career launch fg2010

CareerLaunch

Facilitator’s GuideSession 2010

Career Launch FG

SESSION AT A GLANCETotal Time: 120 minutes

Suggested Agenda

INTRODUCTION 5 minutes

LESSON ONE: Career Launch Program Foundation 80 minutes

Exercise: Getting Acquainted & Remembering Worksheet 20 minExercise: Core Competencies 10 min

Facilitation: CareerLaunch Video 5 min Facilitation: Career Launch Material Review 5 min Exercise: Three Implementation Plans 10 min Exercise: Role Playing 25 min

LESSON TWO: Action Plan 30 minutes

Exercise: Action Plan 25 min

CLOSING 5 minutes

Quickie Critique 5 min

Materials 2 Flip Charts; pending group size Participant’s Guide Career Launch Quick Reference Guide For Staff Career Launch.Net (Teen’s Guide) 30 extra copies of Action Plan Worksheet Post-its/Sticky Notes (2 packs) Markers 30 Quickie Critiques

Facilitator’s Note: Request access to the Internet if possibleto demonstrate the CareerLaunch website. Place CareerLaunch materials on the table for each participant prior to beginning the session

Facilitator’s Guide: of 21 © Boys & Girls Clubs of America

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STATEMENT OF SATISFACTORY COMPLETION

Participants in Boys & Girls Clubs of America (BGCA) learning opportunities must be present and actively participate throughout the entire learning experience. BGCA has developed performance measures to monitor participant achievement and to help ensure that the learning experience is efficient and effective. Performance measures ensure economical choice of instructional content, provide a basis for participant accountability during and after instruction, and help align participant achievement to strategic goals.

The following are among the types of assessments used:

Essay Fill-in-the-blank Multiple choice True/false Demonstrations Oral response Matching

Awarding Continuing Education Units

Participants must satisfactorily complete the entire learning experience before either a BGCA Verification of Learning Credit (VLC) or Continuing Education Unit (CEU) is awarded. In order for participants to receive a CEU credit, a participant must also demonstrate learning outcome(s) was (were) met. BGCA does not award partial credit for learning experiences.

YOUTH DEVELOPMENT PROFESSIONAL COMPETENCIES

PROGRAM DEVELOPMENT AND IMPLEMENTATION

This session contributes to the development of knowledge and skills needed to demonstrate competency in the following areas:

YD6 Plan, Develop, Implement and Evaluate Programs, Services and Activities

YD 6.1 Effectively plan programs, services and activitiesYD 6.2 Effectively develop programs, services and activities YD 6.3 Effectively implement and administer programs, services and activities YD 6.4 Effectively monitor and evaluate programs, services and activities.


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INTRODUCTION

Importance PPT 2 & 3

CareerLaunch is Boys & Girls Clubs of America’s (BGCA) career exploration and job readiness program for teens. CareerLaunch is a key program in BGCA’s Impact 2012 strategic plan and academic success initiative.

CareerLaunch builds on the U.S. Department of Labor Secretary’s Commission on Achieving Necessary Skills (SCANS) report that identifies the skills and knowledge required for meaningful and productive work in today’s labor market. Although the commission completed its work in 1992, their findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development.

Facilitator’s Note: Please inform participants that along with the Participant’s Guide, each of them have the CareerLaunch Quick Reference Guide Staff and Teen’s Guide on the table before them and that you will be exploring these resources in more detail during the next lesson. To introduce, use content from Importance (PPT 2) and What the Experts Say (PPT 3). Note the statistics on the slide are a little bit different from what is in the text.

How You Can Make a Difference

PG:

Boys & Girls Clubs are uniquely positioned to make a difference in the future workforce by providing their members with opportunities to explore a variety of career options, to make sound educational decisions and to practice job readiness skills.

