Career Services to Multicultural Populations Forum – October 2023

Instructions: Create an original post and describe the major groups of people with whom you work and the backgrounds from which they originate. Identify the key resources that you use with this group.  Then respond to one classmate’s post. You will make a total of two posts.

Remember that our learning group works in a full-value environment: We treat our colleagues with respect and professionalism. Our comments should reflect this culture.

127 thoughts on “Career Services to Multicultural Populations Forum – October 2023”

    1. dgreen says:

      I have worked with many diverse populations throughout my career. I am currently working as a career coach in Anne Arundel county, Md. I work currently on the community team. We primarily serve Adults over the age 24. The county is broken down into different parts and the residence that we are assigned have diverse populations with different socioeconomic status, race, ethnicity, language, disabilities, and gender, We currently work under the Opioid grant and the clients are clients that live and or is affected by the Opioid pandemic. However they still have different socioeconomic status, race, ethnicity, language, disabilities, and gender. Due to the diversity of the client. I have to assist the clients with the barriers that they may be experiencing that is something that we can assist the client with addressing. For an example of the client the client may be in a Opioid area, she is female, a single parent, receiving tca/snap, unemployed. With her diversity in needs I will assist the client by referring for additional resources for the barriers that we cannot assist her with. She may need childcare so that she is suitable for training and becoming job ready.

      Primary resources can be child or dependent care, transportation to training or work, assistance with work related training clothing or shoes, Technology assistance ( internet assistance, access to compute webcam for specific trainings), Housing/ food assistance, Work related tools or equipment, training/licensing/test fees, Or any other thing that can impact them during the job search or training process.

      1. Aisha Hope says:

        Well said, D. Green and continue to do the great job you are doing as a Career Provider. In each situation, we must remember to deal with the facts and make the best recommendation in how to help the client mitigate their barriers. Although, the client may be reluctant to cooperate it is our goal as the professional to do what we can to coach them towards sustainable employment. Going back to Chapter 1, that is the foundation as a career provider to always remember to be professional but to always listen to the client and document the outcome of the appointment/meeting. Based on experience, we can often share an experience that can motivate the client to pursue a realistic career goal moving forward.

      2. tcallahan says:

        With the level of diversity experienced within the communities we serve it truly requires time to develop a individualized approach to each clients unique situation. Even when the barriers can be similar or outright the same the solution and the path you use to reach that solution is often not the same. As we say sometimes we are addressing the barriers before the barriers.

  1. mfranco says:

    The major groups of people with whom I work are vastly different from each other. Staying true to the region I work, we service a diverse population of people. Daily, we encounter customers who are English language learners, those living with a physical or mental or medical impairment, mature workers, persons with justice involvement and so many more. Primarily, I focus on Opportunity Youth customers, but have serviced customers from all the above listed categories. Within each of these, there are also considerations made based on race, gender, sexual identity, and a wide range of generations.

    During this time of the year, we heavily service the Hispanic population, as they make up a lot of the seasonal workforce in Lapeer County. Now, in the middle of our “busy season”, we strongly rely on the only two Spanish speaking employees of the agency to assist in career planning & unemployment services. Many of these customers are English language learners, and often those without US Citizenship with a cultural background not as our own. Although I have noted one strong resource in relying on my team when providing service, I also utilize Google translation services to aid in communication. In addition, I have learned work-related phrases for common situations we assist with in Spanish to establish relationship based on respect for the culture and commitment to providing best service.

    1. sbanks says:

      I know that where I work we are in the community team and are set by region or city. What I have noticed myself is that every area has its on culture and they way they think and due things and you cannot use the same case management skills with them. My clients are also of diverse background, some do not speak English as well then there are those who have lost all hope and they see us as a saving grace. Unlike your company, our enrollment slows down and usually picks back up in March.

      1. harrisl says:

        I work for Michigan Works, and we typically work with a lot of non-English speaking participants who are typically migrant season farm works (MSFW). This population group requires a translator to engage with and we only have one bilingual employee who speaks Spanish for three county sites. We pay for a translation line; however, this is not the most meaningful way to communicate but it is a valued service, nonetheless. Michigan has a high Spanish speaking population during the summer months, which there is plenty of work for the seasonal farms. English is a barrier, which we try our best to accommodate our non-English speaking participants.

      2. dgreen says:

        I can agree with you, since we work with the same team. I would say the same thing for people in the disability populations that we may encounter and serve they see us a saving grace because they are so underserved.

    2. pjjones says:

      I also work with people who are either refugees or immigrants. While we have a lady on staff who is bi-lingual (Spanish/English) we sometimes have a need for a translator – In this case, Arabic for Afghanistan and Ukrainian for Ukraine. The resource we use for translation services is for the written word and a special account for a translator where the Career Consultant and the individual can talk with the help of the translator. There is also a translation service ( that will translate and certify transcripts from other countries.

      1. jallen1 says:

        Thanks for sharing those resources. We often refer to language line which can sometimes be ineffective. I will be saving these resources for the next instance.

    3. Dmyers says:

      Continuing to grow your arsenal of resources is a great thing. Help the mast majority of clients and build rapport. The more you grow the more they can grow. You need to be a Chameleon at times. continue to evolve on the fly. Be a Swiss Army Knife.

    4. sodashiell says:

      Well said, Mfranco. In the school system, we have a similar barrier with students who are English language learners. Most recently, I have been working on interviewing skills, and my non-English students struggle because they do not understand. I used Google Translate to translate the interview questions, and Google Translate used a microphone to reply to the questions. Most students say they are frustrated by the language barrier and feel that they may not get the career they want because of the language barrier, although they may be good at their job. I wish there was a better way to assist our English language learners of all ages, especially in the area of employment.

  2. sbanks says:

    The major groups of people with whom I work are adults who are 26 and older. The backgrounds of them vary from those who have been out of work long term due to Covid and some who are looking to change career fields. Then there are those who have several barriers and are of low income looking to gain resources. Some of the clients have several degrees but are looking to change fields after 20 years. Then there are the Re-Entry clients who are looking to get stabilized from being incarcerated and want training that will lead to immediate employment.
    Resources that I may use for this group include wrap resources such as rental assistance, mental health providers, childcare assistance and those looking to receive respite care for a parent so that they may find work as well as a moment to themselves. There are partners whom we work with, making it an easy referral. Other resources are training which lead to certifications as well as job openings.

    1. fredhunt21 says:

      Knowing all the resources you have to assist clients is job one. In this profession, you are only as effective as the resources you have
      to work with. Recognizing and maximizing your resources is a key aspect of effective career management. It involves continually assessing and developing your skills, expanding your network, and making strategic decisions that align with your goals.

      1. cthoma44 says:

        If you find that some resources are not effective or yielding position results for your clients. What avenues do you use to seek out new partnerships? Or how do you navigate your clients to different opportunities to assist with positive outcomes?

    2. dan.roeske says:

      I seems you really understand your clients and the resources you have available to assist them.

  3. fredhunt21 says:

    The major groups of people with whom I work are homeless individuals whom are at the shelters for many different reasons and circumstances. My clients are at the shelters for some of the following reasons: justice involved individuals just coming home; domestic violence; evictions; family issues; mental health issues; financial difficulties, drug abuse and etc. As stated in
    Maslow’s Hierarchy of Needs, many of my clients immediate needs (physiological & safety) has to be met or they have to feel that they are being dealt with before they can even discuss or try to deal with other needs that they may have (social needs, esteem needs and self Actualization). Some resources I try to identify for my clients or them them involve with include Justice Involved Programs, Department of Rehabilitation Services (DORS), food/clothing Pantries, housing assistance programs, drug rehabilitation programs and counseling. Once my clients feel comfortable and that there is a “light at the end of the tunnel”, then the conversation of finding a job is something they are more energetic to discuss and pursue. Learning the issues in which a client has involve using those very important five helping skills.

    1. lpresley says:

      this is perfectly spot on regarding Maslow’s and self actualization. If we do not feel safe then we naturally move right into our flight response. What a tough but rewarding job you have. Leigh

    2. alberta.lloyd says:

      Wow! Great post. That is interesting because most of our first-time ex-offenders and offenders are homeless. Since they have criminal records which are felonies, it is hard for them to get employment, housing, and other resources. This is sad because I believe if they paid their dues to society, then they should be afforded the same opportunities as everyone else. We often wrestle with our local politicians because there are many restrictions placed in their paths that hinder them from progressing. Furthermore, the few available resources have so many stipulations and restrictions. The reference to Maslow’s Hierarchy of needs is relevant to our participants as well. Most of them struggle with drugs, violence, generational poverty, and crime. and the list goes on and on. Restorative Justice programs and Diversion programs offer participants a way to expungement records but do not offer doors to economic freedom.

    3. llowell1 says:

      As an employer, these individuals are a focus area for us. Because we work so closely with MiWorks, we have many resources available to help those in need, and helping them with employment. I would love to connect with you on how we can partner on assisting these individuals with employment. Our goal is to not just find jobs for individuals, but to ensure success in their career path.

    4. jmarkos says:

      I also work with a lot of individuals who are unhoused. I agree with what you said that they have to “feel comfortable” and that they can see the light – they can actually start to get excited about the journey then. I have noticed that I am getting more referrals from individuals I have assisted at the shelter and I hope it is a reflection of us doing the right thing 🙂

  4. areeves says:

    The major group of people with which I work with are young adults/scholars between the ages of 14 and 18. The variances of their backgrounds is vast. I have scholars who come from diverse backgrounds, African American, Hispanic, Caucasian, Oriental….., some of which come from single parent homes, no parent homes, foster parent homes, dual parent homes and some, just being raised by a sibling. My scholars are focusing on the opportunity to rise above any obstacles in which they have encountered and dream to pursue the success in life that they have only imagined being possible to achieve.

    Resources that I may utilize to assist in securing their success would include, community partnerships, religious, educational and workforce outreach, forums and fairs. Once those partnerships are established and are in place, as the scholar continues to grow within the forum(s) I use those resources to aid in the growth of the outreach base.

    1. ryan.mowery says:

      You mentioned community partnerships in your post and that is something else I work with. We have several local organizations that assist our schools. There is a workforce program that is offered in our high schools and we talk about the importance of these programs to our middle schoolers. We are trying to get a growing interest in these programs early on in their life !

