Work Experience A Resource for Career and Personal Planning 11/12 Province of British Columbia Ministry of Education Introduction n September 1994, Tbe Kindergarten to Grade 12 Education Plan was released. I Implementation of this plan will make the B.C. education system more current, relevant, and able to provide students with the skills and knowledge needed to succeed in the future. New components of The Kindergarten to Grade 12 Education Plan are the Personal Planning K to 7 and the Career and Personal Planning 8 to 12 curricula. The Personal Planning curricula focus mainly on personal planning and growth in the primary years, and shift to integrating personal and career plans as the student enters the secondary grades. In Grades 8 to 12, the Personal Planning curriculum changes to become Career and Personal Planning 8 to 12 (CAPP). In Grade 9, students, teachers, and parents work together to help each student develop a formal Student Learning Plan (SLP). By monitoring their learning plans, students are able to focus on areas of interest, exploring and assessing their own strengths and weaknesses. Career and Personal Planning 11/12 will become a mandatory graduation requirement for students entering Grade 11 beginning in September 1995. CAPP 11/12 includes a 30-hour work experience component. The required work experience component is a key element to enabling students to form realistic expectations of the workplace and to make educated decisions based on that knowledge. This document is intended to provide information concerning the work experience component of CAPP 11/12. It is meant to introduce this new work experience requirement to teachers, administrators, students, and parents. A more detailed Work Experience Handbook will be released in Spring 1995. This resource will help educators and administrators establish community-based work experience courses and career programs and ensure that work experience is a relevant and positive educational experience for students. The new Work Experience Handbook will provide more information on • evaluation and assessment • supervision and monitoring • community advisory committees • procedures for establishing work experience placements • safety issues • transportation issues • Workers’ Compensation Board coverage • career programs • revised legislation • labour and business partnership agreements Table of Contents Goals of Work Experience Career and Personal Planning 11/12 Career Programs Types of Work Experience Criteria for Work Experience Credit Evaluating Work Experience Preparing Students for Work Experience Supervising and Monitoring Work Experience Placements Parent and Community Relations Roles and Responsibilities Goals of Work Experience Work experience is that part of a course or Whenever possible, work experience should be program which provides students with community-based. The term “community," as opportunities to participate in a variety of used in this document, is not limited to local workplace experiences that will help prepare environments. It is used in the broadest sense, them for the transition to a work environment. extending education beyond the traditional four walls of our schools. As such, the community Work experience is intended to accomplish the includes, but is not limited to, small businesses, following: resource industries, government facilities, • to help prepare students for the transition from secondary school to the world of work or further training and education • to increase the relevance of school by helping students connect what they learn in the classroom with the skills and knowledge needed in the workplace and in society in general Work experience gives students the following opportunities: • to observe and practise the employability skills and attitudes required in the workplace • to explore possible career directions as articulated in their Student Learning Plans • to develop the self-reliance, self-direction, and confidence necessary for effective teamwork, lifelong learning, and workplace success Crown corporations, and volunteer organizations. Career and Personal Planning 11/12 (CAPP) The Career and Personal Planning curriculum encourages students to see career education as more than deciding what “jobs” they will do in the future. Student Learning Plans, which Granting Credit for Work Experience encourage students to think about education in relation to their career goals, begin in Grade 9 The 30-hour work experience component of and are updated until graduation. Work CAPP 11/12 is worth one credit. This can be experience provides students with a community- achieved through school-arranged work oriented opportunity to explore career directions experience or out-of-school employment, identified in their learning plans. Work community service, or entrepreneurship. Prior experience should be based on an understanding work experiences may also qualify for credit of personal and career development, while providing they meet the learning outcomes for helping students acquire employability skills and work experience and are related to the Student gain familiarity with the workplace. Learning Plan. The successful completion of this course Only one 30-hour work experience credit will be provides students with four credits towards granted through prior work experience. satisfying graduation requirements, assigned as Additional credits must be achieved through follows: school-arranged work experience activities. • planning process, including the Student Learning Plan (one credit) • personal development (one credit) • career development (one credit) • 30 hours of work experience (one credit) The work experience component of CAPP 11/12 allows students to earn credit for exploring possible career paths at a practical level. Work experience placements provide learning opportunities that range from developing and practising basic employment skills in entry-level positions to in-depth, on-site career exploration. Individual students are able to see where they are in their career development process and are provided opportunities to further that development. Many types of work experience placements may be required to meet the diverse needs of participating students. Students participating in Special Education Programs, Career Preparation Programs, Co-operative Education Programs, Secondary School Apprenticeship Programs, or any new career programs will receive credit as outlined in the specific program requirements. (See page 3.) Career Programs