1. Coordinate On-The-Job Instruction Rick Bough Sarah Britton

2. After students are placed in training stations, major responsibilities involve: Supervising and evaluating the students’ on-the-job instructions. Supervising and evaluating the students’ on-the-job instructions. Providing related-instruction classes for your students. Providing related-instruction classes for your students. Coordinating students’ experiences on the job with their experiences in school. Coordinating students’ experiences on the job with their experiences in school. Evaluating student progress. Evaluating student progress. Providing assistance as needed to students and on-the-job instructors. Providing assistance as needed to students and on-the-job instructors.

3. At these visits you can: Work with students, on-the-job instructors, and/or employers to solve problems. Work with students, on-the-job instructors, and/or employers to solve problems. Plan training activities. Plan training activities. Evaluate training station adequacy or student progress. Evaluate training station adequacy or student progress. Ensure that the total co-op program is helping students to achieve their career goals. Ensure that the total co-op program is helping students to achieve their career goals.

4. Visits should be scheduled to accomplish the following tasks: Ensure that training station personnel understand the philosophy, goals, and workings of the co-op program. Ensure that training station personnel understand the philosophy, goals, and workings of the co-op program. Ensure that training station personnel understand their role in the program. Ensure that training station personnel understand their role in the program. Ensure that training station personnel understand your role in the program and the function of the related in-school classes. Ensure that training station personnel understand your role in the program and the function of the related in-school classes.

5. Visits should be scheduled to accomplish the following tasks: Work with training station personnel to ensure that the firm meets the legal requirements of a training station. Work with training station personnel to ensure that the firm meets the legal requirements of a training station. Work with training station personnel in developing a training plan for each student assigned to that station. Work with training station personnel in developing a training plan for each student assigned to that station. Provide assistance to on-the-job instructors in order to develop their training ability. Provide assistance to on-the-job instructors in order to develop their training ability.

6. Another purpose of coordination visits Become better acquainted with actual employment conditions & student’s current assignments and responsibilities. Become better acquainted with actual employment conditions & student’s current assignments and responsibilities. gather information that will help you evaluate student progress. gather information that will help you evaluate student progress. determine what additional training activities are needed by the student. determine what additional training activities are needed by the student. determine how you can provide the student with additional related help in the classroom. determine how you can provide the student with additional related help in the classroom. determine what, if any, changes need to be made in the student’s training plan. determine what, if any, changes need to be made in the student’s training plan.

7. Getting Better Acquainted determine what, if any, problems exist that need to be addressed. determine what, if any, problems exist that need to be addressed. determine how adequate the training program is. determine how adequate the training program is. determine whether safety, health, and legal requirements are being met. determine whether safety, health, and legal requirements are being met.

8. Use a coordination visit to: Confer with the OTJ instructor concerning a problem or a need for additional training. Confer with the OTJ instructor concerning a problem or a need for additional training. Confer with the employer about the quality of the training being offered. Confer with the employer about the quality of the training being offered. Confer with the student about the problem or about their training needs. Confer with the student about the problem or about their training needs. Confer with both student and the OTJ instructor about problems/concerns. Confer with both student and the OTJ instructor about problems/concerns. Work with both the student and instructor to adjust the plan. Work with both the student and instructor to adjust the plan.

9. Use visits to also: Enlist help in carrying out public service and/or fundraising project. Enlist help in carrying out public service and/or fundraising project. Arrange for guest speakers to speak on special topics. Arrange for guest speakers to speak on special topics. Ask for new advisory committee members. Ask for new advisory committee members. Inquire about full-time employment opportunities. Inquire about full-time employment opportunities. Learn about trade terms, technical information, and required job skills. Learn about trade terms, technical information, and required job skills.

10. Coordination visits with these purposes can help you to: Maintain regular and open communication between all parties involved. Maintain regular and open communication between all parties involved. Ensure a high-quality training station and co-op program. Ensure a high-quality training station and co-op program.

11. Frequency of coordination visits may vary depending on factors such as: The amount and quality of instruction being provided by the on-the-job instructor. The amount and quality of instruction being provided by the on-the-job instructor. Individual preferences indicated by an employer or on-the-job instructor. Individual preferences indicated by an employer or on-the-job instructor. The size of the community and the relative locations of the training stations. The size of the community and the relative locations of the training stations.

12. Frequency of coordination visits may vary depending on factors such as: The number of students in the program and the number of different training stations in which they are placed. The number of students in the program and the number of different training stations in which they are placed. The personality, maturity, and occupational competence of the students. The personality, maturity, and occupational competence of the students.

13. Develop a schedule of activities and determine the number of visits you will make and the dates on which you will make them. Fill in school or college activities (e.g., assemblies, vacations, and grading periods) on both the monthly and weekly schedule forms. Fill in school or college activities (e.g., assemblies, vacations, and grading periods) on both the monthly and weekly schedule forms. Fill in other activities (e.g., scheduled classes and appointments) for which you are responsible. Fill in other activities (e.g., scheduled classes and appointments) for which you are responsible.

