susan p. curnan, principal investigator center for youth and communities heller school for social...
TRANSCRIPT
Susan P. Curnan, Principal InvestigatorCenter for Youth and Communities
Heller School for Social Policy and Management, Brandeis University
INNOVATING UNDER PRESSURE:The Evolving Story of the 2009 Summer Stimulus
in Four Featured CommunitiesUSDOL YOUTH SUMMITS: CHICAGO and DALLAS
Agreement #: MI-19096-09-60-A-25CFDA#: 17.262
U.S. Department of LaborEmployment and Training Administration
Office of Policy Development and Research
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Sources: Chicago, Detroit, Phoenix & Maricopa County, Indianapolis & Marion County Interviews and http://www.wordle.net/
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IT HAPPENED!
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THREE GOALS TODAY
1. Introduction to Brandeis Study2. Snapshot of Evolving Findings:
Management Innovations and Best Practice
3. Discussion of Policy, Program and System Design Implications
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THE BRANDEIS STUDY
• Conduct special documentation to capture “best practices” & management innovations in summer youth employment programs and identify challenges.
• Learn & disseminate lessons from unprecedented summer program in a way that inspires & motivates local communities to mobilize positive & creative opportunities for youth transition to adulthood.
• Help USDOL/ETA & philanthropic partners identify policy, programs & system design implications.
• Produce four case studies & overarching lessons learned and recommendations report.
Objectives
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THE BRANDEIS STUDY
Appreciative InquiryAn approach to organizational change that focuses and builds on the strengths and potential of an organization
(Cooperrider & Srivastva, Case Western University)
Every organization has something that works right – things that give it life when it is most alive, effective, successful, and connected in healthy ways to its stakeholders and communities.
AI begins by identifying what is positive and connecting to it in ways that heighten the energy, vision, and action for change.
Method
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THE BRANDEIS STUDY
On-site Activities
Interviews Focus Groups Participant Observation Performance Reports Literature Review
Method (continued)
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INNOVATINGUNDER PRESSURE
A Public-Private Funding Model for the Brandeis Study–An Innovation in Itself!
USDOL Grant to Center for Youth and Communities in partnership with Sillerman Center for the Advancement of Philanthropy, Heller School for Social Policy and Management, Brandeis University
Co-Investment by Philanthropic Partners The Skillman Foundation Kresge Foundation Lilly Endowment Michael Reese Health Trust Partners for New Communities Fry Foundation Chicago Community Trust
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WHAT HAS THEBRANDEIS STUDY REVEALED?
SNAPSHOT OF EVOLVING FINDINGS
Management Innovations
Best Program Practices
in•no•va•tion noun
1: the introduction of something new
2: a new idea, method, or device
“innovation.” Merriam-Webster Online Dictionary. 2009.Merriam-Webster Online. 16 November 2009
<http://www.merriam-webster.com/dictionary/innovation>
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MANAGEMENTINNOVATIONS
Learning disabilities may be tragic in children, but they are fatal in
organizations. Because of them, few (organizations) live even as long as a person – most die before age forty.
- Peter Senge
StructureDisciplineLearning(Sustainability)
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STRUCTUREFOUR FEATURED COMMUNITIES —
FOUR DISCRETE OPERATING/MANAGEMENT MODELSJULY 2009
DETROIT Strong City-Intermediary Collaboration and Philanthropic Leadership Provides
Meaningful Work Experiences
CHICAGO Inventive City “Hub” Model Provides Youth Development Experiences at Worksites
INDIANAPOLIS and MARION COUNTY Dedicated IPIC Uses Key Partnerships to Link Education and Work Experience
PHOENIX and MARICOPA COUNTY Streamlined City-County Coordination Provides Meaningful Work Experiences
Across Urban, Suburban, and Very Rural Areas
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DISCIPLINE
The Discipline of Innovation (Peter Drucker)
Focus on Mission Results Orientation Monitoring for Continuous
Improvement/Commitment to Evaluation as a Management and Learning Tool
Resiliency
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LEARNING
KNOWING UNDERSTANDING THINKING LEARNING
PHILOSOPHY Dedication to the one best way: Predictable, controlled, efficient.
Dedication to strong cultural values which guide strategy and action. Belief in the “ruling myth.”
