leaps workforce development cluster study

Leadership & Evaluation to Advance Program Success June 2015

Prepared by

LEAPS for Environmental Literacy: Engaging Adolescents in Workforce

Development

!

Cluster Study Overview 3

Par<cipant Overview 12

Pa@erns in Outcomes Across Organiza<ons 16

Connec<ons between Program Components and Outcomes 22

Compensa<on 30

Avenues for Future Evalua<on and Learning 34

Takeaways for the Field 36

Appendices 38

Table of Contents

LEAPS Cluster Studies: Workforce Development

Cluster Study Overview

4

The Path to Cluster Studies

§  Seventeen LEAPS organizaBons have engaged in ongoing technical assistance to develop their evaluaBon capacity since October 2012. During the first phase of this iniBaBve, organizaBon representaBves aJended trainings focused on foundaBonal evaluaBon and learning concepts: theories of change, logic models, evaluaBon plans, tool development, data analysis techniques, and communicaBng effecBveness. They also engaged in a range of leadership capacity building acBviBes.

§  In the phase that followed and with conBnued support from the S.D. Bechtel, Jr. FoundaBon, Learning for AcBon worked with clusters of organizaBons to develop shared measures around three cross-‐cuSng areas of interest. The cluster study work arose out of an opportunity for the cohort to begin to document its collecBve story – which was further emerging aUer Phase I’s work – and the desire to advance organizaBons’ evaluaBon capacity through the hands-‐on, group learning experience this type of project would provide. OrganizaBons worked together to define and form the clusters, collect data, and analyze the emerging stories.


Cluster Study Topic

5 LEAPS Cluster Studies: Workforce Development

OrganizaBons in the Workforce cluster uBlize workforce development models centered on culBvaBng youth leadership and voice in local environmental and social jusBce issues as plaYorms for preparing youth for future job opportuniBes, and fostering greater connecBon with the environment. They have adapted to their local communiBes, engaged many different partners, and drawn from diverse funding sources in the development of their models.

We used the following unifying If-‐Then statement to test assump<ons about our models: If we create relevant, supporBve early employment experiences for youth that demonstrate appreciaBon and value through compensaBon, then youth will: §  Develop transferrable professional & leadership skills; §  Increase commitment to environmental stewardship; and, §  Experience increased self-‐efficacy, including workplace self-‐efficacy.

Photo Credit: CommunityGrows

LEAPS Cluster Studies: Workforce Development 6

Cluster Study Organiza<ons

Student Conserva<on Associa<on’s (SCA)

mission is to build the next generaBon of conservaBon leaders and inspire lifelong

stewardship of the environment and

communiBes by engaging young people in hands-‐on

service to the land.

Rising Sun Energy Center’s (Rising Sun) mission is to empower individuals to achieve environmental and

economic sustainability for themselves and their

communiBes.

CommunityGrows culBvates healthy youth

through growing gardens in low-‐income, diverse communiBes.

LEAPS Cluster Studies: Workforce Development 7

Cluster Study Organiza<ons

I will apply the criBcal thinking skills I've learned here to almost every aspect of my life, including my educaBon and my consumpBon of media. I will also apply my new consciousness of professional skills to all professional spaces in my life.

-‐Youth Radio ParBcipant1

We would also like to recognize Youth Radio for its parBcipaBon and thought partnership !

Youth Radio’s mission is to launch young people on career and educaBon pathways by engaging them in work-‐based learning opportuniBes, creaBve expression, professional development, and health and academic support services.

throughout the cluster work. Their program model and approach share similar components and intended impact as the other organizaBons within the cluster. While Youth Radio could not parBcipate in data collecBon with the cluster, the organizaBon made significant contribuBons to every stage of this work, parBcularly survey instrument development.

1While Youth Radio did not parBcipate in cluster data collecBon, this parBcipant quote comes from Youth Radio’s exisBng evaluaBon efforts.

Photo Credit: Youth Radio

Our Approach

8

Research Ques<ons §  What pa@erns, if any, emerge across organizaBons with regard to rela<ve gains

in professional skills, connecBon to the environment, and self-‐efficacy? §  What, if anything, can we learn about the relaBonship between different parts of

our if-‐then statement? §  How important is compensa<on to youth? §  Where we have qualitaBve informaBon, in what ways do youth describe the

rela<onship between what they did in program and the changes they experienced?