    2. sferrare says:

      I could not agree more that utilizing community partnerships and building foundations in those partnerships is such an invaluable tool. I believe this helps a perspective client feel fully supported while also assisting the professionals in connecting resource pools and tools.

  5. cthoma44 says:

    Hello! As someone on the employer side, I work with diverse population of candidates who are seeing employment in healthcare. I work with candidates from a variety of socio-economic backgrounds, ethnicities, race, cities and re-entry populations. We also have partnerships with community organizations who are seeking opportunities for their clients to gain sustain stable employment. In working with the community partners, the workforce development team partners with our Talent team to ensure we are getting them interviews and potential employment in the areas that will provide them the most success and opportunities for growth.

    1. mfarris says:

      We have about the same thing at AAWDC, where I work. I do not work directly with businesses; we have a team for that. But how I do work with both is I get clients that want to go into various industries. Right now, IT and Healthcare seem to be the hot industries that clients want to get certified and employed in. Our Talent team will make connections with, let’s go with healthcare, hospitals to help get our clients trained and employed. Someone from the hospital will have an employee that will train a group of individuals to become CNA, it’s my job to make sure the individuals that are interested are suitable for training and to work at the hospital. The end result of the training is that they will at whatever hospital we are trying to get staffed. The only time the background plays a role is the re-entry population. Some of them want to be CNA but we have to make sure that there is not anything on their record that would prevent them from working in a hospital. We will check with expungement first. Those individuals can be a bit harder to work with because they want a second chance, and we want to help give it to them but sometimes their record will hold them back.

  6. amrhodes says:

    I work with middle and high school students between 11-18 with diverse backgrounds. Their needs based on age and career direction vary greatly. With this position and the nature of my role, I do not know all the personal details for each student, I am building relationships with students through one-on-ones as time permits. Resources I share are using our school based career exploration tool called SchooLinks, also sharing local resources for military, colleges and job opportunities. I am also working to build partnerships local businesses and professionals to bring in guest speakers who can share knowledge from their industry, along with setting up field trips to local colleges and businesses.

    1. mfranco says:


      I agree with relationship building that you mentioned. When doing this, sometimes it is hard to capture the “full picture” right away when we are working to establish trust and honesty; which with youth can take time. This ultimately effects a “time-line’ of career-path selection, or employment gain, when there are so many pieces of their story we are putting together to make a fair assessment and provide relevant guidance and information. I appreciate you mentioning the use of SchooLinks. I have never heard of this resource, and am excited to visit this site to learn more about what it offers and possibly integrate in my school plan. Thank you for sharing!

    2. sfrizzell says:

      I am new to my role as a Jobs Of Michigan Graduate specialist and working on building relationships with the students also. I don’t get much one-on-one time with the students but I manage to have small side conversations with some. I do not have schoolinks. I have Pathful Explorer. I have not used it yet as I’m still working on building relationships and trust. Pathful Explorer, from my understanding, has videos the kids can watch so I’m trying to figure out how to use in the group. I think its something I can do with the whole class together. I definitely feel that before doing anything career related, I need first build the relationship and trust then go into careers. After Christmas break, I will be staring more career things.

    3. allenb says:

      Relationship building is difficult especially on crunched time and/or having a high number of students. I don’t personally work with youth but I have noticed they can be harder to engage with than adults at times. I think burning in community partners from businesses to explain their fields is an awesome way to engage youth in career exploration. Hearing real stories and experiences or even traveling to a job site when available can really change a persons perspective. In my area, manufacturing gets a negative reputation at times, but many don’t realize how the manufacturing industry is developing and changing. Being able to show them what a career in manufacturing could be like may spark interest and not shrug it off so quickly.

  7. lpresley says:

    I have worked in a social work/counseling role within the school system since 2005. This past July I elected to move into the Career Coach position for my LEA. While the position was perhaps glorified in the sense of my LEA having a better understanding of the Maryland Blueprint, it is clear that every entity across the state that works within pillar three of the Blueprint is quite honestly building a program as we move along. I work with all students in grades 6-12 across four schools. I am the only Career Coach in my county so I do not get a ton of time working with students individually, but do spend quite a bit of time in group/classroom settings. I use a platform called SchooLinks which provides the ability to access seven different types of assessments, some of which we discussed last week on our call. I also share resources sent to me from the growing community partnerships I am building through my new position. I am fortunate because I have lived in the county that I work my entire life so most business and county supervisors know me or my family. I have also set up several guest speakers with industries that are showing an upward trend in growth for my region. We have been on several tours of local agencies and had a military forum day where all the branches came together and provided each high school a detailed and direct conversation about military life. I have very fortunate when speaking to local businesses as they have been willing to accommodate any requests I had due to the barrier that it is just me in the Career Coach role for the entire county. Lastly, working with community organizations already established has been a huge help and an amazing experience for each student group we have partnered with. I have found that community organizations already rooted in the community has been a true blessing as they are aware of when additional events are that would benefit my students. Merry Christmas. Leigh

  8. sfrizzell says:

    The two major groups I work with are youth that are at risk of dropping out and inmates in our County Jail. The youth have a vast variety of needs. My role is to work with them and help guide them to a career, education or training path. I am new to this position and focusing on building a relationship with each of them.

    My role in the jail is to work with the inmates on their employable skills. We work on soft/hard skills, resume, mock interviews, etc. I also prep them for transitioning back into the community. We discuss the barriers they will have once released, and they continue to work with me after they are released. The office is around the corner from the jail.

    1. arroyoe says:

      A large portion of the youth I work with are also at risk of dropping out. Most of the time they are in need of money, for various reasons, and find school to be in the way of them surviving. I help them create a clear career path so they can see how it all builds up to a greater future. I also have to consider that although they are still in high school, it is also a need to bring in some kind of income and we have to include that in career planning.

    2. briellenh says:

      This is quite awesome, and something I truly have always wanted to do! I believe it takes a special person to work with these individuals . I am curious to know if these individuals are motivated to work with you and are engaged or it is like pulling teeth with them? I find myself navigating towards individuals in my schools who have a rough background such as ones that possibly end up in jail so that they do not end up as one of them and they are so grateful to have someone in their corner and have someone who believes in them and wishes them nothing but success. I wish you luck in your new position!

  9. alberta.lloyd says:

    Alberta A. Lloyd December 22, 2023
    Work Force Development Assignment (6)

    JEVS Human Services has a very diverse population. They work with the elderly, disabled, offenders and ex-offenders, adjudicated teens, and welfare recipients. Since being employed at JEVS Human Services, I have worked with three programs.

    • The Choice is Your – This program is for first-time ex-offenders who have been charged (but not convicted) with Possession with the Intent to Distribute (PWID) This program was formed out of a collaboration with the Public Defender and the District Attorney’s office. Our participants can waive a jury trial instead of entering the Choice is Your program. Participants are required to attend Job Readiness Training or Education Enhancement three times a week, complete 220 hours of community service, obtain their high school diploma, or enroll in secondary school, and pay a restitution fine of $65.00 within one year of entering the program. If they complete all requirements, their records will be deleted upon their graduation date. My role is to supervise the Educational Enhancement program and assessments for all participants. Once accepted into the program, our participants take the Test for Adult Basic Education (TABE), Career Scope, and Interest Profile. Those participants who have already had their high school diplomas are placed in the Job Readiness program. Those participants seeking to obtain their high school diploma are placed in Educational Enhancement. My role is to aid in obtaining resources for them and to assist them with their educational needs. This is achieved by using the results from the assessments to understand their career choices. Additionally, many of my participants have not been in an educational setting for some time, so some of the resources I use are educational plans, Mavis Beacon, Digital Literacy, YouTube, and supplemental reading and math activities.

    • JEVS Work Ready – JEVS Work Ready is for TANF recipients. The program was designed as part of an overhaul of the welfare program in Pennsylvania. Participants that receive TANF benefits are now required to complete 30-60 hours of job training, or educational programs. TANF recipients enrolled in the JEVS Work Ready program must complete job training or be enrolled in an educational program. JEVS Work Ready program offers Penn Foster’s High School Completion Program, Phlebotomy, Surgical Sterilization, Home Health Care, and Medical Assistance. They also have a partnership with Southern New Hampshire University and Community College of Philadelphia. Resources that are used to assist our participants are Upscale, Interest Profiler, Career Scope, one-on-one interviewing, resources, and job fairs. As one of the facilitators for the Work Ready orientation, I will often use group and individual exercises, icebreakers, games, and interactive discussions. Most of the JEVS Work Ready participants are between the ages of 18-59. years old..

    1. jcanan says:

      I work with much of the same diverse populations as you do. It is so important to have the relationships with other community organizations and businesses to help our clients obtain employment after a long absence from the workforce no matter what the reason.

  10. pjjones says:

    I work with, adults 18 years and older in Baltimore County, Maryland in the Workforce Innovation and Opportunity Act (WIOA) program. The groups for whom it is most challenging to find employment are those individuals 55 years of age or older, Emerging Young Professionals (those people 18 – 24 years of age), justice-involved individuals and single parents with young children.
    Each of the aforementioned groups have resources that are available yet, because of stereotyping, find it difficult to hear the desired words “Yes! You’re hired!” from employers

    • Individuals 55 years of age and older: This group, though hard working and company focused find employment difficult (per people in this group) because employers are afraid they will take a lot of sick time off or demand a high salary because of their years of work history or, will have let their skills erode.
    o Resources we use include events curated from our Talent Management Coordinators who have special relationships with employers. They often have in-roads to jobs that are not posted on-line. We also have the Senior Community Service Employment Program (SCSEP) that is focused on finding employment for seniors in Baltimore County.

    • Emerging Young Professionals (those people 18 – 24 years of age): Our Emerging Young Professionals find it difficult to get employment. Though many of them have the theoretical knowledge to be gainfully employed, they lack work experience. Many employers do not want to take a chance or invest the time to groom these young people.
    o A few resources that are available are curated events from our Talent Management Coordinators, The Baltimore County, Learn Earn Achieve Progress (LEAP) program which allows young people to be mentored in different areas of specialty and receive pay while they earn a salary.

