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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.

Industry production is another driving force of an economy. Production occurs in order to satisfy demand for increased consumption. Higher production usually leads to more employment. Consider the resources and mining boom in Western Australia.

Profit motive

“We all agree that we’d rather stay in the agriculture, forestry and fishing industry rather than

manufacturing, or retail or accommodation & food services

industries.”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 below by providing suitable examples and explanations.

OrganisationIndustry classification using each of the three

methodsProducts -

goods/services produced

Intermediate goods & services

consumedProfit motive/

reason for operating

Linfox

Your school/TAFE

_ _ _ _ _ _ _ _ _

One of your employers RS:S1

cific Generic

_ _ _ _ _ _ _ _ _ _ _

3LICENSED FOR USE BY SHEPPARTON HIGH SCHOOLWORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER)

Written by Michael Carolan Copyright © 2008 DELIVER Educational Consulting and its licensors. All rights reserved.

Rank Emp Rank

1.03 AUSTRALIAN INDUSTRIESNature 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 usually don’t have profit as their primary motive.

By adding up the total production of all goods and

Many, but not all of the organisations in the health care and social assistance

industry operate on a not-for-profit basis.

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.

ANZSIC industry classification(new system)1 2006

TotalEmployment

ANZSIC industry classification(old system)2 2002-07 Rank % aged

45+

WRS:S1

Specific Generic1. 1 52.3.4.5.6.7.

A: Agriculture, forestry and fishing 280,912

B: Mining 106,886

C: Manufacturing 952,009

D: Electricity, gas, water & waste services 89,455

E: Construction 709,840

F: Wholesale trade 396,366

G: Retail trade 1,033,190

H: Accommodation & food services 575,104

I: Transport, postal and warehousing 427,789

J: Information media & telecommunications 176,827

K: Financial and insurance services 348,592

L: Rental, hiring & real estate services 153,912

M: Professional, scientific & technical services 273,821

N: Administrative and support services 286,620

O: Public administration and safety 608,605

P: Education and training 697,806

Q: Health care and social assistance 751,664

R: Arts and recreation services 127,396

S: Other services 338,213

A: Agriculture, forestry and fishing -3% 54

B: Mining 65% 34

C: Manufacturing -4% 39

D: Electricity, gas and water supply 20% 41

E: Construction 34% 33

F: Wholesale trade 0.1% 37

G: Retail trade 11% 26

H: Accommodation, cafés & restaurants 12% 26

I: Transport and storage 25% 44

J: Communication services 11% 40

K: Finance and insurance 15% 30

L: Property and business services 17% 37

M: Government administration & defence 12% 45

Sources:1ABS, Cat. No. 2068.0 - 2006 Census Tables2ABS, Labour Force Survey, Nov, 2007 (cited in Australian Jobs 2008, DEEWR, p.13)

N: Education 13% 49

O: Health and community services 17% 46

P: Cultural and recreational services 23% 32

Q: Personal and other services 8% 36



mples that are relevant for

2.01 JOB SEEKING SKILLSSuccessful job-seeking

You might now be getting nearer the time when you have to start looking for suitable employment tohelp establish your career pathway. So you need to

“Where do we start looking?”

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 exayour career both now and in the future. Add a source category of your own.

WRS:S1

Specific Generic1. 52.3.4.5.6. 1,27.

Newspapers and Print MediaAds occur daily and especially on Saturday.

They also run extensive websites. Don’t forget about your local papers.

Employment agenciesMany employers use agencies and some are industry specialists. You register with

agencies who can match you to jobs.

Youth-oriented AgenciesThese often specialise in Apprenticeships and group training. Others, such as Jobs

Pathways, focus on students at risk.

Online employment websitesThey 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)Job Network members are contracted by the government to find jobs for the unem-

ployed. Start with Centrelink or jobsearch. gov.au

e.g. The Saturday Age classifieds

e.g. Skilled

e.g. MEGT

e.g. www.alljobs.com.au

e.g.

e.g.



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JOB SEEKING SKILLS 2.02

u cLectD n bk? wL Y nt pt sum Frt Nto cLectn sum frndz 4 urjb-Ckn ntwk!

