The document provides a facilitator's guide for a 120-minute CareerLaunch session with the following key points: - The session is divided into two lessons: CareerLaunch Program Foundation and Action Plan. - Lesson 1 focuses on introducing the CareerLaunch program materials and activities through icebreakers, exercises, and videos. This includes exploring the program's 11 core competencies. - Participants will develop an action plan to implement the CareerLaunch program at their Club by the end of the session. - Materials provided include participant guides, quick reference guides, and access to the CareerLaunch website for career exploration and resources.

1. CareerLaunch
Facilitator’s Guide
Session 2010

2. F Career Launch
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SESSION AT A GLANCE
Total Time: 120 minutes
Suggested Agenda
INTRODUCTION 5 minutes
LESSON ONE: Career Launch Program Foundation 80 minutes
Exercise: Getting Acquainted & Remembering Worksheet 20 min
Exercise: Core Competencies 10 min
Facilitation: CareerLaunch Video 5 min
Facilitation: Career Launch Material Review 5 min
Exercise: Three Implementation Plans 10 min
Exercise: Role Playing 25 min
LESSON TWO: Action Plan 30 minutes
Exercise: Action Plan 25 min
CLOSING 5 minutes
Quickie Critique 5 min
Materials
• 2 Flip Charts; pending group size
• Participant’s Guide
• Career Launch Quick Reference Guide For Staff
• Career Launch.Net (Teen’s Guide)
• 30 extra copies of Action Plan Worksheet
• Post-its/Sticky Notes (2 packs)
• Markers
• 30 Quickie Critiques
Facilitator’s Note: Request access to the Internet if possible
to demonstrate the CareerLaunch website. Place CareerLaunch materials on the table for
each participant prior to beginning the session
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STATEMENT OF SATISFACTORY COMPLETION
Participants in Boys & Girls Clubs of America (BGCA) learning
opportunities must be present and actively participate
throughout the entire learning experience. BGCA has
developed performance measures to monitor participant
achievement and to help ensure that the learning experience
is efficient and effective. Performance measures ensure
economical choice of instructional content, provide a basis for
participant accountability during and after instruction, and help
align participant achievement to strategic goals.
The following are among the types of assessments used:
• Essay
• Fill-in-the-blank
• Multiple choice
• True/false
• Demonstrations
• Oral response
• Matching
Awarding Continuing Participants must satisfactorily complete the entire learning
Education Units experience before either a BGCA Verification of Learning Credit
(VLC) or Continuing Education Unit (CEU) is awarded. In order for
participants to receive a CEU credit, a participant must also
demonstrate learning outcome(s) was (were) met. BGCA does not
award partial credit for learning experiences.
YOUTH DEVELOPMENT PROFESSIONAL COMPETENCIES
PROGRAM DEVELOPMENT AND IMPLEMENTATION
This session contributes to the development of knowledge and skills needed to
demonstrate competency in the following areas:
YD6 Plan, Develop, Implement and Evaluate Programs, Services and Activities
YD 6.1 Effectively plan programs, services and activities
YD 6.2 Effectively develop programs, services and activities
YD 6.3 Effectively implement and administer programs, services and activities
YD 6.4 Effectively monitor and evaluate programs, services and activities.
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INTRODUCTION
Importance CareerLaunch is Boys & Girls Clubs of America’s (BGCA)
career exploration and job readiness program for teens.
PPT 2 & 3 CareerLaunch is a key program in BGCA’s Impact 2012
strategic plan and academic success initiative.
CareerLaunch builds on the U.S. Department of Labor
Secretary’s Commission on Achieving Necessary Skills
(SCANS) report that identifies the skills and knowledge required
for meaningful and productive work in today’s labor market.
Although the commission completed its work in 1992, their
findings and recommendations continue to be a valuable source
of information for individuals and organizations involved in
education and workforce development.
Facilitator’s Note: Please inform participants that along with the Participant’s Guide, each
of them have the CareerLaunch Quick Reference Guide Staff and Teen’s Guide on the table
before them and that you will be exploring these resources in more detail during the next
lesson. To introduce, use content from Importance (PPT 2) and What the Experts Say (PPT
3). Note the statistics on the slide are a little bit different from what is in the text.
