Behaving appropriately at work — Cambridge OCR Key Skills Foundations for Learning Revision

    This element focuses on the essential attitudes and behaviours that employers expect, such as punctuality, respect, and effective communication. Learners w

    Topic Synopsis

    This element focuses on the essential attitudes and behaviours that employers expect, such as punctuality, respect, and effective communication. Learners will explore how demonstrating positive and confident interactions in the workplace contributes to a harmonious and productive environment. Practical scenarios help them apply these principles in real-world settings.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Behaving appropriately at work

    CAMBRIDGE OCR
    vocational

    This element focuses on the essential attitudes and behaviours that employers expect, such as punctuality, respect, and effective communication. Learners will explore how demonstrating positive and confident interactions in the workplace contributes to a harmonious and productive environment. Practical scenarios help them apply these principles in real-world settings.

    41
    Learning Outcomes
    51
    Assessment Guidance
    53
    Key Skills
    41
    Key Terms
    60
    Assessment Criteria

    Assessment criteria

    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Introductory Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Extended Award in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Extended Certificate in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Award in Life and Living Skills (Entry 3)
    Cambridge OCR Entry Level Certificate in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 2)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 1)
    Cambridge OCR Entry Level Diploma in Life and Living Skills (Entry 3)

    Topic Overview

    Foundations for Learning is a core component of the Cambridge OCR Entry Level Introductory Award in Life and Living Skills at Entry 3. This unit focuses on developing the essential skills needed to become an effective and independent learner. You will explore how to set personal learning goals, manage your time, and use different strategies to improve your understanding and retention of information. Mastering these foundations will not only help you succeed in this qualification but also prepare you for further study, work, and everyday life.

    The unit covers key areas such as identifying your preferred learning style (visual, auditory, or kinaesthetic), planning short-term and long-term goals, and reflecting on your progress. You will learn how to use resources like libraries, online materials, and support from teachers or peers effectively. By the end of this unit, you should be able to create a simple learning plan, monitor your own progress, and adapt your methods when you encounter challenges. These skills are transferable to any subject or activity, making this unit a vital stepping stone in your educational journey.

    In the wider context of the Life and Living Skills qualification, Foundations for Learning provides the toolkit you need to tackle other units with confidence. Whether you are studying communication, numeracy, or independent living skills, the ability to learn effectively is the key to success. This unit also encourages you to take ownership of your learning, building self-esteem and resilience. Employers and further education providers value these qualities, so investing time in this unit will pay dividends in your future.

    Key Concepts

    Core ideas you must understand for this topic

    • →Learning styles: Understand the three main types (visual, auditory, kinaesthetic) and how to use your preferred style to study more effectively.
    • →SMART goals: Set Specific, Measurable, Achievable, Relevant, and Time-bound targets to give your learning direction and purpose.
    • →Reflection: Regularly review what you have learned, what worked well, and what you could improve to deepen your understanding.
    • →Time management: Break tasks into smaller steps, create a simple timetable, and prioritise activities to make the most of your study time.
    • →Using resources: Know how to access and use textbooks, online videos, worksheets, and ask for help from teachers or classmates.

    Learning Objectives

    What you need to know and understand

    • Identify key attitudes and behaviours expected by employers.
    • Describe the importance of maintaining a positive attitude at work.
    • Demonstrate effective communication skills in a team setting.
    • Apply strategies to resolve minor conflicts in the workplace.
    • Exhibit confidence when presenting ideas to colleagues.
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers.
    • Be able to demonstrate positive and confident attitudes and behaviours when working with others.
    • Identify specific examples of appropriate workplace conduct such as punctuality and respect for diversity.
    • Describe the impact of positive attitudes on team morale and productivity.
    • Apply strategies to maintain confidence when facing challenging workplace interactions.
    • Identify at least three examples of positive workplace attitudes
    • Describe why punctuality and attendance matter to an employer
    • Demonstrate active listening by paraphrasing a simple instruction
    • Respond calmly and politely to constructive feedback from a supervisor
    • Show willingness to work with others by taking turns in a paired task
    • Recognise how personal appearance can influence first impressions at work
    • Identify at least four positive attitudes expected in the workplace, such as punctuality, reliability, and willingness to learn.
    • Demonstrate appropriate non-verbal communication, including eye contact, posture, and facial expressions, during a role-play activity.
    • Describe the importance of treating colleagues with respect and how this contributes to a positive work environment.
    • Show how to follow simple instructions accurately in a simulated work task.
    • Explain why maintaining personal hygiene and a tidy appearance matters in a professional setting.
    • Outline the potential consequences of negative behaviours (e.g., lateness, rudeness) on employment.
    • Identify key attitudes and behaviours expected by employers.
    • Describe how positive behaviour promotes teamwork.
    • Demonstrate confident body language and eye contact when communicating.
    • Practice appropriate responses to workplace feedback.
    • Identify key behaviours and attitudes that employers expect from employees.
    • Describe the importance of a positive attitude in the workplace.
    • Demonstrate confident body language in a team interaction.
    • Apply active listening skills when working with others.
    • Evaluate own demonstration of appropriate workplace behaviour.