In a small world, is it what you know or who you know?It’s often reported that almost three quarters of all jobs are not advertised. Although this statistic is not proven, it stillis basically true that the large proportion of jobs are filled hrough recommendations and being ‘in the know’. In other rds, through your job-seeking network.

u are probably already familiar with the importance of nually developing your job-seeking network. Now you ave to be special to know the right people. You just have

n contact with some people who might be able to help you p your career. And these people must be made aware ypes of jobs you’re looking for. Of course, you must be ed, with a résumé and other information ready to go.

My job-seeking network B

1. List the full name and numbers of 10 people who are a part of your job-seeking network. You should have done an activity like this before, but since then your job- seeking network should have changed and evolved.

2. Exchange at least 3 contacts with other members of your class.3. Make an appointment with the careers teacher to find at least 3 more possible contacts.

The job-seeking network of...

RS:S1cific Generic

5

25

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

2.03 JOB SEEKING SKILLSApplication 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.

Basically there are three types of application letters.

1. Generic. You are making an enquiry, (perhaps acold-call) about the possibility of employment with an organisation. However you cannot just write a form letter. The skills and interests you write about must match the job/organisation you are applying to.

2. Specific. You are required to write specifically in response to an advertised position. Make sure that the letter does just that. Don’t use a form letter!

3. Brief. You might be asked to attach a brief cover letter to accompany a résumé, formal application or even an electronic or online application. When applying online you should submit a brief cover note or letter by e-mail.

In addition to selling you and communicating your interest in a position, all application letters are a test of your grammar and communication skills. Always go for short sentences instead of long sentences. Always use a professional tone related to the position. And always have someone else check your letter.

C Job applications - 4 key points

What should be saidAll job applications, whether they are specific, genericor very brief must clearly explain these four points.1. Your interest in the

position/organisation.2. Your suitability for the

position/organisation.3. Your knowledge of the

position/organisation.4. Your willingness to be

part of a team and/or to undertake further training.

Remember, the person reading your letter doesn’tknow you. So yourletter must sell an unknown person, that’s you, to them.

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

WRS:S1

Specific Generic1. 52.3.4.5.6.7.

Willingness - team/training



277.

WRS:Specific Ge1. 52.3.4.5.6. 1,2

106 Splogdeworth Cres, WINBAGO, VIC, 3225 Note: If are

asked toapply usingyour own

handwriting, do so!

March 16th, 2009Mr. Frederick LumbagoManagerHehir Ball Designs17 Chaphell RdTRENDSVILLE VIC 3219

Dear Mr Lumbago

I am applying for the position of casual Salon Assistant that was advertised in The Rage on Saturday, 14th March.I am currently undertaking VCAL - Senior (Year 12) at Screda Instituteof TAFE in Winbago. As part of this course I am studying a CertificateII in Hairdressing. I want to develop a long term career in the personalservices industry as a hairdresser and am excited by the opportunity towork in your salon.Some of the units I am doing in my course include:•••••

Receive and Direct Clients.Prepare Clients for Salon Services. Remove Chemicals from Hair.Sell Products and Services.Maintain a Safe, Clean and Efficient Work Environment.

In August I had a 2 week work placement at Snippity Do Da’s HairCreations in Bauldfield. Earlier this year I successfully completed a 3day introductory program at the Clip Glop Hair and Beauty Academy. Igained many workplace competencies and specific hairdressing industryskills through these experiences. I am also currently organising a groupschool-based work related activity where we will be doing temporary haircolouring, make-overs and other beauty enhancements for student and staff clients as part of our TAFE expo next month.I have been employed for 7 months as a casual sales assistant atYumpies Bakery. Through this team role I have built my customercommunication skills, used point-of-sale equipment, followedappropriate OH&S, taken phone orders and set up product displays. Ihave regularly worked weeknights and on weekends.I have enthusiasm and a range of skills that can contribute positivelyto Hehir Ball Designs I feel that working in your hair salon would giveme more insight into the requirements of this industry and help me toachieve my future career goals. more training and advice.

I also welcome the opportunity to gain

I have included a copy of my résumé and 2 references. I look forwardto hearing from you soon about the possibility of working at Hehir BallDesigns.

