Youth Connections Strategy
Work to date | September 2014
Design-led approach; work in progress
Define
Discover
Frame
Intent
Explore
Propose
to endorse
Frame
Insights
This document contains the results of the first
3 phases of the design-led approach–framing
intent, discovery and framing insights.
Briar Tuialii
Youth Connections
collective leadership
team
The discovery activities that we
undertook were:
Jan Francis
Gael Surgenor
- Literature Review
Richard Butler
Lisa Traill
- Experience research with young people
Lisa Traill
Richard Butler
Joel Umali
Delwyn Corin
- Experience research with employers
- Conversations with local board members
- Mapping of the transitions sector ecosystem
Design team
Rouruina Brown
Shane Ta’ala
Paul Prestidge
Capability coaching
by ThinkPlace
Contents
Intent and literature
review
Young people
1-2
4-19
Employers
Youth Connectors
20-25
26-29
The local boards
The ecosystem
30-32
34-32
The intent of the Youth Connections Strategy
Intent Statement
Focusing questions
How will we get there?
Discovery and clarity:
Evaluation and Framing
To provide strategic clarity to
the future of Youth Connections,
ensuring it is effective, integrated,
sustainable and accessible.
1. How might we continue and increase
our ability to achieve quick on-theground results AND also achieve
long-term system change to enable
authentic, impactful and sustainable
outcomes for youth and employers?
• Research and engage with employers and young
people to understand the size of the problem and
the opportunity.
• Selection of the most viable and valuable concepts.
2. What does an integrated and effective
youth employment transitions sector
look like where all the players
(Auckland Council, Youth Connectors,
Employers, Transition services)
understand their part to play and work
effectively together?
3. How does Youth Connections work to
enable Auckland to rise to the challenge
of youth employment?
• Identify and understand the current range of
services for youth transitions.
• Clearly define the journey of youth transitioning
from school to meaningful pathways (education
training or employment) that will enable sustainable
employment and the long-term ability to contribute
to society—what they think, do and use; points of
pain and areas of opportunity to improve.
• Understand the hiring journey of different types
of employers and where this fits in their business:
what they think, do and use; points of pain and
areas of opportunity to engage; where is the ‘value’
for business in Youth Connections.
• Understand the current experience of Youth
Connectors—what they think, do and use;
their points of pain and opportunities, and their
lessons learnt.
Innovation
• Based on a deep and authentic understanding of
where the potential value exists.
• Freely explore potential strategies for the future of
Youth Connections.
• Understand what might be necessary to implement
operational and transformational strategies.
• Design the desired future state that enables the
overarching intent for Youth Connections.
• Develop the concepts necessary to make this
future state a reality.
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• Develop the pathway from current state through
this programme of change.
• Bring this to life by designing how this will impact
on youth, employers and the sector.
• A focus on collaboration, best use of resources and
integrated solutions.
Deliverable
• Preferred options put to a governing body—the
recommended future of Youth Connections, and
the interventions that make it real including the
resources required and the support / leadership
required.
Success Criteria
• Clarity of the future of Youth Connections –
sustainable, effective and integrated.
• Clarity of Youth Connector role and Auckland
Council role.
• Alignment of players and purpose.
• Compelling story of strategic and operational
change.
• Provides insight to Youth Connections on
the ground.
• Identifies clear value proposition for employers
to hire young people.
Common themes from the literature review
There is a huge amount of
research and information on youth
employment and the process of
transitioning from post compulsary
schooling to further education,
training or employment.
This summary is from a literature
review of 20 publications, covering
international and New Zealand
research.
Common themes
Education
• The education system is failing large numbers
of young people worldwide.
• Education is important to economic success
• There is a narrow focus on pathways to
success.
• Vocational education, apprenticeships and
youth guarantees are valued.
• There is a need for better linkages between
education and work, and greater employer
involvement.
Skills & experience
• Academic and vocation work / subjects should
be integrated, but are seen as having different
objectives and are typically set in opposition to
each other in formal education contexts.
• Qualifications need to be credible (meaningful
to employers, educational institutions, students
and parents), transparent and flexible.
• Qualifications can be attained and used in a
number of different ways.
• There is a lack of vocational routes in NZ
for students.
• Many young people lack skills for available jobs.
• Employers often perceive young people as having
a lack of job readiness and no work ethic.
• Education, occupation, working part-time,
experience of unemployment and region,
independently all play highly significant roles in
determining an individual’s prospects in work.
• A lack of readiness is seen across many young
people, not just low skill young people or those
without family support.
• Young people 15-29 are far more exposed
to spending too much time in education-only
pathways than workers aged 30 and above.
Unemployment
• Youth unemployment and underemployment
is rising.
• Maori and Pasifika people are
disproportionately affected by low skill,
training and work opportunities.
• Mismatching of youth skill to labour markets
has become a persistent and growing trend.
• Globally, the ratio of youth to adult
unemployment rates has hardly changed.
• Young people are 3 times more likely than
adults to be unemployed.
Relationships
• Career information and guidance is limited.
• Stronger relationships are needed between
educators and employers to reduce silos.
• Informal networks are often significant forms
of support for young people.
• Many youth-to-work initiatives operate in
isolation and learnings are not well shared
or reported.
Employers
• Provision of real-life workplace skills can lead
to increased employment opportunities.
• Decade preceding the global financial crisis,
youth labour market conditions improved
significantly.
• The entrepreneur is valued in playing a
supportive role for young entrepreneurs.
• Employers and young people in Auckland
both face challenges in the search for the
right skills.
• Since 2009, little progress has been made in
reducing youth unemployment.
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3
Section 1 | Young People
4
The young person’s experience
The intent of our research with
young people was to understand
their current experiences making
the transition from school to
employment.
To do that effectively, we
aimed to immerse ourselves in
understanding how young people
make this transition, what if any
support they may have, the tools
they may have access to and how
they are being utilised.
To understand the current
experience, 50 empathy-based
interviews with young people from
Auckland were completed. The
interviewees ranged in age from
15 – 24, with a variety of
backgrounds and experiences.
Level of support
Interviews were conducted in a
range of settings including people’s
homes, with their peers, or on a
one on one basis.
Qualification
The collective insights across the
50 interviews were synthesised
and distilled into 6 personas which
best represented the key groups
identified by the research.
50
6
empathy-based interviews
Personas created
15 – 24
Age range
5
Exposure/Experience
Clarity/Vision
Certainty/Confidence
Motivation/Drive
Coping mechanisms/Resilience
Meet the personas
Huia
Sione
Zenaida
Jessica
Tavita
Thomas
Feels confident
and connected
Feels confused
about next steps
Feels desperate
and disconnected
Feels overwhelmed
as a solo mum
Feels happy
to have work
Feels unsure
what to do next
22 | Māori | Studying at
21 | Tongan | Working full-time
at Genesis call centre |
23 | Filipino | Living at home
with a degree but no work |
20 | Pākehā | Looking into
study options with a child |
20 | NZ born Samoan | Casual
employee at Burger King |
19 | European | Student in his
3rd training course at Unitec |
the University of Auckland |
Journey map key
I am okay at school,
I just pass, nothing
interests me.
I’m feel overwhelmed
as a solo mother
Go to high
school
Careers Expo
What the young
person thinks
What the young
person does
Supporting
service
I feel
determined
Emotional response
High School
Environmental context
6
Huia’s story
“I’m leaving university with great prospects for a
career that will help me give back to my community.”
