PAA Handbook

The aim of the work study component is to provide work-based learning within the context of an area of study. Work study is intended to provide students with experiences that will assist them in making career development decisions.

Goals

To create a connection between school and work.
To demonstrate the relevance of theoretical learning through practical application in the workplace.
To develop students’ skills and abilities through a practical approach.
To develop and enhance employability skills.
To provide students with awareness of potential career path options.
To develop business and education partnerships.

Work-based Learning

Work-based Learning (WBL) means a course or a component of a course:

that is approved by the Department and an educational institution
that provides for students to be placed in the workplace as learners doing work.

There are two major types of WBL taking place in the PAA:

work exploration
work study

In those courses where students gain experiences in the workplace for the purposes of learning more about work, for developing generic employability skills, and for exploring and experiencing potential career development decisions, students are using WBL for exploratory purposes. Those students who use WBL to develop or enhance skills specific to a particular occupation (e.g., Welding) are pursuing skills development in a work study approach. In either case, a variety of factors are exactly the same and similar considerations must be made. These guidelines are designed to support either approach.

Background

Experiential learning opportunities such as those in Career and Work Exploration have evolved, driven by employment trends, Labour Market Information (LMI), industry expectations, student needs, and public demand. Since the release of the Conference Board of Canada Employability Skills Profile (1992) which was updated as the Employability Skills 2000+ (2000) Transition-to-Work programs have increased and have expanded to cover a broader scope.

When deciding to make use of work-based learning and work exploration or work study, awareness of the local labour market and access to labour market information is important. Those entering the work force for the first time require a multiplicity of well-honed skills and abilities to cope with change. Collaboration and cooperation between business and education result in mutual benefit to both sectors. Care needs to be taken to ensure that contracts, training plans, and monitors are in place to protect all parties involved, (see Appendix G.) and to maximize the benefits of the program.

Career and Work Exploration - A 2002 Saskatchewan Education curriculum offering in which students learn about work rather than receive training in a specific occupation. This series of optional courses within the PAA provides students the opportunity to be placed at a variety of work sites. Students enrolling in Career and Work Exploration increase career awareness, practise career exploration, and gain workplace experience while developing generic employability skills. See Saskatchewan Learning’s renewed Career and Work Exploration 10, 20, A30, B30 Curriculum Guidelines (2002).

Job Shadow - This is a career exploration activity in which a student shadows an employed worker to learn more about his or her job. This activity is integrated into such courses as Life Transitions, Middle Level Career Guidance, or other PAA courses. The Take Our Kids to Work Program is an example of a job shadow activity for students in grade 9. One day placements such as Take Our Kids to Work are not included under the agreement with the Workers’ Compensation Board.

Mentoring - This involves pairing students with adults in the community to support learning about work or other issues related to career development. Often this activity takes place beyond the regular school day and is a partnership established with a goal of sustainability beyond the course or class in which it was established. Mentoring requires the committed involvement of community adults willing to work with students on a continuing basis during working hours and beyond. Mentoring for the Skills Canada Saskatchewan competition is an example.

B. Preparation for Work Study - Critical Questions

WBL involves learning beyond the walls of the classroom and the school. There are legal, ethical, and logistical issues that the teacher must be familiar with prior to initiating a work study module. The following questions should be considered:

What is the purpose of the WBL? Is it to provide opportunities for exploration or to develop specific skills in a work study approach?
Are sufficient and appropriate work sites available?
What are the work-site supervisor's qualifications?
What PAA course is going to be offered?
Are these work hours providing time credit toward a registered apprenticeship? If so, teachers may wish to consult with the Apprenticeship and Trade Certification Commission personnel in the region and/or read High School to Apprenticeship: A Link to the Future (2004), for additional information and appropriate recordkeeping materials and procedures.
Has the mandatory training plan been developed? Will the training plan be developed at the school or in collaboration with the employer?
Has there been a formal motion of the school division board approving the work based learning activities?
Has appropriate commitment been made by school and community personnel to establish this kind of program in the local setting?
Have a variety of scheduling opportunities been considered for this program?
What are the roles and responsibilities of school division and school-based personnel?
Have criteria for student evaluation and assessment and program evaluation been established? Who will be involved in these processes; e.g., students, parents, teachers, employer, administrators?
What are the local policy statements regarding student transportation to the work site?

