Young Worker Readiness Certificate Course (YWRCC)

Transcription

1 Young Worker Readiness Certificate Course (YWRCC) Module 1: Understanding the World of Work Workbook and Self-Study Guide SAFETY WORKS, FAIRNESS WORKS Saskatchewan Ministry of Advanced Education, Employment and Labour

2 Copyright 2009 Saskatchewan Ministry of Advanced Education, Employment and Labour This material may be used, reproduced, stored, distributed or transmitted for noncommercial purposes to promote safety and fairness in the workplace provided the Saskatchewan Ministry of Advanced Education, Employment and Labour is acknowledged as follows: Saskatchewan Ministry of Advanced Education, Employment and Labour, Used with permission. This material is not to be used, reproduced, stored, distributed or transmitted for commercial purposes without written permission from the Saskatchewan Ministry of Advanced Education, Employment and Labour. Permission to use any content contained within this document which is the property of WorkSafeBC and branded as such must be secured from WorkSafeBC. We would like to thank WorkSafeBC for their permission to use and adapt aspects of the publication Student Work Safe Planning 10 for use in this document. Note: This is not a legal document. Consult the legislation to interpret and apply the law. October, 2009 Edition

3 Module 1 Table of Contents Introduction What is work?...1 Activity 1: Task List...1 THINGS TO THINK ABOUT THINGS TO DO Are you ready for work?...3 Activity 2: Knowing yourself: Interests, values and skills...4 Activity 3: Knowing yourself: Positive personal qualities...6 Activity 4: Knowing Yourself: Putting together a picture of me...7 Activity 5: Making decisions...9 Activity 6: Do I have time to work?...10 THINGS TO THINK ABOUT THINGS TO DO What does it mean to be safe? What does it mean to be fair or treated fairly?...11 Activity 7: How do I protect myself?...12 THINGS TO THINK ABOUT...THINGS TO DO...16 Activity 8: What is fair and What is safe?...17 THINGS TO THINK ABOUT THINGS TO DO What keeps workplaces fair and safe?...18 The Labour Standards Act...18 The Occupational Health and Safety Act...19 THINGS TO THINK ABOUT THINGS TO DO...23 Review and self-check...23 Answer Keys...27

4 Introduction Throughout Module 1, you will be introduced to what work is and the work world. It is important to understand that both paid and unpaid work involves training, expectations and consequences. You will explore your interests and values to determine what jobs are suitable for you and make decisions about one or two jobs that would be a good fit for your personality and life goals. Finally, you will learn about your rights and responsibilities for health and safety and labour standards at work. It is important to remember that your employer has rights and responsibilities too. Both employee and employer must work together to ensure the workplace is fair and safe. 1. What is work? Everyday young people are involved in activities in their homes, schools and communities. What makes some of these activities work and others not? Some definitions of work include: any specific task, duty or assignment that has to be done; a physical or mental activity which helps you reach a goal to do or perform something; what a person does to earn a living so s/he can buy food or afford a place to live; and something produced or accomplished by effort, exertion or exercise of skill furniture, buildings and clothing. Activity 1: Task List Let s see walking the dog, washing the dishes, feeding the animals. babysitting In the table on the next page, list some of the tasks or chores you do. Then, think about the rules or expectations others have about how you do your task. What tasks: have to be done at a certain time? involve using safety gear or special tools? have to be done in a certain order or special way? did you have to have training (someone showed you how to do the task) before you could do them? Page 1

5 Do you baby-sit, make breakfast for your brothers and sisters, clean the bathroom, mow the lawn, shovel snow, deliver flyers, tutor, help on the farm or with the family business, sell chocolates for your soccer team or volunteer community events? Tasks (Check the boxes that apply.) Time Safety Gear Order Training Look at and review your list of tasks. Notice that you may get paid for some of these tasks and not for others. What are the consequences if your tasks aren t done or are done poorly? Most paid and unpaid (volunteer) work you will do will involve training, expectations, rules and consequences. THINGS TO THINK ABOUT...THINGS TO DO Write your own definition of work. Do your friends have tasks or chores to do? Do your parents or caregivers? Do they use any safety gear or special equipment to do their tasks? How is responsibility shared in your home? What tasks or work would you like to do? Page 2

