Jump Start: KSAs (Knowledge, Skills, & Abilities) ~ The National Collaborative on Workforce and Disability for Youth (NCWD/Youth)

Providing training and resources for youth service professionals is a critical investment that will benefit youth, organizations, and communities. Research has shown that the professional development of staff leads to better practice with youth, improves program quality, and increases positive youth outcomes. To make the transition from school to adult life and the world of work, adolescents and young adults need guidance and encouragement from caring supportive adults. For most youth, youth service practitioners (adults who work directly with youth) are the face of the workforce development system. Just as youth seek to build the competencies they need to be successful in adolescence and adulthood, the practitioners working with these youth must build the knowledge, skills, and abilities (KSAs) needed to assist them in this endeavor. Connecting youth to the workforce development system requires a mix of competencies from the youth development, education, and workforce development fields.

The U.S. Census has estimated that up to one in eight youth have a disability (some hidden or undiagnosed). It is therefore important for youth service practitioners to be prepared to work effectively with all youth. This is especially important today as programs are increasingly targeting their resources to serving “the neediest youth,” and–considerable overlap exists between these populations and youth with disabilities. For example:

Therefore, success in today’s workforce development system requires that all staff have some familiarity with the field of disability. Such familiarity should include knowing about universal access strategies, disclosure regulations, and the ability to find and connect with appropriate resources for all the young people with whom they are working.

Youth service practitioners with the necessary KSAs can provide all youth with a wider variety of opportunities, resources, and services to maximize their potential and make a positive transition to adulthood and the world of work. Programs and organizations can be more effective when youth service practitioners are equipped with the critical KSAs to do their jobs. The Knowledge, Skills, and Abilities Initiative of the National Collaborative on Workforce and Disability for Youth (NCWD/Youth) has identified key competencies which youth service practitioners, policymakers, organizations, and individuals can use to create effective service delivery systems and resources for the benefit of all youth.

KSA Areas / Overview / Relevance

The KSAs are divided into 10 core areas drawn from the youth development, education, workforce preparation, and disabilities arenas. These KSA areas were developed by reviewing the work of over 70 initiatives from across these fields from organizations that define competencies, deliver training, and/or certify professionals. The ten areas were then validated by stakeholders from the field, youth service practitioners and program administrators through focus groups, an online questionnaire, and several stakeholder meetings.

The validated KSA core competency areas for youth practitioners includes having a basic understanding of the field (or fields) in which they work, including youth development principles, relevant employment law, and applicable disabilities-related procedures. This basic understanding of the field gives practitioners the context in which to do their work and make daily decisions about the best options for the youth with whom they work.

In addition, the ability to communicate with, advocate for, and motivate youth is required. Young people stay longer and are more successful in a program when they are connected with a caring adult. Youth practitioners must also be able to accurately assess each youth who comes through the door, making the proper referrals when needed, and to then complete a person-centered individualized plan. They must involve youth in the planning for their transition through informed choices and personal goal-setting.

Practitioners also need to know how to communicate with families, communities, and employers. Youth do not exist in an isolated box but rather develop in a family and community context. Parents, guardians, and other family members often affect (and are affected by) a young person’s experiences and choices during transition. These important people can better support the youth if they understand the program and its goals.

Community norms and respect can also play a key role in a youth’s program retention. When the community knows that youth are involved in a positive experience, they will often provide needed support and approval to the youth and to youth-serving programs.

Finally, employers, a key piece to the workforce development puzzle, can play their roles more effectively with proper support and information from the organization placing the youth. This communication will improve the experience for the youth, the practitioner, and the employer.

Practitioners must also have a mix of key workforce development KSAs including those relating to workforce preparation and career exploration. They must build the youth’s job readiness and job search skills; identify youth’s strengths and interests; and be aware of industry needs and labor market trends. In addition, practitioners need to have the administrative skills, resources, and program design knowledge necessary to run a successful youth program. They need to know how to create a program schedule, connect to the right resources, and work through the paperwork and data collection systems that are an integral part of any organization that works with youth. It really takes a broad set of skills and very specific knowledge to effectively work with all youth in the workforce development system. (For a detailed list of the specific competencies in each of the 10 Competency Areas, please see the chart below.)

Competency Areas

This chart is excerpted from: Knowledge, Skills, and Abilities of Youth Service Practitioners: The Centerpiece of a Successful Workforce Development System, a white paper published by the NCWD/Youth (KSA white paper in PDF format

or KSA white paper in Word format

). In the table below, the knowledge, skills, and abilities (KSAs) needed to work with all youth in the workforce development system are organized into 10 “Competency Areas,” developed through an extensive review of literature, research, national organization models, federal policy, local program practices, and curriculum conducted by the members of NCWD/Youth. Column one outlines the KSAs needed to work with all youth and column two identifies the additional KSAs necessary to better connect youth with disabilities to workforce development opportunities.

