Developing Work-Based Learning
and Convening Intermediaries
Charlotte Cahill
JOBS FOR THE FUTURE
Pathways to Prosperity Network Institute
October 3, 2014
1
Who Makes it Happen?
A Regional Pathways Ecosystem
Employers:
Business &
Industry
Colleges &
Universities
K-12 Schools
Convening
Intermediary
WBL
Intermediaries
Community
Based
Organizations
Local and
regional
TA
Providers
government
agencies
2
Keys to Building a Regional Ecosystem
Convening
intermediary
Work-based
learning
intermediary
Necessary
“glue” in a
Pathways
region
3
What does a convening intermediary do?
Convenes key
players
Builds support
Develops
accountability
systems
Forms sub
groups
Operationalizes
the work
4
Convening Organizations: Basic Staff Functions
Strategic
thinking and
guidance
Shape the
strategic
direction of
the work
Oversee
operations to
ensure they
are aligned
with strategic
direction
Community
and
stakeholder
engagement
Facilitation
Research
and data
analysis
Communications
and Development
Interface with
community,
stakeholders,
public
Manages
partner
relationships
on a day-today basis
Develops
metrics and
evaluates
outcomes
Manage
external
communication
s to ensure
unified
messaging
Build new
relationships
Guides
meetings and
planning to
move
stakeholders
to consensus
and action
Monitors
policy
relevant to
the work and
helps identify
opportunities
to influence
policy
Develops and
maintains
relationships
with funders
Note: A staff position may combine more than one of these functions, or a function may be divided
among staff positions.
5
What does a work-based learning intermediary do?
Knows the labor
market
Reaches out to
and partners
with communitybased
organizations
Develops WBL
sequences (with
educational
institutions)
Recruits highlevel, visible
business
champions
Identifies and
reaches out to
key employers
and sector
organizations
Brokers and
aggregates
opportunities for
sequenced WBL
6
Considerations for Determining Configuration
Choices
Build a new organization
Pros
Cons
Supports perception as honest Costs to incorporate and
broker
maintain
Built for purpose and mission
Use existing entity to house
intermediary staff or parts
of the staff (e.g., WIB,
Chamber of Commerce,
CBO)
Do not need to build a new
organization
May negatively affect
perception as honest broker
Builds on existing capital and
relationships
May be marginalized if
unaligned with mission
Distribute Intermediary
functions to several
organizations in Phase I;
build out functions over
time either as new or in
existing organization
Builds on existing capital and
relationships
Diffusion of efforts and
common approach
Provides time to evolve and
enhance services
May be marginalized in other
organizations if unaligned with
mission
Costs of coordination across
organizations
*Whatever the design, the intermediary functions should be housed at entities with a regional reach and
mission
7
Examples and Additional Considerations
• The following slides contain several examples of both convening and
WBL intermediary organizations.
• These may provide some avenues for thinking about how to organize
the functions of a similar organization, but it is important to bear in
mind that regional needs will inevitably vary, and there is no one-sizefits-all solution.
• Budget figures have been provided where available, but these should
be viewed as extremely rough guidelines, as costs vary widely across
the country.
8
Hub/Anchor Organization Example 1:
Alignment Nashville
• Coordinates work of nonprofits within the Nashville public school
system
• Goal: Aligning community organizations to positively impact the
Nashville community by helping our public schools succeed and our
youth live healthier lives
• 7 staff; revenue in FY 2012-13 was $1,304,325
Source: 3D Collective Impact Report 2013, Alignment Nashville. http://www.alignmentnashville.org/results
9
Alignment Nashville: Committees
Organized around 22 committees that are structured around either grade levels or
health issues
• Committee members represent stakeholders that include small non-profits,
public schools, city government, public health, higher education, large
non-profits, and the business community
• Committees meet monthly develop aligned, strategic plans
• Operating Board comprising chair and vice chair of each committee
provides oversight for the committees
Committee make-up (determined by committee chair and vice-chair with input
from Alignment Nashville staff):
• 2 school principals (additional teachers and counselors included as
appropriate)
• 7 representatives from non-profits in fields relevant to committee’s scope
• 2 representatives from the broader community (civic/business education)
• Alignment Nashville staff (ex-officio)
Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publicationsand-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx
10
Alignment Nashville: Structure
Source: 3D Collective Impact Report 2013, Alignment Nashville. http://www.alignmentnashville.org/results
11
Alignment Nashville: Staffing
Executive
Director
Office Manager
America’s
Promise
Collaborative
Coordinator
Associate
Director
Associate
Executive
Director
Grants
Developer (parttime)
Committee
Coordinator
Source: Sydney Rogers, Alignment Nashville Intermediary Network presentation, April 27, 2012.