15. Fill in specific dates for visits to each student, taking into consideration the following factors: Any preferences the employer or on-the- job instructor may have expressed regarding the frequency of visits. Any preferences the employer or on-the- job instructor may have expressed regarding the frequency of visits. The times during which each student is actually on the job. The times during which each student is actually on the job. The times during which you have been told visits would be convenient. The times during which you have been told visits would be convenient.

16. Fill in specific dates for visits to each student, taking into consideration the following factors: The possibility of grouping visits by geographic areas to save time and energy. The possibility of grouping visits by geographic areas to save time and energy. The degree of competence and security of each student. The degree of competence and security of each student. Your personal knowledge of any visits that may be needed (e.g., to follow up on precious visits, to solve problems, to provide support when a new and difficult task is to be undertaken, or to monitor activities when excessive hours or layoffs are probable). Your personal knowledge of any visits that may be needed (e.g., to follow up on precious visits, to solve problems, to provide support when a new and difficult task is to be undertaken, or to monitor activities when excessive hours or layoffs are probable).

17. Coordination visits may be planned and prepared for in advance, by doing: Identify the specific purpose of the visit in terms of what you plan to accomplish with the student. Identify the specific purpose of the visit in terms of what you plan to accomplish with the student. Identify the specific purpose fo the visit in terms of what you plan to accomplish with the employer or the on-the-job instructor. Identify the specific purpose fo the visit in terms of what you plan to accomplish with the employer or the on-the-job instructor. Identify specific activities that will enable you to accomplish the purposes of the visit. Identify specific activities that will enable you to accomplish the purposes of the visit.

18. Coordination visits may be planned and prepared for in advance, by doing: Assemble copies of all the forms and reports you will need during the visit. Assemble copies of all the forms and reports you will need during the visit. Ensure that you have an undated copy of the training plan for each student you will visit. Ensure that you have an undated copy of the training plan for each student you will visit. Assemble copies of all records and reports related to previous visits, such as coordination visit reports, observation/evaluation reports, and weekly reports. Assemble copies of all records and reports related to previous visits, such as coordination visit reports, observation/evaluation reports, and weekly reports.

19. Prior to a student starting, you should work out the following details: Explain the student’s duties to them. Explain the student’s duties to them. Give the student a tour of office, equipment, supplies, and facilities. Give the student a tour of office, equipment, supplies, and facilities. Introduce the student to co-workers and others they may come into contact with on the job. Introduce the student to co-workers and others they may come into contact with on the job. Inform co-workers of their responsibility to the student. Inform co-workers of their responsibility to the student.

20. Prior to a student starting, you should work out the following details: Introduce the student to their OTJ instructor and inform them from whom orders are to be taken. Introduce the student to their OTJ instructor and inform them from whom orders are to be taken. Inform the student of starting time, quitting time, lunchtime, check-in procedures, safety procedures, and so on. Inform the student of starting time, quitting time, lunchtime, check-in procedures, safety procedures, and so on. Inform the student of any required uniforms or dress codes. Inform the student of any required uniforms or dress codes.

21. Prior to a student starting, you should work out the following details: Explain time-recording procedures, pay schedules, deductions, and employee benefits. Explain time-recording procedures, pay schedules, deductions, and employee benefits. Provide information regarding possibilities for promotion, special union agreements, worker’s compensation, and federal health and safety regulations. Provide information regarding possibilities for promotion, special union agreements, worker’s compensation, and federal health and safety regulations.

22. When the main purpose of a coordination visit is observation/evaluation, focus on: The student’s proficiency in specific skills and assigned tasks. The student’s proficiency in specific skills and assigned tasks. The student’s attitudes, work characteristics, traits, and so on. The student’s attitudes, work characteristics, traits, and so on. The student’s ability to get along with co- workers and/or the public. The student’s ability to get along with co- workers and/or the public. The student's strengths and weaknesses. The student's strengths and weaknesses.

23. Other communication… Periodic reports Periodic reports Written, oral, or both Written, oral, or both Written progress reports Written progress reports Supplements the informal oral reports Supplements the informal oral reports Indicates whether your own observations have been accurate Indicates whether your own observations have been accurate

24. After receiving reports… Be sure the spend time with both student and OTJ instructor for discussion (positive and negative). Be sure the spend time with both student and OTJ instructor for discussion (positive and negative). Adjust training plan. Adjust training plan. Solve any problems. Solve any problems.

25. When helping student solve problems related to OTJ instruction… Refer to student records for background information when necessary. Refer to student records for background information when necessary. Assist the student in identifying the problem. Assist the student in identifying the problem. Assist the student in identifying possible solutions. Assist the student in identifying possible solutions. Seek additional solutions or suggestions from the OTJ instructor. Seek additional solutions or suggestions from the OTJ instructor.

26. When helping student solve problems related to OTJ instruction… If necessary, secure additional assistance. If necessary, secure additional assistance. Assist the student in selecting a solution. Assist the student in selecting a solution. Assist the student in testing out the solution. Assist the student in testing out the solution. Follow up later to be sure that the problem has been solved. Follow up later to be sure that the problem has been solved.

27. Following the visit, be sure to… See that reports are properly labeled and dated. See that reports are properly labeled and dated. Have all observations, comments, and recommendations noted. Have all observations, comments, and recommendations noted. Filed properly for easy access later. Filed properly for easy access later.

28. Case Study