CONSTRUCTION OF PROGRAM
THEORY:
USING THEORY OF ACTION AND
THEORY OF CHANGE
THEORY OF CHANGE:
For greater readability, the information was taken out of table format in some areas but the format is included to show how the information would follow.
EARLY YOUTH PARTICIPATION IN THE LABOUR MARKET
EARLY YOUTH PARTICIPATION IN THE LABOUR MARKET
| THEORY OF CHANGE | |||
| Problem/Situation Overview: Evidence? | Evidence/ Research Findings: | Assumptions: What conditions are needed? What resources are required? | External Factors: Resources? Barriers? Bigger picture challenges? |
Problem/Situation Overview
- Youth participation in labour market trends showing a delaying the choice to work until later years.
- Youth have no frame of reference of the expectations of paid work
Evidence/Research Findings:
In it’s 2005 Economic Insights Brief, Stats Can Reported
“From 1989 to 1997, the participation rate of 15- to 19-year-olds had fallen 11.7 percentage points to 43.3%, almost double the decline between 2008 and 2014. The reasons for the earlier drop were similar to those for the more recent one. Lower labour force participation among students accounted for 69% of the decrease; the remainder was the result of a higher enrolment rate (19%) and lower labour force participation among non-students (10%).”
- Early experience in work supports youth in growing, maturing and gaining skills that will extend into the future as contributors of success in later years
- Youth who have early work experiences are more successful 10 years beyond the first experience
- Youth who are supported in securing their first work experiences will have access to safer work environments, will know their rights, which will contribute to a better first-work experience.
- Paid work enables choice for pursuing higher learning
External Factors:
RESOURCES
- Employers with labour shortages would be a motivated partner
- Schools willing to partner
- Social service agencies expertise on poverty reduction strategies
- Funding for clothing, gear
- Funding for incentives to hire
- A well developed service network
BARRIERS/CHALLENGE/BIGGER PICTURE
- Attitudes and behaviours of youth against employment
- Generational differences between youth and employers
- High local unemployment
- High competition
- Youth motivation, commitment and follow through
- Digital world means jobs are harder to find and youth have digital footprint
PARENTS ATTITUDES AND PERCEPTIONS
| THEORY OF CHANGE | |||
| Problem/Situation Overview: Evidence? | Evidence/ Research Findings: | Assumptions: What conditions are needed? What resources are required? | External Factors: Resources? Barriers? Bigger picture challenges? |
Problem/Situation Overview:
- Parents contribute to youth attitudes about work.
- Parents support youth in employment in many ways (transportation, support with issues).
Evidence/Research Findings:
Paul Luke’s notations describe the situation:
“Parents and educators are not universally sold on the idea that adolescents should work part-time while going to school. They worry about the impact of jobs on schoolwork and extracurricular activities, and whether it will prematurely push a 15-year-old into a work-life squeeze that’s usually seen as the burden of adults.”
“It gives them an early leg up in their careers,” the Sauder School of Business prof says. “Parents ... should recognize that work is just another extracurricular option that is developmental and educational.”
Assumptions:
- Parents are often unable to see beyond the currency of education (grades and school participation) to value skills and third party validation that the workplace can provide
- Parents often seek help when their children, who have waited to participate in the workplace, who are then have difficulty with confidence, competition with peers who have had work experience
- In order to have the parental support needed for success in the workplace, youth need work that it tailored to their needs (location, hours of work, days of work)
External Factors:
RESOURCES
- Parents who seek to understand the new world of work
- Peer networks can help to change parent attitudes when work results in positive youth gains
- Parent/teacher associations
- Media keen for youth success stories locally
BARRIERS/CHALLENGE/BIGGER PICTURE
- Community perceptions that youth are lazy, unmotivated, will not contribute to business
- Youth need significant training investment from their employers
- Youth who are un-tested by other employer represent risk to current employers
COMPETITION IN THE LABOUR MARKET
| THEORY OF CHANGE | |||
| Problem/Situation Overview: Evidence? | Evidence/ Research Findings: | Assumptions: What conditions are needed? What resources are required? | External Factors: Resources? Barriers? Bigger picture challenges? |
Problem/Situation Overview:
- Youth need to develop persuasive skills to be chosen for future positions
- Youth grow in skill by practicing job search and career planning
- While Co-op, internship and volunteer experiences offer skills and competencies, the positions youth hold are non-competitive and do not mimic the demands of the workplace
- Work for pay is an opportunity to learn the demands of the workplace, first hand, and in such a way where consequences to choice and behaviour result that are not as evident in co-op
- Workplaces are ill-structured domains and youth, who are coming from well-structure domains need experience in real-world problem-solving in order to be effective
Evidence/Research Findings:
Luke noted:
“The researchers used Statistics Canada data to track a target population of 246,661 15-year-olds. They tracked their work history over a 10-year period.
