Learning Center
Plans & pricing Sign in
Sign Out

Task Manager


									UPPER CANADA District School Board
    Co-Operative Education
   North Grenville District High School
            304 Prescott St.
            Kemptville, On.

             Co-op Office
       (613) 258 - 3481 ext 3602

         NGDHS Co-Op Coordinator

                Mr. Bill Bishop
           (613) 258-3481 Ext. 3602

    It’s Too Much Fun to be Educational!

Kaitlin Hoppin at her Co-op Placement – Ottawa Aviation Services – June 2006

Task Manager
To assist you and to help ensure that all orientation assignments are completed, please print a copy of the
task manager check list, posted below. Paste to the inside cover of your file folder. Check off your
assignments as you complete them. (M Drive & “Jump Drive” back-up is advisable)
 No student will begin the work component of Coop Education until Units 1-5 have been completed and
verified by the Coop teacher. Units 6 & 7 are due on the date of the first integration day. Check your
schedule for this date.

                                     Task Manager
                                          Check List
                          Please print of and paste inside your file folder

Student Name:
                                                               Completion             K   T   C   A   Final
Unit 1: Workplace Preparation                                  Time
Part A: Preparation for the Workplace-resume, cover letter     3 Hours
Part B: SIN Q 1-4
Part C: Interview Preparation
Unit 2: Your Learning Plan/Career                              3

Part A: Career Assessments (2) Questions 1-4
Part B: Personalized Placement Learning Plan (PPLP)
Part C: Work Plan (Employment Assessment Tool)
Unit 3: Ontario Employment Standards                           3

Part A: Questions and Answers
Part B: Case Studies
Unit 4: Ontario Health and Safety Act                          4
Part A: Questions and Answers from
            Safety Matters (a-f)
            Safety Roles     (a-e)
            Work Hazards (a-f)
            WHMIS Training (1-4)
             Staying Safe ( a-e)
Part B: Co-Op Workplace Safety Checklist
Part C: Passport to Safety Certification
Unit 5: Ontario Human Rights Act
Part A: Questions (a-e)- Discrimination in the workplace       2
Part B: Questions 1,2,3,4,5 Harassment In the workplace
Unit 6: Workplace Issues
Part A:   Workplace Training Manual- Business Policy           3
Part B:   Communication in the Workplace Questions (a-d)
Part C:   Ethics- Questions 1 , 2, 3
Part D:   Confidentiality – Questions 1 & 2
Unit 7: Work Unions
Part A: Questions 1,2,3                                        2                                              3
                            Orientation Lessons
               Unit 1: Preparation for the Workplace: PW1, 2, 3, 4

Student Name: _____________________________________

Refer to the following website.

Preparation for the Workplace: (Unit 1 Part A) – (Mazemaster-Button 4)
   a) Compose an affective and errorless resume and covering letter that is to be directed
      towards your Coop Education workplace and supervisor. Ensure that your resume is
      up to date and includes work skills, certification training, work experience (including
      voluntary/coop work experience, awards, etc. that you have acquired since you last up-
      dated your resume. Your covering letter must be formatted in proper business format
      and the first paragraph should state that you are an NGDHS Cooperative Education
      student looking for a workplace experience in the …… field.
      Your second paragraph will explain why it is that you would like such an experience
      and what skills or in-school knowledge you have, that would make you a good
   b) Please attach to the back of this paper and submit it with the title “Preparation for the
      Workplace” – Question A
   c) Please ensure that you take your covering letter and resume with you when you go for
      your interview. Ask your workplace for some constructive criticism on these
      documents. Write these suggestions on the pages and return to the Coop office as a
      completed assignment.

Preparation for the Workplace: (Unit 1- Part B)
(Mazemaster-Button 4- Are you ready
SIN (Social Insurance Number) Answer the following questions
1. Why do we need a social insurance number?
2. Who can lawfully ask for your SIN?
3. Why should you be extremely careful about whom you give your SIN to?
4. How do you apply for a SIN?

Note: If you do not have a SIN it is recommended that you apply for one now. The
application and procedure is outlined on the “Mazemaster” site. Canadian citizens
cannot secure employment without a SIN and should you have a workplace accident at
your Coop workplace, the process to submit a Workers’ Compensation claim, will be
much faster.

Preparation for the Workplace - (Unit 1- Part C)
c) Refer to Mazemaster- Job Search Techniques – The Interview
Answers to the questions listed below, can be found within this site. Search carefully, and
label your work as Preparation for the Workplace – Part C Questions 1,2,3,4

         1. Prepare responses for 10 interview questions that are most likely to be asked of
            you, when you go for your Coop work placement interview. Type both the
            question and your response. (Please include questions that are specific to the
            field of work in which you plan to work, during COOP.)

         2. Prepare 4 questions that you might ask at an interview and prepare answers to
            each of these questions.

         3. Make a list of the things that you need to remember on the day of your

         4. List the qualities that employers are looking for in employees. (As outlined in
            the above noted internet site) Identify your qualities and compose a sentence
            that will help you to emphasize these attributes in your resume, covering letter,
            and job interview.

                                     Additional Resources
                     Career Cruising- Login=ngdhs Password = knight

Unit 2- Career Planning

Part A- Career Assessment-Ontario Skills Passport
Through extensive research, Human Resources and Skills Development Canada
and other national and international agencies identified and validated 9 Essential
Skills that people need for work, learning and life.

In most occupations these 9 essential skills will need to be developed and applied
by workers in performing their work tasks.

  1. Reading Text
  2. Working with Others
  3. Thinking Skills (Problem Solving, Decision Making, Critical thinking, Job task   planning and
     organization, significant use of memory, finding information)
  4. Continuous Learning
  5. Writing
  6. Oral Communications
  7. Document Use
  8. Numeracy
  9. Computer Use

The Ontario Ministry of Education has created an extensive on-line resource that
currently lists approximately 215 different occupations, a description of which
essential skills are primarily involved in each of these occupations and then the
specific job tasks associated with each of the essential skills.

 Every job task has been given a rating scale (1-5) of the complexity or level of
difficulty associated with that task. (1 being least complex - 5 being most complex).
Most occupations have tasks with varying degrees of difficulty.

                      How Will this Resource Benefit Young People?
Students can be guided towards careers that involve the essential skills that he/she
is particularly strong in. Young people can now see an extensive listing of the actual
tasks associated with an occupation. They can virtually look at the occupation, in
advance, to see if they have any interest in the tasks associated with that line of

Let’s Begin!

Refer to the following website
Option A: Takes students to websites that are useful for career exploration. Especially
useful if a student is not certain of their career choices or individual strengths. Other students
will benefit from the confirmation that their career choices appear to be suitable for their
Option B: After completing a variety of on-line career assessments it is essential to conduct
a more in-depth search of those career pathways that are of particular interest to you. Option
B will allow you access to the database that lists the careers-the essential skills involved in
that career- tasks associated with the essential skills for that career.

Assignment                       Unit 2- Part A- Career Assessments

Complete 2 Career Assessments of your choice (Option A above) or use the ones I have
listed below. Print the results as evidence of completion and answer the following questions

  1. Were you surprised by any of the information you acquired from doing this exercise?

   2. Do these two career assessments provide you with similar information? Explain!

   3. Why should people not base their entire career plans on the results of career
      assessment tools? What other considerations must you take into consideration when
      career decision making?

   4. What will you do with the information that you have acquired from doing these career
      assessments? What should your next career planning step be?

             Unit 2 Part B- Preparing Your Individualized Learning Plan (PPLP)
Development of Your Personalized Placement Learning Plan (PPLP)
                   for Cooperative Education
Coop students must be directly involved in the process of determining the learning outcomes that he/she
hopes to accomplish during his/her coop education experience. Coop learning is intended to be an extension
of the skills, knowledge, and safety training that the student has been introduced to, in a classroom learning
experience. Coop education is therefore, a lab to the students’ in-school learning experience.

Computer Requirements- If using the disk version at home, you will need a Windows XP system or newer,
Microsoft Office-Word and internet access. If using hard-copy, you will need a word processor and internet

This PPLP must be started before beginning your work placement. Changes will be made to it
throughout the semester, so save it to your hard drive space (G Drive in school labs) and a floppy disk. On
Coop Integration Days you’ll be required to up-date your PPLP with changes made by you, in consultation
with your workplace supervisor. Always bring your disk copy to Coop Integration days.

Section 1:    Personal and Placement Information
              A blank template is provided below. Please fill out the information about yourself and
              your work placement.

               For every two Coop credits that you hope to achieve, you must link it to one in school
               credit that you have successfully taken. Check your credit counseling sheet for the course
               codes (you can get a copy at People Place). Read the school course calendar for a
               description of your courses. Place the course code, course name, type of course (college,
               university, open), curriculum policy document name (found on internet site
      ), and credit value (usually 1
               but Grade 10 Civics and Careers are .5 credit courses) beside the designated locations.

