Analysis of Change:

A Longitudinal Study of Six One-Stop Systems Serving Individuals with
Disabilities

Year Three Report

August 2005

Written by

Allison Cohen Hall

Heike Boeltzig

Jaimie Timmons

Doris Hamner

Sheila Fesko

National Center on Workforce and Disability/Adult (NCWD/A)

Institute for Community Inclusion/UCEDD

University of Massachusetts Boston

100 Morrissey Boulevard

Boston, MA 02125

This is a publication of the Institute for Community Inclusion/UCEDD
through a subcontract with the Academy of Educational Development, which
is funded by the Department of Labor Office of the Assistant Secretary
for Administration and Management (OASAM) (Contract #DOL049RQ10012)
through the Office of Disability Employment of Policy. The opinions
expressed herein are those of the author(s) and do not necessarily
reflect the position or policy of the U.S. Department of Labor.

**National Center on Workforce and Disability/Adult**

**Institute for Community Inclusion**

**University of Massachusetts Boston**

Table of Contents

[**Introduction** 8](#__RefHeading___Toc115757281)

[**Methodology** 10](#__RefHeading___Toc115757282)

[**Site Background Information: Year Three Changes in Background**
15](#__RefHeading___Toc115757283)

[Los Angeles, CA 19](#__RefHeading___Toc115757284)

[Utica, NY 19](#__RefHeading___Toc115757285)

[Clark County, WA 20](#__RefHeading___Toc115757286)

[New Orleans, LA 20](#__RefHeading___Toc115757287)

[Colorado Springs, CO 21](#__RefHeading___Toc115757288)

[Rhode Island, RI 21](#__RefHeading___Toc115757289)

[**Policies and Practices to Improve Access and Outcomes**
26](#__RefHeading___Toc115757290)

[Leadership 27](#__RefHeading___Toc115757291)

[Strategic Planning 33](#__RefHeading___Toc115757292)

[Strategies of Support 38](#__RefHeading___Toc115757294)

[Collaboration 52](#__RefHeading___Toc115757296)

[Communication Mechanisms 61](#__RefHeading___Toc115757298)

[Access and Assistive Technology 66](#__RefHeading___Toc115757299)

[Community Outreach and Marketing 73](#__RefHeading___Toc115757300)

[Human Resources 85](#__RefHeading___Toc115757301)

[Data and Quality Assurance 95](#__RefHeading___Toc115757302)

[**Evidence and Level of Satisfaction with Services of Individuals with
Disabilities** 105](#__RefHeading___Toc115757303)

[**Barriers and Challenges Across the System**
111](#__RefHeading___Toc115757304)

[**Recommendation of Participants** 114](#__RefHeading___Toc115757305)

[**Context and Conditions Necessary to Promote Increased Access and
Outcomes** 119](#__RefHeading___Toc115757306)

[**Conclusion** 122](#__RefHeading___Toc115757307)

[**Acknowledgements** 123](#__RefHeading___Toc115757308)

[**References** 124](#__RefHeading___Toc115757309)

[**Appendices: Demographic Information on Sites**
125](#__RefHeading___Toc115757310)

[**Appendices: Year One Tables** 130](#__RefHeading___Toc115757311)

[List of Acronyms 140](#__RefHeading___Toc115757312)

**List of Tables**

[[Table 1: Malcolm Baldrige Criteria]{.smallcaps}
14](#__RefHeading___Toc115757438)

[[Table 2: Year One Summary of Background Information at Individual
Sites]{.smallcaps} 15](#__RefHeading___Toc115757439)

[[Table 3: Year Two Summary of Background Information at Individual
Sites]{.smallcaps} 16](#__RefHeading___Toc115757440)

[[Table 4: Year Three Summary of Background Information at Individual
Sites]{.smallcaps} 17](#__RefHeading___Toc115757441)

[[Table 5: Year Three Data Table]{.smallcaps}
23](#__RefHeading___Toc115757442)

[[Table 6: Year Two Summary of Findings on Leadership]{.smallcaps}
27](#__RefHeading___Toc115757443)

[[Table 7: Year Three Summary of Findings on Leadership]{.smallcaps}
28](#__RefHeading___Toc115757444)

[[Table 8: Board Committee Structures]{.smallcaps}
31](#__RefHeading___Toc115757445)

[[Table 9: Year Two Summary of Findings on Strategic
Planning]{.smallcaps} 33](#__RefHeading___Toc115757446)

[[Table 10: Year Three Summary of Findings on Strategic
Planning]{.smallcaps} 33](#__RefHeading___Toc115757447)

[[Table 11: Year Two Summary of Findings on Strategies of
Support]{.smallcaps} 38](#__RefHeading___Toc115757448)

[[Table 12: Year Three Summary of Findings on Strategies of
Support]{.smallcaps} 39](#__RefHeading___Toc115757449)

[[Table 13: Year Two Summary of Findings on Collaboration]{.smallcaps}
52](#__RefHeading___Toc115757450)

[[Table 14: Year Three Summary of Findings on Collaboration]{.smallcaps}
52](#__RefHeading___Toc115757451)

[[Table 15: Year Two Summary of Findings on Communication
Mechanisms]{.smallcaps} 61](#__RefHeading___Toc115757452)

[[Table 16: Year Three Summary of Findings on Communication
Mechanisms]{.smallcaps} 61](#__RefHeading___Toc115757453)

[[Table 17: Year Two Summary of Findings on Accessibility and Assistive
Technology]{.smallcaps} 66](#__RefHeading___Toc115757454)

[[Table 18: Year Three Summary of Findings on Accessibility and
Assistive Technology]{.smallcaps} 67](#__RefHeading___Toc115757455)

[[Table 19: Year Two Summary of Findings on Community Outreach and
Marketing]{.smallcaps} 73](#__RefHeading___Toc115757456)

[[Table 20: Year Three Summary of Findings on Community Outreach and
Marketing]{.smallcaps} 74](#__RefHeading___Toc115757457)

[[Table 21: Year Two Summary of Findings on Human Resources]{.smallcaps}
85](#__RefHeading___Toc115757458)

[[Table 22: Year Three Summary of Findings on Human
Resources]{.smallcaps} 86](#__RefHeading___Toc115757459)

[[Table 23: Year Two Summary of Findings on Data Collection and Data
Sharing]{.smallcaps} 95](#__RefHeading___Toc115757460)

[[Table 24: Year Two Summary of Findings on Quality Assurance and
Continuous Quality Improvement]{.smallcaps}
97](#__RefHeading___Toc115757461)

[[Table 25: Year Two Summary of Findings on Performance Standards and
Measurement]{.smallcaps} 97](#__RefHeading___Toc115757462)

[[Table 26: Year Three Summary of Findings on Data and Quality
Assurance]{.smallcaps} 98](#__RefHeading___Toc115757463)

[[Table 27: Year One Summary of Findings on Leadership]{.smallcaps}
130](#__RefHeading___Toc115757464)

[[Table 28: Year One Summary of Findings on Strategic
Planning]{.smallcaps} 131](#__RefHeading___Toc115757465)

[[Table 29: Year One Summary of Findings on Strategies of
Support]{.smallcaps} 133](#__RefHeading___Toc115757466)

[[Table 30: Year One Summary of Findings on Collaboration]{.smallcaps}
133](#__RefHeading___Toc115757467)

[[Table 31: Year One Summary of Findings on Communication
Mechanisms]{.smallcaps} 133](#__RefHeading___Toc115757468)

[[Table 32: Year One Summary of Findings on Accessibility and Assistive
Technology]{.smallcaps} 135](#__RefHeading___Toc115757469)

[[Table 33: Year One Summary of Findings on Community Outreach and
Marketing]{.smallcaps} 136](#__RefHeading___Toc115757470)

[[Table 34: Year One Summary of Findings on Human Resources]{.smallcaps}
137](#__RefHeading___Toc115757471)

[Table 35: Year One Summary of Findings on Data and Quality Assurance
138](#__RefHeading___Toc115757472)

Executive Summary

In the fall of 2002, the Academy for Educational Development began
working on a multi-year study to identify supports that provide
efficient and universal access to persons with disabilities through the
One-Stop Career Center system. The study was funded by the U.S.
Department of Labor\'s Office of Disability Employment Policy (ODEP) and
undertaken in conjunction with the Institute for Community Inclusion
(ICI) and the Institute for Educational Leadership (IEL). This report
presents findings from case study research at six sites: Los Angeles,
CA; Colorado Springs, CO; New Orleans, LA; Utica, NY; Rhode Island; and
Clark County, WA. The report summarizes key elements of the Year Two
findings but focuses on changes regarding serving customers with
disabilities in Year Three. It provides an in-depth analysis of themes
that emerged through the research and offers site-specific examples in
the following categories: leadership, strategic planning, strategies of
support, collaboration, communication, accessibility and assistive
technology, community outreach and marketing, data systems, and human
resources. The report also discusses the challenges involved in creating
an accessible workforce system and presents policy, practice, and
service delivery recommendations from respondents. The report concludes
with a short discussion of important themes and lessons learned from
this year's research.

Year Three Findings Across Sites

There was a great deal of change during the third year of the study.
Many sites were evolving towards a more business-oriented model for both
the Local Workforce Investment Boards (LWIBs) and One-Stops. One-Stops
expanded their business service representative teams, ensuring that
frontline staff had the tools, skills, experience, and terminology
necessary to communicate effectively with employers. Respondents
commented that there was a shift in emphasis from finding jobs for
individuals to providing skilled workers to meet businesses' needs. This
was referred to as a more "demand-driven approach" to workforce
development.

There were changes in leadership. Past research identified individuals
at a few sites who emerged as \"bridge-builders\" or \"champions,\"
working towards full accessibility in the One-Stop system. In some
instances this responsibility was part of their formal job, while
others\' activities were based on a grant, initiative, or personal
interest that extended beyond a job description. This year, the work of
some of these bridge-builders was maintained and strengthened, and new
leaders emerged. In other cases, champions\' influence and efforts
waned, and some progress and strides were lost. In Los Angeles, the
One-Stop operational director took a creative and flexible approach to
management and relationship-building, enhancing services for all
individuals. The Clark County LWIB supported part of the salary of an
administrator from a community mental health provider to serve as a
consultant on disability issues. This person was described as a strong
and innovative leader who was open to new ideas and committed to
professional development and identifying new funding opportunities. New
Orleans experienced transition in its disability leadership. Previously
the One-Stop had a Universal Access Committee as well as formal links
with the Louisiana Business Leadership Network and the Governor's
Commission on Employment for People with Disabilities. With the
committee defunct, staff now reported a decreasing focus on
accessibility. However, the New Orleans Mayor's Advisory Council for
Person with Disabilities has recently taken a leadership role and was
described as a potentially powerful force.

Changes in resources (particularly around staffing and funding) affected
collaboration. All sites except Los Angeles experienced a great deal of
staff change due to turnover and attrition. At some sites, funding and
staffing reductions curtailed joint activities, specifically with
respect to Vocational Rehabilitation (VR). Despite these issues, the
research did identify several strategies that fostered strong
relationships among partners. These included: sending joint letters from
VR and other One-Stop partners to customers on VR's waiting list;
creating a VR liaison at the One-Stop; involving VR staff on the LWIB;
sharing resources and referrals; and establishing a physical VR presence
at One-Stops. At some sites, grant activity fostered collaboration. For
instance, grant funding in Clark County enabled staff from a local
mental health provider to work with One-Stop staff and employers. Other
collaboration evolved through partnerships with health care,
educational, and faith-based agencies. Both Rhode Island and Utica were
involved in partnerships to assist ex-offenders. As in previous years,
collaboration with mental health providers was prominent across sites.

The research continued to focus on the evolving role of disability
"point persons" in One-Stops. Over the course of the research, five out
of the six sites designated someone in that position. Some are
disability navigators funded through the Department of Labor and Social
Security Administration (Clark County, Colorado Springs). Others are
disability coordinators/specialists supported within the existing
infrastructure (Los Angeles, Rhode Island). Discussion focused on the
effectiveness of these positions both for direct service delivery to
individuals with disabilities and for training and supporting frontline
staff. Data also addressed the effect on sites when these positions
ended due to limited funding or staff attrition, such as was the case in
Rhode Island, Colorado Springs, and Utica.

Barriers and Challenges

Sites identified several challenges and barriers, some new and some
ongoing. As during Year Two, respondents were very concerned about
limited resources affecting staffing and collaboration. Funding shifts
often meant that non-mandated partners could not maintain their
positions within the One-Stop. Budget restrictions also affected key
mandated partners such as VR, many of whom reported staffing reductions.
Lack of VR staff affected the ability to provide staff training at some
sites and to attend key meetings centered around collaboration. Staff
described the difficulty of providing effective services with greater
demands and responsibilities but fewer resources. Although many sites
had made a great deal of progress in partnership, integration
(particularly with VR) remained a challenge for some.

As in Year Two, staff highlighted challenges associated with performance
standards. Leaders considered performance measures a disincentive to
working with people with disabilities because staff regarded the
population as more time-consuming to place successfully. Although one
staff member from New Orleans said, "You certainly can't turn people
away or deter them because they are not going to figure well into your
performance," this issue remained a source of frustration for many staff
members.

Policy and Practice Recommendations

Respondents offered policy and practice recommendations that they felt
could alleviate problems and contribute to greater collaboration and
more integrated service delivery. On the policy level, sites reported
the need for increased funding for collaborating partners. Funding to
keep partners present would allow One-Stops to fulfill their goal of
true integration. Additionally, increased funding would help to build
the infrastructure of One-Stops so that they could better respond to job
seekers\' needs. There was also a need to develop long-term, concrete
plans to avert crises related to funding challenges. A long-range plan
would allow for security and continuity in the face of staff reductions
or attrition. A plan to build a solid foundation would ensure that
One-Stops could continue to work towards established goals when
financial difficulties arose. The vagueness and ambiguity of the WIA
legislation itself was cited as a barrier to establishing firm plans.
Without a clear federal mandate with formal mechanisms through which
agencies could connect, it was felt that the end goal was harder to
reach. Additionally, delays in reauthorizing the legislation were a
source of concern. One-Stop staff spoke of the difficulties of
committing to a direction that then might shift as a result of changes
in the legislation. Overall, agency accountability was identified as
critical to the strength of the overall partnership.

Regarding practice and frontline recommendations, One-Stops emphasized
the need for broader and more continuous training for staff to maintain
and improve their skills. Training was suggested by participants in
assistive technology, mental health issues, and working with employers.
Mental health issues were frequently mentioned as a particular area to
target because of staff's inexperience with serving these customers. As
training programs are developed, staff recommended that the programs be
practical, replicable, and easily transferable to other sites (such as
the Legacy training program in Los Angeles). Training was considered of
paramount importance, especially in light of staff turnover and the loss
of the disability point person at some sites.

Other recommendations emphasized the importance of focusing on the
customer, both employers and job seekers. Participants commented on the
need for One-Stops to develop close relationships with employers.
Understanding employers\' culture and unique needs would help provide
more information about how One-Stops can produce skilled workers that
meet labor market needs. Staff also highlighted the importance of
\"person-first\" services, especially given the variety of customers
One-Stops serve. Staff noted the importance of looking beyond labels
such as "ex-offender" or "person with a disability" and focusing instead
on the supports that could facilitate employment.

Overall Themes

Themes from this year's data provide insights on the context and
conditions necessary to promote increased access and outcomes. Both
leadership and frontline staff clearly shifted emphasis to a service
delivery model increasingly tailored to the local business community.
Many sites exhibited a dependence on grant funding to increase service
delivery options for individuals with disabilities. They were left with
the question of how to sustain those activities once grant funding came
to an end. This often created situations where staff had to adapt to
changes with limited resources. This year sites were also creative in
addressing disability issues within broader diversity issues, or more
universally within the context of good customer service.

Despite the challenges they faced, these six sites demonstrated
commitment and energy to continually increase their menu and quality of
services for all customers. Findings from this research are meant to
highlight both successes and barriers to better understand service
delivery to a diverse customer base within a changing climate of
resources and priorities. Themes highlighted throughout this report
illustrate the ebb and flow of progress as the system continues to make
efforts to serve customers with disabilities through One-Stop Centers.

Analysis of Change:

A Longitudinal Study of Six One-Stop Systems Serving Individuals with
Disabilities

Year Three Report

[]{#__RefHeading___Toc115757281 .anchor}**Introduction**

Mandates established by the Workforce Investment Act (WIA) have resulted
in One-Stop Career Centers (referred to as One-Stops in this report)
continuing the process of creating strategies for customer support. As
WIA implementation goes forward, One-Stops are continually refining
their policies and practices to address the needs of a diverse customer
base. This base includes customers with disabilities, who use One-Stops
that are becoming increasingly accessible---in their programs,
technology, and physical plants.

For the third consecutive year, the Academy for Education Development,
the Institute for Community Inclusion (ICI), and the Institute for
Educational Leadership (IEL), have been funded by the U.S. Department of
Labor Office of Disability Employment Policy (ODEP) to identify the
necessary elements to create universal access for persons with
disabilities in the One-Stop system. This is being done through
collaboration with two ODEP-funded national technical assistance
centers: the National Collaborative on Workforce and Disability/Youth
(administered by IEL) and the National Center on Workforce and
Disability/Adult (administered by ICI). These two centers conduct needs
assessments, provide technical assistance, and promote promising
practices for supporting individuals with disabilities in the workforce
development system.

Over the past three years, these centers have conducted twelve
qualitative case studies each year to examine the efforts of various
One-Stops that serve persons with disabilities. Six studies have focused
on youth and six on adults. The following report highlights findings
related to supporting adults with disabilities across the first three
years of the project. The purpose was to:

-   Examine innovative strategies

-   Highlight changes and progress achieved throughout the past year

-   Uncover new ways of addressing identified barriers

To guide data collection, the following research questions were
developed:

-   What new strategies, including policies and practices, are being
    used to improve access and outcomes for job seekers with
    disabilities?

-   In what ways have policies or practices been adapted over the last
    year to further enhance services for job seekers with disabilities?

-   What steps have been taken to address the barriers and challenges to
    supporting job seekers with disabilities?

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-   What are the perspectives of One-Stop customers (job seekers with
    disabilities and employers) regarding the services they receive?

This report discusses these questions relative to the efforts of sites
located in Los Angeles, CA; Colorado Springs, CO; New Orleans, LA;
Utica, NY; Clark County, WA; and Rhode Island. Throughout the course of
the report, sites will be consistently referred to as stated above.
Because of Rhode Island\'s small size, the report provides a state-level
examination; clarifications regarding activities at the One-Stop level
in Providence/Cranston are also noted. Rhode Island has participated in
this study for two years. It was added after the state of Delaware was
no longer able to participate following the initial year. For detail on
the site selection process, please refer to the Year One report (Fesko,
Cohen, Hamner, Boeltzig, & Timmons, 2003).

The following report is divided into several sections. The first section
includes the methodology for the study, highlighting any changes in site
selection, data collection, and data analysis for Year Three. It also
provides a brief description of each case study site, emphasizing any
changes in summary information. The second section (Policies and
Practices to Improve Access and Outcomes) provides the majority of the
research findings and is organized according to nine major themes: (a)
leadership, (b) strategic planning, (c) strategies of support, (d)
collaboration, (e) communication, (f) accessibility and assistive
technology, (g) community outreach and marketing, (h) human resources,
and (i) data and quality assurance. Each of the nine themes begins with
a summary table that encapsulates relevant Year Two findings and
identified barriers, and Year Three tables that summarize the major
findings from this year's research. Narratives fully describing changes
and new activities follow these synopses. Following this section we
present findings related to customer satisfaction with services,
challenges identified by respondents, and respondent recommendations.
The report concludes with a short discussion of important themes and
lessons learned from this year's research.

It is important to note that many One-Stop systems have brand names such
as "netWORKri" in Rhode Island, or "WorkSource" in Los Angeles and Clark
County. For the purpose of clarity, generic language is largely used
throughout the report, such as \"One-Stop Centers\" or \"One-Stops.\"
This also holds true for staff references, as staff often have similar
functions but may differ by title. Although a range of titles have been
used to identify staff and groups of staff that interface with
employers, for the purposes of consistency the authors refer to
individuals as \"business service representatives\" and groups as
\"business teams.\" Note also that while a number of sites refer to
disability specialists using the term "navigator," they are not
referring to \"disability navigators\" as defined by Department of
Labor/Employment and Training (ETA) or Social Security Administration
(SSA) grants unless specifically identified as such. Several acronyms
were used to describe different state and local entities across the
various sites. For the reader\'s ease, we provide a list of acronyms as
an appendix to this report.

[]{#__RefHeading___Toc115757282 .anchor}**Methodology**

The following methodology section highlights Year Three changes related
to the process of data collection efforts, research design and
justification, and data analysis techniques. Unlike last year's report,
site selection is not discussed because there was no change from Year
Two to Year Three.

**Data Collection**

Year Three data collection began with a review of the comprehensive
briefing books compiled from previous years of the study as well as the
Year One and Year Two cross-site reports (Fesko et al., 2003; Cohen,
Boeltzig, Timmons, Hamner, & Fesko, 2004). Additionally, researchers
created a summary of the changes at each site from Year Two to Year
Three to serve as a refresher for the site visit teams. Site-specific
protocols were developed and are discussed in more detail later. The
following section reviews new activities related to recruitment and
interviewing.

[Recruitment methods: Staff and board members]{.underline}

Year Three recruitment began by contacting an individual in each site
who had assisted in organizing the previous year\'s site visit. This
person helped the researchers contact participants from Year Two and
identified new respondents as necessary. Material describing the purpose
of the third year of data collection was sent to each potential
interviewee.

A two- or three-day visit to each site was arranged, depending upon the
number of interviews scheduled. The number of individuals interviewed
varied from site to site. In total, 129 interviewees participated.
Approximately 15-20 people were interviewed at each site. Across the six
sites, eight One-Stops participated in this research. These included:
Hollywood One-Stop and MetroNorth One-Stop in Los Angeles, California;
Utica One-Stop and Rome One-Stop in Utica, New York; Vancouver Town
Plaza One-Stop in Clark County, Washington; New Orleans One-Stop in
Louisiana; Pike's Peak One-Stop in Colorado Springs, Colorado; and the
Providence/Cranston One-Stop in Rhode Island. More detailed information
about the total number of centers in each site area is reflected in
Table 4.

[Recruitment methods: Job seekers and employers]{.underline}

Job seekers with disabilities were included in the sample. The Year
Three sample of job seekers was different from those who participated in
the first two years. Their role was to provide customer perspectives on
practices and services, not to assist in documenting change. As with
Year One and Year Two, the frontline staff members recruited for the
study were asked to identify potential job seekers. Frontline staff
arranged a meeting between the job seekers and an interviewer during the
site visit. Job seekers were eligible to participate if they identified
themselves as having a disability and had either recently used or were
currently using the One-Stop.

When appropriate, job seekers were selected based on their participation
in a particular program, were part of a target population, or had a
specific characteristic. For instance, the Los Angeles One-Stop had
recently become an Employment Network through the Ticket to Work, so job
seekers who used the Ticket were interviewed. In Clark County,
researchers chose respondents who had benefited from the collaboration
between the One-Stop and a mental health provider. Thirteen job seekers
participated in total.

As in Year Two, we recruited a sample of employers to add their customer
perspectives on policies and practices implemented at the One-Stops
related to job seekers with disabilities. Six employers were
interviewed.

[Interviews: Staff]{.underline}

The interview protocol was designed to respond to the research questions
that guided the study. As in Year One and Year Two, each interview was
in-depth and semi-structured, and lasted approximately one hour. Most
interviews were conducted individually, with the exception of a few that
were conducted in small groups of two to three people. In these cases,
interviewees had similar roles or positions in the One-Stop. The vast
majority of staff interviews were conducted in person. Several
interviews were conducted over the phone if the interviewee was not
available at the time of the site visit. Respondents included Vocational
Rehabilitation (VR) counselors and supervisors, frontline staff that
work with job seekers and businesses, staff from collaborating community
rehabilitation providers, One-Stop managers, Local Workforce Investment
Board (LWIB) members and staff, resource room staff, and others deemed
knowledgeable about One-Stop services for individuals with disabilities.

An adapted Year Three protocol guided interviews, reflecting an emphasis
on documenting change but still based on the Baldrige framework (see
below). In addition, each site's interview protocol was customized to
reflect specific issues at each site. For instance, in Colorado Springs,
there was a focus on the recent loss of their consumer navigators. In
Los Angeles, specific questions targeted the evolution of the
EmployABILITY Partnership. The protocol was developed in conjunction
with National Center on Workforce & Disability/Youth, which was
completing parallel case studies of youth services in One-Stops. Staff
from ODEP reviewed protocol questions as part of the development
process.

Participants were asked about (a) changes in background information; (b)
new policies, practices, and strategies related to leadership,
collaboration, accessibility and assistive technology, community
outreach and marketing, strategic planning, data collection and data
sharing, and human resources and training initiatives; and (c) progress
made in addressing barriers identified in Year One and Year Two.
Although a protocol was used, interviewers encouraged open discussion.
The interviews were digitally recorded with consent. The audio files
were sent to an independent agency for transcription.

[Interviews: Job seekers and employers]{.underline}

The interview format for job seekers and employers mirrored that for
professionals. However, protocols were developed specifically for these
two groups. Job seekers and employers were asked how they found out
about the One-Stop, what their expectations were, what aspects of the
services they were satisfied with, what aspects they were dissatisfied
with, and whether or not they would recommend using the One-Stop to
others. All interviews with job seekers and employers were conducted in
person with the exception of one employer interviewed via phone. All
interviews were digitally recorded with consent.

**Research Design and Justification**

Since WIA began, One-Stops nationally have faced challenges as they have
implemented change and modified plans and procedures. This need for
adaptation is natural and has reflected a gradual and incremental
process. Each stakeholder in the implementation process experienced this
change process in a specific way. Because of these factors, researchers
employed a multiple case study methodology that is qualitative and
longitudinal in nature. The research design has remained consistent, and
the following description reflects the same process that was used across
the three first three years of the project.

[Multiple case studies]{.underline}

This research uses a multiple case study approach covering several cases
of One-Stop Centers that were studied over time. Background information
related to each site is included in this report as part of the context
that describes the change process.

To gain an understanding of the multitude of complex issues facing
leaders, administrators, practitioners, and customers during this period
of change, a combination of exploratory and descriptive approaches was
used. In *exploratory* case studies, fieldwork and data collection may
be undertaken prior to defining the research questions and hypotheses.
*Descriptive* case studies imply that the researchers have formed
hypotheses of cause-effect relationships that began with a descriptive
theory (Tellis, 1997). These descriptive and exploratory multiple case
study approaches can then be employed longitudinally to discover change
occurring over time.

The case study methodology uses different sources of information as the
research team conducted interviews. Interviews are combined with reports
from sites and other documents that the site used for organizational or
planning purposes. Case studies can be used on different analytic levels
and can result in different products, ranging from a factual description
of one site to an elaborate cross-comparison between sites (Stake,
2000). The latter technique was applied in this study. In addition, the
case study methodology encouraged in-depth investigation of the many
facets of collaborative services to job seekers with disabilities from
multiple perspectives.

[Longitudinal research]{.underline}

As mentioned, this study focuses on change as it relates to individual
experiences in the One-Stop system. A qualitative longitudinal research
design was chosen because it allowed the researchers to capture change
over time while providing the opportunity to build on previous
understanding and knowledge. This approach added a unique perspective on
people\'s decision-making, experiences, and behavior in relation to
policies, grounded in their individual experiences and worldview
(Malloy, Woodfield, & Bacon, 2002).

Moreover, longitudinal qualitative research can provide insight into how
and why certain things change over time, providing a deeper and better
understanding of the efficacy of government policies (Malloy, Woodfield,
& Bacon, 2002). The longitudinal nature of the study will ensure that
transitions are documented over time, allowing for an analysis of
change.

**Data Analysis Techniques**

The data were studied by the same data analysis techniques as used in
Year One and Year Two, namely coding and memo-writing*.* Coding is an
early and ongoing way of labeling data to sort it and assign meaning
(Miles & Huberman, 1994). Operational definitions for each code were
developed in order for all the researchers to have a shared meaning.
These definitions described the code as the cases emerged. Memo-writing
further helped to organize themes from the data. These themes were built
on with assertions as the researchers interpreted and analyzed the
results (Creswell, 1998).

