Student Advisory Curriculum

STUDENT ADVISORY CURRICULUM Grade 12 Theme: Career Guidance and Transitions

This theme includes lessons on: . Learning about careers, career development, and life planning . Electronic portfolio (Career Cruising), Ready for Work and apprenticeship . Exploring Your Future . Career Skills Portfolio

Lessons & Suggested Sequence

Lessons Sessions .Portfolio Introduction 3 .Steps to Developing a Portfolio 3 .Mission Statement 2 .Paragraph About Yourself 2 .Career Plans/Personal Inventories 1 .Resume Update 2 .Covering Letter Update 2 .Academic Skills 2 .Personal Management – Reference Letter 2 .Personal Management Skills 1 .Teamwork Skills 1 .Portfolio Sharing 2

Supplemental .Parents and Post-secondary Plans .Job Dress and Etiquette .Career Planning

Ready for Work Lessons .Ready for Work 1: What Safety Means to Me .Ready for Work 2: Worker Rights & Responsibilities .Ready for Work 3: Tools for Promoting Fairness in the Workplace .Ready for Work 4: Promoting Fairness in the Workplace

1 Module 88 Lessons—Youth Apprenticeship .Lesson 1: The Process and Benefits of Apprenticeship .Lesson 2: Apprenticeship Terminology .Lesson 3: Steps in Apprenticeship .Lesson 4: Trade Boards and SATCC .Lesson 5: Transition Programs .Lesson 6: Apprenticeship Training .Lesson 7: Qualities of a Successful Apprentice

2 .THEME: Career Guidance and Transitions

Lesson: Introduction to Portfolios

Learning Outcomes . Students will be able to demonstrate an understanding of the career and personal planning process as part of portfolio building. . Students will explore the importance of personal career portfolios and demonstrate their use. Essential Questions . What are some reasons people keep portfolios? . What is the value of making a portfolio?

Level . Grade 12

Time . 3 x 15 minutes

Materials . Write Essential Questions on the board. . Teacher Information “ What is a Career Portfolio” . Conference Board of Canada Employability Skills 2000+ . Student What I want to Show Web

Procedures 1. Discuss the Essential Questions.

2. Review the information “What is a Career Portfolio”

3. Have student brainstorm in groups and then share the information with the entire group A good portfolio needs to be…………….. What are employers looking for in an employee …………….

4. Review the Employability Skills 2000+ from the Conference Board of Canada. Explain to the students that 3 areas of importance have been identified as critical skills required for Canadian workers.  Write the three headings on the board Academic Skills, Personal Management Skills and Teamwork Skills.  Students should define what they believe is involved in each area. (you could also have the students work in groups).  Students then list skills they believe may be included in each area.  Review the skills as listed on the pamphlet and add anything to the student generated lists.

3 5. Explain to students that each of them will be completing a portfolio. The portfolio will include the areas that are identified by the Conference Board of Canada as being essential skills for Canadian workers.

6. The Portfolio will be divided into 4 sections: This is Me!, Academic Skills, Personal Management Skills and Teamwork Skills.

7. Make a web of “What I want to show?” for each of the four areas. Use the web sample. Students should list items and events they may include in each section.

4 What is a Career Portfolio? A career portfolio is a summary of who you are and showcases your best work. It is a collection of samples of your work that demonstrates your best skills and abilities. The portfolio can be used as part of a job interview, university admissions interview or other opportunities where it is important to show your skills and abilities. By completing your portfolio, you will have the opportunity to master important skills and to showcase your best work to potential employers and/or colleges.

Why should you bother making a portfolio?

Personal development Putting together a portfolio gives you a chance to look closely at yourself and assess your knowledge, skills, attitude and conduct. It helps you look at your strengths and weaknesses, your successes and places where improvements are needed. Creating a portfolio is the beginning of a lifelong process honoring your individuality and life experiences.

Career exploration How much time will you spend working, volunteering and on leisure activities? You will likely spend 35 hours or more at your job every week, so choose something you’ll enjoy. Your portfolio can help you determine your career pathways.

Job search skills and tools You have been looking for a part-time job and now you have a job interview. How can your portfolio help? Reviewing your portfolio lets you focus on the skills and knowledge you want to highlight in the creation of your resume and cover letter. Taking select pages with you helps a potential employer learn more about you than through traditional questions and answers.

Further studies and training You have chosen an occupation and now need to plan for further studies, perhaps on- the-job training, apprenticeship or a program at a vocational school, college or university. Your portfolio can help you plan the credits you need to meet entrance requirements and prepare of an entrance interview if one is needed.

5 What I Want To Show Web

What I Want to Show?

6 THE CONFERENCE BOARD OF CANADA

EMPLOYABILITY SKILLS 2000+

1. Academic Skills: Those Skills which provide the basic foundation to get, keep and progress on a job and to achieve the best results. Canadian employers need a person who can:

Communicate: - understand and speak the languages in which business is conducted - listen to understand and learn - read, comprehend and use written materials, including graphs, charts and displays - write effectively in the languages in which business is conducted

Think: - think critically and act logically to evaluate situations, solve problems and make decisions - understand and solve problems involving mathematics and use the results - use technology, instruments, tools and information systems effectively - access and apply specialized knowledge from various fields (e.g. skilled trades, technology, physical sciences, arts and social sciences

Learn: - continue to learn for life

2. Personal Management Skills: The combination of skills, attitudes and behaviours required to get, keep and progress on a job and to achieve the best results. Canadian employers need a person who can demonstrate:

Positive attitudes and behaviours: - self-esteem and confidence - honesty, integrity and personal ethics - a positive attitude toward learning, growth and personal health - initiative, energy, and persistence to get the job done

Responsibility: - the ability to set goals and priorities in work and personal life - the ability to plan and manage time, money and other resources to achieve goals - accountability for actions taken - adaptability - a positive attitude toward change - the ability to identify and suggest new ideas to get the job done-----creativity

7 3. Teamwork Skills: Those skills needed to work with others on a job and to achieve the best results. Canadian employers need a person who can: - work with others - understand and contribute to the organization’s goals - understand and work within the culture of the group - plan and make decisions with others and support the outcomes - respect the thoughts and opinions of others in the group - exercise "give and take" to achieve group results - seek a team approach as appropriate - lead where appropriate, mobilizing the group for high performance

www.calsca.com/conference_board.htm

8 THEME: Career Guidance and Transitions

Lesson: The Steps to Developing a Portfolio

Learning Outcomes . Students will understand the steps involved organizing a portfolio.

Essential Question . What information should you gather for your portfolio?

Level . Grade 12

Time . 3 x 15 minutes

Materials . Write Essential Questions on the board . Handout “What Are the Steps to Developing a Portfolio” . Handout “Electronic Portfolios” . Handout: “Portfolio Checklist”

Procedures 1. Discuss the Essential Questions.

2. Review the handout with students so they understand what steps need to be taken to organize their portfolios.

3. Explain that students need to begin gathering their information. At school they will work through each section of the portfolio, but they will need to collect things to put into the portfolio. They should start put things into a binder. If they are using certificates they may need to buy some plastic sleeves to put their certificate or items they do not want to hole punch.

4. Some students may want to make an electronic portfolio. There is a lot of information available on the internet. Give students that are interested in an electronic portfolio the “Electronic Portfolio” handout.

5. Provide each student with the “Portfolio Checklist” handout.

Extending . Students can use the internet for resources.

10 What Are the Steps to Developing a Personal and Career Portfolio?

A. Gather Your Evidence Collect the information and records that show your interests, involvements, and achievements.

B. Organize Your Portfolio Arrange your evidence into sections that will help someone else see what you have accomplished.

C. Assemble Your Portfolio Format and compile your portfolio so it is easy for someone else to read and understand the information you have gathered.

D. A Final Check You have much to be proud of in your portfolio. Check that it has updated information and that it shows your work in the best possible light.

A. Gather Your Evidence What evidence can be placed in a portfolio? Evidence comes in many forms. You can include evidence of your skills, your talents, your achievements, your awards, your experiences, as well as your learning and employability skills. Be sure to include things you do both in school and away from school. Items for Your Portfolio Items can include: report cards, things you are proud of (newspaper clippings, certificates, awards, etc.), certificates of Participation (clubs, events, etc.), a record of your community involvement activities and an updated résumé

B. Organize Your Portfolio Your challenge is to organize the information you have in your portfolio into an understandable overview of your accomplishments to date. Similar items and accomplishments should be grouped so that the reader can find the information easily. The following four categories will help you organize your evidence:

1. This Is Me In this section, concentrate on who you are. Items to include:  Mission statement  Paragraph about yourself  Career Plans  Personal Inventories  Resume  Covering Letter

2. Academic Skills This section should contain evidence of your ability to communicate, think and learn. Items to include:  Current report card, school transcript, diploma/certificate  Achievement Test Scores – SAT, ACT, etc.  Awards/Scholarships

11  Certificates: First Aid, CPR, drivers’ license, swimming, babysitting, etc.  Writing Samples  Art Portfolio  Special Projects  Special skills acquired through clubs, organizations, work, etc.

3. Personal Management Skills This section focuses on your combination of attitudes and behaviors that demonstrate responsibility and adaptability. Items to include:  Letters of reference from present/past employers, teachers, coaches. etc.  Performance Appraisals/Evaluation from work, work experience or school  Volunteer Work  Recognition Awards  Leadership Skills – SRC, leadership training  Participation/Award certificates

4. Teamwork Skills The last section should focus on your ability to cooperate and work effectively with others in a group. Consider your involvement in:  Team sports, clubs, drama production, band, choir, etc.  Job activities/committees/projects that required teamwork.  Documentation of involvement in a position of an organization  Hobbies and interests associated with a group.  Awards, certificates, special recognition C. Assemble Your Portfolio After you have selected and organized your evidence, it is time to format and compile your portfolio so it easy for someone else to read and understand the information you have gathered. . Tips for assembling your portfolio:

Does my portfolio show a wide-range of my accomplishments? The strength of a portfolio is in the variety of what you show. Examples you include should show many of your accomplishments rather than many examples of one accomplishment.

Are my most important accomplishments clearly evident? Not everything you do will have equal value. The portfolio should show the best examples of your talents and abilities. Make sure that those things that you are most proud of are highlighted in your portfolio.

Does my portfolio have a consistent format? A portfolio is an organized collection of evidence. Using a consistent format and page layout throughout, connects the diverse documents so it shows a clearer picture of your accomplishments. Any graphics, arrows, or clip art should accentuate your portfolio contents, rather than decorate it.

12 Do I have a Cover Page for my portfolio? This page should include:  your name  a mission statement for your portfolio  a photo (if you choose)

Electronic Portfolios

In addition to your traditional portfolio, you may want to create an electronic portfolio. You can make the electronic portfolio available to employers as a supplement to your résumé. It can be on the World Wide Web or on a CD-ROM, floppy disk, or zip disk. You can set it up as a PowerPoint presentation or include a PowerPoint slideshow as part of your electronic portfolio.

Electronic portfolios are easy for employers to access and use, especially if they're on the web. By including a "mailto" link in your portfolio, employers can contact you easily simply by clicking on the link and typing in a message for you. Another benefit of having an electronic portfolio is that it shows employers that you are familiar with various types of computer technology and programs. Before creating your electronic portfolio, create your traditional version. Include electronic versions of items from your traditional portfolio. For example, include the word processing files for your writing samples and your résumé, scans of appropriate photos and certificates, and Adobe Acrobat (pdf) files of graphics such as brochures that you have designed.

In addition to the kinds of materials in your traditional portfolio, you might include an expanded version of your résumé, audio and video clips. Avoid personal information and inappropriate links--anywhere on your web site. Remember that anyone with much web experience can explore more of your web pages quite easily beyond your portfolio if it's online. You might want to put your online portfolio on a different server to prevent this kind of browsing by employers.

13 This section includes anything that represents who you are, what you value and your plans for the future.  Personal Profile ----- Mission Statement  Paragraph on yourself – Who you are and your plans for the future  Career Plans/Personal Inventories  Resume  Covering Letter

Your academic skills reflect your ability to communicate, think and learn.  Current Report Card, school transcript, diploma/certificate  Achievement Test Scores – SAT, ACT  Awards/Scholarships  Certifications: first aid, CPR, driver’s license, food safety, etc.  Writing Sample  Art Portfolio  Special Projects

Personal Management skills represent your own combination of attitudes and behaviors that demonstrate responsibility and adaptability.  Letters of reference from present/ past employers, teachers, coaches, supervisors.  Performance Appraisals/Evaluation from work, work experience or school.  Memberships in clubs or organizations.  Volunteer Work  Hobbies/Interests  Leadership Skills – SRC, leadership training, etc.  Participation/Award certificates  Special skills acquired through clubs, organizations, work, etc.

14 Teamwork skills represent your ability to cooperate and work effectively with others in a group.  Documentation of participation in a team sport, club, drama production, band, choir, yearbook, graduation committee, etc.  Job, activity, committee, project that required teamwork  Documentation of involvement in a position of an organization  Team/club pictures  Hobbies and interests associated with a group  Certificates, awards, special recognition

15 THEME: Career Guidance and Transitions

Lesson: THIS IS ME – Mission Statement

Learning Outcomes . Students will complete a mission statement for their career portfolio

Essential Questions . What is a mission statement? . Why would you include a mission statement in your portfolio? . How do you write a mission statement?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Written information on writing a mission statement . Handout: Mission Statement Worksheet

Procedures 1. Discuss the Essential Questions.

2. Read written information about mission statements to students.

3. Students complete mission statement worksheet.

4. Students complete their own mission statement.

Note: . Students may have completed a Mission Statement in the Goals Module for Grade 11 and 12. They may use the mission statement from their previous work. Students may also include their SMART goals they completed in the Goals Module.

The handouts are adapted from 7 Habits for Highly Effective Teens by: Stephen Covey.

16 Getting Started on Your Mission Statement

Now that you’ve taken the time to walk through The Great Discovery, you’ve got a good jump- start on developing a mission statement. Below, I’ve listed four easy methods to help you get stared writing your own mission statement. You may want to try one of them or combine all four of them in any way you see fit. These are just suggestions, so feel free to find your own method.

Method #1: The Quote Collection. Collect one to five of your very favorite quotes onto one sheet of paper. The sum of these quotes then becomes your mission statement. For some, great quotes are very inspiring, and this method works well for them.

Method #2: The Brain Dump. Speed write about your mission for fifteen minutes. Don’t worry about what’s coming out. Don’t edit what you’re writing. Just keep writing and don’t stop writing. Get all of your ideas down on paper. If you get stuck, reflect upon your answers to The Great Discovery. That should get your imagination in gear. When your brain has been sufficiently purged, take another fifteen minutes to edit, arrange, and make sense of your brain dump.

The result is that in just thirty minutes, you’ll have a rough draft of your mission statement. Then over the next several weeks you can revise it add to it, clarify it, or do whatever else you need to make it inspire you.

Method #3: The Retreat. Plan a large chunk of time, like an entire afternoon, and go to a place you adore and where you can be alone. Think deeply about your life and what you want to make of it. Review your answers to The Great Discovery. Look to the mission statement examples in this book for ideas. Take your time and construct your own mission statement using any method you see fit.

Method #4: The Big Lazy. If you’re really lazy, use the U.S. Army’s slogan “Be All That You Can Be” as your personal mission statement. (Hey, I’m only joking.)

A big mistake teens make when writing a mission statement is that they spend so much time thinking about making it perfect they never get started. You are much better off writing an imperfect rough draft and then improving it later.

Another big mistake is that teens try to make their mission statements look like everyone else’s. That doesn’t work. Mission statements come in many forms – a poem, a song, a quote, a picture, many worlds, a single word, a collage of magazine pictures. There is no single right way to do it. You’re not writing it for anyone else but you. You’re not writing if for your English teacher and it’s not going to be graded by anyone. It is your secret document. So make it sing! The most important question to ask yourself is, “Does it inspire me?” If you can answer yes, you did it right.

17 Once you have it written, put it in a place where you can easily access it, like inside your journal or on your mirror. Or you could reduce it, laminate it, and put it in your purse or wallet. Then refer to it often, or, even better, memorize it.

Below are two more examples of teen mission statements, each very different in style and length:

18 WHITNEY NOZISKA’S MISSION STATEMENT

Care - ABOUT THE WORLD - ABOUT LIFE - ABOUT PEOPLE - ABOUT MYSELF

Love - MYSELF - MY FAMILY - MY WORLD - KNOWLEDGE - LEARNING - LIFE

Fight - FOR MY BELIEFS - FOR MY PASSIONS - TO ACCOMPLISH - TO DO GOOD - TO BE TRUE TO MYSELF - AGAINST APATHY

Rock - THE BOAT, DON’T LET THE BOAT ROCK ME - BE A ROCK

BE REMEMBERED

KATIE HALL” MISSION STATEMENT ( It is short, but to her it means everything

MY MISSION STATEMENT

NOTHING LESS.

