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Workforce Analyst U. S. Department of Labor 4

Senior Director, Leadership Development Youth. Build USA Chief of Staff to the CEO Youth. Build USA 5

Co-Executive Director Compton Youth. Build Transition Coordinator/ Placement Specialist Compton Youth. Build 6

Learn about the 4 Pillars of Leadership at Youth. Build Explore existing Leadership Development frameworks that support Youth. Build Leadership practices Learn about essential program elements that support Leadership Development Hear from your peers at Youth. Build programs about their approaches to Leadership Development 7

Choose the answer that best reflects you (or your organization) 1. True 2. False 8

Program Outcomes and Personal Development • GED, diploma, or industry certification • Increase in literacy and numeracy • Reduced recidivism rates • Placements after exit • Retention Self Group World

4 Pillars of Leadership Development is integrated across program components A Policy Committee is elected and supported Leadership Competencies are defined and assessed Ongoing engagement and development of graduates

Benchmarks of Graduate Success Pursuing postsecondary goals Pursuing career goals Engaging in community affairs Benchmarks of Graduate Success Caring for personal health Caring for family needs Building financial health and assets

Benchmarks of Graduate Success Post-secondary success Pursuing career goals Engaging with the community Benchmarks of Graduate Success Caring for family needs Caring for personal health Building financial assets

Youth. Build Definition of Leadership Youth leadership is both an internal and an external process leading to (1) the ability to guide or direct others on a course of action, influence their opinion and behavior, and show the way by going in advance; and (2) the ability to analyze one’s own strengths and weaknesses, set personal and vocational goals, and develop the self -esteem to carry them out. What is MY role as staff?

LD as Vehicle Towards Outcomes

Leadership Theories in Action Transformational/ Personal Functional Situational The Situational Leader Dr. Paul Hersey Hackman & Walton, 1986 Columbia Business School Transcendental 1. Jim Burns, 1978 2. Langston University, 2016

LD is the difference between. . . Placed in job Placed in PSE/PST Living in community Surviving Building a career; sustaining self and family Earning degree/certificate, developing expertise Building self, family, and community Thriving

Choose the answer that best reflects you (or your organization) 1. Your personal life 2. Post-secondary education or training settings 3. The workplace 4. All of the above 17

LD Across Program Components

Leadership Development in the Classroom Participants: Ø help decide classroom activities Ø are responsible for finishing and correcting own work Ø have opportunities to work in teams Ø teach other Ø rotate leadership jobs in classroom Ø participate in evaluating teachers

LD Across Program Components

Leadership Development in Construction Training Young people should: Ø learn overview of entire construction process Ø rotate leadership roles: crew chiefs, safety coordinator; site steward responsible for calling for breaks, cleanup, attendance; making store runs; photographer who documents work; a tool captain who signs out tools and conducts inventory Ø go to contract negotiations or City Hall to pull the permits

LD Across Program Components

Leadership Development in Case Management/ Counseling Component Young people strengthen their leadership by: Ø learning to lead discussion groups Ø learning to do peer counseling Ø practicing peer mediation and conflictresolution skills Ø exploring cultural diversity issues Ø making individual leadership development and life plans Ø learning to better navigate external world

LD Across Program Components

Leadership Development in Program Operations Young people: Ø are assumed and expected to be leaders Ø help make program rules and accountability policies Ø accompany director on fundraising visits Ø take turns being office receptionist, answering phones, doing data entry Ø lead morning meetings and program events Ø show visitors around; handle press interviews Ø care for the physical environment: recycle, conserve energy, care for equipment

Leadership Development in the Wider Community Young people can: Ø choose and organize community service Ø offer tutoring, computer skills, mentoring to younger children Ø do presentations in schools about staying in school, off drugs Ø make presentations to policy makers about needed changes Ø organize and host community youth conferences

LD Across Program Components

Graduate Engagement Recommendations • Maintain contact with Graduates • Continue to provide assistance with job placement and advancement • Respond to specific personal needs • Continue to provide community service and leadership opportunities • Test other methods of connecting Youth. Build students with other resources

