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Learning About Work

CREATING A LEARNING ABOUT WORK PROGRAM

The Purpose Of This Guide

Online education / e-learning concept. Graphics with learning icons overlay a zoomed in shot of a person working on a labtop.

In today’s rapidly evolving business landscape, industries must continuously adapt to stay competitive. The Colorado Work-Based Learning Continuum offers a strategic framework for businesses to engage in developing a skilled workforce and informs all of the material presented in this guide. By participating in work-based learning initiatives, businesses can directly influence the training and development of future employees, ensuring that they acquire industry-relevant skills and knowledge. This foundational guide aims to provide state agencies as a business with a comprehensive understanding of the About Work phase of the continuum, which focuses on exposing learners to various industries.

This guide is designed for State agency work-based learning teams creating and standing up Work-Based Learning (WBL) programs, and provides a specialized structure for the development, implementation, and management of effective About Work programs. The scope of this handbook encompasses everything from program design and standards development to quality assurance, inclusivity, and program evaluation. It serves as a bridge between theoretical knowledge and practical application, ensuring that work-based learning programs are both educationally sound and aligned with quality expectations. The WBL team is here to support you as you create and implement learning About Work programs. At the end of this guide, you will find our current contact information.  

Table of Contents

What is Work-Based Learning?

Work-Based Learning is an educational approach that integrates classroom teaching with practical experience in a professional setting. This method allows learners to apply theoretical knowledge in real-world scenarios. 

  • Career Exploration: This is a process where individuals learn about various occupational fields and their associated careers to determine which are most aligned with their interests, skills, and values. It often involves research, informational interviews, and self-assessment activities.
  • Worksite Tours: A short-term visit to a business or agency that will expand the learning opportunities for participating students. Students will be able to observe workers performing tasks and ask questions of employers.
    Job Shadowing: In this approach, an individual spends time observing a professional at work to gain insight into a particular job or industry. It provides a real-world view of what a typical day or tasks look like in a specific career.
  • Pre-Apprenticeship: A program or set of services often including classroom instruction that is designed to prepare individuals to enter and succeed in a Registered Apprenticeship program. A pre-apprenticeship program, as defined in Work-Based Learning Quality Expectations, has a documented partnership with at least one registered apprenticeship program and together, they expand the participant’s career pathway opportunities. 
  • Internships: These are temporary positions that may be paid or unpaid, offering practical work or research-related experience. Internships are common in both academic and professional settings, allowing individuals to gain firsthand experience in a particular field.
    On-the-Job Training (OJT): This involves learning a job by performing it in a real work environment. OJT allows individuals to receive training and immediately apply their new knowledge and skills in the real work environment, often under the guidance of a skilled professional. Unlike internships that are typically designed for temporary employment, OJT focuses on upskilling full-time employees to promote career growth and address skills gaps. 
  • Non-Registered Apprenticeships: These are apprenticeship programs that are not registered with the State Apprenticeship Agency (SAA) but still offer structured training and work experience in a particular trade or profession. They can vary in structure and may not lead to a formal certification like Registered Apprenticeships.
  • Registered Apprenticeships (RAPs): These are formalized training programs that combine on-the-job training with classroom instruction, typically in a trade or professional field. These programs are designed to meet specific skill requirements of the occupation and often result in nationally recognized occupational credentials.

About Work Defined

Comprehensive About Work WBL programs are designed to provide individuals with a broad understanding of various career paths and the skills required for them. These programs should integrate multiple methods and resources to offer a well-rounded experience. On the next page, you will find elements of About Work programs to consider when developing your programs. As outlined in the Work-Based Learning Quality Expectations, About Work Learning opportunities entail career awareness and exposure and are suitable for individuals of all ages. These experiences are primarily coordinated by the partner with participation from an employer to expose participants to a specific employer or industry. For example, if a school district is hosting a career fair, they are primarily responsible for coordinating the event, while a participating State agency would only need to manage their own booth. These events can occur as a one off opportunity or multiple short-term interactions between employers and participants. Elements to consider when designing and scoping these programs include: 

  1. Resources and Effort Level: It is important to consider the time and resources required to stand up programs that are in the About Work category. These programs may require the various resources such as staff time for organizing events, access to industry speakers and mentors, and materials for career fairs and presentations. Generally, these programs require less time and effort compared to programs in the Through Work and At Work categories of the Continuum. The level of effort will also vary depending on whether your engagement is a one-off experience or multiple short-term interactions.
  2. Program Audience(s): Learning About Work programs are designed to assist individuals at various stages—secondary students, post-secondary students, and adults transitioning careers—in understanding and navigating potential career paths. Your intended audience will shape the program. For secondary students, programs should include hands-on learning opportunities and exposure to different career opportunities. Programs for career transitioning adults may include career counseling and providing information on required qualifications.
  3. Engaging Partnerships: Now that you have determined the audience for your About Work program, you can engage in various partnerships to reach your target population. For high school students, consider partnering with school districts, and for career-transitioning adults, collaborate with workforce centers and community-based organizations. The WBL team can connect you with the right partners based on your program audience. Examples include educational partnerships, local workforce centers, and community organizations. 

