CHAPTER 7: HUMAN RIGHTS, INCLUSIVITY AND ENVIRONMENTAL ISSUES

Introduction The unit in this chapter wi l l deal wi th assessing a business venture against criteria to measure human rights, inclusivity and environmental issues.

Planning Unit TG

Pages LB Pages Week Hours Resources needed

Unit 1: Assess a business venture against criteria to measure human rights, inclusivity, and environmental issues

56 153-164

• . - • ^ ' . ' v ^ . - j - v - j .

2 • Learner's Book • Learner's notebook • Paper • Wall chart " . • : -

Exam Practice 58 166 2 4 • Learner's Book • Learner's notebook

Unit 1: Assess a business venture against criteria to measure human rights, inclusivity, and environmental issues Teaching guidelines Time allocation: Week 2 (2 hours) Revise what the learners learnt in Grades 10 and 11 with regard to human rights, inclusivity and environmental issues. This can be done by dividing the learners into groups of three or four to discuss and brainstorm. Allow time for feedback and discussion.

Activity 1: Collect and analyse Information on diversity

LB page 158

Resources Learner s Book, learner's notebook ^ ^

Teaching guidelines Before the lesson, learners should be encouraged to summarise the section in the Learner's Book which deals wi th Diversity in Business and bring their summary to school. You should facilitate either a general discussion on diversity in business or let the learners discuss in small groups, after which a general discussion could take place. Learners are to complete Act ivi ty 1 in their notebooks. Answers Information would be obtained from: Observation of the workplace: interpersonal relationships; communication; demographics o f

the workforce; information on aspects of labour legislation on display; dress codes; food being served in canteen or made available elsewhere. Interviews with management: hiring strategy used; any workplace forums; prejudices of the managers; diversity training courses. ' ' . Interviews with the workers: same as for management; freedom of workers to speak out without fear; effective mentoring programmes in place; ways in which workers learn about how the company works; are their opinions taken seriously. Documentation: hiring policy; minutes of meetings between managers and workers; allocation of jobs. (8)

Activity 2: Apply the health and safety laws

LB page 160 Resources Learner's Book, paper

Teaching guidelines Ensure that the learners are able to identify why health and safety in the workplace are of utmost importance and also the roles and responsibilities of employers and employees. Divide the learners into pairs to discuss and complete Activi ty 2. Al low time for feedback and discussion.

Answers 1 . There should be three health and safety

representatives (one per every 50 employees, plus another one for the 30 'part thereof). (4)

56 Term 2

2. At least one health and safety committee (two or more heath and safety representatives) All health and safety representatives must be members of the committee. Meet to discuss health and safety issues; make recommendations to employer; discuss any incidents which led to injury, illness or death o f a worker. Keep records of recommendations/reports the committee makes. (6)

Activity 3: Define and identify ~ discrimination

LB page 162

Resources Learner's Book, learner's notebook

Teaching guidelines Request the learners to read through the section in the Learner's Book under the heading 'Issues o f equality, respect and dignity' before dealing wi th Acitivity 3. Allow the learners sufficient time to complete Activity 3 in their notebooks. Once they have completed the activity, divide the learners into groups of three or four to compare and discuss their answers. .. , , , fr^VY

Answers 1. Inequality refers to the unequal distribution

of income and assets (or possessions) between different individuals and groups in a country.

Learners need to provide one practical example. (4)

2. 2.1 Harassment 2.2 Indirect discrimination 2.3 Victimisation 2.4 Direct discrimination & : f • " 2.5 Harassment (10)

IPffBfiRI Conduct an interview LB page 163

Resources Learner's Book, learner's notebook, wall chart ' '

Teaching guidelines Read through the instructions o f Act ivi ty 4 wi th the learners. Discuss the purpose of an interview. Divide the learners into groups o f three or four to discuss how one should and shouldn't conduct an interview. Learners are to complete Act ivi ty 4 in their notebooks as homework. Display the key words found in the Learner's Book on a wall chart in the classroom. Answers Interview to be in context. Learner should carry out a confident interview following the correct process and procedures. The objective o f the interview should be achieved. (12)

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Chapter 7 Unit 1 57

CHAPTER 7 LB page 166

Section A Question 1 1.1 B 1.2 D 1.3 C

Question 2 2.1 D 2.2 B 2.3 A 2.4 C

Question 3 3.1 diversity 3.2 inclusivity 3.3 association

( 3 x 2 = 6)

( 4 x 2 = 8)

( 3 x 2 = 6) [20]

Section B Question 4 .{lo; t,:^-4r^n--^ u-:M<y-

Learners should say that they do agree wi th the ?«; statement. Possible reasons : Direct discrimination: phrasing o f advertisements; people who do not seem to 'fi t in ' ; excluded from workforce due to sexual orientation, religious persuasion etc. Indirect discrimination: j ob allocations to certain ethnic groups and not others; women only given certain jobs while men take others. Harassment: false statements; derogatory remarks; sexual innuendos; physical abuse. Victimisation: making life difficult for a person who complains or supports another victim; ignoring someone.

