1 / 17

Presented by: Nia Imani Fields, Kendra Wells, Manami Brown & Alganesh Piechocinski

*Engagement* Preparation for the Real World: An Entrepreneurship & Workforce Readiness Training Model. Presented by: Nia Imani Fields, Kendra Wells, Manami Brown & Alganesh Piechocinski. Today we will discuss….

dixon
Télécharger la présentation

Presented by: Nia Imani Fields, Kendra Wells, Manami Brown & Alganesh Piechocinski

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. *Engagement*Preparation for the Real World:An Entrepreneurship & Workforce Readiness Training Model Presented by: Nia Imani Fields, Kendra Wells, Manami Brown & Alganesh Piechocinski

  2. Today we will discuss… • Introduction to the Maryland 4-H Entrepreneurship & Workforce Readiness (EWR) Model • Key Components of EWR Model • Implementation • Project Outcomes & Evaluation

  3. But before we begin… • Ice Breaker!

  4. How did this all begin?… • Program Goals • Teach youth/adult 4-H teams facilitation skills, and curricula on workforce readiness and entrepreneurship programs targeted to middle and high school youth in educational settings. • Teach youth/adult participants the connection between personality assessment and career choice. • Increase the number of 4-H entrepreneurship and workforce programs statewide. • Increase dialogue/recommendations for creative community collaborations around workforce readiness and entrepreneurship programming. • Transfer what they have learned by implementing business ventures in their educational programs and/or communities (via entrepreneurship clubs, workshops, newly developed businesses, etc.).

  5. Training Teams… Baltimore City Team Baltimore County Team Montgomery County Team

  6. Workforce & Entrepreneurship Partnership… • The research on Workforce Readiness (WR): • Increased academic success • Enhanced decision making skills • Increased opportunities for higher paying jobs • Leads to community economic prosperity • The research on Entrepreneurship programs: • National survey reports 4 in 10 young people ages 8-21 are interested in owning their own business • 99.9% of U.S. companies are small businesses (>500 employees) • Leads to community economic prosperity • Natural collaboration between Workforce Readiness & Entrepreneurship • Skills gained from WR can prepare youth to be successful Entrepreneurs. • Research shows that these program areas contribute to the overall well being and healthy development of youth.

  7. Sample Activity… • The Interview

  8. Importance of Youth/Adult Partnerships… • The research on Youth/Adult Partnerships: • Youth benefit from partnerships with adults when they are seen as individuals who are competent and able to contribute to important decisions that impact their communities. • Associated with a decrease in risk behaviors, stronger communication skills and leadership experience, increased status and stature in the community, and improved competencies and self-esteem. • Youth-targeted programs that involve youth in the program design, implementation, and evaluation stages are inclined toward increased relevancy and effectiveness.

  9. Sample Activity… • Two truths and a Lie

  10. Key Elements of Model…

  11. Implementation… • Funded with a $15,000 grant to develop a statewide EWR training model. • A needs assessment survey was administered via Zoomerang to 4-H educators. • Recruited and trained EWR 4-H youth/adult teams from Baltimore City, Montgomery and Baltimore counties. (Tier 1) • The EWR youth/adult teams participated in Train-the-Trainer Workshops and team building activities between June-October. Curricula included: • “Be the E” Entrepreneurship and Getting into the Act along with other supporting training, resources and materials. • EWR youth/adult teams lead statewide training reaching 16 youth and 31 adults, representing 11 counties/city. (Tier 2)

  12. Implementation Continued… • 7 youth/adult teams, representing 5 counties/city were awarded mini-grants to implement programs in their local communities with an intended reach of 200 youth/adults (Tier 3) • Overview of the different EWR Models within the mini-grant proposals: • Camp • Club • Afterschool Programs • Community Programs • Networking Activity

  13. Outcomes and Evaluation… • Process Evaluation • What we learned about project implementation • Outcome Evaluation • What the teams learned and accomplished

  14. EWR Process Evaluation… • Train the Trainer End of Session Responses • Relevant • High quality • Useful • Worthwhile • EWR Training for County/City Teams End of Session Responses • I learned a lot and it was a good experience. • Everything went very smoothly. • It was long, but worth it. • Very organized! Nice to see the teamwork. • Too much information in time allotted for training

  15. EWR Outcomes… • Number of Youth/Adult Teams Trained • 3 Training Teams (11 youth & 5 adults) • 11 County/City Teams (16 youth & 31 adults) • Knowledge Assessment • Trainers and Trainees gained knowledge in the four key areas – Personality Traits, Workforce Readiness, Entrepreneurship, Facilitation (pre/post tests) • Knowledge Transfer • Mini-Grant Proposals submitted by 7 teams

  16. Castellano, M., Stringfield S., & Stone III, J.R. (2003). Secondary career and technical education and comprehensive school reform: implications for research and practice. Review of Educational Research, 73(2), 231-272 Entwisle, D.R., Alexander, K.L., & Olson, L.S. (2000). Early work histories of urban youth. American Sociological Review 65(2), 279-297. Hughes, K.L., Bailey, T.R., & Karp, M.M. (2002). School-to-work: Making a difference in education. Phi Delta Kappan 84(4), 272-279. Israel, G.D., Beaulieu, L.J., & Hartless, G. (2001). The influence of family and community social capital on educational achievement. Rural Sociology 66(1), 43-68. Kauffman- The Foundation of Entrepreneurship. (2007). Young People Want to Be Their Own Boss to Realize Their Ideas. www.kauffman.org. March 25, 2009 National 4-H Cooperative Curriculum System, Inc. (2004). Be the “E” Entrepreneurship. National 4-H Cooperative Curriculum System, Inc. (2004). Get In the Act. Russel, S., Polen, N., & Hoffman Tepper, K. (2008). Building Partnerships for Youth.http://cals cf.calsnet.arizona.edu/. March 24, 2009 Schoenhals, M., Tienda, M. & Schneider, B. (1998). The educational and personal consequences of adolescent employment. Social Forces77(2), 723-7 Small Business Administration. (2008). www.sba.gov/advo. March 24, 2009. Resources…

  17. Nia Imani Fields University of Maryland Cooperative Extension 410-666-1025 Nfields@umd.edu Kendra Wells University of Maryland Cooperative Extension 301-314-7317 klwells@umd.edu Alganesh Piechocinski University of Maryland Cooperative Extension 301-590-2804 algapie@umd.edu Manami Brown University of Maryland Cooperative Extension 410-856-1850 ext. 111 mbrown4@umd.edu Contact Information…

More Related