PROMISING PATHWAYS TO CAREERS TOOLKIT - PA Partnerships for Children

PROMISING PATHWAYS

TO CAREERS TOOLKIT

A How-To Guide to Creating Quality Work-Based

Learning Opportunities for Young People

This Toolkit was compiled and edited by Pennsylvania Partnerships for Children

2 Return to Table of Contents

Acknowledgements

The Promising Pathways to Careers Toolkit would not have been possible without the generous financial support of:

The Richard King Mellon Foundation

William Penn Foundation

Grable Foundation

Heinz Endowments

Pennsylvania Partnerships for Children (PPC) also thanks the following people for their time and expertise in helping to compile and edit the information contained in the toolkit: Jennifer Brevoort, Philadelphia Youth Network; Lee Burket, Pennsylvania Department of Education; Jeannette Carter, Penn College of Technology; Kacy Conley, Pennsylvania Statewide Afterschool and Youth Development Network; Cindy Evans, Lehigh Valley Workforce Investment Board; Micah Frankenfield, Three Rivers Workforce Investment Board; Kate Lomax, Community Education Council of Elk and Cameron Counties; and Michele Martin, Consultant; Vickie MacLaughlin, Catasauqua Area School District; and Natalie Ortiz, Bethlehem Area School District.

In addition, PPC thanks Gary Bender of ABEC, Inc., and Melissa Craig and George Maunz from St. Luke’s Hospital in Bethlehem for providing review and comments on the toolkit from the employer perspective.

If you have any questions or need additional information regarding the toolkit, contact:

Bill Bartle

Education Policy Director Pennsylvania Partnerships for Children

116 Pine Street, Suite 430 Harrisburg, PA 17101

(717) 236-5680 [email protected]


User's Guide to the Promising Pathways to Careers Toolkit

The major focus of this toolkit is to provide information, tips and templates to create quality work-based learning experiences for young people. There are sections for employers, educators, local work-based learning partners, and afterschool providers.

There are four distinct components of the toolkit:

• Toolkit for Employers provides employers information, resources and tips to help them conduct successful career exploration and work-based learning experiences for young people. It includes information on how to identify and contact local work-based learning partners, elements of successful programs, how-to guides and checklists on conducting a high-quality job shadow or internship, and a variety of templates.

• Toolkit for Educators provides teachers, guidance counselors and school administrators who coordinate career education and work-based learning opportunities for their students with information, resources and tips to help prepare young people for successful career exploration and work-based learning experiences.

• Toolkit for Afterschool Providers provides information, resources and tips to help afterschool providers integrate work-based learning activities into their programs for middle and high school students. It includes information on how to identify and contact their local work-based learning partner, the benefits of incorporating these activities into afterschool programs and helpful tips to get started.

• Toolkit for Local Work-Based Learning Partners is geared to those professionals who promote, develop and/or coordinate local work-based learning opportunities for young people in their region (from now on referred to as Local Work-Based Learning Partners), such as Regional Career Education Partnership (RCEP) Coordinators, WIB youth staff, Chamber of Commerce staff, community-based organizations, etc. The toolkit provides information and tips on convening local partners and coordinating activities, the elements of successful work-based learning programs, and engaging more employers to participate in activities.

Because the toolkit contains four separate, stand-alone components targeted for different audiences and provides a large variety of information and templates to help create quality work-based learning opportunities for young people, all pieces of the toolkit likely will not be appropriate or useful for all audiences. Therefore, we have the following printing options:

• Print the entire Creating Quality Work-Based Learning Opportunities for Young People Toolkit (encompasses all sections of the toolkit, including Local Work-Based Learning Partners, Employers, Educators and Afterschool Providers).

• Print only the Toolkit for Employers (entire employer toolkit, which includes jobs shadows and internships)


• Print only the Toolkit for Employers -- Job Shadows • Print only the Toolkit for Employers -- Internships • NEW – Print only the Toolkit for Educators • Print only the Toolkit for Afterschool Providers • Print only the Toolkit for Local Work-Based Learning Partners


Resources

Information in this toolkit was adapted and/or extracted from a number of websites and resources including:

Career Fair Preparation Activities; Vermont Student Assistance Corp; http://services.vsac.org/60Render?library=resources&name=High_School_Career_Fair_Handbook.pdf

Connecting Youth to Work-Based Learning: Blueprint for a Quality Program; Minnesota Department of Children, Families and Learning; http://www.hved.org/web-content/PDFS/ConnectingYouthtoWork-BasedLearningManualI.pdf

Cooperative Education: Guidelines for Administration; PA Department of Education; http://www.voced.iup.edu/PCEA/Resources/Coop_Guidelines2009.doc

Corporate Voices for Working Families; http://www.cvworkingfamilies.org/our-work/workforce-readiness

How to Build a Successful Mentoring Program; National Mentoring Partnership; http://www.mentoring.org/downloads/mentoring_418.pdf

Job Shadow Guide for Students, Connections; http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED398630&ERICExtSearch_SearchType_0=no&accno=ED398630

Mentors Online: The E-Mentoring Tool Kit Fact Sheet; National Mentoring Partnership; http://www.inclentrust.org/uploadedbyfck/file/compile%20resourse/new-resourse-dr_-vishal/The%20E-mentoring%20Tool%20Kit%E2%84%A2%20Fact%20Sheet.pdf

Junior Achievement; http://www.ja.org/programs/programs_job_shadow.shtml

National Academy Foundation; Preparing Youth for Life: The Gold Standards for High School Internships; http://naf.org/internship-gold-standards

Operation Intern: North Dakota’s Future at Work; http://www.teamnd.org/documents/Interns2.pdf

PA e-Mentoring; www.pa-ementor.org

Partnership for 21st Century Skills; http://www.p21.org/

Penn State University for the Pennsylvania Statewide Afterschool and Youth Development Network; The Pennsylvania Older Youth Out-of-School Time Study; http://www.psaydn.org/Documents/2010PractitionerGuideforOlderYouthRetention.pdf

Pennsylvania Career Education and Work Standards Toolkit; http://www.pacareerstandards.com/

http://services.vsac.org/60Render?library=resources&name=High_School_Career_Fair_Handbook.pdf

http://www.hved.org/web-content/PDFS/ConnectingYouthtoWork-BasedLearningManualI.pdf

http://www.hved.org/web-content/PDFS/ConnectingYouthtoWork-BasedLearningManualI.pdf

http://www.voced.iup.edu/PCEA/Resources/Coop_Guidelines2009.doc

http://www.cvworkingfamilies.org/our-work/workforce-readiness

http://www.cvworkingfamilies.org/our-work/workforce-readiness

http://www.mentoring.org/downloads/mentoring_418.pdf

http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED398630&ERICExtSearch_SearchType_0=no&accno=ED398630


http://www.inclentrust.org/uploadedbyfck/file/compile%20resourse/new-resourse-dr_-vishal/The%20E-mentoring%20Tool%20Kit%E2%84%A2%20Fact%20Sheet.pdf


http://www.ja.org/programs/programs_job_shadow.shtml

http://naf.org/internship-gold-standards

http://www.teamnd.org/documents/Interns2.pdf

http://www.pa-ementor.org/

http://www.p21.org/

http://www.psaydn.org/Documents/2010PractitionerGuideforOlderYouthRetention.pdf

http://www.pacareerstandards.com/


Pennsylvania Career Guide; PA Department of Labor & Industry; http://www.portal.state.pa.us/portal/server.pt?open=514&objID=611015&mode=2

Pennsylvania Pathways: A Middle School Educator’s Guide to Career Pathways; http://www.portal.state.pa.us/portal/server.pt/community/pa_pathways/8746/2008_pa_pathways_booklet/592094

Philadelphia Youth Network; WorkReady Philadelphia Toolkit; http://www.pyninc.org/worksitetoolkit/index.php

Planning a Successful Career Fair: A Joint Partnership of Eight School Districts; Bethel Park, South Park, Mt. Lebanon, Chartiers Valley, Peters Township, South Fayette, Upper St. Clair, Canon-McMillan

Quality Work-Based Learning Toolkit, Kansas City, Kansas Public Schools http://www.newwaystowork.org/mastertools/guidebooks%20and%20toolkits/kcktoolkit/Print_Toolkit.PDF

Quality Work-Based Learning: Guide to Creating Quality Work-Based Learning; New Ways to Work; www.newwaystowork.org

Regional Career Education Partnerships Network Wiki; http://parcep.ning.com/

Starting and Maintaining A Quality Internship Program; Technology Council of Central PA

University of Memphis Internship Program; http://www.memphis.edu/internships/employerhome.php

US Department of Defense CIO for the Federal CIO Council; Federal IT Job Shadow Day Tool Kit

Wisconsin Work-Based Learning Guide; Wisconsin Department of Public Instruction; http://dpi.wi.gov/cte/pdf/wblguid2.pdf

Workplace Mentoring Guide; Connecticut Learns; http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/WB/mentoring.pdf

Workplace Tours & Classroom Presentations; Washington State Department of Labor & Industries; http://www2.spokaneschools.org/cte/Event_Toolkits/WTCD/WTCD.pdf

Youth at Work: Making the Most of Work-Based Learning; Texas Workforce Commission Youth Program Initiative

http://www.portal.state.pa.us/portal/server.pt?open=514&objID=611015&mode=2

http://www.portal.state.pa.us/portal/server.pt/community/pa_pathways/8746/2008_pa_pathways_booklet/592094


http://www.pyninc.org/worksitetoolkit/index.php

http://www.newwaystowork.org/mastertools/guidebooks%20and%20toolkits/kcktoolkit/Print_Toolkit.PDF

http://www.newwaystowork.org/mastertools/guidebooks%20and%20toolkits/kcktoolkit/Print_Toolkit.PDF

http://www.newwaystowork.org/

http://parcep.ning.com/

http://www.memphis.edu/internships/employerhome.php

http://dpi.wi.gov/cte/pdf/wblguid2.pdf

http://www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Career/WB/mentoring.pdf

http://www2.spokaneschools.org/cte/Event_Toolkits/WTCD/WTCD.pdf


Table of Contents Acknowledgements ....................................................................................................................................... 2

User's Guide to the Promising Pathways to Careers Toolkit ........................................................................ 3

Resources ...................................................................................................................................................... 5

A TOOLKIT FOR EMPLOYERS ....................................................................................................................... 10

Note to Employers About this Toolkit ......................................................................................................... 11

Preparing Today’s Young People for Tomorrow’s Workplace .................................................................... 12

What is Work-Based Learning? ................................................................................................................... 12

The Continuum of Work-Based Learning .................................................................................................... 12

Benefits of Work-Based Learning ............................................................................................................... 13

How Employers Can Get Started ................................................................................................................. 14

Elements of Successful Work-Based Learning Initiatives ........................................................................... 15

Work-Based Learning Models ..................................................................................................................... 18

FACT SHEET TIPS FOR PRESENTING TO YOUNG AUDIENCES ...................................................................... 21

FACT SHEET HOW TO TALK TO A CLASS ON CAREER DAY ........................................................................... 23

EMPLOYER FACT SHEET MENTORING AND EMENTORING ......................................................................... 24

FACT SHEET CAREER PATHWAYS ................................................................................................................ 26

FACT SHEET INFORMATIONAL CAREER AWARENESS INTERVIEW .............................................................. 28

How To Create High-Quality Internships .................................................................................................... 29

What is an internship? ................................................................................................................................ 29

Elements of High-Quality Internships ......................................................................................................... 30

EMPLOYER TIPS/CHECKLIST FOR CREATING QUALITY INTERNSHIPS ......................................................... 31

Intern Orientation Checklist ........................................................................................................................ 34

Tips for Supervising an Intern ..................................................................................................................... 35

Suggested Activities for Interns .................................................................................................................. 37

What Are the Interns Saying (or at Least Thinking)? .................................................................................. 38

Supervisor/Mentor’s Internship Evaluation Form Template ...................................................................... 39

Intern Evaluation Form Template ............................................................................................................... 41

Educator In The Workplace -- Employer Fact Sheet ................................................................................... 43

How to Conduct a High-Quality Job Shadow .............................................................................................. 44

What is a Job Shadow? ............................................................................................................................... 44

Tools and Tips for Creating a Successful Job Shadow Experience .............................................................. 44


Elements of Quality Job Shadows ............................................................................................................... 44

Job Shadow Employer Checklist .................................................................................................................. 45

Employer Top Ten List for Winning Job Shadows ....................................................................................... 47

Suggested Job Shadow Activities ................................................................................................................ 48

Template Email for Employers Announcing Participation in Job Shadows ................................................ 49

Template Email to Employees Participating in Job Shadows ...................................................................... 50

Young Person Job Shadow Evaluation Form Template............................................................................... 51

Participating Employee Job Shadow Evaluation Form Template ............................................................... 52

PREPARING FOR YOUR WORKPLACE TOUR ................................................................................................ 53

A TOOLKIT FOR EDUCATORS WHO COORDINATE WORK-BASED LEARNING ACTIVITIES IN THEIR SCHOOLS .................................................................................................. 54

Note to Educators About this Toolkit ......................................................................................................... 55

Preparing Today’s Young People for Tomorrow’s Workplace .................................................................... 56




Elements of Successful Work-Based Learning Initiatives ........................................................................... 59

Tips for educators to coordinate high-quality work-based learning experiences for your students ........ 62

Tips for Engaging Employers in Work-Based Learning Activities ................................................................ 63

Work-Based Learning Models ..................................................................................................................... 64

FACT SHEET HOW TO CONDUCT A CAREER DAY OR FAIR AT YOUR SCHOOL ............................................. 68

CAREER DAY/CAREER FAIR PRESENTER FEEDBACK TEMPLATE .................................................................. 70

FACT SHEET CAREER MENTORING AND E-MENTORING ............................................................................. 72

CAREER PATHWAYS .................................................................................................................................... 73

FACT SHEET COOPERATIVE EDUCATION – CAREER AND TECHNICAL ......................................................... 75

FACT SHEET INFORMATIONAL CAREER AWARENESS INTERVIEW .............................................................. 76

FACT SHEET How To Create High-Quality Internships ................................................................................ 77

What is an internship? ................................................................................................................................ 77

Elements of High-Quality Internships ......................................................................................................... 78

Intern Evaluation Form Template ............................................................................................................... 79

Supervisor/Mentor’s Internship Evaluation Form Template ...................................................................... 81

FACT SHEET/CHECKLIST JOB SHADOWS ..................................................................................................... 83


Young Person Job Shadow Evaluation Form Template............................................................................... 85

FACT SHEET/EDUCATOR’S CHECKLIST WORKPLACE TOURS ....................................................................... 86

INTEGRATING WORK-BASED LEARNING INTO AFTERSCHOOL PROGRAMS: A TOOLKIT FOR AFTERSCHOOL PROVIDERS ................................................................................................ 89

Note to Afterschool Providers About this Toolkit ....................................................................................... 90




Integrating Work-Based Learning into Middle and High School Afterschool Programs ............................. 92

Tips for Afterschool Providers to Consider When Thinking About Adding Work-Based Learning Activities to their Programs ........................................................................................................................................ 93

Examples of Promising Models in Pennsylvania ......................................................................................... 94

Tips for Engaging Employers in Work-Based Learning Activities ................................................................ 95

Additional Resources .................................................................................................................................. 97

A TOOLKIT FOR LOCAL WORK-BASED LEARNING PARTNERS ...................................................................... 98

About the Local Work-Based Learning Partners Toolkit ............................................................................. 99

What is Work-Based Learning? ................................................................................................................. 100

The Continuum of Work-Based Learning .................................................................................................. 100

Benefits of Work-Based Learning ............................................................................................................. 101

The Role of the Local Work-Based Learning Partner ................................................................................ 102

Elements of Successful Work-Based Learning Initiatives ......................................................................... 103

Engaging Employers in Work-Based Learning Activities ........................................................................... 106

Integrating Work-Based Learning into Middle and High School Afterschool Programs ........................... 107

Examples of Promising Models ................................................................................................................. 108


PROMISING PATHWAYS

TO CAREERS TOOLKIT

A How-To Guide to Creating Quality Work-Based Learning

Opportunities for Young People

A TOOLKIT FOR EMPLOYERS



Note to Employers About this Toolkit

The Promising Pathways to Careers Toolkit for Employers has been developed to provide employers information, resources and tips to help them conduct successful career exploration and work-based learning experiences for young people.

