Developing Work-Based Learning and Convening Intermediaries

Charlotte CahillJOBS FOR THE FUTURE

Pathways to Prosperity Network Institute

October 3, 2014

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Who Makes it Happen? A Regional Pathways Ecosystem

2

Convening Intermediary

Employers: Business &

Industry

Colleges & Universities

Local and regional

government agencies

Community Based

Organizations

K-12 Schools

TA Providers

WBL Intermediaries

Keys to Building a Regional Ecosystem

Convening intermediary

Work-based learning

intermediary

Necessary “glue” in a Pathways

region

3

What does a convening intermediary do?

Convenes key players

Forms sub groups

Operationalizes the work

Develops accountability

systems

Builds support

4

Convening Organizations: Basic Staff Functions

5

Strategic thinking and

guidance

Shape the strategic

direction of the work

Oversee operations to ensure they are aligned

with strategic direction

Community and

stakeholder engagemen

t

Interface with community,

stakeholders, public

Build new relationships

Facilitation

Manages partner

relationships on a day-to-

day basis

Guides meetings and

planning to move

stakeholders to consensus

and action

Research and data analysis

Develops metrics and evaluates outcomes

Monitors policy

relevant to the work and helps identify opportunities to influence

policy

Communications and Development

Manage external

communications to ensure

unified messaging

Develops and maintains

relationships with funders

Note: A staff position may combine more than one of these functions, or a function may be divided among staff positions.

What does a work-based learning intermediary do?

Knows the labor market

Develops WBL sequences (with

educational institutions)

Identifies and reaches out to key employers

and sector organizations

Brokers and aggregates

opportunities for sequenced WBL

Recruits high-level, visible

business champions

Reaches out to and partners

with community-based

organizations

6

Considerations for Determining Configuration

7

Choices Pros Cons

Build a new organization Supports perception as honest broker

Built for purpose and mission

Costs to incorporate and maintain

Use existing entity to house intermediary staff or parts of the staff (e.g., WIB, Chamber of Commerce, CBO)

Do not need to build a new organization

Builds on existing capital and relationships

May negatively affect perception as honest broker

May be marginalized if unaligned with mission

Distribute Intermediary functions to several organizations in Phase I; build out functions over time either as new or in existing organization

Builds on existing capital and relationships

Provides time to evolve and enhance services

Diffusion of efforts and common approach

May be marginalized in other organizations if unaligned with mission

Costs of coordination across organizations

*Whatever the design, the intermediary functions should be housed at entities with a regional reach and mission

Examples and Additional Considerations

• The following slides contain several examples of both convening and WBL intermediary organizations.

• These may provide some avenues for thinking about how to organize the functions of a similar organization, but it is important to bear in mind that regional needs will inevitably vary, and there is no one-size-fits-all solution.

• Budget figures have been provided where available, but these should be viewed as extremely rough guidelines, as costs vary widely across the country.

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Hub/Anchor Organization Example 1: Alignment Nashville

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• Coordinates work of nonprofits within the Nashville public school system

• Goal: Aligning community organizations to positively impact the Nashville community by helping our public schools succeed and our youth live healthier lives

• 7 staff; revenue in FY 2012-13 was $1,304,325

Source: 3D Collective Impact Report 2013, Alignment Nashville. http://www.alignmentnashville.org/results

Alignment Nashville: Committees

10

Organized around 22 committees that are structured around either grade levels or health issues

• Committee members represent stakeholders that include small non-profits, public schools, city government, public health, higher education, large non-profits, and the business community

• Committees meet monthly develop aligned, strategic plans• Operating Board comprising chair and vice chair of each committee

provides oversight for the committees

Committee make-up (determined by committee chair and vice-chair with input from Alignment Nashville staff):

• 2 school principals (additional teachers and counselors included as appropriate)

• 7 representatives from non-profits in fields relevant to committee’s scope• 2 representatives from the broader community (civic/business education)• Alignment Nashville staff (ex-officio)

Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx

Alignment Nashville: Structure

11Source: 3D Collective Impact Report 2013, Alignment Nashville. http://www.alignmentnashville.org/results

Alignment Nashville: Staffing

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Executive Director

Office ManagerAssociate Executive Director

America’s Promise

Collaborative Coordinator

Associate Director

Committee Coordinator

Art2STEM Program Manager

Grants Developer (part-

time)

Source: Sydney Rogers, Alignment Nashville Intermediary Network presentation, April 27, 2012. http://www.intermediarynetwork.org/documents/alignmentnashville_sydneyrogers.pdf

Hub/Anchor Organization Example 2: Project U-Turn

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• Project U-Turn is a collaborative, aimed at increasing high-school completion rates in Philadelphia, of more than 50 organizations coordinated by the Philadelphia Youth Network (PYN)

• 3 FTE dedicated to Project U-Turn

• Project U-Turn’s success builds on the following capabilities of the Philadelphia Youth Network:

• Credibility with key partners as an effective, neutral organization• Ability to garner and leverage resources on behalf of the initiative

and its target population• Expertise in facilitating a process that promotes group input and

collective leadership• Capacity and willingness to think and act on a systems and

policy levelSources: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx; Mobilizing a Cross-Sector Collaborative for Systemic Change: Lessons from Project U-Turn, Philadelphia’s Campaign to Reduce the Dropout Rate, Lili Allen, Jobs for the Future http://www.jff.org/sites/default/files/publications/PUT_paper_PDF_VERSION_010610.pdf

Project U-Turn: Structure

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• Develops strategies and work plans• 20 members, including youth

advocates, representatives of the mayor, schools, nonprofits, and funders

Steering Committee

• About 40 additional partners are formally members of the collaborative

• Participate in committees and work groups on an as-needed basis

Broader Partnership

Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx

Project U-Turn: Staffing

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Lead VP

Manages convening role, including

facilitating steering committee, following up between meetings, and maintaining work plans

Oversees daily operations

Data Analyst

Works within school district

Provides steering committee with reports on and evaluations of school-based efforts

Policy Analyst

Works with Mayor’s Office

Monitors changes in relevant policies and

provides steering committee with reports on opportunities and

challenges

Project U-Turn gets ad hoc support from other PYN staff, including communications staff

Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx

Hub/Anchor Organization Example 3: The Strive Partnership

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• Using a collective impact approach, the Strive Partnership mobilizes stakeholders in the Cincinnati region to provide children with cradle-to-career support

• Strive has developed a Roadmap to Success that outlines a series of systemic interventions

• Strive is a subsidiary of KnowledgeWorks

• 6+ FTE

• Organizations across the country that have adopted the Strive model have joined the StriveTogether Cradle to Career Network

Source: Needle-Moving Community Collaboratives Case Study: Cincinnati, Covington, and Newport, The Bridgespan Group. http://www.bridgespan.org/getmedia/a01ac9cc-935e-4bdb-9401-fbb998512e44/Community-Collaboratives-CaseStudy-Cinncinnati.aspx

The Strive Partnership: Structure

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• Oversees the collaborative and steer the effort

• 30 members meet quarterly

Executive Committee

• 5 subcommittees of the Executive Committee are organized around Strive’s priority areas

Strategy Teams

• Networks of providers and school officials • Recommend and implement specific

interventionsCollaboratives

Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx

The Strive Partnership: Staffing

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Executive Director

Oversees work of

the collaborat

ive

Works with

strategy teams to develop

work plans

Program Directors

Director of Community Partnerships focuses

on community

engagement and

supports network of collaborativ

es

Director of School Support

aligns out of school programs

with school district

programs

Data Director

Oversees data

reporting and

analysis

Assists collaborat

ives in determining how to use the

data

Team Coordinator

Supports other Strive staff

members

Strive Partnership

Fellow

Projects vary

Coaches (part-time)

Facilitate networks

of collaborat

ives

Provide data and communications support

Government Affairs

(contracted)

Develops policy

advocacy strategies

as needed

Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx

WBL Intermediary Example 1:Education Matters in Catawba Valley (North Carolina)