The researchers met on a regular basis, first to reconcile codes
(reaching consensus on code usage) and then to discuss the emerging data
and the memos generated. The researchers simultaneously coded and
analyzed the data, continually comparing specific incidents, refining
concepts, and exploring relationships (Charmaz, 2000). A qualitative
software program (QSR NUD\*IST 6.0 for the PC) was used to conceptualize
themes, code transcripts, and sort data. Member checks for verification
of interpretations included discussing findings with participants and
inviting alternative explanations. Analysis focused on notable trends
that warranted investigation while building cumulatively upon Year One
and Year Two findings. The final product is this cross-site analysis
that provides an in-depth study of the cases.

**The Baldrige Criteria**

The Malcolm Baldrige Quality Award was established by the U.S. Congress
in 1987 to recognize organizations and companies that demonstrate the
highest level of excellence in their overall performance and
capabilities. To be considered for the award, organizations go through a
rigorous application process. Many organizations use the Baldrige
Criteria as a basis for quality assurance and continuous improvement
efforts. Seven categories make up the award criteria: leadership,
strategic planning, customer and market focus, information and analysis,
human resource focus, process management, and business results. The
Baldrige criteria were used as the basis of the interview protocol since
the structure was familiar to One-Stop staff and allowed the opportunity
to discuss the experiences of the One-Stops in relation to these quality
standards.

[]{#__RefHeading___Toc115757438 .anchor}Table 1: Malcolm Baldrige
Criteria

[]{#__RefHeading___Toc115757283 .anchor}**Site Background Information:
Year Three Changes in Background**

[]{#__RefHeading___Toc115757439 .anchor}Table 2: Year One Summary of
Background Information at Individual Sites

+-----------+-----------+-----------+-----------+-----------+-----------+
| **Site**  | **Centers | **Number  | **O       | **LWIB    | **Active, |
|           | selected  | of        | perator** | comp      | non       |
|           | for this  | centers   |           | osition** | -mandated |
|           | r         | in site   |           |           | d         |
|           | esearch** | area**    |           |           | isability |
|           |           |           |           |           | partners  |
|           |           |           |           |           | (if       |
|           |           |           |           |           | any)**    |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Los     | Hollywood | 24        | Hollywood | The       | Build     |
| Angeles,  | One-Stop  | ful       | One-Stop  | Community | Rehab     |
| CA**      | and       | l-service | is        | De        | ilitation |
|           |           | and       | operated  | velopment | and       |
|           | M         | satellite | by        | D         | Goodwill  |
|           | etroNorth | centers   | MacIanes, | epartment | I         |
|           | One-Stop  |           | Sheraton  | provides  | ndustries |
|           |           |           | and       | admin     | created   |
|           |           |           | Starr, a  | istrative | the       |
|           |           |           | private,  | and       | D         |
|           |           |           | f         | m         | isability |
|           |           |           | or-profit | anagement | Network   |
|           |           |           | workman's | support   |           |
|           |           |           | com       | to the    | Empl      |
|           |           |           | pensation | City of   | oyABILITY |
|           |           |           | company;  | Los       | Par       |
|           |           |           |           | Angeles   | tnership; |
|           |           |           | M         | LWIB.     | Em        |
|           |           |           | etroNorth |           | powerment |
|           |           |           | One-Stop  |           | team      |
|           |           |           | is        |           |           |
|           |           |           | operated  |           | Braille   |
|           |           |           | by        |           | I         |
|           |           |           | Goodwill  |           | nstitute. |
|           |           |           | I         |           |           |
|           |           |           | ndustries |           | LA        |
|           |           |           |           |           | D         |
|           |           |           |           |           | epartment |
|           |           |           |           |           | on        |
|           |           |           |           |           | Di        |
|           |           |           |           |           | sability. |
|           |           |           |           |           |           |
|           |           |           |           |           | AIDS      |
|           |           |           |           |           | Project   |
|           |           |           |           |           | Los       |
|           |           |           |           |           | Angeles   |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Utica,  | Utica     | 4         | C         | Original  | Resource  |
| NY**      | One-Stop, | comp      | onsortium | Private   | Center    |
|           |           | rehensive | that      | Industry  | for       |
|           | Rome      | centers   | consists  | Council,  | In        |
|           | One-Stop, |           | of DOL,   | which is  | dependent |
|           | and       | in        | VR, and   | comprised | Living    |
|           | sup       |           | workforce | of 39     |           |
|           | plemental | Herki     | de        | members,  |           |
|           | material  | mer/Madis | velopment | 24 of     |           |
|           | from      | on/Oneida | repres    | which     |           |
|           | Amsterdam | County    | entatives | represent |           |
|           | One-Stop  |           | from 3    | the local |           |
|           |           |           | counties; | business  |           |
|           |           |           | DOL       | c         |           |
|           |           |           | operates  | ommunity. |           |
|           |           |           | the Utica | The WIB   |           |
|           |           |           | One-Stop  | is        |           |
|           |           |           |           | chaired   |           |
|           |           |           |           | by the    |           |
|           |           |           |           | president |           |
|           |           |           |           | of U.S.   |           |
|           |           |           |           | Care      |           |
|           |           |           |           | Systems.  |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Clark   | Vancouver | 4         | C         | W         | Clearview |
| County,   | West      | comp      | onsortium | orkSource | E         |
| WA**      | W         | rehensive | of        | De        | mployment |
|           | orkSource | centers,  | partners  | velopment | Services, |
|           | Center,   |           | including | Council   | a         |
|           |           | 3         | mandated  | is the    | v         |
|           | Vancouver | a         | and       | LWIB      | ocational |
|           | Town      | ffiliated | non       | (original | program   |
|           | Plaza     | centers,  | -mandated | Private   | within a  |
|           | W         |           | partners  | Industry  | large MH  |
|           | orkSource | 2         |           | Council). | org       |
|           | Center    | sel       |           | Op        | anization |
|           |           | f-service |           | erational |           |
|           |           | centers   |           | and       |           |
|           |           |           |           | admin     |           |
|           |           |           |           | istrative |           |
|           |           |           |           | c         |           |
|           |           |           |           | omponents |           |
|           |           |           |           | of the    |           |
|           |           |           |           | LWIB were |           |
|           |           |           |           | divided   |           |
|           |           |           |           | in July   |           |
|           |           |           |           | 2002. The |           |
|           |           |           |           | new       |           |
|           |           |           |           | operation |           |
|           |           |           |           | was named |           |
|           |           |           |           | Partners  |           |
|           |           |           |           | in        |           |
|           |           |           |           | Careers.  |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **New     | New       | 1 adult   | Goodwill  | The New   | Goodwill  |
| Orleans,  | Orleans   | career    | I         | Orleans   | I         |
| LA**      | Adult     | center,   | ndustries | WIB       | ndustries |
|           | Career    |           | of        | (NOWIB)   |           |
|           | Center    | 1 youth   | Sou       | serves    | Louisiana |
|           |           | comp      | theastern | the city  | Business  |
|           |           | rehensive | Louisiana | of New    | L         |
|           |           | center.   |           | Orleans.  | eadership |
|           |           | No        |           |           | Network:  |
|           |           | s         |           | A liaison | an        |
|           |           | atellites |           | position  | org       |
|           |           | at time   |           | was       | anization |
|           |           | of visit  |           | created   | of        |
|           |           | although  |           | between   | business  |
|           |           | they are  |           | the city  | leaders   |
|           |           | in        |           | staff and | that      |
|           |           | planning  |           | NOWIB;    | received  |
|           |           | stages.   |           | the       | a US DOL  |
|           |           |           |           | liaison   | grant to  |
|           |           |           |           | fa        | improve   |
|           |           |           |           | cilitates | job       |
|           |           |           |           | board     | options   |
|           |           |           |           | committee | for       |
|           |           |           |           | meetings, | people    |
|           |           |           |           | and is    | with      |
|           |           |           |           | re        | disa      |
|           |           |           |           | sponsible | bilities. |
|           |           |           |           | for       |           |
|           |           |           |           | keeping   |           |
|           |           |           |           | an        |           |
|           |           |           |           | admin     |           |
|           |           |           |           | istrative |           |
|           |           |           |           | trail of  |           |
|           |           |           |           | actions   |           |
|           |           |           |           | and       |           |
|           |           |           |           | d         |           |
|           |           |           |           | ecisions. |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| *         | Pike's    | 1         | Pike's    | The LWIB  | JFK       |
| *Colorado | Peak      | comp      | Peak      | consists  | P         |
| Springs,  | Workforce | rehensive | Workforce | of 25     | artners/U |
| CO**      | Center    | center,   | I         | members   | niversity |
|           |           |           | nvestment | including | of        |
|           |           | 3         | Board     | military  | Colorado  |
|           |           | s         | (WIB)     | officers, | Health    |
|           |           | atellites |           | p         | Science   |
|           |           |           |           | residents | Center    |
|           |           |           |           | of local  | (UCEDD)   |
|           |           |           |           | bu        |           |
|           |           |           |           | sinesses, |           |
|           |           |           |           | directors |           |
|           |           |           |           | of        |           |
|           |           |           |           | service   |           |
|           |           |           |           | organ     |           |
|           |           |           |           | izations, |           |
|           |           |           |           | a county  |           |
|           |           |           |           | comm      |           |
|           |           |           |           | issioner, |           |
|           |           |           |           | and local |           |
|           |           |           |           | public    |           |
|           |           |           |           | officials |           |
|           |           |           |           | from      |           |
|           |           |           |           | Human     |           |
|           |           |           |           | Services, |           |
|           |           |           |           | DOL, VR,  |           |
|           |           |           |           | and       |           |
|           |           |           |           | Economic  |           |
|           |           |           |           | Dev       |           |
|           |           |           |           | elopment. |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Wi      | Fox       | 4         | D         | The State |           |
| lmington, | Valley    | comp      | epartment | WIB is    |           |
| DE**      | One-Stop  | rehensive | of        | the       |           |
|           | Career    | centers,  | E         | single    |           |
|           | Center    |           | mployment | WIB for   |           |
|           |           | 4         | and       | the       |           |
|           |           | s         | Training  | entire    |           |
|           |           | atellites |           | state,    |           |
|           |           | statewide |           | comprised |           |
|           |           |           |           | of 60     |           |
|           |           |           |           | members,  |           |
|           |           |           |           | half of   |           |
|           |           |           |           | which are |           |
|           |           |           |           | employers |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

[]{#__RefHeading___Toc115757440 .anchor}Table 3: Year Two Summary of
Background Information at Individual Sites

+-----------+-----------+-----------+-----------+-----------+-----------+
| **Site**  | **Centers | **Number  | **O       | **LWIB    | **Active, |
|           | selected  | of        | perator** | comp      | non       |
|           | for this  | centers   |           | osition** | -mandated |
|           | r         | in site   |           |           | d         |
|           | esearch** | area**    |           |           | isability |
|           |           |           |           |           | partners  |
|           |           |           |           |           | (if       |
|           |           |           |           |           | any)**    |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Los     | Hollywood | 17        | Same as   | Same as   | Same as   |
| Angeles,  | One-Stop  | compr     | Year One  | Year One  | Year One  |
| CA**      |           | ehensive, |           |           |           |
|           | M         | 1         |           |           |           |
|           | etroNorth | affiliate |           |           |           |
|           | One-Stop  |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Utica,  | Utica     | 4         | Utica     | LWIB:     | Resource  |
| NY**      | Working   | comp      | One-Stop  | Workforce | Center    |
|           | Solutions | rehensive | operated  | I         | for       |
|           | One-Stop, | centers:  | by state  | nvestment | In        |
|           | Rome      |           | D         | Board of  | dependent |
|           | County    | 1 in      | epartment | Herkimer, | Living    |
|           | Working   | Herkimer  | of Labor, | Madison,  |           |
|           | Solutions | County, 1 | Rome      | Oneida    |           |
|           | One-Stop  | in        | One-Stop  | Counties, |           |
|           |           | Madison   | operated  | Inc.      |           |
|           |           | County,   | by Oneida |           |           |
|           |           |           | County    |           |           |
|           |           | 2 in      | Workforce |           |           |
|           |           | Oneida    | De        |           |           |
|           |           | County    | velopment |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Clark   | W         | 1         | Since     | Southwest | Role of   |
| County,   | orkSource | comp      | January   | Workforce | Clearview |
| WA**      | Vancouver | rehensive | 1,2004,   | De        | E         |
|           | Town      | center    |           | velopment | mployment |
|           | Plaza     | (Town     | Arbor in  | Council   | Services  |
|           |           | Plaza)    | coll      | is the    | has       |
|           |           |           | aboration | LWIB.     | expanded  |
|           |           | 2         | with      | Director  | to        |
|           |           | a         | W         | of        | include   |
|           |           | ffiliated | ashington | Clearview | LWIB      |
|           |           | centers:  | State     | E         | part      |
|           |           |           | E         | mployment | icipation |
|           |           | Stevenson | mployment | Services  | and       |
|           |           | Wo        | Security  | is on the | multiple  |
|           |           | rkSource, | D         | board;    | coll      |
|           |           |           | epartment | liaises   | aborative |
|           |           | Clark     |           | between   | grants    |
|           |           | College   |           | One-Stop, | providing |
|           |           |           |           | LWIB, and | services  |
|           |           | W         |           | Clearview | at the    |
|           |           | orkSource |           |           | One-Stop  |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **New     | New       | 1         | Same as   | Same as   | Goodwill  |
| Orleans,  | Orleans   | compr     | Year One  | Year One  | I         |
| LA**      | Adult     | ehensive, |           |           | ndustries |
|           | Career    | new youth |           |           | of        |
|           | Center    | center    |           |           | Sou       |
|           | changed   | created,  |           |           | theastern |
|           | name to   | new       |           |           | Louisiana |
|           | JobOne    | satellite |           |           |           |
|           |           | center on |           |           |           |
|           |           | the West  |           |           |           |
|           |           | Bank      |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| *         | Same as   | 1         | Same as   | Same as   | Same as   |
| *Colorado | Year One  | comp      | Year One  | Year One  | Year One  |
| Springs,  |           | rehensive |           |           |           |
| CO**      |           | in        |           |           |           |
|           |           | Colorado  |           |           |           |
|           |           | Springs   |           |           |           |
|           |           | proper; 3 |           |           |           |
|           |           | a         |           |           |           |
|           |           | ffiliate, |           |           |           |
|           |           | 2         |           |           |           |
|           |           | compr     |           |           |           |
|           |           | ehensive, |           |           |           |
|           |           | 1 youth   |           |           |           |
|           |           | center in |           |           |           |
|           |           | the       |           |           |           |
|           |           | entire    |           |           |           |
|           |           | Teller/El |           |           |           |
|           |           | Paso      |           |           |           |
|           |           | region    |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Rhode   | netWORKri | 2         | RI        | The       | Goodwill, |
| Island**  | Center in | comp      | D         | P         | RI        |
|           | P         | rehensive | epartment | rovidence | Statewide |
|           | rovidence | centers   | of Labor  | /Cranston | Living    |
|           | /Cranston |           | and       | Workforce | Council.  |
|           |           | 4         | Training  | De        | Many      |
|           |           | affiliate |           | velopment | commun    |
|           |           | sites     |           | Board is  | ity-based |
|           |           |           |           | the LWIB  | orga      |
|           |           |           |           | ([www     | nizations |
|           |           |           |           | .pcwdb.or | part of   |
|           |           |           |           | g](http:/ | ESN.      |
|           |           |           |           | /www.pcwd |           |
|           |           |           |           | b.org/)). |           |
|           |           |           |           | Workforce |           |
|           |           |           |           | Pa        |           |
|           |           |           |           | rtnership |           |
|           |           |           |           | of        |           |
|           |           |           |           | Greater   |           |
|           |           |           |           | Rhode     |           |
|           |           |           |           | Island is |           |
|           |           |           |           | the LWIB  |           |
|           |           |           |           | that      |           |
|           |           |           |           | serves    |           |
|           |           |           |           | the rest  |           |
|           |           |           |           | of the    |           |
|           |           |           |           | state.    |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

[]{#__RefHeading___Toc115757441 .anchor}Table 4: Year Three Summary of
Background Information at Individual Sites

+-----------+-----------+-----------+-----------+-----------+-----------+
| **Site**  | **Centers | **Number  | **O       | **LWIB    | **Active, |
|           | selected  | of        | perator** | comp      | non       |
|           | for this  | centers   |           | osition** | -mandated |
|           | r         | in site   |           |           | d         |
|           | esearch** | area**    |           |           | isability |
|           |           |           |           |           | partners  |
|           |           |           |           |           | (if       |
|           |           |           |           |           | any)**    |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Los     | Hollywood | 17        | Same as   | Same as   | Same as   |
| Angeles,  | One-Stop, | compr     | Year One  | Year One  | Year One  |
| CA**      |           | ehensive, | and Year  | and Year  | and Year  |
|           | M         | 1         | Two       | Two       | Two       |
|           | etroNorth | affiliate |           |           |           |
|           | One-Stop  |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Utica,  | Utica     | 4         | Utica     | Workforce | Resource  |
| NY**      | Working   | comp      | One-Stop  | I         | Center    |
|           | Solutions | rehensive | operated  | nvestment | for       |
|           | One-Stop  | centers:  | by NY     | Board of  | In        |
|           |           |           | D         | Herkimer, | dependent |
|           | []{.mark} | 1 in      | epartment | Madison,  | Living,   |
|           |           | Herkimer  | of Labor  | Oneida    | Mohawk    |
|           |           | County, 1 |           | Counties, | Valley    |
|           |           | in        |           | Inc.      | Council   |
|           |           | Madison   |           |           | on        |
|           |           | County,   |           |           | A         |
|           |           |           |           |           | lcoholism |
|           |           | 2 in      |           |           | and       |
|           |           | Oneida    |           |           | A         |
|           |           | county    |           |           | ddictions |
|           |           |           |           |           | are both  |
|           |           |           |           |           | C         |
|           |           |           |           |           | ustomized |
|           |           |           |           |           | E         |
|           |           |           |           |           | mployment |
|           |           |           |           |           | grant     |
|           |           |           |           |           | partners  |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Clark   | W         | 1         | Arbor E&T | The       | Role of   |
| County,   | orkSource | comp      | in        | Southwest | Clearview |
| WA**      | Vancouver | rehensive | coll      | Workforce | E         |
|           | Town      | center    | aboration | De        | mployment |
|           | Plaza     | (Town     | with the  | velopment | Services  |
|           |           | Plaza)    | W         | Council   | has       |
|           |           |           | ashington | (SWWDC).  | expanded  |
|           |           | a         | state     | Director  | to        |
|           |           | ffiliated | E         | of        | include   |
|           |           | centers:  | mployment | Clearview | LWIB      |
|           |           | Stevenson | Security  | E         | part      |
|           |           | W         | D         | mployment | icipation |
|           |           | orkSource | epartment | Services  | and       |
|           |           |           | (ESD)     | is on     | multiple  |
|           |           | and Clark |           | board-    | coll      |
|           |           | College   |           | --liaises | aborative |
|           |           | W         |           | between   | grants    |
|           |           | orkSource |           | One-Stop, | providing |
|           |           |           |           | LWIB, and | services  |
|           |           |           |           | C         | at the    |
|           |           |           |           | learview. | One-Stop  |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **New     | New       | 1         | Goodwill  | The New   | Goodwill  |
| Orleans,  | Orleans   | compr     | I         | Orleans   | I         |
| LA**      | JobOne    | ehensive, | ndustries | WIB       | ndustries |
|           |           | 1 youth   | of        | (NOWIB)   | of        |
|           |           | center, 2 | Sou       | serves    | Sou       |
|           |           | new       | theastern | the city  | theastern |
|           |           | satellite | Louisiana | of New    | L         |
|           |           | centers   |           | Orleans   | ouisiana, |
|           |           | opened in |           |           | Mayor's   |
|           |           | addition  |           |           | Advisory  |
|           |           | to the    |           |           | Council   |
|           |           | satellite |           |           | for       |
|           |           | center on |           |           | Persons   |
|           |           | the West  |           |           | with      |
|           |           | Bank      |           |           | D         |
|           |           |           |           |           | isability |
|           |           |           |           |           | is more   |
|           |           |           |           |           | involved  |
+-----------+-----------+-----------+-----------+-----------+-----------+
| *         | Pike's    | 1         | Pike's    | Pike's    | JFK       |
| *Colorado | Peak      | comp      | Peak      | Peak      | P         |
| Springs,  | Workforce | rehensive | Workforce | Workforce | artners/U |
| CO**      | Center    | in CO     | I         | I         | niversity |
|           |           | Springs   | nvestment | nvestment | of        |
|           |           | proper; 3 | Board     | Board     | Colorado  |
|           |           | a         | (WIB)     |           | Health    |
|           |           | ffiliate, |           |           | Science   |
|           |           | 2         |           |           | Center    |
|           |           | compr     |           |           | (UCEDD)   |
|           |           | ehensive, |           |           |           |
|           |           | 1 youth   |           |           |           |
|           |           | center in |           |           |           |
|           |           | the       |           |           |           |
|           |           | entire    |           |           |           |
|           |           | Teller/El |           |           |           |
|           |           | Paso      |           |           |           |
|           |           | region    |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Rhode   | netWORKri | 2         | RI        | The       | Goodwill, |
| Island**  | Center in | comp      | D         | P         | many      |
|           | P         | rehensive | epartment | rovidence | commun    |
|           | rovidence | centers,  | of Labor  | /Cranston | ity-based |
|           | /Cranston |           | and       | Workforce | orga      |
|           |           | 4         | Training  | De        | nizations |
|           |           | affiliate |           | velopment | as part   |
|           |           | sites     |           | Board is  | of        |
|           |           |           |           | a LWIB    | Employer  |
|           |           |           |           | ([www     | Service   |
|           |           |           |           | .pcwdb.or | network   |
|           |           |           |           | g](http:/ | (ESN)     |
|           |           |           |           | /www.pcwd |           |
|           |           |           |           | b.org/)); |           |
|           |           |           |           | other     |           |
|           |           |           |           | LWIB is   |           |
|           |           |           |           | the       |           |
|           |           |           |           | Workforce |           |
|           |           |           |           | Pa        |           |
|           |           |           |           | rtnership |           |
|           |           |           |           | of        |           |
|           |           |           |           | Greater   |           |
|           |           |           |           | RI. Human |           |
|           |           |           |           | Resources |           |
|           |           |           |           | I         |           |
|           |           |           |           | nvestment |           |
|           |           |           |           | Council   |           |
|           |           |           |           | is the    |           |
|           |           |           |           | SWIB.     |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

**Background**

[]{#__RefHeading___Toc115757284 .anchor}[Los Angeles, CA]{.underline}

Los Angeles has made much progress in the past year. Five local
One-Stops are participating in Los Angeles HOPE, a project funded by the
Department of Labor (DOL) that focuses on increasing employment and
housing opportunities for individuals who are homeless. (The project was
referenced in the Year Two report.) The project has used the Empowerment
team technical assistance model and added experts on homelessness and
mental health issues who provide training and technical assistance to
the five One-Stops. One-Stop staff assist in identifying employment
opportunities for individuals enrolled in the project. The EmployABILITY
Partnership, a network of members dedicating to increasing the
accessibility of One-Stop services, continues to move forward and is in
the process of developing a Legacy human resources training to educate
employers about hiring individuals with disabilities. Additionally, Los
Angeles has used the Empowerment model to expand EmployABILITY to the
youth population.

Regarding disability partners, the closure of local VR offices due to
funding changes resulted in a more consistent presence of VR at the
Hollywood One-Stop. However, respondents felt that while the board has
tried to look at the issue of greater integration with VR, the system
continues to struggle with how to foster meaningful collaboration. The
Hollywood One-Stop has a new Veterans' Services representative, which
adds another dimension to its service delivery for individuals with
disabilities.

As documented in last year's cross-site analysis, the Hollywood and
MetroNorth One-Stops continue to move forward as Employer Networks
through the Ticket to Work.

[]{#__RefHeading___Toc115757285 .anchor}[Utica, NY]{.underline}

There have been many changes in Utica since last year's site visit. To
increase board decision-making efficiency, the LWIB of Herkimer,
Madison, and Oneida Counties reduced its membership from 40 to 25
members while increasing diversity in membership. The board continues to
maintain its focus at the policy level.

While staffing issues were noted in last year's report, the impact of
staffing changes on service delivery was even more noticeable this year.
Particularly problematic was the high turnover among and subsequent loss
of both the Disability Navigators and peer specialists (people with
disabilities who functioned as an additional resource for customers and
staff). Customized Employment partners---VR, Resource Center for
Independent Living (RCIL), Association for Citizens with Mental
Retardation (ARC) of Oneida-Lewis County[^1]---were particularly
concerned because frontline staff had primarily used the navigator to
refer clients to the Customized Employment Grant (CEG) project. To
address this issue, Customized Employment staff developed electronic
referral forms that were being used at the time of the site visit.

Despite high staff turnover, partners have become more integrated. Staff
noted that the partners have formed relationships that enable them to
feel comfortable working alongside one another, asking questions, and
providing referrals. Progress in service delivery to job seekers with
disabilities included an initiative to help individuals buy their own
car and a new service delivery component to help ex-offenders find work.

[]{#__RefHeading___Toc115757286 .anchor}[Clark County, WA]{.underline}

The Vancouver Town Plaza WorkSource (One-Stop) in Clark County and its
LWIB, the Southwest Washington Workforce Development Council (SWWDC),
have experienced a great deal of change since the last visit. In January
2005, the new director of Columbia River Mental Health became the chair
of the LWIB. (Columbia is a community rehabilitation provider that
partners with the One-Stop.) Disability continues to be a priority, and
efforts have been made to ensure that disability is worked into the
fabric of the workforce development system. Compared to the year before,
there was an even stronger emphasis on economic development and
business. Three LWIB committees dealt with three identified target
industries. In addition, one board staff person functioned as the
liaison to both the local economic development agencies and the Business
Service Representatives (BSRs), frontline staff at the One-Stop who
worked directly with employers.

Arbor E&T has settled into its role as One-Stop operator. To further the
partner integration process, One-Stop management began meeting with the
leadership of partner agencies on a monthly basis. There were also
changes at the frontline level, specifically around the role of the
disability navigator. The navigator had been funded through a local Work
Incentive Grant that SWWDC received from ETA. The disability navigator
felt that there were fewer immediate referrals to herself or VR, and
that staff members were more comfortable with disability issues. The
grant ended in 2004, but SWWDC was able to get additional funds to
sustain the position.

As mentioned last year, Clearview Employment Services had a five-year
Olmstead/Workforce Action grant from ODEP to provide Customized
Employment services to customers with disabilities in conjunction with
the workforce development system and other community partners. Clearview
Employment Services is the employment division of the Columbia River
Mental Health Center and has been an active partner in the workforce
system. One component of the grant was the "Working for Success" team,
which consisted of Clearview job developers and staff from other
community-based organizations. Since last year's site visit, Clearview
and the One-Stop have made increased efforts to integrate their staff.
Initiatives included joint employer outreach and development of a
disability manual for employers. Additionally, the new disability BSR,
funded under the Olmstead grant, has been instrumental in linking staff
from the two organizations.

[]{#__RefHeading___Toc115757287 .anchor}[New Orleans, LA]{.underline}

There have been numerous changes in New Orleans since last year. Two
more satellite offices opened in two different locations. There has also
been personnel change regarding the One-Stop director and the deputy
director of the Mayor's Office for Workforce Development, which was also
a leadership position in the One-Stop. The primary contact for the study
(a resource around disability issues) also left her position.

According to staff, VR made few visits to the One-Stop. As in past
years, collaboration between the two offices seemed to be minimal. VR
staff members reported that One-Stop frontline staff experienced a great
deal of turnover, which affected former relationships.

As the One-Stop increased its emphasis on connection with employers,
staff seemed to be predominantly Business Service Representatives rather
than Career Specialists. As at other sites, New Orleans moved towards a
business-oriented model. The One-Stop expanded its business service
representative team, with the goal of having frontline staff possess the
tools, skills, experience, and terminology necessary to communicate
effectively with employers. Customer service, with an explicit focus on
the business customer, was an increasingly high priority.

Interviewees noted a lack of connection between staff at the Office of
Workforce Development and Goodwill (the One-Stop operator). Although the
Goodwill staff is the operator, the Mayor's office actually maintains
the WIA contract. Data showed communication challenges between the two
entities.

