Work Experience Online

Work Experience Online

Introduction The coronavirus pandemic is fashioning a new workforce landscape never seen before. In only a few months, large economic shifts, such as the new classification of essential workers and a large-scale move to remote work, are challenging traditional models of the workforce in America. The shift in the workforce today is faster and more dynamic than ever before. Businesses are fast-forwarding into the future and work is becoming a blend of people and technology in resourceful ways. Topics around technology’s potential and possibility are no longer future-focused aspirations, but the reality of the here and now. Willamette Workforce Partnership believes this is the time to set the stage for local businesses to commit to building a resilient workforce that adapts to constant change. As businesses plan their path forwarded, innovative workforce development strategies will be critical in meeting the new business vision so that current and future workers can be upskilled to learn and perform in the post-coronavirus era. Willamette Workforce Partnership also believes that the time is now to shift in defining what and how reskilling and upskilling looks like. Traditional models of work-based training may not be as relevant or available as it was pre-coronavirus. As workforce development emerges into a post- coronavirus landscape, we must make a choice to create training that goes beyond simply an enhanced version of the past. Our ability to pivot and adjust is more important than ever so that we can create a sustainable workforce for tomorrow. This document is developed as the framework for the Willamette Workforce Partnership’s work experience online project. The goal of the work experience online project is to shape the future of workforce learning through providing opportunities to youth via a virtual work placement using the following design elements:

Background Work Based Training, also known as a work experience, is a planned structured learning experience that takes place in a workplace for a limited period of time. It provides the trainee with knowledge of the skills essential to the full and adequate performance of the occupation while helping the trainee acquire the personal attributes, knowledge, and skills needed to obtain a job and eventually advance in a career. Work placements (physical, blended, or virtual) have vast benefits to all stakeholders. For youth, the benefits include:  Direct experience with real-life business workflows and issues that allows the trainee to analyze and solve realistic problems.  Allows youth to apply critical thinking to real-world settings and receive feedback with workforce development specialists.  Promotes complexity of understanding, motivation, and cognitive development.  Resonates with youth from a variety of cultural backgrounds.  Learns time management and discipline. For business the benefits include:  Expansion of mission reach without increasing costs.  Increase public support and visibility in the community as trainees can be ambassadors.  Builds relationships and trusts between business and trainees.  Increases resources and reduction in barriers.  Exposes business to new talent.  Shapes the way the future workforce thinks, interacts, and assimilates to the working environment. For workforce development specialists the benefits include:  A better understanding of changes around workforce technology and culture.  Stronger connectivity to local business and business needs.  The ability to create stronger linkages between job seekers and employers. Going online With the challenges of the uncertainty that has recently been placed on businesses, many businesses are responding by reducing or temporary ending many face-to-face work experiences. During these unprecedented times, Willamette Workforce Partnership believes there is a real opportunity to experience new ways of learning and working that previously would have been considered off-limits. Even after this public health crisis diminishes, Willamette Workforce Partnership hopes that online work experience will be a viable option for many youth who are unable to engage in traditional in- person work experience programs. With the move to online work experience opportunities for youth, the format of work experience will change. Online work experiences cannot provide face-to-face interpersonal skill building or allow performance of certain tasks; however, through alternative projects, experiences, or programs, the youth can experience a different type of learning that still is purposeful. Through the nature of online work, youth receive more substantive and meaningful projects as well as the opportunity to utilize online tools to research the business, the market, best practices, and other resources to organize, synthesize, and present projects to participating businesses. Participating businesses will also need adjust for implementing an online work experience. Rather than hosting youth at the business site and providing daily supervision, business will be asked to assist in developing a training project and participant in weekly virtual check-ins with both case managers and youth. Since virtual trainees will be out of the daily view of the workforce specialists and host-site supervisors, the ability to teach and coach trainees to be self-starters is a focus of this program.

