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.
As an in-school youth career coach, I primarily work with high school students from diverse backgrounds and with varied interests and aspirations. These students may come from different socioeconomic backgrounds, ethnicities, and family structures. Some may be first-generation college students, while others may come from families with a long history of higher education. Additionally, students may have differing levels of academic achievement, extracurricular involvement, and career exploration experiences. These are the primary individuals I support, helping them explore their interests, skills, and career goals. I assist them in navigating the process of career exploration, college planning, and developing the necessary skills for success in their chosen career paths. Collaborating with teachers and school staff is essential for understanding students’ academic performance, strengths, and areas for improvement. They also play a crucial role in referring students to career coaching services and providing insights into students’ needs and preferences. Engaging parents and guardians is vital for supporting students’ career development. I provide information and resources to parents about college and career options, financial aid, and the importance of supporting their children’s aspirations. Working with school administrators helps ensure alignment with the school’s goals and objectives for student success. They may provide support for career-related initiatives, allocate resources, and facilitate partnerships with external organizations.
I agree that engaging and collaborating with teachers and school staff is extremely important in understanding students strengths and weaknesses. I also agree that engaging the parents and guardians is helpful as well because they can attest to how their child(ren) are outside of the school environment.
Yes, this is where the rubber meets the road. You can reap your reward from pouring your experiences and passion into their future explorations and successes. Building the relationships, partnerships and collaborations with the student, school staff, community investors and the family will have everlasting and meaningful results for years to come. I salute for a job well done.
The work that you provide to the students, families, and communities is appreciated. I strongly believe it takes the collaboration of coaches, counselors, teachers, parents, and the student’s willingness to explore the possibilities of their future success. Whether they decide to continue their education at a college/university or, venture into the work world after graduation. It is a bonus to the student to have support coming from all aspects to ensure encouragement for them to keep pushing to get to their goal.
The work that you do is truly appreciated. Being a youth career coach has so much promise, setting students up on the right road and providing them that blue print needed as they start next part of their life. I agree with the parents being on board, help insert that extra guidance and comfortability for the student. An old saying i use to say in my past “One team , One dream”, we cant accomplish dreams alone, it takes a team engaged.
Working as an in-school youth career coach, I work with both middle and high school students from diverse backgrounds. Each student that I have spoken with this far all have various dreams and aspirations for now and their future. Some come from single-parent households while others come from multigenerational homes. Some will potentially be first generation college students, while others have family members who have completed higher education. In working with these students from all walks of life, I utilize their guidance counselors and teachers that way I can talk about the type of student they are and understand their academic performance. Working with the school administration helps to understand the school climate and resources that the school provides. Also, working with the local workforce development helps me to provide options for summer employment or other resources that these students may need.
I agree that forming connections with the counselors and teachers of the students we work with daily will help the coaches understand their goals for the near future. As career coaches, we must understand and implement the resources that our schools have to offer to our students in hopes of helping mold the next generation of employees.
Thank you for the detailed information amongst your student population. Like you, I to am a Career Coach who work with a wide variety of students ranging from those who “know” to those who “have no idea”. Regardless, at this age neither is right or wrong. As long as we continue to provide resources, continue being consistent and present, and remain positive listeners and encouraging leaders within their lives. Life will kick in for these young students and they will find their path through exposure, experience and passion.
Overall, great post!
As an In School Youth Career Coach, I have the privilege of working with a diverse group of students, primarily in grades 6 to 8.
Middle School Students: These young learners are at a critical juncture in their educational journey. They come from various backgrounds, including different socioeconomic statuses, cultural heritage, and family structures. Many of them are still exploring their interests, passions, and potential career paths. They may not have a clear vision of their future yet, but they are curious and eager to learn. Within this group, there are students who exhibit a keen interest in exploring different professions. They ask insightful questions, attend workshops, and actively seek guidance. Some of them have specific career aspirations, while others are open to discovering new possibilities. They are motivated to learn about various industries, job roles, and educational pathways. (Use of VR)
Key Resources: For this group, I rely on Naviance as an age-appropriate assessment for career exploration. Transfr VR Oculous handsets is another form of technology I will be using in the classroom. Handouts, group activities and power point presentations to deliver lessons. I also collaborate with teachers, parents, and community organizations to provide holistic support.
It is true that there are students who are extremely engaged in exploring career readiness and exploration. While this is not the case for every student, I do find that most students are interested in learning more about preparing for careers. They also enjoy letting us know about their interests and engaging in conversations about their goals and plans for the future.
You’ve done a great job outlining the challenges and resources for working with your specific groups. I particularly appreciate how you focus on individualizing your approach to meet each students needs. It’s interesting to see how you incorporate technology into your process.
Working as an In-School Youth Career Coach, I work with middle and high school students (grades 6-9), school counselors, teachers, and local communities. The diversity of all whom I work with ranges on different levels. The students have different learning abilities, different home life, and cultural backgrounds. Counselors and staff come with a variety of degrees and certifications contributing to the knowledge of counseling students towards their future careers and education.
The key resource used in career coaching is the Naviance assessment. This assessment is geared toward identifying students’ strengths and career research. There are also college and career lessons formulated to teach students the resources available to them in preparation for their future in college or the workforce. Also, the VR headsets are available for the students to have hands-on experiences with certain skills and trades that may be in the future of the student’s career choice.
I think you have it down. Yes, we as career coaches can only give our students one small part of the pie. Everyone else need to put their piece into the mix. Mom and Dad from home, the student’s teachers and counselors, coaches from the sports that they play. we need to give every opportunity to the students as we can. Think the Naviance program work very well and gets the students thinking a lot more. The opportunities that the county has put on the table are outstanding and we as coaches need to let the students know. The success that the students can have is limited less.
As a bilingual in-school youth career coach, I work with a variety of students between the ages of 11 and 18, coming from various backgrounds and beliefs. As career coaches, we enter the students’ lives at a very crucial time. As students are starting to have ideas and a voice about their future at the age of 11, we are entering their lives at a very pivotal time. As they are developing their identity and what they want to be in the future, we must meet and teach lessons to these students to help open their eyes to all the possibilities they can explore about a specific career interest. As a career coach, I must work with not only the students but also their parents because they help mold their children’s beliefs, values, and dreams. Teachers form deeper connections with their students and can identify characteristics, learning styles, and behavioral patterns and how these aspects can help guide their students down one career path versus another. School administration helps provide the framework and resources for effective career programs.
Resources that are utilized in career coaching include Naviance, career development programs, library clubs and resources, school counselors, parents, developmental lessons, field trips, and more.
There are so many wonderful insights in this entire thread. I found your insight about many students may have readiness tools and support, but they may also only be second generation financially successful. This does not mean that they or their families are equipped to prepare them for all of the opportunities that in school youth coaches bring to the table. I know to never assume a single thing about any student, school, or family. We most approach situations with curiosity and serve all.
Currently my main focus as a Career Coach is tailored to 6th, 7th and 8th grade students in a suburban area of Maryland. Although this current population is a change from my previous inner-city youth, many things remain consistent. They too are curious, unsure, insecure at times, focused on becoming a better person and so on. The range of self-awareness is vast! That’s alright, in my opinion. As a Career Coach lessons are facilitated trough, virtual reality headsets, computer driven self-assessments, handouts, samples of professional readiness and job resources who are willing to give experience to the unexperienced.
Many of my students have the background knowledge of various careers. Most likely due to the positive structuring within the household and experiences from family activities. Although this may seem to many as a positive those fears and concerns remain a constant for others. Being a child in this era can be very challenging. Many students are only 2nd generation financial success. This may put a lot of pressure on maintaining the torch that’s been lit. Through our work as Career Coaches, it’s imperative to cultivate the curiosity and inform that public of potential resources to become a positive citizen within communities and become successful within their own right.
I have worked with several students over my years of experience in elementary, middle and high school. I love that people like you, who are bilingual, are available within our schools, but that is not always the case. I have times where I had to use my phone as a translator to help a student with a test or communicate with a parent. The number of students who do not speak English inside our classrooms is increasing, so it does create a barrier between you and the student if you are not bilingual. Having technology available to breakdown that barrier is huge. Without it I don’t believe the student would have the opportunity to receive the education, attention and resources they deserve.
As a Bilingual In-School Career Coach, I am working mostly with Middle through High School students with a main focus on Spanish speaking only students. Many of the Spanish speaking students originate from impoverished countries in Central and Southern America. They have migrated and had an arduous journey to make it here to the U.S. Through their journey here they have suffered a lot of traumas and have also struggled assimilating and learning the language. With this group of students both Spanish speaking and regular English speakers, I use Naviance, O*Net, and just show them around the HCPS.org website so that they are aware of the resources that are available to them. Through worksheets, pamphlets, and internet content we try to give them as many resources as possible. I also translate what can’t be so that all students have full access to everything.