The toolkit includes information on who to contact for help, benefits of participating in these experiences, elements of successful programs, how-to guides and checklists on conducting a high-quality job shadow or internship, and a variety of templates that you can use or adapt to meet your needs.

Because the toolkit contains four separate stand-alone components targeted for different audiences (employers, educators, local work-based learning partners, and afterschool providers) and provides a large variety of information and templates to help create quality work-based learning opportunities for young people, all pieces of the toolkit will likely not be appropriate or useful for all audiences. Therefore, we have the following printing options:

• Print the entire Creating Quality Work-Based Learning Opportunities for Young People Toolkit (includes all sections of the Toolkit including Employers, Educators, Afterschool Providers, and Local Work-Based Learning Partners).

• Print the Toolkit for Employers (entire employer toolkit with includes jobs shadows and internships) only

• Print the Toolkit for Employers -- Job Shadows only • Print the Toolkit for Employers -- Internships only • Print the Toolkit for Educators only • Print the Toolkit for Afterschool Providers only • Print the Toolkit for Local Work-Based Learning Partners only


Preparing Today’s Young People for Tomorrow’s Workplace

Opportunities to explore careers and to gain exposure to the world of work are critically important to provide young people the information they need to not only make informed decisions about a career path, but to understand the education and skill requirements necessary to get there.

Pennsylvania’s employers play a pivotal role in ensuring our young people are prepared for the rigors of a 21st century competitive workplace. One way to do this is to provide work-based learning opportunities for young people. These opportunities help ensure young people are ready to transition from high school to postsecondary education, work and life.

Providing young people with work-based learning experiences also helps to keep them in school by connecting the relevance of their schoolwork to their future life success. In fact, 81% of dropouts stated that more opportunities for real-world learning would have improved their chances of graduating.

--“The Silent Epidemic: Perspectives of High School Dropouts,” Civic Enterprises and Peter D. Hart Research Associates, funded by the Bill & Melinda Gates Foundation

What is Work-Based Learning?

Work-Based Learning is any activity that occurs in the workplace and provides opportunities for young people to learn about and “try on” a variety of occupations through structured learning experiences. Students learn by observing and/or actually doing real work. Work-based learning helps young people link their academic learning with real-world job skills.

Employers are key partners in these activities by developing and supporting work-based learning opportunities that help young people understand what the jobs are, where the jobs are, what the educational and skill requirements are for the jobs, and various pathways they can take to get the necessary education and skills. Work-based learning also teaches workplace skills, and stresses the importance of 21stcentury skills that are necessary to succeed in today’s knowledge-based global economy.

The Continuum of Work-Based Learning

Work-based learning is most effective when young people experience a continuum of work-based learning opportunities throughout their middle school, high school and postsecondary years. These include career awareness, career exploration and career preparation activities.

• Career Awareness Activities are designed to inform young people about the vast variety of career options available in today’s economy. These activities also provide students with information on education and skill requirements for jobs, compensation and workplace expectations. Some examples of career awareness activities include career presentations, workplace tours, field trips, career days/fairs, and career clubs.


• Career Exploration Activities provide young people the opportunity to learn more about a

specific field of interest related to their individual career goals. Students work closely with workplace professionals and participate in developmentally-appropriate hands-on work experiences. Some examples of career exploration activities include job shadows, service learning, career mentoring, and career exploration camps.

• Career Preparation Activities provide young people an opportunity to gain in-depth job knowledge about a specific career through a monitored work experience in which a young person links skills used in the workplace with his or her academic learning. Career preparation activities also allow for the development of real-world occupational and 21stcentury skills. Examples of work-based learning activities include internships, cooperative (co-op) education, apprenticeships, and paid summer employment experiences.

Benefits of Work-Based Learning

Employers who provide work-based learning opportunities for in-school and out-of-school young people not only create benefits for the young person, but it also makes good business sense too.

Potential benefits for employers include:

• Extra help to work on seasonal or “back burner” projects • Help to recruit a more skilled and better prepared workforce • Boost employee morale • Build supervisory and leadership skills within the organization • Increased productivity • Bring new perspectives and solutions to problems • Provide input on ways to effectively communicate with and market to young people • Positive public and community relations and brand awareness • Increased opportunities to provide community leadership and gain local, state and national

recognition

Potential benefits to young people who participate in these activities include:

• Identify skills, abilities and explore career interests • Develop an understanding of the link between school and work • Provide motivation to graduate from high school and pursue postsecondary education • Think about career pathways and identify strategies to acquire necessary education and skills • Gain a better understanding of workplace habits and develop employability and soft skills • Have a better understanding of employer expectations • Enhance self-esteem • Gain valuable work experience that is geared to a career interest


• Build a resume

Benefits for educators include:

• Reinforces academic concepts taught in the classroom • Provides material for rich classroom discussion • Creates better understanding of jobs of the new economy, the education and skills required for

students to obtain various jobs • Links the schools to the community and provides valuable local labor market information • Ensures that student time spent at the work-based learning experience is learning-rich • Provides an opportunity for students to direct their own learning and gain confidence in their

abilities

How Employers Can Get Started

• Identify and reach out to your local work-based learning partner. Work-based learning partners are those local professionals who promote, develop and/or coordinate local work-based learning opportunities for young people in their region -- such as local Workforce Investment Board (WIB) youth programs managers, Chamber of Commerce staff, business-education partnerships, community-based organizations, etc. The Pennsylvania Workforce Investment Board and Department of Labor & Industry funds 22 local WIBs across the state. Each of these WIBs has a Youth Programs manager/coordinator that encompasses all 67 counties in the commonwealth. The role of these local work-based learning partners is to:

• Convene local partners – including schools, students, employers, governmental and social service agencies, and youth-serving organizations to develop local strategies to promote the importance of high-quality work-based learning opportunities for the region’s young people

• Connect, support and broker these activities in their local areas • Measure effectiveness and provide supports to ensure quality programming • Sustain these important activities through advocacy and effective public policies

Each of the WIB youth program managers/coordinators can help you develop a strategy that is right for your organization, or can connect you to someone who can help. These folks may help you:

• Develop connections with appropriate students and/or schools • Provide on-going communications and support and be the single point of contact for the

work-based learning activities • Measure the effectiveness of career exploration and work-based learning activities

To identify and obtain contact information for your WIB youth program manager/coordinator contact your local WIB--




Elements of Successful Work-Based Learning Initiatives

Your local Work-Based Learning Partner can help you create a successful work-based learning activity.

There are six elements of successful work-based learning:

Element 1: A Safe Work Environment and Compliance with State and Federal Labor Laws (for appropriate work-based learning activities)

For information on federal youth labor issues, rules and regulations, visit the U.S. Department of Labor’s YouthRules website – http://youthrules.dol.gov/index.htm

For U.S. Department of Labor Youth labor safety and health information --

http://www.dol.gov/dol/topic/youthlabor/safetyhealth.htm

For Pennsylvania labor law information from the Pennsylvania Department of Labor -- http://www.dli.state.pa.us/portal/server.pt/community/l_i_home/5278

For information on regulations and guidelines from the Pennsylvania

Department of Education – http://www.education.state.pa.us/portal/server.pt/community/child_labor_law/7508 http://www.voced.iup.edu/PCEA/Resources/Mechanical%20%20Lifts.pdf

Information on when youth participating in work-based learning activities are required to be paid – http://www.scribd.com/doc/30350129/Internship-Programs

There may also be local school district rules and regulations around work-based learning experiences for students. Please check with your local school district administration.

This is not legal advice. Please be sure to check with your legal, human resources and insurance professionals to make sure all safety, legal and insurance requirements are being met.

Element 2: Developmentally Appropriate Activities

Employers must consider a young person’s age, experience and maturity to ensure the work-based learning opportunity is developmentally appropriate

http://youthrules.dol.gov/index.htm


http://www.dli.state.pa.us/portal/server.pt/community/l_i_home/5278

http://www.education.state.pa.us/portal/server.pt/community/child_labor_law/7508


http://www.voced.iup.edu/PCEA/Resources/Mechanical%20%20Lifts.pdf

http://www.scribd.com/doc/30350129/Internship-Programs


Information on jobs that young people can and cannot do can be found on the Department of Labor website -- http://www.dol.gov/whd/regs/compliance/childlabor101_text.htm#6

Element 3: Adequate Planning and Preparation

• It is critically important to prepare for the young person before he or she arrives. It is one of the most important factors in any successful work-based learning experience.

• Create a plan for your work-based learning activity that identifies expectations, the objectives of the activity, timeline and specific activities/tasks for the young person to do. If you need additional help, contact your local Work-Based Learning Partner.

• Consider utilizing participation in work-based learning as an employee development tool to provide opportunities for employees to develop and hone their supervisory and leadership skills.

Element 4: Appropriate Supervision and Supports to participating young people.

This should include:

• Being available to answer questions • Providing feedback and suggestions to young person • Holding young people participating in career preparation activities to the

same standards as employees • Continuously re-enforcing the importance of 21stcentury skills in the

workplace (see Element 5 below)

Element 5: Maximized Learning including “21st Century Skills” Quality work-based learning provides a balance between the needs of the young person and the needs of the workplace. It allows students to acquire new skills and gain knowledge about the world while meeting the needs of the workplace and ensuring the job gets done. It’s critically important that young people learn 21st century skills to be successful in today’s technology-driven global economy – and work-based learning provides young people an opportunity to gain these important skills – and relevant knowledge. In addition to basic academic skills --English and foreign languages (reading, writing, speaking), government/economics, history/geography, humanities/arts,

http://www.dol.gov/whd/regs/compliance/childlabor101_text.htm#6


mathematics, science – young people need to learn how to most effectively use and apply what they know in real-world situations. Therefore, 21stcentury skills include the following applied skills:

• Critical Thinking/Problem Solving – sound reasoning and analytical thinking; ability to use knowledge, facts and data to solve workplace problems; ability to apply math and science concepts to problem solving

• Oral Communications – articulate thoughts and ideas clearly and effectively • Written Communications –write letters, emails, memos and reports clearly

and effectively • Collaboration/Teamwork – build collaborative relationships with colleagues

and customers. The ability to work in diverse teams, negotiate and to manage conflict

• Diversity – learn from and work collaboratively with individuals from diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints

• Information Technology – apply appropriate technology to accomplish a given task; utilize computing skill to solve problems

• Leadership – leverage the strength of others to achieve common goals and use interpersonal skills to coach and develop others

• Creativity and Innovation – demonstrate originality and inventiveness, communicate new ideas to others, and integrate knowledge across different disciplines

• Lifelong Learning/Self Direction – continuously acquire new knowledge and skills, identify own learning needs, and ability to learn from mistakes

• Professionalism/Work Ethic – personal accountability and effective work habits – such as punctuality, productivity, time management, etc.

• Ethics/Social Responsibility – demonstrate integrity and ethical behavior; act responsibility with the interest of the larger community

For additional information visit the The Partnership for 21st Century Skills website at http://www.p21.org/

Element 6: Relevance from Classroom to the Workplace

• Show young people how to apply the knowledge they are gaining in the classroom in “real world” situations

• Identify knowledge and skill requirements for jobs and identify pathways students can take to obtain the necessary knowledge and skills

• Continually stress the importance of young people continuing their education beyond high school

http://www.p21.org/


Work-Based Learning Models

Work-based learning can take many forms and although creativity and innovation are important in building opportunities for young people, there are some programs that have a track record of success, and help students achieve the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/index.php

Some examples (and links to potential resources) include:

• Career Day/Career Fair – a career awareness activity to introduce students to careers by bringing employers and community members into the school to discuss their jobs.



• Career Mentoring and e-Mentoring – a young person is matched one-on-one with a mentor in a career of interest to the young person. The mentor provides either face-to-face or on-line (e-mentoring) information about the career, along with guidance about the workplace and the education and skill requirements.





• Career Pathways -- a guide for middle school students to help them determine the best educational pathway to attain their future career goals. Career Pathways are a way of organizing learning around clusters of study that represent the largest sectors of Pennsylvania’s job market.

Career Pathways Toolkit -- https://learnwork.workforce3one.org/view/2001135442016073646/info

Pennsylvania Pathways: A Middle School Educator’s Guide to Career Pathways -- http://www.portal.state.pa.us/portal/server.pt/community/pa_pathways/8746/2008_pa_pathways_booklet/592094

http://www.pacareerstandards.com/index.php









https://learnwork.workforce3one.org/view/2001135442016073646/info




Lehigh Valley Workforce Investment Board Manufacturing Career Pathways for the Lehigh Valley Guide -- http://www.lvwib.org/Portals/2/2012%20PDF/LV%20Manufacturing%20Guide.pdf

PA Department of Labor’s Career Guide -- http://www.portal.state.pa.us/portal/server.pt?open=514&objID=809063&mode=2

• Cooperative (Co-op) Education -- a structured method of instruction combining school-based classroom learning with productive career and technical work-based learning in an occupation matching the student’s academic and career objectives.


• Educator in the Workplace -- provides an opportunity for dialogue between business personnel and educators that will aid in establishing permanent links between the workplace and the classroom.

Pennsylvania Career Education and Work Standards Toolkit -- http://www.pacareerstandards.com/education-partners.php

• Industry Career Clubs – afterschool programming that provides opportunities for middle and high

school students to explore major industry clusters and the jobs available in those clusters.

• Web-Based Tools – to connect young people and employers in work-based learning – such as BerksWorks in Berks County – http://berksworks.org/works/

• Informational Career Interviews – young people formally interview an employer about his or her industry and chosen profession, the daily activities of the job and the education and skill requirements necessary to do the job.

• Internships -- young people participate in a structured, time-limited work or service experiences in

the workplace. Internships may be full- or part-time and paid or unpaid. Internships and other work-based learning activities provide an opportunity for young people to learn about the world of work and how to apply classroom concepts to real-world situations.





http://www.lvwib.org/Portals/2/2012%20PDF/LV%20Manufacturing%20Guide.pdf



http://www.pacareerstandards.com/education-partners.php

http://berksworks.org/works/






• Job Shadows -- a young person (typically middle- or high-school age) follows and observes the work activities of a professional in a specific occupation to learn about a career and/or industry.



• Service Learning – an activity in which the method of teaching and learning combines academics with service/volunteer work.

• Summer Career Camps – summer camp programs that assists students in making quality career decisions with interactive activities including career assessments, interviewing techniques, resume and application preparation, job shadowing, college tours and employability skills. For case studies on some successful career camp programs:

Lancaster Workforce Investment Board’s Summer of STEM Career Camps -- http://www.lancastercountywib.com/youth-activities/career-camps

Lehigh Valley Workforce Investment Board’s CareerLinking Academy -- http://careerlinkingacademy.wikispaces.com/

Pennsylvania College of Technology’s Smart Girls Camp -- http://www.pct.edu/smartgirls/

Lehigh County Career and Technical Institute’s Summer Fun Camp -- http://www.lcti.org/domain/127

• Workplace Tours -- young people visit a workplace to learn more about the employer, the business, and meet and observe employees. Workplace tours also can be done virtually.





http://www.lancastercountywib.com/youth-activities/career-camps

http://careerlinkingacademy.wikispaces.com/

http://www.pct.edu/smartgirls/

http://www.lcti.org/domain/127



FACT SHEET TIPS FOR PRESENTING TO YOUNG AUDIENCES

• Have the Right Frame of Mind Speakers should approach a young audience with one very important understanding – young people are genuine. Young audiences openly express feelings. They are not naturally rude: they just refuse to pretend.

• Ignore Their Masks Shallowness, insincerity and callousness are masks young people wear, but rarely indicate who they really are. Our youth will appear untouched on the surface while deeply stirred by stories with human and emotional elements.

• Make It Come Alive A common error made by business speakers is the attempt to breathe life into a dead script. Young people are not concerned with factual details of a letter-perfect script, what they need to know is that the person standing in front of them is real. The more of yourself you weave into the fabric of your presentation the more “alive” it will become for them.

• Know You’re On Stage The audience is sizing you up from the moment you arrive. Remember that everything you do will either “add to” or “detract from” your presentation.

• The True Power is in Simplicity True power lies in using simple language to express meaningful ideas. Uncommon and difficult words – including industry jargon – tend to leave young people confused.

