What Are the Common Threads in Strong Work-based Learning Programs?

By Julie Lammers

At an event in Tacoma this fall, I was joined by Anna Hennes of the Kauffman Foundation, Casey Henry of Gibson Ek High School, Lisa Dughi of NAF, and Elliot Washor of Big Picture Learning to discuss the ins and outs of work-based learning. As I’m sure you can imagine, there was a lot to cover!?

In-person. Virtual. Hybrid. Paid. For-credit. There are endless ways to structure a work-based learning program, and there’s no one “right” way to deliver it. However, there are a few common threads that run through the very best programs; considerations that can give participants the greatest chance at successfully connecting learning to earning. Pulling from our conversation, here are some of those threads that I believe any work-based learning designer should take into consideration:?

1. Access is everything.

An internship that’s only open to people from a small geographical area or those with a specific background is, by design, limited and exclusive. An organization that wants to expand its talent pool, however, will think bigger and wider. No matter how and where an organization recruits, the most important thing is that access is a considered part of the strategy. Where will the work-based learning opportunity be marketed and advertised? Will applicants need to submit an online essay or attend an in-person interview? Will participants work remotely, in-person, hybrid? Every detail matters and these seemingly small considerations will impact the outcomes of both participants, and the organization itself.?

Importantly, though, “access” is not just about the geographical and logistical considerations of the program itself, but also about guaranteeing that, once in the program, participants have access to the wider working world. As one panelist shared, “We had virtual internships in the summer of 2020 where students were saying, “I’ve never met anyone outside of my own school and now I know people across the country!” We now have these virtual opportunities, and all of the unintended benefits have been really interesting.”

2. A little listening goes a long way.

Many of the young people starting out in their work-based learning journey have come straight out of the classroom, and this may be their very first time setting foot in the working world. How adults opt to support them is a huge factor in how successful they are, as well as in how they experience the world of work for the first time. Support (not to be confused with compensation) can come in the form of coaching and mentorship – both vital facets of any work-based programming. It can also come in the form of the on-the-job and post-experience feedback they are given about their performance and areas for growth. However, supporting students in their work-based journey starts with ensuring they are – and feel – heard. As the panelists explained, that often means sitting with young people to dig a little deeper into their interests and figure out how to align them to a work-based learning experience that’s right for them to begin with.?

Young people may be understandably unsure about which specific job appeals to them, but frankly, it’s not important. What is important is finding the skill clusters that are connected to their interests so they can sharpen their abilities and knowledge in a way that sets them up for work they find meaningful, and eliminate things that aren’t a good fit. For example, a high school sophomore may think she wants to become an EMT, then later change her mind and say she wants to go into speech language pathology, and later teaching. Being attuned to her evolution means finding the common thread: that she is drawn to caring professions and to helping people.??

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3. Compensation is vital.

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The incentives an organization offers to young people participating in work-based learning may be monetary (a paid experience), or they may come in other forms. But compensation must be taken into consideration. For example, the offer of high school credit for a freshman can be incredibly valuable and serve as fair compensation for their time on the job. For students who are asked to travel to a work-site and will experience financial setbacks because of it, stipends and vouchers for gas, public transit, work-appropriate clothing and meals can make a world of difference. The most important thing is that participants are compensated in a way that is truly fair (not asking them to do a job for free or suffer hardship because of the experience), that is aligned to their expectations, and that helps them connect the dots between inputs – their time and work – and outcomes – what type of reward they hope to achieve from the experience.