WRS Senior 1 Student.Indd

AUSTRALIAN INDUSTRIES 1.02 Production Australian organisations produce many different goods and/ or services. Consumers buy varied goods or services for personal consumption. Consider the products you had for breakfast this morning. On the other hand, organisations, including businesses, might also buy goods and services. We call these intermediate goods and services. These are used to produce other goods and services. For example, McDonald’s buys chicken from one of their suppliers, Inghams. This means that both personal consumption and industry consumption combine as driving forces of the economy. “We all agree that we’d rather stay Industry production is another driving force of an in the agriculture, forestry and fishing industry rather than economy. Production occurs in order to satisfy demand manufacturing, or retail or for increased consumption. Higher production usually accommodation & food services leads to more employment. Consider the resources industries.” and mining boom in Western Australia.

Profit motive You should already know about the difference between an organisation and a business. All businesses are organisations, but not all organisations are businesses. Some organisations are government services, not-for-profits, charities and so on and technically we don’t call them businesses. A more general term that we can use to describe businesses and/or organisations is ‘firm’. As part of our market capitalist economic system investors such as business owners and shareholders own and operate businesses in order to try and make a profit. Businesses contribute approximately 80% of all production in Australia. Public and essential services are provided by the three levels of government - Commonwealth (or Federal), State and local. In addition many not-for-profit, charity, member and welfare organisations exist to provide services they believe that society needs.

Industries A

Complete the table belowIndustry by providingProducts suitable -examplesIntermediat and explanations.Profit Organisatio classification goods/serv e goods & motive/ using each of ices services reason n the three produced consumed for methods operatin g

L i n f o x

Your school/TA FE

______RS:S 1 One of cific your Generic emplo yers

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WORK RELATED SKILLS - SENIOR 1: STUDENT WORK Written by Michael Carolan CopyrightBOOK © 2008(MASTER) DELIVER Educational Consulting and its licensors. All rights reserved. 1.03 AUSTRALIAN INDUSTRIES Nature of industries Different industries have varied characteristics because the organisations and businesses might exist for different reasons. Just about all mining organisations are businesses that exist to try and make a profit. So too are most (but not all) retailers. On the other hand, a large proportion of health care and social assistance organisations are government, welfare or member organisations. They Many, but not all of the organisations in the health care and social assistance industry usually don’t have profit as their primary motive. operate on a not-for-profit basis.

By adding up the total production of all goods and services made by all the organisations that belong to an industry, we can calculate that industries’ total contribution to production in Australia. We can also look at other measures to assess whether industries are growing, shrinking, increasing employment and so on.

B ANZSIC industry employment 1. Rank each column from highest, 1 to 19.

2. As a class discuss what these results suggest about future employment trends. Tot ANZSIC industry 2002-07 % ANZSIC industry Rank Employmal classification(old aged45 (newclassification system)1 ent system)2 + 2006

A: Agriculture, forestry and fishing J: Information media & telecommunications 176,827 K: Financial and insurance services 348,592 280,912 L: Rental, hiring & real estate services 153,912 B: Mining M: Professional, scientific & technical services 106,886 273,821 C: Manufacturing N: Administrative and support services 286,620 O: Public administration and safety 608,605 952,009 P: Education and training 697,806 D: Electricity, gas, water & waste services Q: Health care and social assistance 751,664 89,455 R: Arts and recreation services 127,396 E: Construction S: Other services 338,213 709,840 F: Wholesale trade

396,366 G: Retail trade

1,033,190 H: Accommodation & food services

575,104 WRS:S1 Specific Generic 1. 1 5 I: Transport, postal and warehousing 2. 3. 4. 5. 427,789 6. 7. A: -4% J: Communication services 11% 40 Agricult 39 K: Finance and insurance ure, 15% 30 D: Electricity, gas and water supply forestry L: Property and business services 17% 20% and 37 41 fishing M: Government administration & defence E: Construction 12% 34% 45 -3% 33 Sources: F: Wholesale trade 0.1% 1ABS, Cat. No. 2068.0 - 2006 Census Tables 54 37 2ABS, Labour Force Survey, Nov, 2007 B: (cited in Australian Jobs 2008, DEEWR, G: Retail trade 11% Mining p.13) 26 N: Education H: Accommodation, cafés & restaurants 13% 49 65% 12% O: Health and community services 17% 34 26 46

