Clothing, Textiles and Fashion: Work Study Preparation

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Module 15: Work Study Preparation and Follow-up Activities (Optional)

Suggested time: 5 - 8 hours
Prerequisite: None

Level: Advanced

Foundational Objectives

To develop workplace skills that may lead to successful employment.
To recognize how the work skills developed in the classroom will be used to meet workplace expectations.

Common Essential Learnings Foundational Objectives

To be aware of the role partnerships play in a work study situation. (COM)
To use a wide range of language experiences: listening, speaking, writing, and reading that are required in the workplace. (COM)
To gain an understanding of personal and moral issues in the workplace. (PSVS)

Note: Other CELs may be emphasized.

Learning Objectives

Notes

15.1 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.

15.2 To determine factors that would affect student contribution in the workplace. (CCT) Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities, and extra curricular participation within the school.

15.3 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 resolve conflict on the job.

15.4 To develop a resumé that may be forwarded to a potential employer. (CCT, COM) The student will develop a resumé using the correct format. The resume may be used to introduce the student to the employer of a workplace site prior to an interview. Place the resumé in a portfolio.

The resumé: Teachers are encouraged to work with other staff members to ensure resumé preparation is covered. Resumé work is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Career and Work Exploration curricula.

Students should save the resumé on a computer disk and update it during the course, as changes need to be made and references added.

15.5 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 previously discussed guidelines 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 resumé 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.

15.6 To discuss the post interview. After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages as points for discussion.

15.7 To develop a procedural guide for the work site. Discuss with the student any issues identified in Objective 15.5, prior to student placement.

Discuss the following worksite items with students.

transportation
hours of work
absence and tardiness
procedures for conflict resolution
role of the student, teacher, and workplace supervisor
dress code
job description
school and employer expectations
Using concrete examples, have students solve problems related to the worksite items above.

Situations may be role played.

15.8 To relate feedback from the work placement. Students provide feedback about the work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it.

Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement.

Ensure that students understand these guidelines by asking students to describe each of these items.

Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Career and Work Exploration Curriculum Guide, the PAA Handbook,the Saskatchewan Labour website, and other recommended resources.

Learning Objectives	Notes
15.1 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.
15.2 To determine factors that would affect student contribution in the workplace. (CCT)	Brainstorm a list, then verify through experience. The list may include previous work experience, volunteer work, teamwork activities, and extra curricular participation within the school.
15.3 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 resolve conflict on the job.
15.4 To develop a resumé that may be forwarded to a potential employer. (CCT, COM)	The student will develop a resumé using the correct format. The resume may be used to introduce the student to the employer of a workplace site prior to an interview. Place the resumé in a portfolio. The resumé: Teachers are encouraged to work with other staff members to ensure resumé preparation is covered. Resumé work is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Career and Work Exploration curricula. Students should save the resumé on a computer disk and update it during the course, as changes need to be made and references added.
15.5 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 previously discussed guidelines 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 resumé 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.
15.6 To discuss the post interview.	After the student has completed the interview with the employer, do a follow-up activity. Review the interview with the student using the three stages as points for discussion.
15.7 To develop a procedural guide for the work site.	Discuss with the student any issues identified in Objective 15.5, prior to student placement. Discuss the following worksite items with students. transportation hours of work absence and tardiness procedures for conflict resolution role of the student, teacher, and workplace supervisor dress code job description school and employer expectations Using concrete examples, have students solve problems related to the worksite items above. Situations may be role played.
15.8 To relate feedback from the work placement.	Students provide feedback about the work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how they handled it. Note: It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement. If more than one placement has been made in the course, follow-up activities must be completed after each placement. Ensure that students understand these guidelines by asking students to describe each of these items. Note: Look for opportunities to introduce and reinforce ideas about Labour Standards, Occupational Health and Safety, and WHMIS. Use the Career and Work Exploration Curriculum Guide, the PAA Handbook,the Saskatchewan Labour website, and other recommended resources.