While there is no longer a Universal Access Committee (UAC), there is a
Mayor's Advisory Council for Persons with Disabilities that works on
important issues; an Employment subcommittee is dedicated to meeting the
needs of people with disabilities. Special populations that are
predominant on the agenda for One-Stop staff are former offenders
(Project Second Chance) and individuals receiving public assistance in
the STEP program.

[]{.mark}

[]{#__RefHeading___Toc115757288 .anchor}[Colorado Springs,
CO]{.underline}

Many staffing changes occurred in Colorado. After the loss of their
consumer navigators (documented in the Year Two report) staff have
agreed that this model was very valuable. They are seeking alternative
funding to reinstate the position. A reorganization of staff duties has
occurred, which affects the BSRs. Resource room managers now focus
specifically on customer intake and initial assessment (using a newly
developed assessment tool) while work technicians and volunteers staff
the resource room. There have also been some organizational changes:
Leadership is currently evaluating the effectiveness of the site\'s
cross-functional team structure.

As documented in last year's report, SSA's Project Train has created a
three-person team that is housed at Youth Works, a new center for youth
with disabilities. The team is comprised of the youth navigator, the
youth benefits planner, and a career advisor. However, this project will
soon be housed at the adult center because of staffing and space issues
at the youth site. The new youth navigator, who was formerly an adult
consumer navigator, remains a resource for One-Stop staff.

New this year is an emphasis on collaboration between the local school
system and the workforce development system. School superintendents were
invited to participate in local workforce development planning through
an LWIB-sponsored forum.

[]{#__RefHeading___Toc115757289 .anchor}[Rhode Island, RI]{.underline}

When discussing changes, Rhode Island interviewees tended to emphasize
the reduced levels of staffing at the One-Stops. VR staff felt that the
collaboration between VR and One-Stop staff at the Providence/Cranston
One-Stop had declined because staff were overwhelmed by their workloads
and limited resources. The entire netWORKri system has only two
disability resource specialists out of the original four. (The original
specialists were initially funded through a Work Incentive Grant in 2002
and subsequently funded by Rhode Island's Department of Labor and
Training when the grant ended.) The two remaining specialists now had
additional responsibilities, and they seemed to be tied to particular
One-Stops rather than rotating throughout the system. The
Providence/Cranston specialist had moved on in the past year, and many
mentioned this as a significant loss. Respondents said that the loss was
resulting in more direct referrals of customers to VR. However, VR staff
were still at the One-Stops at least four days per week, on a rotating
basis.

Regarding other partners at the Providence/Cranston One-Stop, AARP and
AFL-CIO lost funding, resulting in the loss of two staff members. The
Department of Elderly Affairs no longer had a staff person at the
One-Stop; Job Corps left in order to find more affordable office space.
The remaining major partners are Workforce Solutions/Providence-Cranston
and the Department of Labor and Training (the One-Stop operator).
Overall, the system has concerns about reduced staffing levels and the
sustainability of the current structure. Respondents spoke of the need
to involve new partners such as the Department of Mental Health, and the
need to implement a new cost allocation program for each partner to
ensure the partner's contribution and commitment to the system. Many say
that the Employer Services Network---a partnership of employment
professionals who link businesses with job seekers---continues to be
very active in identifying employment opportunities for individuals with
disabilities.

[]{#__RefHeading___Toc115757442 .anchor}Table 5: Year Three Data Table

+---------------+--------+--------+---------+-------+--------+--------+
| **Data        | **Los  | **U    | **Clark | **New | **Co   | *      |
| p             | Ang    | tica** | C       | Orle  | lorado | *Rhode |
| oints/sites** | eles** |        | ounty** | ans** | Spr    | Is     |
|               |        |        |         |       | ings** | land** |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | NA     | 34     | 67      | 28    | 92     | 33.3   |
| number of     |        |        |         |       |        | FTEs   |
| full-time/on  |        |        |         |       |        | for    |
| site One-Stop |        |        |         |       |        | PY04   |
| center staff  |        |        |         |       |        |        |
| (includes     |        |        |         |       |        |        |
| operator      |        |        |         |       |        |        |
| staff and     |        |        |         |       |        |        |
| partner       |        |        |         |       |        |        |
| agency        |        |        |         |       |        |        |
| staff)**      |        |        |         |       |        |        |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | NA     | 6      | 9       | 4     | 2      | Title  |
| number of     |        |        |         |       |        | V      |
| part-time or  |        |        |         |       |        | p      |
| itinerant     |        |        |         |       |        | artner |
| staff (e.g.,  |        |        |         |       |        | DEA is |
| staff who are |        |        |         |       |        | a      |
| only at the   |        |        |         |       |        | par    |
| One-Stop a    |        |        |         |       |        | t-time |
| couple of     |        |        |         |       |        | inv    |
| times per     |        |        |         |       |        | esting |
| week)**       |        |        |         |       |        | pa     |
|               |        |        |         |       |        | rtner; |
|               |        |        |         |       |        | Go     |
|               |        |        |         |       |        | odwill |
|               |        |        |         |       |        | Indu   |
|               |        |        |         |       |        | stries |
|               |        |        |         |       |        | contr  |
|               |        |        |         |       |        | ibutes |
|               |        |        |         |       |        | staff  |
|               |        |        |         |       |        | to the |
|               |        |        |         |       |        | re     |
|               |        |        |         |       |        | source |
|               |        |        |         |       |        | area   |
+---------------+--------+--------+---------+-------+--------+--------+
| **Changes in  | NA     | In     | -10     | +5    | +5     | 25.6   |
| staffing      |        | ad     |         |       |        | FTEs   |
| since last    |        | dition |         |       |        |        |
| program       |        | to the |         |       |        |        |
| year**        |        | steady |         |       |        |        |
|               |        | red    |         |       |        |        |
|               |        | uction |         |       |        |        |
|               |        | in     |         |       |        |        |
|               |        | staff  |         |       |        |        |
|               |        | nu     |         |       |        |        |
|               |        | mbers, |         |       |        |        |
|               |        | there  |         |       |        |        |
|               |        | was a  |         |       |        |        |
|               |        | large  |         |       |        |        |
|               |        | tu     |         |       |        |        |
|               |        | rnover |         |       |        |        |
|               |        | of     |         |       |        |        |
|               |        | both   |         |       |        |        |
|               |        | ful    |         |       |        |        |
|               |        | l-time |         |       |        |        |
|               |        | and    |         |       |        |        |
|               |        | par    |         |       |        |        |
|               |        | t-time |         |       |        |        |
|               |        | p      |         |       |        |        |
|               |        | artner |         |       |        |        |
|               |        | staff  |         |       |        |        |
+---------------+--------+--------+---------+-------+--------+--------+
| **Listing of  | Wa     | A      | Wagner- | WIA   | WIA    | Title  |
| all funding   | gner-P | number | Peyser, | Adult | Adult, | V      |
| sources that  | eyser, | of     | WIA     |       | Youth, | Pr     |
| support staff | WIA    | g      | Adult,  |       | Disl   | ogram, |
| in the        | Adult, | rants, | Dis     |       | ocated | WIA    |
| One-Stop**    | Disl   | p      | located |       | W      | Adult, |
|               | ocated | artner | Worker, |       | orker, | Disl   |
|               | W      | fu     | C       |       | Na     | ocated |
|               | orker, | nding, | laimant |       | tional | W      |
|               | etc.   | Wa     | Pl      |       | Eme    | orker, |
|               |        | gner-P | acement |       | rgency | Ve     |
|               |        | eyser, | P       |       | G      | terans |
|               |        | and    | rogram, |       | rants, | Pr     |
|               |        | WIA    | Re-Emp  |       | SSA    | ogram, |
|               |        |        | loyment |       | Grant, | Wa     |
|               |        |        | S       |       | DOE    | gner-P |
|               |        |        | ervices |       | Grants | eyser, |
|               |        |        | Grant,  |       |        | Rehab  |
|               |        |        | Trade   |       |        | P      |
|               |        |        | Adj     |       |        | rogram |
|               |        |        | ustment |       |        | /Dept. |
|               |        |        | Act.    |       |        | of     |
|               |        |        | Local   |       |        | Human  |
|               |        |        | V       |       |        | Ser    |
|               |        |        | eterans |       |        | vices, |
|               |        |        | Emp     |       |        | Carl   |
|               |        |        | loyment |       |        | P      |
|               |        |        | R       |       |        | erkins |
|               |        |        | epresen |       |        | /Dept. |
|               |        |        | tative, |       |        | of Ed  |
|               |        |        | D       |       |        | (Adult |
|               |        |        | isabled |       |        | Ed),   |
|               |        |        | Veteran |       |        | Goo    |
|               |        |        | O       |       |        | dwill, |
|               |        |        | utreach |       |        | A      |
|               |        |        | P       |       |        | FL-CIO |
|               |        |        | rogram, |       |        | Disl   |
|               |        |        | Job     |       |        | ocated |
|               |        |        | Search  |       |        | Worker |
|               |        |        | Review, |       |        | p      |
|               |        |        | UI      |       |        | rogram |
|               |        |        | Direct  |       |        |        |
|               |        |        | Se      |       |        |        |
|               |        |        | rvices, |       |        |        |
|               |        |        | T       |       |        |        |
|               |        |        | raining |       |        |        |
|               |        |        | Be      |       |        |        |
|               |        |        | nefits, |       |        |        |
|               |        |        | Wo      |       |        |        |
|               |        |        | rkFirst |       |        |        |
|               |        |        | (TANF), |       |        |        |
|               |        |        | E       |       |        |        |
|               |        |        | mployer |       |        |        |
|               |        |        | Ou      |       |        |        |
|               |        |        | treach, |       |        |        |
|               |        |        | Nav     |       |        |        |
|               |        |        | igator, |       |        |        |
|               |        |        | Ol      |       |        |        |
|               |        |        | mstead, |       |        |        |
|               |        |        | Senior  |       |        |        |
|               |        |        | Co      |       |        |        |
|               |        |        | mmunity |       |        |        |
|               |        |        | S       |       |        |        |
|               |        |        | ervices |       |        |        |
|               |        |        | Emp     |       |        |        |
|               |        |        | loyment |       |        |        |
|               |        |        | P       |       |        |        |
|               |        |        | rogram, |       |        |        |
|               |        |        | CPP Job |       |        |        |
|               |        |        | Match   |       |        |        |
|               |        |        | Ini     |       |        |        |
|               |        |        | tiative |       |        |        |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | \*LA   | 2,437  | Arbor = | July  | 1,566  | 835;   |
| number of WIA | Wor    |        | 639     | 2002  |        | 65 of  |
| participants  | kforce |        |         | -June |        | those  |
| for PY 03**   | Syste  |        | Town    | 2003: |        | dis    |
|               | m/PY20 |        | Plaza = | 1,268 |        | closed |
|               | 02-03: |        | 1604    | A     |        | a      |
|               | 14,238 |        |         | dult, |        | disa   |
|               |        |        |         | 267   |        | bility |
|               | Holl   |        |         | Dislo |        |        |
|               | ywood: |        |         | cated |        |        |
|               | 210    |        |         |       |        |        |
|               |        |        |         |       |        |        |
|               | Metro  |        |         |       |        |        |
|               | North: |        |         |       |        |        |
|               | 283    |        |         |       |        |        |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | \*LA   | 4,105  | Arbor = | July  | 1,645  | 924;   |
| number of WIA | Wor    |        | 879     | 2003  |        | 64 of  |
| participants  | kforce |        |         | -June |        | those  |
| for PY04**    | Syst   |        | Town    | 2004: |        | dis    |
|               | em/PY2 |        | Plaza = | 258   |        | closed |
|               | 003-04 |        | 620     | A     |        | a      |
|               | (10    |        | (       | dult, |        | disa   |
|               | mo     |        | through | 31    |        | bility |
|               | nths): |        | 12/3    | Dislo |        |        |
|               | 10,578 |        | 1/2004) | cated |        |        |
|               |        |        |         |       |        |        |
|               | Holl   |        |         |       |        |        |
|               | ywood: |        |         |       |        |        |
|               | 397    |        |         |       |        |        |
|               |        |        |         |       |        |        |
|               | Metro  |        |         |       |        |        |
|               | North: |        |         |       |        |        |
|               | 310    |        |         |       |        |        |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | NA     | 8,052  | 25,203  | 196   | 31,552 | 1      |
| number of     |        |        |         |       |        | 8,343; |
| Wagner-Peyser |        |        |         |       |        | 789 of |
| participants  |        |        |         |       |        | those  |
| for PY 03**   |        |        |         |       |        | dis    |
|               |        |        |         |       |        | closed |
|               |        |        |         |       |        | a      |
|               |        |        |         |       |        | disa   |
|               |        |        |         |       |        | bility |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | NA     | NA     | 22,582  | 132   | 31,486 | Not    |
| number of     |        |        |         |       |        | cur    |
| Wagner-Peyser |        |        |         |       |        | rently |
| participants  |        |        |         |       |        | ava    |
| for PY 04**   |        |        |         |       |        | ilable |
|               |        |        |         |       |        |        |
|               |        |        |         |       |        | 4/1/04 |
|               |        |        |         |       |        | t      |
|               |        |        |         |       |        | hrough |
|               |        |        |         |       |        | 3/     |
|               |        |        |         |       |        | 31/05: |
|               |        |        |         |       |        | 19     |
|               |        |        |         |       |        | ,863 - |
|               |        |        |         |       |        | 726    |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | NA     | NA     | 25,000  | July  | 31,486 | Not    |
| number of     |        |        | es      | 2003  |        | cur    |
| people served |        |        | timated | -June |        | rently |
| in PY 04**    |        |        | for     | 2004: |        | ava    |
|               |        |        | c       | 5,099 |        | ilable |
|               |        |        | alendar |       |        |        |
|               |        |        | year    |       |        | 4/1/04 |
|               |        |        | '04     |       |        | t      |
|               |        |        |         |       |        | hrough |
|               |        |        |         |       |        | 3/     |
|               |        |        |         |       |        | 31/05: |
|               |        |        |         |       |        | 19     |
|               |        |        |         |       |        | ,863 - |
|               |        |        |         |       |        | 726    |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | \*LA   | \*448  | Arbor = | Less  | 2,272  | 789    |
| number of     | Wor    |        | 22 (12  | than  |        |        |
| people with   | kforce |        | ADA, 10 | 200   |        |        |
| disabilities  | Syste  |        | Subs    |       |        |        |
| served for PY | m/PY20 |        | tantial |       |        |        |
| 03**          | 02-03: |        | Imp.)   |       |        |        |
|               | 1,597  |        |         |       |        |        |
|               |        |        | Town    |       |        |        |
|               | Holl   |        | Plaza = |       |        |        |
|               | ywood: |        | 12      |       |        |        |
|               | 25     |        | (ADA)   |       |        |        |
|               |        |        |         |       |        |        |
|               | Metro  |        |         |       |        |        |
|               | North: |        |         |       |        |        |
|               | 93     |        |         |       |        |        |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | \*LA   | \*502  |         | 195   | 2,266  | 726    |
| number of     | Wor    |        |         |       |        |        |
| people with   | kforce |        |         |       |        |        |
| disabilities  | Syst   |        |         |       |        |        |
| served for PY | em/PY2 |        |         |       |        |        |
| 04**          | 003-04 |        |         |       |        |        |
|               | (10    |        |         |       |        |        |
|               | mo     |        |         |       |        |        |
|               | nths): |        |         |       |        |        |
|               | 1,120  |        |         |       |        |        |
|               |        |        |         |       |        |        |
|               | Holl   |        |         |       |        |        |
|               | ywood: |        |         |       |        |        |
|               | 34     |        |         |       |        |        |
|               |        |        |         |       |        |        |
|               | Metro  |        |         |       |        |        |
|               | North: |        |         |       |        |        |
|               | 134    |        |         |       |        |        |
+---------------+--------+--------+---------+-------+--------+--------+
| **Total       | NA     | NA     |         | \$3.7 | \$7.3  | \$8    |
| operating     |        |        |         | mi    | m      | 67,000 |
| budget for PY |        |        |         | llion | illion |        |
| 04 (provide   |        |        |         | c     | to     |        |
| e             |        |        |         | overs | i      |        |
| xplanation)** |        |        |         | admi  | nclude |        |
|               |        |        |         | nistr | all    |        |
|               |        |        |         | ative | grants |        |
|               |        |        |         | cost, | listed |        |
|               |        |        |         | pr    | above. |        |
|               |        |        |         | ogram | Covers |        |
|               |        |        |         | serv  | all    |        |
|               |        |        |         | ices, | staff, |        |
|               |        |        |         | s     | ove    |        |
|               |        |        |         | taff, | rhead, |        |
|               |        |        |         | and   | and    |        |
|               |        |        |         | tra   | direct |        |
|               |        |        |         | ining | parti  |        |
|               |        |        |         | for   | cipant |        |
|               |        |        |         | the   | costs  |        |
|               |        |        |         | adult |        |        |
|               |        |        |         | and   |        |        |
|               |        |        |         | dislo |        |        |
|               |        |        |         | cated |        |        |
|               |        |        |         | popul |        |        |
|               |        |        |         | ation |        |        |
+---------------+--------+--------+---------+-------+--------+--------+

> \* Source: The City of Los Angeles WIB, *Monthly Report for Period
> April 30, 2004*

[]{#__RefHeading___Toc115757290 .anchor}**Policies and Practices to
Improve Access and Outcomes**

This section covers the following nine topics:

-   Leadership

Leadership addresses how formal and informal leadership at both the LWIB
and One-Stop levels promotes inclusion of people with disabilities.

-   Strategic Planning

Strategic planning provides information on strategic planning processes
for One-Stops and LWIBs, including the partners involved as well as
priority changes that reflect the shifting economic and political
landscape.

-   Strategies of Support

Strategies of support are the specific service delivery mechanisms that
One-Stops have implemented to support job seekers with disabilities.
This includes direct strategies such as a disability "go-to" person as
well as other techniques that enabled the One-Stops to support a diverse
population of customers with multiple barriers to employment.

-   Collaboration

The collaboration section highlights collaboration with community-based
organizations, relationships with VR, the importance of building and
maintaining relationships, and specific strategies for working together.

-   Communication Mechanisms

Communication is instrumental in building an integrated system. This
section details the formal and informal communication mechanisms that
are used to share information and build relationships among partners.

-   Accessibility and Assistive Technology

As sites work to make their service delivery systems fully accessible,
they move beyond physical accessibility and considered programmatic and
technological accessibility. This section discusses the role of
leadership in achieving greater levels of accessibility, new
accommodations, and compliance reviews that address accessibility.

-   Community Outreach and Marketing

This section examines the progress sites have made with respect to
marketing and outreach to customers. In particular, marketing and
outreach to employers is considered, highlighting strategies that
One-Stops have used to facilitate connections.

-   Human Resources

Human resources discusses the changes sites have experienced in formal
training opportunities, professional development, training needs, and
staffing patterns.

-   Data and Quality Assurance

Data management systems are the primary mechanisms used for informal
quality assurance and continuous quality improvement. This section
addresses data collection and data sharing, quality assurance, and
performance measures.

[]{#__RefHeading___Toc115757291 .anchor}Leadership

**Introduction**

Leadership at the board and One-Stop levels went through changes in
response to the shifting workforce development landscape. Both LWIBs and
One-Stops adapted their infrastructures to meet changing demands,
priorities, and environmental context. Table 6 provides a summary of
last year's issues related to leadership, while Table 7 provides a
summary of Year Three regarding leadership.

[]{#__RefHeading___Toc115757443 .anchor}Table 6: Year Two Summary of
Findings on Leadership

+-------+--------------+--------------+--------------+--------------+
| **S   | **Message    | **Actions    | **Teams and  | **Board      |
| ite** | regarding    | supporting   | committees** | i            |
|       | serving      | the          |              | nvolvement** |
|       | people with  | message**    |              |              |
|       | di           |              |              |              |
|       | sabilities** |              |              |              |
+-------+--------------+--------------+--------------+--------------+
| **Los | E            | > LWIB staff | > Committees | > Board      |
| Ange  | mployABILITY | > continued  | > still      | > stayed     |
| les** | continued to | > to move    | > based on   | > abreast of |
|       | foster the   | > E          | > Baldrige   | > disability |
|       | message of   | mployABILITY | > criteria   | > issues     |
|       | inclusion    | > forward    |              | > through    |
|       |              | > and have   |              | > Em         |
|       |              | > worked on  |              | ployABILITY, |
|       |              | > its        |              | > new        |
|       |              | > expansion  |              | > disability |
|       |              |              |              | > partner on |
|       |              |              |              | > LWIB       |
+-------+--------------+--------------+--------------+--------------+
| **Ut  | Message was  | > Active     | > Executive  | > Members    |
| ica** | for staff to | > support of | > committee  | > said       |
|       | contribute   | > grant      | > met        | > disability |
|       | actively     | >            | > regularly  | > issues     |
|       | within       |  development | > as opposed | > were on    |
|       | One-Stop;    | > to         | > to full    | > the table  |
|       | promoted     | > facilitate | > membership | > and        |
|       | strong       | > access for |              | > integrated |
|       | message      | > people     |              | > at a       |
|       | around       | > with       |              | > systems    |
|       | employment   | >            |              | >            |
|       | for people   | disabilities |              |  perspective |
|       | with         |              |              |              |
|       | disabilities |              |              |              |
+-------+--------------+--------------+--------------+--------------+
| **    | Formal       | > Active     | > Maintained | > Board      |
| Clark | partnerships | > support of | > cros       | > chair had  |
| Cou   | with         | > grant      | s-functional | > background |
| nty** | disability   | >            | > teams,     | > as rehab   |
|       | o            |  development | > created    | > counselor; |
|       | rganizations | > to         | >            | > disability |
|       | like CRMH;   | > facilitate | time-limited | > liaison    |
|       | new focus on | > access for | > s          | > educated   |
|       | a business   | > PWD        | ubcommittees | > board      |
|       | model        |              | > as needed  |              |
+-------+--------------+--------------+--------------+--------------+
| **New | Renewed      | > Actions to | > Universal  | > VR and     |
| Orle  | focus on a   | > better     | > access     | > Adult Ed   |
| ans** | business     | > monitor    | > team no    | > reps kept  |
|       | model;       | > the flow   | > longer     | > disability |
|       | repr         | > of         | > meeting    | > issues on  |
|       | ioritization | > customers  |              | > the table  |
|       | for board;   |              |              |              |
|       | emphasis on  |              |              |              |
|       | ex-offenders |              |              |              |
|       | and literacy |              |              |              |
|       | issues       |              |              |              |
+-------+--------------+--------------+--------------+--------------+
| **Col | Navigators   | > Leadership | > Cros       | Active       |
| orado | no longer    | > supported  | s-functional | c            |
| Spri  | on-site, but | > solid      | > teams      | ommunication |
| ngs** | management   | > r          | > continued  | between LWIB |
|       | believed     | elationships | > to be a    | and One-Stop |
|       | they had     | > between    | > model for  |              |
|       | built        | > navigator  | > staff      |              |
|       | in           | > and staff  | >            |              |
|       | frastructure | > through    |  involvement |              |
|       |              | > cros       |              |              |
|       |              | s-functional |              |              |
|       |              | > teams      |              |              |
+-------+--------------+--------------+--------------+--------------+
| **    | Strong       | > VR fully   | > WPGRI      | > Hands-on   |
| Rhode | message that | > staffed    | > committees | >            |
| Isl   | VR was a     | > the        | > included   |  involvement |
| and** | very         | > One-Stops; | > Executive, | > of the     |
|       | integrated   | > DLT funded | > QA         | > One-Stop;  |
| **    | partner      | > disability | > (created   | > created    |
| (Year |              | > navigators | > the        | > board      |
| O     |              |              | > proposed   | >            |
| ne)** |              |              | > netWORKri  |  involvement |
|       |              |              | >            | > form;      |
|       |              |              |  performance | > WPGRI      |
|       |              |              | > tracking   | > chair took |
|       |              |              | > report     | > very       |
|       |              |              | > that       | > active     |
|       |              |              | > includes   | > role in    |
|       |              |              | > de         | > the WIG by |
|       |              |              | mographics), | > becoming   |
|       |              |              | > Program    | > the Chair  |
|       |              |              | >            | > of the     |
|       |              |              | Development, | > Employer   |
|       |              |              | > Marketing, | > work       |
|       |              |              | >            | > group; was |
|       |              |              |  Performance | > also       |
|       |              |              | > Measures   | >            |
|       |              |              |              | instrumental |
|       |              |              |              | > in         |
|       |              |              |              | > advocating |
|       |              |              |              | > for the    |
|       |              |              |              | > passage of |
|       |              |              |              | > Medicaid   |
|       |              |              |              | > Buy-In     |
|       |              |              |              | > bill.      |
+-------+--------------+--------------+--------------+--------------+
| #     |              |              |              |              |
| ### T |              |              |              |              |
| rends |              |              |              |              |
|       |              |              |              |              |
| -     |              |              |              |              |
|   Emp |              |              |              |              |
| hasis |              |              |              |              |
|       |              |              |              |              |
|    on |              |              |              |              |
|       |              |              |              |              |
|    se |              |              |              |              |
| rving |              |              |              |              |
|       |              |              |              |              |
|   the |              |              |              |              |
|       |              |              |              |              |
|   emp |              |              |              |              |
| loyer |              |              |              |              |
|       |              |              |              |              |
|  comm |              |              |              |              |
| unity |              |              |              |              |
|       |              |              |              |              |
| -     |              |              |              |              |
|  Cham |              |              |              |              |
| pions |              |              |              |              |
|       |              |              |              |              |
|    or |              |              |              |              |
|       |              |              |              |              |
|  nont |              |              |              |              |
| radit |              |              |              |              |
| ional |              |              |              |              |
|       |              |              |              |              |
|    le |              |              |              |              |
| aders |              |              |              |              |
|       |              |              |              |              |
|  made |              |              |              |              |
|       |              |              |              |              |
|    st |              |              |              |              |
| rides |              |              |              |              |
|       |              |              |              |              |
| -     |              |              |              |              |
| Leade |              |              |              |              |
| rship |              |              |              |              |
|       |              |              |              |              |
|  must |              |              |              |              |
|       |              |              |              |              |
|    su |              |              |              |              |
| pport |              |              |              |              |
|       |              |              |              |              |
| grant |              |              |              |              |
|     d |              |              |              |              |
| evelo |              |              |              |              |
| pment |              |              |              |              |
|       |              |              |              |              |
|   opp |              |              |              |              |
| ortun |              |              |              |              |
| ities |              |              |              |              |
|       |              |              |              |              |
|    in |              |              |              |              |
|       |              |              |              |              |
| order |              |              |              |              |
|       |              |              |              |              |
|   for |              |              |              |              |
|       |              |              |              |              |
|  them |              |              |              |              |
|       |              |              |              |              |
|    to |              |              |              |              |
|       |              |              |              |              |
|    be |              |              |              |              |
|       |              |              |              |              |
| succe |              |              |              |              |
| ssful |              |              |              |              |
+-------+--------------+--------------+--------------+--------------+

[]{#__RefHeading___Toc115757444 .anchor}Table 7: Year Three Summary of
Findings on Leadership

+------------+---------------------------------------------------------+
| **Site**   | **Message regarding serving people with disabilities,   |
|            | actions supporting the message, teams and committees,   |
|            | and board involvement**                                 |
+------------+---------------------------------------------------------+
| **Los      | -   Board considered creating an innovation fund to     |
| Angeles**  |     encourage One-Stop centers to be more creative and  |
|            |     innovative with regard to service delivery          |
|            |                                                         |
|            | -   Board mandated that 80% of customers were           |
|            |     considered "hard to serve"                          |
|            |                                                         |
|            | -   MetroNorth divided leadership responsibilities: one |
|            |     manager was responsible for daily operations and    |
|            |     another focused on external relationship-building   |
|            |                                                         |
|            | -   Operational director of MetroNorth held formal      |
|            |     responsibility as director, and led a faith-based   |
|            |     nonprofit agency (Heartprints) to expand            |
|            |     opportunities for individuals with disabilities     |
+------------+---------------------------------------------------------+
| **Utica**  | -   Reduced board size to create a more actively        |
|            |     engaged board with respect to decision-making       |
|            |                                                         |
|            | -   Identified need to more actively engage             |
|            |     businesses/private entities in board activities     |
+------------+---------------------------------------------------------+
| **Clark    | -   Board staff collaborated with the Economic          |
| County**   |     Development Councils; One-Stop BS Reps and LWIB     |
|            |     established working groups related to industry      |
|            |     target groups                                       |
|            |                                                         |
|            | -   Co-directorship of ESD and Arbor E&T evolved based  |
|            |     on the relationship of the two managers and the     |
|            |     level of professionalism and trust that had         |
|            |     developed                                           |
|            |                                                         |
|            | -   WIB continued to contribute 10% of the salary of    |
|            |     the Clearview Director (board member) as a          |
|            |     consultant on disability issues                     |
+------------+---------------------------------------------------------+
| **New      | -   Mayor's Advisory Council for Persons with           |
| Orleans**  |     Disabilities took a new leadership role regarding   |
|            |     disability issues in the city in general            |
+------------+---------------------------------------------------------+
| **Colorado | -   Identified need to more actively engage             |
| Springs**  |     businesses/private entities in board activities     |
+------------+---------------------------------------------------------+
| **Rhode    | -   Board members reinforced the importance of data as  |
| Island**   |     a tool for accountability and strategic planning    |
|            |                                                         |
| **(Year    |                                                         |
| Two)**     |                                                         |
+------------+---------------------------------------------------------+
| #          |                                                         |
| ### Trends |                                                         |
|            |                                                         |
| -          |                                                         |
|   Changing |                                                         |
|     c      |                                                         |
| omposition |                                                         |
|     or     |                                                         |
|     or     |                                                         |
| ganization |                                                         |
|     of     |                                                         |
|     LWIB   |                                                         |
|            |                                                         |
| activities |                                                         |
|            |                                                         |
| -   Boards |                                                         |
|     showed |                                                         |
|            |                                                         |
|    greater |                                                         |
|            |                                                         |
|   interest |                                                         |
|     in and |                                                         |
|     need   |                                                         |
|     for    |                                                         |
|     using  |                                                         |
|     data   |                                                         |
|     to     |                                                         |
|     inform |                                                         |
|     their  |                                                         |
|            |                                                         |
|  decisions |                                                         |
|     and    |                                                         |
|     policy |                                                         |
|            |                                                         |
| directives |                                                         |
|            |                                                         |
| -   Boards |                                                         |
|     e      |                                                         |
| stablished |                                                         |
|            |                                                         |
| priorities |                                                         |
|     around |                                                         |
|            |                                                         |
|    certain |                                                         |
|            |                                                         |
|   customer |                                                         |
|     p      |                                                         |
| opulations |                                                         |
|     with   |                                                         |
|            |                                                         |
|  different |                                                         |
|            |                                                         |
|   barriers |                                                         |
|     to     |                                                         |
|            |                                                         |
| employment |                                                         |
|            |                                                         |
| -   Boards |                                                         |
|            |                                                         |
|  continued |                                                         |
|     to     |                                                         |
|     expand |                                                         |
|     focus  |                                                         |
|     on the |                                                         |
|     needs  |                                                         |
|     of the |                                                         |
|            |                                                         |
|   business |                                                         |
|            |                                                         |
|   customer |                                                         |
|     as     |                                                         |
|     well   |                                                         |
|     as     |                                                         |
|            |                                                         |
|   economic |                                                         |
|     d      |                                                         |
| evelopment |                                                         |
|     for    |                                                         |
|     the    |                                                         |
|     entire |                                                         |
|            |                                                         |
|  community |                                                         |
|            |                                                         |
| -          |                                                         |
|  Champions |                                                         |
|     or     |                                                         |
|     nont   |                                                         |
| raditional |                                                         |
|            |                                                         |
|    leaders |                                                         |
|            |                                                         |
|  continued |                                                         |
|     to     |                                                         |
|     make   |                                                         |
|            |                                                         |
|    strides |                                                         |
+------------+---------------------------------------------------------+

**Leadership: Charting Change**

The following section looks at how leadership has emerged and highlights
changes in composition or organization of LWIB activities; data-driven
policy directives; business customer focus; board committees; and
leadership changes at the One-Stop level. This section also highlights
champions, who both formally and informally helped to keep disability
issues on the agenda.

