That's A Mad Job

PROJECT 1 TRADE EXPERIENCE

Student Name Group Teacher

EDITION 3

PROJECT 1 ACKNOWLEDGEMENTS o o o o

Ms Jo van Son – Associate Director of Youth, Victoria University Mr Mark Natoli – Assistant Principal – Harvester Technical College Ms Kaye Widdowson – Digital Literacy – Portfolio of Youth, Victoria University Hilda Quiroga – Communications and Copy Writer - Victoria University

LEARNING RESOURCE

The activities in Project 1 That’s a Mad Job Learning Resource provide a supportive curriculum for work-based skill development to augment practical trade experiences and develop young peoples’ skills, knowledge and understanding about apprenticeships and work.

Project 1 aims to: • Prepare young people for apprenticeships and enhance their capacity to successfully complete trade qualifications.

• Provide young people with ‘know how’ (information, knowledge, learning and skills) to overcome problems and difficulties that may arise in apprenticeships, on job sites, and with employers.

• Promote sound decision making and appropriate career choices.

A supportive curriculum aims to: • Highlight effective work habits, attitudes and values • Inspire young people to qualify, progress, excel - and go on to earn a wage which supports a life unburdened by poverty & unemployment.

• Close the skills gap “between what employers are saying they need and what individuals actually bring to the table”.1 Skills Development Summary is available on pages 8 & 9.

Reference:1. “30 Ways to Shine as a New Employee”, Denise Bissonnette, www.miltwright.com

DISCLAIMER All the information contained in this 3rd edition of the Project 1 Learning Resource was, to the best of knowledge, correct at the time of printing. All sources of information, to the best of knowledge, are acknowledged. No responsibility can be taken for any inaccuracies or errors.

This 3rd edition (Project 1 Learning Resource) was written for the Trade Experience pilot program (mid-year 2012) at Victoria University. It may be adapted for 2013 Chisholm and Kangan Institutes Trade Experience pilot programs.

Reproduction of any part of this 3rd edition by individuals or organisations outside of Victoria University, Chisholm and Kangan Institutes is not permitted.

Edition No.3, Developed by Victoria University, Melbourne, Australia.

Copyright © State of Victoria. 2012 Trade Experience pilot program Project concept and curriculum developed by Carole Demirdjian, Victoria University - Curriculum Writer and Careers Specialist

Design and desktop - Michelle Giblett, Little Grandé Design. www.littlegrande.com.au Printed by Victoria University Print Services

TRADE EXPERIENCE 3

CONTENTS Units of study / Assessment summary / Teacher information

5

Project planner – Semester 1

6-7

Skills Summary – Project 1

8-9

Activity 1 - Skills Checklist

12-14

Activity 2 - What I do in my spare time

15

Activity 3 - Attitude checklist

16

Activity 4 - Employability skills

17

Activity 5 – Hey mate – General knowledge

18

Activity 6 – Goal setting

19

Activity 7 – Network mapping

20

Activity 8 – Introduction to www.myfuture

21

Activity 9, 10, 11 – Employers list, Profile, Resume

22

Personal Profile Example

23

Resume Example

24-25

Activity 12-14 – Understanding and managing stress

28-30

Activity 15-19 – Effective communication + difficult conversations

31-35

Activity 20 – Anger, other emotions, stress responses

36

Activity 21 – Anger management – personal improvement

37

Activity 22 – Keep your head on: Problems & responses

38

Activity 23-24 – Problem solving

39-40

Activity 25 – Workplace stress

41

Activity 26 – Performance at work

42

Activity 27-31 - Time management, fatigue, work life balance

43-44

Activity 32 - Employment

46

Activity 33 - Pay Slip

47

Activity 34 – Tax and deductions

48

Activity 35 – World of Work Quiz

49-50

Activity 36 - Awards

51-52

Activity 37-39 – Apprenticeships and the Apprenticeship system

53-59

Activity 40 – Workplace survival skills Activity 41 – Get to know yourself; Activity 42 Get to know work

62 63-64

Activity 43 – Career direction

65

Activity 44 – Choosing a pre apprenticeship

66

Activity 45 – Investigative interviewing

67

Activity 46 – Finding a work placement

68

Activity 47 – Effective telephone skills

69

Activity 48-49 - Job Interview skills

70-71

Activity 50 – Job search

72

Appendix A – Planning, Writing, Editing

73

Appendix B – Word Bank

74

Appendix C – Helpful sentence starters

75

Appendix D – Assessment and Assessment Rubrics

77-86

Appendix E – Assessment Matrix & Appendix F Assessment Tool

87-91

PROJECT 1

UNITS OF STUDY BSBWOR201A

Manage personal stress in the workplace

40 hours

LIT021 Literacy Writing

LO1 writing for self expression

12.5 hours

LIT021 Literacy Reading

LO5 reading for self expression

12.5 hours

PDS021 Personal Development Skills Unit 1

LO5 Utilize interpersonal skills to communicate ideas and information

20 hours

ASSESSMENT SUMMARY See Appendix D - Assessment details and Appendix E Assessment matrix Assessment 1

Career Folio

Assessment 2

Story – stress and resilience.

Assessment 3

Power point – Understanding and managing stress

Assessment 4

Expert groups - Apprenticeship system

Assessment 5

Workplace survival – the Do’s and Don’ts

TEACHER INFORMATION This Learning Resource contains 50 activities and 5 assessments for the completion of Vocational Education and Training (VET) and Victorian Certificate of Applied Learning (VCAL) - Units of Study assessed in Project 1 That’s a mad job. The Resource has four sections: Section 1: Career Ready. Section 2: Self Management. Section 3: World of Work.

Section 4: Planning my future.

The Learning Resource provides materials for teachers to develop lesson plans.

There is a Skills Summary on pages 8 & 9 which shows how the 50 Activities link to 8 key learning areas widely viewed as critical to job retention, job satisfaction and on-going career development.

Teachers may introduce further activities, add, or reduce the number of assessments to ensure that all elements are covered, and that students have the opportunity, when required, to demonstrate their competence on more than one occasion and, wherever possible, in different contexts. Teaching staff may also choose to work with each other to introduce assessments and projects which cross project areas.

In Trade Experience, students study VET and VCAL by developing or implementing a project.

A project is defined as the design, or production, of a ‘product’ such as a furniture item, a booklet, a flyer, a video, or establishing and maintaining a system, such as an electrical or plumbing system, maintaining a vehicle, or the delivery of a multi-dimensional project which may involve external partners – examples include running a business, an event, or running a canteen or a food van.

TRADE EXPERIENCE 5

SECTION 1 List of employers (ASSESS. 1)

Content Session 3 x 50

SECTION 1 My network for trade work (ASSESS. 1)

SECTION 1 Personal profile to secure a work placement.

(ASSESS. 1)

Content Session 3 x 50

Lists of employers (ASSESS. 1)

SECTION 1 Career Exploration www.myfuture.edu (ASSESS. 1)

Content Session 2 x 50

Content Session 2 x 50

Set up Microsoft Word table to record employer’s list.

Vocational Indicator ACER Literacy Numeracy Abstract reasoning Mechanical reasoning

Content Session 1 x 50

Week 2

SECTION 1 Skills checklist (ASSESS. 1) Activity checklist (ASSESS. 1) SECTION 1 Attitude checklist Employability Hey Mate Goal setting

Introduction

Content Session 1 x 50

Week 1

PROJECT PLANNER - TOPICS

PROJECT 1

Content Session 3 x 50 SECTION 2 Effective Communication –assertive responses (ASSESS. 3)

SECTION 2 Stress & resilience Storytelling (ASSESS. 2)

SECTION 2 Tips for managing stress (ASSESS. 3)

Content Session 3 x 50

SECTION 2 Understanding / managing stress - research (ASSESS 2 & ASSESS 3)

Content Session 2 x 50

SECTION 2 Stress & resilience Storytelling (ASSESS. 2)

SECTION 1 Resume to apply for a job.

(ASSESS. 1)

Content Session 2 x 50

Content Session 1 x 50

Week 4

Content Session 1 x 50

Week 3

SECTION 2 Reacting to problems Problem solving (ASSESS. 3)

Content Session 3 x 50

SECTION 2 Anger / other emotions Stress response (ASSESS. 3)

Content Session 2 x 50

SECTION 2 Communicating with the boss Difficult conversations –

Content Session 1 x 50

Week 5

SECTION 2 Understanding stress POWER POINT DEVELOPMENT (ASSESS. 3)

Content Session 3 x 50

SECTION 2 Understanding stress POWER POINT DEVELOPMENT (ASSESS. 3)

Content Session 2 x 50

SECTION 2 Performance indicators / Time management / Work Life balance (ASSESS. 3)

Content Session 1 x 50

Week 6

SECTION 3 Employment, Pay slip, Tax and Quiz (ASSESS. 4)

Content Session 3 x 50

SECTION 2 Understanding stress PRESENTATION (ASSESS. 3)

Content Session 2 x 50

SECTION 2 Understanding stress PRESENTATION (ASSESS. 3)

Content Session 1 x 50

Week 7

Workplace survival Due Wk 11–Term 2

ASSESSMENT 5

Apprentice Expert Groups Due Wk 10–Term 2

ASSESSMENT 4

P Point StressDue Wk 7 Term 1

ASSESSMENT 3

Story– resilience Due Wk 4 – Term 1

ASSESSMENT 2

Career Folio Due Wk 15– Term 2

ASSESSMENT 1

Assessments

6 TRADE EXPERIENCE

SECTION 3 Apprentice Expert Groups (ASSESS. 4)

Content Session 3 x 50

SECTION 3 Set Up Apprentice Expert Groups (ASSESS. 4)

Content Session 2 x 50

SECTION 3 Awards online activity Apprenticeship sign up ladder (ASSESS. 4)

Content Session 1 x 50

Week 8

SEMESTER 1, TERM 1

Content Session 2 x 50

SECTION 3 Apprentice Expert Groups P/POINT (ASSESS. 4)

Content Session 3 x 50

SECTION 3 Apprentice Expert Groups (ASSESS. 4)

SECTION 3 Apprentice Expert Groups (ASSESS. 4)

Content Student catch up and review.

SECTION 3 Apprentice Expert Groups P/POINT (ASSESS. 4)

SECTION 3 Apprentice Expert Groups (ASSESS. 4)

Content Session 3 x 50

Content Session 2 x 50

Week 10

Content Session 1 x 50

Week 9

PROJECT PLANNER - TOPICS

PROJECT 1

SECTION 4 Work place survival (ASSESS. 5)

Content Session 3 x 50

SECTION 4 Work place survival (ASSESS. 5)

Content Session 2 x 50

SECTION 4 Work place survival (ASSESS. 5)

Content Session 1 x 50

Week 11

SECTION 4 Finding a workplacement

Content Session 3 x 50

Apply for a pre apprenticeship

Investigative interviews

SECTION 4 Choose a pre app for 2nd semester

Content Session 2 x 50

Apply for a pre apprenticeship

Investigative interviews

SECTION 4 Choose a pre app for 2nd semester

Content Session 1 x 50

Week 12

SECTION 4 Job interview practice

Content Session 3 x 50

SECTION 4 Job interview skills

Content Session 2 x 50

SECTION 4 Effective telephone skills

Content Session 1 x 50

Week 13

SECTION 4 Finding a job

Content Session 3 x 50

SECTION 4 Job interview practice

Content Session 3 x 50

Vocational Indicator 2ND assessment.

ACER

Content Session 1 x 50

Week 14

SECTION 1 Update resume 2nd time (ASSESS. 1)

Content Session 2 x 50

SECTION 1 Update personal profile 2nd time (ASSESS. 1)

Content Session 2 x 50

Attitude checklist 2nd time

My network - trade 2nd time (ASSESS. 1)

SECTION 1 Skills & Activity checklists 2nd time (ASSESS. 1)

Content Session 1 x 50

Week 15

REVIEW

Workplace survival Due Wk 11–Term 2

ASSESSMENT 5

Apprentice Expert Groups Due Wk 10–Term 2

ASSESSMENT 4

P Point StressDue Wk 7 Term 1

ASSESSMENT 3

Story– resilience Due Wk 4 – Term 1

ASSESSMENT 2

Career Folio Due Wk 15– Term 2

ASSESSMENT 1

Assessments

7 TRADE EXPERIENCE

Content Session 3 x 50

REVIEW

Content Session 2 x 50

REVIEW

Content Session 1 x 50

Week 16

SEMESTER 1, TERM 2

SKILLS SUMMARY

8 TRADE EXPERIENCE

Job interview skills - Activity 48

Planning my future - Activity 41-47

Choosing a pre apprenticeship – Activity 43

Resume – Activity 11

Hey mate – general knowledge – Activity 5 Apprenticeship Expert Groups – Activity 39 Work / life balance – Activity 27-31

Personal Profile – Activity 10

Employability Skills – Activity 4 Apprentice sign up – Activity 38 Fatigue – Activity 27-31

Career Exploration – Activity 8 The Apprenticeship system – Activity 37 Time management – Activity 27 - 31 Workplace Survival – Activity 40

Awards – Activity 36

Networking – Activity 7 Workplace stress, OH&S – Activity 25 Performance Indicator – Activity 26

Spare Time – Activity 2 Payslips & Taxation – Activity 33, 34 Managing stress – Activity 12-14

PERFORMANCE New employees need to be aware of their performance, set standards and goals to measure their daily, weekly progress 1

Goal Setting – Activity 6

Skills Audit – Activity 1

STRESS REDUCTION It is a challenge for all employees to handle the stress of a new job. The challenge can be faced more effectively when new employees practice stress-reducing behaviours from the beginning1

Stress and resilience – Activity 12-14

INFORMATION Information can determine the power to survive and adapt to the new environment, at least in the first six weeks of employment. 1 Knowledge and information about how apprenticeships work, awards, pay, tax and superannuation gives self confidence to young people starting work.

Employability – Activity 4

MY CAREER Advantages can accrue to young people who know what career they want to pursue; can identify skills and attributes, speak clearly on the telephone and sell themselves well in profiles, resumes and at job interviews.

