1. 1 The CWP Career Competency System Jackie McGravey - Presenter

2. 2 Capital Workforce Partners We leverage public and private resources to produce skilled workers for a competitive regional economy North Eastern Connecticut’s Workforce Investment Board Encompasses 37 Communities includes: state capitol Hartford, region’s largest city

3. Long-term program outcomes for CWP in-school youth: Youth will graduate from high school on time; Youth will a enter post-secondary career education program; and Youth will demonstrate their ability to enter the workforce and/or post-secondary career education by becoming Workforce Certified (the achievement of CWP Career Competencies). Youth Workforce Development

4. Short-term Program outcomes for CWP in-school youth : Youth will gain in Career Competencies; Youth will gain insight into career interests, various careers and related educational pathways; Youth will identify personal development assets and how external and internal factors affect both learning and working; and Youth will remain in school and progress into next Tier Level.

5. Youth Workforce Development To achieve these outcomes, CWP focuses all of its youth programs on the following strategies: Use CWP Career Competencies as the foundation for all programming; Use “work and learn” tier level design approach to competency development; and Design youth workforce development services to reflect the needs of regional growth industries.

6. CWP Career Competencies CWP worked with employers to identify the CWP Career Competencies that define the skills required for success in entry-level employment and/or post- secondary education. Success is defined as “the ability to obtain, retain, and progress in a work or post-secondary education setting.” The CWP Career Competencies are used as the foundation for all programming and include: Basic Skills Customer Service Computer Literacy Problem Solving and Decision Making Interpersonal Communications Personal Qualities Job Seeking Skills

7. School-To-Career Strategy: Tiered Level Programming TIER IV TIER III TIER II TIER I Workforce Certification TIER IV - Career Connections - “Work and Learn” model designed to transition high school seniors and juniors to a successful career path. Through help from a school-based career coordinator, youth receive mentoring, job readiness workshops, learn how to conduct a job search and secure unsubsidized, private sector employment. For ages 17+. TIER III - Enhanced Employability Skills Training and Employment – Youth participate in subsidized internships preceded by competency development, and accompanied by supervision of both worksite and teacher/program coordinator. Suitable for ages 16+. TIER II - Simulated Work Environments and Career Exploration- Continuation of competency development. Youth participate in a simulated work environment and participate in job shadowing and/or sector-related field trips. For ages 15 – 18. TIER I - Project-based Learning and Career Exploration - Career exposure activities and introduction competency development and team building. For youth ages 14-16.

8. Tiered Level Learning CWP Career Competencies and Learning Plans are Separated into Four Tier Levels And Build Upon Each Other -Tier IV: Self Assessment Job Seeking Portfolio Unsubsidized Employment Tier III: Work Based Learning Experience Worksite Supervisor Assesses Performance Using Competency Learning Plan Tier II: Simulated Work Environment Emphasis on Customer Service Basic Skills Brush Up Job Readiness Training Tier I: Emphasis on Teamwork Career Exploration Focus on Basic Skills and its Relation to Career Pathways

9. CWP Career Competency System: PERSONAL DEVELOPMENT PROFILE- CAREER COMPETENCY LEARNING PLAN CAREER INTEREST INVENTORY The P ERSONAL L EARNING AND C AREER PLAN (PLCP)

10. Career Competency Development CWP Career Competency Learning Plans: Inform youth about competencies and why they are important; Assess youth’s ability in each competency area (pre-and post- assessments); Capture data regarding individual youth progress; and Capture data regarding program progress for evaluation purposes.

11. Career Competency Development The Instructional Resources Menu: Developed by our educational consultant, Capitol Region Education Council; A list of “approved” curricula by tier level; Curricula address multiple Career Competencies in a youth- friendly and “world of work” format; and Can be expanded using your “tried and true” materials.

