The Y-Works Project
Exploring Youth Employment as a Successful Pathway from Delinquency and Other-At-Risk Behaviors
A Youth-at-Promise Research Initiative of the YMCA of the Suncoast, Clearwater, Florida Funded and Published by the Eckerd Family Foundation, © 2005 THE Y-WORKS PROJECT: EXPLORING YOUTH EMPLOYMENT AS A SUCCESSFUL PATHWAY FROM DELINQUENCY AND OTHER AT-RISK BEHAVIORS
EXECUTIVE SUMMARY
The Y Works project seeks to locate and establish an entry point for involving businesses as employers in youth workforce preparation. We learned from our interviews and meetings with human resources representatives and business owners that they understand that today’s youth are the workers of tomorrow, although they expressed less clarity about at-risk youth populations. They established once and for all that they agree with research findings that employers assign personal qualities, including attitude, work ethic, dependability, initiative, enthusiasm, and the like, the highest value when they select among candidates for employment. Case workers and youth informed us that they are aware of employer priorities—they listed nearly the same things as the employer community when asked to identify what employers look for when they hire.
Employers we surveyed did not express bias against at-risk youth because of their risk factors, such as prior substance abuse, adjudication, poverty, homelessness, or disability. They did, however, identify authentic disqualifying deficits that may be generally characteristic of at risk youth, and as such, affect placement rates. Employers did not express sensitivity to reasons why at-risk youth may have greater difficulty than other candidates in meeting minimum performance standards like attendance and punctuality.
If businesses are to be involved in helping to improve the placement rate of at-risk youth, as they say they are willing to be if certain conditions can be put in place, they believe they have the right to expect that they will be shown youth candidates who are adequately prepared by advisors, custodians, counselors, and teachers. Employers do not have a broad or deep awareness of the reasons why at risk youth may have difficulty meeting minimum standards for employment, nor are they familiar with the work or experience of youth advisors, case workers, or other youth services personnel. Instead, they tend to hold youth more accountable than preparatory systems do, and tend to regard the deficits they observe in youth as more willful and controllable than they are.
Despite the fact that multiple agencies and privatized youth service providers are funded to assist in preparation and job placement of at-risk youth, the youth themselves report that when they found the job they presently hold, it was through friends, family, or random search methods like the want ads. Case workers reported that youth unemployment is affected by adjudication, transportation, family factors, availability of jobs, skill deficits, and other reasons, also citing personal qualities as influential. Both unemployed and employed youth in the survey report that case workers are not among the main sources of work and job preparatory and job search assistance.
A majority of employed youth in the survey report that they value on-the-job training higher than any other performance support that their employers might be willing to provide. Since employers say they value those who value learning, this is particularly important.
Y-Works Project Executive Summary Page 1
Disclosure of adjudication is a pivotal issue upon which case workers and employers disagree. We believe that it is among the most important elements of at-risk youth employment upon which all parties must agree in order for youth as well as the public to be best served. Youth should not be counseled to misrepresent their backgrounds but should be taught to represent their accountability and their rehabilitation effectively, although that may not ensure employment.
Case workers report that employer discovery of criminal record is one of the main reasons youth lose a job. It is also a primary reason that case workers cite for adjudicated youth being rejected for employment, suggesting the need for case workers to become more involved in the development of a network of potential employers for adjudicated youth.
We found the job preparatory and job search resources available to the youth we surveyed to be very fundamental and not well aligned with employer values that tend more toward well established personal qualities that display potential and a cultural fit with the employer organization. However, it is likely that this has to do with the structure and accessibility of social services, such as case worker accountabilities and competencies, than deliberate simplification of youth needs. That said, it is clear that youth in this category are well behind their first time worker peers when it comes to knowing the most basic job information: how to dress, how to address others, and how to complete a tax form may represent more advanced elements of work preparation for these youth. According to case workers, even the notion that they should work at all is a view that their families or custodial care providers may not support.
We believe the most important finding is the communication gap among all parties to the survey. We think that there is considerable room for improvement in the way that case workers and their organizations move youth in the direction of employment, either by changing the case worker job or by adding job development responsibilities to the advocacy equation. It is critical that someone coordinate between the youth and the organizations across his or her community that might offer resources including employment. The translation of their respective needs to each other and the integration of what is learned in the vortex could make the critical difference to any individual youth, or all of them.
Last, with respect to content, it is apparent to us that without long range concentration on the development of the personal qualities that employers seek when making hiring decisions, no amount of fundamental job preparation is going to make a difference to many of the at-risk youth seeking to enter the workforce. We think that a better option may be to adopt workforce preparation as one of the most fundamental objectives of residential therapeutic intervention and other youth development services. If work preparation can be integrated into youth services models and made more lasting, understandable, and appealing to at-risk youth populations, the youth of today will become highly valued and productive workers of tomorrow. Further, they will be better equipped, as such, to prepare future generations for the same thing.
Y-Works Project Executive Summary Page 2
THE Y-WORKS PROJECT: EXPLORING YOUTH EMPLOYMENT AS A SUCCESSFUL PATHWAY FROM DELINQUENCY AND OTHER AT-RISK BEHAVIORS
TABLE OF CONTENTS I. Introduction ...... 2 A. Project Purpose...... 2 B. Project Goals ...... 2 II. Research on Youth Employment...... 4 A. Research on Employability and First Time Workers...... 4 B. Research on Employability and At-Risk Youth ...... 5 1. Focus on Juvenile Offenders and Employment—Quantitative Findings ...... 5 2. Focus on Juvenile Offenders and Employment—Qualitative Findings...... 6 III. Approach ...... 8 A. Foundational Questions ...... 8 B. Methodology...... 9 IV. Findings...... 13 A. Employer Intentions and Expectations ...... 13 B. Youth Intentions and Expectations...... 14 C. Youth Case Worker Intentions and Expectations ...... 15 D. Disclosure—The Pivotal Issue of Trust...... 17 E. Job Preparation, Job Search, and Job Performance Services ...... 18 F. Communication Gap...... 19 G. Program Content...... 20 V. Recommendations ...... 22 VI. Endnotes...... 25
APPENDICES EMPLOYER SURVEY REPORT……………………………………………………….APPENDIX A YOUTH CASE WORKER SURVEY REPORT……………………………………….….APPENDIX B YOUTH SURVEY REPORT………………………………………………………..…APPENDIX C YOUTH VOCATIONAL BEST PRACTICES MATRIX…………………………….…….APPENDIX D EXECUTIVE ROUNDTABLE SUMMARY REPORT……………………………………..APPENDIX E ABOUT THE Y WORKS PROJECT…………………………………………………...APPENDIX F
Publication Reference The Y-Works Project: Exploring Youth Employment as a Successful Pathway from Delinquency and Other At-Risk Behaviors by James P. Sartain, Kathryn W. Davanzo, Catherine B. Martin & C. Edgar Hart. A youth-at-promise research initiative of the YMCA of the Suncoast funded and published by the Eckerd Family Foundation, Clearwater, FL., ©2005. Reproduction of any portion of this report for commercial sale is prohibited. For copies of this report, please contact: The YMCA of the Suncoast 2469 Enterprise Road, Clearwater, Florida, 33763 727-467-9622 www.suncoastymca.org
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 1 THE Y-WORKS PROJECT: EXPLORING YOUTH EMPLOYMENT AS A SUCCESSFUL PATHWAY FROM DELINQUENCY AND OTHER AT-RISK BEHAVIORS
I. INTRODUCTION In the spring of 2004, the Y-Works team collaborated to develop a research project to add to the body of knowledge about “what works” with delinquent and at-risk youth. Inspired by the work of Jack and Ruth Eckerd, team members expressed interest in focusing a unique project on youth vocational preparation and employment and its promise as a successful pathway from delinquency and other risk behaviors. Recent research has shown that if an at-risk or delinquent youth can be prepared for, and connected to, meaningful employment—his or her chances of further delinquency or other risk behaviors are significantly reduced (Brown, 2002, National Youth Employment Coalition, 2005).1 This emerging empirical evidence is encouraging, particularly for youth serving organizations like the YMCA of the Suncoast and Eckerd Youth Alternatives, Inc. who routinely seek to identify enhancements to their programming with at- risk youth to produce more effective and lasting outcomes.
A. Project Purpose The purpose of the Y-Works project is to continue the inquiry regarding the potential positive outcomes of employment for at-risk and delinquent youth. By exploring the attitudes, beliefs, perceptions and experiences of youth, employers and youth case workers, we hope to contribute key information that will help shape future employment policy for at-risk youth, guide the creation of more responsive job readiness content, and provide employers information to help create workplace environments that maximize the contributions of this untapped labor market.
B. Project Goals Through this and future Y-Works project initiatives, we will target the following goals:
Produce a body of work that would better prepare potential employers to hire and supervise delinquent youth.
Form the basis for additional research in the area of employer and business intentions, attitudes, and behavior toward marginalized youth populations.
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 2 Assist social services programs to better prepare vulnerable youth for eventual employment at livable wages through a comprehensive curriculum based on the experiences of prior transition youth, youth case workers, employers, research, and best practice findings.
Establish an employer network committed to providing vulnerable youth with meaningful first time work experiences and gainful employment.
Inform funded support systems about the effectiveness or inherent performance shortfall of existing systems so that they can be made more efficacious.
Build relationships and social capital within the Human Resources professional community that might be converted to useful support for change in attitudes and intentions toward youth in the workplace.
Establish a body of employment and selection research that uses the Human Resources professional community as the spokespeople for business hiring, training, and development practices.
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II. RESEARCH ON YOUTH EMPLOYMENT
A. Research on Employability and First Time Workers Significant prior research has been conducted on the topic of the employability skills and job readiness of the general youth population. Cotton (2001), for example, cites 41 studies, reviews and evaluations that have identified the skills and traits that employers’ value in entry level employees or targeted the effectiveness of job readiness programming for the general youth population.2 The majority of these studies targeting young first time workers share several findings.
Employers have been generally dissatisfied with the level of preparation that these youth bring to the workplace (Byrne, Constant, & Moore, 1992; Charner, 1988; Commission on Skills; 1990; Kazis, 1993; Packer, 1992).3 The Secretary’s commission on Achieving Necessary Skills (1992) found that:
“More than half our young people leave school without the knowledge or foundation required to find and hold a good job.4 (p. xv)
Employers value the more basic employability skills and traits over specific occupational or technical skills (Baxter and Young, 1982; Beach, 1982; Busse, 1992; Commission on Skills, 1990; Natrillo, 1989; and Young, 1986)5 The Committee for Economic Development (1985) noted:
“…survey [results] confirm what has long been suspected of the business community: Specific occupational skills are less crucial for entry-level employment than a generally high level of literacy, responsible attitudes toward work, the ability to communicate well, and the ability to continue to learn.”6 (p. 17).
Prior studies have typically restricted their inquiries to either business and industry representatives (for studies to identify what the employer values and experiences with youth) and teachers and secondary students (for studies targeting job readiness and school-based pre- vocational programming). No major studies were identified in the literature review that targeted multiple subject categories within the research design (e.g., a focused inquiry targeting youth, employers AND case workers or teachers).
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 4 B. Research on Employability and At-Risk Youth While skills and employability issues have received significant prior focus, comparably few studies have focused on the employability of youth who are vulnerable to a variety of risk factors and challenges including, but not limited to, delinquency, substance abuse, family problems, academic failure, and the instability of the home environment.7 What is available often paints a sobering picture of the need for job readiness training and employment and what happens when it is either not available or effective.
For example, the Youth Transition Funders Group & Foster Care Work Group (2004) in its publication “Connected by 25: A Plan for Investing in Successful futures for Foster Youth” found that 12 to 18 months after leaving the Fostercare system, only about 38% of the youth were employed, and fewer than half have ever held a full-time job. Of those who have been employed, their median salary is less than the wages of a full-time worker receiving minimum wage.8
Research and position papers have targeted employment and its impact on specific risk factors of youth, such as poverty,9 but little has been done to evaluate job readiness and employability for youth made vulnerable due to a combination of risk factors such as emotional problems, social difficulties, substance use and family instability.
1. Focus on Juvenile Offenders and Employment—Quantitative Findings Less than five years ago, studies targeting one specific category of at risk or vulnerable youth; juvenile offenders, were noted as “severely lacking.” American Youth Policy Forum Director Richard Mendel (2001) noted that: “Nationwide, detailed information about the scope and quality of education and training programs for delinquent youth is virtually non-existent.10
He further cited federally funded studies that supported this finding: “No systematic and cumulative data exist to show what programs [youthful offenders] receive, from what kinds of staff, at what cost-let alone what results.”11
The recent collaboration between the Annie E. Casey Foundation and the National Youth Employment Coalition (NYEC) formed to focus on workforce and youth development initiatives for young offenders represents a significant step in addressing this prior lack of focus and effort. David E. Brown, co-author of the jointly sponsored Casey/NYEC publication “Barriers and Promising Approaches to Workforce and Youth Development for Young Offenders” and NYEC Executive Director noted:
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 5 “If young people have been effectively prepared for life and careers, and are productively engaged in employment or educational activities, they’re less likely to commit delinquent acts and more likely to be productive members of society.”12
Similarly, Richard Mendel wrote: “If we want to hasten the pace at which delinquent youth mature into adulthood and terminate delinquent behavior patterns (as most eventually do), helping youth prepare for and enter the labor market is critical.”13
For these and other findings, we predict that gainful and deliberate employment will increasingly become a variable evaluated in the analysis of effective interventions for juvenile offenders; a list that has historically (and predominantly) included the type and duration of the intervention model (e.g., residential programs, non-residential programs, prevention programs, aftercare, diversion, and most all of their differentiated categories or models) and the varying treatment modalities (e.g., multi-systemic family therapy, peer group counseling, cognitive behavioral approaches).
2. Focus on Juvenile Offenders and Employment—Qualitative Findings The promising impact of employment on at-risk youth is further supported by the significant experiences of social services agencies and programs including project partners— the YMCA of the Suncoast and Eckerd Youth Alternatives (EYA). Both agencies have shared success stories involving youth who were placed in structured and deliberate first time jobs at a livable wage. The agencies also shared their belief that the job itself was critical to the youth’s long term success.
For example, a large part of EYA’s service continuum for juvenile offenders includes the coordination and delivery of needed services and support for youth who are transitioned from secure juvenile justice residential programs back into their home communities.14 In this role, the EYA ReEntry Counselors15 are responsible for connecting youth to prevocational opportunities and gainful employment. The EYA ReEntry staff cited numerous examples of youth returning to home and community without the skill sets necessary to obtain employment and examples of youth struggles to remain crime-free when facing economic realities.
ReEntry Counselors shared explanations offered by local employers when refusing to hire youth including perceptions that the youth lacked required foundational skills, had poor work attitudes, and were generally unprepared for the workplace. They also shared employer
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 6 concerns about workplace safety, reliability, trustworthiness and attendance. Finally, they shared discouraging examples of youth fortunate enough to obtain employment but unlikely to achieve their potential because they worked for an employer who was neither interested in, or capable of, creating a deliberate, safe and effective first time work experience.
These qualitative findings along with the empirical research cited earlier helped to shape the approach and direction of the Y-Works project.
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III. APPROACH
A. Foundational Questions The recent spotlight on employment as an effective intervention strategy for delinquent and at- risk youth has significant implications on youth rehabilitation and development, youth policy, rehabilitative programming and vocational education. We understand, however, that the practice of connecting at-risk youth to meaningful employment is a complex and layered issue plagued by perception barriers and disconnects that could prevent the practice from becoming a broadly accepted or replicated pathway. In other words, even if the research team could contribute to the case for work as a promising intervention for at–risk youth (particularly delinquent youth), are there perceptions and actual trends associated with employing these youth that remove or limit this as an option? In considering this possibility, the research team generated a list of questions seeking answers from various perspectives.
Are employers biased against hiring at-risk youth?
Does a history of delinquency, substance abuse or other risk factors routinely eliminate a youth from consideration for employment?
What are the actual experiences of at-risk youth in the labor market? Are they being met with opportunities to aid in their rehabilitation or are they consistently experiencing closed doors?
What are the intentions of employers toward this population? Do perceptions of suppliers— staffing agencies and government support systems match the intentions of employers?
What would it take to increase the possibility of creating a successful youth and work connection from the employer’s perspective and from the youth’s perspective?
What are at-risk youth saying about challenges they face in obtaining and maintaining successful employment?
Additionally, what are the experiences of youth case workers charged with helping youth find employment after their release from custodial or substitute care or as a component of their service or treatment planning? Are they guiding youth realistically, with knowledge and understanding of employer needs and expectations? Are they connected to the intentions of the employer community?
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 8 We hope that responses to these, and related questions, will help in the development of strategies to maximize the opportunities for gainful employment of at-risk youth by removing barriers, identifying needs, and exploring best practices to prepare the employer community, social services agencies, and the youth for a successful workplace partnership.
B. Methodology These and similar questions prompted the Y-Works team to center their exploration on actual structured but open-ended interviews with the three primary stakeholders in the youth employment equation: The youth, the youth case worker, and the employer.
1. Key Research Activities Over the course of twelve months, the research team conducted the following activities:
Interviews with officers, owners, Human Resources, recruitment, and operational leadership of 40 companies representing 15 industry segments including manufacturing, government, restaurant services, hotel services, entertainment, retail, publishing, social services, health care, distribution, research & development, insurance, utilities, and general services. Survey questions targeted employer issues, experiences and attitudes surrounding hiring at-risk or delinquent youth.
Surveys of 32 youth case workers and supervisors employed by Eckerd Youth Alternatives, Inc. who provide aftercare and/or case management support to transition youth who leave custodial or substitute care.
Surveys of 151 at-risk and delinquent youth about their perceptions of, and actual experiences with, finding and securing meaningful work. Questions were developed to target youth understanding of work, what youth believe they need to be more prepared for work, what youth consider to be the primary barriers to employment, what they need once they are employed, and what worked (or didn’t work) from previous prevocational training.
A review of evidence-based programs that focus on employment as a critical intervention for at-risk and delinquent youth.
Facilitation of an Executive Employer Roundtable with Senior HR Executives to discuss and explore the initial findings of the Y-Works Project. The roundtable was sponsored by the Suncoast Human Resources Associations and hosted at Tech Data Corporation in Clearwater, Florida with participation from eight large and influential employers, the project sponsors and the research team. The roundtable provided an opportunity for
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 9 interaction and discussion among the employer group and allowed for a more comprehensive exploration of key issues.
2. Key Terms Throughout this report and the corresponding Appendices, we have used the term “at-risk” to categorize the entire population of youth considered vulnerable to a variety of risk factors, including those who may have already become involved in the Juvenile Justice, Fostercare or Mental Health systems.16 Specific definitions of the broader category of at-risk youth and more specific sub-categories of at-risk youth are as follows:
At Risk Youth: A youth (ages 14 -21) who lacks the basic resources or conditions necessary for physical and emotional growth and development that will prepare him/her for entry into school, for continuous progress in school to graduation, for post secondary education, for gainful employment and for a viable position in society. He or she may present emotional, social, and/or behavioral problems and/or unstable, temporary, or dysfunctional home environments that increase the possibility of academic failure, delinquency, underemployment, victimization, and substance abuse. The terms “vulnerable youth” and “youth at promise” are often used synonymously.
Delinquent Youth or Youthful Offender: Youth who have committed a criminal offense and have been adjudicated (found guilty and sentenced) by the court system and placed under supervision by the Department of Juvenile Justice, Department of Corrections, or the Court system. These include youth defined by the Department of Juvenile Justice as “low risk”—including those youth with first time and minor offenses—to “high risk”—youth who have either committed serious crimes or have a chronic history of criminal behavior. Delinquent youth are typically placed into programs reflecting their risk level. Programs can include probation and community control (both as a diversionary first-step placement and as a post-residential program option) to high risk residential programs requiring periods of incarceration ranging from two months to several years.
Transition Youth: Transition youth refers to youth who have left rehabilitative programs or substitute care settings and who have reentered or are in the process of reentering their home community. Youth transitioning from juvenile justice systems are typically placed on some type of supervision status including aftercare, probation, post-placement community control, day treatment or conditional release. Foster youth in transition are usually aging out of the system and are facing the challenges of independent living with limited levels of
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 10 support and resources. Youth exiting from mental health programs are typically transitioned back to community environments and out-patient programs. This last subset of at-risk youth requires significant attention from researchers and social services providers as this period of transition is critical in establishing whether the youth will transition to a safe, law-abiding and productive life.
