A Few Ways to Engage Volunteers in your Employment Program

With all the changes over the course of FY17, Higher has learned that many offices have seen a surge of interest from community volunteers.

Though it can be time consuming to bring on volunteers, when volunteers are involved in the resettlement process they can become powerful community advocates on behalf of refugees.

Here are a few specific ways you can use volunteers in key program areas.

Job Readiness

  • Filling out mock job applications with clients: Gather various job applications from employer websites or places of business. Have volunteers practice filling out applications with clients for the jobs that they are interested in. Focus on any English words that may be confusing or new to clients.
  • Assisting with Job Readiness training: Volunteers can help teach job readiness class or meet 1-on-1 with clients to review key concepts or help them to prepare for job interviews. Mock interviews with individuals or small groups is a great way to prepare for job interviews.
  • Assisting with Transportation: Volunteers can provide transportation for clients searching for jobs nearby or attending job interviews. Once a client accepts a position, volunteers can assist with learning routes to and from a job or assist with arranging transportation if the job requires work at times when public transportation may be inconsistent (e.g. Sundays or night shifts).
  • Financial Literacy: Volunteers can help teach financial literacy courses or provide one on one training to clients. This includes helping clients to open a bank account or complete personal budgets.

Job Development

  • Researching available jobs: With a client by their side, have volunteers research employment opportunities near bus lines or within walking distance of the client’s home.
  • Recruiting potential employers: Have volunteers tap into their networks – work, church, sports teams, family, etc. – to see if anyone they know is interested in hiring refugees.

Post-Placement Assistance

  • Helping clients maintain employment: Once a client is employed, ask a volunteer to sit down with him/her and review the importance of timeliness, not missing work, appropriate dress and proper work behavior.

How do you utilize volunteers in your programs? Write to us at information@higheradvantage.org to share your stories.

For more ideas on engaging volunteers, check out these previously published Higher blog posts:

When Serving Highly Skilled Refugees, You Don’t Need to Re-invent the Wheel!

Many refugee employment professionals dream about developing customized employment services for clients with higher levels of education and professional experience. Unfortunately, because of limited time and resources, these dreams are rarely realized.

Take heart, my friends! You don’t need to re-invent the wheel. Momentum has been building on the issue of skilled immigrants for the past decade, and some great resources have been developed that you can use, adapt, or refer clients to directly.

Check out the organizations and initiatives below:

Upwardly Global– Upwardly Global (UpGlo) provides customized training and support for skilled immigrants and connects them to employer partners interested in hiring global talent. In addition to its 4 brick and mortar locations (New York City, San Francisco, Chicago, and Silver Spring, MD) UpGlo offers online training programs for skilled immigrants who live elsewhere in the US. In the past year, Upwardly Global has begun offering refugee-specific services, including an online learning portal, free access to Coursera online college courses, and other tailored trainings and resources.

IMPRINT Project– The IMPRINT Project is a coalition of organizations active in the emerging field of immigrant professional integration. Imprint works closely with business, government, higher education and other partners to raise awareness about the talents and contributions of immigrant professionals. In addition to the services that member organizations provide, IMPRINT provides a wealth of resources on its’ website including publications, program resources, articles and op-eds and webinars. Check out the IMPRINT Project’s recently released interactive map which showcases over 50 programs and services around the country that are designed to help immigrant and refugee professionals.

Global Talent Bridge– An initiative of World Education Services, Global Talent Bridge is dedicated to helping skilled immigrants fully utilize their talents and education in the United States. Global Talent Bridge’s services include support, training, and resources for community organizations, government agencies and employers; direct outreach to skilled immigrants, including seminars and comprehensive online resources; and policy advocacy at the local, state and national level. To get started, check out their Resources for Immigrants page.

Welcome Back Initiative– The Welcome Back Initiative focuses on internationally trained health workers living in the United States. They do this primarily through their network of “Welcome Back Centers” which provide orientation, counseling and support to foreign-trained health workers. Welcome Back Centers currently exist in California, Massachusetts, Rhode Island, Washington State, Maryland, New York, Texas, Colorado, and Pennsylvania.