A view of business as a series of problems.
If it’s broke, fix it fast.
Examining, enhancing, and improving every business experience, including how we experience.
MANAGEMENT PRACTICES
Maintain control through rules and regulations, “by the book.”
Clarify, communicate, reinforce the company culture.
Identify and isolate problems, collect data, implement solutions.
Encourage experiments, facilitate examination, promote constructive dissent, model learning, acknowledge failures.
EMPLOYEES Follow the rules and don’t ask why.
Use corporate values as guides to behavior.
Enthusiastically embrace and enact programmed solutions.
Gather and use information; constructively dissent.
CUSTOMERS Must believe the company knows best.
Believe company values insure a positive experience.
Are considered a problem to be solved.
Are a part of a teaching/learning relationship, with open, continuous dialogue.
CHANGE Incremental, must be a fine tuning of “the best way.”
Only within “ruling myth.”
Implemented through problem-solving programs, which are seen as panaceas.
Part of the continuous process of experience-examine-hypothesize-experiment-experience.
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NOBEL LAUREATETONI MORRISON
“When certainty of knowing is not accompanied by constant learning, you reach a plateau – it can be at forty, it can be at eight. It’s true in every discipline:
most people, after a certain point, don’t want to learn anything new because they’ve spent years solidifying,
clarifying, analyzing, coming to terms with all the knowledge that comes from experience. To
constantly learn and change is frightening to most people…that is when you freeze history, when you
pass it on as performed, already made, already understood, already furnished. And that kind of
history is not porous. If it is not porous, if it doesn’t translate, then it is a museum piece.”
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ZOOM LENS ONBEST PRACTICE
Criteria– Meaningful work– Relationship with competent, caring adults (high
quality staff & worksite supervisors)– Youth development principles in place for positive
developmental settings– Opportunity to combine work & learning &
acquire marketable skills (local needs)– Age & stage appropriate placements & tasks– Evidence of partnerships/coordination for
“systems of support and opportunities”
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EXAMPLES OFBEST PRACTICE IN
FOUR FEATURED COMMUNITIESINNOVATIVE PUBLIC-PRIVATE
WORKSITES GREEN JOBS JOBS IN THE ARTS
DETROIT CVS Caremark Workforce InitiativeU Michigan Youth Engaged in Community ResearchDetroit Junior CadetsYoung Detroiters Magazine
Greening of Detroit—Johnson Controls and SCA PartnershipsD Farm, sustainable urban farming
The Arts Place—applied training and work experience in a discipline
CHICAGO Museum of Science & IndustryUrban Health Initiative/U Chicago Medical CenterChicago Public Schools Health and Fitness Program
SER Energy AuditsCommunity Gardens
La Casa Norte Homeless Youth Performer Program—multimedia work experience
INDIANAPOLIS & MARION COUNTY
Health Careers Program in HospitalGEO Foundation/Charter School Marketing
Natural Resource Management with Indianapolis Parks & Recreation—greenways, trails management and research
N/A
PHOENIX & MARICOPA COUNTY
Lotus Wei and Wei of ChocolateRobotics with 3 ManufacturersEntrepreneurship Internships at CC
N/A N/A
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YOUTH SUMMER JOBS 2009:THE PROMISE AND THE CHALLENGE
Moving From Through To Grim economic crisis
throughout country Dramatic social, economic,
political consequences ARRA 2009 passes President’s watch words:
“quickly, wisely” with “accountability & transparency”
TEGL 3/2009 USDOL/ETA BIG PUBLIC EXPECTATIONS No recent, large scale
federal summer jobs program—little infrastructure/ institutional memory
Little planning time! “stuttered” start-upStates & WIBs stepped up without hesitationDepended on partnerships & collaborationShaped summer program to meet local needs both of industry & most vulnerable youthStakeholders demonstrated exceptional commitment, diligence, and hard, smart work and adaptive capacity to “Innovate Under Pressure” both at management/leadership and program levels
Quality jobs for kids– Detroit: 7,000– Chicago: 7,800– Phoenix & MC: 1,200– Indy & MC: 645
Regional economic focus Emerging partnerships &
effective operating models Demonstration of best
practice in each community
Willingness and eagerness to do it again!