Table 1: Synthesis of Competencies of Youth Service Practitioners
KSAs Needed to Serve All Youth Effectively	Additional KSAs Needed to Serve Youth with Disabilities Effectively
Baseline competencies for all youth service practitioners are listed in the first column. These were synthesized from the work of The John J. Heldrich Center, the YDPA Program, the National Association of Workforce Development Professionals (NAWDP), and others. The second column contains the additional competencies for youth service practitioners working with youth with disabilities. These competencies are a combination of those suggested by the Council on Rehabilitation Education (CORE), the Center for Mental Health Services, the Association for Persons in Supported Employment (APSE), and others.
Competency Area #1: Knowledge of the Field
Knowledge of youth development theory, adolescent and human development Understanding of youth rights and laws including labor, curfew, and attendance Knowledge of self as a youth development worker, including professional ethics and boundaries, confidentiality, and professional development needs and opportunities	Understanding of the values and history of the disability field Understanding of disability laws including Section 504 of the Rehabilitation Act (Section 504), Americans with Disabilities Act (ADA), Individual with Disabilities Education Act (IDEA), and Ticket to Work and Work Incentives Improvement Act (TWWIIA) Knowledge of key concepts and processes including Individualized Education Program (IEP), Individualized Plan for Employment (IPE), transition, due process procedures, parents’ rights, informed choice, self determination, universal access, and reasonable accommodations Understanding of privacy and confidentiality rights as they relate to disability disclosure
Competency Area #2: Communication with Youth
Respect and caring for all youth, including the ability to be open minded and nonjudgmental, develop trusting relationships, and maintain awareness of diversity and youth culture Ability to recognize and address need for intervention (e.g. drug or alcohol abuse, domestic abuse or violence, and depression) Ability to advocate for, motivate, recruit, and engage youth	Knowledge of issues and trends affecting youth with disabilities (e.g. low expectations, attitudinal or environmental barriers, need for social integration) Understanding of disability awareness, sensitivity, and culture Understanding of how to communicate with youth with various physical, sensory, psychiatric, and cognitive disabilities
Competency Area #3: Assessment and Individualized Planning
Ability to facilitate person-centered planning, including the ability to assess goals, interests, past experience, learning styles, academic skills, assets, independent living skills, and needs (e.g. transportation, etc) Ability to involve youth in their own planning process by helping youth to set realistic goals and action steps, make informed choices, exercise self-determination, and actively participate in their own development (includes financial/benefits planning and educational requirements) Knowledge of various assessment tools and strategies and ability to administer assessments (or make referrals, as needed) Ability to track progress and change plans as needed	Ability to ensure appropriate assessment of young peoples’ disabilities (in-house or through referrals, as necessary) Understanding how to use information from assessments and records and recognize implications for education and employment, including any potential need for accommodations and assistive technology Ability to assess independent/ community living skills and needs, including accommodations and supports Understanding of benefits planning, includes Social Security income and health benefits and their relation to working
Competency Area #4: Relationship to Family and Community
Engage/build relationships with family members or other significant persons Resource mapping/ ability to connect youth to community institutions, resources and supportive adults Ability to engage youth in community service and leadership activities	Involving families, guardians, and advocates, including connections to disabilities specific resources & groups Community resources, including disabilities specific resources and organizations
Competency Area #5: Workforce Preparation
Ability to facilitate job readiness skill-building and assess employability strengths/barriers Ability to teach job search skills, including use of technology and the Internet Ability to coach youth, assist in job maintenance, and provide follow-up support Ability to match youth with appropriate jobs and careers, including job analysis and skills standards Ability to involve employers in preparation process	Ability to conduct job analysis, matching, customizing, and carving for youth with disabilities, including accommodations, supports, and modifications Knowledge of support required to place youth in jobs, including what employers need to know about reasonable accommodations, undue burden, assistive technology, funding streams, and tax incentives
Competency Area #6: Career Exploration
Knowledge of technology and online search skills Knowledge of tools and processes for career exploration Ability to engage employers in career exploration Knowledge of workplace and labor market trends	Knowledge of workplace and labor market trends, including options for youth with disabilities such as supported employment, customized employment, or self-employment
Competency Area #7: Relationships with Employers & Between Employer and Employee
Ability to develop relationships with employers Ability to communicate effectively with employers Ability to mediate/resolve conflicts Ability to engage employers in program design and delivery Ability to train employers in how to work with and support young people Customer service skills	Ability to identify, recruit, and provide support to employers who hire youth with disabilities Ability to advocate for youth with disabilities with employers including negotiating job design, job customization, and job carving Ability to train employers and their staff in how to work with and support young people, including providing disability awareness training and information about universal access and design, reasonable accommodations, auxiliary aids and services for youth with disabilities
Competency Area #8: Connection to Resources
Ability to identify a range of community resources (people, places, things, & money) that can assist youth Ability to create relationships and network with other community agencies and potential partners Ability to market own program as a valuable resource to community and a viable partner Ability to build collaborative relationships and manage partnerships Knowledge about different funding streams for youth	Knowledge of community intermediary organizations to assist with disability-specific supports and resources
Competency Area #9: Program Design and Delivery
Knowledge of workforce development system, including technology of workforce development (service management, performance measures, and assessment) Ability to work with groups, foster teamwork, and develop leadership and followership among youth Ability to manage programs and budgets Ability to design programs using best practices (considering age, stage, and cultural appropriateness) Service management skills, including how to set measurable goals with tangible outcomes Ability to evaluate and adjust programs based on outcome measurement and data	Ability to access resources from special education, vocational rehabilitation, community rehabilitation programs, disability income support work incentives, and other disability-specific programs Knowledge of universal access and design, reasonable accommodation, auxiliary aids, and services
Competency Area #10: Administrative Skills
Ability to complete referrals and service summaries using common reporting formats and requirements Written and verbal communication skills Time management skills Strong interpersonal skills/ability to work within a team	Ability to complete disability-specific referrals and service summaries, such as IEP, transition plan, IPE, and In-service Work Plan (IWP)

Audience Answers

The principles and resources provided in this overview of Knowledge, Skills, & Abilities provide a solid foundation for understanding how developing these competencies helps benefit youth making the transition to adulthood and the working world. Additional information can be found in the Research Base and audience sections.

Resources

Research Base — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Initiatives Examined

As an initial step, members of the Collaborative examined the current state of professional requirements, desirable competencies, and opportunities for professional development for staff that work directly with youth in the workforce development arena. A literature review of available material from the fields of workforce development, youth development, and disabilities was completed, including lists of front line worker competencies, training and apprenticeships, and organizational requirements. In total, over 70 initiatives were examined in the creation of a white paper and the draft list of competencies for youth service practitioners.

There were many common competencies across the fields and initiatives. All included knowledge of the field in which you are working, knowledge of the “clients” you are working with (youth, persons with disabilities, job seekers, etc), connection to families/community, connection to resources, some form of collaboration (with employers, programs, etc), program design/planning, use of resources, and of course, administration/management skills. The Department of Labor’s Youth Development Practitioner Apprenticeship model was chosen as the organizing framework for the KSA’s 10 Competency Areas because of its intentional inclusion of both youth development and workforce development. Appendices A & B of the white paper (KSA white paper in PDF format

, KSA white paper in Word format

) list many of the initiatives reviewed and the common competencies found across them.

Validation by focus groups, stakeholder meeting, and questionnaire

To validate NCWD/Youth’s research and draft list of competencies, the Collaborative convened a meeting of the youth service practitioners practice network, conducted three focus groups, held two symposiums of key stakeholders, and developed an online feedback form. The youth service practitioners practice network, created to provide feedback and “front line” perspective to NCWD/Youth’s work, reviewed an early draft of the white paper and suggested additional resources. The three focus groups (one of youth service practitioners, one of managers and administrators, and one a combination of both) reviewed the draft list of competencies and suggested additions or improvements. Key workforce and youth development organizations involved in training, credentials, and certification, were convened twice to review the information gathered thus far, discuss current and future strategies for preparing youth service practitioners to effectively serve all youth, and suggest next steps for this work. The online feedback form asked practitioners and managers to rate the relevancy of, their proficiency in and training received in each competency.

The initial results showed all competency areas were ranked as highly relevant, especially Communication with Youth, Connection to Resources, and Assessment/Individualized Planning. It also showed a significant gap between the relevancy of Relationships with Employers & Employees and the amount of training currently offered in that competency area. All of the groups agreed with the initial list of competencies, emphasized the need for strengthening them across the field, and expressed an interest in developing partnerships and resources to build these competencies.

Studies of professional development/staff satisfaction/costs of staff loss & caring adults/youth outcomes

Research has shown several important benefits to organizations, staff practice, and youth as a result of professional development. For organizations, providing training and professional development for current staff is a smart investment. Advertising for, selecting, and training a new employee can cost an organization three to six months of productivity and 29 – 40% of a position’s salary (Fitz-Enz, 2000). In addition, professional development can improve the confidence, satisfaction, and retention of current staff. Out-of-School Time (OST) providers, adults who work with youth ages 5 – 18, who have professional development opportunities have reported feeling more confident and more satisfied with their jobs (Center for School and Community Services, Academy for Educational Development, 2002; Girls Inc., 1996). Advocates propose that a career development ladder would increase the professional status of OST providers and, correspondingly, staff retention rates (Brown, 2002). Findings of a recent pilot study indicate that a wage ladder in early childhood education had positive effects on staff retention and morale. Although there are some distinctions between early childhood, OST, and workforce development (most obviously, the age of the children served), early childhood education initiatives may serve as models for the OST and workforce development fields. Recently, there has been some evidence to suggest that including a career ladder is a key component for system building in OST (National Institute on Out-of-School Time & Academy for Educational Development Center for Youth Development and Policy Research, 2003).

