Securing Training Station

1
Securing Training Station

• Placing Students on the Job

2
Training Station Selection

• Work on a short activity
• 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.

3
Training Station Selection

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

4
Training Station Selection

• Sources of Information
• Advisory committee
• Associations
• School administrators
• Community survey
• Interviews
• 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

6
Job Development Training Stations

• Less than one-third of all jobs are advertised.
• There is lots of competition for the good jobs.
• More experienced job seekers may be willing to
  take entry-level jobs at lower wages.
• Many employers are willing to support school, but
  dont understand the program.
• Good training stations should be available at all
  times.
• Your students do need good jobs.

7
Convincing an Employer to Participate in the Coop
Program

• Establish rapport
• Explain the program
• Convince the employer
• Answer questions
• Overcome objections
• Leave business card and brochure
• Refer potential employer to existing stations for
  further information

8
Activity

• Two volunteers, please...at least one female.

9
Convincing an Employer to Participate in the Coop
Program

• Lets 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.
• Resumes
• Application forms
• Interview preparation
• Questions an employer may ask
• Questions to ask an employer
• 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.
• The training sponsor may or may not be the
  manager or the owner of the firm.

13
Training Sponsors

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

14
Training Agreements

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

15
Training Agreements

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

16
Training Agreements

• Responsibilities, continued
• Cooperating with supervisor on the job.
• Attending school regularly.
• Responsibilities of the employer
• 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).
• Cooperate with the teacher-coordinator in all
  matters related to training the student.
• Obey wage and hour laws and safety regulations.

17
Training Agreements

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

18
Training Agreements

• Responsibilities of training sponsor
• Supervise the student on-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.
• 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.)

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 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.

21
Training Plans

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

22
Training Plans

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

23
Developing Training Plans

• The development of a training plan should
• Focus on the student-learners related career
  goal and interests.
• Have realistic opportunities for change as the
  student clarifies career goals.
• Be discussed between the student, employer, and
  coordinator.

24
Developing Training Plans

• Development, cont.
• 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.
• Identify the in-school instruction that needs to
  be provided to master the tasks.

25
Developing Training Plans

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

26
Placing Students

• 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.
• Share your thoughts with the class.