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Hamilton, Mary Agnes; Hamilton, Stephen F.Toward a Youth Apprenticeship System. A ProgressReport from the Youth Apprenticeship DemonstrationProject in Broome County, New York.State Univ. of New York, Ithaca. Coll. of HumanEcology at Cornell Univ.New York State Legislature, Albany.Jan 9335p.Reports Research/Technical (143)

MF01/PCO2 Plus Postage.*Apprenticeships; Check Lists; Competence; CompetencyBased Education; Demonstration Programs; EducationalResearch; Education Work Relationship; EmployerAttitudes; Employment Qualifications; EngineeringTechnicians; Health Occupations; High Schools;Managerial Occupations; Manufacturing; *NoncollegeBound Students; Office Occupations; ParentParticipation; Partnerships in Education; *ProgramDevelopment; Records (Forms); School BusinessRelationship; State of the Art Reviews; StudentEval'hation; Student Participation; TechnicalOccupations; *Vocational Education; Work ExperiencePrograms; *Youth Employment*New York (Broome County)

This document summarizes the accomplishments of thefirst year of the Cornell Youth Apprenticeship Demonstration Projectin Broome County, New York, a program in which six high schools andsix employers in the Binghamton area have joined forces to preparenoncolleRe-bound young people for careers in manufacturing andengineering technology, administration and office technology, orhealth care. The first of the document's three sections provides anoverview of the program, which placed 40 students in apprenticeshipsbetween fall 1991 and fall 1992, as well as discussions of theprogram's participating employers, schools, and parents and theirmotives for participation. Section 2 is an overview of research onthe following topics related to creating the infrastructure for youthapprenticeship: learning objectives/competencies; work-basedcurricula; apprenticeship progress reports; teaching and learning atwork; career pathways; school-based curricula; and the institutionalbase of apprenticeship. In section 3, the role of youthapprenticeship as a means of preparing students to perform all taskswithin a broadly defined occupational area is emphasized anddiscussed in relation to the health care, office occupations,administration/office technology, and manufacturing/engineeringtechnology fields. Sample instruments used by the project employersto evaluate apprentices' progress are included. (MN)

10 I

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'PREPARING YOUTH FOR THE FUTURE

Toward a YouthApprenticeship System,

A Progress Report from the YouthApprenticeship Demonstration Projectin Broome County, New York

Maly Agnes HamiltonStephen F. Hamilton

January 1993

BEST COPY AVAILABLE ,

CORN ELLU N I V BR S I 7 Y

2

1

This report describes a research and dbvelopment project of the Department of HumanDevelopment and Family Studies, College of Human Ecology, Cornell UniVersity, based

at Cornell Cooperative Extension of Broome CountY.Pinancial support is provided by alegislative initiative of the New York State legislature sponsored bY Assembly Majority

Leader James R. Tallon, Jr., and by grants froin the Pew Charitable Musts, the Charles

Stewart Mott Foundation, and the Dr. 'G. Clifford and Florence B. Decker FOundation.

Dean Francine Firebaugh's unwavering confidence and support have been crucial to the

project's contiiation.

Far too many people have participaed in the development of this project to.make acomprehensive list possible. We include, therefore; only people wire have worked with

us as staff or students. Foremost in that group is Benjamin J. Wood, Who, with PennyCorino, has alticonstracted a lirm foundation for the project in Broome County. Weowe sincere thanks as well to Sue Bier, Jeff Claus, Nell Eppinger, Mary Ann Erikson,

Renee Ferrari; Sherlyn Frank; Fiona Mclitall,y,"Paritela MoW,'Starr Niego, Lynn Olcagaki,

Elizabeth Rowe'Margaret Wiebold, Felicia Wiener; and Suet Wu. ,

ParthipatingEmployersAnted, Imaging Prqducts Division of International Paper Corptration (joined 1992)

IBM Corporation at Endicott (joined 1992) -

Lourdes HospitalThe Raymond Corporation .

Security Mutual Life InsuranCe Company of New York

United Health Services Hospitals: Binghamton General Hospital, Wilson Medical Center

Participating SchoolsBinghamton High School

Greene High School

Susquehanna Valley High School

Union-Endicott High School

Whitney Point High School

Windsor High School (joined 1992)

-0-Printed on recycled paper

Produced by Media Services at Cornell University

Cornell University is an equal opportunity, iffuniative action educator arid employer.

1/93 6M iris E20474N '

.

3

Teaching and Learning at Work

Designing and Managing Work Experience

Coaching Apprentices

Mentoring Apprentices

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Contents

The Apprenticeship Program 1

Participants and Their Motives 2

Employers 2

Schools 3

Parents 3

Research Overview 4Creating the Infrastructure for Youth Apprenticeship 5

i Learning Objectives: Competencies 5I

Work-Based Curricula 5

Apprentice Progress Report 6

Apprentices' Responsibility for Learning 14x, Career Pathways 16

/ f, School-Based Curricula 19

/ Special Projects 19

Advisory Group 20

Courses 20

School Coordinators 21

Institutional Base 22

...o. Defining Occupational Areas 22Health Care 22

Administration and Office Technology 26

Manufacturing and Engineering Technology 29

Restrictive Rules and Regulations 30

Conclusion 30

4

Cornell's Youth ApprenticeshipDemonstration Project located in

and around the city of Binghamton,New York, has two major objectives:

'lb create an enduring programthat will enable participants to movefrom adolescence into adulthood asproductive workers, active citizens,and caring family members.

'lb foster the creation of a nation-wide system that will achieve thesepurposes for all young people who donot graduate from four-year colleges.

Three closely related functionscontribute to these objectives:developing the program, tending toits daily operation, and conductingresearch. Research done in Europeand the United States led to theproject's initiation.' Cornell Universityretains direction of the project tofacilitate continuing research andprogram development. Researchguides and enriches program develop-ment and day-to-day operations inaddition to informing people outsidethe project about what we havelearned.

lb gain a full understanding of howyouth apprenticeship can work in theUnited States, staff at Cornell have

remained intimately involved in thedemonstration project. The ultimategoal, however, is not only to createprograms but to create a comprehen-sive school-to-work transition system,which is lacking only in the UnitedStates among industrial powers.

This report identifies issues encoun-tered during the programs first yearof operation and describes how theyhave been dealt with. It is not amanual, but practitoners and policymakers may find in it ideas about howto design and operate programs.

The Apprenticeship Program

The first apprentices were enrolled inthe Cornell program during the fall of1991. Twenty-two juniors from fivehigh schools were placed with fouremployers. Twenty completed theschool year satisfactorily and enrolledfor their second year in the fall of1992. Twenty new apprenticeshipshave been created for juniors in 199293. One new high school and two newemployers have joined the project.Table 1 summarizes the occupationalareas covered by the current appren-ticeships. (Four of the twenty newapprenticeships will be filled inJanuary 1993.)

Table 1. Apprenticeships in Broome County, New York

September 1992

Occupational Area

Manufacturing and Engineering Technology

Administration and Office Technology

Health Care

Lumber of Apprenticeships

12

13

15

Total 40

1. See Apprenticeship for Adulthood: Preparing Youth for the Future by Stephen F.Hamilton (New York: Free Press, 1990) and "Teaching and Learning on the Job: ThePedagogy of Apprenticeship" by Stephen F. Hamilton and Mary Agnes Hamilton (unpub-lished manuscript, Cornell Youth and Work Program, July 1990). An updated summary ofthis latter study appears in James E. Rosenbaum, ed., Youth Apprenticeship in America:Guidelines for Building an Effective System (Washington, D.C.: William T. GrantFoundation Commission on Youth and Americas Future, 1992).

The three occupational categories inwhich apprenticeships have beencreatedmanufacturing and engi-neering technology, administrationand office technology, and healthcarewere chosen because they areall projected to grow substantially,both in the country as a whole and inthe region. All three include a range ofoccupational titles associated withpost-high school education andtraining but not requiring a baccalau-reate degree. They span predomi-nantly male, predominantly female,and mixed-gender occupations,attracting conventionally orientedyouth and allowing others to learnoccupations associated with the othergender.

The program design was inspired byyouth apprenticeship in Germany andother European countries. It enablesyoung people to combine school withcarefully planned and supervisedwork experience over a four-yearperiod, including two years of commu-nity college. At completion, they willhave acquired a high school diploma,an associate's degree, and expert jobskills derived from extensive workexperience. We hope the program willultimately qualify for registration withthe New York State Department ofLabor, then it will also providenationally recognized skill certificates.

Both the four-year duration of theprogram and formal registration aregoals that have not yet been achieved.Our program development strategyhas been to engage young people,schools, and employers as quickly aspossinle and then to try to formalize

the process that emerges. The projectcan be characterized as a "bottom-up"approach, in contrast to efforts insome states (e.g., Wisconsin, Oregon,Minois) to create a youth apprentice-ship system from the "top down."Because we did not know when webegan just how any of our apprentice-ships would work out over a four-yearperiod, seeking registration seemedpremature. Our use of the term"apprenticeship" indicates our firmintention to meet the definitionpropounded by the Federal Commit-tee on Apprenticeship.'

