1. 1 TBG140917_YU_MC materials_Pre-read_v5 Our direct service will grow, but much of our impact will come through enabling others to act 100,000 10,000 1,000 2014201520162017201820192020 0 Opportunity youth served per year (log scale) Year Up Year Up- influenced organizations Leverage Growing Alumni Community Expand Investment in Systems Change

2. 2 TBG140917_YU_MC materials_Pre-read_v5 Share What We Know is one of our strategies to drive systems change and change practices Through our Share What We Know efforts, we will catalog, synthesize, codify and eventually share our knowledge, expertise and assets such that others can successfully develop pathways to serve Opportunity Youth and close the Opportunity Divide.

3. 3 TBG140917_YU_MC materials_Pre-read_v5 Through SWWK, we are looking to amplify our impact, beyond the young people served by direct service The next leap is to see nonprofits as catalytic agents of change. We must begin to…understand nonprofits not merely as organizations housed within four walls, but as catalysts that work within, and change, entire systems. -Leslie Crutchfield and Heather Grant, Forces for Good It is no longer sufficient simply to scale what works in an incremental manner…Social sector pioneers have started to tackle an even more fundamental question: How can we grow our impact to actually solve problems we care about? In short, how can we achieve truly transformative scale? - Jeff Bradach and Abe Grindle, Stanford Social Innovation Review, 2014

4. 4 TBG140917_YU_MC materials_Pre-read_v5 In 2015, we have begun to determine which portions of Year Up can be codified Frog Engagement: Codification and Sharing of Professional Skills and Community/Support Grads of Life Employer Technical Assistance Research Employer Engagement and Admissions Codification Bridgespan Transformative Impact Lab CatalogSynthesizeCodifyShare Deconstructing and Packaging Year Up Exploring “How” and Potential Impact

5. 5 TBG140917_YU_MC materials_Pre-read_v5 Year Up creates a bridge between young adults and the professional world 5 WORKFORCE Young adults enter the workforce Employers request skills training INTERNSHIPCURRICULUM Hard Skills | BC | Pro Skills COMMUNITY | SUPPORT | GUIDANCE PROFESSIONAL SKILLS MATCHING Match the right intern to the right employer and have the appropriate structures in place to create a strong relationship. TRANSLATION Understand the skills employers require and create or curate the right curriculum and professional skills to fulfill that need.

6. 6 TBG140917_YU_MC materials_Pre-read_v5 Year Up’s Definition of Professional Skills EMPOWERED Life & Leadership Skills Demonstrates self- awareness Exhibits resourcefulness Perseveres through challenges Embraces lifelong learning Actively participates in closing the Opportunity Divide PROFESSIONAL Knowledge & Skills Embodies professional norms (e.g., navigation, communications, customer service skills) Demonstrates motivation in both education and career Takes initiative Communicates well Collaborates effectively IN-DEMAND Technical Knowledge & Skills Thinks critically and problem solves Demonstrates the required foundational technical skills Applies skills effectively Learns relevant new skills CAREER READY Life & Leadership Skills Possesses the tools and tenacity to secure a professional job Markets him/herself to employers Cultivates professional networks Documents a career advancement plan

7. 7 TBG140917_YU_MC materials_Pre-read_v5 Activity 1: Complete the Career Readiness Skill Set Step 1: These are some of the skills that have we currently teach at YU. On the blank cards write down any skills that you see are missing. Step 2: Are there any skills that are too big to capture with just one card? Break up that skill with sub-skills that may need to scaffold in (ex: Problem Solving might not be a stand-alone skill but rather an aggregation or outcome of learning other skills) Step 3: Arrange the skills on a spectrum from ‘Master in short amount of time’ to ‘Master in long amount of time’. No skill can occupy the same spot.

8. 8 TBG140917_YU_MC materials_Pre-read_v5 Activity 2: Small, Medium, Large Step 1: Creating a Medium size training course: In a medium size training course, you will only have time to teach half the skills. As a group select which skills MUST be included and organize them in the way in which they should be taught. Consider how you might scaffold the skills over time and on a sheet of paper, describe how this medium sized training course might play out: how often are classes held, how long is the course? Step 2: Creating a Small size training course: Now with a color sticker dot, select which skills you would down-select to if you could only teach a quarter of the skills. Would you scaffold these any differently than for your Medium size course?

9. 9 TBG140917_YU_MC materials_Pre-read_v5 What’s Ahead: In 2016, we will focus on codification and setting up pilots 2015Q1 & Q2 2016Q3 & Q4 20162017 GOAL: Identify key areas to codify and share Begin to brainstorm how to package that knowledge ACTIVITIES: Frog engagement to identify differentiators Frog engagement to test ideas for codifying professional skills and support Transformative Impact to explore different models for SWWK Clarify areas of knowledge to package GOAL: Complete initial packaging of knowledge areas Identify partners for pilots ACTIVITIES: Complete frog engagement and micro- trial re: professional skills and support Package employer relationship knowledge and admissions/pipeline work Align around channel and unbundling for pilots Determine area of focus for pilots and identify partners GOAL: Pilot Share What We Know Models (2) Develop business plan for work moving forward ACTIVITIES: Run two SWWK pilots Assess pilots monthly Develop goals and business plan for 2017 GOAL: Build capacity and secure resources for work moving forward Launch work or business ACTIVITIES: Vet and finalize business plan Secure necessary resources and hire staff