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for correctly listing at least three employer-expected behaviours.
    • Require evidence of positive interaction, such as active listening and constructive feedback in role-play.
    • Assess demonstration of punctuality and reliability in simulated tasks.
    • Award credit for identifying at least two examples of expected workplace attitudes (e.g., arriving on time, following instructions).
    • Award credit for demonstrating confident body language during a role-play, such as standing straight and speaking clearly.
    • Recognize when the learner uses polite language and active listening when interacting with a peer in a simulated work task.
    • Award credit for accurately listing at least three employer expectations (e.g., punctuality, following instructions, wearing appropriate clothing).
    • Award credit for demonstrating positive body language (e.g., eye contact, smiling, upright posture) during a role-play observation.
    • Award credit for showing confident communication when contributing ideas or responding to feedback in a group task.
    • Award credit for providing a specific example of how they demonstrated a positive attitude (e.g., helping a colleague) in a placement or simulated setting.
    • Identify appropriate workplace behaviours like punctuality and dress code.
    • Demonstrate positive attitudes when working with others.
    • Communicate respectfully and effectively with colleagues and customers.
    • Show willingness to follow instructions and accept feedback.
    • Work cooperatively in a team environment.
    • Award credit for demonstrating consistent eye contact and open body language when interacting with others in simulated workplace tasks.
    • Recognise when the learner actively listens and responds appropriately to instructions or feedback from peers or assessors.
    • Evidence of the learner initiating polite greetings and using respectful language, such as 'please' and 'thank you', during group activities.
    • Award credit for accurately listing at least two employer-expected attitudes such as punctuality, reliability, or respect.
    • Award credit for demonstrating a positive attitude during a role-play with a colleague, e.g., smiling, using polite language.
    • Award credit for showing confident behaviour by initiating a simple conversation or asking a relevant question in a group task.
    • Award credit for correctly identifying at least two expected workplace behaviours (e.g., being on time, listening to instructions).
    • Award credit for demonstrating a positive attitude during role-play activities, such as using polite language or offering to help.
    • Award credit for showing confidence through clear communication and maintaining eye contact when interacting with others in a group task.
    • Award credit for clearly identifying at least three key workplace attitudes/behaviours, such as punctuality, cooperation, and reliability.
    • Award credit for providing simple, appropriate examples of how to demonstrate positive attitudes (e.g., smiling, offering help) and confident behaviours (e.g., asking questions, making eye contact).
    • Award credit for participating in role-play or simulated work tasks that show active listening, clear communication, and respectful interaction with others.
    • Award credit for correctly identifying at least three examples of positive workplace behaviours (e.g., arriving on time, listening without interrupting, wearing appropriate clothing).
    • Award credit for demonstrating a positive and confident attitude during a group activity, evidenced by maintaining eye contact, speaking clearly, and offering help to others.
    • Award credit for explaining why a specific behaviour is important, such as explaining that punctuality shows reliability.
    • Award credit for demonstrating punctuality, such as arriving on time for tasks and meeting deadlines.
    • Award credit for showing respectful communication, including listening to others without interrupting and using polite language.
    • Award credit for evidence of positive body language, such as making eye contact and smiling when appropriate.
    • Award credit for demonstrating cooperation, like sharing tasks and helping colleagues willingly.
    • Award credit for displaying confidence through clear, audible speech and active participation in group activities.
    • Award credit for accurately listing at least three positive workplace attitudes/behaviours expected by employers, such as honesty, adaptability, or professionalism.
    • In role-play or group tasks, assess that the learner consistently uses confident body language, maintains eye contact, and speaks clearly to demonstrate positive interaction.
    • Award credit when the learner provides specific examples of how they would handle feedback or criticism constructively in a workplace setting.
    • Award credit when the learner can list at least three key employer expectations (e.g., reliability, cooperation).
    • Observe and record evidence of the learner using confident body language and clear speech during role-play.
    • Assess the learner's ability to identify inappropriate behaviours in given workplace scenarios.
    • Check that the learner's reflective account demonstrates understanding of how their own behaviour affects others.
    • Expect the learner to provide examples of positive feedback they have given or received in a team setting.
    • Award credit for correctly listing two or more expected workplace behaviours (e.g., following rules, being polite).