• Audience Participation Audience participation helps hold the interest of young people. The younger the audience, the more important this becomes. It can be as simple as a show of hands. When taking questions from young people, you can expect questions that adults would never ask – such as: How much money do you make? How many hours do you work? Have you ever fired anyone? Whatever the questions, they must be handled as important questions and treated with respect.

• Never Talk Down They may lack the wisdom that comes with maturity, but the average high school audience of today is better informed that they’ve ever been. They are constantly connected via technology and often are more informed on current events around the world than many adults.


• Never Attempt to Be One of Them When you earn young people’s respect, they will accept you as an adult, but they will never accept you as one of them. Any attempt to be one of them will backfire. Everything you do, your dress, action and words, should aim to project an image of an adult – the type of adult they may want to become.

Adapted from: Presenting to Young Audiences; by Jim Endicott, Owner/Manager of Distinction Communication, Inc.


FACT SHEET HOW TO TALK TO A CLASS ON CAREER DAY

Here are some tips for employers when presenting during a career day.

• Call or meet with the teacher or school administrator in advance and request a list of typical questions the students might ask so you can talk about topics that will hold their interest. If appropriate, also work with the teacher to have students do a pre-day activity to prepare them for your presentation.

• Dress in the clothes or uniform that you would typically wear to work. This will give the students an idea of how someone in your profession needs to look.

• Make your presentation age appropriate. Explain your job to the students using simple terms. Avoid jargon and acronyms!

• Try to be as interactive as possible. Avoid a simple PowerPoint presentation.

• Tell the students how your career relates to the dreams and interests you had when you were young. Describe the education and skill requirements for your job.

• Explain to students how what they are learning in school related to your job. Show the relevance between their academics and their career goals.

• Speak honestly about your job, and tell students both what you like about your job, and what you don’t like about it and what type of personality traits are important to be successful in your job.

• If possible, bring examples of your company’s work or products. If your company doesn’t manufacture a product you can show or demonstrate, bring along promotional materials (pens, folders, hats, etc.) with your company logo that you can share with the students.

• Leave time at the end of your presentation so students can ask you questions.

• If a student asks a question that you are uncomfortable answering, tell the student you will get back to him or her and ask the teacher in private how you should handle the question. Be sure to get an answer or explanation back to the student who asked the question.


EMPLOYER FACT SHEET MENTORING AND EMENTORING

Career mentoring and e-mentoring are career exploration activities in which a student is matched one-to-one with an adult professional in a chosen field of interest to explore career and related issues. This can happen in face-to-face meetings or on-line (e-mentoring). The career mentor serves as a resource for the student by sharing insights and providing guidance about the workplace, careers and education. The career mentor critiques the student’s work, problem-solves with the student and works in consultation with the school and the workplace. The development of a trusting relationship between the student and the mentor is key to a successful experience. Research shows that career mentoring relationships should be at least six months in duration and include structured activities as well as career- and education-related activities agreed to by the school, workplace and student.

Characteristics of an Effective Workplace Mentor

• willing and able to commit the necessary time to a student • interested in helping and teaching youth • able to communicate effectively with youth • able to see mentoring as an opportunity rather than an “assignment” • sensitive to culturally diverse backgrounds • capable of encouraging, supporting, motivating and leading others • willing to share constructive criticism and feedback in a supportive, sensitive

and patient manner.

Benefits of Mentoring or eMentoring Programs

Benefits to Students include: • increased self-confidence, self-esteem and self-knowledge • increased personal and social competencies • increased knowledge of specific occupations and industries • better understanding of the education and skill requirements for jobs and pathways to obtain

the necessary education and skills • increased motivation to succeed in school and at work • increased ability to communicate effectively with others • increased demonstration of responsible behaviors • support from successful and caring adults.

Benefits to Mentors include:

• an opportunity to improve the quality of life for young people • better communication and coaching skills of adults in relationship to young people • satisfaction from helping others • an opportunity to improve the quality of education in the community • an increased understanding of the challenges facing young people today.


Benefits to Schools include: • a reduction in the dropout rate • increased student engagement and motivation to learn • increased learning experiences for students • an opportunity to connect learning and work.

Adapted from Workplace Mentoring Guide; Connecticut LEARNS


FACT SHEET CAREER PATHWAYS

The Career Pathways program is a guide for middle school students and is intended to help them determine the best educational pathway to attain their future career goals. Career Pathways are a way of organizing learning around clusters of study that represent the largest sectors of Pennsylvania’s job market. There are 16 federal career clusters, but Pennsylvania’s five high-priority pathway options include:

1. Arts and Communications Designed to cultivate students’ awareness, interpretation, application and production of visual, verbal and written work. Focus areas include:

• Performing Arts • Visual Arts • Publishing Arts

2. Business, Finance and Information Technology

Designed to prepare students for careers in the world of business, finance and information services. Focus areas include:

• Marketing, Sales and Service • Finance • Information Technology • Business Management

3. Engineering and Industrial Technology

Designed to cultivate students’ interest, awareness and application to areas related to technologies necessary to design, develop, install or maintain physical systems. Focus areas include:

• Construction and Architecture • Manufacturing • Engineering and Engineering Technology • Transportation, Distribution and Logistics

4. Human Services

Designed to cultivate students’ interests, skills, and experience for employment in careers related to familiar and human needs. Focus areas include:

• Counseling and Personal Care • Education • Law, Public Safety and Government • Hospitality and Tourism


5. Science and Health

Designed to cultivate students’ interests in the life, physical and behavioral sciences. In addition, the planning, managing and providing of therapeutic services, diagnostic services, health information and biochemistry research development. Focus areas include:

• Health Science • Agriculture, Food and Natural Resources • Science, Technology and Math

Additional Career Pathways Resources:


For additional information about Career Pathways in Pennsylvania, visit http://www.portal.state.pa.us/portal/server.pt/community/pa_pathways/8746/2008_pa_pathways_booklet/592094


For information on wage and job outlook information for more than 250 occupations, interest assessments, tips for marketing yourself, sources of financial aid and contact information for Pennsylvania's public schools, PA CareerLink® offices and selected state agencies, see the PA Department of Labor’s Career Guide -- http://www.portal.state.pa.us/portal/server.pt?open=514&objID=809063&mode=2







FACT SHEET INFORMATIONAL CAREER AWARENESS INTERVIEW

An informational interview is a career awareness activity in which students formally interview a workplace partner or employee about his or her industry and chosen profession. The interview includes discussion of the career itself, the level of education required, and the duties and daily activities of the job. The students also explore growth opportunities in the industry and salary ranges for difference occupations.

Information interviews are designed to promote:

• Exploration of a field of interest • Exposure to careers and jobs • Awareness of the academic, technical and personal skills required in particular jobs.

Conducting a successful informational career interview with a young person

• The student will initiate the relationship by calling you to arrange the interview. The student is likely to have researched your occupation and the company as well as developed questions to ask during the interview.

• Ideally, the interview would take place at your worksite, but can be done over the phone. • Be engaged and interested in the students. • Share information about your career as well as your career path and the education and skills

necessary to do the job. • Highlight your education background and highlight how the academic subjects the student is

taking in school are important to your career. • Talk about what you love about your job and the challenges you face.

Sample questions students may ask you during an informational career interview

• What is your title and job description? • How long have you been doing this job? • What special education and/or training did you have for this job? • How important are reading, writing and math to the successful completion of your job? • What are your primary responsibilities? • What are 3 things that you enjoy most about your job? • What are the greatest challenges of the job? • Can you share any general salary information, such as the range for entry level positions?’ • What kind of opportunities are there for advancement, and how would one qualify? • If I wanted to start in this career area, how would you recommend that I go about pursuing this

career path? • If you had a chance to do it all over again, what would you have done differently?

Adapted from: Kansas City, Kansas Public Schools; Quality Work-Based Learning Toolkit


CAREER PREPARATION MODEL – INTERNSHIP How To Create High-Quality Internships

What is an internship?

An internship is a work-based learning activity in which young people participate in a structured, time-limited work or service experience in the workplace. Internships may be full- or part-time and may be paid or unpaid. Internships and other work-based learning activities provide an opportunity for young people to learn about the world of work and how to apply classroom concepts to real-world situations.

In addition to internships for young people, there are also summer internship programs for educators (often referred to as Educator in the Workplace programs) which provide opportunities for educators to participate in summer internships with local employers to learn more about the world their students will face when they enter the workforce. These programs typically require the educator to develop curriculum materials as a result of their internship that they can utilize with their students. For additional information, see Educator in the Workplace Fact Sheet.

How do internships benefit employers? o Extra help to work on seasonal or “back burner” projects o Help to recruit a more skilled and better prepared workforce o Boost employee morale o Build leadership capacity within the organization o Increased productivity o Bring new perspectives and solutions to problems o Provide input on ways to effectively communicate with and market to young people o Opportunity to showcase existing initiatives o Positive public and community relations and brand awareness o Increased opportunities to provide community leadership and gain local, state and

national recognition

How do internship experiences benefit young people? o Identify skills, abilities and explore career interests o Develop an understanding of the link between school and work o Provide motivation to graduate from high school and pursue postsecondary education o Think about career pathways and identify strategies to acquire necessary education and

skills o Gain a better understanding of workplace habits and develop employability and soft

skills o Have a better understanding of employer expectations o Enhance self-esteem o Gain valuable work experience that is geared to a career interest o Build a resume


Elements of High-Quality Internships

High-quality internships provide young people with the opportunity to explore a specific career interest, show students the array of occupations in that field of interest, and build specific job knowledge and 21stcentury skills.

Successful internships contain the Six Elements of Successful Work-Based Learning (see section on page 12).


EMPLOYER TIPS/CHECKLIST FOR CREATING QUALITY INTERNSHIPS

All successful internships should include structured activities before, during and after the program. Below is a checklist of items to help employers with their planning.

Before the Internship

Identify an employee in your organization to coordinate the internship(s)

Set goals and design and write an internship plan that meets your needs • What does your organization hope to achieve with the internship? • Are you searching for some help with a big project? Is there a project

that needs some additional staffing to complete? • Where in your organization is the workload the greatest and how could

an intern contribute? • Does your organization have any work experiences that would be

especially interesting and well-suited to a youth intern? • Who in your organization will have the direct responsibility to

supervise/mentor the intern? • Will you pay the intern? To review federal guidelines on when

internships must be paid, visit the US Dept. of Labor website -- http://www.dol.gov/whd/regs/compliance/whdfs71.htm

Include work plan, budget and timeline in your internship plan and be sure to

give interns real work to do.

Work with your local Work-Based Learning Partner to carefully select intern(s) based on your needs/requirements

Ensure legal and safety requirements for the internship are met (see Element 1 above)

Identify a workspace for the intern and ensure necessary tools are present • Desk, chair • Computer with necessary software • Email account • Telephone and voice mail • Necessary office supplies

Clearly identify roles and outcomes for:

http://www.dol.gov/whd/regs/compliance/whdfs71.htm


• Internship Coordinator (the employee in your organization selected to coordinate the internship program)

• The Supervisor/Mentor • The Intern • The teacher or school counselor, if appropriate • The local Work-Based Learning Partner (e.g. RCEP Coordinator)

During the Internship

Conduct Orientation Program for intern (see Intern Orientation Checklist) • Explain the mission of the organization • Provide overview of organizational structure and culture • Outline organizational rules, policies, and expectations • Tour work facility • Outline Logistical Information

Review the internship plan with the intern and ensure they fully understand the

expectations and responsibilities including: • The intern’s role in the organization • Review expectations – both yours and the intern’s • Projects that will be assigned to him or her • Reporting relationships • Resources that are available to the intern • Necessary training and how it will be delivered • Information on dealing with clients/customers

Throughout the internship, stress the importance of 21st century skills (see

Element 5 of Successful Work-Based Learning Initiatives) and graduating from high school and attending postsecondary education to obtain the education and skills to work in the field.

• Provide ongoing monitoring, communications and feedback to the intern

• Provide feedback so the intern can learn from the experience • Conduct formal evaluations of the intern --typically at the mid-point and

end of the internship (See Evaluation Form Template in the Resources section)

o It is always best to lead with the positives o Listen and be empathetic o Remember that the goal of the internship is for the young

person to learn new skills


Keep an eye to the future • To reduce recruitment cost and get first crack at talented young people,

it only makes sense to evaluate your intern(s) and their potential as future full-time employees

Following the Internship

Formally evaluate the internship experience • How well is the internship program meeting your organization’s needs? • How well is the internship program meeting the needs of the interns?

o Have the intern conduct an evaluation of their experience (see Intern Evaluation Template)

• Are there other projects or departments in our organization where an intern could add value?

In partnership with your local Work-Based Learning Partner (and/or teacher, if

appropriate), reflect on the evaluations (employees and interns) and identify components that went well, and those that may not have gone so well, and work on a strategy to improve

Arrange for the CEO to send a thank you letter to employees who participated in

the internship program Post pictures and information about the internship in the company newsletter

and/or the website


Intern Orientation Checklist

Experience shows that employers who take adequate time at the beginning of the internships to orient the young people reap productivity and effectiveness more quickly than those who do not. To help acclimate interns, take time to conduct an orientation session. Explain the Mission of the Organization

• What is the history of the organization? • What is unique about your product or service? • Who benefits/utilized your product or service? • What are the organization’s current objectives? • How may the intern contribute to those objectives?

Explain the Organizational Structure

• What does the organization chart look like? • Who, specifically, is the intern’s supervisor? • What is the intern’s department responsible for? • How are decisions made? • To whom does the intern go with questions?

Outline Organizational Rules, Policies, Decorum and Expectations

• Is there special industry jargon? • What are the specific work standards and procedures? • What access to the supervisor (days, times, duration, etc.) does the

intern have? • How do the computer, mail and telephone systems work? • What are the approved forms of communications? • What safety regulations are there? • What forms or reports need to be completed and when? • Are there security or confidentiality issues that the intern should be

aware of? • What is acceptable with regard to dress and appearance? • How should they maintain their work areas?

Outline Logistical Information

• What is the interns work schedule (dates/times)? • Where should the intern park? • What is appropriate dress for the internship? • What is the process for report time worked? • How do the computer, mail, and telephone systems work? • Where is the lunchroom/cafeteria? The restrooms?

Provide Tour of the Work Facility Adapted from University of Memphis Internship Program http://www.memphis.edu/internships/employerhome.php



Tips for Supervising an Intern

As an intern supervisor, you use all of the skills necessary in any effective supervisory relationship:

Providing leadership Motivating Delegating Communicating Developing and training Evaluation

Additionally, the young person will look to you as a mentor who will assist them in their transition from the classroom to the work environment. Since the internship is an extension of the learning process, you will need to provide opportunities to bridge the two experiences.

We suggest that you meet with your interns regularly to provide feedback concerning their performance. During these meetings, the students can:

report on the status of a project ask questions learn how their work is contributing to the organization participate in an evaluation of their strengths discuss areas needing growth and development get a sense of what kind of work lies ahead

At the same time you will have an opportunity to coach, counsel and reinforce positive attitudes and performance.

Encourage your interns to keep a portfolio of work accomplished during the experience. This will help provide a sense of accomplishment. In addition, it will give you a basis to discuss their personal growth. Specific work documents to include in a portfolio might be any of the following:

Job Descriptions Company Newsletters Contracts Financial Reports Performance Appraisals Proposals Displays and Exhibits Correspondence References Charts/Graphs Survey Reports Manuals Citations and Awards Press Releases Cost Analyses Computer Print-outs Program Outlines Certificates Research Report Legislation

In addition to spontaneous and informal meetings, you should evaluate your interns' performance at the midpoint of the internship, so the students know where they stand. You should consider the quality and timeliness of the work produced to date, ability to take and follow direction, work habits, and areas needing growth and development. This information will also provide data for the final evaluation and serve as a reference point for the student's subsequent performance.


If you are having any issues with your intern(s) or have an unanticipated change at your organization that might impact the internship program, contact your local Work-Based Learning Coordinator for help.

Adapted from University of Memphis Internship Program http://www.memphis.edu/internships/employerhome.php



Suggested Activities for Interns

Sometimes, work commitments may take you away from your intern. It’s important for a successful internship program that interns remain engaged and active. Here are five suggestions for activities/projects that interns can do either independently or with you.