Huia is a 22-year-old Māori university student,
studying accounting and management full-time.
Culturally grounded, her parents and school
experiences have prepared her well for university
and career.
Huia is fluent in Te Reo with strong links to her iwi and marae. Both
parents are university educated. Mum is a government employee
and Dad is an accountant.
University studies and Mum’s influence have shaped Huia’s keen
political awareness. Her father’s influence and school programmes
provided Huia positive work experiences and professional networks.
As a result she confidently navigates the working world.
Huia’s deep connection to culture, friends and wider whanau has
exposed her to the challenges and inequities of poverty and she
has a strong desire to help.
Feels confident
and connected
22 | Maori | Studying
at University |
7
Growing up, Huia attended a mainstream school that offered
Māori immersion. Her high school’s strong career focus connected
students to professional businesses and employment pathways.
She achieved all NCEA levels with excellence and earned prizes
for Maori leadership, academic and sport. Huia left school with a
plan detailing her next steps and a vision for her future. As a Māori
student she was able to access scholarships.
She is now in her final year of tertiary study and has been shoulder
tapped for a prestigious accounting firm.
Level of support
Exposure/Experience
Qualification
Clarity/Vision
Certainty/Confidence
Motivation/Drive
Coping mechanisms/Resilience
I feel like doors
are going to
open for me
Huia’s journey
I feel excited
about my future
I feel
determined
Applies for
and gets
scholarships
for UoA
Looks into the
best university
for accounting
and business
Open days with
mum and dad
Where do I fit?
I have seen
relations and Māori
peers and their
family struggle. I
want to help. I feel
motivated to make
a difference.
Career advice
from school
Part time work
with dad’s
colleague
work experience
found by dad
Volunteer in
the budget
centre in the
marae
How am I going
to compete? So
many people…
I have a
sense of
my path.
In fourth year,
ready to finish off
second degree
Signs up for
a second
major in
management
Student pastoral
care and support
for me as a
Māori student
First year
of study
Iwi study
grant $2000
School
scholarship
$20000
Graduates and
continues working
through summer
Wow - I could get
involved and do
positive things
here at uni.
Cultural
support
Family
supports
me
Volunteer
work
Get holiday work in
accounting in second
and third year
Networks
of family,
friends,
previous
work
I have a
personal
plan
Business sector
presentations
Go to high
school
Career
development
through school
Career expos
with mum
University
scholarship
$5000
I want to be
a business
manager so
I will do two
degrees.
Uni mentoring
program
participant
Work Choice
Trust days
These
contacts will
be great to
have along
the way.
Scholarship advice
- referral/access to
‘Break out’
High School and part time work
University and part time work
8
Sione’s story
“I want to make my family proud and help my community
by becoming a nurse. How do I make my dream a reality?”
Sione is a 21-year-old male born in Tonga
who moved to New Zealand as a child. Deeply
connected to his church and culture, he worked
hard in school to make his parents proud. After
failing law school and bringing shame on his
family, Sione has found his dream and is unsure
how to make it a reality.
Sione has a strong sense of self, anchored in family and church
values. He understands that his parents have sacrificed for him and
his siblings to get an education for a better life. He wants to make
them proud. His dad is a prison guard and his mum pulls double
shifts at Countdown. Sione is the eldest of 4 siblings.
Sione is a great rugby player and up with the music scene. He
worked hard at school and did pretty well. At high school, Sione
achieved merits in NCEA levels 1, 2 and 3. When his father fell ill,
Sione got a part-time job to support the family.
Feels confused
about next steps
21 | Tongan | Working full-time
at Genesis call centre |
9
Sione’s parents encouraged him to pursue law and when he was
accepted to UoA, they shared their pride with the entire church
community. Sione found law school to be hard and boring. He
failed the first year. His parents were extremely disappointed and
felt shame in the community. Sione’s dad went back into hospital.
Cultural disconnects resulted in a negative hospital service, inspiring
Sione to become a nurse.
With Dad in hospital, Sione needed to financially support his family.
He landed a full-time job at a call centre. Sione feels better now that
he is contributing to the family, but finds the work monotonous. His
true passion is to become a nurse but he doesn’t know how to make
his dream a reality.
Level of support
Exposure/Experience
Qualification
Clarity/Vision
Certainty/Confidence
Motivation/Drive
Coping mechanisms/Resilience
Sione’s journey
Parents decide that I will do
law at university. I don’t like
it but I’ll do it anyway.
I need a job to
help out because
dad is sick.
I have to work hard but
I do okay. My parents
are really happy with
my grades.
My parents
expect a lot
from me with
education.
Part time work in
holidays, cleaning
old people’s houses
I’m stoked to
have a job!
Work is getting harder at
school, I’m not so sure if
I’m a high achiever.
Yay I got it! I didn’t apply for
many jobs - success!!
Apply for Christmas
vacancy at Genesis
Energy call centre
Passed NCEA
level 3, merit
endorsed
Passed NCEA
Level 1, Merit
endorsed
My parents are
telling me to work
hard. I want to
please them and
prove that I can
do it.
Passed NCEA
Level 2, Merit
endorsed
Careers advisor
gives out
information about
Law School
I am nervous
– not really excited
Study 1st year
law, super busy
with Church
What am I going to tell my
parents? They are proud
and talking about me to their
friends and the family.
X
University
I feel like I can do
better than this
My parents want me to
contribute some income.
I am helping my family
financially.
Church activities take
up so much time, it’s
affecting my studies.
Access Pasifika
student support
This is too hard, I don’t
get it, law is boring.
High School and part time work
Get the job! Full
time 40 hours
Apply for 1st year
law at the University
of Auckland
My cousin did law...
I can do it.
This is okay,
I am getting
money but I
don’t love it.
How can I do
nursing?
My parents are
upset, my church
mates cheer me up.
Fail papers
and exams
Drop out
and hang
at home
I am overwhelmed
and bored
At home
Told to support
the family in
place of father
Dad gets sick
and spends time
in hospital
Dad didn’t get good experience
in hospital. Nurses were rude
because we are Tongan. I want
to help people who are Tongan
and sick.
Apply for work
Full time work
10
Zenaida’s story
“I have worked hard to earn a university degree and now I can’t
find a job. I want to make my parents and community proud.”
Zenaida is a 23-year-old Filipino woman who
arrived in New Zealand when she was 14.
Deeply rooted in her culture, she wants to make
her parents proud by getting a great job. She’s
worked hard to complete a university degree
and now is unable to find work.
Zenaida’s social networks are limited to the Catholic Church’s
strong Filipino community. She has deep family and cultural values
and wants to make her parents proud, which includes having a
good job. Zenaida believes that a degree is the vehicle to better
job opportunities.
Zenaida’s father is a fitter-turner and her mother is a caregiver
because her nursing credentials aren’t recognised here.
Coming from the Philippines as a teenager, she felt lost and
confused by the new culture. Her English is limited and studies are
difficult. As a result, Zenaida isn’t very confident about her ability to
navigate New Zealand well.
11
Feels desperate
and disconnected
She completed one year of a health sciences programme to qualify
for medical school but low grades meant rejection. She tried to
transition to Physiotherapy but was not accepted. Finally, Zenaida
graduated with the bachelors of health science.