World of Work – Employment – Activity 32, 35

50 Activities Job Choice – Job Retention – Job Satisfaction – Ongoing Career Development

Difficult conversations – Activity 15-19

Telephone Skills - Activity 47 Difficult conversations – Activity 18-19

Problem solving – Activity 23-24

Communicating with the boss – Activity 17

Performance Indicators – Activity 26

PROBLEM-SOLVING For most new employees, the first six weeks seem like a landmine of surprises and problems. A new employees’ ability to cope will be underpinned by their ability to resolve conflict and solve problems including controlling anger, dealing with negative feedback, working with difficult people and seeking mentorship for ongoing advice as problems arise. 1

ATTITUDE A positive attitude wields power in the workplace.

New employees need to see the big picture in a situation rather than react to the emotions of the moment. 1

Anger, emotions, reactions – Activity 20, 21

Assertive Responses – Activity 16

Employability – Activity 4

Communicating with the boss – Activity 15-19

Attitude checklist – Activity 3

WORK HABITS Basic work habits include getting to work on time, maintaining good hygiene, calling in when sick, and expressing emotions appropriately. 1

What is a problem – Activity 22

ASSERTIVENESS Learning to respond to work situations assertively rather than passively or aggressively is critical to job retention. 1

Assertive Communication Activity 15-19

COMMUNICATION Every new employee’s experience in the workplace will be enhanced by the ability to listen attentively, choose words carefully, express themselves clearly and pay attention to how they are communicating non-verbally. 1

Reference:1. “30 Ways to Shine as a New Employee”, Denise Bissonnette, www.miltwright.com

TRADE EXPERIENCE 9

10 TRADE EXPERIENCE

2

ASSESSMENT 1

Career Folio (assessment outline - Appendix D Pages 77-86)

Work to be completed to pass Assessment 1

PAGE

Activity 1

Skills checklist

12-14

Activity 2

Activities checklist

15

Activity 7

Network map

20

Activity 8

www.myfuture occupation exploration

21

Activity 9

List of employers

22

Activity 10

Personal Profile example

23

Activity 11

Resume example

24-25

ADDITIONAL ACTIVITIES Skill Development 1

Activity 3

Attitude checklist

16

2

Activity 4

Employability skills

17

3

Activity 5

Hey Mate general knowledge

18

4

Activity 6

Goal setting

19

Career folio

ACTIVITY 1 - Assessment 1: Skills Checklist

Tick the ability level you have in each skill and quality. Nobody is perfect so don’t expect to rank ‘high’ on everything. You are learning and developing and your abilities will be constantly changing and growing.

Add your “high level” skills and qualities to your Personal Profile and Resume. Review your skills in week 15.

Practical skills Enjoy practical work; good with hands Good hand-eye coordination Good at technical activities Able to follow drawings, plans, maps Good sense of balance; able to work at heights; Able to work in various weather conditions Physically fit; good general mobility Good at mathematics Problem solving skills

Communication / people skills Work as part of a team; get on well with others Able to talk professionally to clients Listen well when others are talking / instructing Relay accurate messages Relate well to people from different backgrounds and age groups

Work skills Respond well to supervisor’s instructions Finish jobs right through to clean up Use initiative and stay busy Arrive on time for work Understand work priorities Work to a schedule; manage own time Work well under pressure Quick to learn new information

Personal qualities Enthusiastic Able to handle difficult situations & people Good concentration Reliable & responsible

12 TRADE EXPERIENCE

Ability level - Week 1 Low

Medium

High

Ability level - Week 15 Low

Medium

High

Career folio

ACTIVITY 1 - Assessment 1: Skills Checklist

If you do not have any trade skills in Wk 1, then leave this section blank. You will have skills to add in Wk 12.

For assistance in identifying trade skills Go To: www.myfuture.edu.au, and look under each trade.

TRADE SKILLS

Ability level - Week 1

Ability level - Week 15

Low

Medium

High

Low

Medium

High

PLUMBING skills & knowledge

Low

Medium

High

Low

Medium

High

BRICKLAYING skills & knowledge

Low

Medium

High

Low

Medium

High

ELECTRICAL skills & knowledge

Low

Medium

High

Low

Medium

High

AUTOMOTIVE skills & knowledge

Low

Medium

High

Low

Medium

High

ENGINEERING skills & knowledge

Low

Medium

High

Low

Medium

High

CARPENTRY skills & knowledge

TRADE EXPERIENCE 13

Career folio

ACTIVITY 1 - Assessment 1: Skills Checklist

Add any other trade skills you have in this section. Review in week 15.

TRADE SKILLS OTHER TRADE skills

14 TRADE EXPERIENCE

Ability level - Week 1 Low

Medium

High

Ability level - Week 15 Low

Medium

High

Career folio

ACTIVITY 2 - Assessment 1: What I do in my spare time

Tick the box to indicate if you participate in any of the activities below in your spare time. Add new ones not listed. Add activities to your personal profile and resume if you think it will assist an employer to select you for a work placement, for an interview or for a job.

SPORT

q Play sport q Umpire / referee q Coach / assistant coach q Mentor others q Captain a team q Look after First Aid q Look after sport equipment q Follow a local or league team q Support role HOME & FREE TIME

q Make or build things q Repair machines or cars q Work on electrical or electronic projects q Restore furniture or old cars q Help with home renovation q Landscape or garden q Mow lawns, cut edges q Take care of pets q Solve puzzles or problems q Sketch, paint and draw q Write stories or articles q Play musical instrument q Internet research q Use ebay to buy or sell

COMMUNITY & FRIENDS

q Help mates / friends q Work as a volunteer q Go to the movies q Eat out q Play cards q Watch videos q Work on fund raising stalls

PAID WORK

q Work at a part time job q Get up early for work q Work late q Clean up OTHER THINGS - ADD HERE

TRADE EXPERIENCE 15

ACTIVITY 3 - Attitude checklist

Tick the box to indicate where you are at right now.

Put some goals in place for areas that need improvement.

See Activity 6 – Goal setting.

My Attitude 1

I am willing to develop my own potential

2

I welcome problems as signposts for growth

3

I am persistent

4

I apply consistent effort

5

I keep the goal in my sights

6

I set my own personal standards

7

I evaluate my progress

8

I know how best to use my energy

9

I treat others with respect

10

I am cooperative

11

I take pride in my work

12

I take responsibility for my actions

13

I learn from mistakes

14

I use maximum effort at all times

16 TRADE EXPERIENCE

Ability level - Week 2 Never

Sometimes

Always

Ability level - Week 15 Never

Sometimes

Always

ACTIVITY 4 - Employability skills

Employers agree there are some important skills and attributes that make them choose one person over another.

There are many employability skills that are very important. Here are 10 for you to think about and discuss.

LACK OF SKILLS Cover up mistakes

Hang back and wait to be asked Being late or absent because you expect work to fit around the rest of your life Not wearing appropriate clothes, not neat, messy looking Do something even if you don’t understand if it is correct or not

SKILL / ATTRIBUTE HONESTY

STRONG SKILLS Tell your supervisor if you make a mistake

ENTHUSIASM

Look for extra work to do – be happy to do it.

RELIABILITY

On time and at work – put your other interests aside

PERSONAL PRESENTATION COMMONSENSE

Neat, clean, well groomed, wearing the clothes expected in the workplace If something seems odd or wrong, check it out or ask for advice Interact with people in the workplace, enjoy other people’s company

Inconsiderate about the needs of others in the work place

WORK RELATIONSHIPS

Only interested in doing tasks that seem exciting

MOTIVATION

Keen to learn and do whatever is required

Unwilling to change plans to suit the environment; need to have the full attention of supervisor

ADAPTABILITY

Cope well with changes in work priorities; find something to do when the supervisor is too busy to give instructions

Doesn’t ask questions when the work is not understood, and therefore does the work inaccurately Don’t think about, or give consideration to managers and other workers at my workplace. Can’t be counted upon on relied on.

COMMUNICATION

RESPONSIBLE

Make sure that the instructions are understood, and if not, ask questions to get the information clear.

Regard the organization where I am working as very important and want to do the right thing by managers and other workers. Can be counted on and relied on.

Adapted from original written by Ruth Pidriz, Health and Community Services project. Kangan Institute of TAFE 2008

TRADE EXPERIENCE 17

THE 30 D AY SONG 30 days has Se ptember, April, June and November All the rest have 31 And February ’s great with 28

ACTIVITY 5 - Hey mate - general knowledge

And Leap Year

’s February ’s fin e with 29

DAYS IN A MONTH Hey mate, write out an invoice with the date for the last day of the month x 12 months and address it to Harry at JDCs. 30 days has September.....

Days of the month rhyme YouTube

SEASONS IN A YEAR – Southern Hemisphere (Australia)

MONTH

LAST DATE OF THE MONTH

January

July

February

August

March

September

April

October

May

November

June

December

SUMMER

AUTUMN

WINTER

SPRING

Hey mate, if we start a job on the first day of Summer, Autumn, Winter, Spring, what date will that be?

How long is each season?

SHORTEST DAY OF THE YEAR Hey mate, I’ll give you one hour off at the end of your shift on the shortest day of the year so you can get home before dark.

What date is the shortest day of the year in Southern Hemisphere (Australia)

LONGEST DAY OF THE YEAR Hey mate, we’ll finish work one hour early to celebrate the longest day of the year, and hit the beach big time.

What date is the longest day of the year in the Southern Hemisphere (Australia)

18 TRADE EXPERIENCE

HEY MATE, ANY IDEA ABOUT ROMAN NUMERALS?

Number

Capital letter

Small letter

Number

Capital letter

Small letter

1

I

i

6

VI

vi

2

II

ii

7

VII

vii

3

III

iii

8

VIII

viii

4

IV

iv

9

IV

iv

5

V

v

10

X

x

ACTIVITY 6 - Goal setting

“It is now well documented that mental skills, involving elements such as goal setting, concentration, remaining positive and visualization are significant factors in controlling and optimizing one’s potential”.

David Parkin – former AFL Football Coach

WHAT IS A GOAL? A goal is something you have decided to have, to create, to change or to complete or do.

Goals are personal – they belong to YOU.

ACHIEVEMENT

= GOALS / GOALS = ACHIEVEMENT STEP 1:

Set goals that are achievable; take small steps. If you drink coke every day and want to stop, begin by having ½, ¾ or a ¼ of what you usually drink in a week.

STEP 2:

Write actions to achieve the goal e.g. substitute mineral water for coke on Mondays

STEP 3:

Set a date when you can check if you have achieved your goal.

STEP 4:

Reset your goals if they are not working.

GOAL SETTING GOAL 1

ACTION

BY WHEN

GOAL 2

ACTION

BY WHEN

Week 1 Week 4 Week 8 Week 12 TRADE EXPERIENCE 19

Career folio

ACTIVITY 7 - Assessment 1: Networking

NETWORKING

= connecting to people, information and opportunity.

Who do you know that could link you to a work placement or to an apprenticeship?

Map your network in week 1, and list any people who might be able to provide you with a connection.

Add any new connections in Week 15.

MY FAMILY

PART TIME WORK

ME

PEOPLE I MEET / PLACES I GO

FRIENDS SPORT/ COMMUNITY

20 TRADE EXPERIENCE

Career folio

ACTIVITY 8 - Career exploration

The Australian Government Careers website. www.myfuture.edu.au

Begin your exploration of “myfuture” website with these simple steps: 1. www.myfuture.edu.au 2. Click – View the facts 3. 1st column, second heading – Work and Employment Click on Occupations (5th down in the list) 4. Choose ‘Search by alphabetical’ 5. Choose 1 occupation you wish to explore.

Fill in the section bellow and share this information with a partner.

Each occupation has the following information:

Duties and Tasks

Vacancies

Quick Facts

Related Jobs

Work Conditions

Earnings

Personal Requirements

Related Courses

Labour Market Information

Further Information State Specific Information

OCCUPATION Name: 5 Tasks and duties: 1 2 3 4 5

Statement about work conditions

3 Personal requirements 1 2 3

TRADE EXPERIENCE 21

Assessment 1: Career folio

ACTIVITY 9 - List of employers for work placement or work This is a very important part of Assessment 1 - Career folio. Students, in consultation with your teacher, will work together to decide if you work in teams, pairs or as individuals to make an extensive list of employers in your region, and beyond, who may be interested in having a student on work placement.

Choose between 3 and 6 trades. These lists will be a great resource when you are looking for a work placement, or when you are ready to begin looking for an apprenticeship.

ACTIVITY 10 - Personal profile for work placement Work placements are not always easy for employers. Employers, often very busy, have to be mindful of ensuring you have enough work to do while on placement. It helps to be professional in your approach to finding a work placement that is suitable. The Personal Profile is the start of a professional approach. See page 23 for an example. The Personal Profile is used to find a work placement, while a resume is used to find paid employment. The difference? The Personal Profile is less formal and provides information about your planned career choices and why you want a placement in that field. A good Personal Profile is a great opportunity for you to market yourself.

A resume details your educational qualifications and any work experience as well as referees that can vouch for you.

ACTIVITY 11 - Assessment 1: Resume & cover letters A resume is usually written in response to a job advertisement. It presents clear information about who you are, what you can do, and what skills you have. Employers also like to know other things about you like, if you are always on time to school, to your part time job, or to footy training.

On page 24-25 there is an example of a two-page resume.

You might also need to write a cover letter, or an email, with your resume attached.

Examples of cover letters and resumes can be found at: YOUTH CENTRAL – VICTORIAN GOVERNMENT http://www.youthcentral.vic.gov.au/Jobs+&+Careers/Applying+for+jobs Sample+resumes+&+cover+letters/

JOB ACCESS AUSTRALIAN GOVERNMENT http://jobaccess.gov.au/Jobseekers/Getting_work/How_to_apply_for_a_job/How_to_build_a_resume/Pages/home.aspx

22 TRADE EXPERIENCE

Career folio

ACTIVITY 11 - Assessment 1: Personal profile

Personal Profile EXAMPLE

Matt Scotland 0414 524 331 Email: mattscotland@optusnet.com.au

PHOTO OF YOU If you wish

Position sought: Work placement – Plumbing About Me My name is Matt Scotland. I am in a Trade Experience program at Gilmore Technical College working on projects in carpentry, plumbing and bricklaying. I am interested in becoming a plumber and am seeking a plumbing work placement one day a week for 20 weeks on Wednesdays beginning on February 13th. I am known for always being on time; reliable, and motivated. On the weekends I play football for the local team and coach the under 10s.

