Relationships in Working with Young People - Essay Example

?Relationships in Working with Young People Relationships play a vital role in a working environment especially in enhancing communication. Most organisations that have a healthy relationship with the youth perform better as opposed to organisations that do not strengthen their relationships. As such, it is a prudent factor to consider sprouting relationships in a working environment to improve on the general performance. With such directives, there will be relay of information from all corners of the organisation to the concerned parties. This will ensure there is smooth operation, and running of the organisation will be easy. Many organisations have been on the forefront in ensuring this is a prevalent occasion as it cements the functionality of the same organisation. For instance, this project was developed to assist the youth in the working environment (The factory sequence 3: Paul’s perspective, 3’00’’). This was to improve their working environment and ensure they are comfortable with what was offered. In making this a reality, the project manager approached working youth and engaged the youth in lengthy talks. This was initiated to get information on what they needed and how they wanted it. Therefore, it openly states that communication was an ideal aspect in getting to know what the youth need in the working environment. There are many issues youth have to deal with, including employment. This is an issue that is affecting a number of families in the society. To save the situation, youths have to look for other avenues of looking for employment. This includes the informal sector, where youths have to start working to support their families. Aggressive and creative youths have to look for employment in supporting their younger siblings. This includes fending for their food, clothing, and getting enough cash to send them to school. In most cases, youths of age 16 and 17 have to look for employment to get more resources. Since they are considered underage, they are not in a position to get decent jobs. Therefore, they get employment in factories and other sectors which are not controlled by the government. This is an option as they do not need experience and high education qualification. As such, youths have to strengthen their relationship in order to get some of these factory jobs (The factory sequence 5: Akkas’s perspective, 2’34’’). In some instances, youths save enough cash and pursue their higher education later in life. This means that all is not lost, especially when youths have networks and can make strong relationships in the informal sector. Building a relationship with the youth does not cost a lot in terms of money. When building a relationship with the youth, you only need to engage in dialogue, talk about issues and make lasting friendship (The factory sequence 2: Kawsar’s perspective, 00’04’’). This is done on a frequent basis where the youth meet, exchange ideas and make decisions. This does not involve use of resources as it is a social activity. However, the issue of resources chips in when they have to make a project from their ideas. In such a case, the only resource that is spent is time. The youth have to spare enough time to relate, talk, dialogue and exchange ideas with other youth. As much as a project is in the offing, the youth will have a stronger bond and relationship. In making a strong relationship with the youth in the streets and factories, the project initiators engaged in frequent talks. These lively talks made a concrete bond between the youth and the project initiators. Since they communicated on a frequent basis, they gathered substantial information that could be used in developing the project. The relationship between the youth and the project initiators was enhanced by an agreement point. This is where the project initiators respected the needs of the youth and had to make better ways of giving the youths what they need. In continuous interaction with the youth, the project initiators discovered that the youth had wider perspectives in fulfilling their needs. As such, the project would be vital in addressing a wider need in the profession. Though the project was destined for a long term plan of five years, the first two years were spent in recruitment. Many of the youth did not apply for the jobs. However, with continued persistence, the project managed to get the required number of workers. In making a strong relationship with the youth, the project initiated training and managing of youth workers. This is an exercise that is incepted to help build the youth’s perspective, skills and knowledge while at work. This was enhanced by the services provided by the county council in teaching the youth how to be youth leaders (The factory sequence 6: Andrew’s perspective, 02’17’’). It is a savoured experience where the county council is involved in helping the youth attain their dreams of helping other youth. In this situation, it is evident that the project and county council training program has improved the perspective of youth in becoming youth workers. This is a supporting point in that they have developed a lasting relationship. This goes along way in ensuring all their activities are successful and create a larger impact. However, in some instances, the youths decide to seek advice from older people. They cite that older people have experience in matters and can give better advice. This is also encouraged is it is part of life (The factory sequence 5: Akkas’s perspective, 4’58’’). With such drills, the youth are able to get enough information on how to make their life better. Though the project made endless efforts in training the youth workers, some of the youth workers still do not have the confidence in the youth work. For instance, some of the trained and qualified youth workers did not have the confidence in the execution of the skills they had achieved in the training. However, this would be improved with consistency in their work. Apparently, the only way to gain confidence is practical execution in the profession. This is by practicing the job in the streets and attending to a large number of people. This not only enhances confidence but also creates an avenue of gaining experience over time. On the other hand, detached youth do not show