1. To be aware of the expectations of each of the partners in the work study component.

In order to establish a successful working relationship with all of the partners involved in the workplace, it is important to define the expectations of each partner. For a list of roles and responsibilities of the business, personnel, manager, teacher monitor, school, parent, and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook.

2. To determine factors that would affect student contribution in the workplace. (CCT)

Brainstorm a list, then verify it through experience. The list may include previous work experience, volunteer work, teamwork activities, and extra-curricular participation within the school.

3. To build good communication skills for the workplace. (COM, PSVS)

Discuss verbal and non-verbal communication. List some ways in which negative non-verbal communication may be displayed. Encourage students to role play ways of demonstrating effective techniques of verbal communication on the job when: giving or receiving instructions and resolving conflict. Use case studies, and divide the students into groups to role play how the effective use of communication may be used to resolve conflict on the job.

4. To develop a résumé that may be forwarded to a potential employer. (CCT, COM)

The student will develop a résumé using the correct format. The résumé may be used to introduce the student to the employer of a work place site prior to an interview.

The résumé: Teachers are encouraged to work with other staff members to ensure résumé preparation is covered. See the English Language Arts 20 and A30, Information Processing 10, 20, 30, and Work Experience 20 curricula.

Students should save the résumé on a computer disk and update it during the course as changes are made and references added.

5. To determine student guidelines in preparation for an interview. (COM)

Through class or small group discussions, students may list guidelines for an interview. The instructor may add missing items to the list.

Outline and describe the three stages of an interview. Point out to the students at what stage of the interview each of their guidelines previously discussed will be used.

The greeting involves an introduction between the student and employer. Discuss or demonstrate how this should be done.

The exchange is the longest part of the interview where the employer asks a series of questions and engages in a dialogue with the student about information on the résumé and other matters relating to the job.

The parting provides closure to the interview and may be just as important as the greeting. Explain how this can be done.

Provide the students with a list of questions frequently asked by employers or ask students to make a list. Students may role play the stages of the interview.

6. To develop procedural guidelines for the work study experience:

1. Transportation
2. Absence and tardiness
3. Problems on the work site
4. Teacher-student-supervisor relationships
5. Evaluation criteria
6. Expected hours of work.

Discuss with the student the issues in 14.5 prior to student placement.

Clarify the following in your post interview with the students. This may be done by asking students to respond to the points listed below (an assignment or during an interview):

1. expected hours of work
2. dress code
3. job description
4. school expectations
5. employer expectations
6. role of monitor
7. goal definition

Using case studies, have students role play problems that arise in a workplace setting. Discuss possible solutions.

Note: look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Work Experience Education Guidelines and the Saskatchewan Labour website, and other recommended resources.