C: I: Transport and storage 25% P: Cultural and recreational services 23% Manufac 44 32 turing Q: Personal and other services 8% 36 4 LICENSED FOR USE BY SHEPPARTON HIGH SCHOOL

WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK Written by Michael Carolan Copyright (MASTER)© 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.01 JOB SEEKING SKILLS Successful job-seeking “Where do You might now be getting nearer the time when you we start have to start looking for suitable employment to looking?” help establish your career pathway. So you need to become better and more sophisticated in your approach to job-seeking. We already know that no-one is going to knock on your door and offer you a job. However there’s nothing stopping you from getting out there and knocking on the doors of potential employers. The worse they can do is say “no”, it’s nothing personal you know! Developing your ability to cold-call; and recognising, building and utilising your job-seeking network will help you now and throughout all of your career.

A Sources of jobs For each source category of employment add as many exa your career both now and in the future. Add a source category of your own. Newspapers and Print Media e.g. The Saturday Age classifieds Ads occur daily and especially on Saturday. They also run extensive websites. Don’t forget about your local papers.

Employment agencies e.g. Skilled Many employers use agencies and some are industry specialists. You register with agencies who can match you to jobs.

Youth-oriented Agencies e.g. MEGT These often specialise in Apprenticeships and group training. Others, such as Jobs Pathways, focus on students at risk.

Online employment websites e.g. ww w .alljobs.com.au They might be part of a newspaper, a stand- alone site, a government or even industry- specific site. Start at alljobs.com.au .

Job Network (and Centrelink) e.g. Job Network members are contracted by the government to find jobs for the unem- ployed. Start with Centrelink or jobsearch. gov.au e.g. WRS:S1 Specific Generic 1. 5 2. 3. 4. 5. 6. 1,2 7. 24 LICENSED FOR USE BY SHEPPARTON HIGH SCHOOL

WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER) Written by Michael Carolan Copyright © 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.02 JOB SEEKING SKILLS u I

b-seeking network j n b ow mny frndz hv - a C k s n m a n l t l w w k o ! r l d , i s

i t w h a t y o u

k n o w

o r w h o

k n o w ? I t ’ s

o f t e n ad y w n the a ver o i e right c r tis u t t people t e ed. r h w . You i p Alt o just v o ho j t r have i r ug o h k n t t h b e . contact y e thi - with d s s i N some l sta e m o people i t tist e p w who k h ic k o might e a is i r y be able t not n t o to help pro g a u you p t a ve n your h l n, n c a career. i m it e e v And s o still t e these s is w o people b t basi o f t must e call r o be f t y k n made o h true . u b aware r r that u a e ypes of e e the l jobs , e larg a l s you’re e r y p looking b q pro e e for. Of u u port d c course, t a ion p e i you r of r v a must s t jobs o e l be ed, i e are l with a b n r fille o t résumé a c s d p o and b e hro l i other o ugh n k informa y t f rec g n tion om o ready h a e a me l y w to go. l nda o n r l tion e u My y s a r o j and d B o bei j u y 1. List the full b ng o r s ‘in b name and f numbers of the a - j 10 people a kno m s o who are a r w’. i e b part of your e In l e - oth i k job-seeking n er a i network. You s o rds, r n should have e t thro g done an e ugh 2. Exchange at least 3 contacts with S other members of E your class. N I 3. Make an O R appointment with the careers teacher to 1 find at least 3 more : possible contacts. S T U D E N T

