Work-Based Learning — Ages 14
to 25 Years
2003 volume 2
Work-based learning is a supervised program sponsored by an education or training
organization that links knowledge gained at the worksite with a planned program
of study. Experiences range in intensity, structure and scope and include activities
as diverse as site visits, job shadowing, paid and unpaid internships, structured
on-the-job training, and the more formal work status as apprentice or employee.
Work-based learning helps youth to: a) gain basic workplace skills (including
teamwork, communication, problem solving; customer service and social etiquette
skills); b) knowledge of specific occupational skills; and, c) an understanding
of different industries in order to make informed career choices.
The Value
Employers value work-based learning because the competencies acquired are those
that are specifically needed in the workplace. Its worth is widely recognized.
For example, many professions, such as health and education professionals, require
completion of an internship in order to receive a degree and/or a professional
credential. While work experiences are beneficial to all youth, they are particularly
valuable for youth with disabilities. For youth with disabilities, one of the
most important research findings show that work experience during high school
(paid or unpaid) helps them get jobs at higher wages after they graduate. Unfortunately,
many young people with disabilities do not have the opportunity to participate
in structured high-quality programs designed to help them make informed choices
about what careers they may want to pursue.
Getting It Right
Creating quality work-based learning experiences is not easy. For youth with
disabilities, there are additional challenges, including a lack of opportunity
for exposure to an array of career options and industry settings; insufficient
staff to help youth learn how to access the necessary assistive technologies
and other support services; and a concern by program staff that employers are
unwilling to accept a referral for a youth with a disability, because there
may be an adverse impact on performance outcomes.
Audience Answers
On these pages discover more details that help address WBL challenges and find
the answers to your WBL questions. Check out the one that fits your
profile:
Research Base
Work-based learning takes many forms and serves many purposes and its worth
is recognized throughout the world. The Organization for Economic Co-Operation
and Development (OECD) has documented what various countries do in their education
and job training programs to achieve the goal of smooth transition from initial
education to working life. In some countries, apprenticeship programs are a
core secondary education strategy, are organized through formal contracts between
the employer and the student, and often last three or more years. Less formal
arrangements can be found through co-op education programs, where students are
placed in real jobs for a limited period of time (e.g. a semester) as a part
of the program of study.
A “sampling” of the literature on contextual teaching and learning
by Medrich, Calderon, & Hoachlander, (in press) found that the research
was “often methodologically vague and hardly conclusive” (p. 70).
However, there was some evidence that work-based learning increased student
attendance, decreased dropout rates, improved student attendance, reduced suspensions,
and increased student engagement in school. One study showed that students engaged
in work-based learning were more likely to attend college or go to work compared
to their peers. Although research relating contextual learning to academic achievement
was very limited, one study indicated that work-based learning “significantly
improved a student’s grade point average and attendance” (Linnehan
quoted in Medrich, Calderon & Hoachlander, in press) and another found that
WBL students enrolled in higher level math and science courses more often than
their peers.
The research base on service-learning, while not conclusive, was somewhat larger
than that on work-based learning. (Service learning is similar to work-based
learning in that students work outside the classroom on community projects using
work-related skills and knowledge.) Studies showed that service learning had
positive impacts on student engagement and motivation, classroom attitudes and
behaviors, attendance and school retention, and grades and achievement. For
example, students who participated in service learning activities scored higher
on grade point average than a comparison group in one study. In another study,
“service learning participation was associated with higher scores on the
state test of basic skills and higher grades.” (Medrich, Calderon &
Hoachlander, in press, p. 69)
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Benefits of Recruiting Youth
with Disabilities |
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OECD has synthesized international common
lessons that show that there is benefit in recruiting youth
with disabilities to both employers and youth.
For employers it:
- promotes efficient recruitment;
- helps develop the pipeline of qualified workers; and,
- is a skill developer for current employees, who are
the in-firm trainers and mentors.
For youth, the positive values include:
- facilitating job search;
- acquiring important generic work skills, as well as
positive attitudes and habits;
- improving the efficiency, effectiveness, and pleasure
of learning by providing opportunities for contextual
and applied learning; and,
- depending upon its nature, developing expert skills
which cannot be acquired, or not acquired as well, in
the classroom. (OECD, 2000)
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While work experiences are beneficial to all youth, they are particularly valuable
for youth with disabilities. One of the most important findings from the research
shows that work experiences for youth with disabilities during high school (paid
or unpaid) helps them acquire jobs at higher wages after they graduate. Also,
students who participate in occupational education and special education in
integrated settings are more likely to be competitively employed than students
who have not participated in such activities. (Blackorby & Wagner, 1996;
Colley & Jamison, 1998; Luecking & Fabian, 2000; Rogan, 1997)
Unfortunately, many young people with disabilities do not have the opportunity
to participate in structured high-quality programs designed to help them make
informed choices about what careers they may want to pursue. (Luecking &
Fabian, 2000) Youth with disabilities continue to actively struggle to achieve
success in the labor market. They are frequently channeled into inadequate education
for work programs because of low expectations and/or discriminatory assumptions
about disability. (Fairweather & Shaver, 1990; Rojewski, 1996)
There is evidence that many youth with disabilities can be successful in quality
careers needing technology-based skills if they are exposed to:
- settings that have high expectations of them; and,
- career opportunities that demand strong academic and technical know-how(NCWD/Youth,
2003).
All too often youth with disabilities are separated out into jobs in the five
F’s: filing, food, flowers, filth, and folding. While there is honor in
all work, there is no honor in a workforce development system and its institutions
making generic assumptions that youth with disabilities are only able to perform
in certain types of environments. Thus, those responsible for developing a prepared
workforce that meets the needs of a technology-based economy need to help all
youth prepare to contribute at the maximum level possible.
Resources
High School/High Tech (HS/HT) Program Manual
http://www.ncwd-youth.info/resources_&_Publications/hsht_manual.html
Provides opportunity for students with disabilities to explore careers in science,
mathematics and technology. The HS-HT program manual includes a chapter on work-based
learning with examples, sample forms and resources.
National Center on Secondary Education and Transition (NCSET)
http://www.ncset.org/
National resources, technical assistance, and information related to secondary
education and transition for youth with disabilities.
Job Accommodations Network
http://janweb.icdi.wvu.edu/
Information on job accommodations, modifications, and assistive technology for
various disabilities.
U.S. Chamber of Commerce – School to Career Toolkit
http://www.uschamber.com/cwp/tools/schooltool.htm
The School-to-Career Toolkit, A Chamber Guide to Developing Tomorrow's Workforce,
was developed in collaboration and consultation with 30 chambers of commerce
to help the chambers enhance and strengthen school-to-career programs in local
communities. The program reinforces the role of the business community in sustaining
school-to-career activities across the country.
New Ways to Work
http://www.nww.org/qwbl/tools/index.html
Tools and guides for various audiences; includes a training curriculum for staff
on work-based learning and a quick guide on safety and child labor laws.
Intermediary Network
http://www.intermediarynetwork.org/index.html
Defines the role of an intermediary and includes tools for intermediaries and
work-based learning implementation materials.
References
Blackorby, J., & Wagner, M. (1996). Longitudinal outcomes for youth
with disabilities: Findings from the National Longitudinal Transition Study.
Exceptional Children, 62, 399-419.
Colley, D.A., & Jamison, D. (1998). Post school results for youth
with disabilities: Key indicators and policy implications. Career Development
for Exceptional Individuals, 21, 145-160.
