Bridges Out of Poverty - National Energy and Utility Affordability ...

Bridges Out of Poverty 

aha! Process, Inc., Highlands, TX 

www.ahaprocess.com 

Presented by Ruby Payne 

© 2011 aha! Process, Inc. All rights reserved. www.ahaprocess.com 1

What is Bridges for business? 

Relationships 

and knowledge 

Thinking 

Demands of 

environment 

Resources 

A COGNITIVE MODEL 


Continuum of Resources 

UNDER-RESOURCED . . . . . . . . . . . . . RESOURCED 

Instability/crisis . . . . . . . . . . . . . . Stability 

Isolation . . . . . . . . . . . . . . Exposure 

Dysfunction . . . . . . . . . . . . . . Functionality 

Concrete reality . . . . . . . . . . . . . . Abstract representational reality 

Casual, oral language . . . . . . . . . . . . . . Written, formal register 

Thought polarization . . . . . . . . . . . . . . Option seeking 

Survival . . . . . . . . . . . . . . Abundance 

No work/intermittent work . . . . . . . . . . . . . . Work/careers/larger cause 

Poverty . . . . . . . . . . . . . . Wealth 

Less educated . . . . . . . . . . . . . . More educated 


Using the Lens 

of Economic Class 

Compare and contrast class while 

exploring new ideas and approaches 

for our communities. 


DEFINITION OF POVERTY 

“The extent to which an individual 

does without resources.” 


DEFINITIONS OF 

RESOURCES 

FINANCIAL 

Being able to purchase the goods and services of that class and sustain it. 

EMOTIONAL 

Being able to choose and control emotional responses, particularly to 

negative situations, without engaging in self-destructive behavior. Shows 

itself through choices. 

MENTAL 

Having the mental abilities and acquired skills (reading, writing, 

computing) to deal with daily life; education; trade or skills 

SPIRITUAL 

Believing in (divine) purpose and guidance; one’s cultural base 

PHYSICAL 

Having physical health and mobility; appearance, fitness, athletic abilities 

SUPPORT SYSTEMS 

Having friends, family, and backup resources available to access in times 

of need. These are external resources. 

RELATIONSHIPS/ROLE MODELS 

Having frequent access to adult(s) who are appropriate, nurturing, and 

who do not engage in destructive behavior. 

KNOWLEDGE OF HIDDEN RULES 

Knowing the unspoken cues and habits of a group. 


Knowledge is a key form of 

privilege as is social access, 

race, and money. How you 

spend your time determines 

your knowledge base to a 

large extent. 


Mental Model for Poverty 

What It’s Like Now 

8 

© 2011 aha! Process, Inc. All rights reserved. www.ahaprocess.com 

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8

Mental Model for Middle Class 

9 


9 

9

Mental Model for Wealth 


Hidden Rules of Class 

• Hidden Rules are the unwritten 

and unspoken cues and habits of 

a group. 

• They are about belonging. 

• They arise from the environment. 


Key Point 

Hidden rules about time and money: 

Poverty Middle Class Wealth 

Survival Work Political 

Relationships 

Entertainment 

Achievement 

Material 

Security 

Financial 

Social 

Connections 

12 


Why are hidden rules so important? 

• They break relationships and hinder social 

bridging capital 

• They create conflict and 

misunderstandings at work 

• They significantly lessen the effectiveness 

of the workforce. 

• They keep individuals from getting well 


Registers of Language 

REGISTER 

FROZEN 

FORMAL 

CONSULTATIVE 

CASUAL 

INTIMATE 

EXPLANATION 

Language that is always the same. 

For example: Lord’s Prayer, wedding vows, etc. 

The standard sentence syntax and word choice of 

work and school. Has complete sentences and 

specific word choice. 

Formal register when used in conversation. 

Discourse pattern not quite as direct as formal 

register. 

Language between friends, characterized by a 400- to 

800-word vocabulary. Word choice general and not 

specific. Conversation dependent upon nonverbal 

assists. Sentence syntax often incomplete. 