How You Can Make a Boys & Girls Clubs are uniquely positioned to make a difference
Difference in the future workforce by providing their members with
PG: Page 4 opportunities to explore a variety of career options, to make
sound educational decisions and to practice job readiness
skills.
What The Experts Say According to the Bureau of Labor Statistics, 21.3 million jobs
will be added to the national workforce by 2012. As baby
PPT 2 & 3 boomers begin transitioning into retirement and leaving the
PG: Page 4 workforce in large numbers, a need for new, skilled and trained
workers is crucial. Couple this with concerns about globalization
and off-shoring of jobs; even more critical are the increasing
numbers of youth who are not graduating from high school. This
is at a record 45-50% among some groups, leaving them
unskilled and untrained. The workforce deficit is unlikely to be
filled by the upcoming generation that has been referred to as
“techno-peasants” – youth growing up in a world of high tech
with low reading, math and problem-solving skills.
Session Goal The goal of this session is to help Clubs increase members’
PPT 4 academic success through goal setting, career exploration and
PG: Page 4 job readiness.
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Session Overview With funding from the Gap Foundation, BGCA developed the
PG: Page 5 CareerLaunch program for teens ages 13-18. This program
provides a broad range of tools and activities for staff and
volunteers to guide teens in exploring a variety of careers,
making sound educational decisions, and preparing for the
world of work.
CareerLaunch is designed to be easy to deliver, flexible enough
to accommodate different Club situations and highly engaging.
Session Outcome By the end of this session, you will be able to develop an action
PPT 5 plan to implement the CareerLaunch program.
PG: Page 5
Lesson Titles This session includes the following lessons:
PPT 6
PG: Page 5
Lessons
• CareerLaunch Program Foundation
• Action Plan
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LESSON 1: CAREER LAUNCH PROGRAM FOUNDATION
Introduction CareerLaunch contains 22 competency-based, small-
PPT 7 group activities organized into four units. BGCA
PG: Page 6 recommends that all 22 activities be used in sequence
for best results; however, three program
implementation plans are provided for Clubs with
varying levels of resources and capacity for teen
programming.
The program is designed for 13-18 year old members.
It is recommended that group sizes are between 20
and 25 members per leader.
Lesson Objective By completing this lesson you will be able to describe
PPT 8 the CareerLaunch Program.
PG: Page 6
Importance of “Breaking the Ice” When working with teens, it is important to break the
ice as quickly as possible. Because of this, you want to
PG: Page 6 involve the group in an activity that will make
connections among group members and demonstrate
that participation is expected, safe and interesting.
Also, because participants will be working together with
teens for several weeks, it is important that they get to
know each other better and begin to feel comfortable
as a group.
There are many ways in which to achieve this. An
example ice breaker can be found in your Quick
Reference Guide on page 61.
Exercise: This exercise is designed to help you get acquainted
Getting Acquainted & Remembering with other participants and remember who influenced
your career choice when you were a teenager.
PPT 9
PG: Page 6
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Facilitator’s Note: Time: 20 minutes
PG Page: 6 PPT: 9 Getting Acquainted & Remembering Worksheet
Instructions:
• After introducing the exercise, ask participants to pair-up with someone they do not know,
or do not know well.
• Ask participants to use the worksheet to take notes on how their partner answers the
questions. Give them three-minutes per person. (Let them know when to switch partners.)
• After they have completed their interviews, divide the group evenly into smaller groups of
pairs. (Ask them to move their belongs and form tables – this is who they’ll be working with
for the rest of the session.)
• Ask them to introduce their partner to the rest of their tablemates. (Let them know, ideally
you would do this with the whole group, but because of our time constraints we’re only
processing in small groups. (8 minutes)
• Process this exercise by:
o Asking for a raise of hands: Who was influenced by their parent(s)? other relative?
teacher(s)? friend(s)? community youth worker(s)? BGC staff? others?
o Asking for a raise of hands: How many are doing the job they had planned do when
they were in high school?
o Ask them if they feel more comfortable working with the people at their table after
this exercise than they would have without it? Point out that teens feel the same
thing; but, they might feel it even more intensely.
o Ask how they would change this exercise to make it work for teenagers? Examples:
What school they go to? What grade they are in? What they are thinking about
doing after high school? And, who their life is helping them make this decision?