Being bilingual has so many benefits. Sounds like you’re exactly what these students need.
In my professional journey, as an In-School Youth Career Coach, I have the privilege of collaborating with a wide array of individuals, Every day I learn something new about an individual and each bring their unique backgrounds and expertise to the table, As an educator and mentor, one of the most rewarding aspects of my role is the opportunity to work with students, who bring unique backgrounds, perspectives, and abilities into the classroom. I’ve learned to embrace this diversity because it not only enriches my personal educational experience but also creates an exciting learning environment where every student feels valued, respected, and empowered to thrive. These students all bring something different to the table, which is why I like to sit down with them one on one. In these moments you learn who is really sitting across from you. You learn about their home life, their upbringing, their family, their beliefs, their motivation, their ambitions and beyond. My job as their coach is to help them explore, discover and obtain a career in something that they enjoy and fulfills them based on their interests and personality. I dig into their career paths by using a platform called Naviance, a career interest profiler. Once I get an idea of what career path fits their interests best, I take it a step further and learn about their support, obstacles, strengths and weaknesses. Many students that I have found seek my help the most are students that have experienced some sort of trauma or have lack of support at home. Many of my students come from a wide spectrum of socioeconomic backgrounds, each with its own set of circumstances, resources, and challenges. Recognizing the impact of socioeconomic factors on educational outcomes, it’s crucial to foster equity and accessibility in the classroom. This may involve providing additional support services, access to resources, and opportunities for socioeconomic integration to ensure that all students have an equal chance to succeed. Beyond cultural, learning, and socioeconomic diversity, students also bring their individual identities, experiences, and interests into the classroom and into my office. This includes factors such as gender identity, sexual orientation, religious beliefs, family dynamics, and personal passions. Creating a safe within my office, an inclusive space where students feel free to express themselves, share their experiences, and explore their identities helps me give them a better sense of belonging. Most of the time, the conversations I have with my students start with breaking down barriers and allow me to give them a sense of hope for their futures. This takes working collaboratively with colleagues, parents, community members, and support professionals, so I can provide additional resources, expertise, and support to meet the diverse needs of students effectively. By embracing diversity and inclusivity in the classroom, I have the opportunity to create transformative learning experiences that empower students to succeed academically, socially, and emotionally, while also preparing them to thrive in an increasingly diverse and interconnected world.
Excellent post!!!
I love that you talk about creating a safe space for students to express themselves as many don’t have that opportunity anywhere else. You can never know the difference you are making in their lives just being there to listen. Keep up the good work!
As an in-school youth career coach, I primarily work with middle school students from diverse backgrounds and with varied interests and aspirations. These students may come from different types of backgrounds, ethnicities, and family dynamics. Some may be the first family member to become a college student, while others may come from families with a long history of higher education. Students may have differing levels of academic achievement, extracurricular activities involvement, and career exploration experiences. These are the primary individuals I support, helping them explore their interests, skills, and career goals. I assist them while going through the process of career exploration, college planning, and developing the necessary skills for success in their chosen career paths. Collaborating with teachers and other school staff (Guidance Counselor) is essential for understanding students’ academic performance, strengths, and areas for improvement. They also play a crucial role in referring students to career coaching services and providing insights into students’ needs and preferences. Involving parents and guardians is important for supporting students’ career development. I provide information and resources to parents about college and career options, financial aid, and the importance of supporting their children’s aspirations. Working with school administrators helps ensure alignment with the school’s goals and objectives for student success. They may provide support for career-related initiatives.
As the one that is guiding our youth towards their future careers here at Fallston Middle School the population is diversified in several ways, multicultural, economic, students with special needs and religious to name a few. My clients are Grades 6 through 8. On a social note, all students seem to melt together with no evidence of difference in each other. They all have their circle of friends and get along well. Economic-wise it is harder to tell students dress their way and it is pretty much the same. In some of my classes I had students with special needs, and they needed extra time to complete the task which I gave them. On the religious students they wear specific garments to their belief. In any case I’m finding students excited about the material, paying attention and having fun finding things out about themselves. Students ask questions and, in some cases, take notes. In answering questions on the assessment that they don’t understand I answer them directly where the student is, so they understand. Students are setting goals for themselves and starting to see their potential and their future. The program we are using is Naviance, we just finished with Strengths/Risk and are moving on to Tone/Communication.
As an in-school youth career coach, I am currently working with 6-8 and will progress into 9th grade as well. All students have diverse backgrounds. Students are planning for their future and enjoy learning about high school and college opportunities at this age. They share their aspirations and ideas for the next couple years ahead. Each student has their own unique background and home life. Some students plan for college while others plan for trade schools or don’t have a plan yet for their future and are seeking guidance on this. Some students come from split homes, some from living with grandparents, different religions and ethnic backgrounds as well. All of these things play a role in helping them find the best path for their future. I have worked with the administrators and guidance in the building to get to know them and figure out what the best path for reaching their goals will be. I look forward to learning more about each student and their unique situations and backgrounds over the next few months.
I have also found that working with teachers and staff at the school is very helpful when getting to know students and figuring out how to reach them. They can often give more information about what they are like and have an idea of the goals they are trying to reach.
It is awesome to see how you highlighted that different children have different plans when it comes to their futures. The diversity of the students we meet are drastic from one to the next and can lead them down different paths. Being able to know that college isn’t the only option is a great way in allowing them to explore other avenues that they might not have even known were a possibility. Love that for them.
In working with 19 schools and 3 organizations, I work with a multigenerational population that holds varied views, expectations, and experiences. I work with justice involved families. I work with newly arrived students and many historically marginalized individuals. A major tool utilized is the lifelong process of culture competence. This is rooted in experience and vast DEI work. Respect is the cornerstone tool. Additionally, ongoing awareness of both implicit and explicit biases must be examined through reflection. In evaluating best practices and tools to serve our youth, these factors must remain at the forefront.
This post is AWESOME! The importance of education through DEI and understanding its importance is vital in today’s society. This topic is definitely one of the many “elephants in the room” that do not get discussed enough. My father, an African American, who was fortunate enough to work for IBM during the 70s-2000’s was the only minority within his entire department. There were no discussions on topics that may have been offensive, or other people that looked like him to talk to on his lunch break, and he was dismissed or simply not included in certain meetings where his input may have been valuable. With you working throughout multiple schools and various organizations it’s refreshing and a joy to hear someone, beside myself, aware of the importance of DEI and its effects within the workplace. I am a huge proponent of understanding explicit and unconscious biases. It’s a very important topic that should be discussed more often. Great post!
Absolutely. I agree with Melissa and Rob. Very important topics that need to be discussed more often and should really actually be taught & discussed in school.
I currently work as an In-School Youth Career Coach teaching students in grades 6-9. The school I am working at is located in a suburban area of Harford County, Maryland. Many of the students I am working with have a middle to upper class upbringing and many of them have parents that have gone to college. Many of the students are involved in extracurricular activities, both inside and outside of school. Some students have an idea of what they want to do after high school and some are still figuring it out, but I have found that there are many students who want to do the same career as their parents (for example, I have had students tell me they want to be doctors because their parents are doctors). Students come from a variety of multicultural and religious backgrounds as well. Additionally, some students are in honors classes, and some are in special education. Probably about 90% of the students I have worked with are eager to learn and are cooperative when we dive into lessons.
One of the greatest resources I have at my school is the teachers and staff. I often turn to them when I need advice on how to best reach the students, or I can reach out to them if I need some insight on how to move a student forward on their chosen path. I often collaborate with teachers before I enter the classroom to be sure I am sensitive to the needs of students and am able to deliver the lesson effectively. I also use tools within the lessons to help them. They are learning more about their strengths and skills through our program, Naviance. They are also realizing some things about themselves when I have done my introductory lesson, which enables them to talk and share with others about their favorite things and thoughts on their dream job or career.
Great conversation!
Thank you for sharing your work as an In-School Youth Career Coach. It’s clear that you’re making a meaningful impact on your students by helping them explore their career interests and strengths. I particularly like how you help students reflect on their goals—whether inspired by their families or their own discoveries—and encourage them to think critically about their future. Your collaboration with teachers and staff is a great resource for tailoring your lessons to meet the diverse needs of your students, from honors students to those in special education. Additionally, using tools like Naviance to help students assess their skills and strengths is a valuable approach to career exploration. It’s inspiring to see how you create a supportive, engaging environment for students to think about their careers and build confidence. Keep up the great work!
As an In-School Youth Career Coach, I work mainly with middle school students (6th-8th) and sometimes high school students (9th grade). The students come from many different backgrounds. There are students with special needs, students who identify as LGBTQ+, students with different religious backgrounds and different cultures, students who are English language learners, students with different socioeconomic statuses, and the list goes on. The resources I use with my students are powerpoints, handouts, group activities, group discussions, the Naviance strengths lesson, and I’ve also had the opportunity to use virtual reality headsets in one of our lessons. The students, no matter what their differences are, are eager to learn, they want to feel safe, they want to feel respected. I enjoy being a part of their community, teaching them, and most importantly learning from them as well.