6 2. Are you ready for work? Earlier in this module, you explored definitions of work. There are other words that you will often hear when people are talking about work: Career the kind of work a person does over a period of time, a series of related jobs (e.g., a career in the healthcare field). Occupation employment, business, calling or pursuit; the work a person does to earn a living (e.g., nurse). Job the tasks or duties a person performs at a workplace (e.g., taking a patient s temperature, changing bedpans). I don t know if I have time to work. I help at home. I play sports. I like to hang out with my friends. And then there is homework Worker a person engaged in an occupation in the service of an employer. Résumé a summary of your skills, knowledge, interests and abilities that is sent with a job application. Cover Letter a letter sent with the job application, which shows the employer how your skills, knowledge, interests and abilities are a good fit for the job you are applying for. Application form the form you may have to fill out when you apply for a specific job. Social Insurance Number (SIN) your personal identification number for purposes of employment and income tax in Canada. You need to have a SIN before you start working. There are many things to think about when deciding what work you want to do or whether you are ready to work at all at this point in your life. Three general areas are often considered: Knowing yourself identifying what your interests are, what is important to you (values), what you are good at (skills and abilities), and what your personal qualities are (attitudes and behaviours). Learning about the world of work finding out what jobs are available in your community, what you need to know and be able to do before you start the job, what employers are looking for when they hire new workers, how to fill out an application form or develop a résumé or portfolio, and what the rules and expectations are in the workplace. Page 3

7 Making decisions deciding what jobs are a good fit with your interests, values, skills and personal qualities; what behaviours or attitudes you want to change or learn; whether you have time to work right now; and what your immediate and long-term career plans are. You may have been involved in career exploration activities in school. Perhaps you have already started a portfolio (a collection of items that show your personal qualities and what you know and can do). This study guide provides only a few activities to explore. Places to get more information about career exploration are provided in Things to Think About Things To Do at the end of this section. Activity 2: Knowing yourself: Interests, values and skills Check ( ) the ones that apply to you. Add more ideas at the end of the checklist. What are my interests? What do I like doing? Working with people (helping people) Working with animals Working mostly by myself Working with things (fixing things or figuring out how they work) Having lots of physical activity Mostly sitting to do things Being indoors Being outdoors Reading and writing Working with numbers Organizing things Other What are my values? What is important to me? Family Money Adventure Lots of friends, sense of belonging Peace and quiet Routine (doing the same kind of tasks) Variety (lots of different tasks) Free time Using my imagination, creativity Competition Cooperation Solving problems Other Page 4

8 What skills and abilities do I have? What am I good at? What do others say I m good at? Page 5

9 Activity 3: Knowing yourself: Positive personal qualities Rate yourself on the qualities below. 1 = low 5 = high Demonstrate positive attitudes and behaviours I am confident. I feel good about myself. I take care of my, and others, health and safety. I am honest. 2. Responsibility I organize my time. I balance schoolwork and other activities. I make plans and carry them out. I complete tasks. 3. Adaptability I can work by myself or with a group. I can go into new situations. I can change my plans. I can learn from my mistakes. 4. Lifelong learner I know my strengths and weaknesses. I look for ways to improve. I always try to do my best work. Adapted from Employability Skills What other words would you use to describe yourself? (e.g. friendly, punctual, careful, mature, quiet, dependable, quick learner, helpful...) Page 6

10 Activity 4: Knowing Yourself: Putting together a picture of me Include your most important qualities in the summary chart below. INTERESTS VALUES Who am I? PERSONAL QUALITIES SKILLS & ABILITIES I like working with numbers. I like working with computers. Page 7

11 Sometimes other people (friends, parents, family members and teachers) can identify strengths and qualities that we may not be aware of. You may find it helpful to get opinions from other people. Ask people whose judgement you trust to help you with this chart. So what does all this have to do with work? Understanding the unique mix of personal qualities you bring to any activity can be helpful in making wise job choices. You will be happier if the job you have is a good fit for your values, interests, skills and abilities. TIP As you read through the course, you will follow Megan, John, Julie and Michael as they enter and experience the world of work. Hopefully you will learn much from the situations they encounter. Read the following stories and then answer the questions in the chart on the next page. 1. Megan is a very out-going, active person. She is on the school volleyball, soccer and baseball teams. She likes the cooperative nature of playing with others on a team. She has been offered a job as a filing clerk in an office. 2. John likes to take things apart to figure out how they work. He is also very good at figuring out how to put them together again. He helps his dad fix things around the house. He has been offered a job at the local hardware store. 3. Julia enjoys being outside. She likes spending time alone and taking care of the animals on the family farm. The quiet, routine work gives her time to think about all kinds of things. Julia has been offered a job doing maintenance work in a park. She would have to do tasks such as planting flowers, mowing grass and raking leaves. 4. Everyone likes Michael. He enjoys meeting new people and is always trying new things. He doesn t like to spend time planning when to do his homework or organizing things in his room. He often puts off doing those tasks he doesn t like. He has been offered a job as a dishwasher in a restaurant. I ve been offered a job selling shoes. Page 8

