Final Report 072412final-1 - University of Minnesota

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Application!Process!Recommendations!for!Minneapolis’!STEP9UP!Program!!!

MPA$Capstone$Paper$!

In!Partial!Fulfillment!of!the!Master!of!Public!Affairs!Degree!Requirements!The!Hubert!H.!Humphrey!School!of!Public!Affairs!

The!University!of!Minnesota!!

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Jeanne!Anderson!!Paul!Erickson!!Ann!Fleming!!Sunil!Kumar!Trisha!Stark!

!July!26,!2012!

!!!Signature*below*of*Capstone*Instructor*certifies*successful*completion*of*oral*presentation*and*completion*of*final*written*version:*!!_________________________________________! _____________________! ! July!26,!2012!James!Westcott,!Capstone!Instructor!! Date!!!!!!! ! !!!!!!!!!!!!!!Date,!paper!completion!Humphrey!School!of!Public!Affairs!University!of!Minnesota!!!_________________________________________! _____________________! ! July!26,!2012!Tammy!Dickinson! ! ! ! Date! ! ! ! Date,!oral!presentation!Minneapolis!STEP9UP!Program!

Running!Head:!APPLICATION!PROCESS!FOR!STEP9UP!YOUTH!EMPLOYMENT! 2!

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Application!Process!Recommendations!for!Minneapolis’!STEP9UP!Program!!!

MPA$Capstone$Paper$!

In!Partial!Fulfillment!of!the!Master!of!Public!Affairs!Degree!Requirements!The!Hubert!H.!Humphrey!School!of!Public!Affairs!

The!University!of!Minnesota!!

!!!!!!!!!

Jeanne!Anderson!!Paul!Erickson!!Ann!Fleming!!Sunil!Kumar!Trisha!Stark!

!July!26,!2012!

!!!!!!!!!!Authors’!Note:!Many!thanks!to!all!of!the!individuals!who!provide!positive!work!experiences!for!the!youth!of!Minneapolis.!For!further!information!about!this!project,!please!contact!the!Dean’s!office!at!the!Hubert!H.!Humphrey!School!of!Public!Affairs,!University!of!Minnesota!at!301!19th!Ave.!S,!Minneapolis,!MN!55455;!Phone:!612962590669;[email protected].!! !


Table$of$Contents$$

Executive$Summary$ $ $ $ $ $ $ $ $ 4$I. Background$ $ $ $ $ $ $ $ $ $ 5$

A. The!STEP9UP!Program! ! ! ! ! ! ! 6$B. Current!Application!Process!! ! ! ! ! ! 7$

1. The!Initial!Application! ! ! ! ! ! 7$2. Work!Readiness9Training!Sessions!! ! ! ! 8$3. Matching!Process! ! ! ! ! ! ! 9$

II. Problem$Definition$and$Scope$ $ $ $ $ $ $ 9$A. Problem!Definition! ! ! ! ! ! ! ! 9$B. Models!of!Employment! ! ! ! ! ! !!!!!!!!!!!11$

1. Employability!! ! ! ! ! ! !!!!!!!!!!!11$2. Career!Identity! ! ! ! ! ! !!!!!!!!!!!12$3. Personal!Adaptability! ! ! ! ! !!!!!!!!!!!12$4. Social!and!Human!Capital! ! ! ! ! !!!!!!!!!!!13$5. Fit! ! ! ! ! ! ! ! !!!!!!!!!!!14$6. Soft!Skills! ! ! ! ! ! ! !!!!!!!!!!!14$7. Assessment!and!Testing! ! ! ! ! !!!!!!!!!!!15$

C. Range!of!Applications!Processes! ! ! ! ! !!!!!!!!!!!17$D. Best!Practices!in!Youth!Employment! ! ! ! !!!!!!!!!!!18$

III. Research$Methodology$ $ $ $ $ $ $ $$$$$$$$$$$18$A. Information!Gathering! ! ! ! ! ! !!!!!!!!!!!18$B. Analytic!Process! ! ! ! ! ! ! !!!!!!!!!!!20$

IV. Results$ $ $ $ $ $ $ $ $ $$$$$$$$$$$22$A. Assumptions!Used!in!the!Evaluation!Process! ! ! !!!!!!!!!!!22$B. Analysis!of!Current!Application!Process! ! ! ! !!!!!!!!!!!23$C. Stakeholder!Analysis!! ! ! ! ! ! !!!!!!!!!!!29$D. Environmental!Scan! ! ! ! ! ! ! !!!!!!!!!!!30$E. Summary!of!Community!Interviews! ! ! ! !!!!!!!!!!!37$F. Outcome!Matrix! ! ! ! ! ! ! !!!!!!!!!!!41$

V. Discussion$ $ $ $ $ $ $ $ $ $$$$$$$$$$$41!VI. Recommendations$ $ $ $ $ $ $ $ $$$$$$$$$$$44$VII. References$ $ $ $ $ $ $ $ $ $$$$$$$$$$$49$VIII. Figures$ $ $ $ $ $ $ $ $ $$$$$$$$$$$54$IX. Appendices$ $ $ $ $ $ $ $ $ $$$$$$$$$$$68$$ $


Executive$Summary$$

In!2010,!Minneapolis!Employment!Training!Program!Youth!Summer!Employment!

Program!was!merged!with!AchieveMpls!to!provide!more!cohesive!services!spanning!a!full!

age!range!from!14921!years.!The!remnants!of!the!two!entities!persist!in!dual!training!and!

placement!mechanisms,!though!the!initial!application!has!been!unified.!In!2012,!Achieve!

trained!1474!youth!and!placed!750!in!jobs.!Discover!sends!some!youth!to!the!Achieve!

training,!yet!has!its!own!training!for!less!work!ready!youth.!Discover!trained!324!of!the!less!

ready!youth,!and!placed!610!youth!in!jobs.!STEP9UP!has!sought!input!regarding!its!

application!process!because!of!a!recommendation!by!an!earlier!consultation!project.!!

The!STEP9UP!application!process!consists!of!an!application,!training,!and!job!

placement.!The!application!has!an!elaborate!scoring!mechanism!but!its!validity,!utility,!and!

efficiency!are!in!question.!Consultants!reviewed!the!literature!on!youth!employment,!

reviewed!similar!programs!locally!and!nationally,!and!held!interviews!with!a!variety!of!

stakeholders!(private,!public,!and!non9profit!employers,!staff,!youth,!government!officials,!

and!the!community).!Information!gathered!was!evaluated!using!power/interest!grids,!

bases!of!power!direction!of!interest!graphs,!logic!modeling,!process!diagrams,!criteria!

development,!and!an!outcome!matrix!to!evaluate!the!strength!of!recommendations.!

Areas!of!concern!include!continuity!in!training,!transparency!of!the!application!

process,!effectiveness!of!the!application!in!guiding!training!and!placement!decisions,!

efficiency,!and!timeliness.!Three!broad!recommendations!include!streamlining!the!initial!

operational!process,!increasing!understanding!of!participant!needs!to!provide!meaningful!

employment!experiences,!and!developing!more!continuity!between!the!Achieve!and!

Discover!programs.!Strategies!for!implementing!these!recommendations!are!provided.!


Background$

Employment!for!minority!and!other!at9risk!youth!can!serve!as!a!bridge!to!a!brighter!

future!by!teaching!work!readiness!skills!and!encouraging!youth!to!remain!in!school.!

However,!employment!is!difficult!to!secure.!A!recent!study!showed!Minnesota!to!have!the!

largest!gap!in!unemployment!rates!in!the!United!States!between!whites!and!African!

Americans!with!African!Americans!experiencing!3.9!times!the!rate!of!white!Minnesotans.!In!

addition!to!the!largest!gap,!Minnesota!also!has!the!highest!unemployment!rate!for!African!

Americans,!at!27.4%!as!compared!with!the!general!rate!of!7.1%!(Shierholtz,!2012).!Because!

of!the!recent!recession,!jobs!previously!held!by!youth!are!being!taken!by!adults,!

exacerbating!the!challenges!for!Minnesota’s!at9risk!youth!(Lydersen,!2012).!Not!only!are!

there!personal!costs!for!youth,!but!also!society!must!absorb!additional!strains!from!costs!of!

welfare,!corrections,!and!healthcare.!Employment!of!youth!aged!16919!in!Minnesota!has!

declined!from!69.8%!in!2000!to!51.7%!in!2011!(Minnesota!Department!of!Employment!

and!Economic!Development,!2012).!Figure!1!demonstrates!this!striking!change!as!

compared!with!change!in!unemployment!rates!for!other!groups.!In!terms!of!overall!number!

of!youth!employed,!2010!saw!a!46.7%!decrease!as!compared!with!the!year!2000!(Youth!

Summer!Outlook,!2012).!To!address!these!concerns!the!Federal!Government,!the!State!of!

Minnesota,!and!the!City!of!Minneapolis!have!invested!in!the!future!of!youth.!Youth!summer!

employment!programs!have!been!shown!to!increase!time!of!employment!when!

participants!are!employed!as!adults,!increase!a!sense!of!self9efficacy,!and!provide!needed!

hard!and!more!interpersonal!soft!job!skills!necessary!for!work!success!in!adulthood!

(DeCoursey!and!Skyles,!2007).!


The!City!of!Minneapolis,!through!its!summer!youth!employment!programs,!

historically!has!provided!jobs!for!approximately!2000!youth!ages!14921!with!a!variety!of!

different!industries!and!employers.!The!satisfaction!with!these!services!is!quite!high,!with!

98%!of!youth!reporting!that!the!employment!was!a!valuable!experience!and!96%!of!

employers!reporting!that!the!youth!employment!was!a!success!in!their!work!setting!

(Minneapolis!Community!Planning!and!Economic!Development,!2011).!The!coordination!of!

this!youth!employment!programming!is!facilitated!through!the!STEP9UP!program.!This!

program!requires!a!competitive!application!process,!provides!work!readiness!training,!

provides!youth!with!experience!in!interviewing!for!jobs!through!a!mock9interview!process,!

and!provides!placement!to!maximize!the!fit!between!the!youth!and!employers.!Despite!a!

very!high!level!of!youth!and!employer!satisfaction!for!those!in!the!program,!STEP9UP!is!

seeking!to!streamline!the!application!process,!increase!its!capacity!to!match!youth!and!

employers,!and!explore!more!evidence9based!approaches.!Because!of!cuts!in!funding,!not!

all!of!the!youth!who!apply!can!be!provided!with!employment.!Some!process!is!necessary!to!

choose!those!youth!who!will!be!placed!in!summer!employment.!

The$STEPNUP$Program$

The!STEP9UP!summer!youth!employment!program!began!in!2004!under!

AchieveMpls,!a!non9profit!organization!“supporting!public!education!and!preparing!

students!for!a!successful!life!after!high!school”!(AchieveMpls,!2012).!STEP9UP!was!

originally!designed!to!serve!youth!ages!16921!and!place!them!in!employer9paid!jobs!at!

Minneapolis!businesses.!!In!that!inaugural!year,!200!youth!were!placed!in!internships!with!

50!Minneapolis!employers.!In!2010,!STEP9UP!merged!with!the!City!of!Minneapolis!

Employment!and!Training!Program’s!(METP)!existing!Summer!Youth!Employment!and!


Training!Program!in!order!to!include!14915!year!old!youth!and!provide!both!employer9paid!

and!subsidized!internships.!The!original!STEP9UP!program!is!now!STEP9UP!Achieve,!and!

similar!to!its!predecessor,!places!the!16921!year!old!youth!with!relatively!more!work!

readiness!skills!in!internships,!many!in!the!private!sector.!STEP9UP!Discover,!the!METP!

counterpart!trains!and!places!youth!ages!14921!who!are!considered!less!work!ready.!Both!

programs!use!economic!guidelines!to!determine!youth!eligibility.!The!annual!report!for!

STEP9UP!indicates!interns!earned!an!estimated!2.9!million!dollars!in!wages!in!2011.!On!

average,!each!youth!earned!approximately!$1,500!(STEP9UP,!2011).!

Current$Application$Process$

The!STEP9UP!application!process!includes!three!parts:!the!initial!application,!the!

training!sessions,!and!the!matching!of!youth!to!employer,!which!culminates!in!the!final!job!

placement!for!each!youth.!

The$Initial$Application.!The!STEP9UP!initial!application!is!comprised!of!four!parts:!

(a)!basic!and!demographic!information!including!work!eligibility,!(b)!interest,!skills!and!

work/volunteer!experience,!(c)!three!short!essay!questions,!and!(d)!income!and!family!

information!(see!Appendix!A).!The!application!has!evolved!over!time!and!is!intended!to!be!

both!need!based!and!an!indicator!of!work!readiness.!This!common!application!is!required!

for!work!opportunities!in!both!the!Discover!and!Achieve!programs.!The!Discover!program!

is!for!14921!year!old!youth!whose!employers!are!primarily!public!and!non9profit!

organizations!and!businesses,!whereas,!the!Achieve!program!places!older!youth,!16921!

years!old,!in!summer!jobs,!some!of!which!are!with!private!companies.!!For!both!programs,!

the!application!becomes!available!in!mid!to!late!November!with!a!due!date!in!early!

February.!Late!and!incomplete!applications!or!ineligible!youth!are!disqualified!from!


consideration.!!In!2012,!2922!applications!from!eligible!youth!were!scored!(STEP9UP!

personal!communication,!2012).!These!competitive!applications!are!evaluated!by!STEP9UP!

staff!using!a!279point!scoring!system!(see!Appendix!B)!resulting!in!a!rank!ordering!

whereby!higher!scoring!applicants!are!selected!for!STEP9UP!Achieve!internship!positions!

and!lower!scoring!youth!are!placed!in!the!STEP9UP!Discover!track.!The!younger!14915!year!

old!youth!are!automatically!assigned!to!the!Discover!program.!Accepted!youth!are!notified!

by!mail!in!March,!and!based!upon!their!application!scores,!are!also!assigned!to!

corresponding!training!sessions.!In!2012,!all!youth!who!were!eligible!and!had!a!completed!

application!were!invited!to!a!training!session.!

Work$ReadinessNTraining$Sessions.!METP!contracts!with!both!AchieveMpls!and!

Project!in!Pride!for!Living!(PPL)!to!operate!the!two!training!programs!for!youth!accepted!

into!STEP9UP!summer!internships.!In!2012!PPL!invited!623!youth!(scoring!below!10)!who!

are!between!14921!years!old!to!attend!two!all!day!Saturday!training!sessions!(14!hours).!!

These!youth!are!considered!less!work!ready,!needing!additional!skill!development!in!

professional!dress!and!behavior,!communication,!interviewing!and!resume!writing.!!

AchieveMpls!invited!2,294!youth!who!scored!10!or!above!on!the!application!and!were!149

21!years!old!to!attend!three!after!school!training!sessions!totaling!six!hours.!Unique!to!the!

Achieve!training!is!the!mock!interview!experience!where!youth!have!an!opportunity!to!

prepare!for!an!employment!interview.!!Each!Achieve9trained!youth!receives!an!informal!

mock!interview!evaluation,!which!is!not!used!for!job9matching!or!ranking!purposes.!!

During!the!last!training!session!with!both!providers,!youth!are!asked!to!complete!a!

preference!sheet!indicating!their!availability,!skills,!interests,!and!transportation!situation!

to!assist!in!assigning!the!best!internship!fit.!!The!STEP9UP!Achieve!preference!sheet!is!more!


extensive!with!two!additional!sections!of!questions!on!involvement!in!activities!and!

desired!job!characteristics!(see!Appendix!C).!!Although!both!require!completion!of!a!

writing!sample,!the!questions!differ!in!scope.!!In!2012,!1474!youth!completed!the!

AchieveMpls!training!and!324!completed!the!PPL!training.!!

Matching$Process.$Matching!of!youth!to!their!internship!experience!for!STEP9UP!

Discover!is!contracted!through!the!Minnesota!Workforce!Centers,!part!of!the!Minnesota!

Department!of!Employment!and!Economic!Development!(DEED).!These!youth!had!a!5910!

minutes!one9on9one!interview!with!a!staff!counselor,!were!assisted!with!job9related!

paperwork,!and!then!matched!with!non9profit!businesses.!In!2012!DEED!invited!900!STEP9

UP!Discover!youth,!interviewed!620,!and!matched!610!with!employers.!!

For!STEP9UP!Achieve,!matching!is!done!by!AchieveMpls!staff!without!an!interview.!

However,!phone!contact!is!made!if!questions!need!to!be!answered!regarding!the!match!or!if!

there!are!transportation!issues!to!the!future!workplace.!!In!2012,!750!youth!were!matched!

with!STEP9UP!Achieve!employers.!!

Problem$Definition$and$Scope$

Problem$Definition$

Tremendous!disparities!exist!in!the!education,!health,!and!employment!of!minority!

and!low9income!individuals.!This!creates!many!challenges!for!individuals!and!society,!such!

as!costs!of!crime,!entitlement!programs,!and!the!lost!value!to!both!individuals!and!society.!

Youth!employment!programs!are!one!approach!to!addressing!the!disparities!that!exist!in!

employment!and!other!outcomes!for!minority!and!other!high9risk!individuals.!Minneapolis,!

recognizing!the!important!role!that!youth!employment!can!play,!has!invested!in!


programming!in!order!to!address!disparities!and!improve!the!community’s!overall!well9

being.!That!programming!is!delivered!through!STEP9UP.!!

In!May!2012,!the!first!Hubert!H.!Humphrey!Capstone!project!for!STEP9UP!

(Anderson,!Aronson,!Krough,!and!MacArthur,!2012)!recommended!that!the!current!STEP9

UP!application!process!be!evaluated.!This!study!constitutes!that!evaluation.!Concerns!

included!a!lack!of!validity!of!the!application,!transparency,!and!inclusiveness.!!!

Two!summer!youth!programs!were!combined!in!2010,!STEP9UP!and!the!

Minneapolis!Employment!Training!Program.!The!combination!presents!new!challenges!

with!the!merging!of!different!work!cultures!and!accompanying!missions!and!values.!The!

efficacy!of!the!application!process!to!select,!train,!and!match!youth!to!employment!is!called!

into!question!when!these!differing!missions!and!values!are!combined.!!

For$the$purpose$of$this$current$project,$consultants$define$the$application$process$as$

threeNfold:$the$initial$application,$the$training$and$the$matching.$

This!process!is!viewed!as!somewhat!cumbersome,!demanding!of!resources,!

untimely,!and!falling!short!of!providing!the!optimal!evaluation!of!youth!work!readiness!and!

interests!prior!to!the!employment9matching!phase.!This!project’s!recommendations!should!

be!based!on!the!following!concerns:!!

