In order to establish a successful working relationship with all 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.

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.

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.

Emphasize the Employability Skills Profile (from the Conference Board of Canada) and compare the Employability Skills to the Common Essential Learnings of Saskatchewan's curriculum. Make the direct link between skill development in this course and the needs of employers. Development of skills and documentation of the skills leads to employment using those skills.

The student will develop a résumé 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 résumé preparation is taught. Résumé writing is covered in English Language Arts 20 and A30, Information Processing 10, 20, 30 and Career and Work Exploration 10, 20, A30, B30 curriculum guides.

Students should save their résumé and update it as changes need to be made and as references are added. Skills that have been developed can also be added to the updated résumé.

Students should develop their résumés and update them during the course, as work placement references are accumulated. A discussion with students about the benefits of a portfolio of sample work is appropriate at this time.

A personal website that highlights the student's skills and training might be created and referred to in the résumé.

If students have already completed a résumé and cover letter in another course, the teacher may do a review and encourage students to update their information. Each student should submit a résumé for teacher approval prior to going to an interview or directly to the workplace.

Through a classroom discussion or in groups, students should compile a guide for job interviews. After the students formulate their guide, the teacher may prompt them for missing items.

Outline and describe the three stages of an interview. Point out to students at which 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. A student's portfolio may be examined by the employer as part of the exchange.

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.

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.

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 workplace supervisor
• dress code
• job description
• school and employer expectations.

Students provide feedback about work placement including: 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 must 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 including WHMIS. Use the Career and Work Exploration Curriculum Guide, the Practical and Applied Arts Handbook, and other resources recommended in the accompanying bibliography.