New Ways to Work, Youth Transition Action Team Initiative April 22, 2008 Youth Transition Action...

New Ways to Work, Youth Transition Action Team InitiativeApril 22, 2008

Youth Transition Action Team Initiative

California ILP InstituteCareer Development, Quality Work-Based

Learning and Preparing Youth for Successful

Employment


New Ways to Work

Builds community connections that prepare youth for success

• 25 years building comprehensive youth-serving systems nationally

• Focuses on effectively targeting public resources to prepare youth for the future

• Connects efforts to Economic Development• Pioneered the All Youth-One System approach


New Ways to Work

Where New Ways Works

• Supporting connections between schools, community, and the workplace across the nation

• Building connected transition systems for all youth in California

• Building community capacity through customized technical assistance locally


New Ways to WorkOutcomes

• High School Completion• College and Career Success• Reconnection and Transition• Prepared Workforce• Connected Communities


New Ways to WorkProgram Strategies

• High School Improvement/Alternatives• Multiple Pathways/CTE• Career Development• Workplace Connections and Community Partnerships• Quality Work-based Learning• Out-of-School Time Programs• Transition Centers


Pathway to Adulthood

• What activities and opportunities helped you prepare for a successful career?


ILP Enhancement

Vision shift Move from a classroom-based service delivery system to a system focused on preparing youth for transition through career development and employment readiness.


Role of ILP

System Connections

• Employers and workplace partners• Families and neighborhoods• Schools and training organizations• Social services and community organizations


Quality Work-based Learning

Activities that occur at a workplace, providing structured learning experiences for students through exposure to a range of occupations. Students learn by observing and/or actually doing real work. Learning in the workplace is connected to and supports learning in the classroom. Work-based learning activities promote the development of broad, transferable skills.


Why WBL?Students who gain exposure to the workplace

while still in school:• Make connections between real work expectations and the

classroom;• Begin to pursue education with a greater sense of purpose;• Interact with positive adult role models; • Develop new skills and knowledge;• Experience enhanced self esteem; and• Expand their horizons and awareness of future work options.

Traditional WBL Quality WBL

Foster youth and adult relationships Young people work as individuals, completing tasks that require little interaction with supervisor.

Young people work on teams as well as on an individual basis, and work on complex activities that allow for regular coaching and mentoring from their supervisor and colleagues.

Support academic learning Classroom and work-site learning are disconnected from one another. Learning opportunities between classroom and worksite are unrelated.

Students’ academic learning drives work-based learning objectives. Experiences are designed to make connections between worksite and curriculum themes.

Individualized work-based learning plans All students are expected to master the same tasks and skills.

Individualized work-based learning plans are developed for each student.

Quality documentation and evaluation Students’ workplace experience is known only to the student and worksite supervisor.

Students’ workplace experience documentation and evaluations are part of the school portfolio.

Examples of taking work-based learning to the next level


Seven Simple Guidelines

1. Plan and prepare for successful experiences

2. Maximize learning

3. Provide effective supervision

4. Promote safety

5. Manage the hours a student is at the worksite

6. Pay when required

7. Provide ongoing support


• Expose students to all aspects of the industry.• Make ties to the classroom.• Involve students in setting expectations.• Provide opportunities for reflection.• Document and measure learning.

Guideline 2: Maximize Learning


The 3 Key Elements to Learning:

Intention OpportunityReflection




Intention:

Awareness prior to the experience of the knowledge and skills one intends to acquire. All set intentions together:

EmployerTeacherStudent


serves client / customer

teaches others

works well as a team member

exercises leadership

knows how to negotiate

Work-Based Learning Skills Checklist

Employer SCANS Tool

Intention


PERSONAL SCANS SKILLS ASSESSMENT

This assessment lists the individual skills and talents that employers value. Read the list and assess your own strengths. Mark each box that best describes your level of skill. Skills for Basic Job Performance (1=lowest; 5=highest)

SKILLS 1 2 3 4 5

Resource Management - Time, money, and materials are resources. You can manage them well.

Interpersonal Skills – You get along well with others. You can work on a team, teach others, serve customers, or be a leader. You can also work well with people from different backgrounds.

Information Management – You can find, interpret, and communicate information. You can organize and maintain files. You can also use a computer and process information.

Systems – A system is the way things are done or organized. You understand social and business systems. You can check and correct your own business performance. You can make suggestions on how to improve the way things are done.

Technology – You can find and use the right tools for the job.

Basic Skills – You can read, write, speak, and listen well. You know your arithmetic.

Thinking Skills – You can think creatively. You can make decisions and solve problems. You know how to learn.

Personal Qualities – You can take personal responsibility. You think highly of yourself. You are also honest.

Student SCANS Skills Assessment


The 3 Key Elements to Learning:

Intention OpportunityReflection



Opportunity

The activities during the experience that provide the opportunity to gain knowledge and skills.

The Nine Aspects



Opportunity: The Nine Aspects Planning

Management

Finance

Technical and Production Skills

Principles of Technology

Labor Issues

Community Issues

Health, Safety and Environment

Personal Work Habits


The 3 Key Elements to Learning: Intention OpportunityReflection



ReflectionThe practice of formal and informal reflection, both during and after the experience that supports the awareness of what actually has been learned and documents the acquisition of knowledge

and skills.



Foster Youth Career Development and Employment Summit Priority ActionsPrioritize Career Development and

Employment for every Foster Youth• Develop a consolidation bill that creates a unified vision for transitioning

foster youth.

• Ensure that all existing laws directly related to transition issues, career development, and/or employment preparation are fully implemented and resourced appropriately.

• The Child Welfare Council should prioritize the creation of common assessments and outcome measures in the areas of permanence, education, and employment across all systems working with transitioning youth and formalize MOUs among State Agencies and Departments that define ways to allow for the sharing of data and information about common program participants.


Foster Youth Career Development and Employment Summit Priority ActionsConnect Youth to Education and Workforce

Development Programs• Actively support cross-program collaboration in order to leverage and link

services across systems for foster youth.

• Establish a statewide program in which former foster youth are employed as transition navigators in each county to link foster youth to systems and (Modeled after the current Disability Navigators)

• Bring together the multiple plans that guide a youth’s transition by creating a system for and requiring a common, youth-centered and youth-led transition plan process.


Foster Youth Career Development and Employment Summit Priority ActionsSupport Emancipating and Emancipated Youth in their

Transition to Adulthood

• Support or establish comprehensive, youth-led transition centers.

• Expand eligibility and resources for career development and employment supportive services and Independent Living Programs to ages 12-25.

• Build on the successes of the THP+ model and create additional transitional housing opportunities.


Foster Youth Career Development and Employment Summit Priority Actions

Provide Work Experience and Job Opportunities that Lead to Economic Success

• Encourage the hiring of youth in entry level, career pathway positions through a subsidized, transitional work-experience program in partnership with the private and public sectors, ILP, and Workforce Investment Boards.

• Encourage the State Youth Vision Team and the California Workforce Investment Board to develop a statewide “Hire-a-Youth” campaign in partnership with the California Chamber of Commerce and other state-level business groups.


More Information

To join the YTAT initiative – contact Lisa Elliott at [email protected]

To download WBL materials such as:• The Student Guide to WBL

• The Work Place Partner Guide to WBL

• The How-To Guide for Job Shadows

• The How-To Guide for Internships

Visit www.newwaystowork.org and go to the “library”

mailto:[email protected]

http://www.newwaystowork.org/

New Ways to Work, Youth Transition Action Team Initiative April 22, 2008 Youth Transition Action...

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