Learning Objectives

Notes

29.1 To create an awareness 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.

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

The students may list what they can bring to the workplace and how each may impact on their job:

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

Ask students to do a self-assessment of skills using the items in the above list as a guide. They are to explain how these attributes and experiences would be valuable to the food service industry. Try to incorporate the value of communication and teamwork in the discussion.

29.4 To develop a résumé and cover letter that can be forwarded to a potential employer. (CCT, COM)

The student will develop a résumé and cover letter using the correct format. The résumé and cover letter may be used as an introduction of the student to the employer in a workplace site prior to an interview with the student.

The résumé: It is suggested that teachers work with other staff members to ensure résumé and cover letter preparation is taught. The résumé and cover letter is currently included in English Language Arts 20 and 30A, Information Processing, and Work Experience Education 20 courses.

Students should develop the résumé on a computer disk and update the résumé during the course, as references are accumulated.

If students have already completed the résumé and cover letter in another course, the teacher may do a review and encourage students to update their résumés. Students shall submit résumés for teacher approval prior to going to the workplace.

Learning Objectives

Notes

29.5 To determine student guidelines in preparation for an interview.

Using class or 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 in what stage 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 where the employer asks a series of questions and engages in a conversation with the student about information on the résumé and other matters relating to the job placement.

The parting brings the interview to a close. It can 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 list and role play the stages of the interview.

29.6 To discuss the post interview. (COM, PSVS, IL, CCT)

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.

If more than one placement has been made in the course, follow-up activities must be completed after each placement.

29.7 To develop procedural guidelines for the worksite. (COM)

Discuss the following prior to placement:

• transportation
• absence and tardiness
• problems arising on the worksite
• teacher-student-supervisor relationships
• evaluation criteria
• expected hours of work.

To analyze feedback from the work placement. (CCT)

Discuss with the students how the above issues were handled during placement.

Ask students to respond to the points listed below (in an assignment or in a verbal interview):

• expected hours of work
• dress code
• job description
• school expectations
• employer expectations
• role of the supervisor
• goal definition.

Students’ feedback about work placement should include: where they were placed, type of business, duties, most rewarding experience, most difficult situation, and how it was handled. It is recommended that each student send a thank you note or card to the employer upon the completion of each work placement.

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

29.9 To relate feedback from the work placement. (CCT)

Students provide feedback about work placement including: where they were placed, type of business, duties, most rewarding experience, most difficult situation and how you 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.