Create a Company or Departmental Newsletter or Website. The newsletter/website may include:

• Announcements/department news • Recent achievements or milestones • Staff Profiles

Rotate to Different Departments

Expose the intern to multiple facets of your organization Help your young person get involved in projects with various departments Schedule your intern to spend a day shadowing a member of a department in which

they are interested

Review the Organization’s Marketing Campaign • Ask your intern to think about how your market campaign appeals to his or her

audience • Have your intern create a proposal with suggestions for improving marketing initiatives

Coordinate a Meeting and Have the Intern:

Create the meeting agenda Send out the meeting request Prepare the meeting materials Take ownership of one part of the meeting

Have the Intern Reflect on His or Her Experience

As the internship nears completion, have your intern develop a presentation on the experience. Encourage the young person to:

• Utilize multi-media and technology skills learned throughout the internship • Reflect on what he or she has learned during the internship • Think about his or her favorite project and why

Source: Philadelphia Youth Network WorkReady Toolkit


What Are the Interns Saying (or at Least Thinking)?

Give us real work! It can’t be said too many times that we’re here to work and learn. An internship can help you get a job done that you couldn’t otherwise, right? It just makes sense to utilize your interns; we can do more than staple papers and make copies. Do what you say, and say what you do! Be honest with your interns about what they can expect during their internship. If the job will require stuffing envelopes half the time, then make that clear. Honesty doesn’t cost anything and it will make them feel that much more respected. We like feedback! Remember that interns are young people and may not have some of the business skills and experiences that you take for granted. If your intern makes an oversight, just pull him or her aside and explain how it should be handled in the future. We want to be included too! Is there a staff meeting we can attend? Can we tag along to the project meeting? Headed to lunch? Please include us in the daily life of your workplace. Please explain! When you assign work, make sure you give a detailed explanation. While the work may seem trivial and obvious to you, it may not be obvious to someone who has never done it before. Patience and a few extra minutes at the beginning will payoff later when your intern can produce good work independently. I want a mentor! Make sure that interns have a mentor or supervisor to provide guidance. Everyone who has ever had an internship experience can attest to the importance of a mentor in his or her experience. Make it someone who truly likes to teach and the experience will be even better. A minute of your time, please! The best mentor in the world is useless if he or she can’t or won’t spend the necessary time mentoring. If the busiest person in the office wants to be the designated mentor, he or she should schedule time to spend with the intern. Be prepared! That wonderful day has arrived and I go to start my internship only to learn that no one knew I was coming and there is no place for me to sit. Remember that first impressions are lasting impressions, so you should try to make the first day great. I need a chair! It is amazing how many employers hire an intern and don’t think about the fact that they will need a desk, chair, phone, and computer in order to do the tasks assigned. If you want to get a job done, you need to supply the intern with the tools to do the job. Show me the money! While each internship is different -- and each organization has its own personality, remember that interns have expenses. Your organization may not be able to pay much, but anything can help.

Source: Operation Intern: North Dakota’s Future at Work http://www.teamnd.org/documents/Interns2.pdf



Supervisor/Mentor’s Internship Evaluation Form Template

Intern: _______________________________________________________________

Site of internship: _______________________________________________________________

Intern's on-site supervisor: ______________________________________________________________

Evaluation form key: 1=unsatisfactory; 2=needs improvement; 3=satisfactory; 4=above average;

5=outstanding

_____ Quality of work (accurate and thorough)

_____ Quantity of work (met goals set by department)

_____ Use of time (efficient/effective use of time to complete tasks)

_____ Initiative (ability to work independently)

_____ Communication skills

_____ Verbal

_____ Written

_____ Grasp of subject (understanding of applicable standards and procedures)

_____ Ability to apply classroom experience to real time projects

_____ Creativity

_____ Job judgment (ability to make appropriate work related decisions)

_____ Interpersonal relations/teamwork (effectiveness in working with peers and supervisors)

_____ Adaptability (ability to alter activities to accommodate change)

_____ Dependability


_____ Punctuality

_____ Attendance

_____ Problem solving/critical thinking skills

Strengths of intern:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Areas for improvement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What do you think the student gained from the internship?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Evaluator: _____________________________________ Date: __________

Student Intern: _________________________________ Date: __________

Source: School of Library and Information Studies, University of Alabama webapp.slis.ua.edu/advising-program/InternshipEvalForm.doc


Intern Evaluation Form Template

Intern: _______________________________________________________________



Circle the statement which best describes your answer. 1. What impact has this internship had on you? (circle all that apply)

A. Provided me with a better understanding of my career goals. B. Increased my skills and knowledge in performing a particular activity. C. Changed my attitudes or feelings about myself and other people. D. Provided me with the opportunity to apply theoretical concepts to the actual work

environment. Comments: ________________________________________ 2. How was the experience related to your potential career goals?

A. Very closely related. B. Related through occasional assignments. C. No relationship exists. D. Not applicable (please comment).

Comments: ________________________________________ 5. Did you receive a proper internship orientation?

A. Complete, accurate. B. Somewhat related. C. Had no meaning. D. Did not receive an orientation.

Comments: ________________________________________ 6. Evaluate your supervisor's willingness to answer questions?

A. Exceeded expectations. B. Met expectations. C. Less than expected.

Comments: ________________________________________


7. Evaluate your supervisor's availability when needed for questions, etc.?


Comments: ________________________________________ 8. Evaluate your supervisor's receptiveness to new ideas you might have had?


Comments: ________________________________________ 9. Overall, how would you rate your relationship with supervisor?


Comments: ________________________________________ 10. What changes, if any, would you recommend in your internship? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 11. OVERALL, HOW WOULD YOU RATE YOUR INTERNSHIP EXPERIENCE?

o EXCELLENT o VERY GOOD o AVERAGE o MARGINAL o UNSATISFACTORY

Adapted from Society of Human Resource Managers Student Evaluation Form


Educator In The Workplace -- Employer Fact Sheet

Educator in the Workplace is a professional development experience for educators. This program provides an opportunity for dialogue between business personnel and educators that will aid in establishing permanent links between the workplace and the classroom. How many times do students ask, “Why are we doing this?”, “How will I use this in life?”, “What’s the point?” Students often struggle with these questions because they fail to see the relevance of what’s being taught in the classroom to their limited real life experiences. The primary goal of Educator in the Workplace is to help educators reinforce the students’ academic experiences and to show students that what they learn in school is relevant and practical. This professional development program will result in bringing knowledge of the business world into the classroom and generate an exciting learning environment. Teachers can spend any amount of time - one day, one week, or one month (you decide) - working with the employer and will likely modify their lesson plans based on what they learn during this experience.

HOW TO GET INVOLVED

Contact your local Work-Based Learning Partner and let them know you are interested in participating in the Educator in the Workplace program and find out how to get involved.

THE PROCESS The role of the employer is to:

• Guide educators through your entire business environment. • Share knowledge of the structure of the organization as well as the profile of the workplace

(employment opportunities, educational background, salary ranges, training needs, ongoing professional development, and so forth).

• Discuss skills needed (including math, science and communication) and challenges facing the industry.

• Discuss topics such as the impact of technology, diversity in the workplace, global competition, employee benefits and work ethics.

• Assign them a mentor or buddy to work beside them during their visit.

SUGGESTED ACTIVITIES

• Organize a tour of your facility including all departments of your company • Engage in a brief discussion of different departmental functions and how they are related. • Introduce the educator to the mission of the workplace: What do you do? Include an overview

of your supply chain and customers. • If applicable, involve the educator in a “hands-on” project or assignment. • Discuss math, science and communication foundations of the job. • Share copies of job descriptions.

Adapted from: Central Pennsylvania Gold Medal Initiative, Central Pennsylvania Workforce Development Corp. and the PA Department of Labor & Industry


CAREER EXPLORATION MODEL-- JOB SHADOWS How to Conduct a High-Quality Job Shadow

What is a Job Shadow?

A job shadow is a career exploration activity in which a young person (typically middle- or high-school age) follows and observes the work activities of a professional in a specific occupation to learn about a career and/or industry. It would include, as appropriate, interacting with clients, attending meetings, touring the workplace, and any other duties performed by that professional. Although job shadows can be structured to meet the individual needs of the student or employer, they are typically a half-day or full-day activity and can be conducted on a one-on-one basis (one professional and one young person), or in a small group (2-4 students and one professional).

Tools and Tips for Creating a Successful Job Shadow Experience

SAMPLE AGENDA FOR A TYPICAL HALF-DAY JOB SHADOW

10:00 – 10:15 AM Student(s) Arrive/Welcome 10:15 – 10:45 AM Company Overview

(Company history, mission, vision)

10:45 – 11:15 AM Tour of Company 11:15 – 12:45 PM Professional/Student(s) shadowing

(discuss job roles, responsibilities, workplace and 21st century skills)

12:45 – 1:30 PM Lunch 1:30 – 2:00 PM Debrief/Closing 2:00 PM Students Depart

Elements of Quality Job Shadows

As you prepare your Job Shadow program, refer to the Six Elements of Successful Work-Based Learning Initiatives in the section on page 12.


Job Shadow Employer Checklist

Successful job shadows include structured activities before, during and after the experience. These activities help ensure that all involved parties have meaningful, productive experiences.

• Before the Job Shadow Contact your local Work-Based Learning Partner (e.g. RCEP Coordinator) and/or school

contact person to: Identify participating student(s) Establish the date/time for the job shadow Develop a plan for the job shadow including activities and an agenda for the day Provide logistical information to the participants (location, where to park, etc.) Identify appropriate dress for young person during the job shadow

Recruit employees to participate in the Job Shadow

Meet with participating employees to conduct orientation (review plan, agenda, assign

tasks, etc.). As an example, here’s the link to a Job Shadow volunteer orientation session video produced by Junior Achievement – http://www.ja.org/programs/jobshadow_orientation/programs_job_shadow_orientation.shtml

Arrange for any appropriate speakers

Reserve necessary conference room for activities and take care of other miscellaneous logistical arrangements

Make lunch arrangements and order food

Publicize the Job Shadow in company newsletters, employee emails, etc.

• During the Job Shadow Notify participating employees of their assigned student(s)

Make the young person feel welcome and part of your team by providing a name badge,

materials about the organization, etc.

Conduct a welcome session for the participants

Show participants all aspects of your business or organization

http://www.ja.org/programs/jobshadow_orientation/programs_job_shadow_orientation.shtml

http://www.ja.org/programs/jobshadow_orientation/programs_job_shadow_orientation.shtml


Highlight the educational and skill requirements for the job and connect it with what the student is learning in school

If possible, provide hands-on experience for the young person

Show the tools utilized in the particular job – computers/software, equipment, etc.

• After the Job Shadow Checklist Conduct follow-up meeting or call with your local Work-Based Learning Partner to share

experience and discuss any issues/questions

Share plans to participate in any future career exploration and/or work-based learning activities with your local Work-Based Learning Partner


Employer Top Ten List for Winning Job Shadows

1. Assign one person in your organization to act as a guide throughout the day, getting the students from one place to the next. Of course, students won’t need a guide if they are shadowing one person throughout the entire day.

2. Make young people feel welcome and part of your team. Little things like providing a name

badge and a notebook with company materials can go a long way in making them feel valued.

3. It’s good for young people to begin the day with an overview of your company or organization. Give them a sense of your mission and how you work as a team.

4. Wherever possible, give them a hands-on experience of performing the actual job that they are

interested in pursuing or at least observe and/or assist a person who is actually doing the job.

5. Show them the “tools of the trade” which can range from software, actual equipment, or even the interpersonal skills necessary in your line of work.

6. Share information with them on the skills and education they will need to perform the job or

career that interests them.

7. Help them identify the courses they should be taking in high school to help prepare for this career. Assist them in making a connection between what they’re doing in school to the career they want to pursue.

8. If they’ll need postsecondary education or training to work in your career, please help identify

what courses or majors they should be considering.

9. During lunch, let young people hear life stories from your staff on how they got to where they are today and what they enjoy most in their work.

10. Kids want to do more than just observe, so if appropriate, find ways in which they can actually

participate in performing the jobs. They may be a bit shy, so you might have to draw them out. One way is to ask them about their impressions throughout the day, or give them a situation and ask them how they would handle it.

Retrieved from: http://www.pacareerstandards.com/partners.php

http://www.pacareerstandards.com/partners.php


Suggested Job Shadow Activities

Below are some ideas for activities to conduct with young people during your job shadow. Feel free to use these as ideas but if possible, explore activities that may be specific to your industry or job shadow objectives.

• Encourage students to talk about their interests and abilities. Incorporate that information into discussions regarding career or industry employment choices.

• Conduct a tour of your office/facility.

• Engage in brief discussion of what each of the various departments do and how it all fits together. Include information on various jobs, education and skill requirements, and pay ranges for the jobs.

• Demonstrate and if appropriate, have student experiment with the tools of your work – such as computers, telephone phone systems (and demonstrate the correct way to answer the phone), office equipment, and tools specific to your industry.

• Have students work with spreadsheets and manipulate data.

• Talk about your clients/customers and have young person observe how you interact with your clients/customers.

• Show the young person a presentation that you have been working on and ask him or her to offer suggestions on how to make it more effective for people his/her age.

• Talk to the young person about how you got into the field and why you like your job.

• Whenever possible, engage the young person in hands-on activities.

Adapted from Central PA Gold Medal Initiative; Central PA Workforce Development Corp and PA Department of Labor & Industry


Template Email for Employers Announcing Participation in Job Shadows

<Name of your company/organization>will be hosting <number of student> students to participate in Job Shadows on <date>. A Job Shadow is a career exploration activity for young a person that provides them an opportunity to “shadow” a professional through their workday to learn more about a specific career interest. The goal of the Job Shadow is to provide young people real-world information about careers at <name of company/organization> and to help us recruit our next generation of employees. I am asking for your support to ensure successful job shadow experiences for these young people. Please consider participating in this important opportunity -- your participation is key to making this a meaningful and interesting experience for the young people. If you are interested in learning more or in potentially having a young person “shadow” you, please contact <name and contact information>. Thank you in advance for your interest and participation.


Template Email to Employees Participating in Job Shadows

Thank you for agreeing to participate in <name of company/organization>’s Job Shadow on <specify date>. We have ____ young people from <name of school or organization> who will be participating in this career exploration event. A brief Job Shadow orientation session for participating employees will be conducted on <date, time, location>. The orientation session will provide you with the tools and information you need to create a successful job shadow experience for a young person. If you are unavailable to attend the orientation session in person, you may join by phone. The call-in information is as follows -- <call-in information>. For those of you calling in, the agenda and handout materials will be sent to you prior to the Job Shadow orientation. Please confirm with <specify name and contact information> no later than <specify date> if you are available to participate in the Job Shadow orientation and if you will be participating in-person or over the phone. Thank you,


Young Person Job Shadow Evaluation Form Template

Thank you for participating in a Job Shadow at <name of company/organization>! Please take a few minutes to complete this evaluation of your experience and return it to <name of person and contact information>. Your input will help us strengthen future Job Shadow Day activities in our organization in the future.

1. Overall, what grade would you give your Job Shadow experience (please check)?

A _____ B_____ C _____ D_____ F______ For the following statements, please rate them on a scale of 1 to 5 – with 1 indicating that you strongly agree with the statement, and 5 indicating that you strongly disagree with the statement.

2. Through my Job Shadow experience, I was able to see a connection between what I’m learning in school and how it can be used in the workplace:

1 2 3 4 5

3. The job shadow helped me learn more about potential careers for me. 1 2 3 4 5

4. The job shadow helped me learn more about the education and skills I need to get a good job.

1 2 3 4 5

5. The job shadow helped me see the connection between education and a good salary. 1 2 3 4 5

6. I believe <name of company/organization> was well prepared for my job shadow.

1 2 3 4 5

7. I would like to participate in job shadowing again in the future. 1 2 3 4 5

What did you like best about your job shadow experience? What did you like least about your job shadow experience? Do you have any suggestions to help <name of company/organization> improve future job shadows?

Adapted from Federal IT Job Shadow Day Toolkit


Participating Employee Job Shadow Evaluation Form Template

Thank you for participating in our recent Job Shadow activities. Please complete this evaluation form and return it to <name of person and contact information>. Your input will be helpful for us to strengthen future Job Shadows.

Please rate the following statements on a scale of 1 to 5 with 1 indicating that you strongly agree with the statement, and 5 indicating you strongly disagree with the statement.