Community College Consortium for Immigrant Education(CCCIE) – In addition to the professional experience and education immigrants bring with them, many also pursue education here in the US. Classes at a community college are often the first step. CCCIE’s mission is to raise awareness of the important role community colleges play in delivering educational opportunities to immigrants and to promote and expand the range and quality of programs and services for immigrant students among community colleges around the country. For an orientation to this organization and what they do, check out their Immigrant Students and Workforce Development page.

In addition to the great resources listed above, don’t forget about mainstream workforce development programs/resources in your region that may provide the extra boost that a skilled immigrant needs to break into a professional job. Contact your local American Job Center to inquire about training opportunities including Apprenticeships, On-the-job Training, and Individual Training Accounts (ITAs).

What are your go-to resources for refugee clients with professional backgrounds? We’d love to highlight your success story. Get in touch at information@higheradvantage.org.

Webinar Alert: TANF, Childcare and Workforce Development (Today!)

Note: After posting this announcement yesterday, it came to our attention that the registration had been closed. Following this information, we removed the announcement from our site. We are happy to announce that registration has been reopened for this webinar, in case you are able to attend today. We apologize for any confusion. 

Possibilities for Coordination between TANF, Child Care, and Workforce Development
July 26, 2017, 3:00 – 4:00 PM EST

Child care subsidies are critical for families receiving TANF cash assistance, as well as those transitioning off assistance, to be able to participate in employment activities, to maximize educational activities, and achieve better employment outcomes. Studies show that parents receiving child care are likely to have more stable employment, which enables them to support their families and gain increased financial security.

This webinar will explore how states have coordinated TANF and child care services to enhance workforce development outcomes. The webinar will also examine the research associated with TANF and child care to highlight best practices. Presenters will include Heather Hahn, Senior Fellow, Urban Institute; Erin Oalican, Reach Up/TANF Program Director, Vermont Department for Children and Families; and Paulette Bushers, TANF Program Manager, Oklahoma Department of Human Services.

Register here.

Tackling the Transportation Barrier

Transportation is one of the most significant barriers that refugees face in obtaining initial employment and advancing in their careers.

Tackling this barrier requires a multi-faceted strategy:

1.)  Incorporate community navigation into job readiness training

Photo by Daniel Wilkinson

Being able to navigate one’s community is important. There’s nothing more isolating and paralyzing than not having the ability to venture beyond your own home.

Helping clients develop a mental map of their community and ensuring that they are able to use the public transportation system should be a key learning objective integrated into Job Readiness curriculums.

2.) Ensure that employment opportunities are easily accessible to clients

Photo by Daniel Wilkinson

This is easier said than done, but very important. In order to set clients up for success resettlement, programs must consider likely employment possibilities when finding an apartment for refugee families. Employment teams and R&P teams should be in constant communication about preferred neighborhoods that would be most conducive to accessing employment opportunities.

Sometimes due to financial constraints, limited housing, or the preferences of refugee communities themselves, you may not be able to place new families in the most ideal locations for employment opportunities. In these cases, it’s up to you to put in the additional effort to identify employers that will be easy for clients to reach.

While it’s easy to stick with your go-to employers, putting in the work to find employers that are convenient to different neighborhoods will help you diversify your employer network and create better employment situations for your clients.

3.) Think outside the box

Photo by Daniel Wilkinson

Every situation is different, and the reality is that you often have to make less-than-ideal employment opportunities work. For example, in New Orleans, most of Catholic Charities’ clients prefer to live in an area of the city that is not particularly convenient to employment opportunities, resulting in long commutes on multiple bus routes.

Catholic Charities has been able to minimize the impact of this challenge by purchasing affordable bicycles for their employment clients from another local non-profit which teaches at-risk youth bike repair skills. The clients then are able to do part of their commute by bike which can cut their commute time in half or make it possible to take just one bus instead of two.

In addition to facilitating bicycle access, consider other creative alternatives such as car pool solutions, ride share services or employer-sponsored transportation.