Language between lovers or twins. Language of 

sexual harassment. 

Adapted from Martin Joos 

14 


Research about language in children from ages 1 to 4 

years from stable households by economic group 

Number of 

Words 

Exposed to 

13 million 

words 

26 million 

words 

45 million 

words 

Economic 

Group 

Affirmations 

(Strokes) 

Prohibitions 

(Discounts) 

Welfare 1 for every 2 

Working 

class 

2 for every 1 

Professional 6 for every 1 

Source: Meaningful Differences in the Everyday Experience of Young American Children. (1995). Betty Hart and Todd R. Risley. 

15 


Recent Study at the University of 

California—Berkeley 

• Compared low-income 9- and 10-year-old brains 

with wealthy children’s brains using EEGs. 

• Mark Kishiyama, lead researcher: “It is similar to 

a pattern that’s seen in patients with strokes that 

have had lesions in their prefrontal cortex [which 

deals with executive function] … It suggests that 

in these kids, prefrontal function is reduced or 

disrupted in some way ...” 

• It is reversible through intensive intervention. 

Toppo, Greg. (2008). “Study: Poverty Dramatically Affects Children’s Brains.” USA Today, December 7. 


Bridges 

What are the results? 


Getting Ahead Results 

YWCA of Saint Joseph 

County 

YWCA, South Bend, Indiana 

May 2008 

Getting Ahead: 

Quarter 1 

Getting Ahead: 

Quarter 2 

INCOME 26% 84% 

EDUCATION 36% 69% 

EMPLOYMENT 32% 63% 

SUPPORT SYSTEMS 13% 84% 

YWCA National names “Bridges Out of 

Poverty/Getting Ahead” a model program 

Women’s Economic Empowerment Hallmark Model 

Initiative – December 18, 2008 



Youngstown State University, Youngstown, OH 

Youngstown State University–Careers Pathway 

Health Care Initiative focus on low wage workers. 

• Full-time employment increased from 31% to 76%. 

• Of the 312 enrolled; 38% continued on to 

postsecondary 

–June 30, 2008 



Lambton County, Ontario, Canada 

Ontario Works – Provincial social assistance 

program targeting the “hardest to serve” clients; 

long term recipients with multiple barriers. 

Time Line – one 

year from 

completion of 

Getting Ahead 

Terminated Social 

Services – exited social 

services 

Percent of 

participants no 

longer receiving 

assistance 

12 months 16 of 46 terminated 35% 


The Source 

Public/Private Partnership providing the Cascade 

Engineering model to light manufacturing firms. 

Tri-Sector Model in Michigan 

• Non-profits 

• Local businesses 

• Area government 

Results: 

In 2006 – average yearly retention rate – 87% 

This saved the public sector $1 million and 

benefited the businesses by more than $90,000, 

a 239% return-on-investment to the employers. 


Workforce Placement – 

Cincinnati Works 

• Dave and Liane Phillips 

• 1996 – first year, 75 job seekers placed. 

• By 2001 – 300 sought and acquired jobs. 

• By 2007 – 700 obtained employment. 1,000 children directly 

benefited. 

• Retention Rate is about 85%, government rate is 20–25%. 

• CW Placement costs $1,100 vs. government cost $4,000. 

• More than 100 have entered the advancement program; they 

typically achieve self-sufficiency in five to six years. 

• Featured in Harvard Business Review, December 2006 

• The Manhattan Institute – 2007 Top1- in the U.S. for Social 

Entrepreneurs 

Copyright 2007 aha! Process, Inc. 

© 2011 aha! Process, Inc. All rights reserved. www.ahaprocess.com www.ahaprocess.com 

22

Cascade Engineering 

Welfare-to-Career (W2C) Employee 

Annual Retention Rates 

• June 1999—29% 

• December 1999—80% 

• Annual retention rate 

through August 

2010—71.5% 

90% 

80% 

70% 

60% 

50% 

40% 

30% 

20% 

10% 

29% 

80% 

69.9% 

63.5% 

71.4% 71.5% 

0% 

June 1999 December 

1999 

2003 2006 2009 2010 

(through 

August) 


Working Bridges Employer Workgroup, 

Vermont 

The SHRM Vermont State Council received a 2008 Pinnacle 

Award for its “Working Bridges out of Poverty Project”. 