19 THREE WATCH-OUTS

As you strive to begin the end in mind and develop a personal mission statement, watch out for dangerous roadblocks!

Watch-Out #1: Negative Labels. Have you ever felt labeled by others in a negative way? By your family, teachers, or friends?

“You guys from the east side are all the same. Always getting’ into trouble.” “You’re the laziest kid I know. Why don’t you get off your butt and do something for a change?” “There goes Suzy. I hear she’s a total sleaze.”

I’m sure your school has its own labels. In my school we had the Cowboys, the Brains, the Airheads, the Pretty Boys, the Party-ers, the Preps, the Babes, the Burn-outs, the Jocks, the D- Wingers, and many other groups. I was labeled in the Jock category. The term “Jock” meant that you played sports, were stuck on yourself, and had a brain the size of a peanut.

Labels are an ugly form of prejudice. Break down the word prejudice and what do you get? Ta da! Pre-Judge. Isn’t that interesting? When you label someone you are pre-judging them; that means making conclusions about someone without knowing them. I don’t know about you, but I can’t stand it when I am unfairly judged by someone who doesn’t know a thing about me.

You and I are much too complex to be neatly shelved into a category like clothing in a department store, as if there were only a handful of different types of people in the world instead of millions of unique individuals.

If you’ve been falsely labeled, you can live with it. The real danger comes when you start to believe the labels yourself, because labels are just like paradigms. What you see is what you get. For instance, if you’ve been labeled as being lazy, and you begin to believe it yourself, it will become a self-fulfilling belief. You’ll act out the label. Just remember, you are not your labels.

Watch-Out #2: “It’s All Over” Syndrome. Another thing to watch out for is when you’ve made a mistake or three and feel so bad about what you’ve done that you say to yourself, “It’s all over. I’ve blown it. Who cares what happens now?” At this point you begin to self-destruct and let it all hang out.

Let me just say this. It’s never over. It seems that many teens go through a time where they lose it and experiment and do a whole bunch of things they aren’t proud of… almost as if they are testing the boundaries of life. If you have made mistakes, you’re normal. Every teenager has. Every adult has. Just get your head screwed on straight as quickly as you can and you’ll be okay.

So often, in our quest to be more popular and to be part of the “in-group,” we lose sight of things that are far more important…

20 Watch-Out #3: Wrong Wall. Have you ever worked really hard to get something you wanted only to find that when you got it you felt empty inside? So often, in our quest to be more popular and to be part of the “in-group,” we lose sight of things that are far more important, like self- respect, true friendships, and peace of mind. We are often so busy climbing the ladder of success that we never take time to see if our ladder is leaning against the right wall. Having no end in mind is a problem. But having and end in mind that leads us in the wrong direction can be a bigger problem.

I once played football with a guy who was an incredible player. He had everything going for him, including being the team captain and having the ultimate buffed body. Each game he would excite fans with heroic efforts and spectacular athletic feats. Fans praised his name, young boys worshipped him, and women adored him. He had it all. Or so it appeared.

You see, even though he was shining on the field, he wasn’t doing right off the field. And he knew it. And so did I, because I had grown up with him. As his fame increased, I watched him turn away from his principles and lose his direction. He gained the high fives of the crowd but compromised something else far more meaningful, his character. It doesn’t really matter how fast you’re going or how good you’re lookin’ if you’re headed in the wrong direction.

How can you tell if your ladder is leaning against the right wall? Stop, take a moment right now to ask yourself: “Is the life I’m living leading me in the right direction?” Be brutally honest as your pause and listen to your conscience, that inner voice. What is it telling you?

Our lives don’t always require 180-degree shifts in direction. More often, we need only small shifts. But small changes can make huge destination differences. Imagine this: If you wanted to fly from New York to Tel Aviv in Israel but made one degree change north, you would end up in Moscow instead of Tel Aviv.

21 MISSION STATEMENT WORKSHEET: The Great Discovery

Start here! 1. Think of a person who made a positive difference in your life. What qualities does that person have that you would like to develop?

2. Imagine 20 years from now – you are surrounded by the most important people in your life. Who are they and what are you doing?

3. If a steel beam (15 centimeters) were placed across two skyscrapers, for what would you be willing to cross? A thousand dollars? A million? Your pet? Your brother? Fame? Think carefully…

4. If you could spend one day in a great library studying anything you wanted, what would you study?

5. List 10 things you love to do. It could be singing, dancing, looking at magazines, drawing, reading, daydreaming… anything you absolutely love to do!

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

22 6. Describe a time or experience when you were deeply inspired.

7. Five years from now, your local paper does a story about you and they want to interview three people… a parent, a brother or sister, and a friend. What would you want them to say about you?

8. Think of something that represents you—a rose, a song, an animal. Why does it represent you?

9. If you could spend an hour with any person who ever lived, who would that be? Why that person? What would you ask?

10. Everyone has one or more talents. Which ones below are you good at? Or write down ones not listed. Good with numbers Humorous Good with words Building things Creative thinking Sharing Athletics Accepting others Making things happen Predicting what will happen Sensing needs Trivia Speaking Writing Listening Memorizing things Singing Music Artistic Dancing Working well with people Mechanical Decision making

23 THEME: Career Guidance and Transitions

Lesson: THIS IS ME – Paragraph About Yourself

Learning Outcomes . Students will complete a paragraph about themselves.

Essential Questions . Why should you include a paragraph about yourself in your portfolio? . What might you include in a paragraph?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Handout: Paragraph About Yourself

Procedures 1. Discuss the Essential Questions.

2. Review handout “Paragraph About yourself”

3. Students complete paragraph.

24 Paragraphs About Yourself

You are to compose four paragraphs that will give other people information about yourself.

Paragraph 1 – Who are you?  Introduce yourself and tell about your characteristics and qualities.  What school do you attend and the grade you are currently in.  Other interesting information about yourself.

Paragraph 2 – Interests/Hobbies/Activities  Information about interests and activities  Hobbies  Clubs, teams or groups you have participated in

Paragraph 3 – Previous Experience  Work Experience  Volunteer Experience  Training or course taken

Paragraph 4 – Future Plans/Goals  Careers you are interested in  Plans for future education  Travel plans  Plans to improve your self

*This document must be typed and edited.

25 THEME: Career Guidance and Transitions

Lesson: THIS IS ME – Career Plans/Personal Inventories

Learning Outcomes . Students will organize any previous career plans, interest inventories that they would like to include in their portfolio.

Essential Question . What career plans or personal inventories might you include in your portfolio?

Level . Grade 12

Time . 1 x 15 minutes

Materials Intentions Survey/Personal Inventories (refer to Goal Setting, Reflection and Self- Assessment Section of the Advisory Program where students may have completed some self-assessments or inventories)

Procedures 1. Discuss the Essential Questions.

2. Organize information in portfolio.

26 THEME: Career Guidance and Transitions

Lesson: THIS IS ME – Resume Update

Learning Outcomes . Students will update their resume for their portfolio.

Essential Question . Why do you need to update your resume for your portfolio?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Students should bring a copy of their resume. . If students have not completed a resume they should complete the Resume writing lessons in the Grade 10 Career Guidance section. Or refer to the lesson Identifying Your References in this theme . Reference Update Sheet

Procedures 1. Discuss the Essential Questions.

2. Update resume. (If students have not completed a resume they should complete the Grade 10 Career Guidance Section on resume writing). o Have students write on their resume any new information. o Students should also update their reference list.

3. Students need to find a partner, trade resumes and have them proof read it.

4. Students type the updates on their resume and bring it back the next day.

27 REFERENCE LIST

Your Name ______Address: ______City: ______Province: ______Postal Code: ______Phone: ______Cell Phone: ______Email: ______

Reference 1

First & Last Name: ______Position: ______Company Name: ______Address: ______City: ______Province: ______Postal Code: ______Day time phone: ______Evening phone: ______E-mail address: ______Relationship to you: ______

Reference 2

Reference 3

28 THEME: Career Guidance and Transitions

Lesson: THIS IS Me – Covering Letter

Learning Outcomes . Students will include a covering letter in their portfolio.

Essential Question . How good is your covering letter? Does it measure up?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Student brings a copy of covering letter. . If a student has never written a cover letter – see Career guidance section in Grade 10.

Procedures 1. Update covering letter. (If students have not previously written a covering letter have them complete the Covering Letter Lesson in the Grade 10 Career Guidance Section.)

2. Have students work in pairs to edit and proof read letters.

29 THEME: Career Guidance and Transitions

Lesson: Academic Skills

Learning Outcomes . Students will include items in the academic skills section of their portfolio

Essential Question . What kinds of items will you include in the Academic Skills section of the portfolio.

Level . Grade 12

Time . 1 x 15 minutes

Materials . Academic transcript for each student (may be obtained from the office)

Procedures 1. Discuss the Essential Questions.

2. Provide each student with a copy of their academic transcript.

3. Each student will have a variety of things to include in this section.

30 THEME: Career Guidance and Transitions

Lesson: Personal Management Skills—Reference Letter

Learning Outcomes . Students will understand how to obtain a reference letter.

Essential Questions . What is a reference? . Who should you consider for a reference? . How do you obtain a reference letter?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Write Essential Questions on the board . Handout: “Reference Letter Background Sheet”

Procedures 1. Discuss the Essential Questions.

2. Discuss the importance of a reference letter.

3. Students will complete the “Reference Letter Outline”

4. Have students work with a partner to proof read the reference letter outline.

5. Students will give their “Reference Letter Background Sheet” to someone in the community to provide them with a reference letter. This letter should not be from a teacher at this time, if students have letters that have been previously written they may include them in this section as well.

31 Reference Letter Background Information

Demographics: Name:

School and Grade:

School: Academic standing:

Extra Curricular Involvement:

Community Involvement: (activities, teams, clubs, organizations)

Future Plans/Goals:

Character/Temperaments: (list adjectives which describe you)

32 THEME: Career Guidance and Transitions

Lesson: Personal Management Skills

Learning Outcomes . Students will collect items that may be used for this section of the portfolio

Essential Question . What kinds of things might you include in the Personal Management Skills section of your portfolio?

Level . Grade 12

Time . 1 x 15 minutes

Materials . Write Essential Question on the board

Procedures 1. Discuss the Essential Question.

2. Encourage students to collect things that apply to this section. If they do not have a certificate they can write a brief description as to what was involved in their activity.

3. Students should write a list of their hobbies and interests.

4. Review portfolio checklist for the Personal Management Skills section.

33 THEME: Career Guidance and Transitions

Lesson: Teamwork Skills

Learning Outcomes . Students will collect items that may be used for this section of the portfolio

Essential Question . What kinds of things might you include in the Teamwork Skills section of your portfolio?

Level . Grade 12

Time . 1 x 15 minutes

Materials . Write Essential Question on the board

Procedures 1. Discuss the Essential Question.

2. Encourage students to collect things that apply to this section. If they do not have a certificate they can write a brief description as to what was involved in their activity.

3. Students should write a list of their team work activities.

4. Review portfolio checklist for the Teamwork Skills section.

34 THEME: Career Guidance and Transitions

Lesson: Portfolio Sharing

Learning Outcomes . Students will share their portfolios with peers and others.

Essential Questions . Why is it important to share our portfolios? . Who would you like to share your portfolios with?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Write Essential Questions on the board.

Procedures 1. Discuss the Essential Questions.

2. Encourage students to share their portfolios.

3. Organize an opportunity for your advisory group to share their portfolios with another advisory group. It is important that other students see the portfolios so they will have an idea of what they will be doing in their Grade 12 year.

4. Students may present their portfolios at the April 3-Way Conference!

35 THEME: Career Guidance and Transitions

Lesson: Talking to Parents about College and Post-Secondary Planning

Learning Outcomes . Students will become aware about the need to talk to their parents about post-secondary plans.

Essential Questions . What are the most difficult post-secondary issues to discuss with my parents? . What do I think makes these issues difficult to discuss? . Do I think both my parents and myself are fully informed about what needs to be done regarding post-secondary education plans?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Write Essential Questions on the board . Handouts: A Guide for Parents of Graduating Students

Procedure 1. Ask students to discuss some of the realities of being in grade 12. Remind them that it is not unusual for them to have mixed emotions about what they plan to do after graduation. For those students who are planning to continue their education, there is a need for some open communication between the student and parents. 2. Discuss the Essential Questions. 3. Distribute the Handout: A Guide for Parents of Graduating Students. Take a few minutes to point out how this resource can be used as a guide to help open up some communication lines between seniors and their parents. Encourage students to give this handout to their parents. 4. Give students a few minutes to read the handout silently. Ask if there are any questions. 5. Encourage students to take this resource to their parents AFTER they have read it, so that they understand what is being communicated.

Closing . Grade 12 students are experiencing many transitions in their lives. While seniors are maturing and becoming healthy young adults, the need to connect with parents is important. For most they must still depend upon parents for financial support and assistance in order to continue their education. This session was designed to give some time for students to explore their feelings around their communication with their parents, and, specifically, to provide a generic resource to discuss post-secondary plans.

36 Evaluation . Choose an appropriate Rubric from Assessment and Evaluation.

A Guide for Parents of Graduating Students

FALL . Assist your child as he/she begins to finalize his/her list of prospective schools. Three schools are adequate manageable to apply to in Canada if applying to a “Capped” program. (One that allows a limited number of students.) Arts/Arts and Science programs will accept all students, as long as, the marks criteria are met. . Monitor the decision-making process; allow your child to process information independently. . Aid your child to establish criteria and evaluate characteristics. Take care to let the child take charge and assume primary responsibility for this activity. . Attend college fairs, college nights and special workshops with your child. . Ensure that your child requests admission packets from prospective colleges early. . It takes time to complete application forms; ask students to do so before they get to busy. . Find out which post-secondary schools will be visiting the high school for Applications workshops. . Ask your child to request transcripts from the Guidance Counsellor to include in applications. If the high school needs to send marks include an envelope with the post- secondary school address, as well as your child’s student number from the post-secondary school. . Encourage your child to apply for admission early. There are various types of admission processes: early and regular. . Check to be sure that your child has registered for the SATS or ACTS if applying to an American school. Information is available from the Guidance Counsellor. . Remind your child that the earlier he/she takes the exam, the earlier the scores will be reported and the closer the testing place will be to Regina. . The later the test, the more likely the scores will not arrive in time for his/her application to be considered by the admissions department or he/she will have to travel to write the exam. . Examine your family’s financial status. How’s the savings plan coming? Will your child need to look for several sources of financial assistance or just one or two? . If financial assistance is needed, encourage your child to contact those foundations and organizations that award scholarships and grants and apply for those that are most appropriate. . Student Loan applications come out in June and are available on-line. . Recommendation letters will be required for scholarships and bursaries. These letters also take time! . Advise your child to give counselors, teachers, community leaders, and others who will be asked for letters of recommendation enough time to complete their task. Remind your child that it takes more than a few minutes to write a good letter of support and maybe even longer to type and mail by a certain deadline. Encourage him/her to be considerate. . Be sure that your child has requested or picked up application packets (internet, Guidance Office) . Scholarship applications take a great deal of time, students should complete these forms

37 when they have time, not just before the deadline dates. Many applications are available 2 to 3 months prior to the deadline date. . If your child needs a place to live, check this out early. Some schools assign living spaces before the end of semester one.

WINTER . Continue to monitor and assist your child in her/his efforts to submit admission applications. . Advise your child to monitor timeliness and insure that deadlines are not missed. A wall chart or file folder can be useful in keeping track of the correspondence. . Ask your child to monitor the progress of the mailing of her/his transcripts. Some post- secondary schools ask transcripts to be sent with the application, after semester one or after midterms second semester. Some schools will allow self-reporting of marks. It is very important that marks are sent at the appropriate times and your child to allow time for these documents to be processed and mailed. . Assist your child in the filing of financial forms requested by the school. Some post- secondary schools will have their own financial aid application packets as well as standardized forms. These need to be completed also. Ask your child to contact the financial aid department of the school to see if additional documents are necessary.

SPRING . Encourage your child to discuss his/her college fears, thoughts, and dreams with you, the counselor, and teachers. Support your child as much as possible during decision-making. . Aid your child as she/he decides which post-secondary school or program to enter. . Encourage your child to send the acceptance as soon as she or he has made a decision. . Join your child as she/he considers and decides upon the terms of the financial aid award or scholarships offered. Although very few, some scholarships can not be accepted if other scholarships have also been accepted. Remind your child to let the scholarship organizations know which scholarships they will be accepting. . Complete Student Loan forms in June if necessary. . Remind your child to arrange with SaskLearning to send their final Grade 12 marks to the post-secondary institution. This can be done in person, with a fax or via mail. Forms are available on the SaskLearning website.

Suggestion . Discuss each source of financial aid separately. Offer your interpretation of the meaning and usefulness of loans, grants, and scholarships. . Encourage your child to view you as a valuable resource. . Help your child to enhance his/her test-taking, study, and note-taking skills. Stress the importance of these skills when tackling post-secondary level courses. . Remind your child to send final transcripts (and any other requested documents) to the admissions office upon completion of the senior year.