23 | Filipino | Living at home
with a degree but no work |
Since completing university, Zenaida has applied for multiple health
jobs and hasn’t landed any interviews. With each job application and
rejection, Zenaida is getting more desperate.
Level of support
Exposure/Experience
Qualification
Clarity/Vision
Certainty/Confidence
Motivation/Drive
Coping mechanisms/Resilience
Zenaida’s journey
I’m feeling confident
and excited
I know what I have
to do to enrol,
the pictures looks
exciting.
I don’t know what
I’m going to do for
a career, I’m so
confused.
Graduated with
my class of 600
Education is the key
to a better life.
Bachelor of Health
Science 1st year
My English isn’t
so good, makes
study harder, but
I am ok at science
and maths.
This is so
different from
home. I am
lonely and
an outsider.
Parents meet
people working
in health sector
through church
Parent
guidance
Achieve NCEA
1, 2 and 3
Volunteering with church. Started applying
for jobs e.g health promotion worker
Parents
Parents tell her
to do a degree
that leads to a
job in health
I’m hopeful
Accessed
specific
careers info.
online
Applied for
physiotherapy
(occupational
therapy)
Did ESOL
in high school
Limited
support from
Year Dean
Conversations with
career advisor
(given brochure)
I am pretty sure I won’t get
a job. People think I have
a strange name.
This is a bit tough
but I’ll dedicate
myself to study. It
will get me a job.
I wonder if
the instructor
doesn’t want me
driving because
I’m Asian.
Carried on doing
health science,
2 years.
This is so competitive,
why is it easier for the
others? Only the top
students are here.
X
I didn’t get
good marks
X
Rejected….no
experience after
graduation
Didn’t
get in
I’m dissapointed
My parents don’t talk about me at
church as much, I have let them
down. I am not bright enough.
High School and part time work
University
I don’t just want
any job. If I
had my way, I’d
be a doctor!
Other than church,
I feel isolated….
alone.
Getting a full
licence is way
too hard.
I am not going
to get any
interviews.
X
Looking
online
continuously
X
My parents
think I need
to just go do
something.
Friend says
to me - what
about retail?
Apply for caregiver
position….Rejected only learners licence!
I feel rejected
This is soul
destroying. How is
this ever going to
pay off my student
loan. I quit.
Still no
jobs
Door knocking for
a month (salescommission based)
No money from it.
I am too
embarassed
to apply for
WINZ. That would
go against my
parents values.
My degree is
useless!
At home with
no income
I am a loser
Applying for work
12
Jessica’s story
“I want to be independent. Without a licence or car, attending
training, keeping a job and managing childcare feels impossible.”
Jessica is a 20-year-old single mother of an
18-month-old boy. She lives at home with her
parents and two siblings. Jessica never enjoyed
school and knew university wasn’t for her. She
wants to be independent and provide for her
son, but doesn’t know how she can overcome
transportation and childcare challenges.
20 | Pākehā | Looking into
study options with a child |
13
Exposure/Experience
Her baby consumes Jessica’s life. She tries to keep in contact with
her friends but their lives are quite different now.
Qualification
Jessica’s parents own a small electrical business and work long
hours. Jessica regularly looks after her siblings. As a result of her
parents’ example, Jessica’s got a strong work ethic. She wants a
good job and to avoid living in a Work and Income roundabout. She
wants to live in her own home one day.
Clarity/Vision
While in school, Jessica decided that University was not for her.
She didn’t enjoy school and had no vision for her future.
Feels overwhelmed
as a solo mum
Level of support
She passed NCEA Level 2. In her final year, she lost motivation
when she met her 21-year-old boyfriend. By term 3 she was
pregnant and left school. Her boyfriend disappeared and has
no contact.
After baby’s first birthday, Jessica found a job with the help of Work
and Income. Childcare fell through and she had to quit.
Friends suggest pursing a job in childcare and Jessica is exploring
training options. With no licence and no car, attending training or
keeping a job seems impossible. Jessica needs to navigate the
logistics of transportation and childcare.
Certainty/Confidence
Motivation/Drive
Coping mechanisms/Resilience
Jessica’s journey
I have got
good friends.
I am okay at school,
I just pass nothing
interests me.
Complete
NCEA
Level 1
I am sick of school
and study, I don’t
think that university
is for me.
Mum and dad
don't care about
what job I will do.
They don't know
what is good.
My boyfriend is
interested in me.
Mum and dad are
too busy. School
is boring. I don’t
want to go.
I am not sure
what I will do
when I leave.
Complete
NCEA
Level 2
Careers
Expo
Spends most
of her time
with boyfriend
I might be interested in
ECE or hairdressing.
WINZ work
broker
WINZ
DPB
Gets a 1 week
trial as a hotel
housekeeper
Applies
for jobs
I want some part
time work. I know I’d
be great if someone
gave me a job!
Start writing
a CV
Careers
Advice
What are
some of the
study options?
Mum gets grumpy
if she looks after
baby too long. This
is hard.
Family Start worker
helps me set goal
Falls
pregnant
How I get to the course?
Buses with baby suck!
I’ve burnt my
bridges, no
reference now.
Baby’s 1st
birthday
WINZ work
broker
Goes to work for 3
days, but too hard
and stops going
Mum says she will look
after baby from 9-2
Parents disappointed
but support me. I can
stay at home.
My friends are getting
jobs or at university.
Boyfriend
disappears
I’m feel overwhelmed
as a solo mother
High School
I feel excited
and nervous
Bundle of
joy arrives
WINZ sucks.
I feel like a
bludger and
they’re rude
to me.
Start NCEA
Level 3
How will I get to
work? I have no car.
Learner’s licence?
I have a
purpose
I am not a loser, I can
still achieve a good job.
I want a better life for
my baby.
Looking after a baby
Wow this is hardwork,
I’m grown up fast.
Looking
after baby
I should of
tried to stay
a bit longer
at the job.
Looks online at jobs but
jobs want experience &
no jobs available.
Stays at home and
looks after baby.
WINZ
DPB
WINZ keeps stuffing
me around. It sucks
being on the Benefit.
Applying for work
career talks
with friends
I feel isolated
and alone
Working
What jobs fit the hours
of childcare? I feel too
guilty to ask people to
look after baby.
At home
14
Tavita’s story
“I don’t want a physically demanding job like my parents.
I’m grateful for any work, but really want to get a good job.”
Tavita is a 20-year-old New Zealand born Samoan
man, living at home with his parents. He wasn’t
a great student and got into some trouble in high
school. Now he’s a casual employee at Burger King
and although grateful for the work, is looking for a
permanent, full time job.
Tavita’s parents arrived in New Zealand from Samoa 25 years ago.
His dad is a drain layer and his mum is a cleaner. Both suffer pain due
to years of physical labour.
Tavita’s days are spent hanging with mates, listening to music and
playing basketball. He is staying out of trouble- a condition of living at
Mum and Dad’s. He wants a full time job but not physical work like his
parents. His family belongs to a strong church community and Tavita’s
behaviour reflects on the whole family.
Feels happy
to have work
20 | NZ born Samoan | Casual
employee at Burger King |
15
Tavita is a kinaesthetic, tactile learner. He never felt smart at school.
As a teen, he began experimenting with drugs and alcohol with friends.