Yours Sincerely

Terry Frownling


1neric

LICENSED FOR USE BY SHEPPARTON HIGH SCHOOLWORK RELATED SKILLS - SENIOR 1: STUDENT WORK BOOK (MASTER)


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.

1.

2.

3.

4.

5.

6.

7.

8.

9.

WRS:SlSpa:& Gi10l't

1'·. 'l

10.

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

reseJVed.

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3.4.5.6.7.

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Job application letter E

Draft a job application letter for a position you are interested in, or a work experience/placement opportunity or an advertisement your teacher has provided.

When your teacher has checked over this letter, prepare a copy on a computer.

Tip: Perhaps you should enlarge this page to A3 and make another copy before you start.

RS:S1cific Generic

5



1-3

29

Your résumé: What to do... Your résumé: What not to do...

2.07 RESUME WRITINGRésumé

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:S1Specific Generic1. 52.3.4.5.6. 1,27.



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ore

RESUME WRITING 2.08

Résumé’s - Fixing errors B

On the next page is a résumé given to you to by a senior student, Ollie Spork. Olliehas 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 wordprocessing package.

Tips:“Yo homes, help me out!”

• 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 have seen all of these types of errors, (and more, even mild-swearing!) on résumés of students and people I have worked with in the past!

RS:S1

cific Generic5

1-32

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 draft of their résumé using the template.

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.

RS:S1

cific Generic5

1-3



2.09 RESUME WRITINGresume: Ollie Sprk, Feburary 2009

Ollie Spork

11 speckled crescent lower springtown , 3526

F (03) 9888 6789 M: 0441 0404 0101

[email protected]

Education2009: VCAL

TAFE Hospitality.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 aMBITIONSI want a job cooking in a restaurant with good pay.Employment HistoryEmployment Encylcofeedia’s Larder and BookstorePosition: Helped out in the cafe Duration: Last yearTasks: Did a lot of different things with customers.Competencies: Some of the main competencies I have demonstrated include:

effective talkin with customersusing 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


Page 1 of 2


3

RESUME WRITING 2.10

Résumé: Ollie Sprk, Feburary 2009Employment History (cont.)Work Experience El Scofflow’s Eatery, Wide Way, Mayloika.Position: Food and service helper-out Duration: June 2008 - 2 weeksTasks: 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 SkillsLeadership• 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.AchievementsI 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/InterestsKickboxing and cooking SportsRefereesLionelBossEclcofeedia’sP: 92222 3333 (BH)

Mrs. Wanda SconeCooking teacher

Mr Athol SporkLocal counsellorP: 9888 6789

Page 2 of 13



e

t

s

2.11 RESUME CHECKLIST

Résumé Checklist

1 Clear personal details

Current education:2 easy to follow

3 School and VETubject & modules

4 Other qualifica- ions & certificates

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 indicatehow 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.

Feel free to fully explain what you are studying by using full sentences. Remember that people may not be aware of different qualifications, so clarify these; i.e. What level of study is your VCAL equivalent to?

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 areapplying for. For help, check out: www.myfuture.com.au .

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

6 Your employment/xperience history

6. Your ‘Employment History’ should include real employment, work experience and voluntary work. Start with yourmost recent experience first.

Employment tasks7 and competencies

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. i.e. What did you do? Also list about 6 to 8 competenciesthat you developed by doing this work. Consider ‘ings’;tasks that you can be relied upon to do competently.

8 Your other transferable skills

8. Include all of the other sections under the heading‘Transferable Skills’. This way you are telling them that you have developed a lot of other skills and experiences that you can use in different occupations.

Your professional9 or technical skills

10 Other information& achievements

11 Referees: accurate and suitable

9. Include all of your other skills under the heading

‘Professional Skills’. If you are applying for a trade- related job you should add a heading ‘Technical Skills’. Make sure to include your abilities with computers, software, tools and equipment.

10. Include any ‘Achievements’ or awards you have received either through study or through sport or community participation. One line is enough for hobbies, your employer might share these interests!

