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. To obtain a list of the roles and responsibilities of business, teacher monitor, school, parents, and student, see the Work Study Guidelines for the Practical and Applied Arts included in the Practical and Applied Arts Handbook. If a student is planning to pursue an apprenticeship trade such as Welding, refer to the High School to Apprenticeship document and Appendix A in this guide.

Brainstorm a list. Then verify through experience. Ideas such as previous work experience, volunteer work, teamwork activities or extra curricular participation within the school, etc., should be identified.

Learning Objectives

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 when resolving conflicts. With the use of case studies, students may work in groups and role play to show how effective communication can be used to resolve conflict on the job.

The student will develop a resumé using the correct format. The resume may be used as an introduction to the employer at a work place site prior to an interview with the student.

Teachers are encouraged to work with other staff members to ensure resumé preparation is taught. Resumé writing is currently suggested in English Language Arts 20 and A30, Information Processing 10, 20, 30 and the Career and Work Exploration Curriculum Guidelines.

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

Through discussion in class or in groups, students may generate a list of guidelines for an interview. After the students formulate their list, 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 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 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 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 formulate a list in a group and role play the stages of the interview.

Learning Objectives

1. transportation
2. absence and tardiness
3. problems arising on the work site
4. teacher, student supervisor
5. evaluation criteria
6. expected hours of work.

Discuss with the student the issues in 37.5 prior to student placement.

Clarify various issues in the post interview with the students. This may be done by asking students to respond to the points listed below (an assignment or during an interview):

1. expected hours of work
2. dress code
3. job description
4. school expectations
5. employer expectations
6. role of monitor
7. goal definition.