Job Training Programs For Youth : ALMS Nonprofit Mentor Program
All Leaders Must Serve is a nonprofit California mentoring organization dedicated to empowering
young adults aged 15-25. We do this through our job training programs, which not only equip them
with the skills they need to succeed but also instill in them a sense of community service and self-
sufficiency, all with the support of adult mentors.
I recall in high school, getting asked the big question by most adults, "What do you want to do after
you graduate?" I was a high school student with the whole world ahead of me – how was I supposed
to know what the rest of my life would look like? It was a question meant to inspire hope, but today
it often creates anxiety. Students have shared with ALMS that they are so frightened by the question
that they no longer try to answer.
As a mentor, I have been amazed at the amount of fear young people have towards graduating from
high school. Some of them will immediately say that they plan to go to college, a trade school, or
get a job, hoping to stop the question with a quick answer. But the next question is, "What college,
trade school, or job do you want?" Increasingly, community college is the first choice for many; yet,
most of these students do not offer a genuine commitment to completing a two-year plan, a
specific major, or a certain number of classes, which can leave a self-inflicted sense of loss. Their
fear of commitment to a class can motivate them to use Zoom from their home, sometimes
refusing to turn on their camera – if they have one – to be recognized by the teacher.
If they are eager to attend a trade school, they may find it challenging to find a suitable one that
they can afford or get into. I recall a government-run trade school that provided free training for
low-income students back in the 70's. However, today, if you want to be an electrician apprentice,
for example, a student may be on a list for years waiting to get in. Too many young people today
have to settle for less interesting jobs, such as fast food, or other jobs that offer fewer than 20
hours of work each week. As a result, young people are becoming discouraged and without hope
for self-sufficiency. How are young people to get experience without a consistent job, or how can
they begin to pay for the higher education needed to become self-sufficiency?
The importance of job training programs for youth extends beyond mere ideas, such as classes that
teach how to write a resume or conduct mock interviews. Many of our at-risk youth need social and
emotional support, too. When a student wants help discovering the next steps after graduation and
finding a job, they are often consumed with the fear of failure, even before the career or job
description has been read.
Young people graduating from high school today have seen the world through social media, and
they are often overwhelmed by the onslaught of negative images, comments, and readily available
negative testimonials about first job experiences from other young adults. They have spent their
young lives living on a telephone screen that tells them the world is changing in every way, from the
weather to the people running the country, and many of them feel unwanted by the adult
workforce, unprepared to make hard decisions, and uninterested in what's going on around them.
Between anger, anxiety, and depression, young people don't know where to begin or who to ask for
help. And the graduating high school student feels insecure and unvalued, especially if they do not
have plans to continue to a four-year college?
Job training programs for young people must begin by addressing their foundation of fear and
building the confidence that is lacking, preventing our youth from believing they can be successful.
At ALMS, we start with a shot of self-reflection and introspection. It's amazing how interested young
people are in understanding themselves. Psychology is often a class that is introduced in college.
However, ALMS has found that incorporating psychology into a lesson that offers a hint of
introspection not only provides answers to questions but also makes future lessons relatable and
exciting. Our youth participants ask us why they have never heard this information before. And they
are pleasantly surprised to be asked their opinion by an adult. When a young adult feels heard, they
become engaged and receive the information provided, which builds confidence and fosters
critical thinking skills.
After providing a group of UCD Medical students with an opportunity to experience the ALMS
format, we were not surprised by their response. Even medical school students agreed that
"college students would benefit from the ALMS Trust series," an ALMS job training program for
youth that was taken from the book "The Speed of Trust" by Steven M.R. Covey and adapted for high
school students. The lessons speak to the concerns young people have about whom to trust in
their personal and soon-to-be professional lives. It also addresses what employers are looking for
in a trustworthy employee and the '13 Behaviors' that will boost their career as a person of trust.
ALMS shared a small portion of this series with the UCD medical students and received this
feedback.
"I think it is important for these (UCD medical) students to understand how their relationships can
affect their success with relationships in the professional world." A UCD Medical Student.
"The format was very engaging to the audience, and I appreciated the many opportunities to share
my opinions or experiences with the rest of the group." A UCD Medical Student.
"I would recommend this presentation to college students, as well as high school students,
because I think it serves to help them understand the importance of accountability and trust in all
relationships." A UCD Medical Student.
A wise and ancient book taught me, "In all your getting, get understanding." Do we gain
understanding simply by hearing, which is often the style used in the classroom? Or does it require
more? Does it require discussion from both speaker and listener, listening with the expectation to
answer a question, or pondering how the information will be beneficial on a personal or
professional level? The listener is encouraged to actively participate when they receive
reassurance from the facilitators and speaker without judgment. Too often, the facilitator will
dismiss the ideas and comments from the listeners instead of building on the information the
person is sharing. There is always an opportunity to create introspection and critical thinking skills
when the facilitator encourages discussion, not just speaking.
According to most experts, to effectively help students develop understanding, teachers can
employ various strategies that focus on active learning, clear explanations, and foster a supportive
learning environment. Although most of our attention is on the younger students, those 'invisible'
youth who find themselves as young adults preparing to graduate high school still have the same
need to learn through an active learning style that includes discussion, rather than just a clear
explanation.
At ALMS, we understand that effective learning requires a supportive environment that fosters
growth without judgment. We provide a safe space that not only engages but also listens to the
ideas and opinions of young people. We then strive to apply those thoughts to something relevant
and valuable that they can relate to during the discussion. When a young person feels they are
contributing, they will also lean in to understand and appreciate the opportunity to share their
opinions or experiences, as well as listen to others and be teachable.
For more information contact Jayne Williams, ALMS Founder and Executive Director at:
jayne@almsinyolo.org or visit our website at www.AllLeadersMustServe.org.