any skill and training. These are youth that have not been given an opportunity to improve the skills in training. As such, they will; not have what it takes to approach other youth. Their inexperience only makes it harder. For instance, youth workers that do not have any experience will not have the audacity to approach other youth in the youth work. As such, they will not have the confidence in making a strong relationship in the work place. This shows that, building a relationship depends on the confidence and skills in interaction. Youth workers that interact more often are likely to make strong relationships than youth that do not practice as such. In addition to this, relationships are bound by the ability to help and encourage each other. For instance, some youth find confidence while working with other youth. However, individual execution of duties is almost impossible. When working in groups, youth find it easier to make a strong relationship than when they are working alone. In addition to this, the youth insist that they have the urge to plan and execute their plans at the right time (The factory sequence 5: Akkas’s perspective, 5’15’’). For instance, the youth make several plans and after executing their plans, they evaluate the activity to determine their progress. Since they at times make mistakes, they try to avoid the same mistakes when they start a new project. Relationships in the working youth enable the youth to attain their goals in life. This is due to the moral support and the confidence they have in their peers (The factory sequence 5: Akkas’s perspective, 01’00’’). For instance, a teenager that initiated a relationship with others in a factory has been able to attain a place at the university. The teen had been working at the factory for a long time, which improved the communication skills. The teenager developed communication skills tremendously, which encouraged the teenager to enrol at the university. This was a boost to the quest for higher education as it was granted. In such a position, the person was in a position to make decisions. Not only did the teenager make wise decision but the teenager also made the decisions at the appropriate time. Therefore, it is an admissible fact that the youth develop their communication skills from interacting and making relationships with others (Factory Project Sequence 1, 2’56’). This is an eye opener as they develop decision making skills. This assists in making decisions, and at the right time. Therefore, the time factor is consideration while making these decisions. Apparently, these relationships improve their wisdom and know-how of what is good and at what time. For instance, the relationships assist in sprouting one’s education levels as they are encouraged to attend universities and other institutions of higher learning. While in relationships, the youth have to explore people from any other culture. Since relationships do not revolve around people of the same culture, it is a prudent factor to consider people from other religious backgrounds (The factory sequence 4: Kasem’s perspective, 04.31’’). For instance, the target group of the project was a limited number of members. In this initiative, the group was banking on Bangladeshi men. These were the sole target groups that would be used in the project. However, with continued sensitisation, the group had other members from other cultural groups. For instance, the group had a mixture of Muslims and Hindus. This did not hinder their interaction as they respected each person. The group had an influence from the Asian origin, which was among the most represented among the group. However, this did not deter the performance of the project. To improve on the outcome, the group had to plan for the activities and events in respect to the members’ religious grounds. As such, it maintained their relationship while working together. It is admissible that many people have faith in different religious affiliations, and they have utter respect for their faith. Therefore, in an interaction, their faith should not be changed. This will assist in cementing the relationship of the youth while working. Youth and relationship revolves around knowing each other and bonding with different cultures. For instance, when the youth are in a trip and each has different nationality, they have to understand each of these nationalities. This will assist in creating a strong relationship. During such integration, the youth gain more confidence in communicating to each other as they have a quest to know about the different culture. This enriches their experience as they get to know each other. Similarly their interaction will change as they get to know how to approach different people in different places. However, this requires effective planning and thinking. The strongest support that working youth have is from within. Working youth know how to interact with each other and improve on their ability to work. While working in groups, the youth are creative and pragmatic. They give what it takes to make a positive performance in their work. For instance, working youth get massive support from other working groups. The friends from within ensure the project is successful in achieving its goals. As such, they do not rely on external assistance to achieve their goals. This is practically a success strategy from the diversity in opinions. Working youths in groups have the ability to approach other youth and listen to their opinions. In such an interaction, they exchange ideas and later develop them to reality. This acts as a strategic preparation to record positive results. References Factory Project Sequence 1.Introduction to working with young people. Moira Street Community Centre Car Park. 10.22’’ The factory sequence 2: Kawsar’s perspective. E131 Introduction to Working with Young People. The factory. 4’34’’ The factory sequence 3: Paul’s perspective. E131 – Introduction to Working with Young People. The factory. 1’45’’ The factory sequence 4: Kasem’s perspective. E131 – Introduction to Working with Young People. The factory. 7’26” The factory sequence 5: Akkas’s perspective. E131 – Introduction to Working with Young People. The factory. 6’40” The factory sequence 6: Andrew’s perspective. E131 –Introduction to working with young people. The factory. 6’35” Read More