1. The organization provided the information and materials I needed. 1 2 3 4 5

2. I felt well prepared to participate in the job shadow.

1 2 3 4 5

3. The time I spent preparing for the job shadow was well spent. 1 2 3 4 5

4. The student(s) I worked with were engaged.

1 2 3 4 5

5. The job shadow demonstrated the link between school and career for the student(s). 1 2 3 4 5

6. The student(s) gained new perspectives on potential careers in our <industry/field> as a result

of the job shadow. 1 2 3 4 5

7. I would like to participate in Job Shadows again?

1 2 3 4 5

8. I would recommend participation in Job Shadows to other employees. 1 2 3 4 5

9. What did you like best about your Job Shadow experience?

10. What did you like least about your Job Shadow experience?

11. Do you have any suggestions on how to improve Job Shadows? Adapted from Federal IT Job Shadow Day Toolkit


EMPLOYER FACT SHEET PREPARING FOR YOUR WORKPLACE TOUR

Preparing for Your Day • Engage employees from many different career fields within your organization • Focus on 21st Century Skills • Review security policies and share with all employees • Adults and youth should always be in an open space- no closed doors • All youth must be monitored throughout the building • Be receptive - for many students, this may be the first time they have been exposed to a

workplace • Remember this is an opportunity for you to educate the youth of today to become the leaders

of tomorrow! Structuring the Day

• Create a formal agenda for the Workplace Tour • Secure employee presenters early • Move students around - do not leave them in one room all day • Create time for student activities • Allow time for youth questions and feedback • Plan the Workplace Tour around the following helpful information:

o Present your company’s history, mission, and available career opportunities o Engage employee participants to explain and present how they became interested in

their careers, the academic preparation necessary and 21st Century skills they use to be successful

o Demonstrate the link between education and future success o Demonstrate how your work affects the community o Escort the youth on a tour of your organization o Expose the youth to as many departments as possible within your organization o Visit the CEO’s office o Set aside and encourage question and answer time o Plan for breaks and food, when necessary o If appropriate, create time for the youth to work on specific projects or activities at your

site o Use existing resource – most organizations have an orientation process for familiarizing

new employees with their workplace; with some minor modifications, this process may also work for young people

o Distribute your company ‘give aways’ (i.e. a mug, mouse pad, t-shirt, etc.) to young people as a souvenir of their experience at your organization

o Take pictures – this is a great public relations opportunity; publish pictures of the event in your company newsletter and highlight the great things that happened!

Adapted from: Philadelphia Youth Network; WorkReady Philadelphia Toolkit


PROMISING PATHWAYS

TO CAREERS TOOLKIT A How-To Guide to Creating Quality Work-Based Learning


A TOOLKIT FOR EDUCATORS WHO COORDINATE WORK-BASED LEARNING

ACTIVITIES IN THEIR SCHOOLS



Note to Educators About this Toolkit

The Promising Pathways to Careers Toolkit for Educators has been developed to provide teachers, guidance counselors and school administrators who coordinate career education and work-based learning opportunities for their students with information, resources and tips to help prepare young people for successful career exploration and work-based learning experiences.

The toolkit includes information on who to contact for help, benefits of participating in these experiences, elements of successful programs, how-to guides, fact sheets and checklists on a number of work-based learning models, and a variety of templates that you can use or adapt to meet your needs and the needs of your students.

Because the toolkit contains four separate stand-alone components targeted for different audiences (employers, educators, afterschool providers, and local work-based learning partners), all pieces of the toolkit will not be appropriate or useful for all audiences. Therefore, we have the following printing options:






Opportunities to explore careers and to gain exposure to the world of work are critically important to provide young people the information they need not only to make informed decisions about a career path, but to understand the education and skill requirements necessary to get there.

Pennsylvania’s educators and employers play a pivotal role in ensuring our young people are prepared for the rigors of a 21st century competitive workplace. One way to do this is to provide work-based learning opportunities for young people. These opportunities help ensure young people are ready to transition from high school to postsecondary education, work and life.

Providing young people with work-based learning experiences also helps to keep them in school by connecting the relevance of their schoolwork to their future life success. In fact, 81% of dropouts stated that more opportunities for real-world learning would have improved their chances of graduating.




Schools and employers are key partners in these activities by developing and supporting work-based learning opportunities that help young people understand what the jobs are, where the jobs are, what the educational and skill requirements are for the jobs, and various pathways they can take to get the necessary education and skills. Work-based learning also teaches workplace skills, and stresses the importance of 21st century skills that are necessary to succeed in today’s knowledge-based global economy.


Work-based learning is most effective when young people experience a continuum of work-based learning opportunities throughout their middle school, high school and postsecondary years. These include career awareness, career exploration and career preparation activities.

• Career Awareness Activities are designed to inform young people about the vast variety of career options available in today’s economy. These activities also provide students with information on education and skill requirements for jobs, compensation and workplace


expectations. Some examples of career awareness activities include career presentations, workplace tours, field trips, career days/fairs and informational career interviews.

• Career Exploration Activities provide young people the opportunity to learn more about a specific field of interest related to their individual career goals. Students work closely with workplace professionals and participate in developmentally appropriate, hands-on work experiences. Some examples of career exploration activities include job shadows, service learning, career mentoring and career exploration camps.

• Career Preparation Activities provide young people an opportunity to gain in-depth job knowledge about a specific career through a monitored work experience in which a young person links skills used in the workplace with his or her academic learning. Career preparation activities also allow for the development of real-world occupational and 21st century skills. Examples of work-based learning activities include internships, cooperative (co-op) education, apprenticeships and paid summer employment experiences.


Providing work-based learning opportunities for young people not only benefits the young person, but it also makes good business sense for employers.

Young people who participate in these activities can:

• Identify skills, abilities and explore career interests • Develop an understanding of the link between school and work • Become motivated to graduate from high school and pursue postsecondary education • Think about career pathways and identify strategies to acquire necessary education and skills • Develop a specific career goal which could focus postsecondary efforts and save time and

money by reducing the need to change majors • Gain a better understanding of workplace habits and develop employability and soft skills • Have a better understanding of employer expectations • Enhance self-esteem • Gain valuable work experience that is geared to a career interest • Build a resume



students to obtain various jobs • Links the schools to the community and provides valuable local labor market information


• Ensures that student time spent at the work-based learning experience is learning-rich • Provides an opportunity for students to direct their own learning and gain confidence in their

abilities


• Extra help to work on seasonal or “back burner” projects • Help to recruit a more skilled and better prepared workforce • Improved employee morale • An opportunity to build supervisory and leadership skills within the organization • Increased productivity • New perspectives and solutions to problems • Input on ways to effectively communicate with and market to young people • Positive public and community relations and brand awareness • Increased opportunities to provide community leadership and gain local, state and national

recognition

How Educators Can Get Started

• Identify and reach out to your local work-based learning partner. Work-based learning partners are those local professionals who promote, develop and/or coordinate local work-based learning opportunities for young people in their region -- such as local Workforce Investment Board (WIB) youth programs managers, Chamber of Commerce staff, business-education partnerships, community-based organizations, etc. The Pennsylvania Workforce Investment Board and Department of Labor & Industry funds 22 local WIBs across the state. Each of these WIBs has a Youth Programs manager/coordinator that encompasses all 67 counties in the commonwealth. The role of these local work-based learning partners is to:

• Convene local partners – including schools, students, employers, governmental and social service agencies, and youth-serving organizations to develop local strategies to promote the importance of high-quality work-based learning opportunities for the region’s young people

• Connect, support and broker these activities in their local areas • Measure effectiveness and provide supports to ensure quality programming • Sustain these important activities through advocacy and effective public policies

Each of these WIB Youth program managers/coordinators can help you develop a strategy that is right for your school and students, or they can connect you to someone who can help. These folks may help you:

• Help make connections between your students and local employers


• Help you link to or expand existing programs and initiatives, when possible • Provide ongoing communications and support and be the single point of contact for the

work-based learning activities • Help measure the effectiveness of career exploration and work-based learning activities

To contact the WIB youth program manager/coordinator in your area, contact your local Workforce Investment Board --


Ensure career exploration and work-based learning experiences are aligned with the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/
























It is important to consider a young person’s age, experience and maturity to ensure the work-based learning opportunity is developmentally appropriate

Information on types of jobs that young people can and cannot do based on their age can be found on the U.S. Department of Labor website -- http://www.dol.gov/whd/regs/compliance/childlabor101_text.htm#6


• It is critically important to prepare your students prior to the work-based learning experience. Preparation – by all parties - is one of the most important factors in any successful work-based learning experience.

• Work with the employer to create an individualized work-based learning plan for your student’s experience that identifies learning objectives, expectations, timeline and specific activities/tasks for the young person to do, and appropriate safety and health training. If you need additional help, contact your local Work-Based Learning Partner.


Work-based learning experiences should have appropriate levels of supervision and supports, including:

• Having a supervisor available to answer questions • Providing feedback and suggestions to students to help them improve • Employers holding young people participating in career preparation

activities to the same standards as employees • Students receiving continuous reinforcement of the importance of 21st

century skills in the workplace (see Element 5 below) • Continuing communications between the school and the employer to

ensure learning objectives are being met



Element 5: Maximized Learning including “21st Century Skills” Quality work-based learning provides a balance between the needs of the young person and the needs of the workplace. It allows students to acquire new skills and gain knowledge about the world while meeting the needs of the workplace and ensuring the job gets done. It’s critically important that young people learn 21st century skills to be successful in today’s technology-driven global economy – and work-based learning provides young people an opportunity to gain these important skills – and relevant knowledge. In addition to basic academic skills --English and foreign languages (reading, writing, speaking), government/economics, history/geography, humanities/arts, mathematics, science – young people need to learn how to most effectively use and apply what they know in real-world situations. Therefore, 21st century skills include the following applied skills:

• Critical Thinking/Problem Solving – sound reasoning and analytical thinking; ability to use knowledge, facts and data to solve workplace problems; ability to apply math and science concepts to problem solving

• Oral Communications – articulate thoughts and ideas clearly and effectively • Written Communications –write letters, emails, memos and reports clearly

and effectively • Collaboration/Teamwork – build collaborative relationships with colleagues

and customers. The ability to work in diverse teams, negotiate and manage conflict

• Diversity – learn from and work collaboratively with individuals from diverse cultures, races, ages, genders, religions, lifestyles and viewpoints

• Information Technology – apply appropriate technology to accomplish a given task; use computing skills to solve problems

• Leadership – leverage the strength of others to achieve common goals and use interpersonal skills to coach and develop others

• Creativity and Innovation – demonstrate originality and inventiveness, communicate new ideas to others, and integrate knowledge across different disciplines

• Lifelong Learning/Self Direction – continuously acquire new knowledge and skills, identify own learning needs, and cultivate ability to learn from mistakes

• Professionalism/Work Ethic – personal accountability and effective work habits, such as punctuality, productivity, time management, etc.

• Ethics/Social Responsibility – demonstrate integrity and ethical behavior; act responsibility and in the interest of the larger community




• Students should see how to apply the knowledge they are gaining in the classroom in “real world” situations

• Identify knowledge and skill requirements for jobs and identify pathways students can take to obtain the necessary knowledge and skills

• The importance of young people continuing their education beyond high school should be stressed

• Alignment with the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/

Tips for educators to coordinate high-quality work-based learning experiences for your students

• Work with students, employers and work-based learning partners to

develop learning objectives for the experience and create an individualized work-based learning plan. Ensure the experience is aligned with the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/

• When possible, link to or expand existing programs and initiatives.

• Check your local school district policies to identify any related to work-

based learning.

• Ensure all necessary paperwork is completed before a work-based learning experience begins. Examples may include parental permission slips, transportation plan, individualized learning plan, work permits, etc.

• Provide an orientation for the students outlining expectations before and

after the work-based learning experience, such as release time from school, nature of work, related safety information, etc.

http://www.p21.org/




• Contact the employer to offer tips and advice on how to effectively communicate with your students. Business people often don’t have experience presenting to young people.

• Review information on high priority occupations in your area. The

Pennsylvania Workforce Development Site provides this and other information to educators -- http://www.paworkforce.state.pa.us/portal/server.pt/community/education/14613

• Meet with the employer to outline the duration of student’s work-based

learning activity, roles and responsibilities, communication plan, and relevant child labor, wage and hour laws.

• Confirm contact information with student and employer.

• Identify, offer and be available for any additional supports to the student or

employer. (Adapted from: Can Do Approaches to Work-Based Learning: For Educators and School-to-Career Staff, New Ways to Work)

Tips for Engaging Employers in Work-Based Learning Activities

The easiest way to get employers to participate in work-based learning activities with your students is to reach out to your local Work-Based Learning partner for assistance. However, if you need to contact employers yourself about providing work-based learning activities to your students, here are some tips to help --

1. Be prepared

Know the employers you are calling on Any special needs? Do they have a history of hiring young people? Do they experience skill shortages in entry-level employees? Do they currently participate in any additional education outreach that you can

build upon? Know labor market needs and high-priority occupations in your region. To find this

information, contact your local Work-Based Learning partner or visit the Pennsylvania Workforce Development website for educators -- http://www.paworkforce.state.pa.us/portal/server.pt/community/education/14613.

http://www.paworkforce.state.pa.us/portal/server.pt/community/education/14613




2. Develop a clear, concise plan Focus on the value and benefits of participating (see Benefits of Work-Based Learning

section) Make connections to other organizations that can help (Chamber of Commerce,

Economic Development agency, United Way, youth-serving community-based organizations, etc.)

Make it easy for employers to begin. If appropriate, start with less demanding career exploration activities (such as company tours, presentations and career days/fairs) and build on those successes to work-based learning initiatives (such as job shadows, internships).

Show employers how participation can help them meet specific workplace needs while having a positive impact on young people.

3. Communicate strategically – some suggested activities include:

Use employers who are successfully providing career awareness and work-based learning activities to reach out to other employers in the region.

Pursue opportunities to speak with other organizations (Chamber of Commerce, Economic Development agency, United Way, business-education partnership, youth-serving community-based organizations, etc.).

Leverage existing campaigns and initiatives (such as Groundhog Shadow Days, WIA Summer Youth employment, local career week celebrations, etc.).

Work-Based Learning Models

Work-based learning can take many forms and although creativity and innovation are important in building opportunities for young people, there are some programs that have a track record of success, and help students achieve the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/index.php

Some examples (and links to potential resources) include:




http://www.pacareerstandards.com/index.php





• Career Mentoring and e-Mentoring – a young person is matched one-on-one with a mentor in a career of interest to the young person. The mentor provides either face-to-face or on-line (e-mentoring) information about the career, along with guidance about the workplace and the education and skill requirements.





• Career Pathways -- a guide for middle school students to help them determine the best educational

pathway to attain their future career goals. Career Pathways are a way of organizing learning around clusters of study that represent the largest sectors of Pennsylvania’s job market.





• Cooperative (Co-op) Education -- a structured method of instruction combining school-based

classroom learning with productive career and technical work-based learning in an occupation matching the student’s academic and career objectives.


• Educator in the Workplace -- provides an opportunity for dialogue between business personnel and

educators that will aid in establishing permanent links between the workplace and the classroom.














• Industry Career Clubs – afterschool programming that provides opportunities for middle and high school students to explore major industry clusters and the jobs available in those clusters.



• Internships -- young people participate in a structured, time-limited work or service experiences in the workplace. Internships may be full- or part-time and paid or unpaid. Internships and other work-based learning activities provide an opportunity for young people to learn about the world of work and how to apply classroom concepts to real-world situations.





• Job Shadows -- a young person (typically middle- or high-school age) follows and observes the work

activities of a professional in a specific occupation to learn about a career and/or industry.













• Service Learning – an activity in which the method of teaching and learning combines academics

with service/volunteer work.






• Workplace Tours -- young people visit a workplace to learn more about the employer, the business,

and meet and observe employees. Workplace tours also can be done virtually.


Following this section are Fact Sheets and other resource and template materials about many of these individual models.







FACT SHEET HOW TO CONDUCT A CAREER DAY OR FAIR AT YOUR SCHOOL

The goal of a career day or career fair is to introduce students to careers by bringing employers and community members into the school to discuss their jobs. Career day may encompass the entire student body or just seniors. Here are some tips for planning yours:

• Enlist a career day/fair planning team to organize and carry out major tasks.