• Shared post-‐program survey aUer the summer or fall work experience. • OrganizaBons uBlized many common measures, with occasional customizaBon.

Methods


9

§  Our survey was designed to test our if-‐then statement in a way that is based on youth’s experience of a program, and less conBngent upon program models or specific program acBviBes.

§  The survey tool built upon other measurement tools and knowledge in the field for a range of survey secBons including the program atmosphere, connecBon to the environment, self-‐efficacy, and support secBons.

§  The survey was administered anonymously, increasing the likelihood of candid responses.

§  While surveys are useful for answering quesBons like “how much?” and “to what extent?”, they are less useful for answering quesBons like “how?” or “why?”. While some qualitaBve data was collected in the survey, the lack of addiBonal qualitaBve methods – such such as interviews or focus groups – is an inherent limitaBon of the design.

§  Youth responses were not triangulated with other forms of program data.

§  Due to the Bming of cluster work, both survey design and data collec<on took place in the fall. For the programs that operate in the summer, this was a"er the interven<on, limiBng the types of data that could be collected and likely influencing response rates.

Strengths Limita<ons

Strengths & Limita<ons of Our Approach


1Response rates: CG = 9/12, SCA = 18/63, Rising Sun = 55/~300

10

§  Low response rates. We had a low response rate to the survey,1 which creates a fewchallenges: o  It may introduce bias. In parBcular, we are most

concerned about voluntary response bias. o  On an organizaBon level, too, a low response rate

creates an issue with precision, reducing our confidence in whether the data collected from our sample represents the program populaBon more broadly.

Nevertheless, we find the data valuable for looking for

pa9erns and exploring our if-‐then statement.

Addi<onal Limita<ons


1Response rates: CG = 9/12, SCA = 18/63, Rising Sun = 55/~300

11

Use of Aggregated Data

§  We only aggregated data when looking at assumpBons and beliefs that the programs share in common, when looking for cross-‐program pa@erns, and when we could explore our if-‐then statement looking at the rela<onship between survey measures.

§  In cases where we aggregated data for analysis, we have different levels of representa<on for each organiza<on, based on different numbers of respondents. o  Specifically, there are 9 respondents from CommunityGrows, 18

respondents from SCA, and 55 respondents from Rising Sun.


ParBcipant Overview

13

3%

11%

14%

19%

23%

31%

Pacific Islander / NaBve Hawaiian

MulBracial

White / Caucasian

LaBno / Hispanic

Black / African American

Asian

Overall Sample

20%

20%

40%

20%


MulBracial

White / Caucasian

LaBno / Hispanic


Asian

CommunityGrows

2%

9%

11%

21%

21%

36%


MulBracial

LaBno / Hispanic

White / Caucasian


Asian

Rising Sun

13%

31%

31%

25%


MulBracial

White / Caucasian

LaBno / Hispanic


Asian

SCA

Survey Respondent Demographic Data: Ethnicity


5 44 16 65

The majority of the survey sample is youth of color. Asian/Asian American youth (31%) make up the largest proporBon of youth that submiJed the survey.

Survey Respondent Demographic Data: Gender

14

60%

40%

Female Male

Overall Sample

75%

25%

Female Male

CommunityGrows

61%

39%

Female Male

Rising Sun

53% 47%

Female Male

SCA


4 49 17 70

Females comprise the majority of the sample (60%).

Survey Respondent Demographic Data: Free or Reduced lunch

15

I do not know 7%

No 49%

Yes 44%

I do not know 13%

No 25%

Yes 63%


Overall Sample CommunityGrows Rising Sun SCA

5 48 16 69

The sample is almost evenly split by youth who qualify for free or reduced lunch (44%) and those who do not(49%). Seven percent of youth were unsure if they qualify.

I do not know 6%

No 60%

Yes 33%

No 20%

Yes 80%

PaJerns in Outcomes Across OrganizaBons

17

Average (5-‐point scale) (n=53-‐54)

a. Dressing appropriately 4.7

b. Following direc<ons 4.5

c. Showing up on <me 4.4

d. Knowing my schedule 4.3

e. Working well with a supervisor 4.3

f. Working well with others on a team 4.3

g. Rela<ng well with other people 4.2

h. Communica<ng effec<vely with a supervisor 4.2

i. Managing my <me 4.0

j. Being responsive to texts and email 4.0

k. Handling disagreements produc<vely 3.9

l. Leading my peers 3.9


§  Across programs surveyed, dressing appropriately and following direc<ons were consistently among the top three professional skills with which youth rate greatest proficiency (on average).