Fairweather, J.S., & Shaver, D.M. (1990). A troubled future? Participation
in postsecondary education by youths with disabilities. Journal of
Higher Education, 61, 332-348.
Luecking, R., & Fabian, E. S. (2000). Paid internships and employment
success for youth in transition. Career Development for Exceptional
Individuals, 23(2), 205-221.
Medrich, E., Calderon, S. & Hoachlander, G. (In press). Contextual teaching
and learning Strategies in high schools: Developing a vision for support and
evaluation. In Brand, B. (Ed.), Alternative assessment and contextual
teaching and learning: Essentials of high school reform. Washington,
DC: American Youth Policy Forum and the Institute for Educational Leadership.
National Collaborative on Workforce and Disability for Youth. (2003). High
School/High Tech Program Manual. Washington, D.C.: Institute for Educational
Leadership.
Organization for Economic Co-Operation and Development. (2000). Initial
Education to Working Life: Making Transitions Work. Paris, France:
Author. 95-96.
Rogan, P. (1997). Review and analysis of post-school follow-up results:
1996-1997 Indiana post-school follow-up. Indianapolis, IN: Indiana
Department of Education.
Rojewski, J.W. (1996). Educational and occupational aspirations of
high school seniors with learning disabilities. Exceptional Children,
62, 463-476.
Work-Based Learning — Administrator
Section
Work-based learning is an established component in youth programs. Education
and training programs include work-based learning experiences to help youth
gain basic work place skills, strengthen basic skills such as math and reading
through applied learning, gain knowledge of specific occupational skills; and
develop an understanding of different industries. Quality work-based learning
experiences help youth connect what they learn in the classroom to the world
of work, learn skills that employers value, and lead to informed career choices.
Program administrators need to ensure that the work-based learning opportunities
that their programs offer are well-constructed, in order to meet the needs of
the youth they serve. Reaching scale and ensuring quality are complex undertakings
that no single entity or organization can do solely on its own. Community connections
and interagency collaborations are important. Here are some considerations and
some tips for designing work-based learning programs.
Questions
1. What are the different types of work-based learning
experiences?
Work-based learning experiences share some basic attributes. They are part
of an organized program of study sponsored by an education or training entity.
The knowledge gained through the work-based learning experience is linked to
the classroom or planned program of study. There are established learning objectives,
and these experiences provide youth with exposure to careers within industries.
Work-based learning experiences can range in intensity and duration, and often
this is determined by the age of the youth and the stage they are at in their
program of study. The workplace is a unique learning laboratory but simulated
worksites can also be used. One way to think about the types of work-based learning
is to group them into categories.
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Categories of Work-Based Learning |
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- Visits to Workplace – These tend
to be a less intensive form of work-based learning that
is mostly observational and generally most appropriate
for younger youth. Included are field trips, which are
one-time visits to observe, and job shadowing, which may
range in duration from a day or less to sometimes multiple
visits to observe by following or “shadowing”
a worker.
- Work-like Experiences – These
experiences can vary greatly in both duration and intensity,
but, in general, they are more in-depth than visits to
the workplace. These experiences can be structured for
any age youth, depending upon the duration and level of
supervision provided to the youth. Service learning projects
and unpaid internships provide youth with the opportunity
to develop leadership, citizenship and basic skills. These
experiences may or may not have a specific career focus.
Youth-run enterprises are simulated workplace experiences
designed to give youth employment and management experience.
- Employment – These tend to be
the more intensive forms of work-based learning and are
appropriate for youth 14 and older. Included are both
subsidized and unsubsidized work opportunities such as
internships. Employment experiences must comply with state
and federal labor laws. Cooperative education, paid internships,
and apprenticeship programs are examples of employment-based
learning experiences. Youth jobs, particularly summer
jobs, provide valuable work experience and help youth
develop the basic work-readiness skills and attitudes
that employers say they value.
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2. How can I ensure that work-based learning experiences
are well-structured and meet the needs of the youth I serve?
Work-based learning doesn’t happen on its own. Mere exposure to the workplace
doesn’t necessarily translate into learning. Youth need structure and
support if they are to fully benefit from their work-based experiences. This
structure and support must come from both the school or program and the work
site. Work-based learning experiences will be most meaningful if the youth themselves
are involved in the planning, development, and evaluation of the experiences.
Use youth advisory councils and student organizations as ways to involve youth.
Here are some of the basics that need to be covered.
- Preparing youth for the workplace – At a minimum,
youth should be provided with an orientation to the workplace and what is
expected of them. This orientation should include information about the industry
and the careers within the industry. It is particularly important that youth
who are participating in internships and employment-related experiences receive
information about health and safety on the job, their rights, and program
and employer expectations. Work-readiness training is valuable for youth to
learn about the behaviors and attitudes that employers expect.
- Preparing program staff and employers – Orientation
and training for program staff and employers help those who work directly
with the youth to understand their roles and responsibilities. Work-site mentors
and supervisors need to understand how to guide and support learning, provide
constructive feedback, evaluate youth performance, and how to resolve issues
that may arise. Program staff need to know how to develop and implement structured
learning plans, work with employers, and understand all applicable federal
and state laws, such as the Fair Labor Standards Act and the Americans with
Disabilities Act.
- Structuring the learning – Training agreements
and training or learning plans are tools used to structure work-based learning
experiences. Training agreements are documents that describe the general terms
under which employers, programs and schools, and youth will complete a work
experience. These agreements are typically signed by the employer and/or job
supervisor, the program coordinator or teacher, the youth and if the youth
is under the age of reason (18 in most, but not all states) the parent or
guardian. Training or learning plans establish learning objectives. The SCANS
(Secretary’s Commission on Achieving Necessary Skills) competencies
are often used as a basis for developing learning objectives. Training or
learning plans may also include learning outcomes, activities, and a method
for assessment and evaluation of the youth’s performance. The duration
and intensity of the work-based learning experience determine how extensive
and detailed the training or learning plans should be. Finally, youth need
time to reflect on their experiences and evaluate their performance. This
may be informal or formal written evaluation – covering such topics
as what did I learn; how does it relate to what I learned in the classroom;
what does it mean for my future?
- Undertaking program evaluation – Is the work-based
learning achieving its purposes? Ongoing program evaluation allows program
administrators to make judgments about the quality of a program and how to
make improvements. Involving staff, youth, employers and jobsite supervisors
is key to good program evaluation. Developing a set of tracking tools will
facilitate the assessment of learning, document the links between the worksite
and the classroom, and streamline program evaluation.
- Reporting the results – Workforce Investment
Boards, Boards of Education, and other policy makers should be kept informed
of the results of work-based learning experiences in terms of number of youth
served and successful outcomes. These reports will facilitate the sharing
of best practices, keep the work-based learning program on the radar screen,
and improve your program’s chances for future support.
3. What community supports and interagency collaborations
are necessary so that my youth have the opportunity to participate in quality
work-based learning experiences?
