6238 805

AUTHORTITLE

INSTITUT

PUB DATENOTEAVAILABLE

TYPE

DOCUI

Maxey, PhyllisYouth for SireMaterials. BusRevised.ConstitutionalCalif.83

SO 015 367

F.'. instructor's Guide bind] Studentmess Issues in the Classroom.

Rights Found tion,'Los Angeles,

33p.; For related documents, see SO 015 366-381.FROM Constitutional Rights Foundation, 1510 Cotner Ave.,

Log Angeles, CA 90025 ($4.95).Guides - Classroom Use - Materials (For Learner)(051) -- Guides - Classroom Use - Guides (ForTeacHrs) (052)

EDRSORICEDESCRIPTORS

ABSTRACT

MFOl'Plus = Postage. PC No vailable from EDRS.*Business; Case Studies; Economics Education;Employee Attitudes; Employer Attitudes; *EmployerEmployee Relationship; UployersvEmployment

ers.yiews; Employment Opportunities EmploymentPractices; Employment Qualifications; InstructionalMaterials; Job Application; Job Performance; JobSatisfaction; Labor Market; *Labor Relations; Laws;-Learning Activities; Secondary Education; Simulation;Skill Development; Unemplcrment; Units of Study; WorkAttitudes; Work Environmenl.; *Youth Employment;*Youth Problems

One of a series of secondary level units-on.businessues, this picket ocus on the relationship between busineks and

young employees. The packet containva teacher's guide and k studentactivity section. Within the,teacher's guide, an overview ofactivities, oftectives, and time frame precedes'summaries of fivedaily lesson plans. Also included are answer keys to writtenactivities, background readings, and recommendations for usingbusiness resource people. In the student section, Wreview of thepresent job Market and work fOrce is folloied by nine learningactivities, which ezamin problems of youth smployment from the

iperspectives of both th employee and the bu i es. Two case studirecreate interviews with an angry employer and op... InsimUlations, student's play an applicant interview ng for a job and anemployer assessing the job qual fications of several young

.applicants. Skill building activities provide practice in .chart andgraph, interpretation and coMmunity resource utilization. Readingsexamine the current unemployment situation, legal rights and'restrictions governing working minors,. and want ad information. in asupplementary project, stOdents work together to develop strategiesfor easingyariouS.youth employment problems. (LP)

*** ****A* * tyre * ! * * * * * * ******* *see* ********ReproduCtioncsupOlied by =Wars the beet that can

from the original docision************** *************************** tit*********

***mat**e aside,

***CfeitiviCC

OUTH FOR HIRE

Irotructor's Guide

DEFANTIMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATION-CENTEN IEFDEi

e document hot boon temoduotel .5tenevod horn 1;19 poison Of 0110114S011originating it.Mbar cheroot rave Won *ode to Wures0reprOdue000 out**,

Points 01 tiewu ouroon.slotod*mom do not riotous** niptilsord WOOposifien of POOLS-

-PERMISSION TO REPRODUCE THISMATERIAL IN MICROFICHE ONLYHAS SEEN GRANTED BY

0TO THE EDUCATIONAL RESOURCES--INFORMATION CENTER (ERIC."

Authorj, Phyllis F. MaxeyBusiness Issues in the ClassroomcanstItutional Rights FoundationLos Angeles, CaliforniaRevised, 1983

YOUTH FOR HIRE

OVERVIEW

Business Issues in the Classroom (BIC) introduces students to exciting,

difficult, and complex decisions that face the business community today. Case

studies 6(1 activities help .students understand the.setting in which American

companies must fUnction. This business environment includes many groups with

conflicting inierests: stockholders, consumers, employees., special interest groups;

business competitors and creditors, and- government. These groups affect

business and, in turn, are affected by business decisions. Each BIC lesson plan

focuses on a specific issue which highlights a particular relationship in the

business decision- making cnvironment..

CreditoCompetitors

Natural Environment

Nationa

I

N. eBUSINESS

Special hiterests Employees

nternational

Owners,Stockholders

Government Cu er

THE BUSINESS DECISION - MAKING ENVIRONMENT

Youth for Hire focuses on the relationship between business and labor, in.

particular young employees. The problems of job' hunting, unemployment,

choosing a career, and unpleasant workingcogyditibns_ are_illustratd from the

pective of' young people. The problems of hiring the young, legal,

ictions on employers, and the need for skills and experience are illustrated

from the perspectives of business people.

