1. Work-Based Learning in California: New and Expanded Models
Svetlana Darche - WestEd
Rob Atterbury - ConnectEd
Educating for Careers Conference
Sacramento, CA
March 5, 2011
Comments to frame the presentation:
Work-based learning is a core component of the “Linked Learning” approach to high school reform.
It is a pedagogical strategy that enables students to apply what they’ve learned in the classroom to the world outside the classroom.
The Irvine Foundation recognized this as a critical teaching and learning strategy that called for serious exploration and investment. The Foundation therefore engaged WestEd to conduct a statewide study that addressed both indicators of quality practice and opportunities for expanding quality models.
We reviewed the literature, interviewed a wide array of experts, and conducted 13 site visits
A few initial findings:
There is a lot of work-based learning happening but for different purposes and in different ways.
There is a lot of consensus about what constitutes “high quality”.
There are some logistical challenges in placing students off-site, that require careful consideration.
Work-based learning requires teachers, staff and partners who have the knowledge (and time) to do it well.
In some cases, the best work-based learning actually happens at the school – such as in the case of school-based enterprises.
Group vs. individual experiences offer different kinds of benefits to students – so, depending on the purpose of the experience, a group experience may be more beneficial than an individual experience.
Y-PLAN was one of the models we discovered that met all the criteria for high quality practice, while addressing some of the logistical challenges of traditional work-based learning, and bringing the additional benefits of group activity and civic engagement that can be so critical for young people at this stage of their lives. I am therefore thrilled to be collaborating with Deb in this work.
My focus will be on the indicators of quality for work-based learning, based on the study we conducted, and how those are reflected in Y-PLAN, and then to quickly review some of the structural and systemic elements that are necessary to implement high quality practice. 1

2. The Mandate
“Over the next 10 years, nearly half of all new jobs will require education that goes beyond a high school education. And yet, as many as a quarter of our students aren't even finishing high school. The quality of our math and science education lags behind many other nations. America has fallen to ninth in the proportion of young people with a college degree.”
~President Obama, State of the Union Address

3. California job openings by skill level, 2008–2016
Driving Force 3: Workforce Demand - As educational levels decline, the economy needs an increasingly skilled workforce. Thirty-two percent will require a four-year degree or higher. Middle-skill jobs — those requiring more than a high school diploma but less than a four-year college degree — are projected to account for the largest share of job openings in California at 43 percent. Of the middle-skill job openings, many will require work experience in a related field or moderate to long-term on-the-job training, suggesting that the Adult Education program must build strong partnerships with industry and business as well as the community colleges.
Bureau of Labor Statistics data and Holzer, H., May 25, 2010, personal communication.

4. Readiness for the workforce
Conference Board, P21, SHRM, Corporate Voices for Working Families: Are they Really Ready to Work?

5. Skills needed Academic Technical
“21st Century” Workforce Readiness Skills
Critical thinking
Creativity
Collaboration
Communication
Conference Board SHERM, P21 -- Others, including flexibility and adaptability, persistence, ability to bring a project to completion, ability to work with diverse colleagues

6. How do we get there?
ASTD estimates $ billion spent on employee learning and development in 2009.
Key strategy recommendation: work with educators on developing workforce readiness skills through mentoring, internships, and other learning opportunities.
ASTD estimates that U.S. organizations spent $ billion on employee learning and development in This amount reflects direct learning expenditures such as the learning function's staff salaries, administrative learning costs, and non-salary delivery costs (including outsourced activities). Nearly two-thirds of the U.S. total ($78.6 billion) was spent on the internal learning function, such as staff salaries and internal development costs. The remainder ($47.3 billion) was allocated to external services such as workshops, vendors and external events. ASTD, Conference Board, the Ill-Prepared Workforce
Employment and Training Administration (ETA) is committed to increasing credential attainment by participants of the public workforce system.
Yet, even with new investments, resources are limited.
Investments in training peaked in 1979 at about $17 billion; by 2008, it had fallen by 70% and even further if taken as a percent of GDP from .3 percent of GDP to .04% of GDP (Holzer, 2009).
This means that the quality and effectiveness of our efforts have to be higher than ever.
At the same time, the workplace is more complex than ever.