Examples of Learning About Work Programs

  1. Career Fairs and Expos: Events where multiple employers and educational institutions present information about various career paths. Attendees can interact with professionals, gain insights into different industries, and learn about educational requirements and job opportunities.
  2. Career Coaching, Counseling, and Planning: Many high schools, colleges, and universities offer career exploration programs, including career counseling, workshops, guest industry speaker series, and career planning courses. These programs are often great partners in creating a collaborative career exploration program.
  3. Job Shadowing: Programs that allow individuals to observe professionals in their work environment for a day or more. This experience provides a firsthand look at what various jobs entail and helps in understanding the day-to-day activities of different professions.
  4. Mentoring: A form of experiential learning that enables individuals to apply their knowledge and skills in a practical work setting, fostering both career and college readiness. These programs typically include multiple interactions between mentor and mentee. 
    Project-Based Learning (PBL): This educational method involves learners actively exploring real-world problems and challenges through the creation and completion of projects. It emphasizes practical, hands-on experience and application of knowledge in the form of scenarios. PBL is typically offered as a one time engagement.
  5. Externships: An externship is a short-term, immersive experience where participants observe and engage with professionals in their field to understand daily activities, work environments, and required skills. For example, the Colorado Teacher Externship program connects K-12 teachers with STEM-focused employers. This program allows teachers to spend a few days to several weeks working onsite at Colorado Businesses, gaining valuable insights into industry practices. These experiences enable teachers to bring real-world knowledge back to their classrooms, enhancing their curriculum and better preparing students for future careers. 

Learning About Work Program Structure

  1. Program Objectives and Scope
    • Clearly define the goals of the program, such as increasing awareness of state careers, providing hands-on experience, and aiding in career decision-making.
    • Determine the target audience (e.g., students, adults in career transition, current State employees seeking different roles).
     
  2. Program Components
    • Offer various activities like career fairs, job shadowing, worksite tours, workshops, short-term mentorship programs, and informational sessions.
    • Include virtual and in-person options to accommodate different needs and circumstances.
     
  3. Resource Allocation
    • Identify and allocate necessary resources, including staffing, materials, and budget.
     
  4. Collaboration and Partnerships
    •Engage various State agencies to contribute diverse perspectives and opportunities.
    •Partner with educational institutions, community organizations, and industry experts for a broader range of experiences and insights.
     
  5. Duration and Scheduling
    •Set a realistic and flexible duration for the program, allowing for both short-term and extended exploration opportunities.
    •Develop a schedule that accommodates the availability of participants and agency staff.
     
  6. Communication and Promotion
    •Develop a communication plan to effectively promote the program to potential participants and stakeholders.
    •Utilize various channels like agency websites, social media, and internal networks.

Learning About Work Program Standards

Compliance with State Regulations
• Adhere to Colorado State laws and regulations regarding employment and educational programs.
• Ensure the program aligns with equal opportunity and non-discrimination policies.

Participant Support and Guidance
• Provide clear guidance, support, and resources to participants throughout the program.
• Offer counseling or advisory services for career planning and decision-making.

Safety and Accessibility
• Ensure all program activities are conducted in a safe environment, adhering to workplace health and safety standards.
• Make the program accessible to a diverse range of participants, including accommodations for individuals with disabilities.

Quality of Content and Delivery
• Ensure the content is relevant, current, and engaging.
• Employ skilled and knowledgeable personnel to facilitate various program components.

Evaluation and Feedback
• Implement mechanisms for regular assessment and feedback from participants and program leads to measure the program’s effectiveness and impact.
• In addition to agency collection mechanisms, distribute the Statewide WBL Engagement Survey About Work to all participants and the WBL Program Lead Survey to host managers at the end of each program.
• Use feedback to continuously improve the program.

Documentation and Record-Keeping
Maintain thorough records of program activities, participant progress, and outcomes.
Use this data for reporting, accountability, and future planning.

Documentation & Evaluation

Documentation Examples:

  • Participant Records: Maintain detailed records of participant registration, background information, and specific career interests.
  • Needs Assessment: Document the initial assessment of participants’ career exploration needs, goals, and expectations at the start of the program.
  • Activity Logs: Keep logs of all program activities, including dates, times, descriptions, and attendee lists. This should cover workshops, job shadowing sessions, mentorship meetings, and any other component of the program.
  • Ongoing Evaluation Records: Regularly document the progress and feedback during the program. This might include notes from counseling sessions, interim surveys, and observations from program facilitators.
  • Post-Program Survey and Feedback: Conduct comprehensive post-program surveys to gather feedback on the effectiveness, impact, and areas for improvement. Document this feedback systematically for future reference.
  • Outcome Tracking: Keep track of the post-program outcomes for participants, such as changes in career direction, further education, or employment within Colorado.
  • Reporting and Analysis: Compile and analyze all gathered data for internal reporting purposes. This should be used for program evaluation and future planning.