http://www.intermediarynetwork.org/documents/alignmentnashville_sydneyrogers.pdf
Art2STEM
Program
Manager
12
Hub/Anchor Organization Example 2:
Project U-Turn
• Project U-Turn is a collaborative, aimed at increasing high-school
completion rates in Philadelphia, of more than 50 organizations
coordinated by the Philadelphia Youth Network (PYN)
• 3 FTE dedicated to Project U-Turn
• Project U-Turn’s success builds on the following capabilities of the
Philadelphia Youth Network:
• Credibility with key partners as an effective, neutral organization
• Ability to garner and leverage resources on behalf of the initiative
and its target population
• Expertise in facilitating a process that promotes group input and
collective leadership
• Capacity and willingness to think and act on a systems and
policy level
Sources: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publicationsand-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx; Mobilizing a Cross-Sector
Collaborative for Systemic Change: Lessons from Project U-Turn, Philadelphia’s Campaign to Reduce the Dropout Rate, Lili Allen, Jobs for
the Future http://www.jff.org/sites/default/files/publications/PUT_paper_PDF_VERSION_010610.pdf
13
Project U-Turn: Structure
Steering
Committee
• Develops strategies and work plans
• 20 members, including youth
advocates, representatives of the
mayor, schools, nonprofits, and
funders
Broader
Partnership
• About 40 additional partners are
formally members of the
collaborative
• Participate in committees and work
groups on an as-needed basis
Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publicationsand-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx
14
Project U-Turn: Staffing
Lead VP
Manages convening
role, including
facilitating steering
committee, following up
between meetings, and
maintaining work plans
Oversees daily
operations
Data
Analyst
Policy
Analyst
Works within school
district
Works with Mayor’s
Office
Provides steering
committee with reports
on and evaluations of
school-based efforts
Monitors changes in
relevant policies and
provides steering
committee with reports
on opportunities and
challenges
Project U-Turn gets ad hoc support from other PYN
staff, including communications staff
Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-andTools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx
15
Hub/Anchor Organization Example 3:
The Strive Partnership
• Using a collective impact approach, the Strive Partnership mobilizes
stakeholders in the Cincinnati region to provide children with cradle-to-career
support
• Strive has developed a Roadmap to Success that outlines a series of
systemic interventions
• Strive is a subsidiary of KnowledgeWorks
• 6+ FTE
• Organizations across the country that have adopted the Strive model have
joined the StriveTogether Cradle to Career Network
Source: Needle-Moving Community Collaboratives Case Study: Cincinnati, Covington, and Newport, The Bridgespan Group.
http://www.bridgespan.org/getmedia/a01ac9cc-935e-4bdb-9401-fbb998512e44/Community-Collaboratives-CaseStudy-Cinncinnati.aspx
16
The Strive Partnership: Structure
Executive
Committee
• Oversees the collaborative and steer the
effort
• 30 members meet quarterly
Strategy
Teams
• 5 subcommittees of the Executive
Committee are organized around Strive’s
priority areas
Collaboratives
• Networks of providers and school officials
• Recommend and implement specific
interventions
Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publicationsand-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx
17
The Strive Partnership: Staffing
Executive
Director
Program
Directors
Data
Director
Oversees
work of
the
collaborat
ive
Director of
Community
Partnership
s focuses
on
community
engagemen
t and
supports
network of
collaborativ
es
Oversees
data
reporting
and
analysis
Works
with
strategy
teams to
develop
work
plans
Director
of School
Support
aligns out
of school
programs
with
school
district
programs
Assists
collaborat
ives in
determini
ng how to
use the
data
Team
Coordinator
Supports
other
Strive
staff
members
Strive
Partnership
Fellow
Projects
vary
Coaches
(part-time)
Facilitate
networks
of
collaborat
ives
Government
Affairs
(contracted)
Develops
policy
advocacy
strategies
as
needed
Provide
data and
communi
cations
support
Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-andTools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx
18
WBL Intermediary Example 1:
Education Matters in Catawba Valley (North Carolina)
• Education Matters (EM) provides work-based learning and career
exploration and awareness opportunities to over 5,000 middle- and highschool students annually:
• Tours of local employers in STEM industries for 8th graders
• WorkKeys assessments
• Career and College Ready Portfolio process for high-school juniors
• Career Prep Conference for 150 high-school seniors
• Business leader forum to familiarize high school seniors with career
areas
• EM works to connect and strengthen partnerships among local schools and
employers, Catawba Valley Community College, and state agencies
• Housed at Catawba Valley Community College; 1 FTE; annual budget of
$116,404
Source: Education Matters website. http://educationmattersincatawba.org/wordpress/about/
19
Education Matters: Structure and Staffing
Catawba
Valley
The community college houses
Community Education Matters and pays the
College
director’s salary. College faculty, staff,
and administration contribute to
career exploration events.