               Take your best guess! Select courses that you think are most closely related to the Coop
               Learning experiences that you anticipate having at your selected workplace.
Section 2:     Assessment and Evaluation
               Leave as is! This section of your PPLP outlines how you will be assessed in Coop. Your
               mark is determined by a combination of: pre-placement and integration assignments (in-school), subject
               related research assignments, reflective assignments (journals, discussions, and oral presentations), employer
             assessments, and a summative evaluation research project (Coop Career Fair Project). The number of credits
             you receive is directly related to the number of hours you work at your coop placement, during the time
             specified on the work/education agreement.
Section 3:   Cooperation Education Classroom Component Expectations and Placement Opportunities
             These work-related skills and knowledge are a vital component to your Coop education experience.
             This information will help you to develop affective career planning skills; help to ensure that you stay
             healthy and safe at work; help to ensure that you are an informed employee therefore making you
             a more affective decision maker and problem solver.

Section 4:   Related Course Information and Expectations
             Type the course name, code, type of course, grade level, and curriculum document name
             at the top of the page.
             Go to

             Select the grade level of the course that you are using as your Coop link. Open the curriculum
             for that course. Scroll down to Overall and Specific Learning Expectations. Copy and Paste
             5-6 of these learning expectations into the table, “Related course Expectations”. If you are
             timetabled to take 3-4 periods of Coop you must copy and paste 5-6 learning expectations
             from each of your 2 related courses. If you are timetabled for 1-2 periods of Coop you need
             to link it to one full course or two ½ credit courses.

             In the column titled “Opportunities at the Placement”, go to the Ontario Skills Passport
             Find the occupation or a related occupation in the OSP database, that you plan to experience
             during Coop. Cut and paste the job tasks that appear to match the curriculum learning
             expectations that you have pasted into Section Four of your PPLP.

Section 5:   Employer Expectations and Placement Opportunities
             I have listed some common and generic employer expectations. Your workplace supervisor is
             to add any additional expectations that may apply specifically to your workplace and delete
             any that do not apply. Your supervisor will assess your on-going progress in these
             employment expectation areas.

North Grenville District High School


STUDENT NAME:                                DATE:
COURSE CODE:                                 CREDIT VALUE:
GRADE LEVEL:                                 TYPE OF COURSE
This PPLP is designed to identify the opportunities that the placement will provide, and the learning strategies that will be
employed, to enable the student to refine, extend, apply and practice the identified co-op and related course expectations.


Student:                                                             Placement:
. introduce yourself to co-workers and explain                       . provide tour of facilities and introduce
  your position                                                        student to co-workers
. learn co-workers names, job functions and titles                   . discuss work policies, regulations and
. learn physical layout of premises-emergency exits,                   job responsibilities
  washrooms, lunchroom, staff facilities                             . outline all job safety procedures and health
. follow all job safety procedures and health                          requirements, personal protective equipment,
  requirements, and wear personal protective                           emergency exits and procedures,
  equipment as trained                                                 .provide WHMIS training
                                                                       . explain work structure for the first few days
                                                                     . assign someone (supervisor) to the student that
                                                                        will help him/her to achieve the learning
                                                                     expectations as stated on the student’s PPLP.
Date Orientation Completed:

______________________________________                                ______________________________________
Student Signature                                                            Placement Supervisor Signature

Ontario Youth Apprenticeship Program
Apprenticeship Training Standard Reference
Training Standard Attached                 ‫ٱ‬                                  Registered? Yes                    No

                                SECTION 2: ASSESSMENT AND EVALUATION

The cooperative education student will experience ongoing assessment and evaluation. The results of the
assessment and evaluation will reflect their achievement of the co-op and related course expectations as
outlined in subsequent sections of this PPLP.

                                        Course Specific Assessment Strategies
 70%        $        weekly log sheets and journals
            $        pre-placement/orientation assignments
            $        integration assignments
            $        skills passport
            $        subject related rich task
            $        employer assessments
 30%        $        Co-op Education Career Fair- Preparation, Presentation, Participation

A student’s proficiency level will be based on the criteria described in the various categories/competencies of
the related course achievement chart including Knowledge/Understanding (K/U), Application (A),
Communication (C) and Thinking and Inquiry (T/I).

Learning Strategies in Coop Education
The following learning strategies will be employed to help enable students to apply and refine the required
knowledge and skills and to develop an understanding of current industry practices and standards.

These may include (but are not limited to):
 Brainstorming - group generation of initial ideas expressed without criticism or analysis
 Buddy system - links student for peer/cross-age support
 Case study - investigation of real and simulated issues
 Collaborative/cooperative learning - small group learning providing high levels of student engagement and interdependence
 Computer assisted learning - learning of new materials or review/reinforce material previously learned
 Design Process - the stages of development of a product or process, developing a focus, a framework, implementation and
 Independent Study - exploration and research of a topic of interest to students
 Journal writing - the practice of expressing ideas, experiences, and personal understandings
 Mind Map - involves representing data through visual formats and showing relationships
 Observation - students observe others to learn skills
 Problem Solving Strategies - helps students work through problems
 Report/Presentations - oral, visual, and written presentation of researched topics
 Research - model of investigation
 Socratic Lesson - oral presentation of information by the teacher
 Teacher - Directed Class Discussion - students actively participate in discussing current issues

                        AND PLACEMENT OPPORTUNITIES

CO-OP EXPECTATIONS                                                         OPPORTUNITIES AT THE PLACEMENT
Job Readiness                                                        Attend and participate in a job interview at your potential Coop work
Created effective resumes, cover letters, and thank you              placement. Provide a resume and cover letter to the interviewer.
letters for the work search process, using word processing           At the conclusion of your interview ask for feedback about your
software and appropriate vocabulary and conventions.                 interview, resume, and cover letter. Ask them for their advice.
Identified common interview questions and demonstrated               Forward a copy of your thank- you letter to the placement,
the ability to respond appropriately and effectively.                immediately after the interview.

Health and Safety                                                    Earn a Passport to Safety Certificate – Unit 4 Part B
Demonstrate an understanding of workplace health and
                                                                     Create a Health and Safety Checklist. It is to be completed by you
safety rules, including placement specific health and
                                                                     during the workplace orientation training.
safety considerations and the procedures for reporting
accidents.                                                           Ask about the workplace hazards and the controls that are
                                                                     implemented to prevent injury.

Demonstrate an understanding of the need for personal                Ask about protective clothing and or equipment and how to wear or
protective equipment, including goggles, gloves, boots               use it properly. Wear it properly at all times.
and aprons.                                                          Bring any safety concerns to the immediate attention of your
                                                                     workplace supervisor and Coop teacher.
                                                                     Immediately report any workplace injury to your work supervisor
                                                                     and Coop teacher.

Rights and Responsibilities                                          WHMIS certification
Placement-specific workplace health and safety                       Workplace Health and Safety Training
Issues relating to confidentiality and the right to privacy,         Create a confidentiality form that you would have employees sign if
as outlined in the Freedom of Information and Protection             you were the owner/manager of your Coop work place .
of Privacy Act.                                                      Create a job ad, application form, and interview questions for your
Work Ethics and the responsible use of Information                   position at your Coop placement, that are in accordance with The
Technology                                                           Ontario Employment Standards Act; The Ontario Human Rights Act;
The individual’s rights to function in a climate free from           The Freedom of Information and Protection of Privacy Act.
abuse and harassment
Relevant sections of the Employment Standards Act and
the Human Rights Act
Workplace Opportunities and Challenges                               Interview staff members or owner about the occupation that you are
Demonstrate the ability to access related career                     currently exploring. Ask for their advice on courses, skill
information.                                                         development, aptitudes, experience and other considerations that they
                                                                     think are necessary for someone pursing this field of work. Ask them
Demonstrate an understanding of labour market trends
                                                                     to outline both the up-side and down-sides to this career choice.
and of the nature of the workplace in the future.

Reflective Learning                                                  Outline how you would provide evidence of learning each of the
Reflect on and analyze their placement experiences.                  related course learning expectations. Be prepared to bring this
Relate the placement experience both to curriculum                   evidence forth at the Coop Fair Presentations.
expectations of the related course and to the expectations related   Submit weekly reflective journals.
to cooperative education.                                            Submit a subject-related research project.
                                                                     Come prepared to discuss your learning experiences, on the Co-op
                                                                     integration days.


         RELATED COURSE NAME:                      CODE
         TYPE OF COURSE                            GRADE LEVEL:
         CURRICULUM DOCUMENT: Ontario Secondary Public

         This PPLP contains the curriculum expectations of the cooperative education course and (course code)
         that describe the knowledge and skills the student will extend and refine through application and practice at
         the workplace. The PPLP also identifies the opportunities that the placement will provide to enable the
         student to apply and refine the required knowledge and skills as outlined in the co-op and related course
         expectations and to develop an understanding of current industry practices and standards. Students will be
         assessed and evaluated throughout the semester on their achievement of these expectations.