The Stakeholders Work placements are organized around three different groups of statekholders: youth, workforce development specialists, and business. The relationship between the entities will drive the placement, activities, and timeframe for the project. In order to ensure the quality and to maximize the benefits of the placement, the role of workforce development sepcialist is to be the central driver for preparation of the work placement and act as a liason between business and youth when appropriate. The image below outlines the relationship matrix between stakeholders: Workflow The actual activities, procedures, and services for the online work experience is identified in phases: Preparation, During the Work Experience, and Closing. The following is a breakdown of the project phases along with the roles and responsibilities of each stakeholder. Business Workforce Development Specialist Youth Preparation • Identify needs. • Develop instruction and • Complete pre-work • Identify tools and guidance to youth. experience activities. During the This can include work resources. • Establish clear outcomes, digital literacy experience • Clearly define scope benchmarks, and assessments. assessments. of services, • Identify additional activities to • Show/indicate iniative deliverables, and compliment the business needs. for project deadlines. participation. • Assign a virtual • Establish contact with youth. supervisor. • Ensure techonology • Establish incentives, stipends, or compatabilty for • Provide a business wages for project participation of remote work. oritentation to the youth, if applicable. youth • Identify technology • Connect youth to placement and gaps or workspace conducts evaluation to ensure gaps. appropriate fit. • Confirm technology needs for remote work. Including software. • Orient Youth to online work • Select project experience. Including activities most teleconferencing instructions. appropritate to skillset and desire.

• Attend virtual • Host virtual check-in between • Completes assigned check-in. business and youth. activities. • Provide feedback • Assist youth through the process • Research answers during benchmarks. of completing each element of using available tools, the virtual project as needed. such as forums, etc. • Evaluate rubrics for progress review. • Complete performance reviews • Document timesheets for incentives or timesheets for • Share observations wages, if applicable. • Attend virtual check- and provides insight ins. for development of • Coach youth through any the final project. additional barriers that prevent • Seek guidance from the youth from competling tasks when needed. Closing • Share observations by deadlines. of the final product. • Meet deadlines for • Assist youth with any identified benchmarks. • Complete the adjustmemts, if needed. evaluation form. • Debrief experience • Identify next steps for Youth. during check-ins • Complete any final and/or reflection/anaylsis of documentaiotn for Youth activities. compensation, if applicable. • Share results of draft project, including reflection/anaylsis of the assignment. • Make any appropriate changes to the project after feedback from business. • Share results of the final project. • Complete the evaluation form. Preparation Phase The Preparation Phase is the first stage when planning support for a Work Experience online project. The purpose is to establish the necessary foundation for taking and justifying the overall strategic decisions on the design of activities. The preparation phase involves and builds on continuous dialogue with workforce development specialists and business partners. The following breakdown are elements that should be addressed during the preparation phase. Identify Project Objective Identifying an online project is similar to identifying an in-person project, key items to consider include:  Identifying appropriate learning outcomes  Aligning key tasks, duties, responsibilities to skill level.  Establishing the learning components to assist in task completion.  Establishing the needed tools for the project, including communication platform.  Capacity for supervision. Identify the learning outcome Each project should have a clear learning outcome. The following are examples of how to identify if the learning outcome is feasible:  The project outcome has sufficient detail that is not overwhelming or too complex.  The project activities can accommodate different skill levels for youth.  The wording of the project is easy for youth to understand within the context of the task.  The project connects to available online learning opportunities.  The outcome can be measurable with timeframes.

Identify the project to the skill level: An ideal project for Work Experience online is one that is adaptable to various skill levels so that the project is available to a wider audience of learners. If possible, each project should have options for engagement at the following levels: Introductory, Intermediate, and Advance. Introductory Intermediate Advance • Can recall information Definition • Can recall, understand, and • Can recall, understand, and or data about the translate information translate information Examples of project. regarding data and the regarding data and/or the activities • Can understand the project. project. meaning, translation, Level of interpreation of • Can apply the information to a • Can apply the information to a Coursework instructions and Type of problems. new concept or situation. new concept of situation. engagement • Can apply what is learned to the activity. • Can apply what is learned into • Can apply what is learned into • May need more coaching throughout the activity. the activity. the placement. • Can separate materials or • Can separate materials or • Proof reading a policy concepts into component concepts into component or procedure, data parts so that it is easily parts so that it is easily entry into a database, explained and/or structured. explained and/or structured. translates an equation in excel, sets up • Can distinguish between facts • Can distinguish between facts formulas for a dashboard. and inferences. and inferences. • Beginner • Self-motivated • Can build a structure or pattern of new matterial • Less than 15 hours a using the framework of the week project. • High coaching and • Can make judgement calls business supervision about the value of the idea involvment and material. • Self-motivated • Creates new content for • Troubleshoots a piece of social media, website, etc., techology or equiptment, creates written document gathers information regarding policy or procedural change, the subject and applies creates a powerpower or use additional tasks to solving a other tools to create internal problem, designs a machine documents. to perform a specific task, explain and justify a mock budget. • Intermediate • Advance • Mix level learning • Mix level learning • 15- 20 hours a week • 20-35 hours a week • Medium coaching and • Less coaching and business business involvement involvement. Identify the learning component To address the learning component of a work experience, Willamette Workforce Partnership in partnership with Coursera, is offering Youth and business more than 3,000 different courses designed to provide the foundations of career exploration and professional development while meeting local business needs. Workforce Specialists will work with the Business to match business projects with the appropriate weekly curriculum. The weekly curriculum combined with guided project activities will introduce youth to skill concepts and application fundamentals while concurrently applying those

