Students in the Workplace Tours
A Guide for Planning and Conducting Tours
To Introduce Students to
Nontraditional Careers
Developed by
Judith A.
Simon, Ph.D.
In Partnership With
Minnesota
State Colleges
August
2003
Funding
provided by the Carl Perkins Vocational and Technical Education Act of 1998
Copyright 2003,
All rights reserved.
For more information, contact:
Eva Scates Winston
651-297-3792
Eva.Scates-Winston@so.mnscu.edu
Acknowledgements:
For their support of the Students in the Workplace Tours
Bill
Larson, Superintendent,
Karen
O?Brien, Director:
Eva
Scates-Winston: Equity and Collaboration
For their work with the implementation of the Students in the Workplace Tours
Jan Hanenberger and Judy Purdy
Upon request, this Guide will be made available in alternative formats, such as Braille, large print or audiotape.
Table of Contents
|
|
Page |
|
Introduction |
1 |
|
Overview |
2 |
|
|
3 |
|
Replication Outline |
9 |
|
Appendices |
|
|
A: List of
Nontraditional Occupations |
12 |
|
B: ISD 917 Model
Budget |
15 |
|
C: Partners /
Committees |
16 |
|
D: Phone Calling
Script |
17 |
|
E: Business Contact
Sheet |
24 |
|
F: Sample Tour
Schedule |
25 |
|
G: Seminar |
26 |
|
H: Sample Seminar
Schedule |
29 |
|
I: Evaluation |
30 |
Introduction
Dakota County Secondary Technical Center (DCSTC), of
Intermediate School District 917 in Rosemount, Minnesota; conducted ?Students
in the Workplace? tours during the 99-00, 00-01 and 01-02 school years. The tours were modeled after ?Teachers in the
Workplace? provided by the Dakota County Tech Prep Consortium. An offering that provides business tours for
teachers to learn about real world applications of their classroom subjects to
integrate into their course curriculum.
The
purpose of this guide is to provide a ?how to? for replication of the workplace
tours as a means of introducing students to nontraditional training and
employment.
Nontraditional
training and employment is defined in the Carl Perkins Act of 1998 (Perkins
III) as:
Occupations or fields of work, including careers in computer science, technology, and other emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work. (see Examples of Nontraditional Occupations in Appendix A).
Any
reference in Perkins III to special populations includes students preparing for
nontraditional training and employment.
Overview
This
Guide is designed to provide the user with information to initiate, plan and
conduct workplace tours. While these
tours have many of the characteristics of a field trip, they are structured to
focus on nontraditional work options. Emphasis is on benefits of nontraditional
work, wage information and career preparation / training opportunities. Interaction with nontraditional workers is an
important component.
A
description of the components of the ISD 917 Dakota County Workplace Tours is
provided, followed by an outline for the replication of the tours project. An Appendices
contains supporting documents of the steps and the processes for each of the
steps.
Resources recommended to accompany this guide:
Destination Success:
Tools for Improving Student Outcomes in Nontraditional Programs [CD-ROM].
(2003). Developed
by Multistate Academic and Vocational Curriculum
Consortium (MAVCC) and the National
Taking the Road Less Traveled: Educator?s Tool Kit to Prepare Students for
Nontraditional Careers. (2002). Developed by Multistate Academic and Vocational Curriculum Consortium
(MAVCC) and the National
Intermediate School
District
The following is a description of the components of the
01-02 Student in the Workplace tours:
Student participants, partners ? roles and accountability, evaluation
and lessons learned.
Project Description:
The tours
occurred in workplaces located in
Student
Participants: High school student residents of
Dakota County who attend Alternative Learning Centers, Pregnant Teen Programs
and Comprehensive High School programs.
Partners, Roles and Accountabilities
Partners
|
Role
|
Accountability/Contribution
|
|
|
Planned
the tours, facilitated seminar, distributed brochure, recruited the
participants, evaluated success of project, and assured follow up. |
Conducted
the project, developed documentation for replication and evaluation. Staff
time |
|
|
Resource
partner |
Instructors
served as guest speakers at the seminar and classroom tour hosts. Packets containing course information
provided for distribution to the participants. Graduates
and Advisory Cmte. Mbrs.
