Rich Task:	At Your Service: Creating an Orientation Package for the Entry-Level Retail Employee
Course:	English, Grade 11, Workplace Preparation, ENG3E (2 credit Cooperative Education)
Evaluation:	Part of 70%	Part of 30%	Both
Context:	· It is most cost-effective for retail stores to hire many employees on a part-time or casual basis; in addition, many stores will hire additional casual staff at peak seasons (e.g., Christmas, start of gardening season.). Training of new employees must be efficient and complete so that customer service is consistent and positive from store area to store area and from employee to employee. Employees often work alone and are responsible for large areas of the store; the ability to find answers quickly and efficiently is key. · Changes in market and consumer trends mean that retail stores cannot rely on customer loyalty to support their business. Smaller retail stores must stress customer service if they hope to compete with the handful of major companies that are soon expected to control the global market. · There are many facets to consistent and positive customer service such as product knowledge, store procedure knowledge, and interpersonal communication skills. Customer service involves using critical reading, writing, and oral communication skills on a regular basis. · You will use the reading, writing, and oral communication knowledge and skills acquired in your Grade 11 English course and your Cooperative Education placement to research and create an orientation package for a new employee entering your current position.

Related Course Expectations
Strand: Literature Studies and Reading LSV.01 · read and demonstrate an understanding of a variety of informational and literary texts from Canada and other countries, with an emphasis on identifying and explaining information, ideas, and issues; LS1.01 - use knowledge of the elements and organizational patterns of informational texts to understand information from print and electronic sources, including charts and graphs; LS1.03 - identify and explain ideas, issues, and information in texts. Strand: Writing WRV.01 · use a variety of print and electronic sources to gather information and develop ideas for personal, school-related, and workplace-related writing; WR1.02 - classify and organize information to suit specific forms and purposes for writing; WR1.04 - use information and ideas from prior knowledge, personal experience, and research to develop content for personal and workplace-related writing; WRV.02 · identify the informational and literary forms suited to various purposes and audiences and use the forms appropriately in their own writing; WR2.01 - select and use an appropriate form to produce written work for a specific audience and a specific purpose; WR2.03 - select the appropriate person and level of language for a specific form, purpose, and audience; WRV.03 · use organizational structures and patterns to produce coherent written work; WR3.01 - select and use appropriate organizational patterns in written communications; WR3.03 - use organizational patterns such as cause and effect and problem-solution to present information and ideas in short reports.	Strand: Language LAV.01 · use knowledge of vocabulary and language conventions to read, write, and speak competently, with a focus on identifying and selecting appropriate diction and syntax in personal, creative, and workplace-related communications; LA1.02 - explain the impact and consequences of using different types of words and expressions in a variety of personal and social contexts; LA1.03 - identify and use specialized vocabulary and language appropriate to workplace situations, with a focus on clear and accurate expression; LAV.02 · use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, with a focus on using specialized language appropriately in oral reports, role-playing, and other presentations; LA2.03 - use critical listening skills to understand the content of oral communications; LA2.05 - compare their current oral communication knowledge and skills with those required in a variety of workplace settings and create a plan to address identified needs. Strand: Media Studies MDV.02 · demonstrate an understanding of the connections among form, purpose, audience, and production options by designing or creating media works, collaboratively and independently, based on ideas, themes, and issues examined in this course; MD2.01 - design or create media works based on ideas, themes, and issues examined in this course.
Cooperative Education Expectations
Health and Safety H1 - an understanding of workplace health and safety rules H5 - correct handling of materials and equipment as specified in WHMIS Training Program H7 - procedures for reporting accidents H8 - procedures for reporting unsafe practices	Rights and Responsibilities R2 - placement-specific workplace health and safety considerations R8 - appropriate methods of dealing with and reporting concerns or problems at the placement
Catholic Graduate Expectations
CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others; CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;	CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills; CGE 5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others.

Evaluation Strategies and Scoring Tools

	Evaluation Strategies	Scoring Tools	Expectations	Achievement Chart
70%	Part A Assignment: Research on literacy skills required for entry-level retail customer service position	Rating Scale	LSV.01, LS1.01, LS1.03, LAV.01, LA1.02, LA1.03, LAV.02, LA2.03, LA2.05	K/U, T, C, A
	Part B: i Assignment: “Mock Flyer” for sale in late July	Rating Scale	LSV.01, LS1.01, LS1.03, WRV.01, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, LAV.01, LA1.03, LAV.02, LA2.03, MDV.02, MD2.01	K/U, T, C, A
	Part B: ii Assignment: Memo to employer regarding frequency of different types of customer inquiries	Rubric	WRV.01, WR1.02, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, LAV.01, LA1.03	K/U, T, C, A
	Part B: iii Photo Essay: Health and Safety	Checklist	H1, H5, H7, H8, R2 WRV.01, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, MDV.02, MD2.01	K/U, T, C, A
30%	Part C: i Assignment: Rich Performance Task: “What If” orientation package for new employees Part C: ii Oral Presentation: Package for new employees to employer and co-op teacher	Rubric Rubric	LSV.01, LS1.03 WRV.01, WR1.02, WR1.04, WRV.02, WR2.01, WR2.03, WRV.03, WR3.01, LAV.01, LA1.02, LA1.03, LAV.02, MDV.02, MD2.01	K/U, T, C, A T, C, A

Teacher Notes

· This task is designed with four sub-tasks that generate the information and ideas and spur the decisions required for the final 30% performance task (new employee orientation package). Based on the student’s strengths, decide what modifications (additions, deletions, adjustments) may be necessary. In some cases, it may be useful to give a student the choice of completing some rather than all of the sub-tasks. However, it is important to note that eliminating any of the sub-tasks requires amending the final performance task so that the orientation package does not need to include this information.