    • Justice Involved Individuals: Many justice-involved individuals find it difficult to find employment as employers are concerned that the individual may have a set-back and exhibit behaviors not acceptable in the workplace or they are concerned the individual has not fully reintegrated back into society.
    o Resources that I have found helpful are employers in various industries who believe they will be minimally impacted by negative workplace behaviors, Federal bonding program which will assume the risk of employing a justice-involved individual and pay a bond if a negative occurrence happens. Last, there is a resource guide (United States Attorney’s Office for the District of Maryland’s Reentry Resource Guide) which has resources for help with the various issues one may be facing as a justice involved person.
     OPINION: Every person deserves forgiveness and a second chance as there is not one of us who has had a life free of any wrong doing.

    • Single Parents with Young Children: Single parents with children may have barriers to employment because of childcare issues. Finding affordable childcare can make the prospect of employment, increasingly difficult for the parent. Additionally, if their child gets sick, the onus is on them to find care for their child (often they have to leave work to provide care for the sick child). Sadly, I have spoken to people who have been discharged from their job because they took too much time out of the office to care for their loved one.
    o Resource that single parents can use is Department of Social Services (DSS) to apply for childcare credits. Also, in the State of Maryland, there is an organization called that can help income qualified parents find subsidized childcare.

    If any of you are interested in more information about these programs, I am happy to send information on the resource.

    1. mijizagreen says:

      Yes, this information really interests me, that is quite a diverse population of people that you work with. Is there specific population that you have become an expert in working with? Is there a website that you ultimately like the most? As I am entering this position as coordinator, I am learning about the many resources throughout other counties that can help assist us. I will mainly use the resources for my family as I work with students in middle and high school. With 12 coaches that I am accountable for I help assist them in making sure they have every tool and resource available at their fingertips. Our job is to assist students with applications, training, apprenticeships, internships, assessment, and job readiness. This will get them admission into magnet schools or into their career choice and or pathway. What we have discovered is along the way we are also helping families with the delivery of vital information to help find better paying jobs, training, and education.

      1. lkaiser says:

        I agree Mijiza – the coordinator’s job is multi-faceted and multi-dimensional!
        As the Frederick County Coordinator for “Blueprint” (Pillar 3), I know that managing the different temperaments, work ethos, and personalities of twenty-two (22) individuals is challenging. Additionally, harnessing that diversity in service of a common goal has been more challenging than I would have thought initially.

  11. mfarris says:

    1. I work for Anne Arundel Workforce Development Corporation in Anne Arundel County MD. The majority of the population that I serve are Dislocated Workers, Adults and some Reentry clients. For a while, most of these groups of individuals were unemployed and looking for work. They did not possess the skills to do the jobs they wanted so they came to us for that assistance. Recently, within the last few months, things have shifted to these same individuals, except the reentry clients, are underemployed. They are working but don’t possess the skills to advance within their careers. The resources that we use are giving them computer assessments to assess their digital literacy skills. IT is important all over and although many of our clients have been working for years, they still lack basic digital literacy skills. The score of the assessment will help us know where they need to start with IT training. We only use this assessment when clients state that they want to change their jobs and have no professional IT experience. Other resources that we use are learning style assessments. Not all clients learn the same. We have self-pace options, self-pace with study materials, instructor lead virtually and instructor lead in person. The VARK helps understand how the client learns so that we can place them in a training course where they will be successful. Lastly, sometimes we use o*net when a client is unsure of what they need to do to advance. Having them put the title or industry that they are going after, we help them navigate the site to see what is needed to be in that position, what certifications or skills training they need. This also helps give them a timeframe on who long things could take. That is a big question we get.

  12. dan.roeske says:

    One of our biggest challenges in the alternative mobility space is getting employers to “take a chance” on hiring people who have little work experience. Yet it is this group of talent that often have new ideas that may help an employer’s efforts to change their business from ICE vehicles to electric. These job seekers are typically HS grads, some having a 2-year community college diploma. But in every case, they lack on the job experiences. After meeting with a cohort of employers to understand their needs, we are developing an option for employers to take on these people for a year and helping to pay for additional training thru our federal grant.

    1. Christine H says:

      I really love the idea of the paid work experience. We have similar programs as well. We have a summer youth work program that provides youth 14-24 the opportunity to hold a job. The employers host the student, train them, etc. We fund the wages. The majority of participants have a barrier to employment. The hope is that these on-the-job hours provide them with references, skills, and more to take to full-time employment.

      1. jkhorsman says:

        These are great types of opportunities for young people to “earn while they learn” and it can also be beneficial to employers who are struggling to fill their ranks and looking to build a pipeline of qualified applicants. I’m doing something similar with high school juniors and seniors through youth apprenticeships with local trades businesses.

  13. ryan.mowery says:

    The main group that I work with are middle school students which ages range from 11-13. There is a diverse background in children that I teach and several resources I use to help. Some backgrounds include different ethnicities, cultures, and social status. One of the problems that I come across is students who struggle to read and write. A resource I use for students who have trouble reading is Nearpod. Nearpods can be student paced to allow them to work at their own pace without feeling rushed. During my lessons, I always have printed out slides and notes for students who need support which is another resource that I use. These two resources helps assist students working at a different pace, but allows them to get the same information.

    1. twichell says:

      I appreciate that you are acknowledging the impact of literacy (or lack of) can have on the 11-13 year olds you are serving. The resources you identified and are using are excellent ways to meet them where they are without judgment. Thank you for providing them the support and education that will allow them to achieve greatness.

  14. sferrare says:

    I work with a diverse group of clients that range in age, culture, education, sex, background, disability, and overall barriers to their hierarchy of needs. Primarily I work with the re-entry population and those who are seeking treatment from SUD that have entered our county/region because of seeking treatment here. Each client, regardless of how or why they are, comes with their own unique background, skills, and barriers. It has served my clients and I well to get to know their recovery program’s structure and requirements so that we can compliment each other. In doing that, I have formed relationships with their clinical teams, peer support staff, and their career development teams to isolate and identify the best time to join services to predict or promote growth for the individual. While some treatment facilities or release programs require employment or training, others won’t allow it for a certain period. A few facilities provide case management, funding for documents, and transportation, while others expect clients to figure those things out on their own. We have seen a lot of success by learning about our collective organizations and goals to help the client thrive in both by having cheerleaders and support systems coming together.

    1. anthonyj says:

      Working with the re-entry population is crucial in the realm of career development for several reasons. By providing career development services, these individuals can build the skills and confidence necessary to secure stable employment, gain financial independence, and contribute positively to the economy. Supporting this group in their career development is not only a matter of social justice but also contributes to broader societal benefits.

    2. csnavely says:

      I also believe that getting to know people at other community agencies is important for referrals. Learning intake/referral processes and the organizations services can help to make an appropriate referral that is less stressful for the individual. We also find interacting with other agencies provides us an opportunity to share our services with them in the event we can be a resource.

  15. Christine H says:

    I work with all ages- high school to older adult. My primary focus has been on undereducated persons, so I work to help individuals achieve their goals by increasing their educational foundations. This can be a high school diploma, increasing literacy levels, improving English skills, or taking workforce and college level classes. Due to the wide range of people I encounter, I witness intersectionality of gender, race, religious, sexuality, socio-economic, and incarceration history. It is not uncommon to have someone who is homeless, non-white, single parent and lacks a diploma. I have also spent a considerable amount of time working with English language learners. It is fairly common to encounter ELL individuals who have an education in a different country but have no credentials here in the USA. These individuals need assistance with accessing the free English classes in the community, while finding employment. A common example is someone with medical knowledge and education in a foreign country. The US does not acknowledge their degree or certification. I work to help the individual find free classes to improve their English while finding employment that values their native language. We have had great success in the community with placing bilingual persons in nursing homes and health care where their language is seen as a benefit.
    The biggest challenge in my area is childcare and transportation. Our rural area does have some bussing, but the hours do not always extend to cover the night classes at the local educational facilities. We have been fortunate to provide bussing and some ride-share opportunities. We also can assist some persons with taking the state required driver’s education course. We often have allotted funds to help pay for childcare, but this depends on grant availability.

  16. jcanan says:

    I work in a rural area of Maryland. We work with youth, adults, ex-offenders and people going through a recovery/re-entry programs. It is so important to establish a relationship with not only the individuals who walk into the office, but also with the local businesses and agencies. Many of our clients have mental and physical needs that need addressed before we can even begin to discuss job/training options. Having a solid partnership with our local Community Action Agency who help with housing needs & child programs such as head start is vital in getting participants, no matter what their background, stable in the community prior to seeking employment. We also can refer to our Dept of Social Services for food stamps to meet their nutritional needs. In addition, we participate in Project reconnect, which provides resources to ex-offenders all in one location. We also work with Legal Aide, who provide expungement clinics where individuals can get their qualifying charges expunged for free. Once all the basic needs are met/addressed we can flip to our other community business partners who provide worksites, on the job trainings and/or the local college that provides the classes for career development. Having a warm hand-off to these places, helps put the participants at ease knowing they are not alone, which, in turn gives them a better chance at success-in my opinion.

    1. mcrane says:

      It is so encouraging to read about how many resources in different areas of Maryland, whether rural or non rural, provide to ensure that our residents find the essential help needed to overcome personal obstacles such as re-entry or poverty. All working together, this is a solution to getting a person back on their feet to live a life gaining meaningful employment at a livable wage and overcoming seemingly impossible barriers.

  17. anthonyj says:

    Our organization serves a diverse range of people, each with unique experiences, skills, and aspirations. This includes individuals such as:

    •Recent graduates who have graduated high school or college and are navigating the transition from academia to the workforce.
    •Mid-career professionals who have extensive experience but are seeking new challenges or a change in career direction. A few services we offer include skills assessments, resume reviews, and strategic planning to help these individuals successfully transition into new roles or industries.
    •Career changers that are looking to make a significant shift in their careers from one industry to another. We provide guidance on transferable skills, industry-specific knowledge, and networking strategies.
    •Entrepreneurs and small business owners. We provide support in business development, strategic planning, and leadership skills to help them navigate the challenges of building and sustaining a successful business.
    •Underrepresented individuals from marginalized groups/communities who face unique challenges in the workforce. Our commitment to diversity and inclusion drives us to provide specialized support, addressing systemic barriers and fostering environments of inclusivity.

    We leverage a variety of assessment tools to help individuals identify their strengths, weaknesses, interests, and values. These insights form the foundation for developing personalized career plans with clients. We also organize workshops on a variety of relevant topics (e.g. industry specific, financial literacy, mock interview, etc.), provide referrals to partner agencies, and offer supportive services to address barriers to employment.