were contacts for speakers. |
|
|
Resource
partner |
Information
about related course and career development options at |
|
|
Resource
partner |
Recruitment
of student participants from consortium members. |
|
|
Resource
partner |
Recruitment
of students with announcements. |
|
|
Resource
partner |
Workplace
partners were source for tour. |
|
|
Resource
partner |
Conducted
tour of the business provided employees working in a nontraditional role /
occupation as a resource to give students an overview of their position,
career preparation and goals. |
|
|
Resource
partner |
Business
contacts for tours |
PROJECT EVALUATION
Evaluation of the Students
in the Workplace Tours using formative and summative criteria:
FORMATIVE EVALUATION was ongoing throughout the project:
The
Implementation Evaluation was in several forms:
- Planned student participation numbers were
tracked for each tour,
- Contact was maintained with the businesses and
speakers to answer questions and help with suggestions for the tour
arrangement,
- Transportation and school schedules were
monitored for possible conflicts with the tour schedule.
The original goal was to conduct 5
tours.
- The Health Careers tour location was not
available as planned. It was
replaced with visit and presentation in the high school Health Careers
classroom to introduce 18 students to this career cluster.
· A fifth tour was not arranged because of time constraints. Women Venture was commissioned to develop and deliver a Welding ?Class in a Box.? as a seminar component for Manufacturing Careers. Two Women Venture facilitators conducted the Welding ?Class in a Box? providing hands on experience with welding tasks in the welding classroom.
The schedule was adjusted to include the Inver Hills Community College Career Fair.
Progress Evaluation occurred after each activity to assess success and assure achievement of project goals.
SUMMATIVE EVALUATION :
The following table provides
an overview of the goals, strategies and quantitative outcomes.
|
Goals |
Strategies |
Outcomes Measured |
|
Provide
exposure to 3 high tech careers |
--Cenex Harvest States: Agriculture Business careers (Panel
of female executives and managers) --Valley
Olds (Auto Technician) --Dakota
County Courthouse and Sheriff?s office:
(Female judge, jailers, dispatchers). |
Cenex Harvest States ? Land O?Lakes: 28
students Valley
Olds: 33 students Dakota
County Courthouse and Sheriff?s Office:
27 students. |
|
Educators
will have information about non traditional career possibilities for students
and the barriers to students? success |
--Overview
of non traditional career possibilities and barriers presented/discussed at
Tech Prep Advisory meeting and high school counselor meetings. --Workplace
tour brochure and a folder of important facts were distributed. --Staff
accompanying tours received further information. |
75 people
were provided with information |
|
Students
will have information about career paths of students in non traditional high
tech high wage careers |
Students visited DCSTC program areas that
support the industry of tours: Heavy
Duty Truck, Auto Mechanics & Auto Body, Public Safety, Computer
Technology & Business Software. --DCTC
representatives made presentations about not trad
programs in the college and shared non traditional student success
stories. -- |
Student
participation in the seminar and tour?50 students. Pre and post assessment instrument
information ?Improvement shown. |
Narrative
of the qualitative outcomes:
The students obtained a perspective and knowledge
about how to chart their career futures from hearing the career stories of
others, touring the workplace settings and visiting the classrooms/schools
where skills are developed. The
following quotes say it best: ?I found
out what to do to reach my goals.? ?I
think doing these things at school and watching people do their jobs helps us
decide to go to college and finish school.?
?The whole tour was kind of cool just because if I was to choose that
job then that?s what I would be doing too.?
?I learned that it is important to finish high school.?
The workplace tours project
provided multiple examples of the possibility for economic self sufficiency
through high wage high tech careers. The Welding Class in a Box developed and
presented by Women Venture provided a ?hands on? connection between skills the
students have and those required in the Welding industry. The salary component
was probably the biggest ?eye opener? for the students, exposing them to the
implications of the earning potential of different jobs. Tour previews and an
emphasis on question asking increased the assertiveness of the student
participants as the tours progressed.
The highlight of the entire
experience for the students was the opportunity to hear the nontraditional
career speakers.
- The
Auto Technician described her career path beginning as the first female
student in her high school Auto Mechanics class, taking time to start a
family, completing the Auto Mechanics program at
- The
members of the Cenex Harvest States panel
provided examples of various career paths, anecdotes of their experience
as the first women managers in the agriculture industry, challenges of
integrating family and career and applications of what they learned in
school to their jobs.
- The Dakota County Judge
described her career development through education opportunities. She gave examples of lessons she?s
learned from cases she has tried, stressing the importance of developing
the life options that a high wage high tech career can provide.