For the purposes of some of the survey questions that were developed for the employers, we asked them to contrast at-risk youth with the broader category of first time workers. The definition of first time worker used for this project is as follows:
First Time Worker: Any person, regardless of age, entering the full-time workforce for the first time. First time workers may have served as volunteers, had part-time work experience in a formal employment setting or work experiences such as a paper route, babysitting or assisting part-time in a family owned business.
3. Tools Three surveys were constructed as a result of a review of available literature on the youth and work connection and based on interviews with our social services partners. They include:
Employer Interview Survey: A 30-item survey instrument that was administered face-to-face to targeted employers by one of the four principal researchers. Questions were designed to identify factors that influenced hiring managers, to identify qualities associated with successful employees in their companies, to identify skills and knowledge gaps observed in the overall applicant pool in general and first time workers and at risk youth in particular, to identify policy issues that may prohibit hiring of at-risk youth, to identify any formal programs or informal activity that were designed to increase the success of first time employees, to identify prior experiences in hiring at-risk youth, and factors and programming that might influence their decision to hire at-risk youth.
Youth Case Worker Survey: A 21-item questionnaire administered according to a specific protocol to Youth Case Workers employed by Eckerd Youth Alternatives, Inc. (specifically EYA ReEntry staff) by two of the principal researchers. Questions targeted workers’ perceptions of why they believe youth on their caseload are not employed, their ideas on predictors of successful employment and maintenance of employment, methods used to help prepare the youth for employment, typical responses received from employers, and their recommendations for additional support needed to ensure that more youth are successfully placed in jobs.
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 11 Youth Survey: A 27-item interview administered to youth receiving services from the YMCA of the Suncoast or Eckerd Youth Alternatives, Inc. Youth Case Workers or Supervisors from both agencies conducted the interviews designed to identify reasons for why youth are/are not currently working, how they prepared for employment, what they needed to be successful, and other barriers associated with obtaining and maintaining work.
4. Detailed Methodology Information To provide a consistent model for identifying and labeling skills and traits identified in the three surveys, the principal researchers categorized specific responses identifying employment skills and competencies using the U.S. Department of Labor Secretary’s Commission on Achieving Necessary Skills (SCANS). (See the following Box). In addition, specific information regarding
SCANS Workplace Skills and Competencies A model to define and categorize workplace skills and competencies developed by the Secretary’s Commission on Achieving Necessary Skills (SCANS) required for workplace success. Categories include: 1. Foundational Skills Basic Skills: Reading, writing, math, speaking, listening, dexterity. Thinking Skills: learning, reasoning, creative thinking, decision-making and problem-solving. Personal Qualities: Individual responsibility, self-esteem, self-management, sociability, integrity, attitude, personal appearance, willingness to work, work ethic, flexibility, punctuality, attendance, conscientiousness.
2. Workplace Competencies Resources: Ability to allocate time, money, materials, space and staff. Information: Ability to acquire and evaluate data, organize and maintain files, interpret and communicate, and process information. Interpersonal Skills: Ability to work on teams, to teach others, to serve customers, to lead, to negotiate, and to work well with people from culturally diverse backgrounds. Systems: Ability to understand social, organizational and technological systems, monitor and correct performance, and design or improve systems. Technology: Ability to select equipment and tools, apply technology to specific tasks, and maintain and trouble-shoot equipment.
the methodology used in the project including the response structure of the surveys, the survey protocols, the selection process for participants, methods to ensure inter-reliability, sample sizes and descriptions, and descriptive statistics and graphs of all survey responses are included in the respective Appendices attached to this report including: Specific methodology and results for the employer interviews (Appendix A), Specific methodology and results for Youth Case Worker surveys (Appendix B) Specific methodology and results for youth surveys (Appendix C) Summary of best practice programming (Appendix D) Summary of the Employer Executive Roundtable (Appendix E). Summary of Y-Works Project Partners and Sponsors (Appendix F).
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 12 IV. FINDINGS
The appendices associated with this project summary are filled with data. The data reflect conditions that have been in place, according to the literature, for twenty years or more:
Employers base hiring decisions on the behavior they see before them and assume that it predicts success in the workplace. In the eyes of employers, youth frequently display behavior in the initial phases of job seeking, such as the interview, that portends poor work ethic, the antithesis of most of the personal qualities they seek. In the hiring phase, employers value personal qualities higher than all other assets brought to the work transaction by prospective employees.17
Both case workers and youth appear to be in full agreement—personal qualities and the ability to display them in the interview and on the application for employment are the most important assets for an at-risk youth to acquire and offer.
There is little else on which all three groups agree. There is little else they mutually understand so consistently. Yet, none of the three groups appears to be engaged in an attempt to improve the frequency or condition of personal qualities among at-risk youth.
A. Employer Intentions and Expectations Employer intentions toward at-risk youth seemed vague or nonexistent—with no perceived bias one way or another. There is no evidence of overt bias toward the at-risk group overall, although subcategories of the group may be excluded from employment consideration for specific reasons, along with adults, as in the case of violence, or active substance abuse revealed in a drug screen. Other logical disqualifiers that youth may share with adults include inability to get to the job site because of transportation difficulties, inability to complete the employment application, or inability to convey valued personal qualities sought by employers.
However, according to our employer participants, an individual youth who meets employer expectations during the hiring process is unlikely to be disqualified due to risk factors, such as past delinquency or a history of substance abuse, alone.
Employers in our project overwhelmingly pointed to personal qualities as the determinants of who gets hired and who is regarded as successful in the workplace. Seventy-nine percent of all of the factors identified by employers as characteristic of successful employees were personal
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 13 qualities including a positive attitude, a good work ethic, accountability, resiliency, honest, motivation, alertness, flexibility, initiative, diplomacy and personal presentation. Seventy-five percent of the employer sample listed at least one of these personal qualities.
While there is no bias universally directed toward the at-risk youth, there is no outstretched helping or welcoming hand or evidence of institutional understanding of this population, either. While individuals we surveyed may know or know of one or more at-risk youth, they did not reveal an intentional connection to the challenge of linking those kids to work. Many employers were surprised to learn about obstacles on the road to workforce entry faced by this population, even though the employers themselves may be participating in the landscaping of those very obstacles.
There is little or no standardization among the employers with whom we spoke. We expected a monolithic set of policies responsive to risk management imperatives and insurance or other liability. Employers do report practices designed to protect customers and other employees, most often from theft. These are not directed specifically toward at-risk youth, but at anyone who might—based on prior personal history—steal or sabotage. If at-risk youth fall into that category, say the employers, it is up to them to prove themselves worthy of another chance, and they believe that their employment practices allow for that to happen.
B. Youth Intentions and Expectations Many employers spoke to us of “generational entitlement,” using that term to refer to a relatively new feature of the first time workforce, including at-risk youth. The new generation of worker comes to the workplace with high expectations of rank, privileges, and position that they haven’t earned. In addition, they are reported to be most concerned with “what the employer can do for me.”
Although the at-risk youth we surveyed have little to which they can compare their labor market experiences, we did not hear the entitlement sentiment. Like first time workers, they are still in the process of decoding the job acquisition and job retention conventions they encounter. Nearly all (69%) got their first job or the job they have through a friend, family member or personal connection, reinforcing the importance of social capital in the employment process, even at this level and especially among these youth. Despite their awareness that personal qualities are most associated with job acquisition, job retention, and job performance, most employed youth (61%) would like employers to provide more on-the-job training, above all
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 14 other choices of supportive offerings. This is quite different from the employer perception that youth of today are most concerned about “what the employer can do for me” in the worst sense of that phrase. This is also important for two reasons:
It reveals a desire to learn and to keep the job, an attitude prized by employers, and It follows the logic that the best work preparation programs are built on a model that simulates the workplace.
It makes us wonder, also, about the extent to which employers are aware that some of the personal qualities they seek very likely emerge from the confidence of knowing that one has the capacity for job mastery, that one is in possession of the ingredients, if not the recipe.
Youth don’t know what they don’t have; potential is hard to quantify and express. It was apparent from their responses that they are concentrating—on the advice of advisors—on very fundamental elements of work. This does not align well with employer expectations of behavior that expresses work ethic, dependability, enthusiasm, initiative, good attitude and a “fit” with the company culture. It is unfortunately true that many of these youth along with foster youth, disabled youth, and other at-risk youth have never fit anywhere, and that may render them unable to think realistically about or plan to realize potential, personal qualities, or “fit,” much less display them on demand.
Employed at-risk youth, looking retrospectively at learning opportunities their teachers might have provided them in preparation for work, offered scattered and superficial priorities that fall into categories like career development, job skills, and interpersonal skills. These range from assistance in filling out applications and tax forms, telephone manners and computer skills, all the way to vocational training in a specific craft. Many (19%) say they simply don’t know, or that there isn’t anything that would have changed their situation.
Youth in the population we surveyed report that they know what is important to employers; they provided a list of personal qualities that is fully consistent with employer responses. Sixty- nine percent of all youth responses to this question fell into the category of personal qualities.
C. Youth Case Worker Intentions and Expectations Their case workers and counselors saw things similarly. In every respect, personal qualities topped the list of predictors of success in the realm of job acquisition, job retention, and job performance. Interestingly, however, when it came to the reasons why eligible youth are not
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 15 working, the frequency of responses associated with personal qualities shrank, and external factors, such as transportation, family issues, lack of jobs, lack of skills, and factors beyond youth control entered the equation with a frequency not seen in other surveyed populations. Most of these factors are not present at all in discussions with employers, others are of minimal importance, and almost none are mentioned by youth who are working. Among youth who are not working, transportation and school or sports conflicts top the list of reasons why they are not working. No personal qualities are listed by this group as reasons for not working, though many report they are seeking employment.
Furthermore, youth case workers and counselors most frequently report that the main reason employers won’t hire the youth on their caseload is the presence of a criminal background. The personal-quality-related reasons for rejection that they say employers provide them are less prevalent than other factors. This may mean that employers in their area are not acknowledging the deficit of important personal qualities, youth are being referred to employers who are bound by policy or practice to disqualify them based on adjudication, youth case workers are drawing inferences from youth reports of job search events, or estimates of the frequency of one type of rejection or another are misstated. It is also possible that all of the participants in the preparatory process—youth case workers, youth, teachers or workforce readiness professionals-- are not adequately equipped to address deficits in personal qualities that will inevitably lead to rejection of an application, and so do not acknowledge the deficit.
Youth case workers offer absenteeism, failure to report to the job, and tardiness as the main reasons why youth are fired by employers. This is consistent with employer reports and is very likely consistent with the main reasons for termination of employment for all other groups, including adult experienced workers and youth who are not at risk. Since transportation is noted as a significant employment variable for at-risk youth, the assumption that youth can control absenteeism or tardiness may be erroneous. Employers assign reliability, dependability, and work ethic to a realm of personal qualities, but do not assess reasons for absenteeism or tardiness. At-risk youth may depend on friends, parents, public systems, or other fragile supports to get them to a newly acquired job. If the support system fails, it is the youth who earns the strikeout.
On many subjects, case workers and youth appeared to be out of touch with employer expectations, employer resources, and the importance of specific matters to the employer. There is a reason for this.
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 16 A significant majority of youth case workers, generally charged with a myriad of tasks designed to help youth, and who function within the juvenile justice or child welfare system, not the workforce system, report that they do not meet with youth employers for any reason. This includes reasons such as preparation of the employer for employment of the youth and obtaining information that would help prepare the youth or that would establish the likelihood of placing other youth with the same employer. One of the most significant aspects of the very loose connection between the youth case workers and the employer community is the advice the counselor may provide to youth in the area of disclosure.
D. Disclosure—The Pivotal Issue of Trust We think disclosure of a youth’s past court involvement or substance abuse, or other related experience is an important and pivotal issue. When we discussed the issue with employers, we found that some employers will sometimes use disclosure for the purpose of eliminating the candidate, others advise disclosure in order to achieve alignment between a background check and self-report, and still others advise no disclosure. Those who advise no disclosure typically are not inclined to ask any candidate for this kind of information; their organizational policies would not require them to take the information into account when making an employment decision.
Program design information shows us that counselors in residential rehabilitation programs are expected to teach honesty, regardless of the outcome, since accountability is the most important concept taught in that setting and a central benchmark defining the success of the rehabilitation. Youth case workers report that they treat the disclosure variously, knowing that for some of the youth, disclosure will result in disqualification. Our roundtable employers advocated disclosure with explanation and a request on the part of the candidate for an audience to explain the issue further, although one roundtable participant acknowledged that adjudication is a nearly certain disqualifier, and that it would be noted in a background check despite it being part of a youthful offense. It was acknowledged by participants in the employer survey and the survey of caseworkers that employer initiated background checks routinely expose the records of youthful offenders, which have long been thought to be closed to employer inquiry. In fact, discovery of a youth’s criminal record after the youth’s hire was listed by youth case workers as one of the top five reasons youth on their caseload were terminated from employment.
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 17 Particularly disconcerting is that while employers report that alignment between applicant claims and background check results is more important than adjudication, many youth case workers (39%) report that they discourage youth from reporting adjudication to prospective employers. Given the likelihood that a youth who is discovered to have lied about criminal history will be fired (for the lie or for the history), it seems that a policy intervention is called for.
This raises three issues: If organizations that serve youth are willing to counsel youth to misrepresent themselves instead of to represent themselves well, businesses cannot trust them, and If youth counselors are willing to tell youth to lie in order to get a job, but to be honest in all other things, youth cannot trust them. There must be an absolute standard for honesty on employment applications and in the employment process for the public and business customers and shareholders to be served.
E. Job Preparation, Job Search, and Job Performance Services We noted the vocational and other services that youth case workers use in order to improve the job seeking, job acquisition, and job retention performance of youth. By and large, these are practical services designed to affect youth performance in specific segments of the application process, prevocational process, such as interviewing, and job search activities. While these are information-based and provided in many cases by well regarded agencies or service providers, they are focused on practical elements and not on a longer range transformation that altering personal qualities for the better would entail. Throughout the study, we looked for references— from employers, from youth, from youth case workers —to an institutional source of programs that facilitate improvement in personal qualities, but found none. This does not mean there are none--we located and report on best practices in Appendix D. However, it may mean that they have not been funded or made available, may not be suitably formatted or meet the needs of youth in our study, or may not have been endorsed by employers in the location of the youth.
It is extremely important to note that although employers clearly indicate that youth completion of work readiness training is a factor that increases employer consideration of an at- risk youth, workforce readiness training is not cited by youth case workers as either a predictor of the ability of an at-risk youth to obtain employment or a predictor of retention of employment, nor is workforce readiness training as limited in scope or simple as the types of services youth case workers were seeking or providing for the youth.
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 18 Very few youth identified the case worker as a source of job preparation information, a source of job leads, or a source of work performance coaching. In each instance, the frequency of this response was among the lowest. It appears that this is a function of job design—the case worker spends most of his or her time on the road, in the car, meeting with the youth and assessing youth progress from the youth’s report. If that is the case, however, simply based on logic it should follow that the counselor would then be:
The source of a referral to the workforce system or other funded social service resources, or
Would assist the youth with the development of a detailed plan for obtaining work.
To the first point, no youth employed for the first time responded that he or she obtained the job through the workforce system. Of youth who are not employed, 2% indicated they were using a workforce service—the One-Stop—to locate employment. No other service provider was noted by this group, who for the most part appeared to be using random methods in the job search.
To the second point, if planning were a feature of the services provided to job seeking youth, we believe we would have seen a more uniform set of responses on the subject, heard about it formally in the course of the survey of case workers, or seen a different and more cohesive pattern and language among youth respondents and their counselors. “Plan” was not a word that came up in the lexicon of either the youth or the caseworker group in reference to job preparation, job search, or job performance.
F. Communication Gap This is not the only evidence of a gap between the employer community and the social or organizational system that surrounds youth services. Few, if any, of our participating employers and none of the employers in our roundtable group expressed familiarity with either the system of foster care in place in their communities or the support system that surrounds at risk or adjudicated youth. Privatization, when applied to youth services, is not a familiar term. Employers do not have a sense of the manner in which social services workers would obtain knowledge of the business world, or apply that knowledge if they were able to obtain it. When we met with them, they had not heard of aftercare or reentry counselors. They do not know what kind of offenses might involve a child in the court system, or the substantial impediments to foster children obtaining drivers licenses. In Appendix E, we relate impressions and recommendations from the roundtable event we facilitated in order to validate many of our preliminary findings about the disconnection among the groups we surveyed.
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 19 Employers accept referrals from various sources of job candidates: temporary agencies, workforce organizations, advocacy groups, employees, placement firms, and other sources. The representatives of organizations seeking to place candidates in a company are hired and trained for their proven skill in sales, advocacy, customer service, and other attributes that allow them to increase the number of successful placements they make. They are in the business of building relationships, facilitating relationships, and forging partnerships among companies and people seeking jobs. We think this model can be adapted to youth employment services.
Youth case workers seem to have developed the tendency to see the youth they serve through the eyes of the youth themselves, deficient in personal qualities they need, hampered by seemingly insurmountable day to day problems like transportation, the need for clean clothes, and looming court dates. If youth are deficient and see themselves as deficient, this is what they communicate, to the case worker, to the prospective employer, to friends and family, all of whom might otherwise represent a platform for future workplace success.
The case worker we envision must see the youth from the vantage point of the employer seeking raw material and be able to generate resources and energy around the youth in order to make the match and make the difference in youth preparation for work that benefits both employer and youth. The employer we envision is able to see the at-risk youth in light of potential, and is prepared to participate in the development of adequate preparatory programs and on the job training that facilitate youthful transformation and establish the needed personal qualities that ensure success. The youth we envision is served best when the two communities of interest have a better understanding of each other’s needs.
G. Program Content Lynn Ellsworth, in Better Aftercare for Delinquent Youth, stated “Re-entry programs would do well to experiment with job training programs to find a formula that works well. While Job Corps has done well in evaluations, it would be useful to leverage workforce development funds and to build partnerships with the private sector to provide sustained work experience for youth returning from residential custody. Youth who have experienced residential custody suffer a stigma that makes getting work extremely difficult, so the need for such programming is high. Experience has shown that such programs need to be married with strong support services.”18
We haven’t found much that is useful in the way of specialized curriculum for at-risk youth or transition youth who are in either a conditional release or youth who are transitioning from
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 20 foster care. Delivery external to the classroom and deliverability in short time frames top the list of concerns. One additional concern is that teachers and social workers, who have the least experience with business and company employment systems and entrepreneurial workplaces, are instructing youth on these topics. We did hear from employers that they had little faith in the government or education systems capacity to ready workers in general, not just youth.
Another point that needs to be made is that quite a number of job and work preparatory programs focus on shallow variables. The employers we met with and surveyed would not likely be supplied with what they need through a broader application of resume writing, mock interview, and dress for success curricula. They would be better served with increased depth that begins in a rehabilitative model based on work, and extends into the reentry period uninterrupted. If personal qualities as a condition of employment are not negotiable for employers as it appears they are not, and if they are already understood by youth and youth case workers, it makes sense to begin reentry and establish work as an objective from the outset of residential therapeutic intervention.
For other at-risk youth, including transition youth, other promising and innovative models might include social enterprise, a more elaborate adaptation of Junior Achievement, or other integrated training and business models. We think this approach has promise in both urban and rural settings and has the greatest capacity for intergenerational content and business support. Any functional enterprise models have the distinct advantage of having objective metrics associated with them such that participating youth can calculate the actual costs of tardiness and nonattendance, or the financial and organizational effects of poor employee performance.
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V. RECOMMENDATIONS
Standardization of basic job readiness, job preparatory, job search, and job performance fundamentals for at-risk and other transition youth must be driven by all stakeholders, including employers.
While SCANS and other models began the process of standardization, the adoption of these is largely within the workforce systems administered by various state governments. If the juvenile justice, child welfare, and other social service systems are not connecting at risk youth to workforce services and offerings, the youth we are describing in this project have no way of benefiting from these standards.
Privatization of youth services may be inhibiting youth access to standardized job/work fundamental services. A strategy for linking youth to services despite complicated custodial arrangements must be found, and despite the complexities of overlapping regions, zones, and catchment areas.
Employers must drive content and educators and youth service professionals are in the best position to guide curriculum structure, pace, and level. They must get in the process together for the benefit of both as well as the best outcome for youth.
