Welcome to our series on Work-Based Learning Experiences (WBLEs), where we will be taking a closer look at the concept of Work-Based Learning, the forms it can take, and the role it can play in the transition from high school to adulthood for students who are interested in a multitude of careers, from those who want to find work right away to those who wish to pursue a path requiring postsecondary education.

“Work-based learning experience” is not meant to describe a singular activity but rather an umbrella of experiences that revolve around getting more familiar with a particular type of work, work environment, or potential colleagues. 

According to the National Technical Assistance Center on Transition (NTACT) , “[WBLEs] may include in school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment to the maximum extent possible.” 

If there is a core unifying theme between all WBLEs, it is attempting to incorporate as much opportunity for realistic hands-on experience as is practical in a given situation.

But given all the different forms that WBLEs could take under such a definition, what are some other ways we can try to define what they are meant to do? 

Let’s consider a few other things we might hope to get out of a potential WBLE when exploring our options across a variety of skill types and career goals.

One of the biggest hurdles for some people transitioning from school to being on the job is just how different the learning process can be, and how much may be expected of them while they are still learning and making mistakes. 

On top of that reality, even if you have already developed a job-relevant skillset different places will often operate in slightly different ways, requiring you to learn their methods on the fly rather than simply doing it your way. 

Learning how to learn on the job and get up to speed quickly while recognizing potential personal pitfalls can make a huge difference in excelling in such jobs, and a WBLE is a great safe environment to start practicing.

Some students already have a strong idea of what they want to do for a career and many careers call for a particular generalized skillset that is likely to apply across a variety of jobs in the field. 

WBLEs can be a great place to start learning the ins and outs of what it takes to succeed in a particular career and to start early on working on skillsets that will serve students through their professional lives. 

Taking the time to get used to those concepts and make those beginner mistakes sooner rather than later can be a big difference maker in hitting the ground running in a first job and can let students focus on some of the other many challenges that operating in a new workplace can entail.

Whatever workplace you may choose, the environment is simply different from that of a student at a school. In addition to various procedures and methods of carrying out work, many workplaces also have cultural norms and routines that may not be immediately accessible to someone just finding out about them on day 1. 

While no workplace is exactly the same, many norms related to professional conduct and communication are reasonably generalizable and are hugely valuable for students to be aware of, even if they don’t feel comfortable participating in every single norm. 

While it is up to each of us as individuals to choose how we wish to navigate these spaces, it always helps to do so with as much knowledge as possible and the opportunity to plan ahead if needed.

One quintessential WBLE is the internship, and internships are a quintessential example of how WBLEs can simultaneously be about building job-related skills AND meeting the people who can offer you opportunities for work in the future. 

While building contacts can be useful for any job, it is especially valuable in specialized fields where the people you work with early on may be your future colleagues whether or not you are under the same organization. 

While it is always valuable to think about how WBLEs can help us build our skill sets, it is also a reality that the value of many internships is in who you get to know and maintain contact with in the future.

While we can’t expect every single WBLE to cater to every single one of these potential benefits, they help us paint a picture of what we are hoping to do when we seek out WBLEs for our students, and they are equally great for reviewing with students as we develop a shared understanding of their future goals and priorities. 

If you’d like to share your experiences seeking out WBLEs for students or your experience participating in one then we’d love to hear from you. 

Let us know what you’re thinking at hello@autismgrownup.com and we will be back next week for part 2 where we will discuss ways that students can seek out these experiences and opportunities.