This was very well said Sabrina, you hit on just about each segment of who we serve. From their eagerness to learn and need to be respected, to our learning from them as well I am in total agreement.
Also working with students who come from a range of backgrounds, I appreciate your attentiveness towards making sure students feel respected. I can imagine your work also includes being a guide for the family of your students as well. I have never used virtual reality for a lesson, but this sounds very interesting and I wonder how this immersion of learning will develop into the learning styles provided for all subjects of learning. Being with people eager to learn makes working with students fulfilling work.
I have the great privilege of working with a vast group of individuals. The majority of them are youth between 6th-10th Grade. They all have diverse backgrounds and experiences. They all have different interest; goals and each student present a unique challenge. I find that approaching them individually and meeting them where they are at in their journey instead of using a one size fits all approach allows me better to serve their needs. I use an array of tools with them. Naviance provides me with their skill sets and strengths. I also use a getting to know you interview that they do with a peer, which allows me to get know them on a more personal level. I also challenge them to email me something about themselves. This starts a conversation that can be continued on beyond the classroom setting. I also to incorporate different forms of teaching methods as each student has their own learning needs. The ultimate goal is to ensure each student feels they have an individual that is there to support them through their journey.
Hello
I love the statement you made about meeting them where they are at. I believe I heard that saying in a TAD Grants training I took some years ago. That one saying stuck with me. Working with Youth you have to know when to be stern, and direct, but at the same time understand that one must also be respectful, and understanding of the individual. I can truly say, some of these kids be doing the most, and try to play me like Monopoly. I think back to when I was a teen, and some of the things I tried to get away with, and I just meet my customer where there at lol..
I agree with you that having that diversity allows you and your co-workers to reach more people and also provide them with a greater level of understanding to their situation then you could have had without those co-workers. I have some sign language knowledge and I know that even in common conversation not having a translator or knowing ASL can make the relationship and conversation strenuous. This does not provide you as the career advisor the best base line to help that person become successful in their job exportation. Lastly, without that knowledge on the foster, GED regulation, or disabilities act you can end up hindering your client as you might not understand what is needed to fulfill that requirement or how that disability affect the person overall.
As a Youth Advisor, I work with kids from the age of 14-24. Some may have High School Diplomas, some may be drop-outs and looking to complete their GED, I also work with Foster Youth, and all race, ethnics, and disability. Along with the diversity to the customers I server, I work with different diversity of co-workers.
I have a co-worker who was a Foster Youth herself, and can assist me with information, or rules and guidelines that my customer may have to follow as a Foster Youth. I have a co-worker that dropped out of school when she was young because she was pregnant, but went back to get her GED father her education for a better Career. I have a co-worker that is Blind and she assist with individuals with disability.
Diversity is a great aspect to have in a field where you work and assist customer. If one is open minded, they could learn from one another instead of judge assume.
It sounds like you really enjoy your job and have a great relationship with your co-workers. They seem to contribute significantly to the team’s success. Overall, it appears that you have a fantastic team that can assist a wide variety of individuals.
As a career coach for middle school students in a rural area, my role is not just about helping young people understand potential career paths, but also about addressing the unique needs and challenges they face. In rural areas, students often experience fewer opportunities to explore careers outside of traditional, locally available roles. Many families rely on agriculture, manufacturing, or small businesses, and these industries dominate the local economy. This can limit the scope of career awareness. For students from diverse cultural backgrounds, this can be even more complicated, as they may not always understand how their cultural identity fits into the broader world of work. Socioeconomic challenges are often greater in rural areas, so there may be fewer financial resources for extracurricular activities, career exploration programs, or even college savings. Career coaches can help by identifying scholarships, apprenticeships, internships, and other resources that can help ease the financial burden of pursuing higher education or professional training. For multicultural students, these barriers may feel even more daunting if they lack family or community networks to help them navigate the system or have a language barrier. As a career coach in a rural area, I see myself not just as a guide to career opportunities, but as an advocate for all the possibilities that lie beyond the immediate horizon. Every student, regardless of their background, deserves the opportunity to dream big and pursue careers that align with their passions and talents.
Thank you for sharing such an insightful look into your role as a career coach for middle school students in a rural area. Your dedication to widening their view beyond the local economy and helping them see new possibilities is so inspiring. Rural students often face a unique set of challenges and limited access to diverse career paths, so the work you’re doing to bridge that gap and build awareness around scholarships, apprenticeships, and other resources is invaluable.
Your understanding of the additional hurdles that multicultural students may encounter—like language barriers or limited family networks—truly highlights your commitment to equity and inclusion. Advocating for these students and helping them envision opportunities that match their interests and strengths will undoubtedly have a lasting impact, both on their careers and their lives.
Keep up the amazing work; your students are fortunate to have someone so invested in helping them realize their full potential.
~Jimmie
In my role as the director of EKCEP’s Recovery & Reentry Department, I work with diverse groups, each bringing unique backgrounds and needs. These groups include individuals in recovery, justice-involved participants reentering society, and those navigating workforce reintegration with mental health challenges. Many come from backgrounds marked by substance use, legal involvement, mental health issues, or periods of crisis that interrupted their careers and connections within the community.
To best support them, I rely on key resources tailored to each group’s needs. Programs like SITE, SB90, and the Drug Court Enhancement Program offer specialized pathways for those recovering from substance use and engaging with legal recovery obligations. We leverage virtual reality technology to simulate workforce scenarios, helping participants build skills in a controlled, immersive environment. Additionally, our Crisis Stabilization Community Reentry Grant helps bridge support between mental health care and workforce readiness, which is vital for participants who need assistance transitioning from treatment to employment.
Resources such as partnerships with local mental health providers, job training modules, and access to social services are critical. These supports are supplemented by peer mentors and recovery coaches who offer lived experience and guidance. By providing these targeted resources, our department aims to create a comprehensive, supportive environment where each individual can overcome barriers and work toward a sustainable career path.
This sounds like a really amazing program, that is vital in helping reduce recidivism and assist those re-entering the community. Have you found it difficult to find funding for these programs, or is funding usually sourced on a county level? I appreciate the use of virtual reality- as it seems to be a safe and effective way in exposure to potentially challenging situations, in a way that is less likely to cause harm, and can be coached through and tailored to individual needs. The use of peer mentors is a great resource, as those who have been through like experiences can be some of the best teachers.
I am excited about this program. As you know we have a Recovery & Reentry professional in our career center. This program has been needed for a long time. As you stated in your post, there are so many barriers that prevent justice involved client from successfully re-entering the workforce. The three that I have noticed in our area are mental health issues, homelessness and addiction. Thankfully, we now have people, such as yourself, working to help clients overcome these barriers and re-enter the workforce.
I love that these resources are made known to these individuals! it is so very difficult to reenter the workforce after incarceration or rehabilitation, letting these clients know that there are resources out there designed specifically to put them back on their feet can be so encouraging to someone who feels like they will never get their life back to the way it was before. These are all great resources!
This is a great service that is needed our area. Individuals in recovery have many barriers to re-entering the workforce. I have been seeing a lot of success stories being shared and enjoy reading about the work happening with Recovery and Reentry.
As a WIOA (Workforce Innovation and Opportunity Act) Career Advisor, I work with a diverse group of individuals, each with unique backgrounds, experiences, and career development needs. The major groups you work with typically include:
1. Dislocated Workers
Background: These individuals have lost their jobs due to layoffs, business closures, or other factors that affect their employment. Many have significant work experience but may lack the skills or certifications needed for current job opportunities.
Key Resources:
Job Search and Placement Assistance: Local job boards, job fairs, and employer partnerships.
Skills Assessment Tools: To identify transferable skills and any gaps in skills or certifications.
Training and Education Programs: To upgrade skills or obtain certifications in emerging fields.
2. Youth (16-24 years old)
Background: Young individuals may be seeking their first job, exploring career paths, or completing high school or post-secondary education. They often need support with soft skills, career exploration, and navigating early career steps.
Key Resources:
Career Exploration Tools: Resources like career assessments (e.g., interest inventories), mentorship programs, and job shadowing opportunities.
Internships and Work Experience: Facilitating access to internships or pre-apprenticeship programs to gain hands-on experience.
Education Support: Connections to alternative education pathways, like GED programs or vocational training.
3. Low-Income and Economically Disadvantaged Adults
Background: Individuals from lower socioeconomic backgrounds who may face barriers to employment, such as lack of education, child care needs, transportation issues, or other life challenges.
Key Resources:
Financial Assistance: Help with supportive services like transportation, child care, and stipends for training.
Training Programs: Focused on career pathways that lead to in-demand jobs (e.g., healthcare, IT, construction, etc.).
Job Readiness Workshops: Sessions on resume building, interview skills, and personal finance management.