Why is it important?

Documentation serves as the backbone of our program, enabling us to meticulously track participant engagement, assess the fulfillment of their career exploration needs, and gather valuable feedback for continual improvement. It ensures accountability, facilitates informed decision-making, and helps in articulating the program’s impact to stakeholders.

This comprehensive approach to documentation not only supports the operational aspects of the program but also lays the foundation for its ongoing development and refinement, ensuring that it remains responsive to the evolving needs of our participants.
 

Best Practices for Evaluating a Learning About Work Program

  1. Employ a Standardized Evaluation Framework: Use a consistent set of evaluation tools and criteria across different iterations of the program. This framework should be designed to measure key performance indicators (KPIs) that align with the program’s objectives, such as participant engagement levels, knowledge enhancement, and progress towards career clarity.
  2. Link Evaluation to Program Structure: Directly tie the evaluation process to the program’s established structure, objectives, and components. Success should be determined not just by the outcomes but also by how effectively each part of the program—ranging from workshops and mentorships to partnerships and scheduling—contributes to these outcomes.
  3. Incorporate Reproducible Methodologies: Implement evaluation methodologies that can be consistently reproduced, such as standardized surveys, structured interviews, and focus groups. This consistency supports the program’s sustainability by allowing for accurate comparisons over time and the reliable tracking of improvements and impacts.
  4. Ensure Continuous Participant Feedback: Engage with participants during their programs to gather on-demand feedback and conduct post program check-ins. This provides program sponsors with data on program perception and the program’s impact on a participant's career decisions.
  5. Document and Share Findings: Maintain comprehensive records of evaluation processes, findings, and changes implemented. Sharing these insights with stakeholders not only promotes transparency but also contributes to the collective knowledge base on effective career exploration practices.
  6. Adapt and Improve Continuously: Use the findings from each evaluation cycle to refine and adjust the program. This commitment to continuous improvement ensures the program remains responsive to changing needs and enhances its sustainability over time.

To operationalize the evaluation of a learning About Work program, utilize a standardized evaluation framework that aligns with the program’s objectives and components. This involves developing clear, measurable criteria and performance indicators that reflect the program’s goals. Surveys, interviews, and observation tools should be standardized to ensure consistency and reproducibility across different program cycles. Regular feedback and partnerships with stakeholders should be leveraged for a multifaceted evaluation perspective. Data collected through these methods should be systematically analyzed to assess the program’s effectiveness and inform continuous improvement.

Work-Based Learning About Work Spotlight—Colorado Department of Agriculture (CDA) Worksite Tours

Program Description - CDA hosted nine K-12 students to facilitate career exploration in the agriculture industry. The initial rollout was designed to accommodate one school, with plans to expand to additional schools within the Denver Metro Area.  

Design Elements - Worksite Tours were selected to identify and cultivate a pipeline of qualified candidates for entry-level and hard-to-fill positions. These tours were structured to host students weekly over a four week period. 

Resources

Governor Polis Takes Executive Action to Expand Access to Work-Based Learning Opportunities and Grow the Workforce

Government & State Resources

  • Colorado Department of Labor and Employment (CDLE): Offers information on workforce development programs, labor laws, and employment services. Website: CDLE Work-Based Learning
  • Colorado Workforce Development Council (CWDC): Provides resources for career pathways and skills development. Website: CWDC Resources
  • Colorado Department of Education - Resources for secondary and post-secondary career and technical education, including WBL opportunities. Website: Work-Based Learning
  • The VCESL Program will provide career and sector-specific, adult English language courses via digital platforms. Visit the Office of New Americans

Educational Resources

  • Colorado Community College System (CCCS) - Work-Based Learning: Information on WBL programs across community colleges in Colorado. Website: CTE Work-Based Learning
  • CareerWise Colorado: A youth apprenticeship program connecting students with businesses for real-world job experiences. Website: CareerWise

Industry & Employer Resources

  • Colorado Advanced Manufacturing Association (CAMA): Offers apprenticeship programs and partnerships between schools and manufacturers. Website: CAMA
  • Connecting Colorado: A State job search resource that includes WBL opportunities and job listings. Website: Connecting Colorado

Online Platforms & Tools

  • My Colorado Journey: An interactive platform providing resources for career planning, education, and training opportunities in Colorado. Website: My Colorado Journey
  • O*NET OnLine: A tool for career exploration and job analysis, with detailed descriptions of the world of work for use by job seekers. Website: O*NET OnLine

Community & Nonprofit Organizations

  • Dial 2-1-1 or visit their website to get connected to a resource.
  • Colorado Nonprofit Association: Offers resources and training for nonprofit organizations, which can be valuable partners in WBL initiatives. Website: Colorado Nonprofit Association
  • Local Workforce Centers: Provide access to WBL opportunities, career counseling, and job search assistance. Find a center: Colorado Workforce Centers

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