He got suspended and kicked out of home. He couch surfed until he
got caught stealing, and landed in the youth justice system. Youth
Justice reconnected him with his family. His uncle encouraged him to
do a pre-apprenticeship course in automotive at his local polytechnic,
where he excelled when learning hands-on.
After the course, students with networks secured apprenticeships, but
Tavita’s fear of failure was confirmed when he did not.
Through a friend he landed on-call work at Burger King. He works
between nine and eighteen hours a week.
Level of support
Exposure/Experience
Qualification
Clarity/Vision
Certainty/Confidence
Motivation/Drive
Coping mechanisms/Resilience
Tavita’s journey
This job is dumb but it’s
a job. I feel like I did the
course for nothing.
Uncle’s a bit bossy but I
am glad he’s helping.
I’m a dummy.
I notice all these
others are getting
awards. Not me,
I will never get one
of those.
X
Failed
NCEA
Level 1
Mum’s moaning
because I am
always out, I
don’t help out, I
get in trouble.
School is boring.
Better things to
do. I am outy!
Gets caught
drunk at school
School wants me to meet
with them but I am giving
them the bird.
High School
Suspended
from school
School
Dean
Polytech
brochure
Starts Youth
Guarantee course
Gets caught
stealing from the
metal work class
Mum’s real mad,
gives me a hiding.
I’m avoiding home.
I feel like a failure
at school
Not sure what course
to do, there’s no one
to talk about it. Mum
just wants me to sort
myself out.
Stealing gives
me a sense of
control, power
and adventure.
Experiments with
alcohol and drugs
while hanging out
with mates
Uncle talks about a
mechanic course and
helps get enrolled.
Youth
guarantee
I can hang out with
friends. This is cool.
Partying with my
mates is exciting.
Gets kicked out of
home for having drugs
in his room. Couch
surfs at his friends
Goes through FGC.
Reunites with mum
and dad.
Dad picked me up
and helped me when
no one else did.
Gets the job
I feel good when
learning hands-on
My tutor is cool, he
likes me. I’m good at
the practical not the
theory.
Does a pre
apprenticeship
course
Yes I can earn
some money.
Mates helps with a
job application for
BK as a casual
Course
finishes
There aren’t enough
apprenticeships.
I will never get one.
You have to know
someone to get a
foot in the door.
Gets caught
stealing by police.
I’m Samoan, employers
won’t employ me.
I feel like a
disappointment
Getting in trouble
Yay now I
can get a job
Course
Applying for work
Working
16
Thomas’ story
“I’m really only interested in gaming but this IT degree is harder
than I expected. Should I pursue a different path altogether?”
Thomas is a 19-year-old student in his 3rd
training course at Polytech. His parents
immigrated to New Zealand from the UK and he
was born in West Auckland, though they are now
divorced and Thomas has a strained relationship
with his Dad. Thomas is a really keen gamer.
Thomas feels stupid when people ask him about
his goals because he really only likes gaming.
Thomas passed NCEA level 1, achieved part of level 2 in year
12 and finished it in year 13, but didn’t achieve level 3. He
stayed out of trouble and flew under the radar.
After high school he failed to find work. Frustrated, he enrolled
in WINZ, which required pursuit of work or school, so he
enrolled in a bartending course. It was fun, but didn’t result in
a job.
Feels unsure
what to do next
19 | European | Student in his
3rd training course at Polytech |
17
Level of support
Exposure/Experience
Qualification
Clarity/Vision
Certainty/Confidence
The WINZ requirement and his interest in gaming led to a
6-month Introduction to Computing course, which he thought
qualified him for University, but didn’t.
Thomas is now finishing his first year of a 2-year IT diploma
at Polytech. He’s finding it much harder than expected and
he’s struggling to keeping up. He’s thinking of looking at
another course.
Motivation/Drive
Coping mechanisms/Resilience
Thomas’ journey
Gosh it’s a hard course I
don’t know if I will finish.
The foundation course I
did before was easy, but
this is different.
This course
is really fun
It seems easier to
get into a training
course rather than
a job
My friends do pretty
well at school, I’m
not great but I get
through.
Passed NCEA
1 applied
This is so
much harder
than last year.
Got level 2
numeracy
credits
Signed
up for
Gateway
I am in
Gateway - I
must be dumb.
I know I want to do
IT but all the stupid
career advisor
gave me was a
brochure about IT
at university. I don’t
want to go to uni.
High School
I think this is
going to get me
into a University
IT programme.
Maybe if I do
more training I
will get a job.
Found casual
work through
mum’s friend
This boss is treating
me like crap. He
calls me an idiot! I
gotta do something,
else this sucks.
Work broker
suggested I go on
training course
Student
loan
Stopped
going to job
Talked to the counsellor
about options. They just
give me a brochure
Applied to training
and gets in
Applied for
course at
University
This is crap, but I
need the money.
I don’t know what
would be a good job.
Repeated some level
2 literacy and level 3
subjects
Enrolled in a bar
training course
Initially
excited
Tried to apply
for jobs a
number of times
Applied for
a benefit
Failed
level 3
NCEA
I feel hopeless.
What am I
supposed to do
now? Who do I
talk to? I don’t fit
in anywhere.
Casual work
WINZ
(attends work
seminar)
Home on benefit
Seek,
TradeMe
Course
Mum brought
home IT training
brochure
Heard about
Functional course
in computing from
training provider
Course finishes
and tried to
apply for a job,
there were none
X
Doesn’t
get into
University
I feel disappointed,
I really wanted to
get into IT degree
program
I am a loser, WINZ
says they will cut
my benefit if I
don’t do a training
course
Applying for work
Maybe I
will look at
a different
course?
Course
At home
Course becomes
too difficult
I feel unsure
what to do next
Course
18
The young person’s transition experience
Tr
i
e
19
ining exper
Too much choice can become overwhelming
for young people.
ing...
ying/atten
ud
d
t
S
Pathfinding
ivi n g
Some young people are largely driven by the
desire for autonomy, while many are driven
by the desire to please their family.
Transitioning from
school to sustainable
employment is intertwined
with growing up and
becoming a self-enabling
adult and is not a
straightforward journey.
ng
Re
ce
Marketing from universities plays a large
part in the decision of the young people in
their tertiary education choices, with strong
selling points. The issue is that there is no
up-front knowledge about how many jobs
there are in the market for what they chose
to study.
yi
ail
Learn
g
in
Parents attitudes to education is often
translated to their children.
While the journey of young people
may be linear, their experience is not.
It is an ongoing cycle of pathfinding,
with experiences that enter into
various modes, continually building
the transition experience through
trying, failing and learning.
F
,(
),
ing
Ga
Transportation is a huge issue when it
comes to young people and employment.
If they don’t have a driver’s licence/car
they depend on public transport or family,
which can be unreliable..
The persona stories and their journey
maps describe the wide variety of
experiences and outcomes that
young people face as they transition.
c
en
Additional Insights
S eekin g
Section 2 | Employers
20
The employer experience
The intent of this research
conducted with employers was
to understand more about their
world and the pressures and
experiences of hiring.
To understand the current
experience, 20 empathy-based
interviews with employers were
completed across Auckland.
The employers varied in scale
from small to large, and included
both urban and rural businesses.
How employers hire: Observations from our literature review
Skills & experience
• Employers prefer experience over training
when hiring young people.