12. SAMPLE: Personal Development Profile Empowerment- Community values youth, youth as resources, service to others and safety I feel valued by adults in my community. Rarely Sometimes Often Almost Always I seek to be in useful roles in my community. Rarely Sometimes Often Almost Always I feel safe at home. Rarely Sometimes Often Almost Always I feel safe at school. Rarely Sometimes Often Almost Always I feel safe in my neighborhood. Rarely Sometimes Often Almost Always

13. Harrington O ’ Shea Career Decision Making Tool Self Assessment and Self “ Scored ” Used as the Basis for the Dream Resume Identifies: Jobs youth might be interested in; School subjects youth likes best; Strengths/abilities youth has; and What a youth values most in a workplace (salary, helping others, etc.) Easily Translates into Career Interest Goals for PLCP Career Research Career Education Exploration Mentoring, etc.

14. Harrington O ’ Shea Career Decision Making Tool Purpose: Goal setting tool; Pulls together results from CWP Career Competency System documents: Career Interest Goals Personal Development Goals Competency Development Goals Reinforces the “why,” “what,” and “how” for youth.

15. Employer Participation in Youth Workforce Development Tier ITier IITier IIITier IV Guest Speakers (industry information, career pathways, reinforcement of the Career Competencies, etc.) Company Tours Job Shadowing Career Mentoring Donated Goods Other Guest Speakers (industry information, career pathways, reinforcement of the Career Competencies, etc.) Company Tours Job Shadowing Career Mentoring Donated Goods – especially in facilitating a simulated work environment Curriculum & Program Development Other Guest Speakers (industry information, career pathways, reinforcement of the Career Competencies, etc.) Career Mentoring Provide a quality internship experience subsidized by Capital Workforce Partners Employer led workshops: Letter Writing to Prospective Employers Resume Writing & Critique Mock Interviews Other Guest Speakers (industry information, career pathways, reinforcement of the Career Competencies, etc.) Company Tours Career Mentoring Teacher Externship Curriculum & Program Development Employer-Lead Workshops Willingness to accept resumes and interview youth for current job openings Other Employer Engagement by Youth Program Tier levels:

17. Our Piece of the Pie, Inc.® Using Discovery Tools Effectively To Serve Youth and Dislocated Workers Wanda Brown-Claitty – Presenter

18. Demographic Information Hartford is a city in crisis with 19,000 youth ages 14 – 24 in need of help.

19. Our Piece of the Pie ® OPP is a leader serving this need. Fifth largest youth service organization in Hartford. Highly regarded and recognized for service to youth. Currently serve 3,700 youth with 800 in Pathways to Success.

20. OPP Overview Youth Development Agency 30 Year Proven Track Record Mission- “Helping Hartford youth become successful adults” OPP’s Reversing Trends Meaningful & Relevant Education and Employment Opportunities NYEC PEPNet Accreditation

21. OPP’s Pathway to Success Provide caring adults – Youth Development Specialist and/or Youth Employment Specialist Provide a safe harbor Align with future workforce needs and discovery tools Provide a unique mix of programming

22. Pathways To Success Pathways to Success Youth Development Services College Operations Education Youth Businesses Employment Services Outcomes Education Employment

23. Award Winning Youth Businesses Work activities of interest to youth Employ CWP and OPP discovery tools Track assessments and progress in Hartford Connects

24. Best Practices Youth Development Specialist –caring adult Peer Support Mandatory Tutoring – incorporate with scheduled programming Use Classroom Visuals

25. Best Practices Youth Agreement and Code of Conduct Full-Value Contract Hartford Connects Data Base

26. Best Practices Lesson Plans Creative Experiential Curriculum:  Career Competencies  Validated Discovery Tools  Activities and Icebreakers

27. Discovery Tools and Curricula Career Competency Learning Plan - Full- Value Contract – looks at positive and negative attributes in the workplace Harrington O’Shea – Testing Your Readiness I.Q

28. Discovery Tools and Curricula Personal Development Profile – Guess Who I Am? or Hot Lava Crossing Personal Learning and Career Plan – Finding Yourself A Career

29. Best Practices Establish a timetable to implement discovery tools Follow-up regularly with youth Bi-weekly check in

30. Best Practices Avoid using the term “Tests” !!! Feed youth – let them know this!!! If budget permits – small incentives are great for rewarding gains!!!