§  Similarly, leading peers, handling disagreements produc<vely, and being responsive to text and email consistently scored within the boJom four skills.

Youth surveyed report varying levels of proficiency in professional skills

Photo Credit: Youth Radio

Photo Credit: Student ConservaBon AssociaBon

18

Average (4-‐point scale) (n=62-‐72)

a. Communica<ng effec<vely with a supervisor 3.1

b. Working well with others on a team 3.1

c. Working well with a supervisor 3.0

d. Rela<ng well with other people 2.9

e. Managing my <me 2.9

f. Following direc<ons 2.9

g. Showing up on <me 2.8

h. Leading my peers 2.8

i. Knowing my schedule 2.8

j. Handling disagreements produc<vely 2.8

k. Dressing appropriately 2.7

l. Being responsive to texts and email 2.6


In my Bme with working with BEETS I've seen myself grow in communicaBon skills.

-‐CommunityGrows ParBcipant

§  Across programs surveyed, no clear pa@ern emerged regarding top four and boJom four areas of improvement.

§  Communica<ng effec<vely with a supervisor and managing my <me consistently appeared within the top half of improvement averages.

§  Leading my peers and knowing my schedule consistently appeared in the boJom half.

Youth Surveyed Report Increases in Professional Skills As A Result of Par<cipa<ng

19

Average (4-‐point scale)

(n=78)

a. It makes me happy to see people take care of the environment 3.2

b. I feel a personal responsibility to help protect the environment 3.1

c. I am interested in learning more about the environment 3.1

d. I am aware of environmental issues facing my community 3.0

e. I feel personally impacted by environmental condi<ons in my community 2.9

f. I speak up and talk with friends and family about issues that affect the environment 2.8

g. I par<cipate in ac<vi<es that help the environment 2.7

h. I am interested in pursuing a career that has to do with the environment 2.6


The program exposed me to issues that I had not previously known… I will use what I've learned to spread knowledge and parBcipate in acBviBes that help create a beJer community.

-‐Student ConservaBon AssociaBon ParBcipant

§  “It makes me happy to see people take care of the environment” and “I am aware of environmental issues facing my community” consistently appeared within the top half of improvement averages.

§  “I speak up and talk with family and friends about issues that affect the environment” and “I par<cipate in ac<vi<es that help the environment” consistently appeared in the boJom half.

Youth Surveyed Report Increased Connec<on to the Environment



I am more familiar with the technical aspects of simple eco-‐friendly choices, though I s<ll struggle in sugges<ng these changes in my friends and family.

-‐Rising Sun ParBcipant

§  Within SCA, we found there is a strong staBsBcally significant relaBonship between number of sessions in the program and improvement in speaking up and talking with family and friends (p<.01).

§  In aggregate we found that greater prior frequency of par<cipa<on in environmentally-‐focused ac<vi<es was correlated with greater improvement in speaking up and talking with family and friends (p<.05).

Digging Deeper: Speaking Up with Friends and Family

§  Speaking up with family and friends appears to be an outcome that may take longer to develop.


§  Youth surveyed report improvement in self-‐efficacy, including improvement in their beliefs about future workforce success.

21

Average (4-‐point scale)

(n=71-‐74)

a. Even when I don’t know how to do something right away, I can learn how 3.3

b. I believe I will succeed in my future jobs 3.2

c. I am confident that I can do well on many different professional tasks 3.1

d. I can reach my goals if I try 3.1

e. I can remain calm when facing difficul<es 3.1

f. When I am confronted with a problem, I can usually find several solu<ons 3.0

g. When I need help, I know where to go 2.9


§  “Even when I don’t know how to do something right away, I can learn how” consistently appeared within the top two improvement averages.

§  “When I need help, I know where to go” and “I can remain calm when facing difficul<es consistently appeared in the boJom half of improvement averages.

Youth Report Improvement in Self-‐Efficacy


ConnecBons between Program Components and Outcomes

Rela<onship between Relevancy and Increased Connec<on to the Environment

§  The more youth had the opportunity to work on a relevant project or job skill, the greater growth they reported in connec<on to the environment.