Career programs incorporate a work experience Co-operative Education Programs component that may take longer or have a wider Co-operative Education Programs provide focus and duration than the CAPP 11/12 students with opportunities to explore one or component. more careers. They are locally developed and include a minimum of eight credits of work Career programs consist of prescribed course experience. packages and a work experience component that meets specific career development and exploration requirements. Students who have completed the mandatory work experience component of CAPP 11/12 (30 hours) may apply this credit towards the work experience requirements of a career program. For example, students enrolled in a Secondary School Apprenticeship Programs Secondary School Apprenticeship Programs are career programs that have established agreements to enable students to make a smooth transition between secondary school and the apprenticeship system. Career Preparation Program that requires 120 hours of work experience may apply the CAPP They would then need to complete a further 90 Special Education Work Experience Programs hours of work experience to meet the minimum Work Experience Programs for students with 11/12 work experience credit to this program. work experience requirement of the Career special needs should include significant pre­ Preparation Program. Double credit is not placement work study to ensure that students permitted. are adequately prepared for the workplace. There are currently four types of career programs. Career Preparation Programs Career Preparation Programs are designed to prepare students for further study in a particular field at a post-secondary institution, and provide them with entry-level skills for employment. These programs are district-approved and currently consist of 24 credits of study related to a career field, including a minimum of four credits (120 hours) of related work experience. Teachers in these programs should include work study and work experience that reflect interests and abilities identified in students’ Individual Education Plans (lEPs). Types of Work Experience The following activities qualify as community-based work experience. A student can earn one work experience credit after completing 30 hours in any one or a combination of the following activities, providing that the criteria for the work experience credit is met. (Refer to Criteria for Work Experience Credit on page 5.) Work Experience Placement Community-Based Career Seminars Student Employment Students gain hands-on work Students who have an interest past out-of-school employment experience. They are supervised in a certain career area for full or partial work by a work site sponsor in the identified in their Student experience credit. To qualify for business or volunteer Learning Plans can gain credit, the work must meet work organization. The objectives for information from group experience placement criteria. the placement are based on the presentations and tours of Student Learning Plan. The community businesses. This Community Service required 30 hours can be type of career exploration is Students may apply current or completed in one placement with beneficial when a large number past out-of-school volunteer the same employer, or in a series of students are interested in one work for full or partial work of shorter placements with one or career area and there are experience credit, providing the more employers. limited opportunities for work work meets work experience experience placements. It is also placement criteria. Job Shadowing Placement useful in career areas involving Students explore a career by “shadowing” people in the work that is dangerous or confidential, such as police or social work. community as they perform their Students may apply current or Entrepreneurship Students may apply out-ofschool entrepreneurial ventures for full or partial work do not include hands-on Electronic Work Experience work meets work experience performance of duties, they are Students are linked through the placement criteria. useful to students who are unsure use of computers to community­ about what a specific career based businesses—a distance entails or who wish to explore education option via the different types of careers. Community Learning Network work. Although these placements (CLN) or the Open Learning Career Mentoring Agency (OLA). This type of Time spent in a mentoring work experience is useful when relationship with a community students are geographically member may be considered a 30- isolated and have no access to hour work experience. The businesses or careers that mentoring should be related to interest them, or if students are the career direction established in interested in careers involving the Student Learning Plan. technology. experience credit, providing the Criteria for Work Experience Credit For an activity to qualify as work experience, it should include the following components: Community-Based Work Sites The goal of work experience is to provide students with relevant work placements linked • a placement planning process • a relationship to the Student Learning Plan • a community mentor • a community-based work site • supervision and monitoring guidelines Supervision and Monitoring Guidelines • assessment and evaluation An educational supervisor should monitor each to the community. student’s work experience activity, as Placement Planning Process appropriate and as determined by school district With an adviser, students plan how to meet the policy. The frequency of work site observation learning outcomes of CAPP 11/12 through and the process for assessment will be school-arranged placements or out-of-school determined at the district level. employment, community service, or entrepreneurial activities. The process may Assessment and Evaluation include a written plan for work experience, Assessment and evaluation should be based on a produced with the support of parents/guardians, variety of strategies, education supervisors’ educators, and mentors. The plan may include input, mentors’ feedback, and students’ self­ placement outcomes, pre-placement orientation, assessment leading to reviews of their Student defined learning activities, and assessment, Learning Plan. review, and evaluation procedures. Work experience placement objectives should Relationship to the Student Learning Plan Students’ work experience activities should relate to their career and personal goals. These