Further exploration of workforce preparation, job search, and job performance curriculum models (existing and new) must be conducted to ensure responsiveness to employer needs and successful integration of youth learning styles.
Content is not enough, although responsive curriculum models must include affective skills and character development activities that are so valued by employers. Models must also include evidence-based practices such as the integration of hands-on activities conducted in simulated “real world” work environments and including typical workplace scenarios.19
Curriculum models must also be packaged and delivered in a way that engages today’s generation of youth. Today’s youth interact through technology. They instant message their friends, use the Internet to link up and play online video games, download music, order their food at drive-through boxes, and prepare term papers by “Googling” more often than by visiting a library. Classroom-based activities and curriculum models that are not responsive to this new language and approach will not be as successful as those that reach out to kids where they live and learn.
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 22 Rigorous testing of any resulting standardized curricula should be undertaken and development of a recognized youth-specific workforce preparation certification should be considered and marketed.
Youth needs are specific, and at-risk and transition youth needs even more specific.
Employers indicated that a youth’s participation in a recognized pre-vocational program delivered by a proven youth-serving organization would increase their hiring consideration of the youth—regardless of the risk factor.
Once curriculum models are produced, they should be tested to show their responsiveness to employer needs and appeal to youth learning styles, and tracked for outcomes. Proven models should be expanded to include opportunities for youth to become certified.
Marketing of this certification should target potential employers, beginning with the development process.
Standardization and certification of competencies for a position that interfaces with employers on behalf of at-risk youth and interfaces with youth, youth advocates, and ensures the extension of transformational activities, should be adopted by juvenile justice and child welfare providers.
Youth must be provided with accurate and useful advisory services regarding employer needs, and employers tell us they will work with professionals who understand their needs
If Reentry counselors and other youth case workers are limited in their capacity to work with employers, by volume of other work, training and business competencies, or by will or values, additional community based positions or structures should be developed that ensure that youth on the caseloads are nonetheless provided with adequately representative counsel about work.
A compelling business case must be developed for employer consideration when hiring at risk youth. Once they have integrated the business case into their selection practices, efforts to help employers develop the internal capacity to recognize, recruit, motivate, train and support this untapped labor market are critical. In her recent book, The New Workforce: Five Sweeping Trends That Will Shape Your Company’s Future, Harriet Hankins predicts that “overcoming this lack of skilled workers will increasingly become the responsibility of companies themselves.”20
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 23 Employers are recognizing the increasing need to tap previously unrecognized applicant pools as forecasted labor shortages loom. The Bureau of Labor Statistics predicts that as early as 2010, there will be more jobs than employees to fill them, which will create a labor shortage crisis in the United States.21
Events should be planned and implemented that involve the employer community in the process of developing workforce preparation, job search, and job performance curriculum models based on the realities that face at-risk youth and employers.
Employers cannot assist if they do not know anything about members of this potential labor force and the problems they face. The employer community alone has the capacity to deliver sufficient information about jobs, the future of work, and the personal qualities, culture, and skills they must have when considering candidates for employment.
The researchers and partners in this project utilized our social capital to gather useful information from the business/employer participants in our survey. A plan for expanding the survey and the survey content should be considered. A component that expands the employer base and the relationships established should be added for the best effect.
A study of successful formerly-at-risk youth in the workplace should be performed, using as large a statewide, regional, or national database as possible. Itemization of what turned the tide for the youth should be included.
Adult workforce members and workplace mentors are the most likely determining influences on youth workplace success. Data on their effective behavior, ineffective behavior, morale, performance, teachings, and other qualities would be useful in establishing workplace based job success practices.
A strategic plan for connecting the employer community, youth services community, and youth in the interest of connecting youth to social capital should be developed.
We included only a limited number of stakeholders in our project in order to establish basic assumptions and a working model. There are other participants and other sources of information that should be included.
However, based on our research, we see very limited evidence of inclusive planning models that take into account—with equal weight—business and youth development priorities.
We believe that it can be done and suggest we should all strive for no less.
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VI. ENDNOTES
1 See, Barriers and Promising Approaches to Workforce and Youth Development for Young Offenders, A collaborative publication of the Annie E. Casey Foundation and the National Youth Employment Coalition which provides findings of reductions of adolescent crime through workforce development programs that help youth prepare for a lifetime of meaningful employment. David E. Brown, Author. Also see the National Youth Employment Coalition (NYEC) and the Promising and Effective Practices Network through www.nyec.org.
2 See Kathleen Cotton, Developing Employability Skills, School Improvement Research Series, Close-Up #15, NW Regional Educational Laboratory, 2001.
3 See S.M. Byrne, A. Constant and G. Moore, “Making Transitions from School to Work” Educational Leadership. Volume 49, Number 6 (1992): 23-26. See L. Charner, “Employability Credentials: A Key to Successful Youth Transition to Work.” Journal of Career Development, Volume 15, Number 1 (1988): 30-40.
4 See Secretary’s Commission on Achieving Necessary Skills, 1991, p. XV. As cited in School Improvement Research Series (SIRS), NW Regional Educational Library, Developing Employability Skills by Kathleen Cotton. URL: www.nwrel.org/scpd/sirs/8/c015.html
5 See Commission on the Skills of the American Workforce: America’s Choice: High Skills or Low Wages, Executive Summary, Rochester, NY, National Center on Education and the Economy, June 1990.
Also see J. L. Young, “What Competencies Do Employees Really Need?-A Review of Three Studies.” Journal of Career Development 12/3 (1986): 240-249, and:
G. Natrillo, “What Do Employers Want in Entry-Level Workers? An Assessment of the Evidence. National Center for Education and Employment Occasional Paper No. 7, New York: Columbia University, 1989.
6 Committee for Economic Development, Research and Policy Committee. Investing in our Children: Business and the Public Schools. New York: Committee for Economic Development 1985, p.17
7 One noted exception is the National Youth Employment Coalition and the Promising and Effective Practices Network that has highlighted national youth job readiness and employment programs; including profiles of programs that specifically that include reduced recidivism as an outcome. NYEC and PEPNET can be reached through www.nyec.org.
8 Youth Fostercare Work Group—a subgroup of the Youth Transition Funders Group and in partnership with the Finance Project.
9 See for example, “Promising Practices for Helping Low-income youth obtain and retain jobs: A guide for practitioners: Produced for the National Association of Service and Conservation Corps by ABT Associates with funding from the U.S. Department of Labor, Catherine Dun Rappaport, JoAnn Jastrzab, 2003).
10 See, Mendel, Richard A. American Youth Policy Forum: Less Cost, More Safety: Guiding Lights for Reform in Juvenile Justice, Washington, D.C. 2001, page 46.
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11 See O.D. Coffey & R.G. Gemignani, “Effective practices in Juvenile Correctional Education: A Study of Literature and Research (Washington, DC: Office of Juvenile Justice and Delinquency Prevention, 1994, page 6 as cited by Mendel (see footnote iii).
12 See note 1.
13 See note 10.
14 Eckerd Youth Alternatives, Inc. is the largest private provider of aftercare services in the State of Florida. They were also the first private provider of aftercare services in the state.
15 The Term “ReEntry Counselor” is used synonymously with the terms “aftercare counselor,” “aftercare worker,’ and “conditional release counselor.” These alternative terms are all used to describe youth case workers who are responsible for helping youth make the transition from a secured setting (e.g., a residential correctional or treatment facility) or from substitute care back to their family, a step-down program or prepare for independent living.
16 In instances where we intended to reference only those youth who were currently involved in the juvenile justice system, we used the terms “delinquent youth” or “youthful offenders” as a subset of the larger at-risk youth population. In instances where we specifically wanted to refer to youth who were in Fostercare, we used the term “Foster Youth” to define this subset of at-risk youth. When the researchers wanted to focus on youth in a specific event period, we used the term “Transition Youth.” regardless of their involvement with the Juvenile Justice, Foster Care or Mental Health systems.
17 Cotton (2001) noted that “While a number of employers identified the ‘3 R’s’ and various higher-cognitive abilities as critical employability skills, virtually of them named affective characteristics—particularly ‘dependability,’ ‘responsibility,’ and ‘positive attitude toward work’ as vital.” (See note 2 for full reference).
Similarly, Natriello (1989) (Full reference listed under note 5), in a review of research regarding employer desires for candidates noted that: “The results of these studies suggest that: 1) employers place greatest importance on employee attitudes; 2) employers emphasize basic skills over job-specific skills, and 3) employers deem it important for workers to have an understanding of the work environment (p. 1).”
Further, in a review of three studies created to identify competencies needed by employers, Young (1986) (Full reference listed in note 5) noted that: “The three studies…yielded remarkably consistent results on the question of those competencies most needed by employees. The three studies…emphasized the need for employees to have social skills, positive attitudes about work, and basic skills of communication…Specialized or highly technical skills were not stressed in the three studies but were, in fact, usually de-emphasized (p. 246).”
18 See Lynn Ellsworth, Better Aftercare for Delinquent Youth, unpublished report commissioned by the Eckerd Family Foundation, 2003.
19 See S. E. Berryman, “Economic Change: The Implications for Student Learning>” NASSP Bulletin 73/514 (1989); 59-70.
20 See Harriet Hankin, AMACOM, 2005.
21 See Assistant Secretary of Labor, http://www.doleta.gov/whatsnew/Derocco_speeches/DeRoccocollege.cfm
Y-Works Project: Exploring Youth Employment as a Successful Pathway From Delinquency and Other At risk Behaviors Page 26 APPENDIX A EMPLOYER SURVEY SUMMARY
TABLE OF CONTENTS I. Methodology...... 2 A. Instrument...... 2 B. Interview Protocol ...... 2 C. Data Collection and Analysis...... 3 D. Survey Size and Participant Selection ...... 3 1. Composition of Employer Pool by Business Type...... 3 2. Composition of Employer Pool by Job Title ...... 4 II. Findings ...... 5 A. Factors Influencing the Hiring of Employees...... 5 1. Foundational Skills Influencing Hiring Managers ...... 6 2. Workplace Competencies Influencing Hiring Managers ...... 7 3. Other Factors Influencing Hiring Managers...... 7 B. Characteristics of Successful Employees ...... 8 1. Foundational Skills as Characteristics of Successful Employees...... 8 2. Workplace Competencies as Characteristics of Successful Employees...... 9 3. Other Characteristics of Successful Employees ...... 9 C. Perceived Skill and Knowledge Gaps ...... 9 1. Skills and Knowledge Gaps Perceived in the General Population ...... 10 2. Skills and Knowledge Gaps Perceived in the First Time Worker and At-Risk Youth ...... 12 D. Programs and Activities to Increase Success...... 15 E. Policy on Hiring At-Risk Youth...... 17 1. Delinquency History Not an Automatic Disqualifier for Employment...... 17 2. Type and Recency of Delinquency as a Disqualifier for Employment...... 17 F. Factors Influencing Hiring of At-Risk Youth ...... 18 2. Employer Concerns by Risk Type ...... 20 3. Change in Consideration Based on Accommodations Provided ...... 21
TABLE OF FIGURES Figure A-1: Composition of Participating Employers by Business Type ...... 3 Figure A-2: Composition of Participating Employers by Job Title ...... 4 Figure A-3: Factors Influencing Hiring Managers in Selecting Candidates ...... 6 Figure A-4: Characteristics of Successful Employees...... 8 Figure A-5: Skills and Knowledge Gaps of General Applicant Pool ...... 10 Figure A-6: Close Up: Skills and Knowledge Gaps of General Applicant Pool...... 11 Figure A-7: Skills and Knowledge Gaps for First Time Workers and At-Risk Youth ...... 13 Figure A-8: Skill and Knowledge Gap Breakdown for First Time Workers and At-Risk Youth .. 14 Figure A-9: Workplace Programs Available to New Employees ...... 16 Figure A-10: Concerns With Hiring At Risk Youth: Multiple Response Choice ...... 18 Figure A-11: Concerns with Hiring At-Risk Youth: Open Response...... 19 Figure A-12: Decrease in Consideration Based on Shared Risk Issue...... 20 Figure A-13: Change in Consideration Based on Accommodation...... 22
Y-Works Project Employee Survey Report: Appendix A Page A- 1
APPENDIX A EMPLOYER SURVEY SUMMARY
I. METHODOLOGY
A. Instrument The employer interview was based on a 30-item survey instrument comprised of both open-ended and structured responses. Structured response items include multiple response and rank lists; the latter ranked using a Likert Differential Scale. Random probe items were interspersed throughout the survey instrument to clarify meaning, confirm responses, or to obtain examples of key concepts for clarification. To address potential problems with non-exhaustive response sets within the structured response items, each included an option for the respondent to identify an unlisted choice. The survey process and content were field tested by two of the principal researchers and revised prior to full implementation.
Questions were designed to identify:
Factors that influenced hiring managers. Qualities associated with successful employees in their companies. Skills and knowledge gaps observed in the overall candidate pool in general and first time workers and at risk youth in particular. Issues that may prohibit hiring of at-risk youth. Formal programs or informal activity designed to increase the success of first time employees. Prior experiences in hiring at-risk youth. Factors and programming that might influence their decision to hire an at-risk youth.
B. Interview Protocol Each employer interview was conducted face-to-face by one of the four principal researchers. All four researchers were trained in the protocol for conducting the interviews recording the responses to ensure the collection of the most accurate data. The protocol included specific training to avoid leading questions and interviewer bias. Definitions for key terms were provided to reduce ambiguity and to facilitate consistent interpretation of survey elements across respondents. The average length of the interview was 50 minutes with a range of interviews from 25 minutes to 90 minutes. Interviews were conducted in the offices or work settings of the employers.
Y-Works Project Employee Survey Report: Appendix A Page A- 2 C. Data Collection and Analysis Each of the individual survey questions were entered into a database and at least two principal researchers independently categorized the findings for responses to all open-ended questions to ensure inter-rater reliability. Descriptive statistics were exclusively used to describe survey results.
D. Survey Size and Participant Selection Forty (40) employers representing fourteen industry segments including manufacturing, government, restaurant services, hotel services, entertainment, retail, publishing, social services, health care, distribution, research & development, insurance, utilities, and general services comprised the survey sample. Participants included business owners and CEO’s, human resources and recruitment leaders, and divisional and operational leaders. Potential participants were compiled from lists published by various business publications and popular press and edited according to availability, willingness to participate, and represented industry.
1. Composition of Employer Pool by Business Type
The business types represented by participating employers are summarized in Figure A-1.
Composition of Participating Employers by Business Type
Hotels Entertainment Retail 9% Restaurants 8% 17% 3%
Government 3% Publishing 10% Manufacturing 19%
Social Services 5% Health Care General Services Insurance Utilities Research & 5% 3% Distribution 3% 5% Development 5% 5%
Figure A-1: Composition of Participating Employers by Business Type
Y-Works Project Employee Survey Report: Appendix A Page A- 3 Manufacturing companies represented the majority of employers surveyed, comprising 19% of the employer interview sample, followed by retail companies (17%). Publishing companies were the third most represented in the sample (10%) and included newspapers, advertising agencies and code publishing and registry companies. Hotels and entertainment companies (including cinemas, family recreation centers, and theme parks) represented a combined total of 17% of the interview pool. In cases where more than one service was provided by the company (e.g., a hotel providing restaurant services and entertainment), the primary business was used to define the category in which the business was placed.
2. Composition of Employer Pool by Job Title Each person interviewed had full authority or significant influence in the hiring process. In cases where there were multiple employer representatives in the interview, the interviewer listed the most senior as the official interview subject. The specific breakdown of participants by job title is summarized in Figure 2.
Composition of Participating Employers by Job Title
62%
Business Owner/CEO
HR/Recruitment Leadership
Divisional/Operational Leadership
16%
22%
Figure A-2: Composition of Participating Employers by Job Title
Figure A-2 illustrates that the majority of employers interviewed were Human Resources or Recruitment Managers, Directors or Vice-Presidents; representing 62% of the employer sample.
Y-Works Project Employee Survey Report: Appendix A Page A- 4 Business owners and CEO’s of companies represented a combined total of 22% with divisional or operational leadership representing 16% of the total.
II. FINDINGS
A. Factors Influencing the Hiring of Employees Employers were asked to identify factors that influenced their hiring managers when selecting or deciding not to select an applicant for hire. This open-ended question solicited a variety of responses from participants. Participants were not SCANS Workplace Skills and Competencies limited to the number of factors that could be listed in their response. Similar factors were SCANS provides a model to define and categorize skills published by the Secretary’s Commission on grouped together into categories based on the Achieving Necessary Skills (SCANS) required for workplace success. list of competencies and skills identified by the U.S. Department of Labor Secretary’s 1. Foundational Skills Basic Skills: Reading, writing, math, speaking, Commission on Achieving Necessary Skills listening, dexterity.
1 Thinking Skills: learning, reasoning, creative (SCANS) required for workplace success. thinking, decision-making and problem-solving. Personal Qualities: Individual responsibility, self- Two of the principal researchers esteem, self-management, sociability, integrity, independently rated and categorized the attitude, personal appearance, willingness to work, work ethic, flexibility, punctuality, attendance, responses to ensure accurate classification of conscientiousness. the factors and to increase inter-rater 2. Workplace Competencies Resources: Ability to allocate time, money, materials, reliability. space and staff. Information: Ability to acquire and evaluate data, In considering the factors that most organize and maintain files, interpret and communicate, and process information. influenced hiring managers, the employers Interpersonal Skills: Ability to work on teams, to listed a range of foundational skills and teach others, to serve customers, to lead, to negotiate, and to work well with people from culturally diverse workplace competencies along with additional backgrounds. Systems: Ability to understand social, organizational factors that could not be classified into one of and technological systems, monitor and correct performance, and design or improve systems. the two SCANS categories. The following Technology: Ability to select equipment and tools, apply technology to specific tasks, and maintain and three sections detail the employer responses as trouble-shoot equipment. organized by the two SCANS categories and eight subcategories along with a description of other responses that influence the hiring managers.
1 Please see the U.S. Department of Labor, Secretary’s Commission on Achieving Necessary Skills publications including “Teaching Scans Competencies,” (1993) accessed through the following link: http://wdr.doleta.gov/SCANS/teaching/
Y-Works Project Employee Survey Report: Appendix A Page A- 5 1. Foundational Skills Influencing Hiring Managers
As illustrated in Figure A-3, Foundational Skills comprised the majority of employer responses. In fact, Basic Skills, Thinking Skills and Personal Qualities represented 70% of all the factors identified by the employers as influencing hiring managers when decided to hire or not to hire a candidate. Further, Personal Qualities was the largest sub-category of foundational skills and comprised 54% of the total responses.
Factors Influencing Hiring Managers in Selecting Candidates
Basic Skills, 10% Interpersonal Skills, 9%
Technological Skills, 7%
Thinking Skills, 6%
Personal Qualities, Resources, 2% 54%
Other, 12%
Figure A-3: Factors Influencing Hiring Managers in Selecting Candidates
Within the category of personal qualities, work ethic and/or attitude were identified by 45% of employers as being the most influential factors and personal appearance (e.g., cleanliness, clean-cut, tattoos and piercings not visible) was cited by 25% of the employers. Additional factors such as reliability, dependability, enthusiasm, adaptability, flexibility and willingness to learn were listed as personal qualities that influenced hiring managers in selecting candidates for hire.
Y-Works Project Employee Survey Report: Appendix A Page A- 6 Other foundational skills identified by the employers included Basic Skills which represented 10% of all employer responses and included such skills as listening, speaking, writing, math, literacy and manual dexterity. Similarly, Thinking Skills comprising 6% of the employer responses and included problem-solving, decision-making and creative thinking as factors that most influenced hiring managers.
2. Workplace Competencies Influencing Hiring Managers
As illustrated in Figure A-3, Workplace Competencies collectively represented 18% of employer responses. Interpersonal Skills comprised 9% of all the employer responses with the competencies of team work, ability to relate and respond to customers, and ability to relate to others of different backgrounds most frequently referenced. Technology Competencies comprised 7% of the total and included references to specific technological skills that varied by business type and effective use of equipment. Resource Competencies represented only 2% of the employer responses and included references to managing time and organizing resources.
3. Other Factors Influencing Hiring Managers
In addition to these factors linked to the SCANS model, 12% of the employer responses included the following as additional factors influencing hiring managers: Background (including criminal background, driving record): Representing 6% of the responses and referenced by 23% of the employer pool as a factor. Education (including prior educational achievement and educational experiences): Representing 3% of the responses and referenced by 15% of the participating employers as a factor. Age (specifically identifying the legal age of 18 as factor): Representing 3% of the responses and referenced by 10% of the employers, the specific factor influencing the hiring decision was whether the candidate was of the legal age of 18.