23

Correla<on with Relevancy (n = 78)

a. It makes me happy to see people take care of the environment ** b. I feel a personal responsibility to help protect the environment *** c. I am interested in learning more about the environment *** d. I am aware of environmental issues facing my community * e. I feel personally impacted by environmental condi<ons in my community *** f. I speak up and talk with friends and family about issues that affect the environment ** g. I par<cipate in ac<vi<es that help the environment *** h. I am interested in pursuing a career that has to do with the environment ***

In the chart above: •  Darkness of shading corresponds to the esBmated effect size of the relaBonship: n = small, n =

moderate, n = large •  Asterisks (*) represent the p-‐value (indicaBng level of significance) of the relaBonship: * = p<.05,

** = p<.01, *** = p<.001


§  All eight connecBon to the environment measures were posiBvely correlated with having the opportunity to work on a relevant project or job skill.

Photo Credit: Rising Sun Energy Center

I've always wanted to work with animals growing up and I always thought that it had to be direct contact jobs such as a veterinarian, but during my job at SCA, I learned that we were restoring habitat because we wanted to rebuild the homes of different animals. Restoring habitat was an indirect way to help animals and when I learned that, I felt a lot more passionate about what I was doing. In all, the job experience opened my eyes to the different career possibili<es that have the same goal in mind, which is caring for and protecBng animals.

-‐SCA ParBcipant

25

§  Youth’s raBngs of supporBve adults were correlated with some environment and self-‐efficacy measures.1

1See Appendix A for more details


The thing that helped me the most to boost my confidence and self esteem were my encouraging and understanding managers.


Prior to the program I thought I couldn't deal with problems on a crew. But this past summer showed me that not all crews were nice and calm and problems can and will happen. So even with the problems in my crew I was able to deal with them well. I also discussed these issues with my supervisors and learned a lot about conflict mediaBon.


Youth Ra<ngs of Adult Support and Modeling Were Posi<vely Correlated with Various Outcomes


§  Most notably, Bmely enforcement of rules and agreements was posiBvely correlated with seven of eight dimensions of improvement in connecBon to the environment.

§  In addiBon, adults appears to be one of the few program model characterisBcs correlated with dimensions of self-‐efficacy.

§  Par<cipants who reported greater agreement that they regularly collaborate and share opinions also tended to report greater improvement in connecBon with the environment.

26

In this program, we regularly collaborate, share our opinions with

others, and work in teams (n = 78)

a. It makes me happy to see people take care of the environment

b. I feel a personal responsibility to help protect the environment ** c. I am interested in learning more about the environment * d. I am aware of environmental issues facing my community

e. I feel personally impacted by environmental condi<ons in my community ** f. I speak up and talk with friends and family about issues that affect the environment * g. I par<cipate in ac<vi<es that help the environment ** h. I am interested in pursuing a career that has to do with the environment *

In the chart above: •  Darkness of shading corresponds to the esBmated effect size of the relaBonship: n = small, n =

moderate, n = large •  Asterisks (*) represent the p-‐value (indicaBng level of significance) of the relaBonship: * = p<.05,

** = p<.01, *** = p<.001


Posi<ve Connec<on between Collabora<on and Environmental Outcomes


27

Is improvement in one set of outcomes -‐ such as professional skills, connec@on to the environment, or self efficacy – correlated with

improvement in other outcome measures?

§  We saw many sta<s<cally significant posi<ve correla<ons between different types of outcomes, telling us that youth who tended to report greater improvement in one dimension, also tended to report greater improvement in others.1

1See Appendix B for more details


Connec<ons Between Different Types of Outcomes


§  Improvement in professional skills emerged as related to three specific dimensions of improvement in self efficacy: o  “I believe I will succeed in

my future jobs.” o  “I am confident that I can

do well on many different professional tasks.”

o  “I can reach my goals if I try.”

I believe I will succeed in my future jobs (n=59-‐68)

I am confident that I can do well on many different

professional tasks (n = 58-‐67)

I can reach my goals if I try (n=59-‐69)

a. Communica<ng effec<vely with a supervisor ** ** ** b. Working well with others on a team * * c. Working well with a supervisor ** *** d. Rela<ng well with other people ** * ***

e. Managing my <me ** * **

f. Following direc<ons *** * ***

g. Showing up on <me *** ** ***

h. Leading my peers * ** **

i. Knowing my schedule ** * *** j. Handling disagreements produc<vely * * *

k. Dressing appropriately *** ** ***

l. Being responsive to texts and email *** ** ***

In the chart above: •  Darkness of shading corresponds to the esBmated effect size of the relaBonship: n = small, n = moderate, n = large •  Asterisks (*) represent the p-‐value (indicaBng level of significance) of the relaBonship: * = p<.05, ** = p<.01, *** = p<.