38 THEME: Career Guidance and Transitions

Lesson: Job Dress and Etiquette

Learning Outcomes . Students will understand the importance of appropriate work attire and behavior.

Essential Questions . How important is an employee’s work attire? . Should tattoos be visible at the work place? . What are your feelings about taking personal calls while on the job? . What do you do if a friend stops by your job, just to talk?

Level . Grade 12

Time . 3 x 15 minutes

Materials . Write Essential Questions on the board . Handout: Dressing for Success

Procedure 1. Give students a copy of the handout Dressing for Success.

2. Divide the class into small groups of four to five students.

3. Ask each group to discuss the handouts.

4. After 10 minutes, call everyone to order

5. Ask students to brainstorm what they would add to the handout.

Closing . With more than 7 million teenagers working, it is clear that the job market wants them. But being in demand in the workplace does not give teens carte blanche to wear and do whatever they want while they are working. Even if there is a required uniform, dressing appropriately is important for job success. How one dresses on the job does affect how others respond to him or her.

Evaluation . Choose an appropriate Rubric from Assessment and Evaluation.

39 Dressing for Success

Women Dressing for Success

The basic elements in a professional woman’s wardrobe consist of a conservative dress, skirt or slacks, and silk shirt combination, or the very popular business suit. Like men’s wardrobe, the traditional business colors (grays and blues) are always a good choice in the corporate world.

Do’s and Don’ts: Do wear panty hose with a skirt or dress, not knee-hi’s. Don’t wear the same business suit two days in a row! Do wear fashionable yet comfortable shoes. Don’t go against company dress code policy. Do keep your clothes looking and smelling fresh.

Tips for Building your Wardrobe: Always purchase the best clothing your budget can afford. You do not have to buy everything you need all at once.

Men Dressing for Success

The basic business wardrobe for men includes the following items: Suits (charcoal gray solid, navy stripe, navy solid) Coats (blazer, sport coat) Slacks (navy, black, mid gray) Shirts (white, blue, tan) Belts (black, brown) Ties (stripe, patterned) Shoes (black, brown leather (not athletic)

Do’s and Don’ts Don’t wear open shirts with undershirts showing. Don’t wear hats or caps inside a building! Don’t wear your pants below your hips while at work. Do keep hair neatly cut, and be clean-shaven.

40 THEME: Career Guidance and Transitions

Lesson: Career Planning

Learning Outcomes . Students will complete the Intentions Survey to identify their career interests next year.

Essential Questions . What are some things students can do after they graduate from high school? . What have I thought about doing after I graduate?

Level . Grade 12

Time . 2 x 15 minutes

Materials . Intentions Survey- Grade 12 . Write Essential Questions on the board

Procedure 1. In pairs ask students to list the things they can do after they graduate high school?

2. Distribute the Intentions Survey and ask the students to complete it. They might interview each other to accomplish this task.

3. Discuss the results of the Intentions Survey. Discussion Questions: o What career interests you the most? o How was the Interest Inventory helpful? o Is there such a thing as a wrong career choice?

Evaluation . Choose an appropriate Rubric from Assessment and Evaluation.

Extending . Follow-up this lesson with the Requirements for Post-Secondary Admission

41 42 Intentions Survey: Post-Graduation

Approximate Grade 11 Average ______Predicted Grade 12 Average ______

Please indicate your thoughts about what you will be doing next year by responding to this survey.

Enter work force Job interest ______

Travel Destination - ______

Work or Exchange Program ______

Attend SIAST Program(s) Interest - ______

Attend University of Regina or University of Saskatchewan Program(s) Interest - ______

Attend University of ______

Program(s) Interest - ______

Attend other institution ______

Program(s) Interest - ______

What do you believe your parents/family want you to do? ______

______

43 What will you most likely do next year? ______

______

Which schools/jobs have you actually applied for? Will you be doing it part-time or full- time?

______

44 Theme: Career Guidance and Transitions Ready for Work

Teaching Notes The following 4 lessons are adapted from Ready for Work (from Saskatchewan Labour).

Please note the lessons herein highlight key aspects of the resource. You can explore and download the whole resource at the address below.

http://www.readyforwork.sk.ca/ (Click on Teachers, then click on Ready for Work Resource Binder to access materials)

Nearly 8,000 young workers (15-24 years old) are injured each year in Saskatchewan. One in four workplace injuries reported to the Workers Compensation Board involves a worker under 25 years of age. Young workers are also more likely to experience unfair working conditions than older workers.

On average, 5 young people die on the job each year. The main causes for young worker injuries are: . Lack of supervision. . Minimal knowledge of rights and responsibilities . Lack of experience in recognizing hazardous situations

45 Theme: Career Guidance and Transitions

Ready for Work 1: What Safety Means to Me

Learning Outcomes . To describe the impact of unsafe work practices and the effect on people’s lives.

Essential Questions What does workplace safety mean to you?

Level: Grade 12 . 5 X15 minutes

Materials . Video: Don’t Risk Your Life o 15 minutes—available from Media Lending Services, VIDEO 344.047 DON; Career and Work Exploration teachers in high schools have this video and it is also available for duplication from Media Group) . Student handouts: o What Safety Means to Me o Course Outline o Fast Facts about Young Workers . Additional information from Saskatchewan Labour: o Are Youth Safe on the Job: A Focus on the Health and Safety of Young Workers at http://www.readyforwork.sk.ca/students-workers/focus- report/index.htm o Fast Facts at http://www.readyforwork.sk.ca/fast-facts/index.htm

Procedure

Lesson 1 1. Discuss the purpose of the activity. Explain that the students will complete a question sheet, discuss their answers and watch a video. Remind students that the question sheet will be handed in. 2. Give students the handout What Safety Means to Me. Ask them to respond to the questions and complete Part 1.

Lesson 2 1. Ask students to share their responses with a partner or the whole group and discuss: . What activities do you seem to have in common? . What surprised you about your own or others’ responses? Frustrated you? Interested you? . How do you think your ability to do these kinds of activities would be affected by a workplace accident? 2. Give students about 10 minutes to complete Part 2 or perhaps take it home and return

46 with it next day.

Lesson 3 . Show the video, Don’t Risk Your Life (15 minutes in length).

Lesson 4 1. Discuss students’ answers to Part II using some or all of the following questions: . How was the family of the young people in the video affected? . How do you think your family and friends, the people in the first circle of influence, might be affected? . How do you think the rest of society, your acquaintances and the people on the fringe of your life might be affected by your injury?

Lesson 5 Wrap-up 1. Discuss the following talking points with the students: . The financial and humanitarian cost to society and loved ones of injuries and deaths on the job; . Reasons young workers experience higher rates of injury than do other workers; and . How learning about safety can prevent injuries and fatalities. 2. Provide students with copies of Fast Facts about Young Workers and the Course Outline. 3. Ask students to complete and hand in Part 3 of the question sheet What Safety Means to Me.

Closing . No job is worth compromising safety. Every accident is avoidable and every job can be done safely if safety is always the number one priority.

Extending Activities 1. As an alternative to the question sheet What Safety Means to Me, use the Safety Works Flashcards to introduce students to the concept of safety, the reasons for learning more about it and the course outline.

2. As an alternative to writing about “What Safety Means to Me”, students could create collages, concept maps, or message plays.

3. Sections of the CD-ROM Rights and Responsibilities: Your Path to a Safe Workplace can also be used to establish a rationale for health and safety practices. An outline of all the topics in Rights and Responsibilities: Your Path to a Safe Workplace is provided in the Teacher Resources section for Activity 1. The following sections relate to Activity 1 objectives: . Module 1 Introduction to Safety o Study sections for Working Safely, Creating a Safe Workplace, and Why Safety Programs. . Module 3 Benefits and Attitudes

47 o Study sections for Benefits and Importance of Attitudes.

48 Evaluation . Informally assess students as they participate in the group discussion. o Are their contributions thoughtful, contextual and well reasoned? o Were the students willing to participate and share answers? o Responses on the question sheet What Safety Means to Me should illustrate a clear understanding of the physical, mental, emotional and financial cost of unsafe work practices for themselves, their family, their friends and society as whole.

49 What Safety Means to Me

Part 1 1. In the spaces below, list 6–8 things you like to do. For example, you might like to play basketball, watch videos, hang out at the mall, swim, read ….

2. Rank order the activities listed above with #1 being your most favorite activity.

3. Then put an “A” beside those you like to do alone and an “O” beside those that involve other people.

4. Put a check mark () beside those you have done in the last 2 days, an X (x) beside those you have done in the past week, and a star (*) beside those you haven’t done in the past month.

5. Think about the worst workplace accident that you can imagine happening to you. This would be an accident in which your injury would be severe enough to hospitalize you for a period of time. In the space below, jot down what your injuries might be (a broken leg, burns, disfigurement, or loss of fingers or arms).

6. Think about how your life would be affected. Draw a line through those activities in number 1 that you would not be able to do. Put an “L” beside those you could do in a limited way.

50 7. In the space below, write down:

a) How you think you would feel?

b) What you might be thinking?

c) How you think others might feel or think about you?

51 What Safety Means to Me

Part 2 Use the “Circle of Influence” diagram provided on the next page to complete the following:

1. On the dot in the centre of the circle, write “Me”.

2. In the first circle, name the people who are closest to you—family, friends … pets?

3. In the second circle, list those people you consider acquaintances. It might be the guy in your English class whom you don’t know very well, but you recognize or say hello to on a regular basis, or an uncle or aunt you only see once in awhile.

4. In the third circle, jot down those people who are just on the fringe of your life. It might be the person who delivers your mail every day or the clerk at the drug store.

5. In the fourth circle, write Society In General.

6. In the space below, tell how you think the people in the first circle, those who are closest to you, might be affected by your injury.

7. In the spaces below, tell how you think the people in the second, third and fourth circles might be affected by your injury: a) Acquaintances

b) Fringe

c) Society in general

Part 3 Complete the following sentence stem: “It’s important to think about and practice being safe at work because . . .

52 53 Are You Ready for Work: Fast Facts About Young Workers

This document is downloadable at: http://www.readyforwork.sk.ca/fast-facts/Factsheet-RFWfastfactsyoungworkers.pdf

Did you know that in 2005…

 more than 7,000 young workers (15 to 24 years old) were injured in Saskatchewan.  younger workers are more likely to be injured than older or more experienced workers.  20 per cent of injured workers are between the ages of 15 and 24.  75 per cent of young workers who are injured were male.  injuries occur in all industries, particularly in commodity-wholesale- retail manufacturing and processing, and the service industry sectors.  in the last 5 years, on average, 3 young people have died on the job each year.  most young workers who died on the job were labourers.  the most frequent injuries occurred to the lower back, fingers, hands and shoulders.  15 per cent of injuries were caused by “overexertion in lifting.”  7 per cent of injuries were from being “struck by falling object(s).”  275 injuries are the result of “assaults and violent acts and harassment, by persons.”

What can you do to make work safe?

Young Workers  Know your rights and responsibilities in the workplace.  Be aware that all workers, including part-time workers, must receive training about  potential hazards and safe work practices.  Use safety equipment.  Learn and follow safe work practices.  Know where to get information and help with your questions.  Co-operate with your employer, supervisor, occupational health committee or occupational health and safety representative.

Employers/Supervisors  Be aware that young workers may not be comfortable asking questions about workplace  health and safety.  Provide training so young workers recognize hazards and are competent in safe work  practices and the use of personal protective equipment.  Encourage young workers to report any suspected hazards.

54  Ensure young workers are properly supervised.  Know and comply with regulations that apply to your workplace.

Educators  Set a good example. Demonstrate safe practices in school shops and labs, and during  activities.  Discuss students’ rights and responsibilities as workers.  Ensure employers who sponsor student work placements have a system to identify,  assess and control hazards.  Include information about health and safety in relevant curricula.  Help students learn to identify hazards and ask questions in the workplace.

Parents  Take an active role in your children’s employment decisions.  Learn about health and safety laws.  Discuss work tasks and the training and supervision provided by the employer.  Encourage your children to ask for help and to ask questions when they feel uncertain  about work practices.  Set a good example.

Statistics are based on Saskatchewan Workers’ Compensation Board 2001 to 2005 claims data

55 Course Outline Safety Works: Occupational Health and Safety for Young Workers Time Frame: 6 hours What you will learn . . . • why it is important to work safely on the job; • who is responsible for health and safety in your workplace; • what health and safety rights and responsibilities workers have in the workplace; • how to recognize hazards and take steps to protect yourself and others in the workplace; • what to do if you are asked to do work that you believe is unusually dangerous; and • where to get help if you have health and safety concerns. Evaluation 1. You will have a final test, project or essay (to be discussed with the class). 2. You will receive question sheets that you will complete and handed in to be marked. 3. Your participation, cooperation and attitude during class will also count.

56 Safety Works Flashcards (Additional/Alternative Activity)

Activity

1. Discuss the purpose of the activity. Explain that it will involve playing a ‘safety trivial pursuit game’ and discussing the significance of being safe at work.

2. Create file cards using the questions and answers from the Safety Works Flashcards Question Sheet or download the flashcards from the Teachers Activity Centre on the Saskatchewan Labour website www.readyforwork.sk.ca

3. Ask students to randomly pick a card from those that are available.

4. Ask each student to read their question aloud to the group. With the class, discuss possible answers and the reasons for the answers. Ask for the answer on the back of the card to be read aloud. Allow about 15–20 minutes for the questions.

Divide students into teams with 2-4 members. Pair teams. Provide each group with 5-10 question cards. Have each team take turns asking each other the questions on their cards and, then, providing the answers. For each correct answer, a team scores 2 points. Provide about 15-20 minutes to play the game.

5. Debrief the activity by asking each group to: o Share one question the group did not know the answer to. o Share one question on which the group disagreed about the answer. o Share one question whose answer surprised them. o Identify at least one thing they learned about safety that they didn’t know before.

Notes on harassment and smoking: Questions on ‘harassment’: Make sure the students understand the limits of the definition of harassment under The Occupational Health and Safety Act. Under the Act ‘harassment’ means any objectionable conduct, comment or display by a person that: o is directed at a worker; o is made on the basis of race, creed, religion, colour, sex, sexual orientation, o marital status, family status, disability, physical size or weight, age, nationality, ancestry or place of origin; and o constitutes a threat to the health or safety of the worker.

This definition doesn’t cover ‘personal harassment’ where, for example, a supervisor who doesn’t like a worker and seems to treat that worker less favourably than those s/he seems to like (say by assigning that worker the less pleasant jobs or shifts).

57 Question on ‘smoking’: The employer must make a workplace non-smoking or allow smoking only in designated areas. Make sure the students understand that although employers have a responsibility to protect non-smokers from second hand cigarette smoke, there are some workplaces, bars and restaurants for example, where it may not be possible to eliminate second hand smoke. If the employer has done what s/he can to eliminate and reduce second hand smoke, say with ventilation and having a separate smoking section, there may not be much more that the worker can expect the employer to do.

The question for the worker then is whether s/he still wants to work in that environment.

6. Form small groups. Ask students to discuss the following questions, record their ideas and appoint a member of their group to report back to the larger group. Allow about 5-7 minutes for discussion. Ask each group to share their answers with the large group. o Why do you think it is important to work safely and to know your rights and responsibilities regarding safe workplace practices? o If you were injured on the job, who might be affected and how would they be affected? o Do you know anyone who has had a workplace injury?

7. Using information from the Saskatchewan Labour Fact Sheets and the introduction to this module, discuss with students: o the financial and humanitarian cost to society and loved ones of injuries and deaths on the job; o the reasons why young workers experience higher rates of injury than other workers; o how learning about safety can prevent injuries and fatalities; and o the purpose, content and format of this module.

8. Provide students with copies of the Fast Facts About Young Workers information sheet and the Course Outline.

58 Safety Works Flashcard Questions

As a worker, which of these rights for safety do you have in the workplace?

a) The right to know the hazards at work and how to control them b) The right to participate in finding and controlling hazards in the workplace c) The right to refuse work you consider unusually dangerous to yourself and others d) All of the above

Answer: (d) All of the above. You have the right to know what hazards exist in the workplace and how to control them, the right to participate in finding and controlling the hazards and the right to refuse work s/he considers unusually dangerous.

As a worker you have the right to refuse work that you consider to be unusually dangerous.

a) true b) false

Answer: (b) true. You have the right to refuse work you consider unusually dangerous to yourself and to others in the workplace.

You are only responsible for your own safety in the workplace.

a) true b) false

Answer: b) false. You are responsible for ensuring your own safety and the safety of your coworkers.

You are responsible for not starting and/or becoming involved in harassment in the workplace.

a) true b) false

Answer: a) true. You should not start and/or become involved in harassment in the workplace.