What The Experts Say

PPT 2 & 3PG: Page 4

According to the Bureau of Labor Statistics, 21.3 million jobs will be added to the national workforce by 2012. As baby boomers begin transitioning into retirement and leaving the workforce in large numbers, a need for new, skilled and trained workers is crucial. Couple this with concerns about globalization and off-shoring of jobs; even more critical are the increasing numbers of youth who are not graduating from high school. This is at a record 45-50% among some groups, leaving them unskilled and untrained. The workforce deficit is unlikely to be filled by the upcoming generation that has been referred to as “techno-peasants” – youth growing up in a world of high tech with low reading, math and problem-solving skills.

Session GoalPPT 4PG: Page 4

The goal of this session is to help Clubs increase members’ academic success through goal setting, career exploration and job readiness.

Facilitator’s Guide: Page 4 of 21 © Boys & Girls Clubs of America

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Session OverviewPG:

With funding from the Gap Foundation, BGCA developed the CareerLaunch program for teens ages 13-18. This program provides a broad range of tools and activities for staff and volunteers to guide teens in exploring a variety of careers, making sound educational decisions, and preparing for the world of work.

CareerLaunch is designed to be easy to deliver, flexible enough to accommodate different Club situations and highly engaging.

Session OutcomePPT 5PG: Page 5

By the end of this session, you will be able to develop an action plan to implement the CareerLaunch program.

Lesson TitlesPPT 6PG: Page 5

This session includes the following lessons:

Lessons CareerLaunch Program Foundation Action Plan


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LESSON 1: CAREER LAUNCH PROGRAM FOUNDATION

IntroductionPPT 7PG:

CareerLaunch contains 22 competency-based, small-group activities organized into four units. BGCA recommends that all 22 activities be used in sequence for best results; however, three program implementation plans are provided for Clubs with varying levels of resources and capacity for teen programming.

The program is designed for 13-18 year old members. It is recommended that group sizes are between 20 and 25 members per leader.

Lesson ObjectivePPT 8PG: Page 6

By completing this lesson you will be able to describe the CareerLaunch Program.

Importance of “Breaking the Ice”

PG: Page 6

When working with teens, it is important to break the ice as quickly as possible. Because of this, you want to involve the group in an activity that will make connections among group members and demonstrate that participation is expected, safe and interesting. Also, because participants will be working together with teens for several weeks, it is important that they get to know each other better and begin to feel comfortable as a group.

There are many ways in which to achieve this. An example ice breaker can be found in your Quick Reference Guide on page 61.

Exercise: Getting Acquainted & Remembering

PPT 9PG: Page 6

This exercise is designed to help you get acquainted with other participants and remember who influenced your career choice when you were a teenager.


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Facilitator’s Note: Time: 20 minutesPG Page: 6 PPT: 9 Getting Acquainted & Remembering Worksheet

Instructions: After introducing the exercise, ask participants to pair-up with someone they do not know,

or do not know well. Ask participants to use the worksheet to take notes on how their partner answers the

questions. Give them three-minutes per person. (Let them know when to switch partners.) After they have completed their interviews, divide the group evenly into smaller groups of

pairs. (Ask them to move their belongs and form tables – this is who they’ll be working with for the rest of the session.)

Ask them to introduce their partner to the rest of their tablemates. (Let them know, ideally you would do this with the whole group, but because of our time constraints we’re only processing in small groups. (8 minutes)

Process this exercise by:o Asking for a raise of hands: Who was influenced by their parent(s)? other relative?

teacher(s)? friend(s)? community youth worker(s)? BGC staff? others?o Asking for a raise of hands: How many are doing the job they had planned do when

they were in high school?o Ask them if they feel more comfortable working with the people at their table after

this exercise than they would have without it? Point out that teens feel the same thing; but, they might feel it even more intensely.

o Ask how they would change this exercise to make it work for teenagers? Examples: What school they go to? What grade they are in? What they are thinking about doing after high school? And, who their life is helping them make this decision?