Generally “kids want to work”
Reflect & analyze available data to improve next year
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A MIRACLE OCCURS
Working Copy 10.20.09/CYC
Innovating Under PressureThe Story of the Summer 2009 Employment Stimulus
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LEARNING UNDER PRESSURE:MISTAKES, MISCALCULATIONS &
UNKNOWNS IN THE “RE-LEARNING” YEAR
Prepare for creative financing options Streamline eligibility determination, assessment, orientation Create seamless infrastructure for data management
systems, payroll options, etc. (unintended costs to worksites, need for vouchers for transportation and clothing, etc.)
Match jobs/education to participant skills, interests and location
Orient, train and monitor worksites Remember—no one can go it alone: collaborate year round
with all sectors (government, nonprofit, education and philanthropic)
Start planning now for summer 2010—summer is a year-round job!
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POLICY, PROGRAM AND SYSTEM DESIGN POSSIBILITIES
TO THINK ABOUT
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Everyone has partof the answer,
no one has it all
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STRATEGIC ELEMENTS FOR MANAGING COMPLEX CHANGE RESULT
SHARED VISION
+KNOWLEDGE, SKILLS AND
ABILITIES+ RESOURCES + INCENTIVE + OWNERSHIP +
ACTION PLAN
+ EVALUATION =CHANGE &
CONTINUOUS IMPROVEMENT
+Knowledge, Skills and Abilities
+
Human, Financial,
Operational Resources
+ Incentive + Ownership +Feasible
Action Plan+ Evaluation = CONFUSION
Shared Vision
+ +
Human, Financial,
Operational Resources
+ Incentive + Ownership +Feasible
Action Plan+ Evaluation =
ANXIETY, BOTCHED JOB
Shared Vision
+Knowledge, Skills and Abilities
+ + Incentive + Ownership +Feasible
Action Plan+ Evaluation = FRUSTRATION
Shared Vision
+Knowledge, Skills and Abilities
+
Human, Financial,
Operational Resources
+ + Ownership +Feasible
Action Plan+ Evaluation =
GRADUAL, IF ANY, CHANGE
Shared Vision
+Knowledge, Skills and Abilities
+
Human, Financial,
Operational Resources
+ Incentive + +Feasible
Action Plan+ Evaluation =
APATHY OR RESENTMENT
Shared Vision
+Knowledge, Skills and Abilities
+
Human, Financial,
Operational Resources
+ Incentive + Ownership + + Evaluation =
FALSE STARTS/
SHORT-TERM EFFORT
Shared Vision
+Knowledge, Skills and Abilities
+
Human, Financial,
Operational Resources
+ Incentive + Ownership +Feasible
Action Plan+ = PLATEAU
SHARED VISION
+KNOWLEDGE, SKILLS AND ABILITIES
+
HUMAN, FINANCIAL,
OPERATIONAL RESOURCES
+ INCENTIVE + OWNERSHIP +FEASIBLE ACTION
PLAN+
ONGOING EVALUATION
=SUSTAINABLE
CHANGE
1Based on CYC experience in more than 100 communities and early change management research by Mary Lippett, author of The Leadership Spectrum.
CYC SIGNATURE MODEL FOR MANAGING COMPLEX CHANGE1
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TURNING THE TRIANGLEUPSIDE DOWN:
FROM MISMATCH TO REMATCH
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AND THE CHALLENGEIS STILL GREAT -
Americans can no longer count on importing the talent it needs to maintain a dominant position in the global
economy. As the number of jobs requiring only a high school education shrinks, we must cultivate more 21st century
workforce skills domestically. In such an environment, we can ill afford to allow two-thirds of our young people to reach
adulthood without all of the resources they need to compete. We can afford even less to allow more than one-fifth of our children to enter adulthood with little or no hope of success.
Tom Friedman, “The World is Flat” (2005)
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Our job as Academic Activists = “To make knowledge productive” for policy makers, managers, leaders,
practitioners in government, business and nonprofits and “change agents” who want to close the gap
between what we know and what we do on behalf of children, youth and families, particularly those who
are vulnerable as a result of poverty, economic insecurity, gender, homophobia, racism, disease,
ethnic discrimination, disability and age
THE HELLER SCHOOL FORSOCIAL POLICY AND MANAGEMENT
Knowledge Advancing Social Justice