During the developmental phase,Cornell staff retain primary responsi-bility for designing and implementingthe project. The structure andpractices of the program described inthis report resulted from their efforts.Benjamin Wood, who is located inBroome County's Cooperative Exten-sion office (one hour's drive fromCornell), coordinates the projectlocally; he convenes the steeringcommittee, works with the schools onrecruiting and scheduling, and helpsconnect employers with school staff tosolve problems,'

The aim is to recruit middle students,young people who probably would notenroll in college without an extraboost but who do not have severeacademic or behavioral problems. Weexpect that as it matures the programwill become better able to accommo-date young people who face greaterrisks. First-year apprentices' gradepoint averages (GPA) indicate thatmiddle students were successfullyrecruited. The modal GPA was C. The

mean was B- (80.4). Most studentswere enrolled in regents courses, thelevel between basic and honors. Some,however, are honors students, andsome have below average schoolperformance, demonstrating that theprogram is appropriate for moststudents. Half of the first-yearapprentices reported that the highestlevel of education achieved by eitherparent was high school graduation.Only four had a parent with four ormore years of college. Racially,apprentices reflect the county'spopulation, which is 4.4 percentnonwhite.

Participants and TheirMotivesEmployersEmployers participating in the projecthave described their motives as acombination of self-interest, concernabout the quality of the work force inthe region, and civic responsibilityThey hope apprentices will eventuallybecome their own skilled workers,meeting a need they anticipate. Thedepth of their commitment is indi-cated by their willingness to assumethe costs of paying apprentices and oftraining and supervising them. Theyare also realistic enough to know thatyoung people may not complete afour-year program and that, if they do,they might choose to work for anotheremployer. They believe, however, thatthe training they provide will benefitother employers and the apprentices,and they are willing to expendresources without the guarantee of adirect return.

2. The Federal Committee on Apprenticeship, which advises the U.S. Department of Labor, is one of several groups in which some represen-tatives of organized labor have expressed opposition to the use of the term "apprenticeship" outside of the registered craft apprenticeshipsthat now exist in the United States. This opposition stems from justifiable pride in an effective system and from fear that any broadenedusage will erode that system and organized labor's key role in it. But it also reflects a common belief in the United States that teenagersareincapable of learning advanced skills and performing as joumeyworkers. European experience decisively refutes this belief. Our vision ofyouth apprenticeship is wholly consistent with the Federal Committee on Apprenticeship's definition, but it applies to occupations that arenot now apprenticeable and incorporates groups that are underrepresented in traditional programs. It also makes stronger connectionsbetween school and work than does traditional U.S. apprenticeship. Completion of most traditional apprenticeships is based largely on hoursserved, whereas youth apprentices earn their credentials by demonstrating the compete.,,: es they have acquired.

3. Creating Apprenticeship Opportunities for Youth, the 1991 progress report, contains more information about the structure, roles, andresponsibilities within the project.

Securing employers' participation isthe most challenging aspect of ourproject and of youth apprenticeshipgenerally. Unlike school-basedapproaches to learning, youth appren-ticeship absolutely requires theparticipation of employers. Withoutlarge numbers of committed employ-ers, youth apprenticeship will remaina small program at best. Altruism,though a component of that commit-ment, will never be sufficient tomotivate widespread participation.

Germany and other European nationscan maintain large youth apprentice-ship systems because they aremotivated by conditions, institutions,and structures that do not yet exist inthe United States. For example,German labor unions and youth arewilling to accept low apprenticeshipwages, limiting employers' costs.German employers produce and sellhigh-quality goods and services thatrequire a highly skilled work force andcommand premium prices, a product-market strategy that enables them topay high wages and training costs.German labor markets are predomi-nantly internal in the sense thatworkers tend to stay with one em-ployer and move up rather thanswitching employers (entering theexternal labor market), enabling firmsto recoup their investment in trainingapprentices. The German governmentpays many of the costs of developingand maintaining the system, such asthose for creating curriculum andsetting standards. Chambersassociations that all employers arerequired to joinspread the othercosts equally. Because apprenticeshipis so widespread, training firms neednot fear losing all their apprentices toother firms; they can easily replacethose that are lost with workerstrained elsewhere.

In a small demonstration project likeours, employers are recruited indi-vidually. But for youth apprenticeshipto grow, employers must act collec-tively, agreeing tc provide a givennumber of training slots and setting

some uniform standards for whatapprentices will do and the competen-cies they must acquire.

SchoolsSchools participate because theybelieve apprenticeship will benefittheir students. They gain educationalresources that employers provide.Costs for program development, stafftraining, and coordination are as-sumed by the Cornell Youth and WorkProgram, which also conductsresearch and development. But eachschool must assign staff to work onthe project and pay for specialarrangements from its regular budget.The level of commitment by schools isremarkable in view of the straitenedcircumstances they face.

Because the purposes of the projectalign with their own, schools havebeen much easier to recruit thanemployers. Nearly every schoolsystem in the region has expressedwillingness to participate. If youthapprenticeship grows, however, so willthe demands on schools.

The most onerous demand on schoolstaff is for flexibility in schedulingstudents. Providing sufficient time fora significant work experience whileassuring that all students take thecourses they need is a great challenge,especially in smaller schools that donot have multiple offerings of thesame classes. Because employers areusually unable to plan apprenticeshipsfar in advance, scheduling hastypically created problems. A secondconsideration, beyond making time forwork experience in apprentices'schedules, is strengthening theiracademic connections to the occupa-tions, for example, by registeringthem in advanced courses in science,math, electronics, and accounting.

ParentsParents are informed about theproject as part of the student recruit-ment process. Ordinarily they areinvited to an informational meetingbefore students fill out applications.They must agree to their children's

participation and affirm their under-standing of the program, including theresearch component. Interviews withparents revealed that they support itstrongly. Their only recommendationis that it should serve more youngpeople.

The concern most frequently ex-pressed by parents is that participa-tion might jeopardize their child'schances of going to college. It is therare parent of a high school sopho-more who does not believe his or herchild can and should go to college.The project incorporates two years ofcommunity college, which allays thisconcern for most parents.

It is important to keep parentsinformed about what apprentices aredoing at work. The training director ofa Swiss manufacturing firm describedapprenticeship as relying equally onworkplace, school, and family. Herequired applicants to bring theirparents for interviews and parents ofapprentices to visit the plant beforethe end of the three-month trialperiod. This level of parent involve-ment makes sense in view of appren-tices' youthfulness, but it is not afamiliar practice for Americanemployers. Most of the employers inour project hire workers who areindependent adults. Therefore, wehave had to set up communicationlines between employers and parentsas well as between employers andschools. The local project coordinator,Ben Wood, has been essential tofacilitating such communication.

Some firms have invited parents toparticipate in their orientations fornew apprentices. Parents also serveon the committees that guide theproject in each school. Additionalcommunication is maintained througha newsletter, the Apprentice'sAlmanac, social gatherings such as asupper or a picnic, and telephoneinterviews.

111Research Data

School Performance RecordsCourse selection, grades, attendance, national test scores,extracurricular activities, discipline

SurveysTime use, educational expectations, self-perception

[regarding scholastic competence, job competence, globalself-worth, social acceptance, close friendships, and adultrelationships]

Work values, learning from work, usefulness of work experience, jobstress

Family background

Apprentice Progress ReportsCoaches' ratings of apprentices on nine competencies

Interviews of ApprenticesPerceptions of work, apprenticeship, school, self, and their future

Interviews of ParentsPerceptions of the program and their child's progress

Interviews of Coaches, Mentors, and ManagersPerceptions of their role in the program, program development, andtheir future

ObservationsKey incidents that illustrate how teaching and learning occur in theworkplace

PortfoliosCollections of progress reports, journals, projects, work schedules, andwork products

Research Overview

Interviews and ethnographic observa-tions of apprentices at work are keyresearch methods. In addition toyielding field notes that are latercoded and analyzed for use in re-search reports, observations andinterviews give project staff access toinformation that is critical to theprogram's operations and enable themto work as consultants with appren-tices and their adult instructors. Beingsimultaneously participant andobserver carries some risks, but thatdual role has proved exceptionallyvaluable in strengthening the pro-gram.

Monitoring the impact of the programis central to the project's research anddevelopment purposes. As theprogram develops and the researchbecomes more narrowly focused, wewill attempt to assess the impact ofapprenticeship on young peoplesdevelopment, broadly defined. Muchof our work at this stage involves theidentification of key variables to guidedevelopment of instruments forcontinued data collection and togenerate and refine hypotheses fortesting by further research andprogram development.

The key question guiding our researchis not whether youth apprenticeshipworks, but how it works. We want tolearn under what conditions and forwhich youth apprenticeship worksbest. That is, we want to examine theconditions that contribute to goodapprenticeships generally, but we alsoexpect that characteristics of indi-vidual apprentices will interact withenvironmental conditions to makesome contexts better for someindividuals. The major goal of ourresearch is to explore how teachingand learning occur informally inworkplaces.

The multiple data sources listed in thebox to the left serve primarily tomonitor and document the way theproject functions. Measuring itsoutcomes will be more useful after the

project is better established andapprentices have spent more time init. Preliminary analyses of datacollected to date suggest that partici-pation has a positive effect on theirselection of career pathways, develop-ment of social and technical compe-tencies related to the workplace, andacquisition of self-confidence.

The apprenticeship experience alsoexpands the number of adults youngpeople feel close to. At the end oftheir first year in the project, ten ofthe twenty apprentices reported thatadults in their workplaces wereamong the five most important adultsin their lives. It is important to note,however, that these adults did notreplace apprentices' parents.

