Table Of Content

utm fflgte-; CURRICULUM LB 1029 ce A33 1992 gr .10-12 CURR HIST CX E=E9 LIBRIS UNIVERSITATIS ALBERT/ENSIS WORK EXPERIENCE EDUCATION PROGRAM RATIONALE AND PHILOSOPHY A. Through the maze of statistics, claims, determine what employers will expect of counterclaims and accusations that characterize prospective employees, and can actively work to current discussions of educational matters, meet these expectations. Contact with role certain facts are emerging as important and models in the work setting will provide accurate incontrovertible: too many students are information as to the training and pre-training dropping out, too many students lack any clear requirements of the occupation, the majority of direction of where they are going after school, whichstill do not involve university preparation. there is a mismatch between what many Finally, successful businesses will have up-to- students study in schools and the work force date technology and will employ recently trained requirements they face after graduation, there is people, so that students will be exposed to a an emphasis on university-like preparation for currencythatschoolscannotmaintain. many students who will not attend university, and schools and teachers are unable to keep pace In order for the student to gain from the full with changes in technology, procedures and potential of work experience, there is a distinct human resource requirements of industry and set of knowledge, skills and attitudes which is commerce. prerequisite. Career planning will help the student to know and understand his/her values, While far from being an answer to all of these interests, skills and aspirations. Researching issue, Work Experience Education does address occupations which reflect this self-knowledge each of them. One of the prime causes of will allow the student to make informed choices, dropping out, according to a study contracted by and help to ensure that the exploration which Statistics Canada, is the perception by students occurs during the actual job placement will be of school as irrelevant. Work Experience can relevant to the goals the student establishes as establish the connection which will allow the his/her career plan evolves. Job search and student to see the relevance, or to seek more acquisition skills will be developed, and the relevant courses. Commitment by an individual student will discover that understanding is greatly enhanced ifhe/she isworkingtoward a employer expectations, making the application specific goal. By participating in the career form work for him/her, writing a targeted planning aspect ofWork Experience Education, resume and developing superior interview skills students can set realistic and worthwhile career will have life-long value. The student will also goals, which in turn will increase their recognize and develop skills which will increase motivation to succeed in those courses which are the chances of advancement within the chosen essential to achieve that goal. By participation career field. in a real employment setting students can Work Experience Education (Senior High) (92 02 20 Draft) Work Experience Education has the potential to create the most meaningful educational partnerships, in which students, schools and business, all of whom share common concerns, work togethertowardcommongoals. UNIVERSITY LIBRARY UNIVERSITY OF ALBERTA Work Experience Education(Senior High) (92 02 20 Draft) GENERAL LEARNER EXPECTATIONS B. Studentswill: develop an awareness ofthe career planning process develop an awareness of job market and societal trends and relate them to their personal careerplanning be able to explore a career-relatedoccupation indepth develop an understanding of employers' expectations towards job maintenance and career advancement develop an understanding of the job search andacquisition process have the opportunity to experience a formal job applicationprocess experience the employer/employee relationship in a work setting develop an understanding ofacceptable work habits andpositive attitudes Work Experience Education (Senior High) (92 02 20 Draft) STATEMENT OF CONTENT C. The Work Experience Education curriculum is divided into two modules. Module One: Career Planning and Job Search andAcquisition ModuleTwo: Job Maintenance and Advancement In the pre-placement stage the initial focus will be individualizing the career planning process to meet the student's perceived needs beyond high school. Once the student's chosen occupation or job has been identified, the job search and acquisition skills will be targeted to meet the expectations of the desired employer. As practical experience in the job acquisition process, the work station supervisor will be expected to provide an opportunity for the student to experience the employer's hiring process. The focus of the work site experience will be to provide a learning environment to meetthe student's objectives ofexploring specific occupations for career decisions, occupation investigations as required by some post- secondary institutions and/or to acquire credible experience in pursuit of employment. Consolidation sessions will be scheduled within the experience to discuss and review job maintenance and advancement skills. Upon completion ofrequired hours, a summary session will be scheduled individually to evaluate the experience by providing feedback on the work station environment as well as the work experience course. Work Experience Education (Senior High) ^92 02 20 Draft) PART D: CONGRUENCY WITH SPECIFIC AREA OF STUDY/STRAND Name of Resource: Area of Study/Strand: WORK EXPERIENCE EDUCATION (Draft) In this resource, support for the learner expectations outlined is as follows: LEARNEREXPECTATIONS RESOURCECORRELATION GENERAL LEARNEREXPECTATIONS Studentswill: • developanawarenessofthecareerplanningprocess • develop an awarenessofjob market and societal trends andrelatethemtotheirpersonalcareerplanning • beabletoexplore acareer-relatedoccupationindepth • develop an understanding of employers' expectations towardsjobmaintenanceandcareeradvancement • develop an understanding of the job search and acquisitionprocess • have the opportunity to experience a formal job applicationprocess • experience the employer/employee relationship in a worksetting • develop an understanding of acceptable work habits andpositiveattitudes. CB: 9202 20 Draft Digitized by the Internet Archive in 2012 with funding from University of Alberta Libraries http://archive.org/details/workexperienceed92albe - LEARNEREXPECTATIONS RESOURCECORRELATION Module: CareerPlanningandJob Search Acquisition ModuleLearnerExpectations Thestudentwill: • understand the purpose and the nature of the career planningprocess • use a variety ofself-assessment procedures and relate theresultstopersonalcareerplanning • research occupations which are pertinent to his/her owncareerplanning • devise a personalcareerplanwhichencompasses short andlong-termgoalsandstrategies • recognize the hierarchy of effective job search procedures • developskillsnecessaryforsuccessfuljobapplications • have the opportunity to experience an employer's hiringprocess. Module: Job MaintenanceandAdvancement Module LearnerExpectations Thestudentwill: • research and identify employer expectations which are generic,occupationspecificandjobspecific • recognizethoseemployerexpectationswhichensurejob maintenance and those which increase the changes of careeradvancement • develop the skills and attitudes necessary to meet employer's work values, to maintain employment, and todemonstratepotentialforadvancement • recognize the value of further training and lifelong learningtostay currentinthejobmarket. CB: 9202 20 Draft LB 1029 CG A33 1992 GR-10-12 » WORK EXPERIENCE EDUCATION /DRAFT -- NL 40176079 CURR HIST 000039675509*