W O R K

B The job- O seeking O network of... K

S K I L L S

- 2.03 JOB SEEKING SKILLS Application letter Many employment applications ask you to attach an application letter or personal cover. When it comes to getting a job interview, your application letter can often be more important than a résume. While a résumé talks coldly about you, the ‘who’, the application letter is about warmly selling you, or the ‘why’. Application letters are important. Employers use these letters to test your interest in the job, your suitability for the position as well as your ability to use correct grammar and spelling. An application letter guides an employer in making their shortlist for an interview. What should be said Basically there are three types of application letters. All job applications, whether 1. Generic. You are making an enquiry, (perhaps a they are specific, generic cold-call) about the possibility of employment with an or very brief must clearly organisation. However you cannot just write a form explain these four points. letter. The skills and interests you write about must 1. Your interest in the match the job/organisation you are applying to. position/organisation. 2. Specific. You are required to write specifically in 2. Your suitability for the response to an advertised position. Make sure that the position/organisation. letter does just that. Don’t use a form letter! 3. Your knowledge of the 3. Brief. You might be asked to attach a brief cover letter position/organisation. to accompany a résumé, formal application or even an 4. Your willingness to be electronic or online application. When applying online part of a team and/or to you should submit a brief cover note or letter by e-mail. undertake further training. In addition to selling you and communicating your interest in Remember, the a position, all application letters are a test of your grammar person reading and communication skills. Always go for short sentences your letter doesn’t instead of long sentences. Always use a professional tone know you. So your related to the position. And always have someone else letter must sell an unknown check your letter. person, that’s you, to them.

C Job applications - 4 key points

Write a clear sentence about you for each of the following points. Use a job, organisation or position that your teacher has given you, or one you are interested in. Position is : Interest- position/organisation

Suitability- position/organisation

Knowledge- position/organisation

Willingness - team/training WRS:S1 Specific Generic 1. 5 2. 3. 4. 5. 6. 7. 26 LICENSED FOR USE BY SHEPPARTON HIGH SCHOOL WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK Written by Michael Carolan Copyright (MASTER)© 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.04 JOB SEEKING SKILLS

1 neric LICENSED FOR USE BY SHEPPARTON HIGH SCHOOL

WORK RELATED SKILLS - SENIOR 1: STUDENT Written by Michael Carolan CopyrightWORK BOOK © 2008 (MASTER) DELIVER Educational Consulting and its licensors. All rights reserved. Use the table below to start drafting your relevant information for a job application letter. Copy this page and interview another class member to draft some of their info.

WRS:Sl Spa:& Gi10l't 10. 1 . l'· '

WORK RELATED SKILLS- SENIOR f: STUDENT WORK BOOK (MASTER) Written by Michael Carolan Copyright® 2008 DELIVER EducationaiConsuling and its licensors. A/frights reseJVed. 2.06 JOB SEEKING SKILLS Job application

E Draft a job applic ation letter for a positio n you are intere sted in, or a work experi ence/ place ment opport unity or an advert iseme nt your teach er has provid ed. When your teach er has check ed over this letter, prepar e a copy on a comp uter. Tip: Perhaps you should enlarge this page to A3 and make another copy before you start.

RS:S1 cific Generic 5

1-3 29 LICENSED FOR USE BY SHEPPARTON HIGH SCHOOL

WORK RELATED SKILLS - SENIOR 1: STUDENT Written by Michael Carolan CopyrightWORK BOOK © 2008 (MASTER) DELIVER Educational Consulting and its licensors. All rights reserved. 2.07 RESUME WRITING Résumé Given that your résumé is so important, it is vital to get the basic format correct. This makes it easy to update your résumé. At this stage of your career you need to update about 3-4 times a year; as you gather skills, qualifications and experience. Make an appointment with your careers or MIPS adviser to help you.

A Résumés: Do’s & don’ts By now you should be getting better at knowing what to put on a résumé. Complete the following lists of do’s and don’ts using your past knowledge and other resources.