Creating the Infrastructure forYouth Apprenticeship

Learning Objectives:CompetenciesFollowing the lead of British sociolo-gists who describe workplaces associotechnical systems, we haveidentified social as well as technicalcompetencies that apprentices shouldlearn. This combination also reflectsbackground research revealing thathow well neophyte workers under-stood and operated within the socialsystem of their workplace was at leastas important to their success as howwell they could perform technicaltasks. It is also consistent with themessage of the Secretary's Commis-sion on Achieving Necessary Skills(SCANS) and other recent reportsdetailing the demands of high-performance workplaces.

Social competencies (see the box tothe right, above) are generic; theyapply equally in all the workplaceswhere apprentices are located. Mosttechnical competencies are specific toa particular occupation, even aparticular firm. The first threecategories of technical competen-ciesprocedures, computer use, andprinciplesare the most specific. The

Competencies Learning Objectives for Youth Apprenticeship

Technical Competencies: Perform Work Tasks1. Procedures: Follow steps to accomplish a task.

2. Computer use: Use computer technology efficiently and effectively.

3. Principles: Understand reasons for procedures.

4. Excellence: Commit to high standards of practice and to continuousimprovement.

Social Competencies: Participate in an Organization5. Systems: Understand the organizational context.

6. Rules: Adhere to professional norms.

7. Teamwork: Cooperate with others in a variety of roles.

8. Communication: Use written and spoken language to give and receiveclear messages.

9. Responsibility: Act independently when appropriate; take initiative forwork and learning.

fourthcommitment to excellenceis generic.

To make apprenticeship viable forlarge numbers of young people and inmany firms, we are working to enlargethe domain of generic competencies.If each firm and occupation requires aseparate apprenticeship, curriculumdevelopment and certification will beprohibitively expensive. Furthermore,apprentices will be constrained intheir career choices because trainingin one firm or occupation will nottransfer to another.

Participating firms are beginning toidentify a common core of learning,which we hope eventually to group asmodules incorporating similar proce-dures such as those used in a variety

9

of laboratories or departments. We arealso beginning to sort learningobjectives according to which arebetter accomplished through firsthandexperience in the workplace, throughrelated learning in a classroom, orthrough ad hoc group instruction.

Work-Based Curricula

A curriculum identifies and justifies aset of learning objectives and theinstructional activities designed toachieve them. It also indicates howthe achievement of those objectiveswill be assessed. Curricular issuesarise both at school and in theworkplace. Our project has empha-sized learning at work because less isknown about that topic than aboutlearning at school. This emphasis also

matches the design of the projectbecause apprentices are in too manydifferent schools and occupations tojustify a specialized school-basedcurriculum'

Sweden, borrowing from Danish adulteducation, has organized secondaryvocational education into modules foreach occupational area. A moduleincorporates the knowledge and skillsassociated with one aspect of anoccupation (e.g., building trusses forconstruction). Unlike the Germansystem, in which apprentices receiveblanket certification for all thecompetencies specified for an occupa-tion, Swedish vocational studentsindicate their competencies to aprospective employer by showingprecisely which modules they havecompleted. Modules are more flexiblethan blanket certification. They can beselected and combined to meet anynumber of specialized needs. Theycan be earned at any time andlocation. An employer might hire avocational graduate and then requirethe person to complete additionalmodules as an apprentice to becomefully qualified. Slow learners mightleave high school after completingonly a few modules but still haveoccupational credentials. Fasterlearners graduate with a moreimpressive collection of modules.

We hope eventually to develop equallysystematic curricula. Doing so willrequire substantial human resourcesand extensive participation fromemployers, educators, and workerrepresentatives. Universally acceptedwork-based curricula will requirecommitment to youth apprenticeshipby a substantial segment of employersin a given field on a statewide basis, ifnot nationwide.

In the meantime, we are continuing torefine competencies to developapprenticeship programs that arecomparable even when they aresponsored by different employers. Westart with the needs and learningopportunities provided by willingemployers. Department managers firstdescribe tasks that an apprentice willperform and then list competenciesrelated to those tasks. Becausemanagers naturally begin withtechnical procedures, computer use,and principles, and because the othercompetencies are generic, we nowinvite managers to concentrate onidentifying tasks related to the firstthree competencies and we nowsupply them with the list of genericcompetencies. lbgether, these formthe core of a learning plan within adepartmeiz. This initial core istendered as a draft; the learning planis modified as managers gain experi-ence with apprentices, and it isadapted to individual apprentices'speed of learning and the length oftime they spend in the apprenticeship.(In their first placements, apprenticeslearn not only new technical proce-dures but also many social competen-cies such as the rules of the workplaceand ways to communicate. As theyacquire generic competencies, theylearn specific competencies morequickly.)

A set of departmental plans stateswhat an apprentice will learn. Ulti-mately, like the competencies,learning plans must be establishedfrom the top down. Currently, appren-tices are placed in departments whosemanagers choose to accept them. Thisis a sensible start-up strategy butcannot be sustained on a large scale.Employers must decide what theywant apprentices to learn and then

place apprentices wherever they canacquire specified competencies.

Apprentice Progress ReportThe most useful work-based curricu-lum tool we have devised thus far isthe Apprentice Progress Report.Originally this report was intended asa tool to document what apprenticeshad learned and to communicate thatlearning to the apprentices andmanagers in other departments. Nowit also serves to identify in advancewhat an apprentice will learn in agiven department. It also enablesemployers and researchers to assessthe learning plan within each depart-ment as well as across an apprentice-ship program within and among firms.This document enhances discussionsabout employers' vision of the futureand their needs for future workers.This year, employers agreed to sharethe progress reports with schools tosubstantiate the award of academiccredit to apprentices.

4. Fortunately, European approaches provide useful models for organizing learning in the workplace. For example, the SwissModellehrgang (model apprenticeship or pattern of instruction) is organized by sections. Each section specifies work that must beaccomplished, sometimes defined by professional standards (e.g., machine within a tolerance of IT7 and surface finish of N?) and theory(e.g., safety precautions, hardened metals, machine maintenance). Some sections (e.g., service shop) r un several pages and are subdivided(lathe, drilling, machining, CNC, assembly), each subsection having all the elements of other whole sections. Some sections include morethan one occupation (e.g., machinist and machine repairer). The model or pattern establishes national standards for what apprentices willdo and learn. Each firm then adds to the pattern its own needs and opportunities to create a customized plan for its apprentices.

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Apprentice

Evaluated period is

Date

Median

Appresiticeship: Manufacturing and Engineering Technology

Depatment: ___. Research and DevelopmentEvaluating

through

Evaluator

YOUTH Apprentice Progress Report 1992-93WORK

MIOMMMO TOWN FORM MINI

ANITEC

1. Evaluate. Circle the response that best communicates the apprentice's competence at the time of the rating.

BEST COPY AVAILABLE11

November 11, 1992

SatiSigetatY &VMS The apprentice has met the learning objectives for this stage in the apprenticeship.

UNSMISNICIOryPTOSIMS The apprentice has not met the learning objectives for this stage in theapprenticeship.

Not Apjacable This was not a learning objective, or there was no opportunity for progress.

2. Add competencies. Add specific competencies the apprentice has been developing during this placement thatare not listed.

3. C0111111011t. At the end of each section, there is space for you to comment on the apprentice's progress.Note in that space outstanding achievement, problems, or other special remarks.

4. Discuss. After completing the report, discuss it with the apprentice. Both the evaluator and apprentice shouldsign it.

5. Mall. Please send copies of the Progress Report to the apprentice's school coordinator and to Cornell.

6. File. Please add this original and work samples to the apprentice's portfolio.

Apprentice's signature Evaluator's signature

Youth Apprenticeship Demonstration ProjectCornell Cooperative Extension

Understand work tasks

1. Procedures: Follow steps to accomplish a task

Manufacturing and Engine

1.1 Organize work tasks

a. Determine job pric

Research and Developmen

1.2 Measure Static Protectio

a. Obtain/prepare ur

b. Condition strips at

c. Use charge decay

the measurement

d. Plot, graph, or tab

e. Process film strips

repeat steps 2-5

f. Determine the did

1.3 Prepare Transmission E

a. Melt emulsion or

b. Prepare emulsion

c. Carbon evaporate

d. Prepare carbon re

e. Copy onto photo

PGT Imagist Syst

1.4 Perform PGT Image Ai

a. Collect images fr

b. Treat data with

c. Output pictoral/

1.5 Perform Scanning El

a. Prepare samples

b. SEM examine an

1.6 Perform Optical Micro

a. Prepare sample f

b. Identify composil

c. Prepare cross sec

d. Identify and m

e. Polarize light mic

to identify deft

S U NA

ring Technology:

Irides

a

processed film strips

a given humidity

or surface resistivity meter to determine

slate data for the series of experiments

through an automatic processing line and

erence processing has on static properties

lectron Microscopy Emulsion Sample

remove from coated substrate

chemically for slide application

onto slide to produce a carbon replicate

plicate for viewing on TEM

raphic film or collect image on

m

alysis (using computer system)

im either TEM or photographic film negatives

krticle analysis software

raphic/calculated data

ron Microscopy

- mounting/sputter coating

l provide Polaroid micrograph

copy

ar defect analysis and photomicrography

ions of small particles

tion of films and papers

ea sure coated layers

roscopy and microchemical tests used

12

1.7 Perform Image Analysis

a. Use computerized image analysis hardware/software

b. Analyze various defects in photographic and papers

c. Analyze test results used for improving the quality of the

films and papers

1.8 Perform Particle Size Analysis

a. Prepare sample:

liquify emulsions

measure solutions

sonicate samples

b. Select proper parameters for particle size measurement

(maximum, minimum, diameter divisions, dispersion

density, dispersion viscosity, and sample density)

c. Interpret results of the analysis

d. Report results of the analysis

1.9 Perform Paper Base Development (Initial physical testing of

photographic papers)

a. Request specific tests to be performed

b. Request the reasons for each test

c. Cut samples to specific sizes

d. Interpret results of the test

e. List and summarize data in report form

Comments:

$ U NA

13

Teaching and Learning at Work

Designing and Managing WorkExperienceAn apprentice's learning experiencebegins with a managers list of thetasks to be performed and competen-cies to be acquired, but the success of

an apprenticeship is determinedprimarily by the quality of teaching onthe job and by the apprentice'swillingness to take responsibility forlearning. The following pages conveywhat we have learned about theconditions that foster effectiveteaching and learning in workplaces.

