1. Securing Training Station Placing Students on the Job

2. Training Station Selection Work on a short activity Work on a short activity Work in pairs to make a list of selection criteria that you would use in selecting a training station. Work in pairs to make a list of selection criteria that you would use in selecting a training station. How would you determine if a potential work site meets your criteria. How would you determine if a potential work site meets your criteria.

3. Training Station Selection Establish criteria for selecting training stations Establish criteria for selecting training stations Employment practices Employment practices Reputation Reputation Ongoing training opportunities Ongoing training opportunities Willingness to cooperate with school Willingness to cooperate with school Hours and wages Hours and wages Types of learning experiences Types of learning experiences Facilities and equipment Facilities and equipment Accessibility Accessibility

4. Training Station Selection Sources of Information Sources of Information Advisory committee Advisory committee Associations Associations School administrators School administrators Community survey Community survey Interviews Interviews Tour of facilities Tour of facilities

5. Job Development – Training Stations Job development is the process of locating and/or creating jobs that are suitable for student placement in locations that are acceptable training stations. A teacher- coordinator must be involved in job development because: Job development is the process of locating and/or creating jobs that are suitable for student placement in locations that are acceptable training stations. A teacher- coordinator must be involved in job development because:

6. Job Development – Training Stations Less than one-third of all jobs are advertised. Less than one-third of all jobs are advertised. There is lots of competition for the good jobs. There is lots of competition for the good jobs. More experienced job seekers may be willing to take entry-level jobs at lower wages. More experienced job seekers may be willing to take entry-level jobs at lower wages. Many employers are willing to support school, but don’t understand the program. Many employers are willing to support school, but don’t understand the program. Good training stations should be available at all times. Good training stations should be available at all times. Your students do need good jobs. Your students do need good jobs.

7. Convincing an Employer to Participate in the Coop Program Establish rapport Establish rapport Explain the program Explain the program Convince the employer Convince the employer Answer questions Answer questions Overcome objections Overcome objections Leave business card and brochure Leave business card and brochure Refer potential employer to existing stations for further information Refer potential employer to existing stations for further information

8. Activity Two volunteers, please...at least one female. Two volunteers, please...at least one female.

9. Convincing an Employer to Participate in the Coop Program Let’s practice with a role play: The employer is a large insurance company but they know nothing about cooperative education. You think they could be a valuable employer and they are always looking for full- time employees. The coop coordinator meets the HR manager in her office to explain the program and convince the company to become involved with the program.

10. Forms for Selecting Training Stations Forms can be found in the Illinois Coop Handbook.

11. Student Job Placement Students must be prepared for the job placement process. Students must be prepared for the job placement process. Resumes Resumes Application forms Application forms Interview preparation Interview preparation Questions an employer may ask Questions an employer may ask Questions to ask an employer Questions to ask an employer Employer expectations Employer expectations

12. Training Sponsors A training sponsor is the person or persons assigned by the employer to be responsible for training the student on the job. A training sponsor is the person or persons assigned by the employer to be responsible for training the student on the job. The training sponsor may or may not be the manager or the owner of the firm. The training sponsor may or may not be the manager or the owner of the firm.

13. Training Sponsors Criteria for training sponsor selection Criteria for training sponsor selection Technical competence. Technical competence. Ability to organize and train. Ability to organize and train. Personal traits and habits. Personal traits and habits. Ability to communicate and relate. Ability to communicate and relate. Interest in training all secondary students. Interest in training all secondary students. Willingness to work with coordinator. Willingness to work with coordinator. Willingness to sign training agreement. Willingness to sign training agreement.

14. Training Agreements The agreement between the school, employer, student, and parents. The agreement between the school, employer, student, and parents. The agreement clarifies program policies and procedures. The agreement clarifies program policies and procedures. The agreement specifies that a training plan will be followed. The agreement specifies that a training plan will be followed. The agreement outlines the polices of each party involved. The agreement outlines the polices of each party involved.

15. Training Agreements Key points to include on a training agreement Key points to include on a training agreement Duties of the student learner. Duties of the student learner. Number of hours the student learner is to devote to the job. Number of hours the student learner is to devote to the job. Responsibilities of student learner Responsibilities of student learner Notifying employer in case of absence. Notifying employer in case of absence. Follow safety rules. Follow safety rules. Observe professional etiquette Observe professional etiquette

16. Training Agreements Responsibilities, continued Responsibilities, continued Cooperating with supervisor on the job. Cooperating with supervisor on the job. Attending school regularly. Attending school regularly. Responsibilities of the employer Responsibilities of the employer Training and supervising the student learner. Training and supervising the student learner. Providing the student learner with a variety of learning experiences as outlined in the training plan (job and task rotation). Providing the student learner with a variety of learning experiences as outlined in the training plan (job and task rotation). Cooperate with the teacher-coordinator in all matters related to training the student. Cooperate with the teacher-coordinator in all matters related to training the student. Obey wage and hour laws and safety regulations. Obey wage and hour laws and safety regulations.