State and
local
government
agencies
Education
Matters
Director
K-12
Schools
School-based career
development coordinators
(salaries are part of
district budgets) with EM
director to develop events
and place students.
Employers;
Business
and Industry
20
WBL Intermediary Example 2:
The Boston Private Industry Council
• The Boston Private Industry Council (PIC) serves as both a WBL intermediary
for Boston and as the city’s WIB. Its school-to-career programs and activities
include:
• Brokering students into summer jobs and school-year internships – over
3,000 students placed in summer jobs and 345 employers participating in
job and internship programs
• Career specialists in 29 local high schools that connect students to WBL
opportunities
• Dropout prevention and recovery
• The PIC is a public-private partnership with Council members, who include
prominent business, labor, higher education, government, and community
leaders, appointed by the city’s mayor. The Board of Directors, is elected by the
Council members and guides the PIC’s strategic direction.
• 49 staff and a budget of $4.3 million (excluding pass-through funds to Career
Centers and Summer Jobs)
Sources: Boston Private Industry Council 2013 Annual Report.
http://www.bostonpic.org/sites/default/files/2013_PIC_Annual_Report_0.pdf; http://www.bostonpic.org/about/leadership
21
The PIC:
Key Staff Roles for School-to-Career Programs
Executive
Director
Interface with
community and
stakeholders,
public
engagement,
partnerships,
development
Researcher
Metrics, labor
market analyses
and surveys,
goal setting,
evaluation
Work-Based
Learning Director
Career Specialists
and Account
Managers
Direct all schoolbased Career
Specialists and
sector-specific
Account
Managers of
employer
relationships
Manage employer
relationships and
work-based
learning
placements
22
Developing a Sustainable Funding Model
• Developing multiple funding sources, including both public and private
investments, helps ensure the long-term viability of an organization
• Develop strategic partnerships
• Resources and in-kind contributions, such as staff time, from partner
organizations, can add capacity to a linking organization
• Develop messaging that highlights the value of the organization
• Comprehensive data collection and outcomes measurement plans are key
to crafting a compelling message about the value of the work
• Offer fee-for service training and technical assistance to non-partner
organizations
• Make sure that funders understand the long-term strategy behind the work
Sources: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publicationsand-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx; Rising to the Challenge: The
Strategies of Social Service Intermediaries, Lori Delale-O’Connor and Karen E. Walker, Public/Private Ventures and Child Trends.
http://www.childtrends.org/wp-content/uploads/2012/02/Child_Trends-2012_02_23_FR_RisingChallenge.pdf
23
UC Davis 3-Step Sustainability Cycle
1. Identify the result needed by stakeholders.
2. Design the work and evaluation around those results.
3. Market the results to partners and stakeholders to secure longer-term
funding.
• These activities should be carried out in coordination with a sustainability
work group, the functions of which include:
• Developing a complete picture of available resources, gaps, needed
outcomes, and potential funding mechanisms
• Tracking, understanding, and acting on public and private funding
opportunities
• Reviewing and revising MOUs with partners
Source: Community School Partnerships Toolkit, UC Davis School of Education. http://education.ucdavis.edu/post/community-schoolpartnerships-toolkit
24
Alignment Nashville: Diverse Funding Streams
Funding for Alignment Nashville is provided by a diverse group of public and
private funders that parallels the many sectors across which the organization
works.