In every community, a wide array of organizations are involved in preparing
young people for the world of work, such as the public schools, technical schools,
colleges, and universities, vocational rehabilitation agencies, labor/management
programs, community-based organizations, and Job Corp Centers. Coordinating
efforts among organizations reduces the confusion and frustrations for employers
who must deal with multiple contacts. It is also a more efficient and effective
way to develop and support the availability of work-based learning experiences
for all youth within a community. Local activities that can and should be coordinated
among organizations include, convening local leadership, recruiting and engaging
employers, providing services to workplace partners, ensuring quality of work-based
learning, and promoting policies and effective practices. Every community has
organizations and resources that can be tapped to provide these “intermediary”
activities. Here are some ideas:
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Utilize these Organizations
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- Workforce Investment Boards (WIBs)
are the lead strategic planning workforce development
organization for local communities. WIBs are uniquely
positioned to focus attention on promoting work-based
learning, to support strategic planning between the “supply”
(program) and “demand” (employer) sides, to
identify resources available to support work-based learning;
to develop policies supporting work-based learning and
to disseminate effective practices.
- One-Stop Centers are the gateway to
an array of workforce development information and services
for both employers and job seekers. One-Stop Centers can
be the repository for common tools for structuring work-based
learning experiences and provide information on available
work-based learning opportunities within the community.
- Employer organizations, such as the
local Chamber of Commerce can be helpful in promoting
work-based learning among its membership. Employer organizations
can also undertake some of the brokering services between
the school or program and the work site, such as student
referrals, training for workplace mentors and supervisors,
and payroll functions.
- Student organizations, particularly
those that are vocationally-focused, such as DECA and
VICA, can assist in connecting students from multiple
schools and organizations with employers that match the
students’ vocational interests.
- Community-based organizations provide
employment and training for the emerging workforce, for
current workers, and for those workers seeking to make
a career change. Many of these organizations have long-established
relationships with employer or are well-positioned to
provide services to workplace partners.
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Youth often receive (or are eligible for) services from more than one organization.
For example, youth programs under the Workforce Investment Act provide services
to youth who are enrolled in secondary school and those who are out of school.
For in-school youth, the program services typically include summer employment
or paid internships. Thus, the WIA service provider who is providing the work-based
learning experience should coordinate with appropriate school personnel to make
sure it is tied to classroom learning and supports the student’s school-based
program of study. Interagency collaboration is also helpful in leveraging resources
to support youth with their work-based learning experiences. Transportation,
health needs, work tools and equipment, day care, and job coaches are among
the services that can provided through interagency collaborations. Many communities,
under the direction of their local WIBs or youth councils, have begun resource
mapping projects, including the services that are available within the community
and how to connect to these services. A guide to community services is a useful
tool for program staff who work with youth.
4. What are my responsibilities and what are the employer’s
responsibilities in working with youth with disabilities?
Research documents that youth with disabilities who participate in work-based
learning are more likely to successfully enter the workforce and are less likely
to require public support to live independently. Thus, it is important that
youth with disabilities have access to and participate in the same high-quality
work-based learning programs established for all eligible youth. Administrators,
program staff, and employers need to be aware of their legal responsibilities
under applicable federal laws such as:
- Fair Labor Standards Act governs wages for all workers
and includes “Child Labor Laws” that specify the type of work
and hours permitted for youth under the age of 18.
- Carl D. Perkins Vocational and Technical Education Act
mandates the recipients’ obligations throughout their vocational education
programs. Any entity receiving Perkins is subject to its requirements. The
Act contains equity provisions and provisions for special populations which
apply to individuals with disabilities.
- Section 504 of the Rehabilitation Act prohibits
discrimination of the basis of disability in federally-funded programs.
- The Americans with Disabilities Act prohibits discrimination
on the basis of disability status and requires the provision of “reasonable
accommodations” to insure that individuals with disabilities are provided
access and participation in program and employment opportunities.
- The Individuals with Disabilities Act (IDEA) entitles
all eligible youth to free appropriate and public education and requires specially
designed instruction to meet the needs of a child with a disability, including
instruction conducted in the classroom and other settings. Starting at age
14, IDEA requires transition services that are a coordinated set of activities
that promote the movement from school to post-school activities.
The descriptions provide only a snapshot of information, not enough upon which
to make programmatic decisions. Other federal legislation may apply, and there
may be state laws that also apply. The important lesson is that there is a legal
and ethical obligation to ensure that youth with disabilities receive the same
opportunities as everyone else. Some tips for making it happen:
- In preparing youth with disabilities, it is important that
these young people understand their disability, are able to talk
about their disability, and are able to articulate to employers what they
will contribute to the workplace.
- Training for program staff and for employers must include
specific information around serving youth with disabilities to ensure
that these youth receive the same benefits from program participation. It
is important to provide examples of individuals with disabilities
who are successful professionals throughout the work-based learning
experience. This can be done by incorporating staff with disabilities, including
examples of successful professional with disabilities, in all training components,
and by inviting employers to involve employees with disabilities.
- For youth with disabilities, the learning plan should connect
to the student’s Individualized Education Program/Transition plan when
possible. Linking with a student’s transition plan can help
identify and access supports that may be needed.
- Interagency Transition Collaboratives in many states and
local communities can assist in addressing the procedural and practice
issues that influence transition services for youth with disabilities.
Keep in mind that there is no “one size fits all” when serving
youth with disabilities. The needs of each young person must be assessed individually.
One of the best ways of determining a young person’s needs is to ask them
and to involve their parents in the discussion. This can also be helpful in
determining what other agencies can do to help support work-based learning,
the resources that they can provide and the accommodations or modifications
that are needed.
5. How do federal and state labor laws apply to work-based
learning?
Federal and state laws regulate employment. The Fair Labor Standards Act covers
minimum wage, overtime, child labor, and equal pay. States also have their own
labor standards laws. The general rule is that the more stringent law, federal
or state, is the one that applies. It is important to be familiar with both
the federal and state labor standards laws as there are many rules that apply
to youth in the workplace.
The Occupational Health and Safety Act (OSHA) applies to employers and governs
workplace safety and health issues. OSHA and its state partners set and enforce
standards for workplace safety and health. Provisions governing equal access,
nondiscrimination, workers’ compensation, and legal status for work may
also apply to a work-based learning experience. Each labor law defines those
who are covered under the law. One important consideration is whether the work-based
learning experiences is considered “employment.” Consider, particularly,
the following:
- Employment vs. unpaid internships – There
are a number of criteria that determine whether an “employment”
relationship exists and thus subject to compliance with labor standards laws.
There is no single set of rules that cover all situations and there are special
rules that apply to persons with disabilities. Considerations include whether
the work is incidental to the training, whether any employee has been displaced,
or whether a vacancy has been filled. Workplace activities that do not involve
the performance of work are not considered employment subject to labor standard
laws.
- Child Labor Laws – Federal and state laws
limit the hours that young people can work and restrict the type of work that
youth can perform. Youth under 14 are not permitted to work, with some limited
exceptions. Minors under 16 are restricted from most machinery and manufactory
work and minors under 18 are prohibited from working in hazardous occupations.
Permitted work hours are different for 14 and 15 year olds than for 16 and
17 year olds and for school hours versus non-school hours. A work permit may
be needed. There are some exceptions to the child labor laws for student learners
in approved work-study programs.
- Minimum wage – Minimum wage and overtime laws
apply to work-based learning experiences that meet the definition of employment.
Some states set a higher minimum wage than the federal law. There are certain
exceptions for initial employment or training and youth under the age of 20.
There are some additional exceptions when youth with disabilities are engaged
in “community-based vocational education.” However, these exceptions
are very explicit and need to be thoroughly understood before utilized.