[Changes in the composition or organization of LWIB
activities]{.underline}

The Herkimer/Madison/Oneida county LWIB that oversees the Utica One-Stop
underwent a significant change in its membership this year. In an effort
to achieve a more manageable size, the board was reduced from 40 to 25
members with the eventual goal of 20. This change was to intended to
create a smaller and more actively engaged board to handle
decision-making. With the larger board, it was occasionally difficult to
reach a quorum. One challenge that arose was the need to balance public
agencies and private employers. The previous board had three agency
commissioners on the board, and the decision was made for one to step
down.

As the boards worked together over several years and came to understand
their role and priorities, some have changed their approach. Members of
the Los Angeles WIB reported an early top-down approach to workforce
policies, which has now started to change. The LWIB gave direction about
minimum standards and certifications of centers but has begun to welcome
more innovation and creativity from the field. The LWIB has found this
approach to be so effective that members are considering an innovation
fund that will encourage centers to look more creatively at how to
provide services and increase collaboration. Los Angeles has also relied
on the administrative entity in the city, which supports the board, to
define the parameters for implementing board policy recommendations.

[Data-driven board policy directives]{.underline}

Board members and staff reported a greater interest in using data to
inform decisions and policy directives. Rhode Island began to receive
more detailed input on customer demographics and services provided. They
also looked for information on the level of employer engagement in the
system. One board member felt it was important that data be used as a
tool for accountability in addition to strategic planning.

Workforce boards have used data to establish priorities for certain
customer populations. Clark County developed an outcome grid that
emphasized desired population and outcomes (this information is
discussed further in the Data section of this report). The grid was
developed in order to help communicate the idea that services for
individuals with more significant needs and more individualized services
to employers had greater value for the workforce system. As the board
continued its planning, it considered new strategies to increase
accountability and establish a vision to drive the system.

The Los Angeles WIB established criteria for all centers under its
jurisdiction to ensure that 80% of One-Stop customers were considered
"hard to serve." Prior to this policy, Los Angeles One-Stops had
demonstrated a broad range in the percentage of customers in this
category. By establishing a standard expectation, the board looked for
consistency in impacting those most in need. A representative from the
city reported:

> We had a concern from staff and from some of the \[One-Stop\] centers
> that putting this requirement in place would have an impact on the
> performance measures. But we were committed to ensure that we did
> provide equal access to all sides, so that at our six-month review we
> had agencies coming in at about 200% of their goal, 300% of their
> goal, in terms of hard-to-serve. I think that's been a big, big
> change.

As in past years, New Orleans' most significant challenge was literacy,
with respondents reporting that 40% of adults were at or below the
lowest reading level. They also prioritized services to ex-offenders and
youth with disabilities. These shifts in policy emphasized the need to
address the complex needs of the populations served in the workforce
system.

Several workforce boards examined the data about the use of training
dollars and how these funds were allocated. A board member in Los
Angeles reported that the board's initial focus was building
infrastructure; as that goal was achieved, the LWIB shifted its
attention to addressing supportive services provided by One-Stops. At
the time of the site visit, the board required that 12% of all funds be
used for training and supportive services. Utica was also concerned
about training resources and explored strategies to reduce overhead and
staff costs and to reallocate funds. Rhode Island made a commitment to
using its training dollars for individuals with disabilities. The
board's two-year plan stated that ten to twelve percent of individuals
receiving training dollars must have disabilities, and the board was
considering a similar ratio for veterans. Clark County had a temporary
board committee that considered the use of Individualized Training
Accounts based on local target industries.

[Business customer focus]{.underline}

A number of boards continued to expand their focus on the needs of the
business customer and economic development for the entire community. A
staff member in Clark County said, "The focus shifted from finding jobs
for job seekers. That was no longer the goal. The goal was to provide
skilled workers to growing businesses." A board staff member in Clark
County worked with the Economic Development Council in the community and
the business account representatives who focused on disability at the
One-Stop. The team of staff members met with new employers in the
community to introduce them to the resources and broad population
available through the workforce system. The overall shift was credited
to the director of the Clark County LWIB. A board member noted:

> When she started, the whole focus was about making the local Workforce
> Development Board more business-friendly, more business-oriented, more
> connected to the community, more connected to economic
> development---doing a lot of refocusing of it around from being a
> do-gooder organization to being something that was more linked to
> employers in the workforce. It certainly fits this community to start
> talking that way. And to still be business-focused, and yet still work
> with people, I think is successful. I think that's the way to go.

The Clark County LWIB established working groups for target industries:
health care, transportation, and pulp and paper. The committees were not
board subcommittees but working groups focused on long-term planning.
Each committee had at least one board member as well as people engaged
in the target sectors. The board director described it as a wholesale
approach: Instead of looking at one employer and its needs, the board
was looking at the whole sector.

The business community also played a critical role in Colorado Springs.
Interviewees said that the board considered moving to a full business
membership to shift the emphasis to business needs rather than service
delivery issues. A board member found that employers bring a business
perspective to running workforce services that focuses on accountability
and resource allocation, which differs from the traditional service
delivery perspective.

A member of the Utica board expressed frustration that workforce
development did not generate more interest from the business community.
He said, "Businesses are not going to the chief elected official and
saying, 'Get me on their WIB. I really need to be there because I need
to make sure that people are being trained in this area for the jobs in
my company'." He found that since business members are not usually as
engaged as other public agency representatives, other partners could
sometimes shift the focus to service. He welcomed the possibility of a
more demand-driven approach in the future.

[Board committees]{.underline}

As was reported in previous years, boards do the majority of their
day-to-day work through a committee structure (see Table 8).

[]{#__RefHeading___Toc115757445 .anchor}Table 8: Board Committee
Structures

  ------------- ---------------------------------------------------------
  **Sites**     **Committee structure**

  **Los         Committee chairs were private sector members to ensure
  Angeles**     active engagement. Committees included Training,
                Certification, Policy, Marketing, Accountability;
                Resource Development; Legislative; Nominations.

  **Utica**     Committees provided background information on a specific
                issue, defined a recommendation, and brought it to board
                for final approval. Committees included: Business
                Services, Youth, Finance, Marketing.

  **Clark       Focus on three industry segments: health care,
  County**      transportation, and pulp and paper. These are not board
                committees but work groups. Executive board is said to be
                more aware of disability issues. New board chair directs
                a community mental health center. Ad hoc committees
                created as needed.

  **New         The Planning and Evaluation committee is the major
  Orleans**     committee that looks at special populations and their
                barriers. Most active regarding disability. Looks at
                those who "we think have typically been marginalized in
                the workforce and what we do to really support them."

  **Colorado    Does not use committee structure; rather has ad hoc
  Springs**     committees that are time-limited and respond to specific
                needs. Current task forces include: Work Keys
                certification; connection of K-16 education and business.
                Structure based on Carver model. Board members must
                commit to attend meetings, stay current on topics,
                participate on relevant task forces, and help make the
                general public aware of the workforce development system.

  **Rhode       WIA Oversight committee, One-Stop Quality Assurance
  Island**      (responsible for biannual monitoring and oversight of
                One-Stop); WIA Performance Measures group; Board
                Development committee.
  ------------- ---------------------------------------------------------

[Leadership changes at the One-Stop level]{.underline}

In addition to leadership staffing and responsibility changes at the
board level, several sites looked reallocating leadership
responsibilities at the One-Stop level. At the MetroNorth One-Stop in
Los Angeles, a division of leadership responsibility resulted in one
manager responsible for daily operations while another focused on
external relationship building. The operational director did not come
from a workforce background and pushed the staff to think more
creatively about service delivery. She held weekly strategy meetings
where staff received an update on the priorities for the One-Stop. Each
staff person was expected to identify his or her own priorities and
areas in which support was needed.

Last year, the Clark County One-Stop continued to adjust to having a new
private for-profit entity as the operator. A manager from Arbor
reported:

> I'm so entrenched now within the state network that I know all of
> those people, who are my peers across the state, may not be state
> people since we're the only private/public relationship that runs a
> One-Stop in the state of Washington. And they accept me as one of
> their own. When I go to state meetings, I speak and walk and talk just
> like those people. So that has been, I think, that probably since last
> July has been probably a great change. They know that, but I don't
> wear the Arbor label. I wear the "WorkSource" label.

The co-directorship between Employment Security and Arbor has evolved
based on the relationship of the two managers and a level of
professionalism and trust that developed.

[Champions]{.underline}

At a number of sites staffers surfaced as champions, ensuring that the
needs of individuals with disabilities are met in the workforce system.
In some instances it was part of the person\'s formal job. At other
times the activities were based on a grant, an initiative, or an
interest that extended beyond the job description.

In Los Angeles, the operational director of the MetroNorth One-Stop also
led a faith-based nonprofit agency (Heartprints) that has helped to
expand opportunities for individuals with disabilities. Heartprints was
staffed by volunteers who work with MetroNorth staff to help job seekers
resolve short-term financial problems with necessities such as
transportation and utilities. They have established a referral system
between the One-Stop and Heartprints, and responses are individualized
to meet the needs of the customer. This creativity and flexibility
allowed the center to provide necessary extra supports to individuals
with barriers to employment. The director also brought this creative,
can-do approach into her work at the One-Stop.

In Clark County, there was a formal commitment to address the needs of
customers with disabilities. The WIB contributes 10% of the salary of
the director of Clearview Employment Services to serve as a consultant
on disability issues. This person was described as a strong and
innovative leader, open to new ideas who emphasized professional staff
development. She had an excellent collaborative relationship with the
board and consistently pursued new funding opportunities.

New Orleans has experienced transition in the disability champions. In
the past there was a Universal Access Committee at the One-Stop and
links with the Louisiana Business Leadership Network and the Governor's
Commission on Employment for Persons with Disabilities. They all
addressed employment and access for individuals with disabilities. Staff
indicated that they saw a decrease in the numbers of individuals with
visible disabilities who use the One-Stop, and felt that it could be the
result of a decreased focus on accessibility. However, the New Orleans
Mayor's Advisory Council for Persons with Disabilities took a new
leadership role regarding disability issues in the city in general and
was described as "a force to be reckoned with." The new director of the
One-Stop had been attending monthly meetings with the Mayor's Advisory
Committee, developing strategies about how to create a more integrated
workforce development system. At the time of the site visit it was not
yet clear what impact this entity would have on the One-Stop.

[]{#__RefHeading___Toc115757292 .anchor}Strategic Planning

> We didn't want the \[strategic planning\] projects to be about the
> short-term... we wanted it to be about long-term thinking down the
> road. What are the issues going to be in three years, so we're ready
> for them as opposed to being victimized by them.

Introduction

Across sites, both LWIBs and One-Stops used strategic planning to
anticipate and adapt to change. \"Strategic planning\" refers to
decision-making regarding organizational mission and vision, determining
objectives, selecting strategies, and setting policies. Table 9 and 10
provide a summary of themes around strategic planning that emerged in
Year Two and Year Three, respectively.

[]{#__RefHeading___Toc115757446 .anchor}Table 9: Year Two Summary of
Findings on Strategic Planning

+-----------+----------------------------------------------------------+
| **Site**  | **Strategic Planning**                                   |
+-----------+----------------------------------------------------------+
| **Los     | -   Planned a better way to match business team members  |
| Angeles** |     with customers and job choices/match the supply (job |
|           |     seeker) with the demand (employer) side              |
|           |                                                          |
|           | -   Ongoing strategic planning---described as \"living,  |
|           |     organic process\"                                    |
+-----------+----------------------------------------------------------+
| **Utica** | -   State of the Workforce report includes a strategic   |
|           |     plan                                                 |
|           |                                                          |
|           | -   Board staff identified difficulty following          |
|           |     strategic plan due to changes in funding             |
+-----------+----------------------------------------------------------+
| **Clark   | -   LWIB had renewed focus on economic development and   |
| County**  |     the business community, which drove the strategic    |
|           |     planning process                                     |
|           |                                                          |
|           | -   Used a Program Management Plan with greater          |
|           |     consistency, producing greater overall quality       |
|           |     services                                             |
|           |                                                          |
|           | -   Specific mechanism for soliciting customer input     |
|           |     into five-year plan                                  |
+-----------+----------------------------------------------------------+
| **New     | -   New operator and new leadership created a new plan   |
| Orleans** |                                                          |
|           | -   Three new subcommittees were formed: \"first job,    |
|           |     first wages\" focused on entry-level jobs; \"next    |
|           |     job, next wages\" on career paths; and \"high-wages  |
|           |     careers\" at high-income bracket jobs                |
+-----------+----------------------------------------------------------+
| *         | -   Leadership stayed strategic and focused on           |
| *Colorado |     policymaking; LWIB continued to use the Carver       |
| Springs** |     Governance Process for the purpose of strategic      |
|           |     planning                                             |
|           |                                                          |
|           | -   LWIB engaged in retreats to address strategic        |
|           |     planning                                             |
|           |                                                          |
|           | -   Leadership participated in Performance Excellence    |
|           |     statewide training                                   |
|           |                                                          |
|           | -   Board staff identified difficulties implementing the |
|           |     Baldrige criteria                                    |
|           |                                                          |
|           | -   Strategic planning through cross-functional teams    |
+-----------+----------------------------------------------------------+
| **Rhode   | -   Strategic planning conducted at both the LWIB and at |
| Island**  |     One-Stop level                                       |
|           |                                                          |
| **(Year   | -   LWIB strategic planning was facilitated by an        |
| One)**    |     outside consultant                                   |
+-----------+----------------------------------------------------------+
| *         |                                                          |
| *Trends** |                                                          |
|           |                                                          |
| -   Not a |                                                          |
|     si    |                                                          |
| gnificant |                                                          |
|           |                                                          |
|    amount |                                                          |
|     of    |                                                          |
|           |                                                          |
|    change |                                                          |
|     from  |                                                          |
|     Year  |                                                          |
|     One   |                                                          |
|     in    |                                                          |
|     the   |                                                          |
|     way   |                                                          |
|     that  |                                                          |
|     LWIBs |                                                          |
|           |                                                          |
|  designed |                                                          |
|     their |                                                          |
|           |                                                          |
| strategic |                                                          |
|           |                                                          |
|  planning |                                                          |
|           |                                                          |
| -   I     |                                                          |
| ncreasing |                                                          |
|     use   |                                                          |
|     of    |                                                          |
|           |                                                          |
| collected |                                                          |
|     data  |                                                          |
|     to    |                                                          |
|           |                                                          |
|    inform |                                                          |
|     the   |                                                          |
|           |                                                          |
| strategic |                                                          |
|           |                                                          |
|  planning |                                                          |
+-----------+----------------------------------------------------------+

[]{#__RefHeading___Toc115757447 .anchor}Table 10: Year Three Summary of
Findings on Strategic Planning

+-------------+--------------------------------------------------------+
| **Site**    | **Strategic Planning**                                 |
+-------------+--------------------------------------------------------+
| **Los       | -   Completed annual review of strategic plan,         |
| Angeles**   |     conducted by the *Annual Plan Task Force* of the   |
|             |     CDD, which supports the City of LA WIB             |
|             |                                                        |
|             | -   The Mayor's office, the Housing Community and      |
|             |     Economic Development Committee, and members of the |
|             |     City of LA WIB assisted the CDD in the strategic   |
|             |     planning                                           |
|             |                                                        |
|             | -   Held three public hearings to solicit feedback on  |
|             |     the draft plan                                     |
+-------------+--------------------------------------------------------+
| **Utica**   | -   Brought in a former congressman from Wisconsin and |
|             |     Ed Barlow ('futurist') to facilitate strategic     |
|             |     planning process                                   |
|             |                                                        |
|             | -   Increased efforts to nurture partnerships with     |
|             |     educational organizations to offer support and     |
|             |     outreach to students interested in vital economic  |
|             |     sectors                                            |
+-------------+--------------------------------------------------------+
| **Clark     | -   SWWDC was in process of reviewing both its         |
| County**    |     strategic and operations plans                     |
|             |                                                        |
|             | -   Increased efforts to connect with are business     |
|             |     community and to build strong links with regional  |
|             |     economic development efforts (e.g., sector         |
|             |     approach)                                          |
+-------------+--------------------------------------------------------+
| **New       | -   NOWIB in process of implementing last year's       |
| Orleans**   |     strategic plan ('business plan'), aimed at better  |
|             |     integrating workforce and economic development and |
|             |     education                                          |
+-------------+--------------------------------------------------------+
| **Colorado  | -   PPWIB continued to use to strategic planning but   |
| Springs**   |     modified the process to meet the board's needs     |
|             |                                                        |
|             | -   PPWIB was in process of reviewing previous         |
|             |     strategic plan and developing a new one            |
|             |                                                        |
|             | -   Invited Ed Barlow ('futurist') as guest speaker    |
|             |     and contracted him as consultant to facilitate the |
|             |     strategic planning process                         |
|             |                                                        |
|             | -   OS used consultant and staff ("Design team") to    |
|             |     help restructure the center and the services       |
|             |     offered                                            |
|             |                                                        |
|             | -   As part of the restructuring, they were            |
|             |     reevaluating the cross-functional teams            |
+-------------+--------------------------------------------------------+
| **Rhode     | -   DLT (OS operator) was going through a strategic    |
| Island**    |     planning process (timeline 18 months) with the     |
|             |     goal to redefine DLTs role and to create a vision  |
| **(Year     |     for netWORKri system                               |
| Two)**      |                                                        |
|             | -   Once the plan has been finalized, information was  |
|             |     to be shared with stakeholders                     |
+-------------+--------------------------------------------------------+
| **Trends**  |                                                        |
|             |                                                        |
| -   Using   |                                                        |
|             |                                                        |
|   strategic |                                                        |
|             |                                                        |
|    planning |                                                        |
|     as a    |                                                        |
|     method  |                                                        |
|     to      |                                                        |
|             |                                                        |
|  anticipate |                                                        |
|     and     |                                                        |
|     adapt   |                                                        |
|     to      |                                                        |
|             |                                                        |
|    expected |                                                        |
|     changes |                                                        |
|             |                                                        |
| -   Taking  |                                                        |
|     a more  |                                                        |
|             |                                                        |
|    holistic |                                                        |
|             |                                                        |
|    approach |                                                        |
|     to      |                                                        |
|             |                                                        |
|   workforce |                                                        |
|             |                                                        |
| development |                                                        |
|     by also |                                                        |
|     looking |                                                        |
|     at      |                                                        |
|             |                                                        |
|    economic |                                                        |
|             |                                                        |
| development |                                                        |
|     and     |                                                        |
|             |                                                        |
|   education |                                                        |
|             |                                                        |
| -           |                                                        |
|   Increased |                                                        |
|             |                                                        |
|    emphasis |                                                        |
|     on      |                                                        |
|             |                                                        |
|   community |                                                        |
|             |                                                        |
| development |                                                        |
|     and     |                                                        |
|             |                                                        |
|    planning |                                                        |
|     that    |                                                        |
|             |                                                        |
|    includes |                                                        |
|             |                                                        |
|   workforce |                                                        |
|             |                                                        |
| development |                                                        |
|             |                                                        |
| -           |                                                        |
|    Creating |                                                        |
|     p       |                                                        |
| artnerships |                                                        |
|     with    |                                                        |
|             |                                                        |
| educational |                                                        |
|             |                                                        |
|   entities, |                                                        |
|     thereby |                                                        |
|     making  |                                                        |
|             |                                                        |
|   education |                                                        |
|     more    |                                                        |
|             |                                                        |
|    relevant |                                                        |
|     to      |                                                        |
|             |                                                        |
|    economic |                                                        |
|     needs   |                                                        |
|             |                                                        |
| -           |                                                        |
|   Involving |                                                        |
|     s       |                                                        |
| takeholders |                                                        |
|     in the  |                                                        |
|             |                                                        |
|   strategic |                                                        |
|             |                                                        |
|    planning |                                                        |
|     process |                                                        |
|     (e.g.,  |                                                        |
|     public  |                                                        |
|             |                                                        |
|   hearings, |                                                        |
|     focus   |                                                        |
|     groups, |                                                        |
|             |                                                        |
|   retreats) |                                                        |
|             |                                                        |
| -   Using   |                                                        |
|     various |                                                        |
|     data in |                                                        |
|             |                                                        |
|   strategic |                                                        |
|             |                                                        |
|    planning |                                                        |
|     (e.g.,  |                                                        |
|     labor   |                                                        |
|     market, |                                                        |
|             |                                                        |
|   economic, |                                                        |
|     d       |                                                        |
| emographic, |                                                        |
|             |                                                        |
| performance |                                                        |
|     data,   |                                                        |
|     etc.)   |                                                        |
+-------------+--------------------------------------------------------+

**Strategic Planning: Charting Change**

The first part of this section focuses on strategic planning at the LWIB
level, including connecting workforce development with economic
development, connecting workforce development with education, involving
stakeholders in the planning process, and using data in strategic
planning. The second part concentrates on the strategic planning process
at the One-Stop level.

## [Strategic planning at the board level]{.underline}

-   **Connecting workforce development with economic development**

During the site visits, five local boards were either reviewing their
strategic plans or had recently completed this process. Boards not only
assessed the *internal environment* of the One-Stop but also *external
environments*, including the local economy and education system. The
goal was to better understand where and how these areas intersect, and
how to increase integration. A board member said, "The biggest issue
\[was\] identifying the key strategic issues in Rhode Island and
figuring out how education, economic development and DLT \[Department of
Labor and Training\] all work together."

Linking the labor market and economic development was part of most
strategic plans. For instance, the New Orleans WIB developed three core
business strategies: a focus on the One-Stop and developing,
maintaining, and continuously improving the workforce development
system; an emphasis on moving unemployed and underemployed citizens into
the economic mainstream; and a focus on education and lifelong learning
to prepare New Orleans youth to respond to emerging industries within a
global economy.

To better integrate workforce and economic development, boards renewed
their commitment to working with the business community. The SWWDC in
Clark County used a sector approach to strengthen its outreach to the
business community and to build strong links with regional economic
development efforts. The SWWDC created committees that focused on
specific industry sectors, identified by the local Economic Development
Council.

Similar to Clark County, the Colorado Springs LWIB increasingly used a
business approach to planning, focusing on return for investment. Moving
towards this model was largely described as beneficial, although a board
member expressed some ambivalence:

> I certainly see moving in that direction and the reason for moving in
> that direction. I don't think I support a complete business board.
> Business is not realistic about the way government does business. And,
> the bottom line is government is not business*.*

Colorado Springs board members and staff worked towards preparing their
system for success in a global economy. The board hired an outside
\"futurist\" consultant, Ed Barlow, to facilitate the process. The board
chair noted:

> It's part of the reason we brought \[in\] the futurist. Because we
> really wanted to drive home the connection between education and
> business, what's good about, what's not so good about it and, and the
> fact that we need new mental models.

Barlow focused on how understanding the future can influence local
workforce and economic development issues. Beyond just working with the
board, Barlow also gave a formal presentation to key community partners,
including education superintendents. To emphasize the importance of the
event, the One-Stop was closed for the morning to ensure that all staff
could attend. Following the presentation, the board members held in a
strategic planning retreat. Utica used the same consultant to help them
understand how the global economy affected their local employment
landscape.

-   **Connecting workforce development with education**

Across sites, there was broad consensus that LWIBs should play a role in
connecting business and education. The SWWDC executive director in Clark
County identified this as a key problem: \"Clearly one of the places we
need to go is thinking through more of our schoolwork, transitional
services, and how we connect our youth with business. That's a big
missing link here."

Boards across all sites increased their efforts to work with local
education partners. For instance, a staff person in Clark County worked
with high schools to help understand the needs and skills for health
care professions. In Utica, the WIB, Mohawk Valley Community College,
and local community-based and faith-based organizations developed a
*Nursing Workforce Diversity* project to provide work experience and
academic support to students from disadvantaged backgrounds.

The Colorado Springs LWIB had particularly strong connections with the
local school district. One board committee facilitated roundtable
discussions between business leaders and educators. The board was also
instrumental in helping the staff from a local university connect with
primary and secondary schools and businesses. In addition, the board
recruited education leaders as board members. The step was critical, as
respondents noted cultural differences between the education and
business communities.

-   **Involving stakeholders in the strategic planning process**

As part of strategic planning, boards solicited feedback and input from
the community through public hearings, focus groups, and other
activities. The degree of stakeholder input on strategic planning varied
across sites.

