1 TBG140917_YU_MC materials_Pre-read_v5 Our direct service will grow, but much of our impact will come through enabling others to act 100,000 10,000 1,000

1TBG 140917_YU_MC materials_Pre-read_v5

Our direct service will grow, but much of our impact will come through enabling others to act

100,000

10,000

1,000

2014 2015 2016 2017 2018 2019 20200

Opportunity youth served per year (log scale)

Year Up

Year Up-influenced

organizations

Leverage Growing Alumni Community

Expand Investment in Systems Change


Share What We Know is one of our strategies to drive systems change and change practices

Through our Share What We Know efforts, we will catalog, synthesize,

codify and eventually share our knowledge, expertise and assets such that others can successfully develop pathways to serve Opportunity Youth

and close the Opportunity Divide.


Through SWWK, we are looking to amplify our impact, beyond the young people served by direct service

The next leap is to see nonprofits as catalytic agents of change. We must begin to…understand nonprofits not merely as organizations housed within four walls, but as catalysts that work within, and change, entire systems. -Leslie Crutchfield and Heather Grant, Forces for Good

It is no longer sufficient simply to scale what works in an incremental manner…Social sector pioneers have started to tackle an even more fundamental question: How can we grow our impact to actually solve problems we care about? In short, how can we achieve truly transformative scale?

-Jeff Bradach and Abe Grindle, Stanford Social Innovation Review, 2014


In 2015, we have begun to determine which portions of Year Up can be codified

Frog Engagement: Codification and Sharing of Professional Skills and Community/Support

Grads of Life Employer Technical Assistance Research

Employer Engagement and Admissions Codification

Bridgespan Transformative Impact Lab

Catalog Synthesize Codify Share

Deconstructing and Packaging Year Up

Exploring “How” and Potential Impact


Year Up creates a bridge between young adults and the professional world

5

WORKFORCEYoung adults enter the workforce

Employers request skills training

INTERNSHIPCURRICULUM Hard Skills | BC | Pro Skills

COMMUNITY | SUPPORT | GUIDANCE

PROFESSIONAL SKILLS

MATCHINGMatch the right intern to the right employer and have the appropriate structures in place to create a strong relationship.

TRANSLATIONUnderstand the skills employers require and create or curate the right curriculum and professional skills to fulfill that need.


Year Up’s Definition of Professional Skills

EMPOWEREDLife & Leadership Skills

• Demonstrates self-awareness

• Exhibits resourcefulness

• Perseveres through challenges

• Embraces lifelong learning

• Actively participates in closing the Opportunity Divide

PROFESSIONALKnowledge & Skills

• Embodies professional norms (e.g., navigation, communications, customer service skills)

• Demonstrates motivation in both education and career

• Takes initiative• Communicates well• Collaborates

effectively

IN-DEMANDTechnical Knowledge & Skills

• Thinks critically and problem solves

• Demonstrates the required foundational technical skills

• Applies skills effectively

• Learns relevant new skills

CAREER READYLife & Leadership Skills

• Possesses the tools and tenacity to secure a professional job

• Markets him/herself to employers

• Cultivates professional networks

• Documents a career advancement plan


Activity 1: Complete the Career Readiness Skill Set

Step 1: These are some of the skills that have we currently teach at YU. On the blank cards write down any skills that you see are missing.

Step 2: Are there any skills that are too big to capture with just one card? Break up that skill with sub-skills that may need to scaffold in (ex: Problem Solving might not be a stand-alone skill but rather an aggregation or outcome of learning other skills)

Step 3: Arrange the skills on a spectrum from ‘Master in short amount of time’ to ‘Master in long amount of time’. No skill can occupy the same spot.


Activity 2: Small, Medium, Large

Step 1: Creating a Medium size training course: In a medium size training course, you will only have time to teach half the skills. As a group select which skills MUST be included and organize them in the way in which they should be taught. Consider how you might scaffold the skills over time and on a sheet of paper, describe how this medium sized training course might play out: how often are classes held, how long is the course? Step 2: Creating a Small size training course: Now with a color sticker dot, select which skills you would down-select to if you could only teach a quarter of the skills. Would you scaffold these any differently than for your Medium size course?


What’s Ahead: In 2016, we will focus on codification and setting up pilots

2015 Q1 & Q2 2016

Q3 & Q4 2016 2017

GOAL:• Identify key areas to

codify and share• Begin to brainstorm

how to package that knowledge

ACTIVITIES:• Frog engagement to

identify differentiators• Frog engagement to

test ideas for codifying professional skills and support

• Transformative Impact to explore different models for SWWK

• Clarify areas of knowledge to package

GOAL:• Complete initial

packaging of knowledge areas

• Identify partners for pilots

ACTIVITIES:• Complete frog

engagement and micro-trial re: professional skills and support

• Package employer relationship knowledge and admissions/pipeline work

• Align around channel and unbundling for pilots

• Determine area of focus for pilots and identify partners

GOAL:• Pilot Share What We

Know Models (2)• Develop business plan

for work moving forward

ACTIVITIES:• Run two SWWK pilots• Assess pilots monthly• Develop goals and

business plan for 2017

GOAL:• Build capacity and

secure resources for work moving forward

• Launch work or business

ACTIVITIES:• Vet and finalize

business plan• Secure necessary

resources and hire staff