One of the study’s striking findings is that 15-year-olds who work longer part-time hours during school earn 25 per cent more at age 23 than those without that experience.
“A plausible explanation is that those adolescents who study and work at the same time are more likely apt in time management skills and can secure higher income jobs,” the study says.
“Compared to their peers with little or no work experience, adolescents who work longer hours have more impressive resumés, better references and a deeper knowledge of how organizations operate in general, all of which lead to securing higher income jobs.” (Luke)
Assumptions:
- Participating in paid work is the best workplace education possible for youth, resulting in self-efficacy, resilience and the development of judgement and problem solving skill.
- Youth need to understand how to become more valuable assets to employers, thereby overcoming the barriers caused by competition in the workplace
External Factors:
RESOURCES
- Job developers reduce competition for participating youth
- Incentives make Job Trials a risk-free endeavour
- Skills identification often leads youth to greater motivation and self-efficacy
- Community is a tourist destination- tourism industry allows youth access to lower skill positions
- Co-ops, internships, youth programs and volunteerism make youth more competitive
BARRIERS/CHALLENGE/BIGGER PICTURE
- Youth apathy about the world of work
- Role models often have debt that affords a lifestyle desired by youth making the expectation of youth unrealistic by comparison, which can be discouraging to working youth
| THEORY OF CHANGE | |||
| Problem/Situation Overview: Evidence? | Evidence/ Research Findings: | Assumptions: What conditions are needed? What resources are required? | External Factors: Resources? Barriers? Bigger picture challenges? |
Problem/Situation Overview:
- The world of work is changing rapidly
- Career paths that were once clear and well-structured are no longer so
- Career choices can be overwhelming in number and design
- Parents understand career planning differently than today’s youth
- There are no guarantees with career pathways, nor education training
Evidence/Research Findings:
Luke noted:
“The researchers used Statistics Canada data to track a target population of 246,661 15-year-olds. They tracked their work history over a 10-year period.
One of the study’s striking findings is that 15-year-olds who work longer part-time hours during school earn 25 per cent more at age 23 than those without that experience.
“A plausible explanation is that those adolescents who study and work at the same time are more likely apt in time management skills and can secure higher income jobs,” the study says.
“Compared to their peers with little or no work experience, adolescents who work longer hours have more impressive resumés, better references and a deeper knowledge of how organizations operate in general, all of which lead to securing higher income jobs.” (Luke)
Assumptions:
- Participating in paid work is the best workplace education possible for youth, resulting in self-efficacy, resilience and the development of judgement and problem solving skill.