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• Education Matters (EM) provides work-based learning and career exploration and awareness opportunities to over 5,000 middle- and high-school students annually:

• Tours of local employers in STEM industries for 8th graders• WorkKeys assessments• Career and College Ready Portfolio process for high-school juniors• Career Prep Conference for 150 high-school seniors• Business leader forum to familiarize high school seniors with career

areas

• EM works to connect and strengthen partnerships among local schools and employers, Catawba Valley Community College, and state agencies

• Housed at Catawba Valley Community College; 1 FTE; annual budget of $116,404

Source: Education Matters website. http://educationmattersincatawba.org/wordpress/about/

Education Matters: Structure and Staffing

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Education Matters Director

Catawba Valley

Community College

K-12 Schools

Employers; Business

and Industry

State and local

government agencies

The community college houses Education Matters and pays the director’s salary. College faculty, staff, and administration contribute to career exploration events.

School-based career development coordinators (salaries are part of district budgets) with EM director to develop events and place students.

WBL Intermediary Example 2: The Boston Private Industry Council

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• The Boston Private Industry Council (PIC) serves as both a WBL intermediary for Boston and as the city’s WIB. Its school-to-career programs and activities include:

• Brokering students into summer jobs and school-year internships – over 3,000 students placed in summer jobs and 345 employers participating in job and internship programs

• Career specialists in 29 local high schools that connect students to WBL opportunities

• Dropout prevention and recovery

• The PIC is a public-private partnership with Council members, who include prominent business, labor, higher education, government, and community leaders, appointed by the city’s mayor. The Board of Directors, is elected by the Council members and guides the PIC’s strategic direction.

• 49 staff and a budget of $4.3 million (excluding pass-through funds to Career Centers and Summer Jobs)

Sources: Boston Private Industry Council 2013 Annual Report. http://www.bostonpic.org/sites/default/files/2013_PIC_Annual_Report_0.pdf; http://www.bostonpic.org/about/leadership

The PIC: Key Staff Roles for School-to-Career Programs

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Executive Director

Interface with community and stakeholders,

public engagement, partnerships, development

Researcher

Metrics, labor market analyses

and surveys, goal setting, evaluation

Work-Based Learning Director

Direct all school-based Career

Specialists and sector-specific

Account Managers of

employer relationships

Career Specialists and Account

Managers

Manage employer relationships and

work-based learning

placements

Developing a Sustainable Funding Model

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• Developing multiple funding sources, including both public and private investments, helps ensure the long-term viability of an organization

• Develop strategic partnerships• Resources and in-kind contributions, such as staff time, from partner

organizations, can add capacity to a linking organization

• Develop messaging that highlights the value of the organization• Comprehensive data collection and outcomes measurement plans are key

to crafting a compelling message about the value of the work

• Offer fee-for service training and technical assistance to non-partner organizations

• Make sure that funders understand the long-term strategy behind the work

Sources: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx; Rising to the Challenge: The Strategies of Social Service Intermediaries, Lori Delale-O’Connor and Karen E. Walker, Public/Private Ventures and Child Trends. http://www.childtrends.org/wp-content/uploads/2012/02/Child_Trends-2012_02_23_FR_RisingChallenge.pdf

UC Davis 3-Step Sustainability Cycle

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1. Identify the result needed by stakeholders.2. Design the work and evaluation around those results.3. Market the results to partners and stakeholders to secure longer-term

funding.

• These activities should be carried out in coordination with a sustainability work group, the functions of which include:

• Developing a complete picture of available resources, gaps, needed outcomes, and potential funding mechanisms

• Tracking, understanding, and acting on public and private funding opportunities

• Reviewing and revising MOUs with partners

Source: Community School Partnerships Toolkit, UC Davis School of Education. http://education.ucdavis.edu/post/community-school-partnerships-toolkit

Alignment Nashville: Diverse Funding Streams

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Funding for Alignment Nashville is provided by a diverse group of public and private funders that parallels the many sectors across which the organization works.