• Ensure the career day/fair is aligned with the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/

• Determine how many students will attend. Career day is best assigned to half of a typical school day. Mornings are most convenient for guest speakers to be excused from work.

• Develop a master schedule for the event.

• Reach out to alumni to participate in and help with the event. Social media, such as Facebook and Twitter, can be an effective tool to communicate with alumni.

• Invite guest speakers at least three months in advance and provide a formal invitation explaining and highlighting the event. Try to keep careers interesting and represent a variety. Send, call or e-mail reminders to speakers two weeks prior to the event.

• Provide tips and advice to presenters on how to effectively communicate with your students. Business people often don’t have experience presenting to young people.

• Recruit a group of student volunteers to guide and escort speakers as they enter and exit the school. Student volunteers should wear school logos to be easily recognized.

• Advertise the event to the students as well as to the community. Offer incentives for students to attend. Use the newspaper’s free community announcement section, the school’s website and any available social media outlets such as Facebook or Twitter.

• Visit classrooms to present the event to students. Provide students with a menu of speakers and the schedule. Students must understand the concept of the day and choose presentations carefully.

• Organize a welcome session as a prelude to the event. An administrator should greet speakers and provide a short thank you speech. Light refreshments may be provided. Students should escort speakers to classrooms.



• Assign teachers to classrooms to monitor student behavior, serve as liaisons for speakers and

collect event evaluations from speakers and students.

• Implement a training session for all staff so all are available to assist and support the event.

• Have students write thank you notes to presenters following the event.

• Arrange for job shadows (see section of Toolkit on Job Shadows) if appropriate.

• Have students make collages, posters, or Web pages to introduce particular careers that interested them.

• Have students write a short article about the career day for the school newspaper or a local newspaper.

• Have students reflect on the various careers presented.

Adapted from: Karen Wright, school counselor at Citrus Hill High School in Perris, CA and Vermont Student Assistance Corp., Career Fair Preparation Activities; and Philadelphia Youth Network; WorkReady Philadelphia Toolkit


CAREER DAY/CAREER FAIR PRESENTER FEEDBACK TEMPLATE

Thank you for presenting at our Career Day/Career Fair. Please take a few minutes and give us some feedback about the event. We value your thoughts and opinions and want to make this a worthwhile event for both our students and our presenters. Thanks you again for your time.

Please rate with 1 being worst and 5 being best.

Please rate the information you received in advance to prepare you. 1 2 3 4 5

Comments:

Please rate the set-up of the room where you presented. 1 2 3 4 5

Comments:

Please rate the effectiveness of this format for sharing information with students. 1 2 3 4 5

Comments:

Please rate the time allotted for your presentation. 1 2 3 4 5

Comments:

Please rate the availability of needed technology. 1 2 3 4 5

Comments:

Please rate the time available for setting up your equipment/display. 1 2 3 4 5

Comments:


Please rate the breakfast/luncheon that was provided. 1 2 3 4 5

Comments:

Please rate the effectiveness of student interaction with you. 1 2 3 4 5

Comments:

Please rate your overall experience as a presenter – your impression of the day. 1 2 3 4 5

Comments:

What recommendations would you make to help us improve this program?

Adapted from Planning a Successful Career Fair; Bethel Park, South Park, Mt. Lebanon, Chartiers Valley, Peters Township, South Fayette, Upper St. Clair, and Canon-McMillan School Districts in Western PA


FACT SHEET CAREER MENTORING AND E-MENTORING

Career mentoring and e-mentoring are career exploration activities in which a student is matched one-to-one with an adult professional in a chosen field of interest to explore career and related issues. This can happen in face-to-face meetings or on-line (e-mentoring). The career mentor serves as a resource for the student by sharing insights and providing guidance about the workplace, careers and education. The career mentor critiques the student’s work, problem solves with the student and works in consultation with the school and the workplace. The development of a trusting relationship between the student and the mentor is key to a successful experience. Research shows that career mentoring relationships should be at least six months in duration and include structured activities as well as career- and education-related activities agreed to by the school, workplace and student.

Career mentoring and e-mentoring experiences are designed to promote:

• Exploration of a field of interest • Students’ exposure to jobs, careers and working adult role models • Development of pre-employment and work maturity skills • Building occupational knowledge • Opportunities to build the mentor/mentee relationship

Success factors for mentoring and e-mentoring include:

• Develop clear, written expectations and policies for all parties • Match student with career mentors based on career interest and personality. Allow the mentor

and mentee to interview and select each other when possible • Consider engaging alumni to participate as mentors • Provide ongoing support and training for career mentors • Mentoring should take place at the school, workplace, approved outing, or on-line (e-

mentoring)

For additional information on developing and evaluating a mentoring program, visit www.mentoring.org

For additional information on e-mentoring in Pennsylvania, visit www.pa-ementor.org

Adapted from Kansas City, Kansas Public Schools; Quality Work-Based Learning Toolkit

http://www.mentoring.org/



FACT SHEET

CAREER PATHWAYS

The Career Pathways program is a guide for middle school students and is intended to help them determine the best educational pathway to attain their future career goals. Career Pathways are a way of organizing learning around clusters of study that represent the largest sectors of Pennsylvania’s job market. There are 16 federal career clusters, but Pennsylvania’s five high-priority pathway options include:

6. Arts and Communications Designed to cultivate students’ awareness, interpretation, application and production of visual, verbal and written work. Focus areas include:

• Performing Arts • Visual Arts • Publishing Arts

7. Business, Finance and Information Technology

Designed to prepare students for careers in the world of business, finance and information services. Focus areas include:

• Marketing, Sales and Service • Finance • Information Technology • Business Management

8. Engineering and Industrial Technology

Designed to cultivate students’ interest, awareness and application to areas related to technologies necessary to design, develop, install or maintain physical systems. Focus areas include:

• Construction and Architecture • Manufacturing • Engineering and Engineering Technology • Transportation, Distribution and Logistics

9. Human Services

Designed to cultivate students’ interests, skills, and experience for employment in careers related to familiar and human needs. Focus areas include:

• Counseling and Personal Care • Education • Law, Public Safety and Government • Hospitality and Tourism


10. Science and Health

Designed to cultivate students’ interests in the life, physical and behavioral sciences. In addition, the planning, managing and providing of therapeutic services, diagnostic services, health information and biochemistry research development. Focus areas include:

• Health Science • Agriculture, Food and Natural Resources • Science, Technology and Math

Additional Career Pathways Resources:


For additional information about Career Pathways in Pennsylvania, visit http://www.portal.state.pa.us/portal/server.pt/community/pa_pathways/8746/2008_pa_pathways_booklet/592094


For information on wage and job outlook information for more than 250 occupations, interest assessments, tips for marketing yourself, sources of financial aid and contact information for Pennsylvania's public schools, PA CareerLink® offices and selected state agencies, see the PA Department of Labor’s Career Guide -- http://www.portal.state.pa.us/portal/server.pt?open=514&objID=809063&mode=2

Sources: Pennsylvania Pathways: A Middle School Educator’s Guide to Career Pathways; and The Graduation Project: Integrated Career Development at Middletown (PA) Area High School







FACT SHEET COOPERATIVE EDUCATION – CAREER AND TECHNICAL

Cooperative education is a structured method of instruction combining school-based classroom learning with productive work-based learning in an occupation matching the student’s academic and career objectives. At the secondary level, cooperative education involves a planned partnership with specified connecting activities and responsibilities among students, parents/guardians, schools, employers, labor organizations and government.

The major components of a quality cooperative education program are:

• Job placements where students perform work related to acquired skills with the opportunity to develop additional competencies and contribute to the productivity of the business organization.

• Certified cooperative education teacher-coordinators with appropriate occupational experience to provide planned, supervised instruction.

• Worksite training supervisors who can share occupational expertise with students. • Accurate and realistic descriptions of the jobs to be performed by students, as well as realistic

employer expectations of the skills the students bring to the job. • Individualized, written training plans that are correlated to the students’ school-based

instruction and on-the-job training (work-based). • Evaluations that are formal and informal assessments of the students’ progress on the job,

including feedback and follow-up to assist students in improving performance. • Parents/guardians who have a full understanding of their responsibilities in the program. • Assistance with job placement in full-time positions or referrals for additional education for

graduates. • Follow-up studies of graduates that are conducted in a systematic manner. • Instruction in all aspects of the industry the student is preparing to enter, which provides a

broad base of knowledge of all facets of the business operation, including management, financial, health and safety, etc.

• Strong commitment by school administration for the program.

For additional information on Cooperative Education programs, please refer to The Pennsylvania Department of Education’s Cooperative Education Guidelines for Administration: How to Comply with Federal and State Laws and Regulations -- http://www.education.state.pa.us/portal/server.pt/community/teacher_resources/7392/cooperative_education/507874

Source: Cooperative Education Guidelines for Administration, PA Dept. of Education (2009)

http://www.education.state.pa.us/portal/server.pt/community/teacher_resources/7392/cooperative_education/507874

http://www.education.state.pa.us/portal/server.pt/community/teacher_resources/7392/cooperative_education/507874


FACT SHEET INFORMATIONAL CAREER AWARENESS INTERVIEW

An informational interview is a career awareness activity in which students formally interview a workplace partner or employee about his or her industry and chosen profession. The interview includes discussion of the career itself, the level of education required, and the duties and daily activities of the job. The students also explore growth opportunities in the industry and salary ranges for different occupations.

Information interviews are designed to promote:

• Exploration of a field of interest • Exposure to careers and jobs • Awareness of the academic, technical and personal skills required in particular jobs

Preparing students to conduct a successful informational interview

• Have the student research the occupation prior to the informational interview, develop questions and establish learning expectations and goals.

• Have the student call the employer to arrange the informational interview. Ideally, this should take place at the worksite, but can be done over the phone.

• Have the employee share his or her career path and the skills necessary to do the job. • Have the student reflect on the experience.

Sample questions students can use in an informational interview

• What is your title and job description? • How long have you been doing this job? • What special education and/or training did you have for this job? • How important are reading, writing and math to the successful completion of your job? • What are your primary responsibilities? • What are three things that you enjoy most about your job? • What are the greatest challenges of the job? • Can you share any general salary information, such as the range for entry-level positions?’ • What kind of opportunities are there for advancement, and how would one qualify? • If I wanted to start in this career area, how would you recommend that I go about pursuing this

career path? • If you had a chance to do it all over again, what would you have done differently?

Adapted from: Kansas City, Kansas Public Schools; Quality Work-Based Learning Toolkit


FACT SHEET How To Create High-Quality Internships

What is an internship?

An internship is a work-based learning activity in which young people participate in a structured, time-limited work or service experience in the workplace. Internships may be full- or part-time and paid or unpaid. Internships and other work-based learning activities provide an opportunity for young people to learn about the world of work and how to apply classroom concepts to real-world situations.

In addition to internships for young people, there are also summer internship programs for educators (often referred to as Educator in the Workplace programs) which provide opportunities for educators to participate in summer internships with local employers to learn more about the world their students will face when they enter the workforce. These programs typically require the educator to develop curriculum materials as a result of their internship that they can use with their students.

How do internship experiences benefit young people? o Identify skills, abilities and explore career interests o Develop an understanding of the link between school and work o Provide motivation to graduate from high school and pursue postsecondary education o Think about career pathways and identify strategies to acquire necessary education and

skills o Gain a better understanding of workplace habits and develop employability and soft

skills o Have a better understanding of employer expectations o Enhance self-esteem o Gain valuable work experience that is geared to a career interest o Build a resume

How do internships benefit employers? o Extra help to work on seasonal or “back burner” projects o Help to recruit a more skilled and better prepared workforce o Boost employee morale o Build leadership capacity within the organization o Increase productivity o Bring new perspectives and solutions to problems o Provide input on ways to effectively communicate with and market to young people o Opportunity to showcase existing initiatives o Positive public and community relations and brand awareness o Increase opportunities to provide community leadership and gain local, state and

national recognition


Elements of High-Quality Internships

High-quality internships provide young people with the opportunity to explore a specific career interest, show students the array of occupations in that field of interest, and build specific job knowledge and 21st

century skills.

Ensure the student’s internship experience is aligned with the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/

Successful internships contain the Six Elements of Successful Work-Based Learning (see that section of the toolkit).



Intern Evaluation Form Template

Intern: _______________________________________________________________



Circle the statement which best describes your answer. 1. What impact has this internship had on you? (circle all that apply)

E. Provided me with a better understanding of my career goals. F. Increased my skills and knowledge in performing a particular activity. G. Changed my attitudes or feelings about myself and other people. H. Provided me with the opportunity to apply theoretical concepts to the actual work

environment. Comments: ________________________________________ 2. How did the experience relate to your potential career goals?

E. Very closely related. F. Related through occasional assignments. G. No relationship exists. H. Not applicable (please comment).

Comments: ________________________________________ 5. Did you receive a proper internship orientation?

E. Complete, accurate. F. Somewhat related. G. Had no meaning. H. Did not receive an orientation.

Comments: ________________________________________ 6. Evaluate your supervisor's willingness to answer questions?

D. Exceeded expectations. E. Met expectations. F. Did not meet expectations.

Comments: ________________________________________


7. Evaluate your supervisor's availability when needed for questions, etc.?


Comments: ________________________________________ 8. Evaluate your supervisor's receptiveness to new ideas you might have had?


Comments: ________________________________________ 9. Overall, how would you rate your relationship with your supervisor?


Comments: ________________________________________ 10. What changes, if any, would you recommend in your internship? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 11. OVERALL, HOW WOULD YOU RATE YOUR INTERNSHIP EXPERIENCE?

o EXCELLENT o VERY GOOD o AVERAGE o MARGINAL o UNSATISFACTORY

Adapted from Society of Human Resource Managers Student Evaluation Form


Supervisor/Mentor’s Internship Evaluation Form Template

Intern: _______________________________________________________________



Evaluation form key: 1=unsatisfactory; 2=needs improvement; 3=satisfactory; 4=above average;

5=outstanding

_____ Quality of work (accurate and thorough)

_____ Quantity of work (met goals set by department)

_____ Use of time (efficient/effective use of time to complete tasks)

_____ Initiative (ability to work independently)

_____ Communication skills

_____ Verbal

_____ Written

_____ Grasp of subject (understanding of applicable standards and procedures)

_____ Ability to apply classroom experience to real time projects

_____ Creativity

_____ Job judgment (ability to make appropriate work related decisions)

_____ Interpersonal relations/teamwork (effectiveness in working with peers and supervisors)

_____ Adaptability (ability to alter activities to accommodate change)

_____ Dependability


_____ Punctuality

_____ Attendance

_____ Problem solving/critical thinking skills

Strengths of intern:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Areas for improvement:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

What do you think the student gained from the internship?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Evaluator: _____________________________________ Date: __________

Student Intern: _________________________________ Date: __________

Source: School of Library and Information Studies, University of Alabama webapp.slis.ua.edu/advising-program/InternshipEvalForm.doc


FACT SHEET/CHECKLIST JOB SHADOWS

What is a Job Shadow?

A job shadow is a career exploration activity in which a young person (typically middle or high school age) follows and observes the work activities of a professional in a specific occupation to learn about a career and/or industry. It would include, as appropriate, interacting with clients, attending meetings, touring the workplace and any other duties performed by that professional. Although job shadows can be structured to meet the individual needs of the student or employer, they are typically a half-day or full-day activity and can be conducted on a one-on-one basis (one professional and one young person), or in a small group (2-4 students and one professional).

Ensure the job shadow experience is aligned with the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/

Why are Job Shadows important?

Job Shadows give students an opportunity to:

• Begin to identify career interests • Observe the daily routine of workers • Learn about the academic, technical, and personal skills required by particular jobs • Practice communication skills by interacting with workers • Realize that different jobs are characterized by different work cultures and working

environments • Understand the connection between school, work and a student’s goals for the future

What should my students do before participating in the Job Shadow?

Research the organization where they will be Job Shadowing Complete a self-assessment to be able to identify and articulate their skills, interests and

strengths (can be done using an on-line assessment tool, such as Career Cruising or WorkKeys, if available to your school)

Anticipate what the experience will be like by answering the questions – What do you think: o The atmosphere will be like at the worksite? o Your host needs to know to do his or her job well? o Your host does on a typical day? o You will learn?