4.) Recognize that transportation is connected to career advancement.

For those clients with the desire and ability, make sure that your agency provides resources (in their language if possible) for obtaining driver’s licenses. Also consider asking volunteers to help clients prepare and practice for driver’s license tests.

What transportation solutions have you found work best for your clients? Let us know at information@higheradvantage.org or by filling out this poll:

How do most of your clients get to work?

 

Driving in the United States: A Resource from the Refugee Center Online

Every state across the US requires you to get a driver’s license if you want to get behind the wheel of a car.

It is not uncommon for Americans to drive more than an hour each way to work, and 77 percent of Americans drive alone to their jobs, while an additional 11 percent carpool.

Driving may be a mode of transportation to work for some of your clients.  Thus, educating refugees about the local licensing process is very important and should be included in Cultural Orientation and Job Readiness Courses.

Clients need to know and understand the licensing rules, before beginning the process to legally drive. To help clients understand the intricacies of driving in America, The Refugee Center Online has put together How to Get a Driver’s License: Translated Driver’s Handbooks in over 20 languages.

In the United States, the issuance of licenses is the authority of individual states (including Washington, D.C. and all territories). Drivers are normally required to obtain a license from their state of residence, and all states recognize each other’s licenses for temporary visitors.

Any questions about driving should be directed to state DMV offices or local police.  If you have any additional resources you would like to share please contact us at information@higheradvantage.org.

Don’t forget to buckle up!

Enhancing Employment Readiness Training through Group Games and Activities

Source: http://www.teachhub.com

For people who are visual, hands-on learners, valuable skills can be taught through professionally styled games and activities.

Whether the “student” employee is a young adult or someone who has been in the workforce for some time, light-hearted approaches to learning can be fun and effective.

Just be careful that your activities don’t come across as too “childish”.

Avoid anything that involves dancing, extreme physical activity or runs the risk of making the participant look or feel foolish or unprofessional.

Here are two activities that you may want to try:

1. Communication Skills Building: Match job training participants in pairs and seat them in chairs facing each other. Then, direct participants to interview one another. Give each person a question-and-answer sheet that includes questions like, “What was the proudest moment of your life, and why?” and, “Who are your heroes, and why?” Instruct the participants to individually stand and describe the other person based on the interview. This activity promotes interpersonal communication skills and builds closeness among participants.

2. Building Confidence in the Workplace: Pair up trainees and assign one person to be the customer and the other to be the employee. Give the customer a card that describes a common customer complaint, such as a defective product, a late delivery or a rude salesperson. Instruct the customer to act out her role and the employee to work toward a solution using your company’s best practices for service excellence (try to come up with a few fake companies and what their best practices would be).

Once the role-playing is complete, critique the exercise and invite other participants to chime in with their thoughts on approach and technique. This activity is great to help clients understand how to deal with rude customers and how to address customers in a friendly, professional manner. This activity emphasizes the important role of a positive attitude not just in the interview process but as part of the everyday work environment. This activity will help clients develop confidence about how they are expected to interact in the workplace and learn additional job requirements that may not always be described in the hiring or orientation process.

Identity Theft

Attention refugee employment staff! There have recently been incidents regarding identify theft and refugees. Individuals from within and outside of the refugee community have convinced refugees to provide their social security number (SSN) and have used this information to file fraudulent tax claims.

Please let all your clients know that they should protect their social security number, alien number, and any other personal identifying information (PII). If a client reports that they suspect their identity has been stolen, please assist them in filing a report at www.IdentityTheft.gov.

Include this topic in your financial literacy/job readiness curriculum:  Along with teaching clients about financial literacy and taxes, protecting PII and preventing identify theft are topics that can be easily covered in class. Here is a sample of what could be covered in a lesson:

What is Identity Theft?

Identity theft happens when someone uses your social security number or other personal information to open new accounts, make purchases, or get a tax refund. You might get a notice from the IRS or find unfamiliar accounts on your credit report. You might notice strange withdrawals from your bank account, get bills that aren’t yours, or get calls about debts that you don’t owe.