WRS:S1 Specific Generic 1. 5 2. 3. 4. 5. 6. 1,2 7. 30 LICENSED FOR USE BY SHEPPARTON HIGH SCHOOL

Résumé’s - Fixing errors B On the next page is a résumé given to you to by a senior student, Ollie Spork. Ollie has followed a template and put a lot of work in to this. Now he wants to send it off to a potential employer to try and get an apprenticeship as a chef. But his teacher has said that he needs to get it checked before he can send it off. 1. You need to identify all of the mistakes, formatting errors, inconsistencies, omissions, over-explanations and under-explanations. There might be quite a few! 2. Number and label the errors as you find them.

3. Rewrite Ollie’s résumé. Type it up using a word processing package. “Yo homes, help me out!”

Tips: • It might be best to work in pairs for this activity. Your teacher will advise you on this. • Use your work folios to write down all of the problems wi Ollie’s résumé. Set up a table using sub-headings for the different categories of ‘mistakes’. • As a class identify and discuss all of the problems, and make sure that all errors are identified and corrected bef typing up Ollie’s final résumé. Note: If you think that some of these errors are stupid, I RS:S1 have seen all of these types of errors, (and more, even cific Generic mild-swearing!) on résumés of students and people I have 5 worked with in the past! 1-3 2

Résumés for others C The purpose of a résumé is to quickly, clearly and concisely communicate information about you to someone who doesn’t know you. That is why this activity, preparing a résumé for someone you don’t know very well, works best. 1. Partner up with someone in the class. It is best if you work with someone who you don’t know very well. Your teacher can put you into pairs. DON’T WORK WITH YOUR CLOSE FRIENDS! 2. Use the résumé template distributed by your teacher, or the one on pp.36-37. It is best to enlarge it to A3 size. 3. You are required to write a draft résumé for your partner. This means you need to interview them to find out the appropriate information to include. Prepare a rough RS:S1 cific draft of their résumé using the template. Generic 5 4. Make sure that you include all relevant information. Check each other’s résumés for accuracy and spelling. Follow the tips and examples on these pages. 1-3

LICENSED FOR USE BY SHEPPARTON HIGH SCHOOL 31 WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK Written by Michael Carolan Copyright (MASTER)© 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.09 RESUME WRITING resume: Ollie Sprk, Feburary 2009 Ollie 11 speckled crescent lower springtownSpork , 3526 F (03) 9888 6789 M: 0441 0404 0101 [email protected]. au

Education 2009: VCAL TAFE Hospitalit y.

VCAL & VCE subjects include: • Litracy • Numeracy • Personnel development Skills

• Working skills. 2005-2008: Did Years 7-11 at Springtown College

Qualifications & Training • Jun 2008: Certificate Ist Aide and CRP • Mar 2009: Certificate I in Food Higin • MAY 2018 - Resposnbile alchol serving the RSA

cAREER aMBITIONS I want a job cooking in a restaurant with good pay. Employment History Employment  Encylcofeedia’s Larder and Bookstore Position: Helped out in the cafe Duration: Last year Tasks: Did a lot of different things with customers.

Competencies: Some of the main competencies I have demonstrated include:  effective talkin with customers using the registers made sure I prepared food properly and higinicly   was flexible by working evening and weekend shifts  I safely used coffee machines and cooking equipment and didn’t cause no accidents.

 I diod what I was told 3 LICENSED2 FOR USE BY SHEPPARTON HIGH SCHOOL

WORK REL SENIOR 1: STUDENT WORKW BOOK (MASTER) en by Mich ael Caro lan Cop yrig ht © 200 8 DELI VER Educ atio nal Cons ultin g and its licen sors. All right s rese rved . 2.10

RESUME WRITING Résumé: Sprk, 2009 Empl oym ent Histo ry (cont. )

Work Expe rienc e  El Scoffl ow’s Eater y, Wide Way, Mayl oika. Positi on:

Food and servi ce helpe r-out

Durat ion:

June 2008 - 2 week s Task s:

Boss didn’t let me do too much . Competencies: During my work experience my tasks included:  showing customers how to sit down  taking people’s plates away from them  making sure the cutlry was shiny  carrying bottles of alchol to people

 making sure that the salads had no bugs and dirt in them  cleaning up all the all-you-can-eat counter Transferable Skills

Leadership • Last year at school we showd the new kids around and made shure that they didn’t get bashed. • In Year 10 we ran a football tipping comp that raised over $1200 to by new sports stuff. • I mow lawns for free for the oldies on my block who can’t walk becuase of arfritis. Professional Skills  I can use computers stuff, all sorts, pretty good. • I’m fit and am very good at sports winning a lot of wards. • I’m not that good at office stuff and sitting down. • I’ve got my learner’s permit and will be going for my manual license ina few months. • I’m good at cooking, I cook stuff for my family most nights. • I’m really safe at using kitchen equipment as i have be trained at TAFE at using kitchen equipment safely at TAFE. Achievements I haven’t won any wards at school. But I did enter the royal show baking comeotiton and have won 3 highlky commended prizes as part of Food studies. Hobbies/Interests Kickboxing and cooking Sports Referees Lionel Boss Mrs. Wanda Mr Athol Spork Eclcofeedia’s Scone Local counsellor P: 92222 3333 Cooking P: 9888 6789 Page 2 of 1 (BH) teacher LICENSED FOR USE BY SHEPPARTON HIGH 3 SCHOOL

WORK RELATED SKILLS - SENIOR 1: STUDENT WORK Written by Michael Carolan CopyrightBOOK © (MASTER) 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.11 RESUME CHECKLIST Résumé Checklist Top 10 Tips (GST inc.): (See sample résumés from Inter.) 1. Make sure your personal details are included neatly in their own section at the top. Showing your age can Clear personal 1 indicate details how close you are to driving. Use a professional e- mail address that will not offend people. 2. Don’t include specific results under ‘Education’ unless asked. 2 Current education: Feel free to fully explain what you are studying by easy to follow using full sentences. Remember that people may not be aware of different qualifications, so clarify these; i.e. School and VET What level of study is your VCAL equivalent to? 3 ubject & modules 3. List the main subjects that you are studying. List also the main units or modules that you are studying as part of VET. Pick those that match the types of jobs you are Other qualifica- ions 4 applying for. For help, check out: ww w .myfuture.com.a u . & certificates 4. For ‘Qualifications and Training’ you list any extra non- school certificates. You might have completed these at work, or at TAFE, but they should be listed separately.

5. Include a short ‘Career Ambition’, but make sure it 5 Career ambition is related to the occupation you are applying for.

Your employment/ 6. Your ‘Employment History’ should include real xperience history employment, work experience and voluntary work. Start 6 with your most recent experience first.

7. State clearly what your job position was and when. List 3 to 5 main tasks that you performed on a day-to-day basis. 7 Employment tasks i.e. What did you do? Also list about 6 to 8 competencies and competencies that you developed by doing this work. Consider ‘ings’; tasks that you can be relied upon to do competently. 8. Include all of the other sections under the heading Your other ‘Transferable Skills’. This way you are telling them 8 that you have developed a lot of other skills and transferable skills experiences that you can use in different occupations. Referees: accurate and suitable 11 9 Your professional or technical skills

Other information 10 & achievements 9. Include all of your other skills under the 10. Include any ‘Achievements’ or awards you have heading received either through study or through sport or ‘Professional Skills’. If you are community participation. One line is enough for applying for a trade- related job hobbies, your employer might share these you should add a heading interests! ‘Technical Skills’. Make sure to include your abilities with 11. You must include ‘Referees’ but first, ask these computers, software, tools and people if it is OK to use them; and get them to write equipment. out their correct contact details. Do not use family members!