  18. Dmyers says:

    I work with a very diverse group of clients. They range in age, race, gender, recovery, backgrounds, homelessness, disabilities, not employed, under employed and ethnicity. Most of the clients that I see are adults with some type of mental health disability. First, I make sure that the clients have their mental health needs in place and if not, I will refer them to some mental health agencies that may be able to assist them with their needs before starting the process of enrollment. I want to make sure their basic needs are met before getting them into a program that will require their time and effort. I have a mental health background of 20 plus years, which has served me well with referring clients to resources and agencies. We also have a Community Resource Guide that I have given to clients that may need some other options for resources within the area. I feel that I have a good rapport with the clients that are assigned to me. I will walk the client through some of the applications and processes that are in place for other agencies so that I continue to build that rapport. I will contact other agencies within the area on behalf of the client to get them where they want to be. Of course, I have ROI’s in place and the clients are with me at the time of contact.

    1. jsmith says:

      I agree that a lot of our clients are experiencing mental health issues that need to be addressed. I have used the Community Resource Guide several times with clients so thank you for providing that to us. I also agree that they need to have their basic needs met. Without their physiological and safety needs met, they are likely not ready to participate in a program. I will also contact resources on behalf of the client when they’re in my office, if they need extra assistance.

      1. dgreen says:

        I can agree with you and the original poster. A lot of the clients that we serve are experiencing several other things like mental health that needs to be addressed, So we have to assist them with addressing those barriers first so they are suitable and ready to participant in the program. A lot of the clients that I serve don’t understand the barriers or issues that they need to address before the can be suitable and successful with they want to pursue. We deal with the difficulty of not being able to get through to the clients to help them understand that they need to work on their barriers first to be successful.

  19. mijizagreen says:

    Chapter 6
    Mijiza Green
    I work for Susquehanna Workforce Network; we work with all people. Our 3 most popular population are Businesses, Job seekers and youth and young adult. When working with the business, we have 2 employees that are business service reps, their job is to help businesses provide training for their employees, Susquehanna Workforce Network will do the work for you. We recruit and train workforce talent at all skill and education levels and respond quickly and effectively to the rapidly changing needs of your business. Our network of experts will help you Increase your pool of qualified candidates, save time and money with our employment and training tools, services, and resources, Access expert advice and information you need to have a competitive advantage. We also, Post Jobs the Maryland Workforce Exchange is a secure jobs database SWN uses to help businesses attract their workforce. Businesses throughout Maryland can post their jobs free of charge. Our Business Service Representatives will assist businesses with their job postings. This site also assists with candidate selection, education and training opportunities, job market trends, and workforce center information.

    For job seekers Susquehanna Workforce Network workforce experts can give you the direction, knowledge, and resources you need to improve your skills and find the right job. SWN and the Division of Workforce Development and Adult Learning operate the region’s three workforce centers in cooperation with partner organizations and agencies. Our centers offer various services and resources, including job search services, training and & workshops, and job fairs. Our workforce centers also offer the following Basic skills assessments and career assessments to help uncover your aptitudes, interests, and skills. You also can explore your career fit using the Traitify tool. Career advising puts them on a path to achieving their career goals. An employment specialist helps you discover your career interests and options. They also make sure you know about local workshops and resources offered at our workforce centers and through community partners so you can gain skills that increase your chances of finding a job. “10 Steps to a Federal Job” workshop, led by federal employment specialists who cover, in detail, the process for applying for a federal job. Customized job-training plans for jobseekers who need additional skills to be competitive in the job market. Training can take place at universities, community colleges, private technical institutions, or through other training providers. Financial assistance is available, and often training is at no or limited cost to the job seeker.
    Family Investment Program – The Family Investment Program is operated under the aegis of the Harford County Department of Social Services. Customers utilizing that facility are the recipients of federal subsidies such as food stamps (SNAP) or Temporary Cash Assistance (TCA). Susquehanna Workforce Network employees provide work-based training activities, job retention services, and job placement services to TCA recipients.

    Finally, is the Youth and young adults, we offer job-focused seminars for youth and young adults under age 25, including Resume preparation, Interview skills, The A Game, social media for job search, Entrepreneurial skills. Currently we are entering the school systems to provide the above knowledge and skills to our students in both middle and high schools. This knowledge that will be rendered through lesson planning, and assessments will assist students with applications, training, apprenticeships, internships, assessment, and job readiness. This will get them admission into magnet schools or career pathways. What we have discovered is along the way we are also helping families with the delivery of vital information to help find better paying jobs, training, and education. While changing students’ lives, we will change the lives our families and communities.

    1. shane.steckman says:

      I think it is encouraging and great that your work includes all ages. Being able to help people in need is a huge positive for any community. I think the resources that are used seem really helpful. I really understand the youth, like yourself, and helping them with their future. I also agree with what you said about helping families receive vital information. I feel as if we need to work with everyone in order to help the youth. Sometimes information can be missed so it is important to make sure everyone is receiving the correct information at any time.

  20. mcrane says:

    The major groups of people with whom I work in Anne Arundel County and the backgrounds from which they originate include young adults who live in low socio economic conditions, English learners, are re-entry individuals, many with disabilities and those who identify as LGBTQ+. I am able to work in partnership with community support resources such as the social security administration, faith based organizations, department of rehabilitation services, autism reemployment initiative, businesses such as “Goodwill” that are open to hiring & training individuals with barriers, I’m also able to provide more services to individuals with numerous barriers under WIOA state funds available.

  21. shane.steckman says:

    The main group that I work with are middle school students with the age range of 11-13 years old. I have worked with the youth for 12 years through teaching, coaching, and camp counseling. My current job is a Career Coach through the Allegany County Public School System. The backgrounds of the students are very diverse. Some students come from a solid background meaning financially stable, both parents at home. Other students come from broken homes and have financial struggles. Some students are being raised by others and some are considered homeless. One thing I work on daily is trying to find ways to reach each of these students equally. One challenge, however, is keeping students engaged. I find myself searching for ways to keep each student involved. One way I do so is by using different resources like nearpod and naviance. These resources are very engaging and it allows me to reach each student. Another resource I use, well it is more of a teaching strategy, is asking questions throughout a lesson. Having handouts and note pages are also helpful with getting students to follow along. Some students work faster than others and some students receive information in different ways. These resources help me assist students equally by making sure they are receiving the same amount of information.

    1. wray.blair says:

      I also wrote about the diversity of the socioeconomic background of my students. I think it is a key factor in their academic preparation and how they view the career lessons I share with them. You are correct that the challenge is “reaching” all of our students with the lessons will provide. So often I find that very smart students are sometimes lagging behind in school due to factors beyond their control. Our challenge is to present the material to them in a way that excites them about career possibilities in their future.

    2. breann.datri says:

      I think a key point is “searching for ways to keep each student involved”. As I work with middle and high schools and observe our wonderful career coaches, I ask myself, how can we engage each student? Wonderful lesson are developed and tools are given to these students that can prepare them for the future, however the most vulnerable are still not engaging. Being in the classroom, you can understand the struggle teachers deal with everyday. I realize the bulk of the students are participating but you just want to change as many lives as possible.

  22. jkhorsman says:

    After 20 years as a teacher and school counselor, this year I am working as a career coach for Worcester County Public Schools, in Maryland. I am one of two career coaches for the district and I have been assigned to one middle school consisting of almost 800 students and one high school of almost 1,500 students. The students range from ages 11-18 and therefore their needs are varied based on what grade they are in. I am working with a rural population that is racially and socio-economically diverse. I would say that there is a noticeable haves and have-nots gap within the community in which I work. I am getting to know the students with which I work through individual meetings, as well as in classroom and group settings. It is a lot of students so it makes it difficult to truly get to know them unfortunately. The main resource I use when working with students is SchooLinks, which is an online platform that guides students through self-exploration and career and college exploration. I also use resources such. local colleges, businesses and job centers to plan field trips and provide guest speakers for my students. I also use local businesses to provide youth apprenticeship opportunities for the juniors and seniors I work with.

    1. aleysha.czartoszewski says:

      Thank you for sharing your experience navigating the haves and have-nots within schools. One of the conversations that my team has regularly is around how personal barriers and environmental disparities can impact how students relate to and value career navigation supports. It can be hard to create buzz around careers for students who have struggles either at home or personally because they have “bigger fish to fry.” I really appreciate your diversity in approaching career coaching by offering a wide variety of ways to introduce students to different careers. The experiential pieces can be impactful and add much-needed context to online career exploration tools. I hear from career coach professionals in other counties about how experiential and local examples can plant aspirational seeds that can grow in future years. Kudos to you and your work!

  23. harrisl says:

    As the Workforce Manager for Michigan Works! Berrien, Cass, and Van Buren counties, I primarily work with individuals who have barriers to employment. Michigan Works facilitates the Partnership Accountability Training and Hope (PATH), which is a cash assistance program through Michigan’s Department of Health and Human Services. This program is designed to transition participants off public assistance and more importantly to obtain and maintain employment with the goal of self-sustainability. This program is designed for temporary cash assistance for needy families. During intake with PATH participants, we identify barriers to employment and set a goal of eliminating those barriers. My agency offers barrier removal to employment by offering to purchase clothes for interviews and employment, training to include GED/diploma and secondary education opportunities. We also require the participant to search for employment opportunities, which they are required to meet a minimum set of hours from 20 to 30 per week and required to turn in job logs indicating the name of the company and position applied for.
    Michigan Works! BCV also has an Offender Success and Second Chance program, which have been recognized by the State of Michigan. These programs are designed to assist participants who have been recently released from state prison or who are on felony probation from the county. Our agency has regularly scheduled visits with the Michigan Department of Corrections to conduct workshops and provide beneficial information to future parolees. This is a hard to serve group of participants primarily based on the many different barriers to employment. We have a program which offers training and employment opportunities, work clothing and equipment. Our offender programs also offer housing and education opportunities to try and prevent recidivism from reoccurring.

    1. dawsonr says:

      I agree that it can be difficult serving and handling those group of people and the many barriers that may accompany their case. When I have a client or participant that is very challenging with barriers that are hard to find resources or get the services needed. What I like to do is focus on two items at a time and set deadlines and times as a way to hold self accountable and to stay connected to the participant. As long as the client or [participant understands that you are working on their behalf and results are showing, it puts them at ease.