Instruc is Guide Youth.For Hire

Child ,Labor La

EMPLOYER

Special Interest Group: Youth Opportunities± Unlimited

BUSINESS AND YOUTH EMPLOYMENT

Activities include two case studies; a role play, skill building a iitie.s in

rehding want ads and analyzing charts arid graphs, readings on uneNployment

and legal rights and restrictions for working minors. The lesson can be

extended with additional \role play situations and a youth action -project in--11

which students help each other work on the youth employment problem. A

vocabulary worksheet reviews some of the terms used in the lesson.

OBJECTIVES

be able to:

I. list ree concerns of ari employer when looking for a. new employee.

2. define unemployment and de vibeAmerica.

list several job oppca

demand.

4. describe how he law affec

the present unemployment situation in

unities, for the future which will be in grey

TIME FRAME

5 or more cl

their own employment oppor

InstruCtors GuideV

CLASSROOM APPLICATIONS

DAY 1 Discussion: Assign students to readaloud the two case 'studies, "The"The Case of the Angry Emptquestions on p. 4-5 and encouexperiences with employers.motivation economic or cult._

person's success at finding athe informatiop on the youthReport of the President inVide, p. 7-8. The Reporteducation and employment,who are neither at woactivity, "Job Hunting,"

Y9uth,For Hire

ction,. p. 1, and react

1ngry Employees" and,nswer the discussion:alk about their own

.der people work. Is thedo ?or -it' is ducation to a

,vin to introduce sorer: of`;

rented in 'the Employmiht3aacgrpund 'section of this

association between' level 'ofa profile of estrfnged youth

nor in job training. Assign theIx, completed for class tomorrow.

DAY 2 DiscussiOn and Skillet Using them want ads-on p. 6, choose severalto examine car uI bt. Students may n know the ineaning_ of

abb eviations in want ads (Xlnt. benefits,. With, exper.) or the salaryfor the janitor's job "$750" (per day? week? month?). Review their

int,

ansv to the questions.Direct students to the, graphs on, p. 7-9 Discuss he definitions ofunemployed, and answer the questions on the graphs, p. 10. this willhelp them.in their research work for the net activity. Answers so thetrue/false quiz are fauna on p. 5 of the Instructor's Guide.Use a newspaper article such as the one on p. 9-10 In the Teacher

Background section of this Instructor's Guide to discuss .current

Unemployment conditions.

.DAY 3 Research Activitiet: Refer students to p. 11. As, an in-class or

homework assignment, have students use the library, telephone,

people as, resources for finding out more information on unenTioyme

Each student or team of, students should report their findings to'rest of thi class. If desired, they can also submit a writ en report ;of

their research findings.

las.,

AY 4 biscussibn-and Skill Build in In helping students re .the ,chart on labor ,

Dr.

Youth For :Mire

.. ,

iatistics; p., 12 you might first have therh/ansuer the civestions. on p.

13 ".either indivi ly or in small gr p.s. hen.dikuss the -answers ai .1.class. You may h to raise The sue itechnical ofsolescence in

.t Iconjunc;ion,..with the discussion 01, obs, or the future. Ask students.

wha they would' do if after getting the prbper education In a

P ar _field (e.g., compurers.prograrring), they were to find it.---

im le to get a job. The reasons- could 1i in ari Oversupply of

people with those' akillt se of rapid chano, unemployment for

such workers ckie th ne echnologies. Is -4rilere any help for such- .

- .Workeri7 You m gtlt want -have a school t ounselor -.Dr a business

,, .

010

.person

DAY 5 [tole y: .,Read the introductory paragraph to "You re the Boss, p. 14.- ..

Divide the lass into groups of five and assign the roles of 1) the

bakery rn s.,1oniis, 3) Mr(Croddy, 4) Mr. Duc, 'and 5).

3ehnnY-r-Wright. Allow ten minutes or each person to 'prepare his/her. . .

