Prerequisites for
TOMORROW’S WORKFORCE Recommendations for Wyman’s Teen Outreach Program™
STATE OF TODAY’S
YOUTH WORKFORCE “NOT READY TO WORK.” That was the conclusion made from a survey of opinions netted from more than 400 diverse employers about the job readiness of entry-level workers with high school diplomas or with associates or bachelors degrees1. Top rated skills that were desirable to employers surveyed fell into five categories: 1. 2. 3. 4. 5.
Professionalism/work ethic Teamwork/collaboration Oral communications Ethics/social responsibility Reading comprehension
Employers reported that 4 in 10 high school graduates were deficient in these areas. What’s interesting, however, is that 4 out of 5 of these areas have little concern with technical skill but more with innate compentencies.
What has workforce development previously encompassed? “Workforce development” can take on many forms and the defining characteristics of the term have not been clearly structured. Previously, workforce development could indicate anything from teaching adults specific skills to work in an assembly line or incorporating math and reading skills into a school curriculum.
Instead of simply focusing on specific skill development, a method that only equips youth for a task-related jobs, researchers have indicated that a much broader base of skills such as non-cognitive skills are much more effective and producing skilled and able workers. Non-cognitive skill building is an important part of workforce development because it serves as a foundation on which specific technical skill development can be nurtured. Research has shown that when non-cognitive competenecies are developed, students do better on the cognitive tasks of high school as well as on long-term outcomes of college and the workplace2. 2 *Moore C, Allen J, Herre K, Philliber S, Kuperminc G. (1994). Teen Outreach: A successful program preventing school failure, school dropout, and teen pregnancy. Using what we know about at-risk youth: Lessons from the field. (Morris RC).
In 2009, four out of ten B lack teens and three out of ten Hispanic teens were unemployed.
Youth E mployment and Unemployment, 2009 Teens Ages 16–19 All R aces
50
40
White Hispanic*
40. 6%
Asian
34. 0%
30
31. 7%
30.2%
28. 4%
27. 2%
26.4%
24.3%
23. 7%
20
39.5%
B lack
37. 5%
21.8%
20. 8% 16.5%
15.3%
10
0
In the labor force (percent of population)
Employed (percent of population)
Unemployed (percent of labor force)
*Persons of Hispanic origin can be of any race. Source: U.S. Department of Labor, Bureau of L abor S tatistics, Household Data: Annual Averages, at <http://stats.bls.gov/cps/home.htm>, Tables 3 and 4.
1 Pittman, K. (2006, Dec.) Youth Development. Work. Youth Today, 16(1), 18.
The above table displays the percent of youth that were employed and unemployed. Unemployment figures are calculated from teens who desire to work.
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WHAT ARE
NON-COGNITIVE SKILLS? It has been established that non-cognitive skills are integral in producing a stable and productive workforce. So what exactly constitutes non-cognitive skills?
Non-Cognitive Skills Include: • •
• • • • • • •
•
Productivity & performance The belief that one is capable of performing in a certain manner to attain certain goals. Self-discipline and self-control The deep, internal mechanism that enables individuals to engage in mindful, intentional and thoughtful behaviors. Enables people to stop or control one’s impulses and to do something (even when one does not want to do it). Persistence Ability to continue, unrelentingly. Motivation An interest or desire to do something. Dependability Reliability, trustworthiness. Intercultural sensitivity Aware and sensitive or responsive to the cultural differences in others. Adaptability/Flexibility Ability to adjust or modify oneself to a situation or place. Social competencies Social, emotional and cognitive skills and behaviors needed for successful social adaption. Ability to work with others Skill that enables one to work effectively with others, including people from diverse backgrounds, and contributes to group efforts by sharing ideas, suggestions and workloads. Healthy habits Behavior that is beneficial to one’s physical or mental health.