- Youth need to understand how to become more valuable assets to employers, thereby overcoming the barriers caused by competition in the workplace
External Factors:
RESOURCES
- Job developers reduce competition for participating youth
- Incentives make Job Trials a risk-free endeavour
- Skills identification often leads youth to greater motivation and self-efficacy
- Community is a tourist destination- tourism industry allows youth access to lower skill positions
- Co-ops, internships, youth programs and volunteerism make youth more competitive
BARRIERS/CHALLENGE/BIGGER PICTURE
- Youth apathy about the world of work
- Role models often have debt that affords a lifestyle desired by youth making the expectation of youth unrealistic by comparison, which can be discouraging to working youth
PRECARIOUS EMPLOYMENT
| THEORY OF CHANGE | |||
| Problem/Situation Overview: Evidence? | Evidence/ Research Findings: | Assumptions: What conditions are needed? What resources are required? | External Factors: Resources? Barriers? Bigger picture challenges? |
Problem/Situation Overview:
- The lack of full time, stable jobs is expected to be a persistent problem for today’s youth
Evidence/Research Findings:
Canada 2020 comments:
“For youth, the consequences of underemployment may
Assumptions:
- Youth need to understand the issues associated with precarious employment, including creating flexible plans of action, investing in life long learning and budgeting for periods of unemployment
External Factors:
RESOURCES
- Employment centres are a hub for employers and youth workers to connect, taking the difficulty out of job searching
BARRIERS/CHALLENGE/BIGGER PICTURE
- Youth apathy about future planning
- Youth unwilling to invest in higher learning when outcome is uncertain
SMALL BUSINESS RELATED JOB GROWTH
| THEORY OF CHANGE | |||
| Problem/Situation Overview: Evidence? | Evidence/ Research Findings: | Assumptions: What conditions are needed? What resources are required? | External Factors: Resources? Barriers? Bigger picture challenges? |
Problem/Situation Overview:
- Small business is responsible for largest job growth. Youth need to know how to fit the needs of small business
- Youth entrepreneurship skills will be important for the youth generation to deal with precarious employment
Evidence/Research Findings:
Canada 2020 Provides the following insights:
“According to Industry Canada, small businesses have created over 100,000 jobs, on average, between 2002 and 2012, accounting for almost 78% of allprivate sector jobs created during this period. Of those small businesses, close to 5% are classified as high-growth firms and are responsible for 45% of new job creation in Canada.” (p.19).
Assumptions:
- Youth need mentors who can help them to consider entrepreneurship as a viable option
- Youth often lack capital or investors and need networks that encourage entrepreneurial thinking and access to funds to enable entrepreneurship
External Factors:
RESOURCES
- Mentor for youth entrepreneurs
- Funding for business start up
- Established networks for business promotion
BARRIERS/CHALLENGE/BIGGER PICTURE
- Many businesses do not succeed beyond 3-5 years
- Youth lack the skill needed to address business issues
| RESOURCES FOR THEORY OF CHANGE:
Luke, Paul (2014). Hey Kid, Get a Job. The benefits of Youth Work Experience Extend Far Into Adulthood, And It’s Not All About The Money.” The Province. http://www.theprovince.com/business/benefits+youth+work+experience+extend+into+adulthood+about+money/10102068/story.html
A challenge to Canada achieving its’ full economic potential. . Canada 2020 Unemployed and Underemployed Youth. http://canada2020.ca/wp-content/uploads/2014/11/2014_Canada2020_PaperSeries_EN_Issue-04_FINAL.pdf
Economic insights. Statistics Canada. 11-626-x no. 052. (2015).
http://www5.statcan.gc.ca/olc-cel/olc.action?objId=11-626-X&objType=2&lang=en&limit=0
LaRachell-Cote, Sebastien. (2013). Employment stability amoung young workers. Labour Market Research Papers- Statistics Canada. 75-004-M.