17. Training Agreements Responsibilities of the school Responsibilities of the school Provide over-all supervision and coordination. Provide over-all supervision and coordination. Provide related instruction. Provide related instruction. Select capable students who will profit from the program. Select capable students who will profit from the program. Responsibilities of the parents Responsibilities of the parents Communicate with coordinator and training sponsor. Communicate with coordinator and training sponsor. Assist and encourage their children in their school and work responsibilities. Assist and encourage their children in their school and work responsibilities.

18. Training Agreements Responsibilities of training sponsor Responsibilities of training sponsor Supervise the student on-the-job. Supervise the student on-the-job. Provide student with the necessary supervision and training for the job. Provide student with the necessary supervision and training for the job. Give the student an opportunity to learn a variety of duties related to the training. Give the student an opportunity to learn a variety of duties related to the training. Evaluate student progress. Evaluate student progress. Follow the regulations that pertain to the employment of student-learners. (The teacher coordinator should offer assistance to assure the employer carries out these responsibilities.) Follow the regulations that pertain to the employment of student-learners. (The teacher coordinator should offer assistance to assure the employer carries out these responsibilities.)

19. Training Plans The training plan is devised to assure the student a quality experience in the classroom and on-the-job and to coordinate and articulate the two. The training plan is devised to assure the student a quality experience in the classroom and on-the-job and to coordinate and articulate the two. The training plan should assist in providing a variety of experiences designed for individual student needs. The training plan should assist in providing a variety of experiences designed for individual student needs.

20. Training Plans The critical part of the training plan is the description of learning experiences to be obtained on the job and how they relate to the classroom instruction. The critical part of the training plan is the description of learning experiences to be obtained on the job and how they relate to the classroom instruction.

21. Training Plans Training plans- Training plans- Aid the coordinator in determining: Aid the coordinator in determining: What instructional material to make available to individual students. What instructional material to make available to individual students. When to present the material. When to present the material. To what degree the material should be emphasized. To what degree the material should be emphasized. Which students to select for interviews at specific jobs. Which students to select for interviews at specific jobs. The effectiveness of the training station. The effectiveness of the training station.

22. Training Plans Aid the students: Aid the students: By helping them realize the broad exposure they will get in their training. By helping them realize the broad exposure they will get in their training. In recognizing that instruction is designed to meet their needs. In recognizing that instruction is designed to meet their needs. In determining and reaching their goals. In determining and reaching their goals. Aids the employer: Aids the employer: To understand that they have well trained employees. To understand that they have well trained employees. To evaluate student performance. To evaluate student performance. To organize training. To organize training.

23. Developing Training Plans The development of a training plan should: The development of a training plan should: Focus on the student-learner’s related career goal and interests. Focus on the student-learner’s related career goal and interests. Have realistic opportunities for change as the student clarifies career goals. Have realistic opportunities for change as the student clarifies career goals. Be discussed between the student, employer, and coordinator. Be discussed between the student, employer, and coordinator.

24. Developing Training Plans Development, cont. Development, cont. Outline broad competency areas for which training can be provided, including the dates for the completion of the related study. Outline broad competency areas for which training can be provided, including the dates for the completion of the related study. Detail the tasks the student will learn during the training and plan how the student will master them. Detail the tasks the student will learn during the training and plan how the student will master them. Identify the in-school instruction that needs to be provided to master the tasks. Identify the in-school instruction that needs to be provided to master the tasks.

25. Developing Training Plans Preparing a systematic plan Preparing a systematic plan Identify tasks to be performed. Identify tasks to be performed. Specify major learning outcomes based on the competencies to perform the tasks. Specify major learning outcomes based on the competencies to perform the tasks. Outline learning experiences to develop these competencies. Outline learning experiences to develop these competencies. Specify where the learning experiences will occur. Specify where the learning experiences will occur. Design a plan for evaluation. Design a plan for evaluation.

26. Placing Students Activity Activity In pairs, discuss the process you would follow to actually place a student in a job that has come available at a training station that you have determined to be a quality location. In pairs, discuss the process you would follow to actually place a student in a job that has come available at a training station that you have determined to be a quality location. Share your thoughts with the class. Share your thoughts with the class.