My planned career pathway After completing this semester in Trade Experience, I will move into a Pre Apprenticeship (Certificate II) in plumbing. When this is complete I will be seeking an Apprenticeship in Plumbing.

Trade Skills o Plumbing – install guttering and down pipes, measuring, marking, making using sheet metal. o Carpentry – wall framing, adding fascia o Bricklaying – lay up to 7 courses of bricks, set up concrete mixer, mix mortar, use trowel. o Tools – hand and power tools including tin snips, angle grinder, circular saw, drop saw, nail gun.

Aptitude & Qualities o Eager to learn and to advance o Enjoy practical work o Good hand-eye coordination o Good at mathematics. o Work well under pressure o Follow instructions Availability If you would like to meet me, I am available for an interview any week night after 3.30pm or on Saturdays.

Reference George McMaster, Football Coach – Ph 0411 211 322

TRADE EXPERIENCE 23

RESUME

2-PAGE RESUME EXAMPLE

MATT SCOTLAND DOB: 6/5/1995 Email: mattscotland@optusnet.com.au Ph: 0414 524 331

I wish to apply for the position of 1st year Apprentice Carpenter advertised on seek.com.

I am 17 years old and have just completed a Trade Experience program at Gilmore Technical College.

QUALIFICATIONS: o Cert II (Pre Apprenticeship) Carpentry including: wall-framing, sub-floor framing, roof framing, scaffolding. o Certificate I Construction including: interpreting plans & specifications, estimation & costing, basic levelling, using hand and power tools o White Card Work Safely in the Construction Industry o Senior Secondary InTermediate VCAL including literacy and numeracy CARPENTRY EXPERIENCE: o Framing – walls and roofs, fascia o Set out an outline using strings and pegs o Cut materials with hand and power tools o Safely use circular saw, jig saw, nail gun CARPENTRY WORK PLACEMENT: For six months, one day a week, I undertook a work placement with Property Carpenters. During this time I worked on several jobs gaining experience and skills in measuring and setting up a job; building walls and roof frames.

OTHER TRADE SKILLS: o Plumbing – install guttering and down pipes; measuring, marking, making using sheet metal. o Bricklaying – lay up to 7 courses of bricks, set up concrete mixer, mix mortar; use trowels and levels.

24 TRADE EXPERIENCE

Page 2 - Resume - Matt Scotland

EMPLOYABILITY: For over one year, I have worked part time at McDonalds. I am on time to work, to school and to footy training. People know they can rely on me. I am a responsible and productive team worker, and follow tasks through to completion.

WORK HISTORY: 2011 – current Frontline Customer Service, McDonalds Chadstone Responsibilities include: keep to a schedule, serve customers, solve problems, work cooperatively in a team, fill and replenish stock.

SPORTS ACHIEVEMENTS: Runner up Best and Fairest – All Stars Football Club Captain school football team 3 consecutive years REFEREES: 1. John Doe, Manager Property Carpenters – Ph 0411 211 322 2. Karen Sheldon, Manager McDonalds Chadstone – Ph 9557 5500

TRADE EXPERIENCE 25

26 TRADE EXPERIENCE

ASSESSMENT 2 Stress and Resilience (activity 13 page 29; assessment outline - Appendix D Pages 77-86)

ASSESSMENT 3 Understanding and Managing Stress (assessment outline - Appendix D Pages 77-86) Background reading and research for Assessment 2 & 3

PAGE

Activity 12

Links to resources on the subject of stress

28

Activity 14

Tips for managing stress

30

Activity 15

Effective communication

31

Activity 16

Communication / conflict resolution / stress management

32

Activity 20

Anger, other emotions, stress responses

36

Activity 22

Keep your head on so you don’t lose your job

38

Activity 23-24

Problem solving

39-40

Activity 25

Workplace stress / OH&S issues

41

Activity 26

Performance at work

42

Activity 27-30

Sources of stress

43

Activity 31

Work / Life balance

44

ADDITIONAL ACTIVITIES Skill Development Activity 17

Communicating with the boss

33

Activity 18 & 19

Difficult conversations

34-35

Activity 21

Anger management – personal improvement

37 TRADE EXPERIENCE 27

ACTIVITY 12 - (Background research for Assessment 2 & 3) UNDERSTANDING AND MANAGING STRESS

RESEARCH - Assessment 2 & 3 GENERAL INFORMATION ON STRESS http://www.youthcentral.vic.gov.au/Jobs+%26+Careers/Problems+in+the+workplace/Workplace+stress/ http://www.youthbeyondblue.com/factsheets-and-info/fact-sheet-7-dealing-with-stress/ http://youth.wyndham.vic.gov.au/support/stress http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Work-related_stress

WORKPLACE STRESS http://www.worksafe.vic.gov.au/safety-and-prevention/health-and-safety-topics/stress http://www.betterhealth.vic.gov.au/bhcv2/bhcarticles.nsf/pages/Work-related_stress http://www.psychology.org.au/publications/inpsych/stress/

STRESS AND WELLBEING IN AUSTRALIA http://www.psychology.org.au/Assets/Files/Stress%20and%20wellbeing%20in%20Australia%202011%20 Report%20(2)%5B1%5D.pdf

Notes for Assessment 3 power point on Stress:

28 TRADE EXPERIENCE

ACTIVITY 13 - Assessment 13: Tell a story

Plan Your Story What is the main purpose of the Story?

What is the title and theme / topic?

STRESS & RESILIENCE

What are the powerful messages you wish to convey?

REQUIREMENTS. Write and tell a Story about a time when you experienced stress.

What happened?

What were your stress reactions?

How did you feel?

What did you learn?

Who do you want to target the message to?

What language is appropriate to your target audience?

Prior to telling the Story students need to plan and draft a script for this purpose. Telling the Story should take about 2 minutes. Preparing to tell your Story will take a bit longer.

Examples: The Story could be about a time when your pet died, when you were sacked from a job, dropped from the footy team etc.

What are 3 carefully chosen words that will be included in the script?

Will you add music? What music?

Write the script.

TRADE EXPERIENCE 29

ACTIVITY 14 - (Background for Assessment 3)

GROUP READING TIPS FOR MANAGING STRESS

1

Focus on things within your control. One of the biggest reasons people “stress” is because they worry about things outside of their control. They worry about ‘what ifs’ or ‘uncertainties’. Whether we spend hours worrying about something that could happen or no time at all worrying about it, the end result remains the same. One way to reduce your worry is ask yourself “what can I actually do about this?” If you can’t do anything about it, there’s no point worrying.

2

Avoid catastrophising. For some reason people easily fall into the trap of catastrophising things. To reduce your stress, ask yourself “realistically, what’s the worst that could happen”.

Usually, this isn’t even that bad.

3

Reframe it. When we are stressed and angry we view things in a way that narrows our coping mechanisms. Ask yourself, ‘how else could I view this situation’ or ‘how might someone else see it’. Often when we look at things in a different way, we immediately reduce our stress levels.

4

Take a break. It’s impossible to work productively without taking time out to recharge.

When we’re tired, run down or over worked we become stressed more easily. Make an effort to take time out to recharge.

5

Exercise. A little bit of exercise goes a long way. There are now years of scientific research concluding that even a small amount of gentle exercise can reduce stress. So whether it’s walking or wind surfing, make time to be active. You’ll not only feel great physically, but mentally you’ll achieve more and stress less.

Source: http://kickstart.ablac.com.au/uncategorized/managing-your-own-stress/.

Posted on September 24, 2010 by admin

Notes for Assessment 3 power point on Stress:

30 TRADE EXPERIENCE

ACTIVITY 15 - (Background for Assessment 3)

GROUP READING EFFECTIVE COMMUNICATION

INTRODUCTION Young people starting out at work will come across all types of people. Communication will take place with the boss, with fellow workers, with clients and others. Here is some background information to help make you a better communicator.

3 basic behaviour types – passive, aggressive, assertive 1 2 3

Passive – sacrifice their own needs Aggressive – satisfy their own needs (sometimes hurt others) Assertive – realistic concern for self and concern for the needs and feelings of others

Passive behaviour: Characterises people who seldom, if ever, express their own wants and needs.

They give into the demands and wants of others. Sometimes these people have no goals and aims of their own.

Aggressive behaviour: Characterises people who show little respect for the needs and wants of others. Everything must go their way. They have difficulty placing themselves in others’ shoes.

Assertive behaviour: Characterises people who respect both themselves and others. They are comfortable expressing their needs to others and defending their rights when necessary. They recognize that others have needs and rights as well. Assertive people are good negotiators. They don’t expect to win all the time and are willing to give in if the issue is very important to another person.

Assertive communication is WIN WIN communication. The underlying principle of the assertive communication response is that you have the right to pursue your needs and others also have the right to pursue theirs. You are willing to negotiate and compromise, but not at the expense of your own rights. Nor do you push others to give up their rights.

Source: unknown

Notes for Assessment 3 power point on Stress:

TRADE EXPERIENCE 31

ACTIVITY 16 - (Background for Assessment 3)

COMMUNICATION / CONFLICT RESOLUTION / STRESS MANAGEMENT Discuss the scenarios below in the context of a source of stress and the potential for conflict to arise.

Identify passive, aggressive, assertive responses. Make notes on assertive communication as a strategy for conflict resolution and stress management.

SCENARIO 1

– The apprentice is entitled to 30 minutes lunch break every day.

He’s been sitting for 10 minutes when his boss orders him to ‘jump back on the machine’.

Response 1: Get stuffed I just sat down!

Response 2: Ok Response 3:

I’ll finish my lunch, take a quick rest and then jump straight on mate. Ok?

SCENARIO 2

– The two qualified tradies jump in the van, head off to buy lunch, telling the apprentice to finish the concreting on his own. The concreting is a two-person job.

Response 1:

I’ll give it a go

Response 2:

Fair dinkum you blokes are a pack of ………………………….!!!

Response 3:

Fair go mate, two blokes need to do that. I’ll do something else. When you get back we’ll knock it over.

SCENARIO 3

– The apprentice is on a job with two qualified tradies. A hole is drilled into asbestos sheeting. The senior tradie tells the apprentice to put on a mask, go into the ceiling and run some pipes.

Response 1:

Listen mate, I know that’s asbestos sheeting, it’s not safe to do that. Sorry, but I have to say no.

Response 2:

If you think it’s ok, I will do it.

Response 3:

What sort of a ………………………….. idiot do you take me for?? Get off your a……… and do it yourself.

SCENARIO 4

– The apprentice is working with the boss. He’s using the drill when he gets an electric shock up his arm and across his chest. He tells the boss who says, keep going – don’t be a whimp.

Response 1:

You want a kill ya self, go ahead, but not me…………

Response 2:

Right O, if you think it’s ok.

Response 3:

I want to help you as much as I can, but not that mate – it’s too dangerous.

32 TRADE EXPERIENCE

ACTIVITY 17 - Communicating with the boss

GROUP READING

TIPS FOR COMMUNICATING EFFECTIVELY WITH YOUR BOSS 1. Before you speak to your boss, write down all the topics you want to discuss and what you

hope to communicate.

2. Make sure you are clear about what you want or need from the boss.

3.

When speaking to your boss, use words such as perhaps or maybe (these are called qualifying words) rather than words such as always, every, all the time, never (these are called absolute words). Speaking in absolutes can raise a person’s defenses and cause resistance.

4. Make “I” statements such as “I need guidance” instead of “you” statements such as

“ you haven’t given me guidance”.

5. Avoid going to the boss when you are angry or emotional. Give yourself a cooling-off

period to collect your thoughts and composure.

6. If at all possible, talk to your boss before issues become heated and you are angry

or emotional.

7. Listen well and if you missed a point, ask your boss to clarify it.

8. Practice good body language. Try not to fidget.

9. Be assertive, not aggressive 10. Keep an open mind and be open to compromise if a compromise can be agreed on.

11. Avoid gossiping and spreading rumors about your boss, or about others to your boss.

12. Have a positive attitude

MORE TIPS FOR EFFECTIVE COMMUNICATION 1.

Body Language: - Don’t shy away from the person with whom you are speaking - Be as relaxed as possible - Don’t slouch - Make eye contact - Be mindful not to cross your arms

2.

Speech and Attentiveness:

- Be clear and concise and don’t waste time on drawn out stories as this will cause the listener’s mind to wander

- Listen when somebody else is talking

- Be open and honest in your communication Source: unknown

TRADE EXPERIENCE 33

ACTIVITY 18 - Difficult conversations

HERE IS AN ISSUE ABOUT SUPERANNUATION What do I do if I think my employer is not paying my super?

Imagine you are an apprentice: Using the information and tips about effective communication in Activities 15, 16, 17 write a script for talking to your employer if you thought they were not being paid superannuation.

Plan the conversation: What topic do you want to discuss with your boss

What do you want or need from your boss?

Construct your conversation with the boss. Remember to use ‘qualifying’ words, “I” statements (Activity 17 page 33) and assertive communication approaches (Activity 15 page 31).

34 TRADE EXPERIENCE

ACTIVITY 19 - Difficult conversations

HERE IS AN ISSUE ABOUT OVERTIME What do I do if I am working from 7am to 5pm on ordinary rates with no overtime?

Imagine you are an apprentice: Let’s assume the award is for a 40 hour week (8 hrs a day) with ½ hour lunch break (not paid by the employer). This means you will work from 7am – 3.30pm every day.

Working till 5pm each day means you should be paid 1.5 hrs overtime for each day you work till 5pm. Instead your employer pays overtime from 5pm – 6.30pm.

What to do?

You could get assistance on the matter from an Apprenticeship Field Officer who would come and talk to your boss, or you could talk to the boss yourself. Let’s say in the first instance you have decided to talk to the boss yourself.

Plan the conversation: What topic do you want to discuss with your boss

What do you want or need from your boss?

Construct your conversation with the boss. Remember to use ‘qualifying’ words, “I” statements (Activity 17 page 33) and assertive communication approaches (Activity 15 page 31).

TRADE EXPERIENCE 35

ACTIVITY 20 - (Background for Assessment 3)

GROUP READING & DISCUSSION ANGER, OTHER EMOTIONS, STRESS RESPONSES As a young worker things will happen that can cause emotional reactions. Anger is one such reaction. Angry outbursts could lose you your job. Read the information and work with your fellow students to develop responses to the six situations in the activity below.