  24. ethompsen says:

    I work with students between the ages of 13 and 19(ish) in a public school. The great part about public school is everyone comes from different backgrounds. There is not one set “group” that I work with, such as those who are incarcerated or those who will most definitely be earning a high school diploma. The students we work with in the school system are extremely diverse and each of them bring something new to the table. Whether it be an aspiration for a job after college that I have never heard of or if they are wondering what a resume even is, all of the students have one thing in common and that is at least a small bit of drive to get them where they want to go. I use numerous approaches within my role and as you can assume, these approaches vary based on the background of the student. When working with a student, I always aim to understand their background. I believe as career coaches we need to understand where they are starting in order to help guide them where they want to go. A lot of my sessions include talking about passions, hobbies and home life, especially for those students who have no clue what they want to do. After a bit of chatting with no distractions, we typically will move to the computer where we will explore more in depth. We will use a career interest profiler, look into a specific school or program if the students knows what they want, or use our schools platform, Schoolinks. Typically, I assign the student something to work on across a period of a week or so. This might be applying for a job, creating a resume or creating a list of schools. It then becomes the students responsibility to demonstrate that they are willing to put in the work to achieve their goals. The students are told to reach back out to me once that is complete and we will move on from there in whatever way they need assistance. When I find that there are countless students who are riveted in the same career, I will invite guest speakers to come speak with the students so they can get even more guidance.

    1. landon.loya says:

      I too work with high school students, and get to do so at four different high schools, and I find the diversity to be so interesting as the students all bring different talents and aspirations to the table. I have recently done a college search activity with the schools and have been floored with the different degrees, schools, and locations the students chose. I too am scheduling guest speakers to come in to speak to the students.

  25. llowell1 says:

    As an employer, I work with many diverse populations that are seeking employment. Currently, I am working with younger populations 16-18 to explore career paths and obtain employment. I work with the schools to determine which students are interested in employment within healthcare. In the Detroit area, we work with many different types of backgrounds and ethnicities. I am also looking into our veteran and re-entry populations. This is a new focus for me, so I am excited to explore these populations and hopefully to understand best practices. One of my main focus areas is those seeking higher education, that may not have the resources to pay for schooling. We have created apprenticeships, and are working with MiWorks to obtain grant funding that will assist with books, uniforms, cost of tuition etc. We have been successful with employees that want to grow in their careers, and will now have the skills and certifications to prosper.

    1. sjewell says:

      I have been employed with the Michigan Works Association for 8 years, and I am always excited when someone mentions a referral to this organization. We work very hard to help all job seekers but we place a strong emphasis on assisting underrepresented populations. Keep up the good work!

  26. wray.blair says:

    I work with middle school students in a rural area. I work at two different middle schools and find that my population varies from school to school. One of my schools has many students who have grown up in economically disadvantaged homes. Many of these students report a variety of struggles and issues that they experience in their home lives. This sometimes manifests itself in behavior issues and learning differences at school.
    The second school is somewhat more affluent economically and has more students who reside in what is defined as stable home environments. The majority of those students come from a “college town” and appear to be more advanced academically. Both schools have limited racial and ethnic diversity. The great difference I see is the socioeconomic well-being of the students.

    1. wray.blair says:

      Continuation of my post…hit the post comment button too soon.
      With all of my students I try to give them real reminders of the lessons we have completed. While they can log in and use Naviance and Nearpod and other tools, I find that giving them handouts with their Holland Code and other lessons really seems to help. I always have students walk into my office and say “hey, my Holland Code is ASE” (or something to that affect) because I gave them a sheet with that on it. I will continue to use my online tools but I always want them to remember the lessons we have done together and put something tangible in their hands. I have also told them that if they want what I call a “pathway sheet” for a career they are interested in, I will create a paper for them with all of the high schools classes, and education beyond high school, they will need for their career interest. Students love these sheets.

      1. lscafide says:

        I appreciate that you give your students something tangible to have in their hands. I also do this for the students that participate in my workshops/seminars. I really like your “pathway sheet” resource.

  27. csnavely says:

    The most common population groups we work with are individuals with legal histories/involvement, individuals in the recovery community, dislocated workers, dislocated youth and adults seeking further education. Our office is active in our community and interacts with other community agencies frequently. This helps to build relationships and referral networks. We refer to community agencies that can assist with clothing, homelessness, mental health, substance abuse/recovery and legal services.

  28. jsmith says:

    The major group of people I work with is the youth population for WIOA. I work primarily with OSY 18-24, and youth between 14-24 for the Summer Jobs Program. Their backgrounds vary. This includes various ethnicities, genders, legal issues, socio-economic issues, individuals with disabilities, individuals with limited or no work history, individuals that are BSD and/or lack a HS Diploma, and various other backgrounds. I refer clients to various agencies depending on their needs. I have utilized a community resource guide for Washington County several times to refer clients to food pantry’s, mental health providers, DSS, CAC, shelter’s, DORS, Literacy Council, legal aid, NEDP, and GED. We have GED instructors in our office, so I work with them on a daily basis. We also have a gentleman that comes in once per month from legal aid and a woman that comes in weekly for NEDP appointments. I also use ONET with my clients so they can try to make an educated decision on college / careers.

    1. evozzella says:

      I too work with this population and feel the referrals and partnerships with outside organizations is so important to serving the customer as best as we can. What a great set up to have the GED instructors so close to you. I imagine that facilitates new customers feeling comfortable with the WIOA services that are available.

  29. landon.loya says:

    I work high school students between the ages14-19. I work for a county education system, so I work at all the high schools within the county. Each school has its own demographics, so I work with students that have diverse socioeconomic backgrounds. Their needs based on age and career direction also vary greatly.
    I work with most of the students in a classroom setting, so I do not know all their personal details of each student, but I believe I’m starting to build relationships with some of them, and the students I have met with individually I have built a much better connection with. I have used the resources available through Naviance, including self-assessment, college resources, career exploration, and military information to name a few.
    I am also working to build community partnerships with local businesses and professionals to establish a career fair for each high school. Also, I am working with these same professionals to bring in guest speakers to share their career paths and to give the students insight into their prospective industry.

    1. lpiner02 says:

      Building community connections will be crucial in the work we do. I believe that allowing students to interact with professionals and local businesses will be so valuable when they go to make career choices. Getting a chance to see professionals in action will give them a better understanding of what that job entails rather than just telling them.

      1. HURESKINd says:


        I agree with you as it relates to building a ecosystem of community connections. I think this is very important in not only serving clients are enter your business for resources, credibility, and connectivity. As there will be times when an individual may be seeking resources/services that may not be offered but having something in hand to navigate them will be a huge advantage point. I know personally being born and raised in the community I work in, it places me to be one of the main resources for community connections and am know within the community of someone who is trustworthy.

        As it relates to the students/youth, I believe this is even more important as they are the future of building the community, workforce, and region. They have a fine line between being a young Adult trying to figure it out to still having the youthful structure. These community connections will be vital to their career, education, vocation, or employment journey. These connections may be beneficial in the form of housing resources, additional transportation, parenting classes, financial literacy, to mention a few. These pivotal resources and connections will be a step to any persons willingness to be successful.

    2. tbrackman says:

      I like the direction you are taking to build community partnerships and give the students you serve the opportunity to participate in a job fair and to hear from career professionals about different industries and the specifics of careers they may be interested in. It may also open their eyes to the qualities that are important no matter what career path they choose.

  30. twichell says:

    In my current role I am developing programming to support Direct Care Workers in Michigan. Direct Care Worker (DCW) is a general term referring to an employee that provides essential care to an individual with disabilities and older adults through behavioral health, community mental health, home and community-based services, and long-term care programs and organizations. DCW’s are from all populations, racial and ethnic backgrounds, as well as all ages. The common thread amongst the profession is caring and compassionate people dedicated to providing support to others in need of assistance.

    Unfortunately, the other common thread amongst the profession is the extremely low pay for these employees. Data shows that close to 50% of DCW’s in Michigan are on some form of assistance and live at or near poverty level. These are hard working, dedicated employees taking care of our children, elderly and loved ones. We continue to advocate for higher wages and more respect for these professionals. In the meantime, we are working at identifying ways to remove barriers and retain them in the workforce. Some of our activities include: free training for employees, trainings to assist employers with sustaining a skilled workforce, mentoring opportunities for DCWs, identifying resources to address identified barriers by employees (child care costs, transportation costs etc.).

    A specific example of one of the ways we are addressing cultural competency within the DCW workforce is a pilot project with the American Chinese Association (ACA) that is located in SE Michigan. This group identified a need in the Chinese community for DCWs that were able to speak both Chinese and English, as well as being familiar with the culture of the people that need care. The barrier to care in this community has become more apparent as the older generation is needing to access home care services. This project is focusing on developing materials and trainings in Chinese, as well as recruiting DCW’s from the community to both provide services and mentor others.

  31. csusko1 says:

    In healthcare, we work with all types of people and we provide care to the most vulnerable populations. We have positions that cover non clinical support roles, administrative support roles and wide array of clinical roles. We are committed to diversity, equity inclusion and social justice. We serve the incarcerated population, and provide behavioral health services targeted and avoiding re-entry.

    The biggest challenge we face is communicating value in entry level roles (most of which are at a low wage) that will provide career opportunities for advancement by way of formal training and education. We work with multiple agencies to broaden our talent pools. From middle school and high school outreach, providing internship opportunities for students and part time work. Earn while you learn opportunities in our apprenticeship and on the job training program targeted towards individuals looking to re-enter the workforce. We work with immigrants, underserved communities and professionals. We hire the worlds best clinicians in both our nursing and medical group.

  32. jmarkos says:

    I work with many unhoused individuals many of whom have a criminal record, some may be recent but not all. Some of the same individuals are veterans who have moved a lot through the years. This is probably the majority of the population I serve along with anyone that wants help finding employment. But, when I look at the 2 main ones I mentioned, unhoused and a veteran, as stated in the videos, we first look at documentation for I-9 forms – ID and SS Card or Birth Certificate, etc., referrals for housing, veterans assistance for housing information or set up (furniture, etc), really what is needed on an individual basis. When Aaron spoke about looking at retention from the start I guess that is what I do without realizing it. The job seeker may not be moving into their housing yet but we are discussing these things now, and things like this may come into play during the job retention period. If we start to discuss this in the start and form a plan or path then hopefully it wont pull the rug out from under the person.
    I really like to look at each person and consider a wrap around approach – what are their needs, wants, goals, and go from there. We have 2 Financial Coaches in our office that help with budgeting and credit repair also for once they are employed but I use all of our partner agencies to help each person reach their goal to self sufficiency.