At the time of our site visit, the City of Los Angeles Community
Development Department (CDD) had just completed its annual strategic
plan development process (City of Los Angeles WIA, Year 6, Annual Plan
for 2005-2006). The Mayor's office, the Housing Community and Economic
Development committee, and members of the Los Angeles WIB assisted the
CDD in planning. Prior to submitting the plan, the CDD held public
meetings to solicit feedback on the draft from community partners. CDD
staff were also involved in strategic planning for grant initiatives,
such as Los Angeles HOPE. As part of its strategic planning, the project
team brought in *Quest Diversity Training & Consulting*, a disability
management and consulting company comprised of members of the
EmployABILITY Partnership, to determine to what extent partners were
aware of their roles and responsibilities.

Members of the Workforce Partnership of Greater Rhode Island (an LWIB)
were involved in the strategic planning processes of other
community-based organizations, including the United Way. As part of this
effort, United Way met with the leaders from DOL to invite them to
participate.

#### Using data in strategic planning

Across sites, boards used data to inform their strategic planning
process. The CDD in Los Angeles used economic, demographic, and
performance data in their strategic plan. The department continued to
use this information periodically throughout the year to understand the
system's needs and gaps. There was a clear emphasis on continuous
quality improvement.

The board in Colorado Springs also regularly used various data,
including One-Stop monitoring reports, WIA national data, unemployment
statistics, and education graduation rates. Board staff worked closely
with a staff contact at the Colorado Department of Labor and Employment
who produced labor market information in user-friendly formats. The
board also established a committee specifically for this purpose. Rhode
Island was also considering ways to better use data collected by DLT for
strategic planning.

[Strategic planning at the One-Stop level]{.underline}

With the exception of Los Angeles, Year Three saw a great deal of
restructuring at the One-Stop level. One manager described it as
"growing pains." One area targeted for change was customer flow and its
impact on staff capacity. At times, staff felt inundated with customers,
and expressed a need to change the intake and service delivery
processes. Colorado Springs used an outside consultant who recommended a
plan of action; however, when implemented, this plan did not meet staff
needs. To address the issue, One-Stop management pulled frontline staff
together into a working group. One-Stop management made a clear effort
to involve frontline staff and their knowledge, expertise, and
experience in the strategic reorganization of the center. This group met
regularly to discuss issues and identify strategies.

Last year, researchers reported that cross-functional teams in Colorado
Springs had an impact on the strategic planning process. This year the
teams underwent restructuring. There was a general consensus among
respondents that the cross-functional team structure no longer met their
needs. Issues identified included: (1) the teams had increased in size
(average team size was 15 staff); (2) functional supervision of team
members by the team leader; (3) communication between the One-Stop
management and the team leaders, and the team leaders and the teams; and
(4) differences in the way information was disseminated at different
levels.

At the time of the site visit, the One-Stop management was reevaluating
the teams and bringing in outside consultants to create a model that
would align with the center's goals.

At the time of the site visit, DLT (the operator of the
Providence/Cranston One-Stop) was working on a strategic plan for the
netWORKri One-Stop system. The goal was to redefine DLT's role and
create a vision. DLT set an eighteen-month timeline for developing the
plan, obtaining stakeholder input and buy-in, and finalizing the plan.
Every division within DLT conducted an internal assessment. Based on the
information, divisions came up with a draft strategic plan, which they
shared with the DLT director and One-Stop staff.

[]{#__RefHeading___Toc115757294 .anchor}**Strategies of Support**

**Introduction**

This section addresses specific service delivery mechanisms that
One-Stops used to support job seekers with disabilities. Across all
sites, staff increased their efforts to build the infrastructure and
staff capacity to serve individuals with disabilities. Tables 11 and 12
provide a summary of issues around the strategies of support that
emerged in Year Two and Year Three, respectively.

[]{#__RefHeading___Toc115757448 .anchor}Table 11: Year Two Summary of
Findings on Strategies of Support

+-----------+----------------------------------------------------------+
| **Site**  | **Strategies of Support**                                |
+-----------+----------------------------------------------------------+
| **Los     | -   Role of disability coordinators continued to evolve; |
| Angeles** |     fewer automatic referrals to the disability          |
|           |     coordinator enabled a focus on other duties such as  |
|           |     program oversight                                    |
+-----------+----------------------------------------------------------+
| **Utica** | -   Disability navigators acted as resource experts as   |
|           |     opposed to "disability specialists"                  |
|           |                                                          |
|           | -   Used Individual Training Accounts to fund training   |
|           |     opportunities, but strategy did not seem to be in    |
|           |     use yet for people with disabilities                 |
|           |                                                          |
|           | -   RCIL created a temporary staffing agency that worked |
|           |     out of the One-Stop                                  |
|           |                                                          |
|           | -   Job development and consumer-directed funding as     |
|           |     part of a Customized Employment Grant                |
|           |                                                          |
|           | -   All staff took WorkKeys assessment; Board of         |
|           |     Cooperative Education Services (BOCES) staff was     |
|           |     trained to conduct the assessment                    |
|           |                                                          |
|           | -   Operated job hotline for registered customers        |
|           |                                                          |
|           | -   Dedicated 20% all partner staff time to cover        |
|           |     resource room                                        |
+-----------+----------------------------------------------------------+
| **Clark   | -   Created disability navigator position (WIG),         |
| County**  |     disability BSRs (WAG)                                |
|           |                                                          |
|           | -   Both disability specialists provided staff training  |
|           |                                                          |
|           | -   CRP received subcontract to provide job development  |
|           |     (WAG)                                                |
|           |                                                          |
|           | -   Created training program for job seekers as          |
|           |     step-by-step guidance through the job search process |
|           |     (Job Hunter series)                                  |
|           |                                                          |
|           | -   Established greeter position to better respond to    |
|           |     customer needs                                       |
|           |                                                          |
|           | -   Disabilities team no longer met                      |
|           |                                                          |
|           | -   Used \"process mapping\" activity to reshape         |
|           |     customer flow                                        |
+-----------+----------------------------------------------------------+
| **New     | -   Cessation of Universal Access team                   |
| Orleans** |                                                          |
|           | -   LBLN no longer present at the One-Stop as a partner  |
|           |                                                          |
|           | -   Used staff meetings to reshape customer flow         |
|           |                                                          |
|           | -   Used WorkKeys for assessing customers\' skills       |
|           |                                                          |
|           | -   Staff continued to praise the Virtual Career Network |
|           |     (Louisiana Works Virtual One-Stop)                   |
+-----------+----------------------------------------------------------+
| *         | -   Evolving role and eventual loss of the consumer      |
| *Colorado |     navigator (Project WIN)                              |
| Springs** |                                                          |
|           | -   In the process of creating a new youth center and    |
|           |     navigator program to assist youth navigate the       |
|           |     service system (SSI grant)                           |
|           |                                                          |
|           | -   In the process of applying to Colorado WIB for       |
|           |     funding to implement the WorkKeys assessment         |
|           |                                                          |
|           | -   Operated a benefits check-up assessment              |
|           |                                                          |
|           | -   Operated a phone line (Integrated Voice Response)    |
|           |     and computerized job matching system                 |
|           |                                                          |
|           | -   Covered resource room through staff rotation and     |
|           |     volunteerism                                         |
+-----------+----------------------------------------------------------+
| **Rhode   | -   Disability resource specialists continued with       |
| Island    |     funding from RI DLT; high referral rate of people    |
| (Year     |     with disabilities to disability resource specialists |
| One)**    |                                                          |
|           | -   DRS also involved in the Employer Service Network    |
|           |     (ESN)                                                |
+-----------+----------------------------------------------------------+
| *         |                                                          |
| *Trends** |                                                          |
|           |                                                          |
| -   Sites |                                                          |
|           |                                                          |
| continued |                                                          |
|     to    |                                                          |
|           |                                                          |
| establish |                                                          |
|     sp    |                                                          |
| ecialized |                                                          |
|           |                                                          |
| positions |                                                          |
|     for   |                                                          |
|           |                                                          |
|   helping |                                                          |
|     staff |                                                          |
|     serve |                                                          |
|     in    |                                                          |
| dividuals |                                                          |
|     with  |                                                          |
|     dis   |                                                          |
| abilities |                                                          |
|     (d    |                                                          |
| isability |                                                          |
|           |                                                          |
|   "go-to" |                                                          |
|           |                                                          |
|   person) |                                                          |
|           |                                                          |
| -         |                                                          |
| Continued |                                                          |
|     c     |                                                          |
| reativity |                                                          |
|     in    |                                                          |
|     d     |                                                          |
| eveloping |                                                          |
|     m     |                                                          |
| echanisms |                                                          |
|     to    |                                                          |
|           |                                                          |
|   provide |                                                          |
|     more  |                                                          |
|           |                                                          |
|  seamless |                                                          |
|           |                                                          |
|  services |                                                          |
|     to    |                                                          |
|     job   |                                                          |
|           |                                                          |
|   seekers |                                                          |
|           |                                                          |
| -   I     |                                                          |
| ncreasing |                                                          |
|     focus |                                                          |
|           |                                                          |
|    across |                                                          |
|     sites |                                                          |
|     on    |                                                          |
|           |                                                          |
|  applying |                                                          |
|     sta   |                                                          |
| ndardized |                                                          |
|     a     |                                                          |
| ssessment |                                                          |
|     tools |                                                          |
|     and   |                                                          |
|           |                                                          |
| resources |                                                          |
|           |                                                          |
| -   Use   |                                                          |
|     of    |                                                          |
|     t     |                                                          |
| echnology |                                                          |
|     to    |                                                          |
|     use   |                                                          |
|     staff |                                                          |
|     time  |                                                          |
|           |                                                          |
|  flexibly |                                                          |
|           |                                                          |
| -         |                                                          |
| Increased |                                                          |
|           |                                                          |
|   efforts |                                                          |
|     to    |                                                          |
|           |                                                          |
|   involve |                                                          |
|     all   |                                                          |
|           |                                                          |
|   partner |                                                          |
|     staff |                                                          |
|     in    |                                                          |
|     the   |                                                          |
|           |                                                          |
|  delivery |                                                          |
|     of    |                                                          |
|     core  |                                                          |
|           |                                                          |
|  services |                                                          |
+-----------+----------------------------------------------------------+

[]{#__RefHeading___Toc115757449 .anchor}Table 12: Year Three Summary of
Findings on Strategies of Support

+-----------+----------------------------------------------------------+
| **Site**  | **Strategies of Support**                                |
+-----------+----------------------------------------------------------+
| **Los     | -   Developed customer flow policy and standardized      |
| Angeles** |     referral process                                     |
|           |                                                          |
|           | -   One-Stops allocated 12% of funds toward training     |
|           |     services                                             |
|           |                                                          |
|           | -   Project HOPE had two employment specialists (was     |
|           |     going to hire a third) to provide TA to              |
|           |     participating One-Stops with a focus on serving      |
|           |     homeless populations                                 |
|           |                                                          |
|           | -   Project HOPE created a Universal Access              |
|           |     Area/Employment resource center at one of the        |
|           |     shelters; also had a Mobile Career Van to provide    |
|           |     employment-related services to eight shelters and    |
|           |     their users                                          |
|           |                                                          |
|           | -   Hollywood and MetroNorth continued to staff a        |
|           |     disability coordinator (one each); coordination of   |
|           |     staff/Legacy training was one of their               |
|           |     responsibilities                                     |
|           |                                                          |
|           | -   MetroNorth disability coordinator was involved in    |
|           |     the Ticket-to Work orientations                      |
|           |                                                          |
|           | -   In 2004 MetroNorth became the first Employment       |
|           |     Network in Los Angeles under the Ticket to Work;     |
|           |     overwhelming response from Ticket holders            |
+-----------+----------------------------------------------------------+
| **Utica** | -   Consolidated and created one reception area in Utica |
|           |     One-Stop to improve customer flow                    |
|           |                                                          |
|           | -   Hired a Second Chance Coordinator to work with       |
|           |     ex-offender population, including those with         |
|           |     disabilities                                         |
|           |                                                          |
|           | -   High turnover among disability navigator and peer    |
|           |     specialist positions; then discontinued both, which  |
|           |     impacted service delivery                            |
|           |                                                          |
|           | -   CEG staff created referral protocol and online       |
|           |     service directory to assist staff and customers to   |
|           |     transition away from the navigator model             |
|           |                                                          |
|           | -   RCIL's staffing agency (Columbia Place Associates)   |
|           |     achieved very good outcomes                          |
|           |                                                          |
|           | -   New components added to the CEG grant project:       |
|           |     "Drive for Success"                                  |
|           |                                                          |
|           | -   Very little use of WorkKeys assessment; also used    |
|           |     Choices, another assessment tool                     |
+-----------+----------------------------------------------------------+
| **Clark   | -   Increased efforts to create a customer flow that     |
| County**  |     better captures the intricacies and complexities of  |
|           |     the system                                           |
|           |                                                          |
|           | -   Successfully obtained funding to continue disability |
|           |     navigator for another year in addition to the        |
|           |     disability BSR                                       |
|           |                                                          |
|           | -   In process of hiring a youth disability navigator    |
|           |                                                          |
|           | -   Reshaped the disability navigator position           |
|           |                                                          |
|           | -   One-Stop and Clearview became Employment Networks    |
|           |     under the Ticket to Work program in fall 2004 and    |
|           |     spring 2005 respectively                             |
|           |                                                          |
|           | -   Clearview piloted the process/implementation for the |
|           |     One-Stop; overwhelming response from Ticket holders  |
|           |                                                          |
|           | -   Increased use of WorkKeys (for both job seekers and  |
|           |     employers) and SelectFit                             |
|           |                                                          |
|           | -   Created drop-in assessment center                    |
|           |                                                          |
|           | -   Offered career research classes where job seekers    |
|           |     could learn how to interpret and use their           |
|           |     WorkKeys/SelectFit assessment reports                |
+-----------+----------------------------------------------------------+
| **New     | -   Hired an outreach coordinator to better serve        |
| Orleans** |     minority populations including homeless people.      |
|           |                                                          |
|           | -   Goodwill used WIA funds to subcontract the Literacy  |
|           |     Alliance of Greater New Orleans for a project to     |
|           |     improve literacy among employees                     |
|           |                                                          |
|           | -   Hired a Second Chance coordinator to work with       |
|           |     ex-offender population                               |
|           |                                                          |
|           | -   Offered a literacy assessment to job seekers; had a  |
|           |     vocational evaluator conduct the assessment onsite   |
|           |                                                          |
|           | -   No designated staff person to work with people with  |
|           |     disabilities/disability specialist                   |
+-----------+----------------------------------------------------------+
| *         | -   Efforts to create a more consistent intake and       |
| *Colorado |     registration process                                 |
| Springs** |                                                          |
|           | -   Funding for the two consumer navigators ended; one   |
|           |     became the youth consumer navigator and the other    |
|           |     became a navigator trainer in Denver                 |
|           |                                                          |
|           | -   One-Stop management obtained funding to create a new |
|           |     one-year navigator position, were in process of      |
|           |     hiring staff                                         |
|           |                                                          |
|           | -   VR had job club for people with developmental        |
|           |     disabilities                                         |
|           |                                                          |
|           | -   Increased use of WorkKeys (for both job seekers and  |
|           |     employers); VR staff concerned about accessibility   |
|           |     and usefulness of the assessment tool for people     |
|           |     with disabilities especially learning disabilities   |
+-----------+----------------------------------------------------------+
| **Rhode   | -   Created a VR staff position to do outreach to the    |
| Island    |     homeless population                                  |
| (Year     |                                                          |
| Two)**    | -   Were in process of hiring a Second Chance            |
|           |     coordinator to work with ex-offender population      |
|           |                                                          |
|           | -   Lost disability resource specialist at the           |
|           |     Providence/Cranston One-Stop (2/4 specialists left   |
|           |     in the state), and staff reported impact on service  |
|           |     delivery for people with disabilities                |
+-----------+----------------------------------------------------------+
| *         |                                                          |
| *Trends** |                                                          |
|           |                                                          |
| -         |                                                          |
| Increased |                                                          |
|           |                                                          |
|   efforts |                                                          |
|     to    |                                                          |
|           |                                                          |
|   achieve |                                                          |
|     uni   |                                                          |
| versality |                                                          |
|     and   |                                                          |
|           |                                                          |
|   improve |                                                          |
|           |                                                          |
|  customer |                                                          |
|     flow  |                                                          |
|           |                                                          |
| -         |                                                          |
|  Creating |                                                          |
|     par   |                                                          |
| tnerships |                                                          |
|     to    |                                                          |
|           |                                                          |
|    better |                                                          |
|           |                                                          |
|   support |                                                          |
|     a     |                                                          |
|           |                                                          |
|   diverse |                                                          |
|     p     |                                                          |
| opulation |                                                          |
|     of    |                                                          |
|           |                                                          |
|   clients |                                                          |
|     with  |                                                          |
|           |                                                          |
|  multiple |                                                          |
|           |                                                          |
|  barriers |                                                          |
|     to    |                                                          |
|     e     |                                                          |
| mployment |                                                          |
|           |                                                          |
| -   Sites |                                                          |
|           |                                                          |
| continued |                                                          |
|     to    |                                                          |
|           |                                                          |
| establish |                                                          |
|     sp    |                                                          |
| ecialized |                                                          |
|           |                                                          |
| positions |                                                          |
|     for   |                                                          |
|           |                                                          |
|   helping |                                                          |
|     staff |                                                          |
|     serve |                                                          |
|     in    |                                                          |
| dividuals |                                                          |
|     with  |                                                          |
|     dis   |                                                          |
| abilities |                                                          |
|           |                                                          |
| -         |                                                          |
| Continued |                                                          |
|           |                                                          |
|    effort |                                                          |
|     to    |                                                          |
|     creat |                                                          |
| e/improve |                                                          |
|     c     |                                                          |
| ustomized |                                                          |
|     s     |                                                          |
| trategies |                                                          |
|     for   |                                                          |
|     in    |                                                          |
| dividuals |                                                          |
|     with  |                                                          |
|     dis   |                                                          |
| abilities |                                                          |
|           |                                                          |
| -   Use   |                                                          |
|     of    |                                                          |
|     a     |                                                          |
| ssessment |                                                          |
|     and   |                                                          |
|     job   |                                                          |
|           |                                                          |
|  matching |                                                          |
|     tools |                                                          |
|           |                                                          |
|    varied |                                                          |
|           |                                                          |
|    across |                                                          |
|     sites |                                                          |
+-----------+----------------------------------------------------------+

**Changes Related to Job Seekers and Staff**

In Year Three, researchers focused on change as it related to job
seekers and staff. This section is comprised of six overarching
categories: changing policies regarding service delivery; changing
policies regarding customer flow; supporting a diverse population of
clients with multiple barriers to employment; changes in the disability
"go-to" person; customized strategies for individuals with disabilities;
and assessment and job matching tools.

[Changing policies regarding service delivery]{.underline}

Sites have undergone a number of changes in policies related to customer
service delivery. In New Orleans, alterations to the customer service
model began in Year Two and were still in progress. The goal was to
serve a larger volume of increasingly diverse customers. Los Angeles
\"fine-tuned\" their customer service delivery model with a greater
emphasis on customization and universality of services to all customers
rather than having services geared to specific populations.

New policies in Colorado Springs aimed for a more consistent intake
processes. The resource room managers, viewed as most skilled in
screening customers, were now responsible for intake for all customers.
The managers assigned points to each assessment criterion, and decided
which services the customer needed based on the points. If a customer's
application for WIA was refused, they would send a letter suggesting
alternative service options. Although a consultant made recommendations
on how to improve the process, the staff eventually decided on the plan.

Clark County made efforts to decrease waiting times. The Clark County
WIB director also mentioned the service policy priority of supporting
individuals who were low-income. However, it did not always happen:

> Fully half of the people who have been served for several years were
> not low-income. As of January 1, 100% of the people served in the
> adult program will be low-income, period, end of discussion. Now that
> should shift some resources towards people with disabilities because
> of the way their income is figured as a household of one.

[Changing policies regarding customer flow]{.underline}

Several universality and customer flow policies were implemented across
sites. The Los Angeles HOPE staff developed a formalized customer flow
procedure charting a process through the system:

> We defined how services were going to flow through, and then we
> developed a protocol and got everybody\'s buy-in.... The employment
> team, our steering committee, the DMH staff... everybody had the
> opportunity to give input. So, hopefully, we created a protocol on
> roles and responsibilities that everybody\'s going to be comfortable
> with. This just talks about the flow... and kind of how they go
> through services.

It was also reported that Los Angeles HOPE customers moved quickly
through the process because they received intensive case management.
Customers were moved out of universal access into case management
services and given a phone number for staff in advance and the name of a
disability coordinator. A MetroNorth case manager spoke of a one-year
follow-up with every person placed.

Problems with customer flow were noted in Utica, where two separate
reception areas existed. A transition to one reception area was in
process to consolidate and ensure that all customers were served.

[Supporting a diverse population of clients with multiple barriers to
employment]{.underline}

Sites acknowledged that One-Stops support a diverse client base, which
includes homeless people, individuals with low literacy levels,
ex-offenders, dislocated workers, aging workers, veterans, and youth.
Frontline staff in Los Angeles noticed an increasing number of people
with substance abuse issues and HIV/AIDS using One-Stop services. They
also mentioned youth runaways and emphasized the multiple languages that
were spoken in Los Angeles and One-Stops. To increase capacity, many
sites formed partnerships with agencies (e.g., mental health agencies,
homeless shelters) and programs that focused on the needs of these
populations (e.g., Literacy Alliance of Greater New Orleans, LA's HOPE
and NEW HOPE projects, Utica's CEG grant project serving ex-offenders
with disabilities).

-   **Homeless population**

New Orleans noticed a large increase in the number of people being
served with mental illness, mostly through initiatives that support
homeless populations. For more targeted outreach, the One-Stop hired an
outreach coordinator. There was also an increased emphasis on serving
homeless people in Rhode Island. They created a staff position to focus
on outreach to this population. This position was held by an experienced
VR counselor, who made contact with local resources to encourage greater
connections.

In Year Two, at the time of the site visit, Los Angeles's Project HOPE
had just been implemented. Funded by ODEP, the goal of the project was
to ensure that homeless individuals had access to mental health
services, permanent housing, and Customized Employment services.
Goodwill was contracted to work through the One-Stop system to help
individuals obtain employment. The project used the Empowerment team as
a model for creating an employment support infrastructure. They hired
two employment specialists and had plans to hire a third, who would
provide technical assistance to the five participating One-Stops to
support people who are homeless.

The project recruited participants through the shelter system. Project
staff noted that many shelter residents were "working poor" in need of
assistance. The CDD (the recipient of the grant) collaborated with the
New Image Emergency Shelter to create a universal access area in the
shelter after learning that many residents were intimidated by One-Stops
because they lacked computer skills. Staff described the resource room
at the shelter as a "portal to the One-Stop." The goal was to better
connect people with employment resources.

In addition to the resource room, the project also had a Mobile Career
Van. The plan was to take the van to shelters in the area, making
employment and training resources more accessible. Members of the
Empowerment team were also involved in project NEW HOPE, which focused
on working with low-income and homeless individuals with HIV/AIDS
throughout Los Angeles County (www.projectnewhope.org).

-   **Individuals with low literacy level**

Illiteracy was another employment barrier that New Orleans addressed.
Goodwill (the One-Stop operator) used some of its WIA funds to work with
the Literacy Alliance of Greater New Orleans to conduct workplace
literacy activities. At the time of the site visit, Goodwill was working
with a large shipbuilder company that wanted to promote some of its
staff to supervisors but was having difficulty because of their literacy
issues. Goodwill worked with the employer to increase literacy levels
among employees by providing training and assessment.

-   **Ex-offender population**

Another population that sites increasingly focused on was ex-offenders.
New Orleans and Utica hired *Second Chance Coordinators* to work
specifically with ex-offenders and prisoners who were close to release.
Utica used the infrastructure established under the Customized
Employment Grant as a template to provide services to ex-offenders, many
of whom had disabilities. At the time of the site visit, Rhode Island
was in the process of hiring a staff person to work specifically with
the ex-offender population.

-   **Dislocated workers and aging workers**

New Orleans, Clark County and Rhode Island increased their focus on
dislocated workers. The One-Stop director in New Orleans noted that the
One-Stop was recognized by the AARP and the U.S. Department of Labor as
a center that was sensitive to the needs of mature workers. In Clark
County, Clearview was working with SWWDC for dislocated worker funding
in order to enhance services for dislocated workers including those with
disabilities. The RCIL in Utica was working to determine how to better
link aging workers to the One-Stop system.

-   **Youth**

The youth population received increasing attention by One-Stops across
sites. In addition to adult career centers, Los Angeles, Rhode Island,
Clark County, and Colorado Springs operated youth centers. In Los
Angeles, members of the Empowerment team shifted their focus to provide
technical assistance (TA) to youth providers. At the time of the site
visit, Colorado Springs had a youth disability navigator and Clark
County was hiring one.

[Changes in the disability "go-to" person]{.underline}

In Year Three, some sites maintained a designated staff person to act as
a contact for job seekers with disabilities and serve as a resource or
"go-to" person for staff with disability-related questions. However,
there was a decrease in the number of sites that were able to support
disability specialists. In Los Angeles, both MetroNorth and Hollywood
staffed disability coordinators. Clark County obtained funding to
support its adult disability navigator for one more year in addition to
the disability BSRs. Both netWORKri Providence/Cranston and the Utica
Working Solutions lost their disability resource specialists and were
trying to figure out how to move forward without them.

-   **Disability coordinators in Los Angeles, CA**

Both centers maintained disability coordinators, positions that were
mandated by the City of Los Angeles. The Hollywood One-Stop became an
Employment Network under the Ticket to Work in 2004; the disability
coordinator helped facilitate job seeker orientations, providing
information about services available for people with disabilities and
Ticket holders. She worked closely with the Jobs for All representatives
and the new Veteran's representatives. Coordination of staff training
was another responsibility; coordinators assisted staff participating in
the Legacy training series (described in more detail in the Human
Resources section).

Compared with the previous year, members of the EmployABILITY team noted
more collaboration between the disability coordinators and One-Stop
frontline staff. According to team members, centers gave more
recognition to their disability coordinators. EmployABILITY team members
viewed the disability coordinators as staff information-dissemination
conduits, and hoped that this would eventually lead to EmployABILITY
team members "working themselves out of a job."

-   **Adult disability navigators and the disability business service
    representative in Clark County, WA**

Clark County maintained the same two disability navigator positions as
the previous year. One position was funded by a Work Incentives Grant
(WIG) to assist job seekers with systems navigation and educate staff
about disability issues. The other was funded under the Workforce Action
Grant (WAG) to raise disability awareness among the business service
team members and bring disability issues into employer outreach. The
discussion below concentrates on the WIG-funded navigator. For more
information on the WAG-funded navigator, see the Community Outreach and
Marketing section of this report.

The disability navigator position under the WIG had evolved. The
navigator felt that she was seeing results from her work over the past
year and that staff were more comfortable with disability issues.
Creating a network of "disability point persons" within the workforce
system facilitated her work. The navigator had point people in the
resource room, the employment specialist team, Veteran Services, and the
business services team. In addition, she helped Clearview job developers
refer customers to One-Stop staff directly as opposed to referring
customers herself. The disability navigator described her role:

> We help people understand what's available and get them to the place
> they need to. And then if they're having problems, we advocate on
> their behalf to be able to get the services they need. And so usually
> I only see a person one, maybe two times, and after that I don't see
> them again. And that was done purposely. We call ourselves the grease
> on all the wheels, to make sure that everybody works together and to
> help connect the community with WorkSource.

Overall, the disability navigator workload greatly increased. As in Los
Angeles, Clark County navigators became involved with the Ticket to Work
program as the One-Stop and Clearview became Employment Networks. The
demand for employment services provided under the Ticket increased so
much so that an assistant was hired to support the navigator. She
continued covering two One-Stops that were geographically far from one
another, which she perceived as a barrier. At the time of the site
visit, the navigator was working with her supervisor to reshape her
position. When asked about remodeling the navigator position, the
Clearview director emphasized that they did not want frontline staff to
rely on the navigator, and discussed her involvement at the systems
level. WIG funding for the position ended on June 30, 2005. However,
SWWDC had already secured funding under another state WIG to continue
the position for one more year.

-   **Adult and youth consumer navigators in Colorado Springs, CO**

Because funding for consumer navigators through the Rehabilitation
Services Administration's Project WIN ended, the two Colorado Springs
navigators left their positions. However, JFK Partners of the University
of Colorado Health Sciences received a five-year grant from SSA to form
a transition team to assist youth with disabilities on SSI to find
employment. Three staff positions were created: a Social Security
benefits specialist, a career counselor, and a youth navigator. Two
former adult navigators moved into these positions.

