19.1 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 (Draft 2000).

19.2 To determine factors that may 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.

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

Discuss verbal and non-verbal communication. List some ways in which negative and positive 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 effective communication may be used to resolve conflict on the job.

19.4 To develop a resumé that may be forwarded to a potential employer.

The student will develop a resumé using the correct format. (IL)

The resumé may be used to introduce the student to the employer of a workplace site prior to an interview. Teachers are encouraged to work with other staff members to ensure resumé preparation is taught. Resumé writing is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Career and Work Exploration 20.

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

19.5 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 the 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 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 may 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.

19.6 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 above as points for discussion.

19.7 To develop a procedural guide for the work site.

Discuss the following work site items with students.

• transportation
• hours of work
• absence and tardiness
• procedures for conflict resolution
• role of the student, teacher, and work place supervisor
• dress code
• job description
• school and employer expectations

19.8 To relate feedback from the work placement.

Students provide feedback about 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 (http://www.readyforwork.sk.ca), and other recommended resources.