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STUDIES 

 Employability Skills 30S

1999 - 2000 Syllabus

8833 Vocational Industrial Unit-Credit

Employability Skills 30S

FORMAT:

Employability Skills 30S is a modularized course of study. Participants progress through the modules at their own pace until necessary modules are complete. This format is best suited for students who demonstrate the ability to be self-directed. Attendance at scheduled pre-employment sessions is compulsory.

GENERAL AIM:

Employability Skills 30S provides an opportunity for students to prepare to apply personal knowledge and experience in a workplace setting which coincides with that students career/vocational interests. The pre-employment orientation assists students in identifying the expectations of community-based mentorship. Real life experience of a practicum serves to clarifying career objectives and develops employability skills. This course is a pre-requisite to all other vocational practicum courses.

RATIONALE:

Employability Skills 30S encourages the integration of classroom theory with practical on-the-job experience. Participants benefit from an integrated curriculum, which combines the resources of both school and community. Basic principles guiding the partnership between the student, the school, and the community are cooperation and communication.

Participants develop an awareness of technology through related classroom study. Technological literacy is gained through direct involvement in the work place. The combined efforts of the student, school, and community sponsor contributes to an experience which is characterized by the new 3 R's of education; Relevance, Relationships, Rewards.

This course supports the mission of The Midland School Division in providing the opportunity for each student to prepare for the future according to his or her ability, interest, and initiative. This preparation is directed toward the development of responsible, tolerant, and creative citizens able to participate in a democratic society. It also supports endeavors by the Division which encourage its’ schools to become increasingly responsive to the needs of the student in the local and global community.

CAREER DECISION MAKING

The approach to career/ transition counseling within this course can best be described as "Problem-Solving/ Decision Making." Activities focus participants on such topics as; personal values, interests, skills, information gathering, and decision making. Course activities engage students in a search for identity (career related), then connect them with resources. Students first answer the question "who am I?" (not "what does the world want of me?") When students are connected with what they love to do, excellent performance comes naturally. Not resolving this issue first results in a kind of "vocational violence" where counselors work hard to bring people to a place where only 13% of the population enjoy being... "at work."

ORGANIZATION AND SCHEDULING

Employability Skills 30S consists of coordinated in-school and out-of-school components.

Students spend the introductory fifty-five (55) hours in "pre-employment orientation". This aspect is delivered as a series of interdependent modules and seminars. Students complete the modules in time slots that coincide with their timetable schedules.

To facilitate the development of a breadth of experience, within a particular occupational field, students are encouraged to work at a variety of tasks within a single business or at several different training stations.

Student Eligibility Criteria:

1. Available to S3 and S4 students.

2. References from two teachers supporting the student's suitability for the program regarding; attitude, aptitude, and behavior (e.g. attendance) are required.

3. Approval of the teacher/ coordinator following formal application and a personal interview.

4. Choice of career goals, based on interests and aptitudes must coincide with available training stations.

Training Stations:

Participating businesses and organizations in our local community include representation from the following occupational groups; Business and Marketing, Agribusiness, Production, Transportation, Child Care, Health Care, Hospitality and Tourism.

1. The student-learner will abide by the regulations and policies of the employer and the school. This applies particularly to the need for regular attendance, punctuality and fulfilling the responsibilities expected to the best of his/her ability. The student-learner does not expect to receive a wage or salary for his/her services.

2. In the event of absence caused by illness or emergency, the student-learner must notify each of the following as soon as possible: 1.) the employer and 2.) the school

3. The co-ordinator will arrange for in-school related instruction, consultation and advisory service to all parties concerned with this course of study..

4. The employer assumes the responsibility of providing the student-learner with the type of experience/ training outlined in the "training plan" (subject to unforeseen circumstances beyond his/her control. e.g. changing economic conditions, production schedules etc.)

5. The school shall issue the student-learner a course credit for 110-120 hours of successfully completed classroom instruction and practicum.

6. The duration of this agreement coincides with the current school year. This training program shall not be changed or interrupted without prior consultation between the student-learner, employer, and coordinator.

Seminar: (see attached schedule)

Students meet with the co-ordinator on a regular basis (once per cycle) for in-school related skills development and academic instruction, discussion, constructive criticism, and counseling of problem situations encountered by students on the job. Related instruction includes mechanism for students:

• to have regular discussions with teachers and fellow students
• to have assistance in resolving problems
• to be reminded of course goals and objectives
• to remain informed of school activities and opportunities
• to update training agreement with new tasks completed
• to update calendar with dates and hours

Internship:

This component provides the student with the opportunity to learn and work in a variety of supervised work settings. A descriptive outline (Training Plan) of the objectives, learning activities and training that will be jointly developed by the student, the employer (based on the training station) and the teacher/ coordinator. This individualized plan will guide activities at a specific training station.

TIME SCALE:

Participants have their timetable blocked so those portions of each day are spent dedicated to Employability Skills 30S. The in-school component consists of 55 hours of instruction, the out-of-school component makes up the remaining 110-120 hour requirement. Hours spent in seminar are credited as work time. (page 9)

STUDENT PERFORMANCE MEASUREMENT:

1. Community Sponsor’s written reports (term end as well as ongoing).

60%

2. EMPLOYABILITY SKILLS PORTFOLIO:

(40%)

Minimum Requirements: (bound in three-ring binder)

• Title Page
• Letter of Introduction/ Career Plan
• Resume (forms the table of contents for the portfolio)
• Skills Inventory from academics, experience, and hobbies (Learning Outcome Statements)
• Documentation (include transcripts, training plans, employer evaluations, work samples)
• Display/ presentation of the portfolio at the "Sponsor’s Banquet"

Contact: Mr. Ernie Bart (ebartyip@cici.mb.ca)