/How Employers Design and Manage Apprenticeships

Identify tasks and the competencies needed. Managers name tasks

that enable apprentices to learn how to do the work in a department. Appren-

tices make progress in nine competencies, including both technical and social

skills.

Sequence tasks. New tasks are introduced to apprentices in a logical

order so that the skills and knowledge required for each lay the foundation

for mastering the new skills and knowledge required for the next tasks.

Assign coaches. Managers may coach apprentices in performing work

tasks, but greater efficiency and breadth are achieved by delegating coach-

ing to several employees within a department. Adults who coach appren-

tices should be sensitive to and interested in youth, and they should

understand the program. Coaches must grasp the principles underlying the

apprenticeship program. They must also be competent workers.

Coordinate educational experiences across departments. As

apprentices rotate through different departments within a firm, they should

receive a comprehensive picture of their occupational area and firm and

gain skills they will need as workers in the future. Coordinating educational

experiences also requires monitoring what the apprentice is learning to

make sure that both procedures and principles continue to provide chal-

lenges.

Maintain communication with parents and school contacts. To

keep people informed about the apprentice's experiences, employers

identify contact people within the firm for parents and school staff to call if

they have questions and concerns and address concerns as they arise.

Maintain records of the apprenticeship. Records should document

what the apprentice is learning and keep track of her or his rotation through

departments.

11

Employers must designate trainingdirectors to design and manageapprentices' learning, among otherfunctions. One person must beresponsible for overseeing all aspectsof the program, including recruitment,apprenticeship development (newdepartments, learning objectiveswithin departments, future vision ofworkers in departments, staff devel-opment within the firm for appren-ticeship); group instruction forapprentices (e.g., about safety), andevaluations of apprentices. Thetraining director is also the prime linkto schools. When particular problemsarise (e.g., the need for a course,inappropriate behavior, irregularattendance, scheduling difficulties),the training director works with theapprentice, parents, and school staffto resolve them.

Preliminary research in Germany andthe United States focused our atten-tion on the roles of instructors andlearners in the workplace. On thebasis of this research, we havedeveloped a framework that guidesthe design of both the demonstrationproject and our continued research.This section describes and illustratesthat framework.

Coaching ApprenticesWe call direct teaching of apprentices"coaching" and "mentoring." Coachingrefers to teaching apprentices abouttheir work tasks and job responsibili-ties. Coaching includes the instruc-tional behaviors described in thesection "How Employers CoachApprentices to Perform Work Tasks"on this page. We work with coaches toteach and support them in this style ofteaching. Our research will test thehypothesis that such teaching assistsapprentices in learning.

How Employers Coach Apprentices to Perform Work Tasks

Demonstrate task performance by doing the task while theapprentice observes. While performing the task, the coach points out

important features and checks the apprentice's understanding by asking

questions and encouraging the apprentice to ask questions. (Reciprocal

questioning is also part of the other functions.)

Explain how to perform a task correctly. Explanation may accompany

demonstration or be provided separately. It sets out performance criteria,

points out what problems are likely to occur, and identifies possible problem-

solving strategies.

Explain why a task is performed a certain way. A coach must explain

why the task is performed according to certain specifications, provide informa-

tion about the business management or scientific principles underlying the

procedure, and explain how the task relates to other tasks.

Monitor and critique the apprentice's attempts to do the task.While monitoring the apprentice's performance, the coach gives clear and

immediate feedback. Although monitoring and feedback are continual, the

interval between instances increases as the apprentice gains competence, and

the coach encourages the apprentice to monitor his or her own performance

and to seek help when difficulties arise.

Model problem solving by thinking aloud and demonstratingproblem-solving strategies. Modeling includes explaining what questions

the apprentice can ask him or herself when problems arise, identifying the

kinds and sources of information the apprentice might need to find a solution,

and pointing out important information or cues that the coach is relying on to

guide problem solving.

15

Explaining and Monitoring

Michael Williams, a biomedical technology apprentice at LourdesHospital, works two hours a day learning how to service monitoringequipment, life support devices, analytic equipment, and other machinesused in the hospital. During his first year, Mike learned to test and repairthe units, and he became aware of nontechnical aspects of his job,particularly the need for teamwork and responsibility. We observed Mikelearning how to calibrate the heating element on a neonatal unit duringone of his first weeks as an apprentice. Vali the housing removed toexpose the unit's inner workings and a photocopied repair manual in frontof them, Mike and his coach, Joe Ruby, worked together.

Joe explains to Mike how to put the machine in a self-testmode. Then he continues to read aloud the directions inthe manual, giving pointers in the process: "Make sure, ifthe power is off, to see that the needle is at 90. If not,you'd adjust it at this point."

Joe explains that different resistances programmedduring these tests substitute for the temperatures ofpatients that would be recorded if a patient probe wereconnected to the unit. Over the next few minutes theytest the resistance and internal calibration of severalsystems within the unit, including the temperatureselector, the timer reset light, and the fluorescent lights.

After running several tests, Joe shows Mike how to setthe calibration resistance box. He repeats the number of

ohms so that Mike can get it right. He tells Mike to set the register for3000. After Mike sets it, the register shows more than 3000.

Joe: "Sure that's 3000?"

Mike: "Yeah."

Joe points to the register to show the error. He then explains: "I alwaysreset the register to 0000 before I start setting the register on newnumbers so I'm sure where I start."

Mike resets the register to 0000 and tries again to set the correct number.He succeeds. Joe continues to call the numbers and Mike sets them onthe register.

While they work, Joe gives Mike a bigger picture of the job. "We performpreventive maintenance to reduce unexpected breakdowns. We do it onall the equipment in the hospital to make sure things are running prop-erly."

Although Mike gained considerable proficiency at these tasks, he waslimited by not knowing the basic principles of electronics. After theobservation, the manager of the department explained that his team hadan instructional kit for basic electronics that could be set up for Mike.Some weeks later, Ben Wood and the department manager located anappropriate electronics course in an adult education program and negoti-ated with the school so Mike would not have to pay for it. On days whenhe attended the course, the hospital excused him from work but paid him.

16

Mentoring ApprenticesIn contrast to coaching, which focuseson instruction about how to dotechnical job tasks, mentoringemphasizes social and personalaspects of work. The distinctionbetween mentoring and coachingreflects recent analyses of workplacementors. Business executives seekingmentors are advised not to choose animmediate supervisor because amentor should be an advocate; asupervisor must sometimes makedecisions that have a negative effecton a subordinate. Further, onefunction of a mentor is to provide aperspective that a supervisor may nothave, to help a protégé figure out howto resolve conflicts with a supervisor,even to help bypass a supervisor inthe organizational hierarchy. Hencewe distinguish mentoring, as functionsrelated to the social and personalsides of work, from coaching, whichaddresses the technical domain.There are three primary mentoringfunctions.

Coaching about Computer Programs

Avion Fields, a health care apprentice at Binghamton GeneralHospital, worked in the medical records department for eight months. Inthe following account, a coach, Shirley Ross, explains how to perform atask correctly.

Avion works at the computer at his desk. His coach, Shirley, comes overand asks if he has a particular patient's file. He shows her where on thecart beside his desk he keeps the files for patients whose information hehas not yet entered into the computer.

Shirley, finding the file: "This needs to be signed out. Do you know how todo that?" Avion shakes his head no. "I'll show you how to do it."

Shirley stands beside Avion, instructing him on what to type into thecomputer. First, she tells him how to exit the CRIS program and enter adifferent one used for the procedure. When she has reviewed the specificsteps, she adds: "When we take a chart out we want to keep track ofwhere it's going. Put the medical record number in." Avion reads thenumber from the chart and enters it into the system. "Put that code in,then hit escape. There, you're set."

Shirley explains not only the procedure but also why it must be followed.This incident is typical of coaching in that it was not a planned instruc-tional -nit but a lesson delivered as work proceeded to enable theapprentice to perform a larger share of the tasks.

