TABLE OF CONTENTS
Mentor Letter Page 3
What are Work-Based Learning Programs Pages 4-5
Criteria for Mentors Pages 6-7
Traits of Effective Mentors Pages 8-9
Instructional Behaviors Page 10
Strategies for Mentoring Page 11
Sample Evaluation Forms Pages 12-13
Safety Training Agreement Page 14
It is the policy of Worth County Board of Education not to discriminate on the bases of age, race, religion, national origin, or handicap in its educational programs.
Worth County High School
Work-Based Learning Programs
406 W. King Street
Sylvester, GA 31791
Dear Mentor:
WELCOME to the Worth County High Work-Based Learning (WBL) Program. I hope our business partnership will be beneficial, profitable, and enjoyable to you.
The success of the Work-Based Learning Program is primarily based on the quality of the placement of the student in a business and the instruction that the student receives on the job. Therefore, a key individual in the WBL Program is YOU, the worksite mentor.
The mentor performs a number of functions including: induction of the WBL student into the business, training of the student, evaluation of the student, and counseling the student on matters related to work and school.
This handbook has been developed to assist you in your important role as mentor. It contains a description of the WBL Program, criteria for mentors, traits of effective mentors, instructional behaviors, strategies for mentoring students, and examples of forms you will be using throughout the course of this business partnership.
Good luck and best wishes for a rewarding year! I am excited about working with you!
Sincerely,
Tina Pate Beverly Hendrix
Work-Based Learning Coordinator WBL Facilitator
229-777-8698—Work 229-776-8625—Work
229-206-2400—Cell
What Are Work-Based Learning Programs?
Mission -
To provide educational and occupational experiences for students that will assist them in becoming productive citizens in the community.
Goal -
To provide students the opportunity to receive both academic and occupational experiences in the world of work that will increase their knowledge, skills, and abilities necessary for employment and further education including postsecondary education.
Objectives -
v To allow students to receive occupational experience in businesses/industries related to the career focus of the work-based learning program and the students’ career objectives.
v To allow students to develop positive attitudes and work habits for job placement.
v To allow students to develop work ethics, salable skills, and knowledge necessary for successful careers.
v To permit students to participate in academic and occupational experiences in businesses/industries that cannot be duplicated in the classroom.
v To improve business/industry/school relationships.
v To motivate students to excel in all educational pursuits.
v To give students an opportunity to improve communication skills.
v To expand students’ knowledge of available occupations, employment requirements, and working conditions.
v To provide students an opportunity for a smooth transition into further education and the workforce.
By definition, work-based learning programs include three major components: (1) school-based learning with classroom instruction in both academic and occupational areas, (2) work-based learning with structured work, and (3) connecting or career development activities.
To be more specific, work-based learning programs must include the following: paid or unpaid work experience opportunities for students; job training and work experiences coordinated with both academic and occupational learning in school-based programs; job training and work experiences relevant to students’ programs of study choices that lead to a secondary diploma and entrance criteria to a postsecondary institution; workplace supervision; instruction and activities in academic and occupational workplace competencies that include positive work attitudes, employability, and practical skills; and broad instruction in aspects of industry.
Work-Based Learning Placements
Youth Apprenticeship
This program is for the student who knows what career field he/she will be pursuing, and the student has a job in that field during his/her junior/senior year, and the student has completed a course at the high school related to the chosen career field. (Examples: a student wants to be a veterinarian, the student works at veterinarian’s office, and the student has taken an agriculture class dealing with animals; or a student wants to be a nurse, the student has taken anatomy and physiology or has CNA certification, and the student works at a doctor’s office or nursing home.) The student is considered an apprentice at the vet’s office. The student should pursue the veterinary field after graduation from high school and should continue to work if possible. The student will continue to be tracked by the work-based learning coordinator after high school graduation until the student has completed 2000 hours of on-the-job training in the chosen career field and/or has received a certificate, diploma, or other portable credential.
Internship
This program is for the student who has a job during his/her junior/senior year, and the student has previously taken a course related to the job. (Examples: a student has taken computer applications, and the student works as a secretary in an office; or a student took floriculture, and the student works at a florist or green house.) An internship may be paid or unpaid.
Cooperative Education
This program is for the student who has a job during his/her junior/senior year, and the student simultaneously takes the job-related course at the high school. (Examples: the student works in an office, and the student is enrolled in the business procedures course during his/her junior/senior year; or the student works at a florist, and the student is enrolled in the floriculture class.) The key in determining whether a student is an intern or a coop student is whether the job-related class has already been taken or is taken while the student is working.
Employability Skill Development (ESD)
This program is for the student who has a job during his/her junior/senior year, and the student has not or will not be taking a class that is related to the job. However, in order to be eligible for the program, the student must have earned at least one credit in a career, technical, or agriculture (CTAE) class prior to placement OR be enrolled in a CTAE course when placed. The purpose of this type of placement is for the student to learn basic employability skills that will be transferable to any job the student may later choose. Placements in this program are recognized as entry-level and hopefully short-term. Ideally, students who are working in an ESD placement will become qualified for one of the other placement opportunities and be re-categorized as soon as possible. A limited number of ESD placements are available.
Mentor Program Criteria
Prerequisites:
· 1 – 2 years experience in field
· 12 months continuous service with the organization
· Full-time status preferred
· Willing to serve as a mentor
Knowledge:
• Understands customer/supplier relationship
• Informed to answer questions and be an information resource
• Understands company and department policies/procedures
• Technically competent
• Knows company’s and department’s mission/vision/values
Personality/Traits/Characteristics:
9
• Lifetime learner
• Respects others
• Possesses integrity
• Quality-minded
• Customer focused
• Counseling/listening skills
• Conscientious
• Well-liked by peers
• Enthusiastic
• Positive attitude
• Team player
• Good communication skills
• Professional appearance
• Caring
• Punctual
• Self-motivated
• Coach
9
Responsible mentoring:
• Is a structured one-to-one relationship or partnership that focuses on the needs of the mentored participant.