concepts to our local business and economy. Through this program, youth can access one or more courses in a pathway or enroll into a single stand-along course. To identify the course that fits the identified project, a simple key-word search can be done within the platform or through pre-determined course pathways, as seen below. Available courses can be filtered by skill type and skill level. For example, if the business’ identified outcome for the project is, “Implement a Search Engine Optimization (SEO) for the business,” the workforce delivery specialist can recommend courses in the advance, beginning, or intermediate levels and assign that specific course to a youth. Additionally, some projects can easily align with specialization trainings. Specialization trainings are multiple courses that make up a pathway program. Through identifying the overall goal of the project, the youth’s skillset, and the learning outcomes, workforce specialists and business can determine the appropriate amount of courses or pathways for the project. Identify the fit The Work Experience Online model requires a commitment and effort from all stakeholders. As part of the preparation phase, workforce development specialists should verify if youth participants are good fits for online training. The following elements should be taken into consideration: • The youth has access to the internet.

• The youth is comfortable with navigating the internet. • The youth has a desire to learn new technology. • The youth is comfortable with reading online and/or watching instructional videos. • The youth can learn to manage a self-driven schedule. • The youth can understands to seek out assistance when needed. Identify the workspace Although the workforce is moving toward technology in ways never utilized before, not everyone has access to that new technology. In rural areas, internet connection is sparse or non-existent. Additionally, some youth may not have separate space to engage in an online work and training. Identifying the youth’s work environment is a fundamental step in identifying what limitations, if any, will prevent a youth from fully engaging in the project. If a youth does not have internet connection, perhaps the work experience online project can be downloaded from Coursera’s catalogue, printed, and delivered to the Youth via mail or through limited-contact. If a youth has only a cell phone, identifying what projects can be completed using a smart-phone (Coursera is mobile friendly and has a downloadable app) can be offered as an alternative. Create the Communication Plan Another consideration with identifying the workspace is identifying the youth’s schedule. The benefit of going online is that youth can work at their own pace and during times that work around other obligations. Knowing youth’s availability and/or setting up expectations about communications during “off-hours” should be considered part of establishing the online workplace. Items such as communication platforms, appropriate times for communication, etc., should be upfront as part of this preparation. Identify any additional tools Tools and technologies to be used during the placement are vital in establishing the activities available for youth to engage in. For example, websites are a good way to provide information to youth. A good website is easy to access, well-structured, regularly updated, and includes relevant information for the placement. Some websites available to any placement include: Qualityinfo.org and MyWorkSource. Other tools, such as Adobe, Microsoft Office, etc. will need to be identified immediately so that the workforce specialist can provide the youth access to the needed tool(s). Capacity for Supervision Supervision for an online Work Experience has many similarities to supervision that would be done on-site. Business should provide the youth with an orientation of the business, establish a key point of contact for youth to connect with regarding questions or concerns, and ensure capacity to conduct weekly online “face-to-face” meetings. Business must also consider the skills and experience of people nominated as a supervisor, to ensure they can answer questions and provide the right information and/or instruction to the youth. Developing the Activities Under the Work Experience online program, weekly activities should act as building blocks to completing the overall project. Additionally, weekly activities should be consistently reflective of the business needs and the youth’s abilities. This is why identifying the project and learning component before implementing weekly activities is crucial. Using Coursera, each course syllabus outlines the weekly learning outcomes, amount of learning hours, and different activities such as videos, reading, and quizzes. Activities should align with the weekly learning objectives in a manner that reflects the business and aligns with youth’s learning needs. Here is an example. The business indicates that the overall project objective is to “implement a Search Engine Optimization (SEO) for the business,” a youth assigned to this project has low familiarity of Search Engine Optimization but an overall intermediate skill level. The course assigned to the youth is a basic level course but the activities will align with youth’s intermediate skill level. In this example, week 1 of the Search Engine Optimization (SEO) Fundamentals course, the youth will learn the difference between SEO strategies.