Sector of Funders Funder Names

Public

• Metro Nashville Government• Metro Nashville Public Schools• National Science Foundation

Private

• Ford Motor Company Fund• Ingram• Nashville Area Chamber of Commerce• United Healthcare• Vanderbilt University

Foundation/Philanthropic

• America’s Promise Alliance• Baptist Healing Trust• Frist Foundation• HCA Foundation• Healthways Foundation• Memorial Foundation

Source: 3D Collective Impact Report 2013, Alignment Nashville. http://www.alignmentnashville.org/results

Project U-Turn: Anchor Funding

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• Administrative and political foundation of the Philadelphia Youth Network (PYN), which was started in 1999, allowed it to successfully secure a demonstration grant to launch Project U-Turn in 2004

• Demonstration grant from Youth Transition Funders Group (YTFG) provided $275,000 annually for 2 years and support from Jobs for the Future

• William Penn Foundation committed $600,000 for first two years• PYN has reapplied every two years, winning three subsequent grants from

the Foundation• Foundation has indicated that it understands work will likely have a 10-year

arc

• PYN also seeks implementation funding on behalf of Project U-Turn, then re-grants the funds to partners

Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx

The Strive Partnership: Collaborative Funding

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• Support from three funders – KnowledgeWorks, the Greater Cincinnati Foundation, and United Way of Greater Cincinnati – working collaboratively provided foundation for the Strive Partnership

• KnowledgeWorks continues to provide $500,000 annually to the Strive Partnership and 2 foundations have made commitments to Strive to support its partners to ensure continuation of the work

• Strive, with the United Way of Greater Cincinnati, is a lead partner in the Cincinnati/Northern Kentucky Social Innovation Fund

• The Social Innovation Fund award provided $2 million over two years from the Corporation for National and Community Service to build a larger base of support for local organizations

• Federal dollars were used as a catalyst for local support• Collaborating funders include: Duke Energy Foundation, The Thomas J. Emery

Memorial, The Greater Cincinnati Foundation, The Carol Ann and Ralph V. Haile, Jr./U.S. Bank Foundation, The Andrew Jergens Foundation, KnowledgeWorks, JPMorgan Chase Foundation, The Daniel and Susan Pfau Foundation, the P&G Fund, SC Ministry Foundation, Jacob G. Schmidlapp Trust, Toyota, and The Craig Young Family Foundation

Source: Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group. http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx; Collaborative Funding for Greater Impact: A Case Study of the Cincinnati Experience, Grantmakers for Effective Organizations. http://gosw.org/files/misc/sww_collab_funding_2012-1.pdf

WBL Intermediary Example: The Wisconsin Regional Training Partnership/BIG STEP

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• The Wisconsin Regional Training Partnership (WRTP) is w workforce intermediary, established in the 1990s, that provides training, certification, apprenticeship, and career services to adults and youth in Milwaukee.

• WRTP works with the Milwaukee Public Schools to develop career pathways for youth that are aligned with WRTP’s intermediary work. A major area of focus is getting youth into apprenticeship programs. Programs include career pathways development at a local high school, after-school programs that emphasize job-readiness training, and an out-of-school program.

• Working with Bradley Technical High School (total enrollment of 1,063) and area employers to develop pathways that incorporate WBL opportunities in construction and architecture, manufacturing and engineering, and communications

• Cross-sectoral advisory board meets monthly and has provided input on curriculum and development of WBL opportunities

• WRTP works with a consortium of 45 school districts in the Milkwaukee area and is putting together a catalog of WBL services that they can offer to small districts that lack the capacity to develop in-house WBL programs

• WRTP has an annual budget of approximately $3 million with a mix of public and private funding.

WRTP: Key Staff Roles for Youth Program

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Director

Interface with community and

stakeholders, public engagement,

partnerships; based at partner high school

Youth Case Manager & Outreach

Oversees after-school program and program for out-of-school youth

Public Ally

Responsible for community outreach and

middle-school recruitment; works with

after-school program

WBL Intermediary Example: Centralina (NC) Workforce Development Board Youth Council

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• The Youth Council is part of the committee structure of the region’s WIB, the Centralina Workforce Development Board.