“Everyone gets angry. However, how you deal with, and express that rage, is where the problem lies. No one can make you angry. Just like no one can make you happy. Anger is just an outlet for other emotions. Anger affects every aspect of your life and has the potential to progress to physical violence. Anger does not have to become a burden or result in a disastrous outcome - it can be recognized and controlled. It’s all up to you! “ Source: http://www.angermanagementstrategies.com/

EMOTIONS

NEGATIVE

POSITIVE

Anger

Guilt

Caring

Joy

Anxiety

Hurt

Compassion

Satisfaction

Confusion

Inadequacy

Contentment

Trust

Control

Lonely

Happiness

Truth

Depression

Sadness

Entitlement

Shame

ACTIVITY: A young apprentice was put in the following situations. Identify the emotions they might experience (refer to the list above)? What might be typical ways of reacting?

WHAT HAPPENED Left alone to eat lunch while the qualified tradies talk and laugh together.

Told by the boss, ‘you’ll never be any good”.

Nobody talks to you at all except to yell an instruction.

Told to hurry up when you are already running and going as fast as you can.

Never get thanked or praised even if you do well.

Blamed for something the qualified guy did

36 TRADE EXPERIENCE

EMOTIONS

STRESS RESPONSES AND REACTIONS OF A 16-YEAR OLD

ACTIVITY 21 - (Background for Assessment 3) ANGER MANAGEMENT – PERSONAL IMPROVEMENT

EMOTIONS

START HERE

NEGATIVE

POSITIVE

Anger

Guilt

Caring

Joy

Anxiety

Hurt

Compassion

Satisfaction

Confusion

Inadequacy

Contentment

Trust

Control

Lonely

Happiness

Truth

Depression

Sadness

Entitlement

Shame

NOTES

CHANGES YOU MIGHT MAKE One thing at a time. Small steps.

Can you recognize any of the feelings that lie behind your anger?

What sorts of things do you do when you get angry?

Can you identify early warning signs or triggers leading to you becoming angry?

Is your anger associated with lack of sleep, substance intake, lack of food?

Is your anger associated with particular stressful events in your life?

Do you think you are less likely to react angrily, now that you have identified the emotions behind anger?

What healthy responses to anger do you think you could develop?

TRADE EXPERIENCE 37

ACTIVITY 22 - (Background for Assessment 3)

GROUP READING KEEP YOUR HEAD ON, SO YOU DON’T LOSE YOUR JOB! WHAT IS A PROBLEM? Something difficult, hard to do, hard to deal with or understand, troublesome, complicated or worrying. When we have a problem things are not going according to plan, or according to expectation. A situation is problematic when it disrupts the smooth running of things as we imagine they will be. Problems are a source of stress for many people.

The last part of the brain to reach maturation is the prefrontal cortex.

This brain region gives an individual the capacity to exercise “good judgment” when presented with difficult life situations.

Based on the stage of their brain development, young people are more likely to: • act on impulse • misread or misinterpret social cues and emotions • get into accidents of all kinds • get involved in fights • engage in dangerous or risky behaviour

Young people are less likely to: • think before they act • pause to consider the potential consequences of their actions • modify their dangerous or inappropriate behaviours Source: http://www.aacap.org/cs/root/facts_for_families/the_teen_brain_behaviour_ problem_solving_and_decision_making

GET AHEAD Young people who understand how their brain works can be careful not to simply react when faced with problems at work or in life. Add basic problem solving skills to this awareness and consider yourself to be ahead of the game.

38 TRADE EXPERIENCE

ACTIVITY 23 - (Background for Assessment 3)

PROBLEM SOLVING

THE PROBLEM? The apprentice has the problem that the tasks that he/she is asked to do are never clearly explained. The apprentice guesses the best way to do the job, but inevitably he/she finds they are getting yelled at because the job was not done right. The apprentice thinks they listen well, and could do the job if only they understood what to do. Being yelled at several times a day, most days, is dinting the self-confidence of the apprentice and he/she has doubts about their suitability for the trade.

PARTS The tasks are not explained clearly.

What to say to the boss.

Seek immediate support from a mentor (this might be a family member, a teacher, a friend, or one of the HELP services available to apprentices). Work out what to say to let the boss know he/she is giving unclear instructions and this is affecting what you do on a job.

1 The apprentice is guessing what he/she is meant to do.

2 The apprentice is losing confidence.

Have a go at clarifying.

Instead of guessing, the apprentice can have a go at clarifying – that is, repeating what he/she understands the boss wants on this job. If the clarification makes the instruction clear, then this is a big win. If not, then the apprentice is not worse off.

Whose problem is it?

If the apprentice is a willing and able worker, keen to do well on the job, but the boss is struggling to clearly communicate instructions, then this is a matter for the boss to fix, not the apprentice. Again the apprentice should seek support. The problem cannot be fixed by the apprentice.

3 The apprentice is doubting their suitability for this trade

4

SOLUTIONS

Put on a cool head and take five.

Under these work conditions it is impossible to know if you are in the right trade. Here are some options: 1. Talk to the boss about the communication issue.

2. If no improvement, then consider staying in the same trade, but changing companies.

3. If things have improved at work, with this company, or with a new company, but still you are not enjoying your work then it is time to rethink your choice of occupation.

TRADE EXPERIENCE 39

ACTIVITY 24 - (Background for Assessment 3)

TACKLING PROBLEMS TO AVOID STRESS

THE PROBLEM Work in pairs, in teams, or as a whole group to identify a problem that a young apprentice might have.

TACKILNG PARTS OF THE PROBLEM Work together to identify the parts of the problem.

SOLUTIONS TO PARTS OF THE PROBLEM Work together to come up with solutions to the parts of the problem.

TRUE OR FALSE - Circle your answer

Successful people achieve their goals because they don’t encounter problems.

TRUE

FALSE

Problems are usually unexpected

TRUE

FALSE

Some people never experience problems

TRUE

FALSE

Problems can cause us to have doubts about ourselves and our abilities

TRUE

FALSE

Being able to manage problems can help us achieve a rewarding life and success at work.

TRUE

FALSE

40 TRADE EXPERIENCE

ACTIVITY 25 - (Background for Assessment 3)

GROUP BRAINSTORM WORKPLACE STRESS / OH&S ISSUES CAUSES OF STRESS IN THE WORKPLACE Task design m a mismatch between experience and the demands of the job

WHAT STRESS REACTIONS MIGHT AN APPRENTICE EXPERIENCE? EXAMPLE – feel inadequate

WHAT COULD THE APPRENTICE DO TO MANAGE THIS STRESS? EXAMPLE – raise the problem with the boss or with an Apprentice Support Service.

Workload/workplace m work overload Role in the organisation m role or task uncertainty m responsibility beyond the individual’s capacity to cope Work context m hazardous work m poor communication m violence and threats of violence Physical work environment m lack of space m excessive noise and/or other environmental stressors (eg: vibration, extreme heat/cold) m inadequate equipment Organisational function and culture m poor communication within the workplace m a non-supportive work culture where concerns and requests are dismissed Work schedule m inflexible work schedules m unpredictable working hours m long or unsocial hours Employment status m lack of reward, recognition, status Relationship at work m bullying and harassment m physical or social isolation Source: Causes of stress in the workplace. WorkSafe – http://www.worksafe.vic.gov.au/forms-and-publications/ forms-and-publications/work-related-stress-prevention-risk-management-worksheet

TRADE EXPERIENCE 41

Performance at work

ACTIVITY 26 - (Background for Assessment 3)

WHAT ARE PERFORMANCE INDICATORS? A performance indicator is a measurement used to evaluate performance. An apprentice is more likely to have informal performance indicators. These indicators include the expectations of the boss, the co-workers and the teachers at Trade School. Performance indicators for an apprentice are likely to be closely linked to employability skills, and your boss will be making mental notes about how you are going. Rank your performance on how you are going in your current education situation. Circle where you are at now.

ALL 10 PERFORMANCE INDICATORS ARE WITHIN THE CONTROL OF THE INDIVIDUAL.

On time

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Attend regularly

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Use initiative & stay busy

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Motivated & enthusiastic

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Listen well to instruction

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Show respect to others

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Get on well with others

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Finish jobs & clean up

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Help the team out

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Neat and clean

1. Never

2. Occasionally

3. Sometimes

4. Mostly 5. Always

Apprentices can experience a lot of stress at work because they are usually on a very fast learning curve, and they have to deal with the feelings associated with not knowing enough and making mistakes.

3 Performing well, on matters that are in your control like turning up on time, is likely to reduce some of the stress associated with being an apprentice. Being reliable, and making other similar efforts will serve you well when you make mistakes which happens to all apprentices, especially when you are at the start of an apprenticeship.

42 TRADE EXPERIENCE

ACTIVITY 27 - 30 (Background for Assessment 3)

ACTIVITY 27 - Time management reduces stress Habit 1: Focus only on the important things and get started Habit 2: Take the breaks you are entitled to as this will help you to remain alert and productive.

Habit 3: Remove distractions such as music while working; phone SMS, alerts, ring tones.

Habit 4: Set timelines and goals. What will you do, by when?

(EXAMPLE: Will finish making the legs for the table by the end of today.

Will begin project 2 start of the day tomorrow)

ACTIVITY 28 - Fatigue may be a stress reaction Fatigue can be a normal and important response to physical exertion, poor eating habits, emotional stress, boredom, or lack of sleep. Fatigue can mean feeling tired, sleepy or lacking energy. Fatigue may be due to medical causes, lifestyle or emotional concerns or stress.

Keeping fit, and resistance training can boost your stamina – as you grow stronger, you won’t fatigue as easily.

Source: www.betterhealthchannel.vic.gov.au Further information on Fatigue prevention in the workplace http://www.worksafe.vic.gov.au/__data/assets/pdf_file/0008/9197/vwa_fatigue_handbook.pdf

ACTIVITY 29 - Staying healthy and avoiding stress m Eat well and regularly, make sure you take your meal breaks and rest breaks m Exercise (this will help you sleep better and give you more energy) m Try some relaxation techniques like yoga or meditation m Sleep for at least seven or eight hours each night m Make time to see family and friends Source: http://www.youthcentral.vic.gov.au/Jobs+%26+Careers/Problems+in+the+workplace/ Workplace+stress/

ACTIVITY 30 - Work Life balance / stress reduction Work–life balance relates to having, and being able to maintain, a healthy balance between work and non-work commitments. There is a significant link between work life balance, satisfaction in the workplace and productivity at work. If you think your life balance is causing you stress then you have to make some changes.

Source: http://www.youthcentral.vic.gov.au/Jobs+%26+Careers/Problems+in+the+workplace/ Workplace+stress/

TRADE EXPERIENCE 43

ACTIVITY 31 - (Background for Assessment 3) DESIGN A BALANCED LIFESTYLE FOR THIS 1ST YEAR 18 YEAR OLD APPRENTICE FILL IN THE TABLE BELOW TO CREATE A BALANCED WORK / LIFE WORKING WEEK AND WEEKEND

3

Hours of work: 7am – 4pm, Monday to Friday. Overtime – usually on

Monday 4-6pm is optional.

3 Has a girl friend 3 Has heaps of friends and loves to catch up 3 Likes to jump on Facebook 3 Goes clubbing most Saturday nights staying out till the early hours of the morning.

3 Expected to help out at home and not use the house like a motel.

3 Plays sport on weekend 3 Has training 6-8pm on Wednesdays

Monday

Tuesday

Wednesday

5am 6am 7am 8am 9am 10am 11am 12mid day 1pm 2pm 3pm 4pm 5pm 6pm 7pm 8pm 9pm 10pm 11pm 12mid night SHADED AREA WORKING WEEK

44 TRADE EXPERIENCE

Thursday

Friday

Saturday

Sunday

ASSESSMENT 4 Apprenticeship Expert Groups (activity 39 page 56-59; assessment outline - Appendix D Pages 77-86) Background research for Assessment 4

PAGE

Group 1

Awards and pay

56

Group 2

Superannuation and taxation

57

Group 3

The apprenticeship system

58

Group 4

Where can an apprentice get help?

59

Activity 32

Employment

46

Activity 33

Pay slips

47

Activity 34

Taxable income & Tax deductions

48

Activity 36

Award wages

51

Activity 37

Apprenticeship information

53

Activity 38

Signing Up as an apprentice

54

ADDITIONAL ACTIVITIES Skill Development Activity 35

World of Work Quiz

49-50

TRADE EXPERIENCE 45

ACTIVITY 32 - Employment

GROUP READING

EMPLOYMENT TYPES There are different types of work including, full time, part time or casual. If you work full time you usually work at least 37.5 hours a week. You will be able to take around four weeks holiday a year and you must be paid for the time you are on holidays. This time off is called annual leave.

If you work full time you also get paid if you cannot go to work because you are sick, (for a number of days a year only). This is called sick leave. If you work part time, you may work regular hours every week, but less than 37.5 hours. You can still get time off for holidays (annual leave) and sick leave but not as many days as someone who works full time.

If you work in a casual job, you get a paid for each hour you work. You do not get holidays (annual leave) or sick pay.

If you are getting money from Centrelink and you start a new job you need to let Centrelink know. Starting a new job may mean Centrelink does not give you money or they may give you less. If you do not tell Centrelink when you start a job you might get too much money form them and have to pay it back later. This is called an overpayment.

Tax File Number (TFN) Everybody in Australia has their own tax file number. You need a tax tile number to work in Australia. When you start a job, you have to provide your tax file number to your employer.

Gross pay This is how much money you earn before things like your tax are taken out. You pay tax to the government so they can pay for services like hospitals, schools, roads and public transport.

Pay as you go (PAYG) tax This is money your employer takes out of your pay and gives to the Australian Government.

Net pay This is the money left after things are taken out of your pay, such as tax. To work out your net pay, you take away your PAYG from your gross pay. The amount left is your net pay.

Superannuation Your employer puts money into your superannuation while you work for them. This is a set amount ( currently 9% as at August 2012, and it is compulsory for employers to pay this).

Superannuation is money being saved while you are working for when you retire.

Cash in hand (not taxed) work Being paid cash in hand means you are paid in cash for your work.

You do not get a pay slip. You do not pay tax and the person you are working for does not put money into superannuation. This is against the law..

Source: www.moneysmart.gov.au – Working in Australia, ASIC 2012.