One such example is an early childhood initiative in Washington state. The Washington State Early Childhood Education Career and Wage Ladder is a pilot project run by the Economic Opportunity Institute. It uses public funding to tie salary increments for childcare workers to continuing education, experience, and responsibility. Its goals are to professionalize the status of childcare workers, increase job satisfaction and retention, and improve the quality of childcare. Evaluation results from the pilot study showed that childcare workers in centers with career ladders had higher job retention rates, exhibited higher morale, and were more likely to complete higher education courses than childcare workers in centers without career ladders (Brown, 2002). For more information on this project and its results, visit the Economic Opportunity Institute.

In addition to the higher morale, confidence, and job retention for the organization, professional development benefits the youth in several significant ways. These benefits include a consistent caring adult, improved practice, improved program quality, more youth involvement, more networking and information sharing between organizations, and better outcomes. Research has consistently shown the importance of positive staff-child relationships in helping youth reach desired outcomes. (Bouffard & Little, 2004; Eccles & Gootman, 2002; McLaughlin, 2000; Rosenthal & Vandell, 1996; Tomlan, Pittman Yohalem, Thomases, & Trammel, 2002). Early childhood studies have shown quality of care that children receive is associated with the practitioner’s educational attainment and participation and that that quality of care is in turn linked with children’s more positive social and cognitive outcomes (Bouffard & Little, 2004; NICHD Early Child Care Research Network, 2001; Norris 2001). Another study found that elementary school students improved their reading and math performance after their teachers attended a professional development program (Westat & Policy Studies Associates, 2001). In the North Carolina Quality Enhancement Initiative for school-age programs, standardized observations conducted before and after the professional development component showed significant improvements in program environments and staff-child relationship quality. The programs which initially scored lowest in a set of quality indicators, including no state licensure and directors without college degrees, showed the most improvement (Hall & Cassidy, 2002). This is especially important for workforce development, as there is currently no licensing and many practitioners do not have a four-year degree.

Finally, an evaluation by the National Training Institute (NTI) for Community Youth Work at the Academy for Educational Development found youth workers who had completed a positive youth development course:

In fact, for over 70% of the youth workers, the course had a positive impact on the practices they used in their program. (Center for School and Community Services, Academy for Educational Development, 2002). In the Washington, DC course, several programs worked together following the course to attend a youth peace conference and provide cross-trainings and referrals.

All in all, the research shows that professional development of youth service practitioners can have positive effects on the organization, the program quality, and most importantly, the outcomes for the youth themselves. This research included organizations working with children and youth in a variety of settings and included studies with pre- and post- measures and outside observations. Some of the information came from government agencies, private research firms, and universities. No matter the method or the source, it all leads to one conclusion, professional development matters for practitioners, programs, communities, and youth.

Resources & References

Association for Child and Youth Care Practice, Inc. (2002). The North American Certification Project: Competencies for professional child and youth care work personnel. Milwaukee, WI: Association for Child and Youth Care Practice. Retrieved March 4, 2004 from http://www.acycp.org/cyc competencies .pdf

Blackorby, J. & Wagner, W. (1996). Longitudinal post school outcomes of youth with disabilities: Findings from the national longitudinal transition survey. Exceptional Children, 62(5), 399-413.

Brown, J. (2002). Washington State Early Childhood Education Career and Wage Ladder pilot project: Evaluation report of Year 1. Seattle, WA: Economic Opportunity Institute.

Center for School and Community Services, Academy for Educational Development. (2002). BEST strengthens youth worker practice: An evaluation of building exemplary systems for training youth workers. New York: Author. Available at: http://nti.aed.org/assets/doc/BEST-final_report.doc

Costley, J. (1998). Building a professional development system that works for the field of out-of-school time. Wellesley, MA: National Institute on Out-of-School Time, Center for Research on Women, Wellesley College.

DiLorenzo, P. & Richards, C. (2006). Supporting Foster Youth To Achieve Employment and Economic Self-Sufficiency. Washington, DC. National Collaborative on Work and Disability for Youth.

Eccles, J. S., & Gootman, J. A. (Eds.). (2002). Community programs to promote youth development. Washington, DC: National Academy Press.

Ewing Marion Kauffman Foundation. (2001). Youth development policy: What American foundations can do. Waltham, MA: Andrew Hahn.

Gambone, M. A., Klem, A. M., & Connell, J. P. (2002). Finding out what matters for youth: Testing key links in a community action framework for youth development. Philadelphia: Youth Development Strategies and Institute for Research and Reform in Education.

Girls Inc. (1996). Becoming Strong, Smart and Bold: Girls Incorporated program directors as change agents. Indianapolis, IN: Girls Incorporated National Resource Center .

Goodwill Industries International, Inc. (2002). Strategies for developing a 21st century youth services initiative. Bethesda, MD: Goodwill Industries International, Inc.

Hall, A. H., & Cassidy, D. J. (2002). An assessment of the North Carolina School-Age Child Care Accreditation Initiative. Journal of Research in Childhood Education, 17, 84–96.

Loprest, P. & Maag, E. (2003). The relationship between early disability onset and education and employment. Washington, DC: Urban Institute. Retrieved March 2, 2004 from http://www.dri.uiuc.edu/research/p03-05c/default.htm.

McLaughlin, M. W. (2000). Community counts: How youth organizations matter for youth development. Washington, DC: Public Education Network.

National Center on Workforce and Disability/Adult. (2002). Tips for one-stop staff to assist customers in managing social security disability benefits. Retrieved March 4, 2004 from http://www.onestops.info/article.php?article_id=5.

National Clearinghouse for Youth Development Practitioner Apprenticeship Programs. (n. d.). Lessons learned. Baltimore, MD: Sar Levitan Center, Johns Hopkins University. Retrieved March 4, 2004 from http://www.levitan.org/ydpa/LessonsLearned.htm.

National Institute on Out-of-School Time, & Academy for Educational Development Center for Youth Development and Policy Research. (2003). Strategic plan: Building a skilled and stable out-of-school time workforce. Wellesley, MA: Author.

NICHD Early Child Care Research Network. (2001). Nonmaternal care and family factors in early development: An overview of the NICHD Study of Early Child Care. Journal of Applied Developmental Psychology, 2, 457–492.

National Training Institute for Community for Youth Work (n. d.). online registration form. Washington, DC: Academy for Educational Development. Retrieved March 4, 2004 from http://nti.aed.org/Registration/.