12 Activity 5: Making decisions Is the job a good fit? Why or why not? What is your advice? What jobs do you think this person would be good at and why? 1. Megan 2. John 3. Julia 4. Michael There are many things to consider when you decide whether to start a paid job. Finishing school will make a difference in the types of jobs you can do in the future. It is important to figure out if you have the time to work, and whether you can balance work, school and leisure activities. Page 9

13 Activity 6: Do I have time to work? How many hours in an average weekday do you spend on the following activities? Activities Hours Schoolwork, including the school day and homework Responsibilities at home (chores) Responsibilities in the community (babysitting, volunteering) Socializing with friends Watching TV/using the computer Physical activities (formal leagues or individual activities) Hobbies How you spend your time is often an indication of your interests and values. Did you learn anything new about yourself from doing this activity? What is your decision: do you have time to work? Are there any activities you will have to stop doing if you go to work? What are the advantages and disadvantages? Advantages Disadvantages I have talked to the following people about going to work: My decision is: Page 10

14 THINGS TO THINK ABOUT THINGS TO DO Talk to people you know about possible jobs for young people in your community. Talk to employers or people who work in those occupations. You can also talk to a career and employment consultant at your local Canada Saskatchewan Career and Employment Services Office. Make a list of questions to ask. The questions might include: o what a typical day in that job looks like (tasks in that job); o working conditions (inside/outside, noisy/quiet, steady/fast-paced); o skills that are needed to get hired and skills that can be learned on the job; o personal qualities (attitudes and behaviours) the employer looks for; and o how to apply (application form, resume, in-person). Talk to your school guidance counsellor if you are interested in doing more formal interest inventories or aptitude tests. If you have access to a computer, you may want to checkout the following website: You can find a number of career planning activities to assess your interests, values and abilities at this site. There is also information about resume writing, portfolios and application forms. Do you have a Social Insurance Number (SIN)? You can apply for a SIN at a Service Canada office or online. Call (toll free) if you want information about getting a SIN. 3. What does it mean to be safe? What does it mean to be fair or treated fairly? The purpose of this course is to learn about your rights and responsibilities for health and safety and labour standards. At work, some tasks require special equipment or safety gear and some require that they be done in a certain way. Safety gear is used to keep you safe and to prevent injuries. It may be something simple or more complex. Page 11

15 For example: Oven mitts are used to keep you from burning yourself when taking hot food from the oven; Seat belts are used when riding or driving in a vehicle; Shoulder pads are used when playing football, and helmets when riding bicycles; and All cars come to a halt at a stop sign. All these things are meant to keep you from harm. Activity 7: How do I protect myself? Think about the things you do. What are some of the hazards (dangers) you may face when doing these tasks? What do you do to protect yourself? Activity/Task Hazard How do I protect myself? Page 12

16 Sometimes people think these safety precautions are not fair or that nothing will ever happen to me. Sometimes little things can cause big problems. Read the following true story. Adam spilled water on the kitchen floor. The rules in the house were if you make the mess, you clean it up. But, he was in a hurry because he had to deliver flyers that morning. He thought the water would dry up on its own by the time everyone else got up; so he just left it. However, when his sister, Christie, came into the kitchen, she slipped and fell. She broke her leg and had to be taken by ambulance to the hospital. Christie spent weeks in a cast and then even more weeks in physiotherapy. She could not move her leg properly again for a long time. How do you think Adam felt when he came home? Would Adam think the house rules were fair? Would Christie? Danger- Can you read the signs? Signs and symbols are used for many reasons: to alert you to danger, to let you know where you can and can t go, and what to watch out for. You probably have noticed signs in your home, school and community. You will also find signs and symbols in the workplace. Page 13

17 Do you have any of these signs in your community? Have you seen these symbols at gas stations or stores? They let you know that smoking is not allowed and to watch out for slippery floors. Symbols are also found on many products that you will find around the home. In fact, there are laws that determine what products have to have symbols on them and what symbols have to be used. The symbols alert you to the dangers involved with using that product and will help to keep you safe. No matter where you live in Canada, you will find the same symbols on things such as chemical products. You may have learned about these symbols in school. Page 14