4. Veterans and Military Spouses
Background: Veterans may have specialized military experience but need assistance translating those skills into civilian job opportunities. Military spouses often face barriers related to relocation and the challenges of securing stable employment.
Key Resources:
Veteran-Specific Career Services: Resources like the Transition Assistance Program (TAP), job fairs, and veteran-specific hiring events.
Skill Transferability Tools: Tools that help translate military experience into civilian qualifications.
Employer Partnerships: Collaboration with employers who have veteran hiring initiatives or are military-friendly.
5. Individuals with Disabilities
Background: Individuals with physical or cognitive disabilities may require accommodations or additional support to secure and maintain employment. They may face stigma or limited access to job opportunities.
Key Resources:
Disability-Specific Employment Services: Local agencies that specialize in job placement and vocational rehabilitation.
Assistive Technology and Workplace Accommodations: Resources that help facilitate employment opportunities (e.g., screen readers, adaptive equipment).
Job Coaching and Mentorship: Supportive services to help individuals navigate the workplace environment and succeed.
6. Older Workers
Background: Older workers may be seeking to re-enter the workforce after a long period of unemployment or underemployment, or they may be looking for new careers after retirement. They may face age-related bias or have skill gaps.
Key Resources:
Age-Friendly Employer Connections: Partnerships with employers who value the experience older workers bring to the table.
Skills Upgrading: Offering training programs that focus on in-demand sectors or tech skills.
Job Search Support: Assistance with modern job-search techniques (e.g., online platforms, social media, networking) and overcoming barriers to age discrimination.
7. Ex-Offenders and Justice-Involved Individuals
Background: Individuals who have been incarcerated or have a criminal record face significant barriers to employment due to stigma, gaps in work history, and lack of skills.
Key Resources:
Second-Chance Employers: Connections with employers who are open to hiring individuals with criminal backgrounds.
Skills Development Programs: Focus on resume building, job readiness, and specific industry certifications that can help individuals re-enter the workforce.
Reentry Services: Supportive services such as mentoring, job coaching, and legal aid.
8. Long-Term Unemployed
Background: These individuals have been out of the workforce for extended periods, often due to economic conditions, health issues, or caregiving responsibilities. Re-entering the workforce can be particularly challenging for this group.
Key Resources:
Job Search Assistance: Focused on identifying transferable skills, updating resumes, and learning modern job-search techniques.
Workplace Readiness Programs: Addressing skill gaps, workplace culture, and expectations.
Supportive Services: Access to financial assistance or temporary subsidized employment opportunities to ease the transition.
Thank you for sharing your insights about the diverse groups you work with as a WIOA Career Advisor. It’s inspiring to see your commitment to helping individuals navigate their career journeys, especially those facing unique challenges. Your identification of dislocated workers highlights the importance of not only providing job search assistance but also focusing on upskilling and reskilling to meet the demands of today’s job market. It’s crucial to bridge the gap between their experience and the current skills required by employers. For youth aged 16-24, I appreciate your emphasis on soft skills and career exploration. These foundational elements can significantly impact their future success. Providing opportunities for internships and mentorships is a fantastic way to help them gain practical experience while also building their confidence. Lastly, your attention to low-income and economically disadvantaged adults is vital. Addressing barriers such as transportation and child care can genuinely make a difference in their job search. Connecting them with education and training resources will empower them to pursue better opportunities. Overall, your proactive approach and the resources you’ve outlined are essential in fostering a supportive environment for these individuals. I look forward to hearing more about the success stories that emerge from your efforts!
I like the way you laid this out. The groups you work with are match very closely with those that I work with. It’s good to see that I am on track with the resources I provide. Many of the resources you listed match what I provide. It’s also good to see some different resources, because it is making me think about where I can go to find new information.
working with individuals that have been justicely impacted is not as easy as people make it seem because a lot of them are computer illiterate and have a hard time with having patience with using technology in this new generation where technology is heavily used.
While my background is rooted in business, I have accumulated significant experience and training that has enabled me to engage with children within the K-12 public school system. I collaborate with students from diverse backgrounds and cultures, assisting them as they navigate their interactions and relationships with others. I have observed that students express their understanding in varied ways while concurrently discovering their identities.
Many factors that are key to address include socioeconomic disparities, gender identity, racial bias, religious beliefs, and emotional challenges. To promote equity in the classroom, I strive to implement practices tailored to the needs of each child. I hold individual conferences with my students to better understand their needs and any obstacles they may encounter, ensuring that their voices are prioritized. I believe that by bridging gaps early and supporting students in finding their voices, they will be well-equipped to navigate diverse environments and collaborate effectively, regardless of the circumstances.
I love that the emphasis here is bridging gaps early and students finding their voice. I strongly believe that a lot of students do not have confidence that their voices are heard and it leads to them pursuing careers they either do not have interest in at all, or do it because it earns money and nothing else. The world is forever changing and the sooner the youth have confidence to speak up for themelves, the more likely they are to succeed and engage in careers that leads to genuine happiness.
As a Career Advisor, I work with a diverse range of individuals, each with their own unique backgrounds, experiences, and aspirations. My goal is to provide personalized support to help each person identify their strengths, develop their skills, and successfully navigate the job market. Here are the major groups of people I assist:
1. Recent Graduates
Recent college and high school graduates often come to me with enthusiasm but little experience in the workforce. They’re looking for their first full-time job, internships, or entry-level positions that align with their degree or personal interests. Many face the challenge of translating their academic experiences into tangible skills that employers value. I work with them to enhance their resumes, improve interview skills, and explore career options that match their aspirations and academic background.
2. Mid-Career Professionals
Mid-career professionals are individuals who have already been in the workforce for several years and are looking to make a career change, climb the corporate ladder, or re-enter the job market after a hiatus. This group often brings a wealth of skills and experience, but they may feel stuck in their current roles or industries. They might also struggle with finding new job opportunities that align with their evolving goals. My role here is to help them leverage their existing skills in a new context, build personal brands, and craft resumes that showcase transferable skills.
3. Long-Term Unemployed
For individuals who have been unemployed for an extended period, the road back into the workforce can seem daunting. This group often experiences a mix of discouragement and uncertainty, especially if they’ve been out of the workforce for reasons such as health issues, family care responsibilities, or a prolonged economic downturn. I assist them in rebuilding confidence, updating skills through training programs, and helping them navigate the shifting job market. Sometimes this group may need to reframe their expectations, but they are often motivated by the desire to regain financial independence and personal fulfillment.
4. Veterans
Many veterans transitioning from military service face a unique set of challenges when reintegrating into civilian life and the workforce. They may possess highly valuable skills, but translating military experience into civilian terms on a resume can be tricky. I work with veterans to help them articulate their leadership, technical expertise, and problem-solving abilities in ways that resonate with employers. We also focus on exploring career options that align with their passions, whether it’s a continuation of their military roles in security or a shift into entirely new sectors like technology or healthcare.
5. Youth and Young Adults Facing Barriers
This group includes young people from disadvantaged backgrounds, including those who have experienced poverty, homelessness, or systemic inequities. Many face barriers to entering the workforce, such as lack of job experience, limited access to education, or a criminal record. I help these individuals build a path to self-sufficiency by connecting them to training programs, apprenticeships, and job opportunities that can serve as stepping stones toward a better future. Additionally, we work on developing soft skills like communication, teamwork, and problem-solving, which are crucial for long-term success.
In my role as a Career Coach in Maryland, my largest major group I work with are Opportunity Youth (formerly “at-risk” youth). The county I work in is vastly rural, but the school I am placed in is on the north side of the largest town in the county. The population in general lives at or below the poverty line. We often have students who qualify for free or reduced lunch and breakfast. Our school also has a food pantry for low income families. The mentality of a lot of our students is “fight or flight”. Often there are fights in the school and regular truancy concerns. With these concerns, it is often difficult for students to focus on career tasks. When working with this group of students, it often takes a lot of one-on-one conversation to make sure the content is clear to the students. Group work in the career setting is often viewed as “school work” or “homework” which deters them from taking it seriously. Becoming more relatable and understanding of the day to day struggles these students struggle with and addressing them with other staff members in the building help to assure the student benefits from all services available.
I also work with a pretty decent amount of English Language Learners. Our school’s primary language is English, but there is also a higher percentage of Spanish speaking students as well. I have also worked with students whose primary language was Urdo, Portuguese, Korean, and more. A key resource within our school is that we have multiple ML teachers, but whenever they are not available I do try to utilize what English the student does know, as well as using apps such as Google Translate to help bridge the gap between myself and the student.
These groups are just an example of who I work with in the county I am in. The ultimate goal when working with my students is to be open minded and allow the students to express what they have interest in naturally. I mentally check in to make sure I do not have any bias or judgment when working with youth based on any Major Group they may be a part of. The students I work with need to feel comfortable that they can come to me at any time. They understand my job as a Career Coach, but also understand that if they need to sit and talk they are welcome to do so. If it is something that goes beyond my knowledge or ability, I team up with other staff and teachers to assure the students get the best outcome possible.