          RELATED COURSE EXPECTATIONS                                        OPPORTUNITIES AT THE PLACEMENT
By the end of this course, students will:                                   Select tasks from your Skills Passport Plan that are related
Select curriculum learning expectations (5/6) from the course               to your curriculum learning expectations.
curriculum that you are using as your link.


 Placement Supervisor: Please add additional expectations that apply to your specific
 workplace. (i.e. sign and abide by company’s confidentiality statement)

 Comply with all company rules as to dress code, safety codes, work schedule, and
 policies. Attend daily and report absences.
 Demonstrate and apply safe work practices when performing assigned tasks. Select and
 safely use appropriate materials, tools and technology for a task or project. Ask questions
 when in doubt. Report immediately to the supervisor, any and all safety concerns and/or
 Work in a courteous, responsible, and business-like manner.
 Plan, set goals and carry out a project or task with well defined objectives and outcomes.
 Show interest, effort and initiative as well as persistence in job completion.
 Accept feed back in a constructive and courteous manner. Learn from mistakes and
 make changes.
 Actively seek out learning experiences by observing and asking questions.

 OPPORTUNITIES i.e. Fuel emissions testing certification, Forklift Operators Certificate

 Date:                           _________________________

 Student Signature:              _____________________________

 Supervisor’s Signature:         _________________________

Unit 2 Part C - Employer Assessment Tool -Work Plan

         Step 1
         Go to Ontario Skills Passport

         Press: Create a Work plan

         1. Find the NOC (National Occupation Code) for the job that you will be
                 doing in Coop or one that is closely related.

         2. Enter this NOC in the designated window and press enter at bottom of
                 page. This will bring up from the database the occupation name
                 and NOC.

         3. Check off for a Standard Work Plan
               The tasks associated with this career choice are organized under
               the nine essential skills. All tasks have been graded by level of
               complexity (difficulty) between 1-5. One being the least complex.

         4. You may add tasks to your work plan but they can only be cut and
                pasted from another listed occupation in the database. If you want
                to include or add tasks, find a similar occupation and cut and paste
                some of the tasks from it, into your work plan.

         5. Personalize your work plan - enter the data requested and be very
                 careful about correct spelling and accurate information, as it will
                 appear on your work plan.

         6. You will be requested to save it to Word or WordPerfect.

         7. Save your Work Plan to the M Drive and to a floppy disc.


Learning Plan/Work Plan –Tying Curriculum to Work Experiences
1. Bring up your PPLP and go to Section 4- Related Course Expectations
2. Bring up your Work Plan.
3. In Section 4 of your PPLP in the left hand column you have listed your
        learning expectations from the curriculum document that you have
        tied your Co-op to.
4. Now you must look at your Work Plan (Skills Passport) that you just
        created in the previous assignment. Look at the tasks associated
        with this occupation and select those that sound similar to the
        curriculum learning expectations that you pasted into Section 4 of
        your PPLP.
5. Cut and paste these tasks from your work plan into your learning plan,
        in Section 4-right hand column, beside the corresponding
        curriculum learning expectation.
6. Save your Work Plan and revised PPLP to both the M Drive and your
        floppy. Print two copies of each, one for your work folder and one
        to take to your work place supervisor.
7. You are required to go over your PPLP-especially Section 4- with your
workplace supervisor. Ask him/her if the stated learning expectations are
possible and likely. Scratch out any expectations that are not feasible and
write-in any learning expectations that your supervisor suggests. These
changes must be made to your floppy version and later to your file on the
M drive.

           Step 3

           Listed below is an additional assessment template that must be affixed to
           the back of your Work Plan, prior to your employer assessment.

           Listed on the Co-op schedule are two employer assessment dates.
           Please ensure that your workplace supervisor has checked the tasks (on
           your Work Plan) that you have had an opportunity to experience and then
           have him/her complete the Learning Skills assessment as posted below.

1. Copy and paste the template (listed below) to the end of your Skills Passport
   Work Plan.

        Employer Assessment                              LEARNING SKILLS
         N – Needs Improvement             S – Satisfactory             G – Good    E - Excellent
Evaluation 1                 Due:                         TOTAL ABSENT                 Learning Skills        N    S   G   E
Supervisor’s Comments: (strengths, areas for improvement, next steps)                  Works Independently
____________________________________________________________________                   Teamwork
____________________________________________________________________                   Organization
____________________________________________________________________                   Work Habits
____________________________________________________________________                   Initiative
____________________________________________________________________                   Student’s Comments
____________________________________________________________________                   _____________________________
____________________________________________________________________                   _____________________________
____________________________________________________________________                   _____________________________
____________________________________________________                                   _____________________________

Supervisor’s Signature:                                                                Student’s Signature:
                                                                                       Student Name:

        Employer Assessment                              LEARNING SKILLS
         N – Needs Improvement        S – Satisfactory          G – Good           E - Excellent
Evaluation 2                 Due:                         TOTAL ABSENT                                        N    S   G   E
Supervisor’s Comments: (strengths, areas for improvement, next steps)                 Works Independently
___________________________________________________________________                   Organization
___________________________________________________________________                   Work Habits
___________________________________________________________________                   Initiative
___________________________________________________________________                   Student’s Comments
___________________________________________________________________                   ______________________________
___________________________________________________________________                   ______________________________
___________________________________________________________________                   ______________________________
______________________________________________________________                        ______________________________

Supervisor’s Signature:                                                               Student’s Signature:
                                                                                         Student Name:

Ontario Employment Standards Act – Unit 3
Protecting Ontario Workers

Refer to the following website:
The Ontario Ministry of Labour has provided this site. It is very important that young
workers be knowledgeable about the laws and regulations that help to protect the rights of
Ontario workers and the laws that help to keep them safe at work. The Employment
Standards Act contains the basic rules about minimum working conditions in
Ontario. It covers minimum wage, overtime pay, hours of work, vacation with pay, paid
public holidays, pregnancy leave, termination of employment, severance pay, Sunday
work and equal pay for equal work.” Also please go to
ed.html for a chart that illustrates exceptions to the rules.
 Many employers agree to contracts with their employees that provide much more than
the basic minimums but the Act helps to ensure that all Ontario employees be provided
with minimum standards.

                    Employment Standards Act

Instructions: Please begin by typing the topic for this
assignment, “Employment Standards Act”, at the top of the
page. Always include your full name and the date on all

   a) Click onto the above noted website. Click onto the
      button that reads “My Employment Standards.” In the
      yellow margin on the left side of the page you will see
      much information about workers’ rights in Ontario.

    Answer the following questions by first, re-typing or
    cutting and pasting the questions, followed by the
    answer. Your answers must reveal that you read the
    information and understand it.

  b) Case Studies. Read the scenarios and apply your
     knowledge about the Employment Standards Act
     when responding to the questions. Cut and paste the
     scenario onto your word document and then respond
     directly below.

Part A: Questions – The Employment Standards Act

  a) What is the Employment Standards Act?
  b) Who is protected under this act?
  c) What is the purpose of it?
  d) What is the maximum number of hours one can work
     in a week under normal circumstances?
  e) When is a worker entitled to a food break?
  f) What is the present minimum wage for full-time
  g) What is the minimum wage for a student?
  h) How does this Act differentiate between a student
     worker verses an adult worker?
  i) How does this Act differentiate between a part-time
     and full-time worker?
  j) How many public holidays is a worker in Ontario
     entitled to? Name them:
  k) Explain the difference between paid holidays and
     vacation pay. When is overtime paid? At what rate?

   L) When must an employer give notice to an employee
     who is being terminated? Explain!
   M) If you are working under the table or have contracted
     out your skills for pay (i.e. babysitting), does this Act
     protect your basic rights?

Part B: Case Studies - The Employment Standards Act
   Please refer to the chart: Industries and Jobs with ESA Exemptions and/or
                                Special Rules

General Coverage and Application - Who’s covered?

   a) Carol babysat one Saturday for 12 hours. Was she
      entitled to a minimum wage? Why or why not?

   b) Terry has a job on a dairy farm and feels he should
      have July 1st weekend off. Will he get this holiday?
      Why or why not?

   c) Harry works part-time stocking shelves in a pharmacy
      and gets $6.00 an hour. Is he entitled to minimum
      wage? Why or why not?

d) John is a student worker. He objects to being scheduled
   for Friday night and Saturday shifts. Will Employment
   law support his objections?

Hours of Work

  c) Sandra is 18 years of age and works in a factory that
     operates 24/7. One day, after working her 8 hour
     shift, Sandra is told she must work more hours
     because too many people have phoned in sick. Sandra
     is tired and does not want to work. Is she compelled
     by law to work these requested hours.

  d) Carrie has just worked 4 hours and wants a coffee
     break. The store is busy. Can she legally take one
     anyway? Explain.