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Getting Acquainted & Remembering Interview Worksheet
Find a person in the room that you do not know, or not know well, and find the answers to the
following:
Name:
Number of years in Movement:
Club/Organization:
Position:
What adults in your life helped you decide what to do next after high school?
Did you follow through with your plan?
Are you working where you thought you would be when you were in high school?
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Exercise: This exercise will help you identify core employment
Core Competencies competencies job seekers need to obtain and retain
PPT 10 career-oriented jobs.
Facilitator’s Note: Time: 10 minutes
Exercise: Core Competencies Worksheet: NA
PG Page: 8 PPT: 10
Instructions:
• Instruct participants to think about the most successful person they know. Give them
a couple of seconds and ask if they have a person in mind. Follow-up by asking them
to individually write a list of the skills and competencies they feel this person
possesses that helped them find and keep his/her job/career. Repeat the question.
Write “Competencies Needed to Find and Keep a Job” on top of flip chart paper while
they are making their list. (3 minutes)
• Ask each participant to give you one of the skills or competencies from their list. Go
around until all unique items are exhausted. Post on flip chart paper as they give
them to you.
•
Conclude:
Compare list from group to the US Department of Labor’s list of 11 core employment
competencies job seekers need if they are to obtain and retain career-oriented jobs (on PPT
slide)
Core Competencies The U.S. Department of Labor lists 11 core
employment competencies job seekers need if they
PPT 11 & 12 are to obtain and retain career-oriented jobs. The
PG: Page 8 CareerLaunch program resources are built around
these 11 core competencies.
1. Making career decisions
2. Using labor market information
3. Preparing resumes
4. Filling out applications
5. Possessing interviewing skills
6. Being consistently punctual
7. Maintaining regular attendance
8. Demonstrating positive attitudes and behaviors
9. Presenting appropriate appearance
10. Exhibiting good interpersonal skills
11. Completing tasks effectively
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Program Materials The BGCA’s Career Launch materials provide
PPT 13 everything you need to facilitate the program with
your Club teens.
Facilitator’s Note: CareerLaunch Video Time: 5 minutes
PG Page: 8 PPT: 14
Inform participants:
• The video provides an overview of the CareerLaunch program, its components, how it
can be used in a Club setting and a few comments from teens and staff about how the
program has benefited them.
• A copy of this video is included in each participant’s packet to use when you return to
your Club.
CareerLaunch Video The video provides an overview of the CareerLaunch
PPT 14 program, its components, how it can be used in a
PG: Page 8 Club setting and a few comments from teens and
staff about how the program has benefited them.
Facilitator’s Note Time: 5 minutes
Exercise: CareerLaunch Materials Worksheet: NA
PG Page: 8 PPT:
Instructions:
• If you have access to internet log onto the CareerLaunch website. Ask if anyone has
already used this site. If so, inform them of the new log-in procedures that went into
effect May 1, 2010. Now, only one registration and password will be required for all
BGCA youth program websites (e.g., CareerLaunch, Money Matters and
myclubmylife).
• Inform them the website allows teens to take an interest survey, explore careers
including viewing video clips of potential jobs, identify training or college requirements,
seek out financial aid and play skills-building games.
(Show CareerLaunch Internet PowerPoint,
if Internet access Is not available to demo the website)
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• Career Launch Teen Tips booklet (smallest of two before them) – Inform them that
they should be distributed to each teen participant. It includes helpful interviewing
and on-the-job tips preparing a resume, cover letter and much more. The topic areas
(or Units) are the same as the ones found in the Staff Resource Guide (Goal Setting,
Career Exploration, Job Search Skills and Keeping the Job). Teens should be
encouraged to complete activities in their guide during the sessions. The booklet
comes with colorful folders that Club teens can use to store their resumes, job
applications and other documents they need to present themselves most effectively in
job interviews. (This can be ordered from KIM BERRY KBERRY@BGCA.ORG or
404.487.5717)
• Quick Reference Guide – Point out it is divided into four units: Goal Setting, Career
Exploration, Job Search Skills and Keeping the Job, just as in the Teen Tip Booklet.