These findings are consistent with other research that found personal qualities such as attitude, work ethic, enthusiasm, self-management, and good listening and speaking skills are more important factors in considering a candidate for hire than the more complex workplace competencies. (See the research section in the main body of this report for specific research citations).
Y-Works Project Employee Survey Report: Appendix A Page A- 7 B. Characteristics of Successful Employees Employers were asked to identify the qualities of employees who were successful in their organization. Again, this open-ended question prompted a variety of responses. (See Figure A-4).
Characteristics of Successful Employees
Other 2%
Information 0%
Systems 0%
Resources 0% 1% Thinking Skills
Basic Skills 6%
Technological Skills 6% 6% Interpersonal Skills
Personal Qualities 79%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percentage of Total Responses
Figure A-4: Characteristics of Successful Employees
1. Foundational Skills as Characteristics of Successful Employees Similar to employer responses identifying factors that most influenced hiring managers in the selection process; Foundational Skills comprised 86% of the total responses. Within this category, Personal Qualities represented 79% of the total responses and included such attributes as a positive attitude, a good work ethic, accountability, resiliency, honesty, motivation, alertness, flexibility, initiative, diplomacy and personal presentation. Basic Skills comprised 6% of the total responses and primarily included employer responses describing effective communication skills. Thinking Skills represented 1% of the total responses and included creative thinking.
Y-Works Project Employee Survey Report: Appendix A Page A- 8 2. Workplace Competencies as Characteristics of Successful Employees
Workplace Competencies as a characteristic of successful employees represented 12% of the total employer responses as outlined in Figure A-4. Interpersonal Skills including teamwork and effective workplace communication skills represented 6% of the responses followed by Technology Competencies which also represented 6% of the total employer responses. The employer responses did not list Resource Competencies (allocation of resources, time, money and people), System Competencies (understand, design and improve systems), or Information Competencies (including acquiring, interpreting, evaluating, organizing and managing data) as characteristics of successful employees.
3. Other Characteristics of Successful Employees
The remaining characteristics identified by the employers that did not clearly fit into one of the seven SCANS categories and representing 2% of the total responses as illustrated in Figure A-4 included:
Quality performance and outcomes Prior educational achievement Job history Location of employee relative to the workplace. In this case, successful candidates for some jobs (e.g., hotel and hospitality) were those that lived close to the work site.
It is interesting to note that even in workplace settings where a high degree of task complexity and technology are required, employers generally identified personal qualities as being most associated with workplace success. Reliability, positive attitude, motivation, “culture fit” and dependability vastly outpaced technology, information, resources and systems competencies as success characteristics.
C. Perceived Skill and Knowledge Gaps Employees were asked to describe the overall difficulty in finding qualified staff followed by a series of questions to identify their perceptions of the most significant skill and knowledge gaps they are experiencing in each of three categories of candidates: 1). the general applicant population; 2). first time workers in general; and 3). at-risk youth.
When asked whether it is harder or easier to find employees who can be successful in their workplaces, 75% of employers reported that it is harder while only 15% said it is easier. Ten percent indicated that there is no perceived change in difficulty.
Y-Works Project Employee Survey Report: Appendix A Page A- 9 1. Skills and Knowledge Gaps Perceived in the General Population
Employers were first asked to comment on their perceptions of skill and knowledge gaps for candidates represented in their “typical” employment pool. Figure A-5 summarizes their responses.
Skills and Knowledge Gaps of General Applicant Pool
Thinking Skills, 14% Technology Systems Competencies, Competencies, 35% 2%
Interpersonal Skills, 9%
Personal Basic Skills, Qualities, 23% 17%
Figure A-5: Skills and Knowledge Gaps of General Applicant Pool
Foundational Skills including Personal Qualities, Basic Skills and Thinking Skills collectively represented 54% of the employer responses identifying knowledge and skill gaps observed in the general applicant pool while 46% of all responses were classified as Workplace Competencies.
Note that the largest category of responses related to gaps in Technology Competencies (35% of the total responses), followed by Basic Skills (23%). Personal Qualities, previously the top ranked response category for employers when describing factors that most influence hiring managers and characteristics most associated with successful employees, was third and represented 17% of all responses. To explore the specific gaps identified by employers in the general applicant pool the data presented in Figure A-5 was expanded to reflect the specific sub-categories of knowledge and skills gaps most referenced in employer responses (Please see Figure A-6).
Y-Works Project Employee Survey Report: Appendix A Page A- 10 Close-Up: Skills and Knowledge Gaps of General Applicant Pool
Decision-making, Creative Thinking, Problem Solving, 4% 5% 5% Trade/ Technical Skills, Systems 35% Improvement, 2% Customer Service, 5% Teamwork, 4% Professionalism, 4%
Adapt/Change, 1% Communication Motivated, Skills, 4% 4% Self-Directed, 4% Work Ethic, Writing Skills, Math Skills, Dexterity, 4% 11% 7% 1%
Workplace Foundational Foundational Foundational Workplace Workplace Competency Skills Skills Skills Competency Competency Category: Category: Category: Category: Category: Category:
Technology Basic Skills Personal Thinking Interpersonal Systems Qualities Skills Skills
Figure A-6: Close Up: Skills and Knowledge Gaps of General Applicant Pool
a. Regarding Foundational Skills and Knowledge Gaps Observe in Figure A-6 that writing skills was the subcategory most referenced by employers as lacking in the general population under the category of Basic Skills. Respondents specifically described a deficit in business writing that included problems with grammar, punctuation and effectiveness. This finding is consistent with the executive roundtable discussion held with senior HR leadership to help explore the findings of the Y-Works project. Participants in the roundtable noted that the overall writing quality in both candidates and actual employees has noticeably diminished. It was
Y-Works Project Employee Survey Report: Appendix A Page A- 11 noted that a possible contributing factor is the increased reliance on e-mail as a method of written communication; where style, form, content, grammar and punctuation have given way to expediency and convenience. Math skills (7%) was the next largest subcategory of Basic Skills, followed by basic communication skills such as listening and speaking (4%), and dexterity (1%).
The category of Personal Qualities included professionalism (4%), motivation (4%), self-direction (4%) work ethic (4%), and adaptability and response to change (1%). Skills and knowledge gaps identified for the general population under the category of Thinking Skills included creative thinking (5%), problem solving (5%) and decision-making (4%). b. Regarding Workplace Competency Skills and Knowledge Gaps: Figure A-6 illustrates that the Technology Competency of trade and technical skills representing 35% of the responses. Responses in this category were very diverse and tied to the specific nature of the industries represented in the sample. This made segmenting this specific category into more detailed skills and knowledge gap subcategories impractical. The more frequent technical skills listed that were not tied to a specific business included keyboarding and mechanical skills.
Employer responses identifying gaps in Interpersonal Competencies most frequently included references to customer responsiveness (5%) and teamwork (4%). Finally, responses identifying skills gaps observed in the category of Systems Competencies included systems improvement skills (2%).
2. Skills and Knowledge Gaps Perceived in the First Time Worker and At-Risk Youth
Employers were asked to identify skills and Employers with prior experience in hiring at-risk knowledge gaps that they observed in the first youth made no distinction between this applicant and the first time worker. They perceived skill time worker followed by skills and knowledge and knowledge gaps to be the same. gaps perceived in the at-risk youth population.
Only 31 of the employers identified that they had prior experience with hiring at-risk youth. Nine of the employers (23%) were either uncertain about whether or not youth that they employed were at-risk or they worked in environments where the targeted candidate pool did not include youth. Further, each of these employers made no distinction between the observed skills and knowledge
Y-Works Project Employee Survey Report: Appendix A Page A- 12 gaps of at-risk youth and first time workers.2 Therefore, the principal researchers used the 31 employers for the following data analysis and combined the categories of at-risk youth and first time workers since no distinction was made by the employer group in their responses. Figure A- 7 illustrates the employer responses.
Skills and Knowledge Gaps of First Time Workers and At-Risk Youth
Personal Technology Qualities, Competencies 51% 7%
Interpersonal Skills, 6% Basic Skills, 26% Thinking Skills, 10%
Figure A-7: Skills and Knowledge Gaps for First Time Workers and At-Risk Youth
Employer responses most often identified foundational skills gaps in the first time worker and at-risk youth populations. Specifically, responses describing Personal Qualities (51%), Basic Skills (26%) and Thinking Skills (10%) combine to represent 87% of all of the responses. Only 13% of the responses described workplace competency-related skills or knowledge gaps and included Interpersonal Skills (6%) and Technology Competencies (7%).
To explore the specific gaps identified by employers, the data presented in Figure A- 7 was expanded to reflect the specific sub-categories of knowledge and skills gaps most referenced in employer responses (Please see Figure A-8).
2 It is important to note that employers tended to quate the term “first time worker” to be synonymous with a young, naïve and/or inexperienced worker. Older adults entering the workforce for the first time (such as the case with a homemaker and mother who returns to work after her children have left the home) did not seem to be considered in the responses of the employers.
Y-Works Project Employee Survey Report: Appendix A Page A- 13 Close Up: Skills and Knowledge Gaps in the First Time Worker and At-Risk Youth Populations Technical Skills Customer Service Work Ethic Attitude Maturity 7% 3% 8% 4% 4% Teamwork Personal Values 3% 3% Respect Problem-Solving 3% 10% Change/Adapt General 3% Academic Personal Goals 4% 3%
Writing Skills Accountability 3% 4% Self-Directed Communication 3% Skills 9% Reliability Attendance and 6% Math Skills Punctuality 10% 10%
Workplace Foundational Foundational Foundational Workplace Workplace Competency Skills Skills Skills Competency Competency Category: Category: Category: Category: Category: Category:
Technology Basic Skills Personal Thinking Interpersonal Systems Qualities Skills Skills
Figure A-8: Skill and Knowledge Gap Breakdown for First Time Workers and At-Risk Youth a. Regarding Foundational Skills and Knowledge Gaps
Personal Qualities was the most frequently listed foundational skills category with over 51% of the employer responses. This finding differs from the employer responses regarding skills and knowledge gaps observed in the general applicant pool where Personal Qualities represented only 17% of the responses. Specific qualities listed included attendance and punctuality (10%) work ethic (8%), reliability (6%), positive attitude (4%), maturity (4%), accountability (4%), personal values (3%), respect (3%), adaptability and responsiveness to change (3%), clear personal goals (3%), and being self-directed (3%).
Y-Works Project Employee Survey Report: Appendix A Page A- 14 Note that most employer responses in this category were attendance related. A problem with attendance and punctuality was a theme that ran through the employer interviews and confirmed in both the youth and case worker interview results. For example, the youth survey results noted that attendance problems were most often associated with their termination from employment.
Other responses categorized as foundational skills and knowledge gaps included the Basic Skills of math (10%), communication (9%), other general academic skills (4%) and defined by employers as being able to compare, cross-reference, look up terms, and read and understand basic documents such as an inventory list) and writing (3%). Finally, responses describing gaps in Thinking Skills included the category of problem solving (10%).
b. Regarding Workplace Competency Skills and Knowledge Gaps:
Employer responses describing a workplace competency skills or knowledge gap represented only 13% of the total responses. As illustrated in Figure A-8, Interpersonal Skills included teamwork (3%) and customer service (3%). The second smallest response category of gaps for first time workers and at-risk youth was Technical Skills (7%) which was the largest category of skills and knowledge gaps for the general applicant pool (35%).
Many of the employers shared additional comments about the perceived increase in skill and knowledge gaps for first time workers. Some noted an increasingly transient society and a high rate of turnover as contributing factors. Others, particularly those recruiting first time employees, described generational issues including an exaggerated sense of entitlement, unrealistic expectations of workplace rewards, opportunities, processes, and an inadequate level of motivation and enthusiasm.
D. Programs and Activities to Increase Success The interviewers asked the employer participants to respond to a multiple response list by selecting any formal programs or formal activity currently available in their workplace to increase the success of the first time employee. The multiple response list included 12 programs and the employers were given an opportunity to identify additional items that were not listed. Figure A-9 summarizes the responses.
Y-Works Project Employee Survey Report: Appendix A Page A- 15
Workplace Programs Available to New Employees
48% Other Employment Training 58% Tuition Reimbursement 10% Supported Employment 35% Shadow Programs 30% Remedial Classes (Inernal)
Remedial Classes (External) 25% 68% New Hire Training other than Orientation 80% New Employee Orientation 55% Mentoring Programs 55% Job Coaching 50% Internships 55% Computer Related Classes
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percentage of Employer Sample
Figure A-9: Workplace Programs Available to New Employees
Note that the majority of employers (80%) provided some form of new employee orientation and additional new hire training (68%). Tuition reimbursement was a program provided by 58% of the employers, followed by computer courses, job coaching, and mentoring programs offered by 55% of the employers. Note that mentoring programs were most often defined as targeting upper level leadership positions and not necessarily the first time employee.
Half of the employers provided other employment training (55%-typically job specific training) and some type of internship program followed by job shadowing (35%), internal remedial classes (30%) and external remedial classes (25%). Only 10% of the employers surveyed indicated the availability
Y-Works Project Employee Survey Report: Appendix A Page A- 16 of supported employment (meaning that an employee –internal or external to the organization— provided on-site training and assistance to the worker while they were learning the job). In none of these four cases was the supported employment a long term intervention as is often found in services for disabled populations.
E. Policy on Hiring At-Risk Youth Although most employers reported no The majority of employers (78%) had no specific policy prohibiting a youth who may be at risk formal policy prohibiting the hiring of a from being hired. Most also reported that a prior youth with a history of risk behaviors or criminal record was not necessarily a disqualifying current problems from being hired, most event for employment. did require that they be 18 years of age or older. In addition, 20% required a background screening as a requirement for employment.
1. Delinquency History Not an Automatic Disqualifier for Employment It is important to note that during the employer interviews and also during the Executive Roundtable to discuss these findings with senior HR executives, employers were in agreement that the presence of a criminal background was not necessarily a disqualifying event for employment. The majority of employers indicated that consideration would be given if the candidate: Fully disclosed the event during the interview process; Indicated what they did to change or correct the behavior and that it is no longer an issue; Was able to demonstrate that the behavior was isolated or in the past.
2. Type and Recency of Delinquency as a Disqualifier for Employment
Exceptions to this position that delinquency is not an automatic disqualifier included: Legal restrictions that were outside of the employers’ control: Examples include social services and health care agencies who cannot legally hire candidates with prior offenses listed as disqualifying events list provided by their funding agencies or in cases where they must adhere to Homeland Security Standards. The nature of the offense. The majority of employers would not hire persons with a history of violence (including, but not limited to, domestic violence and assault). Other offenses would eliminate or restrict positions at some companies. For example, a youth with a history of theft would not be placed in a cash handling situation, but could work in the company’s maintenance department.
Y-Works Project Employee Survey Report: Appendix A Page A- 17 F. Factors Influencing Hiring of At-Risk Youth The employers were asked to identify factors that might influence their decision not to hire an at- risk or delinquent youth. Figure A-10 summarizes these responses.
Concerns With Hiring At Risk Youth: Multiple Response Choice
70% Other 23% Legal Risk Exposure 33% Lack of Workplace Behaviors 15% Lack of Required Skills 5% Lack of Growth Potential 30% Lack of Self-Discipline
30% Workplace Disruption 10% Unemployment Costs 38% Premature Turnover 18% Anticipate Injuries 43% Anticipate Attendance Problems 30% Anticipate Inappropriate Attitude 30% Anticipate a disrespect for authority
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percentage of Employer Sample
Figure A-10: Concerns With Hiring At Risk Youth: Multiple Response Choice
Y-Works Project Employee Survey Report: Appendix A Page A- 18 Employers were asked to choose from a list of 13 issues and were also given an opportunity to identify additional factors not covered by the list. The list of issues was generated from concerns shared by employers during the interview design phase and culled from actual experiences of youth case workers responsible for placing youth in employment.
As illustrated in Figure A-10, the primary concern for employers is that an at-risk youth may exhibit attendance problems (43% of the employers). Other concerns include anticipating that the youth will prematurely leave the job (38%), fail to display required workplace behavior (33%), disrespect authority (30%), display an inappropriate attitude (30%), create workplace disruption (30%), and demonstrate a lack of self-discipline (30%). Other concerns include exposure to a law suit or insurance liability (23%), anticipation of workplace injuries (18%), perceived lack of skills required for the job (15%), the youth’s lack of education (10%), anticipation of unemployment costs (10%) and concerns about the youth’s lack of growth potential (5%).
Concerns With Hiring At Risk Youth: Open Response
Lack of Focus, Emotional Stress, 4% Maturity, 4% 7%
Repeat Appearance, Behavior, 4% 22%
Aggression, 26%
Customer Conflict, Trustworthiness, 7% 26%
Figure A-11: Concerns with Hiring At-Risk Youth: Open Response
Y-Works Project Employee Survey Report: Appendix A Page A- 19 Figure A-11 provides a close-up of the concerns that comprised the “Other” category in Figure 10. These concerns were shared by employers in considering the hiring of an at-risk youth and not included in the choice list.
The majority of other concerns were related to trustworthiness (identified by 26% of the employer group); particularly in relation to the employer’s concerns with placing the youth in cash handling positions and positions providing access to company assets; and in anticipation of aggressive or violent workplace behaviors (26% of respondents). Other concerns included the potential of prior bad behavior being repeated (22%), effectively handling customers (7%), concerns about appearance (4%), emotional maturity (7%), handling stress (4%), and staying focused (4%).
2. Employer Concerns by Risk Type
Employers were asked to rate how their consideration of hiring a candidate would change if the candidate displayed or shared a history of risk behaviors in the interview.
Decrease in Consideration Based on Shared Risk Issue
Shares History of Delinquency 85% (Person) Exhibits Social Difficultues 75%
History of Delinquency (Property) 60%
History of Emotional Problems 60%
History of Substance Abuse 33%
0% 20% 40% 60% 80% 100% Percentage of Employer Sample
Figure A-12: Decrease in Consideration Based on Shared Risk Issue
Y-Works Project Employee Survey Report: Appendix A Page A- 20 These questions provided an additional way to help identify any preconceived fears or assumptions that employers may have regarding the hiring of at-risk youth. Responses of “less than average consideration” or “no consideration” by applicant type were combined and charted in Figure A-12.
The majority of employers (85%) would give less consideration to a candidate who shares a history of juvenile delinquency that involves person related crimes such as assault. Seventy-five percent of employers reported they would give less consideration to a youth who exhibited social difficulties in the interview. This includes youth who displayed difficulties in maintaining eye contact, shaking hands, speaking clearly, demonstrating active listening or other expressed discomfort during the interview process.
Sixty percent of employers would give less consideration to a candidate who shares a history of juvenile delinquency (property crimes only-such as vandalism and petty theft). Sixty percent of employers would also give less consideration to a candidate who shares a history of emotional problems during the interview while 33% employers would give less consideration to a candidate who shares a history of substance abuse during the interview.
Noteworthy in employers’ responses was the comparatively small concern for a history of substance abuse as a disqualifying factor. Most employers indicated it would not be a factor if the substance abuse was in the past and many employers included drug testing as a routine activity.
3. Change in Consideration Based on Accommodations Provided
Employers were given a list of accommodations and asked to evaluate whether or not their consideration for hiring at-risk youth would increase if these accommodations were provided. To address the relationship between the accommodations themselves and the type of issue presented by the youth in the interview (i.e., social problems exhibited, history of emotional problems, history of substance abuse, history of property crimes or history of person-related crimes shared in the interview), the employer was asked to respond to the question for each of the five candidate types.
Figure A-13 summarizes these findings. Note that workforce readiness programs completed by candidates before their hire was the most frequently cited factor to increase consideration of the candidate; regardless of the candidate’s issues. In fact, 75% of the employers indicated they would increase consideration for youth who exhibited social problems or shared a history of emotional problems if they had participated in a job readiness program provided by a social services agency such as the YMCA or EYA prior to their hire.