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WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK Written by Michael Carolan Copyright (MASTER)© 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.12 RESUME CHECKLIST R é s u m é t e m p l a t e

D 1. s De e vel t op a t rés h um e é te t mp e lat m e p for l a a co t mp e ute r u sof p twa re p pa r cka o ge p tha e t r yo l ur y sch . ool us es. 2. Wo rk in pai rs to 3. Use the template to prepare a résumé for your partner. 4. Make a presentation to the class discussing your template.

Tip: You might need extra IT support for this activity. Your teacher can help RS:S1 cific Generic arrange this. 5

My résumé E 1. Use a template and any previous résumés to complete a updated draft résumé that includes all of your updated skills, qualifications and experience. 2. Develop a suitable career statement and include this as well. 3. This résumé should now be set up using a software package such as Word. 4. Check your résumé for accuracy and formatting. Make appropriate changes. 5. Have someone else in the class check your résumé. Make appropriate changes. 6. Now present it to your teacher or make an appointment with your careers teacher for final checking

R 7. Complete this project planner before, and as you complete this activity. S: S1 cific Task/activity to be completed By when? 7. Generi c Done? 5

1.  1 -

3  8. 2.   9. 3.   

 10.

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WORK RELATED SKILLS - SENIOR 1: STUDENT WORK Written by Michael Carolan CopyrightBOOK © (MASTER) 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.13 RESUME TEMPLATE Résumé Template: Date:

Personal details

Education

Note: This résumé has been set out to fit on these 2 pages but it may be better Qualifications & Training spread over 3 pages which is still OK. Career Ambition

Employment History Employment

Position: Duration:

Tasks:

Competencies:

RESUME TEMPLATE R a és u ti m é T o m pl at n e: : E m T pl oy m a e nt Hi s st or k y (c o s nt’ ) : W or k E C xp o eri m en p ce e t e n Po c i e siti s : on

ur Transferable Skills Date: Leadership

Professional Skills

Achievements

Hobbies/Interests

Referees

(school) (professional) (other)

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WORK RELATED SKILLS - SENIOR 1: STUDENT WORK Written by Michael Carolan CopyrightBOOK © (MASTER) 2008 DELIVER Educational Consulting and its licensors. All rights reserved. The interview If you have been selected for an interview then it’s your chance to try and secure a job. Organisations are selective about who they interview and might only interview three to five people. So if you get to the interview stage you are in with a good shot. If you are granted an interview then the employer most likely thinks you are probably able to do the job. However, there might be someone else who is more skilled and better suited for the position. During an interview you have to sell yourself. This doesn’t mean big-noting yourself or being cocky. It means concentrating on your skills, experience and qualifications. Employers also want to see if your personality is suited both to the culture of their organisation as well as the people you will be working with. Types of Interviews Interviews may take different forms depending on the type of job you are going for. There are three main types of interviews: 1. One-to-one interviews. 2. Panel interviews.

3. Group interviews.

One-to-one interviews  This is the most common method when starting out your career and when going for jobs in small businesses.  You’ll most likely be interviewed by the person who is actually employing or paying you.  You might only be competing against quite a limited field, perhaps just 3-5 applicants.  The successful applicant will most likely be chosen after only one interview session.  If you are called back for a second interview this means that you are in strong consideration. The second interview might be in front of a panel.  You must develop good, positive communication with your interviewer.  You need to show your en- thusiasm for the position because this person might own the business or is likely to be your future supervisor.  You must address the person directly because it’s just you and them in the interview.

WORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER) Written by Michael Carolan Copyright © 2008 DELIVER Educational Consulting and its licensors. All rights reserved. 2.16 JOB INTERVIEWS Panel  M a n y

h i g h e r - l e v e l

p o s i t i o n s ,

l a r g e organisations and government positions will use an interview WORK panel. RELA  An interview panel would normally consist of three people. The SKILLS - panel is likely to include: SENIOR 1: STUDENT  someone from human resources (HR) who is in charge of recruiting, WORK  someone who you are likely to be working with such as BOOK (MASTER) your future manager or supervisor, and W r  i someone who is either a union, staff or merit and equity representative. t  When facing a panel don’t be intimidated. Panels may even be a t better option because you don’t have to just concentrate on the e one person all the time. n

 When asked a question address the questioner first but then make b sure that you address each of the panel members including all of y

them in your gaze. Move your head in a semi-circle to take in the M entire panel when talking. i c  Each panel member is likely to be assessing you on different h aspects such as: a e  technical skills, job knowledge and potential to do the job successfully l  your body language and your level of confidence C  your ability to answer questions honestly and openly a r  how your personality is likely to suit the people you will be working with. o l a n Group intervie C ws o p  Group interviews might be used:  for certain lower-level jobs focusing on customer service  when a new businesses is just starting out or

 when an organisation is hiring a number of people for similar jobs.  The group interview process might involve sessions with up to 10- 20 other people. You might even be part of a bulk ‘cattle-call’, whereby hundreds or even thousands of people turn up, lining up on the street, for the opening of new ‘name’ business.  A group interview situation highlights your ability to work with others. The organisation is not likely to be looking for the most outgoing person, nor the quietest person.  You need to be well-presented and prepared, confident but not pushy, assertive but not aggressive. Remember pushy people cannot hide this trait.  It is vital that you take an interest in what other people are saying and join in any group activities. You must demonstrate active listening to others and to your interviewer(s).  You must assume that you are being watched and assessed the entire time you are there; not just when you are being interviewed. This includes standing in line, how you deal with other people such as the organisers (wranglers) and other applicants and whether you are impatient. This aspect of the session might count for as much as the actual interview.

LICENSED FOR USE BY SHEPPARTON HIGH 39 SCHOOL yright © 2008 DELIVER Educational Consulting and its licensors. All rights reserved. INTERVIEW PREPARATION - PP, PP, PP Take pp. 38-41 along to an Personal presentation interview and read through  Dress both for the position them again on the way or and to suit the corporate Professional presentation while you are waiting! culture of the organisation.  Before the day find out as  You can never be over- much as you can about the Positional presentation dressed for an interview organisation - what they but you can be under- do, where they operate,  You will be interviewed for a dressed. how big they are and specific job. So it is where you might fit in. essential to convince your  No trackies, sunnies, interviewer that you are the runners or club clobber.  Use the Internet or contact the organisation to get most suitable person to do  If it is a trade type of job some written material. that job. you might be best to show  Pre-plan your travel route,  You have to be able to prove that you have proper work that you can do the job. footwear. public transport and/or parking. Have a practice  Knowing the position  Wash and iron your clothes transport run on a work day. generically involves the and try them on a few days  Arrive at least 15-30 the job advertisement and before the interview to minutes early, freshen up job description. e.g. Sales make sure they still fit. and gather yourself in a assistant.  Wear your clothes with suitable place.  Look up the occupation pride. Your bearing is  Always bring along copies of on ww w .myfuture.edu.au important, so make sure your résumé, references, and study its key roles and you stand, sit and move and certificates in a flat responsibilities. comfortably in your ‘skin’. folder - offer to leave these.  What is expected of an  Whatever you do,  If it is a creative job you will employee doing this job in down for the need to have your folio and organisations generally? interview. Lay off samples organised and the piercings, hair  How can you show that you ready to show. dyes, butterfly can use the 8 employability wings, gangsta  As soon as you enter the skills in this position? sunnies and so o premises or grounds you  Knowing the position are under scrutiny. Deal  Avoid: too tight, too short, specifically means that politely and confidently with you will need to know what too loo shiny...you can receptionists and personal start to be some of the position’s assistants. They might responsibilities are related yourself again when you’ve have a lot of sway! got the job! to this organisation. e.g.  Sit upright when waiting. Sales assistant - Fashion  Organise yourself with a Don’t get on your mobile... store. a folder, a bag or a case instead turn it off. of some sort. Don’t use a  Once again consider those  Look at what’s around you plastic bag or a shopping 8 employability skills and while you’re waiting; bag. how each of these might articles, certificates, be used specifically in this  Borrow a bag or briefcase company magazines, etc.. role. if necessary. You can  Be professional with all even borrow clothes from  Have examples ready to people, using appropriate friends, family and clothes go of how y names as they are banks! or could use introduced; i.e. by first your skills,  Lay off the super-strong name or by surname. experience perfume or after-shave and  Don’t ever criticise the or- and other watch out for the triple- ganisation, its products, its abilities in garlic kebab. Don’t smoke image or other applicants. this role bot just prior to the interview generically a because you will stink. specifically. 2.18 JOB INTERVIEWS Job interview