59 You are a glasscutter and your employer has given you a pair of safety gloves to use. You don’t like them because they make it hard to use your tools. You would prefer not to wear them. Do you have to cooperate with your employer?

a) yes b) no

Answer: a) yes. It is your responsibility to cooperate with your employer by wearing the personal protective equipment required on the job.

You should be more concerned about your safety rights than your responsibilities for safety in the workplace.

a) true b) false

Answer: b) false. You need to be as concerned about your responsibilities for safety in the workplace as you are about your rights.

You observe coworkers doing a job in a way that could result in harm or injury. What do you do?

a) Ignore them b) Inform the supervisor c) Inform the workers that what they are doing is unsafe d) Run for cover

Answer: c) inform the workers that what they are doing is unsafe. A worker is responsible for ensuring his/her own safety and the safety of his/her coworkers. If you, as a young worker, feel uncertain about what to do inform the supervisor.

The Saskatchewan law that protects the health and safety of workers in the workplace is:

a) The Trade Union Act b) The Labour Standards Act c) The Occupational Health and Safety Act. d) The Worker’s Compensation Act.

Answer: c) The Occupational Health and Safety Act protects the health and safety of workers in the workplace.

60 As a young worker (15–24 years old), you are most likely to be injured at the job:

a) During the first 3 months b) During the first year c) at the same rate as older workers

Answer: a) during the first three months. New workers are inexperienced. They have no on-the-job experience and little training in how to recognize and control hazards in the workplace. They are also eager to please and less likely to refuse work they consider unusually dangerous or to ask for the appropriate training they might need.

Young workers under 19 years of age are at greater risk for injury from:

a) coming in contact with objects b) overexertion c) exposure to harmful substances d) all of the above

Answer: d) all of the above. For workers under 19 years old, about 5 in 10 accidents are caused by “coming in contact with objects”, about 2 in 10 accidents are caused by overexertion, and about 1 in 10 accidents are caused by exposure to harmful substances.

You walk into a room where a group of people is teasing a coworker about his heavy accent. You suddenly remember a really funny joke you know that poked fun at the nationality of the coworker, and you tell the joke. Which one of your responsibilities are you failing to carry out?

Answer: to not start or become involved in harassment. Under The Occupational Health and Safety Act, you have the responsibility to refrain from starting or becoming involved in the harassment of another worker based on a number of factors including nationality.

61 As a new worker, you have the right to be informed of:

a) the chemicals being used in your workplace b) procedures for safely handling the chemicals c) the personal protective equipment (PPE) you need to protect yourself when using the chemicals d) all of the above

Answer: d) all of the above.

As a young worker (15–24 years old), you are more likely to injure your:

a) eyes b) hands and fingers c) back d) all of the above

Answer: d) all of the above. Injuries for young workers occur to the eyes, hands and fingers, and back.

A worker feels he is being harassed because a group of coworkers is teasing him about his weight, and he finds it offensive and humiliating. Other workers don’t feel there is a problem, as this group of workers is known to tease everyone. Is this harassment?

a) yes b) no

Answer: a) yes. Harassment means any objectionable conduct, comment or display by a person that is directed at a worker, and is made on a number of factors including weight.

A young woman is being constantly harassed at work. She is afraid to say anything about it because she is worried that she will lose her job. Does she need to worry about losing her job if she files a harassment complaint?

a) yes b) no

Answer: b) no. The Occupational Health and Safety Act protects the worker from being discriminated against by losing her job.

62 What is the most important reason for dealing with harassment in the workplace?

Answer: Harassment affects the health and safety of everyone in the workplace.

All new workers must be oriented to the hazards that exist in workplace and how to control them.

a) true b) false

Answer: a) true. Employers have the responsibility to ensure workers are trained in all matters that are necessary to protect their health and safety, including what hazards exist in the workplace, before they start work.

The saying “every worker is his brother’s keeper” applies to safety in the workplace.

a) true b) false

Answer: a) true. A worker is responsible for ensuring his/her own safety and the safety of his/her coworkers.

A new worker finds himself to be by far the youngest person on the job. Whenever he asks how something needs to be done, he finds his coworkers always say things like, “I guess a little kid like you wouldn’t know how to do this.” He feels that he is only trying to learn his job, and these comments are starting to really bother him. Is this harassment?

a) yes b) no

Answer: a) yes. Harassment means any objectionable conduct, comment or display by a person that is directed at a worker, and is made on the basis of a number of factors including age.

63 The employer is ultimately responsible for keeping the workplace free from harassment.

a) true b) false

Answer: a) true. The employer bears the ultimate responsibility for ensuring the workplace is free from harassment.

Which of these workplaces would be required by law to have a violence policy?

a) Hospitals b) Schools c) Convenience stores d) all of the above

Answer: d) all of the above. Any workplaces, which have a greater than average risk of violence to their workers, must have a policy on how to handle violent situations.

On a regular basis, my boss asks me to lift a box that weighs more than 30 kg. (66 lbs.). I think there is a law that says I can only be asked to lift boxes under 22 kilograms. Who is right? My boss or me?

Answer: the boss. Occupational Health and Safety Regulations do not have a limit on the weight a worker can lift in the workplace. However, the Regulations do state that no worker should engage in manual lifting, holding, or transporting that, by reason of weight, size or shape, or by any combination of these is likely to be injurious to the worker.

My employer has to provide me with drinking water while at work.

a) true b) false

Answer: a) true. An employer must provide clean and safe drinking water that is readily accessible.

64 My boss says there is nothing he can do about my coworker smoking at work even though it gives me a headache.

a) true b) false

Answer: b) false. A worker does not have to be exposed to second-hand smoke. The employer must make a workplace non-smoking, allow smoking only in designated areas, or ventilate the smoking area of the workplace. Some workplaces, such as bars, will have significant amounts of second hand smoke. The employer doesn’t have to ban all smoking in the workplace, but s/he must try to meet the health needs of non-smokers.

How can you participate in health and safety in the workplace?

a) as a member of the Occupational Health Committee b) as a safety representative c) by reporting unsafe conditions or equipment to the supervisor d) all of the above

Answer: d) all of the above. As a worker you have the right to participate in a formal role (as a committee member or a safety representative). However, every worker has the responsibility to participate in health and safety in the workplace by reporting unsafe conditions.

Every workplace has to have an Occupational Health Committee.

a) true b) false

Answer: a) false. Occupational Health Committees are only required in workplaces with 10 or more workers. Safety representatives are required in high hazard industries with 5-9 workers. Employers must talk directly to workers in workplaces where committees and representatives are not required.

65 What are Occupational Health Committees and safety representatives responsible for in the workplace?

a) participating in the identification and control of hazards b) helping identify and resolve the safety concerns of workers c) inspecting the workplace regularly d) investigating accidents and dangerous occurrences e) all of the above

Answer: e) all of the above. OHCs and occupational health representatives help employers improve health and safety in the workplace. It is the employer’s responsibility, however, to decide what actions to take to reduce hazards in the workplace. OHCs and safety representatives share most of the same responsibilities. OHCs can investigate accidents and dangerous occurrences independently. Safety representatives, however, do so with the employer. Also, safety representatives do not investigate ‘refusals to work’, but OHCs do carry out this kind of investigation. OHCs have responsibilities in addition to those stated above. For a full description refer to the Saskatchewan Labour publication: Occupational Health and Safety – Committee Manual.

66 Theme: Career Guidance and Transitions

Ready for Work 2: Worker Rights & Responsibilities

Learning Outcomes . To understand the rights (to know, to participate, to refuse) and responsibilities of workers. . To evaluate hazardous situations to determine how to respond.

Essential Question . Is it necessary for young worker to know all their rights and responsibilities before beginning a job?

Level . Grade 12

Time . 6 x 15 minutes

Materials . Video: Dying to Work (19 minutes—available from Media Lending Services, VIDEO 363.11 DYI. Career and Work Exploration teachers in high schools have this video. Copies are also available from Saskatchewan Labour ) . Student handouts or transparencies: o Dying to Work Discussion Guide o A Hazard Control System o Right to Refuse Case Studies o Training for New Workers o Teacher Background Notes—A Hazard Control System

Procedure

Lesson 1 . Review the meaning of the “right to know”. Begin a discussion using the guiding questions below with students. Guiding Questions o Is it necessary for young worker to know all of their rights and responsibilities before beginning a job? o When can you refuse to do a job at a workplace? o How do you refuse to do a job without jeopardizing the job? o What procedures might exist in a workplace for recognizing hazards and controlling them?

To conclude the discussion, remind students that they have the right to receive safety training, the right to know what hazards exist in the workplace and how to

67 control them, and the right to learn safe work practices.

. Alternately, hand out copies of the Dying to Work Discussion Guide before viewing the video. Have students respond to the questions in small groups. Then, discuss the responses with the whole group.

Lesson 2 . Begin viewing the Dying to Work video. (Note that in Saskatchewan, one in four injured workers is between the ages of 15 and 24.)

Lesson 3 . Conclude viewing the Dying to Work video. Use the Discussion Questions as a guide to debrief the video. Close with a statement about prevention: identifying and controlling hazards can prevent many accidents. Teacher Notes about responses are included.

Lesson 4 . Using the Background Notes, discuss the two major types of hazards: health hazards and safety hazards. Ask students what types of hazards were described in the video. Brainstorm additional examples of both types of hazards. . Tell students that they have a role and responsibility to play in affecting the outcome of a potentially hazardous workplace situation. Discuss the three steps in controlling a hazard: o Recognition—see it o Evaluation—think it o Control—do it

. Hand out A Hazard Control System for students to read.

Lesson 5 . Recognizing Hazards in the Workplace—ask if any students have part-time jobs. Ensure that one employed student is in each group. . Ask students to describe some of the tasks and activities they have in their jobs (see it). Have the group brainstorm a list of potential hazards in that job (think it) and ways to deal with the hazards (do it). Ask them to use and complete the chart Recognizing Hazards in the Workplace. Examples are included on the page Recognizing Hazards in the Workplace–Additional/Alternate Activity 2 (Teacher’s Copy). . If there are not enough employed students in the group, assign each group a job such as retail salesperson, gas attendant, grocery store clerk, stock person, referee, construction worker, waiter/waitress, or short order cook. Brainstorm a list of possible safety and health hazards with students. . Other possibilities might include: o Students might actually take workplace pictures, with the consent of employers. Build a collection of workplace pictures that is relevant to your students and their community.

68 o Interview employers to help identify hazards common to their workplace. o Have students design a safety checklist (for workplace inspection purposes) that would apply to each workplace situation.

Lesson 6 . Hand out and discuss Training for New Workers, which provides a summary of employer responsibilities around workplace training and hazard control.

On average, 5 young people die on the job each year. The main causes for young worker injuries are: o Lack of supervision. o Minimal knowledge of rights and responsibilities o Lack of experience in recognizing hazardous situations

Closing . As a worker you have rights but along with those rights you must accept the responsibility for your safety and the safety of your fellow workers by constantly looking for potential hazards.

Extending Activities . For additional information on hazard identification, refer to the Ready for Work - Recognizing Hazards module and Occupational Health and Safety Hazard Supplement: Recognizing Hazards in High Risk Work Areas for specific industries. . Use the CD-ROM Rights and Responsibilities: Your Path to a Safe Workplace to review rights and responsibilities and information on hazards: o Module 2, Rights and Responsibilities (Study sections for Worker Rights, Worker Responsibilities, and Employer Responsibilities). Use the CD- ROM Rights and Responsibilities: Your Path to a Safe Workplace to present: o Module 4, Resolving Hazards (Study section for Dealing with Hazards) o Module 5, Building Safety Policies (Study sections for Harassment Policy and Violence Policy) o Module 6, Practices and Procedures (Study sections for Identifying Risks, Safe Work Practices, and General Rules).

To ensure students understand the concepts, you may wish to have them do the check questions at the end of each study.

Assessment . Make informal observations during small group activity and assessment of answers

69 in the teacher guides.

70 Dying To Work/Don’t Risk Your Life Video Discussion Guide (Lessons 1-3)

1. What would you have done differently if you were in the same workplace situation as the young people portrayed in this video? Have you encountered similar situations at work? At school?

2. Do you think there is pressure to do the work tasks you are told to do – even if you are not sure how to do them? How do you handle this pressure without getting hurt or fired? What could you say?

3. What could you actively do to prevent similar tragedies in your workplace?

71 Dying To Work/Don’t Risk Your Life Video Discussion Guide—Teacher Notes

1. What would you have done differently if you were in the same workplace situation as the young people portrayed in this video? Have you encountered similar situations at work? At school?

Answer: I would ask questions of my employer and made sure I understood the safety procedures, including lock-out procedures for working with specific equipment.

Students’ comments and experiences.

2. Do you think there is pressure to do the tasks you are told to do – even if you are not sure how to do them? How do you handle this pressure without getting hurt or fired? What could you say?

Answer: Students’ opinions and experiences.

3. What could you actively do to prevent similar tragedies in your workplace?

Answer: Student opinions and comments such as receive training, ask if you don’t know how to do something, slow down, and use safe guards on equipment.

72 A Hazard Control System (Lesson 4)

In Saskatchewan, anyone with responsibilities for health and safety must take every precaution reasonable in the circumstances to avoid harm or an offense to the law. This is called due diligence. It includes and goes beyond what the legislation covers. It’s a principle of common law that describes a very high standard to take reasonable care. One aspect of due diligence is recognizing and controlling hazards in the workplace.

The following steps are a simple, practical and effective way to recognize, assess, and control hazards. The steps are useful for daily or comprehensive workplace inspections.

Step 1: See it!

A hazard is any situation, activity, procedure or equipment that may result in harm to a person. When spotting hazards, focus on all workplace tasks, equipment, substances and work procedures.

To help you “see” hazards in the workplace, keep the following in mind:

• information about working conditions from your family, neighbours, co-workers, employer (e.g., workplace standards);

• common sense;

• look for hazardous substances and unsafe conditions in the workplace;

• ask about past accidents and near accidents in the workplace;

• read any product literature and information from suppliers; and

• check out old, new, or unfamiliar equipment before using it.

Keep an eye out for hazards 24 hours a day, everyday!

73 Step 2: Think it!

You should next determine the risk of harm from these hazards. This will help to decide which hazards should be taken care of immediately. Risk mainly depends on two factors:

• The likelihood of an incident – Is it likely or unlikely?

• The severity of the incident – Could it cause death, serious injury, or minor injury?

Step 3: Do it!

There are several ways to control a hazard. You may be able to take care of some hazards right away – wipe up water spilled on the floor, put trash in the garbage bin, put supplies back in their proper storage spot.

You may not be able to take care of other hazards immediately. They will need to be reported to your supervisor or employer. In some workplaces hazards are also reported to the Occupational Health Committee (OHC) or the worker health and safety representative. You can also point out hazards to the Committee or your employer when they do workplace inspections.

The employer will need to implement the most effective way to control the hazard. The employer will also need to provide workers with training about the hazard.

74 Three main ways to control hazards2

Hazard control should involved the following: Try 1 before 2, and 2 before 3,

1. Eliminate hazards!

Eliminate hazards posed by equipment and work processes at the source. For example, replace faulty equipment.

Eliminating hazards is the most desirable step in making the work environment safe.

2. Prevent or minimize exposure to the risk!

Prevent or minimize exposure to the risk by:

A. Substitution: substitute a less hazardous material, process, or piece of equipment to do the same task. For example, an employer could substitute a safer chemical for a hazardous chemical.

B. Redesign: redesign the workplace, the equipment or work processes.

C. Isolation: isolate the hazard. For example, in a deli the blade of a meat slicer has a metal guard.

These measures may include engineering controls. For example, use noise buffers or enclosures, ventilation to dilute the concentration of a hazardous substance, guards to protect from cuts and puncture wounds.

3. Protect the workers!

Protect the workers if other controls are not feasible. Protect them through:

A. Administrative controls: for example, training, supervision, changing the pace of work, job rotation. All workers should be trained in safe work procedures.

B. Personal Protective Equipment (PPE): You should use proper clothes and masks for handling dangerous chemicals or biohazards.

75 76 Teacher Background Notes – A Hazard Control System

Identifying, Assessing and Controlling Hazards (Information adapted from Occupational Health and Safety Committee Manual, Occupational Health and Safety Division, Saskatchewan Labour)

Workplace injuries and illness can be prevented if unsafe work practices are corrected and if workplace hazards are identified and dealt with. Every workplace, large or small, must have a system in place to identify hazards, assess the risk of those hazards, and carry out appropriate corrective action to control the risk.

Occupational hazards exist in all workplaces. A hazard is any activity, situation or substance that can cause harm. Hazards are divided into two broad categories: health hazards and safety hazards.

Generally, health hazards cause occupational illnesses such as noise induced hearing loss, respiratory problems caused by exposure to chemical substances and repetitive strain injuries. A health hazard may cause long-term or chronic problems. Someone with an occupational illness may not recognize the symptoms immediately. For example, noise- induced hearing loss is often difficult for victims to detect until it is advanced.