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Getting Acquainted & Remembering Interview WorksheetFind a person in the room that you do not know, or not know well, and find the answers to the following:

Name:

Number of years in Movement:

Club/Organization:

Position:

What adults in your life helped you decide what to do next after high school?

Did you follow through with your plan?

Are you working where you thought you would be when you were in high school?


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Exercise: Core Competencies

PPT 10

This exercise will help you identify core employment competencies job seekers need to obtain and retain career-oriented jobs.

Facilitator’s Note: Time: 10 minutes Exercise: Core Competencies Worksheet: NA

PG Page: 8 PPT: 10

Instructions: Instruct participants to think about the most successful person they know. Give them

a couple of seconds and ask if they have a person in mind. Follow-up by asking them to individually write a list of the skills and competencies they feel this person possesses that helped them find and keep his/her job/career. Repeat the question. Write “Competencies Needed to Find and Keep a Job” on top of flip chart paper while they are making their list. (3 minutes)

Ask each participant to give you one of the skills or competencies from their list. Go around until all unique items are exhausted. Post on flip chart paper as they give them to you.

Conclude:Compare list from group to the US Department of Labor’s list of 11 core employment competencies job seekers need if they are to obtain and retain career-oriented jobs (on PPT slide)

Core Competencies

PPT 11 & 12PG: Page 8

The U.S. Department of Labor lists 11 core employment competencies job seekers need if they are to obtain and retain career-oriented jobs. The CareerLaunch program resources are built around these 11 core competencies.

1. Making career decisions 2. Using labor market information3. Preparing resumes4. Filling out applications5. Possessing interviewing skills6. Being consistently punctual7. Maintaining regular attendance8. Demonstrating positive attitudes and behaviors9. Presenting appropriate appearance10. Exhibiting good interpersonal skills11. Completing tasks effectively


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Program MaterialsPPT 13

The BGCA’s Career Launch materials provide everything you need to facilitate the program with your Club teens.

Facilitator’s Note: CareerLaunch Video Time: 5 minutesPG Page: 8 PPT: 14

Inform participants: The video provides an overview of the CareerLaunch program, its components, how it

can be used in a Club setting and a few comments from teens and staff about how the program has benefited them.

A copy of this video is included in each participant’s packet to use when you return to your Club.

CareerLaunch VideoPPT 14PG: Page 8

The video provides an overview of the CareerLaunch program, its components, how it can be used in a Club setting and a few comments from teens and staff about how the program has benefited them.

Facilitator’s Note Time: 5 minutesExercise: CareerLaunch Materials Worksheet: NA

PG Page: 8 PPT: Instructions:

If you have access to internet log onto the CareerLaunch website. Ask if anyone has already used this site. If so, inform them of the new log-in procedures that went into effect May 1, 2010. Now, only one registration and password will be required for all BGCA youth program websites (e.g., CareerLaunch, Money Matters and myclubmylife).

Inform them the website allows teens to take an interest survey, explore careers including viewing video clips of potential jobs, identify training or college requirements, seek out financial aid and play skills-building games.

(Show CareerLaunch Internet PowerPoint, if Internet access Is not available to demo the website)


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Career Launch Teen Tips booklet (smallest of two before them) – Inform them that they should be distributed to each teen participant. It includes helpful interviewing and on-the-job tips preparing a resume, cover letter and much more. The topic areas (or Units) are the same as the ones found in the Staff Resource Guide (Goal Setting, Career Exploration, Job Search Skills and Keeping the Job). Teens should be encouraged to complete activities in their guide during the sessions. The booklet comes with colorful folders that Club teens can use to store their resumes, job applications and other documents they need to present themselves most effectively in job interviews. (This can be ordered from KIM BERRY [email protected] or 404.487.5717)

Quick Reference Guide – Point out it is divided into four units: Goal Setting, Career Exploration, Job Search Skills and Keeping the Job, just as in the Teen Tip Booklet. Also, ask them to look at the assessment on pages 64 and 65, answer key on 66 and the certificate on page 67. Color copy can be sent by email from BGCA Staff.

