Learning Objectives

Notes

27.1
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 (2002) for the expectations of business, student, teacher monitor, and school. 

27.2
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 item may impact on potential jobs. Items could be included such as:
· 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.

27.3
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 role play to show how effective use of communication can resolve conflict on the job.

27.4
To develop a resumé that may be forwarded to a potential employer.

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

The résumé 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 résumé preparation is taught. Résumé writing is suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30, and Career and Work Exploration 10, 20, A30, B30.

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

27.5
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 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 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.

27.6
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.

27.7
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.

27.8
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 10, 20, A30, B30 Curriculum Guide, the Practical and Applied Arts Handbook, the Saskatchewan Labour website (http://www.readyforwork.sk.ca), and other recommended resources.