http://www.statcan.gc.ca/pub/75-004-m/75-004-m2013001-eng.htm
|
THEORY OF ACTION:
Theory of Action, I found my thoughts again where organized using the following:
| THEORY OF ACTION USING A LOGIC MODEL | ||||
| INVESTMENTS | PARTICIPATION | ACTIVITIES | LONG TERM OUTCOMES | SHORT TERM OUTCOMES |
| IF WE USE RESOURCES: | IF WE LEVERAGE PARNTER-SHIPS | IF WE PROVIDE YOUTH OPPORTUNITY/ EXPERIENCES | THEN WE: WILL EXPECT TO SEE RESULTS FOR YOUTH IN THE SHORT TERM | THEN WE: WILL EXPECT TO SEE LONG TERM CHANGES IN THE LIVES OF YOUTH |
FOR GREATER DETAIL, CLICK ON CHART BELOW:
THIS CHART CAN BE VIEWED IN GREATER DETAIL AT:
https://www.lucidchart.com/documents/edit/bd40818e-35ec-4fb9-befa-d8896a59fe64#
INVESTMENTS
STAFF SUPPORT
- Dedicate Employment Counsellor staff who understand modern themes in youth employment
- Assign Job Developers to market clients to employers
- Support financial processes with Finance staff
- Use of existing agency assessment licenses and memberships for assessment, career planning and placements
PHYSICAL RESOURCES
- Secure workshop space
- Share resource centre space, computers and office equipment
MARKETING RESOURCES
- Invest in an advertising and promotions campaign for target audience, including website information and virtual resource centre
EXISTING NETWORKS
- Link with existing employer, education, social services partnerships at the local level
PARTICIPATION
YOUTH
- Support youth in employment and career planning processes
PARENTS
- Engage parents as a partner for success
COMMUNITY AND EDUCATIONAL PARTNERS
- Engage community education and social service partners in participation
EMPLOYERS
- Invite employers to participate
ACTIVITIES
PRE-EMPLOYMENT COUNSELLING
WORKSHOPS
- Provide workshops covering a range of pre-employment topics (interviewing, resumes, expectations of employers, career planning), in modes that are flexible (on demand, evening, during school)
SAFETY TRAINING
- Encourage participation in WHMIS
- Encourage completion of Worker Safety in 4 Steps
- Ensure that youth have the safety gear needed
WORKPLACE AWARENESS
- Orient to employment standards and human rights, as they relate to the Acts
RESUME BUILDING
- Offer youth guided resume building session with employment counsellors to assist in skills identification
CAREER PLANNING SUPPORT- Provide career planning resources and supports in one-to-one formats, online “ask a counsellor” web features and workshops on related topics
EDUCATIONAL PLANNING
- Link you th to services at colleges and universities
EMPLOYER OUTREACH
- Use existing networks to build awareness
EMPLOYER MATCHING
- Match employers seeking employees to available youth who have not worked before
EMPLOYER INCENTIVES
- Provide $300 incentives for up to 15 participants
PURCHASE WORK CLOTHING AND GEAR
- Provide up to $300 in clients supports for up to 5 participants
SHORT TERM OUTCOMES
QUANTITATIVE
- Engage 100 youth in general workshop participation
- Assist 75 youth in resume building their first resume
- Train 50 youth in workplace safety
- Orient 50 youth who have never worked in employment standards and human right
- Secure 10-15 youth job matches with $300 incentives to hire youth who have never worked before
- Provide 1-5 youth with the clothing, gear and supplies that are required for work in a $300 allowance ($600 if accommodating for a disability)
QUALITATIVE
- Make youth aware of rights and responsibilities on the job and the available resources to assist them when questions arise
- Provide parents with a supportive third party to assist youth in branching out from parents and educational support
- Provide schools with support for youth to learn the expectations and demands of the labour market in a transitional approach
- Provide social service networks with a service option designed for youth
- Support youth in making career choices and educational plans that support their choices
- Connect youth with programs that support next steps with work or education, making higher education a greater future possibility
LONG TERM OUTCOMES
QUANTITATIVE
- 100% of participating youth will have a resume for future skill building
- 100% of the participating youth will work safely on the job
- 100% of participating youth will experience fewer barriers to work when compared to other youth
- 85% or greater of youth will report satisfaction levels at level 4 (would generally recommend) or 5 (would highly recommend) services 12 months, post program
- Participating youth will comment on change in confidence, value of experience and workplace knowledge from pre-program levels
- 69% of participating youth will remain employed at 12 month follow up, either with program employer or other employers
- 85% or greater of participating employers will report satisfaction levels at level 4 (would generally recommend) or 5 (would highly recommend) services 12 months, post program
QUALITATIVE
- Participating youth will have experienced the workplace in order to scaffold with future experiences
- Participating youth will have learned how to juggle school and work in order to thrive in post-secondary work experiences
- the workplace needed to thrive within it
- Youth will better navigate the school to work transition at the high school and post secondary levels
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