There are five types of hazards that can cause occupational illnesses:

• chemical hazards such as battery acid and cleaning supplies • biological hazards such as bacteria, viruses, dusts and animal bites • physical agents (energy sources) strong enough to harm the body such as electric currents, heat, light, vibration, noise and radiation • work design (ergonomic) hazards such as lighting, repetitive movements, and video display terminals • stress from shift work or harassment in the workplace

Safety hazards cause immediate, physical harm such as cuts, broken bones or back injuries. Some examples of safety hazards include:

• slipping/tripping hazards (such as electrical cords across floors or spilled liquids) • fire and explosion hazards • moving parts of machinery, tools and equipment • work at height (such as work done on scaffolds or ladders) • pressure systems (such as steam boilers and pipes) • vehicles (such as forklifts and trucks) • lifting and other manual handling operations • materials falling from height, rolling, shifting or caving-in • hazards posed by violence, working alone or in isolated workplaces Once hazards in the workplace have been identified and the risk they pose assessed, there are three steps to controlling the risks:

77 1. Eliminate hazards posed by equipment and work processes at the source (for example, replace faulty equipment, redesign how the work is done, substitute a safer chemical for a hazardous chemical).

2. If it is not practical to eliminate the hazard, control the hazard to reduce the risk to workers (for example, use machine guards, noise enclosures, ventilation to dilute the concentration of a hazardous substance).

3. If it is not practical to control the hazard, protect workers from the hazard through the use of safe work procedures, effective safety training, proper supervision or personal protective equipment.

Additional information and student handouts are available in the Ready for Work – Recognizing Hazards module. Some curriculum guides in the Practical and Applied Arts area (for example, welding, horticulture, electrical, autobody) also have Hazard Supplements which address recognizing hazards and the health and safety regulations that relate to the industry

Workplace Inspections Workplace inspections are an important part of a safety system. They help focus attention on hazards in the work environment.

An inspection is a well thought, thorough examination designed to identify and fix health and safety threats. Inspections are conducted everyday:

• Workers inspect their tools, equipment, machinery, supplies, and personal protective equipment. • Supervisors inspect work practices and review the safety of work areas. • Managers review the effectiveness of their supervisors’ health and safety activities. • Occupational health committees and worker health and safety representatives check and help maintain the effectiveness of the inspections conducted by workers, supervisors and managers.

Example of inspections required by the legislation: 1. Inspections of ‘plant’ - The law (regulation 23) requires every employer to regularly inspect the workplace, the technologies of production and associated supplies. Supervisors, safety specialists, and workers can handle these inspections.

2. Inspections by committees and representatives - Occupational Health committees and representatives conduct regular, planned inspections of the workplace, participate in inspections by occupational health officers, and perform special inspections when conditions change or a concern must be investigated. The employer corrects problems and ensures the workplace complies with the law (Regulation 28).

78 Good inspection systems gradually review all operations, with special attention to workers’ concerns, high hazard activities and work processes.

Recognizing Hazards in the Workplace (Lesson 5)

Think about what your first job in this area of work could be like. In your mind’s eye make a picture of your workplace and what it looks like. Then respond to the following questions in the chart.

See it! Think it! Do it! Questions Activity Situation

Think of one unsafe or risky activity and one unsafe situation you might find at work

Why is this a hazardous activity or situation? What is the potential for injury? What injury or health problem could result?

What would you do to deal with the hazard? How would you prevent an accident from happening or health problem from developing?

79 80 Training for New Workers (Lesson 6) All employers have responsibilities for ensuring the health, safety and welfare of the employees in their workplaces. Employers must provide training to new workers about the safety policies, safe work procedures and hazards specific to that workplace. The following topics need to be included in the orientation: • safety procedures and practices that are specific to the industry or type of work conducted at the workplace (e.g. hospitals, autobody shops, glass installation, wholesale bakeries, food preparation, and retail shops);

• information about any hazards in the workplace and the procedures developed to address the hazards (may include policies about harassment and violence, as well as protection from physical, chemical or biological hazards);

• use of the Workplace Hazardous Materials Information System (WHMIS) to identify hazardous materials in the workplace and the precautions to be taken when working with the materials;

• location of first aid supplies and/or facilities;

• procedures in the event of fire or other emergencies;

• identification of prohibited or restricted areas;

• personal protective equipment (training in its limitations and how to use and maintain it properly); and • procedures for reporting hazards and accidents.

“An employer shall ensure that no worker is permitted to perform work unless the worker: has been trained, and has sufficient experience, to perform the work safely; or is under close and competent supervision.” (The Occupational Health and Safety Regulations, 1996, Section 19)

“TrainingAn employer is defined shall as:ensure that no worker is permitted to perform work unless the worker: “the means to give information and explanation to a worker with respect to a particular subject-matter has been and trained, require and a practical has sufficient demonstration experience, that to the perform worker the has work acquired knowledgesafely; or skillor related to the subject-matter”  is under close and competent supervision.” (The Occupational Health and Safety Regulations, 1996; Section 2) (The Occupational Health and Safety Regulations, 1996; Section 19)

81 Theme: Career Guidance and Transitions

Ready for Work 3: Tools for Promoting Fairness in the Workplace

Learning Outcomes . To identify how The Labour Standards Act promotes fair treatment in the workplace; and . To describe young workers' rights as well as their responsibilities for promoting and maintaining fair workplace practices.

Essential Question . What does it mean to be fair? . With all the different types occupations is it really possible to treat everyone the same? . What is the Labour Standards Act? . Is it important for young workers to be familiar with the Labour Standards Act?

Level . Grade 12

Time . 2 X 15 minutes

Materials . Student worksheets and resources: Labour Standards Flash Cards . Tools for Promoting Fairness in the Workplace—Background Notes: The Labour Standards Act Fact Sheet . Fact sheet: Labour Standards for Young and New Workers . Booklet: Rights and Responsibilities: A guide to labour standards in Saskatchewan booklet (teacher copy).

Procedure 1. Discuss the purpose of the activity. It is designed to increase students’ knowledge of Saskatchewan’s labour standards. Prepare a class set of the Flash Cards. The flash cards are also available at www.readyforwork.sk.ca as an interactive electronic game. Teachers will need to determine the number of questions and topics that they can cover in the 15 minutes allotted. As a minimum guideline, it is recommended all the cards in the “Hours of Work” section be used. Outstanding questions could be assigned as homework

2. Some ideas for using the printed Flash Cards are presented below: o Pass out cards to the students. Randomly ask students to read their question to the group and solicit answers from other members. Then share the answers provided with the flash cards with the group. If time allows, discuss the answer with

82 students and address additional questions. o Divide the class into teams of two or more. Have each team take turns asking questions of another team and providing the answer.

3. Summarize the activity by asking the students to respond verbally or in writing to one of the following questions: o Do you think The Labour Standards Act helps to maintain fairness in the workplace? How? o Have students identify a particular job/occupation in which they are interested or assign one to them (writer/waitresses, service station attendant). Ask them to determine the labour standards that will apply to this particular occupation.

4. Provide students with copies of the fact sheet: Labour Standards for Young and New Workers.

Closing Labour standards exist to protect workers and insure decent working conditions for everyone. The contribution of every worker should be valued.

Extending Activities . Order copies of the video, A Good Deal for Saskatchewan and the Leader's Guide. Use Worksheet 1 or the discussion questions provided in the Leader's Guide to examine labour standards in Saskatchewan workplaces.

Assessment . Informal assessment as students participate: o willingness to participate, share ideas and to show respect for others’ opinions and ideas.

. Assessment of their verbal and written answers as to their: o understanding of how The Labour Standards Act will impact them as workers and employers.

83 Tools for Promoting Fairness in the Workplace

Background Notes: The Labour Standards Act Fact Sheet

General The current Labour Standards Act was passed in 1977. Major amendments were made to the Act in 1995.

The Act applies to most Saskatchewan employers and employees except farm workers6, casual sitters, workers in businesses in which only immediate family members of the employer are employed, and employees who work in jurisdictions that are governed by federal law (railways, banks, airports, radio and television, etc.) See the You and the Law in the Workplace fact sheet for a more complete list.

Except for the section on pro-rated benefits, the Act applies equally to all employees including part-time, full-time, temporary, seasonal, casual or permanent workers. There are some partial exemptions from specific sections of the Act. For example, managers are exempt from the overtime provisions. Teachers are exempt from the sections on annual and public holidays and hours of work.

Saskatchewan Labour administers the Act. The Department has eight offices across the province that provide information, investigate complaints and work with employers and employees to resolve disputes. Please refer to the web site www.labour.gov.sk.ca for the current phone numbers and addresses.

Promoting Fairness in the Workplace One of the major vehicles for maintaining fair workplace practices in Saskatchewan is The Labour Standards Act. This Act contributes to, promotes, and maintains fair working conditions in the province of Saskatchewan in a number of ways. Its primary purpose is to protect workers by setting a minimum or basic standard for working conditions with regard to hours of work, overtime, termination and holiday pay. Employers can give their employees more than what is provided for under the Act but not less. In this way, it sets a minimum standard for what is considered to be acceptable and fair workplace practices in Saskatchewan.

The Act also protects employers from unfair competition in the marketplace by ensuring all employers operate under the same workplace rules. For example, all employers are required to pay the same basic rate of overtime to all their employees (1.5 x hourly rate).

The Act also ensures that what is important to us as a society is reflected in our workplaces. As a society, Saskatchewan people value family and family time. The provisions in the Act dealing with family leaves (maternity, adoption, parental, bereavement) reflect this value that we place on family. As a society, we consider it a fair workplace practice to provide workers in Saskatchewan with time off to attend to family matters.

84 Fact sheet: Labour Standards for Young and New Workers

Rights and Responsibilities The Act sets standards in the workplace by setting out rights as well as responsibilities for both employees and employers. For example, the Act provides employees who work six hours or more with the right to have a 30-minute unpaid meal break for every five consecutive hours they work.

Employers have the responsibility to provide their employees with at least a 30-minute break. Employers have the right to determine when employees will take their annual vacation leave. Employees have the responsibility to take the holiday time as assigned by the employer. Both employers and employees have a responsibility to know the minimum employment standards the Act sets for fair working conditions in their particular occupation and to act in accordance with them. i)Overtime For most workers, overtime starts after eight hours in a day, 40 hours in a week or 32 hours in a week in which a public holiday occurs. Overtime pay is 1.5 x hourly wage. Managers and professionals are exempt from the overtime section of the Act.

Employers can get a permit from the Director of Labour Standards that will allow them to vary their employees’ working time. For example, the permit might allow employees to work more than 8 hours in a day. To get a permit, 51% of the employees who will be affected must agree that they want to vary their hours by signing the application. ii) Meal Breaks When working six hours or more, employees get a 30-minute, unpaid meal break for every five consecutive hours they work. iii) Work Schedules Employers must give employees notice of when their work begins and ends over a period of at least one-week. Notice should be in writing and should be posted in a place where employees can easily see it.

Employers must give one week's notice of change in schedule unless there is an emergency or unforeseen circumstance. iv) Minimum Wage Saskatchewan’s minimum wage is effective as follows: $7.05 an hour on September 1, 2005; $7.55 an hour on March 1, 2006; and, $7.95 an hour on March 1, 2007. v) Minimum Call-out Most workers get three time the current minimum wage (minimum call-out pay) each time they report for work (other than overtime) even if it turns out that there is no work for them that day. If the employee does work, the employee must be paid either the

85 minimum call-out pay or the employee’s regular wages for the time worked, whichever is greater. Students in regular attendance at school are exempt from this provision during the school term. Minimum call-out pay is effective as follows: $21.15 on September 1, 2005; $22.65 on March 1, 2006; and, $23.85 on March 1, 2007 vi) Annual Holiday Pay Annual holiday pay is 3/52nds (three weeks in 52 weeks) of total annual wages during the first nine years of employment with the same employer. All full-time, part-time, seasonal and temporary employees get annual holiday pay.

After one year with the same employer, employees are entitled to three weeks of holiday leave. vii) Shifts Employees working in a restaurant, hotel, educational institution, hospital or nursing home cannot be scheduled for more than two shifts in any twelve-hour period. viii) Termination Employees who are terminated may be entitled to notice or pay in lieu of notice. The minimum notice or pay in lieu of notice for which employees are eligible depends upon their length of service. If an employee has worked less than three months with the same employer, s/he is not entitled to any notice.

Length of Service Minimum Notice

Length of Service Minimum Notice 0 – 3 months 0 weeks 3 months – 1 year 1 week 1 – 3 years 2 weeks 3 – 5 years 4 weeks 5 – 10 years 6 weeks 10 years and over 8 weeks

If the employee is terminated for “just cause,” notice of termination or pay in lieu of notice is not required. The Labour Standards Act does not define “just cause.” ix) Minimum Age of Employment The minimum age at which employees may be employed in hotels, restaurants, educational institutions, hospitals and nursing homes is 16 years of age. x) Uniforms Workers in hotels, restaurants, educational institutions, hospitals and nursing homes required to wear uniforms (other than a registered nurse) or any special article of wearing apparel shall have them provided, repaired and laundered free of cost to them. Deductions shall not be made to employees’ wages. xi) Public Holidays

86 All workers in Saskatchewan get paid for nine public holidays. Public holiday pay for most workers is 1/20th (5%) of total wages earned (excluding overtime) in the preceding four calendar weeks. If employees work on a public holiday, they get 1.5 x the regular hourly wage for all hours worked on the holiday + public holiday pay. xii) Equal Pay Male and female employees are entitled to the same rate of pay when they perform similar work in the same establishment, under similar working conditions requiring similar skill, effort and responsibility. Different pay rates are allowed when based on seniority, merit, trainee programs or other non-gender-related criteria. xiii) Sick Leave Employers may not discharge or discipline employees who have worked for them at least 13 continuous because of absence due to illness or injury of the employee or dependant family member: • if the absence is due to a serious illness or injury, and does not exceed 12 weeks in a period of 52 weeks; • if the employees is injured and receiving benefits under The Workers compensation Act, ad does not exceed 26 weeks; or • in situations where absences do not exceed 12 days in a year. The Labour Standards Act does not require employers to pay employees who are away sick.

87 88 89 90 91 92 93 94 95 96 Theme: Career Guidance and Transitions

Ready for Work 4: Promoting Fairness in the Workplace

Learning Outcomes . To identify how The Labour Standards Act promotes fair workplace practices; . To determine the labour standards that exist in their work placements or careers of interest; and . To explain employer and worker rights and responsibilities for promoting and maintaining fair workplace practices.

Essential Questions . In whose interest is it to be promote fair workplace practices? . Who is responsible for promoting and maintaining fair workplace practices? . How can we promote fairness in the workplace?

Level . Grade12

Time . 4 X 15 minutes

Materials . Order the video A Good Deal for Saskatchewan. (11 minutes—available from Media Group or from Saskatchewan Labour) as well as the Leader's Guide. Check with Career and Work Exploration teachers in your school for a copy. . Video Questions: A Good Deal for Saskatchewan and Answer Key . Workplace Quiz and Answer Key . Workplace True/False Quiz and Answer Key . Booklet: Rights and Responsibilities: A guide to labour standards in Saskatchewan (a one time only class set provided to each teacher). Check with Career and Work Exploration teachers in your school for copies. . Fact sheet: Labour Standards for Young and New Workers from the previous lesson Ready for Work 3 . Flip chart/chalkboard

Procedure . Discuss the purpose of the activity and the essential questions. The lesson is designed to increase students’ knowledge of the working conditions governed by The Labour Standards Act in Saskatchewan. The Act sets minimum standards for the working conditions of many entry level jobs in which students are most likely to work.

. Review the handout Fact sheet: Labour Standards for Young and New Workers from the previous lesson Ready for Work 3 with students.

97 . This lesson allows for a number of choices for teachers and students to pursue. o You may acquire and use the video A Good Deal for Saskatchewan along with the video questions and Answer Key for debriefing. o You may simply choose to use the Workplace Quiz (11 questions) and Answer Key with students. o Or you may choose the Workplace True/False Quiz and Answer Key with students o Or you may decides on a combination of these options in accomplishing the outcomes for the lesson.

. Discuss the answers for each set of questions you use with students. To create interest, you may want to identify amounts of monies students could potentially have lost in unpaid wages if they did not know the workplace rules that applied to the situations described in each question. (See the Answer Key for suggested amounts.) Ask students to consider what they might have bought if they had this money in hand.

. Workers have responsibilities as well as rights. During the class discussion, encourage students to think about their responsibilities as well as their rights. For example, workers are entitled to meal breaks, work schedules and minimum wage. In response to these rights, they have the responsibility to: o return to work promptly upon completion of the meal break; o check the work schedules for their hours and to show up as scheduled; and o perform the tasks that are part of their job efficiently and effectively.