Minimum Wage

  e) Bruce’s boss in construction tells him he will earn
     $6.25 an hour until he knows what he is doing. Is this
     legal? Explain

  f) Mr. and Mrs. Smith are live-in superintendents in an
     apartment building and get $500.00 off their rent each
     month as payment. When they sat down and worked
     out the hours they spend in that capacity they figured
     they earn about $5.00 per hour. Will the Employment
     Standards Act help them to get minimum wage?

Public Holidays

  g) Theresa is a student and works Friday nights and
     Saturdays at the IGA. Does she qualify for a paid
     public holiday? Why or why not?

  h) Allen is not scheduled to work on Good Friday but he
     must work the Thursday before it. Will he still be
     entitled to public holiday pay?

  i) Allen is scheduled to work on Good Friday. How will
     he be compensated?

Overtime Pay

  j) Colleen works 40 hours in an office and earns $300.
     per week. One week she worked 46 hours. What will
     her earnings be for the week she worked 46 hours?
     Include your calculations below.

  k) Mr. Elken manages the local supermarket and works
     about 50 hours a week. He receives $400 salary per
     week. How many hours of overtime is Mr. Elken
     entitled to receive?

Vacation Pay

  L) Faye has worked full time for 15 months and demands
  that she immediately be given a two-week vacation with
  pay. Can Faye make such a demand? Explain to her the
  law on this one.

  m) Hal quit his job at the beer store in the middle of the
  month and wants his vacation pay. His employer says
  he’ll get it at the end of the month when all the other
  cheques go out. Can Hal demand that he get it sooner?

  l) Harry made $1000. a month in the beer store where he
     worked for six months. How much will his vacation
     pay be?

Equal Pay for Equal Work

  m)   Sam and Harry do the same job but Sam makes more
       money than Harry. Explain to Harry how the “Equal
       Pay for Equal Work” right determined.

Unit 4: Ontario Health and Safety Act
Please ensure that you always begin by typing the Unit # and topic.

Unit 4 -Part A Ontario Health and Safety Act.
Questions & Answers about Health & Safety
Go to
Additional Information:

                 1) Answers in this unit cannot be copied and pasted.
                 2) Launch high speed if your computer has a sound card and high-
                     speed capabilities. Launch low speed if you are on a dial-up
                 3) This site is organized into four components:

Safety Matters
Safety Roles
Work Hazards
Staying Save

 Instructions: You are to work through each component and answer the questions as
you go. Clearly label each component.

                  Safety Matters

a) In 2004 how many young workers were injured at
   work? How many were killed?

b) What is the most common workplace injury?

c) List 5 reasons young workers get hurt.

d) How do workplace injuries affect you, your family &
   friends, your workplace, your community?

e) What was Marco’s advice to young workers?

f) What are the two Acts that cover Ontario workplaces,
   in regards to workers’ health and safety? Who is
   covered under each of these acts?

                     Safety Roles
a) List the employer’s responsibilities to his/her
   employees in regards to their health and safety in the

b) List the supervisor’s responsibilities.

c) List the worker’s responsibilities.

d) List the three rights that employees have under the
   OHSA. Explain in detail what each of these rights

e) If an employee exercises his/her right to refuse unsafe
   work, what is the process he/she must take?

                  Work Hazards
a) What is a workplace hazard?

b) Name the 4 groups that workplace hazards are
   categorized into.

c) What are psychosocial hazards?

d) Whose responsibility is it to bring workplace hazards
   to the attention of employees? What information must
   be provided?

e) If employees new to a work area are not immediately
   informed about workplace hazards in that work area,
   what are all the possible outcomes?

f) If a new worker or a worker new to a work area, is not
   provided with information about potential hazards,
   what should he/she do?


WHMIS is an acronym for Workplace Hazardous Materials
Information System. It is a relatively new legal
requirement that compels all workplaces to provide the
necessary training and information, when they require their
employees to work with any type of chemical or biological
hazard. WHMIS training tries to help ensure that workers
will be able to acquire and understand the necessary
information to work safely with these hazards.

Your employer is compelled by law to provide you with
WHMIS training. What should you do if this training is not

      There are four components to WHMIS training:
Identification symbols (8)
Warning Labels
MSDS (Material Safety Data Sheet)

1.) WHMIS Symbols
Draw and label each of the 8 symbols.
Try the identification games at the end of this component.

2.) Warning Labels

a) How can you identify one?

b) What information is contained on one?

c) What is the difference between a workplace label and a
    supplier label?

d) If a container is too small to affix a label on it, how
      should it be identified?

3.) MSDS
a) What is an MSDS and what information is contained on

b) Why should workers have fast and easy access to the

4.) Training
a) What should WHMIS training include?

b) Who is legally compelled to provide WHMIS training

c) Try the games and exercises on pages 16-20.

Staying Safe
  a) List the 4 categories of hazards and the methods used to control them.

  b) Make a list of 5 questions that you might ask at your workplace, to
     help prepare you for emergency situations.

  c) What is the procedure you must take, if you’re hurt at work?

  d) Why must you or your workplace supervisor contact your Co-op
     teacher, if you’re hurt at your workplace during Co-op time?

  e) Who covers the cost of Workers’ Compensation insurance, when
     students are working as a Co-op Education student?

  Unit 4 – Part B
  Health & Safety Checklist for Workplace

  Create a Health and Safety checklist
  (at least 10 questions) that you will take to your Co-op placement. Leave
  enough space between each question, for the answer/s. Think about
  questions that new employees should ask, that relate specifically to your
  Co-op workplace or your Co-op job. Some of your questions will be
  general in nature, while the others will be specific to that particular

  During the first week of work, you will ask your workplace supervisor to
  assist you in answering the questions that you have included on your list.

  Include your name, your Co-op placement name, the date, and your Co-
  op job title at the top of your form.

  Print two blank copies of this form. One blank copy will be submitted
  now, as an assignment, the other blank copy must go to work with you
  and be completed and returned within the first week of work.

Unit 4 - Part C – Passport to Safety Certification
(Part A and C above, must be finished and correct before proceeding to PartC)
   You must acquire the instruction sheet, internet site, and a pin and password from
   your Co-op teacher. This is a 6 unit test that helps to ensure that you know basic
   workplace health and safety information. You are provided as many opportunities as
   necessary to pass each unit test. When you have been successful on each of the units
   the program will allow you to print a certificate. Be careful when typing up your
   personal information because that is what will appear on your certificate. Please
   submit one copy of your certificate to me, as evidence of completion and print one for
   your own portfolio.

 Co-op Education students must report any concerns
 or workplace injuries to their Cooperative Education
 For the purposes of Cooperative Education, the Ministry of Education covers the cost of
     the Workers’ Compensation Insurance. Technically, this makes the Ministry the
employer and the Coop Teacher the supervisor. The Coop teacher is therefore the person
   responsible for filing the appropriate documentation if and when a Coop student is
                              injured at their Coop workplace.

        This would include safety concerns, harassment concerns, or things that you feel
                          are morally or ethically disturbing to you.

                                                               UNIT 5
                                     ONTARIO HUMAN RIGHTS CODE
                             RIGHTS & RESPONSIBILITIES
Age Discrimination          WHAT ARE MY RIGHTS IN EMPLOYMENT?
Human Rights in       The Ontario Human Rights Code (the "Code") states that it is public policy to
Ontario               recognize the inherent dignity and worth of every person, and to provide for equal
Pregnancy &           rights and opportunities without discrimination.
The Commission        Employment decisions should be based on the applicant's ability to do the job and not
Racial Harassment     on factors that are unrelated to the job. For this reason, employers are advised to ask
Sexual Harassment     only questions that relate to the job, and not ask questions that might lead to
Sexual Orientation    discrimination.
Religious Rights
Other issues
The Code
                                   FREEDOM FROM DISCRIMINATION
About Us
Case Summaries        The Code prohibits discrimination in employment on the grounds of race, ancestry,
Complaint Process     place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age,
Policy &              record of offences, marital status, same-sex partnership status, family status and
Consultations         handicap.
News Releases         The Ontario Human Rights Commission (the Commission) considers "employment"
Publications          to include full-time and part-time work, contract work, temporary work for an
Public Education      agency, and probationary periods. "Employment" may even include volunteer work.