Evaluation of Cost
Budget expenditures were for the development of the brochure
used to announce, promote and recruit the tour participants, tour
transportation, lunches, instructional supplies, staff time and the development
and presentation of Class in a Box (see Budget in Appendix B). The career center instructional materials
purchase was a one time expenditure. The brochure development was also one
time. Digital availability allows it to
be updated and reproduced for future tours.
The day of tour costs are variable dependent on the number of students
and transportation rates. Staff time can
be an in kind contribution from partners.
Lessons learned
- Stay
in touch with tour sites to maintain communication regarding times/dates
- Request
students from outside agencies/schools be
accompanied by an adult.
- Work
with seminar logistics to assure opportunity for all tour participants to
participate
- Conscientiously
record student and staff comments to use for qualitative measurement of
the success of the project.
- Plan
as early as possible
- Have
a back up plan for the possibility of tours or speaker canceling.
Summative Evaluation Summary
The goals were
achieved to provide awareness of nontraditional career opportunities, in terms
of number of participants and their reported benefits. The information distribution goal was
achieved, though outcomes beyond recommendation for students to participate are
difficult to measure without formal assessment procedures. The tours have been
incorporated into the career center offerings of the
Replication Outline
Development of Students in the Workplace Tours
- Initiation
- Planning
- Arrangements
- Marketing
- Follow up
The following outlines
dimensions of the phases with resources for consideration.
Phase I: Initiation
- Form a committee and invite partnerships (see Appendix
C)
- Establish Budget: Perkins nontraditional
grant expenditures are for program costs and include but are not
limited to: Materials and supplies
for program/project, release time for project staff, reduced indirect
costs or direct fiscal contributions from partner, special services or
contracted services from partner, transportation (excluding airline travel
or rentals) and meals for staff or student participants. (Source: ?FAQ?s on Nontraditional Careers
Activities Grant? ?MnSCU)
- Determine Funding Sources: Student Organizations, Local Rotary and
Chambers, Grant/s, Businesses, partnerships, school district/college
funds, in-kind contributions.
Phase II: Planning
- Clarify the objective of the tours:
a. Exposing students to nontraditional careers for their gender.
b. Do you want to expose students to workers in businesses
in general or are you targeting a specific career or cluster area? (see Cluster list in Appendix A)
c. Do you want to align with the career preparation
majors of your local Community,
- Determine possible number of tours, number of
students and calendar dates.
- Establish time line:
a. This will assist with progress evaluation and
accountability.
b. Example: Checklist of tasks to be accomplished initially, 4 weeks in advance of tour, 3 weeks, 2 weeks, 1 week, Day Before, Week following tour.
Phase III: Arrangements:
1. Determine possible tour locations:
a.
Use the ?List of
Nontraditional Occupations? (see Appendix A) to start the thinking
process for the different businesses that may be in your geographical area.
b. Try to develop a list of twice as many names of
businesses as number of tours.
c. Sources of business suggestions: Get name of contact person when possible
·
Students ?They
can provide names of businesses where they or others they know work.
·
Tech Prep /
Perkins Coordinators
·
Workforce Ctr.
personnel
·
Local Rotary and
Chamber of Commerce members
·
Community and
Technical Colleges contacts
·
School personnel
?
o Places they know about in the community
o Faculty can suggest businesses in their subject area
·
Telephone Yellow
pages or other business listings (Check with your local Chamber of Commerce
and/or library for these).
·
Internet
2. Contact the businesses to see if they are a
possibility for a tour (see Telephone Calling Script in Appendix D and
Business Contact Sheet in Appendix E).
3. Decide which of the possible businesses to
tour and the dates (see Sample Tour Schedule in Appendix F).
a. Confirm tour day with the businesses: Time,
directions to the location, bus parking, etc.
b. Contact
businesses that won?t be used. Thank them for their willingness to consider the
tour possibility.
c. Send confirmation communication (letter, email) to business contact with information about the purpose of the tour, description of the student population and suggestions for the tour leader/speakers ? their career path, how they integrate career and family, challenges and satisfactions in their jobs. Give them a date they can expect to hear from you again.
3. Arrange
transportation
- Develop the tour day schedule (see Example of
Schedule in Appendix F)
- Plan seminar components (see Seminar in the Appendix
G)
- Administrative details: Permission slip, lunch plans,
chaperones, etc.
Phase IV: Marketing
1. Develop brochure/announcements. Resource: Brochure Templates are
available on the Destination
Success and Taking the Road Less Traveled CD?s.