. role.- In' each small , group, the manager interviews the four job, . , .

appikants and decides who 'should be,hire d. Additional. role days can be

alsigned-frcrp r. 16..Discussion. Disduss each manager's decision Using- the s on p. 15..

. . ... ,

Questkins 7 and & introduce restrictions on . hiring minors. The reading

.., on p. .17-18, explains why Johnny Wright could dot be hired,'' I

Students can - if ork in small groups to complete the Problem Solving.

activity p. 19. Groups should shire-their suggestions with the class.

USING- A RESOURCE PERSON IN THE CLASSROOM

Business ues In the Classroom .(81C) has a talented group of business

professionals who are prepared to teach' one day of h lesson. At lean two

weeks in advance, call the Constitutional- Rights Fat, Ida ion (213) 473-5091 an

.ask the BIC placement coordinator #6 arrange a classroom visit;

The business resource. person could pal

"Youth For Hire" lesson:JDay iv The NM-fess.pew tises 'the two case studies and discussion

Youth For Hire

c pate in the o wing ways in the

questions on p. 4-5 and shares business perspectives on hiring aidtraining young people.

Day 4: the business person uses the chart on ''lobs in 1990" on p. 12 to,

discuss job opportunities the. future arid the educational

requirements for such jobs.7'

s to True -False11:

tl Unemedo 0

True- False; such a person- would be classified "not in the 1

TrueTrue wr

ce."

False; most are in school or have home £esponsibil ties. Only 18% thinkthey cahnot get a job.

6. True.

7. True

. True:-

False; hone responsibilities, school knd retirement aregiven as reasons for no n-participation.

10 True

4

Answers 'to Jobs in 1990

equently

Ibbs that decre4se in opportunities are compositors, postal clerics

meatcutters pri4ate household workers, secondary school teachers,' gasstation Workers, shoe repairers.

2. The numbers in the first column are the total numbers o.rs workers

estimated to be employed In those occupations in 197Four jobs with highek yearly eainings. are lawyers, rplane pilots,

dentists, and health service hciministrators.

Instructor's Guide

---Four jobs with the lowest hourly earnings include: guards, waiters anwaitresses, ,taxicab drivers, assemblers, shoe repairers, and saps workers..

The' highest numbers of jobs in 1978 were in these occupations: secretaries,

building custodians, bocikkeepers, and local truckdrivers.

Sobs that will .increase in demand include: computer ,programmer and

systems analysts, computer service-. technicians dental hygienists,

homemaker/health 'aides, guards, flight attendants, industrial machinery

,repairers, nurses and aids, bank officers, and business machine.operators.

Answers to Vocabulary iWor heet,

WANT AD-

WORK PERMIT

,EMPLOYER a person or company that gives work to and uses tleservices of people in return for wages

8. HARD -CORE .UNEMPLOYED people who have given up looking for a job

9. QUALIFICATIO11154backgrolAnd or skills that enable' a person to do a job

IQ. INTERVIEW a formal meeting betWeen empl yer and employee to gather

information and assess-a person's. merits

0

2. MINORS

5. UNEMPLOYED

3. FEDERAL6. WAGE

BACKGROUND INFO , IATION

Employment and TrainingEvaluatigh Report

parr in ltl toxinmen film int. -iewed inof wei:k of n4tne plottteentcony higher for blacks in 1979 than inThis increase appears to be withan inviable in chronic halt_ sion-mw-

among a vowing -substatipla- ofth.

Comparing young_ men during19671-1969sad

1 Eli a 'ieut art of live e. _

rtoloot of Ztab'ori-121ohington,

a,, , .

"U.S. Jobless Rate Hite 9.8% in July" from the August 7, 19142 editionof, he Los Angeles Times_ has been removed due to copyri- t'restrictions.

(3.

kint.1) t i yriti

le scan 1(1,

101) hunt want ark, Working

yol 1th. W will als take a look

Y Mill FO U It1_

ri I ,11 I y 4,11,10 I

,1 I

I hliklft 1 eciy , r,r will lave o ,i111/1- s,i 11,1,

iloyment.

