversights.
    • Failing to recognise the importance of non-verbal cues, such as body language and attire, in making a professional first impression, often dressing or acting in a way that undermines their readiness for the role.
    • Treating workplace behaviour like social interactions, for example using informal language or mobile phones during work tasks, which undermines professionalism.
    • Assuming that 'using initiative' means working independently without seeking permission, leading to errors or policy breaches.
    • Neglecting the importance of non-verbal cues, such as poor posture or avoiding eye contact, which can negatively affect customer perceptions.
    • Over-focusing on task completion while ignoring team collaboration, e.g., not helping colleagues when busy, which can harm team morale.
    • Confusing casual social behaviour with professional conduct, e.g., using slang or being overly familiar with supervisors.
    • Assuming that following instructions means never asking questions, leading to mistakes from misunderstanding tasks.
    • Believing that punctuality only applies to start times and not to breaks or returning from lunch.
    • Confusing casual social behaviour with professional workplace conduct, e.g., using slang or informal greetings.
    • Not recognising the importance of non-verbal communication, such as making eye contact or avoiding folded arms.
    • Assuming that following instructions means not asking questions if something is unclear.
    • Underestimating the impact of personal appearance on first impressions in a work setting.
    • Assuming that casual behaviour from social settings is acceptable in the workplace.
    • Failing to understand that body language and tone contribute to communication.
    • Underestimating the negative impact of lateness on team performance.
    • Not recognising the link between personal appearance and professional credibility.
    • Assuming that casual language and behaviour acceptable with friends is also appropriate at work
    • Forgetting that punctuality includes arriving on time from breaks, not just the start of the day
    • Misunderstanding that demonstrating appropriate behaviour means only avoiding negative actions rather than proactively contributing to a positive environment
    • Overlooking the importance of non-verbal communication like posture and eye contact
    • Misconception: Employability skills are only about getting a job, not about keeping one. Correction: These skills are equally important for maintaining employment, as they help you work well with others, adapt to changes, and continue learning on the job.
    • Misconception: Teamwork means everyone does the same thing. Correction: Effective teamwork involves dividing tasks based on strengths, communicating, and supporting each other, not just doing identical work.
    • Misconception: Problem-solving is only for managers. Correction: Everyone at work faces problems, from small daily issues to bigger challenges. Learning to solve problems independently shows initiative and reliability.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills at Entry 2 level or equivalent.
    • •Some experience of working with others, such as in group activities at school or in a community setting.
    • •An interest in developing skills for the workplace, though no formal prior knowledge is required.

    Key Terminology

    Essential terms to know

    • Professional conduct
    • Respectful communication
    • Non-verbal awareness
    • Workplace rules
    • Punctuality and reliability
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • Punctuality and attendance
    • Professional communication
    • Personal presentation and hygiene
    • Respect for colleagues and authority
    • Following workplace rules and instructions
    • Teamwork and cooperation
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • know about appropriate behaviour for the workplace, be able to demonstrate appropriate behaviours for work
    • Workplace conduct expectations
    • Timekeeping and punctuality
    • Teamwork and cooperation
    • Communication with colleagues and supervisors
    • Personal presentation and hygiene
    • Following instructions
    • Professional conduct and workplace etiquette
    • Punctuality and time management
    • Respect and diversity
    • Teamwork and collaboration
    • Communication skills
    • Health and safety compliance

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