• Young people are perceived to have a lack of
experience.
• Employers find it hard to find employees with
strong non-cognitive skills as well as technical
expertise.
20
• Taking on a new young employee can be costly,
especially if it doesn’t work out.
empathy-based interviews
• Church networks play an important role and
often lead to ‘first’ opportunities.
Large & small
• There is need and desire for more mentoring
and support of youth.
Urban & rural
Auckland businesses
21
• Business leaders are concerned that the
education system is not providing the right set
of skills, knowledge and attributes for young
people to enter the workforce.
Auckland Specific
• Maori and Pacific communities have the
highest rates of unemployment, particularly in
Manukau and Papakura.
• There is a mismatch between workforce
demand and training.
• Restrictions such as not living locally can
impact on an employers decision to hire e.g.
can this person easily get to and from work.
• Most education providers do not track what
happens to students after they leave.
• Auckland is home to more young people than
any other city in New Zealand.
• Any qualifications must be credible to
employers.
• Almost half of all unemployed persons in
Auckland are under 25 years of age.
• Young people can also be over-educated for
employers.
Mentoring
scale employers interviewed
Education
Industry
• The fastest growing industry is construction.
• Many of the youth-to-work initiatives currently
in place and operating within communities
are uncoordinated and share little to no best
practice learnings.
• More collaboration between industry and
education is required to create career
pathways.
The employer hiring journey
What if too
many people
apply?
Can I afford
to hire?
Is it worth
the effort?
What if I get the
wrong person?
How do I get it
right?
Will anyone
suitable apply?
Will I find what
I’m looking for?
Is hiring the right
answer for me
right now?
Is it the
right fit?
Where do
I begin?
What if I get
it wrong?
I need to get
to the right
candidates easily,
but I want to get
it right!
Will the agent
do a good job
screening for
me? I want
help from
people I trust.
Putting out
a call for
applicants
Deciding
to hire
Selecting
preferred
candidates
Staff forecasting
Word-of-mouth referrals
Thinking about or writing a job
description
Online advertising through
company website and/or Seek,
TradeMe, etc.
Getting clearance or approval
to hire if required
Putting up a poster in the shop
window
Writing a business case
Recruitment agencies
Talking with Human Resources
Meeting a “walk-in” and
considering options
Contact ITOs (Industry Training
Organisations), Gateway,
Internship programmes
Recruitment days
I’ve made a
decision I’m
going to hire
Am I locking
myself in?
I’ve
advertised
the job
What if they
change their
mind?
Filtering by channel of
application acceptance (e.g.
electronic only)
Reading covering letters
and CVs, short-lists from
agency
Can include reference checks,
police checks
Introductions to the rest of
the team
Making the offer
Training (formal and
informal)
Fostering team and culture
Gathering tax and banking
details
Pre-interview assessments
I have
selected my
preferred
candidate
I really want to be
able to retain staff
that are a good fit, but
I want to have an out
with staff that aren’t
Integrating
the new
person into
the team
Negotiating the contract
Contacting preferred
candidates
Will they be
loyal and
productive?
I want my staff
to have the
desire to stay.
Completing
the hiring
process
Interviewing techniques
including trials, observation
and team interviews,
multiple interviews
Look to promote internally
To Do
Did I make
the right
choice!?
Doing a LinkedIn or web
search on the candidate
Using the local newspaper
Setting up salary and early
drafts of contracts
Will they
meet my
expectations?
I really
believe in the
culture and
values of my
company
and want it
to thrive.
90-day trial period
Sponsorship for ‘outside’
opportunities such as
University or travel
Responding if things fall
through
Providing development and
growth opportunities
Contacting candidates who
were not selected
Coaching and mentoring
I have a
new
employee
I have a
productive,
integrated
team
22
Key insights about the employer experience
Particularly larger businesses
Hiring can be a very new
and scary experience, even
for people who have been in
business for a long time.
Particularly smaller businesses
Some businesses are able to
pay particular attention on their
community projects and make their
hiring decisions with this goal in
mind rather than basing it on the
exclusive need to fill a gap.
Applies to both
Not as common
Employers find it
daunting, not always
being sure where to
start their search.
Many businesses go online
ONLY to advertise for a position,
finding it more timely and easier
to manage than practically any
other means. Seek is preferred
over TradeMe, because it
provides the service that is
specialised to employement.
Many also replicate the ad on
their own website.
Businesses often go to
recruitment agencies to assist
with the process (with varying
levels of satisfaction with the
results). Sometimes they find
it makes the job easier, but
sometimes it is too ‘removed’
from their own culture and
the deeper knowledge of the
business that produces the
result they are looking for.
Believe staff referral will sell the
brand to the new person.
Employers don’t generally appreciate
being approached by work brokers,
as hiring is a big decision driven from
within the business, not from outside.
Businesses often feel too overwhelmed
to be approached when they’re not
ready or in a position to hire.
Businesses with yearly peak
times are able to forecast
their hiring needs and plan
ahead. Many of these types of
businesses have routine hiring
processes in place, which
evolve over time to suit the
ongoing annual need to fill a
certain gap.
23
Deciding
to hire
Explicit HR processes
may already be set to
define how the process
will go.
The process to follow may not be
explicit, or may vary and flex over
time, especially if the business
isn’t very experienced in hiring.
This can add to existing fears and
risk around hiring.
It can be, and usually is very
costly to hire. Businesses think
very carefully about the monetary
and emotional cost of hiring both
from the perspective of the hiring
process itself, as well as the
resulting returns on investment.
A ‘try before you buy’ approach
to hiring gives some employers
more comfort in recruiting, so
they use temp-agencies to attract
employees and see how they go.
In particular - rural
businesses - still use
the local newspaper
to advertise, because
it brings them a set of
candidates filtered by
proximity and closer knit
to their local community.
Putting out
a call for
applicants
Larger businesses can still be
very community-focused in
how they put out the call for
applicants, despite their size.
This often relates back to their
particular industry of values.
Some buinsesses find they
are able to ‘promote’ rather
than ‘recruit’, and this suits
them, because it draws in a
filtered group of applicants
who are interested in their
organisation more directly.
Word-of-mouth advertising
is a very common method of
recruitment because employers
believe staff referral will sell the
brand to the new person.
In turn, they believe they
will find loyalty and a trusted
employee if that person has
come through someone they
already know and trust.
Key insights about the employer experience
Particularly larger businesses
Particularly smaller businesses
Employers have to take into
account how a new employee
will impact the company brand.
Applies to both
Employers value soft skills such as
personality, enthusiasm and engagement.
Employers have to make trade-offs:
•
•
Employers feel that
hiring local people
supports the community.
Finding candidates that stand out
when hundreds of applications
are received can be daunting.
cost of investing in training, or
attracting and retaining
experienced candidates
Good chemistry between the
employer and the employee
can make a difference at the
interview level.
Employers worry about
hiring people without reliable
modes of transportation to
get to and from work.
Employers often have to rely on
instinct feelings to determine
preferred candidates.
Qualifactions can
help employers
target the type of
employees with the
right type of skills
they require.
Sometimes employers
like candiates to meet the
business owner, General
Manager or Chief Executive.
Cultural aspects are considered
when hiring new employees,
including if the candidate is from
the local community.