Lod legal I ...sit I( g III WM 1

111C' j

will learn about

flit -- which Ok:ch

will I Ire demand and which will have more ww ket s than

There will soon be IOU mill people in Amerit

people are an essential resource for business because without them a company

could not achieve its goals. But employees also have goals and a company must

strive to create working conditions and opportunities that allow them to

achieve their personal goals. Business managers try to recruit the best workers

for the job. There are many government agencies and many laws that influence

the hiring decisions business people make. For special groups, such as young

people, the community may join with business in establishing programs that

ov ide

In this unit you will be studying; opportunities youth in t le job

market. Activities include:I. TWO CASE STIAIES: The Angry Employees and The Angry Employer

2. ACTIVITY: Job Hunting

3. ACTIVITY: The Unemployed

4. ACTIVITY: Getting the Facts5. READING: Jobs in 19906. ROLE PLAY: You're the Boss7. READING: The Law Working Rights and Restrictions for Youth

8. PROBLEM SOLVING

9. VOCABULARY WORKSHEET

1: II' A 1?

f 111 , au wirer vo- of ;lour.

1 I 11 1111 t-

1 1 1 1)

1P1',10(-.',.

,u c` all h y-:hool I - yfar., 1)1(1. A ,,tit'y - mot

vittploy(-_,fy that vcrago eohavt,r, wor-1,-- , Arc tricm1115.

I it on/itAiry: "flow Io ynu tke your

"It's pi' now. Whcir I first started I went (:razy. -1 here was

this manager who 'fought ne was a real iar.hc Man. He just

liked to pieih people around. Now we have a new manager and

he is much fairer."

Interviewer: "How about the rest of you? 1)o you like your jobs?"

Marcy: "I love to be Assist Manager! I get to work on schedules,

tell people where to be, and learn something." (Marcy then

leaves to go back to work.)

Intervie.ve "How do you like your job?"

John: "This is the worst job I have ever had. have to get here 30

minutes before I have to do anything and just sit around in the

back rotrn until they ri?Pli MP. I don't get paid for that

time."

Interviewer: "Have you complained about it?"

John: "Oh yeah, everybody I work th knows. If I say anything to the

boss, he may tell me to quit."

Interviewer: "How do you like your job?"

Luke: "I will never again get a job in the fast-food business!!! I have

to work 8 hours a day in the summer and only make $2.85 an

hour. It's a rip-off. Everybody telling you where to be and what

to do all of the time. I like to work on my own, not on top of

all these others."

-2-

14

1;iiI \11,11,11.11

tll vit".k,e "ii(r

I 1 41 f'f

3111:

Luke:

Craig:

hall

V

", I

'NI' (III.

IIII I III tl

a In oak. ' li.11,

I -,.,)111)(1; r,r fiLI( i! don't pl

Tut?""I need a 'dimmer job and this the only thing (.offic up

.1s/ th."

"I figure all part-time jobs are 11i c this. They jivir don't care if

you have complaUsfq or It you quit."

"I -nay quit as soon u, I get $200 saved."

"This place is better than my last job. I work, for a guy

whose business was an hour from my house. Then when I would

go there he would have rile work an hour car two and send me

home. I was losin' money in that job. Two hours of travel and

wurk,"

w * IF

ffiE CASE THE ANGRY EMPLOYER

Interviewer: "Toes your company make any special effort to hire young

people?"

Employer: "We are part of a program called YOU Youth Opportunities

Unlimited that is sponsored by the city schools and the

Chamber of Commerce." a

Interviewer: "Ahat does that program try to do?"

Employer: "Well, companies are asked to provide summer jobs for kids from

our schools. The schools screen students in terms of ability and

need and then send them to us. We had thee high school

students working here last summer."

Interviewers "Are you planning on hiring more teenage

15

711

t 4( -tit ,`,..1,11 I,

1: ',tip!rst

Ii1r 1,`I VI(`

mph) yet= :

ion feat Ill' r'

t' I 111)Y

"W 0 I v()Ii C.11 1111 1),1(1 - 1'111 it '0

111.11 ,1110':t 10 1},11

ny? 11./ hat happen(

"1 ilad 1,nd in here todkriy who he per ect xample of why

youth unemplo (1 high. L et n de,,( ri1)e him I or you. lie

walked into fly oflire -- patched blue shirt that looked

lilac he slept in it, shaggy,

slumped, chewing

ngy -1( king hair, shouldr!.

and ring t the floor. wa:.

probably discouraged from other job-hunting tripe., because I'm

sure he had been turned down before. I handed him an

plication form and he had to borrow a pen, a phone book to

look up addresses and phone numbers for his references, and

then asked for a second application form because he had too

many things f.; )ssed out on this one. "No wonder he's had

trouble finding a job! Outside the office was his girlfriend,

leaning on a vending machine, looking bored, playing her

portable radio."