· This project requires cooperation from the student’s placement supervisor and/or employer. Discuss the project’s aim and components with the student and supervisor/employer early in the placement so that adjustments can be made accordingly.

· If the student requires assistance with setting appropriate timelines for each task component, include it as part of the student’s log sheet.

· Keep exemplars of sub-tasks and rich performance task from year to year (with student author permission) to serve as references and models for students in subsequent years.

Task

Student Notes

As part of your cooperative education placement, you will gather information for, make decisions about, and create materials for an orientation package to support a new employee starting in an entry-level position at your placement.

To help you stay organized, set up a binder or folder in which to keep copies of your raw data and interview notes, draft work, and final assignments.

Create a calendar for the semester that includes due dates for each of the components of this task and then set up “mini due-dates” that lead up to each assignment (e.g., finish collecting raw data for customer requests one week before final memo is due).

For written assignments, build in time for revising and editing. If you need school computer access, make arrangements with your teacher.

Remember that oral presentations require practice time!

Where there is choice in the format of your assignment, make your choice far enough in advance that you can find all necessary materials and can ask for help as needed.

Part A: Who are we looking for?

· Using the Internet, print, and other resources, research the literacy (reading, writing, oral communication) skills required for an entry-level retail employee.

· In an interview with your employer or another employee, prioritize these skills.

· Discuss the results of your research with your teacher. Explain how the “top three skills” are essential to your current job placement and which skills you feel you need to continue working on.

· Read job descriptions and postings at your job placement, look up employment ads in the newspaper and on the Internet, and observe your fellow employees.

· Bring a list of the sources you used for your information when you present this project to your teacher for evaluation.

Part B: Mock Flyer

· Collect flyers and sales advertisements over at least six weeks and store them in a large envelope or file folder.

· Create a calendar that tracks the “theme” of sales, promotions, and/or flyers in the store.

· Record the details of the flyer that revealed the theme, e.g. school supplies on front cover for sale in mid-August. Is there a connection between the themes of sales and the time of year?

· Create a two-page flyer for a sale that will occur in late July. Present the flyer to your teacher and explain the choices you made. Include your raw tracking data when submitting your flyer.

· A store floorperson makes contact with customers both in person and on the phone. Brainstorm a list of the types of questions customers ask in the store and on the phone, e.g., price of an item, where can I find?, etc.

· Track the frequency of each type of customer request that you deal with, or observe another employee dealing with, on a tally sheet over the period of one work week.

· On your tracking calendar, include descriptions and/or clippings that give evidence of the theme for the week.

· In preparation for the orientation package think about why a customer service employee needs to understand the connection between sale themes and the time of year.

· Set up a chart on which you can keep track of the frequency of each type of request.

	Mon.	Tues.	Wed.	Thurs.	Fri.
Do you have...?
Checking Price
Where can I find...?

· In a short memo to your employer, describe the three most common customer requests and why this information is important to know (150–200 words).

· Review your notes on health and safety from your pre-placement classes. Select at least three examples from your placement that show specific situations where health and safety guidelines must be followed.

· Create a photo essay of health and safety guidelines as they apply to your workplace. Include at least three pictures from your placement along with short explanations of each (50 words per picture). Your photo essay can take the form of a poster or small booklet.

· Health and safety are very important in a retail store where possibly hundreds or thousands of customers and employees shop and work every day.

· You may need to borrow a camera from your teacher for this assignment.

Part C: Putting It Together in an Orientation Package

· Create an “orientation package” for a new, entry-level employee about to start work at your placement. The package is to assist the new employee in understanding the most important aspects of her/his job and serve as a reference for the employee to consult on routines and common situations that arise in the job.

· Your package must include:

- employee checklist(s) for beginning and ending a shift;

- a brochure, pamphlet, or booklet about important health and safety information, how to do common job-related tasks, and tips on effective customer service (e.g., how to deal with common scenarios or requests that arise);

- a problem-solving scenario that demonstrates how to deal appropriately with a difficult customer. Decide on a format (e.g., storyboard, dramatization, audio tape, video tape) and get approval from your teacher.

· Present your package orally to your supervisor and your teacher during a scheduled conference.

· Discuss how the knowledge and skills you have refined in this placement would be useful in other situations and/or jobs.

· Use the information and conclusions you drew from your assignments in Parts A and B to create your orientation package and to determine the content of your scenario. Think about the information from each of the sub-tasks that would be important for a new employee to know.