2. Determine
events/meeting where marketing can occur
3. Student
recruitment
a. Students in Career and Technical Education courses
b. Student and Community Organizations,
Rehab Services,
c. Perkins nontraditional grant criteria: Participants
must be enrolled in secondary or post secondary schools and cannot be
participants of short term training through a workforce center or other
provider. Customized training is not
permissible. (Source: ?FAQ?s on
Nontraditional Careers Activities Grant ?MnSCU)
Resource: Destination
Success CD pdf files/Recruitment:
?Recruiting Student Tips?
.
Phase V: Follow up
- Discussion with students: Post assessment/evaluation
- Write letters of appreciation Resource Destination Success CD/Index/Forms: ?Thank you letter for Speakers?
- Report success to administration and teachers,
partners and school board.
- Overall tour evaluation (see Appendix I )
APPENDICES
A. List of
Nontraditional Occupations
B.
ISD 917 Model Budget
C.
Partners / Committees
D. Phone
Calling Script
E. Business
Contact Sheet
F.
Sample Tour Schedule
G.
Seminar
H.
Sample Seminar Schedule
I.
Evaluation
APPENDIX A
Nontraditional
Occupations for Women and Men
Note: The
following list is a representation of nontraditional career opportunities for
women and men. Occupations have been listed according to the 16 ?Career
Clusters? recognized by the United States Department of Education and developed
in conjunction with the National Association of State Directors of Career and
Technical Education Consortium.
Agriculture, Food & Natural Resources
|
For Women |
For Men |
|
Farm Worker Forestry Technician Groundskeeper Heavy Equipment Mechanic Logger Meat
Processor |
|
Architecture & Construction
|
|
|
Architect Brick Mason/Stone Mason Drafter Building Inspector Bulldozer Operator Cabinet Maker Carpenter/Millwright Carpet Layer/Installer Concrete and Terrazzo Finisher Crane and Tower Operator Electrician Heating, Ventilation, Air
Conditioning, and Ventilation Mechanic House Painter Insulation Worker Plumber/Pipe Fitter Roofer |
|
Arts, A/V Technology & Communications |
|
|
Audio-Video Engineer Broadcast Technician Cinematographer Movie Director Printing Press Operator Telephone Installer/Technician Television Station Manager |
|
APPENDIX A
For Women |
For Men
|
Business, Management & Administration |
|
|
Chief Executive Officer Computer Maintenance Technician Computer Programmer Funeral Director Office Machine Repairer |
Accounting and Auditing Clerk Administrative Assistant File Clerk Payroll and Timekeeping Clerk Receptionist Secretary |
Education & Training |
|
|
Superintendent High School Principal |
Child Care Assistant Elementary Teacher Librarian Teacher
Assistant |
Finance |
|
|
Controller |
Bank Teller Billing Clerk Billing, Posting Clerk Bookkeeper Financial Records
Processor General Office Clerk |
Government & Public Administration |
|
|
Border Inspector Foreign Diplomatic Officer Missile and Space Systems Officer |
Librarian Community
Health Liaison |
Health Science |
|
|
Biomedical Engineer Dentist Laser and Optical Technician |
Dental Assistant Dental Hygienist Diagnostic Medical Sonography Dietician Licensed Practical Nurse Registered Nurse Medical Records Technician Occupational
Therapy Assistant |
Hospitality & Tourism |
|
|
Hotel General Manager Executive Chef Chief Engineer Gaming and Casino Manager Security Director |
Travel Agent |
Human Services |
|
|
Barber Mortician Religious Leader (Clergy) |
Child Care Assistant Cosmetologist Hairdresser Social
Service Aide |
APPENDIX A
For Women
|
For Men |
Information Technology |
|
|
PC Support Specialist Programming Software Manager Telecommunication Equipment
Technician |
Data
Entry Operator |
Law, Public Safety & Security |
|
|
Armored Car Guard Baliff Detective Fire Fighter Park Ranger Police Officer Prison Warden Sheriff |
Court Reporter Legal
Assistant/Paralegal |
Manufacturing |
|
|
Industrial Maintenance Technician Major Appliance Repairer Metal and Plastic Processing
Machine Operator Plant and System Operator Quality Control Technician Robotics Technician Sheet Metal Worker Welders |
|
Marketing, Sales & Service |
|
|
Aerospace Engineer Civil Engineer Mechanical Engineer Meteorologist Mining Engineer Survey Technician |
Cashier Dressmaker Fashion
Merchandiser |
Transportation, Distribution & Logistics |
|
|
Air Traffic Controller Aircraft Engine Mechanic Airline Pilot Automobile Body Technician Automotive Technician Diesel Technician Garage and Service Station
Attendant Heavy Equipment Mechanic Motorcycle Mechanic Taxicab Driver/Chauffer Tow Truck Operator Truck Driver (Local and Long Haul) |
|
Source:
Destination Success: Tools for Improving Student Outcomes in
Nontraditional Programs, MAVCC, c 2003.