31. Contact Information Wanda Brown-Claitty, M.Ed – Director of Experiential Learning and Employment 860-761-7327 Wanda.Brown-Claitty@opp.org opp.org Our Piece of the Pie, Inc 20-28 Sargeant Street Hartford CT 06002

32. 32 Using Innovative Strategies to Improve Reemployment Outcomes for Adult Dislocated Workers Lauren Fairley-Wright, Workforce Analyst O*NET/Competency Assessment Team US Department of Labor, ETA

33. Goals Assist you in making assessment decisions for your customers Provide basic assessment information Discuss a scenario Provide resources that could assist you as you work with customers Share what you are doing with your customers

34. Selecting the Right Tool focus on customer measurement need type and quality of assessment selection factors administration considerations interpretation and use

35. Know the Customer What might you already know? Intake Interview: Intake Interview: background, work experience, communication skills, education level, computer capability, interests, recent training/courses What are their needs? Stage: Stage: where are they in the process? career exploration, career transition, want job now

36. Information Needs What do you want/need to know about the customer? Interests, skills, tool/technology capability, math ability, language skills, writing, work readiness, teamwork Is any of this already available, credible, current? From education institutions (educational tests, grades, employer evaluations, training records)

37. Decision Considerations What are the stakes? (low or high) Low stakes – decisions not “life changing” Inspires communication and self knowledge Can use informal assessment (free or low cost) High stakes – critical decisions Selection into training and educational programs Employment selection Pertinent for dislocated workers

38. General Considerations Reading level Primary language capability Mode of administration Paper/pencil, computer Administrator qualifications

39. Technical Considerations For high stakes decisions Reliability Validity (depends on use) Interpretation Bias and adverse impact Sources of information Technical reports Journal articles Other users Your own research and records

40. Interpretation Considerations Self or staff interpretation? Staff qualifications Clarity of score report Research support of interpretation Danger of over interpretation

41. General Process Customer Needs Options General and Technical Information Interpretation and Use

42. Useful Resources Counselors Guide to Career Development Instruments (NCDA) Measuring Up: Assessment Resources for Teachers, Counselors, and Administrators (ProEd, Inc) Assessment Resources: http://assessmentresources.pbwiki.com http://assessmentresources.pbwiki.com

43. O*NET Guides O*NET Testing and Assessment Guides: http://www.onetcenter.org/guides.html http://www.onetcenter.org/guides.html Testing and Assessment: A Guide to Good Practices for Workforce Investment Professionals (http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2565)http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2565 Tests and Other Assessments: Helping You Make Better Career Decisions Testing and Assessment: An Employer’s Guide to Good Practices

44. The Case of Ynez Legal immigrant from Guatemala (8 yrs in the U.S) Occupation = home health aide Education – HS graduate Recent work experience – 4 yrs part-time with most recent employer; no prior work history available Husband recently dislocated; Ynez needs full-time work with benefits Ynez visits the local one-stop for assistance

45. Challenges to Consider Language limitations – Ynez’s primary language is Spanish Limited to exposure/knowledge of career options No formal training after High School No records available for review

46. Questions to Consider What additional information do you need to know about this customer in order to assist her? How would you obtain this information – what tools would you use – what are your options considering the challenges that exist? Are formal assessments necessary? Why or why not? Would you recommend self-administered assessment tools? How do you determine this? In selecting the appropriate assessment tools for Ynez, what are some of the “considerations” that are important?

47. Toolbox/Product Box What’s in your toolbox or product box of assessments? Examples: Intake Interview Template/Form, Virtual One Stop Assessment Tools, Records Review Template, Collaboration with Community College for Specialized Assessments

48. Contact Information Lauren Fairley-Wright Workforce Analyst O*NET/Competency/Assessment Team Office of Workforce Investment Division of Workforce System Support wright.lauren@dol.gov (202) 693-3731