goals, as outlined in the Student Learning Plan, are individualized, and can range from basic employment skills to career exploration. Community Mentors Community mentors can increase students’ career awareness by providing information on employment skills; evaluation; and, where appropriate, site supervision for students. relate to individual Student Learning Plans. These objectives can then be assessed by each student, educator, and employer. In cases where employer assessment is not available, an alternative method of assessment and evaluation should be designed. Evaluating Work Experience Criteria for evaluating work experience accuracy. The report could be used to document placements should be based on the learning and assess the number of work experience credit outcomes identified for the work experience hours earned. component of CAPP 11/12. These can be found in the CAPP 11/12 Integrated Resource Entrepreneurship Package. The student could compile a report focusing on The following are possible examples of how activities, including a description of the his or her community-based entrepreneurial student performance might be assessed and entrepreneurial venture, market projections, task evaluated for each of the different types of work descriptions, skills required, employment and experience activities. business prospects, and future plans. It may be useful to have the community mentor sign this Work Experience report to ensure accuracy. An evaluation and attendance report could be used by the employer in consultation with student or education personnel, or both, to identify basic employment skills. Placement objectives identified in the Student Learning Plan should also be acknowledged in this evaluation tool. Documenting Work Experience Work experience can be effectively documented using the evaluation methods described on this page. Attendance and evaluation forms, student Job Shadowing, Community-Based Career Seminars, Career Mentoring, and Electronic Work Experience A report and evaluation detailing the career area, employment prospects, entry requirements, and follow-up plans could be completed by the student. Employment and Community Service/Volunteer Work Experience The student could compile an evaluation report reports, and employer reports can all be used to verify participation in work experience placements and should be included as part of the Student Learning Plan. Although each placement is customized to meet the student’s needs and abilities, educators and work site sponsors may find it useful to use a general evaluation form to ensure that the attitudes, behaviours, skills, and effort required by students are assessed and evaluated. This report can also be used as part of a reflective focusing on the career area, description of the learning process to help students further their tasks student performed, the skills required, personal and career development planning. In employment prospects, entry requirements, and addition, it may serve as documentation that follow-up plans. It may be useful to have the work experience requirements have been community mentor sign this report to ensure satisfied. Preparing Students for Work Experience Pre-placement Orientation Career and Personal Planning 11/12 emphasizes the strong relationship between personal and career development. Work placement choices should reflect each student’s personal likes, interests, and abilities, as these factors are the basis of career planning. All students should participate in pre-placement orientation to prepare them for work experience A fundamental principle of work experience is that placements. This orientation should consider the it provides students with an opportunity to gain following: real-life, hands-on experience. If this experience is to be successful and educationally valid, students Employability must have accurate knowledge and understanding • of the expectations in various workplaces. job-seeking skills, including cover letters, résumés, telephone and interview skills • attendance and punctuality It is essential that students view the workplace as a • appropriate appearance place they must “fit into.” Educators should • effective interpersonal communication and understanding of the work site before the • the value and benefit of teamwork student enters a work experience placement. Work • workplace behaviours that demonstrate an provide each student with an adequate knowledge (verbal and non-verbal) site sponsors should provide the student with an accurate view of the type of work done and the appropriate work ethic • confidentiality in the workplace expectations that must be met on the site, including those for behaviour, attire, and safety. As part of the CAPP 11/12 course, students and Career Exploration • analysis educators plan in advance for the work experience. The Student Learning Plan provides the framework within which students can focus on • career path choices and planning • non-traditional occupations for men and women short- and long-term planning. Work experience provides a practical opportunity for students not personal development and lifestyle choices • labour market information research and evaluation skills only to explore the workplace, but also to practise their planning and decision-making skills and test the accuracy of the career paths they have Employer Expectations identified in their learning plans. • workplace expectations • employee rights and responsibilities Schools and work site sponsors will need to be • Employment Standards Act sensitive to the broad range of participating • Human Rights Act students. Schools and the community will need to work together to make work experiences relevant and meaningful for all students. Basic Safety in the Workplace • common safety practices • WHMIS (Workplace Hazardous Materials • how to identify hazardous working Information System) environments • questions to ask the employer about safety • prevention of violence, assault, sexual • additional sector safety training, such as at the work site harassment Food Safe and Heavy Industry Safety Preparation programs • Workers’ Compensation Board coverage • student accident and injury reporting procedures Organizational Structures of the Workplace • how businesses are organized • how unions work • governments as employers Problem Solving • theft prevention • conflict resolution • anger management • roadblocks to communication • accepting responsibility and making commitments Supervising and Monitoring Work