7. Benefits to employers Reduced recruitment costs
Reduced training and supervision costs
Increased retention rates and reduced turnover
Productivity of students
Higher productivity and promotion rates of program graduates compared with other newly hired workers
eased retention rates and reduced turnover (due to clarity, allegiance, and flexibility)
Higher productivity and promotion rates of program graduates who were eventually hired compared with other newly hired workers

8. Benefits to employers
Improved employee learning, productivity and morale
Favorable publicity
Increased diversity
Clearer focus for future engagement
A stronger system for developing skilled workers in the industry

9. Return on investment
A national study on employer investments in work-based learning found that benefits exceeded costs in nearly three out of four companies studied. For every dollar invested, companies saw the following returns:
Autodesk. Ranging from 1.15 to 2.99 across departments, with a median of 2.32.
Charles Schwab. Ranging from 0.40 to 5.64, depending on whether the company’s forecasts of long-term benefits from higher employee retention rates are realized.

10. Return on investment
Crown Auto World. Ranging from 1.39 to 3.21, depending on employee retention rates and additional profits from technicians hired from the program.
Eastman Kodak. Ranging from 0.87 to 1.05, depending on the productivity of student apprentices.
Siemens. Ranging from 1.07 to 1.79 in Lake Mary, Fla., depending on training and supervision cost savings from apprentices later hired as full-time employees.
Sutter Health. 1.39, if students perform work similar to that done by employees.
McDonald’s had slightly lower returns and Bell South did job shadowing which also had relatively low returns. BellSouth accepted our challenge to participate in the study; however, its job shadowing program did not lend itself to calculating precise benefit-cost ratios. The benefits of one-day job shadowing for students are substantial, but the financial returns to BellSouth for this short-term program are negligible. Programs with student involvement sustained over time are more apt to yield bottom-line returns than single-day programs.

11. Benefits to students Academic/cognitive? Social/emotional?
Career development?

12. Defining Work-Based Learning Rationale for a broader definition

13. A Formal Definition
…an educational strategy that links school-based instruction with activity that has consequences beyond the class or value beyond success in school, and is judged by professional standards; it uses the workplace, or in-depth experience with employer or community input, to engage students and intentionally promote learning and access to future educational and career opportunities.

14. Minimum Components Connection to standards and curriculum
Depth of experience
Direct and systematic input and feedback from professionals and/or the community outside the classroom
to establish an understanding of workplace standards
to provide meaningful consequences or value beyond success in school
Connection to curriculum – not a separate work experience program unless it is tied to classroom curriculum
Depth of experience – not job shadowing, which is great for career exploration, but is very short-term
Direct and systematic input and feedback from professionals and/or the community outside the classroom –
to establish an understanding of workplace standards (which are often higher than classroom standards)
to provide meaningful consequences or value beyond success in school (the feedback from the community may have more meaning to a student than a grade from a teacher)
not a simulation, or, if it happens at the school, employers are engaged in providing direct input – i.e. someone outside the school
cares about the work and students know it.
WBL IS ABOUT IMPARTING CRITICAL SKILLS AND KNOWLEDGE THAT ARE MORE READILY LEARNED OUTSIDE OF TRADITIONAL CLASSROOM ENVIRONMENTS

15. Work-based Learning Continuum
Grades K
Career Preparation
“Career Practicum”
Career Exploration
Career Awareness

16. Work-based Learning Continuum
Grades K
Career Exploration
“Career Practicum”
Career Preparation
Career Awareness
Clinical
Field Trip
Career Day
Job Shadow
Internship
Work-study
Guest Speaker
Mentor/Tutor
Company Tour
Virtual Enterprise
Service Learning
Apprenticeship
On the job Training
Student-run Enterprise
Cooperative Education
Employment Training
Project Related Internship
Problem or Project-based Research

17. Place, or where the activities take place, is important in addressing several of the purposes of work-based learning, but was found not to be a primary defining criterion.
For example, in community-based activities or entrepreneurial activities such as school-based enterprises, the “client” or “customer” for the students’ services or products are outside the classroom, but much of the work may be happening in the classroom, as would be the case with a professional consulting business or small business operating out of a home office.