As a Middle School Career Coach the majority of students that I am working with fall under the opportunity youth (at-risk youth) and at the school I am it is in the country side. So most of the students are either trying to go more towards the city for a larger variety of options career wise or excepting that they will be working on or in relation to farming. The resource that I use the most with the students are guest speakers or information about the high school, arts school, and the tech/trade school we have in our county. This allows the students to learn what all is around them career and occupation wise to learn rather then them just assuming they know all that is out their. Guest speakers or other opportunities at the school allow that person to show off their career and inform the students on how they can use what they are learning in the jobs they are interested in doing. I had an author come in and talk to the English classes and it really inspired some of the students to start thinking more about that path and what is needed to be successful.
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.
Morrjenn, I love your approach with your students. I have found, especially with Middle School aged students, that you can try to talk to them all day about the benefits of this job versus that job, or this level of education versus that level, but it doesn’t really seem to penetrate. However, if you start showing them the differences, it captures their attention. I love the idea of bringing in guest speakers to tell them about the different career options out there. And brining in an author to spark their interest? I would have absolutely loved that when I was in school. I don’t get to work with that age group where I work now, but I would love to. I also like how you aren’t trying to convince them that they need to do better than what they see around them. I think it’s important to embrace your heritage, if that’s the road you want to take. We preach higher education so much to our youth these days that we sometimes forget that all they want is the simple life that they have grown up seeing. It sounds like you are doing a great job!
Working as a WIOA Career Advisor, literally anyone can be the next person to walk through my door. I have been fortunate enough to serve a wide range of people in the short time that I have been here. As Career Advisors, one of the groups we work with is Opportunity Youth 16-24. The ways in which we assist these individuals will depend on their needs. We help them with building workforce skills through our work experience program, as well as provide them with Ethics Sense training so they will be work ready. We also assist with the cost of training for those who have decided to further their education within one of our five covered sectors. We offer supportive services for these individuals as well. We administer the Career Scope Assessment to help them “know what they want to be when they grow up,” and help them create a plan for how to successfully meet their goal.
We also work with low-income individuals who are not within the 18-24 category. In fact, I have seen a gambit of generations who require assistance through the WIOA program. We sit down with them to determine their needs so that we can offer the appropriate resources. This may be participating in our work experience program, individualized training, job search, resume building, etc. Some clients within the older generations (baby boomers for example), have requested assistance with computer skills. Therefore, we asked our public library to partner with us in offering a workshop to help with basic computer skills. Some of our Gen Z clients have requested help with resume building or interview skills. We used that as an opportunity to partner with our local Adult Ed to do a workshop covering tips for these topics. However, sometimes they have more imminent needs that must be met before we can move forward with our assistance. Sometimes that may be a referral to our heating assistance program, our weatherization program, our head start program for child care, our Kynnectors, or even an outside resource such as Gateway Housing to help with homelessness.
We also serve Veterans, who are, of course, a priority of service. With veterans, we offer all of the same assistance as mentioned above. We also have a contact with Veterans Affairs who helps veterans with other needs that we cannot meet. He knows all things veteran related, and he has been an excellent resource.
We also often see clients from the local recovery center. For the most part, these clients are needing assistance with job search, resume building, and guidance through the application process. Our biggest and best resource to help these clients is our BSC. She remains in constant contact with our local employers to determine which business are second chance employers and who is currently hiring. Once the client has completed the Career Coach assessment, we then have a better idea as to what type of work they may be suited for. Although, to be honest, when they come to see us, they just need any type of work that will provide an income. After that, we can work with them to secure a job in which they can see themselves building a career. Meet the needs first, then work towards a better future. We also use resources such as SITE to help assist these clients with services we do not offer.
I love that you have so many resources available for all the different types of needs. It amazing to see how a community can come together to help all of these individuals with different needs!
I agree, literally anyone can be the next person walking through our doors. You just never know who or what kind of situation or needs they will bring in. We must always be ready for anything. It sounds like by your post that we serve the same types of clients, provide the same services, and have a lot of the same partners and resources. We all have the same goal, which is to assist our clients in becoming self sufficient.
Most of the people that I encounter on a daily basis are living in poverty. This is because they are either unemployed or underemployed. There are usually other issues that they are dealing with as well. Some of these are the results of poverty, and some are the causes of poverty. It seems that many of them are caught in a cycle of poverty that leads to frustration and desperation. For instance, some are dealing with homelessness, debt, food insecurity, justice involvement and addiction. Many of them also come from marginalized backgrounds, such as racial discrimination, generational poverty, living with disabilities and lack of education. Fortunately, we have a network of partners that assist us in serving these clients. For example, in our community action agency, we have a housing department, at-risk feeding program, LIHEAP, weatherization, shelters, and other programs that assist these clients with their needs. We also have partnerships with local organizations that have recovery programs for those who are struggling with addictions. Another program that assists those in recovery is the SITE program. Furthermore, we have a local community college in our town that partners with us in helping clients get training that they need to get back in the workforce. Many of our clients have been able to complete certifications at the community college in nursing assistance, medical assistance, phlebotomy, plumbing, welding and other career fields. These certifications have opened the door of opportunity for them to get back into the workforce.
We also partner with state agencies as well. For instance, the Kentucky Department of Vocational Rehabilitation has been a vital partner is serving clients with disabilities. Sometimes, a client with a disability can be held back from obtaining employment by what something as simple as prescription eyeglasses or orthopedic shoes. The KY Department of Vocational Rehabilitation is better equipped to assess the needs of those with disabilities, and they often have resources needed to help that client achieve their employment goal and self-sufficiency.
James, You’re right, it does seem to be a cycle of poverty that most seem to think they cannot escape. It is important for people to know about all the resources that are out there like you mentioned. If more people that come from this background know that there is hope and that things can change for them then maybe it can start to help people break that cycle that you mentioned.
In my position, I work with a diverse group of individuals, including 18- to 24-year-olds who face barriers such as parenting, homelessness, and justice involvement, as well as those recently laid off and seeking to reenter the workforce. We also assist individuals with disabilities by collaborating with our Vocational Rehabilitation partner to ensure they receive the necessary support. Additionally, we serve veterans, reaching out to our Veteran Service partner to provide specialized assistance for this population. I always treat my clients fairly and with respect and serve them to the best of my ability. I always believe in being absolutely transparent, honest, and upfront with them so they will not be disappointed or make bad judgments from any information or assistance that I may provide to them
I agree that it is very important to be upfront and honest with clients to build trust. Treating people fairly regardless of their past is another way to gain trust and establish a good working relationship. I too work with a diverse population and have found that clients are more open to working with me when they feel I can be trusted and I have their best interest in mind. Also, I find it helpful when I share experiences of working with others in similar situations and can relate to what they are going through.
In my role as a WIOA Career Advisor, I mostly work with low-income adults who are looking for an opportunity to expand their career options. I feel as if my main goal is to help them get over barriers like not being able to afford the education in the field they desire, transportation issues like not being able to afford to drive to the training and sometimes we can refer them to places to help with childcare so they can have the opportunity to attend those training’s. We are able to help them pay for the training such as CNA or CDL and offer supportive services like travel reimbursement or paying for the supplies they need for the class such as books and materials. I also help with job readiness by providing: resume building, interview preparations, and helping them identify skills that can be used with different careers to help their chances of finding better paying careers.
Sometimes I also work with long-term unemployed clients. When working with these clients I try to help rebuild their confidence and talk about barriers they may have such as outdated work history or skill gaps they may have. I talk to them about training programs they may be a fit for after they take or assessments and I get to know them better through conversation. I help them update their resumes and talk with them about the best way to seek new careers in today’s world. I try to offer consistent support and always try to encourage them so they do not get disheartened. Helping people get back into the workforce can be challenging and making sure they stay engaged and hopeful is very important.
It’s impressive how you’re addressing multiple challenges faced by low-income adults and long-term unemployed individuals. By providing real support like financial assistance and addressing barriers like childcare, you’re creating opportunities for them to upskill and re-enter the workforce. Your approach of building confidence and tailoring career strategies to individual needs is commendable. It’s clear that your work has a significant impact on people’s lives.
It’s very clear that you get it! As a WIOA Adult Career Advisor it takes understanding your job to be able to do what we do. Alot of people assume that it takes that we can just hit a button and dissolve the Customers barriers, but by being taking a proactive approach such as this building confidence and reminding the Customer of their overall goal and capabilities is just one of them many ways, I am sure you are able to be effective with your customers.
The most diverse aspect of the clientele I see is the diversity in generations. I service individuals who have just graduated from high school and are looking to further their education, I service individuals who have worked at the same place for the last ten years of their lives and want a change in scenery, I service individuals who have retired but are looking to rejoin the workforce in one way or another.