    1. Amy.Sljva-Blystone says:

      It’s great to start looking at retention from the start and provide an individualized wrap-around approach as well as work with partner agencies to help each person with their specific needs.

  33. lpiner02 says:

    The major group of people with whom I work with are middle and high school students, I have the privilege of working with a diverse group of young individuals from various backgrounds. These students range from age 11-18 and are in the midst of making important decisions about their future careers, whether it’s pursuing higher education, vocational training, or entering the workforce directly after graduation. The backgrounds from which the students originate are varied and multifaceted. These backgrounds encompass socioeconomic status, cultural heritage, family dynamics, and educational experiences. It is essential to understand the diverse backgrounds of the students to effectively support them in their career development journey.

    In working with such a diverse group of middle and high school students, it is essential to utilize a range of key resources to support their career development. These resources such as assessments, workshops, career fairs, apprenticeships, job shadows, and providing financial aid and college information are designed to address the unique needs and challenges faced by students from different socioeconomic backgrounds. While working with middle school and high school students from diverse socioeconomic backgrounds, understanding the unique characteristics and needs of each group is essential. By utilizing key resources tailored to address these diverse needs, I can effectively support students in their career exploration and development, ultimately empowering them to make informed and meaningful career decisions.

    1. elmdanats says:

      I love seeing that there are so many things that you do to help those students, because I work with the the next age group up (16-24 years). I love the idea of building that foundation early to give them access to career exploration and development, including job shadows, financial aid and college information. I believe when they have those seeds planted early, or even just exposure to different careers and resources, I think it sets them up for a greater chance for success when they come through our doors to get assistance in taking the next step with their education and/or career.

  34. Amy.Sljva-Blystone says:

    We work with a variety of populations but are seeing more individuals who are unhoused and justice involved. As a result, we are always looking for resources to assist individuals and who come to the center. Some information we have are resources on local shelters available as well as information on Federal Bonding and Expungement. We also use United Ways 211 as another resource since they can provide a variety of resources the individual might need. It is important to make sure we have updated information available for our customers because information is always changing

  35. arroyoe says:

    I work with students between the ages of 16 and 21. The participants I work with are enrolled in some type of schooling, the majority being alternative education and post- secondary education. I receive referrals from case workers, teachers, and guidance counselors for students who are struggling with their academics or need guidance in career planning. The students who are enrolled in alternative schooling typically come from low income households and may need to contribute financially to their household. They want high paying job quickly, most have not begun thinking are long term career goals or have chosen their desired career due to financial considerations.

    I also work with students enrolled in post-secondary education who are interested in help reaching their goals, these students tend to look for help obtaining training or work experience that will help them in their career.

  36. dawsonr says:

    The major groups of people with whom I service are seniors, ages 55 and older. Our agency focus on a specific region and an assorted population of people. Most of the clients first language is English and we have a very low percent that speaks Spanish or Arabic as a leading language. The background from which they originate range from never worked , returning to work, veterans, people who’ve retired, formerly incarcerated, physical, mental, and medical barriers or challenges.

    The key resources that I use with this group is my department, our partnering sites, Michigan Works! and other resource agencies or non profits that service seniors To assist with language barriers, we use our personnel that speak other languages and we use the interpreter by phone. During the holiday season it is quiet but around March 1, things begin to pick up! Currently, it’s been difficult trying to get our program numbers up from 28 to 55 since returning from Pandemic. We’ve been getting participants but at a very slow pace.

    1. marc.schlesinger says:

      My department has a number of native Spanish speakers who are also bilingual. This really breaks down a barrier for people whose first language is not English; we do receive many Spanish speaking Participants as well as others but Spanish is the main one. One of our partner organizations teaches GED classes in Spanish which is a great way for those Participants to earn their HSE. Currently in PA, there’s a very aggressive initiative to put people with HSE in jobs as the workforce gets older. Adapting to Participants needs and education level is important while paving the way for them to be successful!

    2. Nakilya King says:

      I can relate to trying to increase enrollment within this demographic after the pandemic. I think a lot of people in this demographic were either working prior to the pandemic and afterward decided to not return to the workforce and on the other hand, due to the cost-of-living increases, some were forced to come out of retirement and back into the workforce and are worried about finding the right occupation for them.

  37. marc.schlesinger says:

    In my work at JEVS, I support people that receive public benefits, specifically Temporary Assistance for Needy Families (TANF) – aka Cash Assistance. That usually complements with Supplemental Nutrition Assistance Program (SNAP) FKA Food Stamps, Medicaid, WIC, etc. While I don’t specifically support them in searching/securing employment I do work with them in finding HSE programs and training. Many people whom I work with want a quick solution which is a job, often low paying and few (if any benefits). I try to support their goals by discussing what they might like to do in the workplace and find a training that would provide them support in a new job or better yet, career. I refer a lot of Participants to Community College because they don’t just offer academic programs anymore, they have shorter term trainings, e.g. auto mechanics (ASE Certification), HVAC, Plumbing, etc.

    One of the populations I also work with (and sometimes don’t even know) is people who are homeless. This can make finding a job or remaining in a training very difficult when you’re not sure where your going to be living, even day to day. The best I can do is listen and present options to them to support them through a most difficult transition.

    1. cwhite says:

      I’ve always wondered how orgs that provide WFD to homeless populations are able to impact their clients. When there are housing barriers that exists it seems impossible that they would have the ability to focus on WFD or Career Development and/or placement. Hats off to you, this is great work!

  38. aleysha.czartoszewski says:

    Our work within the career navigation space is still very new. Our goal is to work with high school students and current healthcare professionals across the state to help them navigate healthcare career paths. Because we are statewide, we will need to manage various needs and contexts, from socioeconomic factors to geographical factors to people’s ability to attain additional education and training. Knowing we will need to support a very diverse population, we are looking at creating a Technical Assistance Center, where individuals can call in and ask a support person questions. We hope this individualized support will help remove some of the potential literacy barriers and create equity in understanding the “hidden curriculum” so that folks unfamiliar with healthcare (and its jargon) will have the same understanding of how to have a meaningful career.

  39. breann.datri says:

    In my role, I am dedicated to working with middle and high school students within a rural community with various challenges. These students face significant barriers, including economic hardships, pervasive issues of drug abuse, and a limited exposure to diverse job opportunities. Navigating through these challenges, my focus is on providing support and guidance to empower these young individuals to overcome obstacles and explore possibilities beyond their immediate circumstances.

    1. mpompey says:

      I am a career coach but the majority of my participants are adult workers. I do have a youth program but the age range is from 16-24. I can imagine the difference in coaching techniques when it comes to students in middle/high school. I have always viewed this type of coaching as support they need so they don’t need my program as an Adult. Not to mention the impact the family might have on such a young participant. I believe the book was “Bridges Out Of Poverty” where I’ve read that it takes 3 generations for a family to no longer be in poverty because of the wide range of impact a household has on it’s members.

    2. sboone says:

      Thank goodness for people like you breann.datri! A focus on our youth and helping them overcome their traumas and struggles by guiding them on a better path is needed in so many communities! Good for you and keep it going! 🙂

  40. briellenh says:

    As a career coach in the Worcester County Public schools in Maryland the group of students that I am working with are middle and high school students, ages ranging from 11-18. I am currently working in two middle schools and two high schools and although the Snow Hill schools and the Pocomoke schools are only 20 minutes from one another, the populations are very different. On one end I have a higher income population and on the other end I have a low-income population. My students come from different backgrounds, races, ethnicities, cultures, and social norms. Working with children in the public-school systems, you never know what is going to be brought to the table and what you are going to be faced with which makes it fun and rewarding when you can help an individual be successful. Since I am working with a wide range of ages and students, there are different needs in different grade levels, as well as schools therefore I have different resources and different techniques amongst these groups. In total I approximately have 1500 students that I work with. While I do not meet individually with each student, I do my best to meet with groups, or classes to reach all students of all kinds. The first thing I do when I work with my students is get to know them and where they have come from. This helps me better understand their needs and circumstances, so I am better able to assist them. Whether it is working on interview skills, resume building, college searching and or applications, apprenticeship search, job shadowing experiences I used the school links platform where students can access all of this information and data. I also utilize the local American job center and bringing in guest speakers to talk about different career clusters. When students hear from someone else besides the person, they always hear from they tend to be more engaged and realize oooo Ms. Or Mr. so and so was right when they told us that. Providing students with a variety or resources but not too many is a great way for students to be engaged and willing to learn more.

  41. mpompey says:

    I am a WIOA Career Coach and there is a wide range of participants in my program. The majority are all low income, but they also could be dislocated workers receiving unemployment, public assistance, returning citizens, new Americans, refugees, asylees, or youth. They all are facing significant barriers to employment. My program provides training that will lead to an industry recognized credential and hopefully a higher pay in a in-demand occupation. There are many resources I use depending on the unique barriers the participant is facing. One resource I use regularly is O*NET Online when we are researching possible occupations and what that occupation looks like when it comes to training, hiring rates and pay. Being in my role for a few years now I have developed partnerships with community resources to assist with services such as housing, citizenship or expungement. I also have been awarded 3 years in a row funding for my own major grant through my company’s foundation which helps cover costs that policy does not allow.

    1. solson says:

      That’s amazing that you have addition grant money to cover other expenses, The policies are sometimes so strict that it is hard to be able to pay for everything we’d like to. I work in a small community and our grants were cut in half from last year, causing many of our customers to miss out on mileage reimbursements.

  42. evozzella says:

    I work with young adults, 18 to 24-year-olds who are typically economically disadvantaged. Our customers are more diverse than the overall population in Carroll County. Our customers are more likely to have a physical, cognitive, or mental health challenge. They are also more likely to be a racial minority, a member of the LGBTQ community, experiencing homelessness, or a English language learner than the general population. The key resource we use with the many customers who are members of the above-mentioned groups is the Connecting Youth consortium or services in our community. This organization assist us in each customer’s unique needs.

    1. mcclaan says:

      Thank you for all the work you do with those specific populations! I know that work is challenging and often mentally/emotionally exhausting. In my experience working with people from the demographics you mentioned, I have sometimes felt guilty for having to refer them to another organization or service to assist them with what they need. While they will definitely receive help there, it is not easy for everyone to bounce around to difference offices and locations to receive the services they need to survive and provide for their family.