How do we develop non-cognitive skills? The brain develops rapidly at various stages of life. Some stages are more sensitive to a certain type of skill development than others. For example, it has been shown that language development is most easily acquired during the preschool years. Likewise, one period in life that corresponds to sensitive periods for non-cognitive skill development is the teen years.1 Wyman’s TOP™ - Building Skills Necessary for the Workforce A youth development program, Wyman’s Teen Outreach Program™ or TOP™ is a method that targets building noncognitive skills in that crucial time period to produce teens that are fully prepared to enter the workforce and live productive and successful lives. Not only does it support the foundation for non-cognitive skill development, but the rich experiences and abilities that are gained within the community service learning portion of its curriculum plays a crucial part in teaching the tangible skills that are needed to help teens fully prepare for the workforce and beyond. 1
Cunha, F. and Heckman, J. (2007). The Technology of Skill Formation. Institute for the Study of Labor, 2550.
Technical skills Academic skills and knowledge
NON-COGNITIVE SKILLS Non-cognitive skills are the building blocks to the formation of other skills.
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WYMAN’S TOP
WHAT DOES IT DO? Wyman’s Teen Outreach Program™ or TOP™ is a national program for teens whose effectiveness has been proven in over 30 years of operation. At a crucial time in youth development where noncognitive skills are rapidly developing, the curriculum-guided discussions and activities support brain development as youth are engaged in thinking about their ideas, decisions, goals and behaviors. Key Aspects of the TOP™ Approach Include: • Continuity of the program • Weekly group discussions and activities • Youth-initiated community service learning • Connections with a skilled, caring adult in the program How TOP™ fosters specific non-cognitive skills for workforce development: Self-Regulation - Wyman’s TOP™ curriculum engages teens in discussions, interactive activities and role plays that positively shape their abilities to develop self-discipline. Self-Efficacy - The two cornerstones of Wyman’s TOP™ are service learning and group lessons focused on developing various skills. These two approaches are interwoven to provide both safe, experiential learning opportunities coupled with ‘real life’ context (service-learning) where young people develop mastery of their new skills. Community Service Learning - Problem Solving, Evaluation, Reflection Specifically in the community service learning component, TOP™ provides geniune opportunities for teens to make and feel the impact of their work. Youth in TOP™ complete a minimum of 20 hours of service each year. Students select projects that are both challenging and of importance to them. Their work is often completed in groups, which provides ample opportunities for students to practice their communication, conflict management, and self-regulation skills.
Community Service Learning Process Teens determine the type of issue they would like to impact.
Teens use critical thinking and problem solving to devise a solution.
Teens complete the work as planned alongside professionals.
Teens evaluate and reflect on success of work and future projects.
Non Cognitive Skills important in developing a young workforce are featured in our curriculum as follows:
Sample Lesson Plans from TOP™ • Relationships: Teens examine the dynamics of friendships, family relationships and conflicts, peer pressure, romantic relationships, dating, and violence within relationships. Introduction to Relationships: What is a Friend? • Influence: Teens explore and grapple with the various influences on their lives and decisions, including peer pressure and media messages. Who Influences You and Why? Have You Been Influenced? Peer Pressure Experiences Social Pressures Media Messages: Plus or Minus? Dealing with Pressure Situations Pressure Role Plays • Decision-Making: Teens examine choices and consequences, practice using decision-making tools, and reflect upon recent decisions they have made. Choices & Consequences A Decision-Making Model Examining Recent Decisions Practicing Making Decisions • Values Clarification: Teens explore and challenge their own values, the impact of gender roles on values, the values of their family and friends, and the impact of the larger society on their value formation. Introduction to Values: Favorite Activities Value Auction • Communication/Assertiveness: Teens discuss and apply concepts such as active listening, assertive communication, nonverbal communication, how to say “no” and refuse a request, the use of “I” messages, and how to utilize personal and community resources to meet their needs. Introduction to Communication: Saying What You Mean The Other Side of Communication: Being a Good Listener Communicating Feelings: Nonverbal Communications Introduction to Assertiveness: Are You Assertive? Asking for What You Need and Want • Goal-Setting: Teens practice goal identification, understand short-term versus long-term goals, explore their future options, and think about plans for life after high-school Introduction to Goal Setting: Short-Term v. Long-Term Goals Achieving My Goals • Development and Human Sexuality: Teens learn about adolescent development (emotional and physical). Introduction to Emotional & Social Changes: Name Your Feelings