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i n f ormation studied with your teacher prepare a top ten list for succeeding W i r ts at job interviews. i li t c 2. Use your list to prepare a factsheet, poster, web page or presentation that t e combines graphics and text to clearly communicate these top ten tips to e n job-seekers who are your age. n s o How to sell b r Common interview yourself y s. questions A confidently M ll  Why do you want this job?  Greet people warmly, i ri  Why should we employ you in this c g look into their eyes h h position? (but don’t stare), use a ts  What their names, shake e r skills/abilities/qualities/experience can l e hands (no knuckle- s you contribute to the organisation? crunching) and wait to C e  Demonstrate how you have be seated. a r r v succeeded in a team environment  Clearly know your o e and in dealing with other people. strengths, and how l d  Where do you see yourself in (12) what you’ve done a . n months time? before, suits this job. Have examples C ready. You can, at o After the interview p times, refer to notes. y  Thank them for their time and shake  Always talk about r hands, even if the interview has gone positive experiences i badly. g you have had working h  If you haven’t heard anything after in a team. t 5 working days (unless told to wait  Don’t be afraid to ask RS:S © 1 longer) contact the organisation to the interviewers to cific Generic find out the news. repeat or clarify a 5 2 0  Even if you’re not successful for question. 1- 0 this job  Always ask at least one 3 8 you might have been ranked second. question (e.g. about D Send a thank-you letter. So imagine if further training and E the person ahead of you doesn’t take career growth.) L the job! I V E R

Job interview process E d u B c You are required to participate in a mock interview process using all the a t job-seeking strategies you have developed such as applications, resumes i and interviews. o n  Your teacher will instruct you both as to the position you are applying for a and the process that will be followed. You should apply for positions that l LICENSED match your career pathway goals. FOR USEC  Your teacher might be able to get an outsider to conduct the interviews o n such as your careers or pathways adviser, or even someone from a SHEPPARTs relevant industry. ON HIGHu l  Your performance in the interview process will be assessed. SCHOOLt i  The class should organise to have each interview filmed (it might be a PDS n or g Literacy project) so that you can view and critique your performance. a  Later in the year you will have another mock interview process when you n are even more job-ready. WORK BOOKd RS:S 1 cific Generic 5

3 1- 3 41 2.19 STAKEHOLDER CONTACT PRO-FORMA Stakeholder Contact Pro-forma Use this pro-forma to record any and all contacts you have with interviewees, potential employers and other external stakeholders. You might also need to fax this sheet to an employer or contact.

TO: Fill in those contact details that relate to the person you are contacting. Nam e: Position: Organisati on: Address: Phone:

Other: FROM: Fill in your relevant contact details that the person you are contacting might need to know. Name: Mobil e: Subjec t: School : School address: School phone: e- mail: Other:

Purpose of contact:  To get appropriate work  To contact or interview an employee or experience or work placement employer in a workplace in relation to a forms signed. learning outcome.  To contact a stakeholder in relation to  To investigate a workplace OH&S issue. work related activity.  To enquire about workplace learning.  To investigate employment opportunities.  To visit a workplace to meet (or have an  Other: interview) with an employer for workplace learning.

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