Sponsored by the Society for Human Resource Management (SHRM) and 

Automatic Data Processing Inc. (ADP) for excellence in state council and 

chapter, professional and membership activities. (Alexandria, Va., November 21, 

2008) 

• Delivered the Working Bridges training to more than 250 HR 

professionals and line managers on the workplace implications of 

economic diversity; 

• Implemented an emergency loan and savings program for employees; 

• Housed worksite resource coordinators in companies to help employees 

find help with housing, child care, transportation, economic assistance 

and other resources without having to leave work. 


How is it being used? 


Postsecondary 

Community of Practice 

Arkansas Department of Higher Education 

Ivy Tech Community Colleges, Indiana 

Kent State University, Salem 

Ohio Campus Compact 

Sussex County Community College, Newton, NJ 

Walla Walla Community College 

Youngstown State University 


Business and Workforce Development 


Cascade Engineering 

Grand Rapids, MI 

Working Bridges 

Burlington, VT 

Future Story Project 

South Bend, IN 

The Source 

Grand Rapids, MI 

WorkLife Partnership 

Denver, CO 

Cincinnati Works 

Cincinnati, OH 

Clarian Health Systems 

Indianapolis, IN 

Vectren Corporation 

Evansville, IN 

Goodwill’s Good Signs 

for Getting Ahead 



Getting Ahead Community of Practice 

More Than 150 Sites 

Community Research Circles Community 

Research 

Circles 

Baton Rouge, LA 

Newark, OH 

Boulder, CO C Pensacola, FL C 

Bucks County, PA R Salem, OH R 

Columbus, OH 

Sarnia, Ontario, 

R 

Canada 

Gettysburg, PA C South Bend, IN R 

Indianapolis, IN R C Springfield, OH C 

Lewiston, ID C Syracuse, NY C 

Lisbon, OH C Toledo, OH 

Marshall, MO C Bartlesville, OK C 

Menominee Nation, WI Youngstown, OH R 

Minneapolis, MN C Presov, Slovakia 

C 


Courts and Criminal Justice System 


• Ohio Pilot Courts 

– Columbiana County Municipal Court 

– Marion Municipal Court 

• Allen County Superior Court, Indiana, 

Judge Charles Pratt 

• Orange County, Vermont, Assistant Judge 

Prudence Pease 

• West Virginia Industrial Home for Youth 


Health Care 


• Clarian Health Partners, Indianapolis, IN 

• Dr. Barbara Boyd, Benton Harbor, MI 

• Dr. Jane Goleman, OSU Medical College 

• East Liverpool City Hospital, East Liverpool, OH 

• Humility of Mary Health Partners, Youngstown, OH 

• ProMedica, Toledo, OH 

• Tri-County Rural Health Network, Inc, Helena, AR 


Bridges Community of Practice 

United Way of Ventura County 

Camarillo, CA 

Lambton County Social Services 

Sarnia, Ontario, Canada 

Boulder County Bridges 

Boulder, CO 

Bridges Out of Poverty Mesa County 

Grand Junction, CO 

United Way, Catholic Charities 

Pensacola, FL 

Lewiston Action Partnership 

Lewiston, ID 

Evansville Bridges 

Evansville, IN 

Goodwill Industries 


HOPE, Helping Overcome Poverty's 

Effects 

Warsaw, IN 

St. Joseph County Bridges Out of 

Poverty Initiative 

South Bend, IN 

Peace Connections 

Newton, KS 

BC Carriers 

Battle Creek, MI 

Bridges and CNY Circles Coalition 

Syracuse, NY 

Bridges Coordinating Team 

Charlotte, NC 

Butler County Bridges Out of Poverty 

Program 

Hamilton, OH 

Columbiana Bridges Steering 

Committee 

Lisbon, OH 

Committee to Address Poverty 

Toledo, OH 

Community Properties of Ohio 

Columbus, OH 

Crawford County Solutions 

Bucyrus, OH 

Hancock County Bridges 

Findlay, OH 

Mahoning County Bridges 

Youngstown, OH 

Empower Portage 

Ravenna, OH 

Think Tank, Inc. 