The aligned weekly activity could be a summary of differences between each SEO strategy along with a pro/con list between strategies. Once that activity is complete, reviewed, and the youth receives feedback during a check-in, the youth moves to week 2’s courses and activities. To build the weekly activities toward the overall project, Week 2 activities would reflect the coursework for week 2 and any learnings from week 1. For example, if week 1 was about SEO on-page strategies, then week 2’s activity could be comparing off-page SEO to on-page SEO strategies. Even further, the youth could offer analysis on which SEO strategy is most appropriate for the business. This cycle would continue until the course and/or overall project was complete. Develop the Deadlines The activity deadline will be heavily dependent upon the activity itself, the youth’s skillset, and the level of training needed to complete the task. Before the beginning of any activity, youth should be aware of the estimated deadline; however, if a youth does not meet those deadlines, coaching, additional check- ins, and/or modifications to the project may be necessary. Develop the Schedule Developing a schedule that aligns with coursework, activity deadlines, and check-ins, is crucial for establishing expectations between all parties. The following is an example of establishing a virtual work experience schedule. Work Experience Schedule: • The youth’s weekly time will not exceed __________ hours a week. • The youth will work remotely on designated projects/responsibilities for the time periods of : (am/pm) to : (am/pm), and on _________ (days of the week). • The youth will complete classroom training remotely on designated projects/responsibilities for the time periods of : (am/pm) to : (am/pm), and on _________ (days of the week). • The established check-in time will be of : (am/pm) to : (am/pm), and on _________ (days of the week). Please note, some weeks might have longer online classroom time than other weeks. For example, one week of courses might estimate 7 hours to complete, whereas, another week might need only 5 hours.

Just like in most businesses there are ebbs and flows in work. Addressing the discrepancy upfront can allow the youth to drive their own experience in finding ways to enhance the learning and expanding their engagement with the project. For example, redoing previous week’s work, finding new courses that align with the project but not required, etc. During the Work Experience Once the preparation phase ends and the youth is placed with a host business, the bulk of the work is driven by the youth and no longer driven by the business and workforce development specialists. Once the youth is oriented to the project and beings performing, the role of business and workforce development slowly shift to monitoring and coaching the youth. Communication Methods Because the program is designed to assist youth to learn industry skills as well as become self- driven, stakeholders will take the role as coaches and mentors rather than as teachers. For this project, a coaching-based approach that creates a trusting, non-judgmental, and positive space where youth are guided to finding answers while supported by open ended questions and active listening from professionals is best fitted. There are two methods for coaching youth during the Work Experience online program: • Real-Time: Communicating between two or more parties at the same time through communication tools such as phone calls, Zoom, Messenger, Slack, Microsoft Teams, etc. • Lag-Time: Communicating between two or more parties independent of time through communication tools such as text messaging, email, online discussion forums, social media platforms, etc. Methods of coaching can be established and altered as needed throughout the work experience. Coaching can be done in a one-on-one manner or through a cross-functional team(s) of other youth. Through a cross-functional team, youth can explore emerging technology, practice creative thinking, and build professional skills. In addition, products such as Slack or Microsoft Teams, are free and designed to act as a communication platform for collaboration. Although the coaching experience is flexible, it is highly encouraged that the weekly feedback check- ins with business supervisors are conducted in real-time and in a consistent manner. Feedback Session The online “face-to-face” feedback session with the youth should occur at least once a week to ensure youth is receiving feedback, guidance, and additional directions for the project. During the meeting, youth will present and share their weekly activity or overall project progress. Since “face-to- face” meetings are an important element for Work Experience online, the Business will need to ensure capacity in their own work routine for the weekly event. Business and workforce specialists should be prepared to facilitate each meeting with a focus around one or more of the following: • Youth’s progress toward project completion. • Youth’s ability to connect coursework to the project. • Youth’s ability to provide and receive feedback. The goal of each focus is to create a structure where business and workforce specialist can encourage youth to consider new options and help youth feel more empowered and able to rethink and address challenges. The following chart can be used as coaching resource to identify the youth’s progress in key areas of project engagement.