Reflecting on the initiative, frontline staff said that "overall the
navigator program had gone well." However, some felt that despite the
five years of activity, navigators had not succeeded in building the
infrastructure necessary for systems change. A resource room staff
member spoke of the tension between having a disability "specialist" and
the need for all staff to be able to serve individuals with
disabilities. She said that staff still struggled to address mental
health issues. Previously, frontline staff had referred job seekers with
disabilities to the navigator. With the navigator gone, frontline staff
referred to VR.

There clearly was a need to educate and train frontline staff on
disability issues. Staff continued to contact a former disability
navigator (now a youth navigator) although she no longer worked at the
adult center. In addition to the youth navigator, a resource room
manager had become the "go-to" person for staff because of her extensive
disability experience.

One-Stop management staff were aware of the issues resulting from the
loss of the disability navigator. A survey of frontline staff
demonstrated this need. A VR staff person said, "people really want
another navigator... because of the specialization and the knowledge."
Following the survey, One-Stop management secured funding for another
consumer navigator position through the state of Colorado, shifting a
former career advisor who is fluent in sign language into the position.

-   **The disability resource specialists in Providence/Cranston, Rhode
    Island**

NetWORKri had formerly staffed four disability resource specialists, who
were funded under a WIG from DOL. When the grant ended in 2003, the
Rhode Island DLT supported the positions because it recognized their
importance. One frontline staff member said:

> I think that \[the\] grant was a wonderful thing because it was a
> learning \[experience\] for the staff. If there were staff that were
> not comfortable, or thought that they didn't know what resources they
> needed for people with disabilities to help them find jobs, they
> learned that they could handle people with disabilities and they had
> some of the same need\[s\].

In Year Three, only two of the four disability specialist positions
remained. The disability resource specialist who staffed the
Providence/Cranston One-Stop was promoted to another position and had
not been replaced. One-Stop frontline staff and partners, including VR,
noticed the gap left behind by the specialist. A VR staff person said:

> I think there\'s a very big difference from when he was here, because
> we\'re now case-managing the clients with disabilities here that we
> have, where before we would both work together. We had a good
> relationship with him; clients would kind of go back and forth. He
> could have a client come in and see him directly, and then realize
> they might need some more assessments and more training. Refer them to
> us, we would provide those services and then send them back and then
> he would carry on with doing placement. And it could also go the other
> way.... It\'s not going anywhere near as well without that position
> filled.

-   **Disability navigator and peer specialists in Utica, NY**

The disability navigator position in Utica was funded through a local
WIG. Over the last year, at least three staff members held the
disability navigator position at the Utica One-Stop, and at the time of
the site visit the position was vacant. As of July, there were no longer
grant funds to cover the position, which caused concern among CEG staff
regarding referrals of job seekers with disabilities to the project.
Previously, frontline staff contacted the navigator if they had a
customer eligible for services under the CEG. With the loss of the
navigator, CEG staff made efforts to assist frontline staff to start
making referrals directly to the CEG through a new screening tool. In
addition, CEG staff members were working on developing an online
community agency database listing of services.

In addition to the disability navigators, the WIB also hired peer
specialists for each of the four One-Stops. These individuals with
disabilities were funded under the CEG to work alongside staff as an
additional resource. It was also an opportunity for individuals with
disabilities to gain work experience. High turnover among peers and a
lack of training led to the program's discontinuation.

[]{.mark}

[Customized strategies for individuals with disabilities]{.underline}

Year Three saw changes in the way services were provided, and many new
service options emerged. They included the Ticket to Work program in Los
Angeles and Clark County, the Jobs for All (JFA) program in Los Angeles,
and the One-Stop mentoring program for youth with disabilities in New
Orleans. Other activities included the disability awareness job fair in
New Orleans, job clubs for job seekers with disabilities in Colorado
Springs and Clark County, RCIL\'s staffing agency in Utica, the Drive
for Success project, the use of consumer-directed funding in Utica, and
the Working for Success project in Clark County.

-   **The Ticket to Work program in Los Angeles, CA and Clark County,
    WA**

The Ticket to Work is an SSA program that provides employment support
services for people on SSI or SSDI who want to work.  Ticket holders can
choose from a list of Employment Networks (including VR) for services
such as vocational rehabilitation, job search assistance, job training,
resume writing, and job coaching.

The City of Los Angeles WIB opted to participate in the Ticket program
following a briefing session by the EmployABILITY team in 2003. This
initiative has been fiscally supported by the WIB for almost two years.
The WIB itself was not an Employment Network, but the One-Stop acted as
such. Existing staff were cross-trained and conducted a separate Ticket
orientation, which became a "regular" part of doing business. The WIB
chose not to become an Employment Network but rather to support the
centers by providing technical assistance via the EmployABILITY's
Empowerment team and by designating EmployABILITY's 800 number as a
referral line for interested Ticket holders.

MetroNorth and Hollywood were chosen to develop a model of Employment
Network Ticket services. They began holding regular Ticket orientations.
Staff talked about the many phone calls they had received from all over
California and felt that they had underestimated demand. At the time of
the site visit, the staff had assisted four individuals with hearing
impairments to gain employment. They were working on expanding the
service menu available for Ticket holders, including self-employment
support and services.

In Clark County, the One-Stop and Clearview Employment Services both
became Employment Networks. At the time of the site visit, they were
working together to understand and implement the process. Ticket holders
were invited to a Clearview orientation where they learned about the
employment services available, including grant activities. Similar to
Los Angeles, the staff was surprised by the large number of individuals
wanting to use their Tickets. At the time of the site visit, 40 Ticket
holders had inquired at the One-Stop about employment resources.

-   **The Jobs for All program in Los Angeles, CA**

Last year we reported on the JFA program designed by California's
Employment Development Department in collaboration with the California
Department of Rehabilitation. The purpose was to provide employment and
training supports to individuals with disabilities who want to work.
Staff noted that the connection between JFA and the One-Stop had
improved. Staff mentioned that more people with disabilities had been
using the program and that One-Stop frontline staff and JFA staff had a
good referral process. The JFA representative also worked very closely
with VR staff and the disability coordinator---both major referral
sources. JFA staff also attended the job seeker orientations.

-   **The One-Stop mentoring program for youth with disabilities in New
    Orleans, Los Angeles**

New Orleans was involved in a One-Stop mentoring program for youth with
disabilities, which was piloted in Jefferson Parish. The project was
facilitated by the Louisiana Business Leadership Network and staff from
a local university. High school students were assigned to One-Stops, and
staff acted as mentors to them on the subjects of career exploration and
resume development. The goal of the project was to assist students to
successfully transition from school to employment and learn from the
youth about their One-Stop experiences.

-   **Disability awareness job fair in New Orleans, LA**

Delgado Community College City Park Campus was the site for one of
Louisiana's "Persons with Disabilities Job Fair." The job fair was
coordinated with National Disability Employment Awareness Month. This
year's job fair theme was "You're Hired! Success Knows No Limitations!"
Organizations from all over New Orleans participated, including the
One-Stop. Businesses across the state had the opportunity to
participate. One-Stop staff said that it was a good opportunity for them
to \"meet with a lot of companies that \[they\] didn\'t know would
hire\" persons with disabilities, so that left the "door open" for
employer connections and education.

-   **Job clubs for job seekers with disabilities in Colorado Springs,
    CO and Clark County, WA**

Many sites continued offering job clubs for networking and support for
people with disabilities. For instance, Colorado Springs offered a job
club for people with developmental disabilities through VR. Some sites
integrated their disability job clubs into general One-Stop services.
The Clark County One-Stop offered three job clubs: one for seniors, one
for people with disabilities, and one for the general public. To better
integrate mental health services into the One-Stop, Clearview moved its
job club to the One-Stop. In addition to merging the two job clubs, they
opened it to all job seekers with barriers to employment. Clearview
staff said:

> We actually asked \[the One-Stop\] and said, \"Could we do this over
> here for our folks? Can we show them the resources? You know, it helps
> us be integrated more into their system.\" And they said, \"You can
> only do it if you let other job seekers come into it.\" But we said,
> \"Not a problem,\" you know. We started out, and the first couple of
> weeks we had like, three or four people there. They were the folks
> from the mental health system that went over there. We now have 25
> people coming.

-   **RCIL's staffing agency in Utica, NY**

In Year Two, we reported on RCIL's temporary staffing agency, Columbia
Place Associates (www.rcil.com/AboutRCIL/ColumbiaPlaceAssociates.html).
The company was staffed by three people who worked with twenty to forty
businesses, and demand was rapidly increasing. Columbia Place Associates
employed approximately 100 people. Last year, 45 employees transitioned
from temporary to permanent employment with benefits. RCIL management
contributed this success to their agency being driven by business needs
as opposed to public funding. The RCIL director said, "It's totally
supported by business because we're giving them something they want."

-   **The Drive for Success project and the use of self-directed funding
    in Utica, NY**

"Drive for Success" was a pilot project under the Utica CEG. Pilot sites
realized that their clients\' biggest problem was transportation. The
project helped clients buy their own car by offering grant resources to
cover the down payment and the first year of insurance. In addition to
the financial assistance offered, clients had to go through extensive
credit counseling prior to purchasing their own car. A RCIL staff member
said: "A car represents a lot of things, doesn't it? I mean, it
represents independence, power, control, ownership.\" Such comments
indicated the excitement in seeing such positive results.

In addition to \"Drive for Success,\" consumer-directed funding was
available for individuals with disabilities who faced difficulties
transitioning into work or trying to keep a job. Consumer-directed
funding covered a broad range of needs essential to maintaining
employment, ranging from car repair and rent to childcare. RCIL hired an
additional full-time staff member to cover the paperwork for the
self-directed funding and "Drive for Success" projects.

CEG pilot sites actively sought funding to add components to the
project, such as services to ex-offenders with disabilities. At the time
of the site visit, both CEG staff and One-Stop frontline staff received
training on issues related to ex-offenders. In addition to the One-Stop
and its partners, CEG grantees collaborated with other community and
faith-based organizations to integrate the new service component.

-   **The Working for Success project in Clark County, WA**

Clark County was the recipient of a WAG to provide Customized Employment
support to individuals with disabilities. The project had various
components, including: the Working for Success team, a group of
Clearview job developers providing Customized Employment services; Keys
to Advancement, one of two community rehabilitation providers contracted
to provide employment supports to individuals with disabilities; and the
disability navigator/business service representative position at the
One-Stop, an employer consultant.

Since the previous year, the Working for Success team has made great
progress in providing individualized employment support and
self-employment resources. Clearview staff were excited about serving
about sixty people, including fifteen who were establishing
microenterprises and some who already had business licenses. To support
this venture, Clearview hired a business consultant who provided
guidance on self-employment, described in the Marketing and Outreach
section of this report.

[Assessment and job matching tools]{.underline}

Across sites, there was an increasing focus on applying standardized
assessment tools to better support job seekers and employers. The goal
was to help job seekers identify their strengths and weaknesses so as to
tailor the job search process to their individual needs. The New Orleans
One-Stop identified many adults functioning at low literacy levels who
were uncomfortable disclosing the information. Frontline staff made a
great effort to promote literacy assessment as a service to job seekers.
A staff person who specialized in vocational evaluation conducted the
assessments at the One-Stop.

Researchers reported last year that Utica, New Orleans, Colorado
Springs, and Clark County used another type of assessment called
WorkKeys. Developed by ACT (formerly known as American College Testing),
WorkKeys offers occupational and job profiles, assessments to measure
the current skill levels of workers, and specific training (called
WorkTrain) to close the skills gap when one exists. See
www.act.org/workkeys for more information.

There was very little use of WorkKeys in Utica, which was surprising
given the effort that Board of Cooperative Education Services (BOCES)
staff had put into the service. Last year all frontline staff in Utica
had taken the test, which they found useful. However, since then no
staff had been trained in administering the WorkKeys assessments. The
BOCES staff continued to be the only people able to administer the test.
The new resource room manager reported that when they first opened the
One-Stop in Utica, a staff person was responsible for marketing WorkKeys
to employers.

In addition to WorkKeys, Utica used an assessment tool called Choices.
Customers could choose to take an interest assessment, an ability
assessment, and/or an aptitude assessment. New Orleans was another site
where WorkKeys utilization had not grown.

In contrast to Utica and New Orleans, Clark County and Colorado Springs
increased utilization of WorkKeys. In Clark County, the One-Stop and
Clark College created a drop-in assessment center to more efficiently
manage customer volume and oversee the assessment process. The
assessment center was part of the core services provided by the
One-Stop. The center was staffed by a facilitator (Clark College staff).
This assessment center was the result of collaboration between the
Resource Room manager and a VR counselor.

In addition to WorkKeys, Clark County used another instrument called
SelectFit. Frontline staff promoted the benefits of participating in the
WorkKeys and/or SelectFit programs. This expanded the pool of job
seekers who took the assessments. Once a job seeker took the test,
his/her information was entered into the database and automatically
matched with compatible jobs. In this way, participating in these
assessment exercises increased job seekers' employment chances.

Since its implementation the preceding year, Colorado Springs had used
WorkKeys extensively. The WIB created a task force to look at issues
related to that kind of assessment. The WorkKeys assessment, which is a
requirement of the Workforce Skills Certification program, was endorsed
by the Greater Colorado Springs Chamber of Commerce, the Greater
Colorado Springs Economic Development Corporation, and the Pikes Peak
Community College. To better promote WorkKeys to employers, One-Stop
management hired two business consultants trained in administering the
assessment.

At the time of the site visit, WorkKeys was available to employers in
Clark County and Colorado Springs free of charge. However, management at
both sites considered transitioning to a fee-for-service model. VR staff
in Colorado Springs discussed the effects of standardized testing for
job seekers with disabilities, especially those with learning
disabilities.

Los Angeles used SkillsMatch (<http://skillsmatch.la-serves.org/>), an
instant job matching system that job seekers could use to find a job and
area employers could use to find qualified job seekers. SkillsMatch
automatically selects and matches the best qualified job seekers to the
most suitable employers. Matches are immediate and occur continuously.
Job seekers and employers enter their information once, and the system
commences with the search. One frontline staff member emphasized the
benefits of this system to job seekers:

> \[SkillsMatch is\] based on skills, instead of job titles. And we've
> always felt that that opens up the choices to clients, based on their
> skill set, as opposed to just limiting it to titles. And so that's
> something again that the city developed, or partnered in, and I think
> that's the real kudos in serving those who have more barriers, I
> think, because we're able to identify more opportunities for them.

[Customized Employment]{.underline}

Interviewees were asked about their knowledge of Customized Employment,
which is the process of negotiating with an employer to meet both the
employer\'s and individual's needs. Three of the sites had Department of
Labor grants that focused on Customized Employment, and staff involved
with those grants were typically familiar with the concepts. Other staff
at these sites and staff from other locations were not familiar with the
concept. On one occasion, a One-Stop staff member mistook Customized
Employment for \"customized training,\" a WIA concept where skill
training is designed to address the needs of a specific employer. Staff
who were working on expanding Customized Employment opportunities for
individuals with disabilities described a challenge in helping BSRs
approach employers regarding an individual.

[]{#__RefHeading___Toc115757296 .anchor}**Collaboration**

**Introduction**

While system collaboration is a fundamental tenet of the One-Stop, it is
often the concept sites struggled with the most. Commitment and
investment of system partners is critical, but a variety of systemic
constraints come into play. Tables 13 and 14 provide a summary of the
changes related to collaboration that emerged in Year Two and Year
Three.

[]{#__RefHeading___Toc115757450 .anchor}Table 13: Year Two Summary of
Findings on Collaboration

+------------+---------------------------------------------------------+
| **Site**   | **Collaboration**                                       |
+------------+---------------------------------------------------------+
| **Los      | -   Hollywood One-Stop VR received more referrals,      |
| Angeles**  |     counselor increased hours                           |
|            |                                                         |
|            | -   VR staffing remained the same at MetroNorth         |
|            |     One-Stop                                            |
|            |                                                         |
|            | -   VR was under financial stress and relocated offices |
+------------+---------------------------------------------------------+
| **Utica**  | -   Disability navigator present                        |
|            |                                                         |
|            | -   Merging cultures through friendships                |
|            |                                                         |
|            | -   RCIL, VR, and the ARC of Oneida County continued to |
|            |     be active One-Stop partners                         |
+------------+---------------------------------------------------------+
| **Clark    | -   Adjoining offices with VR                           |
| County**   |                                                         |
|            | -   VR found collaboration difficult to implement       |
|            |                                                         |
|            | -   Significant progress toward funding for service     |
|            |     delivery for customers with disabilities            |
|            |                                                         |
|            | -   One-Stop relationship with Clearview Employment     |
|            |     Services became more active through identifying     |
|            |     resources to enable systemic change                 |
+------------+---------------------------------------------------------+
| **New      | -   Louisiana Business Leadership Network was not       |
| Orleans**  |     funded and was thus no longer located at the        |
|            |     One-Stop                                            |
|            |                                                         |
|            | -   LBLN staff continued to make efforts to stay        |
|            |     connected with the One-Stop                         |
|            |                                                         |
|            | -   Part-time staffing of VR                            |
+------------+---------------------------------------------------------+
| **Colorado | -   Goodwill continued as an active One-Stop partner    |
| Springs**  |                                                         |
|            | -   \'\'Linked but distinct\" relationship between the  |
|            |     One-Stop and VR                                     |
|            |                                                         |
|            | -   Disability navigator present                        |
|            |                                                         |
|            | -   Shared case management between partnered agencies   |
+------------+---------------------------------------------------------+
| **Rhode    | -   One-Stop had strong collaborative ties with         |
| Island**   |     Goodwill.                                           |
|            |                                                         |
| **(Year    | -   Goodwill provided staffing, the One-Stop provided   |
| One)**     |     space in return                                     |
|            |                                                         |
|            | -   Strong relationship with VR                         |
|            |                                                         |
|            | -   Disability navigator present                        |
|            |                                                         |
|            | -   Collaboration through Employer Service Network      |
+------------+---------------------------------------------------------+
| **Trends** |                                                         |
|            |                                                         |
| -          |                                                         |
| Importance |                                                         |
|     of     |                                                         |
|     person |                                                         |
| -to-person |                                                         |
|     rel    |                                                         |
| ationships |                                                         |
|     that   |                                                         |
|     f      |                                                         |
| acilitated |                                                         |
|     pa     |                                                         |
| rtnerships |                                                         |
|     as     |                                                         |
|     well   |                                                         |
|     as     |                                                         |
|     more   |                                                         |
|            |                                                         |
|  effective |                                                         |
|            |                                                         |
|    service |                                                         |
|            |                                                         |
|   delivery |                                                         |
|            |                                                         |
| -          |                                                         |
|  Increased |                                                         |
|     col    |                                                         |
| laboration |                                                         |
|     with   |                                                         |
|     commu  |                                                         |
| nity-based |                                                         |
|     org    |                                                         |
| anizations |                                                         |
|            |                                                         |
| -          |                                                         |
|  Increased |                                                         |
|     col    |                                                         |
| laboration |                                                         |
|     with   |                                                         |
|     the    |                                                         |
|            |                                                         |
| disability |                                                         |
|     s      |                                                         |
| pecialist/ |                                                         |
| navigator, |                                                         |
|     who    |                                                         |
|     often  |                                                         |
|     acted  |                                                         |
|     as a   |                                                         |
|            |                                                         |
|    liaison |                                                         |
|            |                                                         |
|    between |                                                         |
|            |                                                         |
|   One-Stop |                                                         |
|            |                                                         |
|   partners |                                                         |
|            |                                                         |
| -   Sites  |                                                         |
|            |                                                         |
|  continued |                                                         |
|     to be  |                                                         |
|            |                                                         |
|   creative |                                                         |
|     in     |                                                         |
|            |                                                         |
| developing |                                                         |
|            |                                                         |
| strategies |                                                         |
|     and    |                                                         |
|     opp    |                                                         |
| ortunities |                                                         |
|     for    |                                                         |
|            |                                                         |
| networking |                                                         |
+------------+---------------------------------------------------------+

[]{#__RefHeading___Toc115757451 .anchor}Table 14: Year Three Summary of
Findings on Collaboration

+------------+---------------------------------------------------------+
| **Site**   | **Collaboration**                                       |
+------------+---------------------------------------------------------+
| **Los      | -   Increased presence of VR because of a consolidation |
| Angeles**  |     of VR offices                                       |
|            |                                                         |
|            | -   Hollywood One-Stop collaboration with community     |
|            |     colleges and other education partners to leverage   |
|            |     training dollars                                    |
|            |                                                         |
|            | -   MetroNorth had active role in collaborating with a  |
|            |     faith-based organization, Heartprints, that shares  |
|            |     an MOU with the One-Stop                            |
|            |                                                         |
|            | -   Impact of EmployABILITY Partnership in the          |
|            |     knowledge and attitudes of staff around disability  |
|            |     and on the level of systemic collaboration it       |
|            |     fostered                                            |
+------------+---------------------------------------------------------+
| **Utica**  | -   Continued to have a VR liaison to the One-Stop in   |
|            |     addition to VR representation on the LWIB           |
|            |                                                         |
|            | -   Increased collaboration with faith-based            |
|            |     initiatives ("Second Chance" project)               |
|            |                                                         |
|            | -   Mohawk Valley Council on Alcoholism and Addictions  |
|            |     identified as another partner under the CEG         |
+------------+---------------------------------------------------------+
| **Clark    | -   VR sent letters to its customers on waiting lists   |
| County**   |     educating them about One-Stop services              |
|            |                                                         |
|            | -   VR and One-Stop collaborated identifying VR clients |
|            |     eligible for dislocated worker funding              |
|            |                                                         |
|            | -   Established VR liaison to the One-Stop to increase  |
|            |     communication                                       |
|            |                                                         |
|            | -   A VR representative became board member             |
|            |                                                         |
|            | -   Increased VR integration and activity and VR        |
|            |     counselor use of the One-Stops to access resources  |
+------------+---------------------------------------------------------+
| **New      | -   At the service delivery level, VR was described by  |
| Orleans**  |     one respondent as "the missing link"                |
|            |                                                         |
|            | -   VR representation on the LWIB                       |
|            |                                                         |
|            | ```{=html}                                              |
|            | <!-- -->                                                |
|            | ```                                                     |
|            | -   Funding limitations cited as largely responsible    |
|            |     for somewhat minimal physical presence of VR        |
|            |                                                         |
|            | -   VR helped build partnership between One-Stop        |
|            |     operator and Louisiana State University's           |
|            |     rehabilitation program                              |
+------------+---------------------------------------------------------+
| **Colorado | -   Continued to have a VR liaison to the One-Stop and  |
| Springs**  |     VR representation on the LWIB                       |
|            |                                                         |
|            | -   One-Stop collaboration with local hospitals;        |
|            |     applied for grant to identify training resources    |
+------------+---------------------------------------------------------+
| **Rhode    | -   Full-time co-location of VR staff continued to      |
| Island**   |     foster relationships and increase collaboration at  |
|            |     the service delivery level                          |
| **(Year    |                                                         |
| Two)**     |                                                         |
+------------+---------------------------------------------------------+
| **Trends** |                                                         |
|            |                                                         |
| -   Col    |                                                         |
| laboration |                                                         |
|            |                                                         |
|    between |                                                         |
|     the    |                                                         |
|            |                                                         |
|   One-Stop |                                                         |
|     and VR |                                                         |
|     has    |                                                         |
|     become |                                                         |
|     a more |                                                         |
|            |                                                         |
|    natural |                                                         |
|     part   |                                                         |
|     of     |                                                         |
|            |                                                         |
|   One-Stop |                                                         |
|            |                                                         |
| operations |                                                         |
|     and    |                                                         |
|            |                                                         |
|    service |                                                         |
|            |                                                         |
|   delivery |                                                         |
|            |                                                         |
| -   Sites  |                                                         |
|            |                                                         |
|  developed |                                                         |
|     and    |                                                         |
|     i      |                                                         |
| mplemented |                                                         |
|            |                                                         |
| strategies |                                                         |
|     to     |                                                         |
|            |                                                         |
|   increase |                                                         |
|     active |                                                         |
|     col    |                                                         |
| laboration |                                                         |
|     with   |                                                         |
|     VR     |                                                         |
|            |                                                         |
| -   Sites  |                                                         |
|            |                                                         |
| identified |                                                         |
|            |                                                         |
|    factors |                                                         |
|     that   |                                                         |
|     have   |                                                         |
|            |                                                         |
|    impeded |                                                         |
|     true   |                                                         |
|     p      |                                                         |
| artnership |                                                         |
|            |                                                         |
|    between |                                                         |
|     the    |                                                         |
|            |                                                         |
|   One-Stop |                                                         |
|     and    |                                                         |
|     VR,    |                                                         |
|            |                                                         |
|  including |                                                         |
|            |                                                         |
|    funding |                                                         |
|     cuts   |                                                         |
|     and    |                                                         |
|            |                                                         |
|   staffing |                                                         |
|            |                                                         |
| shortages. |                                                         |
|            |                                                         |
| -   Col    |                                                         |
| laboration |                                                         |
|     with   |                                                         |
|     ed     |                                                         |
| ucational, |                                                         |
|     fa     |                                                         |
| ith-based, |                                                         |
|            |                                                         |
| disability |                                                         |
| -specific, |                                                         |
|     and    |                                                         |
|            |                                                         |
|    generic |                                                         |
|     commu  |                                                         |
| nity-based |                                                         |
|     org    |                                                         |
| anizations |                                                         |
|     (CBOs) |                                                         |
|     showed |                                                         |
|            |                                                         |
|  expansion |                                                         |
|            |                                                         |
| -   Sites  |                                                         |
|            |                                                         |
|  continued |                                                         |
|     to     |                                                         |
|            |                                                         |
|   struggle |                                                         |
|     to     |                                                         |
|            |                                                         |
|    enhance |                                                         |
|     col    |                                                         |
| laboration |                                                         |
|            |                                                         |
|    between |                                                         |
|     staff  |                                                         |
|     who    |                                                         |
|            |                                                         |
|    support |                                                         |
|     job    |                                                         |
|            |                                                         |
|    seekers |                                                         |
|     and    |                                                         |
|     staff  |                                                         |
|     who    |                                                         |
|            |                                                         |
|    support |                                                         |
|            |                                                         |
|  employers |                                                         |
+------------+---------------------------------------------------------+

**Changes in Collaboration**

This section highlights the success of system partners who have found
innovative ways to work together and identifies issues that made
collaboration more difficult. Specifically, the section addresses
collaboration with VR; barriers to collaboration with VR; collaboration
with community partners; and linking employers with job seekers.

[Collaboration with VR]{.underline}

Respondents reported that on the whole, collaboration between the
One-Stop and VR has become a more natural part of One-Stop operations
and service delivery. One VR staff person said, "We know enough about
each other that we know how to refer people back and forth as necessary,
and it's not a big deal." As in previous years, the level of
collaboration with VR differed across sites. However, this year's
research identified specific strategies that partners have used to
increase integration. These included reaching out to customers; having a
VR liaison; involving VR on the board; sharing resources; and ensuring a
physical presence.

-   **Reaching out to customers**

In Clark County, VR sent letters to individuals on their waiting list
for services, referring them to the One-Stop. Another effort concerned
One-Stop dislocated worker funds. Because the Clark County One-Stop was
feeling pressure to spend WIA dislocated worker funds, they linked with
VR to identify individuals who met the eligibility criteria. One-Stop
staff provided education to VR about eligibility, and VR reviewed its
waiting list for potential customers. Those identified were sent joint
letters from VR and the One-Stop letting customers know about available
One-Stop services.

-   **Establishing a VR liaison**

Several sites established VR liaisons to the One-Stop to increase
communication. In Clark County, the staff person chosen for this new
position demonstrated a rapport with One-Stop staff and an understanding
of the services available. She carried a caseload of approximately 40
individuals, and was formally housed at VR but was starting to bring
referrals to the One-Stop. She received training from One-Stop staff and
attended staff meetings. The establishment of this position occurred at
this site because VR wanted to work more effectively with the disability
navigator, stay connected to the One-Stop, and coordinate better with
all the partners. Colorado Springs also maintained a VR liaison, as did
Utica, although the Utica liaison did not carry a caseload.