46 TRADE EXPERIENCE

ACTIVITY 33 - (Payslip)

Not all pay slips look the same. However all will have similar information.

It is to the advantage of a new employee to know what should be on a pay slip, and what to look for.

PAY SLIP ABC Sample Company ABN 11122233

Employee No. 1059 Employee Name: Clark, J

Employee: John Clark 321, Three-Two-One Street Springfield, Vic. 3200

Pay Date: 6-Jan-2012 Pay Period: 27 Dec 20011 – 02 Jan 20012

Description

Unit

Rate

Amount

Pay Details

30 hours

17.5860

$528.00 (Gross pay)

PAYG withholding

Less $32.15 (Tax paid) $495.85 (Net pay) $495.85 (Paid to your bank)

Pay amount to John Clark bank

Superannuation Amounts

$528

0.0900

$47.52

(Superannuation paid by your employer to the nominated Superannuation Company)

TRADE EXPERIENCE 47

ACTIVITY 34 - Taxable income & deductions

The amount of tax you pay depends on how much money you earn. The more money you make the more tax you pay. Everyone in Australia gets to earn some money a year without paying tax.

In 2012-2013 everyone gets to earn $18,200 a year tax free. This is called the tax-free threshold.

After that, the amount of tax you pay depends on how much your pay is.

Tax rates 2012-13 The following rates for 2012-13 apply from 1 July 2012.

TAXABLE INCOME

TAX ON THIS INCOME

0 - $18,200

Nil

$18,201 - $37,000

19c for each $1 over $18,200

$37,001 - $80,000

$3,572 plus 32.5c for each $1 over $37,000

$80,001 - $180,000

$17,547 plus 37c for each $1 over $80,000

$180,001 and over

$54,547 plus 45c for each $1 over $180,000

TAX DEDUCTIONS What are deductions?

If you spend money on something to help you earn your income, you may be entitled to claim that cost as a tax deduction. Tax deductions reduce the amount of income you have to pay tax on.

Because we all earn our money in different ways, it depends on your particular circumstances whether a cost is an allowable deduction or not.

The important thing to remember about deductions is that you apply them to reduce the amount of income you pay tax on, you do not deduct them directly from your tax withheld amount. Nor does the Australian Taxation Office (ATO) simply reimburse you for your expenses.

Example If you work at Hungry Jacks and belong to a gym, you would not be entitled to claim the gym fees as a deduction because you do not get paid to be fit. Your fees would be called a private expense.

However, if you were a professional sportsperson your fitness would be essential to earning your money, so gym fees may be a deductible expense for you.

Basic rules and records you need to keep Different rules apply to different deductions. For most work-related expenses, you must have written evidence to prove your claims if your total claims exceed $300. The records you keep must prove the total amount, not just the amount over $300.

Source: http://www.ato.gov.au

48 TRADE EXPERIENCE

ACTIVITY 35 - The world of work – Quiz

WORK IN A GROUP, PAIRS, TEAMS, OR AS INDIVIDUALS TO ANSWER THE FOLLOWING: WHAT DO THESE WORDS MEAN? Employee Employer Gross pay Net pay Pay as you go (PAYG) tax Tax File Number Tax Free Threshold

DO YOU KNOW? When does the Financial Year begin?

When does the Financial year end?

What is a tax deduction?

TRADE EXPERIENCE 49

ACTIVITY 35 - The world of work – Quiz

WORK IN PAIRS, TEAMS, OR AS INDIVIDUALS TO ANSWER THE FOLLOWING: Answer these 6 questions:

1

Annual leave is usually 4 weeks a year and paid by:

m A. The employee m B. The employer m C. The superannuation fund 2

Superannuation

m A. Is paid by the employer only for people near retirement age (about 65 years old) m B. Is paid by the employer for all Australians who are employed – young and old m C. Is paid by the government for people who have come from overseas 3

Tax File Numbers :

m A. Are required only for people who earn $80,000 and over m B. Are for the unemployed m C. Are required for every working person regardless of age or income 4

Sick Leave

m A. Is paid by the employer for a limited number of sick days a year. m B. Is paid for by the employee. m C. Is paid by the employer for an unlimited number of days a year.

5

Gross pay

m A. Is the amount the employer puts in your bank after taking out tax. m B. Is the amount the employer pays into the superannuation fund m C. Is the amount you earn before any tax or other amounts are deducted.

6

Net pay

m A. Is what you are paid after tax has been deducted. m B. Is the amount paid into the superannuation fund. m C. Is the amount of tax you have to pay.

50 TRADE EXPERIENCE

ACTIVITY 36 - Awards

GROUP READING

There are legal agreements (also called awards) on how much you should get paid. This is the law. The Australian Government makes these agreements and your employer must follow them.

Source: www.moneysmart.gov.au – Working in Australia, ASIC 2012.

TO FIND OUT WHAT YOU SHOULD GET PAID, WHAT BREAKS AND HOLIDAYS YOU ARE ENTITLED TO:

1

If you are already employed with a company you can email the Fair Work ombudsman as follows: A. www.fairwork.gov.au B. Select ‘Contact Us” from the top menu bar C. Nine options will come up – choose ‘Email Us”.

D. Fill in the fields and your inquiry will be answered according to the information

you have provided.

2

If you are making a general inquiry about rates of pay and conditions call the Fair Work Ombudsman office 13 13 94 You will get excellent service, but it will not be instant. There is usually a waiting time of at least 5 minutes before an adviser will take your call. The hours of service are 8am – 6pm.

Because awards and conditions can be different depending on the employer, the company structure, and if there are specific agreements in place, the Adviser can give only general information. This general information can be used as a guide.

TRADE EXPERIENCE 51

ACTIVITY 36 - Awards

ONLINE ACTIVITY

PLUMBING APPRENTICE EXAMPLE – FOLLOW THESE STEPS TO FIND THE AWARD:

A. www.fairwork.gov.au. Select A-Z Modern Awards B. Select P – to find Apprentice Plumbers Award information 1

Left hand menu. Select Part 4 – Minimum wages and related matters

2

Left hand menu. From Part 4, Select No. 20 Minimum Wages

3 In the main body of information - Read No. 20.2, B, (i) which says: the minimum wage rate

for the plumbing and mechanical services tradesperson/Sprinkler fitter tradesperson Level 1 classification (clause 20.1) 4 Go to 20.1 – the 6th entry is: Plumbing and mechanical services tradesperson/Sprinkler fitter

tradesperson Level 1. The wages are $706.10 Weekly Minimum Wage; $18.58 Hourly Minimum Wage.

5

Go to 20.2 – Apprentice Wages to find out the % that an apprentice will be paid.

Here is what you will find:

Apprentice

for the first year

Plumbing apprentices % Amount $ per week

Sprinkler pipe-fitting Amount $ apprentices % per week

37.5

$264.78

50

$353.05

for the second year

55

$388.36

55

$388.36

for the third year

70

$494.27

75

$529.58

for the fourth year

90

$635.49

90

$635.49

C. Left hand menu. Select Part 5 – Hours of Work and Related Matters.

29.1 Hours per week; 30.1 Meal breaks; 30.3 Daily rest breaks (smoko)

52 TRADE EXPERIENCE

ACTIVITY 37 - Apprenticeships

GROUP READING

WHAT IS AN APPRENTICESHIP? An apprenticeship is a training contract between an employer and an employee in which the apprentice learns an occupation or trade.

WHAT HELP CAN I GET FROM AN APPRENTICESHIP CENTRE. 1

2

3

4

Find your local Australian Apprenticeships Centre.

Ph 13 38 73 or www.australianapprenticeships.gov.au The Australian Apprenticeship Centre can link you into job-matching services to place you in touch with employers.

The Australian Apprenticeship Centre can help you to complete relevant forms.

When you find an employer willing to take you on as an apprentice, the employer will contact a local Australian Apprenticeship Centre – 13 38 73. The Australian Apprenticeship Centre will assist you and your employer with all the paperwork.

HOW MUCH WILL I GET PAID TO BE AN APPRENTICE? Apprentices are usually employed under a federal award or agreement. You will be paid an apprentice wage which takes into account the cost of your training and the value of the work you do. In addition, apprentices have the same rights to superannuation, workers’ compensation and other entitlements or requirements as all other workers in Australia.

Source: Your Guide to an Apprenticeship – Earn while you learn. Department of Education and Early Childhood Development.

TRADE EXPERIENCE 53

ACTIVITY 38 - Apprentice Sign Up - summary

1 2 3 4 5 6

Find an employer who will put you on as an Apprentice

An Australian Apprenticeship Centre coordinates the signing and registration of a Training Contract A Registered Training Organisation, where you will do trade training, is written into the training contract.

The Apprentice receives a letter confirming the Training Contract is registered

Apprentice employment begins with 3 months probation.

During this time the Apprentice or the Employer can cancel the Training Contract.

Cancelling a Contract after 3 months must be by mutual agreement between the Apprentice and Employer.

HELP & INFORMATION Apprenticeship Field Officers can help sort out problems at work.

Apprenticeship Administration information Line – 1300 722 603.

54 TRADE EXPERIENCE

ACTIVITY 38 - Apprentice Sign Up - in detail

GROUP READING

HIGH IMPORTANCE An apprentice needs to set up a file where they keep all the Contracts and letters associated with their apprenticeship. One of the most common reasons an Apprentice has to call the Apprenticeship Administration Information Line for assistance is because they have lost their important Apprenticeship papers and documentation.

1.

Once you have an employer who is willing to take you on as an apprentice you will need to sign a Training Contract.

2.

The employer will organise an Australian Apprenticeship Centre to come to your work site to coordinate the signing and registration of a Training Contract. If the employer has employed apprentices before, they most likely have an Australian Apprenticeship Centre that they already work with. You and the employer will sign the Training Contract. If you are under 18 years, your parent will also need to sign. You will be given a copy of the trading contract. YOU MUST KEEP THIS IN A FILE.

3.

The Employer usually suggests which Registered Training Organisation (RTO) you will do your trade training with and this is written into the Training Contract.

4.

You and your employer will receive a letter stating that your training contract is registered and the name of your RTO. YOU MUST KEEP THIS LETTER IN A FILE.

5.

Once you have received this letter, you will need to contact the nominated RTO to find out how and when to enrol at trade school. Allow plenty of time to make this phone call as you might not get onto the right person straight away.

6.

Once you have signed up as an Apprentice you are on 3 months probation. During the probation period you are paid the usual Apprentice wages. During the probation period either party – you or the employer, can cancel the Training Contract.

Once the probation period of 3 months has passed the cancellation of the Training Contract has to be by mutual agreement.

Mutual agreement means that you and your employer need to agree to cancel or continue a training contract. If you don’t agree, an Apprenticeship Field Officer may be able to assist. To contact an Apprenticeship Field Officer, the apprentice needs to call the Apprenticeship Administration Information Line on 1300 722 603. The hours for this are 10am – 4.00pm week days, and there may be a wait to get through which might be 2 minutes or a bit longer.

7.

If you are under 24 years of age you can expect a friendly visit from an Apprenticeship Support Officer in the first 6 months of your apprenticeship to see how things are going. Australian Apprenticeship Support Officers are notified of new Training Contracts and know which apprentices have begun an apprenticeship.

8.

Anytime you are experiencing problems with the Apprenticeship system, or with your employer, you can call the Apprenticeship Administration Information Line 1300 722 603. They will arrange for an Apprenticeship Field Officer to visit you.

TRADE EXPERIENCE 55

ACTIVITY 39 - Assessment 4 - Apprenticeship Expert Groups

Set up apprenticeship expert groups Students might want to work with a group of friends, or might want to draw names out of a hat.

Each group needs similar numbers of students to do the research and prepare the information.

Group 1: Awards and Pay Pay and conditions – general information http://youngworkertoolkit.youth.gov.au/pay-conditions/how-do-i-find-out-about-my-pay-and-conditions Modern awards and enterprise agreements http://youngworkertoolkit.youth.gov.au/starting-your-job/what-are-modern-awards-and-enterprise-agreements Find an award http://www.fairwork.gov.au/awards/award-finder/pages/default.aspx Young workers http://www.fairwork.gov.au/employment/young-workers/pages/default.aspx Apprentice pay http://www.fairwork.gov.au/pay/apprentice-and-trainee-pay/pages/default.aspx Guide for young workers http://www.fairwork.gov.au/BestPracticeGuides/04-A-guide-for-young-workers.pdf Are unpaid trials allowed? http://youngworkertoolkit.youth.gov.au/starting-your-job/do-i-have-do-unpaid-trial Pay and conditions – general information http://youngworkertoolkit.youth.gov.au/pay-conditions/how-do-i-find-out-about-my-pay-and-conditions What to do if I think my employer owes me money? http://youngworkertoolkit.youth.gov.au/starting-your-job/what-can-i-do-if-i-think-my-employer-owes-me-money Starting your job http://youngworkertoolkit.youth.gov.au/starting-your-job

Notes for Assessment 4 - PP Apprenticeship Expert

56 TRADE EXPERIENCE

ACTIVITY 39 - Assessment 4 - Apprenticeship Expert Groups

Group 2: Superannuation / Taxation Tax and superannuation help http://youngworkertoolkit.youth.gov.au/tax-super-help How superannuation works https://www.moneysmart.gov.au/superannuation-and-retirement/how-super-works Construction industry superannuation http://www.cbussuper.com.au/ Checking if an employer is paying superannuation http://www.ato.gov.au/individuals/content.aspx?doc=/content/86136.htm&alias=unpaidsuper e-TAX How to lodge a taxation return http://www.ato.gov.au/individuals/pathway.aspx?sid=42&pc=001/002/014 Get a tax file number http://www.ato.gov.au/individuals/entry.aspx?menuid=42794 What is coinvest?