Selecting
preferred
candidates
Hiring the ‘wrong fit’ person
can be an expensive
mistake for employers.
Employers sometimes take the
view of existing staff into account
when choosing the right person.
Not as common
Employers may find it difficult to employ
people with disabilities if those disabilities
impact on the candidates ability to achieve
the task. The employer may test for things
like physical dexterity to ensure physical or
technical capability before hiring.
Large organisations hiring practices may
place greater value on quantitative data
about candidates - where as managers may
value soft skills (culture fit) even more.
Employers tend to see potential
new employees in one of two
categories:
•
Experienced / ‘ready to hit
the ground running’
•
New / ‘empty bucket’ that
requires training and support
Both have advantages and
disadvantages depending on the
requirements of the employer.
24
Key insights about the employer experience
The time between offers made
and a new employee beginning
varies greatly based on different
organisation requirements (e.g.
Police background checks,
reference checks etc. )
Employers ability to
negotiate employment
packages varies
(size, public vs private,
nature of position) etc.
Having to re-negotiate
is time consuming and
costly to the employer.
Integrating
the new
person into
the team
Completing
the hiring
process
Employers have to
complete a lot of
paperwork before a
new employee starts
(especially without
formal HR support).
25
Social interactions can
help to speed up the
integration process
with the wider team.
Employers are concerned
about making the wrong
choice and the cost to the
business in time, money
and team dynamic.
Employers create learning
opportunities as a strategy to
retain staff (e.g. Professional
development plans, mentors,
university partnerships etc.)
Employers use processes
like 90 day trial periods to
mitigate ‘wrong hires’.
Having a retention
strategy is important to
retain the right staff
Employers plan for cultural induction
into the business by using:
• Buddy system
• Inductions
• Orientation
• Training
Employers take a great variety of
approaches to hiring. The hiring
decision is predominantly driven
by “gut feel” in spite of a resource
intensive hiring process, because
people need to trust that the
person they are hiring will be the
right fit.
The decision is often wrought with
anxiety, because it is so impactful,
especially where the business is
smaller or in a period of growth
or transition.
Ultimately, it comes down to the
employer’s best assessment of
how the candidate will integrate
into their business and help it
thrive.
Hiring is the single most important
decision that most business
owners make.
Section 3 | Youth Connectors
26
Youth Connector key insights
Youth Connections is driven by
local champions, with different
visions of the initiative and their
role in it. The individual Youth
Connectors have great individual
skills and passion for their work.
We did several interviews and a
design research session with the
Youth Connectors. The programme
is dependent on the opportunities,
and relationships that Youth
Connectors create on the ground.
Youth Connectors operate in
different localities, often with
limited connection to each other,
and managing multiple lines of
accountability and expectations.
There are limited mechanisms to
capture learning or develop good
and new practice. Processes are
not standardised across the region,
so practice is created ‘on the spot’
or ‘as needed’.
Sometimes I get referrals
for the wrong reasons.
I don’t want to be “just
another youth worker”.
Being gatekeeper can be
very challenging.
Youth Connectors
manage relationships at
all levels often resulting
in tactical rather than
strategic engagement.
Transition from school into the next step
that will eventually lead to sustainable
employment is often confusing, mysterious
and often overwhelming.
My location strongly influences
my approach and the nature of
what I do. (For example, if I’m
in a community centre I engage
more directly with young people).
The employers I connect with
through ad hoc channels, face
multiple barriers to growing the
entry level workforce.
On being
a Youth
Connector
Creating self-belief and
confidence in a young person
is a large part of my job.
It’s difficult seeing confidence
broken when things fall through.
There is a fear of creating
promises in the community
that can’t be kept. Other
organisations can see that
we don’t have the capacity to
always follow through.
“I am only one person, and
there are hundreds in need.”
27
We have to do a lot of
things outside our core
roles, and do not always
feel equipped to do so.
Local Board involvment
can have both positive
and limiting effects on
our work.
I may identify a need
based on what the
community or youth are
telling me, but I have
to keep justifying the
approach I then take.
There is a silo effect
which means a parallel
lack of infrastructure, and
the sharing of ideas and
resources is limited.
Current transition
support can be
disempowering,
scarring and create
dependency.
Other organisations
can see that we don’t
have the capacity .
With a lack of alignment, we
are concerned about losing
momentum and opportunities.
Resources and tools
Staff experiences
User experiences
The current Youth Connections collective service footprint
All
Employer &
Service provider
All
I just really
don’t have
time for
this. I’m not
interested.
I know I
can contact
the Youth
Connectors
I know the
patterns for
opportunities
I become
the resource
Not
hearing
back
makes it
so difficult
That was
easy!
‘It’s about
sitting in
the gaps’
Service provider
This was not
what I expected
All
Employer
I feel
appreciated
Sometimes I feel
isolated and worry
about our reputation
and effectiveness
Feels like
a missed
opportunity
Other Youth
Connectors
Employer
Websites
Cold
calling
Business
cards
Intermediaries
Hub
(in progress)
Local places
are key to
connecting
Tracking
data
Duplication
and lack of
alignment
and sharing
Y.C. website
Can feel
like a
competition
Connect with
employers
‘Vetting’
young people
Job placement
Connect
with service
providers
Coordinating
bringing
different
providers
together
Referrals
Present
ideas to
board
Identify opportunities
Getting connected
Leveraging
the success
of others
It is fun so
it makes an
impression
Young Person
I feel left
behind.
No one
cares
about me.
I can
get there
and I have
support
‘I should be
doing more.’
I am
removing
barriers
Who will look
after those who
slip through the
gaps?
I don’t have
the data,
tools, didn’t
know about
them
Young Person
I have
someone
to help
guide me
All
All
It’s easy to stay in
touch with Youth
Connections
Tools for
communication
are very
enabling
‘It’s about the
young person,
not me.”
Not enough
time/resourcing
The intensive in
person, phone,
text, contact
If not co-ordinated
Creative/
fun, song,
dance...
Using tracking
systems to
ensure follow up
Limited
continuity
Admin
Events
Assessment
tools
My own car
Council car
Phones,
cars,
computers,
visits
Community
meetings
External
funding
Web newsletter
Taxi or no car
= limited
Resources
Wait
We can
reflect
on our
experiences
I was able
to follow
through
Collaborating
We are designing tools
to support our job
Storytelling
through film
Young Person
This is
the key
to
success
Funding
Schools
Approved
or not
Processes
I was
involved but
Y.C. gets all
the credit
The experience
is memorable
and enjoyable.
We’re making
a difference
together!
It’s great when I feel
like part of a team
Work broker
networks
Young Person
All
Establish a
relationship
with young
person
C.V prep
One to one
mentorship
(ongoing)
Transport
Being
available
24/7
Follow up
workshops
and
evaluation
Creating plans
Fund
Limited
continuity
Delivering specific initiatives
Finding
apprenticeship
Help deliver
Mentoring, pastoral care
Work readiness
‘promotion’
and comms
Staying connected
28
Individuals differ in emphasis and coverage
Youth Connector
This was not
what I expected
I feel
appreciated
I am
removing
barriers
Sometimes I feel
isolated and worry
about our reputation
and effectiveness
I don’t have
the data,
tools, didn’t
know about
them
Leveraging
the success
of others
Other Youth
Connectors
Tracking
data
Collaborating
If not co-ordinated
Community
meetings
We are designing tools
to support our job
My own car
Approved
or not
Connect with
employers
Referrals
Present
ideas to
board
Identify opportunities
29
Resources
Wait
Service pathway example
Joe
Joe is a 17-year-old, Tongan Mt. Roskill
student. He’s very outgoing and
personable. He’s well known by church
groups, sports leaders, and the local
community. His parents work late into
the night, and being the friendly person
that he is, Joe finds himself associating
with some more negative crowds. He just
gets on with everyone. But he’s also up
for just about anything, which can tend
to get him into trouble.