001


Being able to communicate and work beJer with clients and customers. This gave me higher self esteem.


28

Connec<ons between Improvement in Professional Skills and Improvement in Self Efficacy

29

§  In various open-‐ended responses, youth commented on the way in which certain elements of the program boosted their self esteem and confidence.


Before I began the program, I was very nervous about facing challenges, especially ones that seemed overwhelming. Now I feel much more confident in myself and the people around me when taking on heavy tasks. Having the group set a goal helped set a goal-‐driven atmosphere and that is essenBal towards geSng tasks done. I became moBvated to accomplish the tasks as I did not want to let the team down.


The overall work experience, which I've never had before this is what increased my confidence in my abiliBes. I was able to finally see for this first Bme how I would actually do.


Digging Deeper: Youth Comments Related to Self Efficacy

Photo Credit: Rising Sun Energy Center

CompensaBon

8%

25%

33% 33%

Not At All Important

Somewhat Important

Important Very Important

31

How important was it to you to have a paid internship/posi<on? (First Year)

2% 13% 20%

64%

Not At All Important

Somewhat Important

Important Very Important

Average = 3.5 (n = 45)

Average = 2.9 (n = 24)

How important was it to you to have a paid internship/posi<on? (Returning)


§  While 84% of first year respondents report that compensaBon was important or very important to them, only 66% of those who have been in the program for more than a year rate it as important or very important.

How Important Is Compensa<on?

29%

63%

4% 4%

Yes Maybe Probably Not

No

32

If your posi<on were not paid, would you s<ll have chosen to par<cipate? (First Year)

Average = 2.6 (n = 45)

Average = 1.8 (n = 24)

If your posi<on were not paid, would you s<ll have chosen to par<cipate? (Returning)

16%

33% 31%

20%

Yes Maybe Probably Not

No


§  While just over half (51%) of first year parBcipants say that they either would not or probably would not have parBcipated if the posiBon were not paid, that percent drops to 8% of those who have been in the program for more than a year.

Compensa<on A@racts Par<cipants Who May Not Have Par<cipated Otherwise

It gave me confidence and told me that yes, I can make money, and that I'm more than just a high school student.


Avenues for Future EvaluaBon and Learning

Avenues for Future Evalua<on and Learning

35

As organizaBons conBnue to explore their effecBveness, they may choose to: §  ConBnue to collect program data, re-‐running important analyses to beJer

understand these relaBonships on an organizaBon-‐specific level (here we looked at aggregate results). Moreover, having a greater range of the organizaBon's parBcipants involved may change the relaBonships organizaBons see.

§  Look at composite scores for some of the core concepts – professional skills, connecBon to the environment, and self-‐efficacy – that we explored through individual items.

§  Consider more qualitaBve evaluaBon to explore the “how” and “why” of some of the links that emerge in the quanBtaBve data.

§  Explore potenBal drivers of change for workforce and self-‐efficacy outcomes. §  Collect data alongside program delivery to ensure high response rates.


Takeaways for the Field

§  For environmental organiza<ons looking to increase the connecBon to the environment, creaBng opportuniBes for adolescents to work on projects or skills they care about may support greater increases in connec<on to the environment, including greater interest in environmentally-‐focused careers.

§  For environmental educaBon programs that serve adolescents, providing a workforce opportunity may a@ract youth who might otherwise not be inclined to par<cipate, and may further support their sense of self-‐efficacy.


Takeaways for the Field

Appendices

Seven of eight connec<on to the environment dimensions were posi<vely correlated with <mely enforcement of rules and agreements.

Adults in this program

want to see me succeed.