National Youth Leadership Network. (2002). Survey of youth with disabilities: Priority factors in building a successful life. Report presented at Capital Hill Forum on “What youth with disabilities say is important for building a successful adult life.” Washington, DC: American Youth Policy Forum. Retrieved March 4, 2004 from http://www.aypf.org/forumbriefs/2002/fb072902.htm.

Norris, D. J. (2001). Quality of care offered by providers with differential patterns of workshop participation. Child & Youth Care Forum, 30, 111–121.

Pearson, S. (2001). Preparing youth with disabilities for an increasingly technical work place. Briefing from Capital Hill Forum, January 26, 2001. Washington, DC: American Youth Policy Forum. Retrieved March 4, 2004 from http://www.aypf.org/forumbriefs/2001/fb012601.htm

Rosenthal, R., & Vandell, D. L. (1996). Quality of care at school-aged child-care programs: Regulatable features, observed experiences, child perspectives, and parent perspectives. Child Development, 67, 2434–2445.

Sum, A. and Khatiwada, I. with Palma, S. and Peron, S. (2004). Still young, restless and jobless: The growing employment malaise among U.S. teens and young adults. Boston, MA: Center for Labor Market Studies, Northeastern University. Retrieved March 2, 2004 from http://www.nyec.org/CLS&JAG_report.pdf

Swanson, C. B. (2004). Who graduates? Who doesn't? A statistical portrait of public high school graduation, Class of 2001. Washington, DC: Urban Institute. Retrieved December 15, 2005 from http://www.urban.org/publications/410934.html.

Tolman, J., Pittman, K., Yohalem, N., Thomases, J., & Trammel, M. (2002). Moving an out-of-school agenda: Lessons across cities. Takoma Park, MD: Forum for Youth Investment.

U.S. Department of Labor Employment and Training Administration. (2000). Youth Development Practitioner Apprenticeship (Training and Employment Information Notice No. 8-00). Washington, DC: U.S. Government Printing Office. Retrieved November 25, 2003 from http://www.ows.doleta.gov/dmstree/tein/tein2k/tein_08-00.htm.

US Department of Labor Employment and Training Administration. (1998). Overview of the Workforce Investment Act (Public Law 105-220). Washington, DC. Retrieved March 4, 2004 from http://www.doleta.gov/usworkforce/WIA/Runningtext2.htm.

Werner, E. E., & Smith, R. S. (1982). Vulnerable but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.

Westat, Inc. (1994). The 1993 Summer Youth Employment and Training Program: Study of the JTPA Title IIB Program During the Summer of 1993, Final Report. Rockville, MD: Westat, Inc.

Westat, & Policy Studies Associates. (2001). The longitudinal evaluation of school change and performance (LESCP) in Title 1 schools. Final report, volume 2: Technical report. Rockville, MD and Washington , DC: Author. Available at http://www.policystudies.com/studies/school/lescp.html.

Youth Development Institute. (1998). Core Competencies of Youth Work. New York, NY: Fund for the City of New York. Retrieved on December 15, 2005 from http://fred.fcny.org/ydipubs/pubs/core.pdf

Administrator Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

Program administrators need to ensure that all staff members are aware of the knowledge, skills, and abilities needed to do their jobs, have the opportunity to assess themselves in these areas, and are supported in gaining the necessary knowledge, skills, and abilities (KSAs) to do their jobs. To most youth, youth service practitioners are the "face" of the program. Research has shown the importance of caring adults in youth lives and interactions with staff have been cited repeatedly as the reason that youth stay in or leave a program. Program staff with the requisite mix of knowledge, skills, and abilities are better prepared to connect youth to the opportunities, supports, and resources they need to successfully transition to adulthood, including the workplace.

Questions

1. What are the KSAs?

The KSAs are the knowledge, skills, and abilities that practitioners need to work successfully with all youth in the workforce development arena. The KSAs are organized into 10 Competency Areas which were compiled from a review of over 70 initiatives from the fields of youth development, workforce development, education, and disabilities. All the initiatives reviewed identify competencies, train professionals, and/or provide certification. The initial draft list of competencies was validated by youth practitioners, program managers, and stakeholders from the field through focus groups, conference calls, meetings, and an on-line survey of relevancy, proficiency, and available training.

This validation process confirmed the KSAs relevancy to the daily activities of youth workforce development programs. The 10 Competency Areas are:

2. How will having staff with the KSAs help my program?

In order to effectively work with all youth in workforce development, practitioners must have a working Knowledge of the Field, including the relevant youth employment and disabilities law, adolescent developmental stages, and professional ethics (such as boundaries – how close/intimate to get with youth - and disclosure – how much to tell and to whom - considerations). The Collaborative has developed an information-rich website with briefs on relevant legislation, including the Workforce Investment Act and the Individual with Disabilities Education Act of 2004 (IDEA), as well as many other resources for practitioners, policymakers, employers, families, and others. Although all areas were rated as relevant, the three areas which ranked as most highly relevant were: communication with youth, assessment and individualized planning, and connection to resources.

Communication with Youth is key to youth recruitment and retention. Staff must be able to advocate for, motivate, and engage youth, as well as provide appropriate Assessment and Individualized Planning. This includes person-centered planning, making informed choices, and involving youth in the development of realistic goals and an action plan. For more information on these areas, please refer to the Youth Development & Leadership Info Brief and the Career Planning Begins with Assessment manual.

In reality, no youth program has enough hours in the day, money, or staff to do everything (too often we try!). This is probably the reason that Connection to Resources was ranked so relevant to working with youth. It is important to know where to go on the local, state, and national level to get the support you need for your program and your youth. With so many of the vulnerable youth populations overlapping (e.g. out-of-school youth, youth with disabilities, and foster care youth), collaboration is key to providing the best mix of opportunities, supports, and services for all youth. The Collaborative has created a series of "Quick Reference Guides,” desktop reference sheets with basic definitions and a list of resources. Topics include: Assessment, Benefits Planning, Hidden Disabilities, Universal Access, Working with Employers: Workplace Success, and Youth Development & Leadership.

As staff are the “face” of your workforce development program, ensuring that they have knowledge and training in these key areas will improve the program experience of youth. Consistent, caring adults are important to the success of youth and the success of youth is critical to the success of your program. Additionally, development of current staff is a wise investment as the training of new staff is time- consuming and expensive (not to mention the burden on old staff when the organization is a staff member short or in the process of bringing on new staff). In one study, over 70% of staff who received training reported using it to change the way they worked with youth. Investing in the KSAs benefits the program quality, the staff, and most importantly the youth in your program.

3. How can I use the KSAs when hiring new staff?

During the planning phase of hiring new staff, the KSAs can be used to assess current program strengths and future needs. For example, if your program has been working mostly with adults but now plans to focus on youth, you may have staff strong in workforce development and connecting to employers, but may need staff who have the ability to communicate with youth or experience in assessment and individualized planning with youth. Conversely, if you have a youth development program that is beginning to do internships and job placement, you may have the youth work experience already in-house and be looking to add some experience with employers and job readiness skill-building.