I notice that I really have to assist clients from the baby boomer generation and even some Generation X clients with the use of technology. I can understand how these individuals can get discouraged during job search, when they entered the workforce applications were sometimes as simple as stopping by a business and talking to a manager, filling out a paper application and following up. Interviews were always done face to face and any documentation that was needed was handed in as a hardcopy. Now it is more common to fill out an application online, upload your resume, do interviews over a video chat and this can be intimidating, especially for those clients who haven’t had to fill out an application or update their resume in a while.
Some ways that I assist clients from this generation is by walking them through the process of submitting online applications, demonstrating how to use online platforms for job search, explaining to them in detail what the next steps for their applications are and what they can expect during the follow up of their applications. I help them write resumes and cover letters as well.
On the other side of the spectrum we have Generation Z. I notice that this generation is a lot more technologically literate than the generations before them however they lack the experience needed for job search and career planning.
Some ways that I help this generation with career planning is first by sitting down and talking with the client about what they think they would like to do, since a lot of Gen Z has just graduated from high school or they have graduated and they are contemplating higher education I also like to do an interest assessment with them to see what their interests are and how they can use their interests to create a career plan that will fulfill them.
These individuals from this generation bracket also struggle with resume writing. To assist them with Resume writing I like to bring them in and help them work on their resumes one on one. I feel like this helps them because they can see what should be included in their resumes, the format of the resumes, and they will know for future reference how to update their resumes when they decide to pursue a different career.
Some other populations I have had experience working with is the reentry population. Some ways that I assist this population is by assisting them with job search that fits their needs. We live in such a small community, not every employer is a second chance employer. If I have a client that is reentering the workforce I assess how far they are willing to travel for work, what kind of work they are looking for and what skills they already have. After I do this I call different businesses that match this description to see if they are hiring, and if so, if they are a second chance employer.
I assist these clients by helping them find resources for their reentry. I email them any expungement clinics in their area, any housing opportunities and contacts for these individuals. I can only imagine how hard it is to readjust after incarceration and I feel that these individuals do not truly know how many resources are available to them.
I absolutely agree with your post. I have had several clients who may need assistance with computer skills, and things like that are holding them back from becoming employable. Many older clients who come from the baby boomer generation like do do things on paper, such as filling out an application. They really struggle with applying for jobs online, which is how most employers accept applications now.
Lauren,
I think it’s great you get to connect with such a generation-fluid population of clients. It’s definitely a way of staying personally engaged. The younger clients keep us upskilled with the latest advancements that allow us to help the older clients to close the gaps across generations. This ability to work with all generations also keeps us abreast of the needs of all clients when it comes to understanding resources need to meet each client where they are in their journey.
I have always admired those who work with recovery and re-entry. A very challenging but rewarding group to work with.
In my work as an Assistant Director of Recovery and Reentry , I have the privilege of collaborating with a diverse range of people from varied backgrounds, each bringing unique perspectives, skills, and experiences. Understanding these differences is crucial to fostering effective collaboration and achieving meaningful outcomes. Below are the major groups I typically work with and the key resources that I utilize to support our work together.
I work with a wide range of people from diverse backgrounds. I collaborate with individuals from different generations, understanding their unique perspectives and work styles through mandatory work culture training, prior to starting my position. I also work closely with members of the Deaf community, training on Deaf culture, learning American Sign Language (ASL), and consulting with ASL experts to foster effective communication. Additionally, I support individuals in recovery from addiction, leveraging the invaluable insights of peer specialists who have themselves been through recovery.
Jade, your post made me acknowledge how, working with the disability population has so many barriers and things to consider when providing services, as they face disability barriers, as well as cultural and social barriers. That’s really a unique population to serve.
I have several high school students that will graduate with a diploma, but considered special education. I will say, that I have been surprised to learn that there are such barriers that prevent these students from receiving help if they are involved in the DORS program, which they all are. I think these services should be allowed in conjunction with one another.
In my position, I work with 9th-12th grade students in a very rural high school district. Our students come with a variety of needs, and one major challenge many of them face is the inequity in the programs we provide. As a rural district, we tend to focus primarily on agriculture-related jobs, which can leave many of our students feeling like they have limited career options.
Additionally, a portion of our student population qualifies for free and reduced-price meals, and they sometimes do not receive the level of support they need due to our limited resources. We strive to offer additional assistance through resources like PowerPoint presentations, tutoring, and simply being there to listen. My goal is to ensure that we meet their needs by actively listening and providing as much support as possible.
I work with Middle school students. It’s crucial to tailor my approach to acknowledge their unique experiences, interests, and cultural perspectives by providing a wide range of career options, incorporating real-world examples relevant to their communities, and actively addressing potential barriers they may face due to their background, ensuring everyone feels included and empowered to pursue their aspirations. I provide one on one, or group coaching, to all student’s regardless of background. I just tweak my approach, to cater to the individual child. I use a combination of the following: one-on-one meetings, online assessments, and career exploration platforms. I also follow up with information, such as flyers, brochures any other hard copy information, requested by the student. Working with the GenZ population, I always make sure to keep in mind their generational approach to the workforce, and their challenges and values.
As a WIOA Career Advisor, I work with a diverse group of individuals, each with unique backgrounds, experiences, and career development needs. The major groups you work with typically include:
1.) Dislocated Workers- These are individuals who have lost a job because of employee layoffs, workforce reductions, or the closing of a business.
Key Resources: Job search assistance or job placement, job fairs, and hiring events.
2.) Long-Term Unemployed- These may include adults who have been providing unpaid services to family members and have been dependent upon the income of another family member but are now no longer supported by that income.
Key Resources: supportive services, assistance with making or updating a resume, job placement, or training assistance.
3.) Adults- These are individuals who face challenges such as lack of transportation, low income, childcare needs, etc.
Key Resources: Workshops based upon their needs, supportive services, and training assistance.
4.) Out of School Youth- These are individuals 18-24 who may be entering the workforce for the first time.
Key Resources: Career Interest Assessments, Internships, Work Experience.
5.) Veterans and Spouses of Veterans: These are individuals who may need assistance in finding employment opportunities after returning from active duty. Spouses of veterans may need assistance finding employment due to relocation.
Key Resources: Skill transfer, job fairs, hiring events, resume assistance.
The group of individuals I find myself assisting most are low-income adults. In my area, there is a major need for supportive services such as transportation assistance and childcare assistance. Many of the people I encounter come from generational poverty, homelessness, as well as addiction. My facility (Daniel Boone Community Action Agency) is great for working with our WIOA department to ensure clients can receive childcare from our childcare facility and transit services from our transit department. We can assist these clients with the transit costs of traveling to and from work, and childcare is free of cost to them. I am grateful we can offer this assistance to help people and change their lives.
working with individuals that have been justicely impacted is not as easy as people make it seem because a lot of them are computer illiterate and have a hard time with having patience with using technology in this new generation where technology is heavily used.
I’m a Career Advisor with MKCAP WIOA. These folks are the same that I assist. Mostly low income folks. My service area is an extremely poverty stricken community with limited employment and training opportunities. WIOA is most certainly a blessing to our communities. My office assists four of the poorest counties in Kentucky. We certainly fill a need here and being a small part of my clients success is so very rewarding.
As a job developer/ JERSS with the SITE program, i find myself working with a diverse group of individuals including the case workers. I dont always get the opportunity to speak with all clients so i learn some about the individuals based on what put on their referrals and based off the knowledge of what the case work provides. Clients when meeting with them have a tendency to tell their life story to where they are now which helps to identify who they are and how to approach them with various backgrounds, ethnicities, and attitudes.
My program is a part of the Child Support Administration and I assist Non -Custodial Parents (NCPs) who are ordered to pay child support but aren’t due to being unemployed or underemployed. Many of the clients referred to my program have been incarcerated or have some form of previous justice involvement.
While incarcerated, the non-custodial parents are encouraged to participate in the 24/7 Dads or Understanding Dad for Moms programs, which we contract with a former Parole and Probation Officer to facilitate. The facilitator meets with the men and women several times each week helping them understand the value of being a responsible parent and also holds re-entry classes as their release dates approach. It is during the re-entry classes that they are given my contact information and are asked to make contact within the first week post release.
After completing the intake/assessment with me, a service plan is created and referrals are given. The first referrals that I give to everyone I meet with are for SNAP and medical assistance benefits. Depending on the client’s employment history, skills level and disability determination, I then refer them to the American Job Center for additional re-entry and job search assistance, to the Workforce Investment Board for training opportunities and funding and to local organizations who assist with emergency funding and housing needs.
I’m glad to see that your organization focuses on making sure people are knowledgeable and enrolled in different benefit programs first and for most. I recently learned how helpful this initial step is when prioritized at the beginning.