Y-Works Project Employee Survey Report: Appendix A Page A- 21 Change in Consideration of Employing At Risk Youth Based on Accommodation
15% 20% Third Party Employer for first 28% 90 days 35% 35% 15% 20% 30% Public Relations Benefit 33% 33% 25% 30% Indemnification 33%35% 60% 20% 45% Workforce Program Before 65% 75% Hire 75% 13% 30% Workforce Program During 58% 68% Probation 68% 13% 30% 35% Fund Coach 38% 38% 15% 23% 38% Job Coach 48% 50% 0% 15% 30% Wage Incentive 40% 40% 3% 10% 18% Tax Incentive 18% 18%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Percentage of Employer Sample
Social Problems Emotional Problems Substance Abuse Property Crimes Person Crimes
Figure A-13: Change in Consideration Based on Accommodation
Y-Works Project Employee Survey Report: Appendix A Page A- 22 This accommodation was also associated with the largest percentage of employers who would increase their consideration in hiring a youth with a delinquency history of crimes against persons. Workforce readiness programming would also increase consideration of youth with crimes against persons (20%)—second only to an indemnification from all legal liability as the accommodation most likely to increase consideration for this category of youth.
The provision of a workforce program during the probationary period was the factor that would create the next highest level of consideration from the employers with 68% of employers indicating increased consideration for youth who share histories of social or emotional problems in the interview. Fifty-eight percent of employers would give more consideration to youth with substance abuse issues while 30% would increase consideration of youth with a history of property crimes and 13% would give more consideration to youth with a history of crimes against persons.
Indemnification from any liability created by hiring the youth was the next category most associated with increased consideration although employers typically responded that there was “no such coverage” that could completely exempt an employer from the acts of his/her employees. Sixty percent of employers would increase consideration of youth with social problems if this accommodation were made followed by increased consideration for youth with a history of emotional problems (35%), youth with a history of substance abuse (33%), youth with a history of property crimes (30%) and youth with a history of crimes against persons (25%).
Wage Incentives for hiring the youth increased consideration of employers in hiring youth with a history of emotional problems or social difficulties (40%), a history of substance abuse (30%), but only increased consideration for 15% of employers in hiring youth with a history of crimes against property. Wage incentives did not increase the consideration in hiring youth with a history of crimes against persons.
Funding for Job Coach increased consideration of employers in hiring youth with a history of emotional problems or social difficulties (38%), a history of substance abuse (35%), and a history of crimes against property 30%. Only 13% of employers would increase their consideration of a youth with a history of crimes against persons if a job coach were made available.
A Third Party Employer of Record during the youth’s first 90 days of employment increased consideration of employers in hiring youth with a history of emotional problems or social difficulties (35%), a history of substance abuse (28%), and a history of crimes against property 20%. Only 15%
Y-Works Project Employee Survey Report: Appendix A Page A- 23 of employers would increase their consideration of a youth with a history of crimes against persons if hired by a third party.
The accommodations with the least impact on consideration included Public Relations Benefits and Tax Incentives created from hiring an at-risk youth.
Youth with a history of crimes against persons received the least amount of consideration—regardless of the accommodation. The most promising factor to increase consideration for these youth was a specific workforce readiness program developed and delivered by an agency with prior experience with at-risk youth (with Eckerd Youth Alternatives, Inc. and the YMCA of the Suncoast given as examples).
Y-Works Project Employee Survey Report: Appendix A Page A- 24 APPENDIX B YOUTH CASE WORKER SURVEY SUMMARY
TABLE OF CONTENTS I. Methodology...... 2 A. Instrument...... 2 B. Survey Protocol...... 2 C. Data Collection and Analysis...... 3 D. Survey Size and Participant Selection ...... 3 II. Findings...... 4 A. Youth Case Worker Experience ...... 4 B. Caseload Size ...... 4 C. Employment of ReEntry Youth age 16 and Older ...... 4 D. Perceived Reasons Why Youth Are Not Working ...... 5 E. Predictors of Youth Ability to Obtain Employment...... 7 F. Predictors of Youth Ability to Maintain Employment...... 8 G. Job Preparation and Readiness Services Used by ReEntry...... 9 H. Direct ReEntry Services to Help Youth Obtain Employment ...... 10 I. Direct ReEntry Services to Help Youth Maintain Employment ...... 12 J. ReEntry Reports of Primary Reasons Employers Do Not Hire Youth...... 13 K. ReEntry Reports of Primary Reasons Employers Fire Youth...... 14 L. ReEntry Efforts to Prepare Employers to Work with Youth...... 15 M. Instructions to Disclose or Not Disclose Delinquency History ...... 16
TABLE OF FIGURES Figure B-1: Employment Status of Youth Served by ReEntry, Ages 16 or Older ...... 4 Figure B-2: ReEntry Perceptions of Why Youth Are Not Employed ...... 6 Figure B-3: ReEntry Predictors of Youth Obtaining Employment ...... 7 Figure B-4: ReEntry Predictors of Youth Maintaining Employment ...... 9 Figure B-5: Vocational Resources Used by ReEntry ...... 10 Figure B-6: ReEntry Services to Help Youth Obtain Employment...... 11 Figure B-7: ReEntry Services to Help Youth Maintain Employment...... 12 Figure B-8: ReEntry Reasons Why Employers Won’t Hire Youth...... 13 Figure B-9: ReEntry Reasons Why Employers Fire Youth...... 14 Figure B-10: ReEntry Efforts to Prepare Employers to Work with Youth...... 15 Figure B-11: ReEntry Instructions Regarding Disclosure of Criminal Record ...... 16
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-1 APPENDIX B YOUTH CASE WORKER SURVEY SUMMARY
I. METHODOLOGY
A. Instrument The case worker survey is a 21-item questionnaire comprised of open-ended response items. Youth Case Workers were asked to share experiences and perceptions about: Why youth on their caseload are unemployed. Primary predictors of obtaining and maintaining successful employment. Vocational services and resources available to youth on their caseload for employment. Direct services provided by the Youth Case Worker to help youth obtain and maintain employment. Experiences with employers while assisting youth obtain employment including “typical” employer responses, most cited reasons for decisions not to hire and decisions to terminate. Activity that the Youth Case Worker has engaged in to help prepare employers to hire youth on their caseload. Current policy and practice regarding how they advise youth on their caseload to disclose a delinquency history in the job interview.
B. Survey Protocol The Youth Case Worker surveys were administered face-to-face by two of the four principal researchers. A group of 32 Youth Case Workers1 (including one Director and three Managers) were provided with an overview of the Y-Works Project and the purpose of the study and questions were clarified. Each worker was provided with a consent form required by Eckerd Youth Alternatives, Inc. that included a written purpose statement of the inquiry, the contact person names and phone numbers of researchers and provider personnel who could answer questions, and clarification that the staff member was not required to participate in the study. All participants provided their consent to participate in the project. The surveys were then distributed to the group. The average
1 All of the participants represented in the sample were employed by Eckerd Youth Alternatives, Inc. and providing ReEntry Services. A supervisor and case worker from the YMCA of the Suncoast were interviewed but were not included in the sample because their services were prevention focused, the youth on their caseloads were an average of 14 years of age and their job descriptions did not require a range of prevocational, job readiness and job placement functions.
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-2 time for completion of the survey was 35 minutes with a range from 20 minutes to 62 minutes. Surveys were administered in a large multi-purpose room at one of EYA’s residential treatment facilities. The survey process and survey content were field tested by two of the principal researchers and revised prior to full implementation.
C. Data Collection and Analysis Each of the individual responses to the survey questions were entered into a database and at least two principal researchers independently categorized the findings for responses to all open-ended questions to ensure inter-rater reliability. Descriptive statistics were exclusively used to describe survey results.
D. Survey Size and Participant Selection Thirty-two (32) ReEntry Counselors, Supervisors and Managers from Eckerd Youth Alternatives, Inc. (EYA) comprised the survey sample. The ReEntry staff members were responsible for aftercare services for 588 youth2 residing in nine South Florida counties including, Broward, Dade, Monroe, Brevard, Palm Beach, St. Lucie, Indian River, Okeechobee and Martin counties. ReEntry Counselors are responsible for assisting youth who are placed on conditional release status for a variety of juvenile offenses. ReEntry Counselors assist the youth in preparing to leave a variety of secure juvenile justice treatment settings and provide service coordination, supervision and support for up to a year following the youth’s release. As part of the range of services, EYA ReEntry Counselors assist youth with prevocational and job readiness activities. For youth over age 16, they assist with identifying, securing and maintaining employment.
Participants were identified by EYA leadership in consultation with the principal researchers who requested Youth Case Workers who provided services in a wide diversity of environments; both urban and rural and in areas where there was also a diversity of available resources. The principal researchers also requested Youth Case Workers with at least three years of average experience in the field. The EYA South Florida ReEntry programs provide services in both urban (e.g., Miami and Dade County) and more rural areas (e.g., Okeechobee County) and represented the area employing ReEntry staff with the longest length of service to the organization.
2 Note: This number includes youth considered “active”—meaning youth who are under active supervision by the ReEntry Counselor and who require direct services. Periodically, ReEntry Counselors are the case worker of record for youth who have become inactive because of changes in placement status, re-incarceration, or other factors. The number of youth, both inactive and active, served by South Florida ReEntry is approximately 750.
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-3 II. FINDINGS
A. Youth Case Worker Experience The average years of experience in Youth Case Workers (EYA ReEntry Counselors—used synonymously throughout this appendix) in their current ReEntry position was 7.35 years. Experience ranged from 1 to 23 years with both the median length of service and mode value was five years.
B. Caseload Size The average caseload size was 21 youth. The median caseload size was 17 and the mode value was 19.
C. Employment of ReEntry Youth age 16 and Older Of the 588 active youth collectively served by the ReEntry Counselors, the Counselors reported the percentage of youth ages 16 and older was 77% (or 450). Figure B-1 illustrates that, of those youth 450 youth ages 16 or older, 66% were not working while 34% were employed either full-time or part-time.
Employment Status of Youth Served by ReEntry, Ages 16 or Older
Working Not Working 34% 66%
Figure B-1: Employment Status of Youth Served by ReEntry, Ages 16 or Older
This age bracket of 16 or older is of particular interest to the Y-Works researchers because it represents the age range when youth are typically expected to begin some form of part-time or
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-4 seasonal employment. The Florida Department of Juvenile Justice, for example, requires all conditional release (ReEntry or aftercare) providers to ensure that youth under the age of 16 attend an educational program and that youth over the age of 16 either maintain full-time employment or be enrolled in a needs appropriate educational program. In fact, youth on conditional release status in Florida are required by statute to work and/or attend school based on specific age requirements: “Participation in the educational program by students of compulsory school attendance age is mandatory for juvenile justice youth on conditional release or post-commitment probation status. A student of noncompulsory school attendance age who has not received a high school diploma or its equivalent must participate in the educational program. A youth who has received a high school diploma or its equivalent and is not employed must participate in workforce development or other vocation or technical education or attend a community college or a university while in the program, subject to available funding.” (FS 232.01).
D. Perceived Reasons Why Youth Are Not Working The ReEntry Counselors were asked to identify the top three reasons why they believed youth eligible on their caseloads to work were not working. Figure B-2 summarizes their responses. Note that most of the reasons given (27%) were in the category of Personal Qualities including lack of motivation, poor work ethic, low self-esteem, disinterest, poor time management and poor personal appearance and dress. Twelve percent of the reasons provided were related to family issues. Specifically, the ReEntry Counselors perceived family members as not encouraging activities such as looking for work or maintenance of employment. Counselors also included in this category a lack of family modeling of a work ethic and work behaviors in the home and family methods of obtaining funds that were not productive and/or law-abiding. Twelve percent of responses identified transportation as a key reason for why youth were not working. This finding tracks with the Youth Survey Section (Appendix C) where a lack of transportation, particularly in rural areas, is a significant barrier to employment.
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-5 ReEntry Perceptions of Why Youth Are Not Employed
1% Intellectual Functioning 4% Lack of Understanding of Job Process 2% Under Age 18 2% Fail to Search Consistenly 5% Other Commitment - School 6% Competing Methods for Income 4% Lack of Social Skills 8% Lack of Work Experience 7% Lack of Job Related Skills 10% Lack of Available Jobs 12% Lack of Transportation/Other resources 12% Family Issues 27% Personal Qualities Lacking
0% 10% 20% 30% Percentage of Responses
Figure B-2: ReEntry Perceptions of Why Youth Are Not Employed
ReEntry Counselors identified a lack of available jobs (10%) as the next most frequent response for why youth eligible for employment are not currently working followed by a lack of work experience (8%) and a lack of job-related skills (7%). Competing methods of income represented 6% of the total responses and included comments about youth who find it easier and more profitable to engage in illegal activity (e.g., selling drugs) or receiving public assistance than to be gainfully employed. The remaining categories of responses included other commitments that prohibited time to work such as school (5%), lack of required social skills (4%), lack of any understanding of the process of employment and work (5%), restrictions on employment for youth under the age of 18 (2%), and limitations with basic intellectual functioning (2%).
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-6 E. Predictors of Youth Ability to Obtain Employment ReEntry Counselors were asked to consider current and former youth on their caseload who were successful in obtaining employment and to identify the factors associated with their ability to secure a job. The 47 factors were organized into 11 categories as illustrated in Figure B- 3.
Predictors of Youth Obtaining Employment
2% No Background Check 2% Employer Contact 2% Experience 4% Family/Children Responsibilities 4% Support of Family 4% Application Completion 6% Job Search Knowledge 6% Transportation 6% Education 11% Basic Skills 51% Personal Qualities
0% 10% 20% 30% 40% 50% 60% Percentage of Responses
Figure B-3: ReEntry Predictors of Youth Obtaining Employment
Personal qualities represented 51% of the responses provided and included such individual factors as youth motivation, focus, determination, personality, drive, confidence, attitude, character, and respect for others. Basic Skills (11%) including listening, speaking effectively, and reading, Education (6%), specifically the attainment of a High School Diploma, GED or other educational certification; and Transportation to seek out job opportunities (6%) represented the categories receiving the next
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-7 highest number of responses. Other responses included access to the ability to write legibly and accurately complete an application (4%), support of family (4%), knowledge of how the job search process works including how to identify leads (6%), prior experience (2%), and financial obligations to care for a family member or child (4%). The final categories listed included an inside contact with the employer (2%) and jobs that did not require a criminal background check (2%).
F. Predictors of Youth Ability to Maintain Employment Similarly, ReEntry staff members were asked to identify factors that they believed best predicted the successful maintenance of employment for those youth on their caseloads. The 54 predictors were organized into 14 categories and are summarized in Figure B-4. As with factors predicting the successful attainment of employment, ReEntry Counselors identified a range of Personal Qualities as the best predictors of successful maintenance of employment. Forty-three percent of the responses described a personal quality evidenced by youth on their caseload who had successfully maintained employment and included motivation, a strong work ethic, responsibility, reliability (both in following through with tasks but also reliable attendance and punctuality), working independently, good attitude, displaying a positive self-worth, and being open to receiving (and then following) instructions and directions.
ReEntry Counselors also identified the value of the paycheck (described as an understanding of how consistent pay would allow them to purchase desired items, attend desired events, to date) as a predictor of successful employment maintenance (11% of the factors listed), followed by job enjoyment (7%), the desire to pay off mandated court fees and restitution required from prior sentencing (7%), family support (7%) and family obligations (6%) such as taking care of a child. Other predictors listed included youth with gainfully employed friends (4%), youth with a desire to be removed from ReEntry or court supervision (4%), youth with other financial obligations (e.g., car payments, rent--2%), followed by reliable transportation to and from work (2%), responsiveness to the ReEntry Counselor’s support and direction (2%), the presence of a supportive employer (2%), active use of other community resources (2%) and the age of the worker (2%).
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-8 ReEntry Predictors of Youth Maintaining Employment
2% Community Services 2% Supportive Employer 2% ReEntry Responsiveness 2% Reliable Transportation 2% Other Financial Obligations 4% End Supervision 2% Age 4% Working Peers 6% Family Obligations 7% Supportive Family 7% Court Fees/Restitution 7% Enjoy Job 11% Value of Paycheck 43% Personal Qualities
0% 10% 20% 30% 40% 50% Percentage of Responses
Figure B-4: ReEntry Predictors of Youth Maintaining Employment
G. Job Preparation and Readiness Services Used by ReEntry ReEntry Counselors were then asked to identify vocational services and resources that were available to youth in their catchment areas to help prepare them for employment. The 48 resource types identified were organized into 12 categories as illustrated in Figure B-5.
Listed resources included One Stop Centers (25%), area vocational schools (17%), and ACS administered programs (Affiliated Computer Services, Inc.), a Texas-based organization that operates 13 workforce readiness and mentoring programs in the state of Florida targeting out-of-school youth (passport program) and in-school youth (power program) and referenced in 15% of the responses. Charter Schools (13%) were the third most listed resource (with specific reference to the Florida- based Survivors Charter School and the Ed-Ventures Charter School) followed by Job Corps (6%),
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-9 On-the-Job-Training (6%), the Urban League (4%), High School Vocational Personnel (4%) and youth trade groups (4%)—particularly automotive youth associations. Job Fairs, Vocational Rehabilitation resources and the classified ads collectively represented 6% of the remaining resources identified by the counselors.
Vocational Resources Used by ReEntry
Vocational School ACS 17% 15%
Charter Schools 13%
One Stop Centers 25% Job Corps 6% Voc. Rehab High School Staff OJT 2% Classifieds 4% 6% Job Fairs 2% Urban League 2% Youth Trade Groups 4% 4%
Figure B-5: Vocational Resources Used by ReEntry
H. Direct ReEntry Services to Help Youth Obtain Employment ReEntry Counselors were then asked to identify services that they directly provide to help youth obtain employment. The 94 services identified in the responses fell into three broader categories of obtaining employment including: 1. Pre-vocational preparation and job readiness; 2. Job searching; and 3. Preparing for an interview or other selection activity. Figure B-6 summarizes these broad categories of services and their corresponding sub-categories.
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-10 ReEntry Counselors reported that the primary pre-vocational activities included conducting mock interviews and discussing the interview process with the youth (7%), identifying job placement resources (3%), the administration of a skills and interest assessment (2%), and transportation to job readiness and vocational preparation providers (1%). Job search activities included direct assistance with the job search (e.g., teaching how to search for a job via job banks, online search engines, classified ads) and comprised 27% of the responses, followed by linking the youth to job opportunities identified by, or created by, the ReEntry Counselor (9%), connecting the youth with transportation options (e.g., bus routes, free transportation resources) to get to the job opportunity (5%), and assisting the youth with purchasing appropriate interview clothing (1%).
ReEntry Services to Help Youth Obtain Employment
1% Serve As reference 5% Orient to Job Specifics and Expectations 17% Assist with Application 23% Transport to Interview
Link to Transportation 5%
Link to Potential Employment Sources 9%
Interview Attire 1%
Job Search Assistance 27%
Link to Job Placement 3%
Interests and Skills Assessment 2%
Prepare for Interview 7% Transportation Related 1%
0% 10% 20% 30% 40% 50%
Selection Activities Percentage of Responses Job Search Activities Prevocational Activities
Figure B-6: ReEntry Services to Help Youth Obtain Employment
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-11 Selection Activities included those supports provided by the ReEntry Counselor once the job lead had been identified including transporting the youth to the interview (23%), assisting the youth with the completion of the application (17%), coaching the youth on clarifying employer expectations and job functions during the interview (5%) and serving as a reference (1%).
I. Direct ReEntry Services to Help Youth Maintain Employment When asked to identify key activities directed to helping the youth maintain employment, ReEntry Counselors most often listed “providing performance feedback and coaching” as the primary service they provided to help youth on their caseloads maintain employment. (See Figure B-7 for a summary of the 10 ten categories used to organize the 53 responses.).
ReEntry Services to Help Youth Maintain Employment
2% Money Management 2% Monitor Appearance 4% Encourage Family Support 6% Contact with Employer 8% Monitor Compliance 8% Monitor Attendance 13% Problem-Solving 17% Support and Encouragement 19% Address Transportation 23% Performance Feedback & Coaching
0% 10% 20% 30% 40% 50% Percentage of Responses
Figure B-7: ReEntry Services to Help Youth Maintain Employment
The next focus of ReEntry included addressing transportation issues (19%). A lack of transportation options was frequently cited in all three survey chapters as a barrier to gainful youth employment.
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-12 ReEntry Counselors identified additional direct services including providing support and encouragement (17%), assisting with problem solving workplace problems with the youth (13%), monitoring compliance with service contract and court ordered sanctions (8%), monitoring attendance and punctuality (8%), maintaining contact with the employer (6%), encouraging family support (4%), monitoring appearance (2%) and teaching money management (2%).