• How!can!the!process!be!more!valid?!

• How!can!the!process!be!more!efficient,!using!scarce!resources!wisely?!

• How!can!the!process!timeline!be!improved?!

• How!can!the!process!be!more!effective!in!creating!matches!between!youth!

and!employers!in!a!manner!that!maximizes!performance!and!learning?!


• What!are!known!links!between!information!and!employment!for!youth,!and!

how!can!that!be!captured!in!the!application!process?!

Models$of$Employment$

Employability.!A!central!construct!relevant!to!the!application!process!is!

determining!the!combination!of!information!that!will!lead!to!the!best!selection!and!

matching!process!for!youth.!The!combination!of!skills,!knowledge,!attitude,!and!

interpersonal!features!used!to!describe!that!end!product!evaluation!is!often!termed!

employability.!The!term!employability!has!existed!for!over!a!century,!but!its!definition!has!

shifted!over!time!(Moreau!&!Leathwood,!2006).!!One!definition!of!employability!is!“having!

a!set!of!skills,!knowledge,!understanding!and!personal!attributes!that!make!a!person!more!

likely!to!choose!and!secure!occupations!in!which!they!can!be!satisfied!and!successful”!(Pool!

&!Sewell,!2007,!p.!280).!!From!this!definition,!a!model!of!employability!is!proffered!that!

demonstrates!an!interacting!and!multilevel!set!of!skills!and!attributes.!Figure!2!

demonstrates!the!interaction!between!various!aspects.!The!model!holds!that!each!area!is!

crucial!to!employability,!and!that!any!missing!element!significantly!affects!employability.!

This!particular!viewpoint!provides!ideas!about!the!requisite!personality!attributes!related!

to!employability.!Such!characteristics!can!be!independently!assessed!through!a!variety!of!

measures,!but!do!not!necessarily!provide!the!summative!picture!desired!by!STEP9UP!to!be!

used!in!the!selection!and!match!process.!It!provides!input!concerning!the!kinds!of!

information!that!may!be!most!important!to!assess!in!the!application!process,!primarily!soft!

skills.!

A!more!elegant!model!provides!additional!explanatory!power!with!direct!correlates!

to!the!STEP9UP!experience.!This!model!posits!that!employability!is!a!multidimensional!


aggregate!construct!reflecting!the!active!interaction!of!elements!and!recursive!influence!

that!leads!to!employability!(Fugate,!Kinicki,!&!Ashforth,!2004).!It!includes!multiple!

interactions!of!career!identity,!personal!adaptation,!and!social!and!human!capital.!Figure!3!

depicts!the!relationship!among!factors.!

Career$Identity.!Career!identity!is!viewed!as!“who!am!I,”!an!amalgam!of!goals,!

hopes!and!fears,!personality!characteristics,!values,!beliefs,!norms,!interaction!styles,!and!

time!horizon!(Fugate,!Kinicki,!&!Ashforth,!2004).!Career!identity!is!fluid,!and!an!important!

area!for!STEP9UP!to!consider!both!in!selection!and!training.!Career!identity!is!often!

narrative,!reflective!of!the!metaphor!of!employability!as!a!story!(Ikson,!2004).!Should!

STEP9UP!desire!to!continue!to!include!a!writing!sample,!a!possible!topic!reflecting!this!logic!

would!be!to!ask!the!applicant!to!tell!a!story!about!a!vision!of!future!career!involvement.!The!

focus!would!be!on!the!integration!of!the!story!rather!than!particular!content,!grammar,!or!

spelling.!More!empirical!measures,!particularly!for!urban!adolescents,!with!tested!

reliability,!validity,!and!a!factor!structure!analysis,!may!be!a!ripe!area!for!STEP9UP!to!

consider,!given!the!greater!ease!of!use!for!a!population!of!individuals!(Diemer!&!Bluestein,!

2007).!!

Personal$Adaptability.!Personal!adaptability!can!be!defined!as!the!ability!to!adapt!

to!changing!situations!(Fugate,!Kinicki,!&!Ashcroft,!2004).!In!order!to!perform!in!different!

situations,!personal!flexibility!is!a!key!aspect!of!employability.!This!individual!difference!

allows!people!to!adapt!to!the!changing!tasks!and!circumstances!of!work!situations.!

Personal!adaptability!is!made!up!of!the!components!of!optimism,!openness,!internal!locus!

of!control,!self9efficacy,!broad!personal!and!work!experience,!future!time!orientation,!and!

tacit!knowledge!(Fugate,!Kinicki,!&!Ashcroft,!2004).!


Social$and$Human$Capital.!Social!capital!is!the!goodwill!that!an!individual!enjoys!in!

various!networks!or!social!connections!(Fugate,!Kinicki,!&!Ashcroft,!2004).!Social!capital!

for!applicants!to!the!STEP9UP!program!may!be!reflected!in!their!being!approached!by!

authority!figures!with!the!suggestion!that!they!go!through!the!application!process.!It!is!

probably!best!reflected!in!recommendations!given!by!adults!that!describe!applicants’!

interpersonal!as!well!as!hard,!task!specific!skills.!In!terms!of!social!capital,!participation!in!

STEP9UP!could!be!seen!as!a!method!for!enhancing!social!capital!through!exposure!to!new!

networks!of!people,!especially!those!that!have!connections!of!value!for!youth,!such!as!the!

trainers!and!employers!with!whom!they!interact.!In!addition,!the!experience!of!work!likely!

teaches!the!“soft!skills”!that!enhance!an!individual’s!goodwill!in!social!networks.!

Human!capital!represents!the!skills!and!experience!an!individual!has!acquired!

(Fugate,!Kinicki,!&!Ashcroft,!2004).!It!includes!factors!such!as!age,!educational!attainment,!

emotional!intelligence,!work!experience,!and!the!acquisition!of!tacit!knowledge!that!allows!

for!adaptability!and!transfer!of!skills.!Aspects!of!human!capital!lend!themselves!to!easy!

measurement!through!the!collection!of!facts!about!an!individual,!and!measurement!of!

concrete!skills,!such!as!reading!and!math!literacy,!or!facility!with!common!work!tools,!e.g.,!

Word,!Excel,!PowerPoint!(Microsoft,!2010).!

It!is!our!contention!that!the!aspects!of!employability!that!are!of!most!use!to!consider!

in!the!selection!and!placement!of!youth!in!the!STEP9UP!program!are!career!identity!and!

personal!adaptability,!so!called!soft!skills!found!to!be!most!predictive!of!success.!Social!and!

human!capital,!especially!in!the!area!of!considering!concrete!skills,!may!be!most!useful!in!

moving!repeat!applicants!from!the!Discover!to!the!Achieve!program.!


Fit.$The!concept!of!fit!to!a!particular!job!is!a!longstanding!one!in!the!field!of!career!

studies.!Fit!can!be!seen!as!a!combination!of!career!identity,!personal!adaptability,!and!the!

human!capital!that!an!individual!brings!to!an!employment!situation.!It!is!sighted!as!one!of!

nine!types!of!metaphors!used!in!conceptualizing!careers.!Inkson!(2004)!defines!the!aspect!

of!fit!in!the!following!way:!

The!metaphor!of!matching!raises!conceptual!and!practical!issues.!What!characteristics!of!people!and!situations!really!matter,!and!how!are!they!best!conceptualized?!How!measurable!are!individuals!and!environmental!opportunities!and!characteristics,!and!how!accurate!are!assessments?!Is!fit!achieved!by!matching!people!to!positions!or!positions!to!people?!Most!crucially,!does!the!fit!metaphor!induce!static!thinking!about!dynamic!processes?!The!imagery!of!pegs!and!holes!has!a!stolid!character,!and!socializing!institutions!such!as!families,!schools,!trade,!unions,!and!professional!associations!often!emphasize!permanence!of!fit.!In!contrast,![Hall,!1976]!and![Hall,!1996]!concept!of!the!shape9changing!`protean!career'!can!be!viewed!as!a!means!of!adjusting!fit!to!suit!changing!circumstance.!In!times!of!rapid!external!change!the!fit!metaphor!of!careers!may!face!increasing!strain.!!

This!description!of!fit!may!provide!some!clues!as!to!the!challenges!faced!by!STEP9UP.!While!

the!task!of!matching!a!particular!youth!to!a!particular!employment!setting!in!an!

employment!program!does!represent!a!static!sort!of!decision,!the!factors!essential!to!short!

and!longer!term!success!are!more!dynamic,!reflecting!the!needed!adaptability!of!a!shifting!

job!market,!and!the!personal!characteristics!or!soft!skills!found!to!be!the!key!to!job!success.!

Thus,!the!STEP9UP!program!may!profit!from!an!emphasis!on!the!soft!skills!of!a!positive!

attitude,!job!hopefulness,!optimism,!and!interest!as!more!relevant!to!both!placement!and!

training!than!a!measurement!of!specific!skill!areas!such!as!computer!skills.!

Soft$Skills.$The!United!States!Department!of!Labor!emphasizes!the!crucial!role!of!

so9called!soft!skills!for!employment.!They!include!having!a!good!work!ethic,!good!oral!and!

written!communication!skills,!teamwork,!and!critical!thinking!or!problem!solving!skills!

(U.S.!Department!of!Labor,!n.d.).!These!“people!skills”!are!becoming!increasingly!important!


in!the!work!world.!For!youth!employment,!it!is!these!soft!skills!that!are!important!in!

success.!While!technical!skills!are!eventually!necessary!for!employment!success,!what!

youth!development!programming!can!bring!of!most!value!are!these!skills!in!

communication,!responsibility,!teamwork,!and!an!appropriate!work!presentation.!

Assessment$and$Testing.$Selecting!a!test!for!use!in!an!employment!selection!

process!is!complex!and!multifaceted.!Testing!can!include!standard!paper!and!pencil!tests!of!

skills,!values,!beliefs,!and!personality.!Other!approaches!include!work!samples!and!

structured!interviews!in!which!applicants!are!asked!to!respond!to!situations!as!they!might!

in!a!work!setting.!Whatever!process!is!used!for!selection,!it!can!only!be!as!strong!as!its!

psychometric!underpinnings.!Any!process!must!be!reliable,!obtaining!the!same!result!in!

similar!circumstances.!The!use!of!the!assessment!process!must!meaningfully!inform!

employment!decisions.!Any!assessment!or!testing!process!must!be!fair.!Fairness!is!complex!

when!individual!differences!in!background!or!experience!are!not!predictive!of!differential!

outcomes.!This!is!especially!at!issue!when!a!test!is!used!with!a!group!of!individuals!not!

represented!in!the!test’s!initial!development.!Most!importantly,!an!evaluation!process!must!

demonstrate!its!utility.!That!is,!that!the!cost!of!the!assessment!process!is!outweighed!by!the!

quality!of!the!outcome!(Edwards,!Scott,!and!Raju,!2003).!

A!number!of!tests!are!available!with!a!variety!of!content!to!provide!reliable!and!

valid!information!about!an!applicant.!While!a!threshold!of!basic!skills!is!necessary,!soft!

skills!often!are!the!most!predictive!of!success!as!reviewed!above.!Applicants’!enthusiasm,!

optimism,!communication!skills,!and!belief!in!their!ability!to!be!successful!are!crucial,!

especially!in!youth!employment!programs.!While!interviews!and!work!samples!may!be!

most!useful!in!assessing!content!of!skills,!they!are!expensive,!more!subjective,!and!open!the!


door!to!bias.!Paper!and!pencil!tests!are!available!that!reliably!measure!these!soft!skills.!

Measures!are!available!that!were!developed!with!populations!similar!to!youth!participating!

in!the!STEP9UP!program.!The!Work*Hope*Scale*was!developed!for!use!with!urban!high9risk!

youth.!It!includes!24!items!on!which!test!takers!are!asked!to!rate!themselves!on!a!195!point!

scale!(Juntunen!&!Wettersten,!2006;!Kenny,!Walsh9Blair,!Blustein,!Bemperchat,!&!Seltzer,!

2010).!The!WorkKeys*suite!of!employment!measures!includes!a!measure!of!fit!of!a!

particular!job!based!on!the!Work*Values*Scale*(Porfeli,!2007).*This!scale!can!be!completed!

in!15920!minutes!in!an!online!testing!environment!(ACT,!2012).!WorkKeys*also!has!

measures!of!reading!for!information,!applied!math,!and!locating!information!should!a!

measure!of!basic!skills!be!desired.!WorkKeys*is!a!product!of!the!ACT,!a!company!with!a!

reputation!for!test!construction!related!to!education!and!workforce!issues!(ACT,!2012).!

Copies!of!the!Work!Hope!Scale!and!the!Work!Values!Scale!are!available!in!Appendices!D!

and!E.!!Additional!information!about!potential!measures!for!youth!employment!can!be!

found!in!From*Soft*Skills*to*Hard*Data:*Measuring*Youth*Program*Outcomes*(Wilson9

Ahlstrom,!A.,!Yohalem,!N.,!Dubois,!D.,!and!Ji,!P.,!2011).!

An!observational!measure!that!assesses!work!readiness!provides!a!useful!

perspective.!The!CPS/!CWIC!Employability!Assessment!(EA)!requires!an!observer!to!rate!

youth!on!a!select!set!of!dimensions.!A!rubric!is!provided!to!assist!with!scoring.!This!tool!is!

available!online!and!is!free!to!use.!The!EA!was!developed!by!the!Chicago!Public!Schools!and!

the!Chicago!Workforce!Investment!Council.!!The!use!of!an!observational!model!avoids!

challenges!youth!may!experience!in!accurate!self9assessment!(City!of!Chicago,!n.d.).!A!copy!

of!the!EA!is!available!in!Appendix!F!.!

$


Range$of$Application$Processes$

In!order!to!provide!recommendations!for!the!application!process,!various!approaches!to!

application!and!selection!for!similar!programs!were!compiled,!including!Minnesota!

programs,!and!those!in!cities!of!similar!size.!!Evaluating!youth!for!employability!and!

application!processes!for!youth!employment!programs!vary!significantly.!!Approaches!

range!from!simple!interest!in!participation!and/or!financial!eligibility,!to!those!that!require!

interviews,!essays,!and!demonstration!of!reading!and!numerical!literacy.!In!selecting!youth!

for!participation!in!employment!programs,!a!continuum!exists!from!programs!that!choose!

participants!through!luck!or!chance!such!as!a!lottery,!to!a!screening!process!for!means!

testing!coupled!with!successful!completion!of!an!initial!training,!to!staged!models!that!

utilize!eligibility,!skills!assessment,!and!other!objective!criteria.!Undergirding!the!choice!of!

method!of!selection!are!differences!in!mission!and!values.!Is!the!mission!to!provide!a!fair!

shake!to!everyone!so!that!they!can!acquire!some!skills!that!might!provide!protective!

factors!in!life,!or!is!the!goal!to!maximize!the!potential!of!already!high!achieving!but!still!at!

risk!individuals?!The!difference!can!be!cast!in!terms!of!a!population!based!versus!

individually!based!perspective.!In!a!population9based!model,!the!goal!is!to!improve!the!

well9being!of!the!whole.!From!an!individual!perspective,!the!goal!is!to!maximize!benefit!for!

particular!individuals.!While!the!value!of!the!two!models!can!be!debated,!ultimately!

decisions!must!be!made!about!whom!it!is!that!should!be!chosen.!An!application!process!can!

only!be!as!valid!as!the!clarity!in!understanding!the!group!of!individuals!that!are!preferred!

to!select.!

$

$


Best$Practices$in$Youth$Employment$

Though!studies!of!youth!employment!programs!are!diverse,!some!common!

denominators!of!successful!programs!can!be!identified.!In!choosing!an!application!process,!

it!is!important!to!understand!best!practices!for!programs!so!that!there!is!a!match!of!

program!and!application!elements.!Programs!can!be!divided!into!four!categories!of!

program!design,!program!relevance,!program!delivery,!and!program!assessment!and!

quality!assurance.!The!ten!best!practices!subsumed!under!these!categories!include:!(a)!

clear!mission!and!goals!(b)!focus!on!employability!skills!(c)!provide!comprehensive!

services!(d)!positive!youth!development!principles!(e)!recruit!quality!staff!!(f)!provide!

follow9up!services!(g)!intervene!early!(h)!provide!financial!incentives!(i)!document!

competencies!gained,!and!(j)!embrace!continuous!improvement!(Collura,!2010,!pp.!298).!

This!underscores!some!common!themes!used!in!the!development!of!

recommendations!for!the!STEP9UP!program.!It!is!laudable!that!the!program!embraces!

continuous!improvement,!has!high!quality!staff,!and!utilizes!youth!developmental!

principles.!It!is!challenged!in!clarifying!its!mission!and!goals!since!the!recent!merger,!

whether!the!goal!is!to!address!the!young,!most!at!risk!youth,!and!whether!the!major!focus!

is!on!employability!skills!or!acquisition!of!specific!skill!sets!by!high!performing!youth.!

Research$Methodology$

Information$Gathering$

The!consultants!took!the!following!approach!in!gleaning!information!to!formulate!

recommendations!for!the!STEP9UP!application!process.!A!literature!search!was!performed!

looking!at!concepts!of!youth!employment,!outcomes!for!youth!employment!programs,!

variables!associated!with!work!success,!review!of!youth!programs!processes,!and!


measurement!associated!with!employment.!From!the!review!of!the!literature,!information!

about!application!processes!was!obtained!where!possible.!Studies!demonstrating!variables!

related!to!positive!youth!employment!outcomes!are!of!particular!interest!as!they!can!

provide!information!about!the!characteristics!for!possible!inclusion!in!the!application!and!

selection!process.!In!examining!the!research,!social!sciences,!psychology,!and!business!

databases!were!reviewed.!Evidence9based!employment!selection!assessment!tools!and!

processes!were!examined.!Theoretical!perspectives!on!youth!employment!were!also!

reviewed.!!