Haw employers mentor apprentices about social and personal aspects of work

Initiate the apprentice to the workplace culture. Apprenticeship brings adolescents into an ath'lt social

system. a new culture with its own rules, conventions, and norms. A mentor's explanations about the culture of the

workplace facilitate the apprentice's adjustment to the work setting.

Advise the apprentice on career directions and opportunities. Career advice may be information about

education and training requirements for a particular field, introducing apprentices to others who can share their experi-

ences, or expanding the apprentices' conceptions of career domains.

Help resolve problems. A good mentor helps the apprentice resolve problems. Examples of problems are an

apprentice not knowing how to ask for help or missing work because of a conflict at school or at home, and they may

involve several systems (e.g., the firm, the school, and the apprentice's family).

17

Productive work in a sociotechnicalsystem requires an understanding ofsocial relations, not just the technicalside of a job. Workers must be attunedto unwritten norms and traditions aswell as written rules and procedures.Gaining this insight is especiallychallenging for an apprentice whosebackground culturally differs fromthose of most workers. Someone froma similar cultural background is morelikely to be able to "read" the worksituation and understand how tointerpret and participate in socialrelations. Furthermore, apprenticeswho are like the other workers maywell be mentored naturally by one ormore experienced hands.

Without a formal process to assurethat every apprentice receivesmentoring, those who are unlike otherworkers in gender, race, language, orethnicity may fail to adapt, notbecause of active prejudice but simplybecause no one thought to explainhow things work. Following are someexamples of mentoring that occurredduring the project's first year.

Some young people need to beinitiated into aspects of working lifethat seem obvious to most adults.Several had to be told, tactfully butfirmly, that they must call and explaintheir absence if they could not cometo work. Another had to be told that itwas not appropriate to sit with his feeton the desk, which surprised himbecause at the fast food restaurantwhere he had worked before that wasacceptable. Apprentices have alsoreceived advice about how to dresscomfortably and safely at work.

'Career advice came from a mentorwho challenged an apprentice to takemore advanced math and sciencecourses to complement his workexperience and prepare him forfurther education.

'Another apprentice received adviceon how to be a more reliable workerby dealing with health problems.

Apprentices' Responsibility forLearningThe coaching and mentoring func-tions listed on pages 11 and 13 entailcomplementary functions on thelearner's part. In our observations ofapprentices, we have noted a cyclerepeated many times: apprenticesbegin by observing a coach perform atask; then they learn to assist with the

task; finally they are able to performthe task, first with assistance andeventually independently. A difficulttask may take months to master, asimple task may be learned in minutesor hours. A complex task may requiremastering many small tasks. Appren-tices perform the functions listedbelow.

Pew Apprentices Learn

Attend to coaching and mentoring. The first responsibility of a learner is

to pay attention to instructions and observe demonstrations carefully, espe-

cially when accuracy and safety are required.

Try out or practice what has been taught. Learning does not occur

solely by listening to and observing a coach; the learner must perform the

behavior, and both the coach and the learner observe and evaluate that perfor-

mance.

Process learning to comprehend, apply, and transform it. Process-

ing connects new learning to knowledge, skills, and attitudes already present.

An apprentice is processing learning when asking questions, altering what has

been taught, trying a different approach, and adapting a skill to a new context.

Produce or get work done. The apprentice is expected to perform real

work. If real work is not done well, the customer, the co-workers, and the firm

suffer. The power of learning on the job is that it provides both the opportunity

to apply what is learned and motivation to learn.

Initiate learning. An apprentice must learn how to learn, and that requires

seeking out people who can teach and noticing opportunities for learning.

Simply waiting for instruction as in a school classroom will seriously constrain

learning.

Reflect on work experiences. Apprentices need to take time to think

about their work experiences, to step back from their actions and focus on

values, issues, and principles and on the long-term implications of their

experiences.

18

Learning to Observe

Stacy Gonnan's experience in the acute caresection of the physical therapy department atBinghamton General Hospital illustrates how appren-tices can enhance their own learning. Stacy had been anapprentice in the phlebotomy lab at Wilson Hospitalduring the fall semester and had been in physicaltherapy for one month when she was observed. Thechange required a significant adjustment in her role. Inphlebotomy, she had drawn blood and otherwiseparticipated actively in caring for patients. But physicaltherapists must have at least four years of collegeeducation and a New York State license because of theamount of knowledge required to plan and carry out acourse of therapy. Without that knowledge and skill,Stacy was limited to observing the interactions betweenphysical therapists and their patients, to assisting inroutine exercises, and to helping with wheelchairs andother equipment, saving questions for a time when theywere not intrusive.

Stacy is talking with a male patient stretched out on atable. He is exercising his leg following a double kneereplacement. A physical therapist explains that the manmight hurt his heel by rubbing it against the supportingboard as he moves it. She takes the man's foot and asksStacy for a towel, in which she wraps the foot, thenfastens it with a rubber band. She gives the man a bandthat she loops around his foot and has him slide his footup and down.

The patient's niece, who accompanies him to his therapysessions, comments that Stacy is "so good," indicatingthat she has seen her several times.

Stacy moves over to the woman patient on the other sideof the table who has also had knee replacement surgeryShe has finished with her therapy. Stacy removes theboard and places it with others in a storage area

Later, during a lull in activity, I ask Stacy how she likes itin physical therapy.

She responds: "I like it a lot. I see patients three times aweek if they are outpatients. I get to know them well. Iam happy to see them."

I ask her what she is learning. (The dialogue is para-phrased.) She says, "All sorts of stuff. The patients havehad knee and hip replacement surgery. We watched aknee replacement operation. We learn how the musclesand bones work and how to get them moving again."

She also described the adjustment in moving from thephlebotomy lab: "At the lab we were allowed to do a lotmore. We are not allowed here because of regulations. Itwas hard to get used to that. I was so used to doingalmost everything that everyone else did in the lab. But Ihave adjusted well, even though it took a while. The moretime I spent here, the more I liked it and realized I don'thave to do everything to leant"

I asked her what she learns from listening to the physicaltherapists talk to the patients. She replied: "I hear theirclues and suggestions on how they can improve."

'lb learn in acute care, Stacy had to acquire differentlearning skills from those she used in phlebotomy. Shewas limited to providing routine assistance to physicaltherapists, and she listened to their explanations oftherapy and observed treatments but had no knowledgeor ability to do therapy herself. Although she would havepreferred "acting like one of the staff," as she had in thelab, she made herself readily available to both coachesand eagerly did what they told her. She overcame herdisappointment by learning to pay close attention to thephysical therapists and to pose questions in her mind thatthey would answer later. (In the second year of theprogram, youth apprentices have been allowed toperform certai- -iocedures in rehabilitation.)

19

Career Pathways

Below the professional level, theAmerican labor market tends to bequite permeable in the sense thatpeople can move easily from oneoccupational area to another. Theabsence of formal credentials for mostoccupations allows such movement,which gives great flexibility both toindividuals and to the economy.

The drawback of a permeable labormarket from the perspective of ayoung person is that it is relatively

Lourdes Hospital

opaque. If it is unclear how to preparefor a particular job, planning for thefuture is difficult.

The labor market's opacity contributesto American young people's poorschool performance and lack ofresponsibility. Because they cannotenvision attractive career goals or howto attain them, too many dismissschool as unimportant and take risks(e.g., delinquency, drug use, inappro-priate sexual behavior) that theymight avoid if they had clearer goals.Youth apprenticeship makes the

pathway from school to careertransparent. A youth apprenticeshipsystem must balance the competinggoods of transparency and permeabil-ity. Formal credentials are critical toboth. American youth would benefitfrom greater transparency even at thecost of some permeability as specificcertification requirements are addedto occupations that in the past havehad none. The youth apprenticeshipannouncements illustrated below andon the next page give examples ofcareer pathways.

Career Pathways Health Care/ Patient Care

what ins Ods applaticeship 1w4 le?

Weed Patient Care Direct Patled Care1110 Scheel Cyto-Prep Technician INNINNA- Nurse's Aide WM- Medical Office 11.1111Physical Therapy Aide meetteeleCardiology Technician

Reget Sterileicassing IAssistant

I IHistology Technician 11111111111111- Registered Nurse 111111INIINNI1111111111111INI- Occupational Therapy Assistant 11111/Respiratory TechnicianCarealty College

Associate

CollegeBaccalaureate

Medical Lab Technician

Pathology Transcriber

IPhysical Therapy Assistant Diagnostic Imaging Technician

Medical Technologist Registered Nurse Occupational Therapist

Cyto-Technologist Physical TherapistHisto-Technologist

Pathology Assistant

The Raymond Corporation

Respiratory Therapist

Career PathwaysAdministration and Office Technology

what does this apprenticeship Isad tot

MIlttt SdieelRegents or Basic

GINIMINft College

Secretary

Executive Secretary

Associate Human Resource Administrator

IAdministrative Assistant

College Human Resource Specialist

Baccalaureate

Systems Analyst

Data Analyst

Marketing Analyst

Systems Administrator

20

Clerk

IAccountant, Paraleget Clerk

Accountant

Youth Apprenticeship AnnouncementTitle: Manufacturing aid Engineering Technology Openings: 4

Where? IBM Corporation1701 North StreetEndicott, NY 13670

IBM Endicott manufactures a variety of products including computer processors, printers, bankingsystems and circuit packaging. In the future, as in the past, IBM Endicott will be deeply involved inthe technologies shaping tomorrow. IBM is committed to the education of America's youth in orderto help them fulfill their potential and to maintain a competitive workforce for our company andthe nation.