18 Are you familiar with these symbols found on household chemical products? Symbol The Danger Product Examples Explosive This container can explode if it's heated or punctured. Flying pieces of metal or plastic can cause serious water repellent for shoes or boots in an aerosol container injuries, especially to the eyes. Corrosive This product will burn skin or eyes on contact, or throat and stomach if swallowed. toilet bowl cleaner Flammable This product, or its fumes, will catch fire easily if it's near heat, flames or sparks. contact adhesives or glues Poison Licking, eating, drinking or sometimes smelling this product will cause illness or death. furniture polish There are two different frames around the symbols in the table. Triangle (upside down) This frame looks like a traffic yield sign. It means that the container is dangerous. Octagon (eight sides) This frame looks like a traffic stop sign. It means that the contents inside the container are dangerous. (Retrieved from Note: Not all products will have symbols; for example, cosmetics, drugs and food products. These products are covered by other federal laws. Products intended for use only in the workplace are also required to have symbols, but the rules are different than those used for household chemical products. There is a different federal law for workplace symbols - the Hazardous Products Act - Workplace Hazardous Materials Information System (WHMIS). Page 15

19 WHMIS requires employers to use special symbols and labels on any products that might be dangerous. Employers have to tell workers about the hazards of the product and train workers on how to use the products safely. Every job (tasks or duties a person performs at a workplace) has its own particular hazards. WHMIS will be discussed in more detail in Module 3. Note: You must be 16 years of age to work with WHMIS controlled products. Ask your supervisor or employer for information if you have questions. You can find more information about WHMIS at THINGS TO THINK ABOUT...THINGS TO DO... Conduct a household products hazard search in your home or school. Were you able to identify all the symbols? After reading about household hazard symbols, review your list of tasks. Are there any other hazards you didn t think about? Is there anything new you became aware of? Do you use any hazardous chemical products in your tasks? I use bleach when I help mom clean up the kitchen counters. Page 16

20 Activity 8: What is fair and What is safe? Consider the following situations and decide if you think they are fair or unfair, safe or unsafe and why. Scenario One: Your father finds out that you have been driving a vehicle on a friend s property and you do not have your license yet. He says that you are not allowed to visit that friend again for any reason. What might be the consequences of driving without a license? Is your father being fair? What would be fair? Scenario Two: Your neighbour has offered you a job that you will get paid for. She wants you to clean out an old shed in the backyard for $20. As soon as you look in the shed, you see it is full of junk, broken glass, chemical containers and pieces of wood with nails in them. Is it fair to be paid $20 for such a big job? Think about all the hazards. Is it safe to ask you to do this task? What would you need to be safe? Sometimes we need to have rules in order to keep safe or to make sure we are treated fairly. Page 17

21 THINGS TO THINK ABOUT...THINGS TO DO Talk to your friends about the two scenarios. Do they think it is fair? Safe? Have you ever been injured? What did you learn? What will you do differently next time? Talk to others about the safety gear they need for their work. Ask them if there are special procedures they need to follow when doing tasks. Have you ever been treated unfairly? What did you learn? What will you do differently next time? 4. What keeps workplaces fair and safe? Workplaces are like school in some ways. Teachers have expectations of you and rules to follow. Certain types of behaviour are okay and others are not okay. You are expected to be on time and do your assignments. In return, you expect teachers to help you learn the subjects you re taking and to treat you with respect. Workplaces also have expectations and rules. Everyone in the workplace has rights (things they expect from others) and responsibilities (things they have to do). These rights and responsibilities are written into rules or laws to help keep workplaces fair and safe. The Labour Standards Act The Labour Standards Act sets the rules for wages and working conditions in Saskatchewan workplaces. Rules or standards are set for things like minimum wage (the least amount of money per hour that the employer can legally pay you), when you should get a work schedule, if you get a meal break, how often you must be paid and how many days you get off each week. These rules help to make sure workers are treated fairly. These rules cover most ninety per cent of the jobs where you will be working in Saskatchewan. The other ten per cent of jobs, such as radio and television, air transport, broadcasting, grain elevators, banks, and many First Nations activities are covered by the Canada Labour Code (federal law). Some of the workplaces you work in may have a union. A union is an organization that represents the employees in that workplace. The union will negotiate an agreement with the employer about such things as wages, hours of work, hiring and lay-off procedures. This agreement is called a collective agreement. This agreement will have at least the same rules as what is in The Labour Standards Act. Page 18