                                             WHAT ABOUT JOB ADS?
Human rights
                     Job advertisements cannot directly or indirectly ask about race, ancestry, place of
agencies in Canada
                     origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, age, record of
Change the text size offences, marital status, same-sex partnership status, family status or handicap.
of this Web site.
                     Some qualifications can unfairly prevent or discourage people from applying for a
Adjust margin sizes job. For example, a job that requires "Canadian experience" may create
in your browser for discriminatory barriers.
                     Requirements or duties of employment should be reasonable, genuine and directly
                     related to the job. For example, it is reasonable and job-related to require that a
                     receptionist speak clearly in English, but it is not acceptable to require "unaccented

                      WHAT ABOUT APPLICATION FORMS?
            It is not acceptable to include questions that relate directly or indirectly to the
            prohibited grounds of race, ancestry, place of origin, colour, ethnic origin,
            citizenship, creed, sex, sexual orientation, age, record of offences, marital status,
            same-sex partnership status, family status or handicap.

            The types of questions that are acceptable are those that ask if it is legal for a
            candidate to work in Canada, or if the candidate has the necessary skills needed to
            perform the job (such as fluency in English for a receptionist’s position).

            Employment-related medical examinations or inquiries that are part of the applicant
            screening process are not permitted (see the Commission’s Policy on Employment-
            Related Medical Information).

            The Code sets out a number of exceptions. The exceptions are made to allow special
            programs to serve the needs of historically disadvantaged communities, or on the
            basis of other circumstances.

            For assistance in determining whether an exception applies, contact the Ontario
            Human Rights Commission at 1-800-387-9080.

            If you want more information, have had a complaint filed against you, or if you have
            a human rights complaint, contact the general inquiry line. A Commission staff
            person will tell you if your concerns are covered by the Code. If they are covered,
            Commission staff will explain how the Code applies to your situation and how the
            complaint procedure works.

            The Commission also offers mediation services.


If you want more information, have had a complaint filed against you, or if you have a
human rights complaint, contact the general inquiry line. A Commission staff person will
tell you if your concerns are covered by the Code. If they are covered, Commission staff
will explain how the Code applies to your situation and how the complaint procedure

The Commission also offers mediation services.

                      FOR MORE INFORMATION
For more information about the Ontario Human Rights Commission or this brochure,
please visit our Web site at, or call in confidence during regular office
hours from Monday to Friday.

Toll free 1-800-387-9080

TTY     (416) 314-6526

Unit 5: Part A- Questions & Answers about the OHRC
Ontario Human Rights Code
Part A: Ontario Human Rights Code- Ontario Workers are protected from
discriminatory behaviour in the workplace.
   a) List the prohibited grounds of workplace discrimination.
   b) Provide 3 examples of job interview questions that would be in violation of the
      Ontario Human Rights Code.
   c) Explain why there are exceptions to the rules.
   d) Must small business owners abide by the Ontario Human Rights Act when it
      comes to advertising jobs, interviewing for jobs, hiring and firing from jobs at
      their own businesses?
   e) If you were to have two equally qualified people apply for the job, on what basis
      would you decide which applicant to hire? (Ensure that you do not violate the
      Ontario Human Rights Act)
                     Unit 5: Part B – Harassment in the Workplace

"Sexual harassment" means that someone is bothering you by saying or doing unwanted
or unwelcome things of a sexual or gender-related nature. For example, someone who
makes unwelcome sexual or gender-related remarks and gestures by:

      touching you inappropriately
      making offensive jokes or remarks about women or men
      making sexual requests or suggestions

      staring at or making unwelcome comments about your body
      displaying sexually offensive pictures
      being verbally abusive to you because of your gender

Sexual harassment does not have to be sexual in nature. It can also mean that someone is
bothering you simply because you are a man or a woman. Making stereotypes about one
gender or the other can be a form of sexual harassment.

Sexual harassment happens most often to women, but it can also happen to men or
between members of the same sex. Usually sexual harassment is a pattern of behaviour
that happens frequently over a period of time. However, a single incident can be serious
enough to be considered harassment as well.

                      WHEN IS IT HARASSMENT?
Sexual Harassment in Employment and Housing:

      Someone says or does something to you of a sexual nature that you do not welcome.
       This includes behavior that a person knows or ought to know you do not welcome.
      Your boss, landlord, or other authority figure uses their position of power to sexually
       harass you. By being in a vulnerable situation, it is difficult for you to speak out about the
       situation. The person in authority uses the position to help them get away with
       unwelcome sexual comments or actions.

Sexual Solicitation or Advance:

      A person suggests that if you become sexually involved with him or her, he or she will
       give you a better grade or some other type of incentive.

Sexual Harassment and Reprisal:

      A person who has authority or power denies you something important, punishes or
       threatens you for refusing a sexual request, or for complaining about inappropriate sexual
       behavior or comments.

Sexual Harassment and a "Poisoned Environment":

      Sexual harassment can have a bad effect on, or "poison", the places where you live,
       work or receive services. Even if the harassment is not directed at you, it can still poison
       the environment for you or others.

How do you know if the environment is poisoned? One way is to look at the effect of
negative comments or actions. For instance, if certain sexual or gender-related comments

or actions make you or others feel uncomfortable in the workplace or unwilling to return
to work, this could indicate that the work environment is poisoned.

                              WHAT CAN I DO?
If you have been harassed, you could try to tell that person to stop.

If it happens at work, one thing you can do is speak to the person's boss or tell your union
representative. If it happens in your building, you can notify your landlord. Although you
can try to make the harassment stop, it is not your responsibility alone.

Employers, contractors, professional associations, unions, and people who provide rental
housing accommodation and other services, have to make sure that sexual harassment
does not occur on their property, in their workplaces, or in their facilities.

Silence or doing nothing will not typically make sexual harassment go away and
sometimes such behaviour can lead to violence. If you feel uncomfortable or threatened,
speak to a person in authority about it (a supervisor, the owner of the store, etc.). You can
choose to contact the Ontario Human Rights Commission to make a complaint. Where
harassing behaviour makes you feel like you’re in danger or leads to violence, you should
call the police.

                      FOR MORE INFORMATION
The Commission has prepared a policy document called Policy on Sexual Harassment
and Inappropriate Gender-Related Comments and Conduct, which is available on our
Web site.

              Human Rights in Ontario: A
                Complainant's Guide
The Ontario Human Rights Code (the Code) is a very important law in Ontario. It exists
to protect everyone in Ontario from discrimination and harassment. All other laws must
be consistent with the Code. The Ontario Human Rights Commission administers the
Code and is responsible for making sure that the Code is respected.

You may make a complaint to the Human Rights Commission if you believe you have
been discriminated against or harassed. A complaint form is a legal document. It contains
your description of why you believe discrimination has taken place.

Protecting human rights is everyone's responsibility. We all have an obligation to respect
each other's human rights and to speak out against discrimination and harassment for
ourselves and for others.

          What is Discrimination? What is Harassment?
Discrimination means unfair treatment because of your race, sex, colour, ancestry, place
of origin, ethnic origin, marital status, same sex partner status, sexual orientation, age,
disability, citizenship, family status or religion.

You have the right to be free from discrimination and harassment in shops, restaurants,
transit, hospitals, schools, insurance, housing, contracts, employment, and membership
in unions or vocational associations.

Harassment is a form of discrimination. It includes behaviour or comments that put you
down or that insult or offend you based on race, sex, colour, ancestry, place of origin,
ethnic origin, marital status, same sex partner status, sexual orientation, age, disability,
citizenship, family status or religion. If a person says something to you that the person
knows or ought to know is unwelcome or makes you feel uncomfortable because it is
discriminatory, this is harassment.

Examples of racial harassment are when someone:

      Makes racial slurs or jokes
      Ridicules or insults you
      Displays cartoons or pictures degrading members of a particular racial group or religion;
      Calls you names because of your race, colour, citizenship, place of origin, ancestry,
       ethnic background or creed.

What Can You Do About Discrimination or Harassment? If
   you believe you have been discriminated against or
a) Tell the person who has acted offensively in a clear and firm way that you find the
behaviour unacceptable and ask the person to stop. If you find this difficult to do alone,
ask a friend or colleague to come with you.

b) It is important to keep a written record of:

      What happened

      When it happened
      Where it happened
      What was said or done and who said or did it
      Who saw what happened; and
      What you did at the time

c) If this happens at work, you should check to see if there is a union agreement or a
company policy in place that forbids this kind of behaviour. If there is, notify the proper
authorities. If there is no policy in place to deal with your situation and the person does
not stop the behaviour, call the Commission for confidential advice.

                               Filing a Complaint
You can call the Ontario Human Rights Commission from Monday to Friday during
office hours at the general inquiries line at 1-800-387-9080. For people with a hearing
disability call our TTY at 1-800-308-5561. We will tell you if the Ontario Human Rights
Code covers your concerns. We will explain how the Code applies to your situation and
how the complaint procedure works.

You should file your complaint within 6 months of the last incident of discrimination.
Otherwise the Commission may not deal with your complaint. Sometimes a human rights
matter should be dealt with elsewhere. For example, if a union exists at your workplace,
it may be able to deal effectively with the matter. If that is so, the Commission will tell

When you file a complaint, the Commission will work with you and the person/company
you have filed against, to try and resolve the complaint through mediation.

