1. 1 What is the Youth Apprenticeship Program? Youth Apprenticeship Program Mentor Training

2. 2 Youth Apprenticeship Program Mentor Training A program of study that integrates school-based learning and work-based learning through a coordinated and cooperative partnership with business and industry that is designed to facilitate a smooth transition from high school to postsecondary education and training for career employment.

3. 3 Youth Apprenticeship Program Mentor Training This program provides the apprentice the opportunity to earn a high school diploma, postsecondary certificate and/or diploma, and a Certificate of Occupational Skills.

4. 4 Youth Apprenticeship Program Mentor Training The purpose of the program is to prepare young people for careers in a specific occupational cluster. The purpose of the program is to prepare young people for careers in a specific occupational cluster. It is designed to help students make a smooth transition from high school to the world of work. It is designed to help students make a smooth transition from high school to the world of work. Students and parents should know something about the occupations and career opportunities associated with career/tech clusters offered to students. Students and parents should know something about the occupations and career opportunities associated with career/tech clusters offered to students.

5. 5 Youth Apprenticeship Program Mentor Training To understand the YAP you must understand the language

6. 6 Youth Apprenticeship Program Mentor Training Youth Apprenticeship Program (YAP) A program of study that integrates school- based learning and work-based learning through a coordinated and cooperative partnership with business and industry that is designed to enable a smooth transition from high school to postsecondary education, learning, and training for career employment. This program provides the apprentice the opportunity to earn a high school diploma, postsecondary certificate and/or diploma, and a Certificate of Occupational Skills.

7. 7 Youth Apprenticeship Program Mentor Training Apprentice – A high school student who is enrolled in and meets the admission requirements of the Youth Apprenticeship Program. This student has selected a career cluster and seeks to pursue educational and job training opportunities related to that career while attending high school and continuing after graduation.

8. 8 Youth Apprenticeship Program Mentor Training Certificate of Occupational Skills – A business and industry recognized credential issued by the Georgia Department of Education that certifies that a student has mastered specific job related skills at a level recognized as acceptable by business and industry.

9. 9 Youth Apprenticeship Program Mentor Training School-based learning – Academic and occupational objectives directly linked to skill standards in a program of study that leads to a diploma and Certificate of Occupational Skills. Work-based learning – Job performance by the student at his/her work site that meets performance objectives which are linked directly to skill standards.

10. 10 Youth Apprenticeship Program Mentor Training Skill standards – Specific job related academic and occupational standards validated by industry that prepares students for employment in an occupational/career area. Dual enrollment – Students enrolled in a course of study in which course credit is earned at the high school level and at the postsecondary level.

11. 11 Youth Apprenticeship Program Mentor Training Secondary education – refers to educational opportunities that occur during middle school and/or high school. Postsecondary – Refers to educational opportunities that occur after leaving or graduating from high school.

12. 12 Youth Apprenticeship Program Mentor Training Internship – A paid work based opportunity for students to apply job specific skills while working in a business or industry for a specified period of time that is directly linked to that student’s career cluster at the postsecondary level. Shadowing – A work based opportunity for students to work with a business or industry employee for the purpose of learning about that particular job and business or industry. This opportunity is typically brief and the student may receive pay for the experience.

13. 13 Youth Apprenticeship Program Mentor Training Co-op program – A career based educational opportunity at the secondary and postsecondary levels in which students receive job related training and are provided work related training experiences as paid employees of business or industry. Technical College – A postsecondary educational institution that focuses on areas of study that prepares individuals for employment in career clusters which appeal to the student’s interests and abilities.

14. 14 Youth Apprenticeship Program Mentor Training The student must be in the 11 th or 12 th grade and must be at least 16 years old. The student must be in the 11 th or 12 th grade and must be at least 16 years old. The student must receive at least 144 hours of instruction in the career cluster into which he/she is applying. The student must receive at least 144 hours of instruction in the career cluster into which he/she is applying. The student must have a detailed training plan that establishes a realistic goal of accumulating 2000 hours of on-the-job training and that specifies specific work tasks that will develop workplace competency. The student must have a detailed training plan that establishes a realistic goal of accumulating 2000 hours of on-the-job training and that specifies specific work tasks that will develop workplace competency.

