Preparing young adults for careers

1. Preparing young adults for careers Building competence, promoting future thinking, and facilitating transitions to opportunity

2. Learning Outcomes • Establish a roadmap for preparing students for careers • Identify a proposed set of career development competencies • Practice a set of strategies to reinforce competence among students • Design a portfolio that will track to competencies at your local program

3. Facts and Figures • In 1950 20% of jobs were considered “skilled” • In 2005 85% of jobs were considered “skilled” • Young people today are two times more likely to be unemployed than previous generations • 70%of jobs today require a post-secondary credential • Workers with associate’s degree earn more than those with high school credential only and their unemployment rate is 33% lower

4. Our Target: A Path from Poverty Entry-Level Employment On Career Lattice Resulting in a Vocational Credential Supports Some Post Secondary Training Source: Columbia University Study

5. Our Task: Systematic, Ongoing, Simultaneous Increase in Career Assets and Market Engagement for Each Student Career Assets (Mental, emotional, social, physical) Program Environment Market Environment Market Engagement

6. Goals of Career Development at YouthBuild All YouthBuild graduates achieves economic security and sustainability • Every YouthBuild graduate has a career development strategy—not necessarily a specific career or specific job, but a strategy • Every YouthBuild staff person can describe an effective career development strategy and is focusing youth on career strategies

7. Defining a Career Strategy • Student initiated, staff supported • Early introduction to work life and careers • Access a network of external partners • Links to post-secondary education and training • Harmonize individual needs with employers’ needs • Identify credentials to move up career ladders • Predict future education and training • Provide generalized and specific job preparation • Emphasize literacy, numeracy, technology, and interpersonal skills • Provides ongoing support and follow up • Plan for income growth and asset building • Develop a “first job” entry and exit plan

8. Three P’s of Career Development Preparation of individuals for work life (e.g. education, training, counseling, mentoring, asset building) Partnershipswith external agents that open access to market opportunities (e.g. employers, unions, One-Stops, colleges, economic policy mechanisms Program Culture— policies, practices, attitudes, expectations, rituals—thatsupport career development

9. Assembling the Building Blocks • Partnerships • Use Market Economic Data • Forge Agreements with Post Secondary Institutions • Reach Out to Private Sector • Build a Bridge from Program to Work and College • Engage Economic Development Policy Systems • Preparation • Use Individual Career Plans • Use Ongoing Assessment • Seek Rigorous Education Outcomes • Teach Transferable Skills • Focus on Credentials • Build Assets • Plan for Graduate Supports • Program Culture • Designate Staff • Orient and Train All Staff • Engage Entire Organization • Make Career Development Central • Introduce Career Development Day One

10. Assumptions about the preparation roadmap • YouthBuild is a laboratory where students practice career competence • YouthBuild is a place where students are learning to take responsibility • Staff are teachers, guides and coaches helping students to master competencies

11. Sources of competencies • Staff values and beliefs about what it takes • Potential Employers • SCANS • Non-cognitive factors

12. THE BIG TAKEAWAY ABOUT COMPENTENCIES • STAFF HAVE TO BE ALIGNED AROUND THE COMPETENCIES • PROGRAM ACTIVITIES HAVE TO SUPPORT THE COMPENTENCIES • YOUNG PEOPLE NEED TO KNOW ABOUT THE COMPETENCIES

13. THE BIG TAKEAWAY ABOUT REINFORCING COMPETENCE • BREAK IT DOWN • STAFF AND STUDENTS HAVE TO BE CLEAR • MEASURE THE COMPETENCY (#, %, Y/N)