• Fosters caring and supportive relationships.
• Encourages individuals to develop to their fullest potential.
• Helps an individual develop his or her own vision for the future.
• Is a strategy to develop active community partnerships.
A responsible mentoring program requires:
• A well-defined mission and established operating principles.
• Regular, consistent contact between the mentor and the participant.
• Support by the family or guardian of the participant.
• Additional community support services.
• An established organization for oversight.
• Paid or volunteer staff with appropriate skills.
• Written job descriptions for all staff and volunteer positions.
• Adherence to EEO requirements.
• Inclusiveness of racial, economic, and gender representation as appropriate to the program.
• Adequate financial and in-kind resources.
• Written administrative and program procedures.
• Written eligibility requirements for program participants.
• Program evaluation and ongoing assessment.
• A long-range plan that has community input.
• Risk management and confidentiality policies.
• Use of generally accepted accounting practices.
• A prudent and reasonable rationale for staffing requirements that are based on:
---organization’s statement of purpose and goals
---needs of mentors and participants
---staff and other volunteers’ skill level
Traits of an Effective Mentor
Academic Support
Keeping young people in school; helping them graduate from high school; evaluating educational choices; directing them to resources for furthering their education.
Role Modeling
Pointing out, demonstrating and explaining actions and values that offer the best chances for success and happiness; helping apprentices see and strive for broader horizons and possibilities than they may see in their present environments. Role modeling helps young people raise their ambitions in life.
Attention and Concern
Many young people do not receive enough attention and concern from the adults in their lives. Mentors can fill in these empty spaces with dependable, sincere, and consistent attention and concern.
Accountability
A commitment made to an apprentice for a meeting, activity, or any kind of appointment should be a mentor’s first priority, barring emergencies. This consistent accountability has several benefits:
• Cements trust between the mentor and student
• Sets a good example (role modeling for the apprentice to follow)
• Creates mutual expectations that can be met
Communication
This requires attention to three basic skills: listening, looking, and leveling.
Listening - Listening does not have to be passive - it can be as active as talking, if done correctly.
Looking - People communicate with both verbal and body language. These are clues to help you understand more fully what the person is saying:
• Take note of facial expressions (smiles, frowns, questioning looks and body movements (crossed arms, foot tapping, and other signs of impatience).
• Make eye contact (keeping cultural differences in mind).
• Show you are listening by periodically encouraging him or her to continue.
Leveling - Leveling means being honest about what you are feeling and thinking without being angry or destructive.
• Be honest in what you say.
• Speak for yourself. Use “I” statements instead of “You” statements.
• Deal with other person’s real feelings. Do not try to change them or ignore that they exist. Listen and try to understand.
Company Policy
The mentor will work with the person in charge of personnel to see that the WBL student is fully informed of all personnel policies, guidelines, procedures, and any other pertinent information that is necessary for success at the worksite. These will include, but not be limited to functions of the employing department, work days and hours, work requirements, notification procedures for absences, payroll documents, safety rules, use of telephone, report of injury, use of equipment, and any other items necessary for the student to know.
Self-Esteem
Self-Esteem is how a person thinks about himself/herself. It is the value placed upon oneself. Work-Based Learning students, like everyone else, need positive nurturing that will promote the development of self-esteem.
The following helps develop positive self-esteem:
Praise Compliments
Recognition Respect for Others
Trust New growth experiences
Positive role models Opportunities for success
High expectations Appreciation for assistance
The following damages self-esteem:
Repeated criticism Insensitivity
Ignoring strengths Unrealistic expectations
Verbal rejection Lack of sincerity
Disinterest Put-down/negative labels
Negative experiences Repeated failures
Instructional Behaviors Mentors Should Follow
Hamilton and Hamilton (1993) described the instructional behaviors mentors should follow in teaching Work Based Learning students about their work tasks and job responsibilities.
• Demonstrate task performance by doing the task while the Work-Based Learning student observes. While performing the task the mentor points out important features and checks the student’s understanding by asking questions and encouraging the student to ask questions. (Reciprocal questioning is also part of other functions).
• Explain how to perform a task correctly. Explanation may accompany demonstration or be provided separately. It sets out performance criteria, points out what problems are likely to occur, and identifies possible problem-solving strategies.
• Explain why a task is performed a certain way. A mentor must explain why the task is performed according to certain specifications, provide information about the business management or scientific principles underlying the procedures, and explain how the task relates to other tasks.
• Monitor and critique the apprentice’s attempts to do the task. While monitoring the Work Based Learning student’s performance, the mentor (coach) gives clear and immediate feedback. Although monitoring and feedback are continual, the interval between instances increases as the student gains competence, and the mentor (coach) encourages the student to monitor his or her own performance and to seek help when difficulties arise.
• Model problem solving by thinking aloud and demonstrating problem-solving strategies. Modeling includes explaining what questions the Work-Based Learning student can ask him or herself when problems arise, identifying the kinds and sources of information the student might need to find a solution, and pointing out important information or cues that the coach is relying on to guide problem solving.
• Advise the Work Based Learning student on career directions and opportunities. Career advice may be information about education and training requirements for a particular field, introducing students to others who can share their experiences, or expanding the students’ conceptions of career domains.
• Help resolve problems. A good mentor helps the Work-Based Learning student resolve problems. Examples of problems are a student not knowing how to ask for help or missing work because of a conflict at school or at home, and they may involve several systems (e.g., the firm, the school, and the student’s family).