Go to next exercise.

CareerLaunch Websitehttp:admin.careerlaunch.net

CareerLaunch WebsitePPT 15PG: Page 8

The CareerLaunch website allows teens to take an interest survey, explore careers including viewing video clips of potential jobs, identify training or college requirements, seek out financial aid and play skills-building games.

Teen Tips BookletPPT 16PG: Page 8

CareerLaunch Teen Tips is a colorful booklet that should be distributed to each teen participant. It includes helpful interviewing and on-the-job tips; and information on preparing a resume, cover letter and much more. The topic areas are the same as the ones found in the Staff Resource Guide, so teens should be encouraged to complete activities in their guide during the sessions. The booklet comes with colorful folders that Club teens can use to store their resumes, job applications and other documents they need to present themselves most effectively in job interviews.

Quick Reference GuideFor Staff

PPT 17PG: Page 9

Quick Reference Guide for Staff includes a variety of career planning and job skills activities Club staff or volunteers can do with teens. These activities are designed to provide skills to practice in short time periods of an hour or less.


mailto:[email protected]

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The Guide is divided into four units:

UNIT 1: GOAL SETTING

UNIT 2: CAREER EXPLORATION

UNIT 3: JOB SEARCH SKILLS

UNIT 4: KEEPING THE JOB

A CareerLaunch assessment is provided on page 64, with answer key on page 66. You can use this as a pre- and post-assessments to measure changes in knowledge level of teens who participate in the program.

After the teens have completed of the program, you can copy the Certificate of Completion found on page 67, an electronic color copy of the certificate can be requested from BGCA Program staff (Kim Berry : [email protected] OR 404.487.5717

Giving CareerLaunch graduates a certificate validates they have successfully completed the program. It can be framed and hung on the wall as a symbol of accomplishment. Consider purchasing frames or folders in which to put the Certificate of Completion. This will provide an official experience as it is presented to the teens.

Facilitator’s Note: Inform participants about Certificates of Completion and give them a couple of minutes to look through the guide before introducing the exercise.



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Exercise: Three Implementation Plans

PPT 18PG: Page 10

This exercise will help you identify which of the three Career Launch implementation plans is right for your Club.

Facilitator’s Note: Time: 10 minutesExercise: Three Implementation Plans Worksheet: NA

PG Page: 10 PPT: 18

Instructions: Inform participants that to accommodate the variety of Boys & Girls Clubs in the

Movement, Career Launch has three implementation plans. Therefore, every Club will find one just right for them

Instruct participants to turn to page 53 of their Quick Reference Guide and read about the three plans. (3 minutes)

Ask them to select the plan they think will be right for their Club. Ask for a raise of hands from every one who thinks the Level 1 Plan is right for them.

(Instruct everyone to note who else picked the same plan they did.) Then proceed with a raise of hands for the Level 2 Plan; and the Level 3 Plan.

Instruct participants to pair up with someone else who picked the same plan as them. Instruct pairs to share with one another why they picked this plan and to look at their

plans’ perspective learner outcomes and actions steps. Level 1 - page 55; Level 2 - pages 56 & 57; and Level 3 - pages 58 and 59. (5 minutes)

Ask participants if they think they can do this. (Inform them that before the end of the session, they’ll be creating a personal action plan for their Clubs CareerLaunch program.)

Go to next exercise.

Three Implementation Plans Due to the vast differences among Clubs’ sizes and resources, CareerLaunch provides three program implementation plans that give staff maximum flexibility in offering the program.

Level 1 : Is a basic introductory career prep curriculum designed for the Club that is just getting started with programming for teens. This version lets teens identify goals, assess career interests and begin practicing basic job skills, and can be implemented in one full day or in smaller amounts of time over the course of one week.

Level 2 : Contains all of the content from Level 1


Career Launch FG

and provides more in-depth, essential practice skills for teens to map out a personal career plan and get a job. Adequate teen meeting space, staffing and programming resources should be available to offer Level 2 which is designed for completion in two to three weeks (depending on Club schedules).