Beyond!the!need!for!the!application!process!to!be!based!on!evidence!and!

demonstrate!predictive!validity,!it!is!also!important!that!an!application!process!is!

meaningful!and!useful!to!those!who!will!ultimately!use!it.!A!variety!of!different!

stakeholders!associated!with!the!STEP9UP!program!were!interviewed!using!a!standardized!

set!of!questions.!Those!interviewed!included!staff,!trainers,!state!employment!agencies,!

employers,!youth,!and!government!officials.!These!interviews!focused!upon!the!application!

process,!its!strengths!and!weaknesses,!success!in!matching!youth!with!particular!

employers,!and!overall!impression!of!the!STEP9UP!program.!A!list!of!interviewees!is!

available!in!Appendix!G.!!In!carrying!out!the!interviews,!attention!was!given!to!the!utility!of!

the!current!application!in!terms!of!the!accuracy!of!selection!and!placement!decisions,!its!

ease!of!use,!whether!it!taps!the!most!pertinent!information,!and!input!regarding!the!timing!

of!the!entire!application!process.!Questions!used!in!the!interview!process!are!available!in!

Appendix!H!.!!

In!addition,!consultants!interviewed!several!other!youth!employment!programs!

regionally,!and!across!the!United!States.!Some!of!these!programs!were!those!identified!by!


STEP9UP!staff!as!being!similar!to!their!program.!!Youth!employment!programs!were!asked!

about!the!timing!of!their!application!process,!the!criteria!used!for!selection,!number!of!

applicants,!the!costs!of!the!application!process,!the!medium!through!which!applications!

were!accepted,!time!from!application!submission!to!notification!of!selection,!and!the!role!of!

financial!eligibility.!Figures!4!and!5!depict!these!various!aspects!of!regional!and!national!

programs,!respectively.!

Analytic$Process$

Following!the!acquisition!of!this!information,!the!team!of!consultants!used!several!

investigative!techniques!to!examine!the!data,!including!stakeholder!analysis,!an!

environmental!scan,!as!well!as!modeling.!The!results!of!this!investigation!are!provided!in!

detail!in!the!following!sections.!After!this!examination,!consultants!developed!a!set!of!

recommendations!for!the!application!process!for!STEP9UP.!

Stakeholder$Analysis.!Stakeholder!analysis!is!a!valuable!resource!in!planning.!It!

provides!a!listing!of!important!stakeholders,!and!the!criteria!they!use!to!assess!a!current!

program!and!recommendations!for!modifications.!Decisions!must!be!endorsed!and!enacted!

by!those!closest!and!most!interested!in!a!problem.!Without!the!input!of!important!

stakeholders,!change!can!be!undermined!(Bryson,!2004,!p.!107).!Stakeholder!analysis!

provides!a!more!precise!picture!of!everyone!involved!in!the!process.!This!stakeholder!

analysis!used!a!number!of!steps!including:!1)!identification!of!stakeholders!2)!use!of!a!

Power/Interest!grid!to!identify!stakeholders’!interest!in!and!degree!of!influence!in!

decision9making!(Crosby!and!Bryson,!2005.!P.121),!and!3)!developing!Bases!of!

Power/Directions!of!Interest!diagrams!for!key!stakeholders!to!identify!their!common!

interest!(Crosby!and!Bryson,!2005,!p.!234).!This!analysis!also!assists!in!underscoring!the!


needs!of!those!who!may!have!the!greatest!interest,!but!whose!voice!is!often!missed!because!

of!a!lack!of!power!to!influence!decisions!(Crosby!&!Bryson,!2005,!p.121).$$

Environmental$Scan.$In!order!to!evaluate!and!analyze!the!Minneapolis!STEP9UP!

program's!application!and!placement!process,!an!environmental!scan!was!performed.!!For!

a!national!perspective,!eight!comparative!programs!in!youth!employment!stemming!from!

five!major!US!population!centers!were!chosen:!!Philadelphia,!Boston,!Washington!DC,!

Milwaukee!and!Minneapolis9St.!Paul.!!For!a!Minnesota!state!perspective,!seven!youth!

employment!programs!from!both!the!Twin!Cities!and!greater!Minnesota!were!

reviewed.!!From!this!national!and!regional!view!of!comparable!programs,!several!

promising!practices!were!identified!that!have!the!potential!to!contribute!to!improvements!

in!the!Minneapolis!STEP9UP!application!and!placement!process.!!These!ideas!include!

modernizing!and!streamlining!the!process!and!utilizing!employability/work!readiness!

assessment!tools.!

Logic$Model.$A!critical!step!in!framing!and!finding!solutions!to!a!problem!is!to!use!

sound!program!theory!(W.!K.!Kellogg!Foundation,!2001).!!We!chose!to!use!the!theory!of!

change!model!to!aid!us!in!this!phase!of!our!project.!We!recognized!this!phase!is!a!critical!

step!in!the!analysis!of!the!application!process.!!Each!step!in!the!development!of!this!model!

provides!insight!into!understanding!the!interrelationship!between!elements.!This!

knowledge!will!provide!for!a!clearer!understanding!in!developing!successful!

recommendations!or!initiatives!for!the!STEP9UP!program,!which!will!yield!the!desired!

results.!!The!steps!in!theory!of!change!analysis!involved!describing!the!problem!with!the!

application!process,!documenting!the!community!needs!and!assets,!and!articulating!the!

goals!STEP9UP!hopes!to!achieve.!As!a!part!of!this!analysis!process,!the!underlying!


assumptions!are!addressed!along!with!strategies!that!are!considered!“best!practices”!and!

the!influential!factors!that!may!impact!the!change!(W.!K.!Kellogg!Foundation,!2001).!!This!

document!provides!a!guide!in!making!sound!recommendations!(see!Appendix!K).$

Outcome$Matrix.!An!outcome!matrix!or!comparative!analysis!assists!by!viewing!

several!recommendations!and!the!evaluation!criteria!to!be!used!to!assess!the!strength!of!

the!different!alternatives.!It!assists!in!looking!at!the!trade9offs!and!exigencies!that!must!be!

considered!in!decision9making!(Bardach,!2012,!pp.59961).!!In!constructing!the!outcome!

matrix,!the!team!developed!a!list!of!criteria!that!might!be!used!to!evaluate!

recommendations.!The!team!rated!the!criteria,!and!chose!the!nine!statements!rated!a!four!

or!five!on!a!195!importance!scale!from!the!originally!generated!list.!The!list!of!criteria!is!

available!in!Appendix!I.!The!team!outlined!a!variety!of!recommendations!and!strategies,!

and!these!were!assessed!using!the!outcome!criteria.!The!resulting!matrix!is!available!in!

Appendix!J.!

Results$

Assumptions$Used$in$the$Evaluation$Process!

To!assist!the!STEP9UP!program!in!evaluating!and!improving!their!application!

process,!the!consultants!made!some!assumptions!about!the!characteristics!preferred!by!the!

program.!In!completing!this!evaluation,!the!consultants!assumed!that!STEP9UP!intends!to!

choose!at9risk!youth!with!the!baseline!skills!necessary!to!profit!from!the!training!and!

employment!program.!Research!demonstrates!that!employment!programs!are!most!

effective!for!younger!adolescents!and!those!that!are!at!high!risk!of!poor!educational!and!

employment!outcomes!(Jekielek,!Cochran,!&!Hair,!2002).!This!approach!sets!a!threshold!for!

participation.!From!these!assumptions,!a!variety!of!variables!can!then!be!examined!for!


optimal!selection!and!placement.!This!does!reflect!a!population9based!perspective!that!

seeks!to!impact!a!whole!community!rather!than!maximizing!opportunities!for!select!

individuals.!!

An!additional!assumption!is!about!the!philosophy!underlying!the!program.!STEP9UP!

is!being!conceptualized!as!a!youth!development!program.!Youth!development!has!the!goal!

of!assisting!program!participants!in!short!and!long9term!goals.!The!focus!is!on!developing!

youths’!resources!rather!than!solving!specific!problems!through!exposure!to!external!

assets,!opportunities,!and!supports!(Gallagher,!Stanley,!Shearer,!&!Mosca,!2005,!p.!S62).!

Analysis$of$Current$Application$Process$

For!decades!the!city!of!Minneapolis,!along!with!its!partners,!have!supported!

summer!youth!employment!programs!which!have!provided!training!and!job!opportunities!

to!at9risk!and!low!income!youth!to!prepare!them!for!their!future!in!the!workplace.$These!

consultants!have!been!especially!impressed!by!the!dedication!of!the!long9established!

collaborating!partners!who!have!a!passion!for!building!a!better!community!through!

improving!the!lives!of!its!youth.!!The!current!STEP9UP!program!is!successful!in!this!

endeavor!as!it!seeks!to!reduce!disparities!by!inclusion!of!any!youth!no!matter!race,!

ethnicity,!or!personal!barriers!through!a!fair!system!of!recruitment.!The!application!

process!attempts!to!assess!youth!for!important!skills!and!place!them!in!internships,!which!

will!ultimately!provide!them!with!a!positive!work!experience.!Participants!are!achieving!

more!work!readiness!skills!and!many!are!preparing!for!a!future!career.!!In!order!to!best!

achieve!its!objectives,!STEP9UP!has!requested!an!evaluation!of!the!effectiveness!and!

efficiency!of!its!application!process.!


Consultants!utilized!the!current!STEP9UP!application!and!other!STEP9UP!data,!

research!literature!regarding!best!practices,!similar!program!comparisons,!as!well!as!

interviews!to!analyze!the!current!application!process.!Given!the!consultants’!assumption!

that!STEP9UP!intends!to!choose!low!9income!youth!with!the!baseline!skills!necessary!to!

profit!from!the!training!and!employment!program!and!believes!in!a!population9based!

perspective!that!seeks!to!impact!a!whole!community!rather!than!maximizing!opportunities!

for!select!individuals,!the!application!process!has!limitations!toward!these!goals.!A!process!

diagram!outlining!the!current!application!procedure!is!available!in!Appendix!L.!!

The$application$process$timeline$may$not$be$adequate$to$ensure$the$ability$of$

youth$to$meet$the$deadline$and$for$partners$and$employers$to$prepare$for$

implementation$of$job$internships.!Although!applications!are!available!and!accepted!

over!a!few!months,!the!deadline!for!application!submission!is!in!early!February.!Several!

interviews!of!stakeholders!revealed!this!as!problematic!for!youth!who!may!not!be!focused!

on!job!acquisition!that!early!in!the!year,!or!may!develop!alternative!plans!between!the!

application!deadline!and!job!start!(e.g.!summer!school,!other!work,!vacations,!etc.).!

Evidence!of!this!may!be!reflected!in!the!41%!of!eligible!Discover!youth!not!participating!in!

any!PPL!training!session.!An!early!deadline!may!also!be!prohibitive!for!youth,!especially!

those!without!parental!or!guardian!support.!!Difficulties!in!future9oriented!thinking!are!

typical!of!adolescent!cognitive!development,!and!are!exacerbated!by!experiences!growing!

up!in!a!high9risk!or!chaotic!environment!(Stoddard,!Zimmerman,!&!Bauermeister,!2011).!

Failure!to!secure!a!parent’s/guardian!signature!or!income!information!results!in!an!

incomplete!and!ineligible!application.!In!2012,!145!applications!were!rejected!due!to!lack!


of!this!signature.!In!the!past,!an!early!deadline!has!been!necessary!due!to!the!complexities!

of!scoring!the!applications.!

Scoring!of!the!current!initial!application!is!too!time9consuming!for!the!eight!staff!

members!of!METP!and!requires!an!estimated!300!hours,!at!approximately!$25930!per!hour!

for!a!total!cost!of!$7,50099,000.!However,!the!additional!tasks!surrounding!the!scoring!of!

applications!could!increase!costs,!which!are!estimated!to!be!upwards!of!$40,000!assuming!

at!least!half!an!hour!per!application!to!process!through!the!system.!!If!this!process!does!not!

yield!the!best!evaluative!information!for!employment!placement,!perhaps!these!resources!

could!be!better!used.!

On!the!opposite!end!of!the!application!process,!there!may!not!be!adequate!time!to!

process!the!assigned!youth!for!beginning!their!jobs.!For!example,!some!employers!are!

required!to!do!background!checks!for!all!youth!employed!in!their!organization.!Because!

this!requires!additional!time,!job!placement!must!occur!as!expeditiously!as!possible.!

The$initial$application$and$its$components$may$not$be$succeeding$in$assessing$

youth$skills$and$work$readiness$to$place$them$in$the$appropriate$training$and$

employment$situations.!The!initial!application!assesses!eligibility!and!is!also!intended!to!

evaluate!level!of!work!readiness!to!place!youth!into!one!of!two!training!types.!*It!is!

commendable!that!STEP9UP,!in!2012,!was!able!to!accommodate!all!eligible!applicants!with!

a!training!program.!Other!comparable!summer!employment!programs!for!youth,!nationally!

and!locally,!utilize!a!variety!of!approaches!to!youth!selection,!but!several!are!unable!to!take!

all!applicants.!For!many!of!these!programs,!eligibility!is!based!solely!on!income!

requirements,!but!not!all!youth!are!selected!due!to!a!significantly!larger!number!of!

applicants!and!funding!limits.!!!The!Action!for!Boston!Community!Development!uses!a!


lottery!system;!and,!Milwaukee’s!Earn!and!Learn!follows!a!first!come9first!served!system.!

Similar!to!STEP9UP,!the!St.!Paul!Job!Corps!program!accepts!all!eligible!youth!into!the!

program!but!does!not!assign!them!to!job!placements.!The!Job!Corps!process!involves!a!job!

fair!where!youth!learn!about!available!opportunities!and!meet!employers!in!order!to!

formulate!decisions!about!job!preferences.!From!that,!employers!choose!from!youth!

interested!in!particular!jobs.!Figures!4!and!5!show!a!comparison!of!program!approaches.!$

A!variety!of!opinions!were!expressed!about!how!best!to!conduct!the!application!

process.!Based!upon!information!gathered!in!interviews,!it!is!difficult!to!assess!youth!for!

work!readiness!and!provide!appropriate!placement!without!a!face9to9face!meeting.!For!

STEP9UP!youth,!the!interview!component!does!not!take!place!until!after!they!are!assigned!

to!either!the!Achieve!or!Discover!program.!Consequently,!there!is!no!opportunity!as!a!

result!of!the!interviewing!process!to!reassign!an!individual!to!a!more!appropriate!type!of!

job!placement.!!

The!application!draws!a!limited!amount!of!information!about!workplace!skills!and!

life!experiences.!Some!STEP9UP!partners!strongly!felt!that!the!application!should!provide!

information!about!employment!skills,!including!resume!writing!and!interviewing,!in!order!

to!tailor!training!sessions.!!Questions!about!preferences!for!school!subjects!were!

recommended!by!the!Workforce!Center!partners,!and!may!be!useful!in!the!matching!

process.!!

Although!the!application!does!address!the!identification!of!school!activities,!

employment,!and!volunteerism,!it!does!little!to!reveal!whether!youth!have!other!important!

soft!skills!(communication,!respect,!motivation,!attentiveness,!values),!accomplishments!

(informal!community!or!family!responsibilities),!or!barriers!to!participation!(family!


responsibilities,!other!employment,!transportation!issues,!disabilities,!cultural!norms).!The!

current!checklist!of!activities!is!geared!toward!students!who!have!more!opportunities!and!

fewer!barriers!to!participation.!Many!of!the!youth!interviewed!expressed!concerns!that!the!

process!did!not!provide!a!means!for!them!to!be!understood.!!

Weighting!of!scored!components!of!the!application!may!not!be!commensurate!with!

indicators!for!success.!!Attitudinal!and!motivational!factors!are!likely!more!relevant!than!

specific!skills.!For!example,!computer!skills!may!be!weighted!too!heavily.!Youth!may!not!

have!had!opportunities!to!develop!these!skills,!but!if!given!training,!could!develop!basic!

and!advanced!skills.!In!addition,!youth!may!not!be!able!to!complete!the!application!sections!

requiring!self9assessment!of!skill!level!or!identification!of!personal!characteristics!that!

contribute!to!work!readiness!or!success.!Because!of!their!level!of!cognitive!development!

and!restricted!range!of!experiences,!youth!often!do!not!have!the!capacity!for!self9reflection!

(Stoddard,!Zimmerman,!&!Bauermeister,!2011).!The!use!of!self9assessment!could!lead!to!an!

inaccurate!evaluation!and!a!lower!score!for!some!individuals.!

If$the$evaluation$leading$to$placement$is$not$complete,$it$may$be$detrimental$

to$youth.$Youth!may!see!an!ill9fitting!training!or!work!placement!as!evidence!of!an!

inequitable!situation.$While!the!need!for!different!training!requirements!between!Achieve!

and!Discover!is!understandable,!youth!need!to!be!informed!of!these!differences!in!order!to!

understand!and!accept!the!process.!!It!is!also!problematic!if!insufficient!information!is!

gathered!or!fails!to!be!communicated.$The!current!application!is!not!provided!to!the!

trainers!or!counselors!to!assist!in!providing!their!services!to!youth.!For!example,!applicants!

can!indicate!they!are!taking!English!Language!Learner!classes,!yet!English!proficiency!of!

participants!is!not!known!at!the!onset!of!training.!As!a!result,!participants!with!less!English!


proficiency!may!not!gain!the!maximum!benefit!from!training.!Such!individual!needs!could!

be!accommodated!if!this!roadblock!to!learning!was!understood!prior!to!the!training.!With!

some!shifts!in!the!process,!applications!can!be!used!to!enhance!continuity!and!improve!

communication!between!various!program!partners.$

There$is$limited$transparency$within$the$application$process.!Overall,!youth!

need!to!be!better!informed!about!specific!aspects!of!the!process!and!have!realistic!

expectations!for!job!experiences.!Issues!include!timing!of!applications,!criteria!for!

evaluating!placement,!and!age!restrictions.!Some!direction!is!provided!at!an!interview!with!

the!Workforce!Center!prior!to!job!placement!for!Discover!youth.!However,!information!

needs!to!be!readily!available!throughout!the!application!process.!Accurate!information!is!

especially!needed!to!ensure!that!youth!understand!the!guidelines!for!employment!

placement.!The!job!preference!sheet,!completed!during!the!last!training!session,!has!limited!

value!if!the!type!of!jobs!preferred!by!youth!is!not!offered!to!them!due!to!age!or!availability.!

Most!youth!interviewed!had!a!clear!sense!of!what!their!preferences!were,!but!were!not!

matched!accordingly.!This!was!particularly!apparent!with!younger!youth,!ages!14915.!

There!was!limited!transparency!about!what!they!realistically!could!expect.!According!to!a!

representative!of!METP,!Discover!youth!with!the!highest!scores!on!the!training!evaluation!

get!priority!in!selecting!their!jobs.!This!aspect!of!the!process!is!not!communicated!well!to!

youth,!and!they!then!express!disappointment!when!presented!with!few!job!options.!