-   **Involving VR on the board**

There was new VR representation on LWIBs in Colorado Springs and Clark
County. At other sites, a VR representative participated in LWIB
subcommittees; for instance, the VR director in Utica was on the
executive and partners committees. A New Orleans manager said that their
VR representative was very active on the board as well, trying to
develop an MOU with the One-Stop as part of the Program committee\'s
activities.

-   **Sharing resources and referrals**

The disability navigator in Clark County noted that she has seen an
increase in VR integration, activity with the One-Stops, and VR
counselor use of One-Stop resources. She described instances when WIA
training dollars were used when VR funds were unavailable. In Los
Angeles, a VR counselor described a situation where she referred a
customer to the One-Stop for assistance with his resume and job search.
The One-Stop staff member arranged for transportation to an interview,
and VR was able to purchase the tools he would eventually need on the
job. In Rhode Island, a disability resource specialist described sharing
customer training resources. He said that they were "close with \[their
VR\] counterparts in the office."

-   **Ensuring a physical presence**

In Los Angeles, the presence of VR appears to have increased because of
VR office consolidation. Last year, the VR counselor at the Hollywood
One-Stop had an office nearby that was considered in adequate proximity.
Because her office\'s new location is further away, she spent more
scheduled time at the One-Stop since traveling back and forth required
more planning. She is now co-located two days per week and reported
seeing more customers as a result of increased communication with other
One-Stop staff. This increased presence has also allowed her to be
active on the Continuous Quality Improvement team and to collaborate
with staff around shared customers.

The full-time co-location of VR staff in Rhode Island continued to
foster relationships and increase collaboration at the service delivery
level. However, staffing constraints in the netWORKri system have made
this more difficult at some centers. VR counselors noted that
collaboration seemed easier in Rhode Island because of the small size of
the state.

[Barriers to collaboration with VR]{.underline}

As in previous years, sites struggled to ensure that VR remained an
active, engaged partner. Colorado's VR liaison, VR counselor, and
employer representative had less of a presence at the One-Stop than in
years past. The VR counselor was supposed to visit the One-Stop once per
week, but One-Stop frontline staff said that often did not happen.
Although the VR employer representative was physically located at the
One-Stop, she continued to be unable to attend a cross-functional team
meeting because of a standing schedule conflict.

-   **Funding cuts**

In New Orleans, VR was described by one respondent as the missing link.
Funding limitations were considered largely responsible for the minimal
physical presence of VR. A manager in New Orleans said, "I think they're
willing to participate, \[but\] it definitely was a struggle having them
think about committing resources to the One-Stop centers or to the
infrastructure."

A VR staff person suggested that a liaison position could be helpful in
developing the relationship between the One-Stop and VR. However, as
noted throughout the years of the study, there continued to be
discussion about the fundamental difference between VR and the other
One-Stop partners. One respondent said that VR "doesn't mind" if
One-Stop staff automatically refer individuals with disabilities to VR.
A VR manager said:

> In reference to the partnerships, we specialize at a different level.
> JobOne is for everybody. It gives everybody that's unemployed the
> opportunity to become employment using \[their\] resources.... VR
> services are totally different.

Other barriers included the lack of a Memorandum of Understanding (MOU)
between VR and the One-Stop and the loss of counselor positions at VR.
As VR loses staff because of attrition, funding restrictions do not
allow them to replace staff.

When frontline staff members in Colorado Springs were asked about VR's
involvement, they discussed the agency\'s funding situation. They
mentioned that VR\'s order of selection status limited the amount and
type of customer whom they could serve.

-   **Staffing shortages**

In some cases, staffing shortages have led to limited collaboration
because of competing stresses, high caseloads, and lack of time and
resources. Last year's report highlighted the close collaboration
between VR and other One-Stop partners in Rhode Island. A VR supervisor
said that there was a very different level of collaboration this year
because of One-Stop staffing shortages. There was the perception that
because the One-Stop was so understaffed, case managers did not have the
resources to co-case manage or participate in joint trainings or
meetings. Moreover, with the recent loss of the disability coordinator
at the Providence/Cranston One-Stop, VR has seen an increase in direct
referrals. (This was the case in Colorado Springs as well, when the
disability navigator position ended.) However, staff from other Rhode
Island One-Stops said that the level of VR integration has been
maintained, perhaps due to fewer staff shortages than the
Providence/Cranston One-Stop has experienced.

[Collaboration with community partners]{.underline}

-   **Health care and educational partnerships**

Sites reached out to more community and educational entities to form
partnerships. For example, respondents noted that because of the
shortage of registered nurses in the local area, the Colorado Springs
One-Stop formed a collaboration with local hospitals and applied for a
grant to identify training resources. In Los Angeles, the Hollywood
One-Stop collaborated more with community colleges and other education
partners to leverage training dollars. In New Orleans, a new partnership
was formed with the National Retail Federation and the Louisiana
technical college. This collaboration resulted in a new career
center---a customer service skills center that provided a certification
in customer service and retail. Also in New Orleans, VR helped to build
a partnership between the One-Stop operator and Louisiana State
University's rehabilitation program. Respondents noted that this
relationship resulted in training opportunities for One-Stop staff
around disability issues.

-   **Collaboration with faith-based initiatives**

There has also been increased collaboration with faith-based
initiatives. The "Second Chance" project in Utica is part of the CEG and
involved collaboration with faith-based and community programs,
including an ex-offender program in Albany. The goal is to help
ex-offenders with disabilities find jobs. MetroNorth in Los Angeles also
took an active role in collaborating with a faith-based organization,
Heartprints, which has an MOU with the One-Stop. The MOU describes the
group as a collaborative partner, although a respondent said that they
have a great deal of flexibility in terms of the activities in which
they can engage because of their faith-based affiliation. This
connection brought new resources to MetroNorth. Los Angeles seems to
have a complex and comprehensive network of faith-based organizations
that know each other and collaborate. Through Heartprints, MetroNorth
entered this network.

-   **Partnerships with community-based organizations**

Another partner identified in Utica this year was the Mohawk Valley
Council on Alcoholism and Addictions, which houses Mohawk Valley
Consultant Associates. This group was co-located at the One-Stop one
afternoon per week and was a partner in the CEG, providing substance
abuse treatment and counseling and training staff on the range of
support needs. In Rhode Island, collaborative activities began through
grant activities with the Department of Corrections, and the One-Stop
also worked more closely with agencies that serve individuals who are
homeless.

-   **Partnerships with disability-specific partners**

Some sites saw an increase in the number of disability-specific
partners. In Los Angeles, data showed increased involvement of the JFA
program. In Year Two, One-Stop staff indicated that there was little
connection between One-Stop and JFA staff. However, for the last two
years JFA staff members have been co-located at the Hollywood One-Stop.
The JFA staff person said that he worked with both the disability
coordinator and VR. JFA jointly managed cases with VR and worked closely
with BSRs to share job leads. In Rhode Island, the Employer Service
Network continued to be a resource-sharing opportunity for community
organizations to get together and network about specific customers and
share job leads. RCIL continued to be an active partner in the Utica
site and was instrumental in bringing together such agencies as the
local DOL, the Department of Social Services, VR, and local school
districts.

Since its inception, this study has documented collaborative
relationships between One-Stops and mental health providers. Rhode
Island disability resource specialists continued to have close ties with
local mental health providers. The most significant relationship with a
mental health provider was with Clearview Employment Services in Clark
County. Data showed that Clearview continued to foster this relationship
in many ways. On a frontline level, Clearview staff and their customers
integrated themselves into the One-Stop through weekly job club
workshops, headhunter classes, and other services. The text box below
highlights the relationship between Clearview job developers and
One-Stop BSRs.

### 

[Connecting staff: Linking employers with job seekers]{.underline}

At several sites, respondents talked about the need to connect staff
members who worked with job seekers to staff members who worked with
employers. They identified the need to better integrate BSRs\' activity
with that of frontline staff. This was a prominent theme in Clark County
(described later) and Colorado Springs. In Los Angeles, although efforts
were made to the contrary, the work of business liaison staff seemed to
be separate from the activities of frontline staff who worked with job
seekers.

According to the One-Stop director in Clark County, there was a lack of
connection between One-Stop frontline staff and employer staff. However,
with the creation of the Business Service Unit the friction point
shifted and was now internal, between One-Stop frontline staff and the
BSRs. The One-Stop director said:

> \[The friction point\] was between the employment specialist and the
> employer, because the focus of the employment specialist's perspective
> is to focus less on making a quick placement, getting as many
> placements as possible, not so much the quality. And many times
> employers would get upset because there was less emphasis on quality,
> people didn't stay very long. It just wasn't the right approach. So
> now, that friction point---with the Business Services Unit coming in,
> that friction point was moved from externally to internally. Now
> there's a friction point between the employment specialists and the
> Business Services Unit.

One-Stop leaders were not the only ones aware of this friction. The two
navigators in Clark County were equally concerned about the problem.
(One was the disability navigator who primarily worked with frontline
staff, and the other was the disability business service representative
who was part of the Business Service Unit.) Both disability navigators
were in the process of figuring out how to connect the two teams.

[]{#__RefHeading___Toc115757298 .anchor}**Communication Mechanisms**

**Introduction**

Communication between all levels of staff was identified as a way to
build trust between and within organizations. The better the
communication, the greater the trust established between managers and
frontline staff, and among different organizations that worked together.
This was especially important at sites that experienced a great deal of
change around funding, staffing, partners, and leadership. Table 15 and
Table 16 summarize the issues related to communication in Year Two and
Year Three.

[]{#__RefHeading___Toc115757452 .anchor}Table 15: Year Two Summary of
Findings on Communication Mechanisms

+-------------+--------------------------------------------------------+
| **Site**    | **Communication Mechanisms**                           |
+-------------+--------------------------------------------------------+
| **Los       | -   Staff attended annual Goodwill meetings            |
| Angeles**   |                                                        |
|             | -   Online chat rooms (Goodwill website) provided      |
|             |     staff with opportunity to communicate, exchange    |
|             |     ideas                                              |
+-------------+--------------------------------------------------------+
| **Utica**   | -   Used partner meetings to implement the CEG         |
|             |                                                        |
|             | -   VR staff member (located full-time at the One-Stop |
|             |     but with no caseload) was liaison between the      |
|             |     One-Stop, VR, other partners                       |
+-------------+--------------------------------------------------------+
| **Clark     | -   Used staff meetings to communicate change and      |
| County**    |     guide staff through change process                 |
|             |                                                        |
|             | -   Used cross-functional teams as communication tool  |
|             |                                                        |
|             | -   Disability navigator acted as liaison between the  |
|             |     One-Stop and its partners                          |
|             |                                                        |
|             | -   Emphasis on informal communication mechanisms      |
|             |     ("talk soup" opportunity)                          |
+-------------+--------------------------------------------------------+
| **New       | -   Used staff meetings for quality improvement        |
| Orleans**   |                                                        |
|             | -   Side-by-side cubicles to put BSR members together  |
+-------------+--------------------------------------------------------+
| **Colorado  | -   Used cross-functional teams as a communication     |
| Springs**   |     tool                                               |
|             |                                                        |
|             | -   Frontline staff members acted as liaisons between  |
|             |     the One-Stop, partners                             |
+-------------+--------------------------------------------------------+
| **Rhode     | -   Comprehensive email networks, potlucks, telephone, |
| Island**    |     email exchange                                     |
|             |                                                        |
| **(Year     | -   "Daily Communicator" enabled staff to review daily |
| One)**      |     activities                                         |
|             |                                                        |
|             | -   Informal social activities created a comfortable,  |
|             |     safe workplace                                     |
+-------------+--------------------------------------------------------+
| **Trends**  |                                                        |
|             |                                                        |
| -           |                                                        |
|  Leadership |                                                        |
|     played  |                                                        |
|     an      |                                                        |
|             |                                                        |
|   important |                                                        |
|     role in |                                                        |
|     e       |                                                        |
| stablishing |                                                        |
|             |                                                        |
| continuity, |                                                        |
|     co      |                                                        |
| mmunication |                                                        |
|     links   |                                                        |
|     between |                                                        |
|     all     |                                                        |
|     levels  |                                                        |
|     of the  |                                                        |
|     system  |                                                        |
|     and     |                                                        |
|             |                                                        |
| maintaining |                                                        |
|     a       |                                                        |
|             |                                                        |
|    constant |                                                        |
|             |                                                        |
| information |                                                        |
|     flow    |                                                        |
|             |                                                        |
| -   Sites   |                                                        |
|     used    |                                                        |
|             |                                                        |
|    meetings |                                                        |
|     as a    |                                                        |
|             |                                                        |
|   mechanism |                                                        |
|     to      |                                                        |
|             |                                                        |
| communicate |                                                        |
|     change, |                                                        |
|             |                                                        |
|   implement |                                                        |
|     new     |                                                        |
|     i       |                                                        |
| nitiatives, |                                                        |
|     conduct |                                                        |
|     quality |                                                        |
|     i       |                                                        |
| mprovement, |                                                        |
|     build   |                                                        |
|     rel     |                                                        |
| ationships, |                                                        |
|     share   |                                                        |
|             |                                                        |
| information |                                                        |
|             |                                                        |
| -   Cross   |                                                        |
| -functional |                                                        |
|     teams   |                                                        |
|     and     |                                                        |
|     staff   |                                                        |
|     liaison |                                                        |
|     used as |                                                        |
|     tools   |                                                        |
|     to      |                                                        |
|     improve |                                                        |
|     co      |                                                        |
| mmunication |                                                        |
|             |                                                        |
| -           |                                                        |
|    Improved |                                                        |
|     co      |                                                        |
| mmunication |                                                        |
|     through |                                                        |
|     seating |                                                        |
|     staff   |                                                        |
|     with    |                                                        |
|     similar |                                                        |
|     roles   |                                                        |
|             |                                                        |
|    together |                                                        |
|             |                                                        |
| -   Social  |                                                        |
|             |                                                        |
|  activities |                                                        |
|             |                                                        |
| facilitated |                                                        |
|     co      |                                                        |
| mmunication |                                                        |
|     among   |                                                        |
|     staff   |                                                        |
+-------------+--------------------------------------------------------+

[]{#__RefHeading___Toc115757453 .anchor}Table 16: Year Three Summary of
Findings on Communication Mechanisms

+--------------+-------------------------------------------------------+
| **Site**     | **Communication Mechanisms**                          |
+--------------+-------------------------------------------------------+
| **Los        | -   Bimonthly leadership meetings at MetroNorth       |
| Angeles**    |                                                       |
|              | -   Increased effort to encourage staff to            |
|              |     communicate informally (client referrals were     |
|              |     made in informal meetings with case managers)     |
|              |                                                       |
|              | -   Disability coordinators central to facilitating   |
|              |     info sharing and communication among One-Stop     |
|              |     staff, partners                                   |
+--------------+-------------------------------------------------------+
| **Utica**    | -   Identified a staff person (CEG administrative     |
|              |     staff) as information hub                         |
+--------------+-------------------------------------------------------+
| **Clark      | -   Brainstorming sessions held regularly with        |
| County**     |     Clearview job developers, a consultant (hired     |
|              |     under the WAG), and the One-Stop BSRs             |
|              |                                                       |
|              | -   Facilitated regular monthly meetings between      |
|              |     Clearview staff and other partners of the WAG/WIG |
|              |                                                       |
|              | -   Established leadership collaboration meetings     |
|              |     involving One-Stop staff partners                 |
|              |                                                       |
|              | -   One-Stop leadership team met weekly, and the      |
|              |     whole leadership team including partners met      |
|              |     monthly                                           |
|              |                                                       |
|              | -   Small physical changes improved communication     |
|              |     between One-Stop and VR staff                     |
|              |                                                       |
|              | -   Disability navigators part of disability-related  |
|              |     email listserv, helping to disseminate info to    |
|              |     staff/partners                                    |
+--------------+-------------------------------------------------------+
| **New        | -   Regular meetings held between workforce and       |
| Orleans**    |     Goodwill (operator) staff                         |
+--------------+-------------------------------------------------------+
| **Colorado   | -   One-Stop management held "lunch and learn" series |
| Springs**    |     to improve information-sharing and staff          |
|              |     communication                                     |
|              |                                                       |
|              | -   Held monthly interagency meetings to keep         |
|              |     partners engaged and informed; meetings were      |
|              |     disability-specific                               |
+--------------+-------------------------------------------------------+
| **Rhode      | -   Increased effort to encourage staff to            |
| Island**     |     communicate informally with one another           |
|              |                                                       |
| **(Year      | -   One-Stop management had "open door policy" in     |
| Two)**       |     place                                             |
+--------------+-------------------------------------------------------+
| **Trends**   |                                                       |
|              |                                                       |
| -            |                                                       |
|    Increased |                                                       |
|     efforts  |                                                       |
|     to       |                                                       |
|     address  |                                                       |
|     c        |                                                       |
| ommunication |                                                       |
|     issues   |                                                       |
|     between  |                                                       |
|              |                                                       |
|    frontline |                                                       |
|     staff    |                                                       |
|     and      |                                                       |
|              |                                                       |
|  management, |                                                       |
|     and      |                                                       |
|     One-Stop |                                                       |
|     staff    |                                                       |
|     and      |                                                       |
|     partners |                                                       |
|              |                                                       |
| -            |                                                       |
|   Strategies |                                                       |
|     to       |                                                       |
|     address  |                                                       |
|     issues   |                                                       |
|              |                                                       |
|    included: |                                                       |
|     c        |                                                       |
| ommunication |                                                       |
|     through  |                                                       |
|     regular  |                                                       |
|              |                                                       |
|    meetings, |                                                       |
|              |                                                       |
|    providing |                                                       |
|     informal |                                                       |
|     o        |                                                       |
| pportunities |                                                       |
|     to       |                                                       |
|     improve  |                                                       |
|     co       |                                                       |
| mmunication, |                                                       |
|     and      |                                                       |
|              |                                                       |
|  identifying |                                                       |
|     specific |                                                       |
|     staff    |                                                       |
|     members  |                                                       |
|     as       |                                                       |
|              |                                                       |
|  information |                                                       |
|     hubs     |                                                       |
+--------------+-------------------------------------------------------+

**Charting Changes in Communication**

This section explores issues around collaboration related to
communication at multiple levels, communication through regular
meetings, informal communication, and identifying a staff person to
serve as a communication hub.

[Communication at multiple levels]{.underline}

Communication issues were identified at several staff levels, including
among staff and partners, and between leadership and frontline staff.
Communication was noted as a particular challenge in New Orleans,
Colorado Springs, and Rhode Island.

Constant communication between frontline staff and management was
critical, but sites often struggled with how to best maintain it. "You
can't tell people how you are going to solve a problem that they don't
even know yet exists," one One-Stop manager reflected, quoting a
consultant who had recently visited to facilitate strategic planning. In
Colorado Springs, leadership knew communication with staff was a
weakness. Rhode Island also faced this challenge.

[Communication through regular meetings]{.underline}

-   **Job developer meetings**

In Clark County, there were regular brainstorming sessions between
Clearview job developers and One-Stop BSRs . The groups actively used
the \"leads and needs\" group for information exchange. Regular monthly
meetings were also held between job developers from Clearview and Keys
to Advancement (community provider) to facilitate communication. These
meetings provided an opportunity to discuss challenges and achievements,
and allowed staff to network around specific customers and share
referrals. One respondent referred to this as a "cross-fertilization"
process. Utica also used a networking meeting of job developers to
improve communication between partner agencies.

-   **Leadership meetings**

Clark County established monthly leadership collaboration meetings at
the One-Stop. The leadership team consisted of representatives from the
One-Stop and all partner staff, including VR. While representatives from
the One-Stop met on a weekly basis, the whole team, including partners,
met monthly to discuss service delivery issues. Staff commented on the
importance of a constant flow of information. One respondent said,
"Communication is the key to teamwork... the right hand has to know what
the left is doing." MetroNorth in Los Angeles also held bimonthly
leadership meetings.

-   **Partner meetings**

In New Orleans, regular meetings were established between workforce
development staff and Goodwill (operator) staff. In Los Angeles, there
were monthly staff meetings with all co-located staff that provided an
opportunity to address challenges and gather input on issues related to
the One-Stop. A Goodwill staff person from Los Angeles emphasized the
priority placed on information-sharing at these meetings.

In Colorado Springs, the One-Stop director sought to improve
information-sharing through a "lunch and learn" series. These meetings
provided an opportunity for staff and partners to talk to One-Stop
management. Staff could submit agenda items for topics of discussion.
Also in Colorado Springs, monthly interagency meetings helped to keep
partners such as Goodwill and the Resource Exchange (the local
Community-Centered Board that coordinates services for individuals with
MR/DD) informed. These were disability-specific meetings that touched on
a variety of issues, including employment. The goal of the meetings was
to share information on activities such as grant development and
workforce development, which were on the agenda every month.

Last year, researchers documented the importance of the cross-functional
teams in Colorado Springs as a mechanism for effective communication.
This remained an important strategy for partner staff to stay connected
to one another, but challenges were also identified. Some respondents
noted varying levels of communication between team members and team
leaders. Not all staff had access to the same level of information
because the styles of team leaders varied greatly. The teams had also
grown in size over the past year.

[Informal communication]{.underline}

On a more informal level, interviewees discussed the benefits of an
atmosphere that cultivated communication. For instance, the director of
a One-Stop in Los Angeles said that referrals were often made through
informal meetings with case managers. In Rhode Island, one respondent
talked about an "open-door policy" with management.

In Clark County, informal communication was fostered through a small
physical change: One-Stop staff members were able to more easily connect
with VR staff because, although they were next door to one another, the
door between the One-Stop and VR had previously been shut. Also in Clark
County, exchange, communication, and informal training started to happen
without the facilitation of One-Stop leadership. A manager commented:

> It used to be us saying, \"Well why don't you go do a presentation to
> this group?\" and I just kind of noticed that happening more---that
> they're seeing each other and directing it, and just getting curious
> and learning about each other.

-   **Identifying specific staff as information hubs**

Because many sites were engaged in a variety of grant activities,
communication about these initiatives was critical. For the CEG project,
staff in Utica identified a person who served as a contact for pilot
sites. He ensured that information was shared, mostly through electronic
means. The CEG project director said that this central staff person:

> Is the hub. Everything goes through him, but it's not cumbersome. He
> knows everything that happens, referrals and the feedback back and
> forth. So we can tell who served who, what the outcome was, where else
> they might have gotten service from. And so we kind of get a nice big
> picture about what's going on with folks. So that's been helpful.

Through the EmployABILITY project in Los Angeles, disability
coordinators met regularly and disseminated information to their centers
through electronic meeting minutes. Similarly, disability navigators in
Clark County were part of an email listserv that provided them with
disability-related information, which they then disseminated.

[]{#__RefHeading___Toc115757299 .anchor}**Access and Assistive
Technology**

**Introduction**

In Year Three, sites continued to expand their assistive technology (AT)
capacity, making their service delivery systems fully accessible. Last
year, there was an emphasis on the type of accommodations provided
within the One-Stops (see Table 17 below). This year, sites looked
beyond physical disability and were striving for universal access
instead of devising a specific set of environmental changes for
customers with disabilities. Table 18 provides a summary of the changes
in Year Three.

[]{.mark}

[]{#__RefHeading___Toc115757454 .anchor}Table 17: Year Two Summary of
Findings on Accessibility and Assistive Technology

+-------+--------------------------------------------------------------+
| **S   | **Identifying AT needs and funding, accommodations &         |
| ite** | training around AT**                                         |
+-------+--------------------------------------------------------------+
| **Los | -   Significantly increased amount of technology available   |
| Ange  |     (15 to 20 computers)                                     |
| les** |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Created satellite office in Chinatown to better          |
|       |     accommodate the employment-related needs of homeless     |
|       |     people                                                   |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   EDD Jobs for All program aimed to increase employment    |
|       |     retention of individuals with disabilities; supported    |
|       |     One-Stop staff with workplace accommodations including   |
|       |     adaptive equipment, modifications, job coaching          |
|       |                                                              |
|       | -   Training/advice provided by Goodwill, the Employability  |
|       |     Network, the Center for Assistive Technology             |
+-------+--------------------------------------------------------------+
| **Ut  | -   Received state funding to purchase AT to expand the      |
| ica** |     resource room                                            |
|       |                                                              |
|       | -   Offered wide range of accommodations including alternate |
|       |     formats, large print materials                           |
|       |                                                              |
|       | -   Training/advice provided by RCIL, VR, product            |
|       |     manufacturers                                            |
|       |                                                              |
|       | -   AT training provided by people with disabilities         |
+-------+--------------------------------------------------------------+
| **    | -   Continued to standardize needs assessments, purchasing,  |
| Clark |     implementation of AT                                     |
| Cou   |                                                              |
| nty** | -   Standardized AT implementation in One-Stop resource      |
|       |     rooms completed in three phases                          |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Working group consisted of staff from VR, other          |
|       |     disability organizations, Washington AT                  |
|       |                                                              |
|       | -   Alliance assessed One-Stop accessibility and ensured     |
|       |     consistency across the state                             |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stops developed disability action                    |
|       |     plans---standardized protocols to enhance One-Stop       |
|       |     accessibility and availability of AT                     |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Built up computer lab, increasing number of computers    |
|       |     available to customers                                   |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Funding for AT from grants such as WIG and the           |
|       |     Governor\'s Commission on Employment for People with     |
|       |     Disabilities                                             |
|       |                                                              |
|       | -   Made swipe card system accessible by installing touch    |
|       |     screens                                                  |
|       |                                                              |
|       | -   Provided accommodation for One-Stop staff to use the     |
|       |     data entry system/SKIES---data could be entered using a  |
|       |     keyboard, mouse, touch screen, or voice-activated device |
|       |                                                              |
|       | -   Created satellite office at Clearview Employment         |
|       |     Services to better accommodate the employment-related    |
|       |     needs of people with mental health issues                |
|       |                                                              |
|       | -   Offered a wide range of accommodations including         |
|       |     alternate formats and large print materials              |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Training/advice was provided by Clearview Employment     |
|       |     Services, WATA, Access Ingenuity, and VR                 |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Disability navigator informally created opportunities    |
|       |     for staff to interact with, be job shadowed by           |
|       |     individuals with disabilities                            |
+-------+--------------------------------------------------------------+
| **New | -   Enhanced One-Stop accessibility by installing push       |
| Orle  |     buttons on the front door                                |
| ans** |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Although staff members were aware of need to better      |
|       |     accommodate customers with dual diagnosis, no mechanisms |
|       |     were implemented to help staff identify and respond to   |
|       |     customers\' accommodation needs                          |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stop staff consulted the Governor\'s Commission on   |
|       |     Employment for People with Disabilities in regard to     |
|       |     accommodations and related issues                        |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Previously, One-Stop staff used the UAC as important     |
|       |     resource; with the end of funding, the UAC dissolved,    |
|       |     leaving gap behind                                       |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Training/assistance provided by product manufacturers    |
+-------+--------------------------------------------------------------+
| **Col | -   Built up adaptive equipment lab; VR contributed funds to |
| orado |     towards purchasing                                       |
| Spri  |                                                              |
| ngs** | -   Consumer navigator used ADA Technical Assistance center  |
|       |     as a consultant on accommodations                        |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Assistance provided by consumer navigators, CTAP,        |
|       |     product manufacturers                                    |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Resource room manager acted as important resource on AT  |
+-------+--------------------------------------------------------------+
| **    | -   Since the mid-nineties, the netWORKri Steering Committee |
| Rhode |     has been successfully addressing One-Stop accessibility  |
| Isl   |     issues (e.g., designed accessible floor plans for the    |
| and** |     One-Stops)                                               |
|       |                                                              |
| **    | ```{=html}                                                   |
| (Year | <!-- -->                                                     |
| O     | ```                                                          |
| ne)** | -   One-Stop manager in collaboration with the Arc developed |
|       |     several workshops customized to the needs of job seekers |
|       |     with disabilities                                        |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stop staff members given accommodations in order to  |
|       |     use the data entry system                                |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Held after-hours career exploration workshops for middle |
|       |     school students                                          |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Brought One-Stop intake forms to homeless shelters to    |
|       |     better accommodate employment-related needs of homeless  |
|       |     persons                                                  |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stop staff consulted the Governor\'s Commission on   |
|       |     Employment for People with Disabilities in regard to     |
|       |     accommodations and related issues                        |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Training provided by Tech Access and VR                  |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Most AT training provided by people with disabilities    |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Individual with hearing impairment gave presentation on  |
|       |     etiquette                                                |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stop manager developed a binder with one-page        |
|       |     instructions sheets on every piece of equipment          |
+-------+--------------------------------------------------------------+
| **Tre |                                                              |
| nds** |                                                              |
|       |                                                              |
| -     |                                                              |
|   All |                                                              |
|       |                                                              |
| sites |                                                              |
|       |                                                              |
|  were |                                                              |
|       |                                                              |
| physi |                                                              |
| cally |                                                              |
|       |                                                              |
| acces |                                                              |
| sible |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|  cust |                                                              |
| omers |                                                              |
|       |                                                              |
|  with |                                                              |
|       |                                                              |
|   dis |                                                              |
| abili |                                                              |
| ties, |                                                              |
|       |                                                              |
|    no |                                                              |
|       |                                                              |
|   phy |                                                              |
| sical |                                                              |
|       |                                                              |
|   acc |                                                              |
| essib |                                                              |
| ility |                                                              |
|     i |                                                              |
| ssues |                                                              |
|       |                                                              |
| ident |                                                              |
| ified |                                                              |
|       |                                                              |
| -     |                                                              |
|  Incr |                                                              |
| eased |                                                              |
|       |                                                              |
|   emp |                                                              |
| hasis |                                                              |
|       |                                                              |
|    on |                                                              |
|       |                                                              |
|   sta |                                                              |
| ndard |                                                              |
| izing |                                                              |
|       |                                                              |
|    AT |                                                              |
|     a |                                                              |
| ssess |                                                              |
| ment, |                                                              |
|     p |                                                              |
| urcha |                                                              |
| sing, |                                                              |
|       |                                                              |
|   and |                                                              |
|       |                                                              |
|  impl |                                                              |
| ement |                                                              |
| ation |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  incr |                                                              |
| eased |                                                              |
|       |                                                              |
|    ef |                                                              |
| forts |                                                              |
|       |                                                              |
|    to |                                                              |
|     e |                                                              |
| xpand |                                                              |
|       |                                                              |
|    AT |                                                              |
|       |                                                              |
| capac |                                                              |
| ities |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  were |                                                              |
|     r |                                                              |
| espon |                                                              |
| sive, |                                                              |
|       |                                                              |
|   wil |                                                              |
| ling, |                                                              |
|       |                                                              |
|   and |                                                              |
|       |                                                              |
|    to |                                                              |
|     a |                                                              |
|       |                                                              |
|    ce |                                                              |
| rtain |                                                              |
|     e |                                                              |
| xtent |                                                              |
|       |                                                              |
|   cre |                                                              |
| ative |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
| terms |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|   acc |                                                              |
| ommod |                                                              |
| ating |                                                              |
|       |                                                              |
|  cust |                                                              |
| omers |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  cont |                                                              |
| inued |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|    be |                                                              |
|       |                                                              |
|   rea |                                                              |
| ctive |                                                              |
|     r |                                                              |
| ather |                                                              |
|       |                                                              |
|  than |                                                              |
|       |                                                              |
|  proa |                                                              |
| ctive |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
| terms |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
| respo |                                                              |
| nding |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|   acc |                                                              |
| ommod |                                                              |
| ation |                                                              |
|       |                                                              |
|   req |                                                              |
| uests |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|    in |                                                              |
| creas |                                                              |
| ingly |                                                              |
|       |                                                              |
|  used |                                                              |
|       |                                                              |
|   ext |                                                              |
| ernal |                                                              |
|       |                                                              |
|    su |                                                              |
| pport |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|  prov |                                                              |
| ision |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|  acco |                                                              |
| mmoda |                                                              |
| tions |                                                              |
+-------+--------------------------------------------------------------+