Support and Engage

Do Don’t • Set up weekly goal for engagement via multiple communication methods (email, social network, phone, etc. ) • Conduct purely transactional contact (only for program reporting purposes) • Anticipate and advertise general services (tax prep help, additional personal development resources) • Message to graduates that you don’t have time for them • Monthly or Quarterly newsletter with program highlights, grad birthdays, and accomplishments • Allow staff turn over to interfere with graduate engagement • Setup after hours graduate hours • Invite graduates to community events • Ignore graduates who may not immediately choose a particular post-program path • Explore opportunities that graduates can provide • Assume that graduates don’t want to hear from you 30

Kim Hughes Co-Executive Director Compton Youth. Build Transition Coordinator/ Placement Specialist Compton Youth. Build 31

Choose the answer that best reflects you (or your organization) 1. In the classroom 2. On the construction training site 3. During community service projects 4. All of the above 32

Leadership Competencies LEADERSHIP SKILLS CAN BE TAUGHT, LEARNED, AND MEASURED. Youth. Build USA’s 23 LD Competencies Ø Personal Leadership Ø Small Group Leadership Ø Community Leadership

Leadership Competencies 12 Common Leadership Competencies Managers need to have certain competencies to effectively influence the behaviors of others and ultimately achieve. 1. Interviewing and hiring 2. Delegation 3. Supervising 4. Conflict resolution 5. Emotional intelligence 6. Communication skills 7. Team building 8. Motivating 9. Coaching 10. Performance management 11. Problem solving 12. Agent for change

Leadership Competencies Leading the self: Ø Ø Ø Ø demonstrating ethics and integrity displaying drive and purpose exhibiting leadership stature increasing your capacity to learn managing yourself increasing self-awareness developing adaptability

Leadership Competencies Leading others: Ø Ø Ø communicating effectively developing others valuing diversity and difference building and maintaining relationships managing effective teams and work groups

Leadership Competencies Leading the organization: Ø Ø Ø Ø managing change solving problems and making decisions managing politics and influencing others taking risks and innovating setting vision and strategy managing the work enhancing business skills and knowledge understanding and navigating the organization Source: http: //www. shrm. org/research/articles/pages/leadershipcompetencies. aspx#sthash. Mq. N 9 m. NKk. dpuf

Soft Skills for Workplace Success 1. Communication 2. Enthusiasm & Attitude 3. Teamwork 4. Networking 5. Problem Solving & Critical Thinking 6. Professionalism Source: Soft Skills to Pay the Bills — Mastering Soft Skills for Workplace Success. http: //www. dol. gov/odep/topics/youth/softskills/

Leadership Skills Strataplex 1. Cognitive skills : Comprised of skills “related to basic cognitive capacities, such as collecting, processing, and disseminating information and are the fundamental skills required for a large portion of the activities in which leaders are engaged”. 2. Interpersonal skills : Related to interacting with and influencing others. 3. Business skills: Related to specific functional areas that create the context in which leaders work” Source: Mumford, T. , Campion, M. , & Morgeson, F. (2007). The leadership skills strataplex: Leadership skill requirements across organizational levels. The Leadership Quarterly, 18, 154 -166. 4. Strategic skills: Conceptual skills needed to take a systems perspective to understand complexity, deal with ambiguity, and to effect influence in the organization

Choose the answer that best reflects you (or your organization) 1. Plan parties for Youth. Build students 2. Check off a “youth voice” box on a funding application 3. Give young people a way to complain about things 4. Engage young people’s ideas to help improve program quality and to prepare them to appropriately share their ideas and opinions in post-secondary and career settings 40 40

Leadership Policy Committee Ø Six to eight elected youth, director, and a staff rep Ø Clear criteria for being and remaining a member Ø Serious training: on how to read a budget, form an agenda, lead a productive meeting, use consensus decision-making, listen well, conduct interviews, etc.