During the search phase of hiring new staff, the KSAs can be used to create position descriptions and interview questions. The competencies listed give you the language to describe exactly what you are looking for.

“ XYZ is looking for a practitioner with experience in youth assessment, person-centered planning, and job matching; must have the ability to communicate with, motivate and engage youth, as well as a history of involving families, significant adults, and the community. A thorough knowledge of youth development, labor market trends, and youth employment and disabilities law is required.”

4. How can I use the KSAs to strengthen my current staff?

The first step in strengthening your current staff is to assess the competency areas in which they are already proficient and to identify areas in which they would like to improve. This can be done informally by just sitting down together and looking at the list or you can have staff complete the Knowledge, Skills, and Abilities Assessment for Practitioners in Microsoft Word

, Knowledge, Skills, and Abilities Assessment for Practitioners in Adobe PDF

. The assessment asks staff to rank each competency in three ways: 1) relevancy - how relevant it is to their work, 2) proficiency -how well do they feel they know or can do this competency, 3) training level - amount of training they have received in this competency. The practitioner completing the self-assessment then rates the level of professional development priority for each competency area, identifies their own strengths and areas for professional development, and begins to think about next steps. Assessment results could be used to recognize staff accomplishments as well as plan staff development. It can be used on an individual basis, to assess training needs for the entire staff, or to plan a series of workshops for a group of partner organizations.

The list of competency areas could also be the focus of a staff meeting or a series of meetings to discuss program-wide training needs. Staff members could each complete the KSA assessment (based on their own needs or what they feel the program needs) and use this information to create a training calendar for the organization.

Staff could also play a role in thinking about organizational development in terms of the KSAs. There may be certain competencies that would be desirable in future hires or organizational partnerships. (e.g. our organization does not have enough in-house knowledge of disability-related resources and we need to partner with an organization with experience in this area.)

If your organization has partners, or is part of a collaborative or local workforce area group, you may want to use the KSAs as part of a group or regional training strategy. Training needs could be assessed across programs and a professional development strategy could be developed involving a common funder, local workforce investment board (WIB), or a combination of in-kind program resources (i.e., space and expertise). (For more ideas about training formats and strategies, see the next question).

Whether used on an individual, program, or multi-organization level, the KSAs can serve as an assessment tool and planning guide as you seek to put together a plan for the comprehensive professional development of your program staff.

5. How can I provide and support professional development opportunities for my staff?

It is important to think about the amount of time and resources that your organization is willing to invest in professional development of your staff when selecting a professional development strategy for your organization. You can use KSA Professional Development Assessment for Organizations and Systems - Microsoft Word

, KSA Professional Development Assessment for Organizations and Systems - Adobe PDF

to assess your organization's professional development readiness. This ten-question assessment will help you put in place the components necessary for an effective professional development system for your staff. (It is equally important to think about the amount of time, three to six months, and money, 29 — 40% of a positions salary, that it takes to replace a current employee with a new one!). Professional development can take many forms, ranging from informal options (self-study of research and readings, online courses, cross- training between partner organizations, and colleague mentoring) to more formal options (in-house training, regional conferences, community college courses, and certifications). The amount of time required can range from a few hours for a conference workshop up to 3,000 hours for the Youth Development Practitioner Apprenticeship program. It can also range in cost from relatively inexpensive to a substantial investment, for participating in a professional training series or obtaining a college degree. There are many strategies for bringing professional development to your staff. One in-house option is colleague mentoring, job shadowing, or cross-staff training. This takes advantage of the strengths your program already has and recognizes the KSAs of current staff. New employees can be paired with more experienced employees to get some "hands-on" experience. Current employees can also be paired with employees who are proficient in an area they would like to strengthen for mentoring and job shadowing. It is important that part of these experiences be spent in reflection, perhaps a weekly meeting or professional development journal discussing effective strategies or new methods observed.

Another in-house option is inviting employees with extensive experience in a particular area to give a brief training and share resources during regularly scheduled staff meetings. The presenter could be rotated giving each staff member an opportunity to share their area of expertise. Your organization could also hold cross-training sessions between departments; e.g. intake counselors could learn more about daily methods of the GED classes and GED instructors could learn more about assessment, referral and intake procedures, enhancing both groups' job performance.

There are also many options for training from outside your program or organization. Many times partner organizations will cross-train each other (i.e. a Center for Independent Living might provide information on benefits planning to a workforce development program in exchange for training on labor market trends). A group of organizations can take turns providing space and presenting information in a regional collaborative. Government agencies, such as the Department of Vocational Rehabilitation, offer free training or information to programs in their state or locality. Finally, WIBs and other funders provide training for their grantees in needed competencies. The KSAs can be used to suggest areas of training for these grantee technical assistance efforts.

Once you have selected the areas you want to strengthen, you may want to look into a training provider or community college to see if they have any appropriate offerings. If their current offerings do not include courses relevant to youth service practitioners, engage them in a discussion to see if they would be willing to develop a program that would be useful not only to your organization but others in the community. You will probably find it useful to involve the local WIB in this endeavor.

You can also connect to your counterparts in the state to organize a state-wide professional development initiative that may be more cost efficient and effective for your organization. Organizations you currently work with may have suggestions for local training providers.

Finally, because of the frequent overlap of youth in various youth-serving systems, you may want to partner with organizations from some other systems, such as those responsible for foster care and mental health. These professional development partnerships can provide a forum for collaborative efforts to better meet the youth development and workforce preparation needs for these highly vulnerable populations.

Many national organizations such as The National Training Institute for Community Youth Work, Goodwill Industries International, and YouthBuild provide training, and there are multiple youth development, education, disabilities, and workforce development conferences each year. You may want to send one or two staff members to a national training or conference and share what they learned with the rest of the staff when they return.

Regardless of whether you choose an in-house, outside, local, state, or national professional development resource, the KSAs can be used to assess your staff’s competencies, prioritize your training needs, and develop a professional development framework that will benefit your program, staff, and ultimately, the youth in your program.

Resources & References

Employer Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

Retention is an important issue for many employers. Employees who feel respected and valued in the workplace tend to stay in their positions longer. One study of youth employment cited worksite supervisors as a critical contributing factor to a youth’s successful work experience. “Good supervisors combined knowledge of the job with empathy for and genuine interest in the youngsters enrolled in the program.” (Westat, 1994.) This is especially important for young employees who may be new to the workforce and the work experience.

Working effectively with youth in the area of workforce development takes specific knowledge, skills, and abilities (KSAs). As you seek to welcome young workers into your organization, it is important to be sure that those employees who will be supervising and/or working with the youth are prepared to create a positive work experience for everyone involved. Youth programs placing youth with your organization should have youth practitioners which have these KSAs available to help ensure that the work experience is a positive one for both the youth and your business.

Questions

1. What are the KSAs and how will having staff with the KSAs help my organization?

The KSAs are the knowledge, skills, and abilities practitioners need to work successfully with all youth in the workforce development arena. The KSAs are organized into 10 Competency Areas which were compiled from a review of over 70 initiatives from the fields of youth development, workforce development, education, and disabilities. These are initiatives that identified core competencies and/or launched some effort to either train or certify individuals based upon those competencies. The initial draft list of competencies was subsequently validated by youth practitioners, program managers, and stakeholders from the field through focus groups, conference calls, meetings, and an online feedback form relating to relevancy, proficiency, and available training.