Interviewer: "What have the teenagers been like who have gotten jobs with

your company?"

Employer: "They have an entirely different attitude than this kid saw

today. They want to work, to learn a business. They dress

neatly and have clean hair. They look at you when you are

talking to them. They are prepared to fill out an application

form. They speak up and don't mumble. They don't bring all of

their friends with them. "From my point of view, kids better

learn a few old-fashioned ways of behaving or they may never

get jobs,"

DISCUSSION QUESTIONS

The case of the -Angry Employees:

1. What is your reaction to the The Case of tihe Angry Employees?

Have you had any experiences similar to theirs?

2. What are the working conditions that are making the fast -food employees

angry?

16

(ir I

P, Ow! 111(' "111) ',ill I V " it 111

,tv,_srage (eena)r gnat', tout

hat I 11 (` r ,-,1)(41 0)1

a ta'aemployee' in this ease:

What could the about their irw inn?

Du angry employees harm a business in :oy way?

ill,' r1llllili't

ttit!I :lit`,1 lit

t -t

HWY-, Ow rol)(11IMIAtt the problem,. itt the

he t a e i f the rLEr-±y Employer:

I. What is your reaction to this --.mplciyer? Does he seem like a lain= peers

prejudiced person?

2. What are his complaints about young people?

3. Do you agree with the employer's criticism or the teenager I or she had

interviewed that day?

4. Should a person have to dress in a certain way in order to get a job?

What do you think are examples of unreasonable dress requirements?

Why would business participate in a program such as Youth. Opportunities

Unlimited?

6. Do you think money should be spt 1tt by schools, business, and governement

for special programs to help young people get jobs?

it 1I

)011, t! t linos

between ages 61

'f izl 1111 1)1 lilt fs1 IV I I Y

IS III I FIN(;

lictr (I to illy it yule t1.11)pen to be under the

of the X mil lion line; ployed 1)0013IC in the 11.5, are

(-it 24.

Some people are not very syinpathet

They otten say, impatiently

h the nneinl I ymv problem.

"Apyprie_can find a Lob!_ First you have to want to work.Then you just open a newspaper and look at the hundredsof "want ads" offering jobs. There are plenty.. for everyone."

see if this statement is true for one special group in the labor force

young people in school. Look at the following want ads. Identify the type ofjob offered, the requirements for that job, and what you think YOUR chances

would be for getting the job.

APARTMENT

mature. &pet °moilpw

844

Isis nod

Which of these "want ads" offers a job that interests you? Which jobs would

you be qualified for (necessary skills or education)? Why would students have

more trouble finding a job than someone who is older and has graduated from

school? Can "an bod find a job"? Where are the best places to look for jobs

for young people?

501(1(.111 NWori,kr,

rtit, 1 INF., YI-.1)

hrrccL um your skill at wading charts aphs liy studying2 dud J. Aw,,.. the it ucif _ tilatAions using his inlora:ation.

Mi litary2,142,000

Not inlabor force61,460,000

h I r Ihrr1V1 I Y

A.*nemployed273,000Civilian

labor force100,397,000

Figure 1. EMPLOYMENT T STATUS, 16 YEA 5 'OF A AND OLDER, 1981.

Persons not in the labor force are those without jobs and those, who havenot been seeking work in the four weeks before the survey was taken.

Unemployed people are counted as pirt of the civilian labor force in mostsurveys, although they are separate on this graph. The unemployed arethose who do not have jobs but are looking for work.