22 If you work in a unionized workplace and you have a concern about working conditions or wages, you should talk to your union before you contact the Labour Standards Branch. You are not covered by The Labour Standards Act if you baby sit occasionally for a neighbour, deliver papers, are self-employed (set up your own business) or if you work in a family business that only has immediate family members working there. The Labour Standards Act sets outs rights and responsibilities for you and your employer. For example: Your employer has the responsibility to provide a 30-minute meal break if you work six hours or more. Your employer has the responsibility to tell you the times you start and finish work for at least one week at a time. Having a meal break is your right. Your responsibility is to return from your meal break on time. Knowing your work schedule is your right. Checking the work schedule and showing up when you are supposed to is your responsibility. The Occupational Health and Safety Act The Occupational Health and Safety Act (OHS) sets the rules for keeping workplaces healthy and safe in Saskatchewan. It describes things such as the health and safety training employers have to give to all new workers, responsibilities around WHMIS, unacceptable workplace behaviours (such as bullying and harassment), and the age you have to be to work in certain jobs. Whether you are a paid worker or a volunteer, you have a right to learn about health and safety in that workplace and you have a responsibility to help keep that workplace safe for everyone. However, your bosses - employers and supervisors - carry the most responsibility for health and safety. Page 19

23 Some examples of rights and responsibilities covered in The Occupational Health and Safety Act are provided below. Your employer has the responsibility to provide training so you can do your job safely. Your employer has a responsibility to make sure the workplace is free of harassment and bullying. Your employer has a responsibility to correct any unsafe conditions or activities. You have the right to receive orientation and training whenever you start a new job or a new task in the workplace. You have a responsibility to use all machinery, tools and equipment the way you were trained to. You have the right to work without fear of being harassed or bullied. You have a responsibility to not participate in harassing or bullying others. You have the right to work in a healthy and safe workplace. You have the responsibility to report any unsafe conditions or activities to your boss. My boss must make sure I am safe at work. But I have to make sure I work in a safe way. Page 20

24 Age matters when you re going to work. Do you know the following facts? Under The Labour Standards Act You must be 16 years of age to work in Saskatchewan. If you are 14 or 15 years of age and want to work, you: Must have the written permission of a parent or guardian; Must have a certificate from the Young Worker Readiness Certificate Course; Cannot work after 10 p.m. on a day before a school day; Cannot work before the start of school the following day; and Cannot work more than 16 hours during a week that school is in session. During school holidays and longer school breaks, you can work the same hours as other employees. I have to get mom s permission to work. I m 15. Me too, I m 14. I don t. I m 16. Page 21

25 Under The Occupational Health and Safety Act, you must be: 16 years old to work in: 18 years old to work in: construction; pulp mills, sawmills or woodworking; smelters, foundries, refineries, metal processing or fabricating; a confined space (an enclosed or partially enclosed space that has restricted means of entering and leaving); meat, fish or poultry processing; forestry or logging; oil drilling or servicing rigs; as an operator of powered mobile equipment, crane or hoist; where exposure to a chemical or biological substance is likely to endanger health or safety; power line construction or maintenance. in mining; as a radiation worker; in an asbestos process; in a silica process; in any job requiring an atmospheresupplying respirator (a mask that delivers clean breathing air from a compressor or a cylinder.) Under The Education Act, you must: Have the written permission of your principal to work during school hours. Under The Alcohol and Gaming Regulation Act, you must be: 19 years of age to sell, handle or serve alcohol. Page 22

26 Some towns or cities may have curfews, which require you to be off the street by a specific hour. This may limit the kind of job you have. TIP To learn more about the rules the rights and responsibilities - for fairness and safety continue on to the next modules in this workbook and self-study guide! THINGS TO THINK ABOUT THINGS TO DO If you are working or thinking of working in a federally regulated job, you can get more information about federal labour standards and health and safety from the Human Resources Skills Development Canada, Labour Program. Visit their website at: or call: ). Think about the work (tasks) you do now. Are you covered by The Labour Standards Act and The Occupational Health and Safety Act? Given your age, what jobs could you do right now? What jobs are you interested in doing when you are older? Review and self-check Now that you have finished this module, you should be able to: Discuss your definitions of work and fairness; Identify what you already do to stay safe; Recognize common hazard symbols in your home and community; Describe your interests, values and skills; Decide if you are ready to work; and Explain the purpose of The Labour Standards Act and The Occupational Health and Safety Act. Page 23