Although!the!program!claims!the!potential!for!laddering!within!the!system,!there!

may!be!limited!opportunities!for!youth!advancement!to!a!higher!quality!job!or!greater!

learning!opportunity!in!subsequent!years.!Workforce!counselors!involved!with!job!

matching!may!not!be!cognizant!of!previous!STEP9UP!jobs!held!by!youth!or!development!of!


their!skills!over!time.!METP!has!not!formally!collected!or!evaluated!data!about!the!youth!

who!have!advanced!through!the!program!from!Discover!to!Achieve,!but!intend!to!do!so!in!

the!future.!!

Stakeholder$Analysis!

A!large!number!of!stakeholders!were!identified!during!the!review!of!the!application!

process.!The!previous!capstone!project!report!was!invaluable!in!identifying!the!important!

stakeholders!for!the!program.!These!stakeholders!were!represented!on!a!power!vs.!interest!

grid!based!upon!the!interviews!(Fig!6).!The!stakeholders!wielding!greatest!power!are!seen!

as!METP,!AchieveMpls,!Private!Employers,!and!the!Mayor.!METP!and!AchieveMpls!have!

very!high!interests,!too.!On!the!other!hand,!while!youth!(both!14915!years!and!16921!years!

age!groups)!have!high!interests,!they!have!little!power!to!influence!decisions!at!a!

programmatic!level,!as!well!as!in!terms!of!their!own!experiences!with!STEP9UP.!

Stakeholders!like!DEED,!Minneapolis!Park!and!Recreation!Board!and!PPL!figure!

somewhere!in!between!with!moderate!amounts!of!interest!and!power.!

After!information!about!power!and!interest!for!various!groups!was!graphed,!arrows!

were!drawn!from!one!stakeholder!on!the!power!vs.!interest!grid!to!another.!This!provides!

information!about!stakeholders!with!the!capacity!to!influence!others!with!regard!to!

programmatic!decisions!(Fig!7).!The!stakeholders!with!the!largest!number!of!arrows!

pointing!towards!them!or!away!from!them!were!identified!as!key!stakeholders.!They!are!

METP,!AchieveMpls,!the!Mayor,!Private!Employers,!Youth!(both!age!groups)!and!the!

Community.!For!these!key!stakeholders,!sources!of!power!and!directions!of!interest!were!

also!evaluated.!


Diagrams!that!demonstrate!the!intersection!of!influence!and!interest!were!

constructed.!These!diagrams,!known!as!Bases!of!Power/Directions!of!Interest!diagrams!

were!used!to!map!the!stakeholders’!areas!of!interest!and!sources!of!power!and!influence!

(Crosby!and!Bryson,!2005,!p.234).!These!diagrams!are!available!as!Figures!8913.!!They!

highlight!the!important!role!of!youth!work!readiness!as!common!area!of!interest!among!the!

key!stakeholders.!A!supra9interest!diagram!showing!the!common!interest!among!the!key!

stakeholders!is!available!as!Figure!14.!To!garner!support!from!the!largest!cross9section!of!

stakeholders,!the!application!process!might!best!be!framed!from!the!perspective!of!

maximizing!youth!work!readiness!for!the!community!through!the!STEP!UP!program.!The!

community,!partners,!and!employers!are!most!likely!to!engage!when!issues!are!presented!

in!terms!of!the!needs!of!youth.!

Environmental$Scan$

Introduction.$An!environmental!scan!of!comparable!youth!employment!programs!

was!conducted!on!both!national!and!regional!programs!within!Minnesota.!The!application!

processes!of!both!national!and!regional!youth!employment!programs!were!found!to!be!

similar!in!respect!to!soliciting!residency!requirement!information!and!family!income!

requirements.!However,!these!application!processes!can!vary!significantly!in!other!ways!

such!as!the!length!of!the!application!and!the!requirement!of!resumes!and!essays.!Programs!

can!vary!significantly!in!their!interview,!training,!and!job!placement!practices.$

Research!and!interviews!were!conducted!for!the!following!national!programs!apart!

from!the!STEP9UP!program:!(a)!Workready!Philadelphia,!PA!(b)!Boston!Youth!Fund,!MA!(c)!

Boston!Private!Industry!Council,!MA!(d)!Action!for!Boston!Community!Development,!MA!


(e)!Summer!Youth!Employment!Program,!Washington!DC!(f)!Milwaukee!Earn!and!Learn,!

WI!(g)!St.!Paul!Job!Corps,!MN!

To!get!a!regional!perspective!on!youth!employment!programs,!a!review!of!7!

programs!within!the!state!of!Minnesota!was!performed.!These!included!programs!from!

both!the!Twin!Cities!and!greater!Minnesota.!Programs!reviewed!included:!(a)!Minneapolis!

STEP9UP!(b)!St.!Paul!Job!Corps!(c)!Tree!Trust!(d)!Conservation!Corps!(e)!Duluth!Workforce!

Development!(f)!YouthBuild!Bemidji!(g)!U!of!M’s!Urban!Garden!Youth!Employment.!

Figures!4!and!5!summarize!findings!from!these!8!national!youth!employment!

programs!and!7!regional!programs!listing!data!in!32!different!criteria!categories!from!

eligibility!requirements!to!type!of!job!placement!models.!This!data!was!collected!largely!

from!telephone!interviews!and!website!research!and!represents!only!a!cursory!review!of!

these!programs.!Further!research!is!needed!to!achieve!a!more!in!depth!understanding!of!

these!programs.!

Common$Practices.$The!following!elements!were!found!to!be!the!most!common!

practices.$

Residency*requirement.*Almost!all!programs!surveyed!have!a!residency!

requirement.!Consequently!the!programs!utilize!various!techniques!to!document!a!youth’s!

place!of!residence.!Proof!of!residency!within!a!jurisdiction!also!assists!administrators!in!

placing!youth!in!jobs!near!where!the!youth!lives.*

Age*requirements.*The!range!of!almost!all!of!the!programs!surveyed!is!14921!years.!

In!addition!a!number!of!programs!have!different!types!or!levels!of!job!experiences!based!on!

the!age!of!the!applicant.!For!example,!Conservation!Corps!of!Minnesota!has!two!distinct!


levels!of!programs:!outdoor!service!projects!for!15918!year!olds!and!environmentally!

themed!jobs!for!youth!18!and!older.*

Income*requirements.*The!majority!of!programs!require!that!youth!must!reside!in!

a!low9income!household!or!meet!other!standards!for!eligibility.!The!criteria!to!qualify!may!

include!family!size,!participation!in!the!free!and!reduced!lunch!program!and!proof!of!other!

government!assistance!programs.*

* Targeting*at*risk*youth.*Some!programs!utilize!Minnesota!State!guidelines!for!an!at!

risk!youth!classification!(School!Linked!Services!for!At9Risk!Children!and!Youth,!2011).!

These!include:*

• Pregnant/parenting!

• Limited!English!proficiency!

• Potential!or!actual!dropouts!

• Juvenile!offenders/diversion!program!

• Receiving!public!assistance!and/or!group!home!services!

• Disabilities,!including!learning!disabilities!

• Homeless!or!runaways!

• Chemically!dependent!

• Children!of!drug!or!alcohol!abusers/dependents!

• Basic!skills!deficiency!

• Educational!attainment!one!or!more!levels!below!grade!level!appropriate!to!age!

• Foster!children!


Two!Minnesota!programs,!Minneapolis!STEP9UP!and!the!Duluth!WorkForce!Development!

Program,!take!this!classification!into!consideration.!

Application*deadline.*From!a!review!of!these!programs!there!is!a!range!of!

applications!from!February!to!June,!the!majority!of!programs!employ!a!March!deadline.*

Type*of*application:**Online*vs.*paper.*The!majority!of!programs!and!a!growing!

number!of!programs!use!an!online!application!process.!Online!applications!enable!

administrators!to!be!more!efficient!and!then!are!able!to!generate!detailed!data!reports!

saving!staff!time!and!resources.*

Length*of*application.*Most!programs!such!as!St.!Paul!Job!Corps,!MN!and!Workready!

Philadelphia,!PA!use!a!short!application!form!that!requests!basic!information!questions!

such!as!age,!residency,!and!income!requirements!and!takes!only!10!minutes!to!complete.!

Some!of!the!more!common!questions!include:*

• Name,!birth,!gender,!address,!contact!info,!demographic!information!

• Education!

• Work!eligibility!(social!security!number,!citizenship!information)!

• Participation!in!school!programs!(sports,!clubs,!!and!academic)!

• Previous!work!or!volunteer!experience!

• Work!skills!

• Income!and!family!economic!information!(free/reduced!lunch,!family!size,!family!

income,!assistance,!at!risk!youth!questions,!criminal!activity!questions)!

• Parent!and!youth!agreement!(permission!from!parent!if!under!18,!signature!from!

youth)!


* Advanced*program*applications.*More!advanced!youth!job!applications!tend!to!

request!a!greater!amount!of!information!and!can!include!essay!questions!such!as,!“Why!do!

you!want!to!participate!in!this!program!and!what!does!it!mean!for!your!future?”!Essays!can!

help!shed!light!on!the!applicants’!aspirations!and!writing!skills.!However,!they!add!

considerable!time!to!the!evaluators’!workload.!There!also!can!be!issues!with!the!reliability!

of!scores!with!different!evaluators.*

Assistance*with*applications.*One!of!the!significant!challenges!for!youth!

employment!programs!is!that!a!percentage!of!the!applicant!population!lacks!the!skills!

necessary!to!fill!out!a!successful!application.!Therefore,!several!programs!offer!special!

assistance!via!both!formal!and!informal!practices.!!Workready!Philadelphia!provides!

information!sheets,!checklists,!and!has!an!online!“how!to!prepare”!page!with!advice!on!how!

to!prepare!a!resume,!and!reminding!applicants!that!they!must!have!proper!identification!

before!applying.!Minneapolis!WorkForce!Centers!help!youth!fill!out!applications!in!addition!

to!distributing!and!collecting!applications.!!*

Interviews,$Training,$and$Job$Placement.$In!general,!youth!employment!

programs!have!a!similar!application!form,!but!in!regards!to!interviews,!training!and!job!

placement,!there!is!considerably!more!diversity!in!youth!employment!program!approaches.$

Interviews.*Due!to!the!large!number!of!participants!in!many!of!these!programs,!

there!is!a!wide!variance!of!practices!in!employing!interviewing!opportunities.*

Training.*Most!programs!offer!some!training!but!there!is!a!wide!range!of!training!

offerings.*

Job*placement*models.*Most!programs!studied!are!involved!with!processing!and!

scoring!applications!and!providing!some!level!of!training.!These!programs!are!in!effect,!


screening!applicants!and!providing!work!readiness!training!on!behalf!of!the!actual!

employer.!This!becomes!a!very!valuable!service!to!the!employer.*However,!there!are!

significant!differences!in!placement!models.!The!Twin!Cities!of!St.!Paul!and!Minneapolis,!

Minnesota!exemplify!this!contrast!of!approaches.!St.!Paul!Youth!Job!Corps!processes!

applications,!provides!training,!and!provides!opportunities!such!as!a!Job!Fair!and!online!

Job!Bank.!However,!St.!Paul!staff!does$not!place!youth!in!jobs.!Youth!must!apply!via!the!

online!Job!Bank!and!then!the!public!and!non9profit!employers!make!the!decision!to!hire!the!

individual!youth.*In!Minneapolis,!the!STEP9UP!program!(METP!city!staff!with!Achieve,!PPL!

and!WorkForce!partners)!processes!and!scores!applications,!provides!training!and!does!

directly!make!the!job!placements.*

Four!youth!Job!program!placement!models!were!identified!in!the!samples!of!national!and!

regional!programs.!

1. *Program*based*Job*placement*model.*In!programs!such!as!Minneapolis!STEP9UP!

and!Washington,!DC’s!Summer!Youth!Employment!Program,!the!city!program!

evaluates,!trains,!and!places!youth!directly!in!jobs.*

2. Intermediary*placement*model.*These!programs,!such!as!St.!Paul!Youth!Corps!and!

Workready!Philadelphia,!provide!applications!based!screening!and!training,!but!

the!employers,!whether!they!are!public,!non9profit!or!private,!make!the!decision!

to!hire.*

3. Advanced*job*placement*model.*Several!programs!offer!a!higher9level!job!

placement!opportunity!within!a!larger!program.!In!Summer!Youth!Employment!

Program!in!Washington!DC,!as!part!of!the!initial!entry!application,!youth!can!

check!a!box!for!the!Mayor’s!Select!Job!program.!To!be!accepted!in!this!Mayor’s!


special!program,!a!second!more!rigorous!application!is!required!with!interviews,!

etc.!In!Minneapolis!STEP9UP,!the!Achieve!program!requires!a!higher!application!

score.!!These!advanced!programs!will!generally!serve!older!youth!916,!17,!and!

up.!Often!they!involve!placements!in!private!business!or!public!employment!in!a!

more!professional!white9collar!track.*

4. !Direct*Employment*with*Third*Party*Work*Assignments.*Programs!such!as!Tree!

Trust!and!Conservation!Corps!directly!process!applications,!train!and!hire!youth.!

These!programs!then!market!the!services!of!these!youth!workers!to!third!

parties.*

Promising$Practices.$These!national!and!regional!programs!present!a!variety!of!

practices!that!have!the!potential!to!benefit!Minneapolis!STEP9UP’s!application!process.!One!

noteworthy!practice!is!the!ability!of!a!program!to!accommodate!different!youth!job!

opportunities!within!one!program.!Washington!DC’s!Summer!Youth!Employment!Program!

employs!over!13,000!youth!in!numerous!configurations.!According!to!Gerren!Price,!

Associate!Director!of!Youth!Programs:!$

Some!of!our!partner!programs!opt!to!pay!their!youth!additional!funds!or!to!pay!for!more!hours!than!what!we!will!fund.!If!that!is!the!case,!they!are!responsible!for!providing!us!with!the!appropriate!sum!of!money!so!that!we!can!pay!the!difference!OR!some!provide!the!money!in!their!own!way.!To!recruit!youth,!many!of!these!specialty!programs!participate!in!our!career!fair!and!solicit!youth!directly.!They!are!much!more!likely!to!require!interviews!and!in!some!cases!require!an!additional!application!as!well.!!These!youth!are!still!treated!as!participants!in!our!program!but!also!obtain!the!benefits!in!being!involved!with!the!others.!!Recommendations!for!Minneapolis!STEP9UP’s!application!process!must!consider!the!

special!needs!of!both!the!Achieve!program!for!advanced!placement!and!the!Discover!


program,!the!traditional!youth!employment!program.!These!two!programs!have!separate!

and!distinct!cultures!but!share!a!common!application!process!and!administrative!structure.!

From!the!environmental!scan!the!following!“promising!practices”!deserve!consideration!

and!further!investigation:!

1. *An*online*application*process.*

2. Provide*application*assistance*at*key*locations*and*by*telephone.*

3. Extend*the*application*deadline*to*March.*

4. Make*the*initial*application*shorter*and*simpler*and*more*“youth*friendly.”*

5. Utilize*employability*or*work*readiness*assessment*tools.*

6. Strengthen*training*and*interview*elements.*

7. Accommodate*a*diversity*of*programs*within*a*common*program.*

These!environmental!scan!findings!have!been!incorporated!into!the!report!

recommendations.!!The!review!of!select!national!and!regional!programs!demonstrated!that!

there!are!a!refreshing!variety!of!strategies!for!youth!employment!programs!in!the!USA.!

Summary$of$Community$Interviews$

Interviews!were!conducted!to!elicit!information!relevant!to!the!application!process:!

the!process!itself,!involvement!of!stakeholders!in!the!process,!stakeholder!interests!and!

priorities,!observations,!strengths!and!weaknesses!and!personal!reflections.!Interviews!

included!the!Mayor’s!office,!METP,!AchieveMpls,!community!partners,!employers!and!

youth.!For!a!complete!list!of!interviews!see!Appendix!G.!The!responses!from!stakeholders!

were!very!positive!but!most!had!constructive!suggestions!for!how!STEP9UP!application!

process!could!meet!the!needs!of!youth!more!effectively.!!


The!mayor’s!office!confirmed!that!STEP9UP!was!very!important!to!the!mayor!and!his!

biggest!legacy!piece!and!tool!in!protecting!the!economic!vitality!of!the!area!by!preparing!

youth!for!the!workplace!and!connecting!them!to!caring!adults.!The!mayor!is!invested!in!the!

future!of!STEP9UP!and!visits!the!seven!public!high!schools!annually!to!promote!the!

program!to!youth.!In!addition,!the!mayor!is!instrumental!in!recruiting!public!and!private!

employers!to!participate!in!the!program.!However,!the!mayor’s!representative!states!the!

benefits!of!the!program!are!not!clear!due!to!a!lack!of!quantitative!data.!Such!data!would!be!

beneficial!in!future!endeavors!to!promote!the!program.!!

METP!and!AchieveMpls,!core!partners!and!administrators!of!the!STEP9UP!program,!

provided!valuable!insight!and!data!to!form!the!basis!for!consultant!recommendations.!Both!

seem!to!be!committed!to!achieving!a!more!efficient!and!youth9centered!application!

process.!METP!and!AchieveMpls!recognize!the!creative!tension!that!exists!between!the!two!

separate!tracks!within!the!program.!METP!acknowledges!the!complexities!of!the!process!

and!is!most!concerned!that!the!process!provides!a!“clean!assessment!of!youth”!in!order!to!

make!the!job!internship!experience!optimal!for!both!youth!and!employers.!Both!leaders!

question!whether!the!initial!application!is!sufficient!to!determine!youth!group!assignments.!

METP!is!responsible!for!the!initial!application!and!scoring,!which!currently,!is!too!

demanding!of!time!and!resources.!!While!recognizing!the!application!deadline!is!early,!

METP!emphasized!the!importance!of!a!balanced!timeline!to!allow!for!application!

processing,!training,!placement,!and!employer!internship!implementation.!AchieveMpls!

was!concerned!about!the!“proper!fit”!for!youth!because!of!the!higher!expectations!of!youth!

work!readiness!from!STEP9UP!Achieve!employers.!


STEP9UP!Discover!employers!such!as!Minneapolis!Park!and!Recreation!and!

