Transitioning Teens
2012 Train the
Trainer Initiative
Introductions
• Introduce yourself to you tablemates
including:
• Name
• Where you work
• What you do
• Develop a table mascot and create a
poster depicting the mascot. Include all of
your names and affiliates on the poster.
Goals for the Day
• Explore components of F∙E∙G∙S’s young
adult Career Development curriculum
• Participate in career development activities
that can be used with young adults
• Share tools and techniques used in your
programs to support the career
development of participants
Intro Activity
On an index card:
• Write your name Draw an image that
depicts the profession that you wanted
to pursue when you were a teenager
• Share with the larger group
Education &
Youth Services
EYS Mission: To help at-risk young
people reach their potential and
become self-sufficient.
The Work We Do: Each year, EYS
helps 4,500 young people as they
work to graduate from high school,
obtain a GED, enter college, prepare
for and obtain employment, develop a
career path and make the transition to
adulthood.
Our Approach: CareerFirsts®
Comprehensive approach grounded in the principles of youth
development. Recognizes that, in addition to academic and
employment support, at-risk youth need significant support and
assistance in their social and emotional development as they
face myriad challenges in their families, communities, at school
and at work.
Lessons Learned
Work-readiness training did not always get our
participants “work ready.”
Over a quarter of our participants failed in an internship or job placement but
had successfully completed work-readiness training.
The skills identified most by employers as essential for the workplace,
(professionalism, teamwork, communication)1 were not the skills we assessed
in our work readiness program.
 Over a quarter of our participants failed in an internship or job placement but
had successfully completed work-readiness training.
The skills identified most by employers as essential for the workplace,
(professionalism, teamwork, communication)1 were not the skills we assessed
in our work readiness program.
Program Impact: We replaced work readiness training with a rigorous
performance-based assessment to better match participants with work-based
learning opportunities, and focused on our internship as the true training site.
Lessons Learned
A subset of participants were unprepared for
internship program.
Over a quarter of our participants failed in an internship or job placement but
had successfully completed work-readiness training.
 For high-school graduates, a majority of employers cited the following
applied skills as “very important” for successful entry-level performance:
80.3% Professionalism/Work Ethic
74.7% Teamwork/Collaboration
70.3% Oral Communications1
Program Impact: We focused on our internship as a work-based learning
experience that included ongoing assessment of participants’ progress.
Lessons Learned
A subset of participants were unprepared for
internship program.
Over a quarter of our participants failed in an internship or job placement but
had successfully completed work-readiness training.
 The skills identified most by employers as essential for the workplace,
(professionalism, teamwork, communication)1 were not the skills we assessed
in our work readiness program.
 Over a quarter of our participants failed in an internship or job placement but
had successfully completed work-readiness training.
 The skills identified most by employers as essential for the workplace,
(professionalism, teamwork, communication)1 were not the skills we assessed
in our work readiness program.
Program Impact: We partnered with five foster care agencies to create the
sheltered internship model.
FEGS
Career Development
Components
• Exploration: Career readiness begins
with the exploration of interests, abilities
and skills that young adults already have or
would like to develop
• Exposure: Young adults open new career
options and develop career readiness
through exposure to the workplace
• Experience: Engagement in work
environments through structured and
independent internship opportunities helps
young adults gain valuable skills and
experience
Exploration
Career readiness begins with exploration
of the interests, abilities and skills that youth
already have or would like to develop
Topics include:
• Self Awareness
• Lifestyle and Responsibility
• Setting Goals
• Basic Economics
• Personal Finance
• Money Management
Exploration
Tools
Tools:
• WOWI: www.wowi.com
• NY State Career Zone:
http://www.nycareerzone.org/
• Real Game
Exposure
Career Youth open new career options and
develop career readiness through exposure to
the workplace and the college environment
Topics include:
•
•
•
•
•
•
Workplace Culture
Exposure to Careers
Getting a Job
On the Job
College Planning
Applying to College
Exposure Tools
Tools:
• O-net
http://www.onetonline.org/
• CareerZone: videos
• Bureau of Labor Statistics:
http://www.bls.gov/oes/curren
oessrcst.htm
Experience
Engagement in work environments through
structured and independent internship
opportunities helps young adults to gain
valuable skills and experience
Topics include:
• Preparing for Internships
• Sheltered Internships
• Independent Internships
• From Internship to Job
Exposure Tools
Tools:
• O-net
http://www.onetonline.org/
• CareerZone: videos
• Bureau of Labor Statistics:
http://www.bls.gov/oes/curren
oessrcst.htm
Experience Tools
Tools:
• CareerFirsts® Assessment Rubric
• CareerFirsts ® Online Management System
• CareerFirsts ® Evaluations
• Internship Seminar Curricula
Sharing Promising
Practices
• How do you define work readiness for
your participants?
• Which interest inventory or career
assessment tools are you currently
using and do they work for your
participants in supporting their goals in
employment?
• What supports do you think youth need
to be successful in employment, i.e.,
training, employment programs,
referrals, coaching, etc.
Next Steps
• Head, Heart, Foot
• Evaluations
• How can this IAJVS Network support your
work?