18. Purposes of Work-based Learning18

19. v Review all three areas. All three about LEARNING
Focus on the cognitive
In the past, WBL has focused on the areas of career development and social-emotional development, along with technical skills in some occupationally focused work experience.  The new piece in our work is a renewed focus on cognitive development -- situated learning not only for building social capital and exploring careers, but for stimulating the development of higher order thinking skills, based on the work of Lave and Wenger, Vygotsky, and many others.
To reinforce and improve academic learning (as defined by the content of core academic classes)
To engage students in “new modes of thought” (e.g., higher-order critical thinking and problem solving) or otherwise facilitate learning through contextualization and the enculturation offered in social learning and “communities of practice”
To develop students’ career/technical skills as a means to learning 19 19

20. Expanding Opportunities
If we want to go to “scale” -- that is, expand access to work-based learning and providing larger numbers of students wit h opportunities to learn “work ready essential skills” 1)

21. Alternatives needed to…
Address the logistical issues of placing large numbers of student in individual internships
Ensure equity of access
Align with learning objectives
Address the logistical issues of placing large numbers of student in individual internships – if we were to go “to scale”, with every student in every pathway needing an internship, it would be very difficult and expensive, given the current budget situation
Ensure equity of access -- due to geographic factors or differential access to transportation, students may not be able to participate in individual placements in their career area (e.g. ACME,; BuidSF had buses, Palmdale used vans, but these are not always available…);
Address legal or policy constraints -- in some cases labor laws or employer policies restrict the placement of youth under age 18
4) Address learning outcomes that may be better attained through “alternative” kinds of experiences – some students would profit more from group activities than individual one; some profit more from a technology-assisted experience because use of the technology itself is part of the learning experience; some students have entrepreneurial interests; some are interested in public service and are best served by engaging in community-based projects; some students have a need to contribute to their communities in ways that are personally meaningful

22. Two sets of criteria:
Does the experience facilitate the attainment of the learning outcomes sought?
Does the experience meet a minimum set of implementation quality criteria?
1) Does the experience facilitate the attainment of the learning outcomes sought, e.g., Work Ready Essential Skills
The Work-ready Essential Skills were reviewed together with other skills lists, such as those developed by WestEd for the NAF Internship Assessment project, including those of the Partnership for 21st
Skills, SCANS, etc. to tentatively arrive at a list of nine (9)
Communication
Collaboration
Creativity and Innovation
Critical Thinking and Problem Solving
Professionalism/Work Ethic
Professional Network
Workplace Context
Information Management
Initiative/Self-Direction/ Resourcefulness
2) Does the experience meet a minimum set of quality criteria
Criteria for Assessing Quality of a Work Based Learning Experience
Purpose
Student, partner, and teacher are aware that learning is the primary purpose.
Outcomes
Student outcomes and relevant academic/CTE standards are used to design the work-based learning experience. (5. Learning opportunities are identified and aligned to standards)
Relevance
The experience is relevant to the student’s interests, the pathway theme and the work itself has real-world relevance. (Structural: link to interests and pathway theme)
Connection
The experience is explicitly connected to the student’s academic curriculum, technical curriculum and/or integrated projects and the learning activities within the experience are connected to achieving student outcomes. (Standards)
Preparation
Students are prepared in class and in previous less intensive experiences with the work-readiness skills, learning expectations, and orientation to the individuals and/or organizations with which they will be engaged. (Structural: sequencing of experiences)
Engagement
Students have direct engagement with outside professionals and/or community members over a period of time. (In depth engagement; exposure to communities of practice and social networks)
Responsibility
Ongoing communication between educator, student and partner ensures student outcomes are being achieved. (Ongoing communication)
Variety
Without compromising depth, the student is involved in a variety of tasks and works with multiple adults. (“Rotation” student is still learning,; needs opportunity to learn through various kind s of tasks)
Assessment
Student, partner and teacher assess achievement of student outcomes and assess the work produced against real-world standards. (Experiences are assessed)
Reflection
Student engages in reflection and analysis of the work-based learning experience during and after the experience. (Reflection.)