I’m so thankful for your program. We’re foster parents and all the things they get the parents to complete for the children gets to return home is lots of steps. The main goal is always the safety of the child. Finding employment after they’ve been rock bottom, giving the dads just as must rights of changing as the mom.
Rubicon Programs predominately works with low-income individuals and families, single-partent/guardian households, and formally incarcerated individuals. My program in Alameda County predominately works with formally incarcerated individuals and people actively on probation. The demographic for my participants is predominantly black and hispanic men averaging around 25-40 in age.
We focus heavily on barrier removal, so we offer resources to them through assessments, soft skills workshops, employment workshops, digital literacy workshops, financial literacy workshops, housing referrals, and legal advisory.
I interact with people of various backgrounds — elderly, dislocated workers, adults, in-school youth, out-of-school youth, veterans, underemployed, unemployed, traditional students, and non-traditional students. They represent varied backgrounds, ethnicities, genders, races, cultures, and other demographic populations. When meeting with these clients, they are provided resources based upon the services they need and any additional resources that may be of help to them based upon the conversations held — for themselves or other family members. Typical resources provided to them include sources for tuition assistance; wrap-around services inclusive of food, shelter, transportation, and childcare; employment options; job fair information; career development; and employability skills training. In addition to these resources, information is provided on skills training and assistance is provided in helping enroll in training to help them reach their employment goals.
As a career advisor, I have the privilege of working with a diverse, cross-generational workforce that includes individuals from various backgrounds and stages of life. This group typically encompasses Generation Z, Millennials, Generation X, and Baby Boomers, each bringing unique perspectives, experiences, and career aspirations.
Generation Z often seeks guidance on starting their careers, focusing on education and entry-level opportunities. They are tech-savvy and value flexibility and purpose in their work.
Millennials often require assistance with career advancement or transitioning to new industries. Many are balancing professional growth with personal responsibilities, such as raising families.
Generation X tends to focus on achieving leadership roles or re-entering the workforce after a career break. They value stability and clear pathways for progression.
Baby Boomers are often exploring encore careers, consulting opportunities, or preparing for retirement while staying engaged in meaningful work.
To support this broad group, I rely on several key resources:
Labor Market Information Systems to provide data on job trends and in-demand skills.
Career Assessment Tools to help individuals identify strengths and interests.
Networking Opportunities like workshops and events to connect clients with employers and mentors.
Skills Training Programs tailored to each generation’s needs, from tech upskilling for Boomers to leadership development for Millennials and Gen Xers.
Digital Platforms for job searches and resume building, which are particularly useful for Gen Z and Millennials.
This cross-generational approach ensures that I provide tailored support to meet each group’s unique goals and challenges.
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.
As the Community Liaison for Workforce Solutions, I spend most of my time out of the office and in the community. Being in the field provides me the opportunity to work with many groups of people. I work with homeless shelters, community centers, school districts, and partner agencies to name a few. In many cases, I am the representative of the Workforce Resource. As an example, I provide professional development workshops for single mothers who are escaping abusive relationships. My focus for this post will be individuals with a criminal background who are re-entering society. I attend a monthly re-entry resource expo. At this event a talk to the attendees about the services we offer by referring them to our re-entry workshops. I also let them know that we are able to help them identify employers who are background friendly, and might be willing to give them an opportunity for employment. While doing this, I let them know that there is no guarantee because every employer has their own guidelines and there could be charges they are not willing to work with. I also refer the attendees to Prison to Purpose which is an agency that has a more extensive curriculum for those going through re-entry than we can provide. I will also refer them to first stop re-entry who has many more resources that can assist them.
Retention is a major issue as well and my role is to also keep individuals on the job. However, transportation, childcare, and wages and other barriers affect retention. We try to establish mechanism to keep the colleagues at work but sometimes the challenges are too great to maneuver. colleagues and the employer. Therefore, the urban and rural low-income areas’ population have some similarities that could be collectively tackled to help maintained long term retention.
As an employer retention specialist, I work one-on-one with employees who need assistance to successfully maintain their employment. The individuals I support are from Appalachia, a rural region that faces significant challenges such as poverty, drug abuse, and limited economic opportunities. Residents of this area encounter various struggles, including transportation issues and the responsibility of caring for elderly family members, which can hinder their ability to maintain a job. While there is some cultural diversity in the region, it is relatively limited. I also work with individuals who are recovering from addiction and are involved in the judicial system. Although these individuals often face similar challenges, their solutions are frequently unique to their circumstances.
Working to create college success amongst low-income and first generation college students is based in understanding which resources are available for a number of different situations. It is important to keep in mind that some of the most difficult situations amongst the areas I work are taking place in the very homes of the students I am working with. I myself understand the struggles of trying to be a full time student while paying rent and surviving day-to-day. It is my role to not only provide direct resources to programs at the school they will be attending, but preparing for real life with resources like food stamps and health insurance.
The biggest way I can make a difference with the groups I work with is to provide relevant information towards helping students be secure in creating the lifestyle they want after high school. This work extends to the families of the students I serve, often providing information in English and Spanish to the schools I work at after school or creating informational events on the weekends. Ultimately, being understanding to students who are struggling to find peace in their present environment goes a long ways and if you are being trusted it is important you can provide correct and resourceful material.
As someone that worked in College student success previously you are right on the mark with the best way to help those low-income and first generation college students. They face challenges the could have never imagined, and to truly help them build an environment of peace and understanding goes a long way in ensuring their success. You also mentioned serving the families. I do think a lot of people forget that part of student success. The families are just as important to the students success as they are.
As a Job reentry specialist I work with people directly involved in the Justice system or those in a rehabilitation status. I primarily work in the Local Drug Courts and rehab centers to help those within both populations reenter society and the work force. The main resources that I use are the teams of case managers, counselors and judges in order to build a network of support that can provide a plethora of services. The reason I rely on this network of people as a primary resource is to develop a singular, unified front to show the clients I work with that there are people that genuinely care about their rehabilitation and success moving forward. In this process I teach a number of workshops and classes from SMART goals, Financial literacy, Resume building, and interviewing skills in which provide them with self-sufficient tools to be successful after leaving the programs. I also use funding to overcome barriers they face like getting IDs, birth certificates, work clothing, and transportation needs.
In my current role as a job retention and re-entry specialist I work with several different groups of people. Some are justice involved. Many are homeless, living in sober living homes, treatment centers, or mental health centers Some are employed and need help with any barrier they have such as transportation, work clothing, and work boots. Others need things such as identification, birth certificates, and social security card in order to obtain employment. 99% of my clients are low income and all have a history of substance abuse.
Thank you for sharing about your role—it’s clear that the work you do is both challenging and incredibly impactful. Supporting individuals with such diverse and complex needs requires not only practical problem-solving but also a deep sense of empathy and commitment. Addressing barriers like transportation, work essentials, and vital documentation makes such a difference in empowering your clients to rebuild their lives and regain stability. It’s inspiring to see someone working so directly to help justice-involved and low-income individuals overcome systemic challenges and create opportunities for themselves
I’m a Career Advisor for WIOA. I have a lot of youth client’s. Generation Z. They are tempered by anxiety when it comes to communication. They can’t have a conversation because they’re so used to texting only. When we do Work Experience some of the client’s can’t even make a normal phone call. I have worked with client’s Generation X. These clients are go getters, they have enough knowledge with technology to get by. They are more motivated and driven to strive to work harder than generation Z. There is many different client’s that come into my office. I’ve had a few that are in my office for assistance and its only because the parent made them come in. It’ll take a long time for them to complete all the task because they don’t want to take responsibility unless someone is pushing them to do everything.
I live in one of the major cities in New York. I have been working with various diverse population across our city. My role is to work with low-income natives and immigrants or refugees. In this role, I help with getting people hired and helping them inside the organization to seek more career opportunities and skills. To serving low-income natives, immigrants, and refugees, I work with grassroots and resettlement organizations that these individuals turn to for basic services such as employment services. To help these groups, I use their employment coaches, interpretation services, housing agencies, transportation agencies and many more organizations.
In my role as a Career Advisor in an outreach office I work with a diverse population of clients, Adult’s, Dislocated Worker’s, and Youth. Each client has similarities in needs and their backgrounds differ. I work with clients who are unemployed/underemployed and lack educational and employability skills for sustainable employment and earnings. The overall goal is to enrich the client and assist with moving them to a more self sufficient lifestyle. The center serves as a resource center for anything education/employment related. We offer many services and resources to help any client seeking assistance. Some of those services include financial support services to assist with training opportunities that can provide certification or skills upgrading, we offer work experiences where we connect clients to local employers to gain transferable skills. We also have supportive services to assist clients with training needs employment needs such as book cost, testing fees, background checks, transportation and work attire. We offer workshops centered on education/employment.