This is Joe’s pathway as he interacts with different services on his
journey of transition to employment. The source of data and insights
for this pathway are Youth Connectors, whom we engaged to map
their knowledge of what service interactions are like for young
people. This is a scenario that illustrates some of the typical realities
and issues that we heard.
Service pathway example
Community Rec Centre
Youth Programme
Facilitator
Holiday is over. It’s back to school.
Joe is finding school very boring.
It’s summer break.
Joe gets hooked
into a house painting
programme.
Auckland Council
Joe’s impressive work
ethic will come into play
later in his pathway
Risk
It’s Joe’s nature. If there’s
no in-person relationship
he won’t bother.
Ministry of Pacific
Island Affairs (MPIA)
fund the mentor.
Anne arrives
at a meeting
with Joe.
SENZ
contracts the
suggested
mentor
A good mentor
named Anne is
put in place
School is
happy to Church
have him.
New friends
She knows the SENZ building is
too hard to get to with 2 buses
so she makes an extra effort.
She picks Joe up
everyday for his SENZ
Joe is really pleased to meet her
but is still a bit doubtful
based on past experiences
Suggests he’ll contact Youth
Connections for some options
She is very reliable and
consistently meets with
Joe and his friends.
This is the 1st time Joe
feels like someone has
followed through and it
makes all the difference.
Does really well
with smaller class
size and hasn’t
missed a day of
his new course.
With a smaller class
he feels he can build
better relationships.
Now Joe’s mentoring
some of his friends.
Joe’s leadership
potential is
being realised
to lift others up.
Tutor gives him advice
on career options and
how he can prepare.
Community
Rec centre
Clear collaboration
and a network of
support for Joe.
Spending a lot of time at the Rec
Centre, but during school hours
Community
Rec Centre
Gets caught smoking
marijuana with mates.
Tries to contact him
by phone and text.
They find it hard to
reach Joe.
The Youth
Connector
knows a
good mentor
Adam talks to Joe and finds
out he’s struggling and
wonders, “who even cares?”
He starts hanging out with
some gang affiliated kids
who are bored by school too.
They begin to
engage with their
support network
Feeling well supported
and well connected.
Youth Connections gets
in touch with SENZ
A risky peer group
makes an impact
Social
worker
Behind the
scenes collaboration
Adam has a long
standing relationship
with Joe. He knows
something has
changed and notices
Joe’s spending school
hours at the centre.
Joe’s favourite place
His parents didn’t know
how bad it was getting
and are relieved that
there is hope.
Parents think Joe’s
getting them in trouble.
Still feeling
bored and
annoyed and
wonders if his
parents will
forgive him.
Truancy
officer
Does community hours
with local police
Police
Youth
Services
School is
looking at
releasing
him
The Youth worker has too
many appointments and
can’t make it the day they
had orignally planned.
Joe’s beginning to feel like
no one really cares
Joe doubts whether this
time will be any different
but he trusts Adam at the
Rec Centre
At this critical moment,
Joe could have gone
much further into a
negative pathway–like
his friend (spending
time in jail.)
A long standing relationship of
trust means Joe will give it a go
While other
friends have
fallen through the
cracks, Joe has
found a pathway
through services
Section 4 | The local boards
30
Local board champion point of view
Local boards have a significant
and wide-ranging role that spans
most local government services
and activities.
Local boards make decisions
on local matters, provide local
leadership and support strong
communities. They provide
important local input into
region-wide strategies and plans
including those of the councilcontrolled organisations (CCOs).
Operation
Auckland Council operates under a co-governance
model with decision making for some matters sitting
with the Mayor and Councillors (governing body)
and decision making for other matters sitting with
local boards. This same model is used for Youth
Connections with the governing body member
chairing the overarching steering group and local
board members governing Youth Connections
activities at a local board level.
Interview process
Ten local boards are involved with Youth Connections.
Local Board Key Insights
Funding is based on the short term
but this is a long term problem.
There is some confusion
over how the funding
process works.
Local boards feel a
sense of accountability
for the funds they have
been allocated and how
they should be used.
We interviewed chairs and/or youth connections
champions of eight boards. We met the local board
members individually in their offices and had a
conversation with them about Youth Connections
in their area, asking questions about how they
see it now and how they would like it to develop
in the future.
Funding
The funding process drives
the wrong outcomes.
Board Chairs don’t
have the same level of
mana as the Mayor.
Key themes
There were four key themes that came out of the
local Board Chair interviews:
Strategy: The strategic direction of Youth
Connections and its wider link to Auckland Council
and Government strategies
Funding: The application and funding process for
Youth Connections
Roles: The roles that interact with Youth Connections
Coordination: The coordination of Youth
Connection services.
31
Saturation of
services.
Roles
Local Boards are
political influences.
Who’s responsible for
what? There is a need
for role clarity.
Council needs to be part of
the solution (collaborators).
There is too much focus
on ‘low-hanging fruit’ to
achieve credit for outcomes.
Youth Connections is seen
as a long term problem.
Youth Connections is
a demonstration of
co-governance in action.
Strategy
Reoccurring perceptions across interviews
Youth Connections should
be part of the Mayor’s Action
plan but delivered locally.
Have we evolved to meet
the needs of youth in
today’s environment?
Is the Council the right lead
for Youth Connections?
We currently lack the
human story in what we
want to achieve.
A lack of shared purpose and
goals exists across local boards.
CDAC is not currently
seen as working for
local boards.
Coordination
Board Chairs
meet regularly.
There is no aligned
coordination.
Challenges / Barriers
•
Local Board Chairs already have a network in
place where they can share ideas and learnings.
•
•
Local Boards have a sense of ownership and
responsibility over the funding they have been
allocated for Youth Connections and how its used
to best serve the community.
There needs to be greater connection and
coordination between the local boards and
Auckland Council when it comes to developing
Youth Connections strategies and designing
outcomes.
•
There appears to be a duplication and cross over
of services and roles across the Council, which
causes confusion amongst staff who administer
Youth Connection Services.
•
The funding process for Youth Connections is not
widely understood and has been reported to drive
the wrong behaviours, actions and outcomes
within the Youth Connections environment.
•
The current funding model also has a shorter
term focus which limits the ability to drive towards
long term, sustainable outcomes.
•
The Board chairs would like to see more
‘human’ involvement in the development of Youth
Connection initiatives. Particularly with a focus
on bringing the real story into the room
so that initiatives are targeted and tailored to
meet current audience’s need.
•
There is duplication of
services across local boards.
Chairs share ideas
and insights.
Opportunities / Working well
Having local flavour
adds value.
Local knowledge can add a lot of value to Youth
Connections initiatives when used appropriately.
Each local board applies
a different approach to
Youth Connections which
creates disconnects on
focus and outcomes.