. Ask students to reflect on and respond, verbally or in writing, to the following questions: o How does The Labour Standards Act promote fairness in the workplace for both employers and employees? o Which labour standards will apply to your work experience and/or future career workplace of choice? How will they affect this workplace?

Closing . Labour standards exist to insure all worker are treated fairly no matter what field they work in. They are minimum standards established over many years to insure a fair and decent working life for all workers.

Evaluation . Assessment of written assignments and students’ contributions to the discussion regarding their understanding of the: o scope and purpose of The Labour Standards Act. o minimum standards most likely to affect their work experiences and/or careers of choice. o impact of The Labour Standards Act on the employer/employee relationship. o rights and responsibilities that both employers and employees have for meeting the established standards.

98 99 Extending Activities . To view the interactive Labour Standards Quiz, access www.readyforwork.sk.ca. . Play the game: Knowing Your Workplace Rights and Responsibilities Can Pay Off with your students. This game is a version of the television game How to Be A Millionaire. The directions and materials are provided here.

100 Video Questions: A Good Deal for Saskatchewan Watch the video A Good Deal for Saskatchewan to find the answers to the following questions.

1. As a young person who intends to work or own a business in Saskatchewan, The Labour Standards Act is important to me because:

2. Circle those occupations that are not covered by The Labour Standards Act:

Server Manager Farm worker Child care worker Nanny Bank teller Service station attendant Greenhouse worker Television announcer Welder Forestry worker Occasional babysitter Sales associate Short order cook Beverage server Cashier Landscape artist Shelf stocker Construction worker Janitor Referee Occasional babysitter Secretary Park attendant Driver for a cross country moving Administrator for an Indian band on company an Indian Reserve Railroad Worker

3. In Saskatchewan workplaces, The Labour Standards Act covers working conditions such as:

4. Generally, most young people who work in Saskatchewan would be eligible for overtime after working _____ hours in a day, _____ hours in a week and _____ hours in a week in which a public holiday occurs.

5. If I work as a ______, I am not entitled to overtime.

6. If I work for minimum wage in Saskatchewan, I would be paid _____ per hour.

7. As a student who is working part time during the school year, I am guaranteed a minimum payment (called a 'minimum call-out') of $______every time I report for work.

101 8. Workers have to work ______months before they are eligible for notice they are being laid off.

9. As a worker and/or an employer, public holidays are important to me because:

10. All workers, including part-time, seasonal and casual are entitled to ______weeks of annual holidays after one full year of employment . 11. After working 8 hours in a day, workers are entitled to (meal breaks; coffee breaks; rest breaks).

12. The Labour Standards Act applies to (full-time workers only; part-time and full-time workers only; part-time, full-time, seasonal and casual workers only; all workers).

13. If my boss requires me to pump gas on Christmas Day, I should be paid at a rate of (1.5; 2; 2.5) times my hourly wage.

14. As a server, my public holiday pay for Labour Day is calculated by multiplying the regular wages I earned in the past (8 weeks; 4 weeks; 12 weeks) by 1/20 (5%).

15. As a part-time cook, I am eligible for a work schedule under The Labour Standards Act. T F

16. As a front desk clerk in a local hotel, I am eligible for a ride home if I finish work after 12:30 a.m. T F

17. If I work as a server in the local tea room, I am entitled to get my uniform free of charge. T F Video Questions: A Good Deal for Saskatchewan Answer Key

1. As a young person who wants to work or own a business in Saskatchewan, The Labour Standards Act is important to me because it is the law that governs the working conditions under which most Saskatchewan employees and employers work and employ others.

2. Occupations not covered by The Labour Standards Act: farm worker, television announcer, administrator for a First Nations band on a reserve, bank teller, occasional babysitter, driver for a cross-country moving company, railroad worker, park attendant if s/he works in national park.

3. In Saskatchewan workplaces, The Labour Standards Act covers working conditions such as: Overtime Work schedules Meal breaks Minimum wage Termination Equal pay Parental, maternity family leaves Work schedules Public holiday pay Annual holidays Annual holiday pay Termination

4. Generally, most young people who work in Saskatchewan would be eligible for overtime after working 8 hours in a day, 40 hours in a week, and 32 hours in a week, in which a public holiday occurs.

5. If I work as a: manager, care provider, domestic worker, professional (teacher, doctor, lawyer, accountant) north of the 62nd township (except within a 10 km radius of La Ronge, Creighton or Uranium City) I am not entitled to be paid overtime.

6. If I work for minimum wage in Saskatchewan, I would be paid $7.05 per hour beginning on September 1, 2005; $7.55 beginning on March 1, 2006; and $7.95 beginning on March 1, 2007.

7. As a student who is working part-time during the school year, I am guaranteed a minimum payment called ‘minimum call-out' of $21.15 (September 1, 2005), $22.65 (March 1, 2006) and $23.85 (March 1, 2007 every time I report for work.

8. Workers have to work 3 months before they are eligible for notice they are being laid off.

9. As a worker and/or employer, public holidays are important to me because: I get paid public holiday pay (5% of the four weeks regular pay I earned in the four weeks prior to the holiday day), every time there is a public holiday. Also, I am paid premium pay of time and one half if I work on a public holiday day. And I may be eligible for overtime if I have worked more than 32 hours in the week in which the public holiday occurs.

10. All workers, including part-time, seasonal and casual are entitled to 3 weeks of annual holidays after one full year of employment.

103 11. After working 8 hours, workers are entitled to (meal breaks; coffee breaks; rest breaks).

12. The Labour Standards Act applies to (full-time workers only; part-time and full-time workers only; part-time, full-time, seasonal and casual workers only; all workers).

13. If my boss requires me to pump gas on Christmas Day, I should be paid at a rate of (1.5; 2; 2.5) times my hourly wages.

14. As a server, my public holiday pay for Labour Day is calculated by multiplying the regular wages I earned in the past (8 weeks, 4 weeks, 12 weeks) by 1/20 (5%).

15. As a part time cook, I am eligible for a work schedule under The Labour Standards Act. True F

16. As a front desk clerk in a local hotel, I am eligible for a ride home if I finish work after 12:30 a.m. True F

17. If I work as a server in the local tea room, I am entitled to get my uniform free of charge. True F

104 Workplace Quiz

Instructions Test your knowledge of workplace rules by completing the following questions.

1. John works for minimum wage in a local restaurant. In the past two weeks he has worked 8 evening shifts of 4 hours each. He will get his first pay cheque on Friday. How much will John earn?

2. Tyler earns $8.00 per hour working part-time at the local golf course. In the past week he has worked the following hours:

Day Hours Worked Total Hours Monday 8:00 a.m. – noon 4 hrs. Tuesday 8:00 a.m. – noon 9 hrs 12:30 p.m. – 5:30 p.m. Thursday 8:00 a.m. – noon 10 hrs. 12:30 p.m. – 6:30 p.m. Friday 8:00 a.m. – 1:00 p.m. 5 hrs.

Tyler thinks he should get overtime pay for Tuesday and Thursday. His boss disagrees. He has told Tyler he must work 40 hours before he gets any overtime. What do you think? How much money do you think Tyler will earn for working in the past week?

3. Sally, a grade 10 student, is working in a bookstore during July and August. She earns minimum wage. Every Wednesday, she attends a one-hour staff meeting but doesn't work for the rest of the day. Her mother thinks she should get paid for attending the staff meeting. Sally doesn't. She was told when she was hired that it was a condition of employment. Besides, they feed her breakfast. Who do you think is right? Why?

4. Stacey works for minimum wage after school at a music store. She finds it hard to plan evenings out with her friends because she never knows what hours she will be working. She has asked her boss if he could give her a work schedule. He has told her she doesn’t get one because she is part-time. Should Stacey get a work schedule?

105 5. Denise works as a cashier in a service station from 3:00 p.m.- 8:00 p.m. She would like to take a half-hour break at 6:00 p.m. to meet her boyfriend for supper. Her supervisor has told her she can have the break this one time only. She has told Denise she doesn't work enough hours to qualify for a meal break. Since she is working over the supper hour, Denise believes she is entitled to a meal break, or at least a 15-minute coffee break. What do you think? Why?

6. Laurie started her new job as a sales clerk on December 1 and works a regular schedule of 8 hours a day, three days a week (Tuesday, Thursday and Saturday). She earns $8.00/hour. She did not work on Christmas Day as the store was closed. Her friends tell her she should get holiday pay for that day. Her boss says no. What do you think? Do you think she should be paid for Christmas Day even though she didn't work it? How much money do you think she earned during Christmas week?

7. Sam earns $9.00 working as a parking attendant after school and on weekends. He works 3- hour shifts on Monday afternoon, Thursday evening and Saturday morning. Remembrance Day falls on a Saturday this year. Sam thinks he should earn time and one half for working a public holiday. His friends think he'll only get his regular pay. Who do you think is right? Why? How much money do you think Sam will earn during the Remembrance Day week?

8. Cooper has earned $4000 this year working in a fast food outlet as a part-time server. His friend who works full-time at the same outlet has been paid annual holiday pay on each pay cheque. Cooper hasn't. He thinks he isn't eligible for annual holiday pay because he’s parttime. What do you think? Why?

106 9. Ian earns minimum wage working 15 hours a week at a local gas station as a gas jockey. He has been employed for 6 months. Business has been slow, so he has been given two weeks notice that he will be laid off until July 1. Ian thinks the boss owes him severance pay. Because he will be rehiring Ian, the boss thinks he doesn't have to pay him. What do you think? Why?

10. Terry, a server, drops a tray, breaking $86.00 worth of dishes. His next pay cheque shows this amount has been deducted from his pay cheque. His co-workers tell him his employer can’t deduct items like dishes he breaks from his pay cheque. He thinks so. Who do you think is right? Why?

11. Susan and Sean work as cashiers at the checkout counter in a grocery store. They do the same job, started the same day and work the same number of hours. Susan is very popular with the customers and works faster than Sean. The boss has decided to give Susan more money than Sean does. Sean doesn’t think this is fair. Do you think Sean is entitled to the same rate of pay as Susan? Why?

107 Workplace Quiz Answer Key

Please Note: The answers provided here may change depending upon the situation. Please consult the original Act and Regulations for interpretation and application of the law.

1. Answer: As of May 1, 2002 John's gross earnings for the two-week period will be $225.60. He has worked 32 hours (8 shifts of 4 hours each) at $7.05/hour (32 x $7.05) to earn $225.60. On March 1, 2006 minimum wage increases to $7.55 so John's earnings will be $241.60 and on March 1, 2007 minimum wage increases to $7.95 so John’s earnings will be $254.40.

2. Answer: Tyler is entitled to overtime pay for Tuesday and Thursday. He has worked more than 8 hours on these days. As of May 1, 2002, he will earn $236.00 the week [25 hours at regular wages (25 x $8.00 = $200.00) + 3 hours overtime pay (3 x $8.00 x 1.5 = $36.00].

Most employees are paid overtime after working 8 hours in a day or 40 hours in a week or 32 hours in a week in which a public holiday occurs. Overtime pay is calculated at 1.5 times hourly wage x hours worked. Some workers are not eligible for overtime (managers and professional employees such as teachers, doctors, lawyers), and employees working north of the 62nd township except in a 10 kilometre radius around Creighton, La Ronge and Uranium City).

The Director of Labour Standards can also authorize permits to vary the hours employees work.

3. Answer: Her mother is correct. Sally is eligible for 'minimum call-out' or her wages whichever is greater.

If workers are required to be at a staff meeting, they are generally considered to be at work. "Minimum call-out" is three times the current minimum wage every time the employer requires a worker to report for work. Full time students are exempt from ‘minimum call-out' during the school term. However, because Sally is working during the summer months, she is eligible to receive this money.

Minimum call-out is effective as follows: $21.15 on September 1, 2005; $22.65 on March 1, 2006; and, $23.85 on March 1, 2007.

4. Answer: All workers, regardless of the number of hours they work, are entitled to receive work schedules. Employers must give workers notice: • of when their work begins and ends over a period of at least one week; • in writing and posted in a place where it can easily be seen by employees; and • one week in advance of a change in the schedule.

Where an emergency or unusual circumstance arises, the employer can change the employee's work schedule without notice. Employers can also apply for permits to vary the requirement for a work schedule.

108 5. Answer: Denise is not entitled to a meal break. Employees who work six hours or more are entitled to an unpaid 30-minute meal break within every five consecutive hours they work.

When unforeseeable or unpreventable circumstances occur, employers can require employees to forego a meal break.

Employers can also apply for a permit to vary the requirement for a meal break.

Employees are not entitled to coffee breaks under The Labour Standards Act.

6. Answer: Most employees get public holiday pay no matter what their days of work. Laurie is entitled to public holiday pay for Christmas Day even though she did not work it.

Public holiday pay is 1/20 (5%) of the employee's regular wages for the four weeks preceding the holiday. Laurie's pay in four weeks prior to the holiday would have been 3 days x 8 hours per day x $8.00 per hour = $192.00 x 4 weeks =$768.00. Her public holiday pay for Christmas Day would have been 5% or 1/20 of $768.00 = $38.40. Laurie would earn 8 x 3 x 8.00 = $192.00 during Christmas week + public holiday pay ($38.40) = $230.40.

There are nine public holidays in Saskatchewan: New Year's Day, Good Friday, Victoria Day, Canada Day, Saskatchewan Day, Labour Day, Thanksgiving Day, Remembrance Day, and Christmas Day

7. Answer: Most employees who work on public holidays get paid ‘premium pay’ which is time and one half their regular wages for all hours worked. They will also receive public holiday pay. For working on a public holiday, Sam is entitled to premium pay (1.5 x regular wages) + public holiday pay.

Sam's pay for the Remembrance Day week will be 2 days of regular pay + premium pay + public holiday pay. Regular pay would be 3 x 3 = 9 x $9.00 = $81.00 for the week. Premium pay for working on the holiday (3 x 1.5 x $9.00) = $40.50. Public holiday pay is 1/20 x regular pay for the 4 weeks before the holiday ($81.00 x 4 = $324.00 x .05 or 1/20 = $16.20). Because he worked only two days this week, his pay for this week would be 2 x $9.00= $18.00. Sam’s gross pay for Remembrance Day week will be $18.00 + $40.50 + $16.20 = $74.70.

8. Answer: Cooper should receive annual holiday pay as it is paid to all employees including those working at full-time, part-time, casual, temporary and seasonal jobs Annual holiday pay is calculated on the employee's total wage over a 12-month period. If an employee has been employed for less than 10 years, the total yearly wages for a 12-month period are multiplied by 3/52nds (approximately 6%). Cooper would receive $230.77 annual holiday pay.

9. Answer: Since Ian's boss has given him the proper notice, he does not have to give him ‘pay in lieu' of notice or what is commonly called ‘severance pay’. If employers do not give notice of

109 lay-off, they must pay the employee 'pay in lieu' of notice. This is the employee's normal wages for the notice period.

Ian being re-hired has nothing to do with the amount of notice or pay in lieu of notice to which he is entitled.

10. Answer: The employer cannot deduct money from Terry's wages for the broken dishes. Only deductions required by law (C.P.P., Income Tax, Employment Insurance) or voluntary purchase plans can be taken from wages. The employer can recover costs for broken dishes or cash shortages by taking the employee to court and obtaining a court judgement.

11. Answer: Susan and Sean are entitled to the same rate of pay unless there is a merit system, one of them has greater seniority or is a trainee in a training program.

Male and female employees are entitled to equal pay when they perform similar work in the same establishment, under similar working conditions requiring similar skill, effort and responsibility. A merit system is a pay system when an employee is rewarded for special effort or work.

Please note: Because they were unaware of their rights and responsibilities, workers lost money in unpaid wages in each workplace situation that was described. The chart below details the amounts for each question.

1. $225.60/$241.60/$254.40 7. 74.70

2. $36.00 8. $230.77

3. $21.15/$22.65/$23.85 9. $0

4. $0 10. $86.00

5. $0 11. $0

6. $230.40

Total amount of monies worked for and earned, but not received by the worker will be $904.62; after March 1, 2006, the amount would be $922.12; after March 1, 2007 the amount will be $936.12.

110 Workplace True/False Quiz

Test your knowledge of labour standards in Saskatchewan by completing the quiz below.

1. The minimum wage in Saskatchewan is $6.00. T F

2. All employees who work more than 8 hours in a day must be paid overtime. T F

3. The overtime rate is 1.5 times the employee's regular wage. T F

4. Most employees must be paid a minimum of $18.00 each time they are called out to work. T F

5. Most employees are entitled to a coffee break for every six hours they work. T F

6. Employers must give employees paid meal breaks. T F

7. All employees are entitled to paid sick leave. T F

8. Except in emergencies, employers must give their employees notice of changes to their work schedules. T F

9. Employees must give their employers 2 weeks notice when they leave their jobs. T F

10. Employees who have worked less than 3 months are entitled to one week’s notice when laid off. T F

11. All employees are entitled to annual holiday pay. T F

12. Most employees must be paid 1.5 times their regular salary for working on a public holiday. T F

13. Cash shortages and the cost of replacing broken or damaged goods can be deducted from an employee's wages. T F

14. Male and female employees doing similar work can be paid differently only when their years of service differ. T F

111 Workplace True/False Quiz Answer Key

Note: The answers provided here may change depending upon the situation. Please consult the original Act and regulations for interpretation and application of the law.