27 The following review and self-check exercises will help you to review some of the key ideas in this module. To check your answers, see the Answer Key section at the end of this module. 1. Hazard Symbols What symbols would you find on the following products? Draw a line to match the products with the correct hazard symbol. windshield washer fluid oven cleaner gasoline spray paint in an aerosol container True or False: All hazardous products have the same symbols on them. Bleach is a poisonous substance. Products used only in workplaces have different symbols than household products. Everyone must receive training in household hazard symbols. Page 24

28 2. Workplace Rules Read the questions and put a check mark ( ) in the correct column. 1. Michelle is 14 years old and baby-sits for her neighbour. Must she be paid minimum wage? Yes No 2. Justin is 15 years old. He works in a restaurant after school hours. a) Does he need to get permission from the principal of his school to work? b) Does he need permission from his parents? c) Can he work 20 hours per week? 3. Does everyone have rights and responsibilities for health and safety in the workplace? 4. Daniel is doing volunteer work at the local food bank. Does he have to follow health and safety procedures and rules? 5. Trista works at the band office on her reserve. Is she covered by provincial workplace laws? 6. Does Lucy have the right to know what the hazards are in her workplace? 7. Jeff is 15. Can he work at the sawmill in his community? Page 25

29 3. Crossword Puzzle: Workplace Words Across Down 3. What is usual, things you count on happening. 7. Will catch fire quickly 8. Result of an action or choice 9. Specific tasks, duty, or assignment 10. Something you wear. 1. Activities, situations or substances that can cause harm. 2. Someone you can count on is. 4. The triangle symbol means the is dangerous. 5. The order or way to do a task. 6. Offers their services to the community for no pay. consequence container expectations flammable hazard procedures Words to use: responsible safety gear volunteers work E A 5 P 6 7 M 8 C N 9 E 10 S EclipseCrossword.com Page 26

30 Answer Keys Module 1: Understanding the World of Work Answer Key for Module 1 Activities There are no answer keys for Activities 1-4, 6-8. These are activities for you to think about and learn about yourself and your personal qualities. You may want to share and discuss these activities with someone at home or school. Activity 5: Making Decisions There are no absolute right answers to these scenarios. Some of the things you may have considered are described below. John and Julia s jobs seem like a good fit for their interests, values and skills. John can use what he already knows about tools and how to fix things to help customers who come to the hardware store. He will likely also learn new things from his boss and other workers at this job. Although Julia will not be working with animals, the working conditions in the park seem to suit her nature and her interest in being outside and working alone. Both John and Julia have shown personal qualities of dependability and responsibility. Megan and Michael s jobs do not seem to be a good fit. Working alone filing papers in an office does not match Megan s interest in physical activity or her values of cooperation and working with others. If she wanted to work right away, she might try this job and keep looking for something that would suit her better. Michael may have difficulty sticking to his task of washing dishes. It is a repetitive activity and he likes trying a lot of new things. He also would not be spending much time with people. Michael may want to try this job to gain experience and to show he can be responsible and complete tasks he does not like very much. Perhaps, in time, there would be an opportunity to become a waiter in the restaurant. He would then be meeting new people and doing a variety of tasks. Page 27

31 Answer Key for Review and Self-Check 1. Hazard Symbols gasoline windshield washer fluid spray paint in an aerosol container oven cleaner True/False Statements 1. False 2. True 3. True 4. False 2. Workplace Rules 1. No Michelle baby-sits, so she isn t covered by The Labour Standards Act. 2. a) No Justin does not need permission to work after school hours. b) Yes Fourteen and fifteen year olds must have the consent of a parent or guardian to work. c) No During the school term, Justin can only work up to 16 hours per week, not before school on any school day or after 10:00 pm on a school night. 3. Yes no matter what your job is in the workplace, you have rights and responsibilities for health and safety. Page 28

32 4. Yes health and safety rules apply to everyone in the workplace, including volunteers and work experience students. 5. No Trista would be covered by federal laws. 6. Yes Lucy has the right to know about hazards and how to protect herself. 7. No Jeff needs to be 16 to work at a sawmill. 3. Crossword Puzzle: Workplace Words 2 3 R E S P O N S I B L E X P F C W EclipseCrossword.com E L O O H A Z C T A T I O N S O R 5 6 N D P V T R O A M M A B L E O L I C U N S E Q U E N C E N E D T R K U E R E S A F E T Y G E A R S S If you think you are ready, go on to Module 2. Page 29