- Safety and access – All parties involved in
work-based learning are responsible for ensuring that the workplace is safe
and does not discriminate. Youth should have equal access to work-based learning
opportunities regardless of race, religion, color, national origin, gender,
age, or disability. Once in the workplace, youth should know that there is
an expectation that they will be free from discriminatory practices and sexual
harassment. The necessary insurance coverage should be provided for youth
involved in work-based learning activities ranging from Workers Compensation
coverage for youth in paid employment to liability coverage for youth participating
in unpaid internships, job shadows or site visits. The type of work-based
learning experience, whether it is paid or unpaid, and federal and state guidelines
will determine the type of coverage needed.
Work-Based Learning Example
At the Pima
Vocational High School in Tucson, Arizona, structured work-based learning
experiences are fully integrated into the curriculum. This alternative charter
high school provides high school dropouts, ages 17 – 21, with a high school
diploma and prepares them to enter the work force. The student population includes
homeless youth, teen parents, and youthful offenders. Almost 30% of
the youth have a disability, mostly specific learning disabilities.
The program is organized in three modules, each of which includes
academic, vocational, and work-based learning. Work-based learning experiences
become increasingly more intensive as students move through the modules.
- The first experience on a work crew introduces
youth to the world of work and teaches basic skills.
- Job shadowing experiences during the second module
provide an opportunity for career exploration.
- A paid internship then provides real world work
experience.
Each work-based learning module includes specific learning objectives and employer
evaluations, which are used to address student skill deficiencies. Academics
are taught using workplace examples, and students learn job readiness skills
in vocational classes.
Pima is a new school, enrolling its first class in the 2000 – 2001 school
year. Since then 39 students have graduated, and of those, 12 are enrolled in
post-secondary programs, and 16 are working. The vocational education coordinator
says “Many times, having a work placement is the one activity that turns
the students around and helps them see the importance of academics, as well
as positive communication skills.”
Resources
Iowa’s
Workforce Development
http://www.iowaworkforce.org/files/students.htm
Comprehensive, up-to-date guide dated 2002, covering all aspects of work-based
learning, including program development and evaluation, safety and health, labor
laws and legal issues and references to additional resources.
National
Adult Literacy Database
http://www.nald.ca/fulltext/hudson/workbase/cover.htm
Detailed information and training materials on the various types of work-based
learning. Appendices include forms for planning, implementing and evaluating
work-based learning, information on labor laws, SCANS’, and a section
on work-based learning for students with disabilities. Issued in 1997 but much
of the material is still relevant.
Cornell
Youth and Work Program
http://www.human.cornell.edu/youthwork/index.htm
Contains a variety of tools and information broken down into short and easily
understandable documents. Includes information to promote understanding of work-based
learning and to provide “how to tips” for various audiences. Tends
to focus on more intensive work-based learning experiences. Materials developed
from demonstration programs conducted in the mid 1990s.
U.S.
Department of Labor: Employment Laws Assistance
http://www.dol.gov/elaws/esa/flsa/cl/
Information on child labor laws and links to state child labor agencies and
information.
U.S.
Department of Labor: Employment Standards Administration
http://www.dol.gov/esa/whd/flsa/index.htm
Information on federal minimum wage laws and links to state minimum wage information.
Young
Workers
http://socrates.berkeley.edu/~lohp/Projects/Young_Workers/young_workers.html
Curriculum and brochures for training for all audiences on health/safety issues.
Work safe curriculum designed specifically to help job training programs &
work experience educators teach teens about basics of health and safety on the
job.
DisabilityInfo.Gov
http://www.disabilityinfo.gov/
One-stop online access to resources, services and information for people with
disabilities available throughout the Federal government.
Work-Based Learning — Employer
Section
Employers who actively develop and engage in work-based learning opportunities
for youth with disabilities see real and concrete benefits. These employers
create pipelines of qualified and job-ready employees that help shield them
in the unpredictable and ever-changing labor market. They realize a reduction
in the time and cost of recruitment, screening, selecting, and training new
workers. Important opportunities are created for current employees to hone training
and mentoring skills and gain practical understanding of reasonable accommodations
in the workplace. A more diverse workforce is created, helping these employers
to better mirror their customer base. An increase in their workforce’s
overall comfort with people with disabilities is also seen. Finally, these employers
often have an opportunity to influence the curriculum design and learning focus
for students in local school districts, which helps to better prepare young
people to meet specific employer skill level needs when they graduate.
Questions
1. In what work-based
learning experiences can an employer participate?
Work-based learning programs involve youth as observers, trainees, or employees.
Experiences will definitely vary and may range from a one-time occurrence (such
as a site visit or tour) to a summer or year-long internship. Work-based learning
programs are designed to meet employer needs, as well as the needs of young
people, depending on their age level and experience.
For younger or less experienced youth, work-based learning usually focuses
on general career and industry awareness and exploration activities that might
include:
- Site visits and tours: Site visits and tours typically
involve a group of young people (accompanied by an adult chaperone) visiting
a business in order to learn about real-life work environments. The visit
is designed to give youth an overview of the different facets of a particular
industry. Site visits provide a cost-effective and efficient means by which
to expose large groups of young people to a place of business.
- Job shadowing: Job shadowing is a motivating activity
designed to give youth a closer, more in-depth look at the world of work,
while bridging the gap between academics and the adult world. During a job
shadow, a young person accompanies an employee as his/her work is performed
in order to learn about a specific occupation or industry. Job shadowing also
provides an excellent opportunity for adult workers interested in mentoring.
For older or more experienced youth, work-based experiences often focus on
acquisition of specialized occupational skills, as well as the development of
good work ethics and etiquette. In addition to employment opportunities, other
experiences might include:
- Internships (paid and unpaid): Internships are
situations in which students are trained to perform work for a specified period
of time, in order to learn more about your particular industry or occupation.
Activities may include special projects, a sample of tasks from different
jobs, or tasks from one specific job. Internships provide direct career exposure
for youth.
- Mentoring: Internship and apprenticeship opportunities
naturally generate mentoring opportunities for youth and adult workers. These
opportunities may be structured as a formal relationship or as an informal
one, where someone at the work place chooses to “look” after”
a young person. Mentoring experiences are enjoyable and instructive for both
the young person and the employee.
- Apprenticeships: Apprenticeship is a federally
recognized training system for occupations requiring a wide and extensive
range of skills and knowledge. It involves on-the-job training combined with
related (i.e., classroom) instruction. In the United States alone, there are
currently more than 800 different apprenticeable occupations. Apprentice wages
are based on the level of their skills and increase incrementally to the journeyman
level upon successful completion of the apprenticeship.
- Entrepreneurship: Any business-sponsored opportunity
provides youth with invaluable experiences in organizational skills, task
orientation, persistence, and determination. Work-based learning programs
focusing on entrepreneurship can help young people design and operate a small
business. In turn, they will be practicing leadership, teamwork, problem solving,
and critical thinking skills – just what the employer community is seeking!
Entrepreneurship experiences are a terrific way to bridge the gap between
academics and employment.
Regardless of the particular details (site visit, internship, or mentoring),
opening a place of business to young people provides a wonderful opportunity
to expand and create a more knowledgeable workforce for tomorrow.
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Principles of Work-based Learning |
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Some important principles for employers
and jobsite supervisors to keep in mind when participating
in work-based learning experiences for youth are:
- Help youth to set mutually agreed upon learning
and skill development goals. Work closely with the young
person and the referring school or organization to ensure
an individualized learning plan is in place that supports
and complements the work-based experience and summarizes
the goals, expectations, and logistics of the experience.
