SIPFLS IB DIVISION High School Programme
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Economics

“Zoopotia” Job Centre Simulation “疯狂动物城”人才中心模拟招聘

   In Macroeconomics study, one main aim of the government is to keep a high and stable level of employment in the economy. However, it is hard for our students to relate their own life experience with this topic because schoolchildren are not counted as economically active in the labour force. The objective of mock job centre activity is to set up a familiar scenario where students can act different roles to practice for the real thing. Thus, they can develop social and communication skills by group work and oral interviews. More importantly, it is fairly easy for students to grasp the key content in this unit under a user-friendly environment.

   宏观经济学中,宏观经济政策的目标之一是充分就业,即保持高且稳定的就业率。但是,对于学生来说,他们很难将自身的经验和这个主题联系起来,因为他们没有从事过经济生产的相关工作。这次活动的目标是模拟一个熟悉的情景,让学生扮演真实招聘过程中不同的角色,不仅可以通过团体合作与面试来锻炼他们的社交技能和交流技能,而且更重要的是帮助学生在一个用户友好的环境里更容易地掌握本单元的重要内容。

The “HR manager” Nelson was asking Marmalade questions.

“人事经理”展梓涛正在面试黄舒雅

 Initially, students volunteered to be the managers and HR managers of three companies in “Zootopia”, and then the candidates could fill out the job application forms to create their resumes. After that, students participate in a realistic job interview role play that involves six interviewers and eleven interviewees.

一开始,学生自愿当选“疯狂动物城”三个公司的总经理和人事经理的职位,接着应聘人员填写申请表作为简历。随后,6位面试人员和11位应聘人员脱颖而出,参与真实的面试场景。

Jeff was answering “boss” Jennifer’s questions

刘趣正在回答钱佳“经理”的问题

The HR managers asked candidates some general questions:

l  Tell me about yourself.

l  Do you prefer working with others or alone?

l  How do you get along with different types of people?

l  Why did you choose this particular career path or what led to your chosen profession?

人事经理会问一些基本的招聘问题:

请自我介绍一下。

你喜欢和他人一起合作还是单独工作?

你怎么与各式各样的人打交道?

你为什么选择这个职业或什么引导你选择这个职业?

The next step was for the managers to rate the candidates competency and gave hiring recommendation. The on-site recruiting was fierce and filled with joys and sorrows, fortunately seven candidates got through the interviews successfully.

下一步便是总经理给应聘者的竞争力打分并提出雇佣意见。招聘现场进行得如火如荼,充满酸甜苦辣,幸运的是,有7位应聘者突出重围,面试成功。

The “boss” Hubert was rating Zachery’s competency

衡翔翔“经理”正在给陈龙飞的竞争力评分

Finally, not only did the three managers talk about the key reasons for the recruitment and gave suggestions for training and on-the-job coaching, but they pointed out the strengths and weaknesses of unemployed candidates.

After the class, Hubert, one of the company’s manager, said, “Everyone was happy during the activity, I felt like this was a real job interview, but candidates should be better prepared for the interview.”

最后,三位经理不仅陈述了雇佣的原因并给出以后职业培训的建议,而且指出未成功应聘人员的优势与劣势。

课后,衡翔翔“经理”感言道:“在活动中,大家都很开心,我感觉这就像真的面试一样,但是求职者若在面试前有更充分的准备应该会更好。”

Kenneth and Hubert were discussing the application form.

王炜翔和衡翔翔在讨论申请表

In short, the teacher just acted as a facilitator in the whole process, whereas students engaged in the activity to have more insights into the labour market, and engage in some self-reflection. 

简而言之,教师在整个活动过程中仅扮演协助者角色,然而学生融入活动中可以洞察劳动力市场,从而通过自身体验来理解与反思课程内容。



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