If it is not possible to successfully resolve the complaint through mediation, the
Commission will begin an investigation. If the investigation finds that there is sufficient
evidence and if the procedure has been correct, the Commission will refer your complaint
to a Board of Inquiry for a decision.

The Ontario Human Rights Commission is neutral and does not take sides in the
complaint. It will assist you with questions about the complaint procedure. However, if
you require legal advice, please contact a lawyer.

                             For More Information
            Ontario Human Rights Commission
Tel: (416) 326-9511 (in 416 and 905 area codes)

Toll Free: 1-800-387-9080

TTY: (416) 314-6526 (in 416 and 905 area codes)

TTY (Toll Free): 1-800-308-5561

Web site:

     Council of Agencies Serving South Asians
Tel: (416) 979-8611

Web site:

              Employment Standards Inquiries
Tel: (416) 326-7160 (in 416 and 905 area codes)

Toll Free: 1-800-531-5551

Web site:

                      Lawyer Referral Service
Tel: (416) 947-3330 (in 416 and 905 area codes)

Toll Free: 1-800-268-8326

                            Legal Aid Ontario
Tel: (416) 979-1446 (in 416 and 905 area codes)

Unit 5 -Part B: Ontario Human Rights Act – You Are Protected in
Ontario Workplaces from Harassment, Sexual Harassment and Discrimination.

       1.     Define the terms Harassment, Sexual Harassment and Discrimination.

       2.     Explain how these terms relate to employment in Ontario.

       3.     Outline the steps one would take if he/she thought that they were being
              harassed at work.

       4.      Outline the steps one would take if he/she thought that they had been
               discriminated against.

       5.      Explain why it is important for Co-op students to report to their teacher
               any form of harassment that they might be or think they are experiencing
               at their Co-op work place.

Unit 6 – Workplace Issues
Transition to the Workplace
The transition from student to employee involves a significant change; you will have new
challenges and responsibilities associated with your new role. As a Coop student, you are
a representative of your school. You are expected to act in a manner that will enhance the
image of our school and yourself. Please re-read the document you signed,” Student

Unit 6 - Part A: Workplace Orientation -Your First Day/Week
What to wear      - Contact your employer before the commencement of your work term or
ask at the interview for information about the company dress code. Dress conservatively
if you are unable to find out the company dress code before starting your work term.
What to bring - During your work term, bring a notebook and day timer to work to take

Business hours   - Work hours are usually stated on the Work Education Agreement.
Do not work outside of these hours, as Worker’s Compensation Insurance will not cover

First impressions   - As first impressions are important, be conscious of the impression
you are making on all staff, not just your supervisor or the company president.

Orientation session       - Many companies give their employees a general orientation
session with human resource or personnel department staff within the first few days of
employment. The orientation session will review such matters as company operations,
hours of work, , and dress code. In addition, policies on harassment, confidentiality and
ethics, , sick and late time may be reviewed. Employers are legally responsible to provide
you with specific work place health and safety training.

Introduction to your work      - Many supervisors will orient you to the specific product,
project or process you will work on. You will probably be given reading material and you
will be shown the equipment with which you will be working. Your supervisor will likely
outline your role and responsibilities during this time. This would be an opportune time
to discuss with your employer the types of tasks that he/she will assign to you throughout
the semester.

Unit 6-Part A: Workplace Orientation Assignment– Create a training manual that you
would use to train new employees that come in to work at your Co-op work place. Include the
company name, job title, and date. You can use a point-form list or check-off list that simply
outlines all the information that you need to cover with any new employee. There should be
space at the bottom of your form for the training supervisor’s signature.

Unit 6 - Part B: Communication in the Workplace

Workplace problems are often related to poor communication. To be a successful
communicator in a work environment you must:

       Be an active listener;
       Receive and give feedback;
       Paraphrase instructions to be sure you understand them;
       Pay attention to non-verbal cues; and

       Choose the right time to communicate messages.

                        Methods of Communication
Phone   - Always answer the phone with the assumption that a customer is calling.
Identify yourself by name and the company for which you are working. "Good afternoon,
XYZ Company, this is John Smith".

Cell Phones    – Receiving personal phone calls at work is considered unprofessional.
You’re using work time to conduct social interactions. Ringing cell phones can also be a
huge distraction or a safety concern in many work places.

Voice Mail - Messages    should be clear and professional. "You have reached the voice
mail box of John Smith of the XYZ Company. I am away from my desk right now, but if
you would like to leave your name, number, the time you called and a brief message, I
will get back to you as soon as possible".

E-mail - E-mail   is one of the most valuable methods of communication in the corporate
world. E-mail is extremely useful for communicating with individuals at distant locations
or for discussing a plan that needs to be agreed upon by various parties. E-mail can be
employed to summarize the results or contents of a verbal discussion. Do not, however,
use e-mail as a substitute for personal contact. Never compose an e-mail message in
anger or frustration. Do not send personal e-mail from work.

Written  - Most companies have standard formats for their letters and internal
memoranda and a signing authority associated with each. Find out the company word
processing formats and who will need to sign documents before they are sent out.

Verbal - Ensure  your workplace conversations are professional at all times. Never get
caught-up in gossip.

Body Language-     Be observant about the messages being sent to you via body language.
Does the speaker’s tone of voice, facial expressions, and body posturing tell you things.
If the messages seem confusing (body language doesn’t match with the words spoken)
it’s important to have it clarified. Communication breakdown or miscommunication
often happens because the words spoken were misconstrued or the receiver
misunderstood the body language.

Visual Ques- Look around and be observant. How do the other employees dress? What
behaviours make some employees more highly regarded by the boss, than others?

                                   Success Tips
Key tips for success on the job:

        Ask questions.
        Be committed to your job and the company. Be willing to go the extra mile.
        Be flexible and adapt positively to change in the organization.
        Take initiative and ask for additional tasks when possible.
        Participate in social events, as they provide a great opportunity to get to
         know your workmates.
        Be organized and use a timeline to plan your projects.
        Dress professionally - always comply with the company dress and
         appearance expectations.
        Be aware of formality levels in the organization and act accordingly.
        Have a positive attitude when things are difficult or seem overwhelming.
        Be aware of age, culture and style differences. Do not judge others because
         they hold views that differ from yours.

Unit 6 - Part B: Communications Assignment
    a) A staff member at your Co-op work place seems annoyed that they are assigned
       to be your work supervisor. What do you do about it?

    b) Your Co-op employer promised to provide you with the opportunity to learn the
       expectations that are outlined in your learning plan. You’re now one month into
       your work experience component, and she still has you doing the same two
       monotonous tasks. What do you do about it?

    c)   What do you think would be dress code no- no’s in the following work positions:
        Elementary Classroom Assistant
        Office Administrator’s Assistant
        Machinist’s Assistant
        Assistant Chef or Pastry Maker in a restaurant or bakery.

    d) You have now been at your Coop work placement for eight weeks and your boss
        just hired a new staff member. Your boss is concerned that this new staff member
        is not dressing appropriately and asks you to discuss this with the new employee.
        What do you do?

Unit 6 - Part C: Ethics
Ethics deals with the ideas of "right" and "wrong". As a Co-op student you may be placed
in situations that are unfamiliar to you, where laws do not provide guidance. In addition,
Cooperative Education Programs enable you to work in a variety of employment
situations where you may be privy to confidential information that would be potentially
damaging to an employer if released at the wrong time or to the wrong parties (e.g.
competitors). This section is designed to provide you with guidance in developing
strategies to identify, avoid, or resolve potential pitfalls related to ethics and/or matters of

Ethical Decision Making
There are various levels of rules and/or principles to which you can refer when trying to
determine the appropriate approach to resolving ethical dilemmas. (An ethical dilemma is
a situation that makes you feel very uncomfortable because it feels wrong to you.) The
most basic level is formal policies, standards or codes of ethics developed by your
employer, or the school code of behaviour.

It is your responsibility to know these written guidelines and to abide by them. If you find
yourself in a situation where the agreement you have signed or the authority of your
superiors is in conflict with your own personal beliefs (i.e. you are uncomfortable with an
activity that appears to be accepted practice at your employer's place of business), consult
your Co-op teacher.

Unacceptable Behavior
As a NGDHS student you should be familiar with the NGDHS Student Code of
Behaviour. While you are on a work term, these regulations are still applicable to
everything that you produce for your employer and the school. For example, if you use
the work of others as a basis for your own creations and submissions, the authors should
be acknowledged and appropriately referenced. Plagiarism will not be tolerated. Other
unacceptable behaviours and related penalties are described under the Student Discipline
section of the Academic Regulations.