Also, ask them to look at the assessment on pages 64 and 65, answer key on 66 and
the certificate on page 67. Color copy can be sent by email from BGCA Staff.
• Go to next exercise.
CareerLaunch Website The CareerLaunch website allows teens to take an
http:admin.careerlaunch.net interest survey, explore careers including viewing
CareerLaunch Website video clips of potential jobs, identify training or
PPT 15 college requirements, seek out financial aid and play
PG: Page 8 skills-building games.
Teen Tips Booklet CareerLaunch Teen Tips is a colorful booklet that
PPT 16 should be distributed to each teen participant. It
PG: Page 8 includes helpful interviewing and on-the-job tips; and
information on preparing a resume, cover letter and
much more. The topic areas are the same as the
ones found in the Staff Resource Guide, so teens
should be encouraged to complete activities in their
guide during the sessions.
The booklet comes with colorful folders that Club
teens can use to store their resumes, job applications
and other documents they need to present
themselves most effectively in job interviews.
Quick Reference Guide Quick Reference Guide for Staff includes a variety of
For Staff career planning and job skills activities Club staff or
PPT 17 volunteers can do with teens. These activities are
PG: Page 9 designed to provide skills to practice in short time
periods of an hour or less.
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The Guide is divided into four units:
• UNIT 1: GOAL SETTING
• UNIT 2: CAREER EXPLORATION
• UNIT 3: JOB SEARCH SKILLS
• UNIT 4: KEEPING THE JOB
A CareerLaunch assessment is provided on page 64,
with answer key on page 66. You can use this as a
pre- and post-assessments to measure changes in
knowledge level of teens who participate in the
program.
After the teens have completed of the program, you
can copy the Certificate of Completion found on page
67, an electronic color copy of the certificate can be
requested from BGCA Program staff (Kim Berry :
KBERRY@BGCA.ORG OR 404.487.5717
Giving CareerLaunch graduates a certificate validates
they have successfully completed the program. It can
be framed and hung on the wall as a symbol of
accomplishment. Consider purchasing frames or
folders in which to put the Certificate of Completion.
This will provide an official experience as it is
presented to the teens.
Facilitator’s Note: Inform participants about Certificates of Completion and give them a
couple of minutes to look through the guide before introducing the exercise.
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Exercise: This exercise will help you identify which of the three
Three Implementation Plans Career Launch implementation plans is right for your
PPT 18 Club.
PG: Page 10
Facilitator’s Note: Time: 10 minutes
Exercise: Three Implementation Plans Worksheet: NA
PG Page: 10 PPT: 18
Instructions:
• Inform participants that to accommodate the variety of Boys & Girls Clubs in the
Movement, Career Launch has three implementation plans. Therefore, every Club
will find one just right for them
• Instruct participants to turn to page 53 of their Quick Reference Guide and read about
the three plans. (3 minutes)
• Ask them to select the plan they think will be right for their Club.
• Ask for a raise of hands from every one who thinks the Level 1 Plan is right for them.
(Instruct everyone to note who else picked the same plan they did.) Then proceed
with a raise of hands for the Level 2 Plan; and the Level 3 Plan.
• Instruct participants to pair up with someone else who picked the same plan as them.
• Instruct pairs to share with one another why they picked this plan and to look at their
plans’ perspective learner outcomes and actions steps. Level 1 - page 55; Level 2 -
pages 56 & 57; and Level 3 - pages 58 and 59. (5 minutes)
• Ask participants if they think they can do this. (Inform them that before the end of the
session, they’ll be creating a personal action plan for their Clubs CareerLaunch
program.)
• Go to next exercise.
Three Implementation Plans Due to the vast differences among Clubs’ sizes and
resources, CareerLaunch provides three program
implementation plans that give staff maximum
flexibility in offering the program.
• Level 1: Is a basic introductory career prep
curriculum designed for the Club that is just
getting started with programming for teens. This
version lets teens identify goals, assess career
interests and begin practicing basic job skills, and
can be implemented in one full day or in smaller
amounts of time over the course of one week.
