Introduction

The External Learning Experience concept recognizes the value of learning that can take place when students work and train in real job situations.  Positive achievements include successful completion of a job, solutions to problems, and seeing the results of one's work.  The work experience reward also includes the likelihood that individuals will be able to move onward and upward in their organizations.  Part of the requirements of an External Learning Experience program is that a student must pursue a planned program of work experience education, which includes new and expanded responsibilities or learning opportunities beyond those experienced during previous employment.  While the general benefit to students of being able to gain related work experience is recognized, the demand for new learning opportunities requires special attention.  One way to meet this demand is through a program of planned learning objectives centered around the student.  When students are involved in the development of their learning objectives, a greater realization of educational accomplishment will occur.

It is expected that student performance evaluations by employment supervisors will become more comprehensive because assessments can be made based upon prior expectations.  With a fixed objective, the students can better determine whether they are on the right path or not.  The key to a learning objectives plan in External Learning Experience is the Instructor/Coordinator who instructs and advises the student in setting and reaching objectives on the job.  The job supervisor must also offer assistance in conferring with students and the coordinator in validating stated objectives, guiding the students in their accomplishments, and evaluating the students' achievements. A statement of objectives aims at identifying goals and describing desired outcomes or performances that learning should have as a result of participation in an activity.  The procedures describe the content, treatments, processes, activities, or sequence of events that will take place in carrying out the design and evaluation activities. By setting and recognizing a set of achievable objectives, the Instructor/Coordinator, supervisor and student can anticipate a change in student feelings, thinking, and actions.  Consideration can be given to

(1) identifying the student's present level of development,

(2) present areas of interest,

(3) activities that individuals are expected to perform,

(4) problems the student is likely to encounter and,

(5) the opportunities the student will have for self awareness.