1. False. Saskatchewan’s minimum wage is effective as follows: $7.05 an hour on September 1, 2005; $7.55 an hour on March 1, 2006; and, $7.95 an hour on March 1, 2007.

2. False. Most employees are paid overtime after working 8 hours in a day or 40 hours in a week or 32 hours in a week in which a public holiday occurs.

There are some exceptions to this general overtime rule. For example, managers are exempt from overtime. Other employees such as highway workers have special overtime rules. And the Director of Labour Standards can grant permits that allow an employer to vary the hours employees work.

3. True. Employees who work overtime hours are paid at a rate of 1.5 times their hourly wage.

4. False. Most workers get a “minimum call-out” pay of three times the current minimum wage, each time they report for work (other than overtime) even if it turns out that there is no work for them that day. If the employee does work, the employee must be paid either the minimum call-out or the employee’s regular wages for the time worked, whichever is greater. Students in regular attendance at school are exempt from this provision during the school term. Minimum call-out pay is effective as follows: $21.15 on September 1, 2005; $22.65 on March 1, 2006; and, $23.85 on March 1, 2007.

5. False. Coffee breaks are not covered by The Labour Standards Act. However, under the Minimum Wage Board Order, 2002 if a break or rest period is given, it is considered time worked and should be paid time.

6. False. Employers must give employees who are scheduled to work six hours or more an unpaid 30-minute meal break within every five consecutive hours they work.

Note: Where an accident occurs, urgent work is necessary or other unforeseeable or unpreventable circumstance occurs, employers can require employees to forgo a meal break. Employers can apply for a permit to vary the requirement for a meal break.

7. False. Under The Labour Standards Act, employers don't have to pay wages to employees who are away sick. Some employers do provide sick pay. In most cases, employers cannot fire workers for missing work because of their own or an immediate family member's illness or injury.

8. True. All workers, regardless of the number of hours they work, are entitled to receive work schedules.

Employers must give workers:

112 • one week's notice of a change in a schedule • notice of when their work begins and ends over a period of at least one week, including meal breaks. • notice in writing and posted where it can easily be seen by employees

Employers can change work schedules with little or no notice if a sudden emergency or unusual occurrence or condition happens. Employers can apply for a permit from the Director of Labour Standards to vary the requirement for a work schedule.

9. False. The Labour Standards Act does not set out the amount of notice workers must give their employer when they leave a job.

10. False. The maximum notice an employer must give a worker when terminating him/her depends on the employee's length of service. The employee must have passed the initial probationary period of 13 weeks or 3 months before they are eligible for any notice.

If the employee does not receive notice then s/he must be given ‘pay in lieu of notice'. This is the payment of the employee's normal wages for the notice period.

Length of Service Minimum Notice 0 – 3 months 0 weeks 3 months – 1 year 1 week 1 – 3 years 2 weeks 3 – 5 years 4 weeks 5 –10 years 6 weeks 10 years or more 8 weeks

11. True. Annual holiday pay is available to: full-time, part-time, casual, temporary and seasonal employees (including those who have not worked a full year).

Annual holiday pay is calculated on the employee's total wage over a 12-month period. To calculate holiday pay, multiply the total wages for a 12-month period by 3/52nds if the employee has been employed for 9 years or less and 4/52nds if employed for 10 years or more.

12. True. Most employees who work on a public holiday get paid ‘premium pay' for working on a public holiday. Premium Pay is one and one half times their regular wages for all hours worked. Employees are also eligible for public holiday pay. Public holiday pay is 1/20 of their regular wages for the four weeks before a public holiday.

13. False. Only deductions required by law (i.e. Income Tax, Canada Pension Plan and Employment Insurance) or voluntary employee purchases can be deducted from wages. Voluntary employee purchase plans involve the worker buying an item from their employer and agreeing to deductions being made from their pay cheque until it is paid for.

Employers may recover these types of costs but only if they take the employee to court and win.

113 14. False. Male and female employees are entitled to equal pay when they perform similar work in the same establishment, under similar working conditions and requiring similar skill, effort and responsibility. Different rates of pay are allowed when based on seniority, merit or involvement in a trainee program.

114 Knowing Your Workplace Rights and Responsibilities Can Pay Off Game

Instructions 1. The objective of the Game is to win as much money as possible. The players do this by correctly answering the greatest number of questions. The game will help students understand that, as potential employers and employees, not knowing the labour standards that govern working conditions in Saskatchewan workplaces could mean a loss of money.

2. The game can be played individually or in groups. If played in groups, suggest students try to reach consensus in their group before answering.

3. All questions are multiple choice.

4. If the time allotted to play the Game is limited, players will need to determine the number of questions that can be asked in the time slot provided. It is recommended that at least two questions from each category be used.

5. Ask students to choose a category: Work Schedules and Time off Work; Overtime; Public Holidays, Annual Holidays, etc. and the amounts of money allocated to each category. Read the question aloud. If the question is answered incorrectly the group or student lose the amount of money assigned to it. This amount is deducted from the amount of money they already have. If the question is correctly answered, the group or student wins the amount of money assigned to it. The individual or group with the greatest amount of money at the end of the session is the winner.

6. At the end of the Game, debrief students by discussing:

• How does The Labour Standards Act contribute to workers being treated fairly in the workplace? • Why is it important as a potential employer or employee to know your rights and responsibilities in the workplace?

115 Category 1: Purpose and Scope of The Labour Standards Act (Each question is valued at $50.00)

Question Answer: e) none of the above.

Which of the following workers are All of these groups are exempt from The entitled to be paid minimum wage? Labour Standards Act and therefore are not subject to the standards set by the Act, such a) farm workers; b) workers working in as a minimum wage for work performed. their parents' gas stations; c) casual babysitters; d) bank tellers; e) none of the above

Question Answer: b) No.

I am 15 years of age and have been offered The groups that are totally exempt from a summer job at my friend's convenience receiving the Act and thus minimum wage store. The job pays $4.00/hour. My friend include farm workers, federal workers and tells me, he can pay me less than minimum casual babysitters. wage because I am under age and will be working part-time during the summer. Is The groups that are exempt specifically this true? from the minimum wage section of the Act include care providers and "persons with a a) yes; b) no; c) only in retail physical or mental disability or impairment and who work for a non-profit organization or institution in programs that are educational, therapeutic or rehabilitative.

Question Answer: c) coffee breaks.

Which of the following are not covered by The Labour Standards Act sets minimum The standards for annual and public holiday Labour Standards Act? pay, sick leave, wages and hours of work. a) annual holidays; b) meal breaks; Coffee breaks are not covered by the Act. c) coffee breaks; d) sick leave.

Category 2: Work Schedules and Time Off Work (Each question is valued at $100.00) Question Answer: c) 2. How many unpaid meal breaks would a Workers who are scheduled to work 6 worker get if s/he worked 10 hours? hours or more are entitled to one half hour a) 0; b) 1; c) 2. unpaid meal break within every five hours.

116 Question Answer: a) true.

If my employer changes the hours I work, I Employers must post a work schedule must be told in advance. identifying the hours workers are to work including start and end times and meal a) true; b) false; c) maybe break times for a period of one week. Employers must give at least one week's notice of a change in schedule – unless there is an unusual or unforeseen circumstance (emergency).

Question b) false

I am entitled to a 15-minute coffee break The Labour Standards Act does not cover every four hours. coffee breaks. However, if employers do provide them, they must be paid breaks. a) true; b) false; c) only in the hospitality industry

Category 3: Minimum Wage (Each question is valued at $100.00)

Question Answer: b) false.

Only female employees working in a hotel An employer shall provide each employee, after 12:30 a.m. are entitled to free male or female working in a hotel, transportation home. restaurant, educational institution, hospital or nursing home, who is required or a) true; b) false; c) maybe. permitted to finish work between the hours of 12:30 a.m. and 7:00 a.m. free transportation home.

Question Answer: c) only in certain industries

Students must be 16 before they can be Employees in restaurants, hotels, employed. educational institutions, and nursing homes must be 16 before they can be employed. a) true; b) false; c) only in certain industries The Act does not define age limitations in other industries. There may be age restrictions in some industries where safety is a concern, such as mining and construction.

117 Question Answer: b) no.

A student gets a job working 20 hours per An employer of employees in a restaurant, week in a restaurant. He is supplied with a hotel, educational institution, hospital or uniform for which he must pay a regular nursing home who requires the employee to deduction of 2% from his weekly gross wear a uniform, other than a registered earnings, including tips. Does he have to nurse, shall provide, repair, and launder pay for his uniform? that uniform or special article of wearing apparel free of charge. If the student a) Yes; b) No; c) maybe. worked for a gas station and was required to wear a uniform, he could be required to pay for his uniform

Question Answer: a) minimum call-out of three times the current minimum wage A gas jockey earning minimum wage is scheduled to work 3-hour shifts on Employees are entitled to receive a Tuesday, Wednesday and Friday evenings. minimum call-out pay of three times the In the last weeks, she has been sent home current minimum wage every time their without working because business was employer requires them to report for work slow. How much can she expect to earn for (other than overtime) even if it turns out this week? a) minimum call-out of three there is no work for them. If the employee times the current minimum wage; b) does work, the employee must be paid nothing because she didn’t work; c) wages either the minimum call-out pay or the for three hours. employee's regular wages for the time worked. Students in regular attendance at school are exempt from minimum callout during the school term.

Minimum call-out is effective as follows: $21.15 on September 1, 2005; $22.65 on March 1, 2006; and, $23.85 on March 1, 2007.

Category 4: Overtime (Each Question is valued at $150.00)

Question Answer: a) $264.00. The worker is entitled to 6 hours of After working 10 hours each day for three overtime as well as her regular wage. consecutive days in one week, a cashier Overtime is payable for most workers after earning $8.00/hour is entitled to receive they have worked 8 hours in a day at a rate payment of: of 1½ the hourly rate. This worker earned (3 x 8 = 24 x $8.00 = $192.00 regular pay + a) $264.00 b) $240.00; c) $270.00; 6 overtime hours at 6x $8.00 x 1.5 = $72) d) none of the above. for a total $264.00

118 Category 5: Payroll Administration (Each question is valued at $200.00)

Question Answer: b) false.

An employer can deduct from my wages, Only deductions required by law (CPP, cash shortages and the cost to replace any Employment Insurance, Income Tax) or goods I accidentally break or damage. voluntary employee purchases can be deducted from an employee's wages. The a) true; b) false; c) maybe. employer may recover these costs if s/he takes the employee to court and wins.

Category 6: Annual & Public Holiday Pay & Annual Holidays (Each question is valued at $300.00.)

Question Answer: b) false

As a casual employee, I am not entitled to All employees, including part-time, casual, receive annual holiday pay. temporary or seasonal, are entitled to annual holiday pay. a) true; b) false; c) maybe.

Question Answer: a) $346.15.

A security officer works part-time for a Annual holiday pay is calculated by year and earns $6000.00. Her annual multiplying the employee's total wages for holiday pay would be: a given 12 month period by 3/52 (6%). Total wage includes all salary, overtime, a) $346.15; b) $300.00; c) $360.00; d) $0 annual holiday pay, public holiday pay, public holiday pay, commission, bonuses and any other payment for labour or personal service. This person will earn ($3/52 x $4000) $346.15.

Question Answer: a) $68.00.

A student working for $8.00/hour has Thanksgiving Day is a public holiday day earned $400.00 over the past four weeks in Saskatchewan. This employee will get stocking shelves in a local grocery store. (1/20 x $400) = $20.00 holiday pay + (4 x He worked 4 hours on Thanksgiving Day. $8.00 x 1.5) = $48.00 premium pay for How much money will he earn for that working on that day for a total wage of day? $68.00. a) $32.00; b) $68.00; c) $20.00; d) $64.00

119 Category 7: Discharging and Laying-Off Employees (Each question is valued at $500.00)

Question Answer: b) $800.00

A salesman earns $10.00/hour working 40 The employee is entitled to receive 2 weeks hours/week in a computer store. After 2 notice or pay in lieu of notice (sometimes years, he was laid off without any notice. called severance pay) when he is laid off. How much ‘pay in lieu’ of notice should he The minimum notice or pay in lieu of receive? notice depends upon an employee's length of service with that employer. a) $400.00; b) $800.00; c) $0; d) $1200.00

Question Answer: c) before the completion of 3 months of employment. An employer can terminate an employee without any notice: The first 3 months of employment is usually considered the probation period. a) before the completion of 1 month of Employers can terminate employees who employment; have not competed at least three months of b) before the completion of 2 months of employment without any notice or pay in employment; lieu of notice. c) before the completion of 3 months of employment; d) before the completion of 4 months of employment.

Question Answer: b) false.

Employees must give their employers Under The Labour Standards Act, notice when they leave their jobs. employees do not have to give their employer notice they are leaving their job. a) true; b) false; c) maybe.

120 SASKATCHEWAN YOUTH APPRENTICESHIP

Module 88

NOTE:

Module 88 is a Senior Level Challenge for the Saskatchewan Youth Apprenticeship Program. Advisors may choose to use these lessons with select students in advisories. It may not be appropriate for all students in an advisory group, as apprenticeship is career path to the trades.

The Saskatchewan Youth Apprenticeship Program was introduced in the Grade 10 Career Guidance module.

Upon completion of the Module 88 lessons, students may have their Saskatchewan Youth Apprenticeship passport signed.

Module 88 may also be taught in a Practical and Applied Arts class in your school.

This material is used and adapted with permission from Saskatchewan Apprenticeship Commission.

121 Module 88 Lesson Plans & Learning Objectives

.Lesson 1: The Process and Benefits of Apprenticeship To understand and describe the process and benefits of apprenticeship a. Work-based learning process of training and certifying workers b. Benefits c. Red Seal program

.Lesson 2: Apprenticeship Terminology To understand and use the appropriate terminology related to apprenticeship a. Journeyperson b. Indenture c. Joint training committee d. Pre-employment program e. Designated trade and sub-trade f. Advanced standing

.Lesson 3: Steps in Apprenticeship To determine the steps involved in becoming an apprentice a. Working in the trade b. Contract c. Technical training d. Accumulation of hours

.Lesson 4: Trade Boards and SATCC To determine the relationship between the SATCC and the various trade boards a. Define trade board b. Designation c. Role of the trade board

.Lesson 5: Transition Programs To develop an understanding of the programs available to help make the transition from Secondary School to apprenticeship a. Articulation agreements b. SYA c. SIAST

.Lesson 6: Apprenticeship Training To determine the length of apprenticeship and the annual training required in a particular trade that may be of interest to the student a. Choose a trade to study the years and hours required b. Location of annual training c. Employability d. Expected wages

.Lesson 7: Qualities of a Successful Apprentice To explore the qualities of a successful apprentice a. Personal characteristics and qualities b. Essential Skills c. Employability Skills d. Self-assessment

122 THEME: Career Guidance and Transitions

Lesson 1: The Process and Benefits of Apprenticeship

Learning Outcome . To understand and describe the process and benefits of apprenticeship.

Essential Questions . Is it possible for anyone to say they know the career path they will follow the rest of their life? . Is it important to be aware of all the training options available?

Guiding Questions . What is apprenticeship? . What are the benefits of working in the skilled trades? . What are the benefits of the Red Seal Program?

Level . Grade 12

Time . 2 X 15 minutes

Materials . Book computer access in advance.

Resources . SATCC website for background information at http://www.saskapprenticeship.ca/index.php . Red Seal website at http://www.red-seal.ca/Site/index_e.htm

Procedures: 1. Definition of apprenticeship as a process of training and certifying workers in specific trades. Apprenticeship involves a formal agreement between and individual who wants to learn a skill and an employer who needs a skilled worker. Apprentices spend approximately 80% of their time working on the job, learning the skills of the trade from a certified journeyperson. Apprentices usually participate in one formal technical training course per year.

2. Circle of Knowledge discussion of reasons individuals might choose apprenticeship in the skilled trades. Have the students as a group come up with and discuss reasons which should include areas such as: a. Lifestyle b. Satisfaction c. Demand d. Wages/Good Pay

123 e. Respect f. Opportunities

3. Red Seal Program – allows recognition of training through a challenge examination to receive certification across Canada. A “Red Seal” attached to a provincial Journeyperson Certificate of Qualification allows the individual to work in their trade in any province or territory in Canada without further examinations or training.

4. Internet search and review of web sites

Closing . Individuals not able to participate orally may wish to build a concept web using the categories listed in part 2 of procedures.

Assessment . Anecdotal record sheet of participation

Extending . Students may want to begin researching a trade that may interest them.