Appendix
B
Budget
Intermediate School
District
Start up costs for later sustaining the tours through
facilitation of the tours from the
Videos from Her Own Words ($556)
Teenagers Preparing for the Real
World student books ($275)
Occupational Outlook Handbooks
($290)
Welding Class in a Box ($750)
Materials for Recruitment and Information
Brochure Development ($450)
Brochure Printing ($247)
Day of tour
Bus transportation and student
lunches ($825)
Other
Staff time for coordination
($2000)
APPENDIX
C
Partners/Committee
Partners
Student tours are an
opportunity for partnering and collaborating among several groups:
- Possible partners: Districts/Schools, Colleges, Tech Prep
and Carl Perkins Consortia, Workforce Ctrs.,
Business Partnerships, Unions, Trade Organizations, Technical Societies,
Tribal Councils, Women?s / Men?s Organizations, Scouting Organizations,
Chambers of Commerce, Rotary Clubs other local civic organizations. If you are using a grant to fund the
tour project, specific partnerships may be required.
- The role of the partner may be to:
Participate
on the committee to provide input and vision
Provide
resources: Financial, business contacts, staff
Help
with the hands on work of tasks and tours
- Process:
Contact the school, college, advisory committee, business
partnership, club, etc. Explain
what you plan to do and invite them to be a partner.
Committees
- The purpose of the committee is to help
facilitate the planning and implementation of the tours.
- Members may take on some of the tasks, such as
contacting businesses, taking care of administrative details and
chaperoning tours.
- The committee may include teachers, counselors
and administrators, career center staff and partnership representatives.
APPENDIX D
CALLING SCRIPT
Introduction
The tour arrangement process
can be expedited if you can determine initially:
Is the business a tour possibility?
Does the business allow tours?
Are there nontraditional workers at this workplace?
How many participants can be accommodated on a tour?
Is the business available for a tour on any of the
scheduled dates?
Who will be the contact
person?
What are the communication
numbers/addresses?
Telephone
Number
Email
Address
Fax
Number
Business
Location Address
Business
Website Address
Contact
Address
This section contains
Calling Scripts for the business phone contact and a Business Contact Sheet
(see Appendix E) to record information to use for later contact and
planning purposes.
The scripts are
designed to provide a guide for the initial phone call to determine if a
business is a tour possibility.
Script I is for a cold call to a business when a contact name is not
available.
Script II is for a call to a business when an initial
contact name is available.
The format of the script
calling sheets provides the purpose of each statement on the left and a
suggested wording on the right.
APPENDIX D
Script 1
Initial
Call Without a Contact Name
- Script 1 is designed
as a guide for the initial call to determine if a business will be a tour
possibility when a contact name is not available.
- If a contact name is available ? go
to Script 2 -- ?Talking to the Contact Person.?
- Review the script
before making the phone call to sound spontaneous during the
conversation.
- Have a copy of the
Business Contact Sheet (see Appendix E) available to fill out for
each business.
|
Greeting and Introduction Purpose of call Determine Contact Person Talking to the contact
person |
APPENDIX D Script I Good
Morning/Afternoon. This is (Your Name)
from (Your School or School District Name)
We are interested in the
possibility of a student tour of your company. Whom should I talk to
about that? (If the person who answers
the phone isn?t sure whom you need to talk to, suggest it may be someone in
public relations, human resources or the communications department. If it?s a small company, you may talk to
the owner, an executive or one of the managers). Is he/she available? If the person who
answered the phone wants to pass your name on to the contact person so he/she
can call you: I
appreciate that, my name again is --------, from --------school. The
best times to reach me are (give days and time). Do you have
any idea when ------- might be getting back to me? Thanks
for your help.