1300 COINVEST - info@coinvest.com.au

Notes for Assessment 4 - PP Apprenticeship Expert

TRADE EXPERIENCE 57

ACTIVITY 39 - Assessment 4 - Apprenticeship Expert Groups

Group 3: Apprenticeship System The Apprenticeship Administration Information Line 1300 722 603 Cancellation of a training contract http://www.skills.vic.gov.au/Pages/publications/brochures-and-fact-sheets/apprenticeship-and-traineeship-brochures/apprenticeship-and-traineeship-forms.aspx What is a training contract? http://www.skills.vic.gov.au/Pages/apprentices/wages-and-training-contracts.aspx http://www.youthcentral.vic.gov.au/Jobs+%26+Careers/Apprenticeships+%26+traineeships/ Apprentice+%26+trainee+rights/ Australian government – apprenticeship information http://www.australianapprenticeships.gov.au/ - Apprenticeships Australia - 13 38 73 Find an apprenticeship centre http://www.australianapprenticeships.gov.au/search/aacsearch.asp Helpful links apprenticeships http://www.australianapprenticeships.gov.au/Links.asp Information include tools for your trade http://www.australianapprenticeships.gov.au/Info_Aus_Apps/Overview.asp Accelerated apprenticeships http://www.australianapprenticeships.gov.au/AAA/Home.asp Cancelling an apprenticeship http://www.vacc.com.au/LinkClick.aspx?fileticket=Mi8Cf61bJ4E%3D&tabid=3177 Questions & Answers - Stuff you might need to know as an apprentice http://www.megt.com.au/forapprentices/Pages/personalhelp.aspx Australian Apprenticeship Centres http://www.australianapprenticeships.gov.au/search/aacsearch.asp

Notes for Assessment 4 - PP Apprenticeship Expert

58 TRADE EXPERIENCE

ACTIVITY 39 - Assessment 4 - Apprenticeship Expert Groups

Group 4: Where can an apprentice get help?

PROBLEMS AT WORK – BULLYING, HARASSMENT http://youngworkertoolkit.youth.gov.au/problems-work QUITTING OR LOSING YOUR JOB http://youngworkertoolkit.youth.gov.au/quitting-losing-your-job DISABILITY http://youngworkertoolkit.youqth.gov.au/getting-help HELP AT INCOLINK – INCLUDING ALCOHOL OR DRUG PROBLEMS http://www.incolink.org.au/Apprentices.aspx SAFETY AND ACCIDENTS http://youngworkertoolkit.youth.gov.au/safety-accidents WorkSafe - (03) 9641 1444 - info@worksafe.vic.gov.au

HOW DO I FIND AN EMPLOYER? Australian Apprenticeship Centres – 13 38 73 or www.australianapprenticeship.gov.au Group Training Australia Victoria - (03) 9639 3955 or www.gtav.com.au Employment Websites - Job Advertisements www.apprenticepower.com.au ph: 13 72 77 http://www.indeed.com.au/Apprenticeship-jobs-in-Victoria www.seek.com.au http://jobaccess.gov.au/JobSeekers/Pages/home.aspx www.simplyhired.com.au www.mycareer.com.au www.careerone.com.au

FINANCIAL ASSISTANCE FOR APPRENTICES http://www.youthcentral.vic.gov.au/Jobs+%26+Careers/Apprenticeships+%26+traineeships/Financial+assistance+f or+apprentices+%26+trainees/

CAREER RESOURCES FOR APPRENTICES http://www.aatinfo.com.au/Career-Resources/Career-Services/National

Notes for Assessment 4 - PP Apprenticeship Expert

TRADE EXPERIENCE 59

60 TRADE EXPERIENCE

ASSESSMENT 5 Workplace Survival (activity 40 – page 62; assessment outline - Appendix D Pages 77-86)

PLANNING MY FUTURE

PAGE

Activity 41

Getting to know yourself

63

Activity 42

Getting to know jobs and work

64

Activity 43

Deciding a career direction

65

Activity 44

Choosing a pre apprenticeship

66

Activity 45

Investigative Interview

67

Activity 46

Finding a work placement

68

Activity 47

Telephone skills

69

Activity 48

Job interviews

70

Activity 49

Job interview practice

71

Activity 48

Job search

72

TRADE EXPERIENCE 61

ACTIVITY 40 - Assessment 5 - Workplace survival

For this assessment, students work with a partner to create a list of Do’s and Don’ts to distribute to other young people to assist them to survive and thrive at work. Choose from the items listed below; decide what you think are the most important points and create your list. Condense the information so that each point has only between 6-12 words. Your Do’s and Don’ts list must have a minimum of 5 Do’s and 5 Don’ts.

DO 4 4 Be respectful and courteous towards others - even if you don’t like a particular person 4 Keep your voice at an acceptable level. A loud voice can be extremely annoying.

4 Offer to help others and make their job easier.

4 Dress appropriately and adopt a similar degree of formality/informality.

4 Make sure you understand the rules surrounding e-mail etiquette and the use of your mobile phone 4 Remember you’re being paid to work so keep idle chit-chat and other things that may

take your attention away from what you’ve been employed to do to a minimum.

4 4 4 4 4

Stay positive and upbeat and...smile!

Project the image of a conscientious worker who is friendly.

Make sure you are fit enough for work and have had enough sleep to work productively all day.

Use assertive communication and speak nicely when sorting out conflict or problems with others.

Take your own snacks and lunch especially on your first day as you don’t know where you will

end up. Healthy food will keep you going longer.

DON’T 6 6 Don’t get involved in any banter which might have sexual or racial overtones 6 Be modest and don’t harp on about any of your previous achievements or be an attention seeker.

6 Don’t try to court favour with your boss or immediate supervisors. Just doing your job is the best

way to impress those higher up the ladder than you

6 Don’t assume that it’s OK to leave your mobile phone on silent or respond to text messages.

6 Don’t join in with any teasing of a fellow workmate. The dynamics of any group are complex and

it is better to observe them than to become involved immediately.

6 Don’t take too many breaks. Some smokers do about 2 hours less work a day than others.

6 Don’t stay up late, drink excessive alcohol or take substances ahead of work the next day.

6 Don’t assume there will be somewhere near the job to buy your food; take your own snacks and

lunch if you are not sure where you are working, or what shops are around.

6 Don’t engage in gossip about other workers or ‘bad mouth’ your boss.

62 TRADE EXPERIENCE

ACTIVITY 41 - Planning my future

1

GET TO KNOW YOURSELF Choose a career that suits your interests, skills, and abilities.

A. Take a career quiz

- myfuture.edu.au - http://www.myfuture.edu.au/learningobjects/career_quiz_051128/index.html - Job outlook - http://joboutlook.gov.au/pages/careerquiz.aspx

B. Talk to people who know you well

Your parents, friends, and teachers, might be able to provide you with further insights into who you are, and what you would be good at. They might have observed some qualities in you that you have not seen for yourself, and be able to help you match those qualities to the qualities needed to be successful in occupations you are considering.

C. Think about job requirements

Different jobs require different skills and personal qualities and have varying opportunities for self employment and company employment. Take a look at these two contrasting occupations.

MOTOR MECHANIC A motor mechanic needs to have steady hands and good concentration; does not mind getting dirty, and is interested in motors and mechanics. He/she might also be interested in self employment - owning or running their own business one day.

HOSPITAL ORDERLEY In contrast a hospital orderly, escorting patients to and from their rooms, and working in and around patients, needs to have good communication skills, and is interested in people and their well being. He/she needs to be satisfied working as an employee in a health care facility as there are no direct possibilities for being a self-employed as a hospital orderly.

D. Match your interests, skills and abilities to occupations

You will be well matched to occupations that will use your skills, interests and abilities and provide you with the type of employment you will eventually prefer – e.g. self employment or company employment. The next step is to find out as much as possible about jobs and work.

TRADE EXPERIENCE 63

ACTIVITY 42 - Planning my future

2

GET TO KNOW JOBS AND WORK Look for jobs that match your interests, skills, and abilities.

A. Job Advertisements

Job Ads provide a wealth of information about all kinds of work. Jump on the net, go to a large job recruitment site, search different occupations and see what the job advertisements say.

As you read these ads you might get a feeling of excitement because you have found something which seems to suit you perfectly, or you might get a feeling of hesitation – maybe this job is not for you. You must read several job advertisements, not just one or two, to make this research exercise worthwhile.

B. Investigative Interview

An Investigative Interview is when you talk to people who are qualified and working in the occupation you are considering for yourself. The benefit of Investigative Interviewing lies in being able to find out ‘inside information’ that will not appear in a job advertisement or on a careers web site. However it is always wise to do more than one interview so that you are not getting only one person’s view about an occupation. Investigative Interviewing is one of the most effective ways of gaining an understanding of the industry or trade you are thinking of entering.

Activity 45 page 67 provides a full explanation about how to conduct an Investigative Interview.

C. Videos and You Tube clips

Look an occupational videos. As you look, think about your own interests, skills and abilities.

Seeing a job in action can be a great way to help you make a match between yourself and an occupation. myfuture.edu.au - http://www.myfuture.edu.au/Events/News/Competition%20Winners.aspx You Tube – www.youtube.com

D. Work placement

Work placements can provide fantastic opportunities to discover first hand things you enjoy doing, and things you don’t enjoy doing. Many people have stumbled upon a career path that is just perfect for them from doing a work placement. In some cases the work placement has gone on to an apprenticeship with that company.

Just be aware of one other factor which is, that some work placements are not well set up. If you do not enjoy the work placement it might not be because you are unsuited to the work, but because the work experience was poorly organized. You must use the other occupational research methods on this page before you make a decision about which occupation you wish to pursue.

64 TRADE EXPERIENCE

ACTIVITY 43 - Planning my future - deciding on a career

STOKED ABOUT THIS JOB!

What is your chosen career direction?

What do you like about this career?

What makes you a good candidate for this type of work?

What personal qualities do you have that are a match with this trade?

Is there anything that would stop you from completing the pre apprenticeship or apprenticeship in this trade?

What do you understand about the work conditions in this trade?

RESEARCH TO SUPPORT MY DECISION

m Talked to friends and family who know about this work. m Studied advertisements for jobs in this field. m Interviewed people already doing this kind of work (Investigative Interview). m Watched occupational videos about this trade. m Completed work experience or a work placement in this industry. m Other: TRADE EXPERIENCE 65

for this trade are:

Using tools to cut metal. Marking up pipes for cutting.

I am considering are:

EXAMPLE Plumbing pre-app

NAME OF PRE-APP

NAME OF PRE-APP

Skills I already have

Pre apprenticeships

Working hands on and moving around from job to job.

Being a 1st year apprentice and having to do all the digging and running about.

It has a wide variety of work.

about this trade

The hardest thing

Installing gutters and down pipes.

about this trade is:

What I would enjoy would be:

because?

I choose this trade

trade doing?

experience in this

I’ve gained

ACTIVITY 44 - Planning my future - choosing a pre-apprenticeship

My capacity to cope with

66 TRADE EXPERIENCE

Not too bad

(high)

3.Not a problem

(medium)

2.Not too bad

(low)

1.Not very good

hardship in this trade is :

ACTIVITY 45 - Investigative interviewing

WHAT IS AN INVESTIGATIVE INTERVIEW, AND WHO DO YOU INTERVIEW? An investigative interview is when you talk to somebody who is doing the job you are thinking of doing. The interview can be over the phone or in person. Investigative Interviewing is one important step to take if you are unsure what trade you prefer. Other ways to get more information about occupations include: A) further research on www.myfuture.edu.au, B) view clips on you tube showing the job in action, C) look at job advertisements and what is required in the trade, D) talk to trade teachers.

INTRODUCING YOURSELF It is a good idea to begin your conversation on the telephone, or in person, by saying you are currently looking into the occupation of ...................... to see if it is a good job for you. You’re hoping to gather ‘inside information’ about what they do at work on a daily basis to assist you to make a decision about that trade for yourself. Let them know early in the conversation that you only need about 5 - 10 minutes of their time. Have some questions prepared.

QUESTIONS 1. What do you do as a ........................................................................?

2. What are some of the jobs done in a typical week?

3. What % of time is spent: m

looking at, and working out a job

m

doing the job

m

talking to people about the job

m

doing paper work

m

working physically

m

working outside

m

travelling to work locations

4. What are the main skills and attributes needed to be happy and successful in this work?

6. What are the highs and lows of the job?

7. Is there stress in the job? What sort of things cause stress?

8. What do you like most about your job? and 9. What do you like least about your job?

4 Investigative Interviewing is one of the most effective ways of gaining an understanding

of the industry or trade you are thinking of entering.

TRADE EXPERIENCE 67

ACTIVITY 46 - Planning my future - finding a work placement

1

FIND A CAREER DIRECTION

2

IDENTIFY SKILLS AND QUALITIES

3

FIND CONTACTS

4

DEVELOP A PERSONAL PROFILE

5

CALL EMPLOYERS AND ASK

6

SEND YOUR PERSONAL PROFILE AND THEN CALL

7

KEEP RECORDS

Activities 8, 41, 42, and 43 will assist if you are still undecided on a direction

Refer to Activity 1 for assistance in identifying skills and qualities

Refer to Activity 7 – my network Refer to Activity 9 - list of employers

Refer to Activity 10 - Personal Profile for work placement

Refer to Activity 47 – Telephone skills

As well as calling employers on the telephone, you can send your personal profile by email or by post, and then follow up with a telephone call.

Make a note of who you contacted and when, plus any follow up action or result from your contact.

DATE

68 TRADE EXPERIENCE

CONTACT PERSON

RESULT / FOLLOW UP ACTION

ACTIVITY 47 - Planning my future - effective telephone skills

THE BASICS 1.

Make your calls when you have plenty of time

2.

Make your calls at a time of day when you are energetic, and at your best

3.

Make your call after you have prepared some notes or a script.

4.

Do some research about the company before you call.

5.

Organise your thoughts.

6.

Make sure all background noises from TV, children, barking dogs have stopped.

7.

Have your Personal Profile and a calendar in front of you.

8.

Go over your skills. Be clear about what you can do and what you know.

9.

Be articulate– don’t um and ah if you can help it.

YOUR VOICE The quality of your voice projects an image of you. You want your voice to convey:

4 4 4 4

Professionalism Energy Enthusiasm Confidence Even if the call is not going well, don’t let your voice convey

6 6 6 6

Frustration Impatience Aggression Anger

LISTENING, TALKING, RESPONDING 1.

Concentrate fully

2.

Show you are following the conversation by saying yes, or okay as the conversation progresses.

3.

Ask questions when appropriate. Open questions beginning with: when, why, where, how and what are best.

Write your script

EXAMPLE Hi, my name is came to love doing work involving the trades of and my skills include:

In

I’ve just completed six months of a Trade Experience program where I I’ve now got experience doing we begin a work placement one day a week for

. weeks.