11. You must include ‘Referees’ but first, ask these people if it is OK to use them; and get them to write out their correct contact details. Do not use family members!



WSpe1.2.

3.4.5.6.

WSpe1.2.3.4.5. 1-6. 1-7.

RESUME CHECKLIST 2.12

Résumé template D

1. Develop a résumé template for a computer software package that your school uses.

2. Work in pairs to set the template up properly.

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 arrange this.

RS:S1cific Generic

5

33

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 forfinal checking

7. Complete this project planner before, and as you complete this activity.

Task/activity to be completed By when? Done?

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

RS:S1

cific Generic5

1-3

10.



2.13 RESUME TEMPLATERésumé Template: Date:

Personal details

Education

Qualifications & Training

Career Ambition

Employment HistoryEmployment

Position: Duration:

Tasks:

Competencies:

Note:This

résumé has been set out to

fit on these2 pages

but it may be better spread over 3 pages

which is still OK.



3

RESUME TEMPLATE 2.14

Résumé Template: Employment History (cont’)Work Experience

Position: Duration:

Tasks:

Competencies:

Transferable SkillsLeadership

Clubs

Professional Skills

Achievements

Hobbies/Interests

Date:

Referees(school) (professional) (other)



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 enthusiasm 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.



JOB INTERVIEWS 2.16

Panel interviews Many higher-level positions, large organisations and government positions will

use an interview panel. An interview panel would normally consist of three people. The panel is likely

to include: someone from human resources (HR) who is in charge of recruiting, someone who you are likely to be working with such as your future

manager or supervisor, and someone who is either a union, staff or merit and equity representative.

When facing a panel don’t be intimidated. Panels may even be a better option because you don’t have to just concentrate on the one person all the time.

When asked a question address the questioner first but then make sure that you address each of the panel members including all of them in your gaze. Move your head in a semi-circle to take in the entire panel when talking.

Each panel member is likely to be assessing you on different aspects such as: technical skills, job knowledge and potential to do the job successfully your body language and your level of confidence your ability to answer questions honestly and openly how your personality is likely to suit the people you will be working with.

Group interviews 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 entiretime 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.



JOB INTERVIEWS2.40



tone

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ou have used

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INTERVIEW PREPARATION - PP, PP, PP

Personal presentation Dress both for the position

and to suit the corporate culture of the organisation.

You can never be over- dressed for an interview but you can be under- dressed.

No trackies, sunnies, runners or club clobber.

If it is a trade type of job you might be best to show that you have proper work footwear.

Wash and iron your clothes and try them on a few days before the interview to make sure they still fit.

Wear your clothes with pride. Your bearing is important, so make sure you stand, sit and move comfortably in your ‘skin’.

Whatever you do, down for the interview. Lay off the piercings, hair dyes, butterfly wings, gangsta sunnies and so o

Avoid: too tight, too short, too loo shiny...you can start to beyourself again when you’ve got the job!

Organise yourself with a a folder, a bag or a caseof some sort. Don’t use a plastic bag or a shopping bag.

Borrow a bag or briefcase if necessary. You can even borrow clothes from friends, family and clothes banks!

Lay off the super-strong perfume or after-shave and watch out for the triple- garlic kebab. Don’t smoke just prior to the interview because you will stink.

Professional presentation Before the day find out as

much as you can about the organisation - what theydo, where they operate, how big they are and where you might fit in.

Use the Internet or contact the organisation to get some written material.

Pre-plan your travel route, public transport and/or parking. Have a practice transport run on a work day.

Arrive at least 15-30 minutes early, freshen up and gather yourself in a suitable place.

Always bring along copies of your résumé, references, and certificates in a flat folder - offer to leave these.

If it is a creative job you will need to have your folio and samples organised and ready to show.

As soon as you enter the premises or grounds you are under scrutiny. Deal politely and confidently with receptionists and personal assistants. They might have a lot of sway!

Sit upright when waiting.Don’t get on your mobile... instead turn it off.

Look at what’s around you while you’re waiting; articles, certificates, company magazines, etc..

Be professional with all people, using appropriate names as they are introduced; i.e. by first name or by surname.

Don’t ever criticise the organisation, its products, its image or other applicants.