If you are
transferred : |
APPENDIX D
Script I
|
Finding out if they allow
tours of their business Answer to questions about
how many students this would include, dates/times and what else would be
expected. If contact is not sure
which jobs are nontraditional at this business, use the list in Appendix
A, to give some ideas. Find out if this business
is one you can consider as a possible tour site If answer is yes: If answer is no or
there are some doubts: |
Good Morning/Afternoon (Name of
person to whom you have been transferred). This is (Your Name) from
(Your School or School District Name) Thanks
for the opportunity to talk with you.
We are arranging student tours of local businesses. Would your company be available as a tour
possibility for us? We
want to have (# of students) on the tour but that is flexible depending on
the number your facility can accommodate.
The dates we are looking at are (give dates). The tour would involve having someone lead
the group through your business, describing what your business does, what the
different jobs are, what your products, services, etc. are. We
are particularly interested in jobs that are nontraditional for a student?s
gender -- women doing jobs that would have been men?s jobs in the past and
vice versa, men doing work that would have been done in the past by
women. So, we?d like to have these
workers available to answer questions and tell more about their jobs. APPENDIX D Script 1 Does this sound like
something we could work with you on? Terrific. We?re in
the beginning stage of finding businesses that are available. I?ll need to
get back to you after we get the schedule set up. For now I?d like to get down a few initial
details (Fill out the Business Contact Sheet ). (There?ll probably be a
reason this is not a possibility. If there?s a misconception about what?s
expected, clarify and then see if a tour would be a possibility after all). Otherwise: Thank you for your time. Would you like us to contact you in the
future for other school partnering possibilities? |
APPENDIX D
Script 2
Script 2
Call With a Contact Name
|
Greeting and Introduction Purpose of call Talking to the contact
person The person you?re talking
to will indicate whether he/she is the person to handle this or refer you to
someone else. Finding out if they allow
tours of their business Answer to questions about
how many students this would include, dates/times and what else would be
expected. If contact is not sure
which jobs are nontraditional at this business, use the list in Appendix A,
to give some ideas. Verify whether this
business is one you can consider as a possible tour site If answer is yes: If answer is no
or there are some doubts: |
Good
Morning/Afternoon. Hello this is (Your
Name) from (Your School or School District Name). We
are interested in the possibility of a student tour of your company.
(Name of referring person) suggested I contact (Name of person you want to
talk to). Is he/she available? Hello
this is ------ from school (or school district). I?m in the process
of arranging opportunities for students to tour local businesses. (Name of referring person and
where you know them from) suggested you could help me or pass me on to
someone who can. If you?re referred to someone
else, start over again with ?Hello ?.,? otherwise, continue the
conversation as follows. Thanks
for the opportunity to talk with you.
We are arranging student tours of local businesses. Would your company be available as a tour
possibility for us? APPENDIX D Script 2 We
want to have (# of students) on the tour but that is flexible depending on
the number your facility can accommodate.
The dates we are looking at are (give dates). The tour would involve having someone lead
the group through your business, describing what your business does, what the
different jobs are, what your products and services are. We are particularly interested in jobs that
are nontraditional for a student?s gender -- women doing jobs that would have
been men?s jobs in the past and vice versa, men doing work that would have
been done in the past by women. So,
we?d like to have these workers available to answer questions and tell more
about their jobs. Does this sound like
something we could work with you on? Terrific. We?re in
the beginning stage of finding businesses that are available. I?ll need to
get back to you after we get the schedule set up. For now I?d like to get down a few initial
details (Fill out the Business Contact Sheet). (There?ll probably be a reason this is not a
possibility. If there?s a misconception
about what?s expected, clarify and then see if a tour would be a possibility
after all). Otherwise: Thank you for your time. Would you like us to contact you in the
future for other school partnering possibilities? |
APPENDIX E
Business Contact Sheet
Name of Business
Address
Web Site address
Contact Person Name
Address
Telephone Number
Email address
Fax
Type of Business:
Which of these career
clusters best describes your business? Refer to cluster list in Appendix A.
What is your product or
service?
Which of these dates would
work best for you?
How many people can you
accommodate on a tour?
What are some of the non
traditional workers at your business?
Thanks for your
time. I?ll get back to you after we?ve
completed our tour schedule and will follow up after that with more specific
information.