C. Implementation of Work Study

1. Communication and Promotion

WBL involves the community as a whole. Before WBL can be successfully implemented the community must be prepared. A communication plan will help the community to understand the rationale for the program, the importance of partnerships the need to create learning opportunity for youth, and the need to share expertise, and resources. Laying a foundation in the community is necessary before launching a work study initiative. Discuss the PAA program with parents and community groups such as Chamber of Commerce, major service clubs, seniors groups and other community based organizations (CBOs).

2. Feasibility

A feasibility study should be undertaken to ensure sufficient and appropriate employers exist and are willing to participate in the program. WBL Coordinators or Career and Work Exploration teachers/coordinators (when available) should work closely with Practical and Applied Arts teachers. Otherwise, an administrator or a designated PAA teacher may have to coordinate the work placements.

3. Implementation Criteria

The steps below should be adhered to when implementing WBL, including a work study component in the PAA:

Be familiar with the Career and Work Exploration 10, 20, A30, B30 Curriculum Guide (2002).

Recruit placements and work sites.

Ensure appropriate recordkeeping procedures are established. (See sample templates attached.)

For Workers’ Compensation Board insurance coverage, complete and retain Schedule B, found in Appendix G. Students may not be paid when participating in the workplace as learners. Paid employment beyond the work study results in the student being considered as the same as any other salaried worker. Students should not be placed with employers that do not carry Workers’ Compensation.

Check school and school division policy statements, especially those regarding out-of-school learning components. Some schools have policy regarding monitoring that may exceed the terms or requirements suggested in these guidelines.

4. Managing Work Study

Schools and school divisions should determine which personnel have been assigned the responsibility for WBL. Certified teachers are responsible for recruiting employers and determining student work placements are safe and appropriate. Coordination prevents duplication of requests and allows the organization an opportunity to capitalize upon individual expertise.

The following attributes would contribute to the selection of appropriate teachers/coordinators. They should:

know the community and its assests and capacity to support WBL
understand the business community and preferably have some actual experience
understand WBL
have organizational skills for maintaining records and reporting procedures
work cooperatively with other teachers doing WBL
have strong assessment, monitoring, and evaluation skills
relate to students with sensitivity to their individual needs
be able to develop a public information package and be able to communicate the key messages to parents and community groups to elicit support for WBL
understand career development.

5. Employer Supervisor and Work-Site Recruitment

The opportunity to use the resources of the business community and other community based organizations (CBOs) provides realistic learning experiences for students. These experiences provide students with the opportunity for personal evaluation and for growth and development as responsible citizens.

Create a bank of potential community based employers or volunteer CBOs.

The employer bank should cover a range of work placements that represent the potential employment spectrum.
When an employer is being recruited, it is required that the teacher:

tour the work site and identify appropriate and safe work placements
develop a training plan.

It is also recommended that the teacher:

discuss with the employer supervisor the program, benefits, training possibilities, responsibilities, and insurance
identify expected commitment
obtain the employer supervisor’s written commitment to participate.

6. Commitment

School divisions or schools considering the implementation of WBL should recognize the need for commitment in a broad range of areas and across a broad spectrum of people if the program is to be successful. The first step is to obtain community commitment by conducting a promotional campaign to ensure that the rationale and expected benefits of the program are clearly communicated. This community campaign should be followed by a feasibilty study to determine the likelihood of success in the local community.

Pending a favourable response to the public relations campaign and the feasibility study, it is then the responsibility of the school division board to signify its commitment through a formal motion of the board.

As well, it is necessary for the board and its administration to commit support for WBL by providing budget, personnel and teacher release time required for recruitment of work placement sites, monitoring students during the placements, teacher travel to and from the sites and rescheduled time for teacher(s) to observe, evaluate and record student and employer success in the WBL experience. The school division must also commit to staffing needs that require a Saskatchewan certified teacher employed as a teacher to do the site monitoring and student evaluation to submit marks on behalf of the student participants.

Additionally, teachers, employers and students should realize the many benefits that come from work study experiences, but must also understand the need for their own commitment to ensure the success of the program.

7. Training plans

Saskatchewan Learning provincial curriculum guides in the PAA clearly document the learning objectives and expected outcomes for a WBL experience. A training plan must be completed before the student begins the WBL. This ensures that the student has a meaningful learning experience. A training plan is the outline of the skills a student needs to learn/practise at the work site. Training plans can be easily prepared using the curriculum, choosing specific objectives and the related Common Essential Learnings or Employability skills, and by working in conjunction/consultation with the employer to verify the expectations. Training plans specify whether students are expected to observe, assist, or perform each skill and the level of attainment they should demonstrate. (Sample templates are included in all trade-related PAA curricula.)

D. Student Preparation, Employer Preparation, Monitoring, and Evaluation in the Workplace

To ensure a successful WBL experience, the following guidelines are recommended. Management procedures address communication and legal issues and fall into three categories: student preparation, monitoring, and evaluation. Legal issues refer to things such as: parental consent, safety, and Workers' Compensation Board (WCB) coverage.

1. Student Preparation

a) Preparation

The preparation module in each PAA curriculum guide prepares students for the work place. This standard module for work preparation and follow-up outlines required topics.

b) Parental Consent Form

A parental/guardian consent form must be signed. This form is required as part of the documentation required for WCB insurance coverage. (See Appendix G.) No student will be allowed to participate in the program until this form has been signed by a parent or guardian.

c) Review role and responsibilities of students.

2. Employer Preparation

a) Visit the worksite discuss WBL opportunity, inspect for safety.

b) Employer's Information Package

Participating employers should be provided with locally developed information package containing material such as:

rationale for WBL
expectation of employers
implications of the work place
Trade union Act
WCB coverage
student log sheets
student information sheet or resume
student evaluation sheet
outlines of school-based in-class components/related materials
calendar of placement times and dates
training plans
program evaluation templates
mechanism for resolving problems

c) Understand the implications of the Trade Union Act

The Trade Union Act applies to persons in a work situation that are employees as defined by The Trade Union Act. An employee/employer relationship is generally defined by the payment of remuneration. The employer pays and has the ability to hire, dismiss or discipline the employee, and the ability to exercise fundamental direction and control over the performing of the work by the employee. Career and Work Exploration students clearly should not be considered as employees because there is no remuneration paid, there is no ability by the employer to hire, dismiss or discipline the student, and there is no intention to create an employee/employer relationship.

The student is in the workplace as a learner. The work experience/work study placement will not affect the tenure of the existing employees and the student placed would not be doing additional work for which the business would otherwise have to employ other employees. It is, however, important that the fundamental direction and control of the work of the student in a work-based learning situation remain as much as possible with the educational institution. The teacher and the employer should determine the areas in which the student will work and should regularly monitor the activities and progress of the student.

When placing students in work-based learning situations that involve unions, it is important to make the union as well as the employer aware of the rationale of the program and to have approval of both the union and the employer before placing the student. Other considerations should include recognition of the work of the bargaining unit, any applicable collective bargaining agreement, and concerns of the local union. Teachers should make the local union representative aware of the WBL placement and the temporary nature of the placement.

3. Monitoring in the Workplace

a) Objectives of monitoring are to:

ensure the student is being provided with a meaningful and appropriate WBL experience
ensure the student is working in a safe environment
ensure compatibility between student and work place
ensure the supervisor is meeting his/her responsibilities and following the training plan;
promote a good public image for the program and school
evaluate student performance in consultation with the workplace supervisor
be aware of possible problems and develop possible solutions
keep accurate records.

b) Process of Monitoring

Minimum monitoring expectations require a monitoring visit to each student at the work placement site at least twice in the first 25 hours of work exploration or work study, and once in each additional 25 hours of work-based learning.
Those systems offering a 25 hour work study experience and wishing to compact the experience, over a week or weeks rather than spreading it over a semester, must meet the minimum monitoring requirements of twice in 25 hours.
In a situation where 50 hour of work study or work experience is compacted into one continuous work placement (e.g., over a continuous two week period), a minimum of three monitoring visits will be required.
In a situation where 75 hours of work experience is offered, either in a compacted or distributed format, a minimum of four monitoring visits will be required.
The monitor must participate in dialogue with the employer and the student.
It is important to discuss any problems at the site and work with the employer and student to resolve the problems. It is necessary to advise the school administration about situations involving theft, injury, harassment, abuse, insubordination, and possible termination of the WBL placement.

Telephone conversations with the employer supervisors and casual contact with the students should be used to reinforce the on-site monitoring. These methods do not replace on-site visits and do not constitute monitoring.

c) Suggestions for Engaging the Employer During Monitoring

The employer supervisor plays a key role in a successful WBL program. Input and feedback from these individuals is important. Teacher monitors are encouraged to ask questions and carry on discussions with employer supervisors in the following areas:

Information about the program:

have safety procedures been outlined to the student?
have hours of work, lunch breaks, coffee breaks been outlined?
is the student aware of facilities available ? Cafeteria/lunch room? Health room?

Employer roles and responsibilities:

has the student been introduced to staff?
has the student been given a tour of the entire company?
has the dress code been explained?

Student roles and responsibilities:

stress the need for punctuality to the student.

Student progress:

how is the student progressing in terms of the training plan?
has the method of reporting absence been explained?

Monitors are encouraged to review the objectives and/or purpose of the program often with the employer.

d) Recordkeeping During the Work Placement

It is important to keep accurate records specific to the program (teacher records) and to the students registered as participants in the program.

Program specific teacher records include:

visitation log record
teacher travel records.

Student records include:

student evaluation completed by the teacher
student registration with Regional Office for WCB insurance coverage
Form 6 completion for time credit in a registered apprenticeship.

e) Follow Up Procedures

The follow-up module reinforces the learning acquired in the workplace. A standard module for WBL follow-up in each PAA course outlines required topics.

Ask the employer to complete an evaluation form for each student placed.
Arrange to provide employer evaluation feedback to the student(s). Wherever possible this may be completed in consultation between the student and the employer and then authorized by both.
Provide the student with a copy of the evaluation that may be included in his or her portfolio.

Refer to sample follow-up discussion questions in Appendix E of the Career and Work Exploration 10, 20, A30, B30 Curriculum Guide (2002).

4. Student Evaluation

Evaluation and assessment techniques should suit the Foundational Objectives and the Learning Objectives of the PAA course. In the case of WBL, evaluation and assessment should also complement the training plan. (Sample templates are included in Appendix E of Career and Work Exploration 10, 20, A30, B30 Curriculum Guide (2002) and Appendix F in this document.) The evaluation of the student's WBL should be based on the following:

the employer's evaluation of the student's performance
daily log sheet
attendance
teacher observations.

Both qualitative and quantitative information about the work exploration or work study is of value in determining the student’s final standing in the PAA course.

Transfer Credit

One of the goals of the new PAA curriculum is to provide transfer credit wherever possible. This will occur when articulation agreements are formulated that enable students to obtain credits recognized by both the K-12 education system and the post-secondary education system (e.g., SIAST). For example, a student may be enrolled in Autobody courses at the Secondary Level and her/his learning may also be recognized in a post-secondary program of study at SIAST. In the designated trades courses, time credit for the hours a student accrues at the Secondary Level, under the supervision of a journeyperson in the trade, may be applied toward a subsequent registration as an indentured apprentice in the designated trade, following high school completion. Appropriate documentation of these hours must be maintained. WBL provides opportunities that support transfer credit.