Does your company take students on work placement and if so, would you consider me?

TRADE EXPERIENCE 69

ACTIVITY 48 - Planning my future - job interviews

1

PLAN AND PREPARE

2

BE ON TIME

Think about the job; use the web to research the organization.

Arrive 10 – 15 minutes early. Allow enough time for traffic or public transport hold ups.

MAKE POSITIVE CONTACT

3

Smile and be friendly. People who are dull and unhappy will not be selected. Practice your handshake beforehand. Be confident, not cocky. Don’t complain about past bosses, problems with transport, fellow workers, teachers at TAFE or anything else. Maintain eye contact and sit up straight.

4

DON’T FOCUS ON WAGES

5

BE ENTHUSIASTIC

6

KNOW WHERE YOU ARE GOING

7 8

The best time to ask about wages is when you are offered the position.

Don’t focus on pay at the interview.

Let the employer know you want the job. Tell him or her you are keen.

Plan your journey; know if you are meeting at an office, on site, or at the employer’s home.

THINK ABOUT WHAT THE EMPLOYER IS LOOKING FOR – DEMONSTRATE ‘GOOD FIT’ There is no sense marketing skills and qualities that don’t fit with the employer’s needs.

That is like trying to sell a mother with 4 kids a 2-door sports car! Find out what you can about the employer; the work they specialize in, and the skills and qualities that fit their work, then match your skills to those needs.

PRACTICE ANSWERS TO INTERVIEW QUESTIONS You can’t lose practicing interview questions. Even if you are asked a different set of questions, words and phrases will be on the tip of your tongue because you have been practicing talking about yourself, what you can do and what you know.

70 TRADE EXPERIENCE

ACTIVITY 49 - Planning my future - job interview practice

PRACTICE THESE INTERVIEW QUESTIONS WITH A PARTNER.

QUESTION 1: Tell me about yourself

QUESTION 2: What makes you think you would like this trade?

QUESTION 3: What experience have you got in this work?

QUESTION 4: Do get on well with others on a job?

QUESTION 5: The work can be frustrating at times, how do you manage when it is like this?

QUESTION 6: I don’t want to have to chase you to get something out of you.

Are you somebody with ‘get up and go?

QUESTION 7: Kids that have come here before are always on their phones.

What have you got to say about that?

TRADE EXPERIENCE 71

ACTIVITY 50 - Planning my future - finding an apprenticeship or a job

What ‘s out there?

What’s getting advertised? Are there a lot, or a few jobs in my field of interest?

What do the advertisements say they are looking for? How far would I have to travel for work?

What kind of companies are advertising?

What position am I seeking?

What skills and qualities can I bring to the position?

Does my resume provide employers with the most important and relevant information about me for this job?

What ‘s my plan?

1.

2.

How do I fit?

Do I fit with the positions being advertised? Do I have what they are asking for? Is there anything I could do to develop more skills or gain more qualifications to make me a better fit?

3.

4.

What ‘s the secret?

TRY AND TRY AGAIN Job hunting is usually pretty hard work. You have to be willing to stick at it until you land a job.

ONE DAY YOU WILL CELEBRATE!

72 TRADE EXPERIENCE

5.

6.

JUMP ON THE NET Look for advertisements on job websites; use search engines to search for a job title; search the web sites of well known companies; search the Trade Union website looking for names of companies that might have employment arrangements with the Union.

Email Apprenticeship Centres. Apply for jobs online.

YELLOW PAGES Find companies and businesses.

Make a note of their contact details.

Email your resume. Send your resume by post. (Busy employers might be more likely to open an envelope than open an email attachment). Follow up with a phone call.

NETWORKS Connect with people in your network.

Who do you know? Could somebody link you to people or places where you might find work.

HIDDEN JOBS Hidden jobs exist when a company needs somebody for whatever reason but has not got round to advertising.

Pick up the phone and ‘cold’ call employers. Introduce yourself well. You might strike it lucky. Be ready to send a resume.

TRADE SUPPLIERS Take copies of your resume (with a photo of you ‘ready for work’, if you want) and leave it on the counter or notice board at the Trade Suppliers in your local area.

LOCAL RAG Look for jobs in the local paper. It is cost effective for employers to advertise in the local rag.

APPENDIX A - Planning to write

MAKE A COPY OF THIS TEMPLATE FOR EACH PIECE OF WRITTEN WORK.

PLANNING, WRITING, EDITING Write your ideas below SETTING – when and where the story takes place DRAFTING Create a Draft by using this structure. Write down the main elements to include in your video, information pamphlet, You Tube clip, story, or power point.

PLOT – a series of steps from beginning to end.

CHARACTERS OR PARTICIPANTS – Who is in your story?

Writing

Make sure you get your message across to your audience.

Revising

Are you happy with what you have written? Make changes if necessary.

Your final piece

You are now ready to submit your final copy.

TRADE EXPERIENCE 73

APPENDIX B - Word bank

Resume

Boundaries

Situation

Employer

Attitude

Apprenticeship

Ombudsman

Mental

Passive

Visualisation

Award

Capacity

Employment

Identify

Privacy

Decision

Knowledge

Control

Difficult

Understand

Consequential

Fair work

Concentration

Aggressive

Believe

Mentor

Assessment

Positive

Assertive

Reliable

Personal

Completion

Significant

Barriers

Relay

Profile

Confidence

Optimising

Development

Confidentiality

Stress

Conditions

Solve

Interview

Potential

Conciliation

Complete

Achievement

Reactive

Importance

Superannuation

Source

Network

Proactive

Perspective

Understand

Audit

Remain

Negotiation

Require

ADD OTHER WORDS HERE

74 TRADE EXPERIENCE

APPENDIX C - Helpful sentence starters

USE THESE SENTENCE STARTERS WHEN WRITING

At first I felt devastated To take control of the situation Learning to respond differently Rather than reacting to the emotions, Gaining better control Overcoming problems Dealing with negative feedback Talking to a friend Being ripped off led to Working in a team always felt like Motivation to improve Mental skills like concentration Taking a break Being prepared to go the extra mile Choosing to respond positively Understanding feelings like Wanting to succeed Barriers I am dealing with Dealing with difficult people is My anger kept rising until The ability to stay in control of the fury While it feels difficult and even unattainable, Consequential thinking has been Clarifying the problem The physical work environment Knowing how the apprenticeship system works Having systems for managing tax deductions Respectful and courteous behavior at work

TRADE EXPERIENCE 75

76 TRADE EXPERIENCE

APPENDIX D - Assessments

ASSESSMENT 1 Career Folio includes the following pieces: 1

Skills checklist – Activity 1 page 12-14

2

Activities checklist – Activity 2 page 15

3

Network map - Activity 7 page 20

4

Career exploration - Activity 8 page 21 my future: www.myfuture.edu.au Choose 1 occupation you wish to explore; share information about this occupation with a partner.

Occupation name, 5 tasks & duties, A statement about work conditions, 3 personal requirements.

5

List of employers, 3-6 trades – Activity 9 page 22 Set up a table using MS Word to record employer details; save table to personal usb stick, print information and submit to your teacher.

6

Personal profile – Activity 10 page 22 Develop a word document, save to personal usb stick, print Personal Profile and submit to your teacher.

7

Resume – Activity 11 page 22 Develop a word document, save to personal usb stick, print Resume and submit to your teacher).

Items 1, 2, 3, 4, 5 , 6, 7 must be completed to pass this assessment.

The teacher will sight each of the pieces that make up the Career Folio.

Before starting this assessment, students should read the criteria in the Assessment 1 Rubric on page 78.

Units covered in this assessment: Literacy LO1 – Writing for self expression.

TRADE EXPERIENCE 77

APPENDIX D - Assessments

ASSESSMENT 1 - Rubric Assessment 1 Career Folio

Student Name:

Circle the number in pencil that best shows how well you feel that you completed the criteria for the assessment.

Date Completed:

Excellent

Good

Average

Needs Improvement

Skills Checklist

15

14-13

12

11 or less

Activities Checklist

10

9-8

7

6 or less

Network Map

15

14-13

12

11 or less

Career Exploration

15

14-13

12

11 or less

List of employers in the region

15

14-13

12

11 or less

Personal Profile

15

14-13

12

11 or less

Resume

15

14-13

12

11 or less

TOTAL: 100 (possible points)

78 TRADE EXPERIENCE

Rate Yourself

Teacher’s Rating

YOUR TOTAL

TEACHER TOTAL

APPENDIX D - Assessments

ASSESSMENT 2 Story - stress and resilience

REQUIREMENTS m Write and tell a story about a time when you experienced stress. What happened?

What were your stress reactions? How did you feel? What did you learn?

Examples: The story could be about a time when your pet died, when you were sacked from a job or dropped from the footy team.

m Prior to telling the story, students need to plan and draft a script for this purpose.

Telling the story should take about 2 minutes. Preparing to tell your story, and writing your script will take longer.

What is the main purpose of the story?

What is the title and theme / topic?

What are the powerful messages you wish to convey?

Who do you want to target the message to?

What language is appropriate to your target audience?

Will you add music? What music?

Students will need to demonstrate in their draft scripts that they have consulted the information in: Appendix A Planning, Drafting and Editing Appendix B Word bank Appendix C Helpful sentence starters

Before starting this assessment, students should read the criteria in the Assessment 2 Rubric on page 80.

Units covered in this assessment: Literacy LO1, LO5 – Writing, reading for self expression.

BSBWOR201A Manage stress in workplace, Element 1, 2, 4.

TRADE EXPERIENCE 79

APPENDIX D - Assessments

ASSESSMENT 2 - Rubric Assessment 2 Story - stress and resilience

Student Name:

Circle the number in pencil that best shows how well you feel that you completed the criteria for the assessment.

Date Completed:

Excellent

Good

Average

Needs Improvement

Criteria 1 End product is a story with the theme of stress and resilience which has 3 main parts: What happened, how I felt and what I learned.

20

19-18

17

16 or less

Criteria 2 There is evidence of background reading about stress.

20

19-18

17

16 or less

Criteria 3 There is evidence of background planning, drafting and editing; the story is presented in a logical sequential manner appropriate to an audience of fellow students.

20

19-18

17

16 or less

Criteria 4 There is evidence that the sentence starters and the word bank were used in the background planning stage and spelling, punctuation and grammar have reasonable accuracy.

20

19-18

17

16 or less

Criteria 5 Effort was made. Good use of class time.

20

19-18

17

16 or less

TOTAL: 100 (possible points)

80 TRADE EXPERIENCE

Rate Yourself

Teacher’s Rating

YOUR TOTAL

TEACHER TOTAL

APPENDIX D - Assessments

ASSESSMENT 3 Power point - Stress

THE TASK Students work in pairs or teams to develop a power point which explores stress, its manifestation and common reactions such as anger and frustration plus stress management strategies. Exploration of particular stresses that apprentices experience need to be included in the power point e.g. feeling like you don’t know enough; having your low income pay docked for no obvious reason; feeling out of your depth or being asked to do too much in the time and for the skill level you have. The power point will also include information on sources of fatigue, lifestyles that promote health and well-being for young people starting an apprenticeship or a new job.

REQUIREMENTS m Power point must be a minimum of 12 slides. m It must thoroughly explore the issues relating to stress and lead to students have a greater

understanding of how to manage stress reactions. m It must include a minimum of one situation or problem that would cause stress to an apprentice, and provide an opinion on the best way to manage the problem and the stress. m It must include information on sources of fatigue and lifestyles that promote health and well being.

PROCESS Students will use interpersonal skills to communicate ideas and information with their partner or team. At the completion of the power point, students will reflect on communication skills, seek feedback from their partner or team, and identify areas for improvement.

Students will need to demonstrate that preparation included consulting information in: Appendix A Planning, Drafting and Editing Appendix B Word bank Appendix C Helpful sentence starters Before starting this assessment, students should read the criteria in the Assessment 3 Rubric on page 82.

Units covered in this assessment: Literacy LO1, LO5 – Writing, reading for self expression. Personal Dev. Skills LO5 interpersonal skills - communicate ideas, info.

BSBWOR201A Manage stress in workplace, Element 1, 2, 3, 5, 6.

TRADE EXPERIENCE 81

APPENDIX D - Assessments

ASSESSMENT 3 - Rubric Assessment 3 Power point on Stress management

Student Name:

Date Completed:

Circle the number in pencil that best shows how well you feel that you completed the criteria for the assessment.

Excellent

Good

Average

Needs Improvement

Criteria 1 – End product is a minimum of 12 slides which explore issues of stress and how to manage stress, fatigue and lifestyles that promote health and wellbeing relevant to young people.

10

9-8

7

6 or less

Criteria 2 – The information presented is knowledgebased and accurate; it demonstrates evidence of wide reading and research; information reflects judgement and opinion (compare and contrast) about what will influence and appeal to an audience of young people and includes key words and main ideas on the topic.

10

9-8

7

6 or less

Criteria 3 – It has an example of a problem and the resulting stress that an apprentice might experience and provides an opinion on how best to manage stress.

10

9-8

7

6 or less

Criteria 4 – Information will appeal to an audience of young people including trade students in secondary school or pre apprenticeship programs and apprentices.

10

9-8

7

6 or less

Criteria 5 – There is evidence of background planning, drafting and editing, and information is presented in a logical sequential manner; spelling, punctuation and grammar have reasonable accuracy.

10

9-8

7

6 or less

Criteria 6– Characteristics of effective communication were identified and embedded in the process of working with a partner / in a team. (Activity 15, 16, 17)

10

9-8

7

6 or less

Criteria 7 – Strategies to avoid and resolve conflict were understood and embedded in the process of working with a partner / in a team. (Activity 15, 16, 17)

10

9-8

7

6 or less

Criteria 8 – Student participated constructively in discussions, expressed opinions about the final content of the power point and engaged in active listening.

10

9-8

7

6 or less

Criteria 9 – Student reflected on personal communication skills, sought feedback from partners or team members, and identified areas for improvement.

10

9-8

7

6 or less

Criteria 10 – Effort- an effort was made and there was good use of class time.