APPENDIX F
Sample Tour Schedule
Workplace Tours 2002
|
||
Career Pathway
|
Date
|
Location
|
|
Agriculture & Natural
Resources |
|
Cenex / |
|
Engineering & Manufacturing |
|
Valley Oldsmobile |
|
Health Services |
|
|
|
Business Management &
Administration |
|
|
|
All tours begin at Dakota County
Secondary Technical Center (DCSTC) in Rosemount and go from |
||
APPENDIX G
Seminar
The purpose of the seminar
is to provide a tour overview and follow up assuring components unique to
nontraditional careers are integrated into the total tour experience.
The seminar may have various
formats to facilitate each of these aspects, depending on time and other
logistics. (see
Sample Seminar Schedule in Appendix H)
A. The introduction segment of the seminar
may include:
- Pre assessment
- Introduction of non traditional careers
- Overview of the tour
- Development of questions for students to ask of
speakers
Resources:
1. Pre
assessment
·
Destination
Success CD pdf
files/Awareness: ?Women in Nontradtional Jobs: . . . ?
o
The True/False
portion of this student activity could be used as an informal pre assessment
for the seminar and the tour project
·
Destination
Success CD pdf
files/Retention: ?Employers as Guest
Speakers?
o
Portions of this
activity could be adapted as a pre assessment
2. Introduction of nontraditional careers
·
Taking the
Road Less Traveled Awareness Workbook & Video
·
Destination
Success CD pdf files/Awareness:
---?Explore
Attitudes About Nontraditional Careers?
---??
Traditional Gender Roles in the Workplace?
---?Investigate the Roles of Men and Women in Today?s
Society?
---?Techno-Rama: A Team Game That Focuses on Technology,
Careers, and Gender?
---?Women
in Nontradtional Jobs: . . . ?
APPENDIX
G
3. Overview of
the tour: Purpose of the tour, kind of
company
·
Company website,
·
Business Contact
Sheet
4. Development
of student questions to ask of speakers
·
Destination
Success CD pdf files/Retention: ??
Nontraditional Role Models Panel?
·
www.jobshadow.org
·
Pointer: Ask only for the beginning salary range of
the occupation ?
never ask about the speaker?s salary.
B. Seminar activity possibilities:
·
Nontraditional
speakers
Sources: High School, College and
Examples: Female Computer Technician, Male Nursing
Instructors
·
Tour of high
school and college programs
·
Hands on
activities to acquaint students further with jobs in the career area.
Resource: Class in a Box www.womenventure.org
B. The conclusion segment of the seminar
may include:
- Post assessment/evaluation
- Thank you note development
- Further steps for student to pursue in
nontraditional development
Resources:
1. Post
assessment/evaluation
·
Destination
Success CD pdf
files/Retention: ?Employers as Guest
Speakers?
Portions of this activity could be adapted as a post assessment/evaluation
·
Destination
Success CD pdf
files/Awareness: ?Women in Nontradtional Jobs:
APPENDIX G
o The True/False portion of this student activity could
be used as an informal pre and post assessment for the seminar and/or the tour
project
·
Destination
Success CD Index/Forms: ?Career Day Evaluation for Students.? (This form can be adapted to apply to tours.)
2. Thank you
note
Example: Destination Success CD pdf files/Awareness:
?Write a Thank You Letter to a
Career Mentor/Role Model?
3. Further steps for students to pursue
Shadow student in a class
Destination
Success CD pdf
files/Recruitment: ?Career
Preparation: Helping Young Women Build
Bridges to Employment?
Appendix H
Example Schedule
I
Pre assessment
Tour Overview
Awareness
Activity
Awareness
Activity discussion on bus
Tour of Career Technical programs in high school and
college
Example Schedule II
Pre assessment
Tour Overview
Speaker
Speaker
follow-up discussion on bus
Tour of Career Technical programs in high school and
college
Post
assessment
APPENDIX I
Evaluation
Examples of evaluation
variables can be found in the Intermediate District 917 Model Project
Evaluation in the 1st part of this guide.
Comments:
The objective of the tours
is to provide awareness. Resources for possible assessments are given in the
Seminar Appendix G.
The students who
participated in this tour came from a variety of locations and systems, making
it difficult to establish a follow up to determine the influence of the tours
on course and career selection. Other
settings may provide a less cumbersome follow up possibility for monitoring the
tour influence.
Resource suggestion:
User-Friendly Handbook
for Project Evaluation: Science,
Mathematics, Engineering and Technology Education .
Publisher: National Science
Foundation: Directorate for Education and Human Resources, Division of
Research, Evaluation and Dissemination.
Authors: Stevens, Lawrenz and Sharp.