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WYMAN’S TOP JOB SKILLS DEVELOPMENT VIA CSL Practical Experiences and Lifelong Skills Development Qualities that are strongly correlated to service learning have social and personal impacts on youth. These qualities include productivity, respect for diversity, self-confidence, collaborative skills, avoidance of risk behaviors, and resilience. Numerous studies have been conducted showing promising results on the academic-impact of community service learning (CSL). For those who participated in CSL, students were found to have scored higher on academic tests than nonparticipating students in several studies. They were also found to be more cognitively engaged and more motivated to learn1. In particular to TOP™, the community service learning component is one of its most unique features and represents an important departure from more traditional models of education. For TOP™ participants, CSL offers the chance to expand their education “beyond the walls of the classroom”by performing meaningful volunteer work and appears to enhance motivation and performance inside the classroom as well2. For those students who find school least rewarding and interesting, real life settings, such as those provided by TOP™, can be an alternative route to success. One possible mechanism for some of these effects is that when teens succeed as volunteers, they come to believe that they can succeed at other attempts at compentent behavior. This belief, in turn, may fuel a more persistent effort to perform competently in other endeavors2, 3. Researchers of TOP™ indicate that studies on youth’s involvement in meaningful instrumental activities suggest that part of what makes volunteering a positive experience for students is that they are provided the opportunity to use skills they may not otherwise use, skills that are valued by both the student and the larger society and workforce, often correlating with life satisfaction and self-esteem. 1 RMC (2007). Impacts of service-learning on K-12 participants. Scotts Valley, CA: Learn and Serve Americorps National Service-Learning Clearinghouse, 2003/2007. Retrieved from: http://www.servicelearning.org/instant_info/fact_sheets/k-12_facts/ impacts/index.php 2 Moore C, Allen J, Herre K, Philliber S, Kuperminc G. (1994). Teen Outreach: A successful program preventing school failure, school dropout, and teen pregnancy. Using what we know about at-risk youth: Lessons from the field. (Morris RC). 3 Allen, J., Philliber, S., Herrling, S., and Kuperminc, G.P. (1997). Preventing Teen Pregnancy and Academic Failure: Experimental Evaluation of a Developmentally Based Approach. Child Development, 68(4): 729-742.
Characteristics of Service Learning From: Learn and Serve: America’s National Service-Learning Clearinghouse, www.servicelearning.org
• • • •
• •
Service learning is positive, meaningful and real to the participants. They involved cooperative, rather than competitive experiences and thus promote skills associated with teamwork and community involvement and citizenship. They address complex problems in complex settings rather than simplified problems in isolation. CSL offers opportunities to engage in problem-solving by requiring participants to gain knowledge of the specific context of their service-learning activity and community challenges, rather than only to draw upon generalized or abstract knowledge such as might come from a textbook. As a result, service-learning offers powerful opportunities to acquire the habits of critical thinking, i.e. the ability to identify the most important questions or assues within a real-world situation. They promote deeper learning because the results are immediate and uncontrived. There are no “right answers” in the back of the book. As a consequence of this immediacy of experience, service-learning is more likely to be personally meaningful to participants and to generate emotional consequences, to challenge values as well as ideas, and hence to support social, emotional and cognitive learning and development.
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RECOMMENDATIONS TOP™ FOR WORKFORCE DEVELOPMENT CONCLUSION Developing tomorrow’s workforce requires investing in youth today. It has been proven that skills focusing on the non-cognitive abilities in teens are integral in constructing the qualities that are demanded from a thriving workforce environment.