How to Prevent Identify Theft

Secure your financial documents and records in a safe place at home and lock your wallet or purse in a safe place at work. Keep your personal information secure from roommates or apartment maintenance staff that comes into your home.

Limit what you carry. When you go out, take only the identification, credit, and debit cards you need. Leave your social security card at home. Make a copy and black out all but the last four digits on the copy. Carry the copy with you.

Protecting Your Social Security Number (SSN) and other personal identifying information (PII)

Keep a close hold on your social security number and other PII.  Ask questions before deciding to share any information. Ask if you can use a different kind of identification. If someone asks you to share your SSN or your child’s SSN, ask them why they need it and how it will be used? The decision to share your personal information is your own.

What to Do if You Think You are a Victim of Identify Theft

If you think you may be a victim of identity theft, act quickly. Here are 5 steps you can take to limit the damage:

  1. Call the companies where you know fraud occurred.
  2. Place a fraud alert on your credit reports and get copies of your report (for instructions on how to do so click here).
  3. Report identity theft to the
  4. File a report with your local police department.
  5. Most importantly, you should contact your case manager if you need help or clarification.

Please visit https://www.consumer.ftc.gov for more resources.

Has identity theft or tax fraud every happened to a client of yours? If yes, please write us at information@higheradvantage.org to share your experience and how you helped your client resolve the issue.

Models for Integrating Language and Workforce Development Skills

A few months ago, I had the opportunity to attend a 1-day conference at Johns Hopkins University’s American Institute for Contemporary German Studies in Washington D.C. The theme of the conference was “Integrating Migrants into the Workforce” and focused on immigrant integration efforts in both Germany and the U.S.

One of the most interesting presentations I heard was by Dr. Heidi Wrigley from Literacy Work International. The Presentation focused on models in the U.S. that are leading the way in offering both English instruction and vocational training.

Here are four models that Dr. Wrigley highlighted:

McDonald’s: English Under the Arches

English Under the Arches (EUA) is one of four Archways to Opportunities programs designed to help employees grow professionally.

The program launched in 2007 with the mission to provide English as a Second Language (ESL) classes that teach managers and crew the English they need to communicate effectively and confidently with customers, staff and in their lives outside of McDonald’s.

These classes are free for employees and they are also paid their hourly wage while they are in class. Helping non-native speakers learn English allows them to break down barriers and feel comfortable when communicating effectively with fellow team members, customers, and, most importantly, in their everyday life.

Proficiency in English is often a prerequisite for most jobs in the U.S. and provides mobility for individuals to pursue higher education opportunities, which in turn leads to increased earning power. To learn more about this program, visit the EUA webpage or read the most recent Archways to Opportunity Progress Report.

Seattle Office of Immigrant and Refugee Affairs: Ready to Work

Ready to Work (RTW) is a workforce development program in Seattle, WA designed for immigrants and refugees who face barriers to gaining employment.

The program combines English as a Second Language (ESL) classes with computer literacy instruction and case management to help immigrants gain job readiness skills and take steps toward economic self-sufficiency.

RTW was created as a prototype model of English language acquisition offered in a community-based setting, and focused on career development, and employment. Classes meet four days a week, three hours a day, for a total of 12 hours per week.

Instruction is provided by two Seattle Colleges and Literacy Source (a community-based adult education provider). Unlike many other programs, RTW tracks participants’ progress over a longer time frame than conventional funding streams typically allow.

For more details, see National Skills Coalition’s Amanda Bergson-Shilcock’s blog post from June 2016: Ready to work: Seattle creates new on-ramp for immigrant English learners.

Washington State: I-BEST

Washington’s Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster.

Pioneered by Washington’s community and technical colleges, I-BEST uses a team-teaching approach.

Students work with two teachers in the classroom: one teacher provides job-training and the other teaches basic skills in reading, math or English language.

Students get the help they need while studying in the career field of their choice. The I-BEST program offers several career pathways including Hospitality, Manufacturing and Nursing.

