Learning Objectives

Notes

26.1
To become aware of the expectations of each of the partners in the work study component. (PSVS)

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.

Refer to Guidelines for Work Study, a section of the Practical and Applied Arts Handbook for the expectations of business, student, teacher monitor and school.

26.2
To determine factors that would affect the student contribution in the workplace. (CCT)

The students may formulate a list of what they can bring to the workplace and how each may impact on their jobs.

• school subjects
• past experiences
• self-concept and personality
• needs, values and interests
• knowledge, skills and attitudes
• career goals and plan.

Ask students to do a self-assessment of skills using the influences in the above list as a guide. Students should identify strengths they can offer community partners. Try to incorporate the value of communication and teamwork in the discussion.

26.3
To foster an awareness of building good communication in the workplace. (COM)

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. With the use of case studies, divide the students into groups and have them role play to show how effective use of communication can resolve conflict on the job.

26.4
To develop a resumé that may be forwarded to a potential employer.

The student will develop a resumé using the correct format.

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 and update it as changes need to be made and references added.

26.5
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 should review lists and suggest items that need to be added.

Outline and describe the three stages of an interview.

• 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 typical questions that may be asked by employers, or students could make the list. Students may role play an interview.

26.6
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.

26.7
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.

26.8
To relate feedback from the work placement.

Students provide feedback about work placement including: placement location, type of business, duties, most rewarding experience, most difficult situation and how they handled it.

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 should be completed after each placement.

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

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 Practical and Applied Arts Handbook, the Saskatchewan Labour website and other recommended resources