This validation process confirmed the KSAs relevancy to the daily activities of youth workforce development programs. The 10 Competency Areas are:

Although all of these areas are important for a youth program placing youth at your organization, the areas of Assessment and Individualized Planning, Workforce Preparation, and Career Exploration are most important to you as an employer . Practitioners placing youth in your work place with these competencies can assist you in making an appropriate job match, thereby providing the best start for both your organization and the youth. To facilitate a good match, the practitioner may ask you questions about the working environment and culture of your organization, as well as the specific responsibilities of the job. In the KSA questionnaire, youth practitioners indicated that Relationships with Employers & Between Employer and Employee were areas extremely relevant to their jobs, but areas in which they had not received a lot of training.

Finally, although these KSAs are mainly targeted to youth service practitioners; they can also be helpful to members of your staff who will be working directly with the youth placed at your facility. For example, knowing about “motivating and engaging youth” in the Communicating with Youth competency area, and "helping youth to set realistic goals and action steps" and "understanding how to use information from assessments and records and to recognize implications for employment, including any potential need for accommodations and assistive technology" in the Assessment and Individualized Planning competency area can help these staff to assist you in meeting your business’ needs. Your youth workforce program partner may also be able to provide some pointers and support . For many young people this will be one of the first, if not their very first, work experience. Familiarity with the KSAs and support from a youth practitioner well-versed in the KSAs can help to ensure that the work experience is a positive one for all parties involved.

2. How can an employer use the KSAs when placing young employees in an organization?

In order to help you with job matching and placement, your contact at the youth workforce program will probably ask you questions about the work place environment and culture. (e.g. What is the dress code? Is it a very structured or relaxed working climate? Will the youth have a designated work space?) They will also ask questions about the job responsibilities. (e.g. What are the main responsibilities the youth will carry out during the work day? Does the job require interacting with the public? Will there be lifting or a lot of walking around? What level of reading, writing, or math is required for this position?) The practitioner may even visit your work site to understand the physical layout, as well as meet the potential supervisor and co-workers. All of this information will assist the practitioner in making the best match for the youth and your organization.

However, you know the most about your organization and employees. As you think about where to place the youth in your organization you may want to think about which employees relate well to youth.

“Worksite supervisors need to be selected who have the ingenuity to achieve the goals of the program by balancing the special problems of disadvantaged youth with the importance of learning the basic skills and discipline of the workplace.” (Westat, 1994)

Worksite supervisors can learn more about working with youth through some of the resources listed in the resources section. The supervisor should be an employee who is willing to work with the youth, with the support of the practitioner from the youth program, to develop realistic goals and a work plan for the young worker. If you or your employees are not experienced in working with youth with disabilities you may also want to check out the resources section for material about working with youth with disabilities and disabilities inquiries in the workplace. The employees who serve as supervisors do not have to be youth or disabilities experts; they just have to be open to working with youth and willing to work with the youth program staff to create the best experience for the youth, themselves, and the organization.

3. How can an employer help their employees develop the KSAs necessary to work with young employees?

Most of the necessary knowledge, skills, and abilities to work with youth will be supplied by the practitioner at the youth workforce program. However, it is important for the employee supervising the youth and those working along side the youth to be comfortable in their roles and clear on what is expected of them. If your employee or organization plans to be employing youth frequently or wants to strengthen some of the KSAs needed to work with youth, your first resource should be the youth program you are working with. They should be willing to sit down with your staff and discuss expectations and roles. In addition, they should be able to point you to additional resources on youth development, communicating with youth, and any additional KSAs needed for working with youth with disabilities.

In addition to the youth program, local workforce investment boards (WIBS) or Departments of Vocational Rehabilitation (VR) may offer informational sessions or free materials on working with all youth. Finally, there are several national hotlines and websites which offer information specifically tailored to employers on working with youth, including youth with disabilities. The Department of Labor has detailed information about youth and labor on their website. The Job Accommodation Network (JAN) provides information about job accommodation, ADA , and the employability of people with disabilities. With the right mix of knowledge, skills, and abilities, employing youth will be an experience that benefits your organization, its employees and the youth.

Resources & References

Youth Service Practitioner Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

As a youth service practitioner, you are the face of workforce development for most youth who come to your program. Whether or not the young person has a good experience depends on the work that you do. Research has shown the importance of a positive and caring relationship with an adult in increasing youth outcomes and decreasing risky behaviors. In this ever-changing field, many workforce development professionals’ responsibilities have expanded to include working with youth. These responsibilities may include: recruiting youth; assessing youth; counseling youth; running group activities; job matching; and specialized support to employers. Too often, professionals do not receive any additional training to match these new responsibilities. Working with all youth in the workforce development setting requires a specific set of knowledge, skills, and abilities (KSAs). These KSAs will make your job easier and ensure the youth you work with have the best experience possible.

Questions

1. What are the KSAs and how can they help me in my work?

The KSAs are the knowledge, skills, and abilities practitioners need to work successfully with youth in the workforce development arena. The KSAs are organized into 10 Competency Areas which were compiled from over 70 initiatives from the fields of youth development, workforce development, education, and disabilities. (See Appendix A & B of the KSA White Paper KSA white paper in PDF format

, KSA white paper in Word format

). All the initiatives reviewed identify competencies, train professionals, and/or provide certification. The initial draft list of competencies was validated by youth practitioners, program managers, and stakeholders from the field through focus groups, conference calls, meetings, and online questionnaire of relevancy, proficiency, and available training. (Click here if you would like to provide us with your feedback on these competencies).

This validation process confirmed the KSAs relevancy to the daily activities of youth workforce development programs. The 10 Competency Areas are:

Knowledge of the Field is the first core competency listed because it is the foundation for the work that you do. In order to work effectively with all youth in workforce development, you must have a working knowledge of the relevant youth employment and disability laws, youth and adolescent development, professional ethics (such as boundaries and disclosure considerations), and your personal mission (why you do this work). Every set of competencies reviewed started with this basic foundation in and understanding of the field in which the practitioner was working. The Collaborative has a resource-rich website with information briefs on relevant legislation, Youth Development & Leadership, disabilities basics, and disclosure to help practitioners build this foundation.

Although all areas were rated as highly relevant on the questionnaire, the three areas which ranked the highest in relevancy were: Communication with Youth, Assessment and Individualized Planning, and Connection to Resources. These areas may not surprise you; studies have shown the importance of a positive and caring adult in increasing youth outcomes. Practitioners must be able to relate to, advocate for, to motivate, and to engage youth in order to be effective in this work.

Practitioners must also provide appropriate Assessment and Individualized Planning to be sure each youth gets the opportunities, supports, and services that best match their interests, strengths, and areas for growth. In the focus groups, many practitioners spoke of their struggle with finding appropriate assessments. In response, the Collaborative has developed a Guide to Assessment to assist practitioners in identifying the reasons for and the methods of assessing youth.