    • Assess whether the learner makes eye contact and nods appropriately during role-play conversations.
    • Check that the learner completes a given task without argument or visible frustration when receiving feedback.
    • Observe if the learner volunteers to help a peer or shares resources during a group activity.
    • Award credit for listing at least three examples of positive workplace attitudes with brief explanations.
    • Look for demonstration of clear and polite verbal communication during a simulated conversation.
    • Evidence of active listening, such as nodding and paraphrasing instructions back to the speaker.
    • Observation of punctuality and preparedness in role-play scenarios (e.g., arriving on time, bringing required materials).
    • Recognition of the difference between assertiveness and aggression when expressing a viewpoint.
    • Award credit for listing at least two employer expectations such as punctuality and cooperation.
    • Assess demonstration of positive behaviour through role-play, rewarding clear verbal communication and non-verbal cues.
    • Recognise evidence of understanding why respecting others is important.
    • Award credit for accurate identification of at least three employer-expected behaviours.
    • Evidence of positive body language (e.g., eye contact, smiling, open posture) during a role-play.
    • Clear and audible communication when speaking with team members.
    • Demonstrating respect by taking turns and listening to others' ideas.
    • Recognising and self-correcting inappropriate behaviour during a task.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When demonstrating behaviours, be specific about actions like maintaining eye contact and speaking clearly.
    • 💡In written tasks, use workplace examples to illustrate understanding of appropriate attitudes.
    • 💡Practice role-plays to build natural, confident interactions before assessment.
    • 💡In assessments, always provide specific examples from workplace scenarios rather than general statements.
    • 💡Practice role-playing common workplace interactions to build natural demonstration of confident behavior.
    • 💡Use workplace-related vocabulary, such as 'colleague' and 'teamwork', to show understanding of context.
    • 💡In written tasks, use straightforward examples from real work placements or clearly imagined scenarios to show understanding of employer expectations.
    • 💡During practical assessments, remember to greet colleagues, listen actively without interrupting, and ask for clarification if unsure to demonstrate respectful communication.
    • 💡Practise maintaining eye contact and an upright posture in everyday conversations to build the confidence needed for workplace interactions.
    • 💡Role-play workplace scenarios to practise appropriate responses.
    • 💡Reflect on personal strengths and areas for improvement.
    • 💡Observe professional behaviour in real work settings.
    • 💡During role-play assessments, clearly show positive attitudes by encouraging quieter group members and acknowledging others' contributions.
    • 💡When providing written evidence, give concrete examples, such as describing a time you helped a colleague or remained calm under pressure, to illustrate your understanding.
    • 💡For the knowledge criterion, ensure you can name and describe specific attitudes, such as 'being reliable means coming to work on time every day.'
    • 💡When demonstrating behaviour, be mindful that assessors will observe both verbal and non-verbal communication; practice active listening and appropriate body language.
    • 💡Use the context of a simple workplace task (like tidying up or serving a customer) to naturally display positive and confident behaviour.
    • 💡When completing evidence portfolios, include witness statements from supervisors that specifically mention your punctuality and teamwork.
    • 💡During observed practical tasks, be proactive in communicating with peers and instructors to demonstrate engagement.
    • 💡Review the key behaviours list before assessment and practice them in low-pressure settings to build natural confidence.
    • 💡During role-play assessments, focus on showing respectful listening and a willingness to cooperate, as these are more important than getting every answer right.
    • 💡In written tasks, always link behaviours to specific workplace situations, e.g., explain why arriving on time matters for a team relying on you.
    • 💡Use the ‘STAR’ approach (Situation, Task, Action, Result) when reflecting on your own demonstrations – even simple everyday examples can gain marks if clearly described.
    • 💡During role-play assessments, maintain a calm tone and ask for clarification if unsure rather than guessing.
    • 💡Use specific workplace vocabulary, such as 'colleague' and 'supervisor', to demonstrate professional awareness.
    • 💡If providing written evidence, include concrete examples from personal experience or simulated tasks.
    • 💡In role-plays, clearly articulate what you are doing and why it shows positive behaviour, as evidence is often collected through observation and verbal explanation.
    • 💡Prepare examples for your portfolio that show a range of behaviours, such as dealing with a difficult situation calmly or supporting a team member.
    • 💡Practice with peers to receive feedback on your body language and tone, as these are key indicators of confidence and attitude.
    • 💡In observed assessments, practice active listening by nodding and paraphrasing others’ points to show engagement.
    • 💡When explaining expected attitudes, avoid generic answers; mention specific behaviours like ‘arriving early to prepare’ or ‘offering help without being asked’.