Source U. S. Department of Labor, Bureau of Labor Statistics

-7-

19

1'f,rt Is Im llir

FY

L

Employed

FunThu('

86,126,000

Part-rime

1/- 2 ,000

ne!nployed 1,477,Q00

1r rent 7,3

Males, 20 years ck older 54,312,0 2,885,000

Employed 50,918,000 2,665,000

Unemployed 3,394,000 220,000

Per cent 6.2 7 .6

Females, 20 years & older 33,875,000 8,610,000

Employed. 31,481,000 8,108,000

Unemployed 2,394,000 502,000

Per cent 7.1 5.8

Persons, 16 to 19 years 4,734,000 4,254,000

Employed 3,727,000 3,498,000

Unemployed 1,007,000 755,000* .

Per cent 21 .3 17.8

Figure 2. C1VILJAN LABOR FORCE BY AGE AND SEX, 1981.

Unemployed as per cent of civilian labor force in specified group.

Source: U.S. Department of Labor, Bureau of L or Statistics

etiretnent, old age

In school

I I

III health

0 10 _2C 30 40 50 60'41.t

Per cent

Figure 3. PE Sc, tvS iN

Source: U.

1111

At I IV! i Y

Went Wt.), titre

tt

Home responsibili ies

Think cannot get job

-11 health

0 10 20 30 40 50 60

Per cent

T IN THE LABOR FORCE, REASONS, 1981.

Department of Labor, Bitreau of Labor Statistics

-9-

tic

tt

Quiz

limploymcnt and tar i13f7'i

Y(11 II I'm MrAt rIVI I Y

1. There are approximately one milli,= people in the 1.1. S. civilian

labor force.2. The U. 5 government would classify a person who has not looked

for work for six months and has no job as "unemployed."

21% of the youth in the civilian labor force who were seekingfull-time jobs in 1981 were unemployed.

4. For those people "not in the labor force" who do not want jobs,the most frequent reason for not being employed is

responsibilities in the home.

5. For those people "not in the labor force" who want jobs but are

not looking for work at the time of the survey, 50% believe that

they cannot get jobs.More women have part -time jobs than men, even though womenare a Smaller group in the civilian labor force.

-f.

Retired people who do not have jobs and are not seeking jobs

are not counted as part of the labor force.

8. Teenagers' unemployment rate is higher than the rate for either

men or women over 20.

9. 111 health is'"thc primary reason given for non-participation in the

labor force.10.. Persons under the a r of 16 are not counted in the statistics

presented in Figures 1, 2 and 3.

-10-

'-uu I Mu tat%

ITIM; HIE CAC IS

using the library11-,e the Ptferenc (1,1)m-rrrrr,rir cif your library to Lind

inforind, t un.,-mployment rate for the following groups:

men, young people, blacks, Hispanics. What was the unemployment

(out!) nor"Y

the 1930s during the Depression? What is the rate today?

Use the Reference department find information on the 'unernploymentf

situation in your state and community. Is it better or worse than national

figures?

Use the Reader's Guide to Periodical Literat4e to find articles that

explain the minimum wage law and its effect on youth. Be sure to keep a

record of the title and author of the article, as well as the name, date,

and page number of the magazine. Debate the pros and cons of thiil law

for youth.

recent

women,

rate in

...by using_ the phone

4. Call the Chamber of Commerce for ydvr city. Find out if there are

businesses with special programs to employ young people. Follow4.up any

"leads."Call the local unemployment insurance office. Find out

unemployment insurance, who pays

and how long an imemOlciyed person

by interviewing peon6. Interview junior and senior high

part -time' jobs. You migift want to

following:Have you ever had a paid job?How did you find out about it?Was it a good job? Why and why not?What kind of job would you like to have in a few years?

Interview your parents, business people, economics teachers,

for it, how muchreceives benefits.

a

who is

weekly

overed by

benefit -is,

school students about their summer or

add some of your own questions to the

or others who

can help you answer this Auestion: "What causes bunemployment?"

Visit the school placement office or a counselor to find out what services

are available through your school to help students find Jobe.

-1

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EST COPY AVAILAILE

24ce: The World Almanat 1982.

;lotion;

1 l',:, IN 1990

Die (.11.1i tlt p. l2 is a proloctiop/k t IF ttp

IliaI_N(.

look like 11:

1990., One way to earn the income that you waht and avoid becoming

unemployed is to choose a reer that has a good 'chalice of being in demand

in :oe future. d the chart carefully and answer the following questi(ins:

1. A minus sign in the second column means that there will be a decrease in

these jobs by 1990. List three jobs which will decrease in opportunities:

What do the numbers in the first column) mean?