Sabathani!Community!Center’s!Horizon!Youth!Program!expressed!no!concerns!about!the!

youths’!skill!level!as!most!are!placed!with!them!for!their!first!job!experience.!These!

employers!are!more!concerned!about!a!safe!work!environment,!which!promotes!basic!job!

skills!such!as:!good!communication;!being!on!time,!responsible!and!respectful;!working!

well!within!a!team;!having!a!positive!attitude!and!developing!confidence.!One!STEP9UP!

Achieve!employer!echoed!these!comments!and!also!had!low!expectations!of!skills!for!youth!

of!high!school!ages.!Several!employers!requested!a!better!method!for!understanding!the!

barriers!and!challenges!of!youth!experiencing!hardships!at!home!or!a!lack!of!resources!that!

may!hamper!their!job!internship!experience.!In!addition!to!concerns!about!the!early!

application!deadline,!employers!found!the!application!too!long!and!complex,!requiring!

youth!to!need!assistance!in!its!preparation.!They!suggest!that!school!activities!and!work!

experiences!for!youth!are!not!relevant,!and!find!that!youth!struggle!to!answer!questions!

related!to!level!of!technical!skills.!Some!stakeholders!also!felt!the!scoring!of!the!application!

could!disqualify!youth!who!have!lower!level!reading!and!writing!skills.!!!!

A!DEED!Workforce!Center!representative!felt!the!application!does!not!assess!work!

readiness!well,!the!youth!need!more!help!with!the!application,!and!the!interview!is!what!

provides!the!best!information!about!the!youth,!their!experiences,!and!their!needs.!!PPL,!the!

providers!for!training!the!STEP9UP!Discover!youth,!believe!program!assignment!should!

occur!after!the!training!phase!because!personal!contact!with!the!youth!is!a!better!way!to!

evaluate!them!for!work!readiness.!!PPL!also!suggests!that!training!be!assigned!by!age!and!

previous!STEP9UP!work!experience.!Several!partners!suggested!the!interview!and!training!

components!could!be!more!responsive!to!cultural!and!language!requirements.!!One!


employer!also!believes!that!youth!interests!should!be!the!most!important!factor!in!job!

matching,!and,!ultimately,!want!youth!to!understand!the!link!of!employment!to!academic!

success.!!Important!to!most!key!partners!is!the!ability!of!STEP9UP!to!promote!laddering!of!

Discover!youth!into!Achieve!jobs.!Above!all,!these!partners!emphasized!that!the!process!

should!provide!a!positive!and!uplifting!experience!where!youth!never!feel!rejected.!

When!asking!stakeholders!about!what!skills!are!important!indicators!of!the!

potential!for!a!successful!job!internship,!many!interviewees!agreed!that!motivation!and!

other!soft!skills!were!more!critical!to!a!successful!job!experience!than!technical!skills.!This!

was!echoed!in!the!2011!STEP9UP!post!experience!survey!of!employers!who!were!more!

interested!in!the!youth!having!better!communication!skills,!using!cell!phones!and!Internet!

at!appropriate!times!and!being!punctual.!In!the!STEP9UP!Employer!Survey!from!2011!

employers,!86%!reported!that!the!match!of!youth!to!their!business!or!organization!was!

good.!!

Consultants!were!very!interested!in!youths’!perspectives!about!the!application!

process.!Four!individual!interviews!and!two!focus!groups!yielded!similar!concerns!with!the!

application!and!matching!phases!of!the!process.!Several!youth!applied!online!but!many!

relied!on!the!hard!copy!application.!For!some!youth,!the!initial!application!was!difficult,!

especially!if!parents!were!not!readily!available!to!assist!with!the!required!information.!!

Most!felt!the!application!did!not!provide!the!opportunity!for!the!program!to!“get!to!know!

me”.!!One!individual,!reported!a!poor!job!match,!has!quit!the!job!and!felt!her!interests!were!

not!considered.!Many!in!the!focus!group!from!the!Park!and!Recreation!job!internship!were!

disappointed!they!did!not!get!their!job!preference!of!working!inside!but!were!happy!to!

have!a!job.!The!2011!STEP9UP!post!job!experience!youth!survey!supported!some!of!the!


issues!previously!identified.!Comments!included!problems!with!the!length!and!complex!

wording!of!the!initial!application,!the!availability!of!the!application,!and!the!inability!for!

them!to!use!the!application!to!look!professional.!!The!2011!interns!also!had!issues!with!

placement!and!desired!“equal!privileges”!with!getting!indoor!and!outdoor!jobs!and!having!

their!pick!of!jobs.!!Of!those!youth!who!responded,!nearly!77%!rated!STEP9UP!as!a!mostly!

positive!experience.! !

This!comprehensive!selection!of!interviews!provided!a!significant!amount!of!

direction!for!the!recommendations!identified!by!consultants.!!

Outcome$Matrix$

The!outcome!matrix!provides!a!method!for!assessing!recommendations!and!their!

strength!(see!Appendix!J).!All!strategies!addressed!at!least!five!of!the!nine!criteria.!Four!

interventions!met!all!but!one!criterion.!These!include!restructuring!the!initial!application,!

revising!the!application!timeline,!encouraging!online!applications,!and!ladder!youth!

training!based!upon!age.!All!of!the!strategies!met!the!criterion!that!they!be!more!youth9

centered!such!that!the!needs!of!youth!are!considered!first.!It!is!suggested!that!all!of!the!

strategies!be!implemented,!if!this!is!not!possible,!a!focus!on!the!top!four!would!be!a!

reasonable!approach.!

Discussion$

The!city!of!Minneapolis,!the!staff!of!the!STEP9UP!program,!and!all!of!its!partners,!are!

clearly!invested!in!improving!community!conditions!through!the!implementation!of!youth!

employment.!The!passion!and!energy!brought!to!concerns!for!youth!is!truly!remarkable.!It!

is!echoed!in!the!willingness!of!employers!to!provide!important!developmental!experiences!

through!employment!in!the!hope!of!changing!lives.!The!melding!of!the!two!previous!


programs!has!presented!challenges!reflected!in!the!application!process.!There!is!a!need!for!

further!integration!of!the!programs!so!that!a!shared!vision,!mission,!and!values!can!truly!be!

embraced.!Central!to!this!dilemma!is!who!is!to!be!chosen!by!the!application!process.!The!

current!application!appears!to!address!the!skills,!interests,!and!experiences!representing!a!

small!portion!of!the!at9risk!population!of!youth!in!need!of!employment!experiences.!

Unfortunately,!a!high!degree!of!effort!has!been!invested!in!the!application!process,!but!it!is!

not!clear!that!the!degree!of!effort!placed!on!the!current!application!is!yielding!

commensurate!results.!Common!themes!emerge!about!the!timing!of!the!application!that!

fails!to!take!into!consideration!youth’s!cognitive!developmental!level.!Similarly,!the!

application!is!viewed!as!too!complex!and!challenging!for!most!youth.!The!information!

provided!by!the!application!is!used!to!assign!youth!to!training!and!jobs!that!are!not!

necessarily!an!accurate!reflection!of!their!needs!and!wants.!There!is!confusion!for!youth!

and!partners!about!the!nature!of!the!process!and!likely!outcomes.!This!seems!to!be!a!

product!of!the!growing!pains!from!putting!two!organizations!together.!Youth!in!particular!

feel!the!application!is!not!meaningful,!that!the!information!they!provide!is!either!not!used!

or!does!not!accurately!represent!who!they!are,!what!they!need,!and!their!interests.!The!

application!process!does!not!meet!youth!where!they!are,!and!puts!too!many!square!pegs!in!

round!holes.!The!application!process!itself!is!not!used!as!an!opportunity!for!teaching.!The!

need!for!inclusiveness!and!the!communication!of!a!youth’s!value!and!strengths!can!be!

highlighted,!with!a!desire!in!the!community!that!every!individual!gains!something,!even!if!

they!are!not!matched!with!a!job.!By!virtue!of!completing!the!application,!interviews,!and!

training,!youth!can!take!away!a!sense!of!pride.!Their!enthusiasm!should!not!be!quashed!by!


rejection,!which!can!have!a!life!altering!affect.!Each!youth!needs!to!feel!that!they!have!a!

chance,!even!if!only!they!are!placed!on!a!waiting!list.!

Despite!these!challenges,!there!is!cause!for!great!hope,!given!staff!and!community!

partners’!dedication.!It!is!as!if!people!are!speaking!different!dialects!of!the!same!language,!

leaving!understanding!a!few!degrees!wide!of!the!mark.!A!common!language!based!upon!

shared!views!is!needed.!Simplifying!what!is!now!a!very!complex!process!likely!would!aid!in!

adopting!a!common!frame!or!worldview.!The!application!process!can!be!simplified!and!

streamlined,!bringing!additional!resources!to!meet!youth!needs,!and!creating!a!continuum!

of!services.!The!valuable!contributions!of!every!portion!of!the!program!must!be!

acknowledged!and!honored,!as!partners!move!forward!together.!Common!and!simplified!

application!processes!can!create!a!shared!vision!and!the!efficient!use!of!resources.!

Additionally,!the!simplicity!and!streamlining!increases!the!transparency!of!the!application,!

matching,!and!training!process.!

Simplification!of!the!application!such!that!the!focus!is!primarily!on!eligibility,!and!is!

reflective!of!common!application!processes,!can!free!up!resources.!Rather!than!investing!

resources!in!scoring!an!application,!providing!more!individualized!attention!to!youth!

needs,!interests,!and!challenges!enhances!the!likelihood!of!success!on!all!sides.!Once!an!

application!is!complete,!youth!can!be!provided!with!the!opportunity!to!meet!with!a!work!

counselor!for!a!process!that!is!both!instructive!and!evaluative.!Having!more!time!with!a!

work!counselor!can!help!youth!identify!their!interests!and!skills,!and!provide!feedback!on!

areas!that!need!attention.!Based!upon!this!conversation,!youth!can!be!assigned!to!an!

internship!that!best!fits!their!needs!and!interests.!Barriers!that!might!complicate!

participation!in!and!completion!of!the!program!can!be!discussed!and!solutions!proffered.!


An!objective!evaluation!tool!can!be!used!in!this!setting!to!lend!needed!operationalization!

and!validity!to!the!process.!Through!a!more!individualized!approach,!clear!communication!

of!expectations!and!opportunities!can!occur.!Training!can!be!provided!based!on!age,!with!

older!youth!being!provided!with!more!input!on!career!development,!while!younger!

individuals!address!work!readiness!and!employability!skills.!Trainers!can!verify!that!

tentative!assignments!are!appropriate,!and!intervene!if!they!appear!to!be!off!base.!By!

having!the!job!in!hand,!motivation!for!training!can!be!enhanced.!Feedback!from!the!job!

counselor!can!help!youth!to!focus!on!areas!in!need!of!development.!Providing!

compensation!for!training!participation!communicates!its!value!and!increases!motivation.!

A!simplified!application!can!allow!youth!to!apply!later!in!the!year,!when!they!are!more!

likely!to!be!in!a!frame!to!consider!plans!for!the!summer.!It!would!also!provide!greater!

opportunity!for!employers!to!meet!with!youth!prior!to!employment.!To!accomplish!this!

individualized!assessment,!matching,!and!educational!approach,!the!resources!of!

community!programs!already!addressing!youth!employment!can!be!tapped.!

While!this!may!initially!appear!as!a!radical!departure!from!the!current!process,!it!

can!be!viewed!as!instead!a!shift!in!timing!and!emphasis.!The!importance!of!placing!youth!

appropriately,!considering!employer!needs,!and!providing!training!remains.!It!is!the!timing!

and!method!of!information!gathering!that!is!shifting.!What!may!be!a!departure!is!to!view!all!

program!aspects,!including!the!application!process!as!an!intervention!in!its!own!right.!A!

process!diagram!of!the!new!application!approach!is!available!in!Appendix!M.!

Recommendations$

Through!careful!analysis,!three!overarching!recommendations!have!been!

developed.!!These!recommendations!best!met!the!criteria!that!were!established!and!are!


based!upon!the!results!of!research!carried!out.!The!criteria!identified!are!critical!to!ensure!

the!recommendations!are!feasible!on!many!different!levels!(see!Appendix!I).!!

Implementation!strategies!are!also!provided!to!coincide!with!each!recommendation.!!

Recommendation$1:$$Operationally$streamline$the$initial$application$process$

Strategy$1:$$Restructure$the$initial$application$to$be$a$determinant$of$eligibility$

rather$than$a$work$readiness$assessment.!The!initial!application!needs!to!be!reduced!to!

a!single!page!document!with!basic!information!necessary!to!contact!youth!and!determine!

eligibility.!!This!will!ensure!that!the!data!collection!is!meaningful!at!this!stage!of!the!

application!process!and!much!more!youth!friendly.!Youth!will!be!able!to!prepare!their!

application!without!a!lot!of!assistance.!!This!will!also!incur!significantly!less!staff!time!and!

financial!costs!by!the!administration!of!METP!at!this!stage!of!the!process.!

Strategy$2:$$Revise$the$timeframe$for$the$application$deadline.*Shifting!the!

collection!of!the!initial!application!to!the!months!of!February!and!March!allows!STEP9UP!

additional!time!for!planning,!securing!of!employers,!and!strengthening!outreach!to!youth.!!

The!later!application!deadline!allows!youth!who!often!find!it!challenging!to!plan!months!in!

advance,!an!application!deadline,!which!is!closer!to!the!summer!months!and!more!realistic!

for!their!needs.!!

Strategy$3:$$Continue$to$encourage$greater$use$of$onNline$applications.$$The!

gradual!shift!to!an!entirely!on9line!initial!application!should!be!greatly!encouraged.!!Youth!

have!access!to!computers!in!their!homes,!schools,!libraries!and!many!other!facilities!they!

frequent.!!An!on9line!application!will!allow!for!the!coding!of!the!receipt!of!each!application!

by!date!and!time.!!This!process!will!reduce!the!time!spent!administering!the!applications!

and!allow!for!quicker!response!time!to!youth!as!to!the!next!steps!in!the!application!process.!!$


Strategy$4:$$Applications$should$be$acted$upon$on$a$rolling$basis.!!This!

methodology!will!allow!for!transparency!and!clearer!understanding!of!the!process!for!

youth.!It!will!also!allow!staff!the!time!to!begin!meeting!with!youth!over!a!longer!time!frame!

than!in!previous!years.!!

Recommendation$2:$$Create$a$greater$understanding$of$youth$needs$to$facilitate$a$

more$meaningful$experience$for$youth$during$the$application$process$

!! Strategy$1:$$Prior$to$youth$training,$meet$with$each$youth$for$the$purposes$of$

completing$work$documents,$a$preference$sheet$(discussing$personal$interests$and$

barriers)$and$assessing$work$readiness$strengths$and$weaknesses.!This!attention!to!

youth!will!help!in!determining!their!challenges,!needs,!and!interests!for!the!summer!

employment!thus!helping!to!eliminate!barriers!to!success.!!Additional!action!items!to!create!

consistency!and!aid!youth:!

• Use!a!common!preference!document!among!all!programs.!

• Consider!electronically!posting!the!preference!document!prior!to!the!interview!

allowing!youth!to!seek!the!input!of!their!parents!or!other!resources!to!aid!in!the!

completion!of!the!document.!

Strategy$2:$$Utilize$an$evidenceNbased$assessment$tool$to$evaluate$youth$as$a$

part$of$the$process$for$determining$job$placement.!Several!viable!assessment!tools!are!

available.!The!Employability!Assessment,!available!in!Appendix!F!has!much!to!offer!

because!it!is!free,!uses!an!external!observer!for!ratings,!is!available!online,!and!it!has!an!

established!record!of!use!with!a!population!similar!to!STEP9UP!youth.!This!measure!taps!

into!the!most!important!soft!skills!important!to!employability.!!Also,!STEP9UP!could!


consider!using!this!assessment!as!a!tool!to!evaluate!youth!skill!development!upon!the!

completion!of!summer!employment.!

Strategy$3:$$Base$the$job$internship$match$on$the$faceNtoNface$meeting,$the$

employability$assessment,$prior$youth$experiences,$and$the$preference$document.!

The!combination!of!these!techniques!will!better!assist!in!creating!a!meaningful!

employment!experiences!for!both!youth!and!the!employer.!!Also,!youth!will!gain!a!clearer!

understanding!of!how!a!real!world!employment!process!works.!

Strategy$4:$$Increase$collection$of$data,$which$allows$the$ability$to$track$youth,$

year$after$year.!!The!data!collected!should!include!training!sessions!completed,!prior!work!

experiences!(evaluations),!and!skills!gained!over!the!past!year.!!This!data!collection!will!

allow!for!improved!training!sessions!and!better!matching!of!jobs!for!youth!and!employers.!!

This!tracking!will!allow!for!the!creation!of!more!successful!pathways!of!employment!for!

each!individual!youth.!

Strategy$5:$$Consider$engaging$additional$partners$to$aid$in$meeting$with$

youth.*There!are!many!Minneapolis!organizations!that!specialize!in!youth!employment.!!

Partnering!will!ensure!that!there!are!an!adequate!number!of!trained!personnel!to!meet!

with!youth!at!the!initial!steps!of!the!application!process,!which!may!lead!to!employment.!

This!additional!support!to!youth!will!ensure!that!success!is!experienced!at!each!step!in!the!

application!process!whether!they!secure!employment!or!are!placed!on!a!waitlist!for!future!

employment.!!!

Recommendation$3:$Create$a$more$cohesive$and$comprehensive$training$plan$

between$METP$and$AchieveMpls.$


Strategy$1:$$Ladder$youth$training$sessions$based$on$age.**Youth!should!be!

placed!into!training!sessions!based!on!their!ages.!!The!initial!years!should!focus!on!work!

readiness!skills!while!the!older!youth!training!sessions!will!provide!additional!training!

such!as!developing!career!paths,!financial!literacy,!and!other!tools!necessary!for!their!stage!

of!development.!This!methodology!of!placement!by!age!will!ensure!that!youth!are!not!

constantly!replicating!the!same!training!modules!year!after!year.!!This!simplified!method!of!

placing!youth!in!training!groups!by!age!will!allow!for!transparency!to!all!of!the!youth!and!

ease!of!administration!in!the!training!portion!of!the!application!process.!