RECOMMENDATIONS: Non-cognitive skill aquisition has been proven effective in helping develop the qualities that employers want in their workforce. Wyman’s Teen Outreach Program™ is a youth development program that not only builds those competencies but also sets the groundwork for academic and technical skill development. In particular, the community service learning component of TOP™, combined with the TOP™ curriculum is an effective method of helping teens develop the necessary skills that are required to obtain success in the workplace and beyond. Recommendations for using Wyman’s Teen Outreach Program are as follows: 1. Deliver Wyman’s Teen Outreach Program™ within existing schools as a way to not only enhance academia through the foundation of non-cognitive skills, but it also provides outlets for workforce development through community service learning. TOP™ also reduces the risk of other negative outcomes through regular programming (see appendix for details). 2. Provide Wyman’s Teen Outreach Program™ as an additional component alongside workforce skills development programs to balance practice with technical abilities necessary to navigate the working world. Wyman’s TOP™ only requires one hour, one day per week to meet fidelity requirements. With such little time requirements, it can easily be delivered within an existing program.
Wyman’s Teen Outreach Program™ develops the skills and abilities that adolescents need to succeed in making a healthy and successful transition into adulthood. By aligning key components of positive teen development, including community service learning, relationships with trained, committed adults, and activities to teach important non-cognitive skills.
Touted as an affordable model and one that has been recommended by the Brookings Institution as a way to help balance the federal budget8, the TOP™ program produces a return on its initial investment. Wyman’s Teen Outreach Program™ presents a tremendous opportunity to invest in the workforce skills of our young people and more importantly, the health and well-being of our families, communities, and society. For more information, please contact:
Wyman
Teen Outreach Program™ 600 Kiwanis Drive Eureka, MO 63025 (636) 928-5245 teenoutreachprogram@wymancenter.org www.wymancenter.org
APPENDIX
Other TOP™ Qualities
TOP™ IS EFFECTIVE.
Research suggests that a competence-enhancing program such as TOP™ that is targeted at broad populations of young people may have its greatest effectiveness with those young people who are at greatest risk. The program was also found to be more effective for members of racial/ethnic minority groups, who are at greater risk for academic difficulty*. TOP™ provides adolescents with opportunities to establish their autonomy and competence in a context that also allows them to remain engaged and receive encouragement from their schools and communities. Just as additional food provides the greatest gains in growth to children who are below their normal growth trajectory due to malnutrition, TOP™ provides the greatest gains toward a normal developmental trajectory for youth who were initially the farthest off from this trajectory.
EVIDENCE-BASED TOP has demonstrated the following results*:
52% 60% 53%
lower risk of suspension lower risk of course failure lower risk of pregnancy
Observed:
60%
reduction in school dropout rates**
*Philliber Research, 2001. “Who Benefits Most From A Broadly Targeted Prevention Program”. **Joe Allen (2009). “Escaping the Endless Adolescent”.
The U.S. Department of Health and Human Services (HHS) named Wyman’s Teen Outreach Program™ a Tier 1 Program based on rigorous evaluation conducted by an independent reviewer, Mathematica Policy Research, Inc. HHS listed TOP™ as one of 28 pre-approved, fundable programs that reduce teenage pregnancy, behavioral risks underlying teenage pregnancy or other associated risk factors. In the FY ‘10 Federal Budget, Congress has allocated $75 million in funding for replication these Tier 1 Programs.
BEST PRACTICE LISTS TOP is featured as a “best practice” by the following institutions (not a comprehensive list):
• OJJDP (Office of Juvenile Justice & Delinquency Prevention): Model Programs Guide (MPG) • The Rand Corporation’s Promising Practices Network – “Programs that Work” • The Brookings Institution – “Cost-Effective Investments in Children” • Advocates for Youth – “Programs that Work” • Harvard Family Research Project • National Academy of Science’s Institute of Medicine • American Youth Policy Forum • Child Trends – Guide to Effective Programs for Children and Youth • National Center on Secondary Education and Transition • National Campaign to Prevent Teen and Unplanned Pregnancy 7