Level 3 : Contains all content from Levels 1 and 2. It offers 22 skill-building activities in career exploration; an interest assessment; practical skills in finding, obtaining and keeping a job; and preparation for additional education or technical training. Participants can lay the groundwork for a future career. Clubs who have consistent, quality teen program service in place and want to provide a comprehensive career preparation program for their teens will want to offer Level 3, which is designed for completion in four to five weeks (depending on Club schedules.

Exercise:Role Playing

PPT 19PG: Page 10

This exercise provides an opportunity for you to practice using the CareerLaunch resources to role play a session with teens.


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Facilitator’s Note: Time: 25 minutes

Exercise: Role Playing Worksheet: NA PG Page: 10 PPT: 19

Instructions: Introduce exercise by informing participants that now that they are familiar with the

components of the CareerLaunch program, they will have an opportunity to practice using these tools to role play a session with a “make believe” teen.

Divide participants into triads. Instruct triads to decide who will play (or, have the roles preselected by numbers) the

role of the: 1)Teen Advisor; 2) the teen, and; 3) the Observer.

o Explain: The Advisor will introduce the activity. The teen will be the activity participant, and act as their teen members might

respond. The Observer’s role is to assess the session and report back to the larger

group. Answering the following questions:- How did the advisor introduce the topic?- What were the teen’s interactions?- How well did the advisor lead the discussion?- What do you think the overall results would be at the Club?

Assign each of the triads one of the following activities from the Staff Quick Reference Guide:o Activity 3-E: Handling Difficult Questions on an Application, page 28o Activity 4-B: Handling Unavoidable Absences and Tardiness, pages 41-42.o Activity 4-D: Hygiene and Grooming in the Workplace, pages 45-46.o Activity 4-G: Using your code of Ethics, pages 51-52.

Give them no more than five minutes to prepare (prompt them if they haven’t started the role play in five minutes) and 15 minutes for the role play and discussion

Conclude:Ask triad to share their feedback and thoughts regarding their assigned activity. If their responses do not include the following, prompt the feedback on: gaining perspective on how easy the sessions are to facilitate; the format of the guides; and whether the activities are relevant.


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Lesson SummaryPPT 20PG: Page 11

As you work with your teens in the areas of career planning and academic success, remember this is a transitional time in their lives. They are seeking to find out who they are, what direction they are going, and how they hope to get there. Learning to navigate through life is a major task at this stage. You, as Club professionals, are pivotal in helping them find a potential career that matches their interests; helping them to make sound educational decisions and prepare for success in the workplace.


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LESSON TWO: ACTION PLAN

IntroductionPPT 21, 23 & 24PG: Page 12

An action plan is necessary to demonstrate what you have learned during this session. The action plan will serve as a tool to help you mobilize the people you need to help you implement Career Launch in your Club.

Moreover, it will help you: Lend credibility to your project; Increase efficiency; Provide accountability; Identify the tasks needed to accomplish

objectives; and Get organized by indicating project milestones

and timelines to keep you on track.

Your action plan will include the identification of the CareerLaunch implementation level, an overall objective and items from get started checklist and action steps (see pages 53 – 60 in the Quick Reference Guide.

R.A.S.I. Tool

PPT 25PG: Page 12

CareerLaunch, like most youth development programs, is most successful when it is the collective effort of many people. When working with a team of people to accomplish a goal, much confusion is caused by unclear roles and decision making processes. R.A.S.I. (Responsibility, Approval, Support, Inform) is a tool for clarifying these in advance wherever possible.

R: Who is responsible for the task or issue? (This is probably you, but it may be another staff member, volunteer or teen member.)

A: Who is accountable? Whose approval do you need to accomplish this task? Someone can be accountable, but not responsible for getting the work done. Only one person should be accountable; otherwise, nobody is accountable because the parties blame each other. (This may be you, or it may be your supervisor.