As an employee, you may be tempted to “go along with” your co-workers when they
“stretch the rules a little.” If and when you encounter such a situation that is an ethical
dilemma for you, ask yourself these questions:

      Is this action against the law?
      Is this action against the school’s student code of conduct?
      Is this action contrary to company values, ethics, or rules?
      Is this action contrary to my values, ethics, or rules?
      Will others be hurt in any way, by this action?

Legal and Ethical Responsibilities
As an employee, you have specific legal and ethical responsibilities in the work place.
You must protect the interests of your current and previous employers to the best of your
ability, and prove that you are worthy of their trust. Here are some general rules to guide
your behaviour in the workplace:

      Protect the interests of your current and previous employers. Be worthy of
       their trust.
      You do not have the right to access or disseminate information unless those
       rights are specifically granted.

      Access to a part of the organization's system or information does not give you
       the right to browse though all of it or to try and break through or test security
      The details of projects, structure, operations and financial condition of an
       organization are confidential and are not appropriate topics of conversation
       with friends, family or other organizations.
      If you generate reports or computer printouts for an employer, ensure that
       they are adequately secured. It is not advisable to leave confidential or
       sensitive material lying around.

Personal Communications
Employers expect their employees to be honest. Honesty is the quality of being truthful
in character and actions. A common way for employees to demonstrate honesty is in
their use of time. That is, work time is used for work, not for personal errands, making
personal calls, or using company equipment for personal uses.

Be aware that the use of workplace communications media, such as e-mail and Internet
access, is subject to monitoring and review by management. You should be cautious of
the subject matter of your communications and ensure that privileged information is well
guarded. Personal use of employer resources, such as computer equipment, is
unacceptable. It is important to reflect a professional and businesslike manner in all
communications, both within and outside the workplace environment. Remember that
your role as an employee encompasses many rights, privileges, and responsibilities.

Intangible and Intellectual Properties
Intellectual property laws state that under most circumstances, ideas, printed materials,
that firm legally owns programs and/or techniques and products that you develop while
employed by a firm. The fact that you created or invented something does not give you
the right to use it, especially if you were hired in a creative or inventive position. You,
and your future employers, could be liable for damages if you copy, transport, recreate,
disclose or use this property in a way that dilutes the value of the creation to its original

Unit 6 - Part C: Ethics Assignment:
1. You have finally landed the job of your dreams. Everything is going just great until
       the boss asks you to perform some job duty that you find morally repulsive or one
       that you know will cause you internal grief. This request is typical for anyone
       employed in this particular field of work. ( i.e. Ingesting toxic poisons into lab

       rats) explain how you are going to deal with this dilemma today. How might
       you avoid this situation in the future?

2. When determining if an action at work is ethically sound, what questions should you
      ask yourself to help guide you towards making the best decision?

3. You are the telephone receptionist and the boss instructs you to keep telling an
unhappy         customer that she is not in. This customer was sold a faulty product by
your company and wants the problem resolved. Do you continue to lie to the customer
       or is there a way to handle this that will accommodate your boss, the customer
and you?

4. What is the best strategy when working through a workplace problem that feels
      unethical to you?

Unit 6 - Part D: Confidentiality

When you participate in a Cooperative Education experience or you are hired for a job,
you may be asked to sign a confidentiality agreement or a confidentiality clause on the
application form.

During your work term, you may have access to information about other employees,
customers (patients), competitors, or financial data. Employers should respect employees’
right to privacy, and employees should also respect the company’s right to privacy,
including the privacy of its customers and suppliers. All staff members should further
respect the rights of fellow workers. There are many examples of situations that involve
confidentiality issues:

      You are given access to sensitive internal information that could cause
       employee disruption or ill feeling if circulated, (e.g. compensation
       arrangements, plans for downsizing).

Part D Confidentiality Assignment:
1. Right to Privacy Assignment: List some examples of workplace issues
that you think must be kept confidential and explain why. What might be some of
the consequences of employees not exercising workplace confidentiality?

2. Design a Confidentiality Statement that you would have employees sign before
starting a job at your business.

Unit 7- Workplace Unions

Myths are untruths.

Myth # 1. "Why are people forced to join unions and pay dues?"

       A union is created in a workplace when a majority of workers in a particular
       workplace sign membership cards to join a union. Here in Ontario this action
       leads to a government supervised, secret ballot vote to determine whether the
       majority of people in that workplace want the union to represent them or not.

       Despite employer opposition, unions exist because the majority of workers
       believe very strongly that the introduction of a union at their workplace will help to
       better their lives through better working conditions, wages and benefits.

       People who oppose unions are not forced to join the union or sign membership
       cards. They are required, however, to pay dues. If every worker in a workplace
       benefits from a union contract, everyone should pay dues. If a union wins a wage
       increase, it goes to every worker, not only those that are members. People pay
       municipal, provincial and federal taxes whether or not they voted for the person
       or political party in office. You get your street cleaned, the protection of fire and
       police department, the protection of federal laws and agencies because you pay
       for them. You cannot opt-out.

       It's the same in a workplace. The union protects every worker. Every worker gets
       the benefits of a union contract.

Myth # 2. "Unions are always making unreasonable demands"

       What is a reasonable wage demand? One that meets the workers' needs? One
       based on the employer's ability to pay? One that is tied to productivity? Or one
       that the media thinks is responsible? When unions make up their wage demands,
       they usually try to catch up to the cost of living. Most wages don't keep up with
       the cost of living. Unions also know that they must give and take and
       compromise in bargaining and this affects the level of wage demands too. Most
       importantly though, unions try to get their members a wage that gives them a fair
       standard of living.

       The fact is that nobody has yet devised a workable formula for determining wage
       increases that would be considered reasonable by the workers, by their

       employer, by the public, by the press and by the government. One group or
       another will always be unhappy.

       Besides, most employers, except occasionally when in genuine financial stress,
       still refuse to open their books to union negotiators. Unions are therefore denied
       access to the data on profits, productivity, and labour costs that might influence
       their demands. The only alternative in our bargaining system is for unions to go
       for as much as they think their members are entitled to. To some parts of our
       society, anything unions try to negotiate is too much.

Myth #3. "Unions are only interested in money."

       Wages are important but unions have always been concerned about more than
       just wages. Some of the first goals of organized labour were better working
       conditions: eliminating the child sweatshops, expanding public education and
       reducing the number of working hours. Over the years, labour has led the fight
       for medicare, workers' compensation, occupational health and safety laws,
       stronger human rights laws and pay and employment equity.

Myth # 4. "Unions are strike happy."

       Unions negotiate for agreements - not strikes. No union wants a strike. Strikes
       develop when both sides cannot reach an agreement. To union members, a
       strike means a sacrifice for themselves and their families. Workers won't go on
       strike unless the issues involved are so important that they are worth the
       sacrifice. Workers would not walk a picket line in all kinds of weather, sometimes
       having confrontations with police and strikebreakers, and living on strike pay
       which is only a fraction of their normal income, if they did not see it as their only
       option. Unions always conduct membership votes before taking strike action and
       a strike occurs only when a clear majority has approved it.

       The fact is that 97 out of 100 collective agreements are negotiated by unions
       without a strike. But strikes are controversial and controversy makes the news.
       This, no doubt, is why many people think strikes are the rule rather than the

       The right to strike is crucial to maintaining democracy. In countries with
       dictatorships, the right to strike is prohibited along with all other freedoms. The
       right to strike is a matter of freedom, and a democracy cannot function without

Myth #5. "Aren't unions too big and powerful?"

       "Big" and "powerful" are relative terms. In actual fact, most Canadian unions are
       quite small and together they represent less than 40% of the country's workforce.

       Even the largest unions, in terms of size and resources, pale by comparison with
       multinational corporations such as Macdonald's or General Motors.

       In Canada, few politicians ever dare interfere with "free enterprise". Businesses
       can set their prices, sell their products and throw their money into anything from
       advertising to expense accounts without supervision or restraint. Governments
       will usually give them money or tax breaks to do this. Politicians feel differently

       about unions. They have required legal certification, formal backing from a
       majority of the workers they wish to represent and a long, complicated legal
       process before they can call a strike. Governments can intervene in strikes; force
       workers back to the job and impose a settlement. They can fine or jail workers
       who refuse to work. Do you ever see governments try those tactics on

       Unions, unlike most companies, are governed by a democratic decision making
       process where the members of the union elect their leaders and make decisions
       on what directions the union should take. Unions are first formed by their
       members and remain accountable to them. Corporations and some governments
       do not have this level of democracy or accountability for their shareholders or

Myth #6. "Unions were good at one time but haven't they outlived their usefulness?"

       The Toronto Globe and Mail made this argument on May 6, 1886. Over 100
       years have passed and unions continue to grow and become a more acceptable
       part of Canadian life. The simple truth is that unions will always be needed so
       long as some people control the lives of others by determining how much they
       earn or work or what kind of job they can do.