One of the most important collaborations is that with employers and industry, therefore it is critical that practitioners have resources for Relationships with Employers and Between Employers & Employees. This area was one which youth practitioners felt had the highest relevancy but one in which they received the least amount of training. The Collaborative info brief Strategies for Youth Workforce Programs to Become Employer-Friendly Intermediaries lists some of the main expectations of employers and some simple ways to meet (and exceed!) them. There is also an “Employer Guideposts” publication that helps employers understand the workplace elements necessary to best support youth as they transition to adulthood and the world of work. If you are working with an “intermediary,” an organization that connects you to or facilitates your relationship with employers and industry, you may want to look at Facilitating Employer Engagement Among WIB Partners: A Role for Intermediaries or Blending and Braiding Funds and Resources: The Intermediary as Facilitator. Both information briefs have strategies for and examples of ways that intermediaries can better assist you in meeting the needs of employers.

Although these competency areas ranked the highest in relevancy, as you read through the detailed list of competencies under each of the 10 core competency areas, you will probably see many that relate to your daily work. You are already probably quite proficient at many of these competencies, but there may be some areas where you may want to improve. These competencies are meant as a framework for thinking about the qualifications and professional development of both individual practitioners, organizations, and the field as a whole.

2. How can I use the KSAs to strengthen my work?

The first thing you may want to do is a self-assessment. Any self-assessment should take into account your current responsibilities, your career goals and your organization’s priorities and needs. You can do this informally by looking at the chart and thinking about which areas you already feel competent in and which areas you would like to improve. If you would like to do something more formal or in writing, you may want to complete the Knowledge, Skills, and Abilities Assessment for Practitioners in Microsoft Word

, Knowledge, Skills, and Abilities Assessment for Practitioners in Adobe PDF

to determine the relevancy of each area to your job, your current proficiency in that area, and your level of training in it. It may also be a good idea to ask a colleague or supervisor to assess you in the 10 competency areas. This can be extremely helpful in getting a true picture of your own competencies and areas where you may need additional professional development.

Once you have identified the three competency areas you feel are the priority areas you would like to strengthen, you may want to create a professional development plan. This plan should include:

You can use the Knowledge, Skills, and Abilities Professional Development Plan in Microsoft Word

, Knowledge, Skills, and Abilities Professional Development Plan for Practitioners - Adobe PDF

or a professional development plan of your own organization, if applicable. Once you have developed your plan, you may want to review it with a trusted colleague or your supervisor. There are many options for professional development with a wide range of time commitments and requirements (the next question has some professional development suggestions and resources). Through the strengthening of your own KSAs, you will be working more effectively and improving the outcomes for all the youth you serve. You are the “face” of workforce development and the key to connecting all youth to workforce development opportunities.

3. How can I access professional development?

Professional development can take many forms, ranging from informal options (self-study of research and readings, online courses, cross- training between partner organizations, and colleague mentoring) to more formal options (in-house training, regional conferences, community college courses, and certifications). The amount of time required can range from a few hours for a conference workshop up to 3,000 hours for the Youth Development Practitioner Apprenticeship program. It can also range in cost from relatively inexpensive to a substantial investment, for participating in a professional training series or obtaining a college degree. It is important to think about the amount of time and resources that your organization is willing to invest in professional development of your staff when selecting a professional development strategy for your organization. You may want to talk to your supervisor to clarify the professional development policies and options at your organization. Once you have this information, you can make a professional development plan that includes organizationally-supported activities, as well as other independent professional development activities you feel are appropriate given your goals and interests.

There are many strategies for accessing professional development through your organization and on your own. One in-house option is colleague mentoring, job shadowing, or cross-staff training. This takes advantage of the strengths your program already has and recognizes the KSAs of current staff. As a new employee, you may be paired with a more experienced employee to get some "hands-on" experience. As a continuing employee, you may ask to be paired for mentoring and job shadowing with an employee proficient in an area that you would like to strengthen. It is important that each of these experiences provide opportunities for reflection, i.e. perhaps through the conducting of a weekly meeting or the keeping of a professional development journal discussing effective strategies or new methods observed.

Another in-house option is inviting employees with extensive experience in a particular area to give a brief training and share resources during regularly scheduled staff meetings. The presenter could be rotated giving each staff member an opportunity to share their area of expertise. You may want to look at the areas you identified as strengths on your KSA Assessment to see if these are areas in which you could offer training to others.

Departments in your organization could also hold cross-training sessions for other departments, e.g. intake counselors could learn more about daily methods of the GED classes and GED instructors could learn more about assessment, referral and intake procedures, enhancing both groups' job performance. Intake counselors would know more about the options for the youth they are referring and course instructors would have a better understanding of the path youth take to get to their classroom and what additional resources are available for those youth.

There are also many options for training from outside your program or organization. Many times partner organizations will cross-train each other (e.g. a Center for Independent Living might provide information on benefits planning to a workforce development program in exchange for training on labor market trends). A group of organizations could take turns providing space and presenting information in a regional collaborative. Government organizations, such as the Department of Vocational Rehabilitation, offer free training or information to programs in their state or locality.

WIBs and other funders may also provide training for their grantees in needed competencies. The KSAs could be used to suggest areas of training for these grantee technical assistance efforts. Once you have selected the areas you want to strengthen, you may want to look into a training provider or community college to see if they have any appropriate offerings. If their current offerings do not include courses relevant to you as a youth service practitioner, you or your organization may want to engage them in a discussion to see if they would be willing to develop a program that would be useful not only to your organization but others in the community. You will probably find it useful to involve the local WIB in this endeavor.

You can also connect to your colleagues from other organizations around the state to organize a state-wide professional development initiative that may be more cost efficient and effective for your own organization. Colleagues and organizations you currently work with may have suggestions for local training providers.

Many national organizations such as National Training Institute for Community Youth Work, Goodwill, and YouthBuild provide training; and there are multiple youth development, education, disabilities, and workforce development conferences each year. Your organization may send one or two staff members to a national training or conference and upon their return they can report to the rest of the staff at a meeting.

If your organization is unable to support your professional development at this time, you may want to create a self-study plan which includes a mix of some of the options mentioned. You could read and do research on a particular competency area, ask a proficient colleague for mentoring and/or resources, or take a course from a local government agency, partner organization, or community college. Regardless of whether you choose an in-house, outside, local, or national professional development resource, the KSAs can be used to assess your competencies, prioritize your training needs, and develop a professional development plan that will benefit you, your program, and ultimately, the youth that are a part of your program.

4. How will professional development in the KSAs help my organization and the youth we serve?

Professional staff development can provide multiple benefits to your organization. Specifically professional development can improve your organization’s capacity to work effectively with the youth it serves, increase the job satisfaction of current employees, and save the time and money associated with finding new employees. Your organization can also use the KSAs to plan for new hires and to form new partnerships to close gaps in in-house competencies.

