TOOLS AND WORKSHEETS

1. TOOLS AND WORKSHEETS Colorado Office of Workforce Development State Youth Council Strategic Planning Retreat January 22, 2002

2. KEYS TO PARTNERSHIP SUCCESS NEW THINKING COLLABORATIVE IMPLEMENTATION SELF INTERESTS VISION OF RESULTS INFRASTRUCTURE FOUNDATION BUILDING BLOCKS SCHOOL & MAIN INSTITUTE, INC.; DENVER, CO & BOSTON, MA; 1998

3. FRAMING “YOUTH DEVELOPMENT” Young people are deemed competent and healthy when they develop such things as: • a positive sense of self and a • sense of connection and commitment • to others, and 2) the abilities and motivation to succeed in school and participate fully in family and community life. School & Main Institute, 2001

4. The Workforce Investment Act Wants: Improved youth programs linked more closely to . . . • local labor market needs & • community youth • programs and services.

5. The Workforce Investment Act Wants: Youth programs that promote . . . - youth development & - citizenship . . . • Through activities such • as . . . • leadership development & • community service.

6. The Workforce Investment Act Wants: • Youth Councils that . . . • help develop local youth • employment and training • policies & • bring a youth development • perspective to those • policies.

7. The Workforce Investment Act Wants: • Youth Councils that . . . • establish linkages with • other local youth • service organizations & • take into account a • range of issues that • have an impact on the • success of youth.

8. The Workforce Investment Act Wants: Youth Councils that . . . - move away from one- time, short-term interventions, • move toward a systemic • approach that offers • youth a broad range of • coordinated services, & - build on previous reforms.

9. The Workforce Investment Act Wants: Youth Councils to serve as the catalysts for these changes!

10. WORKFORCE INVESTMENT ACT YOUTH COUNCILS POTENTIAL ROLES AND SCOPES OF WORK Advisory OR Decision-Making “Eligible” Youth OR The Emerging Workforce WIA Programs & $ OR Systems-Building Reducing Deficits OR Building Upon Assets

11. YOUR “STUFF LIST” • TASK: • Brainstorm a list of all the organizations, institutions, programs, projects, people, etc. that play a role in youth development in your community. School & Main Institute, 2000

12. EXPLORING SELF INTEREST OF PARTNERS • QUESTIONS: • What does your group need to get from its investment in the creation of a comprehensive youth development system? • What results or outcomes would you have to see to stay engaged? • REMEMBER: No “youth”! • . School & Main Institute, 2000

13. PARTNER SELF INTERESTS BUSINESS Trained Workforce More Customers K-12 ADMIN. Clear Expectations Community Support K-12 OTHERS Instructional Resources Job Security SCHOOL BDS. Re-election Bond Issue Support School & Main Institute, 2000

14. PARTNER SELF INTERESTS CBOS Involvement & Access Financial Support POST-SEC. Higher Enrollment Credibility w/Business PARENTS Relevant Curriculum Jobs for Their Kids GOV’T. Constituent Support Stable Tax Base School & Main Institute, 2000

15. YOUR VISION OF THE FUTURE • TASKS: • Using your “Stuff List,” draw a picture • (using NO words) which describes what your comprehensive youth development system would look like if it was successfully implemented. • 2. Assign words that describe the themes and ideas represented in your picture School & Main Institute, 2000

16. FOUNDATION BUILDING BLOCKS: THE ASSET MAPPING PROCESS • Key Elements • Purpose • Target Populations/Clients • Activities • Partners • Expected Outcomes SCHOOL & MAIN INSTITUTE, INC.; DENVER, CO & BOSTON, MA; 1998

17. FOUNDATION BUILDING BLOCKS: THE ASSET MAPPING PROCESSContinued • Asset Analysis • Overlaps • Gaps • Strategic Implications • Action Steps SCHOOL & MAIN INSTITUTE, INC.; DENVER, CO & BOSTON, MA; 1998

18. INFRASTRUCTURE FOR POWERFUL PARTNERSHIPS Leadership Functions Planning Functions Implementation Functions • Ensure Creation of Vision • Market Vision • Recruit Critical Partners • Assign Staff • Ensure Resources Available • Determine Operating Structure • Approve Implementation Plans • or Proposed Improvements • Clear Blocks / Barriers • Ensure Policy Development • and Changes • Ensure Expansion • Create Implementation Plans • or Revise Based on • Proposed Improvements • Secure Needed Resources • Become Chairs of • Implementation Teams • Recruit Implementers • Orient and Supervise • Implementation Work • Target and Solve • Problems / Barriers • Report to Leaders • Advocate for Policy Changes • Endorse Expansion • Form Implementation Teams • Design and Implement • Strategies • Propose Improvements Based • on Evaluation Results • Identify Resource Needs • Recruit More Implementation • Team Members • Identify Problems / Barriers • Identify Needed Policy • Changes • Design and Implement • Improvement Strategies SCHOOL & MAIN INSTITUTE, INC.; DENVER, CO & BOSTON, MA; 2001

19. HOW WILL WE DO BUSINESS? CONSENSUS LEADS TO OWNERSHIP GOVERNANCE & DECISION MAKING COMMUNICATION & PLANNING RESOURCE DEVELOPMENT STRATEGIES CREATED QUALITY ASSURANCE OPEN & LONG RANGE INTEGRATION OF THE “STUFF” (NOT “SPEND THE GRANT”) STAFF FACILITATE/PARTNERS DO PARTNER SELF INTERESTS MET

20. PARTNERSHIP INFRASTRUCTURE 1. Given the membership of the current youth council and the goals you have identified, which of the critical leadership, planning and implementation functions are you and your partners capable of addressing? 2. Which functions need attention? Who needs to be engaged so these functions are more effectively addressed? REMEMBER: Your STUFF LIST. Staff facilitate, partners do! Authority/Influence/Expertise School & Main Institute, 2000