Strategy$2:$All$training$sessions$need$to$incorporate$the$learning$of$soft$skills,$

which$are$essential$to$successful$employment.$Research!clearly!supports!an!emphasis!

on!soft!skills!such!as!communication,!flexibility,!adaptability,!responsibility,!and!

professionalism!is!work!habits!as!the!key!skills!for!youth!to!master.!More!generally,!success!

in!the!workforce!is!related!to!the!adequacy!of!these!soft!skills.!

Strategy$3:$$Create$an$Advisory$Board$composed$of$key$stakeholders$(youth,$

parents,$employers,$the$U$of$M,$etc.)$to$advise$on$training$content.$$The!creation!of!

such!a!board!would!ensure!that!the!latest!techniques!are!being!used!and!the!employment!

community!becomes!a!part!of!the!process.!This!strategy!may!lead!to!a!larger!buy9in!by!all!

stakeholders!for!funding!and!commitments!of!time!and!energy.!!The!creation!of!such!a!

board!may!encourage!corporations!to!provide!volunteers!for!training!and!career!coaching.!!

Also,!the!feedback!from!parents!and!youth!will!provide!valuable!insight!as!to!timing!of!the!

training,!length!of!training,!and!other!barriers!youth!may!encounter!such!as!transportation.!


References$

ACT.!(2012).!Retrieved!July!1,!2012!from!WorkKeys®:$http://www.act.org/workkeys/!

AchieveMpls.!(2012).!Retrieved!June!16,2012!from!http://www.achievempls.org/step9

achieve9summer9jobs!

Anderson,!L.,!Aronoson,!A.,!Krough,!L.,!&!MacArthur,!A.!(2012).!Youth*at*the*center:*A*metaP

evaluation*of*the*STEPPUP*program.*(Master’s!thesis)!University!of!Minnesota,!Twin!

Cities,!Minnesota.!

Bardach,!E.!(2012).!A*practical*guide*for*policy*analysis:*The*eightfold*path*to*more*effective*

problem*solving.*Fourth!Edition.!Los!Angeles:!Sage!Publications.!

Bryson,!J.!M.!(2004).!Strategic*planning*for*public*and*nonprofit*organizations:*A*guide*to*

strengthening*and*sustaining*organizational*achievement.*Third!Edition.!San!

Francisco:!Jossey9Bass.!

City!of!Chicago!(n.d.)!Employability*Assessment*(EA).*Retrieved!July!10,!2012!from!

http://www.cityofchicago.org/dam/city/depts/fss/supp_info/RFP/JISC2012/JISCA

ttachment2EmployAssess010612.pdf!

Collura,!J.!(2010).!Best!practice!for!youth!employment!programs:!A!synthesis!of!current!

research.!What*Works,*WisconsinPResearch*to*Practice.*Issue*(9),*August*2010,*

University*of*WisconsinPMadison.!

Crosby,!B.!C.,!&!Bryson,!J.!M.!(2005).*Leadership*for*the*common*good:*Tackling*public*

problems*in*a*sharedPpower*world.*Second!Edition.!San!Francisco:!Jossey9Bass.!

DeCoursey,!J.!&!Skyles,!A.!(2007).!Making*connections:*Engaging*employers*in*preparing*

Chicago’s*youth*for*the*workforce.!Retrieved!June!5,!2012!from!Chapin!Hall!Center!


for!Children!at!the!University!of!Chicago:!

http://www.chapinhall.org/sites/default/files/old_reports/341.pdf!

Diemer,!M.A.,!&!Bluestein,!D.L.!(2007).!Vocational!hope!and!vocational!identity:!Urban!

adolescents’!career!development.!Journal*of*Career*Assessment,*15*(1),!pp.!989118.!

Edwards,!J.!E.,!Scott,!J.!C.,!&!Raju,!N.!S.!(2003).*The*human*resources*programPevaluation*

handbook.*Retrieved!June!21,!2012!from!

http://srmo.sagepub.com.ezp2.lib.umn.edu/view/the9human9resources9program9

evaluation9handbook/n6.xml?rskey=JLL8Na&row=9!

Fugate,!M.,!Kinicki,!A.!J.,!&!Ashforth,!B.!E.!(2004).!Employability:!A!psycho9social!construct,!

its!dimensions,!and!implications.!Retrieved!June!23,!2012!from!Journal*of*Vocational*

Behavior*65!(1):!

http://www.sciencedirect.com.ezp2.lib.umn.edu/science/article/pii/S0001879103

001611!

Gallagher,!K.!M.,!Stanley,!A.,!Shearer,!D.,!&!Mosca,!C.!(2005).!Implementation!of!youth!

development!programs:!Promise!and!challenges.!Journal*of*Adolescent*Health.*37,*pp.!

S619S68.!

Ikson,!K.!(2004).!Images!of!career:!Nine!key!metaphors.!Retrieved!June!23,!2012!from!

Journal*of*Vocational*Behavior.*65*(1):!!

http://www.sciencedirect.com.ezp2.lib.umn.edu/science/article/pii/S0001879103

000538!

Jekielek,!S.,!Cochran,!S.,!&!Hair,!E.!(2002).!Employment*programs*and*youth*development:*A*

synthesis.*Retrieved!June!24,!2012!from!Edna!McConnell!Clark!Foundation,!Child!

Trends,!Washington,!D.C.:!http://psycnet.apa.org/psycextra/3170120049001.pdf!


Juntunen,!C.!L.,!&!Wettersten,!K.B.!(2006).!Work!hope:!Development!and!initial!validation!of!

a!measure.!Journal*of*Counseling*Psychology.*53*(1),!pp.!949106.!

Kenny,!M.!E.,!Walsh9Blair,!L.!Y.,!Blustein,!D.!L.,!Bempchat,!J.!B.,!&!Seltzer,!J.!(2010).!

Achievement!motivation!among!urban!adolescents:!Work!hope,!autonomy,!support,!

and!achievement9related!beliefs.!Journal*of*Vocational*Behavior.77,*pp.!2959312.!

Lydersen,!K.!(2012).!Get*a*job’?*Not*so*easy*for*teens*as*adults*snap*up*openings.*Retrieved!

July!14,!2012!from!In!These!Times:!

http://www.inthesetimes.com/working/entry/12616/get_a_job_99

_not_so_easy_for_teens/!

Microsoft.!(2010).!Office:*Word,*Excel,*and*PowerPoint.*[computer*software]!Redmond,!WA:!

Microsoft.!

Minneapolis!Community!Planning!and!Economic!Development.!(2011).!Retrieved!June!5,!

2012!from!STEP9UP!Summer!Jobs!Program:!

http://www.ci.minneapolis.mn.us/cped/metp/cped_stepup!

Minnesota!Department!of!Employment!and!Economic!Development.!(2012).!Labor*force*

participation*rates,*Minnesota.!Retrieved!from!Positively!Minnesota,!Department!of!

Employment!and!Economic!Development:!

http://www.positivelyminnesota.com/Data_Publications/Publications/Minnesota_

Workforce_Facts/Labor_Force_Participation_Rates,_Minnesota.aspx!

Moreau,!M.P.,!&!Leathwood,!C.!(2006)!Graduates’!employment!and!the!discourse!of!

employability:!A!critical!analysis.!Journal*of*Education*and*Work.*19*(4)!pp.307,!

September!2006.!


Pool,!L.D.,!&!Sewell,!P.!(2007)!The!key!to!employability,!developing!a!practical!model!of!

graduate!employability.!Education*+*Training,*(49)*4!pp.!2779289.!

Porfeli,!E.!J.!(2007).!Work!values!system!development!during!adolescence.!Journal*of*

Vocational*Behavior,*70*(1),!pp.42960.!

School9Linked!Services!for!At9Risk!Children!and!Youth,!MN!Statutes!256.995,!subd.!2!

(2011).!

Shierholz,!Heidi.!(2012).!U.S.*labor*market*starts*2012*with*solid*positive*signs*but*fewer*jobs*

than*it*had*11*years*ago.!Retrieved!February!3!from!Economic!Policy!Institute:!

http://www.epi.org/publication/labor9market9starts920129solid9positive/!

STEP9UP!Summer!Youth!Employment!Program!(2011).!Retrieved!June!21,!2012!

from!Minneapolis!Community!Planning!and!Economic!Development:!

http://www.minneapolismn.gov/cped/projects/cped_stepup_home,!

Stoddard,!S.!A.,!Zimmerman,!M.!A.,!&!Bauermeister,!J.!A.!(2011).!Thinking!about!the!future!

as!a!way!to!succeed!in!the!present:!A!longitudinal!study!of!future!orientation!and!

violent!behaviors!among!African!American!youth.!American*Journal*of*Community*

Psychology,*48*pp.!2389246.!

U.S.!Department!of!Labor.!(n.d.).!Soft*skills:*The*competitive*edge.!Retrieved!July!1,!2012!

from!U.S.!Department!of!Labor,!Office!of!Disability!Employment!Policy:!!

http://www.dol.gov/odep/pubs/fact/softskills.htm*

Wilson9Ahlstrom,!A.!Yohalem,!N.,!DuBois,!D.,!&!Ji,!P.!(2011).!From*soft*skills*to*hard*data:*

Measuring*youth*program*outcomes.*Retrieved!June!26,!2012!from!The!Forum!for!

Youth!Investment:!http://www.forumfyi.org/files/soft_skills_hard_data.pdf!


W.K.!Kellogg!Foundation.!(2001).!Using*Logic*Models*to*bring*together*planning,*evaluation,*

and*action:*Logic*Model*development*guide.!Retrieved!July!11,!2012!from!

http://www.osswa.org/pdf/kellogg.pdf!

!Youth!Summer!Outlook.!(2012).!Retrieved!June!21,!2012!from!Positively!Minnesota,!

Department!of!Employment!and!Economic!Development:!

http://www.positivelyminnesota.com/Data_Publications/Employment_Review_Ma

gazine/March_2012_Edition/Youth_Summer_Employment_Outlook_2012.aspx!

! !


Figures$

Figure!1!Minnesota!Labor!Force!Participation!Rates,!Minnesota!Department!of!

Employment!and!Economic!Development!

!

! !


Figure!2:!!Model!of!Construct!of!Employability!!!

!!! !


Figure!3:!Components!of!Employability!!! !

!!!!


Figure!4:!Regional!Employment!Program!Information!!!

!


!Figure!5:!National!Youth!Employment!Program!Information!!!

! !


Figure!6:!Power!and!Interest!Diagram!!!

!! !


Figure!7:!Influence!Diagram!

!! !


Figure!8:!Bases!of!Power!and!Direction!of!Interest!for!AchieveMpls!!

! !


Figure!9:!Bases!of!Power!Directions!of!Interest!for!the!Community!!!

! !


Figure!10:!Bases!of!Power!Directions!of!Interest!for!Employers!!

! !


Figure!11:!Bases!of!Power!and!Directions!of!Interest!for!Minneapolis!Mayor!!

! !


Figure!12:!Bases!of!Power!and!Directions!of!Interest!for!METP!! !


Figure!13:!Bases!of!Power!and!Directions!of!Interest!for!Youth!!! !


Figure!14:!Supra9interests!Diagram!!!!

!!!!!!!!!!


!Appendices$

$$

Appendix!A:!STEP9UP!Application!!

! !


Appendix!A,!page!2!

!!!!!


Appendix!A,!page!3!

!!


!Appendix!A.!page!4!

!


!Appendix!A.!page!5!

!!!


!Appendix!A,!page!6!

!!


!Appendix!A,!page!7!

! !


Appendix!B:!Scoring!for!STEP9UP!Application!

STEP-UP Application 2012 Scoring Guidelines

STEP 1: Determine Eligibility Check Part Four. • Using the MYP and CDBG income guidelines, determine if the applicant is eligible based on

family size and income. The value in Question #4 should be doubled to make this determination.

• If the person meets the income guidelines, indicate which guidelines they meet by checking the appropriate box. Start with the MYP guidelines. If the income is above MYP limits, use the CDBG guidelines, checking the appropriate level. If the income is above both MYP and CDBG caps, check Question #6. If any of the items are checked “Yes,” check the box that they are MYP eligible.

• If the family size or income is not completed, but the applicant has checked that they are eligible for Free School Lunch, check the box that they are MYP eligible. This will be verified at a later date.

• If Questions #1. AND # 4. are blank, check the “Incomplete – Income” box on the score sheet and set aside.

• If the applicant does not meet income guidelines and does not have a need indicated in Question 6, mark the “Not income/need eligible” box and do not score this application.

Check Part One. • If applicant is younger than 14 or older than 21, check the “Age” box on the score sheet. Do

not score this application. • If Date of Birth AND Age are blank, check the “Incomplete - Age” box on the score sheet

and do not score this application. If one is present but not the other, continue with this application.

• If any city other than Minneapolis is listed in Question #2, check the “Address” box on the

score sheet and do not score the application. • If applicant lists a college or university in Question #4, check the “College” box on the score

sheet and set aside. If Question #4 is left blank or a K-12 school is listed, continue with this application.

STEP 2: Check Part Three.

• If any question in part three is blank, check the “Incomplete – Essay” box on the score sheet and do not score this application.


Appendix!B,!page!2! STEP 5: Check Part Five.

• If the “Parent Signature” line is blank AND the applicant is under 18 (see Part One), check the “Incomplete – Parent Signature” box and do not score this application.

• If the “Applicant Signature” line is blank, check the “Incomplete – Applicant Signature”

box and do not score this application.

• If the “Parent Signature” line is blank but the applicant is 18+, continue with this application

STEP 6: Score the application. Award points using the following criteria. Mark the scores on the score sheet and attach to the front of the application. Part Two, Question 1: Activities (Maximum of 4 points) Score 2 points if applicant participates in:

• AP/CIS/IB/Honors • PSEO • National Honors Society

Score 1 point if applicant participates in 1-2 of the following and 2 points if they participate in 3 or more of the following:

• Math Team/Club • Mock Trial • Project Lead the Way • Robotics Club • Science Club • Speech or Debate Club • Student Newspaper • Yearbook

Part Two, Question 2: Work/Volunteer Experiences (Maximum of 4 points) Score 1 point for each complete work or volunteer experience with duration of one month or more in a structured and at least semi-professional experience. Score up to a maximum of 3 points. Review written response to the short essay question. Score 1 additional point for one specific and appropriate “transferable” skill and 2 points for 2 or more of such skills..


Appendix!B,!page!3! Part Two, Question 3: Skills/Assets (Maximum of 7 points) Score 2 points for each of the computer programs that the applicant marks as “having advanced skills.” EXCLUDE Powerpoint Score 1 point for each of the computer programs that the applicant marks as “having advanced skills.” EXCLUDE Powerpoint Score up to 1 additional point for if the applicant writes in an appropriate other computer or technology skill. Part Three, Questions 1-3 : Short Essay Questions (0-4 points for each essay question) For each answer: • Score 1 point if the applicant uses complete sentences and proper grammar. • Score 1 point if the applicant provides an appropriate response to the question and answers

all aspects of the question completely. For Question 1: • Score 1 point for providing a compelling benefit to participating in STEP-UP. • Score 1 point for providing a compelling connection between participation and their future.

For Question 2: • Score 1 point for identifying a valuable skill or trait for a young worker. • Score 1 point for providing a compelling explanation of skill-development that demonstrates

reflection. For Question 3: • Score 1 point for describing an immediate logical step (i.e apologizing, promising to get it

right, etc.) • Score 1 point for describing a follow up action (i.e. correcting the mistake, seeking support,

making a plan to improve, etc.) STEP 7: Add up and write in total score on score sheet. ! !


Appendix!B,!page!4! Age______ Last Name _________________

STEP-UP Application Score Sheet

Eligibility: Income Eligible: ! MYP ! CDBG (check one): !Ext. Low ! Very Low ! Low At-Risk Eligible: ! Disability/IEP ! Parenting Teen ! Offender ! ELL APPLICATION NOT SCORED ! Not income/need eligible Reason: ! Age (not 14-21 on June 1, 2012). Birth date must be between June 1,1990 – June 1, 1998. ! College (attending college) ! Address (does not live in the City of Minneapolis) ! Incomplete – Age (unable to determine age, BOTH age and birth date are blank) ! Incomplete – Essay (one or more essay questions left blank) ! Incomplete – Income (BOTH 1. and 4. on Part Four are blank) ! Incompete – Parent Signature (Applicant is under 18 and parent signature is blank) ! Incomplete – Applicant Signature (Applicant Signature is blank) Scoring: Score Points Category _____ (0-4) Activities _____ (0-4) Work/Volunteer Experiences _____ (0-7) Skills/Assets _____ (0-4) Essay 1 _____ (0-4) Essay 2 _____ (0-4) Essay 3 _____ Total Score (27 points possible)


Appendix!C:!Preference!Sheets!

«Training_Site» «Training_Day» «Trainer»

Part 2: More Information

Please check ALL that apply:

Availability ___ I may be attending summer school. ___ Vacation/Trip (1 week or longer) that you already have scheduled (Example – Chicago, June 23-30): ________________________________________________________________________________________ ___ On-going regular activity that you already have scheduled (Example - Soccer every Tuesday, 4-6pm): ________________________________________________________________________________________ ___ I can work until August 17. If not, what is the last date you are able to work? ___________________

Transportation ____ I plan to use public transportation to get to work. ____ I plan to get rides to and from work from parents/friends. Language Skills ____ I speak (a) language(s) besides English (Please List): ______________________________________ Computer Skills Some jobs require skills in Microsoft Excel and Word. PLEASE BE HONEST – we don’t want to place you in a job you don’t have the skills for or won’t enjoy. ____ I can type 40-60 words per minute. ____ I can create an Excel spreadsheet, enter data, sort data WITHOUT help from others. ____ I have used Excel before, but I would need help to sort data or create a spreadsheet. ____ I have web design experience. ____ I have experience in other computer programs (Please List): ________________________________ ____ I prefer to work at a job that DOES NOT require strong computer skills. Previous STEP-UP Experience ___ Last summer my STEP-UP job was at: ___________________________________________________

2012 STEP-UP Preference Sheet

Part 1: Information Verification

Please verify your information. If you need to correct it, PRINT VERY CLEARLY!

Current Correction Name Gender Address 1 Address 2 City Zip Code Home Phone Cell Phone Email Student ID Social Sec.

Date of Birth


Appendix C, page 2

! !

«Training_Site» «Training_Day» «Trainer» Part 3: Preferences

Indicate your top THREE CHOICES (1 being the first choice, 3 being the last choice) ONLY MARK 3 CHOICES. Leave all other boxes blank.

