The Massachusetts Work-Based Learning Plan An Introduction for Employers

1. The Massachusetts Work-Based Learning Plan An Introduction for Employers

2. What is the Work-Based Learning Plan? • The Work-Based Learning Plan (WBLP) is a tool used in summer jobs, internship and other work experience programs. It is a user-friendly document that includes: • A job description; • A list of the skills/tasks that are important in your job or internship; • A performance evaluation with ratings, goals and comments. • The Work-Based Learning Planis a diagnostic, goal-setting andevaluation tool.

3. Background The WBLP was developed by a group of employers, educators and workforce development professionals, convened by the Department of Elementary and Secondary Education’s School to Career Connecting Activities initiative. It is used by over ten thousand people each year in summer job programs, internship programs, cooperative education programs and other work experiences for students and youth across Massachusetts. There are three main benefits to using the WBLP… 

4. Employer & Student Benefits Setting Expectations: The WBLP helps to set clear expectations for a successful and productive work experience. Opening Up Conversations: The WBLP helps to opens up conversations, helping supervisors to provide feedback and helping participants to ask questions and talk about goals. Reflection and Learning: Participants reflect on what they are learning and look back at the WBLP when developing portfolios, writing resumes and applying for jobs and colleges.

5. Sections of the WBLP

6. Job Description • The job description is a brief introduction to the job. • Where the participant will be working (including some background about the company or organization); • What the job includes; • Who the participant will work with (customers, departments); • How and why the work fits into the goals of the company or organization. • Other information, such as work schedules.

7. Foundation Skills The Foundation Skills are the basic skills important in every job. These skills are discussed with the participant in an orientation and are evaluated in the performance review.

8. Workplace and Career Specific Skills The Workplace and Career Specific Skills section lists up to seven specific skills related to the work experience. These skills are also discussed in orientation and used in the performance evaluation.

9. Workplace and Career Specific Skills The skill name goes in the first column (one or two words, generally) and a brief description in the second column.

10. More discussion about job descriptions and skills/tasks Click here to skip to next section

11. About Job Descriptions Job descriptions should be brief, but with enough information to provide the “flavor” of the job. Include details about “who, what, where, why and when.” The job description should include the job title, a few words describing the organization, customers or company goals, and a brief list of tasks. As hostess in a friendly restaurant, greet customers and seat them as soon as possible. Make them feel comfortable and welcomed. Operate cash register and clear and set tables.

12. Job Descriptions - Sharing Background In the job description, share brief information about: - history- goals- customers - or other interesting background information about the organization and about the work. Work as a landscaping assistant in Harrison Park, which is a 100-year old park designed by landscape architect Harold Harrison, visited by thousands of city residents each summer. Tasks include maintaining walkways, weeding, and providing water for plants during dry periods of the summer.

13. Job Descriptions - Identifying Projects Job descriptions may include both routine daily tasks and opportunities for special projects. As a Summer Parks Intern, assist Parks Department staff in daily park maintenance and special projects. Park maintenance tasks include weeding, watering plants and maintaining walkways. Special projects may include preparing the soil for a new garden and working on a signage project.

14. Job Descriptions - Project Ideas Projects may provide a chance to build career awareness, try out skills, and make a longer-term contribution to the work of the organization. As a Classroom Assistant, intern will assist with daily tasks in the classroom and will prepare and present at least one lesson plan during each semester. As a Curatorial Intern, student will assist in the development of a new exhibit to be displayed in the museum.

15. Workplace and Career Specific Skills Skills can include: Broad “21st century” career skills such as project management, collecting and organizing information, applied math, reading; Specific task-oriented skills such as weeding, park maintenance, food preparation, filing medical records; Career awareness skills, such as career development, understanding all aspects of the industry, reading about the industry, active learning, industry knowledge – such as medical knowledge/animal care. • Project Management:Create a display for the Visitor Center Food Preparation: Student will plan, prepare and serve healthy and nutritious suppers to children. Medical Knowledge / Animal Care To understand a few common medical problems/complications, in order to learn to monitor hospital patients. (Ex. signs of low blood sugar in a diabetic pet).

16. Skills - Providing Context Wherever possible, mention the goals of the work, the customer served, or other information that gives the “context” of the work. Like the job descriptions, the skill descriptions are strongest when they include information about “who, what, where, why, when and how.” Animal Care: Intern will reassure orphaned animals thru petting, walking and talking to them. This stimulus helps maintain healthy animals.

17. Performance Reviews

18. Performance Review The Performance Review is based on all the skills in the WBLP, including the Foundation Skills and the Workplace and Career Specific Skills. Participants are reviewed at least twice during the job or internship.

19. Performance Review Scale Note that a “middle of the scale” rating (such as the “3” in this scale) is a good rating in workplace evaluations. In orientations, we tell participants that workplace evaluations are not like grades in school. School grades are generally assigned at the end of a course, while workplace evaluation is an ongoing process, focusing on ongoing improvement. Even in a short-term summer job or internship, the same concept applies. Learning career skills is an ongoing process. The performance review scale ranges from 1 to 5. The middle of the scale is “3 – Competent.”