15. 15 Youth Apprenticeship Program Mentor Training The student must have a record of appropriate behavior. The student must have a record of appropriate behavior. The student must have a 3.0 average. The student must have a 3.0 average. The student must learn a broad range of skills in a career cluster focused upon The student must learn a broad range of skills in a career cluster focused upon manufacturing and engineering manufacturing and engineering technology, administration, technology, administration, and health care. and health care.

16. 16 Youth Apprenticeship Program Mentor Training The student must have a record of exemplary school attendance. The student must have a record of exemplary school attendance. The student must have an Individual Career Plan that provides school and work-based opportunities that lead to the The student must have an Individual Career Plan that provides school and work-based opportunities that lead to the earning of a high school diploma, a post-secondary diploma and/or Certificate of Occupational Skills. The student must receive The student must receive compensation based upon a progressive wage scale.

17. 17 Youth Apprenticeship Program Mentor Training The student must be willing to The student must be willing to submit to specific conditions as required by the employer. The student must be willing to receive work- based evaluations on a monthly basis. The student must be willing to receive work- based evaluations on a monthly basis. The student’s job must be classified as “Highly Skilled” as certified by the Department of Labor. The student’s job must be classified as “Highly Skilled” as certified by the Department of Labor.

18. 18 Youth Apprenticeship Program Mentor Training Who is a mentor? What qualities should this person possess? What is the role of the mentor?

19. 19 Youth Apprenticeship Program Mentor Training A mentor provides guidance and encouragement to the youth apprentice as well as teaches the work tasks and responsibilities associated with the career occupation. First introduced in the 8 th century B.C. in Homer’s epic poem, the Odyssey, the term meant “trusted guide” who is thoughtful, enthusiastic, moral, idealistic, sensitive, and practical. It more recently has come to mean a wise model, sponsor, or advisor.

20. 20 Youth Apprenticeship Program Mentor Training  The mentor must possess good personal qualities and technical competence to be successful.  A good mentor is interested in young people. He/she must know their job well and be willing to share that knowledge.  An understanding of human relations is important. The mentor should be of such character that the youth apprentice will want to emulate him/her.

21. 21 Youth Apprenticeship Program Mentor Training  The mentor should be competent in performing technical competencies and should have an understanding of the industry and not just the job within the industry.  The mentor should show leadership authority while at the same time create an environment conducive to teaching and learning that is free of fear and intimidation.

22. 22 Youth Apprenticeship Program Mentor Training The mentor performs a number of functions including:  Induction of the apprentice into the business  Training of the apprentice  Evaluation of the apprentice  Counseling the apprentice on matters related to work

23. 23 Youth Apprenticeship Program Mentor Training Instructional behaviors mentors should follow in teaching youth apprentices about their work tasks and job responsibilities (Hamilton and Hamilton, 1993).  Demonstrate task performance by doing the task while the apprentice observes. Point out important features of the task and check for understanding by asking questions and encouraging the apprentice to ask questions.

24. 24 Youth Apprenticeship Program Mentor Training  Explain how to perform a task correctly. Explanations may accompany demonstrations or may be provided as a separate instructional task. Performance criteria should be established, likely occurring problems can be pointed out, and problem solving strategies can be identified during this time.

25. 25 Youth Apprenticeship Program Mentor Training  Explain why a task is performed a certain way. Explain why it is performed according to certain specifications. Provide information about underlying scientific principles and business management. Relate the task at hand to other tasks already completed or those that will be completed in the future.

26. 26 Youth Apprenticeship Program Mentor Training  Monitor and critique the apprentice’s attempts to do the task. While monitoring the apprentice’s performance, give clear and immediate feedback. Although monitoring will be continual, the frequency of providing feedback will increase as the apprentice gains confidence and takes on more tasks. The apprentice should be encouraged to self-monitor and seek help when difficulties arise.

27. 27 Youth Apprenticeship Program Mentor Training  Model problem-solving by thinking aloud and demonstrating problem-solving strategies. This process of problem-solving has generated much research in educational circles and has proven to be very effective in resolving conflicts and problems as well as being a very effective instructional strategy. Modeling may also include explaining answers to questions the apprentice may ask when problems arise, identifying the kinds and sources of information the apprentice might need to find a solution, and pointing out important information or cues used to problem-solve.