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S: Who will support getting the task completed? Support may be providing data, doing analysis, etc.

I: Who needs to be informed? Some team members will not need to be involved. They will only need to be made aware of changes.

Lesson ObjectivePPT 22PG: Page 13

By completing this lesson you will be able to create a CareerLaunch action plan.

Exercise: Action Plan

PPT 26PG: Page 13

This exercise provides an opportunity for you to create an action plan for your CareerLaunch program.

Lesson Summary

PPT 27PG: Page 13

“Good plans shape good decisions. That’s why good planning helps to make elusive dreams come true.”

Lester R. Bittel


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Facilitator’s Note: Time: 25 minutesExercise: Action Plan Worksheet: PG pg #?

PG Page: 13 PPT: 26

Instructions: Explain the importance of action plans and the R.A.S.I.Tool. (They will need to

determine who will take the lead and who will be responsible; whose approval, if any, will be needed; whose support will be needed; and who needs to be informed for each task – along with a completion date.

Instruct participants to work with other people from their Clubs. Ask them to review the Action Plan Worksheet and encourage them to ask any

questions they might have. Remind them to use pages 53-69 of their Quick Reference Guide and to make sure to

include the following in their action plan: Recruitment of teens for participation in the program - (Remind them that this

could include integration of CareerLaunch into other areas of teen programming such as Money Matters, Junior Staff or Keystoning).

Opening activity to attract teens Volunteers and community leaders to assist teens with mock interviews and other

activities Field trips and guest speakers Rewards and incentives to encourage teens to complete the program

Give them 15 minutes to work on their plan. Check in with each group to see if they understand the instructions.

Ask for a raise of hands of all those doing a Level 1 implementation; Level 2; Level 3. Ask like groups to get together and share plans. (5 minutes)

Conclude: Ask each Level to share what they collectively think is going to be most rewarding about

implementing this program? What is going to be most challenging?


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CareerLaunch Action Plan WorksheetUse pages 53 – 60 to complete this Responsibility Matrix Action Plan. (Make as many copies as needed)

o Implementation Plan: Level ___ (enter level)o The first session will began ________ (enter date)o The last session will end ______ (enter date)o The graduation ceremony will be held on _____ (enter date)

Keep these dates in mind when you enter your completion dates.Lead:Objective: a. By ___________(enter date), ________(enter number of teen members) will have completed ____% of the Career Launch sessions.

b. By ___________(enter date), ________(enter number of teen members) will have ____% improve rate on correct answers from their pre and post Career Launch assessment.

Tasks Responsible Approval Support Inform Completion Date

(Example, Job Shadow experience

Teen Director Club Executive or Director

Parents, volunteers, other Club staff

Local job shadow business, Club staff, parents, youth, volunteers


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SESSION CONCLUSION

Review goal and outcome

The goal of the session was to help Clubs increase members’ academic success through CareerLaunch’s goal setting, career exploration and job readiness program. The session outcome is for each of you to develop an action plan to implement the CareerLaunch program in your Club.

Session ConclusionPPT 28PG: Page 15

You now have all of the materials that you need to start the program. Remember to contact Kim Berry, [email protected], to order additional Teen Tips.

You’ve demonstrated through your role plays that you know how to use the materials. Likewise, your action plan ensures us that you will be implementing CareerLaunch for your Club’s teens in the very near future.

Facilitator’s NoteDistribute “Quickie Critiques” to participants. Collect before departure.

Evaluation and Credits

PPT 30PG: Page 15

As a result as attending this session, you will be awarded .2 Learning Credits. To review your official transcript, visit bgca.net, click on the Boys & Girls Club Leadership University banner, and enter the University.

Contact InformationPPT 29PG: Page 15

Demetria HatcherAssistant Director, Teen ServicesBoys & Girls Clubs of America1275 Peachtree Street NEAtlanta, GA 30309Office: 404.487- 5817Email: [email protected]



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