Education Jobs: Classroom aide, teacher’s assistant Companies: Sabathani, Kwanzaa Freedom School

Maintenance Jobs: Indoor or outdoor cleaning and maintenance Companies: Minneapolis Public Housing, Restart

Government Jobs: Office intern in government office Companies: Minnesota Workforce Center, Hennepin County Library

Healthcare Jobs: Intern at a dental clinic Companies: Children’s Dental

Media Jobs: Intern media organization to develop print or film media Companies: Asian Media Access, MIGIZI, Intermedia Arts

Working with Youth

Jobs: Intern with a summer camp or youth program Companies: Boys & Girls Clubs, East Side Neighborhood, Heritage Park, YMCA, Redeemer

Human Services

Jobs: Office intern at a non-profit agency or government office Companies: Minneapolis Public Housing, PPL, Messiah Lutheran Café, Minneapolis Police Department

Arts Jobs: Intern at arts organization in music, theater, visual art or design Companies: Lundstrum Center, Mentoring Peace, Textile Center

Childcare

Jobs: Intern at a daycare program Companies: Kaleidoscope Place, Pillsbury United Communities, Northside Child Development, Jabbok Family Services, YWCA

Landscaping Jobs: Landscape worker at park site Company: Tree Trust, Teen Teamworks, Streetwerks

Part 4: Writing Sample

Using complete sentences, describe the skills or qualities you have that will help you be successful in your STEP-UP job. _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________


Appendix!C,!page!3!

! !«Training_Site»/«Training_Day»/«Trainer»

2011 STEP-UP Preference Sheet (Achieve)

Part 1: Information Verification

Please verify your information. If you need to correct it, PRINT VERY CLEARLY!

Current Correction Name Gender Address Address2 City Zip Code Home Phone Cell Phone Email Student ID Date of Birth SSN

Part 2: More Information Please check ALL that apply: I want to work: ___ FULL time (30-40 hours per week) ___ Either Full or Part Time

___ PART time (15-30 hours per week) Availability ___ Vacation/Trip (longer than 1 week) that you already have scheduled (Example: Chicago, June 23-30)

___ On-going regular activity that you already have scheduled (Example: Drivers’ Ed. every Tuesday 9-11am):

I will be attending summer school ***this is very important for scheduling***: ___ Yes ___ No ___ Maybe Language Skills ___ I fluently speak one or more languages besides English (please list languages):

Computer Skills PLEASE BE HONEST – we don’t want to place you in a job you’re not qualified for.

___ I can type 40-60 words per minute. ___ I have experience doing data entry. ___ I have experience with social media (Facebook, Twitter).

I know how to do the following (WITHOUT help from others) In Microsoft Excel: In Microsoft Word: ___ Create a spreadsheet ___ Format a document (margins, fonts, line spacing, etc…) ___ Enter data ___ Proofread ___ Sort Data ___ Use spellcheck ___ Work with formulas

___ I have experience with other computer programs (please list): ________________________________ ___ I am willing to attend training to learn new computer skills

___ I would rather not have a job that requires computer skills. Why?


Appendix!C,!page!4!


Part 3: Work Preferences What industry types interest you? Indicate your top FIVE CHOICES using numbers (1 being the first choice, 5 being the last choice) ONLY MARK 5 CHOICES. Leave all other boxes blank. Do not use Xs.

Arts & Design Jobs: Intern at arts organization in music, theater, visual art or design Companies: Walker Art Center, Illusion Theater, Juxtaposition Arts

Banking & Finance Jobs: Financial office intern, bank teller trainee

Companies: US Bank, Wells Fargo, Thrivent Financial

Computer & Technology Jobs: Service or support intern with excellent computer skills

Companies: Geek Squad, IT departments at large corporations

Construction and Infrastructure

Jobs: Architecture, Engineering, Real Estate, Construction

Companies: MA Mortenson, Kraus-Anderson, NorthMarq

Corporate Office Jobs: Office intern in corporate office Companies: Target, Xcel Energy, Best Buy

Working with Young Children (0-4 years old)

Jobs: Classroom aide, teacher's assistant, Child care aide. Companies: Minneapolis Public Schools, YMCA, Bell Museum, Children's Museum

Elementary Education or Working with Young Children (5-9 years old)

Jobs: Classroom aide, teacher's assistant, Child care aide, day camp assistant Companies: Minneapolis Public Schools, YMCA, Bell Museum, Children's Museum

Elementary Education or Working with Youth (10-14 years old)

Jobs: Classroom aide, teacher's assistant, Child care aide, day camp assistant Companies: Minneapolis Public Schools, YMCA, Bell Museum, Children's Museum

Environmental/ Conservation

Jobs: Gardening, outdoor landscaping, clean energy Companies: Wilderness Inquiry, Xcel Energy, Youth Farm, Urban Garden

Government or University Office

Jobs: Intern at a government or university office Companies: University of Minnesota, University of St. Thomas, City of Minneapolis, Elected Officials, Hennepin County

Healthcare Jobs: Nursing intern, office assistant in a medical facility

Companies: Abbott Northwestern Hospital, Health Partners, HCMC

Hospitality & Tourism Jobs: Working in a hotel, travel agency or sports facility

Companies: Marriot Hotel, Minnesota Twins, Convention Center

Human Services Jobs: Office intern at a nonprofit agency or social service office

Companies: Habitat for Humanity, American Red Cross

Law Jobs: Office intern in a law firm or legal department of a company

Companies: Briggs & Morgan, US Bank Legal Dept, MN Supreme Court

Maintenance or Manufacturing Jobs: Janitor, labor, Factory or warehouse work, engineering assistant

Companies: Hines, Minneapolis Park Board, American Chemical, Immedia

Media/Communications Jobs: Intern with a newspaper, radio station or communications firm

Companies: KMOJ, Twin Cities Public Television

* Residential Jobs Live and work onsite at a youth summer camp (Girl Scout camps) or travel with a summer program (Minnesota Conservation Corp).


Appendix!C,!page!5!

!! !«Training_Site»/«Training_Day»/«Trainer»

Type of Work Please circle one of the following options that appeals to you more. Even if you like both, you must pick ONLY ONE on each line. Would you prefer to work at a desk OR be on your feet and active?

Do you like dressing up for work OR would you prefer to be more casual?

Are you very outgoing and like to talk to others OR Are you less outgoing and keep to yourself more?

Would you prefer to work more with others OR work more independently?

Would you like a job that is more self-directed OR a job that is more clearly structured?

Would you like a job that regularly has different tasks OR a job that is similar every day?

Would you like a job that is on a computer OR Not on a computer?

Outdoor work OR Indoor work

Office work at a desk OR Not in an office

What would your ideal job be?

Part 4: Specialized Interests

Are you interested in attending a one-day training on Saturday, May 12th to learn in detail about Google’s technology, product line, business model and how to plan for and pursue a career in technology and/or communications? YES NO

The JEM Program is a 5 week class about entrepreneurship at the University of Minnesota’s Carlson School of Management. Participants in JEM work fewer hours over the summer to accommodate the class requirements. Are you specifically interested in being considered for this program? YES NO

I am interested in jobs in the following specialized fields or careers (check up to 5): ___ Accounting ___ Architecture ___ Auto Mechanics ___ Construction ___ Dentistry ___ Engineering ___ “Green” Environmental Initiatives

___ Math ___ Public Relations/Advertising ___ Printing Industry ___ Real Estate ___ Restaurant/Culinary Arts ___ Science ___ Small Business /Entrepreneurship

___ Technology ___ Theater ___ Veterinarian ___ Visual Arts (mosaics, murals) ___ Writer ___ Other

If you are interested in receiving ongoing, year-round support, emails and seminars in specific career fields, please check all that interest you: ___ Financial Services ___ Green/Outdoor ___ Healthcare

___ Law/Legal ___ Public Service ___ Real Estate

___ Science, Technology, Engineering, Math (STEM)

Part 5: Transportation and Commuting ___ I have a car and could drive to work every day.

___ I have a driver’s license, but no car.

___ I will get a ride to and from work every day from my family.


Appendix!C,!page!6!


___ I will take public transportation.

___ I am willing to travel outside of Minneapolis for work (examples: Bloomington, St. Paul, Maple Grove)

Transportation and Commuting Continued

How early are you willing to get up in the morning for a great job? How many buses are you willing to take to get to work? How long are you willing to be in transit?

Part 6: More About You Please answer the following questions honestly. Answering “yes” to any of the following questions will NOT have ANY negative impact on your placement in a STEP-UP job.

Circle “YES” or “NO”

YES NO Did you drop out of high school? YES NO Are you currently homeless? YES NO Are you in foster care? YES NO Are you a pregnant or parenting teen? YES NO Are you a past offender of the law? YES NO Do you have a learning or physical disability? Other YES NO Are you attending college next year (not PSEO)? If yes, where? ______________________________________ YES NO Project Lead the Way – do you participate? YES NO GEMS or GISE – have you ever participated? YES NO Upward Bound – do you currently participate? YES NO Admission Possible – do you currently participate? YES NO Robotics - have you ever participated? YES NO Do you take advanced courses in Math or English? YES NO Do you have your driver’s license? YES NO Have you received a paycheck for work before? YES NO Are you in a Small Learning Community (SLC) at your school? If yes, which one? ____________________________________ STEP-UP Experience YES NO Last year I completed STEP-UP work-readiness training. YES NO Last year I had a STEP-UP Job. If yes, where did you work? (Company name): ____________________________ YES NO I am interested in working at the same job I had last year.


Appendix!C,!page!7!


Part 7: Writing Sample

Please respond to the following question in the lines provided. Please use complete sentences and be thoughtful in your response. This essay will be read before you are placed in a job. QUESTION: Describe what type of job you are hoping to be placed in this summer, what experiences you hope to gain from your STEP-UP summer job and what you hope to learn.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Appendix!D:!Work!Hope!Scale!Work$Hope$Scale$

$1. I!have!a!plan!for!getting!or!maintaining!a!good!job!or!career.!2. I!don’t!believe!I!will!be!able!to!find!a!job!I!enjoy.!3. There!are!many!ways!to!succeed!at!work.!4. I!expect!to!do!what!I!really!want!to!do!at!work.!5. I!doubt!my!ability!to!succeed!at!the!things!that!are!most!important!to!me.!6. I!can!identify!many!ways!to!find!a!job!that!I!would!enjoy.!7. When!I!look!into!the!future,!I!have!a!clear!picture!of!what!my!work!life!will!be!like.!8. I!am!confident!that!things!will!work!out!for!me!in!the!future.!9. It!is!difficult!to!figure!out!how!to!find!a!good!job.!10. My!desire!to!stay!in!the!community!in!which!I!live!(or!ultimately!hope!to!live)!makes!

it!difficult!for!me!to!find!work!that!I!would!enjoy!11. I!have!the!skills!and!attitude!needed!to!find!and!keep!a!meaningful!job.!12. I!do!not!have!the!ability!to!go!about!getting!what!I!want!out!of!working!life.!13. I!do!not!expect!to!find!work!that!is!personally!satisfying.!14. I!can!do!what!it!takes!to!get!the!specific!work!I!choose.!15. My!education!did!or!will!prepare!me!to!get!a!good!job.!16. I!believe!that!I!am!capable!of!meeting!the!work9related!goals!I!have!set!for!myself.!17. I!am!capable!of!getting!the!training!I!need!to!do!the!job!I!want.!18. I!doubt!I!will!be!successful!at!finding!(or!keeping)!a!meaningful!job.!19. I!know!how!to!prepare!for!the!kind!of!work!I!want!to!do.!20. I!have!goals!related!to!work!that!are!meaningful!to!me.!21. I!am!uncertain!about!my!ability!to!reach!my!life!goals.!22. I!have!a!clear!understanding!of!what!it!takes!to!be!successful!at!work.!23. I!have!a!difficult!time!identifying!my!own!goals!for!the!next!five!years.!24. I!think!I!will!end!up!doing!what!I!really!want!to!do!at!work.!

! !


Appendix!E:!Work!Values!Scale!

!!! !

doi:%10.1037/t092060000

Item

1.%%Good%pay2.%%A%steady%job,%with%li@le%chance%of%being%laid%off3.%%Good%chances%of%geFng%ahead4.%%A%chance%to%be%helpful%to%others%or%useful%to%society5.%%A%chance%to%work%with%people%rather%than%things6.%%A%chance%to%make%my%own%decisions%at%work Mastery7.%%A%job%where%I%have%a%lot%of%responsibility Mastery8.%%A%job%that%uses%my%skills%and%abiliOes Mastery9.%%A%chance%to%learn%a%lot%of%new%things%at%work Mastery

B.%What%about%when%you%finish%school%and%are%out%working%full%Ome?

Item

1.%%Good%pay2.%%A%steady%job,%with%li@le%chance%of%being%laid%off3.%%Good%chances%of%geFng%ahead4.%%A%chance%to%be%helpful%to%others%or%useful%to%society5.%%A%chance%to%work%with%people%rather%than%things6.%%A%chance%to%make%my%own%decisions%at%work Mastery7.%%A%job%where%I%have%a%lot%of%responsibility Mastery8.%%A%job%that%uses%my%skills%and%abiliOes Mastery9.%%A%chance%to%learn%a%lot%of%new%things%at%work Mastery

Economic%security

Economic%security

Note.%Students%were%asked%to%rate%the%work%values%with%a%40point%Likert%scale%ranging%from%“not%at%allimportant”%to%“extremely%important.”

Work%values%construct

Work%Values%Scale

A.%%How%important%would%each%of%the%following%be%to%you%if%you%were%seeking%a%part0Ome%job%a[er%school%or%on%weekends%during%this%school%year?

Economic%security

InterpersonalInterpersonal

Economic%securityInterpersonalInterpersonal

Work%values%construct

Economic%securityEconomic%security

PsycTESTS™%is%a%database%of%the%American%Psychological%AssociaOon


Appendix!F:!Employability!Assessment!!

! !

Employability Assessment (EA)

CPS|CWIC Employability Assessment: (EA)

The CPS/ CWIC Employability Assessment (EA) is an observed

assessment of 16 core 21st

century college and career skills.

Employability Assessments measure behavioral skills required

for college and career success. This CPS custom tool was

created by the Chicago Workforce Investment Council after

extensively researching industry, education and academic

reports on career readiness. Assessment tool includes Online

Assessment Scoring and Rubric, which is presented in the follow

section.

Employability Assessment Data Uses

• Use scores formatively to measure and monitor student

progress

• Use Senior employability assessment scores as a summative

metric of college and career readiness

• Support data-driven instruction personalized to the needs

of each student

• Evaluate curriculum success in developing the 16 skills

• Screen candidates for participation in work-based learning

opportunities and job placements

Key Characteristics of EA

• OBSERVED: Uses an observed 3rd party rating of a

student, much like a job performance review compared

to a computerized or paper-based test

• FREE: Tool is free and is low-cost to administer

• FORMATIVE: Includes rubric with stages of development

through which students could progress over time, and

could be administered multiple times over multiple years

• PRACTICAL: Focused on a core set of skills that could be

quickly assessed so as not to over-burden teachers

• ONLINE: Facilitates quick turnaround time in data

availability and analysis

• INDUSTRY-NEUTRAL: Applicable to all occupations

How EA Differs from other Assessments

• Existing market products are self assessments where a

student takes a computer or paper-based test - rather

than having skills observed and validated by an instructor

or employer

• These products can tell an instructor or an employer if a

person understands the definition and function of a

particular skill

• The products can tell an instructor or an employer if a

person understands what to do in a particular scenario

• BUT, self assessments cannot tell an employer whether

or not a person demonstrates these skills in a real work

scenario over a course of time

Assessment Source Research

• National work readiness assessments, skill catalogues

and market tools

• Recommendations from National Association of Career

and Technical Education

• Recommendations from national and state workforce

advocacy groups, national industry organizations

• Recommendations from the Department of Labor, Illinois

State Board of Education, Illinois Department of

Employment Security, Illinois Department of Commerce

and Community Affairs

CPS | CWIC EMPLOYABILITY ASSESSMENT

FUNDAMENTAL YES or NO

Appearance/Hygiene

Timeliness

Oratory/Speaking

1 = Below

Standard/

Expectation

2 = Meets

Standard/

Expectation

3 = Exceeds

Standard/

Expectation

WORK ETHIC / CHARACTER

Attitude

Accountability/Integrity

Self Control

Ambition/Initiative

PROBLEM SOLVING

Supervision

Procedure/Rule Following

Problem Solving Approach

Information Management

INTERPERSONAL

Verbal Communication

Active Listening

Feedback

dĞĂŵǁŽƌŬ��шϮ�ƉĞŽƉůĞ

COMPUTER

Computer Literacy

1


Appendix!F,!page!2!!

! !

Employability Assessment Scorecard

CPS | CWIC EMPLOYABILITY ASSESSMENT

FUNDAMENTAL YES or NO

Appearance/Hygiene

Timeliness

Oratory/Speaking

1 = Below Standard/

Expectation

2 = Meets

Standard/

Expectation

3 = Exceeds

Standard/

Expectation

WORK ETHIC / CHARACTER

Attitude


Self Control

Ambition/Initiative

PROBLEM SOLVING

Supervision




INTERPERSONAL

Verbal Communication

Active Listening

Feedback

dĞĂŵǁŽƌŬ��шϮ�ƉĞŽƉůĞ

COMPUTER

Computer Literacy

2


Appendix!F,!page!3!!

! !

Employability Assessment Rubric FUNDAMENTAL YES or NO

Appearance Dresses according to the defined norms of the workplace or school activity. Categories are business casual, business (coat and tie), and business formal (suit). Understands that appropriate appearance impacts cultural fit at the workplace.

Timeliness Arrives on time and is rarely absent without cause. Understands the relationship between punctuality and how people perceive them.

Oratory/Speaking Uses appropriate language, volume, clarity and tone based on the norms of the environment. Uses friendly tone and smiles when conversing with others.

WORK ETHIC/ CHARACTER

1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Attitude

Is often negative and struggles to reorient negative outlook into a positive outlook. Does not understand or is not concerned with how attitude affects performance and group dynamics.

Is usually optimistic and can reorient negative outlook into a positive outlook. Understands how attitude affects performance and group dynamics.

Is optimistic and quickly reorients negative outlook into a positive outlook. Values how attitude affects performance and group dynamics and tries to positively influence conditions.


Rarely acknowledges responsibility for own actions and decisions. Does not complete assignments and is not concerned with quality of work. Has a generally low standard of performance.