Category Beginning stage Intermediate stage Advance stage Presenting Task/project is Task/project is compete and Task/project is complete task/project inconsistently tied to tied to a range of and thorough. Logic and outcome information and information, including some reflection is clearly resources available. external resources. Outcome identified. Clarity Outcome may or may not is clearly identifiable. be complete. Work is very clear to an Connection Work has frequent lapses Work has infrequent lapses in uninformed audience. The to learning in clarity and accuracy for clarity and accuracy for the content is relevant and component the outcome of the outcome of the weekly meaningful to youth’s weekly activity or overall activity or overall project. project objectives. Connection project. Makes clear connections to feedback Explains some general Explains some specific ideas between what is learned ideas from the Coursera or issues from the course from the course and the Analysis course or other assigned learning that influenced the outcome of the weekly learning resources, such learning experience and/or activity or project. Self- as readings and videos. the outcome of the weekly Motivation activity or project. Able to apply feedback Able to apply some forms Able to apply feedback into thoroughly and Critical of the feedback into the the project while adding new consistently throughout Thinking project. Additional ideas or skills that enhances while adding new ideas or guidance may be result based from the results based from the necessary. feedback. original feedback. Applies feedback to other tasks or Identifies connections Compares other experiences areas of life. between project and and information with Able to synthesize other information relating knowledge gained through connections among to own interests. the project. Identifies experiences outside of this connections between life and project. Able to apply that When prompted, employment. understanding to the work. presents information and When prompted, connects completes task. examples, facts, from other Independently offers resources to this project. connections between Attempts to identify how project and other life the weekly activity aligns Can identify how the weekly experiences or resources. with the overall project. activity aligns with the overall Can identify how the project; however, cannot weekly activity aligns with identify how the project the overall project and the relates to the business. business. May also be able to show other complex connections. During the feedback sessions, business and workforce specialists can implement a rating rubric or any other templates to assist in monitoring and measuring the Youth’s progress within the Work Experience online model. If using the rubric above, adding a value (such as 1, 2, and 3) to the stages could easily make the rubric measurable.

Closing The Final Project The final project is ‘triggered’ when the youth has completed all courses and activities necessary to create a final project. Depending on the youth’s skillset, business need’s, work experience objectives, etc., the final project may be a combination of all the week’s activities or a brand new creation and project. Youth should present the final project during an online “face to face” meeting so that business and workforce specialists can conduct a final evaluation through discussion. Assessment At the end of the project, business should complete a final project assessment. The goal of the assessment is to provide feedback of youth’s overall engagement rather than the project itself. The following chart is a template that business and workforce specialist can utilize for their own project. Business Evaluation Youth Name : Date : Evaluator : Please rate the following attributes of the Youth, on a scale of 1 to 5, where 1 is very poor, 2 is poor, 3 is average, 4 is better than average, and 5 is outstanding. If you feel unable to evaluate a particular attribute, select N/A. Item Description Comments 1 Completes tasks on time 5 4 3 2 1 N/A 5 4 3 2 1 N/A 2 Attended all meetings and stays until end 5 4 3 2 1 N/A 5 4 3 2 1 N/A 3 Makes positive contributions 5 4 3 2 1 N/A 5 4 3 2 1 N/A 4 Displays technical competence 5 4 3 2 1 N/A 5 4 3 2 1 N/A 5 Takes responsibility appropriately 5 4 3 2 1 N/A 5 4 3 2 1 N/A 6 Asks questions when necessary 5 4 3 2 1 N/A 5 4 3 2 1 N/A 7 Easy to work with 5 4 3 2 1 N/A 5 4 3 2 1 N/A 8 Works well under pressure 5 4 3 2 1 N/A 5 4 3 2 1 N/A 9 Communicates well in written form 5 4 3 2 1 N/A 5 4 3 2 1 N/A 10 Communicates well when speaking 5 4 3 2 1 N/A 5 4 3 2 1 N/A 11 Demonstrates good problem solving skills 5 4 3 2 1 N/A 12 Listens well 13 Works well by themselves 14 Takes the initiative 15 Reliable 16 Produces high quality work 17 Handles conflict well (if applicable) 18 Accepts feedback well 19 Well organized 20 Has a professional demeanor 21 I look forward to working with this person in the future

Other Comments: In addition, the youth should also complete an evaluation form that can be reviewed by the workforce specialist and used as a coaching for further engagements. The following is a template that business and workforce specialist can utilize for their own project. Youth Self-Evaluation Describe your feelings about working on your project. Did you enjoy working on it? List some of the things you learned while working on your project. Were you satisfied with your final project? List some of the ways your coaching team helped you on your project. Do you think you might like to work on another project in the future? Whyorwhynot? Closing Once the final project and evaluations are complete, the Work Experience online project is finished. Youth who enroll into additional courses via Coursera may finish those courses; however, that work is no longer considered part of the overall Work Experience project. Any additional engagement should be decided by the workforce specialist, business, and youth.