  43. mcclaan says:

    I currently supervise 15 career coaches in our county’s middle and high schools. The coaches come from all walks of life and backgrounds. One coach immigrated to the US just a few years ago and is still taking classes to improve her English skills. She was a school counselor and administrator for several years in her home country. Other coaches are working at schools in their hometown, in an area of which they have never moved. Then there is a general third category (much like me) of coaches that are transplants from other parts of the state or country that are not as familiar with the area and the county.

    We have a racially diverse team that also has a wide range of age and experience. However, there are strong commonalities in their passion for students, education, and family. It has been a joy to learn about everyone’s unique needs and working styles. Both their differences and similarities make us stronger as a unit working towards the same goal.

  44. HURESKINd says:

    The major groups with whom I work and the backgrounds they originate from are from a wide range, from youth to senior, different demographics, professional, entry level, executive job seekers, those with and without criminal backgrounds to mention a few. I serve those who are going through and/or experience poverty, lack of education, lack of resources, lack of education. I serve those who may have work experience and those who have none. I serve those who have recently or have been released from the judicial system, both on probation and parole, and with these services, the participant is able to find employment, housing, transportation assistance, and supportive services.

    There is a wide range of population we serve, we provide housing, transportation, employment, education, and vocational resources for all demographics, backgrounds, and experiences. For example, with our prison re-entry program (Offender Services) we’re able to recently help release detainees find many transitional resources that will help them get on the right track as a productive citizen. These services are free! As it relates to our Youth, we also serve the Youth in a capacity that helps them make informed career and education choices while helping them get and/or stay on the right track. In some cases, our Youth may qualify for additional stipends, supportive services, etc. while working on a credential for long-term career stability.

    These services are plentiful and readily available for anyone that is in need. We also have staff available to help walk individuals through the processes for clarification of all programs.

  45. sodashiell says:

    As a career coach in Wicomico County Public Schools, I work with middle school students, ages 11–14. I have over 900 students in my school, and the diversity of the students’ population ranges from students with disabilities to English language learners as well as our accelerated learners. My school has a very diverse socio-economic population, as some students come from very affluent families while others are low-income. This is evident as I have career conversations with my students, and the affluent students tend to follow the path of their parents, wanting to attend or research certain colleges or have certain occupations, while some of my lower-income students are more interested in having a job that will provide a paycheck. I particularly hear this from my 8th grade students who want to work to help contribute to the finances at home. In working with my students, my aim is to work with all students in some capacity. I go into the classroom at least once a quarter and provide general career preparation, research lessons and opportunities for all my students. I also provide small group sessions according to student career interests as well as meetings with students individually. Currently, I meet with my 8th grade students more often and conduct more individual sessions, as they are the students who want to know more about job opportunities and potential career options.

    As a tool, I utilize our school-based platform, SchooLinks. This platform is for college and career exploration. This allows the student to collect information and will provide me with data about the students’ trend in occupation, which I use in other aspects of my career preparation program at the school. I also work with students on completing applications, job interview skills, resume building, and college and career research. From SchooLinks’ database, I gather information from students’ interests, which I use to bring in guest speakers to explain their first-hand experience in their careers. Utilizing our community partners as resources for career conversations has been the best tool because, while I may know the basics of some occupations, our community partners can provide greater detail about the educational and daily experience it takes to reach their occupation.

  46. tbrackman says:

    I work mainly with High School students ages 14-21 who come from a variety of backgrounds. Some live with their families, some one parent or the other, grandparents, foster parents, friends, other family members and some are homeless. Most of the students are low income and all face some sort of barrier, often multiple barriers, to employment/high school graduation.
    The program itself is a key resource for students. As a Career Advisor I can give them extra support, connect them to other agencies in the community and help them access financial resources. Other key resources are school counselors, vocational programs, colleges and other training providers, transportation providers, childcare, and local employers.

  47. jallen1 says:

    The Lower Shore Workforce Alliance works with youth (ages 12-18 and disadvantaged out of school youth ages 16-24), adult dislocated workers, the homeless population on occasion, and businesses. The organization works with a very age and culturally diverse population, specifically the underserved.
    On the Eastern shore of Maryland, we see that there are a lot of ESL learners who we direct to take ESL classes at Wor-Wic Community college and the Worcester County adult ed classes (adult learners). The youth(school aged) has a large population that speaks Spanish, Haitian and Korean. We have a directory of immigration law and community resources who can direct and support future citizens into the workforce.
    For the homeless population we often provide resources from our community resource guide that shows information about shelters, food pantries, social services, mental health services (Tri-Community Behavioral resource guide) and expungement clinics, all while assisting with job placement.
    We also have begun a birth certificate assistance program to break that barrier to workforce which can apply to any population by helping them obtain their Birth Certificate in the state of MD.
    With businesses, we advocate for hiring for DEI (Society for HR Managers & Department of rehabilitative services with the department of education), hiring individuals with disabilities, veterans (MD DOL), re-entry (MD DOL), and promote on the job learning opportunities by directing those businesses to speak to the Department of Labor, the Department of Rehabilitation services/ Department of education, and Telamon for incentives and job readiness programs as well as ourselves.To assist businesses to share their job openings, we refer to Maryland workforce exchange and share them through our social media networks. .
    We also are always making connections with businesses who are open to hiring ESL individuals.Community partnerships are key to helping each client obtain the proper resources they need.

  48. solson says:

    I work in a small office with only a few employees. We are cross trained to assist anyone that walks through the door. Most of our customers are seasonal workers. Majority of them struggle with technology, making it hard for them to navigate their MiWam accounts. We host a monthly workshop to help these individuals understand MiWam and the requirements of unemployment.
    We have many low income customers that participate in the PATH program. Many of them struggle to maintain employment due to lack of child care, transportation, and stable housing. I work with other agencies to give these customers the tools they need to secure long term employment.
    WIOA is another big program in our office. I have several youth and adults on my current caseload. The most common barrier for adults in our area is low income and single parents. Our local career center is a major resource for these customers. They offer several classes that are in high demand in our area. Being able to complete these classes close to home and in a timely manner is important to those hoping to gain employment quickly. The youth struggle to find employment due to lack of credentials and work experience. We have a very successful summer work program for the youth that allows them to gain experience in the field they are most interested in.

  49. elmdanats says:

    I work primarily with youth ages 16-24. They come from diverse cultural, socioeconomic, and educational backgrounds. I work with students that are in school, high school dropouts, youth with disabilities, as well as homeless and parenting or pregnant youth. There are several resources I utilize to best help them, whether that is with education or training, work experience or labor market information, or supportive services such as clothing and bus passes to help them get to school or work. I think building relationships with the participants is important because it is hard for some of them to open up about what it is they need help with, but the more I can learn about them, the better chance I have to create a plan with them that is unique to their situation and needs. I also work with community partner agencies, local schools, and industries to build partnerships so that the young adults have multiple resources that can help them along their education or career path.

    1. rlambert says:

      I agree that building relationships, particularly through using the helping skills that we explored in this class, is a vital part of delivering quality workforce services. I find this particularly important when working with a youth population because many of them that are facing certain barriers are between dependency and independence and sometimes find it difficult to trust and believe that others – strangers – have their best interest at heart. I have found that while many of them prefer to stay focused on the work, goals and plans, others enjoy having someone in their corner and open up more about their needs that are not just employment related and give me and my agency an opportunity to assist them and meet them where they are in life.

  50. Nakilya King says:

    Although I do not work with customers directly, the department of service providers that I monitor primarily work with specific demographics such as returning citizens, veterans, 55+, Individuals impacted by COVID-19, and individuals with language or cultural barriers. The backgrounds of these individuals all have a barrier within their demographic that is preventing or limiting them from gaining employment or educational training. Some of the barriers commonly seen are housing, childcare, language barriers, gaps in employment history, in need of skills upgrades, and transportation.
    Some of the resources we use either locally or within the state include partnering with local schools, churches, and businesses, the local legal aid office, the local newspaper, the Department of Social Services, the Department of Human Resources, County Housing and Community Development, County police department, County public works and transportation, County family services, and local mental health facilities.

  51. Aisha Hope says:

    As a current career coach for a local workforce development program, it is important to listen and ask the right questions of our clients. During my two years as a Career Coach, I have worked with ex-offenders, career changers, entry-level job seekers and displaced workers of the adult population who are 24 and over. Prior to enrollment into training, I assign homework to a client to see what are their transferrable skills, interests and work experience. Lastly, I ask the client to write a brief essay as to why they selected a particular career. Just recently, I focus more on short-term as well as long-term goals which will determine if training is the next step.
    Unfortunately, many participants have been assigned to my caseload because they were directed by unemployment or the local Department of Human Services. There have been instances where the client may have stated “I am just here to collect my unemployment benefits” or I am here so I can get my SNAP or TCA benefits.” At that time, I try to direct them to set employment goals that will lead them from poverty to a sustainable career building upon their transferrable skills and work experience. What I have learned is that at the end of the day, we cannot save everyone, however, we can help one individual at a time. If I help one person each day, then I have made a difference in someone’s life.

  52. lkaiser says:

    I principally interact with adults on a daily basis, however I also may occasionally interact with a student-aged population between the ages of 16-22. Those adults in my immediate workplace are a diverse group of individuals in a host of ways and differ in: age, race, ethnicity, disability, and gender.

    The ways in which I typically interact with my immediate colleagues is different than the manner in which I manage other adults who deliver county-based services to students. Many ways I interact with the former are the usual office-oriented means of communication and interaction: email, phone calls, office hallway conversations, meetings, virtual calls, and presentations. However, the ways in which I interact with the student-based population is indirect and occurs through my management/coordination of adults (career coaches) who are delivering a service (career-based awareness and planning).

  53. sboone says:

    In my role as a talent specialist in the U.P. my office offers services to everyone above the age of 14 from basic job search readiness, assisting with removing barriers to employment, and all the way to putting participants through to training. We tend to work mostly with adults just by happenstance, but periodically from the efforts of local outreach our staff get opportunities to work with youth as well. In regards to what we encounter on a day by day basis we see a lot of diversity in regards to education, backgrounds, and socioeconomic status. But aside from that there is not a whole lot of diversity in our small northern area.
    We, just like bigger communities than ourselves, also have to assist job seekers with overcoming obstacles they face to gaining employment. Like offenses on their record, lack of work history, generational traumas and other unconscious biases from potential employers. So though the location and interactions may vary from those from a more culturally diverse area; I’d imagine that our participants struggles, experiences, and concerns are widely common and mutually felt.