I-BEST challenges the traditional notion that students must move through a pre-determined sequence of basic education or pre-college (remedial) courses before they can start working on certificates or degrees.

The combined teaching method allows students to work on college-level studies right away, clearing multiple levels with one leap.

Check out this video, which features three students sharing their experience with the I-BEST model:

OneAmerica’s English Innovations

English Innovations (EI) is a blended social learning model that integrates English language learning and combines a collaborative, supportive classroom environment with online tools that enable self-paced, independent learning.

Offered as an alternative approach to conventional systems of language instruction which often do not provide the flexibility and resources that adult immigrants need, the EI program includes:

  • Tailored curriculum framework integrating digital literacy skills & language development
  • Blended model for in-class and self-paced learning through online tools and game-based learning
  • A collaborative classroom environment which facilitates cognitive, social and emotional engagement
  • Tutor-facilitated activities, volunteer involvement, and peer support
  • A model grounded in communities, engaging immigrants and immigrant-serving organizations in advocacy for effective English learning and immigrant integration

How do you see ESL and Vocational Training intersecting in your area? Are you aware of an innovative model that we should highlight? Let us know at information@higheradvantage.org.

*Note: Some language in this post was pulled directly from program websites for the purpose of accurately describing these programs.

 

Understanding a Paycheck Resource

Understanding Your Paycheck eLearning

Meet Amal, who tells her story to help other refugees thrive in the U.S. workforce.

Looking for a great tool on how to understand a paycheck? Higher has developed the perfect tool for you and your clients. Our eLearning module Understanding Your Paycheck, is available through Higher’s Online Learning Institute.

Here are five reasons to check out this resource, according to your peers:

  1. It takes less than six minutes to complete the course.

“The module is really well developed and covers all the aspects of the paycheck in a very short duration of the time.”  Bidur Dahal, Education Trainer at Lutheran Family Services Rocky Mountains

2. It’s a great addition to any job readiness class.

“This module was a great tool. I thought it was very user friendly and clear. We will use this in our first job readiness class in April.”  Lauren Brockett, Director of Employment Services at Friends of Refugees – Cafe Clarkston

3. Or maybe to employment orientation.

“It clarifies the paycheck, pay stub and deductions very well. I am really excited about this module and will be very happy to present it to my clients. I will try to make it part of my employment orientation.”  Kawa Hawari, Lutheran Social Services of North Dakota

4. It feels more like a story than a training.

“I thought it was excellent! I definitely see this as a great job readiness workshop resource. We talk to our clients about understanding pay stubs in detail, but I like this module so much because there’s a story to it—it makes it so much more relatable. Looking forward to being able to use this for our clients! ” Tawni Floyd, Employment Manager at World Relief Tri-Cities

5. It covers more than just the basics.

“I just viewed the paycheck module. It is great! It is short, so that will make it easy to show in class with interpreters. I also like the emphasis on respectfully talking to your boss if you think there is a problem with your paycheck. I love these modules.”  Jessica Ploen, Employment Training Specialist at Lutheran Family Services of Nebraska

 

An eLearning Resource: Interview Behavior Videos

Ever wanted to be able to show clients what a bad interview looks like? Well you are in luck, check out Higher’s Online Learning Institute. You can access the complete module right now with your username and password.  If you aren’t already taking advantage of our 13 eLearning courses, sign up here for instant access to these videos and the other eLearning courses.

Here are 4 things to know about this exciting new resource:

  1. There are two short videos with examples of good and bad interview behaviors.
  2. You can also get transcripts and suggestions for using the module with clients in the companion resource section.
  3. More than 20 resettlement programs across the country are using our eLearning courses in their job readiness activities.
  4.  The job seekers in the videos are refugees. Thanks to them and to African Community Center (ACC), Denver, CO for helping out.

Here’s a sneak peek at Interview Behavior Videos. 

Email Higher at information@higheradvantage.org to let us know what you think, how you’re using our latest eLearning resource and what else would be helpful.