124 Anecdotal Records in a Circle of Knowledge

Student Name: ______Date/Time: ______Activity: ______

1. Effective Communication Skills Comments: Keys: eye contact listens attentively summarizes clarifies does not interrupt

2. Contribution Comments: Keys: stays on topic * positive contribution ** contributes to information from others own information is contributed

3. Attitude Comments: Keys: all opinions respected disagrees in an agreeable way *The criterion of relevance is intended to record quality not quantity of response.

**The intent is to record evidence of positive student comments as opposed to negative "put downs" and "one-liners".

125 THEME: Career Guidance and Transitions

Lesson 2: Apprenticeship Terminology

Learning Outcome . To understand and use the appropriate terminology related to Apprenticeship

Essential Questions Is it necessary to become familiar with basic terms when examining a possible career path in the trades?

Level . Grade 12

Time . 2 X 15 minutes

Materials . Book computer access in advance. Dictionaries can be used for groups or individuals . Access to SATCC website (http://www.saskapprenticeship.ca) for some groups or individuals . Glossary of Apprenticeship Terms available at: http://www.apprenticetrades.ca/en/stakeholders/default.asp?selStakeholder=6

Procedures 1. Share the list of terms with the class either with an overhead or individual copies. Discuss which terms may be defined accurately for their purpose in the dictionary and which may need some further research. Most of the terms are defined in High School to Apprenticeship: A Link to the Future found on the SATCC website.

2. Assign terms to individuals or groups of students with different search resources, i.e. dictionaries and web resources and allow time for finding the answers

3. Bring the large group back together and have them report on their definitions.

4. Ensure all students have all the terms accurately interpreted.

Adaptations 1. Pair students who may have trouble with the research skills with more capable researchers.

2. Allow time for the pairs or groups to conference to ensure all partners have the agreed upon information and explanation.

3. Provide the terms and accurate definitions as a matching assignment

Closing . Knowledge is the path to power and change.

126 Assessment . Students can hand in completed work sheet for marking.

Extension: . Compare Saskatchewan Apprenticeship system to other provinces. . Extending Questions: o Do apprenticeship systems differ from one province to another? o What do you think are the advantages and disadvantages of compulsory trades?

127 Apprenticeship Terminology

• Journeyperson (formerly journeyman) is an individual who has worked at a trade for several years, passed all examinations, and has been issued a Journeyperson Certificate of Qualification from the Apprenticeship and Trade Certification Commission

• Indenture is the act of signing an apprenticeship contract with an employer or joint training board and the director of apprenticeship

• Joint training committee is made up of employer and employee representatives in a trade. Joint training committees are established in industries where job changes are frequent; for example, the construction industry. Eligible apprentices can indenture directly to the joint training committee rather than to an employer.

• Pre-employment programs are full time training programs designed for individuals who have no job or skills in a trade, but would like to take training to improve their chances of finding a job.

• Designated trade is an occupation designated under The Apprenticeship and Trade Certification Act. Designation of an occupation means that legislated rules apply; and that standards, technical training and certification examinations are established

• Sub-trade is a branch of a designated trade that is recognized for training and certification purposes

• Advanced standing is recognition and credit for pre-apprenticeship work experience and technical training; may result in exemption from a level of training

• Apprentice is an individual who is working in a designated trade and has signed a contract of apprenticeship with their employer and the Apprenticeship and Trade Certification Commission • Compulsory Trade is a trade in which no person may work unless they are a registered apprentice or a journey person

• Apprenticeship Agreement is a written contract between the apprentice and the employer that has been registered with SATCC

• Certificate of Completion is a document issued to individual who have completed all levels of technical training, have accumulated enough hours, and passed the certification examination

• Red Seal is the common name of the national certification program which assists workers seeking employment in any province or territory in Canada

128 Apprenticeship Terminology

Name: ______Date: ______

• Journeyperson (formerly journeyman)

• Indenture

• Joint training committee

• Pre-employment program

• Designated trade

• Sub-trade

• Advanced standing

• Apprentice

• Compulsory Trade

• Apprenticeship agreement

• Certificate of completion

• Red Seal

129 THEME: Career Guidance and Transitions

Lesson 3: Steps in Apprenticeship

Learning Outcome . To determine the steps involved in becoming an apprentice

Essential Question . What makes one career pathway better than another?

Level . Grade 12

Time . 2 X 15

Materials . What is Apprenticeship pamphlet from SATCC . High School to Apprenticeship: A Link to the Future handbook (available on lineat:http://www.saskapprenticeship.ca/modules.php?name=Sections&op= viewarticle&artid=36 )

Procedures 1. Brainstorm what the students believe are the steps from a high school student to obtaining journey certification.

2. Use either the listed pamphlet or other relevant resource to identify the correct steps for the students. a. Be working in the trade for an employer who is willing to provide the necessary on-the-job training and supervision b. Sign an apprenticeship contract with the employer and register with the Saskatchewan Apprenticeship and Trade Certification Commission c. Attend technical training for the required number of weeks each year d. Complete the required number of hours of apprenticeship

3. Discuss the university pathway using Teaching as an example career.

4. Compare and contrast university training with apprenticeship training by placing the following factors in a quadrant chart such as the example provided. Factors:

Closing . There are many advantages to pursuing a career in the trades through apprenticeship training however it cannot be over emphasized that a career must be something you are interested in, enjoy and find rewarding.

Assessment . Anecdotal Record of Group Discussion

130 . Students can submit completed chart for evaluation

Extension . Explore other pathways.

131 Comparing Pathways

Name: ______Date: ______

Comparison of University and Apprenticeship Training Add statements provided by your teacher to the chart below under the under the appropriate heading. Some statements may fit under both categories. Be prepared to explain the reasons for your choices

University Apprenticeship

Sample Education and Training Factors • Earn while you learn • Contract signed • Specific job-related • Find your own job first • Job found after training • 4-9 weeks of classes per year • 8 months of classes per year • Tuition fees paid by individual • Must attend in Saskatoon or Regina • Must have a paid job in the field • Training lasts from 2-4 years • 4 month summer holiday • Generally provides training without experience • Provides on-the-job training • Tuition in thousands of dollars per year • Tuition in hundreds of dollars per year

132 Anecdotal Record for Classroom and Group Discussions

Student Name: ______Date(s):______

1. Effective Communication Skills Teacher Comments: a. Eye contact - b. Listens attentively - c. Summarizes ideas - d. Clarifies statements - e. Does not interrupt -

2. Contributions Teacher Comments: a. Stays on topic - b. Positive contributions - c. Information of others is contributed - d. Own information is contributed -

3. Attitude Teacher Comments: a. Respects others’ opinions - b. Disagrees in an agreeable manner -

133 THEME: Career Guidance and Transitions

Lesson 4: Trade Boards and SATCC

Learning Outcomes . To determine the relationship between the SATCC and the various trade boards

Essential Question . Is it necessary to have more than one organization overseeing a system of education or training?

Guiding Questions . What is the difference between Trade Boards and the Saskatchewan Apprenticeship and Trade Certification Commission (SATCC)? . Why would communication between the Trade Boards and the SATCC be critical to apprenticeship training?

Level . Grade 12

Time . 2 X 15

Materials . Handout

Procedure . Outline the differences and similarities between Trade Boards and SATCC. . Discuss why the relationship between these two organizations is critical to the success of all apprentices.

Closing . Representation from all sectors is key to the success of any program.

134 Trade Boards and SATCC

Name: ______Date: ______

Trade Boards • Made up of employers and employees in the trade • Ensure training standards are maintained to support employability of members • Maintain job descriptions and exams • Appointed by the Commission based on recommendations from trade employers • Range from 4-12 people (6-8 generally) • Advise the Commission • Ensure standards are current and up to industry standards • Elect some Commission Board members • Meet annually or more often if needed

Saskatchewan Apprenticeship and Trade Certification Commission (SATCC) • Often referred to as “The Commission” or “Apprenticeship” • Manages and governs program and standards • Staff of approximately 50 manage and coordinate apprentices � Contracts � Training needs � Inspect for on-the-job situations • Field consultants support employers and apprentices � Career fairs � Counseling individuals � Register apprentices • Some Board members selected by employers/industry and then appointed by government; some are elected by trade boards • Industry lead organization with most members being employers and employees • Responsibility for equity programs

135 THEME: Career Guidance and Transitions

Lesson 5: Transition Programs

Learning Outcome . To develop an understanding of the programs available to help make the transition from Secondary School to apprenticeship

Essential Questions . What makes transitions difficult? . Are transitions good or bad?

Level . Grade 12

Time . 2 X 15 minutes

Materials . Book computer access in advance. . Copies of the case studies provided. . Copies of the Articulation Agreements for the appropriate trade-related PAA courses . SIAST pre-employment information from www.gosiast.com

Procedure 1. Distribute a case study to each student or pair of students and allow time for reading and formulation of a response.

2. Provide information about the Articulation Agreements in the 8 trade-related curricula available in Saskatchewan. They are Auto Body, Mechanical and Automotive, Commercial Cooking, Construction and Carpentry, Horticulture, Electrical, Machining, and Welding.

3. Remind students of the procedures for recording their time on Form 6 available through SATCC.

4. A discussion regarding the benefits for the SYA program could be included here if some of the students have not joined.

5. Students should also be familiar with the Pre-employment programs offered by SIAST

Adaptations . Pair up stronger readers with those who could use support. Do the same if students will be searching the internet for SIAST information.

Closing

136 . Knowledge of the programs available allows for planning which facilitates smooth transitions.

Assessment . Cooperative Learning Skills Checklist

137 Case Study: Nikki Kaczman

Name: ______Date: ______

“The more I was discouraged by my friends, the more I wanted to prove that I could do it!” says Nikki. Clearly loving what she does and not putting up with any obstacles, Nikki’s been taking Mechanical and Automotive classes for two years in high school. She even likes to spend time on the weekends fixing her boyfriend’s car and her cousin’s motorbike.

“When I was younger, in the back of my mind, I always wanted to be a mechanic working on cars,” says the grubby young lady in the shop. “My dad let me watch him work on the machinery around the farm and I learned a lot from living in rural Saskatchewan without any brothers.”

Nikki’s mom really wants her to go into nursing, but Nikki prefers the chances she’s been given at the local Coop even if it’s mostly pumping gas on weekends and during school holidays when the regular staff want time off.

What does Nikki’s boyfriend think of her career choice? “Well, the guys on the hockey team give me some grief over her knowing more about cars than I do, but she’s saved me a few hundred bucks in labour. She’s smart enough to do whatever she wants so I guess it’s okay with me,” says Blair C. Nikki’s experience had obviously taught her a lot, but she will soon have to make some career decisions.

What programs and classes could Nikki access to help her live her dream of becoming a professional mechanic?

138 Case Study: Caron Smyth

Name: ______Date: ______

“Having a lively personality is a bonus for me,” says Caron as she talks about why she’s considering a career in the entertainment industry as a hairstylist and/or makeup artist. “I would love to move to Toronto or Vancouver and work in large stage productions or even television or on movies.”

Right now living in a Saskatchewan community with a thriving drama club at school allows her to gain experience working with a local professional. The two of them make a great team with Caron learning the basics even though she is not allowed to cut anyone’s hair just yet. The dinner theatre group in Caron’s community have asked her to help out with their play in the spring which has a lot of characters needing extensive makeup and hair styling.

As Caron dreams of a life working with the stars, what kinds of programs and classes can she take to start her along her career?

139 Case Study: Lucas Carriere

Name: ______Date: ______

“I like to stand back when a project is all done and think about how it started off with a pile of wood and ended up being something people really want to own,” says Lucas with a big grin on his face. Standing beside the newly painted garden shed he and his two classmates just finished for a neighbor, Lucas talks about how every aspect of the plan had challenges. From negotiating with the customer about siding and colour to getting the best price for materials to coordinating the tasks to complete the project all the angles had to be worked out.

“Now I am looking for another bigger challenge. My uncle is talking about putting up a new garage in his backyard in the summer, but he’s worried about getting good work done for a reasonable cost. I think he’ll give me the work, but I’m not sure he’s crazy about letting a 17 year old be the boss.”

What classes and programs can Lucas take part in to build the kind of experience his uncle will be looking for?

140 Case Study: Matthew McKay

Name: ______Date: ______

A lot of 16 year olds might not look forward to helping their father rewire the basement renovation of their house on a Saturday morning, but Matthew sees the experience as part of his plan to become an electrician. “I’ve always been fascinated by electricity,” he says, “Even back when I learned how a flashlight worked with batteries.” “Being an electrician would be a great job choice because of the variety of places I could work,” explains Matthew. A lot of local house builders are looking for electricians as are several industries around his home town.

“A friend of my teacher’s started out as an apprentice way back in the 80’s,” says Matthew, “And now he owns his own company with a bunch of guys working for him. That would be sweet!”

What kinds of programs and classes could Matthew become involved in to change his dream into a reality?

141 Cooperative Learning Skills Checklist

Date: ______

Scale: 1 = rarely 2 = some of the time 3 = most of the time 4 = all of the time

Names Encourages Listens Disagrees Summarizes Avoids Others Attentively Agreeably for Put-downs Understanding

142 THEME: Career Guidance and Transitions Lesson 6: Apprenticeship Training

Learning Outcome . To determine the length of apprenticeship and the annual training required in a particular trade that may be of interest to the student.

Essential Question . When is learning complete?

Level . Grade 12

Time . 2 X 15 minutes

Materials Book Computer access in advance. • “What is Apprenticeship?” pamphlet available through SATCC or online at http://www.saskapprenticeship.ca/modules.php?name=Sections&op=viewarticle &artid=9 • SATCC website at http://www.saskapprenticeship.ca/ • SIAST website at http://www.gosiast.com • Apprentice Trades at http://www.apprenticetrades.ca/en/ • Sask Job Futures at http://www.saskjobfutures.ca/

Procedures 1. Have students choose a trade to investigate: a. The years and hours required b. Location of annual training c. Employability d. Expected Wages 2. Have a classroom discussion regarding the differences and similarities of the training programs including such factors as benefits of multiple training sites, chances of employability in the local economy or the reason for large salary ranges.

Adaptations . Provide print copies for students who may have trouble with web-based reading. . Invite a consultant from SATCC to provide information on apprenticeship training. . Have individual students interview an apprentice about the relative benefits or drawbacks to their chosen profession.

Closing . It is part of good planning to consider all the choices available.

Assessment . Self-Evaluation Checklist

143 Self-Evaluation Checklist

Name: ______Date: ______

Circle the number you feel best describes your performance generally in class.

Rating Scale 1 = Hardly ever 3 = Most of the time 2 = Some of the time 4 = All of the time

1. I make it a point to listen as much as I talk 1 2 3 4

2. I make appropriate eye contact when I speak 1 2 3 4

3. I do not interrupt when others are speaking 1 2 3 4

4. I encourage others to participate in the discussion 1 2 3 4

5. I do my share when working in a group 1 2 3 4

6. I respect others’ feelings even when we disagree 1 2 3 4

7. I try not to act aggressively to get my way 1 2 3 4

8. I praise others when appropriate 1 2 3 4

9. I share my ideas with the group 1 2 3 4

10. I cooperate more than I compete with others 1 2 3 4

Complete the following unfinished sentences as completely as possible:

1. I believe two of my strengths in working with others are a. b.

2. I think two skills that I could improve on from the above list are a. b.

144 THEME: Career Guidance and Transitions

Lesson 7: Qualities of a Successful Apprentice

Learning Outcome . To explore the qualities of a successful apprentice.

Essential Question . What are employers are looking for in a potential apprentice?

Level . Grade 12

Time . 2 X 15 minutes

Materials . Book computer access in advance. . Essential Skills brochure ( available at http://srv600.hrdcdrhc. gc.ca/esrp/english/general/definitions_e.pdf ) . Employability Skills 2000+ handout (available at http://www.conferenceboard.ca/education/learning-tools/pdfs/esp2000.pdf )

Procedures 1. Provide students with copies of the nine Essential Skills published by the Canadian Government through HRSDC and the list of Employability Skills Published by the Conference Board of Canada.

2. Have the students create interview questions potential employers might ask to check to see if the interviewee possesses the appropriate skills to be successful.

3. Discuss the questions with the class and then allow time for individuals to construct personal answers they could give for the questions.

4. Role play interviews with some students portraying employers and some potential employees.

Closing . The essential skills are a good basis for establishing the qualities of a successful apprentice but each trade will have specific traits which are emphasized more than others.

Assessment . Checklist for Role Playing

145 Checklist for Role Playing

Name: ______Date: ______

Organizational Features Yes No Comments Student understood the objectives of the assignment

Student understood the specific personal role they were to play

Student understood the timeline and due date for the assignment

Student understood the procedure for the assignment

Student had time to discuss the assignment and have input on its direction

The student’s behaviour matched the objectives stated

Consultation has occurred with the student regarding aspects for future improvement

146