Time? Apprentices will work mornings, Monday through Friday, 3-4 hours per day, 15-20 hours per week.Start times are flexible and will be defined at the time of assignment. Employment continues throughthe summer.

How do you apply? Contact the Apprenticeship Coordinator at your school for application procedures andfurther information.

What would you do? Apprentices participating in the program will be trained in many areas of manufacturing.Initially, heavy emphasis will be on the operation of manufacturing equipment producing basic computercomponents. This involves loading and unloading process machinery and monitoring equipment for properoperation. The equipment includes chemical apply machines, etchers, bake ovens, etc. With experience,apprentices will learn overall process flow and quality control.

What will you learn? The apprentice will learn technical skills including: manufacturing equipment operation,product flow through a manufacturing facility, statistical process control, and inspection techniques. Socialskills include teamwork, responsibility, and commitment to excellence.

What other renwrids will you receive? Hourly rate to be communicated at the time of interview.

What qualities will we look for in applicants? Students must have a high level of interest in hands-on manufacturingoperations in a team oriented environment. Flexibility toward different assignments is essential. Keyboardingskills are a plus and student must be reliable with regard to attendance.

Career Pathways Manufacturing and Engineering Technology

What does this apprenticeship lead to?

111.11 Scheel

Regents or Basic

Post high school education is recommended for those seeking manufacturing careers.

Celemoettp College Manufacturing Technician mom- Manufacturing Operator astion- Equipment Maintenance TechnicianAs

College Manufacturing Engineer NWAVINIIIIM- Mechanical Engineer

Baccalaureate

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21.

Youth Apprenticeship Demonstration ProjectCornell Cooperative Extension, June 8, 1992

Managers Cross-Train HealthCare Apprentices

David Toiomei, a health care apprentice at Lourdes Hospital, mas-tered various technical procedures related to lab work in the cytology andhistology divisions of an anatomical pathology lab. He learned to access

specimens; centrifuge specimens; embed tissue; docytospin preps, including slide fixes, stains, cover-slips, labels, and deliveries; clean and maintain thework area and the instruments; and restock supplies.His ability to perform efficiently and effectively tasksnormally performed by technician-level staff led thehospital administration to hire him for additionalhours in the spring and summer months to offsetshortages in lab personnel.

Yet his success caused lab managers Barbara Dundonand Bill Balbuena as well as administrators to ques-

1 lion the long-term direction of his learning programand how it meshed with career paths within thehospital's health care apprenticeships. Although he

could meet productive worker standards on the tasks he had mastered,David's managers and coaches continued to introduce him to new proce-dures. His curiosity constantly suggested new directions within the lab,which was exciting for the coaches and the apprentice, but they won-dered if his educational interests might be better served by going toanother department to explore other career possibilities and his owninterests in new contexts.

Should apprentices learn to perform a limited number of tasks within onedepartment and then enter into productive work? Or should they learnadditional procedures, systems, and principles working in several depart-ments?

During an interdepartmental meeting about their colleagues' experiencesin different departments, managers quickly identified relationships amongthe tasks apprentices engaged in and the competencies they developed.Rather than looking at apprentices as belonging to their departments,they began to see them as learning from many departments within thehospital. Managers agreed that all apprentices would benefit from arotation through three different departments during their first year and ahalf to learn basic technical as well as social competencies such as team-work, responsibility, and communication skills. Some would branch off,specializing in technical procedures related to particular departments,such as occurred with David in lab techniques, and this would be encour-aged.

22

At The Raymond Corporation, Todd Flanagan, anapprentice in manufacturing and engineering technology,made an unusual change in career direction. The firm'straining director, Steve Pecararo, noticed that he was notthriving and spoke with him about his dissatisfaction andabout his goals. Todd had applie%k for manufacturingbecause he wanted to do someti ng with his hands, buthe had previously known only fr m work and he foundelectrical subassembly boring. l .e discovered that officework was personally satisfying and his priority became tolearn how to do it well and in ice a successful career in it.

Tbdd switched to an apprer ,iceship in administration andoffice technology. Ht. '--_Oan working in the marketingdepartment, he learned about computers andresearch. After a few weeks in his new location, 'lbdd saidhe liked working in an office better than on the factoryfloor. The experience with computers and researchprojects gave him confidence in his ability to learn.

One of 'lladd projects involved market research aboutcompetitive fork lift trucks. He learned to input datausing Lotus 1-2-3. His coach, Cindy Dudra, helpedunravel a complex research task by showing him how touse spreadsheets to compare specifications for th,?.trucks. Todd admitted that the work was sometimes

Todd Switches Career Paths

tedious, but he liked gaining a broader view of how thiswork fit into world markets. He also learned firsthandhow to break data into manageable chunks and knewthat eventually he would be able to create spreadsheetsfor future research problems.

The program allowed Todd to change directions whileincreasing his skills and self-confidence. He was fortu-nate that The Raymond Corporation offered apprentice-ships in two areas and that Steve was sensitive to hisdevelopmental needs and willing to tailor the programto meet his needs.

School-Based Curricula

Special ProjectsApprentices are divided among toomany schools and too many differentoccupations for us to offer classesespecially for them. Therefore, themajor change in school practice hasbeen the addition of special projects,extended academic activities in whicha youth apprentice explores in depthan issue of importance at work. Forexample, a health care apprenticemight investigate the handling of toxicwastes. This approach was borrowedfrom Sweden and introduced in aseries of three afternoon workshopsfor teachers, counselors, and adminis-trators from participating schools. Atleast one academic teacher is respon-sible for working with each apprentice

on the special project. A coach in theworkplace also provides supervision.The project will culminate in a formal

presentation comparable to theexhibitions used by the Coalition ofEssential Schools .6

Sample Topics for Special ProjectsAre computers and robots taking over?

Wnat will be left for people to do?How can we retrain workers displaced by technology?How does working with computers affect sociLlization?

How do teams work?How do teams function in two departments?How do they divide the work?How is teamwork different from in the past and how it is done in

other countries?

What happens to patients who cannot pay medical costs?What could be done nationally?How do programs in other countries solve this problem?

How do anatomical pathologists use autopsies to solve mysteriesr

5. See Theodore R. Sizer, Horace's School: Redesigning the American High School (New York: Houghton Mifflin, 1992).

6. This topic was suggested by Bill Balbuena, a workplace coach and mentor. High school teachers generated the preceding topics during aseries of three half -fay workshops designed to prepare for increased school-based curricular links to apprenticeships.

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Advisory GroupBeginning in 1992-93, apprentices ineach school meet in advisory groupsled by a teacher or counselor toengage in discussion, receive guidanceabout personal and social behaviors inthe workplace, and share problemsand achievements at work. We expectthat behavioral norms in the work-place will be a key issue in advisorygroups. Several first-year apprenticesdiscovered that if they were to meetwork demands, they had to becomemore punctual and more mature.Advisory groups will help themidentify and cope with such demands.

Advisory Groups

Possible Meeting IbpiesCompetencies: Workplace rules, organizational systems, teamwork,communication skills, responsibility, excellence

Ethical dilemmas arising inthe workplace

Local issues related to apprentices' work and interests

How to be an effective learner in the ,orkplace

Issues of gender, race, and power

Possible Activities

Keeping a journal, publishing a newsletter

Meeting outside speakers

Acting out workplace dilemmas, debating issues

Videotaping

Interviewing

Reading articles and segments of apprentice journals

The groups also encourage criticalreflection on work experiences. 'lbunderstand the world around them,young people need help in thinkingthrough what they have seen anddone. 'Palling with others in similarsituations can be especially helpful.'111 advisory group leader might, forex ample, ask, "What does it mean tobe a good worker in your workplace?"Apprentices' responses will raiseissues about how competence isdefined, recognized, and acquired thatthey will need to understand tobecome good workers themselves.'

CoursesAlong with special projects andadvisory groups, courses to comple-ment work-based learning willeventually constitute a third compo-nent of the school-based curriculum.These courses may be taught at thehigh school or at adult and continuingeducation institutions, especiallyBroome Community College (BCC).Such courses have not yet beenavailable to apprentices except on anad hoc basis, such as an adult educa-tion electronics course that oneapprentice took.

As a regional institution with coursesand programs in all three of theproject's occupational areas, BCC isideally placed to provide specializedclasses for apprentices. Most willattend BCC after graduation fromhigh schooL Representatives of BCChave participated in the projectsteering committee from the begin-ning. Now they are helping to orientapprentices and identify appropriatecourses and programs.8 It may

7. "Reflection" is a key word for us. John Dewey said that reflection is what makes experience educational. A new book, Learning Work: ACritical Pedagogy of Work Education, by Roger 1. Simon, Don Dippo, and Arleen Schenke (lbronto: OISE Press, 1992), contains muchuseful advice for teachers on how to help high school students learn about work, as distinct from learning how to work, which is whathappens on the job.

8. One issue that has arisen in this process has been the need to assure that vocational-technical programs are sufficiently broad to conveyfundamental principles and to enable apprentices to continue their education after receiving a two-year degree. We have learned, forexample, that graduates of a two-year program leading to certification as a physical therapy assistant receive advanced credit only if theyhave selected broader scientific courses acceptable in a four-year program to become physical therapists.