J. ReEntry Reports of Primary Reasons Employers Do Not Hire Youth ReEntry Counselors were asked to share responses received from employers who would not hire a youth on their caseload. The 49 reasons were organized into eleven categories as illustrated in Figure B-8.
ReEntry Reasons Why Employers Won't Hire Youth
2% Not Hiring 2% Lack of Self Confidence 2% Incomplete Application 4% Social Skills 6% Academic Skills 8% Anticipate Poor Work Habits 8% Age 10% Attitude 14% Experience 14% Appearance 29% Criminal Background
0% 10% 20% 30% 40% 50% Percentage of Responses
Figure B-8: ReEntry Reasons Why Employers Won’t Hire Youth
When asked to identify responses received from employers who chose not to hire a youth on their caseload, ReEntry Counselors noted that employers most frequently cited the criminal arrest record (29%) as the reason for not hiring a youth on their caseload followed by a lack of relevant experience
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-13 (14%), poor appearance and presentation (14%), poor attitude (10%), age (8%), anticipation of poor work habits (8%), concern for poor work habits (8%-and including problems with attendance, production, attention to the job), lack of basic academic skills (6%), and a lack of social skills (4 %). Other factors cited by employers for not hiring a youth on ReEntry included providing an incomplete application (2%), lack of self-confidence in the interview (2%), or that the employer is not currently hiring (2%).
K. ReEntry Reports of Primary Reasons Employers Fire Youth ReEntry staff members were asked to share primary reasons why youth on their caseload have been fired from employment. The 56 responses were organized into 13 categories illustrated in Figure B-9.
ReEntry Reasons Why Employers Fire Youth
1% Socializing 3% Lack of Transportation 3% Lack of Social Skills 4% Workplace Disruption 4% Failure to Follow Directions 4% Failure to Complete Tasks 5% Stealing 7% Poor Attitude 7% Discovery of Background 9% Irresponsible 14% Tardiness 18% Failure to Report 20% Absenteeism
0% 10% 20% 30% 40% 50% Percentage of Responses
Figure B-9: ReEntry Reasons Why Employers Fire Youth
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-14 The primary reason for termination was excessive absences (20%), followed by a failure to report to work (18%), tardiness (14%), lack of responsibility and initiative (9%), and learning of the criminal background after the hiring decision (7%). Additional reasons for termination included lack of motivation or poor attitude (7%), stealing (5%), failing to complete tasks (4%) failing to follow instructions (4%), and behaviors that disrupted the workplace (4%). A lack of social skills (3%), lack of transportation to get to work (3%), and too much socializing during the workday (1%) were also cited as reasons.
L. ReEntry Efforts to Prepare Employers to Work with Youth The ReEntry Counselors were asked to identify how they prepared employers to work with the youth on their caseload. Figure B-10 summarizes their responses.
ReEntry Efforts to Prepare Employers to Work With Youth
3% Partner to Build Employer Relationships 3% Provide References 3% Partner with Workforce Board 3% Assist in Employer/Employee Communications 3% Encourage Parent Involvement 6% Assist with Job Training 6% Monitor Youth and Meet with Employer 12% Advocate for Hire 15% Explain Services 47% Nothing
0% 10% 20% 30% 40% 50% Percentage of Responses
Figure B-10: ReEntry Efforts to Prepare Employers to Work with Youth
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-15 Note that a large majority of ReEnty Counselors (47%) reported that they did nothing to prepare the employer. Approximately 15% of the ReEntry Counselors reported that they met with the employers to explain the specific services of the program. Twelve percent of the Counselors reported advocating for the hiring of the youth with the employer and 6% of counselors agreed to monitor youth progress and regularly meet with the employer. Other efforts included assisting the employer with job training (6%), getting parents to support the employment effort (3%), assist the youth and employer with communication problems or conflicts (3%), partner with the workforce board (3%), provide references (3%), and work with other resources to build employer relationships (3%).
M. Instructions to Disclose or Not Disclose Delinquency History Figure B-11 summarizes ReEntry Counselors’ responses to the question “ How do you advise youth to handle their previous delinquency history in the job interview?” When asked how ReEntry Counselors instruct youth on their caseloads with delinquency histories, 61% indicated that they instructed the client to openly share their backgrounds. They further instructed the clients to be open and honest and to stress what has changed in their lives and behaviors since their arrest.
ReEntry Instructions Regarding Disclosure of Criminal Record
Disclose Only If Asked, 6% Remind It is Not Required, 12%
Don't Disclose, 39% Disclose, 61% Instructed to Instructed Not to Deny Background, Disclose, 18% 3%
Figure B-11: ReEntry Instructions Regarding Disclosure of Criminal Record
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-16
In contrast, 39% of the ReEntry Counselors reported that they instructed youth on their caseload not to disclose. Of those instructing non-disclosure, 18% instruct their clients not to disclose under any circumstances, 6% instructed the youth to disclose only if directly asked about their history and 3% instructed their clients to deny the background if asked. Twelve percent remind the youth that since they are juveniles (and if they don’t have adult charges), their records are sealed and, therefore, they are not required to disclose or, when asked if they have been convicted, ReEntry Counselors instructed them “to answer ‘no’ as “they have not been convicted—they have been adjudicated.” Note, however, that discovery of a criminal background after the hire was a reason ReEnty Counselors reported youth on their caseload were terminated.
This has significant policy implications for agencies working with youthful offenders in transition. In the employer interviews (see Appendix A), employers indicated an increased willingness to consider a youth with a delinquency background for a position if they “were open and honest about their past offenses.” Most of the employers reported in both the survey and the Executive Roundtable that the concept of “sealed juvenile records” is a false one. Most employers are able to obtain criminal records of applicants—regardless of whether or not the charge was for a juvenile offense. Employers recommended that Youth Case Workers assist the youth in obtaining a copy of their own background check and to be prepared with a plan to address the issues openly and honestly. One of the employer survey participants noted that “A criminal record is not an automatic disqualification—but a failure to disclose it is.”
Y-Works Project Youth Case Worker Survey Report: Appendix B Page B-17 APPENDIX C YOUTH SURVEY SUMMARY
TABLE OF CONTENTS I. Methodology...... 3 A. Instrument ...... 3 B. Survey Protocol...... 3 C. Data Collection and Analysis ...... 4 D. Survey Size and Participant Selection ...... 4 1. Age of Youth Participants...... 4 2. Ethnicity of Youth Participants ...... 5 3. Gender of Participants...... 5 4. City of Residence of Participants...... 5 II. FINDINGS...... 6 A. Youth Employment Status ...... 6 B. Youth in First Jobs ...... 7 II. Responses of Employed Youth ...... 7 A. Finding Employment...... 7 B. Type of Employment ...... 8 1. Description of Job Type...... 8 2. Description of Full-Time or Part-Time Status...... 9 3. Time in Job...... 9 4. Requested Workplace Assistance ...... 10 5. Job Preparation ...... 11 6. Youth Activities to Help Job Performance...... 12 7. Youth Enjoyment of Current Job...... 12 III. Responses of Unemployed Youth...... 13 A. Youth Reasons for Unemployment ...... 13 B. Previous Employment Status...... 14 C. Activities to Prepare for Employment...... 14 1. Classes, Programs and Experiences ...... 14 2. Current Job Search Status and Activities ...... 15 IV. Combined Youth Responses...... 16 A. Youth Perceptions of What Employers Are Looking For in Job Applicants ...... 16 B. Youth Suggestions to Improve Workplace Success ...... 17 1. Suggestions for Employers...... 17 2. Suggestions for Teachers and Schools...... 18
Y-Works Project Youth Survey Report: Appendix C Page C-1 TABLE OF FIGURES Figure C-1: Ethnicity of Youth Participants ...... 5 Figure C-2: Youth Primary City of Residence ...... 6 Figure C-3: Employment Status of Youth Participants...... 6 Figure C-4: Percentage of Youth in First Jobs ...... 7 Figure C-5: Youth Reports of How They Found Current Job ...... 7 Figure C-6: Youth Description of Job Type ...... 8 Figure C-7: Youth Description of Job Type: Hours Worked...... 9 Figure C-8: Youth Requested Workplace Assistance...... 10 Figure C-9: Youth Job Preparation Activities ...... 11 Figure C-10: Youth Activities to Help Work Performance ...... 12 Figure C-11: Youth Reasons for Not Working...... 13 Figure C-12: Previous Employment Status of Youth Not Currently Working...... 14 Figure C-13: Activities to Help Youth Success upon Employment...... 15 Figure C-14: Youth Steps to Obtain Employment ...... 16 Figure C-15: Youth Perceptions of What Employers are Seeking in Applicants...... 17 Figure C-16: Youth Recommendations to Employers: to Increase Youth Workplace Success...... 18 Figure C-17: Youth Recommendations for Teachers to Increase Workplace Success...... 19
Y-Works Project Youth Survey Report: Appendix C Page C-2
APPENDIX C YOUTH SURVEY SUMMARY
I. METHODOLOGY
A. Instrument Youth interviews used a 27-item survey instrument comprised of open-ended response items administered to youth receiving services from the YMCA of the Suncoast (YMCA) or Eckerd Youth Alternatives (EYA). Youth were asked by their Case Worker to share experiences and perceptions about:
Current and prior work experience.
What information or skills they wished they knew in order to help them at their current job.
Classes, experiences or other events that they believe helped them with their work performance or will help them be successful once they obtain employment.
How they prepared themselves for employment.
The processing of finding a job.
Perceptions of what employers are looking for in an applicant for a position and the employer’s expectations of the employee once hired.
What employers could do to help youth be more successful in their first few weeks on the job.
What teachers or schools could have done to help them be more prepared for the job.
B. Survey Protocol The Youth surveys were administered face-to-face by Youth Case Workers and Supervisory staff from the YMCA and EYA. Case Workers from both agencies were trained on the protocol for interviewing the youth in two separate one-hour sessions. The protocol included a description of the survey, why it was being performed, the goals of the project, and clarification that no confidential or identifying information would be recorded or shared. Each youth was provided a document that included a written purpose statement of the inquiry, the contact person names and phone numbers of researchers and provider personnel who could answer questions, and clarification
Y-Works Project Youth Survey Report: Appendix C Page C-3 that the youth was not required to participate in the study. All informed consent and participation procedures required by the two partner agencies were followed.
The average time for completion of the survey was 16 minutes with a range from 6 minutes to 30 minutes (note that approximately 45% of the Youth Case Workers did not record the duration of the interview). Youth Case Workers were instructed to conduct the interviews at the program, in the youth’s home, at a community center (e.g., library meeting room) or other location with minimal distractions and allowed for privacy.
C. Data Collection and Analysis Each of the individual responses to the survey questions were entered into a database and at least two principal researchers independently categorized the findings for responses to all open-ended questions to ensure inter-rater reliability. Descriptive statistics were used to describe survey results.
D. Survey Size and Participant Selection The sample was comprised of 151 youth receiving services from Eckerd Youth Alternatives, Inc. or the YMCA of the Suncoast. Youth resided in one of ten Florida Counties including Broward, Dade, Monroe, Brevard, Palm Beach, Pinellas, St. Lucie, Indian River, Okeechobee or Martin counties. Participants were identified by YMCA and EYA leadership in consultation with the principal researchers who requested youth representing a wide diversity of living environments and risk issues.
YMCA youth were involved in services at the Highpoint branch including a structured after- school prevention program to help students increase self-confidence, develop group interaction, gain a sense of responsibility, improve academic and personal achievement and build character.
EYA youth were adjudicated for delinquency and sentenced to the EYA conditional release (ReEntry) program as a condition of their court order. The ReEntry program is designed to assist the youth in preparing to leave a variety of secure juvenile justice treatment settings and provide service coordination, supervision and support for up to a year following their release.
1. Age of Youth Participants
The average age of the youth was 16.5 years with a range of 13 years to 19 years. The median and mode value was 17.
Y-Works Project Youth Survey Report: Appendix C Page C-4
2. Ethnicity of Youth Participants
Figure C-1 illustrates the ethnicity of the youth survey sample. Fifty-four percent of the participants were Black, 26% Caucasian, 14% Hispanic, 5% multi-racial and 1% Native American.
Ethnicity of Youth Participants (N=150) Native Hispanic, Multi-Racial, American, 14% 5% 1%
Black, Caucasian, 54% 26%
Figure C-1: Ethnicity of Youth Participants
3. Gender of Participants The gender breakdown of youth participants was 80% male and 20% female.
4. City of Residence of Participants Participants lived in one of 32 Florida cities. Figure C-2 illustrates cities with at least five represented participants. West Palm Beach was the most frequently cited city of residence (15%), followed by Clearwater (13%), Stuart (7%), Ft. Lauderdale (6%), Lake Worth (6%), Lauderhill (6%), Riveria Beach (5%), Ft. Pierce (5%), and Sunrise (5%). Cities comprising the “other category” of 32% included Bonita, Boynton, Broward, Cape Coral, Ft. Myers, Gifford, Greenacres, Inberrany, Jenson Beach, Lehigh Acres, Margate, Martin, Naples, Oakland Park, Pahokee, Plantation, Pompano, Port St. Lucie, Sebastian, South Bay, Tamarac, Vero and Winter Beach.
Y-Works Project Youth Survey Report: Appendix C Page C-5
Youth Primary City of Residence
Ft.Lauderdale Lake Worth Stuart Lauderhill 6% 6% 7% 6%
Riviera Beach Clearwater 5% 13% Ft. Pierce 4%
Sunrise 5%
West Palm Beach Other 15% 32%
Figure C-2: Youth Primary City of Residence
II. FINDINGS
A. Youth Employment Status Thirty-three percent of the youth sample reported to their Youth Case Worker that they were currently employed (See Figure C-3).
Employment Status of Youth Participants
Working, 33%
Not Working, 67%
Figure C-3: Employment Status of Youth Participants
Y-Works Project Youth Survey Report: Appendix C Page C-6 B. Youth in First Jobs Of the 50 youth who reported that they are currently employed, 53% identified that this was their first job (See Figure C-4).
Percentage of Employed Youth in First Jobs
Not First Job, 47%
First Job, 53%
Figure C-4: Percentage of Youth in First Jobs
II. RESPONSES OF EMPLOYED YOUTH
A. Finding Employment Youth were asked by their Youth Case Worker to describe how they found out about their current job. Results are summarized in Figure C-5.
Youth Reports of How They Found Current Job
Walk In Relative 14% 31%
Paper Word of Mouth 3% 7%
ReEntry Friend Counselor 38% 7%
Figure C-5: Youth Reports of How They Found Current Job
Y-Works Project Youth Survey Report: Appendix C Page C-7 Note that the majority of youth found out about the job opportunity through a friend (38%) or a relative (31%). Walking into a business to inquire about employment comprised 14% of the responses followed by word of mouth (7%), the ReEntry Counselor (7%), and responding to an advertisement in the paper (3%).
B. Type of Employment 1. Description of Job Type When asked to describe their current job, youth responses fell into one of fifteen job types. Figure C-6 summarizes these responses. The majority of youth were employed in the restaurant industry as waiters, waitresses, cooks or crew members. The majority of restaurant related jobs were in fast food establishments (cashiers in food service establishments were placed into a separate job category). The next most represented job type was the cleaning industry (15%) which was comprised of various job titles including housekeeper, custodial worker, janitor, and dry cleaning and laundry worker.
Youth Description of Job Type Restaurant Cashier 20% Cleaning 13% 15%
Dish Washing/Bus Retail 4% 4%
Construction 10% Bagging/Grocery 8% Professional Handyman Counselor 2% 8% 2% Ticket Collector Maintenance 2% Telemarketing Clerical 4% Landscaper 2% 4% 2%
Figure C-6: Youth Description of Job Type
Youth reported a job as a cashier (13%) as the next most represented job type in the sample, with the majority of positions as restaurant cashiers. Construction jobs (10%) included a variety of positions
Y-Works Project Youth Survey Report: Appendix C Page C-8 in the building trades such as electrical apprentices, plumbing assistants, plasterers, masonry assistants and framers. Grocery jobs, particularly baggers, and handyman positions each comprised 8% of total job types reported by the youth. Other job types listed by the youth included maintenance (4%-primarily general and automotive maintenance positions), clerical (4%), dish washing and table bussing (4%), retail sales and inventory positions (4%-typically referencing positions with Wal-Mart), telemarketers (2%), landscapers (2%), counselor (2%--PAL Peer Counselor), ticket collector (2%), and professional (2%-training account executive).
2. Description of Full-Time or Part-Time Status Of those youth reporting that they were currently employed, 55% were working part-time while 45% were working full-time as illustrated in Figure C-7.
Youth Description of Job Type: Hours Worked
Full Time, 45%
Part Time, 55%
Figure C-7: Youth Description of Job Type: Hours Worked
3. Time in Job The length of time in job reported by the employed youth in the sample ranged from one day to two years. The average time in job was 114 days. The median time in job was 60 days and the mode value was 90 days.
Y-Works Project Youth Survey Report: Appendix C Page C-9 4. Requested Workplace Assistance Youth who reported that they were currently employed were asked to identify what subjects they wished they knew more about, or tasks they knew how to do, in order to help them in their current job. The responses of the 51 employed youth are summarized in Figure C-8.
Youth Requested Workplace Assistance Other Personal Technical Basic Qualities Computers 6% Skills 9% 3% 9%
Interpersonal Nothing Skills 28% 6%
More Experience 6% Job Specific Everything Unsure Information 6% 3% 24%
Figure C-8: Youth Requested Workplace Assistance
Note that the largest number of responses were that the youth needed no additional information to help them in their current job (28%), followed by 24% of the youth requesting a range of job- specific information, including mixing chemicals, more advanced electrical wiring, and other aspects of house construction. Nine percent of the youth requested assistance with Basic Skills1 and specifically responses requesting more math assistance. For example, youth indicated needing more math knowledge to be able to calculate carpentry cuts and angles, calculating areas, lengths and widths, and basic money management. Six percent of the youth requested assistance and information with Interpersonal Skills, including dealing with customers. Nine percent of the youth requested additional training with computers, followed by other technical training (6%) which
1 Titles in Bold represent a category of Foundational Skills and Workplace Competencies identified in the SCANS model described in the main body of the report.
Y-Works Project Youth Survey Report: Appendix C Page C-10 included training in the use of types of workplace machinery and equipment. Six percent of youth indicated that they needed “more experience” and 6% of youth described that they wish they knew more about “everything” in order to do their current job. Other responses included information or assistance with Personal Qualities (3%) including patience, and 3% were unsure about what they needed.
5. Job Preparation When asked how they prepared for their job, 22% of youth reported that their friends helped them prepare for their first day on the job while 22% reported that they did “nothing” to prepare. Nine percent reported that they prepared for their jobs through participation in on-the-job training, 9% reported that their family helped them to prepare, 9% prepared by reading the employee manual and 9% prepared by reading other job specific books. Four percent prepared by taking job-specific classes at vocational/technical schools, 4% prepared by observing others, 4% prepared by purchasing or preparing clothing required for the position and 9% prepared in other ways (e.g. “I practiced getting up on time,” “I prepared by getting a good night’s sleep.”) See Figure C-9 for an illustration of responses by activity type.
Youth Job Preparation Activities
Family Reading Reading Job Instruction, Employee Specific Books, Observing 9% Others, Manual, 9% 9% 4% Classes, 4%
Nothing, 22% Friend Assisted, 22% Purchased OJT, Other, Clothing, 9% 9% 4%
Figure C-9: Youth Job Preparation Activities
Y-Works Project Youth Survey Report: Appendix C Page C-11
6. Youth Activities to Help Job Performance Currently employed youth were asked to identify what classes, experiences or other events they believe helped them with their work performance. Responses are summarized in Figure C-10.
Youth Activities to Help Work Performance
Family Instruction Employer 12% 5%
Nothing 32% School Instruction 31%
Other 2% Self-Taught 2% Prior Residential Experience Watching Others ReEntry training Program 7% 5% 2% 2%
Figure C-10: Youth Activities to Help Work Performance
As illustrated in Figure C-10, the majority of youth responded by saying “nothing” helped them with their work performance (32%) while 31% credited school vocational or academic instruction as helping them with their work performance. Twelve percent of participants credited family instruction, 7% credited their own prior experience, 5% identified their employer, and 5% noted that watching others helped their performance. Other responses included self taught (2%), residential program instruction (2%), ReEntry training (2%), and other activities (2%-including weight training).