Leadership Policy Committee Ø Structured respect: private weekly meetings with director with a prepared agenda Ø Serious tasks: hire staff, review budget, make program decisions Ø Good group process: brainstorming, equaltime, twice-once rule, go-arounds, validations Ø Accountability to and from students and staff

Policy Committee Development 1 -2 months Team Building Training Content 4 months on 2 -4 months Team Building Content T I M E Training Team Building Content

Policy Committee Handbook https: //youthbuild. workforcegps. org/resources/2019/03/26/15/19/Youth. Build_Policy_Committee_Handbook

Sample Policy Committee Election Ballot

Levels of Decision-Making

Essential Program Elements • Family-like support and appreciation from peers and adults • Protection and patient caring for young people’s development • Profound respect for young people’s intelligence plus high expectations and standards • Inspiring and caring role models • Opportunities for civic engagement and developing civic skills • Career and leadership opportunities http: //www. civicyouth. org/wpcontent/uploads/2012/05/Youth. Build. pdf

New Identities as Leaders 1. Overall, student members engaged with the Youth. Build Ameri. Corps program and exhibited positive changes. They became more connected with their communities, deepened their personal commitments to service, began to develop a sense of personal worth and reliability, and started to develop more trust in larger social institutions. 2. As students progressed through the program, they reported helping more people both through the program and outside of their Youth. Build Ameri. Corps commitments. https: //johnjayrec. nyc/wp-content/uploads/2013/01/ybac 2013. pdf

Stages of a youth’s development in the Youth. Build Program V. Identity ^ Ferguson-Snipes Model IV. Industry ^ III. Initiative ^ II. Autonomy ^ I. Trust ^ Feel an initial sense of trust and comfort Negotiate balance of autonomy vs. . Staff authority Trust becomes codified, deeper and differentiated Achieve integration of identity components Strive toward competence, integrate skills, and build belief in capacity for mastery of skills Identify self as competent to use skills and learn more Initial real attempt to collaborate toward self development Specific goals for self development (skills and orientation) guide actions Identify self with the new skills and orientation Autonomy expressed within the specific range Trainee can be trusted to to expand the initial range of permitted autonomy Autonomy controls no longer needed Trusted people relied upon for advice concerning a new life direction Trusted teachers and advisors give support and reassurance as trainee expresses more industriousness Trusted advisors positively affirm the trainees new identity STAGES T A S K S

Youth. Build NCCER training Atlanta, GA April 22 -26, 2019 Youth. Build HBI-PACT training Schenectady, NY May 6 -10, 2019 50

¡ Leadership Development Competencies The competencies are in three categories and all are of particular relevance to career preparation and success in college. Each listed competency also has an example benchmark for measuring attainment. https: //youthbuild. workforcegps. org/resources/2015/ 07/27/13/49/Leadership-Development-Workplace. Post-Secondary-Readiness-Competencies. Name of reference item ¡ Financial Capability Factsheet This factsheet offers practice strategies and resources to support DOL Youth. Build grantees’ compliance with the WIOA program element. It provides strategies to assess current program practices and identifies curricula and methodologies to integrate the program element into their existing programming. https: //youthbuild. workforcegps. org/resources/2018/ 08/28/12/34/Financial_Capability_Fact_Sheet ¡ Money Smart for Young Adults This curriculum, created by FDIC, helps youth ages 12 -20 learn the basics of handling their money and finances, including how to create positive relationships with financial institutions. https: //youthbuild. workforcegps. org/resources/2014/ 08/21/10/09/money-smart-for-young-adults 51

Enter your questions in the chat window (lower left of screen) 52

Senior Director, Leadership Development Youth. Build USA jmiranda@youthbuild. org 617. 741. 1315 Chief of Staff to the CEO Youth. Build USA sruglass@youthbuild. org 617. 741. 1222 Workforce Analyst U. S. Department of Labor jones. michelle@dol. gov 202. 693. 3932

Senior Director, Leadership Development Compton Youth. Build khughes@comptonyouthbuild. org 310. 631. 2000 Chief of Staff to the CEO Compton Youth. Build acarter@comptonyouthbuild. org 310. 631. 2000 54

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