E. Responsibilities of Participants in the Program

1. Roles and Responsibilities of the Business Employer

select workplace/employer supervisor carefully
provide the student with meaningful learning experiences according to those outlined in the curriculum guide and training plan
provide a thorough orientation for the student and the teacher coordinator
explain to student(s) the rules, regulations, and expectations for the student particular to the business or work setting
where possible, support the student accruing hours towards journey status
plan frequent one-on-one discussions with the student to encourage, support, and educate
be aware of:

responsibilities regarding absenteeism
students' transportation issues
objectives of the program.

supply the teacher monitor with a written evaluation of the student's performance, from the workplace perspective, on the student's last working day or as soon as possible thereafter. Wherever possible, this should be done in collaboration with the student and signed by both the workplace/employer supervisor and the student
assist the teacher/coordinator to evaluate the student as an entry level employee
supervise the student and permit the teacher to monitor the student placement
ensure that the student, as a learner, shall in no way affect the job security of an employee, nor the employer's hiring practice with regard to full or part-time employment
assume responsibility for obeying or adhering to all applicable Occupational Health and Safety and Labour Standards legislation and regulations, including Workplace Hazardous Materials Information System (WHMIS)
treat the student as a regular employee for the purpose of the application of the labour statutes of Saskatchewan, if the employer employs the student outside the scope of the agreement
encourage open communication
work out problems involving the student in the worksite with the student and the teacher/supervisor.

2. Roles and Responsibilities of the Student

attend regularly and punctually
notify employer and teacher if unable to attend work or if planning to be late for work
local policies may require that the student(s) make up any time missed from work
perform the work duties (outlined in the training plan) assigned by the employer in consultation with the teacher supervisor
work the hours established by mutual agreement of the student, employer, and the workplace
follow the rules and regulations of the work placement, giving special care to understanding of safety regulations
maintain a daily log
participate in student evaluation consultation as requested by the employer supervisor or the teacher
relate the activities from the school-based/in-school component to the work exploration/work study component
express appreciation to co-workers and employer supervisor
notify the teacher of any on-the-job problems/concerns
arrange transportation to the work site as outlined in the School Division policy
recognize that the placement may be discontinued
respect the confidential nature of information within the work placement
immediately report errors made to the employer/workplace supervisor
participate in program evaluation at the end of the course.

3. Roles and Responsibilities of the Teacher Supervisor

visit the work placement site in advance to meet the employer, discuss the WBL program, become knowledgeable about the work being done on the site and about work site safety
for the purposes of Workers’ Compensation Board insurance coverage ensure that Schedule B has been completed for each work placement that is longer than one day
collaborate with the employer to develop the training plan of the content to be covered at the work site
provide adequate supervision to the student throughout the placement;
meet monitoring requirements
ensure that the workplace/employer supervisor and the student, together, establish a realistic goal for the placement
ensure proper lines of communication are established
inform the employer supervisor of his or her authority over a student and assist in informing the student of her/his rights and responsibilities
ensure that feedback is received from the employer supervisor and student and that the feedback is continuous throughout the work placement
liaise between the student and employer supervisor in conflict situations
ensure that required personal protective equipment (PPE) is available to the student before the work placement is undertaken
ensure that the student understands the employer's expectations regarding attendance, dress code, tardiness, etc. prior to the first experience
in consultation with the workplace/employer supervisor, determine what skills the student has acquired and/or enhanced during the work placement
regularly review the student's daily log
submit student marks for the course(s) of study.

4. Roles and Responsibilities of the School

accommodate the work exploration with work study component
provide the supervisory teacher with adequate time for site visits and monitoring
include parents in the process of information sharing.

F. Legal and Ethical Concerns

Teacher supervisors should be familiar with legal and ethical issues they could face in the daily process of monitoring work placements. Legal issues include knowledge of legislation pertaining to workers’ compensation, freedom of information, human rights, education, young offenders, etc. Ethical issues are those dealing with program, supervisory, and professional conduct. Work with administrators, counsellors, and partners on these. Consult the following references.

1. Workers' Compensation Agreement.
2. Business-Education Partnerships - Ethical Guidelines (See the Department’s Saskatchewan Partnerships document).
3. Relevant legislation affecting work experience education.

Occupational Health and Safety Act
Labour Standards Act
Trade Union Act

Work Study Guidelines

A. Introduction