• A key function of the Youth Council is to coordinate WIA activities for youth, including:

• Tutoring, study skills training• Alternative secondary school• Summer employment opportunities• Paid and unpaid work experiences, including internships and job

shadowing• Occupational skill training• Leadership development• Supportive services• Adult mentoring• Follow- up services• Comprehensive guidance and counseling

• The Youth Council works with employers to develop WBL opportunities that include mentoring, volunteering, job shadowing, apprenticeships, internships and summer jobs.

Sources: http://www.centralinaworks.com/website/documents/StrategicPlanningSummaryYouthCouncil.pdf; http://www.centralinaworks.com/youth/index.cfm; http://www.centralinaworks.com/website/YC.asp

WBL Intermediary Example: STEP-UP Achieve in Minneapolis

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• STEP-UP Achieve is a summer jobs program that works in partnership with AchieveMpls and the Minneapolis WorkForce Centers to place youth (ages 16-21) in paid internships. Participants have opportunities to explore career interests, develop professional connections, receive work readiness training certified by the Minneapolis Chamber of Commerce, and receive on-the-job training.

• The program places 800 youth in internships with 150 area employers annually. Each year, program participants earn a total of over $1 million in wages.

• The program includes 5 career pipelines: financial services, healthcare careers, legal careers, outdoor/recreation/environmental, and STEM careers. The pipelines provide year-round career development opportunities through targeted trainings, career exposure events, and industry-recognized certification programs.

• In 2013, 93% of program participants were youth of color, 20% were born outside of the United States, and 15% were youth with disabilities.

Sources: http://www.achievempls.org/stepupachieve; http://www.insightnews.com/news/11181-minneapolis-step-up-youth-employment-program-celebrates-10-years-and-18000-internships

STEP-UP Achieve: Key Staff Roles

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Director

Interface with community

and stakeholders,

public engagement, partnerships

Manager of Training and Data

Oversees data

reporting and analysis; manages

work readiness training program

Senior Program Associate

Organizes the STEP-UP

Achieve health

careers pipeline, manages

many business

relationships, and recruits and trains

youth

3 Program Associate

s

Youth and employer

outreach and recruitment; coordination

of work readiness training

Training and Events

Coordinator

Organizes events and

provides logistical

support to training program

Source: http://www.achievempls.org/step-achieve-summer-jobs/step-achieve-staff

References and Additional Resources

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• Workforce Partnership Guidance Tool, National Fund for Workforce Solutions

• http://nfwsolutions.org/sites/nfwsolutions.org/files/publications/NFWS_workforce_guidance_tool_111110.pdf

• Mobilizing a Cross-Sector Collaborative for Systemic Change: Lessons from Project U-Turn, Philadelphia’s Campaign to Reduce the Dropout Rate, Lili Allen, Jobs for the Future

• http://www.jff.org/sites/default/files/publications/PUT_paper_PDF_VERSION_010610.pdf

• Needle-Moving Collective Impact Guide: Capacity and Structure, The Bridgespan Group

• http://www.bridgespan.org/Publications-and-Tools/Revitalizing-Communities/Community-Collaboratives/Guide-Capacity-and-Structure.aspx

• Case studies, organizational structure, funding models

References and Additional Resources (continued)

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• Intermediary Development: Frameworks for SuccessA Quick Guide for Practitioners, Intermediary Network (INet)

• http://www.intermediarynetwork.org/tools.html

• Collaborative Funding for Greater Impact: A Case Study of the Cincinnati Experience, Grantmakers for Effective Organizations

• http://gosw.org/files/misc/sww_collab_funding_2012-1.pdf

• Community School Partnerships Toolkit, UC Davis School of Education

• http://education.ucdavis.edu/post/community-school-partnerships-toolkit• Sample site coordinator job description, sample list of people and

organizations, step-by-step model for sustainability planning