23. Student outcomes Category Student Learning Outcome Student…
Communication
Pays attention to verbal information and instructions; listens and observes; articulates thoughts and ideas clearly and effectively both verbally and in written form; uses technology appropriately for communication.
Collaboration
Builds collaborative relationships with colleagues and customers; is able to work with diverse teams, contributing appropriately to the team effort; negotiates and manages conflict; learns from and works collaboratively with individuals representing diverse cultures, races, ages, gender, religions, lifestyles, and viewpoints; and uses technology to support collaboration.
Creativity and Innovation
Demonstrates originality and inventiveness in work; communicates new ideas to others; integrates knowledge across different disciplines.
Critical Thinking and Problem Solving
Demonstrates the following critical thinking and problem solving skills: exercises sound reasoning and analytical thinking; makes judgments and explains perspectives based on evidence and previous findings; uses knowledge, facts, and data to solve workplace problems.
Professionalism and Ethics
Manages time effectively; is punctual; takes responsibility; prioritizes tasks; brings tasks and projects to completion; demonstrates integrity and ethical behavior; acts responsibly with others in mind.
Initiative/
Self-Direction/ Resourcefulness
Takes initiative and is able to work independently as needed; looks for the means to solve problems; actively seeks out new knowledge and skills; monitors his/her own learning needs; and learns from his/her mistakes; seeks information about related career options and post-secondary training.
Workplace Context and Culture
Understands the workplace’s culture, etiquette, and practices and knows how to navigate the organization; understands how to build, utilize and maintain a professional network of relationships and the role such a network plays in personal and professional success.
Information Management
Is open to learning and demonstrates the following information gathering skills: seeks out and locates information; understands and organizes information; evaluates information for quality of content, validity, credibility, and relevance; references sources of information appropriately.
Technology
Selects and uses appropriate technology to accomplish tasks; applies technology skills to problem-solving; uses computer programs easily; and is able to quickly access information from reliable sources online.
Applied Math
Uses math and quantitative reasoning to analyze and solve problems; performs basic mathematical computations quickly and accurately; thinks about how to describe and solve a problem; understands how to use math and/or data to develop possible solutions.

24. Criteria for quality practice
Purpose
Student, teacher, partner and parent/guardian are aware that learning is the primary purpose and that the experience is an integrated part of a sequential preparation for college and career.
Outcomes
Student, teacher and partner together use student learning outcomes and relevant college and career readiness standards to design the experience.
Relevance
The experience is relevant to the student’s career interests, individual learning needs, and the pathway theme. The activity itself has consequences beyond the class or value beyond success in school.
Connection
Student, teacher and partner explicitly connect the experience to the student’s academic and technical curriculum.
Variety
Without compromising depth, teacher and partner arrange for the student to be involved in a variety of tasks and to work with multiple adults.
Preparation
The school team prepares the student in class and in previous less intensive experiences with the academic, technical and applied workplace skills needed for a Career Practicum experience. The school team is oriented to the learning expectations for the experience and to the individuals and/or organizations with which he/she will be engaged.
The school team prepares partners prior to the experience with information about the student, the individual student learning outcomes, and other information relevant to the experience.
Engagement
The student engages directly with outside professionals and/or community members over a period of time.
Responsibility
Student, teacher and partner together take responsibility for ensuring the student makes progress toward identified student learning outcomes.
Reflection
Throughout the experience and after it concludes, the student engages in reflection and analysis to link the experience back to the student learning outcomes and to link it forward to career and post-secondary options.
Assessment
Student, teacher and partner all contribute to the assessment of progress toward student learning outcomes and assess the work produced against college and career readiness standards and against context-specific professional standards.
Demonstration
The student demonstrates what was learned from the experience by documenting learning during the experience and presenting at the end to teachers and those with whom he/she has worked.

25. Activity Animating Dreams: The ACME Animation Program
Palmdale Health Careers Academy

26. Discussion:
What issues do you see in using an expanded definition of work-based learning?
What issues do you see in the implementation of some “alternative” work-based learning experiences?
Does this tool work for helping you identify work-based learning opportunities? Will this help you refine existing practice?

27. Next steps Still clarifying outcomes and quality criteria
Will begin to flesh out implementation issues for varying types of experiences that meet definition; three categories tentatively identified:
Workplace models (most of time is at an employer site)
Technology-based (remote connection)
“School-based” (direct employer/community involvement but much of work done at school site)
Workplace models (most of time is at an employer site)
Paid internships
Unpaid internships
Work experience
Jobs converted to learning experience
Service learning (to the extent that these are internships in non-profit organizations)
Technology-based (remote connection)
E.g. ACME animation
“School-based” (direct employer/community involvement but much of work done at school site)
Project-based approach (e.g. solving a problem for an outside client)
Competition-based (as in CTSOs)
School-based enterprises (e.g. café)
Social enterprise (for community-based client)
“Living classroom” (students run a portion of the school)
R&D projects (students work with postsecondary researchers on grant-driven R&D projects)

28. Thank you!
Svetlana Darche, Sr. Research Associate Rob Atterbury, Director for Professional Development