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• Level 2: Contains all of the content from Level 1
and provides more in-depth, essential practice
skills for teens to map out a personal career plan
and get a job. Adequate teen meeting space,
staffing and programming resources should be
available to offer Level 2 which is designed for
completion in two to three weeks (depending on
Club schedules).
• Level 3: Contains all content from Levels 1 and 2.
It offers 22 skill-building activities in career
exploration; an interest assessment; practical
skills in finding, obtaining and keeping a job; and
preparation for additional education or technical
training. Participants can lay the groundwork for
a future career. Clubs who have consistent,
quality teen program service in place and want to
provide a comprehensive career preparation
program for their teens will want to offer Level 3,
which is designed for completion in four to five
weeks (depending on Club schedules.
Exercise: This exercise provides an opportunity for you to
Role Playing practice using the CareerLaunch resources to role
PPT 19 play a session with teens.
PG: Page 10
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Facilitator’s Note: Time: 25 minutes
Exercise: Role Playing Worksheet: NA
PG Page: 10 PPT: 19
Instructions:
• Introduce exercise by informing participants that now that they are familiar with the
components of the CareerLaunch program, they will have an opportunity to practice
using these tools to role play a session with a “make believe” teen.
• Divide participants into triads.
• Instruct triads to decide who will play (or, have the roles preselected by numbers) the
role of the: 1)Teen Advisor; 2) the teen, and; 3) the Observer.
o Explain:
 The Advisor will introduce the activity.
 The teen will be the activity participant, and act as their teen members might
respond.
 The Observer’s role is to assess the session and report back to the larger
group. Answering the following questions:
- How did the advisor introduce the topic?
- What were the teen’s interactions?
- How well did the advisor lead the discussion?
- What do you think the overall results would be at the Club?
• Assign each of the triads one of the following activities from the Staff Quick Reference
Guide:
o Activity 3-E: Handling Difficult Questions on an Application, page 28
o Activity 4-B: Handling Unavoidable Absences and Tardiness, pages 41-42.
o Activity 4-D: Hygiene and Grooming in the Workplace, pages 45-46.
o Activity 4-G: Using your code of Ethics, pages 51-52.
Give them no more than five minutes to prepare (prompt them if they haven’t started the role
play in five minutes) and 15 minutes for the role play and discussion
Conclude:
Ask triad to share their feedback and thoughts regarding their assigned activity. If their
responses do not include the following, prompt the feedback on: gaining perspective on how
easy the sessions are to facilitate; the format of the guides; and whether the activities are
relevant.
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Lesson Summary As you work with your teens in the areas of career
PPT 20 planning and academic success, remember this is a
PG: Page 11 transitional time in their lives. They are seeking to find
out who they are, what direction they are going, and
how they hope to get there. Learning to navigate
through life is a major task at this stage. You, as
Club professionals, are pivotal in helping them find a
potential career that matches their interests; helping
them to make sound educational decisions and
prepare for success in the workplace.
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LESSON TWO: ACTION PLAN
Introduction An action plan is necessary to demonstrate what you
PPT 21, 23 & 24 have learned during this session. The action plan will
PG: Page 12 serve as a tool to help you mobilize the people you
need to help you implement Career Launch in your
Club.
Moreover, it will help you:
• Lend credibility to your project;
• Increase efficiency;
• Provide accountability;
• Identify the tasks needed to accomplish
objectives; and
• Get organized by indicating project milestones
and timelines to keep you on track.
Your action plan will include the identification of the
CareerLaunch implementation level, an overall
objective and items from get started checklist and
action steps (see pages 53 – 60 in the Quick
Reference Guide.
R.A.S.I. Tool CareerLaunch, like most youth development
programs, is most successful when it is the collective
PPT 25 effort of many people. When working with a team of
PG: Page 12 people to accomplish a goal, much confusion is
caused by unclear roles and decision making
processes. R.A.S.I. (Responsibility, Approval,
Support, Inform) is a tool for clarifying these in
advance wherever possible.
R: Who is responsible for the task or issue? (This
is probably you, but it may be another staff
member, volunteer or teen member.)
A: Who is accountable? Whose approval do you
need to accomplish this task? Someone
can be accountable, but not responsible for
getting the work done. Only one person
should be accountable; otherwise, nobody is
accountable because the parties blame each
other. (This may be you, or it may be your
supervisor.