Mark allocation • 4 x 2 = 8 for correct headings

4 X 3 = 12 for content in each heading [20]

Question 5 5.1 Yes, provided it is discussed wi th workers

and agreement is reached on the reasons for the programme, and issues such as non­discrimination, confidentiality, etc. are explained. (4)

5.2 No. Dismissal would constitute discrimination in terms o f health. Employer should offer monitoring, health care, counselling and support etc. (2)

5.3 Answers may vary but could include: give them less strenuous positions wi th in the company; allow them to apply for other positions in the company that would not impact on their health.

(10) 5.4 Medical testing not allowed in normal

circumstances; only for specific jobs where it could be a life or death matter (e.g. airline pi lot) . (4)

a [20]

Section C Questions , Example introduction Human rights impact on many aspects o f businesses, including whom they employ, how they treat employees, how they handle trade union members and strikes, and how they impact on the environment.

One o f the fundamental human rights contained in the Bi l l o f Rights (paragraph 24) is the protection o f human health from the harmful effects o f an unhealthy environment.

The Labour Relations Act (No. 66 of 1995) specifically addresses the economic rights of the individual through the labour rights contained in Section 23. (Any other relevant introduction related to human rights in the workplace.) (any 3 x 1 = 3 )

Body of essay The learner's report should include each o f these issues explaining what each o f these rights mean and the implications o f each right. Learners should provide their own examples.

Equality: / / Fair employment practice, / / p r o t e c t i o n from discrimination / / Human dignity: / / Respect for individualism, • / culture, / / beliefs • / Slavery: / / Basic Conditions of Employment Ac t adhered to / / Privacy: / / Privacy o f correspondence and communication / / Religion and culture: / / Respect for beliefs, / / opportunities for appropriate religious observance, / / dress codes, / / food Expression: / / Receive/give information and ideas / •

58 Term 2

• Assembly: / / Peaceful, unarmed assembly, demonstration, picket, protest / /

• Labour relations: Fair labour practice, / / Trade Unions, / / employers' organisations, / / collective bargaining

• Environment: / / Safe working environment, / / suitable working conditions, • / prevention of pollution, / / sustainable use o f natural resources / /

• Children: / / N o child labour under 15, / / appropriate work, / / no risk to education and general development / /

• Education: / / Workplace skills training, / / ABET / /

• Access to information: / / Labour legislation, / / workplace rules, / / warning o f dangerous substances / /

• Just administrative action: / / Correct action under law, / / reasonable and correct procedures, / / written advice on admin actions, / / e.g. dismissal • /

• Access to the courts: / / C C M A , / / Labour Court, / / Labour Appeal Court for dispute resolution / /

Example conclusion There are many human rights that impact on the daily operations and management o f businesses. These rights cannot be ignored and need to be addressed according to the relevant legal -frameworks.

Businesses should ensure that they respect | the rights of employees and honour inclusivity, j environmental issues and human rights. _ . (Any other relevant conclusion related to Act . )

(any 1 x 2 = 2) (Content maximum 32 marks)

Essay marking grid Maximum Marks

CONTENTS Introduction 3 x 1 = 3

Maximum marks 32

Body Maximum marks 32

Conclusion 1 x 2 = 2

Maximum marks 32

Contents (Total) 32 INSIGHT Layout (L) 2 Analysis (A) 2 Synthesis (S) 2 Originality (O) 2 LASO (Total) 8 TOTAL 40

Additional guidelines for using L A S O when marking essay questions • For each component o f LASO (layout, I

analysis, synthesis and originality), where all , requirements are met, allocate a maximum o f . 2 marks.

• Where some requirements are met, allocate ' 1 mark. Where requirements are not met at al l , allocate 0 marks.

• Marks should be awarded where a component o f L A S O is relevant in more than one subtopic.

TOTAL M A R K S : 100

Exam Practice Memorandum 59