Sector of Funders
Public
Private
Foundation/Philanthropic
Funder Names
•
•
•
Metro Nashville Government
Metro Nashville Public Schools
National Science Foundation
•
•
•
•
•
Ford Motor Company Fund
Ingram
Nashville Area Chamber of Commerce
United Healthcare
Vanderbilt University
•
•
•
•
•
•
America’s Promise Alliance
Baptist Healing Trust
Frist Foundation
HCA Foundation
Healthways Foundation
Memorial Foundation
Source: 3D Collective Impact Report 2013, Alignment Nashville. http://www.alignmentnashville.org/results
25
Project U-Turn: Anchor Funding
• Administrative and political foundation of the Philadelphia Youth Network (PYN),
which was started in 1999, allowed it to successfully secure a demonstration
grant to launch Project U-Turn in 2004
• Demonstration grant from Youth Transition Funders Group (YTFG) provided
$275,000 annually for 2 years and support from Jobs for the Future
• William Penn Foundation committed $600,000 for first two years
• PYN has reapplied every two years, winning three subsequent grants from
the Foundation
• Foundation has indicated that it understands work will likely have a 10-year
arc
• PYN also seeks implementation funding on behalf of Project U-Turn, then regrants the funds to partners
Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group.
http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-andStructure.aspx
26
The Strive Partnership: Collaborative Funding
•
Support from three funders – KnowledgeWorks, the Greater Cincinnati Foundation, and
United Way of Greater Cincinnati – working collaboratively provided foundation for the
Strive Partnership
•
KnowledgeWorks continues to provide $500,000 annually to the Strive Partnership and 2
foundations have made commitments to Strive to support its partners to ensure
continuation of the work
•
Strive, with the United Way of Greater Cincinnati, is a lead partner in the
Cincinnati/Northern Kentucky Social Innovation Fund
• The Social Innovation Fund award provided $2 million over two years from the
Corporation for National and Community Service to build a larger base of support for
local organizations
• Federal dollars were used as a catalyst for local support
• Collaborating funders include: Duke Energy Foundation, The Thomas J. Emery
Memorial, The Greater Cincinnati Foundation, The Carol Ann and Ralph V. Haile,
Jr./U.S. Bank Foundation, The Andrew Jergens Foundation, KnowledgeWorks,
JPMorgan Chase Foundation, The Daniel and Susan Pfau Foundation, the P&G
Fund, SC Ministry Foundation, Jacob G. Schmidlapp Trust, Toyota, and The Craig
Young Family Foundation
Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group.
http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-andStructure.aspx; Collaborative Funding for Greater Impact: A Case Study of the Cincinnati Experience, Grantmakers for
Effective Organizations. http://gosw.org/files/misc/sww_collab_funding_2012-1.pdf
27
WBL Intermediary Example:
The Wisconsin Regional Training Partnership/BIG
STEP
•
The Wisconsin Regional Training Partnership (WRTP) is w workforce intermediary,
established in the 1990s, that provides training, certification, apprenticeship, and career
services to adults and youth in Milwaukee.
•
WRTP works with the Milwaukee Public Schools to develop career pathways for youth
that are aligned with WRTP’s intermediary work. A major area of focus is getting youth
into apprenticeship programs. Programs include career pathways development at a local
high school, after-school programs that emphasize job-readiness training, and an out-ofschool program.
•
Working with Bradley Technical High School (total enrollment of 1,063) and area
employers to develop pathways that incorporate WBL opportunities in construction and
architecture, manufacturing and engineering, and communications
• Cross-sectoral advisory board meets monthly and has provided input on curriculum
and development of WBL opportunities
•
WRTP works with a consortium of 45 school districts in the Milkwaukee area and is
putting together a catalog of WBL services that they can offer to small districts that lack
the capacity to develop in-house WBL programs
•
WRTP has an annual budget of approximately $3 million with a mix of public and private
28
funding.
WRTP: Key Staff Roles for Youth Program
Director
Interface with
community and
stakeholders, public
engagement,
partnerships; based at
partner high school
Youth Case
Manager &
Outreach
Oversees after-school
program and program
for out-of-school youth
Public Ally
Responsible for
community outreach and
middle-school
recruitment; works with
after-school program
29
WBL Intermediary Example: Centralina (NC)
Workforce Development Board Youth Council
• The Youth Council is part of the committee structure of the region’s WIB, the
Centralina Workforce Development Board.