28. 28 Youth Apprenticeship Program Mentor Training The mentor must also orient the youth apprentice to the social and personal aspects of the work place.  Initiate the apprentice to the workplace culture. Apprentices bring adolescents into an adult social system. This system is a new culture with its own rules, conventions, norms, and language.

29. 29 Youth Apprenticeship Program Mentor Training  Advise the apprentice on career directions and opportunities. This information may include future education and training needed for a particular field, introducing apprentices to others who can share their experiences, or expand the apprentices’ conceptions about related careers.  Help resolve problems such as how and when to ask questions, who to go to for help, working through performance concerns.

30. 30 Youth Apprenticeship Program Mentor Training As a mentor you can help the apprentice stay focused on the task and pay attention to instructions and observe demonstrations.  Provide the apprentice the opportunity to practice what has been taught. The mentor and the learner should evaluate the performance of the apprentice.  learn how to learn on the job.

31. 31 Youth Apprenticeship Program Mentor Training  Allow the apprentice time to process the new knowledge and ensure that there is a clear understanding of the concepts. Have the apprentice repeat back the process, demonstrate a new process, or adapt a skill to a new concept.  The mentor should see to it that the apprentice produces real work. The learning process should provide opportunity and motivation to produce real results.

32. 32 Youth Apprenticeship Program Mentor Training  Help the apprentice seek and find new opportunities to learn. Impress upon the apprentice the need to initiate learning rather than using a “sit and get” approach while waiting for educational opportunities to arrive.  Apprentices should take time to think about their work experience and consider the long-term implication these experiences will have.

33. 33 Youth Apprenticeship Program Mentor Training The role of the mentor may play an important part in assisting the apprentice in developing the skills and competency necessary to be successful in the workplace through.  Academic support – Encouraging academic success, evaluating educational choices, and directing future educational endeavors.  Role modeling – demonstrating actions and values that offer the best chances for success and happiness.

34. 34 Youth Apprenticeship Program Mentor Training  Attention and Concern – Filling in the gap left from inattentive parents, undesirable home environments, and past failures provide support for apprentices who are otherwise left to “get it on their own the best way they can.”  Accountability – establishing an accountability system between the mentor and the apprentice provides a bond that cements trust.

35. 35 Youth Apprenticeship Program Mentor Training  Communication – Attention must be given to three basic skills: Listening, looking, and leveling. Listening may be passive (hearing and paying attention) or active (conversations). Looking includes the use of body language and frequently speaks volumes more that voice. Leveling is simply being honest about what you are feeling and thinking without being angry or destructive.

36. 36 Youth Apprenticeship Program Mentor Training Self-Esteem – Much emphasis has been placed upon the important link between self- esteem and learning. Self-Esteem – Much emphasis has been placed upon the important link between self- esteem and learning. The following helps develop positive self-esteem: PraiseCompliments Recognition Respect for Others Trust New Growth Experiences Positive Role Models Opportunities for Success High Expectations Appreciation for Assistance

37. 37 Youth Apprenticeship Program Mentor Training The following damage self-esteem and should be avoided: Repeated Criticism Insensitivity Ignoring Strengths Unrealistic Expectations Verbal Rejection Lack of Sincerity Disinterest Put-Down / Negative Labels Negative Experiences Repeated Failures

38. 38 Youth Apprenticeship Program Mentor Training Positive characteristics of the mentor include: Positive Attitude Open-Mindedness Positive interrelations Creative Problem Solving Effective Communications Discovery Strengths and Uniqueness Confidence AwarenessRisk-Taking FlexibilityHonesty

39. 39 Youth Apprenticeship Program Mentor Training The mentor wears multiple hats:  Trainer  Supervisor  Teacher  Evaluator  Friend

40. 40 Youth Apprenticeship Program Mentor Training A program of study that integrates school-based learning and work-based learning through a coordinated and cooperative partnership with business and industry that is designed to facilitate a smooth transition from high school to postsecondary education and training for career employment.