Acknowledges responsibility for own actions and decisions. Completes assignments and is concerned with quality of work. Works towards a high standard of performance for self.

Assumes responsibility for actions and decisions. Completes assignments and is concerned with quality of own work and that of peers. Works towards a high standard of performance.

Self Control

Does not have control over emotional reactions. Responds to difficult individuals or situations with an agitated and defensive manner. Struggles to keep personal matters from interfering with performance.

For the most part, controls emotional reactions. Responds to difficult individuals or situations with a calm and non-defensive manner. Usually keeps personal matters from interfering with performance.

Can suppress own reaction and remedy difficult individuals or situations with a calm and non-defensive manner. Keeps personal matters from interfering and maintains top performance.

Ambition/Initiative

Has difficulty setting and achieving short term goals. Rarely takes initiative and waits for others to give work. Is only motivated under excessive influence or threats. Has a low expectation for self.

Can set and achieve short and moderate term goals. Takes initiative and does not wait for others to give work. Is self motivated but needs encouragement at times. Sets moderate expectations for self.

Can set and achieve short and long term goals. Takes initiative and does not wait for others to give work. Is self motivated and can strive independently. Sets high expectations and strives to surpass them.

PROBLEM SOLVING 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Supervision Needs constant supervision to complete tasks.

Needs moderate supervision to complete tasks.

Needs minimal supervision to complete tasks.


Has difficulty following rules and procedures. Jumps into tasks without first reading the directions. Does not seek clarification when unclear. Does not see the relevance of procedures to performance.

Follows rules and procedures. Reads all directions before starting. Checks for clarification when unclear. Understands relevance of procedures to performance.

Follows rules and procedures. Reads all directions before starting. Can break down instructions and prioritize implementation. Checks for clarification when directions are unclear. Appreciates relevance of procedures to performance and contributes suggestions for new/better procedures.


Does not approach program solving with any process. Has difficulty constructing and executing a plan.

Uses a basic process for problem solving. (1) Understand the problem (2) Construct a plan to solve the problem (3) Execute the plan.

Uses an advanced process for problem solving. (1) Identify the problem (2) Understand the problem (3) Construct a plan to solve the problem (4) Execute the plan (5) Evaluate results


Struggles to identify and acquire information needed to solve a problem. Has difficulty extracting and understanding information from charts and graphs. Has difficulty organizing information effectively.

Can identify and acquire information to solve a problem. Can extract and understand information from charts and graphs. Can organize information effectively.

Can identify, acquire, and analyze information across disciplines to solve a problem. Can extract and understand information from charts and graphs. Recognizes information most relevant to a situation. Can organize information effectively. Seeks opportunities to learn new information.

Fund

amen

tals,

Wor

k Et

hic/

Char

acte

r. Pr

oble

m S

olvi

ng

3


Appendix!F,!page!4!

! !

Employability Assessment Rubric

INTERPERSONAL 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Verbal Communication Does not effectively express his/her ideas

in a clear and logical manner. Has

difficulty building on information

presented during a conversation. Usually

responds with yes/no answers. Often

uses communication destructively to

gossip or cause harm.

Effectively expresses his/her ideas in a

clear and logical manner. Can have a two-

way conversation building on information

obtained during the conversation. Uses

communication constructively to

promote goals not to gossip or cause

harm.

Effectively promotes his/her ideas in a clear

and logical manner. Supports his/her ideas

with data and research versus personal

opinion. Is a skilled conversationalist and

can successfully engage others in

brainstorming and conflict resolution. Uses

communication constructively to promote

goals not to gossip or cause harm.

Active Listening Struggles to understand, interpret, and

evaluate what he or she heard. Does not

accurately recall information. Does not

ask clarifying questions. Does not

maintain eye contact. Does not use

listening cues such as nodding and

verifying statements.

Can understand what he or she heard.

Can accurately recall information. Asks

clarifying questions. Maintains eye

contact. Uses listening cues such as

nodding.

Can understand, interpret, and evaluate

what he or she heard. Accurately recalls

and summarizes information. Asks

clarifying questions. Maintains eye contact.

Uses listening cues such as nodding and

verifying statements.

Feedback Responds defensively to constructive

criticism. Often deflects by providing

excuses. Resists being redirected to

appropriate behavior. Does not defer

judgment.

Responds civilly to constructive criticism.

Absorbs feedback as a learning tool. Can

be redirected to appropriate behavior.

Reflects on feedback and defers

immediate judgment.

Proactively seeks feedback and responds

positively to constructive criticism. Absorbs

feedback and seeks new ways to perfect

behavior or performance. Easily redirected

to appropriate behavior. Reflects on

feedback and defers immediate judgment.

dĞĂŵǁŽƌŬ��шϮ�ƉĞŽƉůĞ Does not work well in a team situation.

Does not share responsibility for team

deliverables. Deflects workload onto

other team members. Often seeks to

reduce level of quality. Is critical of other

team members. Disrespects other team

members’ input. Is unwilling to

compromise to achieve overall team

success.

Works with other team members to

accomplish shared goals. Shares

responsibility for team deliverables and

accomplishes an equal portion of the

workload. Respects and values other

team members’ input. Willing to

compromise to achieve overall team

success.

Works with other team members to

accomplish shared goals and often takes on

team leadership position. Shares

responsibility for team deliverables and

accomplishes an equal portion of the

workload. Provides team members with

constructive guidance, encouraging others

to do high quality work. Respects and

values other team members’ input.

Supports negotiated compromise to

achieve team success.

COMPUTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation

Computer Literacy Can operate a computer. Can connect to

internet. Can use search engines. Can

send/receive email. Has difficulty using

word processing software.

Can operate a computer. Can connect to


send/receive email. Can use word

processing software.

Can operate a computer. Can connect to


send/receive email. Can use word

processing, presentation and spreadsheet

software.

Inte

rpe

rso

na

l -

Co

mp

ute

r

4


Appendix!G:!List!of!interviews!!

Employers$! Minneapolis!Park!and!Recreation!! Emerge!! Sabathani!Community!Center!! Plymouth!Christian!Youth!Center!! U.S.!Bank!! Boston!Scientific!! Xcel!Energy!Community$Partners$! Commissioner,!Department!of!Employment!and!Economic!Development!! Workforce!Center!! Minneapolis!Mayor’s!Office!! Project!for!Pride!in!Living!! AchieveMPLS!Other$Youth$Employment$Programs$$ Milwaukee!Earn!and!Learn!! St.!Paul!Job!Corps!! Dakotas!Electrical!Apprenticeship!Program!! Summer!Youth!Employment!Program,!Washington,!D.C.!! Boston!Youth!Fund!! Boston!Private!Industry!Council!! Action!for!Boston!Community!Development!! Philadelphia!Youth!Network!(Workready)!Staff$$ Tammy!Dickinson!! Jeremiah!Brown!! Deb!Bahr9Helgen!Other$Stakeholders$! Youth!from!Minneapolis!Park!and!Recreation!! Youth!in!Discover!program!! Parent!of!Discover!employee!! Youth!in!the!AchieveMpls!program!! Northside!Achievement!Zone!

!! !


Appendix!H:!!List!of!Interview!Questions!!

Questions$for$Youth$Background$1.!Their!age?!And!track!they!are!on!Discover!or!Achieve!this!year?!2.!!How!many!years!have!you!been!involved!in!STEP9UP?!General$Questions$3.!!What!month!did!you!complete!and!submit!the!application!for!employment!for!2012?!

4.!!Did!you!complete!the!process!manually!or!online?!5.!!About!how!long!did!it!take!you!to!complete!the!application?!6.!!Did!anyone!help!you!with!completing!the!application?!7.!!How!about!asking!about!the!difficulty!of!the!application!process!and!what!was!most!challenging?!

8.!!Do!you!feel!that!the!information!on!the!application!gave!the!organization!a!good!idea!about!your!skills!for!a!work!experience?!

9.!!Do!you!feel!that!your!interests!and!skills!were!identified!and!considered!during!the!matching!process?!

10.!!When!and!how!were!you!notified!about!your!acceptance!into!training?!11.!!When!were!you!told!about!where!you!would!be!working?!!!12.!!What!job!are!you!working!at?!And!what!are!some!of!the!skills!you!are!using?!13.!!Any!other!information!that!they!would!like!to!share!about!the!application!

process?!(Deadlines,!effort!required!as!part!of!the!application!process,!other!experiences!regarding!their!peers,!ways!to!make!the!application!process!easier)!

$Questions$for$Interviews$with$Leaders$(for$DEED,$METP,$Achieve$and$PPL)$

$1. What!role!do!you!have!in!the!application/selection!process?!2. What!is!your!role!in!the!STEP9UP!youth!work!readiness/!internship!experience?!3. What!information!about!youth!is!most!helpful!in!identifying!their!needs!for!work!

readiness!and!placement?!4. Does!the!essay!component!on!the!application!provide!the!information!you!need!

to!assess!work!readiness?!How!much!weight!should!be!given!to!scoring!of!these?!!How!could!that!component!be!improved?!(questions,!timing,!scope)!

5. What!elements/questions!could!be!included!on!admissions!forms!(application!and!training)!to!elicit!information!about!the!students!and!assist!you!in!your!work!with!youth?!!

6. What!do!you!consider!the!best!indicators!for!successful!employment!experiences!for!youth!in!the!program?!(school!activities,!work!experience,!computer!skills,!motivation,!etc.)!!

7. Do!you!feel!that!youth!interests!and!needs!are!incorporated!into!the!selection/matching!process?!Why!or!why!not?!!

8. What!soft!skills!are!important!to!identify!and!develop!prior!to!the!matching!process?!(e.g.!interpersonal,!communication,!reliability,!optimism,!friendliness)!How!is!this!or!could!this!be!done?!


9. Do!you!feel!that!challenges!and!barriers!to!youths’!participation!in!school,!school!activities!and!the!internship!opportunity!are!addressed?!(e.g.!transportation,!family!responsibilities)!If!not,!how!could!this!be!accomplished?!

10. What!other!tools!do!you!utilize!or!would!like!to!employ!to!assess!youth!work!readiness?!

11. What!other!comments/suggestions!do!you!have!to!assist!STEP9UP!in!making!the!admissions!process!successful?!

!Questions$for$Interviews$with$Employers$

1. What!is!your!role!in!the!STEP9UP!youth!work!readiness/!internship!experience?!2. What!type!of!training!do!you!provide!to!youth!to!prepare!them!to!be!successful?!!3. Are!you!aware!of!their!interests!and!past!experiences!that!would!either!enhance!

or!deter!a!successful!internship!experience!with!your!organization/business?!4. Are!you!aware!of!youths’!needs!and/or!barriers,!which!may!hamper!their!

success!during!the!internship?!!How!are!these!addressed?!5. What!type!of!information!would!be!valuable!to!you!prior!to!the!beginning!of!the!

summer!work!experience!to!increase!the!success!of!the!overall!experiences!for!youth!and!your!organization/business?!

6. In!your!opinion!what!skills,!attributes!and!attitudes!are!most!important!for!youth!to!possess!before!beginning!their!experience!with!you?!

7. How!prepared!are!the!youth!who!are!matched!with!you!to!assume!the!responsibilities!intended!for!them?!

8. Do!you!use!any!form!of!evaluation!during!the!internship!experience!to!assess!acquisition!of!skills!and!job!performance?!

9. What!other!comments/suggestions!do!you!have!to!help!STEP9UP!make!the!overall!internship!experience!successful?!

! !


Appendix!I:!Criteria!Used!to!Evaluate!Recommendations!!Criteria' Weight'

Allows&for&time&flexibility&for&youth,&staff,&and&employers&5&

Can&be&managed&with&current&resources&4&

Maximizes&the&number&of&youth&that&are&involved&5&

Increases&understanding&of&youth&needs&in&the&employment&process&4&

Lends&itself&to&easy,&transparent,&communication&4&

Makes&efficient&us&of&staff&time&4&

Is&youth&centered,&focusing&first&on&the&needs&of&these&stakeholders&&5&

Is&politically&acceptable—will&not&provide&embarrassment&or&negative&attention&for&METP,&DEED,&mayor&4&

Lends&itself&to&electronic&applications&and&record&keeping&that&do&not&require&so&much&person&power&4&


Appendix!J!:!Outcome!Matrix!Relating!Recommendations!and!Evaluation!Criteria!!

!!

!!

! !

Crite

ria'

Stream

line*the*Process*

Mee

ts*You

th*Nee

ds*

Cohe

sive*Training*

'

Restructure(Initial(Application((eligibility)(

Revise(timeframe(for(application(collection(and(deadline(

Encourage(Online(Applications(

Applications(reviewed(on(rolling(basis(

Counseling/Interview((Aid(youth(with(documents(

Utilize(EvidenceBbased(Assessment(Tool(

Job(match(based(on(face(to(face(and(assessment(

Increase(Data(Collection((

Engage(Additional(Partners(

Ladder(Youth(Training(based(on(age(

All(training(incorporate(an(emphasis(on(soft(skills(

Create(an(advisory(board(for(training(content(

Allows*for*time*fle

xibility*for*y

outh,*staff,*and

*em

ploy

ers*

! X!! X!

! X!! X!

! X!!

! X!!

! X!!

!!

Can*be

*man

aged

*with

*current*re

sources*

! X!! X!

! X!! X!

!! X!

! X!! X!

!! X!

! X!! X!

Maxim

izes*th

e*nu

mbe

r*of*y

outh*th

at*are*in

volved

*! X!

! X!! X!

!! X!

!!

!! X!

! X!!

!

Increases*u

nderstan

ding

*of*y

outh*nee

ds*in

*the*

employ

men

t*process*

! !!

!!

! X!! X!

! X!! X!

! X!! X!

! X!! X!

Lend

s*itself*to*easy,*transpa

rent,*com

mun

ication*

! X!! X!

! X! !

! X!! X!

! X!! X!

! X! !

! !! X!

! X!! X!

Makes*efficient*use*of*staff*time*

! X!! X!

! X!! X!

! X!! X!

! X!!

! X!! X!

!! X!

Is*m

ore*yo

uth*centered

—focused*first*on*the*ne

eds*o

f*these*stakeh

olde

rs*

! X!! X!

! X!! X!

! X!! X!

! X!! X!

! X!! X! !

! X!! X!

Is*politically*accep

table—

will*not*provide

*em

barrassm

ent*o

r*negative*attention*for*M

ETP,*DEED,*

mayor*

! X!! X!

! X!! X!

! X!! X!

! X!! X!

! X!! X!

! X!! X!

Lend

s*itself*to*electron

ic*app

lications*and

*record*

keep

ing*that*do*no

t*req

uire*so

*much*staff*tim

e*! X!

! X!! X!

! X!!

! X!!

! X!!

! X!!

!

!


Appendix!K:!Logic!Model!!!

! !

Strategies

Create a simple mechanism to engage youthMake the process more predictableMake the process more transparentImprove communication with youth

Improve communication with community partners

Create a more cohesive process/modelProvide additional support for youth to ensure

their success

AssumptionsAssumptions

Wish to maximize the use of resourcesWant to impact as many youth as can be included, given resources

Younger and higher risk youth are a priorityDesire to reduce disparities in youth and young adult employment

Youth employment impacts their future prospectsEligibility must be established for program participants

Youth learn most when work is enjoyable and fits with their interestsYouth do better with a strong social support system

Influential Factors

Amount of public and private funding available

Limits of staff time and agency resourcesEconomic climate Time constraints

Strong political support and investment

Community Needs & Assets

Meaningful employment for youthInterested employer community

Need to shift values towards achievementReduce hopelessness and helplessnessPolitical leaders value youth programs

Strong leadership in the community

Minneapolis*STEP/UP*has*a*long*history*of*providing*excellent*services*to*at/risk*youth*through*their*summer*employment*program.*A*recent*merger*with*another*program*and*changes*in*economic*environment*has*led*STEP/UP*staff*to*evaluate*their*program.*This*project*is*being*carried*out*to*evaluate*the*application*process.*The*current**application*process*is*three/fold:*the*initial*application,*the*training*and*the*matching.*This*process*is*viewed*as*somewhat*cumbersome,*demanding*of*resources,untimely,*and*falling*short*of*providing*the*optimal*evaluation*of*youth*work*readiness*and*interests*prior*to*the*employment/matching*phase.*

Problem Statement

Establishment of positive interpersonal relationships

Positively impact youth's economic situationYouth gain access to community resourcesYouth have a meaningful job experienceYouth increase awareness of employment

opportunitiesYouth gain self-sufficiency through

employment

Results

Appendix*L:*Logic*Model


Appendix!L:!Process!Diagram!of!Current!Application!Process!!!

!! !

! !

STEP

%UP'App

lication''Process'201

2'! ! ! ! ! ! ! !

!

! !

! ! ! ! ! !

!February)M

arch!

March)April!

May)Jun

e!

APP

LICA

TIONS'

DIVIDED

'

Based!on

!ap

plication!

score!

DISCO

VER

'14

)21!!

Age!&!score!

based!

!

ACH

IEVE'TR

AINING'

6!OR!3!HOURS

!Evalua

tion!mad

e!! PR

OJECT

'IN'PRIDE'FO

R'LIVING'TRA

INING14

!HOURS

!(2!Saturda

ys)'

Evalua

tion!mad

e!

MOCK

'

INTERV

IEW'

Not!used!for!

placem

ent!

ACH

IEVE'PLACE

S'

ACHIEVE

!TRA

CK!YOUTH

!

JOB!INTERN

SHIPS!

(NO!IN

TERV

IEW)!

!

WORK

FORC

E'CE

NTERS

'

PLAC

ES!

DISCO

VER!YO

UTH

!

JOB!INTERN

SHIPS!

(INTERV

IEW)!

!

APPLICATION)

SUBMITTED)

)Assesses:"

Eligibility"

"Scores:)

Work"R

eadiness"

!

Achieve'

16)21!

Age!&!Score!

Based!

Higher!Scores!

Lower!Scores!


Appendix!M:!Process!Diagram!for!New!Application!Process!

!!

!!!!!!!!

!!! !

!!

14$15!

!16$17!

!18$21!

February/!

March!

Continuous!

Schedule!

Apr

il/M

ay

June

Brief!

Eligibility!

Application!

!

Face$to!Face!

meeting!!

!Jo

b

Wai

t Li

st

!Com

mun

ity

Part

ners

Recom

mended(Application(Process(for(Minneapolis(STEP7UP(Program(

Documents

Final Report 072412final-1 - University of Minnesota