Partners and resources that we rely on are Commonwealth Educational Opportunity center for financial aid, Voc Rehab for clients who acknowledge disabilities, KCTCS schools for training programs, Vet Rep for our veterans, our CSBG Department housed within our agency as they have training and employment dollars. We also have a Business Service Rep. who covers the counties that we serve. The business service rep works to meet the needs of employers by filling in gaps and connecting qualified applications to jobs. The business service rep also host job fairs and events for employers. And then we have a Recovery and Reentry Specialist who works specifically with individuals in recovery and are looking for re-entry into the workforce. I love seeing the success stories of these individuals.
Hello, I had worked in the school system for 16 years and seen many different diverse population to race, rich , poor, working class, to poor and living on government assistance. I would always push for the less valued students, and reach out for the supportive services for them and the families. Sometimes it was breaking those generational cycles in the family. Giving them the opportunities to seek skills, assistance, training, workshops. To better grow the community and have those traceable skills. Many success stories over the years.
With my role as a Career Advisor, I work with many different types of clients, which include Adults, Dislocated Workers, and Youth. Each client has different needs, goals, and backgrounds. I work with clients who are unemployed and underemployed who need educational and employability skills to obtain self sustaining employment. The goal is to assist the clients to move into more self sufficient employment. I can assist with anything education and employment related. I can offer tuition assistance with training opportunities or offer work experiences where we connect clients to local employers. I can also help clients receive supportive services that assist clients with training and employment needs such as transportation assistance, book costs, background checks, work attire, testing fees, etc. I can also offer workshops to my clients that assist with employment, education, and just everyday topics, such as time management.
We work with Commonwealth Educational Opportunity for financial aid assistance. Voc Rehab is for our clients who have a disability. KCTCS schools are used for training programs. Vet Rep is for our clients who are veterans. Our CSBG Department has training and employment dollars as well and we refer clients to them. We have a Business Service Rep and a Recovery and Reentry Support Specialist in house as well that connects us to local employers and assists our clients that are in recovery.
We work with Commonwealth Educational Opportunity for financial aid assistance. Voc Rehab is for our clients who have a disability. KCTCS schools are used for training programs. Vet Rep is for our clients who are veterans. Our CSBG Department has training and employment dollars as well and we refer clients to them. We have a Business Service Rep and a Recovery and Reentry Support Specialist in house as well that connects us to local employers and assists our clients that are in recovery.
The population I serve is rural, Middle/ High school students. I work with many students who are not interested in moving forward with the traditional college route, instead are looking to go straight into the workforce, trade school, or military. My duties include resume workshopping, job applications, interviewing skills, organizing visits to our local trade schools, apprenticeship, job shadowing, and bringing guest speakers into our school in order for the kids to be exposed to as many opportunities as possible. We work closely with the Maryland Business Round table which is a great resource for presenters, the Western MD Consortium, and use the platform Naviance to administer assessments that evaluate students interests and potential careers.
As an AD for Outreach for middle school and High school students in different types of communities, I address the unique challenges they face, such as limited career awareness and economic barriers, language barriers, and undocumented. Local industries often shape students’ perspectives, while multicultural students may face additional hurdles like language barriers or lack of support networks. I strive to expand their horizons by connecting them with resources like scholarships and internships or other people who may be able to support them in a better and more efficient way than I can, empowering them to pursue careers aligned with their passions and talents. My mission is to help every student see beyond their immediate surroundings and realize their full potential.
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.
As a WIOA Dislocated Worker/Adult/Choices and at times SNAP Career Advisor it allows me to assist a verity of people, from low income, the unemployed, individuals with educational deficiencies, and those receiving state benefits. While each program has different qualifiers, stipulation and mandates, they all require the same level of focus and creativity to address the Customers barriers. The most effective way to assist the Customer is to continuously assess the Customer, at all times because the Customers circumstances are forever changing, which means their needs and potential barriers are as well.
Key Resources include:
Job search assistance or job placement, job fairs, and hiring events.
Supportive services, assistance with making or updating a resume, job placement, or training assistance.
Workshops based upon their needs, supportive services, and training assistance.
Career Interest Assessments, Internships, Work Experience.
Skill transfer, job fairs, hiring events, resume assistance.
As a Career Advisor I work with adults in my community that are over the age of 18 and have been impacted by the justice system. These individuals that have been impacted by the justice system on a day to day basis they are adjusting to life outside prison or jail walls and most of these participants I work with have been incarcerated for over 10 and 20 years. So, to help them I usually try to connect with the participant by learning more about them seeing the things they like interviewing them and giving them the Career Assessment Holland Interest. This has been working well for me in most cases except when participants that I have are unable to read. I have to find other ways to navigate and honestly that just looks like me reading them the questions and assisting them more with the assessment.
Hey Janee!
I find your job very interesting; I believe re-entry citizens should get all the help to get re-incorporated into society. We all deserve second chances, and I know how difficult it can be for them to get employment because of all the presumption employers usually have. Thank you for your patience and work with them and try to find the best way to work with them.
As a Career Advisor for Middle Kentucky Community Action WIOA. The most common individual groups that I assist are Young Adults, Long term unemployed individuals and underemployed individuals. In the small communities that I work with, a significant amount of folks are multi generational clients. My office is in the middle of some of the poorest counties in Kentucky. There are limited employment and training opportunities here. My goal is to provide personalized support to help each person identify their strengths, develop their skills, and successfully navigate the job market. Here are the major groups of people I assist:
1. In School youth and Recent Graduates
High school youth as well as Recent college and high school graduates who have very minimal experience in the workforce. They’re looking for their first part time or full-time job, internships, or entry-level positions that correlate with what goals they have for themselves. Some don’t even have goals, but are just desperate for employment to live, they don’t know what they want to do, but they just need to provide for themselves. I service a lot of parenting youth who just need direction to find employment and put food on the table.
2. Mid-Career Professionals
Mid-career professionals are individuals who have already been in the workforce for several years and are looking to make a career change, gain certifications to improve their wage because they are under employed. Though they have employment and experience, they are not reaching their goals without additional assistance from WIOA. They might also struggle with finding new job opportunities that pay adequatly. My role here is to help them attain whatever improvement to the working life that they need.
3. Long-Term Unemployed
Folks who are unemployed for an extended period. Over the last few years, the rural area has been hit hard with disastrous flood as well as small private owned business closing due to the economy. I work with these folks to get them back into the workforce that fits what they need at this point in their life.
4. Veterans
Though I do not service many veterans at my office, I do occasionally get them and I work closely with a veteran’s advisor to get them the specific services that they need.
5. Clients Facing Barriers
Given the rural poverty stricken areas that I work with, the majority of the clients come from disadvantaged backgrounds, including those who have battle with poverty, homelessness, and drug addiction. Many face multiple barriers to entering the workforce, like lack of job experience, limited education, lack of transportation or a having a criminal record. I help these individuals build a path to self-sufficiency by connecting them to training programs, apprenticeships, community services and job opportunities that can serve as stepping stones toward a better quality of life and over all success.
As a Workforce Development Coordinator in a construction company in Chicago, I work primarily with minorities, particularly African Americans and Hispanics, many of whom come from underrepresented and economically disadvantaged areas of the city. My role focuses on building long-term relationships with non-profit organizations in these communities, enabling us to provide valuable resources and services to students and youth. These partnerships are instrumental in offering the necessary support to help individuals achieve their career goals, particularly in the construction trades. In addition to non-profits, we’ve also established strong connections with local colleges, further expanding the opportunities available to these young individuals. Key resources we use include vocational training programs, job placement services, mentorship opportunities, and educational support to ensure that participants are well-prepared for the workforce and have the skills needed to succeed in their chosen fields.
It’s interesting that a construction company invests so much in helping minorities find opportunities. Either the company is owned by someone who is a minority or they receive government funding for this work.
The primary group of people I work with are high school teenagers. The area they live in has a significant socioeconomic gap between those who are impoverished and those who are middle class or higher. A student’s mindset often reflects their background.
Students from impoverished backgrounds often exhibit a quitting mentality or tend to settle for less than they are worth. This mindset is evident in their classwork, conversations, and behavior. These students often do not aspire to attend college and typically prefer trades that require minimal time to get certified. Finding jobs for these students is crucial because the hope is that entering the workforce will help keep them motivated.
On the other hand, students from middle-class or more affluent backgrounds generally seek advice about long-term careers or college degrees. While some of these students also pursue trades, their conversations about long-term plans tend to be more forward-thinking. These students often receive encouragement and support both at home and at school.
In my current experience role, I get to not only collaborated with many different partners in the field of recovery, and re-entry. I work with a group of people going through the process of getting there lives back together and wishes to do better and make those changes daily. We work with clients, who open up and tell us about their lives, children, family. We work with case managers that are overworked and underpaid. Trying to help those folks, and something they are their only hope. These clients live in transitions units, group homes, sober living homes, we help them look for job, clothes for work, GED, Going to college maybe, seek out basic identification. Each one person is different and the outcomes are all different for each one.