There is a need for the
ability to track progress
and initiatives.
32
33
Section 5 | Wider ecosystem
34
Context of the “Transitions Sector” ecosystem
The transitions sector describes
the people, connections, services
and vastness of the space in
which young people transition from
school into the realms of adulthood
and careers.
The “Transitions Sector” ecosystem
diagram on the following page
includes many examples of who
and what is involved in the way
things currently work.
The information shown here
was gathered through design
research sessions with members of
Auckland Council, the design team,
and Youth Connectors.
Along with the interrelationships
that were identified through these
sessions, there were also several
influencing environmental factors
that came to the forefront.
Influencing Environment Factors
Housing
The sheer size of Auckland
• Cost and homelessness, housing shortages.
• 11,040 square kilmetres.
• Young people stay at home.
• 1/3 of the country’s population live in Auckland.
• There are age prejudices in housing options.
Diverse needs
• Young people’s brains are still forming
(until around the age of 25).
• Cultural, religious, language, ethnicity plays a
part in diversity of needs.
• People have other responsibilities
and priorities besides work and study.
• There is a gender biased labour market.
• Kids have life-changing experiences that
impact their transition experience.
Pay
• Young people can be paid below
minimum wage.
Social context
• Parental aspirations
• Whanau expectations
• Te tiriti o Waitangi
• Peer aspirations
• Young peoople leave NZ for ‘better
opportunities’.
• There are incentives not to have young
people on a benefit.
External influences
• Young people have difficulty getting to work
and school / uni.
• Young people need drivers licences. This
presents a common barrier with many young
people driving outside the licence conditions.
The job market
• People need to submit CV’s. There is a naivety
on how to do this.
• Jobs are advertised on the internet.
• There are skill shortages.
• There are jobs filled by word of mouth.
• Employment markets vary – casual, part-time...
• There are few entry level positions available.
• There are broad range of skills in career
trainers in schools.
Education
• Blood testing for alcohol does not occur.
• There’s a huge focus on NCEA level 2.
• Agencies do drug testing.
• There are virtually no qualified careers
trainers in schools.
• Many kids smoke pot.
• Some young people affiliate with gangs.
35
The transport challenge
The “Transitions Sector” ecosystem
Health and
Wellbeing
Individual
Youth
Connectors
Training
Allowance
Career
Pathway
Transition Class
Wraparound Services
‘At risk’ and
school leavers
Papakura
Work Ready
Schools
Pre-employment (Compulsory
Education)
Programmes
Truancy Services
Alternative Education
Job Seeker
Courses
Youth Guarantees
Leadership Programmes
Youth
Services
Social
Workers
Recruitment
Officers
Career
Buses
Limited
Service
Volunteers
Job Placement
Organisations
Transitions
Research
Advocacy
Groups
MED
Local Boards
Cen
tralised se
r
people ready for caree
Temp-Agencies
Outward
Bound
Community
Employment
Trust
Enterprise
Seek
Ethnicity-based
Organisations
TradeMe
Independent
Organisations
Iwi
Whanau, Hapu, Iwi
s
Linking young people in
Job
Brokers H e l p i
ng to keep young people in jobs
ers’
Developing fr
o m ‘j o b s ’ t o ‘ c a r e
port
Broad (end
- t o - e n d ) t r a n si t io n s s u p
SENZ
Training and
Employment
Centre
Tertiary Training
Maori
rvices
Careers
Getting p
d
e
t
a
c
u
Advice
d
eople e
Getting
Sports
Leagues
IRD
Chamber of
Commerce
Community
Cadet
Schemes
Mentorship
Project K
TEC
MBIE
Employers
Tindall
Foundation
Industry Training
Organisations
Mentorship
Groups and
Organisations
StudyLink
Funding
Crown
Entities
Crosspower
Faith based
organisations
Mayor
Government
Agencies
WINZ
ITOs
Local
Government
Mayor’s
Task Force
Police
Armed
Forces
MOE
Career Days
and Expos
Universities
Community
Centres
MSD
Philanthropic
Organisations
Have a Dream
PTEs
Auckland
Council
Maori Education Trust
Scholarships
Establishments
Youth
Connections
NGOs
Ministry of
Youth
Development
Teen Parent Units
Child, Youth
and Family
Job placement
Gateway
Private Training
Youthline
Career
Services
Academies
Springboard
Polytechs
Tertiary &
PTE
students
Student Loans
Foundation
Courses
Youth
Workers
High school
students
Parents
Whanau
Work Literacy
Organisations
Apprenticeship Trust
Employer
Peak Body
Te Puni Korkiri
(TPK)
‘Hot Job’
online tool
Case
Managers
On the job
training
Unemployed
people
Transition
Services
Labour
Market
Research
Users
Example services
and resources
Funding flows
Service provision
Examples of players
in the system
Connections
36
What’s next?
Define
Discover
Frame
Intent
Explore
Frame
Insights
Reflections
37
Propse to
endorse
The design team
will continue into the
Explore phase of the
design-led approach.
Keeping an eye on the prize
System change AND on the ground fast results
Transformative – to a better space
Sustainable – less over time
Impacts more people
Scale = budget, less harm – easier to operate
Enabling / not about a work around
Empower communities and individuals
Greater clarity
Enable innovation – create a movement
Long time to get to results
Lack of traction and credibility momentum
Invisibility
Don’t see the fruits of labour, exhausted – working
in leap of faith, can become bitter and cynical
Tests relationships
Talk-fest – vision paralysis
Hard to get resources, funds
No testing to see if what you’re
doing is the right change
-
Keeps wolves at bay / support
Credibility / buy-in
Changes lives
Validates investment
Personal achievement and purpose
Surfaces issues – learning
Gets people talking
Develops REAL relationships
+
ON-THE-GROUND RESULTS,
(QUICK WINS)
SYSTEM CHANGE
(OVER TIME)
+
Authors of Powerful
Change
Never enough
Long term gains
All consuming
Not doing things well
Reactive lacks opportunity for reflection
Lots doesn’t equal change
Pushes in one direction only
Puts people at risk of burnout; stretches capacity
Compromises relationships
Change becomes less meaningful, competition
Authors and Beneficiaries
of Status-quo
38
Keeping an eye on the prize
Entrepreneurial Freedom AND Alignment
Relies on individual energy-can be exhausting
Local action and change
Disconnected from holistic change
Isolated and unsupported
Have to spend time on organisation and finding resources
Lack of scale
Can get captured by interests
Lack view of the whole picture
Operating as an outsider
Have no levers into the system that needs change
39
Speed to act
Ability to be responsive on the ground
Passion and vision
Can take advantage of opportunities
Authentic
Relevant - change lives
Making a difference now
Exciting and energised
Provides support
Resources
Can see the bigger picture
Coordination of efforts
Protection from competing priorities
Sounding board
Stability and direction
Highlights effort and initatives
+
CENTRALISED PROJECT
CONTROL
SOCIAL ENTREPENEURSHIP
FREEDOM
+
Authentic, Impactful &
Sustainable Change
Kills innovation
Activity becomes bureaucratic
Loss of authenticity
Project compliance effort is out of balance
Kills passion
Focus on the big picture dilutes on-the-ground relevance
No flexibility to respond to opportunities
Responding only to desires of stakeholders
Loss of focus on what really matters
Non-impactful and
unsustainable change
-