- Be a compassionate source of advice, support,
and guidance. Help youth to understand the connection
between school, work, and their future goals. Model positive
and appropriate workplace behavior.
- Challenge all youth to perform well. Expect the
best. Assess performance regularly, and plan regular meetings
with the youth to provide constructive and honest feedback
and guidance.
Give suggestions about how to increase his/her chances
for future career success. Provide necessary orientation,
training, and feedback, as needed.
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2. How can an employer
effectively locate and work with a high quality partner when implementing a
work-based learning program?
The local Workforce Investment Board (WIB) is the lead strategic
planning workforce development organization for local communities. WIBs are
uniquely positioned to focus attention on promoting work-place learning for
all young people (ages 14-25) in their communities. WIB’s can also help
develop or improve the necessary connections between the employer community
and the wide array of institutions involved in workforce preparation to promote
work-based learning opportunities. They can also provide information on child
labor laws and other employment-related issues.
Some other potential partnering agencies include:
- Your local high school or community college. Ask
for the career center, school-to-work transition specialist, or the person
responsible for workforce development.
- The local chamber of commerce or economic development group.
Ask about their connections with local educational institutions.
- Local industry associations or other employer networks.
These might include The Society for Human Resource Management (SHRM), The
National Association of Manufacturers (NAM), The National Retail Federation
(NRF), The Information Technology Association of America (ITAA), and The International
Consortium of Hospitality and Tourism Institutes (ICHTI), to name a few.
3. What should employers
know about including youth with disabilities in work-based learning programs?
The most important thing to know about including youth with disabilities in
work-based learning programs is that youth with disabilities need exactly
what their non-disabled peers need in order to achieve success—a chance!
Unfortunately, only one third of youth with disabilities who need job training
and work experiences receive it, leading to exceptionally high levels of unemployment
and underemployment.
Often employers with limited experience working with people with disabilities
are fearful of including youth with disabilities in their places of business.
The following facts should help ease any discomfort with including youth with
disabilities in a work-based learning program.
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Five Facts about Youth with
Disabilities in the Workplace |
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Some important principles for employers
and jobsite supervisors to keep in mind when participating
in work-based learning experiences for youth are:
- Youth with disabilities do NOT require
any additional or special insurance considerations on
work-based learning sites; they fall under the
same worker’s compensation and/or liability coverage
as any other student participating in such a program.
In fact, youth with disabilities rate average or better
in job safety as compared to other persons in work-based
learning sites.
- Including youth with disabilities in
the workplace generally improves an organization’s
practical understanding of reasonable accommodations.
In fact, according to the Job Accommodation Network, 50%
of all accommodations in the workplace cost under $50
(with 31% at no cost to the employer!). Most accommodations
in the workplace fall into the category of “creative
thinking and problem solving.”
- Including youth with disabilities in
the workplace will help to diversify your organization’s
workforce. People with disabilities represent
a significant, and largely overlooked, pool of potential
applicants, who repeatedly get high marks from managers
on job-related issues. Employers prepared to work effectively
with this important source of workers will not only be
better able to meet their legal obligations, but will
have a competitive advantage in recruiting and retaining
the most qualified work force possible.
- By contacting your local Disability and Business
Technical Assistance Center (DBTAC), you can receive
no-cost training on disability awareness issues.
Ten regional centers act as a central, comprehensive resource
on disability issues in employment, public services, public
accommodations, and communications. Each center works
closely with local business and other professional networks
to provide information and assistance on the Americans
with Disabilities Act.
- You may
be eligible to receive tax credits. There are three
tax incentives available to help employers offset the
cost of accommodating employees with disabilities and
to make their places of business accessible for work-based
learning programs, employees and/or customers with disabilities.
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Resources
Work
Based Learning Manual
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw300.htm
This manual was created for school personnel implementing work-based learning
opportunities, as well as parents, employers, and other community members interested
in increasing their knowledge of work-based learning.
Developing
Work-Based Learning Opportunities
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/stw/sw300.htm
This Website reviews critical issues in developing work-based learning opportunities
and provides relevant resources.
The
Office of Apprenticeship Training, Employer Labor Services (OATELS)
http://www.doleta.gov/atels_bat/
OATELS is a consolidation of the Bureau of Apprenticeship and Training and the
new responsibilities of the employer and labor liaison. OATELS engages in partnership
activities both internally and externally, ensuring quality service and customer
satisfaction.
Department
of Labor, Employment and Training Administration
http://www.doleta.gov/business/
The state and local workforce systems are key providers of workforce services
through the local One-Stop Career Centers. Large, multi-state employers with
hiring needs across the country experience varying challenges connecting to
these One-Stop Career Centers. Partnerships for Jobs is designed to ensure that
national businesses recognize the value of the workforce system and are connected
to the full range of services.
Career
OneStop
http://www.CareerOneStop.org
Career OneStop is the nation's publicly funded resource for jobseekers and businesses.
Identify job-ready workers with the right skills. Locate public workforce services
in your area.
U.S.
Chamber of Commerce – School to Career Toolkit
http://www.uschamber.com/cwp/tools/schooltool.htm
The School-to-Career Toolkit, A Chamber Guide to Developing Tomorrow's Workforce,
was developed in collaboration and consultation with 30 chambers of commerce
to help the chambers enhance and strengthen school-to-career programs in local
communities. The program reinforces the role of the business community in sustaining
school-to-career activities across the country.
U.S.
Chamber of Commerce
http://www.uschamber.com
The US Chamber of Commerce website includes information about managing a business,
job opportunities at the national Chamber of Commerce or at local offices, as
well as locating a local office for specific information.
The Society
for Human Resource Management (SHRM)
http://www.shrm.org
SHRM serves the needs of the human resource management professional by providing
the most essential and comprehensive set of resources available.
The National
Association of Manufacturers (NAM)
http://www.nam.org
The NAM is an industrial trade association representing manufacturers and employees
in every industrial sector. NAM is working toward the mission of enhancing the
competitiveness of manufacturers and to shape legislation toward economic growth,
and increased national understanding of the importance of manufacturing in America’s
economy.
The National
Retail Federation (NRF)
http://www.nrf.com
The National Retail Federation (NRF) is a trade association with membership
that comprises all retail formats and channels of distribution including department,
specialty, discount, catalog, Internet, independent stores as well as the industry’s
key trading partners of retail goods and services.
The Information
Technology Association of America (ITAA)
http://www.itaa.org
ITAA is the trade association representing the IT industry. Their website provides
information about this ever changing and growing field, issues in the IT industry,
publications and seminars.
Disability
and Business Technical Assistance Centers (DBTAC)
http://www.adata.org/dbtac.html
DBTACs were established by the National Institute on Disability and Rehabilitation
Research (NIDRR) to provide no-cost training, information and technical assistance
for those included under the ADA. All centers provide technical assistance,
material dissemination, public awareness, local capacity building, education
and training, and information and referral.
Tax
Credits
http://www.dol.gov/odep/pubs/ek97/tax.htm
A Department of Labor provided list of tax incentives for business along with
detailed information such as effective dates, how the incentive works, and how
to get more information.
Business
Leadership Network (BLN)
http://www.usbln.com
The BLN is a national employer led program that engages the leadership and participation
of companies throughout the United States to hire qualified job candidates with
disabilities.
The
Marriott Foundation for People with Disabilities
http://www.marriottfoundation.org/facts.htm
The Bridges from school to work program works with young people exiting special
education and with local employers to develop mutually beneficial job placements.