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S: Who will support getting the task completed?
Support may be providing data, doing analysis,
etc.
I: Who needs to be informed? Some team
members will not need to be involved.
They will only need to be made aware of
changes.
Lesson Objective By completing this lesson you will be able to create a
PPT 22 CareerLaunch action plan.
PG: Page 13
Exercise: This exercise provides an opportunity for you to
Action Plan create an action plan for your CareerLaunch
program.
PPT 26
PG: Page 13
Lesson Summary “Good plans shape good decisions. That’s why good
planning helps to make elusive dreams come true.”
PPT 27 Lester R. Bittel
PG: Page 13
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Facilitator’s Note: Time: 25 minutes
Exercise: Action Plan Worksheet: PG pg #?
PG Page: 13 PPT: 26
Instructions:
• Explain the importance of action plans and the R.A.S.I.Tool. (They will need to
determine who will take the lead and who will be responsible; whose approval, if any, will
be needed; whose support will be needed; and who needs to be informed for each task
– along with a completion date.
• Instruct participants to work with other people from their Clubs.
• Ask them to review the Action Plan Worksheet and encourage them to ask any
questions they might have.
• Remind them to use pages 53-69 of their Quick Reference Guide and to make sure to
include the following in their action plan:
 Recruitment of teens for participation in the program - (Remind them that this
could include integration of CareerLaunch into other areas of teen programming
such as Money Matters, Junior Staff or Keystoning).
 Opening activity to attract teens
 Volunteers and community leaders to assist teens with mock interviews and other
activities
 Field trips and guest speakers
 Rewards and incentives to encourage teens to complete the program
• Give them 15 minutes to work on their plan. Check in with each group to see if they
understand the instructions.
• Ask for a raise of hands of all those doing a Level 1 implementation; Level 2; Level 3.
Ask like groups to get together and share plans. (5 minutes)
Conclude:
• Ask each Level to share what they collectively think is going to be most rewarding about
implementing this program? What is going to be most challenging?
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CareerLaunch Action Plan Worksheet
Use pages 53 – 60 to complete this Responsibility Matrix Action Plan. (Make as many copies as needed)
o Implementation Plan: Level ___ (enter level)
o The first session will began ________ (enter date)
o The last session will end ______ (enter date)
o The graduation ceremony will be held on _____ (enter date)
Keep these dates in mind when you enter your completion dates.
Lead:
Objective:
a. By ___________(enter date), ________(enter number of teen members) will have
completed ____% of the Career Launch sessions.
b. By ___________(enter date), ________(enter number of teen members) will have ____%
improve rate on correct answers from their pre and post Career Launch assessment.
Tasks Responsible Approval Support Inform Completion
Date
(Example, Teen Director Club Parents, Local job
Job Shadow experience Executive or volunteers, shadow
Director other Club business, Club
staff staff, parents,
youth,
volunteers
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SESSION CONCLUSION
Review goal and The goal of the session was to help Clubs increase members’
outcome academic success through CareerLaunch’s goal setting, career
exploration and job readiness program. The session outcome is
for each of you to develop an action plan to implement the
CareerLaunch program in your Club.
Session Conclusion You now have all of the materials that you need to start the
PPT 28 program. Remember to contact Kim Berry, kberry@bgca.org, to
PG: Page 15 order additional Teen Tips.
You’ve demonstrated through your role plays that you know how
to use the materials. Likewise, your action plan ensures us that
you will be implementing CareerLaunch for your Club’s teens in
the very near future.
Facilitator’s Note
Distribute “Quickie Critiques” to participants. Collect before departure.
Evaluation and As a result as attending this session, you will be awarded .2
Credits Learning Credits. To review your official transcript, visit bgca.net,
PPT 30 click on the Boys & Girls Club Leadership University banner, and
PG: Page 15 enter the University.
Contact Information Demetria Hatcher
PPT 29 Assistant Director, Teen Services
PG: Page 15 Boys & Girls Clubs of America
1275 Peachtree Street NE
Atlanta, GA 30309
Office: 404.487- 5817
Email: dhatcher@bgca.org
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