24

become possible for some apprenticesto take a college course while still inhigh school. Another approach toproviding specialized courses toapprentices who are still enrolled inhigh school is to create careeracademies, schools within schoolsorganized around occupational issues.Participating schools have expressedinterest in establishing career acad-emies, notably in health and bio-science.

School CoordinatorsA school coordinator orchestratessupport for the program within eachof our member schools. These keycontacts are appointed and supportedfinancially by their school districts:three are guidance counselors, one isa vice-principal, one is an occupa-tional arts teacher, and one is a specialprojects coordinator for a high school.This year, school systems with nine ormore apprentices allocated specificpercentages of school coordinators'time to responsibilities related to theproject. All six coordinators communi-cate with firms and parents, work withguidance counselors on scheduling,develop recruiting systems, andencourage school-based curricularlinks.

How School CoordinatorsPromote Apprenticeships

Coordinate school committeeto advise on program develop-ment and operations.

Promote school-basedcurriculum development,such as advisory groups,special project teams, andacademic connections.

Recruit candidates forapprenticeship openings.

Link apprentices to guidanceabout careers and education.

Communicate with parentsan employers as needed.

An Exemplary School Coordinator

,I

roargavx Coffey organized assemblies with apprentices, guidancecounselors, and teachers last spring at Binghamton High School to informsophomores about the apprenticeship program and to recruit applicantsfor the next school year. These spring recruiting events exemplify howMargaret, an energetic school coordinator, promotes apprenticeship. Sheskillfully connects existing systems and creates new systems to enablt theprogram to develop throughout the school.

Among her activities are convening an apprenticeship school committeemonthly for advice and direction on next steps to support the program;urging guidance counselors to examine apprentices' schedules for time aswell as course selection; and encouraging union negotiators and theadministration to approve flextime for an advisory group leader. She alsopilots roundtable meetings to inform members of the community andstate about program operations, while economizing time spent by faculty,parents, students, and employers.

Margaret moves quickly through crowded hallways between classes,addressing many students by their first names and engaging in briefconversations with some. She seeks out apprentices to follow up issuesthat may have arisen and connects them with appropriate faculty who canhelp resolve questions. She encourages seniors to ask teachers to jointheir special project team. As an advocate she strives to create challeng-ing programs for all youth.

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25

Institutional BaseCornell University and CornellCooperative Extension have providedan institutional base that bridgesschool, work, and families for thedemonstration project. As it evolvesinto a permanent system, however, itwill need an institutional base inwhich all parties play a role. Europeanapprenticeship systems are operatedby joint committees including employ-ers, educators, and organized labor. InGermany, they are convened bychambers, which are employers'organizations. Denmark has free-standing Trade Committees thatperform the same functions.

One question to be answered in theUnited States is whether to invent anew institution to perform thesefunctions or to assign them to anexisting institution. New institutionsneed time and resources to establishthemselves, but old institutions carryan image and a history that canimpede as much as aid their effective-ness. Project staff are currentlyidentifying the functions that must beperformed and the interests of eachparty.

Defining Occupational Areas

Youth apprentices should be preparedto perform all the tasks associatedwith a broadly defined occupationalarea. This goal contrasts with conven-tional U.S. practice of defining jobsnarrowly; however, it is consistentwith the trend in high-performancework organizations for workers tohave many skills and to be capable ofcontinuing to learn throughout theircareers. A balance must be struckbetween depth and breadth. Superfi-cial exposure is not enough. Shortperiods of time in each placementwithin a firm prevent an apprenticefrom becoming genuinely productivein any department, but if specific jobdescriptions are the targets, then along-term intensive apprenticeship isunnecessary. Only by gaining both

breadth and depth will young peoplebe prepared for the demands of thefuture and be flexible enough topursue changing career interests.

Health CareThe health care work force will growin coming years, creating careeropportunities for young people. Thoseopportunities are diverse, spanningthe entire range of the occupationalhierarchy. Hospitals employ orderliesand food servers as well as physiciansand managers. Moreover, the need toprovide efficient health care hasincreased the number of middle-leveltechnicians, opening opportunities atprecisely the level best served byyouth apprentices. Health care is notonly a growth industry; it is also one ofthe few industries that continues tothrive in central cities as manufactur-ing moves out and offshore. Discover-ing how to design health care pro-grams is, therefore, crucial to th goalof establishing youth a, :grenticeshipin large cities.

There are, sadly, some major barriersto overcome along the way, notably

the strong separation among healthcare occupations. Some separation islogical. In addition to the many peoplewho provide direct care to patients,there are others whose work supportspatient care indirectly. Hospitals needplumbers and electricians, accoun-tants and managers with the sameskills as those of their counterparts inother organizations. These needs arereflected in our hospital-basedapprenticeships in administration ar0office technology, such as in medicalrecords and finance at United HealthServices Hospitalr,, and in the manu-facturing and engineering technology'apprenticeship at Lourdes Hospitalfocused on maintaining electronicequipment. Except for their locationin a health care organization and theirultimate contribution to patient care,these occupations have little incommon with those devoted topatient care.

26

Apprentice Progress Report, 1992-93, United Health Services Hospitals

Technical Competencies: Perform work tasks

1. Procedures: Follow steps to accomplish a taskHealth Cares1.1

1.2

Respond to patients in a

a. Respect patients' di

Organize work tasks

a. Meet productivity

1. Organize time pr

2. Use free time pro

3. Identify actin

execution of trey

4. Maintain work at

b. Report status of task

c. Recognize an unusu

1.3 Assist with office manage

a. Answer phone in ab. Take messages ccc. Perform courier dutid. Copy files when ne. Type when needed

1.4 Call, prepare, dismiss pad

a. Introduce self to padb. Take patient to rooc. Direct patient to cha

d. After procedure, dire1.5 Maintain records /files

a. Assist daily charge s

b. Compile patient chatc. Pull studies for coral

d. File data (slides, care

1.6 Clean and disinfect work

1.7 Transport patients

a. Collect patient belo

designated unit or d

b. Safely transport patio

1. SideraiLs in up lx

2. Safety straps in p

c. Assist nursing staff it

1. From stretcher or

2. Into hospital bec

3. Locks and brakef. Demonstrate appro

g. Appropriately folio

h. Demonstrate knowl

for transports

$ U NA

spectful, caring manner

ity

adards

ductively

luctively

itive procedures required for efficient

ventin manner conducive to efficiency

1 occurrence and respond accordingly

sent

professional manner

rrectly (relay in timely manner)

:s

eeded

ants

ent

i for procedure

age clothes

ct patient how to exit area

'stem

t)arison

is, reports)

stations

tgings and transfer them with patient to

apartment

!nts

xsition

lace

a transfer of patient:

wheelchair

in place

mate use of 2 way radio

r instructions from dispatcher

a.dge of documentation guidelines

27

Physical Therapy:

1.8 Perform plant.'

by therapist

a. Have ba

protocol

b. Have ba

protocol

c. Have ba

protocol

d. Utilize

desired

e. React to

session

1.9 Observe them

1.10 Understand at

Physical Then

1.12

1.13

a. Cannot

b. Cannot

c. Respons

speak u

proced

Create a co

a. Provide

Perform safe

a. Use app

instru

b. Transpo

expectat

of transi

c. Notify tl

Follow house

a. Clean

the end

b. Follow

c. Particip

clinic as

U KA

ed treatment programs with patients as outlined

sic understanding of total hip replacement exercise

dc understanding of hip fracture exercise

ac understanding of total knee replacement exercise

mitioning and treatment sequencing to foster

)atient response

change in patient's status in a given treatment

report to therapist)

pist interactions with patient

)prentice's legal limitations under NY State

rpy Practice Act, and what legally able to do

io modalities

)ut hot pack on a patient

ible to get authority to make decisions, and to

) and say: "I'm sorry, I can't do that" if asked to do

res not perr 'tiled to do

'ortable environment for the treatment of the patient

blankets, water, proper draping

transfer techniques as instructed by therapist

ropriate DME, and/or braces, transfer devices as

cted by therapist

rt patient in a timely manner according to

ions (No greater than 5 minutes for 85-95% .

>orts)

ierapist of transport delays or cancellations

keeping procedures and standards

luipment appropriately following use and/or at

of each day

infection Control Policy

ite in maintaining clean and safe environment in

ea

28

1.14 Demonstrate knowledge of Infection Control Policy

a. Read and initial policy twice per year

b. Provide input on Infection Control Study Quarterly

Comments:

Phlebotomy laboratory:1.15 Perform basic phlebotomy

a. Call in and greet

b. Confirm patient

c. Do patient intake

d. Decipher and con

e. Categorize orders

f. Enter test orders

g. Prepare and label

h. Perform basic phl

i. Deliver specime

1.16 Follow office procedur

1.17 Follow MOA office p

a. Register patients

b. Enter tests

c. Pick up specimen

d. Perform reception

1. Direct patients

2. Give reports o

1.18 Demonstrate proper bl

Comments:

S U MA

atients

prehend doctor's orders

STAT vs. routine

to computer

tubes; prepare specimen containers

totomy

s (standing orders, patient returns)

:edures

no hospital computer system

s throughout hospital

ist duties in lab

to departments within lab

ver phone to doctors' offices

)od and body fluid precautions

29

Even among patient care occupationsthat share both a common purposeand a common knowledge base,however, divisions have grown up thatimpede apprenticeship. We learned,for example, that physical therapyassistants, who have been certifiedthrough a two-year communitycollege program, become physicaltherapists after they take a four-yearprogram, but such programs may notrecognize their previous training.Such narrowness and rigidity pose aserious problem in a program de-signed to take youth apprenticesthrough a two-year degree programbut also to lay a foundation for furthereducation and training thereafter. Weare committed to steering our appren-tices away from dead-end careerpaths.