10

9-8

7

6 or less

TOTAL: 100 (possible points)

82 TRADE EXPERIENCE

Rate Yourself

Teacher’s Rating

YOUR TOTAL

TEACHER TOTAL

APPENDIX D - Assessments

ASSESSMENT 4 Apprenticeship Expert Group - Power point

REQUIREMENTS A student will belong to one group only. m Groups need to have even numbers of students to research and present the information outlined. m Develop between 6-10 slides with links and images if possible covering the subjects outlined in the boxes below. m Before commencing research for this power point, each group will conduct a forum (using interpersonal skills to communicate ideas and information) to consult with fellow students about what they already know, and what they would like to know in these subject areas. Students will be engaged in active listening and recording information from the consultation to inform the development of their power point.

GROUP 1

Awards and Pay Include how to read a pay slip and where to find information on award wages and conditions, including leave.

GROUP 3

GROUP 2

Superannuation plus the Taxation System.

Include information on what is the superannuation guarantee contribution and what is the purpose of superannuation as well as information on what is a tax file number, tax deductions and lodging a tax return.

Apprenticeship System How does it work?, what is a ‘sign up’?

What happens if you want to change employers? How do you know when you move to the next yr level wages?

GROUP 4

Where to get help?

Provide information on where apprentices can seek information as well as where to get help and support.

Include organisations, help services, and internet sites which exist to assist apprentices.

PROCESS Students will use interpersonal skills to communicate ideas and information and express an opinion to other team members about the content for the power point and how to arrange complex information for easy understanding. Students will practice communication skills that avoid or resolve conflict or differences to complete this product. Students need to engage in active listening when working in the team. After completing the power point, students will reflect on communication skills, seek feedback from their team, and identify areas for improvement.

Students will need to demonstrate that preparation included consulting information in: Appendix A Planning, Drafting and Editing Appendix B Word bank Appendix C Helpful sentence starters Before starting this assessment, students should read the criteria in the Assessment 4 Rubric on page 84.

Units covered in this assessment: Literacy LO1, LO5 – Writing, reading for self expression. Personal Dev. Skills LO5 interpersonal skills - communicate ideas, info.

TRADE EXPERIENCE 83

APPENDIX D - Assessments

ASSESSMENT 4 - Rubric Assessment 4 Apprenticeship Expert group

Student Name:

Date Completed:

Circle the number in pencil that best shows how well you feel that you completed the criteria for the assessment.

Excellent

Good

Average

Needs Improvement

Criteria 1 Student participated in a consultation process with other students regarding content for their group power point.

10

9-8

7

6 or less

Criteria 2 End product is 6-10 slides.

10

9-8

7

6 or less

Criteria 3 There is evidence of background planning, drafting and editing; information is factual and accurate and based on wide research and reading and is presented in a logical sequential manner; spelling, punctuation and grammar have reasonable accuracy.

10

9-8

7

6 or less

Criteria 4 The information presented reflects judgement and opinion (compare and contrast) about what information to include to inform an audience of young people; it includes key words on the topic.

10

9-8

7

6 or less

Criteria 5 Information will appeal to an audience of young people including trade students in secondary school or pre apprenticeship programs and apprentices.

10

9-8

7

6 or less

Criteria 6 Characteristics of effective communication were identified and embedded in the process of working in a team. (Activity 15, 16, 17)

10

9-8

7

6 or less

Criteria 7 Strategies to avoid and resolve conflict were embedded in the process of working in a team. (Activity 15, 16, 17)

10

9-8

7

6 or less

Criteria 8 Student participated constructively in discussions, expressed opinions about the final content of the power point and engaged in active listening.

10

9-8

7

6 or less

Criteria 9 Student reflected on personal communication skills, sought feedback from team and identified areas for improvement.

10

9-8

7

6 or less

Criteria 10 – Effort- an effort was made and there was good use of class time.

10

9-8

7

6 or less

TOTAL: 100 (possible points)

84 TRADE EXPERIENCE

Rate Yourself

Teacher’s Rating

YOUR TOTAL

TEACHER TOTAL

APPENDIX D - Assessments

ASSESSMENT 5 Workplace survival

REQUIREMENTS m Read and edit the Workplace Survival Do’s and Don’ts list in Activity 40. m Work with a partner to create a Do’s and Don’ts list to distribute to other young

people to assist them to survive and thrive at work. m Discuss and decide what you think are the most important points and add new items. m Condense the information so that each point has only between 6-12 words. m Your Do’s and Don’ts list must have a minimum of 5 Do’s and 5 Don’ts.

PROCESS Students will use interpersonal skills to communicate ideas and information and express an opinion to their partner on their preference for what should be included and not included in the list. Students will practice communication skills that avoid or resolve conflict or differences to complete this product. Students need to engage in active listening when working with their partner. After completing the list, students will reflect on communication skills, seek feedback from their partner, and identify areas for improvement.

Before starting this assessment, students should read the criteria in the Assessment 5 Rubric on page 86.

Units covered in this assessment: Literacy LO1, LO5 – Writing, reading for self expression. Personal Dev. Skills LO5 interpersonal skills - communicate ideas, info.

TRADE EXPERIENCE 85

APPENDIX D - Assessments

ASSESSMENT 5 - Rubric Assessment 5 Workplace survival - Do’s and dont’s

Student Name:

Circle the number in pencil that best shows how well you feel that you completed the criteria for the assessment.

Date Completed:

Excellent

Good

Average

Needs Improvement

Criteria 1 There is evidence of reading and editing

10

9-8

7

6 or less

Criteria 2 – The language and tone is appropriate to the audience – young people starting work in their first job / young apprentices and is logical and sequential.

10

9-8

7

6 or less

Criteria 3 - The information presented reflects judgement and opinion (compare and contrast) about what information to include to inform an audience of young people.

10

9-8

7

6 or less

Criteria 4 – The Do’s and Don’ts list has a maximum of 10 points for Dos and 10 points for Don’ts and is likely to assist and be understood by young apprentices.

10

9-8

7

6 or less

Criteria 5 – Each point is a maximum of 12 words; it includes key words and ideas on the topic; spelling, punctuation and grammar have reasonable accuracy.

10

9-8

7

6 or less

Criteria 6 – Characteristics of effective communication were identified and embedded in the process of working with a partner.

(Activity 15, 16, 17)

10

9-8

7

6 or less

Criteria 7– Strategies to avoid and resolve conflict were embedded in the process of working with a partner. (Activity 15, 16, 17)

10

9-8

7

6 or less

Criteria 8 – Student participated constructively in discussions, expressed opinions about the final content of the list and engaged in active listening with a partner.

10

9-8

7

6 or less

Criteria 9 – Student reflected on personal communication skills, sought feedback from partner and identified areas for improvement.

10

9-8

7

6 or less

Criteria 10 – Effort- an effort was made and there was good use of class time.

10

9-8

7

6 or less

TOTAL: 100 (possible points)

86 TRADE EXPERIENCE

Rate Yourself

Teacher’s Rating

YOUR TOTAL

TEACHER TOTAL

INTERMEDIATE VCAL Personal Development Skills LO5 Utilize interpersonal skills to communicate ideas and information.

INTERMEDIATE VCAL Literacy LO5 Reading for Self Expression

INTERMEDIATE VCAL Literacy LO1 Writing for Self Expression

Learning Outcome

UNIT CODE VCALINT001 Type /

5.5 Reflect on personal communication skills and identify areas for improvement.

5.4 Apply active listening skills to facilitate understanding.

5.3 Participate in discussions that require expression of an opinion to others.

6

6

6 6 6 6

6

6 6 6

6 6

6

6 6

5.1 Identify characteristics of effective communication.

5.2 Identify and use strategies to avoid and/or resolve conflict.

6

6 6

6

6

6

6

6

6

Critique e) Express an opinion on the effectiveness of text.

6 6

6 6

6 6

6 6

6 6

6 6

6 6

6

5

6 6

Core 20 hrs

4

6 6

3

Application d) Compare or contrast with other texts.

c) Identify the means used by the author to achieve the purpose of the text.

6

Comprehension b) Identify main ideas and key words used to express them.

Core 12.5 hrs

6

Purpose a) Identify the purpose of the text including any inferred purpose.

6

6

6

Mechanics e) Spell, punctuate and use grammar with reasonable accuracy.

6 6

Core 12.5 hrs

6

6

2

Length/complexity d) Link several separate pieces of information within a text rather than treating them as separate units.

Structure c) Sequence and structure information, ideas and events to suit purpose.

6

Purpose b) Use language and tone appropriate to text purpose and audience.

1

6

Nom Hrs

ASSESSMENT TASKS

Writing process a) Use the processes of planning, drafting and editing to produce written texts.

Element

INTERMEDIATE VCAL

APPENDIX E - Assessment Matrix

Group power point development

Group reading and individual reading.

Student centered learning

Individual, pair, group and team work.

On line research.

Face to face teaching.

Delivery Method

87 TRADE EXPERIENCE

To achieve a result of Satisfactory in Personal Development Skills LO5 students need to demonstrate competency in all elements by completing Assessment Tasks 3, 4, & 5

To achieve a result of Satisfactory in Literacy LO5 Reading for Self Expression students need to demonstrate competency in all elements by completing Assessment Tasks 2, 3, 4, & 5

To achieve a result of Satisfactory in Literacy LO1 Writing for Self Expression students need to demonstrate competency in all elements by completing Assessment Tasks 1, 2, 3, 4, & 5

Assessment Result

4

Recover from a stressful contact

3 Manage time

management techniques

2 Develop stress

6 6 6 6 6

4.3. Depersonalise the context of contact or situation

4.4. Discuss outcomes with appropriate staff members

4.5. Prepare for next contact or situation in a positive manner

4.6. Follow-up or take action where needed

6

3.5. Promptly identify and inform relevant personnel of any variations and difficulties affecting work requirements, through regular reviews

4.2. Analyse the root cause/s of stressful contact or situation

6

3.4. Regularly evaluate tools and techniques

6

6

3.3. Use appropriate time management tools and techniques

4.1. Review the contact or situation

6

3.2. Develop techniques to support the achievement of key performance indicators (KPIs) and priorities

6

6

2.4. Adopt strategies to effectively reduce, manage and deal with stress

6

6

6

2.3. Focus on areas of stress within personal control

3.1. Develop and understand job role priorities

6

6

6

6

2.1. Develop an effective understanding of a range of stress management techniques

6

6

6

3

2.2. Use appropriate techniques effectively to manage stressful situations

6

6

2

1.3. Analyse and understand potential areas of stress in the work environment

1

6

Nom Hrs

Type /

4

5

ASSESSMENT TASKS

1.2. Acknowledge stress and difficult situations

1.1. Recognise signs and sources of stress

1 Develop personal

awareness of stress

Performance Criteria

MANAGE PERSONAL STRESS IN THE WORKPLACE

Element

UNIT CODE BSBWOR201A

APPENDIX E - Assessment Matrix

Group readin Group power point development

Student centered learning

Individual, pair, group and team work.

On line research.

Face to face teaching.

Delivery Method

Students are deemed to be competent and will receive a Pass result in elements 1 – 6 when Assessment Tasks 2 and 3 have been satisfactorily completed.

Assessment Result

balance

6 Maintain work/life

6 6 6 6

6.3. Give high priority to health and wellbeing

6.4. Monitor work/life balance

6.5. Develop the ability to effectively leave work behind at the end of the day

6

6.1. Identify work/life priorities

6.2. Adopt strategies to support work/life priorities

6

5.5. Seek assistance from team members and management in managing stamina

6

3

6

2

5.3. Monitor personal performance against performance requirements

1

6

Nom Hrs

Type /

4

5

ASSESSMENT TASKS

5.2. Adopt work routine and procedural strategies to minimise stress and fatigue

5.1. Identify sources of fatigue in contact centre (apprenticeship) role

5 Maintain personal

stamina and resilience

Performance Criteria

MANAGE PERSONAL STRESS IN THE WORKPLACE

Element

UNIT CODE BSBWOR201A

APPENDIX E - Assessment Matrix

Group readin Group power point development

Student centered learning

Individual, pair, group and team work.

On line research.

Face to face teaching.

Delivery Method

89 TRADE EXPERIENCE

Students are deemed to be competent and will receive a Pass result in elements 1 – 6 when Assessment Tasks 2 and 3 have been satisfactorily completed.

Assessment Result

90 TRADE EXPERIENCE

VCAL Literacy LO1 Writing for Self Expression VCAL Literacy LO5 Reading for Self Expression VCAL Personal Development Skills Unit 1 LO5 BSBWOR201A Manage personal stress in the workplace

VCAL Literacy LO1 Writing for Self Expression VCAL Literacy LO5 Reading for Self Expression VCAL Personal Development Skills Unit 1 LO5

VCAL Literacy LO1 Writing for Self Expression VCAL Literacy LO5 Reading for Self Expression VCAL Personal Development Skills Unit 1 LO5

Assessment 3 Power Point on stress

Assessment 4 Apprenticeship Expert Groups

Assessment 5 Workplace survival Do’s and Don’ts

VET Competent Not competent

VCAL S satisfactory NS not satisfactory

ASSESSMENT DATE/S

STUDENT FEEDBACK YES / NO

Assessor/s Name: Assessor/s Signature:

Student Name:

Student Signature:

I acknowledge the result as recorded for Assessment Tasks 1 - 5 Project 1 – That’s a mad job.

91 TRADE EXPERIENCE

I have read and understood the Assessment descriptions in Appendix D on pages 77-86 and the Assessment Matrix in Appendix E pages 87-89. I understood what was required to complete this pass the assessments in this Project.

ASSESSMENT AGREEMENT / ACKNOWLEDGEMENT

VCAL Literacy LO1 Writing for Self Expression VCAL Literacy LO5 Reading for Self Expression BSBWOR201A Manage personal stress in the workplace

VCAL Literacy LO1 Writing for Self Expression

Assessment 1 Career folio

Assessment 2 Story – stress and resilience

LINKED TO UNITS

ASSESSMENT TASKS

Unit performance criteria (VET) and Learning Outcomes (VCAL) are mapped to Assessments in the Assessment Matrix, Appendix E pages 87-89

Assessment Description: Appendix D on pages 77-86

Units Assessed: BSBWOR201A Manage personal stress in the workplace. Intermediate VCAL Literacy Writing LO1, Literacy Reading LO5, Personal Development Skills Unit 1 LO5.

PROJECT 1 - That’s a mad job

APPENDIX F - Assessment Tool