A stepping-stone for employer and youth, the program facilitates an employer/employee
relationship in which the needs of each are met.
Work-Based Learning — Youth
Service Practitioner Section
Work-based learning occurs when a youth acquires knowledge, skills, attitudes,
and habits needed for a particular occupation in a workplace environment. Front
line workers have a critical responsibility to ensure that youth are in a supervised
program that links knowledge gained at the worksite with a planned program of
study so youth can gain basic workplace skills, knowledge of specific occupational
skills, and an understanding of different skills.
Work-based learning has many benefits. Youth gain a variety of skills and knowledge
about careers. Youth with disabilities who participate in work-based learning
in an integrated setting increase the likelihood of their being competitively
employed after they leave school. Employers value the qualified workers and
efficient recruitment they gain through effective work-based learning.
As a front line worker, you play an important role in making sure youth are
connected to age and stage appropriate work-based learning opportunities that
will expose them to a variety of careers. Front line workers provide the necessary
supports and counseling to make these opportunities successful and maintain
on-going relationships with employers that involve them in the youth’s
goals and progress. Most importantly, front line workers play a key role in
helping youth make informed choices. Work-based learning introduces youth to
new options and opportunities, and front line workers must support youth in
taking advantage of the full range of career possibilities.
Questions
1. How can I be
sure that there are age and stage appropriate work-based learning opportunities
available for all the youth in my program?
It is an important first step for front line workers to get organized when
developing a work-based learning program. An individualized plan should be created
to be sure each youth is exposed to a variety of opportunities that are age
and stage appropriate. A range of work-based learning experiences should be
offered, from program-based worksite simulations and group projects to job shadowing
to employer worksite placements. Each youth will have a varying amount of workforce
preparation and workplace experience; therefore, it is important to have a variety
of developmentally and experientially appropriate placements available. Some
youth may need time in a classroom or at the program to develop basic workplace
skills while others may be ready to go to a worksite with minimal orientation.
Along with a variety of experiences, youth will have different interests and
varying knowledge about available career paths. As a front line worker,
you play a vital role in making sure youth have access to information about
the wide variety of possible career paths. In order for youth to make
informed choices about their career interests, they must know all the opportunities
available for them. This is especially important for youth with disabilities,
who are often steered into low-paying, dead-end jobs.
Studies have shown that youth with disabilities are successful in quality careers
needing technology-based skills, if they are exposed to high expectations and
demanding career opportunities. Front-line workers can connect to the full range
of local industries by doing outreach to employers and contacting the local
Chamber of Commerce. Guest speakers, job shadowing, and worksite visits can
provide youth with exposure to “real world” career information.
It is important to be sure that guest speakers include persons with disabilities
and that worksites include those that employ persons with disabilities, so that
youth with disabilities can picture themselves in the world of work.
The variety of work-based experiences and exposure to multiple career paths
must be organized into a structured progressive program for youth that links
workplace experience and classroom study. This structure should support informed
choice by exposing youth to as many alternative career paths as possible. There
should be a clear plan for each youth:
- Entering the program, including orientation, assessment,
and goal setting;
- Progressing through the program, including mentoring, performance
measurement, and feedback; and
- Exiting the program, including performance measurement,
program evaluation, transition plan/placement, and follow-up.
It is important to establish a strong relationship and regular contacts with
employers as part of the structure of a work-based learning program. Employers
need to understand the goals of the program, the individual plans for the youth
at their site, the program’s expectations of the employer and the youth,
how performance will be measured, and the feedback mechanisms available.
2. What can I do
to help each youth receive the support and counseling they need to be successful
at a work-based learning worksite?
The plan developed for each youth in your program may be called an individual
service plan, a transition plan, or a professional development plan. Whatever
it is called, it should include some basic elements:
- the youth’s interests, skills, and abilities;
- the youth’s previous program and work experience;
- the youth’s career goals or areas of interest;
- any special supports or accommodations for the youth;
- the youth’s program goals; and
- a plan of action/study for the youth during their time at the program.
This plan should be modified as the youth progresses through the program. If
the youth already has an Individualized Education Program (IEP) or an Individualized
Transition Plan (ITP), it should be coordinated with the youth’s work-based
learning plan.
It is especially important that youth with disabilities are informed about
the supports available and encouraged to advocate for themselves and the accommodations
and assistive technologies they need. Support should also include motivational
support and counseling, such as a job coach, on-site mentor, weekly group meetings,
one-on-one meetings, disability-specific support (advocacy, if needed), and
employer conflict resolution services.
The most important part of developing an individual plan is that it remains
an on-going process. The front-line worker has several responsibilities in this
regard: checking frequently with the youth to see that her or she is progressing
along the plan; reassessing goals as youths’ interests and goals change;
ensuring that the youth makes choices throughout his or her participation; encouraging
the youth to revisit these choices as new information and experience are gained;
serving as the link between the youth’s goals, worksite experience and
classroom learning; and ensuring that the employer and job supervisor are involved
in the youth’s individual plan, as well as that the youth continues to
have a voice in his or her work-based learning opportunity. To fulfill these
responsibilities, front-line workers should make regular on-site visits to provide
feedback and support for participants and to maintain communication with site
supervisors and employers. On-site observations and interactions will provide
critical information needed to adjust the process and evaluate youth and employer
satisfaction.
3. What is the best
way to place and support a youth with disabilities?
Front-line workers should go through the same process in placing youth
with disabilities as they do with all youth. An individual plan should
be created which looks at the youth’s skills, interests, and goals. As
a front-line worker, it is not as important to know the specific diagnosis of
the youth’s disability as it is to know how that disability manifests
itself in a work setting. Many disabilities will have little to no effect on
a youth’s ability to do a job and most require only slight accommodations
or modifications for the youth to complete the job. For example, some youth
with disabilities do better in certain work settings, such as a quiet area or
a room with bright light.
Some youth may decide that they do not want to disclose a hidden disability.
This is their prerogative, but the pros and cons of disclosure/nondisclosure
should be discussed prior to making this decision. For example, youth who do
not disclose their disability are not protected by the Americans with Disabilities
Act.
It is also important to assess each youth’s job readiness, considering
both the developmental and experiential level of each youth. Most youth will
require some preparation ranging from a mock interview, to resume assistance,
to job readiness skills, to an on-site program work experience. In addition,
it is important to be sure employers are prepared and understand the program’s
goals, the youth’s individual plan, and their role in that plan. The Center
for Occupation Research and Building Bridges for Employers & Educators websites
both have further information on preparing employers.
Depending on the youth’s disability, it may be important to go
to the job site and do some training with the employees about disabilities etiquette,
the Americans with Disabilities Act, and accommodations. It is important
for the employer to have realistic expectations of the youth and to be involved
in supporting the youth’s progress.
Another key element in placing youth is on-going support both on-site
and in the classroom. The front line worker must check with the youth
to be sure the experience is meeting his or her expectations. The front-line
worker should also check with the employer to be sure the youth’s work
is meeting required performance levels and see if the employer needs any assistance.
For youth with disabilities who often feel isolated or different, it is important
to hold some type of peer meeting or other gathering on a regular basis, so
that the youth can share their experiences. It is also important to provide
on-going support to employers – as they are not all experienced youth
workers, they will probably need help around youth interaction.
4. How can I be sure
that we are covering the right workplace skills in the classroom part of our
work-based learning program?