• A key function of the Youth Council is to coordinate WIA activities for youth,
including:
• Tutoring, study skills training
• Alternative secondary school
• Summer employment opportunities
• Paid and unpaid work experiences, including internships and job
shadowing
• Occupational skill training
• Leadership development
• Supportive services
• Adult mentoring
• Follow- up services
• Comprehensive guidance and counseling
• The Youth Council works with employers to develop WBL opportunities that
include mentoring, volunteering, job shadowing, apprenticeships, internships
and summer jobs.
30
Sources: http://www.centralinaworks.com/website/documents/StrategicPlanningSummaryYouthCouncil.pdf;
http://www.centralinaworks.com/youth/index.cfm; http://www.centralinaworks.com/website/YC.asp
WBL Intermediary Example: STEP-UP Achieve
in Minneapolis
• STEP-UP Achieve is a summer jobs program that works in partnership with
AchieveMpls and the Minneapolis WorkForce Centers to place youth (ages 1621) in paid internships. Participants have opportunities to explore career
interests, develop professional connections, receive work readiness training
certified by the Minneapolis Chamber of Commerce, and receive on-the-job
training.
• The program places 800 youth in internships with 150 area employers annually.
Each year, program participants earn a total of over $1 million in wages.
• The program includes 5 career pipelines: financial services, healthcare careers,
legal careers, outdoor/recreation/environmental, and STEM careers. The
pipelines provide year-round career development opportunities through
targeted trainings, career exposure events, and industry-recognized
certification programs.
• In 2013, 93% of program participants were youth of color, 20% were born
outside of the United States, and 15% were youth with disabilities.
Sources: http://www.achievempls.org/stepupachieve; http://www.insightnews.com/news/11181-minneapolis-step-up-youthemployment-program-celebrates-10-years-and-18000-internships
31
STEP-UP Achieve: Key Staff Roles
Director
Interface with
community
and
stakeholders,
public
engagement,
partnerships
Manager of
Training
and Data
Oversees
data
reporting and
analysis;
manages
work
readiness
training
program
Senior
Program
Associate
Organizes
the STEP-UP
Achieve
health
careers
pipeline,
manages
many
business
relationships,
and recruits
and trains
youth
Source: http://www.achievempls.org/step-achieve-summer-jobs/step-achieve-staff
3 Program
Associates
Training and
Events
Coordinator
Youth and
employer
outreach and
recruitment;
coordination
of work
readiness
training
Organizes
events and
provides
logistical
support to
training
program
32
References and Additional Resources
• Workforce Partnership Guidance Tool, National Fund for Workforce
Solutions
• http://nfwsolutions.org/sites/nfwsolutions.org/files/publications/NFWS_wor
kforce_guidance_tool_111110.pdf
• Mobilizing a Cross-Sector Collaborative for Systemic Change: Lessons
from Project U-Turn, Philadelphia’s Campaign to Reduce the Dropout
Rate, Lili Allen, Jobs for the Future
• http://www.jff.org/sites/default/files/publications/PUT_paper_PDF_VERSIO
N_010610.pdf
• Needle-Moving Collective Impact Guide: Capacity and Structure, The
Bridgespan Group
• http://www.bridgespan.org/Publications-and-Tools/RevitalizingCommunities/Community-Collaboratives/Guide-Capacity-andStructure.aspx
• Case studies, organizational structure, funding models
33
References and Additional Resources
(continued)
• Intermediary Development: Frameworks for Success
A Quick Guide for Practitioners, Intermediary Network (INet)
• http://www.intermediarynetwork.org/tools.html
• Collaborative Funding for Greater Impact: A Case Study of the
Cincinnati Experience, Grantmakers for Effective Organizations
• http://gosw.org/files/misc/sww_collab_funding_2012-1.pdf
• Community School Partnerships Toolkit, UC Davis School of Education
• http://education.ucdavis.edu/post/community-school-partnerships-toolkit
• Sample site coordinator job description, sample list of people and
organizations, step-by-step model for sustainability planning
34