    • 💡Use real-life examples or scenarios in evidence to strengthen portfolio work, linking theory to practice.
    • 💡During assessments, explain how you would respond to a difficult colleague, showing empathy and professionalism.
    • 💡Use real-life examples where possible to illustrate your understanding of workplace behaviour.
    • 💡Prepare a list of dos and don'ts for professional conduct to demonstrate knowledge.
    • 💡In role-play, actively listen and respond appropriately to show you value others' input.
    • 💡Always support answers with concrete examples from role-plays, work experience, or case studies provided in class.
    • 💡Practise giving and receiving feedback with a peer before the assessment to build confidence and natural responses.
    • 💡Remember that demonstrating the behaviour is more powerful than just describing it; actively show the assessor what you've learned.
    • 💡Practise role-plays with a peer or support worker to build muscle memory for positive body language.
    • 💡Prepare a short personal statement or diary entry reflecting on times you have used good behaviours in group work.
    • 💡In oral questioning, use the STAR method (Situation, Task, Action, Result) to structure your examples.
    • 💡Remember that assessors are looking for consistency; show the same positive attitude across all activities.
    • 💡If unsure, ask clarifying questions in a polite manner – it demonstrates engagement and willingness to learn.
    • 💡During assessment, role-play scenarios should clearly show confident yet respectful communication.
    • 💡When demonstrating behaviour, maintain good eye contact and speak clearly to convey competence.
    • 💡Relate responses to real workplace contexts to show deeper understanding.
    • 💡In written tasks, use workplace scenarios to illustrate understanding, not just definitions.
    • 💡During observed practical assessments, practise maintaining a calm tone and open gestures.
    • 💡Record a self-assessment video to review and improve your body language before the actual assessment.
    • 💡Ask for feedback from peers or tutors after mock role-plays to refine your approach.
    • 💡When answering questions about your learning plan, be specific. Instead of saying 'I will study more,' say 'I will spend 20 minutes each evening reviewing my notes on fractions.' This shows you understand how to set SMART goals.
    • 💡Use examples from your own experience. If you are asked how you overcame a learning difficulty, describe a real situation (e.g., 'I found spelling hard, so I made flashcards and practised with a friend'). Examiners reward genuine, personal responses.
    • 💡Show that you can evaluate your methods. After describing a strategy, explain why it worked or how you would change it next time. This demonstrates higher-level thinking and reflection.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing confidence with being overly assertive or aggressive.
    • Assuming that negative attitudes are acceptable as long as tasks are completed.
    • Ignoring non-verbal communication cues during interactions.
    • Learners often confuse confidence with arrogance, overlooking the importance of listening to others.
    • Misunderstanding that 'positive attitude' means being cheerful all the time, rather than staying constructive and solution-focused.
    • Forgetting that non-verbal cues like avoiding eye contact can undermine perceived confidence.
    • Believing that being friendly is sufficient; overlooking the importance of following rules and completing tasks as instructed.
    • Not recognizing that negative body language (e.g., slouching, avoiding eye contact) can be perceived as unprofessional or disinterested by employers.
    • Assuming that confidence means being loud or dominant, rather than contributing clearly and listening respectfully.
    • Struggling to transfer classroom learning to real work environments, leading to inconsistency in demonstrating appropriate behaviour.
    • Confusing assertiveness with aggression.
    • Failing to maintain eye contact or appropriate body language.
    • Not understanding the importance of timekeeping.
    • Confusing assertiveness with aggression, leading to overly dominant behaviour that disregards others' input.
    • Assuming that positive attitude only means smiling and being cheerful, neglecting the importance of punctuality, reliability, and effort.
    • Confusing confidence with aggression, leading to dominating conversations rather than cooperative working.
    • Assuming that knowing the expected behaviours is sufficient without practising them in realistic scenarios.
    • Overlooking the importance of non-verbal cues like eye contact and body language, which are crucial for demonstrating confidence.
    • Believing that assertiveness means being aggressive rather than expressing needs respectfully.
    • Assuming that confidence means never making mistakes, leading to reluctance to try new tasks.
    • Overlooking the importance of non-verbal communication, such as body language, in conveying a positive attitude.
    • Confusing confidence with arrogance – believing that speaking loudly or dominating conversations demonstrates positive workplace behaviour.
    • Assuming that just completing tasks is sufficient, without recognising the importance of non-verbal cues like maintaining a positive facial expression or open body language.
    • Struggling to differentiate between personal and professional behaviour, e.g., using informal language or mobile phones during work time.