:List four jobs that have the highest yearly earnings.

4. List four jobs that have the lowest hourly earnings:

5. List he three occupations that have the highest number of jobs:

6. Which jobs will incre e in number by 1990? What kinds of workers will be

inn demand?

ii

'III 1'1"H1 :1/41,1I 1% / 1111

/\I I IVI I 'y

y

An, employer ha% In linhh

entervicw; applv

employer, lacing pe

itRY

You are the manager Lit-ge bakery that supplies bread and rolls to all

the city's supermarke. s. Ybu need to hire someone to operate the bread

sing and packaging machines. It takes obout an hour to train someone to do

the job. The main problem you have is safety. The last machine operator quit

atter i6sing two of his fingers by being careless. You want a reliable, careful

many

h,- I,

iFfliy. w1I .II hr crr

-4,1111, 1y ph in thy roil , (il

job.

worker who snows up on time and is rarely absent.

On Fridai morning you. have appointments with four different job

applicants. If possible, you want someone working those ma hines Monday

morning.

The first job applicant is ver=y nervous and looks like she is about 20 years

old. She has never had a job before because she has been caring for her two

small children, ages 1 and 3. She tells you that she desperately .needs work.

Her husband has left her and moved to another state. She must support her

family.

MR. CRODDY

411 The next- person walks into your office with an air of self-con idence. He

is 19 years old and looking for summer work. He needs to earn $1600 this

summer to pay his college tuition next fall. Last summer he had a .job working

.in a movie theater as an usher. The hours were bad and he wants this job

because he can have week-ends off.

14-

2g.

1)1

in )r.. I 0)01 1.,11;1:":11 1th

Ile c, ,,./aity, to tal;:e hr. ( t dap

rek,turato 1. .1 1 1)1`1

he. 1% 40 year; Old.

i

'

14.i'd rn

101-1 +.1.11t.161 T

I' he last joh applicant is a young boy. He year old, neatly dres5ed,

and very eager. iii; tattier is s,crrouslti can no work. There l;

five other kids in the frilly and his mother can not earn enough to pay the

bill lie pleads with you for a -mer job and part-time work when

school starts in the fall.

Y RE THE__..BPSS What is Your Decisior?

I. As an employer, what qualities are you looking for in hiring a person to

operate, the bread-slicing machines?

2. W hat are the positive qualities of each of the tour job applicants?

3. Are there any characteristics of the applicants that would NOT be h

in this job?

4. What additional information would you like to have?

5. Who would you hire bas'ed on this limited information on these four people?

MS. JONES MR. CRODDY

MR. DUG JOHNNY WRIGHT

6. Did you apply the same criteria to all applicants?7. There were three young applicants and one older applicant. Did age play

an important role in your decision?Did you consider k; ; restrictions on hiring? The next reading explains

how child labor laws would affect your employment decision.

pful

iFt it 11,

it 1'1

.411 a lit at A..t

111

he "W,011

tv,t-ti ti,t° v,

p t l',r itlr`nt r_.rrc itllly.

luvid arts, ',111,1H v

per' wlll pl.ty the role

,I1)1 1 111

omployer. rko iv million to write

any (it you %Fara Ilic ifi

foin 'Audi! play the roles applicant, Yot can

crate any per' n yoi I want. Take Live minutrn to write a brief backgr ound

hl tor,i which you will give tlir rtl e rrl lc yer -at the beginning f >f the

interview.

legiri the interviews.Alter ev ryone h t., finished interviews, af,I, the employers to state

who was hired I why. Job applicants ,,hoi be , ° well an opportunity t0

continent on the rrltt rview: .

I A:11) '1_ , 1

a I II

Federal

. "ininni" ,ind why are tiler!: I. 1 1;1 y 1 1

1Nk

laws rr .gar ling employment dot ine a minor a person

under the age of IS. There is a long history of usin1 the law tc protect

property and people. The protection of young people, or "minors," is a rcentaddition to the 1aw. The need for Child Labor Laws arose from the abuses of

children who were working [2 hours a day in factories and fields. Some lost

arms and legs from working with dangerous equipment. The federal government

now has laws that regulate wages, types of work, and hours of work for minors.