Prepare a list of questions to ask their Job Shadow host. Examples include: o How would you describe a typical day at your job? o What do you like most about your work? o What do you like least?



o What education and training do you need for this job? o What subjects should I study in school to prepare for this job? o What is the salary range for this job? o How has technology affected this job? o How do you think the job will change in the next 5-10 years?

What should my students do during the Job Shadow?

Arrive on time and dressed appropriately Thank the host for allowing them to spend time with him/her Interview the host using their prepared questions Observe how the host uses the following skills as part of his or her work:

o Organizing o Planning o Reading o Writing o Math o Science o Art o Listening o Speaking o Making decisions o Thinking creatively o Analyzing problems o Using technology o Cooperating and working with others o Serving customers

What should students do after the Job Shadow?

Reflect on their experiences at the worksite by answering the following questions: o Describe the worksite you visited. o What kind of activities did you observe during your Job Shadow? o What were the three most interesting things about your Job Shadow? o What did you like least about your Job Shadow? o What was something that surprised you about your Job Shadow? o Would you like to pursue this career? Why or why not?

Send a thank-you note to the host expressing gratitude for the Job Shadow experience. Be sure to include information the student learned and something the student enjoyed about the experience.

Adapted from: Job Shadow Guide for Students; Connections


Young Person Job Shadow Evaluation Form Template

Thank you for participating in a Job Shadow at <name of company/organization>! Please take a few minutes to complete this evaluation of your experience and return it to <name of person and contact information>. Your input will help us strengthen future Job Shadow Day activities in our organization in the future.

1. Overall, what grade would you give your Job Shadow experience (please check)?

A _____ B_____ C _____ D_____ F______ For the following statements, please rate them on a scale of 1 to 5 – with 1 indicating that you strongly agree with the statement, and 5 indicating that you strongly disagree with the statement.

2. Through my Job Shadow experience, I was able to see a connection between what I’m learning in school and how it can be used in the workplace:

1 2 3 4 5

3. The job shadow helped me learn more about potential careers for me. 1 2 3 4 5

4. The job shadow helped me learn more about the education and skills I need to get a good job.

1 2 3 4 5

5. The job shadow helped me see the connection between education and a good salary. 1 2 3 4 5

6. I believe <name of company/organization> was well prepared for my job shadow.

1 2 3 4 5

7. I would like to participate in job shadowing again in the future. 1 2 3 4 5

What did you like best about your job shadow experience? What did you like least about your job shadow experience? Do you have any suggestions to help <name of company/organization> improve future job shadows?

Adapted from Federal IT Job Shadow Day Toolkit


FACT SHEET/EDUCATOR’S CHECKLIST

WORKPLACE TOURS

A workplace tour is a career awareness activity in which students learn about the business, hear from employees, have an opportunity to ask questions and observe work in progress. Workplace tours can be conducted at a workplace in small groups of student, or they can be conducted virtually using technology.

Before the Workplace Tour

Assess how a workplace tour can support your teaching and curriculum goals. Workplace tours can provide the context for your curriculum that will help students understand the application of academic concepts to a workplace situation. Workplace tours provide exposure to careers and jobs and help students build occupational knowledge. Ensure the experience is aligned with the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/

Work with your local work-based learning partner to identify appropriate businesses for tours.

Confirm logistics and ensure permission slips are signed and returned and other school

requirements are met. Ensure transportation arrangements are made for students and staff. Check with the contact person at the workplace to ensure logistical details are arranged. Confirm dress requirements for the tour and ensure that any special accommodations for students and staff are arranged in advance. Confirm the number of students and staff that will be attending and share the information with the workplace host.

Prepare students to maximize learning. Helping students develop a context for the workplace tour maximizes their learning once they are at the workplace. There are several ways to do this:

• Discuss expectations for the experience and what the students may learn beforehand. • Discuss behavioral expectations that will allow students to make the most of the activity. • Discuss what students know about the company and how the industry impacts them. • Support students in research of the company and the industry so that they can ask

meaningful questions during the workplace tour. • Have students prepare questions and individual learning objectives that they would like

to accomplish during the workplace tour.

During the Workplace Tour



Ensure students receive all necessary instructions in workplace safety. Safety is a critical concern when bringing students to the workplace. Have the workplace host include a safety talk in opening remarks. Students should be provided with appropriate safety gear and equipment for the workplace tour.

Arrange for students to experience the tour in small groups. When possible, arrange for students to tour in smaller groups (3-6 students). This allows students to become comfortable with their guide and maximizes the likelihood they will ask questions and engage in dialogue.

Arrange for students to speak to employees with different levels of responsibility. Whether a student has aspirations to earn a college degree, pursue an industry credential or get technical training, the workplace tour can provide them with exposure to people with various levels of responsibility and education. Whenever possible, ensure students have an opportunity to see the wide variety of career opportunities in the workplace.

Prepare students to maximize learning.

After the Workplace Tour

Provide individual and group reflection exercises. Reflection promotes self-awareness and personal assessment and helps students internalize the learning that has happened during the workplace tour. When you provide for adequate reflection, you ensure students have the opportunity to examine the experience so they can form an understanding of the workplace and extend that understanding to other situations.

Help students make the connection between academics and the workplace. It is important that students have the opportunity to make the connection between their studies and the workplace tour. You can have students work individually or in small groups to develop a matrix that shows the connection between the classes they take and skills required in the workplace.

Have students write thank you letters to the workplace host. Thank you letters from students let your workplace partners know you value their participation in the learning process. Classroom reflection activities work well as a lead-in to writing thank you notes to the workplace host. Corresponding with workplace partners also provides important literacy practice for students and promotes workplace partner participation in the future.

Support students in determining the next step in learning about careers.


Workplace tours provide students an opportunity to discover elements of building a career. After a workplace tour and reflection activities, students can articulate the next level of questions the visit has inspired, identify other workplaces they would like to visit and make the educational plans they need to move toward the career of their choice.

Use employer and student feedback to inform continuous improvement.

Source: Quality Work-Based Learning Toolkit; How-To Guide for Workplace Tours; Kansas City, Kansas Public Schools

VIRTUAL WORKPLACE TOURS

It may be difficult to take students out of school to participate in a workplace tour. Limitations related to time out of the classroom, transportation, supervisory arrangements, costs, and district rules and regulations may require a new way of thinking about providing career education and exploration activities for your students. One solution is virtual workplace tours.

Here are some tips for creating a successful Virtual Workplace Tour:

• Connect with your local technology partner (your district, Intermediate Unit, other) and your workplace partner(s).

• Develop learning objectives for the Virtual Workplace tour. Be sure your objectives are aligned to the Pennsylvania Career Education and Work standards -- http://www.pacareerstandards.com/

• Work with your workplace partner(s) to create a framework of all elements to be included in the Virtual Workplace Tour.

• Collect and organize materials to be included in the virtual workplace tour. • Schedule site visits with your technology partner and local workplace partner(s) to videotape. • Work with your technology partner and workplace partner(s) to organize the pieces based on

your framework. • Review final product and get sign-off from local workplace partner(s).

Adapted from: Curriculum-Based Virtual Field Trips: Career Development Opportunities for Students with Disabilities; by Russell Elleven, Michelle Wircenski, Jerry Wircenski, Kim Nimo



PROMISING PATHWAYS



INTEGRATING WORK-BASED LEARNING INTO AFTERSCHOOL PROGRAMS: A

TOOLKIT FOR AFTERSCHOOL PROVIDERS



Note to Afterschool Providers About this Toolkit

The Promising Pathways to Careers Toolkit -- Integrating Quality Work-Based Learning Into Afterschool Programs has been developed to provide information, resources and tips to help afterschool providers integrate work-based learning activities into their program for middle and high school students.

The toolkit includes information on whom to contact for help, the benefits of incorporating these activities into your programs and helpful tips to get you started.

Because the toolkit contains separate stand-alone components targeted for different audiences (employers, educators, local work-based learning partners, and afterschool providers) and provides a large variety of information and templates to help create quality work-based learning opportunities for young people, all pieces of the toolkit will likely not be appropriate or useful for all audiences. Therefore, we have the following printing options:







Participating in these activities helps young people understand what the jobs of the new economy are, where the jobs are, what the educational and skill requirements are for the jobs, and various pathways they can take to get the necessary education and skills. Work-based learning also teaches workplace skills, and stresses the importance of 21st century skills that are necessary to succeed in today’s knowledge-based global economy.


Work-based learning is most effective when students experience a continuum of work-based learning opportunities throughout their middle school, high school and postsecondary years. These include career awareness, career exploration and career preparation activities.

• Career Awareness Activities are designed to inform young people about the vast variety of career options available in today’s economy. These activities also provide students with information on education and skill requirements for jobs, compensation and workplace expectations. Some examples of career awareness activities include career presentations, workplace tours, field trips, career days/fairs, and career clubs.

• Career Exploration Activities provide young people the opportunity to learn more about a specific field of interest related to their individual career goals. Students work closely with workplace professionals and participate in developmentally-appropriate hands-on experiences. Some examples of career exploration activities include job shadows, service learning, career mentoring, and career exploration camps.

• Career Preparation Activities provide young people an opportunity to gain in-depth job knowledge about a specific career through a monitored work experience in which a young person links skills used in the workplace with his or her academic learning. Career preparation activities also allow for the development of real-world occupational and 21st century skills. Examples of work-based learning activities include internships, apprenticeships, and paid summer employment experiences.



Connecting in-school and out-of-school youth with work-based learning opportunities not only creates benefits for the young people, but also makes good business sense too.


• Identify skills, abilities and explore career interests • Develop an understanding of the link between school and work • Provide motivation to graduate from high school and pursue postsecondary education • Think about career pathways and identify strategies to acquire necessary education and skills • Gain a better understanding of workplace habits and develop employability and soft skills • Have a better understanding of employer expectations • Enhance self-esteem • Gain valuable work experience that is geared to a career interest • Build a resume


• Extra help to work on seasonal or “back burner” projects • Help recruit a more skilled and better prepared workforce • Boost employee morale • Build supervisory and leadership skills within the organization • Increased productivity • Bring new perspectives and solutions to problems • Provide input on ways to effectively communicate with and market to young people • Positive public and community relations and brand awareness • Increased opportunities to provide community leadership and gain local, state and national

recognition

Integrating Work-Based Learning into Middle and High School Afterschool Programs

Opportunities to explore careers and to gain exposure to the world of work are critically important to provide young people the information they need to not only make informed decisions on a career path, but to understand the education and skill requirements necessary to get there.

Afterschool (including summer) programs can play an important role in making the connection between young people and 21st century occupations by integrating work-based learning activities into their middle and high school programs.


There are a number of reasons why afterschool providers should consider integrating these activities into their programs:

• There is not time during the traditional school day. There are more and more demands on the school day so it can be difficult to carve out time for students to participate in high-quality work-based learning activities.

• Afterschool provides more flexibility and opportunities for young people to attend activities at employer worksites.

• Work-based learning provides valuable experiences to help students meet the commonwealth’s Career Education and Work standards.

• Integrating work-based learning results in higher recruitment and retention rates for middle and high school students in afterschool programs. A study conducted by Penn State University for the Pennsylvania Statewide Afterschool and Youth Development Network (PSAYDN) – The Pennsylvania Older Youth Out-of-School Time Study: A Practitioner’s Guide to Promising Practices for Recruiting and Retaining Older Youth–found that in Pennsylvania, two factors that were consistently associated with high recruitment and retention of older youth were:

1. Offering career skills, internships and/or workforce development opportunities 2. Hiring staff members with a college degree

• Providing young people with work-based learning experiences helps to keep them in school by connecting the relevance of their schoolwork to their future life success.

If you are interested in exploring the inclusion of work-based learning activities into you middle and high school afterschool programs, contact your local Work-Based Learning Partner for help. Work-based Learning Partners are those local professionals who promote, develop and/or coordinate local work-based learning opportunities for young people in their region -- such as local Workforce Investment Board youth programs managers, Chamber of Commerce staff, business-education partnerships, community-based organizations, etc. To identify your Local Work-Based Learning Partner, contact your local Workforce Investment Board – http://www.portal.state.pa.us/portal/server.pt?open=514&objID=598954&mode=2

Tips for Afterschool Providers to Consider When Thinking About Adding Work-Based Learning Activities to their Programs

Below are some tips to consider as you begin thinking about integrating work-based learning into your middle/high school afterschool programs.



• Start Small – and gain experience and comfort. You may want to consider beginning by bringing some employers into the program to give presentations on careers, have your young people participate in a career fair, or with the help of your local Work-Based Learning Partner conduct a week-long Summer Career Camp to introduce students to a variety of occupations in a specific industry cluster (such as health care or STEM).

• Don’t Reinvent the Wheel – there are a number of models identified in this toolkit and links to additional information in the Additional Resources section. Contact your local Work-Based Learning Partner for help and to discuss the possibility of linking your program with existing activities occurring in your area. Also reach out to the Pennsylvania Statewide Afterschool and Youth Development Network (PSAYDN) – www.psaydn.org – to learn about what other afterschool providers are doing around this issue.

• Support what is happening in the classroom – Talk to your local school district(s) to learn what they are doing to help students achieve the PA Department of Education’s Career Education and Work standards. Identify ways that you can supplement and address gaps in their efforts.

• Ask for help – Contact your local Work-Based Learning partner for assistance and to find out what activities are already being conducted for young people in your area and identify ways you might connect to these activities.

Examples of Promising Models in Pennsylvania

Below are a few examples of high-quality work-based learning models that you may want to consider for your afterschool programs.

• Industry Partnership Career Clubs-- afterschool programming that provides opportunities for middle-school students to explore major industry clusters and jobs available in their areas. The object is to broaden the occupational knowledge of students prior to their having to make career path decisions when they enter high school. Industry Partnership Career Clubs are typically conducted by Regional Career Education Partnerships (RCEPs) at the local Workforce Investment Boards. For additional information, contact your local Work-Based Learning Partner.

Summer Career Camps– summer camp programs that assists students in making quality career decisions with interactive activities including career assessments, interviewing techniques, resume and application preparation, job shadowing, college tours and employability skills. An example is the Lehigh Valley Workforce Investment Board’s Career Linking Academy -- http://www.lvbep.org/Default.aspx?tabid=80

http://www.psaydn.org/

http://www.lvbep.org/Default.aspx?tabid=80


SHINE Afterschool Program – which includes elements that link work-based learning and innovative programming to ensure all students graduate from high school on time and ready for the rigors of postsecondary education. For additional information visit www.shineafterschool.com

Tips for Engaging Employers in Work-Based Learning Activities

The easiest way to get employers to participate in work-based learning activities with your afterschool students is to reach out to your local Work-Based Learning partner for assistance. However, if you need to contact employers yourself about providing work-based learning activities in your afterschool program, here are some tips to help --

4. Be prepared

Know the employers you are calling on Any special needs? Do they have a history of hiring young people? Do they experience skill shortages in entry-level employees? Do they currently participate in any additional education outreach that you can

build upon? Know labor market needs and high-priority occupations in your region. To find this

information, contact your local Work-Based Learning partner.

5. Develop a clear, concise plan Focus on the value and benefits of participating (see Benefits section above) Make connections to other organizations (Chamber of Commerce, Economic

Development agency, United Way, youth-serving community based organizations, etc.) Make it easy for employers to begin – if appropriate, start with less demanding career

exploration activities (such as company tours, presentations, participation in career fairs) and build on those successes to work-based learning initiatives (such as job shadows, internships).

Show employers how participation can help them meet specific workplace needs while having a positive impact on young people.

6. Communicate strategically – some suggested activities include:

Utilize employers who are successfully providing career awareness and work-based learning activities to reach out to other employers in the region

Pursue opportunities to speak with other organizations (Chamber of Commerce, Economic Development agency, United Way, youth-serving community-based organizations, etc.) about your program and your plans to integrate work-based learning

http://www.shineafterschool.com/


Leverage existing campaigns and initiatives (such as Groundhog Shadow Days, WIA Summer Youth employment, career week celebrations, etc.)

Additional Information

For more specific information and templates for job shadow and internship activities, see the educator and/or employer components of this toolkit.


