Adequate Planning

Paris and Mason (1995) note the importance of the planning stage in avoiding the following pitfalls:

"Work-based learning programs are targeted to the 'non-college bound.' Hoachlander (1994) says that to create a program defined primarily for those who do not go to college is to doom it from the start. Even though fewer than half actually enroll in four-year colleges, parents and students do not decide prospectively to lower their expectations. . . . Hoachlander recommends a new curriculum that appeals to a wide range of students and teachers and involves a clear role for employers.
Little or no preparation is provided for students entering school-to-work programs. Churchill, Morales and O'Flanagan (1994) recommend full access to recruitment and support for previously underachieving students. They suggest work readiness classes, mixed-ability groupings, case management, tutoring, language classes and extra summer classes to help students who have previously underachieved meet entrance requirements and high expectations.
Child labor laws are not clearly understood. Federal and state child labor laws may not be congruent, in which case, the more stringent regulations apply. Federal laws specify different occupations or activities for youths age 14 and 15, 16 and 17, and 18. For questions, contact the Wage and Hour Division of the U.S. Department of Labor (202) 523-4670 or your state labor department.
Programs are planned without consideration of labor market need. Education and community representatives may be tempted to initiate a work-based learning program in an industry which is convenient and/or interested but for which little labor market demand is anticipated. Although such a choice may be made to 'get a program up and running,' the obvious lack of labor market need will ultimately create disenchantment among students and their parents.
Programs are designed without provision or support for postsecondary education options for students. No work-based learning program should preclude postsecondary educational opportunities. High quality youth apprenticeship programs include opportunities for program completers to earn advanced standing or credits in community or technical colleges and provide counseling to students on admissions, financial aid, and the like. The importance of helping students who complete work-based learning programs to continue with their education underscores the need to involve postsecondary representatives in all stages of planning and implementation.
Roles and tasks of partners are not clear. . . . Work-based learning and youth apprenticeship programs involve a complex array of roles, tasks and responsibilities. These must be clearly understood and accepted by the appropriate partners before students are placed in worksites.
Student outcomes are not clearly stated or understood. Partners must agree on what skills and knowledge students should develop through participation in the program. Ways to measure student accomplishments should be planned from the beginning and appropriate data collection mechanisms should be created or accessed.
Worksite mentors are not adequately trained or supported. Employees who serve as mentors to students almost always need training in dealing with adolescents and in effective communication approaches. They need opportunities to meet with other mentors for peer coaching and feedback. They generally need some time away from their customary duties in order to fulfill their mentoring responsibilities.
The amount of time, effort, and cost required to plan and implement a work-based learning program is underestimated. Planning is of itself time intensive and involves expenses for meals, printing, mailing, phone, fax, and other resources. School site mentors/coordinators should have adequate time to involve the partners and stakeholders in a solid planning effort. These school representatives will also need adequate time during the 'do' phase to adjust the program and deal with the problems that will inevitably arise." (p. 69-71)