  54. allenb says:

    The clients I work with come from varying backgrounds, education/income levels, job statuses, and experiences. I work primarily with adults who are interested in receiving training and/or career services. These clients can be in a variety of backgrounds and financial situations. They can be employed, unemployed, underemployed, and the like. Essentially I work with anyone who is looking to get back into or continue their journey in the workforce and doesn’t exceed our income cap. Many clients are low income, single parent households, have a criminal background, are long-term unemployed, etc. Services provided include assisting them with tuition funding, books/tools/supplies needed for class, transportation funds (auto repair, mileage reimbursement, housing aid, and trying to alleviate any barriers that are stopping them from achieving their goals.
    The resources I use with my clients depend, of course, on what the client needs. If someone is a veteran, I give them resources from the VA to ensure they understand other services they may be eligible for. If they identify as having a disability, I give them a contact at MRS so they can work in conjunction with me to try to provide clients with everything they need. For students who are in a training, I give them information on FASFA and other grants available in our area (MiReconnect, Future for Frontliners, etc.) in attempt to alleviate more of the financial burden of school. Each client is different, so whenever they have a question or identify a need, I try to find as many community resources as possible to try to help with their problem and get them back on track.

  55. rlambert says:

    I work with my workforce development’s out of school youth population so I serve individuals aged 18 – 24. These individuals originate from various backgrounds and demographics including ethnicities, sexual orientations, gender identifications, class and economic standing, etc. Some live with family and are not yet or have not yet ever been in life self sufficient. Others are newly emerging as independent and self reliant. Many of the youth that I work with know that they want to work and become self sufficient but do not yet know what they want to be doing. Most of the clients that I work with are entering the workforce for the first time. These varying attributes all influence the way in which I provide services and work with my clients. I find myself needing to understand how these different experience influence their idea about work. One of the Workplace Excellence skills that I work with my clients on understanding is respectability and how different workers from different generations bring different core work and personal values to the workplace. I encourage my clients to use this understanding of respectability to their advantage to learn and to grow rather than allowing the differences to be a roadblock or hindrance to growth. There is a great value as a career services provider to understanding how the varying backgrounds of individuals that we work with do and should influence the way in which we work with them.

    1. rlambert says:

      The key resource that I use when working with my clients is technology. Though I prefer to hold meetings with them in-person to help them work on communicating with others in social settings, I use web based learning systems such as Pathful Explore and Metrix Learning to assign job readiness and career exploration tasks that can help them to both understand and take ownership on their employment journey.

  56. bushra.ahmed says:

    The clients I worked with came from diversified backgrounds. There were English language learners, veterans LGBTQ community, clients who have disability, who were homeless and displaced refugees. I had in person meetings with them as well virtual meetings also. the most important matter was the means of communication with them and in regards to this technology played and important role. Another important thing was to understand their backgrounds, culture and circumstances. For me the most important skill is respect.

  57. cfigueroa says:

    I work with adults from various backgrounds and professions. It varies from Veterans to individuals who have worked through addiction and are looking to become peer recovery specialists to individuals who were involved with the justice system, to name a few groups. Sometimes, I also assist customers who attended unemployment seminars and were referred to me for training. These individuals have degrees ranging from an Associate’s to a Master’s. On the other hand, I also have clients who are seeking a change of career and pace and no longer want to work in a warehouse.
    We use higher education as a resource to identify groups. If customers have a degree, they are exempted from taking the math and reading assessment known as CASAS.

  58. lscafide says:

    I serve as a Career Services Coordinator at a Community College. I primarily work with students primarily in the age range of 18 – 24; however, we do have students, ages 15 – 17, who are still in high school and taking college courses; as well as, we also have an adult population (ages 25 – 55+) that I occasionally have the opportunity to work with. The student body is comprised of a diverse population with different socioeconomic status, race, ethnicity, language, gender, and disabilities. Many students are seeking their first entry-level job or experiential learning opportunities such as internships and job shadowing. They are also in the early phase of career and college major exploration and career planning. Often, my role is to help students learn about their interests, strengths, values and preferences and to learn how these factors can help them to learn about careers and degree programs best suited for them; as well as, provide career-readiness training related to resume writing, interviewing, job searching and networking. In addition, I coordinate an annual job fair for our students which gives local businesses the opportunity to network with students and share information about their organization, career pathways, and job opportunities.
    Primary resources I use include career assessment tools (Focus 2 Career, Traitify, and O*Net); career exploration resources (CareerOneStop, Candid Career: Explore Careers and Firsthand Career Library); and, career readiness tools (Big Interview and Candid Career: Get Hired); as well as our College Resource Guide. In addition, establishing connections and developing relationships with community businesses and organizations that could provide experiential learning opportunities or may have an interested in employing our students is an important part of my job and serve as direct contact resources that often help lead to employment for our students. My college also has protocol and connections to community resources for any student facing barriers to remaining in school or to meeting their basic needs for housing, food, mental health support, and transportation services.

  59. tcallahan says:

    My current role with my agency is a Career Coach in the Community department. The population I work with covers a variety of race, socioeconomic status, age, disabilities, mental health, justice involved. Most of my clients are experiencing numerous barriers to their success, some of them having to put forth extensive effort just to manage how to survive the day rather than having the luxury to plan for the future.

    The primary resource and starting point I utilize with my clients is a thorough assessment and conversation to really gage where they are and their needs to help get them from where they are now to where they wish to be. Additional resources may include community partners and providers. Recently much of our work has been hand and hand with various Recovery Centers to help those struggling with Opioid addiction and working those who have been justice involved through a violence prevention program. Taking the time to listen to the needs of the clients and taking the time to build relationships and partners has been vital to the execution of our services and clients success.

  60. rreed says:

    I have worked with teenagers and young adults for 9 years. I currently serve as the Career Coach at Parkside High school in the Guidance Department. The population I serve varies in race, socioeconomic status, mental health, gender, and goals. Many of the students I serve are in an exploration space without any clear knowledge on their strengths, weaknesses, or skills they possess. The coaching relationship for my students typically starts with completing assessments and helping our students apply the information provided to what is real for them personally and professionally. Our next step is taking that information and looking at opportunities available to them within their community that will set them up on a path that allows room for growth financially and provides flexibility to manage the other demands of education, family, and selfcare.

    1. Valdmorris says:

      The relationship part I feel is super important. If you can get the student to feel comfortable you really start to learn about them. The kids I often connect with usually have a way of telling me something I can do to help them with whatever issue they may be having and are very appreciative after. Growth is definitely important. Where they lack, we can step in and serve.

  61. cbrinson says:

    In my current position, I am a career coach at Wicomico Middle School, which serves 731 students between the ages of 11 and 15. In addition to students with disabilities, English language learners and accelerated learners make up the student population diversity. Several students at my school are from very affluent families, while others are from low-income families. As I discuss career options with my students, this becomes evident. It is common for affluent students to follow their parents’ lead, wishing to attend certain colleges or pursue certain careers. Conversely, some students from lower-income families are more concerned with having a job that pays well. My school-based platform, SchooLinks, is my primary tool. SchooLinks provides students and their families with information about colleges that are the right fit for them. This is based on their academic profile and career interests. It also provides resources and support to help students make informed future decisions. The most effective way to conduct career conversations has been to use our community partners as resources, as they can provide additional information about the education and experiences needed to reach their occupations while I may have a basic understanding of some occupations.

  62. sjewell says:

    The major groups of people I have the opportunity to serve the most in Luce County are Caucasians, opportunity youth, older workers, people with disabilities, economically disadvantaged, all age generations, and women. Occasionally I have had the opportunity to serve people who have been in the justice system, Native Americans and Hispanics.

    There is very little racial or ethnic diversity in my area. This is the case across the whole Upper Peninsula of Michigan. The key resources I use when I need assistance interacting with these groups are my coworkers, my supervisors, and my local Michigan Rehabilitation Services coordinator.

    There is a toll-free phone number listed on a flyer located on a bulletin board in my office for individuals who act as interpreters for a variety of languages. I am to use this resource if I ever experience a language barrio situation while working with a customer. I have not found myself in a situation where I have had to contact an interpreter, but I am thankful that this resource is available to me.

    A group of Ukrainian refugees are living in some of the counties near the Kewana Peninsula. Some of them were referred to UP Michigan Works for employment assistance. When this happened my employer purchased some electronic devices that translate English and Ukrainian to assist these job seekers. I think this was a wise purchase and I am glad that my employer is supportive of the refugee’s employment goals as well as my coworker’s attempts to provide the best possible customer service.

  63. cwhite says:

    Year Up’s national numbers stated that the racial identities of our student make-up over half of our students are of color and mainly comprised of African- American at around %38 and 32% Hispanic.. However, in the Detroit Market, I’ve found that over 90% of served students are African-American, but we’ve also served some Black Africans and Southeast Asian students as well. Additionally, our students nationally and locally, during our 1 & 2 cohorts were in the age group of 25-29.

    The main resource used to with these groups is me, and my team. My team consists of my role, Dir. of Corporate Engagement, which acts as a go-between our managers and our interns, in an advocate for our interns. One of my main responsibilities is ensure that interns are receiving the experience and internship that they need, but also to ensure that our partners are getting what they need from our interns. On my team is also a licensed social worker, who is able to lean in with our students concerns and barriers around mental and emotional health. There is also an element of monetary resources available that help mitigate barriers that may cause our interns not to show up as their best selves. These barriers include, transportation repairs, childcare care, professional wardrobe barriers.

  64. Valdmorris says:

    As a career coach at the middle school level, The groups of students that I usually come across with when it comes to understanding school work and language are those of Haitian and Spanish decent. I tend to try to connect personally with them to learn their languages and meet them where they are with their school work. I lean on the ESOL(English Speakers of Other Languages), the students friends whom understand English that could help relay things back to me for me to help where I am needed. That’s been a cool thing. I use google translator too to help with such barriers. Talking with them about their favorites foods usually gets them to open up and how its made.

    Create an original post and describe the major groups of people with whom you work and the backgrounds from which they originate. Identify the key resources that you use with this group. Then respond to one classmate’s post. You will make a total of two posts.

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