20. Performance Review Scale Definitions Ratings of “1 – Performance Improvement Plan Needed” are used when it is important to formally talk through issues and make a plan for improvement. Ratings of “2 – Needs Development” are used when the participant has not yet fully demonstrated the skill and when needs to focus more on development of that skill area. Ratings of “3 – Competent” indicate that the participant is demonstrating this skill. Ratings of “4 – Proficient” and “5 – Advanced” are used when the participant has shown initiative in developing his or her own skills and when the participant’s work has made a specific contribution to the work of your department or organization.

21. Performance Review Process During the performance review meeting, the participant and supervisor sit down together to discuss progress. The ratings, goals and comments may be written before, after or during this meeting. The meeting provides opportunity for conversation, including providing feedback and talking together about goals. The WBLP may be printed and signed and copies made for the participant and for the program’s files. Or, if the electronic copy is sufficient in your program then it is sufficient to check off and date the review in lieu of paper signatures. The participant keeps a copy (paper or electronic).

22. More discussion about performance reviews Click here to skip to next section

23. About Providing Feedback • Good advice and feedback…. • Is honest and realistic • Recognizes what is going well as much as what needs to be improved • Is focused on work-related situations • Focuses on results and outcomes • Does not “label” the person • Does not make predictions about future success or failure • Focuses on how the person can improve • Makes the person feel at ease • Maintains dignity • Is given in private as opposed to a public setting • Helps the person to engage in problem solving

24. About Providing Feedback • When giving feedback verbally: • Ask questions to help the participant think about performance, strengths, and areas for improvement. • Ask questions to help the participant think about solutions. • Briefly explain your workplace’s expectations and point out the reasons for these • Suggest simple strategies, using “I” statements or “you might try” rather than “you should” or “you shouldn’t.” • Describe ways that you or other co-workers or staff have solved a similar problem or approached a similar situation. • Ask questions about the future – is there anything the student/intern/employee would like to learn or explore next? • When writing goals and comments: • Be brief and clear. • Combine positive and corrective feedback. • Focus on future actions and opportunities to learn more.

25. Questions to Ask • “Can you think of any occasions where you were able to use problem solving skills to help with an issue or problem?” • “Have you noticed any particular situations in which the campers [children] have the most trouble?” or “Have you noticed any particular situations in which customers are most likely to get frustrated?” “What do you do in those situations?” “What else could you do?” • “Can you think of any projects that you did this summer that allowed you to demonstrate leadership skills?” • “Have you had any challenges in the area of communication? What did you do to address the challenges? • “Have you noticed anything about how creativity skills are used in this workplace? How is it different from other settings, such as school?” You can adapt these questions to focus on any of the skills in the WBLP

26. Questions to Ask “What did you like best and least about this summer?” “Did you learn anything this summer about what you do or don’t want to do in your future career?” “Are you taking any courses next year related to this career field?”

27. Online WBL Database Instructions

28. Go to https:// masswbl.org to sign in. You can also use this screen to change your password or retrieve your password.

29. The program coordinator can provide you with a username and password. or you can register yourself for an employer account

30. Cape and Islands martha@careercenter.org If you are registering for a username and password, please be sure to select the region and list the program coordinator’s email in the list of people with whom you will share information.

31. This is the menu screen you see if you have an employer account. The participants who are working at your company or organization will appear on this menu. You can click the navigation buttons to open the WBLP screens.

32. The WBLP includes four main screens: 1. The WBLP Heading/Placement Information screen. 2. The job description screen. 3. The workplace and career specific skills. 4. The performance review.

33. Step 1 provides basic information about the work experience placement, such as job title, start date, etc. This screen also lists the participant, supervisor, staff, and teacher or other contact, and provides these people with “Read/Write” or “Read Only” access to the WBLP.

34. This is Step 2 – Job Descriptions and Foundation Skills.

35. This is Step 3 – Career and Workplace Specific Skills

36. This is Step 4 - Reviews

37. A special feature on the “Reviews” screen: click the gray button next to each Foundation Skill to open the “optional rubric worksheet.” The rubric worksheet provides a checklist to help you think about performance ratings for the WBLP. Check one or more boxes that best describe the participant’s work performance and click the button to view a suggested rating. Click the gray text to “close worksheet.” You can use that rating if you wish in the performance review for that skill. Many people also borrow text from the rubric worksheet to help them write goals and comments.

38. Summary of Steps in Using the WBLP You can sign up for a username and password to use the online WBLP at masswbl.org, or a program coordinator can give you a username and password. 1.) A program coordinator, supervisor or intern/participant will write a job description and a list of skills/tasks and enter it into the online screens. 2.) Participant will READ and DISCUSS the job description, list of foundation skills, and list of career and workplace specific skills and tasks. This can take place in a formal or informal, group or one-on-one orientation. 3.) The first review will take place early in the work experience. This is a time for feedback, reflection and goal setting. 4.) The second review will take place near the end of the work experience. (For ongoing placements, there may be additional reviews.)

39. Thank you! • For more information, contact the program coordinator: