STUDENT INTERNSHIPS
Definition
Student Eligibility
Liability Exposure - Unpaid
Liability Exposure - Paid
Student Responsibilities
Parent Responsibilities
Employer Responsibilities
School Supervisor Responsibilities
Opening the Work Site
Assessing a Work Site
Placing Students
Student Seminars
Sample Forms
DEFINITION
Student internships are experiences where students work for an employer
for a specified period of time to learn about a particular industry or occupation.
Internship programs extend formal classroom learning into the community.
Internships are:
- Linked to a related internship class
- Paid or unpaid (usually unpaid)
- Time limited
- Practical application of previously studied
theory or related curriculum
- Connected to career goals and the SEOP
- Opportunities for students to explore career
options in a particular field of work
During an internship, students 11th-12th grade,
have the opportunity to apply formal classroom learning to actual career
situations. Students explore a spectrum of career skills in a single occupation
or area of emphasis. Opportunities are provided for students to:
- Identify academic, technical, and life skills
used on the job
- Define a sequence of classes
- Develop specific skills related to the work
site
STUDENT ELIGIBILITY
- Student must be at least 16 years of age
- Student must be a junior in high school
- Student must complete a related class
- Student must meet school guidelines for
participation
LIABILITY EXPOSURE - UNPAID
Work site liability is the responsibility of the respective school district
in an unpaid experience. Utah state law provides for the school district's
worker's compensation insurance to cover non-paid student learners.
LIABILITY EXPOSURE - PAID
In paid work experiences, the student is hired by the employer. Utah state
law indicates that in such cases, students are considered regular employees
and are covered by the employer's worker's compensation insurance.
STUDENT RESPONSIBILITIES
- Maintain high level of attendance and performance
at both the school and the work site
- Maintain satisfactory grades and be in good
standing with local high school
- Consult work-based learning coordinator
or supervising teacher, as well as the employer, about any concerns or
problems
- Attend work site according to the Internship
Agreement
- Use transportation approved and/or provided
by parent
- Dress appropriately for the work site, including
all appropriate safety clothing and equipment
- Demonstrate honesty, punctuality, cooperative
attitude, proper grooming and dress and willingness to learn
- Conform to rules, regulations, and safety
standards of the training site and maintain confidentiality
- Complete required assignments and furnish
necessary information, reports and time sheets
- Notify employer/supervisor and work-based
learning coordinator prior to absences
PARENT RESPONSIBILITIES
- Approve and support the student's participation
in the internship
- Provide or arrange for transportation
- Discuss internship experiences with student
EMPLOYER RESPONSIBILITIES
- Conduct hiring interview with the student
- Sign training agreement
- Approve student learning objectives
- Provide time to orient, train and provide
safety instruction
- Review progress with the student periodically
- Assume responsibility for meaningful training
and a safe workplace
- Consult school supervisor regarding problems
related to the work experience
- Conform to state and federal labor laws
- Provide worker's compensation coverage for
students in paid experiences
- Verify and sign attendance and/or time records,
as required
- Work with student to coordinate work and
school schedules
- Evaluate student performance
SCHOOL SUPERVISOR RESPONSIBILITIES
- Serve as coordinator to all parties involved
in the internship
- Issue grade and credit for successful completion
of requirements
- Insure all written work and forms are complete
and received
- Conduct monthly training site visits and/or
work site contacts
- Assist student in achieving educational
goals as stated in the SEOP
- Complete necessary paperwork and monitor
student progress in cooperation with student and work site supervisor
- Verify safety standards in the work place
- Monitor student internship hours regularly,
collect time cards at least monthly
- Maintain open communication with student,
parent and employer
OPENING THE WORK SITE
Opening a work site involves a sequential process. Quality of the site,
relevance to student goals and student safety are of paramount importance
in setting up a work-based learning experience. These three factors should
guide all work site development.
The following steps provide a suggested process
for opening a work site. The steps may be modified based on individual circumstances.
1. IDENTIFY POTENTIAL EMPLOYERS
- Gather information about potential employers
through personal contacts and professional organizations. A Request
for Intern Form can be used to facilitate this purpose.
- Network with friends and co-workers. Many
people have work site contacts among friends and family. Do not underestimate
the value of these contacts.
- Survey local organizations. Find out the
types of work-based learning activities organizations in your community
are willing to sponsor.
- Coordinate with community organizations
such as your local chamber of commerce and the Utah Department of Workforce
Services.
- Research each organization. Gather information
such as the number of employees, services or products provided, job opportunities,
contact names, information about other similar companies or organizations,
etc.
- Additional sources for identifying and targeting
employers include:
- Alumni
- Business Publications
- Chamber of Commerce
- Churches
- Civic Organizations
- Federal Agencies
- Human Resource Departments
- Internet
- New Business License Lists
- Non-profit Organizations
- Parents of Students
- Private Employment Agencies
- Professional Organizations and Associations
- Telephone Books
- Small Business Development Center
- Utah Department of Workforce Services
- Want Ads
- Workforce Investment Act (WIA)
2. MAKE THE INITIAL CONTACT
Effective communication is the foundation for developing and maintaining
work-based learning sites. Some employers will prefer to have a single point
of contact to maintain and develop relationships with schools. Program coordinators
can fulfill this role. Other employers will prefer to work directly with
school staff members responsible for placing students in their organizations.
Steps in making the initial contact include:
- Prepare a phone conversation script. Include
all the information you will need to give an employer. When preparing
your script, pretend that you are the employer. What would you want to
know first? For example, what are the liability issues, what kind of time
commitment and paperwork is required, are there costs?, etc.
- Introduce yourself and ask for some time
to discuss your program. A good statement to use is: "Do you have
a few minutes to discuss our school's work-based learning program?"
If it is not a convenient time, ask for a good time to call back
- Explain program needs clearly and concisely
- Emphasize the benefits of participation
- Solicit questions and immediate concerns
from the employer
- Set up a meeting time for further discussion
Review details discussed in the phone conversation
- date, time and place of meeting, preferred work-based learning areas of
interest, contact person with phone number, etc.
Please note that it is important to remember that when calling employers
and community organizations it is always best to have the name of the individual
within a company to call. In marketing terms this is referred to as a "warm"
call. If you do not have a name you will need to do a "cold" call.
When cold calling, explain your reasons for calling and ask for the name
of the person who might be responsible for this type of activity. You may
be referred to the human resources, personnel or marketing departments,
especially in large organizations.
3. PREPARE FOR THE MEETING
Preparation is a key element in the success of any endeavor. Key areas in
preparation include:
- Confirm arrangements. It is important to
make contact with the individuals who will attend a meeting shortly before
the scheduled time or date. A letter may be used to verify details and
remind individuals of assignments. A phone call, fax or e-mail may also
be used.
- Develop and/or gather needed materials.
Identify, produce and/or compile needed meeting materials. These may include:
- Business Cards
- Brochures
- Employer Orientation Packets
- Training Agreement
- Employer Liability Documentation - Senate
Bill 28
- Time Sheets
- Employer Evaluation
- Sample Learning Grid - appropriate to
experience
- Scope and Sequence
4. MEET WITH THE EMPLOYER
Public speaking research indicates that most people make an initial decision
about another person in the first ten seconds of an encounter. Initial impressions
are crucial. Dress, punctuality and personal demeanor are important in developing
this initial impression. Maintaining a positive image after the initial
impression also takes a great deal of effort. Stakeholders will be committing
time and resources to support work-based learning programs. Stakeholders
want to know that you have the skills necessary to capitalize on their investment.
- Demonstrate professionalism. When meeting
with the employer, follow the same interview guidelines you teach students.
- Know your material
- Listen well
- Utilize effective communication skills
- Respect the employer's time
- Dress appropriately - remember that
most businesses have stricter dress requirements than schools
- Conduct the meeting. Meet in a place where
interruptions are minimal whenever possible. During the meeting do the
following:
- Give a brief explanation of the program
- Include pertinent information about
the students involved
- Use the meeting to learn about the work
site and the industry
- Do more listening than talking
- Allow time for questions
- Emphasize the benefits of participation.
Some possible benefits to employers include:
- Developing a more highly trained workforce
for the future
- Providing input regarding curriculum
offerings and content at the school
- Enhancing skills and morale of present
employees through job coaching and mentoring
- Supporting employer evaluation of quality
employees
- Providing opportunities to observe possible
candidates for employment
- Taking an active role in improving the
community
- Get the commitment.
- Request necessary participation and
support
- Be honest and clear about your expectations
- Prepare and sign written agreements where
applicable. Employers appreciate having things spelled out. Make sure
that all involved parties understand program expectations and responsibilities.
Some work-based learning experiences require formal training agreements
signed by all parties. Copies of the work site agreement and the training
agreement must be kept at the work site whenever a student participates
in cooperative work experience, clinical work experience or a student
internship. An apprenticeship requires a copy of both a work site agreement
and a Bureau of Apprenticeship and Training Agreement to be kept
onsite.
- Conduct ongoing follow-up activities to
support a successful work-based learning experience. Regularly scheduled
(at least monthly) follow-up telephone calls or work site visits are important
to insure that all parties are satisfied and working well together.
ASSESSING A WORK SITE
Site assessment is essential for successful relationships among all participants.
Address the following issues when addressing a work site.
1. ACCESS STUDENT SAFETY
Student safety is of critical importance. Safety issues should be evaluated
based on student needs and skills along with the level of hazards found
in the specific job. It is important to:
- Verify that state and federal regulations
and guidelines are being followed by the prospective business sponsor.
- Address safety equipment, emergency procedures
and medical prerequisites with the student and employer. Consider the
following:
- Safety equipment - protective glasses,
steel-toed shoes, lifting belts, wrist guards, etc.
- Emergency procedures - fire extinguishers,
eye wash station, first aid, exits, etc.
- Medical prerequisites - drug testing,
vaccinations, reasonable accommodations including ramps, space, adjusting
furniture, etc.
Take special precautions when placing
a student in a hazardous work site. If student safety is ever in question,
pull the student immediately from the work site.
2. ADDRESS LEGAL RESPONSIBILITIES
There are many legal issues of which work site supervisors need to be aware.
These include safety concerns, child labor laws, discrimination, sexual
harassment laws, etc. It is imperative that work site supervisors understand
their legal responsibilities and potential liabilities in advance. For unpaid
work experiences, all parties need to be aware of federal guidelines related
to unpaid work experience. Visit the legal section of this manual for further
information.
- Conduct background checks. Background checks
are necessary any time a student is in a one-on-one situation with an
employer or employee for a significant amount of unsupervised time. Criminal
background checks are at the district expense.
- Create learning grids/skills lists. Students,
work site supervisors and program coordinators need to work together to
develop a list of goals and objectives for the internship experience.
The list should include concepts and skills the student needs to understand
and apply.
- Provide employer with instructions for working
with young people. Many professionals are unaccustomed to the unique challenges
of communicating and working with young people. Remind work site supervisors
that they may be faced with student attitudes and expectations that may
seem unrealistic in the workplace. Encourage hosts to provide as many
active learning experiences as possible.
Resources
1. Working with Teenagers
2. http://www.seattleschools.org/area/stw/business/business.html
- Supply evaluation materials. Employer response
to the internship program is essential for maintaining a successful operation.
Provide employers with forms on which they can evaluate student participation,
as well as the program itself. See the sample forms for more information.
PLACING STUDENTS
Connecting students with work sites that will meet their needs and provide
relevant experiences is the most important aspect of planning the internship
experience. Students submit an application stating their SEOP (career goal
and related classes) and potential internship sites. Employers will want
to interview prospective interns to ensure a good match.
- Arrange schedules. The work-based learning
coordinator or school supervisor and student should arrange a consistent
work schedule that is convenient for the employer. Internship hours should
be equivalent to the time spent in the classroom.
STUDENT SEMINARS
The seminar course is a semester-long class, which focuses on SCANS skills--critical
workplace skills. This class is taught as the school-based learning link
to the internship experience. Many work-based learning coordinators teach
this curriculum the first two to three weeks of the semester, each Monday
during the semester, and during the last three weeks of the semester. For
an outline of seminar curriculum, see the Scope and Sequence Outline
in the sample forms section of this manual.
1. CURRICULUM RESOURCES
The below link provides you with some resources for
the seminar course.
SAMPLE FORMS
- Employer Orientation Packet
- Employer Liability Documentation - Senate
Bill 28
- Employer Evaluation
- Learning Grid – Medical
- Learning Grid – Photography
- Program Evaluation
- Ready to Intern
- Request for Intern
- Scope and Sequence
- Student Application
- Student Evaluation
- Student Contract
- Time Sheet
- Training Agreement
- Worker's Compensation
- Working with Teenagers