Springfield, OH 

Bridges Team Presov 

Presov, Slovakia 

Bridges Out of Poverty Initiative 

Charleston SC 

Menominee Nation 

Keshena, WI 

Dubuque, IA 

Clinton, IA 


The Bridges Continuum 

A Comprehensive Planning Tool for Bridges Steering Committees 

Birth – 6 

K-12 

Post- 

Secondary 

Workforce 

Placement 

Job 

Retention 

Self- 

Sufficient 

Wage 

Seniors 

Wellness 

Community 

Prosperity 

Metrics 

Fallout Costs 


Strategies 

Responsible 

for Action 


© 2011 aha! Process, Inc. All rights reserved. www.ahaprocess.com 33 

Module 2 

Copyright 2011 by Philip E. DeVol. All rights reserved. www.ahaprocess.com

Barriers to Employment 

• 60% suffer depression. 

• Limited child care options. 

• Lack of care for sick children. 

–Cincinnati Works 



What are the basic 

constructs? 


Bridges Constructs 

1. Build relationships of mutual respect. 

2. Base plans on the premise that people 

in all classes, races, sectors, and 

political persuasions are problem 

solvers and need to be at the decisionmaking 

table. 

3. Base plans on accurate mental models 

of poverty, middle class, and wealth. 



4. Address all causes of poverty (4 Areas 

of Research) 

5. At the intersection of poverty with 

other social disparities (racial, gender, 

physical disability, etc.) address 

inequalities in access to resources. 



6. Define poverty as the extent to which a 

person, institution or community does 

without resources. 

7. Use the lens of economic class to 

understand and take responsibility for 

your own societal experience, while 

being open to the experience of 

others. 



8. At the individual, institutional, 

community/policy levels stabilize 

the environment, remove barriers 

to transition, and build resources. 

9. Build long term support for 

individual, institutional, and 

community/policy transition. 

10. Build sustainable communities in 

which everyone can live well. 


Insight 

“An insight is a restructuring 

of information – it’s seeing 

the same old thing in a 

completely new way. 

Once that restructuring 

occurs, you never go back.” 

–Earl Miller, M.I.T. 

“The Eureka Hunt” by Jonah Lehrer, The New Yorker, July 28, 2008 


Research Limitations 

All research moves from 

Classification Correlation Causation 

Current educational models are correlational. 


When individuals are not expected to 

contribute to the larger capacity of the 

system, the system is not sustainable. 

All systems are about to change. Part of 

change is chaos. From the chaos come 

the new systems. 


When a system only provides resources but 

does not provide human capacity, the 

system is not sustainable. 

When a system does not have a critical 

mass of individuals with the capacity to 

develop their own resources, the system is 

not sustainable. 


When a system denies human 

capacity development to 

individuals, eventually the 

system is not sustainable. 


A system is only as strong 

as the individual human 

capacity within it. 


Community Sustainability and Critical Mass 


DETERMINISM CONTINUUM 

• GENETIC DETERMINISM 

• SOCIAL DETERMINISM 

• COGNITIVE DETERMINISM 


FORMS OF PRIVILEGE 

• RACE 

• CLASS 

• SOCIAL CONNECTIONS/ACCESS 

• EDUCATION 

• KNOW/HOW OR KNOWLEDGE 

• HUMAN CAPACITY 


“If individuals and 

organizations operate from 

the generative orientation, 

from possibility rather than 

resignation, we can create 

the future into which we 

are living, as opposed to 

merely reacting to it when 

we get there.” 

From Synchronicity: The Inner Path of Leadership (1996) 

–Joe Jaworski 

Copyright © 2005 aha! 

Process, Inc. 

OHT 49 


www.ahaprocess.com 

49

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