Experience Placements Students on school-arranged work placements should be supervised and monitored. It is important that school personnel, the work site sponsor and the student share similar expectations about work experience. The work site sponsor should understand the course or program in which the student is enrolled and the objectives of the placement. Placements at new sites should not be allowed unless school personnel have met with the employers and inspected the work sites. Student placements can be monitored in a number of ways. These include visits to the work site, phone calls, and electronic mail. School boards should establish guidelines for supervision and monitoring that address the issues of work site safety, student attendance and punctuality, student conduct and performance expectations, and business, labour, and school relations. Parent and Community Relations Community Advisory Committee The Ministry of Education requires that school Communicating with Labour Partners boards establish community advisory committees In order to gain appropriate access to unionized to guide the development and delivery of work work sites, unions should be partners in work experience for Career Programs. experience placements. This partnership will assist in resolving problems quickly and Communicating with Parents/Guardians efficiently. School districts could have ongoing Parents/guardians whose children will be want to include them on school district and participating in work experience should be fully school-based advisory committees. informed of the goals and procedures of work experience. They should know when their children will be participating in community­ based career exploration and work placements and be encouraged to actively support their childrens’ career development choices. Transportation and insurance issues should be communicated to parents/guardians. Communicating with Community Business Partners Community support is essential to provide the variety and number of work experience placements that will be required. Businesses willing to participate in school-arranged work experience should be informed of the goals, procedures, and processes involved in placing students. discussions with local labour councils and may Roles and Responsibilities Students’ Responsibilities • • • related assessment and evaluation Notify the work site sponsor when unable to • Establish a line of communication between the work site and the school Adhere to the rules and regulations associated • Inform site sponsors of the need to do an respect to safety regulations on-site safety orientation with students Respect the confidential nature of information before hands-on activities begin • Participate in evaluation meetings as required students and site sponsors supervisor and in the preparation of a work • experience report for inclusion in each • Establish a visitation schedule Compile a work experience report in collaboration with students and work site student’s personal portfolio sponsors Continue to attend all scheduled school-related activities as required Establish realistic placement objectives for the work experience, in collaboration with by the site sponsor or work experience • Inform work site sponsors of the goals of the work experience course/program and procedures within the work placement • • specified by the work site sponsor with the work placement, particularly with • Visit all new workplaces to meet sponsors and view the work sites Observe the days and hours of work as report to work • • Understand the rights and responsibilities of employees in the workplace Arrange, when possible, pre-placement tours of potential work sites for students Abide by the conventions and practices of the assigned workplace • • • Identify methods of evaluating students’ work experience performance Parents’ Responsibilities • Become informed about the work placement • • and that problems are resolved or Channel all concerns about a work placement ameliorated site through school placement personnel • Assist the student in planning for work • Provide positive and constructive feedback to students, based on the sponsors’ experience • Communicate directly with students to ensure that their concerns are addressed activities and objectives • Monitor students’ progress assessment of their abilities, effort, and Provide ongoing support to the student workplace conduct Educators’ Responsibilities • Prepare students to work co-operatively in a Employers’/Sponsors’ Responsibilities group situation and to take instruction from • in a work experience placement Endeavour to place students in appropriate Provide a safe working and learning environment work site sponsors • Address and resolve any problems that arise during placement Familiarize students with the responsibilities and expectations associated with participating • • • Provide a site-specific safety orientation for situations, taking into account each student's every work experience student before abilities, personality, and career aspirations hands-on activities begin • Provide a thorough orientation for students and work experience supervisors, explaining School Districts’ Responsibilities • rules and regulations and expectations of the work site with regard to matters such as dress code, discipline policy, breaks, and hours of work • work experience placements • • Introduce students to regular work site employees, explaining students’ roles • • Check that safety training is completed them to participate in a variety of working/ before students participate in work learning experiences experience placements Provide feedback to students with respect to • Ensure that only students 15 years of age or older are permitted to participate in work Assign employee mentors to supervise students • Ensure that there is a district-co-ordinated community-based employers • workplace expectations and standards • Ensure that work sites are supervised and placement system for contacting for the length of available time, and • Approve work experience placements monitored Select, whenever possible, jobs appropriate students’ skills and interests, while allowing Establish guidelines regarding the conduct, supervision, and participation of students in site placements • Ensure that schools are evaluating student Notify the school, and/or parents/guardians, performance on work experience immediately of any mishap or emergency, placements difficulty, or non-compliance Province of British Columbia Ministry of Education