       Since the time of the Globe and Mail editorial, thanks almost wholly to unions,
       Canadian workers have made impressive progress. Historians admit that union
       bargaining power, not government or corporate charity, has helped move millions
       of Canadians out of poverty. Unions have also given workers the purchasing
       power that has kept our economy functioning.

       Thanks to the wage levels established by the labour movement, even workers
       who don't have a union or support unions have benefits.

Myth #7. "The public is not represented -and is the innocent victim of- strikes by workers
in the public sector."

       Unions in the public sector have to bargain directly with government officials or
       their agents. Who are these officials representing if not the public?

       Public sector workers take their responsibilities to provide service to the public
       very seriously. A strike is always a last resort and is only used when services are
       threatened or bargaining completely breaks down.

       If the service provided by hospital workers, by postal workers, by garbage
       collectors, by workers in transportation and other key industries are truly
       essential, why are such workers so often among the lowest paid? If their jobs are
       so indispensable, why are they not treated accordingly?

Myth #8. "Unions protect the lazy... the people who should be fired."

       No union contract requires an employer to keep a worker who is lazy,
       incompetent or constantly absent or late. What the union does is make sure
       dismissals are for 'just cause.'

       It's true that older employees who have a union can't be fired when they're
       considered not useful by their employer anymore. Women, workers of colour,
       aboriginal workers, workers with disabilities, and gay and lesbian workers who
       have a union can't be unfairly treated because of their gender, race, disability or
       sexual orientation. In that way, unions do protect people's jobs.

       That's the purpose of a union.

Myth # 9. "Unions only care about themselves."

       If you look back at Canada's history you'll observe that many of the rights and
       benefits we all enjoy were initially fought for and won by unions. The labour
       movement was in the forefront of the struggles for public health care, for public
       education, for minimum wages and employment conditions. We work 40 hours a
       week or less instead of 60 or more because unions periodically went on strike for
       a shorter work week, despite the warnings of employers that they'd never be able
       to afford it. Many of us will receive pensions from our employers when we retire
       because unions went on strike for that benefit too. And pay equity provisions
       have ben added to many workers' benefits, largely because their unions fought
       for it. No matter where you look, unions are involved in things that make the
       community better. Unions have always lobbied to pass on to others the benefits
       unions won in bargaining: medicare, prepaid dental insurance, sick pay and

       Unions inspired and worked in the human and civil rights movements in Canada.
       Far from caring only about themselves, unions worked for the public interest and
       have always fought for social gains that would help all people.

Myth # 10. "If unions' wage demands weren't so high and if they accepted more
       concessions, more jobs would stay in Canada."

       It is a myth that by accepting concessions, workers can save their jobs. Often,
       even after workers have given concessions to their employer, the business
       closes or moves or the work is contracted out anyway.

       Unions help workers resist this power grab by fighting the employer's demand for
       concessions and ensuring that workers are paid fairly for their labour.

       The financial problems faced by most employers are a result of the restructuring
       of the global economy; labour is only one of many factors in the equation.
       Employers often use the argument that they must have lower wages in order to
       compete with lower wage levels in other companies, at home and in other
       countries. This argument must be taken head on. Most employers are making a
       profit in their current situation or they wouldn't still be in business. The wages in
       other countries, particularly where they are very low, are usually substandard
       even in the context of their own economies. How can Canadian workers compete
       with these low wage levels and why should they compete against workers in
       other countries who the corporations are happy to play one off one against the

       Workers don't join unions so they can negotiate lower wages and benefits.
       Concession demands are part of the employers' bargaining agenda and unions
       work to make sure their bargaining actions move the union's goals forward, not
       backwards at the bargaining table.

11. "Why do these myths about unions exist?"

       The CEO’s, big business and the media do not love unions. Time and time again
       labour is presented by newspapers, radio and television as the most unreliable
       and disruptive part of our national economy. Not all media reporting of the labour
       movement is negative; but whatever journalists have to say about the
       achievements of trade unions seems to get drowned out in the continual clamour
       of unfavorable coverage.

       Unions make people face unpleasant realities. There really is unfairness in the
       workplace. Many people don't earn enough money to live on. Many people must
       work on jobs, which are beneath their dignity or make them unhappy. Yet the
       reality is that when people feel a sense of powerlessness or helplessness on
       their jobs or in their workplaces, many form unions to help resolve their problems.
       Unfortunately, it is only when this happens that workers begin to believe that the
       myths they once believed about unions are exactly that, myths.

Union Assignment: Answer the following questions in a manner that reveals that
you have read the information. In other words, answer the questions using the
information in the article, “Myths about Unions”.

   1. Why do most businesses not want their employees to become unionized workers?
   2. List some advantages and disadvantages of being a unionized worker.
   3. Select 3 facts about unions that came as a surprise to you. Why do you think
      these facts were a surprise to you.

   NOTE: If your work placement is within a unionized work environment, it is
   imperative that you spend some time during the workplace orientation with the
   union’s shop steward or the workers’ union representative. There is a form that must
   be completed by the student to verify that this has occurred. This form can be picked
   up at the Cooperative Education office.

                                Coop Career Fair Project

    (Summative Evaluation = 30% of your total Co-operative Education Mark

Your Co-op Career Fair project is your opportunity to provide evidence of learning. It is to
be a visual and oral presentation that will illustrate that you have learned the expectations that
are stated in your PPLP. In addition to presenting a visual that will contain the below listed
information, you must be present on the fair day to answer questions about your experience,
that may be asked of you by classroom teachers, students, administration, and guests from the
community. The date of the Co-op Fair is listed on your Co-op schedule.

Your fair project must contain the following information:

        Name of your work placement
        Your name and job title at your work placement
        The course code/s and name of course/s related to your coop placement
        Additional learning experiences at your work placement
        Section 4 of your PPLP- Curriculum Learning Expectations and the associated tasks
         from your Work Plan
        Visuals of you, performing your work expectations as stated in your PPLP.
        An example of a project, assignment, task that you completed or assisted with at your
        Other visuals of interest that relate to your workplace experience
        Safety training provided at your workplace. Special equipment/training/clothing
        Copies of certifications received during your Coop experience
        Why and how is Co-op Ed. an educational experience?
        Portfolio- containing copies of end- of- semester resume, letters of reference or
         signed Work Plan from Co-op supervisor, certifications or specialized training
         received during Co-op, etc.etc.
        If you are a registered Co-op/OYAP student you must provide a copy of the training
         manual that applies to your specific trade.

* All projects must be returned to the Coop office at the conclusion of the fair. They can be
         collected two weeks after the fair date. Fair date is listed on the schedule.

         *The evaluation criteria for this project are listed on the back of this sheet.

                   Cooperative Education
            Career Fair - Summative Project
The entire project consists of 3 components:

Components 1 (Learning Plan) are mandatory and must be
started before you begin your work component part of Coop

Component #2 (Up-dating your Learning Plan) is also
mandatory but will be on-going throughout the semester. Failure to
appear on integration days (that is when we work on it) will result
in the student being required to come into the Co-op office for
personal instruction and guidance with the project.

Component #3 (Providing Evidence of Learning) is the Co-op
Career Fair Day, whereby the Co-op student will provide evidence
of learning the expectations, listed on his/her Personalized
Placement Learning Plan

Student Name: ___________________________________________________________

Co-op Career Fair Project-                  Providing the Evidence Of Learning

Content                                                                          /15
Name of your work placement                                             
Your name and job title at your work placement                          
The course code/s and name of course/s related to your coop placement   

Additional learning experiences at your work placement                          
The curriculum expectations and workplace expectations
as stated in Section 4 of your PPLP.                                        
Visuals of you, performing your work expectations as stated in your PPLP.       
An example of a project, assignment, task that you completed or assisted
            with, while at your placement.                                      
Other visuals of interest that relate to your workplace experience              
Safety training provided at your workplace.                                     
Certificates                                                                    
Why and how is Co-op Ed? An educational experience.                             
Portfolio                                                                       
If you are a registered Co-op/OYAP student you must provide a copy of
 The training manual that applies to your specific trade                        

Display                                                                                   /10
Reveals adequate planning and preparation                                       
Appeal - interesting/attractive                                                 
Reveals pride in workmanship –
         NO SPELLING ERRORS                                                     
Visuals reveal enthusiasm for the work experience                               
Easy to read and understand                                                     
Information is well organized, accurate,
          and thorough                                                          

Student Performance                                                                       /5
Student arrived on time and set-up on time                                      
Student supervised display continuously                                         
Student was eager to and able to answer questions addressed
         to him/her about the Co-op experience                                  
Student cleaned up his/her display at the conclusion of the fair
         and assisted in the overall cleanup                                    
Student returned his/her project to the Co-op office upon the
         Conclusion of the Fair                                                     /30 x 30%=


To top