7. Youth Enjoyment of Current Job Of those youth currently employed, 69% said they enjoyed their current job while 31% said that they did not. Youth who responded that they enjoyed their jobs identified the people at work and the pay as the primary reasons for their enjoyment while others reported that it was the specific job
Y-Works Project Youth Survey Report: Appendix C Page C-12 tasks, workplace fun, learning or keeping busy. Youth who did not enjoy their current jobs typically cited the pay or the task as the reason for their lack of enjoyment.
III. RESPONSES OF UNEMPLOYED YOUTH
A. Youth Reasons for Unemployment Youth who were currently not working (identified earlier as 67% of the youth sample) were asked to identify the primary reasons why they were not working. Their responses are summarized in Figure C-11.
Unemployed Youth Reasons for Not Working Transportation No license/ID Issues 21% Recently Fired 9% 7%
Family issues 7%
School/Sports Inexperience Conflict 7% 22% Age Disability 7% Looking 2% 4% Don't Know 2% Under House Arrest Have Not Applied Residential Status 4% 4% 4%
Figure C-11: Youth Reasons for Not Working
The largest category of responses from unemployed youth involved conflicts with other school and sports activities (22%) or transportation issues (21%) as the reason they are currently not working. The absence of a license or I.D. required by companies to qualify for employment was cited by 9% of the sample followed by responses that included being recently fired (7%), family issues (7%), inexperience (7%), age (7%), currently looking (4%), under house arrest (4%), not having recently
Y-Works Project Youth Survey Report: Appendix C Page C-13 applied (4%), residential status not formalized (4%-citizenship related) and having a disability (2%). Finally, two percent of the sample did not know why they were unemployed.
B. Previous Employment Status
Previous Employment Status of Youth Not Currently Working
Previously Employed, 38% Not Previously Employed, 62%
Figure C-12: Previous Employment Status of Youth Not Currently Working
Figure C-12 illustrates that 38% of the currently unemployed youth have previously been employed. Of those youth who had previous employment, 29% reported that the jobs were full-time and 71% reported that the jobs were part-time.
C. Activities to Prepare for Employment 1. Classes, Programs and Experiences Unemployed youth were asked to identify the classes, experiences or programs that they believed would help them to be successful once they obtained employment. Twenty-seven percent of youth reported that specific job skills training would help them be successful while 19% reported that remedial basic education (particularly in the areas of math and writing) would help them be successful. Other responses included career education (12%), ReEntry Program (8%), displaying appropriate job behaviors at the workplace (5%), sports (5%), other youth programs (3%), and anger management training (2%). Two percent indicated other events and experiences that would
Y-Works Project Youth Survey Report: Appendix C Page C-14 help them be successful (including “working out and lifting weights,” “taking a diving class”). See Figure C-13.
Activities to Help Youth Success Upon Employment
Sports Job Skills Training 5% OJT 27% 17%
Appropriate Job Career Behaviors Education 5% 4%
Other Youth Programs Basic Educational 3% Anger Other Skills ReEntry Program Management 2% 19% 8% 2%
Figure C-13: Activities to Help Youth Success upon Employment
2. Current Job Search Status and Activities Seventy-seven percent of the youth sample that are unemployed indicated that they are actively searching for work. Twenty-one percent are not currently looking. Of those unemployed youth currently looking for jobs, most (31%) reported that they were looking for work by researching newspaper want ads (See Figure C-14). Other activities for finding employment included obtaining a social security card, driver’s license or other form of legal identification (29%), cold calling or visiting businesses (11%), calling employers back after making the initial contact (7%), researching job possibilities on the Internet (7%), ensuring proper grooming and attire when job hunting (4%), completing and submitting applications (4%), visiting the One-Stop Center (2%), asking family and friends for assistance in the job search (2%), and attending a job fair (1%). The category of “other” comprised 2% of the youth responses and appears to reflect a misunderstanding of the question. One youth responded that “laziness” would help him obtain work; another responded that he would obtain work by “quitting.”
Y-Works Project Youth Survey Report: Appendix C Page C-15 Youth Steps to Obtain Employment
Call Them Back Asking Family & Other 7% Friends 2% 2% Get SS Card or ID 29% Grooming 4%
Put in Look on Internet Applications 7% 4% One Stop Center 2%
Calling & Going to Businesses Job Fair 11% Read Ads 1% 31%
Figure C-14: Youth Steps to Obtain Employment
IV. COMBINED YOUTH RESPONSES
A. Youth Perceptions of What Employers Are Looking For in Job Applicants The full youth sample (N=151) were asked to identify what they believed employers were looking for in an applicant. Youth generated 270 responses that were organized into eight primary categories and illustrated in Figure C-15. Sixty-nine percent of the total responses included a reference to a Personal Quality including being on time, respectful, motivated, friendly, responsible, self-directed, reliable, trustworthy, clean, accountable, helpful, having a good attitude and a strong work ethic. The next category of most listed responses was personal appearance (12%). (Note that in the other appendices and in the main body of this report—appearance was included as a personal quality under the SCANS model—the principal researchers have separated appearance into its own category given the number of individual responses). Prior Experience (9%) was third followed by Basic Skills (6%-and including social skills, grammar, basic communication and language, legible handwriting), Technical Skills (4%), Thinking Skills (2 %), Interpersonal Competencies (.6%-including teamwork and customer concern). The applicant’s availability (.4%) was the least cited factor identified by the youth sample.
Y-Works Project Youth Survey Report: Appendix C Page C-16
Youth Perceptions of What Employers are Seeking in Applicants
Personal Qualities, 69.0%
Availability, Prior 0.4% Experience, 9.0% Interpersonal Skills, Basic Skills, Appearance, Technical Skills, Thinking Skills, 0.6% 6.0% 12.0% 4.0% 2.0%
Figure C-15: Youth Perceptions of What Employers are Seeking in Applicants
B. Youth Suggestions to Improve Workplace Success 1. Suggestions for Employers Youth were asked how employers could help a youth become more successful in their first few weeks on the job. Youth identified 143 responses that were categorized into six primary categories. These categories and the corresponding response percentage are summarized in Figure C-16.
The majority of youth responses identified on-the-job training (61%) as a way employers could help youth be more successful during their first few weeks on the job. Fifteen percent of the responses identified being more welcoming and encouraging, followed by the employer providing job shadowing (9%), Other (8%-\including a range of responses including “pay me right,” and “be patient with me”), followed by teaching team work and other interpersonal skills (4%), doing nothing (2%), and offering more flexible work hours (1%).
Y-Works Project Youth Survey Report: Appendix C Page C-17
Youth Recommendations to Employers to Increase Youth Workplace Success
Teach Teamwork Flexible Other & Interpersonal Work Hours 8% Skills Shadow & 1% 4% Explain Nothing 9% 2%
Welcome & Encourage 15%
OJT 61%
Figure C-16: Youth Recommendations to Employers: to Increase Youth Workplace Success
2. Suggestions for Teachers and Schools Youth were asked to identify what they believe their teachers or other school personnel could have done to assist them in being more prepared for work. Youth provided 140 responses that were organized into nine categories as illustrated in Figure C-17. The largest category of responses was for more hands-on career development support (28%). This category of responses included a range of career exploration activities including assessment of youth interests and aptitudes, and exploration of career paths and options. Specific job skills training (19%) was the second highest category of responses and comprised job seeking and readiness activities including a theme for more hands-on and “real world” workplace activities in the classroom. Other response categories included more training on interpersonal skills such as teamwork and working with customers (10%), better teaching methods (6%), individualized
Y-Works Project Youth Survey Report: Appendix C Page C-18 instruction (6%), basic education instruction (5%-including specific reference to more math and writing assistance), training on independent living skills (4%), and other (3%) including responses that were vague or unclear such as “help them,” and “train them.” Finally, 19% of the youth responded that they did not know of any ways that teachers and the school could have helped them prepare for work.
Youth Recommendations For Teachers To Increase Youth Workplace Success
Independent Living Career 4% Development Basic 28% Education 5%
Interpersonal Skills Nothing/ 10% Don't Know 19%
Better Teaching Methods Individualized Other 6% Instruction Job Skills 3% 6% 19%
Figure C-17: Youth Recommendations for Teachers to Increase Workplace Success
Y-Works Project Youth Survey Report: Appendix C Page C-19 APPENDIX D BEST PRACTICES SUMMARY
The National Youth Employment Coalition has researched and published a list of promising and effective practices (PEP) through its PEPNet project, a system and an information base for identifying and promoting what works in youth employment and development. Other organizations have published their own lists of promising practices and best practice programs.
The Y-Works Project has reviewed the PEPNet list and other such lists and has selected from among those lists projects which appear to embody the principles and components that the project research indicates are critical to helping youth, the agencies that work with them and employers find employment that is a successful pathway from delinquency and other at-risk behaviors.
The Y-Works Project references programs that are provided by nonprofit agencies, school systems, government agencies and trade/business associations. The Y-Works Project references programs that place expectations on youth, their staff and their employer partners.
Further the Y-Works Project has elected to reference programs which:
1. Focus on the short term goal of securing livable wage employment and long term goals for sustained employment as well as advancement at work. 2. Reach these goals through: a. A continuum of services and support including job preparation, job placement and job follow-up. b. Support of educational success. c. Involve the youth in the creation of an individual work readiness and work success plan. d. Partnership with and recognition of the education, soft skills, entry level hard skills and workplace literacy expectations of, trade associations and/or employers. e. Preparation that is experiential or which mimics the real work environment of living wage employment. f. Development of, and placement in, jobs: • with employer partners where job expectations are clear; • where the employer is committed to successful employment of youth; • where personal motivations and needs of the youth can be met; and • in geographic area where transportation, child care or other support needs can be successfully addressed. g. Post placement workforce readiness activities and assistance resolving barriers to success. 3. Secure and/or train staff well versed in youth development and job development, and with an ability to build relationships not only with youth but also with employer and community service partners.
Y-Works Project Best Practices Summary: Appendix D Page 1 BEST PRACTICES Program and Website Target Program Goals Program Components Program Outcomes Population
Career Exploration Project First time To help young people • Employment readiness training Worked since graduating from 57% (part of the Court felony identify and build on their • Conflict resolution workshops program Employment Project) offenders ages strengths, so that they have • Three month internship 13 to 20 living the skills and self-confidence Pursued education 81% • On-going classes during internship An intensive employment in low income they need to exit the justice internship program for young neighborhoods system as responsible, • Transition planning Obtained high school diploma 24% offenders. of New York productive members of their • Linkage to vocational training and community or GED City. communities. based programs www.cases.org • Alumni activities A program of the State of New York’s Center for Alternative Sentencing and Employment Services.
Casa Verde Builders At risk (at To raise the quality of life in • Onsite construction training activities (50%) Percentage completing program 60% Program promise) youth economically disadvantaged a. Basic masonry ages 17 -25 in communities and to promote b. Roofing Percentage completing program A service program that Austin and the citizenship, education c. Drywall hanging and finishing who were enrolled in school or 80% integrates youth employment/ Travis and employment skills d. Painting working at $7.00+ per hour development with innovative Counties of development of participants. e. Concrete flatwork environmentally sensitive Texas. f. Foundations building practices. g. Sustainable building techniques All have • Crew team http://www.americanyouthw dropped out of a. Self identity – team building – problem orks.org/cvb.html school, been solving involved with • Gender based support groups the criminal • Home Depot partnership – attend new employee justice system orientation A Youth Build program - See or come from • Educational activities at Charter High School also: low-income (50%) families. a. Academic www.youthbuild.org b. Foundation skills c. Career preparation d. Project based community learning • Career resource center • Peer trainer – opportunity to advance and learn leadership
Y-Works Project Best Practices Summary: Appendix D Page 2 BEST PRACTICES Program and Website Target Program Goals Program Components Program Outcomes Population
Community Youth Corps Ages 16 – 21 To provide ongoing • Five integrated components: who live near education, motivational a. Assessment A work-based learning poverty line support and workplace and b. Education environment that promotes self and/or in an life skills instruction to at c. Personal and leadership development development. area of high risk, out of school youth so d. Work experience and unemployment. that they may eventually e. Placement services www.selaco.com obtain gainful employment • Formal week long orientation to communicate and become productive expectations and assess job readiness citizens within the • Collaboration with colleges and vocational A program of the Southeast community. institutions Los Angeles County Workforce • Collaboration with service agencies to engage Investment Board. youth and families • Job Fair and job shadowing programs • Four career tracks a. Construction b. Education c. General office d. Health care
Fresh Start Youth offenders To empower and motivate • Non-residential – 40 week skills training program Recidivism three years 23% and other high- youth to learn by doing so • Intensive job readiness program A project-based skills training risk out-of- they will succeed • Academic remediation Percentage of participants in program helps young offenders school youth academically, in the other Maryland DJJ programs 75% • Life skills development learn by doing. ages 16-19. workplace and in their lives. rearrested • Job placement www.livingclassrooms.org • Maritime work projects Percentage of graduates • Five modules employed or continuing 100% A program of the Living a. Toolbox education upon program Classrooms Foundation – b. Production graduation Baltimore, MD. c. Boat Building d. Work-Study Percentage of graduates e. Internship-to-Employment employed or continuing 80% • Long term follow up education three years after a. Uses maritime setting to provide hands on program education and training. • Partnerships with local colleges and tuition Average rate of pay for assistance based on grades earned employed Fresh Start graduates $7.67
Y-Works Project Best Practices Summary: Appendix D Page 3 BEST PRACTICES Program and Website Target Program Goals Program Components Program Outcomes Population
Gulf Coast Trades Center Adjudicated To promote the social and • Residential academic and vocational training Percentage of youth re-arrested 16% youth ages 16- economic independence of program Successful youth corrections 19. disadvantaged youth. • Trades training – Marketable skills model addresses personal, a. Automotive Technology Percentage completing program social, educational and b. Building Maintenance 84% employment issues. c. Building Trades d. Culinary Arts Percentage of program www.gctcw.org e. Horticulture completers employed upon f. Masonry/ Bricklaying completion 70% g. Milling and Cabinet Making Private non-profit program h. Painting and Decorating Average wage started in 1971 as a i. Technical Introduction collaboration with City of j. Desktop Publishing $6.25 Houston- Model Cities, the • Charter school education program AFL-CIO and private • Job placement individuals. a. Master 11 DOL workplace competencies • Life skills training a. Driver’s education b. Independent living c. Leadership development • Comprehensive counseling • Aftercare job development • Aftercare transitional services
Jobs for America’s Graduates Youth ages 15 To help young people • Classroom instruction Program Graduation Rate (# 85% (Model delivered through state through 21 at graduate from high school • Employability skills training Graduates e # of Participants) affiliates.) risk of not and secure a job leading to • Adult mentoring completing career advancement Positive Outcome (# Employed + 72% • Guidance and counseling www.jag.org high school. opportunities and/or # FT Military + # FT Enrolled in post • Summer employment training secondary e # of Graduates) pursue postsecondary • Leadership development Services designed to help youth education. Full Time Placement Rate (# FT graduate from high school and • Jobs and post secondary education placement Employed + # FT Military + PT Work 88% secure a job leading to career • Linkages to school and community based services combined with School e # of Employed Grads) advancement opportunities. • 12 month follow up services
Y-Works Project Best Practices Summary: Appendix D Page 4 BEST PRACTICES Program and Website Target Program Goals Program Components Program Outcomes Population
YouthBuild U.S.A. Youth from low • Six to twelve months Percentage graduating from 59% (Services delivered by 200+ income families • Work Experience program local Youth Build programs) a. Qualified construction instructors Average age b. Construct or rehabilitate homes Percentage placed in jobs or 82% Unleashing the positive energy 19.2. • Education school of low-income young people to a. High School, Vocational, College, GED prep. rebuild their communities and b. Small class size / one-on-one attention Average wage after program $7.99 their lives. c. Integrates academics and life skills • Job Training www.youthbuild.org a. Work habits b. Decision making and time management skills National nonprofit agency c. Career planning and interviewing skills supporting a network of local • Leadership Development providers delivering the a. Learn to advocate for issues program model. b. Responsibility for self and family c. Participate in program governance • Counseling – Regularly scheduled sessions a. Child care issues b. Transportation issues c. Substance abuse issues • Post graduate support
Los Angeles Youth Youth ages 14 To promote youth • Individual development plan and goal setting Remained in secondary or post- 70% Opportunity Movement to 21 residing achievement by working • Pre-placement secondary school in designated with families and a. Job readiness training A collaboration of community empowerment community partners to b. GED, College/SAT preparation Enrolled in two or four year 12% organizations and agencies to zones or other create opportunities for c. Internships college programs help at-risk youth. designated Los youth to reach their d. Subsidized employment Angeles education, employment e. Short-term occupational skills training Earned their high school 15% http://layo.org/ neighborhoods. and personal development f. Reading/math remediation. diploma or GED goals. • Youth development A program of the City of Los a. Community service Were placed in unsubsidized 18% Angeles, California b. Sports/recreation employment for first time c. Support groups d. Peer to peer mentoring e. Life skills training f. Secondary school extracurricular activities • Business mentorship council
Y-Works Project Best Practices Summary: Appendix D Page 5 BEST PRACTICES Program and Website Target Program Goals Program Components Program Outcomes Population
Our Piece of the Pie Youth, ages 14- To inspire, mentor, and • Work/business experiences - Youth business Percent in school or working 96% 21 in Hartford, teach young people about incubator in various fields for example: after graduating from program A youth business incubator CT. including the world of work and the a. Graphic arts sprouts new opportunities and in school, foster many options available to b. Boat building new skills for youth. care and them for economic self- c. Youth newspaper company juvenile justice sufficiency. d. Nail design www.Scservices.com youth. e. Sound recording • Job placement and job support • Employment readiness training • Entrepreneurship training
Project Craft Adjudicated To improve educational • Integrates Average wage upon placement $8.58/hour (Community Restitution youth at least levels, teach vocational a. Youth development strategies Apprenticeship-Focused 16 years old. skills and reduce recidivism b. Vocational training Placement upon program Training) among adjudicated youth, c. Employability skills development graduation 85% while addressing the home d. Job placement assistance A national trade organization building industry’s need for e. Follow-up Recidivism rate addresses a shortage of skilled entry level workers. • 840 hours of training – six months 10% to 15% labor by helping court a. 25% in classroom-related instruction depending appointed youth prepare for b. 75% in community service/work-based upon location careers in the residential learning environment construction industry. • Partnership building and linkages • Community involvement www.hbi.org • Leadership development
A program model of the Home • Follow up support services Builders Institute the • Comprehensive service delivery nonprofit, workforce • Industry driven training development division of the • Job placement National Association of Home Builders. Services delivered through contract with state agencies.
Y-Works Project Best Practices Summary: Appendix D Page 6 BEST PRACTICES Program and Website Target Program Goals Program Components Program Outcomes Population
Youth Career Program Youth, ages 13- To help young people make • Job is a modality for changing negative behaviors Job placement 57% 21, either positive decisions. in youth. Intensive individual services involved with Individualized approach to • Support youth both on and off the job. Focus on Academic improvement 54% for youth designed to help or exhibit career exploration and work an individualized, strength-based, client-centered them be self-reliant and make characteristics experience assists with approach to service delivery. Recidivism rate 15% positive life choices. consistent with personal development and • Program activities include: youth involved success in life. a. Career exploration and assessment www.workopportunities.net with the court b. Volunteer/community service system. c. Daily contact with each youth A youth program of Work d. Weekly consultations with the "family" Opportunities Unlimited a for e. Recreational activities profit human services f. Connections to positive adult role models organization contracting with g. Substance abuse awareness/anger management state youth and human service agencies and school boards for delivery of services.
Y-Works Project Best Practices Summary: Appendix D Page 7 APPENDIX E EXECUTIVE ROUNDTABLE SUMMARY
Strategy and Policy Implications of At-Risk Youth Employment
May 20, 2005
As the Y-Works project progressed, preliminary findings emerged that caused the researchers to seek the collective strategic thinking of high level human resources executives from influential companies.
The Y-Works study was constructed in a way that would allow us to observe and consider the apparent attitudes, ad hoc suggestions, and spontaneous and extemporaneous thoughts and ideas that might be prompted by our face to face interview questions. We wanted to at least think about what wasn’t said, while analyzing what was. The point of the project, after all, had to do with raising consciousness and locating a starting point to make youth employment a better option and better understood situation for the largest number of stakeholders.