The KSAs benefit youth by making sure they are being served by practitioners with the right mix of competencies to best connect them to the opportunities and resources they deserve. Studies have shown the importance of program quality, as well as a consistent caring adult in a youth’s life. Professional development has been tied to the implementation of better practices with youth, more youth participation in program decisions, better networking and information sharing between organizations, an improved program environment and increased youth outcomes.

Resources & References

Policymaker Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

Today’s youth are not faring well in the labor market. The employment rates of young people continuously declined between 2000 and 2003, and the rate for youth ages 16 to 19 has reached its lowest point since World War II. Less educated youth and youth with disabilities experience particularly poor education and employment outcomes.

Joblessness among America’s youth, both with and without disabilities, has significant implications for the U.S. economy. When youth fail to enter the labor market, the result is reduced labor input, which leads to reduced production and output of the U.S. economy. Youth who lack work experience are generally less employable as adults. Youth earnings are positive for the U.S. economy because they lead to increased tax revenue, as well as increased consumption among young people, which raises demand throughout the economy and increases employment levels for other adult workers. For these reasons, it is important for the U.S. workforce development system to strengthen its capacity to provide effective training and preparation for young people, both with and without disabilities, so that they can enter and succeed in the labor market.

The range of settings in which youth receive workforce development services is wide and the responsibilities of the staff serving youth call for both general and specialized knowledge. Youth service practitioners are often the first contact or “face” of the workforce development system. They play an important role in connecting all youth to workforce preparation opportunities and support. Youth service practitioners need certain knowledge, skills, and abilities (KSAs) to do this work effectively. Youth service practitioners must not only keep pace with constant changes in the labor market, as the nation’s economy shifts and new technologies evolve, but, in addition must also keep up with the evolving needs and culture of today’s youth.

In spite of the importance of youth workforce development and the key role that youth service practitioners play in this process, there is no single comprehensive system that:

Some organizations outline competencies, others offer training, while still others give credentials or certifications. With this wide range of offerings, there is no way for programs, funders, families, or even the practitioners themselves to know whether a practitioner has the requisite KSAs to effectively complete their very important role in the transition of youth. In order to build and maintain an effective workforce development system, it is essential to establish an effective professional development system for the youth service practitioners who are responsible for shaping the future workers and leaders of this nation’s economy.

Questions

1. What are the KSAs?

The KSAs are the knowledge, skills, and abilities that practitioners need to work successfully with all youth in the workforce development arena. The KSAs are organized into 10 Competency Areas which were compiled from a review of over 70 initiatives from the fields of youth development, workforce development, education, and disabilities. All the initiatives reviewed identify competencies, train professionals, and/or provide certification. The initial draft list of competencies was validated by youth practitioners, program managers, and stakeholders from the field through focus groups, conference calls, meetings, and an online questionnaire of relevancy, proficiency, and available training.

This validation process confirmed the KSAs relevancy to the daily activities of youth workforce development programs. The 10 Competency Areas are:

2. Why are KSAs important to youth in my community?

These competencies are important to youth in your community because the presence of a consistent, caring adult has been show to improve youth outcomes and decrease risky behavior. Youth service practitioners must know about adolescent development, follow appropriate youth employment and disabilities laws, communicate with, motivate, engage, accurately assess and place youth, connect to and support employers, communities, and families, and then complete all the paperwork to do their jobs. Research has linked professional development to increased job satisfaction, more youth involvement, improved practice, and better youth outcomes. Improved youth outcomes, such as more community involvement, less risky behaviors, improved academic scores, and better job retention, benefit not only for youth and the programs that serve them, but are good for the entire community.

In an online questionnaire of practitioners, managers, and administrators, Communication with Youth, Connection to Resources, and Assessment/Individualized Planning were the three competency areas ranked most relevant to the work of youth service practitioners. In addition, the Relationships with Employers & Employees competency area showed a significant gap between its relevancy to the work and the amount of training received.

The feedback received showed that practitioners were receiving a significant amount of training in the Administrative competency area. This suggests that at some level a system for professional development is already in place in most organizations and may just need to be supported or expanded. This questionnaire information suggests some simple first steps that policy makers could take to enhance youth service practitioner professional development.

3. What is the role of local, state, and national policymakers in creating a system of professional development for youth service practitioners?

There are many ways that national and state policy makers can support the creation of a system of professional development for youth service practitioners. Some of these include:

4. How difficult is it to incorporate the KSAs into the workforce development system?

Many of the foundational pieces for professional development and use of the KSAs are already in place. Demand and support is already in place and building. The series of focus groups, conference calls, and stakeholder meetings found wide-spread support for the KSAs, as well as a system for training and certification of youth service practitioners. Much current legislation, including the Workforce Investment Act, already has flexible spending built in that can be used to support professional development. Some cities, counties, and states have already started to require and supply professional development for youth service practitioners (i.e. City of Chicago Department of Children and Youth Services).

The KSAs build on some of the professional development blocks that are already in place because they were developed from and cross-walk with the competencies listed by many prominent organizations and initiatives in the workforce development, youth development, and disability fields. The KSAs could be used as the basis for self-assessments, performance reviews, training priorities, and hiring decisions. Much of the needed professional development could be done in-house or between partner organizations with a little support from policymakers for the use of time and resources.

There are also many local, state, and national training organizations that are already offering training in some of the KSAs. State and local government agencies, as well as funders, such as foundations, private companies, donors – anyone who funds youth development or workforce development programs, could identify or develop trainings to fill the gaps. The KSAs could be used as framework to bring all these offerings into a cohesive professional development system for youth service practitioners allowing them to more effectively connect all youth to the best opportunities and resources.

Jump Start Menu

KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Youth Needs / Field & Program Benefits

KSA Areas / Overview / Relevance

Competency Areas

Audience Answers

Resources

Research Base — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Initiatives Examined

Validation by focus groups, stakeholder meeting, and questionnaire

Studies of professional development/staff satisfaction/costs of staff loss & caring adults/youth outcomes

Resources & References

Administrator Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

Questions

1. What are the KSAs?

2. How will having staff with the KSAs help my program?

3. How can I use the KSAs when hiring new staff?

4. How can I use the KSAs to strengthen my current staff?

5. How can I provide and support professional development opportunities for my staff?

Resources & References

Employer Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

Questions

1. What are the KSAs and how will having staff with the KSAs help my organization?

2. How can an employer use the KSAs when placing young employees in an organization?

3. How can an employer help their employees develop the KSAs necessary to work with young employees?

Resources & References

Youth Service Practitioner Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

Questions

Questions

1. What are the KSAs and how can they help me in my work?

2. How can I use the KSAs to strengthen my work?

3. How can I access professional development?

4. How will professional development in the KSAs help my organization and the youth we serve?

Resources & References

Policymaker Section — KSAs (Knowledge, Skills, & Abilities) of Youth Service Practitioners

Introduction

Questions

1. What are the KSAs?

2. Why are KSAs important to youth in my community?

3. What is the role of local, state, and national policymakers in creating a system of professional development for youth service practitioners?

4. How difficult is it to incorporate the KSAs into the workforce development system?