Take pp. 38-41 along to an interview and read through them again on the way or

while you are waiting!

Positional presentation You will be interviewed for a

specific job. So it is essential to convince your interviewer that you are the most suitable person to do that job.

You have to be able to prove that you can do the job.

Knowing the position generically involves the the job advertisement and job description. e.g. Sales assistant.

Look up the occupationon ww w .myfuture.edu.au and study its key roles and responsibilities.

What is expected of an employee doing this job in organisations generally?

How can you show that you can use the 8 employability skills in this position?

Knowing the position specifically means that you will need to know what some of the position’s responsibilities are related to this organisation. e.g. Sales assistant - Fashion store.

Once again consider those8 employability skills and how each of these might be used specifically in this role.

Have examples ready to go of how yor could use your skills, experience and other abilities in this role bot generically a specifically.

WSpe1.2.3.4.5.6.7.

WSpe1.2.3.4.5. 1-6.7.

JOB INTERVIEWS 2.18

Job interview success: Top tips A

1. Using all of this information as well as other information studied with your teacher prepare a top ten list for succeeding at job interviews.

2. Use your list to prepare a factsheet, poster, web page or presentation that combines graphics and text to clearly communicate these top ten tips to job-seekers who are your age.

Common interview questions Why do you want this job? Why should we employ you in this position?

What skills/abilities/qualities/experience can you contribute to the organisation?

Demonstrate how you have succeeded in a team environment and in dealing with other people.

Where do you see yourself in (12) months time?

After the interview Thank them for their time and shake hands,

even if the interview has gone badly. If you haven’t heard anything after 5

working days (unless told to wait longer) contact the organisation to find out the news.

Even if you’re not successful for this jobyou might have been ranked second. Send a thank-you letter. So imagine if the person ahead of you doesn’t take the job!

How to sell yourself confidently

Greet people warmly, look into their eyes (but don’t stare), use their names, shake hands (no knuckle- crunching) and wait to be seated.

Clearly know your strengths, and how what you’ve done before, suits this job. Have examples ready. You can, at times, refer to notes.

Always talk about positive experiences you have had working in a team.

Don’t be afraid to ask the interviewers to repeat or clarify a question.

Always ask at least one question (e.g. about further training and career growth.)

RS:S1

cific Generic5

1-3

Job interview process B

You are required to participate in a mock interview process using all the job-seeking strategies you have developed such as applications, resumes and interviews. Your teacher will instruct you both as to the position you are applying for and the

process that will be followed. You should apply for positions that match your career pathway goals.

Your teacher might be able to get an outsider to conduct the interviews such as your careers or pathways adviser, or even someone from a relevant industry.

Your performance in the interview process will be assessed. The class should organise to have each interview filmed (it might be a PDS or

Literacy project) so that you can view and critique your performance. Later in the year you will have another mock interview process when you are even

more job-ready.


Written by Michael

Carolan Copyright © 20



2.19 STAKEHOLDER CONTACT PRO-FORMAStakeholder 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.

Name:

Position:

Organisation:

Address:

Phone:

Other:

FROM: Fill in your relevant contact details that the person you are contacting might need to know. Name:

Mobile:

Subject:

School:

School address:

School phone: e-mail:

Other:

Purpose of contact:

To contact or interview an employee or employer in a workplace in relation to a learning outcome.

To investigate a workplace OH&S issue.

To enquire about workplace learning.

To visit a workplace to meet (or have an interview)with an employer for workplace learning.

To get appropriate work experience or work placement forms signed.

To contact a stakeholder in relation to work related activity.

To investigate employment opportunities.

Other:

What is it that I am asking? What are the relevant dates/times? Write down any info you are given.

What do I need to do next? Who do I need to contact next? By when must this next task be done?

Student signature: Date & Time:

Contact’s signature:

Date & Time:

TeacherInitials:

Date & Time:

ADDITIONAL WORK

Name: Date:

Topic: Reference:

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

ADDITIONAL WORK

Name: Date:

Topic: Reference:

wrs_senior_1_student.indd - cpb-ap-se2.wpmucdn.com€¦ · web viewon the other hand,...

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