We had assumed that the labor market of at-risk youth, like other labor markets, would be identified by employers in the study as an important source of new employees. With labor shortages in the U.S. and in Florida reaching critical levels, we thought that there would be strategic interest in mining underutilized markets. However, many of the HR employer representatives that we spoke with did not seem to consider the at-risk population as a market, either for jobs or, presumably then, as customers for goods and services in the future.
We encountered some confusion when we asked executives who they thought was responsible for preparing at-risk youth to become successful employees. It was apparent that almost no one thought the government should be responsible. However, upon learning that many—if not most—of the children we referenced in the study are actually in government custody, some respondents did not seem to know how to react. The education system was not readily held accountable by executive respondents, either, and was described as already overburdened and oriented to purposes other than job preparation.
We did not get definitive responses about workforce preparation, or clear accountability. We then sought to identify the stakeholders who should inform the process of job preparation. HR and business owner respondents described themselves easily as sorters and organizers of the applicants they receive, and as active in recruiting and other outreach functions that garner them qualified
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 1 candidates, but were less specific and less definitive about how applicants should be prepared. Although personal qualities play a significant role in the selection and retention processes, for many people and companies, character education is simply an unfamiliar curriculum. Similarly, definitive work preparatory curriculum that takes place in a work-like setting and illustrates for participants the manner in which selection and performance criteria are applied is extremely rare—and would require the input of business partners to achieve a useful level of authenticity.
Last, we noted the absence of the ideal from the formal and informal responses of all the participants. There was a general mood of low expectations and overall frustration at the condition of youth and other first-time workers of today. Although we noted exceptions, overall there was little excitement and there was little optimism in the language used to describe even the most successful of any employer’s entry level workers.
With the help of Tech Data Corporation as host, we invited executives from some of the largest and most influential area employers to participate in a two hour roundtable discussion along with project researchers and our YMCA sponsors. We asked roundtable participants the following questions:
Why are at-risk youth important as a prospective future labor market?
Who is responsible for the process of preparing at-risk youth to become successful employees?
Who should inform the process of preparing at-risk youth to become successful employees?
If funding was not an issue, what would be the best process of preparing at-risk youth to be successful in your workplace?
Why are at-risk youth important as a prospective future labor market?
Most importantly, the participants acknowledged at-risk youth as a labor market, confirming our original assumption that employers who are strategic in their approach to the market would not disregard this sizable and potentially valuable source of talent.
Participants cited the following major reasons why they are interested in this population:
Their companies are facing the loss of institutional knowledge as workers age and retire. Many of these workers are crafts, trades, and technical workers who did not attend college, and must be replaced with similarly trained vocational program completers.
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 2 There is a sizable need—just the sheer number of future jobs compared to the numbers or people who will be available to fill them displays a gap. For large service employers, the numbers won’t add up without the inclusion of every possible labor market.
Rehabilitated delinquent youth may actually have more potential than their risk-averse peers because they understand consequences better. The learning allows them to approach work differently and those differences are valuable.
Rehabilitated delinquent youth may have greater potential for honesty and loyalty than their peers who have gotten away with petty crime or who have been spoiled by doting adults and mentors.
Incrementally, any kids “saved” via the employment process will improve the workforce numbers such that the case is made that each person counts.
The youth in this population are very important because they represent a demographic. Any demographic that can be understood can be a marketing target. And, they are, perhaps, more likely to be bilingual, having parents who speak a foreign language. Diversity is important to companies that have multiple and diverse constituencies with whom they must communicate.
The youth in this population have important skill sets. They are creative. They are entrepreneurial. They manage complex enterprises. They manage complex variables. If they could learn to do that in an appropriate social context. . . . .
Participants in the discussion moved among three separate contexts: the compelling case for social responsibility for children and youth, the strategic view of the youth as an economic asset, and the drawing power of the corporate culture with which they interact as both strategist and service provider. There was, despite the valuable strategic view of labor market realities, a keen awareness of the specific reality and business risk of recruiting, selecting, and hiring unproven, uncertain, and untamed young people.
In other words, yes, it makes strategic sense, and no, my company isn’t sure it wants to do this because we have customers and shareholders who hold us accountable for the best business decisions. In the short range, most of these individuals also express that the hiring manager will most often make the selection call, not the HR strategist. Often, it is simply the decision that is most likely to produce the best immediate results.
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 3 For us, this raises the importance of building the compelling short range business case that dovetails with a company’s marketed image and that does not conflict with customer or shareholder expectations. In short, youth have to be taught—by someone—to show they can get results, and then they have to get results. Youth need a marketing plan that makes sense to business.
Who is responsible for the process of preparing at-risk youth to become successful employees?
It was quickly noted by one HR executive participant that obviously, the perception is that “someone else” is helping these kids. There was no agreement, and there was no specific candidate for who that “someone else” is. Interestingly, the Workforce Development system, the funded public-private partnership intended to serve this population, did not spring to the forefront as the logical candidate, although mentions of various services performed by that organization or one of the regional affiliates entered the conversation from time to time. Similarly, schools and school districts did not emerge as a clear choice for the provision of work preparatory education. One alternative school’s program was acknowledged as a new and unproven model, but school as a work prep provider was not an idea that gathered any support.
Philosophically, most everyone wanted to redefine the question, that is, “Who should be responsible?” It should be parents, it should be the juvenile justice authorities, it should be the social services system. The HR strategists echoed the business owner and executive survey respondents by not saying, “Here’s who it is and here is who we hold accountable as businesses that need these people.” They did say the following:
As businesses it is very hard for them to hire unprepared workers. In the workplace they apply consequences when workers don’t show up or show up late, without asking why they didn’t know to be where they were supposed to be at the right time.
It is always the same people trying to sell them involvement with youth issues or other welfare issues, and always with a specific manner of involvement to sell. Social services leaders do not understand how companies work. The picture they present is too overwhelming in scale and scope, and that’s not how corporate America works. This has to be marketed and compartmentalized so that a corporation can wrap their arms around it and make an impact.
There is a growing communication problem in that adults don’t know how to talk to and reach kids with the right information in a language they understand and can react to. Youth and their
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 4 advisors and teachers don’t understand our business lexicon. Although employers have to find a way to become part of the solution, they have not been well-guided by social service professionals and teachers who have difficulties themselves with explaining business and corporate practices to youth.
Responsibility for funding is a separate layer of this issue, however it is an important one. Offering to help pay for the solution is a legitimate role, but a solution still has to be found before it can be funded.
The discussion around this question revealed enormous opportunities and significant challenges. On one hand, no one was blamed for an obvious shortfall, other than nameless faceless parents, but on the other hand it is clear that these participants are not inclined to hold anyone or anything accountable for workforce preparation, except in the end, perhaps the youth themselves. It was also apparent that we, the researchers, might have fallen into the category of social service people who, having presented the scope of the problem could not now get corporate arms to wrap around it. It is clear that the best advice we got was to repackage and make the packaged problem and sought after solution relevant and familiar to the employer. In short, we need a marketing plan.
We revised the question slightly in hope of getting a better and more definitive response, or at least a volunteer for the role of informing the solution set.
Who, then, should inform the process of workforce or job preparation, and who are the shareholders in this process?
Again, we heard frustration. These executives do not have a view of the youth as accessible neatly or systematically, nor an understanding of the process by which youth in need receive services. They are not familiar with privatization. This is social service and behavioral abstract or concept, presented to black and white bottom line business leaders.
Companies need to get involved in the process, by getting involved in schools or agencies that work with at-risk kids and helping to manage expectations, including dress, communication, conflict resolution, and business practices as simple as sick pay or unpaid leave.
Junior Achievement was offered as a good basic model for workforce preparation, with the further concrete suggestion that businesses and schools should set up a similar system.
Companies have had really bad experiences with volunteer business coaches, career day instructors, and discussion leaders for “How to” sessions in school based forums.
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 5 The issue of who should do what is a fragmented issue with little relevance to business purpose and some risk to the business/HR person who raises it in the context of business. It doesn’t seem relevant to the employer. If a business goal is to be the best in the country and Ivy League graduates are often turned away because they are not good enough, why would a company invest in the less qualified?
The “movement” needs an influential leader, a vision of the transformed landscape, and a process to deal with the change. Right now, it has a far-away feel to it, not a sense of urgency.
The issue is far more relevant to businesses with call centers and entry level workforces.
Planning along realistic time frames, in terms of budget and resources is a concern for most businesses. When an issue like this one comes up, most businesses have to consider budget and timeline. Whatever you want from a particular business has to be planned for.
There is evidence of disconnects between the way companies would advise a youth and the way the case worker or counselor is advising youth.
The issues of alignment of expectations, language or lexicon, planning timelines and budgets, realistic models, and a process by which leadership of a relevant movement might emerge began to take shape.
Still not hearing either enthusiasm or a particularly hopeful view of how employers might get involved in preparing at-risk youth for the workplace (any workplace), we took away any obstacles and asked flat-out for the ideal:
If funding was not an issue, what would be the best process for preparing at-risk youth to be successful in your workplace?
From this frame, we obtained ten useful strategic and operational suggestions that stem directly from both workplace and volunteer leadership experience.
The best program would:
Mirror the workplace as closely as possible. Inroads—an intensive long term mentoring program for high performing minority youth—is a good model. Although the target Inroads intern is a college- bound minority student with good grades and proven potential, the intensiveness of the model is one that, in the opinion of those roundtable participants, might have promise for the at-risk population.
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 6 Act consistently and systematically to provide access the right people, records, contacts, and communication. Design solutions should be systemic, not programmatic or ad hoc, regardless of funding constraints.
Focus on factors that will motivate employer involvement. Figure out what is in it for the corporation. Look at this from the perspective of the employer.
Seek best practice from lobbyists and lobby groups; they know how to get the attention of the right people and they know what makes an effort successful.
Create an intergenerational learning model. Employers have to learn more about what makes this generation motivated, not just motivated to work. We need to understand this generation and this issue from the perspective of how the understanding makes us more profitable and builds value for shareholders. This is a diversity issue.
Create something manageable. If companies and business leaders can be organized by someone or something, drawing on individual organizational strengths, and involvement opportunities that are simple and time bound can be produced, companies will respond.
Ensure that social services leaders act with business awareness. Show us that you understand and respect our businesses, cultures, priorities, and needs.
Encourage employers to have strong training and development programs that focus on the perceived values of corporate executives and professionals, spanning the range of specific skills, behaviors, and competencies
Respect corporate workforce performance metrics.. Punctuality was the number one reason for dismissals at 90 call centers in Tampa. The turnover was 100% and now it is down to 33%.
Promote youth understanding of the nature of transactions that take place at work—“if I do this, then you pay me and if I do that, you may promote me.” It is the most important concept.
We got a valuable review of the environment from these Human Resources leaders and they ultimately presented themselves to us as willing to help. However, their willingness is qualified. They would rather not waste their time on abstract social services problems; they are business leaders who represent businesses and they want to be understood in that context. They want time bound involvement, not open ended involvement. They want specific leadership and clear objectives. They want relevance, focus, and a plan.
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 7
Host: Tech Data Corporation Sponsor: Suncoast Human Resources Management Association Employer Participants: Sebastian Dortch, St. Petersburg Times Janet Guyler, Cox Target Media Lawrence Hamilton, Tech Data Corporation Cindy Jameson, Bright House Networks Lisa Letizio, Home Shopping Network Tracey McKinzie, Spherion Betsy Williams, Nielsen Media Research
Project Partners Kathy Davanzo, Pelorus Leadership Group Scott Goyer, YMCA of the Suncoast Ed Hart, Availability Inc. Cathy Martin, Work With Kids, Inc. James Sartain, JSA, Inc. Stephanie Zaragoza, YMCA of the Suncoast Jim Zufall, Suncoast Human Resources Management Association
Y-Works Project Executive Roundtable Summary: Appendix E Page E- 8 APPENDIX F: ABOUT THE Y-WORKS PROJECT
The Y-Works Project was established in the spring of 2004 to explore issues surrounding the employment of at- risk youth and the role of meaningful employment as a successful pathway from delinquency and other at-risk behaviors. Sponsored by the YMCA of the Suncoast and funded by the Eckerd Family Foundation, the Y-Works Project was created to explore emerging evidence that meaningful employment has a positive and direct impact on youth development and risk reduction and to identify issues, barriers and challenges with connecting at-risk youth to jobs. The Y-Works project represents the first broad-based inquiry about the access to and impact of work on delinquent and at-risk youth from the perspectives of three primary stakeholders in the at-risk youth employment process: the youth, the youth case worker, and the employer.
The Y-Works Project Team: The Y-Works project team represents a partnership among the YMCA of the Suncoast, Eckerd Youth Alternatives, the Eckerd Family Foundation and four principal researchers who came together to utilize their unique professional experience in Human Resources leadership, recruitment, employment, and selection; workforce development and readiness, and youth services and education programming. A description of key participating agencies and individuals follows: The Eckerd Family Foundation: The Eckerd Family Foundation served as the primary funder for the Y- Works project. The Foundation was established by Jack and Ruth Eckerd and their family with the mission to provide leadership and support for innovative educational, preventive, therapeutic and rehabilitative programs for children, youth and their families. The Foundation seeks to support the most promising and innovative ideas that support vulnerable youth transformational opportunities, helping them to reconnect with their futures. Just as importantly, all of the Foundation's investments are evaluated against clear goals and measured by results and performance outcomes. The YMCA of the Suncoast: The YMCA of the Suncoast is the Y-Works project sponsor. The YMCA of the Suncoast has been in existence for nearly 50 years, and was originally chartered by the YMCA of the USA in 1957. Headquartered in Clearwater, Florida, The YMCA of the Suncoast serves over 5,500 children daily in over 40 locations with before and after school care, holiday camps and summer camps. The ten branch locations serve more than 77,000 members each year. Local YMCA’s, collectively, are the country's largest community service organization, providing values-based experiences that nurture the healthy development of children and teens, support families, and strengthen communities. All YMCA programs are tools YMCA’s use to accomplish their mission, achieve their vision of building strong kids, strong families, and strong communities, and reinforce the YMCA core values of caring, honesty, respect and responsibility. G. Scott Goyer, YMCA President and CEO, and Stephanie Zaragoza, Associate Vice-President of Community and Program Development, served as primary contacts for the project. Eckerd Youth Alternatives, Inc.: Eckerd Youth Alternatives, Inc. (EYA) assisted with data collection. Headquartered in Clearwater, Florida, EYA operates 43 programs serving troubled, at-risk and delinquent youth in eight states. Philanthropist and businessman Jack Eckerd and his wife, Ruth, founded the organization in 1968 in response to an absence of effective alternative treatment programs for troubled and delinquent youth. Their vision was to develop and operate programs that promoted emotional and social competence, academic success, personal responsibility, and self-esteem. Over the last 37 years, EYA has grown to be come one of the largest private providers of therapeutic services for children and youth. The EYA service continuum includes prevention and early intervention services, residential treatment, day treatment, alternative education and aftercare programs. EYA employs approximately 1,200 staff members who have joined the Eckerds in their vision which has touched the lives of over 60,000 youth and their families. Carol Hickman, Area Director over ReEntry Programs, and Pat Fried, Director of Measurement and Evaluation, served as the primary contacts for the project.
Y-Works Project About the Y-Works Project: Appendix F Page 1
Principal Researchers:: The Y-Works project was conceived, designed and conducted by four principal researchers with professional experience in Human Resources leadership and organizational development, recruitment and employment, workforce development and youth services, development, and programming. Members include: • Kathryn W. Davanzo, President, Pelorus Leadership Group, an organizational development company in Gulfport, Florida. Kathryn is a former practitioner and V.P. of Human Resources, and has access to an extensive network of employers through her client base and her volunteer leadership as the 2005 Workforce Readiness Chair of the Suncoast Human Resource Management Association, Volunteer Coordinator of the 2003 Society for Human Resources Management National Conference, the 2004 Leadership Conference Chair for HR Florida State Council and as the 2002 Suncoast Human Resources Management Association President. • C. Edgar Hart, owner of Availability, Inc., a full service Permanent, Contract and Temporary Staffing firm, has extensive experience in recruitment, selection, and human resources practices, policies, and priorities, as well as the realities of workforce development through his staffing firm and through a variety of leadership positions and network affiliations in the Tampa Bay area. A former pastor and counselor, former government official, and a long-time Eckerd Youth Alternatives volunteer, Ed brought unique policy perspectives to the project. In Florida, a significant but unknown volume of initial job placement of new workforce entrants are provided by staffing agencies who obtain referrals of potential candidates from various sources. Through the inclusion of staffing agency clients, the project was able to incorporate this important employer perspective. • Catherine B. Martin, President, Work With Kids, Inc., has extensive corporate human resources, recruitment and selection, and organizational development background in both the for-profit and not- for-profit sectors, in Fortune 500 as well as small entrepreneurial companies. Her organization is devoted to building the capacity of small or large organizations, agencies, companies, and communities that serve children and youth, and specializes in strategic business models and innovations surrounding youth employment. She is a former Senior Vice President of HR, Measurement and Evaluation, and Information Technology and a gubernatorial appointee to the Board of Directors of Workforce Florida, Inc. by Governor Jeb Bush, serving as state youth council chair, as chair of the inaugural First Jobs/First Wages council from 2000 to 2002. • James P. Sartain, President, JSA, Inc., a research, evaluation, strategic planning, and organizational development company serving national and international for-profit and nonprofit organizations, agencies, and companies from offices in the Tampa Bay Area. Specializing in effective integrated business and program models, Jim is a former Vice-President of Professional Services for Eckerd Youth Alternatives, Inc. and has experience in contemporary program design, research and treatment programming, as well as funding strategies and outcomes-oriented development. Jim has had a full range of operational and field experience with youth at-risk including leadership of moderate- and high-risk residential juvenile delinquency programs, mental health agencies, aftercare programs and early intervention and prevention programs. He has also conducted numerous research and evaluation projects in the social services field.
Publication Reference The Y-Works Project: Exploring Youth Employment as a Successful Pathway from Delinquency and Other At-Risk Behaviors by James P. Sartain, Kathryn W. Davanzo, Catherine B. Martin & Ed Hart. A youth-at-promise research initiative of the YMCA of the Suncoast funded and published by the Eckerd Family Foundation, Clearwater, FL., ©2005. Reproduction of any portion of this report for commercial sale is prohibited. For copies of this report, please contact: The YMCA of the Suncoast 2469 Enterprise Road, Clearwater, Florida, 33763 727-467-9622 www.suncoastymca.org
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SPECIAL THANKS
PARTICIPATING EMPLOYERS ACME SPONGE ALLIED SPECIALTY INSURANCE AOC RESINS, LLC BPB-AMERICA BRIGHT HOUSE NETWORKS BUSCH GARDENS OF TAMPA BAY CARLISLE MOTORS CITY OF CLEARWATER CONSTELLATION TECHNOLOGIES COPELAND STEEL COX TARGET MEDIA DIMMIT CHEVROLET DON CESAR HOTEL DUPONT REGISTRY FINE ART LAMPS FLORIDA SHEET METAL STAMPING GREAT BAY DISTRIBUTORS HARD ROCK HOTEL-HOLLY WOOD HELEN ELLIS HEALTHCARE HOME SHOPPING NETWORK HOPE HOSPICE-FORT MYERS J.T. WALKER INDUSTRIES MUNICIPAL CODE AND PRINTING COMPANY MUVICO NIELSEN MEDIA RESEARCH OUTBACK STEAK HOUSE PINCH-A-PENNY AND FLORIDA POOL PODS QUALITY BOATS OF CLEARWATER, INC. ROOMS TO GO SAND KEY RESORTS SARASOTA YMCA SCHUMACKER COMPANY SENSIDYNE SHERATON SAND KEY ST. PETERSBURG TIMES TAMPA ARMATURE WORKS TECH DATA CORP TECO ENERGY, INC. W.C. BADCOCK, INC. YMCA OF THE SUNCOAST
THE EMPLOYER EXECUTIVE ROUNDTABLE SPONSOR: SUNCOAST HUMAN RESOURCE MANAGEMENT ASSOCIATION JIM ZUFALL, PRESIDENT, SHRMA SEBASTIAN DORTCH, ST. PETERSBURG TIMES JANET GUYLER, COX TARGET MEDIA LAWRENCE HAMILTON, TECH DATA CORPORATION CINDY JAMESON, BRIGHT HOUSE NETWORKS LISA LETIZIO, HOME SHOPPING NETWORK TRACEY MCKENZIE, SPHERION BETSY WILLIAMS, NIELSEN MEDIA RESEARCH
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