    • Misunderstanding that casual conversation topics used with friends might be inappropriate at work.
    • Assuming that being confident means being loud or dominant, rather than being clear and respectful.
    • Failing to recognize that non-verbal cues like posture and facial expressions are part of appropriate workplace behaviour.
    • Assuming that 'confidence' means being loud or overbearing rather than articulate and engaged.
    • Believing that employers only value technical skills, not soft skills like attitude and behaviour.
    • Thinking that it's acceptable to express negative emotions openly at work without considering impact on others.
    • Confusing confidence with arrogance, such as dominating group discussions rather than encouraging collaboration.
    • Overlooking non-verbal behaviours like posture, facial expressions, and active listening, which are crucial for demonstrating positive attitudes.
    • Assuming that all workplaces have identical expectations, leading to failure to adapt behaviours to different settings or roles.
    • Assuming that confidence means being the loudest or most dominant in a group.
    • Believing that punctuality is not important for entry-level roles.
    • Overlooking the need to adapt behaviour for different workplace contexts (e.g., formal meetings vs. breaks).
    • Confusing assertiveness with aggression when standing up for one's ideas.
    • Confusing workplace expectations with school rules, such as assuming casual language is always acceptable.
    • Overlooking the importance of body language, leading to slouching or avoiding eye contact during interactions.
    • Forgetting to use polite phrases like 'please' and 'thank you' when making requests or receiving help.
    • Struggling to maintain positive behaviour when faced with a task they dislike or find difficult.
    • Confusing confidence with arrogance or bossiness, especially when leading a group task.
    • Underestimating the importance of non-verbal cues, such as avoiding eye contact or slouching.
    • Struggling to differentiate between ‘knowing’ the right behaviour and actually ‘doing’ it under pressure.
    • Forgetting that respect includes listening to colleagues’ ideas, not just speaking politely.
    • Assuming that all workplaces have exactly the same rules, without adapting to specific contexts.
    • Confusing ‘confident’ with ‘arrogant’ – learners may overcompensate and appear disrespectful.
    • Assuming that positive behaviour means being overly enthusiastic rather than consistently cooperative.
    • Failing to maintain appropriate professional boundaries with colleagues.
    • Confusing assertiveness with aggression when trying to appear confident.
    • Believing that confidence means knowing all the answers rather than being willing to ask questions.
    • Overlooking non-verbal cues, such as slouching or avoiding eye contact, which can appear unprofessional.
    • Assuming that being friendly means oversharing personal information.
    • Misconception: 'I only have one learning style, so I should only study that way.' Correction: While you may have a preference, using a mix of styles (e.g., drawing diagrams and discussing ideas) can reinforce learning and help you understand topics more deeply.
    • Misconception: 'Setting goals is a waste of time; I just need to work hard.' Correction: Goals give you a clear direction and help you measure progress. Without them, you might waste effort on less important tasks or feel lost.
    • Misconception: 'Reflection is just looking back at what I did wrong.' Correction: Reflection is about celebrating successes too. Noticing what went well helps you repeat effective strategies, while identifying challenges helps you find solutions.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy skills: You should be able to read simple instructions and write short sentences to record your goals and reflections.
    • •Familiarity with simple planning: Knowing how to make a list or a basic timetable will help you get started with learning plans.
    • •Willingness to try new strategies: An open mind towards different ways of learning (e.g., using pictures, talking aloud, or hands-on activities) will make the unit more enjoyable and effective.

    Key Terminology

    Essential terms to know

    • Professional conduct
    • Workplace etiquette
    • Effective communication
    • Teamwork and collaboration
    • Confidence building
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Know what attitudes and behaviours will be expected from employees by employers., Be able to demonstrate positive and confident attitudes and behaviours when working with others
    • Professional conduct
    • Employer expectations
    • Positive workplace attitudes
    • Confident communication
    • Teamwork and respect
    • Workplace etiquette
    • Confident communication
    • Professionalism and reliability
    • Teamwork and cooperation
    • Self-awareness and presentation
    • Professional conduct and workplace expectations
    • Positive communication and active listening
    • Confidence building and self-presentation
    • Teamwork and cooperation with colleagues
    • Timekeeping and personal responsibility
    • Professional conduct
    • Positive communication
    • Confident interaction
    • Respect for others
    • Following workplace rules
    • Employer expectations of conduct
    • Positive attitude demonstration
    • Confident communication skills
    • Teamwork and collaboration
    • Professionalism and reliability
    • Self-presentation and body language

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