Additional Resources

Afterschool Alliance -- An alliance of public, private, and nonprofit groups committed to raising awareness and expanding resources for afterschool programs.www.afterschoolalliance.org

Citizens Schools -- a national nonprofit provider of out-of-school learning programs for middle-school students. Citizen Schools uniquely mobilizes business, civic and community volunteers to participate in education by providing hands-on apprenticeships. http://www.citizenschools.org/ Corporate Voices for Working Families – A nonprofit, nonpartisan organization to improve the lives of working families by developing and advancing innovative policies that reflect collaboration among the private sector, government and other stakeholders. www.corporatevoices.org National Mentoring Partnership -- helps children by providing a public voice, developing and delivering resources to mentoring programs nationwide and promoting quality for mentoring through standards, cutting-edge research and state of the art tools. www.mentoring.org

Pennsylvania Statewide Afterschool and Youth Development Network (PSAYDN) – Pennsylvania network of afterschool providers which promotes sustainable, high-quality out-of-school time youth development programs through advocacy and capacity building to enhance the welfare of Pennsylvania’s children, youth and families.www.psaydn.org

Pennsylvania Workforce Investment Boards – The Pennsylvania Workforce Investment Board (PA WIB) is the Governor's principal private-sector policy advisor on building a strong workforce development system aligned with state education policies and economic development goals.http://www.paworkforce.state.pa.us/portal/server.pt/community/pa_workforce_investment_board/12943

Philadelphia Youth Network (PYN)—connects individuals, organizations and systems to increase capacity and resources in order to provide high-quality preparation so Philadelphia’s youth can thrive in a regional and global economy.www.pyninc.org

The Coalition for Science After School – Promotes afterschool as a vehicle to stress the importance of STEM (Science, Technology, Engineering and Math) careers http://scienceafterschool.blogspot.com/2011/05/career-pathways-in-stem-afterschool.html

http://www.afterschoolalliance.org/

http://www.citizenschools.org/

http://www.corporatevoices.org/

http://www.mentoring.org/

http://www.psaydn.org/

http://www.paworkforce.state.pa.us/portal/server.pt/community/pa_workforce_investment_board/12943

http://www.paworkforce.state.pa.us/portal/server.pt/community/pa_workforce_investment_board/12943

http://www.pyninc.org/

http://scienceafterschool.blogspot.com/2011/05/career-pathways-in-stem-afterschool.html


PROMISING PATHWAYS



A TOOLKIT FOR LOCAL WORK-BASED LEARNING PARTNERS



About the Local Work-Based Learning Partners Toolkit

This component of the toolkit is designed for those professionals who promote, develop and/or coordinate local work-based learning opportunities for young people in their region (from now on referred to as Local Work-Based Learning Partners) --such as Workforce Investment Board (WIB) youth program managers/coordinators, Chamber of Commerce staff, business-education partnerships, community-based organizations, etc. The toolkit provides information and tips on convening local partners and coordinating activities, the elements of successful work-based learning programs, and engaging more employers to participate in activities.

In addition to this section of the toolkit for local work-based learning partners, the other components of the toolkit include:

• Toolkit for Employers which provides employers information, resources and tips to help them conduct successful career exploration and work-based learning experiences for young people. It includes information on how to identify and contact local work-based learning partners, elements of successful programs, how-to guides and checklists on conducting high-quality job shadows or internships, along with a variety of templates.

• Toolkit for Educators provides teachers, guidance counselors and school administrators who coordinate career education and work-based learning opportunities for their students with information, resources and tips to help prepare young people for successful career exploration and work-based learning experiences.

• Toolkit for Afterschool Providers which includes information, resources and tips to help afterschool providers integrate work-based learning activities into their programs for middle and high school students. It includes information on how to identify and contact their local work-based learning partner, the benefits of incorporating these activities into afterschool programs and helpful tips to get started.

Because the toolkit contains four separate stand-alone components targeted for different audiences and provides a large variety of information and templates to help create quality work-based learning opportunities for young people, all pieces of the toolkit will likely not be appropriate or useful for all audiences. Therefore, we have the following printing options:






Opportunities to explore careers and to gain exposure to the world of work are critically important to provide in-school (including career and technical) and out-of-school young people the information they need to not only make informed decisions about a career path, but to understand the education and skill requirements necessary to get there.

Local work-based learning partners play a pivotal role in convening and connecting regional partners to prepare young people for the rigors of a 21st century competitive workplace by linking them to high-quality work-based learning opportunities. These opportunities help ensure young people are ready to transition from high school to postsecondary education, work and life.

Providing these experiences to young people can also help keep them in school by connecting the relevance of their schoolwork to their future life success. In fact, 81% of dropouts stated that more opportunities for real-world learning would have improved their chances of graduating.



Work-Based Learning is any activity that occurs in the workplace and provides opportunities for young people to learn about and “try on” a variety of occupations through structured learning experiences. Young people learn by observing and/or actually doing real work. Work-based learning helps students link their academic learning with real-world job skills.

These activities help young people understand what the jobs are, where the jobs are, what the educational and skill requirements are for the jobs, and various pathways they can take to get the necessary education and skills. Work-based learning also teaches workplace skills, and stresses the importance of 21stcentury skills that are necessary to succeed in today’s knowledge-based global economy. For additional information on 21stcentury skills, refer to the Toolkit for Employers.


Work-based learning is most effective when students experience a continuum of work-based learning opportunities throughout their middle school, high school and postsecondary years. These include career awareness, career exploration and career preparation activities.

• Career Awareness Activities are designed to inform young people about the vast variety of career options available in today’s economy. These activities also provide students with information on education and skill requirements for jobs, compensation and workplace expectations. Some examples of career awareness activities include career presentations, workplace tours, field trips, career fairs, and career clubs.


• Career Exploration Activities provide young people the opportunity to learn more about a

specific field of interest related to their individual career goals. Students work closely with workplace professionals and participate in developmentally-appropriate hands-on work experiences. Some examples of career exploration activities include job shadows, service learning, career mentoring, and career exploration camps.

• Career Preparation Activities provide young people an opportunity to gain in-depth job knowledge about a specific career through a monitored work experience in which a young person links skills used in the workplace with his or her academic learning. Career preparation activities also allow for the development of real-world occupational and 21stcentury skills. Examples of work-based learning activities include internships, apprenticeships, and paid summer employment experiences.


Connecting in-school and out-of-school youth with work-based learning opportunities not only creates benefits for the young people, but also makes good business sense for employers.


• Identify skills, abilities and explore career interests • Develop an understanding of the link between school and work • Provide motivation to graduate from high school and pursue postsecondary education • Think about career pathways and identify strategies to acquire necessary education and skills • Gain a better understanding of workplace habits and develop employability and soft skills • Have a better understanding of employer expectations • Enhance self-esteem • Gain valuable work experience that is geared to a career interest • Build a resume


• Extra help to work on seasonal or “back burner” projects • Help recruiting a more skilled and better prepared workforce • Boost employee morale • Build supervisory and leadership skills within the organization • Increase productivity • Bring new perspectives and solutions to problems • Provide input on ways to effectively communicate with and market to young people • Positive public and community relations and brand awareness • Increased opportunities to provide community leadership and gain local, state and national

recognition




students to obtain various jobs • Links the schools to the community and provides valuable local labor market information • Ensures that student time spent at the work-based learning experience is learning-rich • Provides an opportunity for students to direct their own learning and gain confidence in their

abilities

The Role of the Local Work-Based Learning Partner

is to create high-quality work-based learning opportunities for in- and out-of-school young people in their local community. Local work-based learning partners can also play an important role as an intermediary by convening partners in the community around this issue, connecting stakeholders, and coordinating work experiences for young people and educators.

In filling the role of intermediary, local work-based learning partners may also:

Develop and sustain connections between students, schools, employers and community-based organizations

Promote the importance of these activities with your schools and employers. Increase the number of employers participating and provide more and better opportunities for young people in your region

Connect students and employers in appropriate work-based learning Look for opportunities to improve efficiencies and blend and braid various funding sources to

serve a larger, more diverse group of young people Provide on-going communications and support to employers, young people and educators and

serve as the single point of contact for the work-based learning activities Measure the effectiveness of career exploration and work-based learning programs

For additional information on fulfilling the role or work-based learning intermediary, see the Regional Career Education Partnership (RCEP) toolkit at http://parceptoolkit.wikispaces.com/file/view/RCEP+Toolkit.pdf

http://parceptoolkit.wikispaces.com/file/view/RCEP+Toolkit.pdf



A role of the Local Work-Based Learning Partner is to assist employers in creating successful work-based learning experiences for young people.













Help employers consider a young person’s age, experience and maturity to ensure the work-based learning opportunity is developmentally appropriate









Information on jobs that young people can and cannot do can be found on the Department of Labor website -- http://www.dol.gov/whd/regs/compliance/childlabor101_text.htm#6


• Ensuring employers are well prepared to offer a meaningful work-based learning experience to a young person is one of the most important factors in any successful program.

• Work with employers to help them create a plan for the work-based learning activity that identifies expectations, the objectives of the activity, timeline and specific activities/tasks for the young person to do.


Ensure employers have adequate supervision and/or support available to participating young people. This should include:

• Being available to answer questions • Providing feedback and suggestions to young person • Holding young people participating in career preparation activities to the

same standards as employees • Continuously re-enforcing the importance of 21stcentury skills in the

workplace (see Element 5 below)

Element 5: Maximized Learning including “21st Century Skills” Quality work-based learning provides a balance between the needs of the young person and the needs of the workplace. It allows students to acquire new skills and gain knowledge about the world while meeting the needs of the workplace and ensuring the job gets done. It’s critically important that young people learn 21stcentury skills to be successful in today’s technology-driven global economy – and work-based learning provides young people an opportunity to gain these important skills – and relevant knowledge. In addition to basic academic skills --English and foreign languages (reading, writing, speaking), government/economics, history/geography, humanities/arts, mathematics, science – young people need to learn how to most effectively use and apply what they know in real-world situations. Therefore, 21stcentury skills include the following applied skills:



• Critical Thinking/Problem Solving – sound reasoning and analytical thinking; ability to use knowledge, facts and data to solve workplace problems; ability to apply math and science concepts to problem solving.

• Oral Communications – articulate thoughts and ideas clearly and effectively.

• Written Communications –write letters, emails, memos and reports clearly and effectively.

• Collaboration/Teamwork – build collaborative relationships with colleagues and customers. The ability to work in diverse teams, negotiate and to manage conflict.

• Diversity – learn from and work collaboratively with individuals from diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints.

• Information Technology – apply appropriate technology to accomplish a given task; utilize computing skill to solve problems.

• Leadership – leverage the strength of others to achieve common goals and use interpersonal skills to coach and develop others.

• Creativity and Innovation – demonstrate originality and inventiveness, communicate new ideas to others, and integrate knowledge across different disciplines.

• Lifelong Learning/Self Direction – continuously acquire new knowledge and skills, identify own learning needs, and ability to learn from mistakes.

• Professionalism/Work Ethic – personal accountability and effective work habits – such as punctuality, productivity, time management, etc.

• Ethics/Social Responsibility – demonstrate integrity and ethical behavior; act responsibility with the interest of the larger community.



Stress with participating employers the importance of showing young people:

• How to apply the knowledge they are gaining in the classroom in “real world” situations

• What the knowledge and skill requirements are for jobs and identify pathways students can take to obtain the necessary knowledge and skills

• The importance of young people continuing their education beyond high school

http://www.p21.org/


Engaging Employers in Work-Based Learning Activities

Employers are key partners in providing high-quality work-based learning opportunities for young people. Here are some tips to engage more employers in these programs.

Be prepared Know the employers you are calling on

Any special needs? Do they have a history of hiring young people? Do they experience skill shortages in entry-level employees? Do they currently participate in any additional education outreach that you can

build upon? Know labor market needs and high-priority occupations in your region Link to your Workforce Investment Board’s Industry Partnerships

Develop a clear, concise plan

Focus on the value and benefits of participating (see Benefits of Work-Based Learning section above)

Make connections to other organizations (Chamber of Commerce, Economic Development agency, United Way, youth-serving community based organizations, etc.)

Begin to build an integrated and efficient system that will better serve employers and young people in your area (see The Role of the Local Work-Based Learning Partners section above)

Make it easy for employers to begin – if appropriate, suggest they start with less demanding career exploration activities (such as company tours, presentations, participation in career fairs) and build on those successes to work-based learning initiatives (such as job shadows, internships)

Show employers how participation can help them meet specific workplace needs while having a positive impact on young people

Communicate strategically – some suggested activities include:

Utilize employers who are successfully providing career awareness and work-based learning activities to reach out to other employers in the region

Pursue opportunities to speak with local partners (Chamber of Commerce, Economic Development agency, United Way, youth-serving community based organizations) by presenting at their conferences, providing articles for their newsletters, etc.

Highlight successful programs that are occurring in your area Leverage existing campaigns and initiatives (such as Groundhog Shadow Days, WIA

Summer Youth employment, career week celebrations, etc.)

Follow-up Fastidiously


Both employers and young people participating in work-based learning activities want a single point of contact -- your goal should be to be that person

Once partners get connected to work-based learning activities, it’s important to follow-up with them on a regular basis to ensure their needs and expectations are being met and to address any issues that may arise as early as possible

Integrating Work-Based Learning into Middle and High School Afterschool Programs

Afterschool (including summer) programs can play an important role in making the connection between young people and 21st century occupations by integrating work-based learning activities into their middle and high school programs.

There are a number of reasons why afterschool providers should consider integrating these activities into their programs:

• There is not time during the traditional school day. There are more and more demands on the school day so it can be difficult to carve out time for students to participate in high-quality work-based learning activities.

• Afterschool provides more flexibility and opportunities for young people to attend activities at employer worksites.

• Work-based learning provides valuable experiences to help students meet the commonwealth’s career education and work standards.

• Integrating work-based learning results in higher recruitment and retention rates for middle and high school students in afterschool programs. A study conducted by Penn State University for the Pennsylvania Statewide Afterschool and Youth Development Network (PSAYDN) – The Pennsylvania Older Youth Out-of-School Time Study: A Practitioner’s Guide to Promising Practices for Recruiting and Retaining Older Youth – found that in Pennsylvania, two factors that were consistently associated with high recruitment and retention of older youth were:

3. Offering career skills, internships and/or workforce development opportunities 4. Hiring staff members with a college degree

• Providing young people with work-based learning experiences helps to keep them in school by conn


Examples of Promising Models

Work-based learning can take many forms and although creativity and innovation are important in building new opportunities for young people and meeting specific employer needs, there are some programs that have a track record of success. Some examples (and links to helpful resources) include:




• Career Mentoring and e-Mentoring – a young person is matched one-on-one with a mentor in a

career of interest to the young person. The mentor provides either face-to-face or on-line (e-mentoring) information about the career, along with guidance about the workplace and the education and skill requirements.





• Career Pathways -- a guide for middle school students to help them determine the best educational

pathway to attain their future career goals. Career Pathways are a way of organizing learning around clusters of study that represent the largest sectors of Pennsylvania’s job market.

















• Cooperative (Co-op) Education -- a structured method of instruction combining school-based

classroom learning with productive career and technical work-based learning in an occupation matching the student’s academic and career objectives.


• Educator in the Workplace -- provides an opportunity for dialogue between business personnel and

educators that will aid in establishing permanent links between the workplace and the classroom.


• Industry Career Clubs – afterschool programming that provides opportunities for middle and high school students to explore major industry clusters and the jobs available in those clusters.



• Internships -- young people participate in a structured, time-limited work or service experiences in the workplace. Internships may be full- or part-time and paid or unpaid. Internships and other work-based learning activities provide an opportunity for young people to learn about the world of work and how to apply classroom concepts to real-world situations.












• Job Shadows -- a young person (typically middle- or high-school age) follows and observes the work

activities of a professional in a specific occupation to learn about a career and/or industry.

Job Shadow Guide for Students, Connections; http://gearup.ous.edu/gusaccess/documents/pdf/job_shadow_guide.pdf


US Department of Defense CIO for the Federal CIO Council; Federal IT Job Shadow Day Tool Kit; http://www.cio.gov/Documents/ToolKit_Web.pdf

• Service Learning – an activity in which the method of teaching and learning combines academics

with service/volunteer work.






• Workplace Tours -- young people visit a workplace to learn more about the employer, the business,

and meet and observe employees. Workplace tours also can be done virtually.




http://gearup.ous.edu/gusaccess/documents/pdf/job_shadow_guide.pdf


http://www.cio.gov/Documents/ToolKit_Web.pdf







There are Fact Sheets about many of these models in the other components of the toolkit.