(n=72)

I would feel comfortable asking a program staff

member, adult mentor or professional if I needed a

reference for school or a job (n=71)

There is someone in this program – a staff person, mentor, professional, or other adult – who I can go to for help when

making decisions that are important to me

(n=72)

Instructors, staff, and/or other leaders in this program “walk

their talk” by modeling the

behavior they expect of us (n=78)

When someone breaks our rules or agreements in this program, the issue

is addressed rather than ignored (n=78)

a. It makes me happy to see people take care of the environment ** ** ** b. I feel a personal responsibility to help protect the environment *** c. I am interested in learning more about the environment * * *** d. I am aware of environmental issues facing my community ** * * e. I feel personally impacted by environmental condi<ons in my community

**

f. I speak up and talk with friends and family about issues that affect the environment

**

g. I par<cipate in ac<vi<es that help the environment * * *** h. I am interested in pursuing a career that has to do with the environment

* * *

Suppor<ve Adults Adult Modeling

Appendix A: Tables Related to Suppor<ve Adults

Adults in this program want to see me succeed

(n=69-‐72)

I would feel comfortable asking a program staff member,

adult mentor or professional if I needed a reference for school

or a job (n=69-‐71)

There is someone in this program – a staff person, mentor, professional, or other adult – who I can go to for help when making

decisions that are important to me

(n=69-‐72)

Instructors, staff, and/or other leaders in this program “walk their talk” by modeling the behavior they expect of

us (n=71-‐74)

When someone breaks our rules or agreements in this program, the issue is addressed rather than ignored (n=71-‐74)

a. Even when I don’t know how to do something right away, I can learn how * *

b. I believe I will succeed in my future jobs. *

c. I am confident that I can do well on many different professional tasks * ** *

d. I can reach my goals if I try

e. I can remain calm when facing difficul<es * *

f. When I am confronted with a problem, I can usually find several solu<ons. * *

g. When I need help, I know where to go ** **

To some extent, par<cipants who reported greater agreement with various statements about suppor<ve adults also tended to report greater improvement in self-‐efficacy. Suppor<ve Adults Adult Modeling

Appendix A: Tables Related to Suppor<ve Adults

Even when I don’t know how to do something right away, I can learn

how (n=72)

I believe I will succeed in my future jobs (n=74)

I am confident that I can do well on many different professional

tasks (n=73)

I can reach my goals if I

try (n=74)

I can remain calm when

facing difficul<es (n=71)

When I am confronted with a problem, I can usually find several

solu<ons (n=73)

When I need help, I know where to go

(n=72)

a. It makes me happy to see people take care of the environment

** ** *** * ** *** ***

b. I feel a personal responsibility to help protect the environment

* * * * * c. I am interested in learning more about the environment

** *** * ** ** ** d. I am aware of environmental issues facing my community

** ** ** ** * * *** e. I feel personally impacted by environmental condi<ons in my community

* ** * ** ** * f. I speak up and talk with friends and family about issues that affect the environment

** * * ** ***

g. I par<cipate in ac<vi<es that help the environment ** * * *

h. I am interested in pursuing a career that has to do with the environment

*** ** ** * * * **

Par<cipants who reported greater improvement on self efficacy measures also tended to report greater improvement in connec<on to the environment.

Appendix B: Connec<ons Between Outcomes

Youth who tended to report greater improvement in professional skills also tended to report greater improvement in connec<on to the environment (and vice versa).

It makes me happy to see people take care of the environment (n=62-‐72)

I feel a personal responsibility to help protect the environment (n=62-‐72)

I am interested in learning

more about the environment (n=62-‐72)

I am aware of environmental issues facing

my community (n=62-‐72)

I feel personally impacted by environmental condi<ons in my

community (n=62-‐72)

I speak up and talk with friends and family about issues that affect the environment

(n=62-‐72)

I par<cipate in ac<vi<es that help the environment (n=62-‐72)

I am interested in pursuing a career that has to do with the environment (n=62-‐72)

a. Communica<ng effec<vely with a supervisor ** ** ** ** ** * * b. Working well with others on a team * ** c. Working well with a supervisor ** ** * *** ** * ** d. Rela<ng well with other people * *** *** ** *** *** e. Managing my <me ** *** *** * *** ** ** ** f. Following direc<ons * ** *** ** *** ** * g. Showing up on <me ** ** ** * ** h. Leading my peers ** ** * *** ** ** ** i. Knowing my schedule * ** ** * * j. Handling disagreements produc<vely

** ** *** ** ** *** k. Dressing appropriately * *** ** * ** ** l. Being responsive to texts and email ** * * * * *

Appendix B: Connec<ons Between Outcomes

www.learningforacBon.com 170 Capp Street, Suite C | San Francisco, CA 94110

For more informaBon about the Workforce Development Cluster Study, please contact Frances Tompkins ([email protected]) or Jessica Xiomara García ([email protected]).

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