What does the law say about the number of hours a minor may work for

arc empluyet

State and federal laws specifically fix the number of hours a minor may

wore during the day. The law makes distinction1 among specific age categories:

12 to 13, 14 to 15, and 16 to 17 years of age. 12 to 13 year olds may not

work on school days. 14 to 15 year olds are allowed to work three hours each

school day. 16 to 17 year olds may work four hours on school days and 48

hours per. week. The law generally states that if a person is under 18 years of

age, he or she cannot be employed for more that eight hours in one day.

What types of fobs are forbidden for minors?

Minors (under 18 years of age) are not able to work in occupations that

are defined as "hazardous" by federal law. Some of these jobs include working

with explosives, using power-driven baking machinery, handling

radiation-producing materials, and taking part in mining, excavation, arid

wrecking operati6ns.

-17-

`) miler' I %.,1 IF.o

IN(

[he _= Iii he minor I 4 Iron) 1)0 eaiployed

the nt driving .w ta,ir vol lo. drive opciatc

motor vehicle it .Alch driving i. oc(,edonal and incidental to their

Of' floyment, such as a drug ore cic k making delivery of a prescription.

ti. What ould happen to a minor 0 it wet

doing work not legally permitted I mina

dsc=c vered that he or she

Probably nothing at all. The employer of the min on th other hand,

could face very stiSt legal penalties if it could be shown that the minor

hired intentionally in a manner that did not comply with child labor laws. Any

violations of the laws regulating the employment of minors are normally

reported to the Labor Commissioner. The commissioner is able- to impose any

fines or penalties when it has been shown that a violation of the regulations

has occurred. The employer can be punished by fines ranging up to $250 or by

loll 5entence

sentence.

pf_n nr by both fine and tail

What is the minumum wage that applies to minors?

California's minumum wage for employees is $3.35 per hour. if the

employee is working in certain types of businesses, such as retail, or is under

18, the wage can be reduced to 85% of the minumum, or $2.85 per hour. In

1982 the federal minimum wage was $3.35.

6. What is a work permit and why is it impo

A work permit is an identification card that gives important information.

The work permit lists a minor's name, age, social security number, home/

address, birthdate and other facts. A work permit allows the minor to be hired

by an employer. The work permit, beyond being an important source, of

identification, is also used as a license that is kept on file with the employer

and the head of the work permits office. For further information on work

permits, a student should contact a counselor or a work experience coordinator

at his or her school.

IT1)141.,Li `01.V1Nt,

01 yofil lass t Al! oddly, ahoiii y00111 employment that will

Iff11:1 1sil h other 1he. t ll,irt below kr, plitcr, to write. about youth needs

illil prohleffr, with eiliployilwat, possildv solutions, and ar,tions your class

tif tio, y.11) did 1.011114i1:

fisfog &illy idfsfs siii.rted by your grup; Theri share your kl is with

thf.! eotire dass and firt:10 what aflion you wan( to take,

Youth viriplo Ner(l.fil'roblrfm S010110115

fkkbotty knows what jobs are available Read the want ads m the newspaper

of whet e to kid out JI.,10111 ther11,

*Talk to pa nts and friends

,ilofill (110111) MenflwiS

Propovit !Tr Alion

'Find out about special programs

in the community that provides

jobs for youth.

*Call the mayor's office *Use a1

classroom bulletin board

to share job information from all

*Call the state employment office sources (family, friends, agencies,

school businesses).

*Go to a school job placement counselor

2: It's harder for students to find jobs

becalm, we part.timo work of

suffififer-only work,

32

,}1

RK,-;11LEr

AlUll_ARY K

UNEMPLOYED WAGE

MINORS WORK PERMIT

FEDERAL WANT AD

Place the correct wurct next to its detinitic n.

1. announcement of a job opening by a business

2. under the age of 13

3, national government

4. license and identification card

5. temporarily without a paid job6. payment to an employee in return for work

correct definition next to each elf these words.

7. EMPLOYER

HARD-CORE UNEMPLOYED

9. QUALIFICATIONS

10. INTERVIEW