The ideal workplace skills for your program will vary somewhat depending on
the interests and experiences of the youth in your program, as well as the needs
of local employers. However, there are some basic “workplace skills”
that will apply to most worksites.
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Basic "Workplace Skills" |
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- Basic Skills (reading, writing,
and math);
- People Skills (teamwork, negotiation,
and communication);
- Personal Skills (self-management
and responsibility);
- Problem-solving Skills (decision-making
and creativity); and
- Specific job-related skills
such as keyboarding and computer literacy will also be
needed.:.
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When selecting the skills to focus on in your program, it is key to talk to
the youth about their goals and interests and to be sure the skills taught relate
to those career paths. Youth with disabilities should be encouraged to look
at the whole range of possible careers and necessary skills. It is also important
to connect with employers at potential worksites to find out what specific skills
they are looking for in a youth who is placed at their site – this may
include customer service skills, technology knowledge, typing ability, or phone
skills.
Once you have selected the work place skills to focus on based on the youth
interests and employer needs, design the interactive lesson plans that connect
these skills to the youth’s workplace experiences.
Resources
North
Central Regional Educational Laboratory
http://www.ncrel.org/sdrs/areas/issuses/envrnmnt/stw/sw300.htm
Contains an overview of “Developing Work-Based Learning Opportunities”
and a list of important common elements for work-based learning programs.
CareerOneStop
http://www.careeronestop.org
Information on alternate career paths, salary ranges, working conditions, educational/training
requirements, and the current job market.
Vermont
Work-Based Learning Manual
http://www.state.vt.us/stw/wblminfosheet.html
Information on planning a work-based learning program including sample classroom
lesson plans, forms for various work-based learning formats, and lists of participant
and employer responsibilities.
Wisconsin
Work-Based Learning Guide
http://www.dpi.state.wi.us/dpi/dlsis/let/pdf/wblguid2.pdf
Information on planning a work-based learning program including sample classroom
lesson plans, forms for various work-based learning formats, and lists of participant
and employer responsibilities.
The
Achievement Technologies
http://www.skillstutor.com/index.cfm?fuseaction=workforce.wbl
Contains online tests that youth can take to explore their skills and explore
their interests.
Building
Bridges for Students
http://www.buildbridges.net/students/index.htm
From the Building Bridges Project is this student centered page to help students
focus their career goals, understand what employers are looking for, and tips
for job interviews and resume writing.
Student
Connection
http://216.119.92.179/connections/desktopdefault.aspx?tabindex=2&tabid=13
The student geared page from Work Based Learning Connections that offers online
assessments, study tips and skills for the workplace.
Mentor
Training Program
http://
www.human.cornell.edu/youthwork/mentoring/training.html
Information provided by the Cornell Youth and Work Program to help first time
mentors gain expertise. The sites offers a number of online training sessions,
evaluations and guides.
Job
Accommodations Network
http://janweb.icdi.wvu.edu/
Information on job accommodations, modifications, and assistive technology for
various disabilities.
National
Service Inclusion Project
http://www.serviceandinclusion.org
Information on job accommodations, modifications, and assistive technology for
various disabilities.
Capital
Area Training Foundation
http://www.austinchamber.org
The Austin Chamber of Commerce website provides information regarding business
resources in Austin, industries located in Austin and listings for local training
assistance.
Vocational
Information Center
http://www.khake.com/index.html
The Vocational Information Center website offers a variety of links to useful
career and technical education resources broken down by categories, including:
college planning, skills, and career planning.
Foundation
Skills
http://www.pawerc.org/foundationskills/site/default.asp
The Penn State College of Education provides an overview of basic employability
skills, basic workplace skills and basic workplace knowledge.
Faculty
Connections
http://216.119.92.179/connections/desktopdefault.aspx?tabindex=1&tabid=14
Work-Based Learning Connections offers this page on Faculty Connections which
introduces faculty members to ways they can contribute to work based learning.
The page offers an online course for faculty, sample classroom activities, best
practices regarding relating the workplace to education.
Work-Based Learning — Policymaker
Section
Policy makers at the federal, state, and local levels—and not just those
in education—must wrestle with the question of how to make the initial
preparation of youth for the world of work as effective as possible, preferably
during school but after high school if necessary. This is particularly true
for policy makers concerned with promoting the increased employment of youth
with disabilities and other at-risk groups.
Research shows that there are multiple, long-term benefits of work-based learning
for young people with and without disabilities. A nominal investment in a well-planned
school-to-work or transition program that includes work-based learning pays
for itself many times over through additional tax revenues generated by working
youth, savings on public benefits program, and opportunity costs from those
programs associated with unemployed youth.
Policy makers at all three levels of government need to consider many issues
when promoting and expanding work-based learning opportunities. First and foremost
is the need for facts to guide their decisions. Unfortunately, much of the information
about work-based learning is not organized to assist policy makers in making
informed choices about how to construct and sustain high quality work-based
learning opportunities for youth. Asking the right questions is a key part of
the data collection process, and policy makers are encouraged to make this their
first step.
Questions
1. What are the resources
available to develop a quality work-based learning infrastructure for all youth?
Creating a structure that supports young people in their preparation for work
requires effort at all levels of government and across a wide array of institutions
and organizations at the state and local levels. More knowledge is needed of
the current capacity of the workforce development system, and the systems to
which it must link to be effective. While this knowledge is being developed,
there are resources that can assist in the development of a quality work-based
learning system for youth.
States are in a pivotal position to develop the infrastructure for work-based
learning across agencies and institutions. The state Workforce Investment Boards
(SWIBs) are well positioned to document the current state of practice, as well
as propose new collaborative efforts to generate a more strategic approach.
Actions that states can take include:
- Organize a listing of occupations and industries that make sense
for both education and employers across all workforce development entities
in the state.
- Conduct an environmental scan to document programs, policies, and
procedures that can be used to recognize and promote work-based learning across
programs and agencies.
- Convene employer organizations to generate input on how to develop
and market work-based learning that will meet the needs of their memberships.
- Convene community organizations to assess the local barriers and
solutions to providing the full range of work-based learning opportunities
to all youth.
- Incorporate into state reporting systems information across institutions
regarding the use and results of work-based learning opportunities.
Local Workforce Investment Boards (LWIBs), as the lead strategic
planning workforce development organizations, are also well-positioned to take
specific actions to promote work-based learning. Effective LWIBs have a wide
variety of members and partners with whom they coordinate information—including
a wide variety of service providers. Ensuring that workforce development providers
are collectively making maximum use of public resources is one way they sift
that information.
The role of LWIBs as intermediaries or “honest brokers” of information
is not as well known or as developed as it should be. LWIBs are required to
develop workforce development plans for their area or region based on solid
information in order to assist customers in making informed decisions about
job and training opportunities.
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Questions LWIBs should be able
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- Which organizations and schools offer work-based learning
experiences and what youth populations do they serve?
- For what occupations and industries are work-based learning
experiences available?
- How do the work-based learning experiences link to classroom
or program content?
- What are the program outcomes for youth?
- Which programs provide educational credit for participation
in work-based or work simulated learning?
- Which programs lead to industry recognized licenses
or certifications?
- How the programs are organized and what kinds of workplace
materials are used?
- What are the satisfaction levels of employers and WBL
participants?
- How involved are employers in designing the WBL experiences?
- What information and outreach services are available
to expose youth (and their parents) to programs that include
work-based learning?
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LWIBs and their community partners should be able to:
- more effectively use current resources;
- develop common WBL materials (e.g. mentoring information material for employees
of firms);
- promote access to information about opportunities for use in the One-Stop
centers and school counseling offices;
- refine joint agreements and contracts to expand service to underserved groups
of youth;
- strengthen relationships with the employer community; and
- track and report results to the key stakeholders.
Developing a quality work-based learning infrastructure for youth will address
several capacity issues. Workforce development is a hit or miss process for
America’s youth. Too many leave high school, either as a dropout or a
graduate, with no knowledge of their career options or how to access them. Students
who are labeled as “college material” are routed to college prep
courses and are encouraged and assisted in the college application process.
Students who are “not college material” are routed to career and
technology programs or academies, if they’re available, or are ignored
by the system. Those who are ignored usually spend their early employment years
bouncing from one low-level, dead end job to another. After a while, if they’re
lucky and have the requisite skills, they find a field they like and start to
move forward on a career ladder. Much of this job market churning could be eliminated
through work-based learning experiences.
Work-based learning is valuable to all youth, regardless of whether they plan
to go to college upon high school graduation or not. However, this value may
not be immediately apparent since it is difficult to isolate work-based learning
from other school or program parameters in order to track and document it. A
work-based learning infrastructure will facilitate tracking and data collection.
The infrastructure will also address the piecemeal approach to work-based learning
for youth which currently exists. There is no system for sharing program materials,
tracking participants and outcomes, or for supporting staff. Because of the
variety of work-based learning options and the need to make the experiences
age and stage appropriate for each youth, information sharing is critical. It
is not uncommon for a teacher in one school to be completely unaware of what
another teacher in her school is doing. Schools may have stand-alone programs
that are not linked to private sector, community college programs, or the workforce
development system.
Programs or schools offering work-based learning opportunities contact employers
as needed to set up site visits, paid and unpaid work experiences, and so forth.
If the programs or schools are not aware of each other, employers may be bombarded
with requests and become less supportive. A cross-sector infrastructure would
greatly facilitate coordination of employer contacts.
2. What are some examples
of effective work-based learning infrastructures and programs?
For youth in school, work-based learning is an important part of systemic school
reform in a number of urban communities. In Boston, work has started on reforming
high schools following years of work in elementary schools. The Boston Private
Industry Council (PIC), in partnership with the Boston Public Schools, is organizing
companies by industry. Employers in industries such as health care, financial
services, travel and tourism, utilities, and communications provide work-based
opportunities to youth. In addition, a number of Boston Public Schools serve
as career academies to tie work requirements of a specific industry to academics
learned in school.
Career academies are high school programs organized around an industry or occupational
theme, in which a group of students stay together for several years. There are
career academies for health, finance, computers, and media that enables students
to fulfill requirements for college entrance, in addition to acquiring work-related
knowledge and skill. Employers from the industries or occupations help develop
the curriculum and provide work experiences. There are two organizations that
serve as networks of career academies: the National Academy Foundation and the
Career Academy Support Network for the state of California.
Second chance job training programs serve youth in the upper age ranges including
drop outs, welfare recipients, and adjudicated youth, etc. They are funded through
a variety of sources and frequently provide work-based learning opportunities,
both paid and unpaid. Although some programs “zero in” on specific
jobs and do not include time for career exploration activities, there are programs
that have successfully used work experiences to meet broader social purposes.
Two such programs are YouthBuild and Job Corps. Job Corps is a residential education
and job training program for at-risk youth, ages 16 through 24. YouthBuild programs
serve unemployed and under-educated young people ages 16-24 who divide their
time between working toward their GED or high school diploma and learning skilled
construction trades. Both teach workplace basic and occupation specific skills
through on-the-job training.
3. What special considerations
are needed for youth with disabilities to access and succeed in quality work-based
learning experiences?
Youth with disabilities need the same access and opportunities for as youth
without disabilities. Unfortunately, many youth with disabilities experience
profound discrimination in schools that carries over into the jobsite. Youth
with disabilities are often routed to separate career education programs in
school that focus on low skill, low wage jobs. They have limited exposure to
the wide variety of careers available in the job market due to inadequate career
exploration activities and vocational assessment resources. As a result, they
are unable to access high tech high wage career and technology programs or college
preparation programs.
Work-based learning experiences for youth with disabilities may be non-existent
or limited in scope. This is partially due to the low expectations of school
staff (and sometimes families), but also due to the fear of employers that youth
with disabilities are more fragile or expensive to employ than youth without
disabilities. In fact, employees with disabilities generally have better attendance
rates and greater loyalty than their non-disabled peers.
It is true that youth with severe disabilities may require extra time and support
to develop skills or learn how to perform a specific job function. Job site
accommodations may also be needed, but these are often inexpensive “low
tech” adjustments such as raising a desk or adjusting a schedule. Schedule
changes, job sharing/carving and accommodations are not new to the workplace;
they are done routinely for ALL individuals who comprise today's workforce,
not just those who have an identified disability. The ideal scenario for work-based
experiences for youth with severe disabilities would be a continuum of options
ranging from a sheltered workshop, as an interim step for learning skills and
work ethics, to supported employment with a job coach in an integrated work
setting, to unsubsidized, competitively paid employment with natural supports.
It should be emphasized that sheltered workshops, where people with disabilities
are employed at substandard wages, should be a progressive learning experience
and not a life sentence.
Expertise in serving youth with a range of disabilities is provided by a number
of agencies including rehabilitative services administration, developmental
disabilities agencies, centers for independent living, and a number of non-profit
groups. Individualized Education Program (IEP) teams in schools also have expertise
in working with students with disabilities. This expertise should be tapped
as needed in developing work-based learning experiences for students with disabilities.
To ensure that youth with and without disabilities are included in quality
work-based learning experiences, both youth groups should be included in the
strategic planning processes of state Workforce Investment Boards, Local Workforce
Investment Boards, youth service providers, and schools
Research Base
Because most studies do not separate the effects of work-based learning activities
from those of other program components and participant factors, it is difficult
to state conclusively what part work-based learning played in the positive effects
documented by the research (Wonacott, 2002). However, in his review of the literature,
Wonacott (2002, page 4) stated that “it appears reasonable to say that
approaches to CTE [Career and Technology Education] that integrate WBL with
traditional academics typically have positive effects on students’ educational,
attitudinal, and employment outcomes.” These positive effects were noted
at the both secondary and post-secondary levels.
Wonacott’s findings were similar to those of Medrich, Calderon &
Hoachlander (in press) who sampled the literature on contextual teaching and
learning, which included work-based learning and service learning. The limited
research base was not conclusive, but studies showed work-based learning and
service learning had positive impacts on student engagement and motivation,
classroom attitudes and behaviors, attendance and school retention, and grades
and achievement.
Other researchers found positive effects on post-school outcomes. For example,
in a postsecondary follow-up survey of the class of 1998, respondents were asked
about the value of various high school activities in helping them to decide
what kinds of careers interested or did not interest them. The most highly valued
work-based learning activities appeared to be those that involved an experience
tailored to the individual student. Students gave high marks to job shadowing,
as well as to paid jobs and unpaid internships obtained through school. (Haimson
& Bellotti, 2001)
Youth who participated in structured transition programs sponsored by schools
had better attendance and were less likely to drop out. This was especially
true of high risk youth. Other positive effects were that youth were prepared
for college, were able to more easily define their career interests and goals
for the future, did better in labor market outcomes than other high school graduates,
and the job |