Regulations designed to protectpatients, combined with professional

standards promulgated by occupa-tional associations, restrict who canperform certain medical procedures.Apprentices in physical therapy, avery popular choice, are not allowedto perform certain proceduresbecause they lack the requiredcourses and license. Courses andschool-based certificates are fre-quently specified, rather than perfor-mance-based assessments. (Someflexibility was introduced into thephysical therapy apprenticeshipduring the second year, when appren-tices formally became employees ofthe hospital, which placed them underthe protection of liability insurance.)It would be ironic if hospitals, whichtake great pride in training their mosthighly skilled workersphysiciansvia a process similar to apprentice-ship, resisted introducing internshipsor apprenticeships for middle-levelworkers.9

Much health care work is the sameregardless of the location where it isperformed. This should make it easierto identify universal competenciesand to organize them into modulesthat may be learned in any participat-ing organization and then be recog-nized by other health care providers.

Administration and OfficeTechnology

This occupational area is relativelyundeveloped below the levels at whichfour-year degrees are required.Secretarial training is a staple ofsecondary and postsecondary voca-tional education programs, but peopleengaged in secretarial war:, have awide range of credentials. Bookkeep-ing and accounting are relatively well-established specialties. But manyadministrative functionspurchasingis an exampleare performed by

9. Until the turn of the century, when Abraham Flexner brought to the United States the German institution of research-based graduatemedical schools, most American physicians learned their trade literally as apprentices.

30

Apprentice Progress Report, 1992-93, Security Mutual

Some Technical Competencies in Administration and Office Technology

2 Compete' Use: Use @aglitter technology efficiently and effectively S U NA

2.1 Master basic computer skills I I 1

a. Handle/store disks

b. Boot machine

c. Input data

d. Store data

e. Retrieve data

f. Print reports (understand printer)

g. Shut off machine

h. Format disks

i. Copy disks

j. Generate labels for disks

k. Know keyboarding

2.2 Use software (understand specific functions) 1 1 I

a. BLASE (SSI Pension System)

b. PROFESSIONAL WRITE

c. MORTGAGE SYSTEM

d. Computer Terminal Information data

e. DATA-BASE

f. FOX-PRO

2.3 Access mainframe

a. Log on

b. Extract information

c. Log off

2.4 Use LOTUS 1-2-3 1 1 1 1

a. Use spreadsheets

b. Create spreadsheets, set up

c. Work on budgets

d. Manipulate data with calculations

2.5 Calculate 1 1 1 1

a. Rates

b. Valuations

c. Terminations

d. Amendments

e. Restatements

a Principles: Understand reasons for procedures S U MA

3.1 Understand workplace ethics, codes of behavior3.2 Understand importance of department's work

a. Goals and functionsb. Relationship of task to clientc. Adverse effects of incorrect information

3.3 Understand document purposesa. Types of recordsb. Productsc. State regulations

3.4 Understand basic accountinga. Purchase distributionb.Check registerc. Joumal entriesd.Account numbers and their definitionse. Taxationf. Terminology (e.g., discounts, leasing, calculate, valuations,

terminations, amendments, restatements)Comments:

4. Excellence: Commit to high standards of practice andto continuous improvement

4.1 Commit to professional ethics

a. Be trustworthy and honest

4.2 Commit to professional behaviors I I I

a. Be efficient

b. Ask questions in timely fashion

c. Adhere to dress code (hygiene, style)

d. Commit to accuracy at all levels (Quality Control)

1. Check information (e.g., input, feedback, reports)

2. Handle products properly

3. Maintain study/specimen integrity (label correctly)

e. Report problems, discrepancies, etc.

f. Acknowledge need for accountability (follow procedures)

4.3 Respond to suggestions for improvement seek and accept

constructive criticism

d. Know what to do if you have a problem, a jam, etc.

Comments:

Ic

people with no specific preparation,whose career paths may include otherunrelated positions.

Ideally, American youth apprentices inadministration and office technologywould be broadly trained, acquiringexposure to and skills in a range oftasks as a foundation for later special-ization.'' Such breadth would makethem flexible and able to adapt toorganizational and technologicalchange, although this is a difficult ideafor most employers to understandbecause it is so different from the waythey now think about administrativecareers. Such broad training requiresthat all apprentices receive extensiveschool-based education so that they

have the tools to work productivelyand can be more than unskilledhelpers at work.

Manufacturing andEngineering Technology

Manufacturing is changing rapidly inresponse to new technology andunremitting competition. The keyquestion about manufacturing andengineering occupations is how todefine them broadly enough so thatthey will not be outmoded within afew years. Breadth is also required inthe competencies associated withoccupations. No one can expect anymore to use the same technical skillsthroughout a lifetime career. For all

occupational areas, therefore, genericsocial and personal competenciessuch as ability to work as part of ateam and capacity for lifelong learningmust be combined with broad techni-cal knowledge and skills that build onbasic academic subjects, especiallymath and science.

As in the other occupational areas, achallenge we face is to create appren-ticeships that are equally appropriatein many different workplaces. Thisrequires that many employers agreeon the definition of broad occupa-tional titles within the area andidentify required competencies. Thefollowing examples of firms that haveredefined occupations make the case

10. The German- speaking countries combine all these and other middle-level administrative occupations under the general title Kaufmann,which can be translated as merchant. (Mann makes the word masculine, although it is also applied to women. The feminine form isKavffrau. The neuter plural word is Kau/Wu/R.) Rather than dividing administrative occupations by function, as is done in the UnitedStates, the Germans divide them by sector of the economy. Thus middle -level vhite-collar employees go through different apprenticeships ifthey plan to work in manufacturing, banking, real estate, retail trade, insurance, and so on. Switzerland does not make this sectoraldistinction in its apprenticeship program, providing the same schooling for all; sectoral specialization occurs at the workplace.

33

for keeping occupatimal titles broad.

Asea Brown Boveri (kBB), a Swiss/Swedish multinational manufacturingfirm, restructured its apprenticeshiptraining in response to the newrequirements of Computer IntegratedManufacturing (CIM). Drafting,machining, and electronics technologywere combined into a comprehensiveprogram. New apprentices spend theirfirst two years learning about all threeareas equally. During their third andfourth years they specialize in onearea but continue to acquire workexperience in another. For thepurposes of the national (Swiss)system, they qnalify as skilled workersin one of the occupations, but they arewell suited to high-tech manufactur-ing because in addition they have solidgrounding in the other two areas aswell. Such breadth enables skilledworkers to perform a wider range oftasks, to work closely with specialistsin other areas, and to learn newtechnologies and new productionmethods quickly. It also gives themmore career options because they canchange specialties relatively quickly.

Responding to the same currents ofchange, IBM in Austin, Texas, hascreated a new training program formanufacturing technical associates,which includes computer use, statisti-cal process control, chemistry;maintenance, problem solving,writing, and a range of other subjects.Cooperation with Austin CommunityCollege enables some workers to earnassociate's degrees while earning thisoccupational title.

These are models for the program wehope to develop in manufacturing andengineering technology. Our progressin this direction is limited, however,both by our own limited resources andby the need to involve representativesfrom many firms in identifying theoccupational areas and associated

competencies and then translatingthat into curricula for school andworkplace.

Restrictive Rules and RegulationsLabor laws restrict young people'sworking hours and their exposure tooccupational hazards. Youth appren-ticeship requires no relaxation of lawsand regulations that shield youngpeople from real dangers. But thedispersal of laws and regulationsacross multiple statutes (state andfederal) and sometimes multipleagencies, combined with the ambigu-ity introduced by varying interpreta-tions and enforcement practices, allcombine to create uncertainty amongemployers about what they can allowyouth apprentices to do. If theybecome registered apprentices, muchof this ambiguity disappears. If theyare categorized as student learners, itis also lessened. The ideal solution isto do as Wisconsin has done anddefine youth apprenticeship in thelaw, setting out explicitly what lawsand regulations apply. This is one stepthat state governments and thefederal government could take toclear the way for youth apprentice-ship.

Conclusion

The publication of this report coin-cides with the inauguration of a newpresident who has promised tosupport youth apprenticeship. This isan exciting prospect but a dauntingone too because so much remains tobe learned about how to transform agood idea into a viable systemEveryone who is committed toimproving the transition of adoles-cents into adulthood must be pre-pared to share experiences andanalyses and to debate thoughtfullyhow to build a youth apprenticeshipsystem. We hope our report contrib-utes to that process.

34

For Moire Information .

Please pontact the Cornell Youth and Work Program, Departinent of Hun*Development and Fan* Studies, Martha Van Rensselaer Hall, CornellUniversity, Ithaca, Nevi York 14853. Phone 607-255-8394; Fax 697 - 255 -9856

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