[]{#__RefHeading___Toc115757455 .anchor}Table 18: Year Three Summary of
Findings on Accessibility and Assistive Technology

+-------+--------------------------------------------------------------+
| **S   | **Identifying AT needs and funding, accommodations &         |
| ite** | training around AT**                                         |
+-------+--------------------------------------------------------------+
| **Los | -   Disability-related resources visible upon entry          |
| Ange  |                                                              |
| les** | -   Equal Employment Opportunity (EEO), Quest Diversity      |
|       |     Training & Consulting, disability coordinator were key   |
|       |     players in achieving higher levels of accessibility      |
|       |                                                              |
|       | -   Mandated participation in the Legacy Training            |
|       |     contributed to increased accessibility                   |
|       |                                                              |
|       | -   Provision of TA to centers shifted from Goodwill to      |
|       |     Quest                                                    |
|       |                                                              |
|       | -   VR trained staff on compliance reviews and use of the    |
|       |     DOL Section 188                                          |
|       |                                                              |
|       | -   Activity was directly connected to the state             |
|       |     self-evaluation (i.e., Nondiscrimination Equal           |
|       |     Opportunity Physical and Program Accessibility           |
|       |     checklist)                                               |
+-------+--------------------------------------------------------------+
| **Ut  | -   Increased efforts to think beyond physical accessibly    |
| ica** |     (e.g., brochures at eye level for someone in a           |
|       |     wheelchair)                                              |
|       |                                                              |
|       | -   To improve signage, experimented with different          |
|       |     locations, bolder print                                  |
|       |                                                              |
|       | -   Efforts to put CEG service directory online              |
|       |                                                              |
|       | -   Resource room layout was altered to be more              |
|       |     accommodating to job seekers with disabilities           |
+-------+--------------------------------------------------------------+
| **    | -   The WorkSource Disability Network continued to be        |
| Clark |     involved in activities to make centers more accessible   |
| Cou   |     (conducted disability-related plans with all centers,    |
| nty** |     ordered AT, implemented training needs assessment)       |
|       |                                                              |
|       | -   Offered accommodations in regards to Job Hunter series   |
+-------+--------------------------------------------------------------+
| **New | -   Continued working on customer service flow and           |
| Orle  |     reconfiguring the computer area to be more user-friendly |
| ans** |     and easily maneuverable to someone in a wheelchair       |
|       |                                                              |
|       | -   Mayor's Office of Workforce Development coordinated with |
|       |     providers around services for people with disabilities   |
|       |                                                              |
|       | -   Considered providing alternate formats for the JobOne    |
|       |     seminars and other workshops                             |
|       |                                                              |
|       | -   Considered ways to improve both physical and             |
|       |     programmatic accessibility of the adult education lab    |
|       |     for people obtaining a GED                               |
|       |                                                              |
|       | -   The State DOL\'s EEO office conducted an assessment of   |
|       |     One-Stops\' accessibility using the DOL Section 188      |
|       |     checklist                                                |
+-------+--------------------------------------------------------------+
| **Col | -   With the loss of the navigator, respondents felt that    |
| orado |     assistive technology was underutilized                   |
| Spri  |                                                              |
| ngs** |                                                              |
+-------+--------------------------------------------------------------+
| **    | -   Focus on universality rather than on specific set of     |
| Rhode |     environmental changes for people with disabilities       |
| Isl   |                                                              |
| and** | -   A staff person was consistently available to essentially |
|       |     provide accommodations as needed                         |
| **    |                                                              |
| (Year |                                                              |
| T     |                                                              |
| wo)** |                                                              |
+-------+--------------------------------------------------------------+
| **Tre |                                                              |
| nds** |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  were |                                                              |
|       |                                                              |
|   thi |                                                              |
| nking |                                                              |
|       |                                                              |
| about |                                                              |
|     a |                                                              |
|       |                                                              |
|  more |                                                              |
|       |                                                              |
|   com |                                                              |
| prehe |                                                              |
| nsive |                                                              |
|       |                                                              |
| defin |                                                              |
| ition |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|   acc |                                                              |
| essib |                                                              |
| ility |                                                              |
|       |                                                              |
| -     |                                                              |
|   Phi |                                                              |
| losop |                                                              |
| hical |                                                              |
|       |                                                              |
| shift |                                                              |
|       |                                                              |
|  from |                                                              |
|       |                                                              |
|   acc |                                                              |
| essib |                                                              |
| ility |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|   uni |                                                              |
| versa |                                                              |
| lity; |                                                              |
|       |                                                              |
|  good |                                                              |
|       |                                                              |
|   cus |                                                              |
| tomer |                                                              |
|       |                                                              |
|   ser |                                                              |
| vices |                                                              |
|       |                                                              |
|   was |                                                              |
|       |                                                              |
|    th |                                                              |
| ought |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|    be |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|   key |                                                              |
|       |                                                              |
|    to |                                                              |
|     m |                                                              |
| aking |                                                              |
|       |                                                              |
|   One |                                                              |
| -Stop |                                                              |
|       |                                                              |
|   ser |                                                              |
| vices |                                                              |
|       |                                                              |
|  univ |                                                              |
| ersal |                                                              |
|       |                                                              |
| -   B |                                                              |
| uy-in |                                                              |
|       |                                                              |
|   and |                                                              |
|       |                                                              |
|    su |                                                              |
| pport |                                                              |
|       |                                                              |
|  from |                                                              |
|       |                                                              |
| leade |                                                              |
| rship |                                                              |
|     p |                                                              |
| layed |                                                              |
|     a |                                                              |
|     s |                                                              |
| trong |                                                              |
|       |                                                              |
|  role |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
|  achi |                                                              |
| eving |                                                              |
|       |                                                              |
|    gr |                                                              |
| eater |                                                              |
|     l |                                                              |
| evels |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|   acc |                                                              |
| essib |                                                              |
| ility |                                                              |
|       |                                                              |
| -     |                                                              |
|   New |                                                              |
|       |                                                              |
|  acco |                                                              |
| mmoda |                                                              |
| tions |                                                              |
|       |                                                              |
|  were |                                                              |
|       |                                                              |
|  made |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
|  each |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
| sites |                                                              |
|       |                                                              |
| -     |                                                              |
| Ident |                                                              |
| ified |                                                              |
|       |                                                              |
|  need |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|    be |                                                              |
|       |                                                              |
|  more |                                                              |
|       |                                                              |
|  proa |                                                              |
| ctive |                                                              |
|     r |                                                              |
| ather |                                                              |
|       |                                                              |
|  than |                                                              |
|       |                                                              |
|   rea |                                                              |
| ctive |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
| terms |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|  prov |                                                              |
| iding |                                                              |
|       |                                                              |
|  acco |                                                              |
| mmoda |                                                              |
| tions |                                                              |
|       |                                                              |
| -     |                                                              |
|    Se |                                                              |
| veral |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
| sites |                                                              |
|       |                                                              |
|   had |                                                              |
|       |                                                              |
|  comp |                                                              |
| leted |                                                              |
|       |                                                              |
|    or |                                                              |
|       |                                                              |
|  were |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|    pr |                                                              |
| ocess |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
| compl |                                                              |
| eting |                                                              |
|       |                                                              |
| compl |                                                              |
| iance |                                                              |
|       |                                                              |
|    re |                                                              |
| views |                                                              |
|       |                                                              |
| based |                                                              |
|       |                                                              |
|    on |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|   DOL |                                                              |
|       |                                                              |
|    Se |                                                              |
| ction |                                                              |
|       |                                                              |
|   188 |                                                              |
|       |                                                              |
|  chec |                                                              |
| klist |                                                              |
+-------+--------------------------------------------------------------+

**Charting Changes in Accessibility and Assistive Technology**

This section will address the following themes concerning accessibility
and assistive technology: moving beyond physical accessibility; the role
of leadership in achieving greater levels of accessibility; new
accommodations; and compliance reviews based on DOL Section 188.

[Moving beyond physical accessibility]{.underline}

Sites in Year Three appeared to focus on a more comprehensive definition
of accessibility. That extended to considerations to make the
environment friendly and welcoming; universality; good customer service;
and customer flow. In Los Angeles for example, disability-related
resources were visible upon entering MetroNorth, and a sign in multiple
languages which read "welcome" was placed near the door. This message is
also in Braille and represented visually in a picture of hands signing,
lending itself to a disability-friendly environment. Furthermore, photos
from the San Diego State Disability Initiative were located along the
route to the resource room, highlighting the disabilities of different
celebrities (with "dis" in disability less highlighted). The combination
of messages created a very consistent, welcoming feeling throughout.

Interviewees in Utica and New Orleans used the term "user-friendly" when
discussing accessibility. For example, they were concerned about the
amount of paperwork given to the customer upon arrival. Thinking beyond
physical accessibility and standard door-width issues, they concerned
themselves with more subtle issues such as putting brochures at eye
level for someone using a wheelchair. Since signage has always been a
problem in Utica, they experimented with different locations and bolder
print. New Orleans has been considering customer service flow and
reconfiguring their computer area to be more user-friendly and easily
maneuverable to someone in a wheelchair.

Thinking about the ease and comfort of the physical environment in Rhode
Island and Los Angeles led to discussions of universality. Rather than
have a specific set of environmental adjustments for "people with
disabilities," staff in Rhode Island considered the individual needs of
a diverse customer base:

> We actually don't treat them any differently than anyone else.
> Obviously, we have to help them... but we pretty much try to treat
> them as everyone else. And if they need special or extra help, just
> like anyone else that walks through the door, we give it to them. Some
> of the customers that walk in the door don't speak English and we'll
> need interpreters. People with deafness, we'll need a sign
> interpreter. Some people come in and they don't know how to use the
> technology, they don't read, and they don't use the computers. The job
> seeker customer base out there is very, very diverse, culturally
> diverse, and diverse in terms of needs.

In Los Angeles the philosophical shift from accessibility to
universality could be seen by the importance they placed on making
services welcoming and useful to a diverse client base, instead of
accessible specifically to people with disabilities. Through the
emphasis that Legacy places on good customer service, they now focus on
meeting everyone's needs, regardless of background or ability. As one
staff person described it:

> I think they've also noticed that this process was at first an
> obligatory \[one\] that through the Legacy and through their own CQI
> that they've seen that there is a nexus between providing excellent
> customer service, you know, barring none---what we've used is Bobby
> Silverstein's mantra \"All Means All,\" and they kind of---they get it
> and they've experienced enough success with it to buy in on it.

[The role of leadership]{.underline}

Buy-in and support from leadership appeared to play a key role in
achieving greater levels of accessibility in the sites visited. Year
Three findings highlight the importance of leaders when implementing
changes to improve physical and programmatic accessibility. The One-Stop
disability network in Clark County was still considered a leader on
disability issues and making One-Stops more accessible. They conducted
disability-related plans with all the centers, ordered AT, and
implemented a training needs assessment. The Los Angeles Equal
Employment Opportunity (EEO) compliance officers reported that formal
leadership (executive directors or program directors) needed to strongly
support accessibility for people with disabilities in order to truly get
the job done. They also needed leaders who could make key financial
decisions. Leadership in Colorado Springs felt that their assistive
technology was underutilized since the loss of their consumer navigator.

While the importance of leadership was echoed throughout, in specific
sites former leaders left and new leaders emerged. For example, the
Center of Assistive Technology in Los Angeles was both a resource and a
leader regarding AT, but their presence has diminished significantly due
primarily to lack of funding in combination with greater awareness and
training (the latter condition meaning that there was less of a need for
their assistance).

While the Center of Assistive Technology does not appear to be as
active, interviewees in Los Angeles described a new collaborative
leadership credited with improving accessibility. The key players in
this effort include the EEO, Quest Diversity Training & Consulting, and
the disability coordinator. While the disability coordinator still is a
general resource person for people with disabilities, she has taken on a
more nontraditional leadership role when it comes to accessibility.

> I\'ve seen in a lot of centers, the disability coordinator takes a lot
> more ownership of the role.... We had one that rearranged their whole
> resource area when they moved to make it accessible. She did all this
> on her own, and got lots of kudos from her boss, who recognized what
> she did and everything else. I think because of the knowledge they are
> taking a lot. A lot of the ones we\'ve had contact with are taking a
> lot more initiative to do things that \[make\] the environment more
> accessible.

The EEO staff people interviewed reported seeing a major evolution in
accessibility since the days of the Job Training Partnership Act. They
felt that staff understood that the EEO was a resource and felt more
comfortable accessing the officers when encountering problems. Increased
accessibility in Los Angeles is the result of the combination of several
factors including having the EEO complaints officers and the disability
coordinator on staff and the buy-in from the project manager of the
Employability team and CDD.

Furthermore, a resource was established in Los Angeles so that when
accessibility recommendations are made, centers have a place to go to
solve problems. Quest Diversity Training & Consulting offered technical
assistance to centers and was an excellent resource for the EEO office
to recommend. Thus, TA has been shifted away from Goodwill and onto
Quest. They appear to be handling more TA than last year but less than
in Year One. The Civil Rights Center also motivated some of the TA work
they have done.

The role that leadership played in accessibility can also be seen in New
Orleans, where staff reported the impact of the discontinuation of the
Universal Access Committee. The cessation left loose threads in terms of
accessibility. Overall staff felt that that disability issues were no
longer pressing and no longer at the forefront. However, despite the
loss of the Universal Access Committee, the Mayor's Office of Workforce
Development coordinated with providers around services for people with
disabilities. Those efforts were supplemented by assistance from the
Governor\'s Committee on Disability Affairs. The Mayor's office was an
active, strong force advocating for physical accessibility issues. At
the time of the site visit, the New Orleans East Office still had an
inaccessible front door, but there were plans being made to change the
situation.

[New examples of accommodations]{.underline}

In Year Three, new accommodations were made at each of the sites. In
more general terms, however, staff said it was important to be proactive
rather than reactive in terms of providing accommodations. In Rhode
Island, staff noted the need for a constant state of readiness in the
event that an accommodation of any nature was requested. The One-Stop
director from New Orleans stated:

> My charge to myself is to make sure that we do not have to react when
> somebody comes in with a disability, that we should already know how
> to take care of them, in any way possible. We should be able to know
> how to utilize all of our resources and be better prepared.

The following are examples of specific accommodations undertaken at
different sites. In Clark County, staff ensured that job seekers knew
that accommodations could be made to their Job Hunter series (on tape,
Braille, one-on-one format). In New Orleans, recommendations were made
to ensure the availability of a number of alternate formats related to
seminars and other workshops. Furthermore, they contemplated ways to
physically and programmatically improve accessibility of the adult
education lab for people obtaining a GED.

In Utica, the WIB supported publishing their service directory online
and the resource room layout was altered to be more accommodating to job
seekers with disabilities. In Rhode Island, a staff person that was
consistently available essentially to provide accommodations as needed.
This included reading for people who had literacy issues and teaching
people how to navigate the internet or use a mouse.

[Compliance reviews based on DOL Section 188]{.underline}

Several of the sites had completed or were completing compliance reviews
based on the DOL Section 188 checklist. The checklist was designed to
ensure meaningful participation of people with disabilities in programs
and activities operated One-Stops. Section 188 of WIA ensures
nondiscrimination and equal opportunity for various categories of
persons, including persons with disabilities
(www.dol.gov/oasam/programs/crc/WIASection188DisabilityChecklist.htm).

An interviewee from Rhode Island informed the researchers of their
recent survey completion and 100% compliance, although the researcher
was not entirely sure if, in fact, it was the DOL Section 188 checklist.
In New Orleans the state DOL\'s EEO office conducted an assessment of
One-Stop accessibility using the Section 188 checklist, with very
favorable results coming back largely because of the efforts of the UAC
and the Louisiana Business Leadership Network. This prompted them to
think critically about accessibility of their STEP program that supports
individuals receiving welfare benefits.

In Los Angeles, the process began with a series of trainings conducted
by VR. These trainings were held prior to conducting compliance review
site visits to ensure 100% compliance on accessibility. VR came to CDD
and provided a hands-on training in which participants navigated the
physical environment in wheelchairs and reviewed the physical and
program accessibility tool. It was directly connected to the state
self-evaluation. There was a nondiscrimination/equal opportunity
checklist and a physical/program accessibility checklist, identified by
the acronym \"NEO-PPA,\" or Nondiscrimination Equal Opportunity Physical
and Program Accessibility. The accessibility self-assessment tool was
based on the DOL 188 checklist but was not part of One-Stop's actual
certification process.

Subsequent to the VR trainings, all EEO officers were trained on the
nine elements from the DOL section 188 checklist and the complaint
resolution process. As a follow-up, the EEO office began initiating a
100% compliance review site visits:

> We are currently in the process of conducting those site visits.... We
> file a report, providing technical assistance, and the site visit
> includes going through the nine elements of methods of administration.
> \[Staff\] does a walk-through on the physical accessibility and we
> discuss with them the programmatic accessibility. And as part of that
> we make sure to include participant interviews to see what their
> experience of the particular WorkSource Center is. So that's what
> we're completing now.

As the site visits were conducted, staff produced observations,
recommendations, and suggestions for the One-Stop to follow. It was
interesting to note that as part of the site visits, the EEO compliance
people sat through an orientation observing the process as if they were
job seekers. They listened for issues such as the availability of
accommodations. The EEO compliance team always recommended that the
center call their representative from the EmployABILITY Partnership (now
Quest) for technical assistance on making changes. A time limit was
suggested by the EEO department, and a follow-up visit was scheduled to
monitor progress. As part of the TA assistance available, they updated
information on the website as they continued through the process.

[]{#__RefHeading___Toc115757300 .anchor}Community Outreach and Marketing

**Introduction**

Marketing and outreach were important for One-Stops to increase their
visibility and recognition in the community as a resource. The goal is
twofold: to attract more job seeker and business customers, and to
attract more partners to share costs, expertise, and service delivery
across organizations. Tables 19 and 20 provide a summary of the issues
and changes in marketing and outreach in Year Two and Year Three.

[]{#__RefHeading___Toc115757456 .anchor}Table 19: Year Two Summary of
Findings on Community Outreach and Marketing

+-------+--------------------------------------------------------------+
| **S   | **Outreach/marketing to the general public, to people with   |
| ite** | disabilities, to employers**                                 |
+-------+--------------------------------------------------------------+
| **Los | -   Project HOPE included outreach component to the homeless |
| Ange  |     population                                               |
| les** |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Recent marketing campaign geared at people with          |
|       |     disabilities included bus placards, posters in bus       |
|       |     shelters                                                 |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Advertised EmployABILITY in local newspaper for Latinos  |
|       |     with disabilities                                        |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Staff presentations of campaign efforts at national      |
|       |     conferences                                              |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   BSR utilization of wide range of outreach and marketing  |
|       |     activities targeted to employers                         |
|       |                                                              |
|       | -   One-Stop tours, job fairs, business breakfasts,          |
|       |     mailings, economic summits                               |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Offered *Windmills* training to employers                |
+-------+--------------------------------------------------------------+
| **Ut  | -   Lost marketing staff person due to lack of funding       |
| ica** |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Systems change grant coordinator/LWIB member made        |
|       |     presentations at a homeless coalition to staff working   |
|       |     with individuals with behavioral problems                |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   LWIB received a DMH grant for an advertising campaign to |
|       |     increase One-Stop visibility to people with disabilities |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Outreach is part of the job for staff (RCIL job          |
|       |     developers, disability navigator)                        |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   As part of the Customized Employment Grant, One-Stop     |
|       |     developed brochure for people with disabilities listing  |
|       |     grant partners, services, contact info                   |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Two BSRs conducted employer outreach in different        |
|       |     geographic regions                                       |
|       |                                                              |
|       | -   BSR coordination of a job services employment committee  |
|       |     that provided seminars and job fairs to businesses       |
|       |                                                              |
|       | -   BSRs also members of the newly created Business Service  |
|       |     team comprised of 27 representatives from partner        |
|       |     agencies in the tri-county area                          |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stop and VR sponsorship of National Disability       |
|       |     Employment Awareness Month                               |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Steering group/advisory committee (Job Service Employer  |
|       |     committee) comprised of employers                        |
|       |                                                              |
|       | -   One-Stop staff held seminars and focus groups for        |
|       |     employers                                                |
+-------+--------------------------------------------------------------+
| **    | -   Used wide range of outreach and marketing activities     |
| Clark |     including One-Stop tours, job fairs, business            |
| Cou   |     breakfasts, mailings                                     |
| nty** |                                                              |
|       | -   Outreach to the disability community part of job of the  |
|       |     disability navigator (funded under the WIG)              |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Employer outreach part of the job of the disability      |
|       |     account representatives (funded under the WAG)           |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   To better target employers and conduct employer outreach |
|       |     more effectively, employer account representatives       |
|       |     specialized in particular industries                     |
+-------+--------------------------------------------------------------+
| **New | -   Changed name from New Orleans Adult Career Center to     |
| Orle  |     JobOne to increase awareness of the One-Stop as an       |
| ans** |     employment resource                                      |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stop marketing controlled through the city of New    |
|       |     Orleans                                                  |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Launched new marketing campaign                          |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Considered adding closed-captioning to TV ads and videos |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   BSRs responsible for employer outreach                   |
|       |                                                              |
|       | -   Previously, Louisiana Business Leadership Network (LBLN) |
|       |     had been One-Stop\'s link to both disability resources   |
|       |     and the employer community; due to end of funding, LBLN  |
|       |     was no longer present at or linked with the One-Stop     |
|       |                                                              |
|       | -   LBLN continued involvement in educating employers and    |
|       |     raising their awareness about hiring people with         |
|       |     disabilities                                             |
+-------+--------------------------------------------------------------+
| **Col | -   One-Stop had full-time public information officer who    |
| orado |     acted as conduit to all media sources, developed         |
| Spri  |     outreach materials, coordinated news events, considered  |
| ngs** |     target audiences                                         |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Outreach efforts to homeless population through homeless |
|       |     shelters                                                 |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Consumer navigators had their own brochures in different |
|       |     formats for people with disabilities that included       |
|       |     partner names such as VR.                                |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Outreach to the disability community was part of         |
|       |     consumer navigator\'s job                                |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Planned to create innovative approaches for employer     |
|       |     representatives                                          |
|       |                                                              |
|       | -   Plan included One-Stop employer representatives working  |
|       |     closely/collaboratively with VR employer representatives |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Employer account representatives specialized in industry |
|       |     area to better target employers                          |
+-------+--------------------------------------------------------------+
| **    | -   DLT initiated new One-Stop marketing campaign            |
| Rhode |                                                              |
| Isl   | -   Hired agency to design marketing materials               |
| and** |                                                              |
|       | ```{=html}                                                   |
| **    | <!-- -->                                                     |
| (Year | ```                                                          |
| O     | -   Outreach efforts to homeless population through homeless |
| ne)** |     shelters                                                 |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Wheelchair symbol added to generic brochure to indicate  |
|       |     One-Stop staff ability, desire to meet needs of job      |
|       |     seekers with disabilities                                |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   One-Stop and VR staff conducted outreach to disability   |
|       |     community through presentations at related conferences   |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Governor\'s Commission for People with Disabilities ran  |
|       |     TV programs on disability issues and focused one episode |
|       |     on the One-Stop Center                                   |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Outreach activities coordinated with the Employer        |
|       |     Service Network                                          |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   DLT teamed with the Economic Development Corps creating  |
|       |     RI Career Day sponsored by employers                     |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   *Providence Journal* ran job fairs that ESR attended     |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   NetWORKri received free booths through arrangement to    |
|       |     place fliers in DLT\'s unemployment checks               |
+-------+--------------------------------------------------------------+
| **Tre |                                                              |
| nds** |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  cont |                                                              |
| inued |                                                              |
|       |                                                              |
|   use |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|  same |                                                              |
|       |                                                              |
|    ge |                                                              |
| neral |                                                              |
|       |                                                              |
|  mark |                                                              |
| eting |                                                              |
|       |                                                              |
| strat |                                                              |
| egies |                                                              |
|       |                                                              |
|    as |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
|  Year |                                                              |
|       |                                                              |
|   One |                                                              |
|     ( |                                                              |
| broch |                                                              |
| ures, |                                                              |
|     b |                                                              |
| illbo |                                                              |
| ards, |                                                              |
|       |                                                              |
| radio |                                                              |
|       |                                                              |
| adver |                                                              |
| tisem |                                                              |
| ents, |                                                              |
|       |                                                              |
|   job |                                                              |
|     f |                                                              |
| airs, |                                                              |
|       |                                                              |
| local |                                                              |
|     n |                                                              |
| ewspa |                                                              |
| pers, |                                                              |
|       |                                                              |
|    ne |                                                              |
| wslet |                                                              |
| ters, |                                                              |
|     p |                                                              |
| ublic |                                                              |
|       |                                                              |
|    se |                                                              |
| rvice |                                                              |
|       |                                                              |
|  anno |                                                              |
| uncem |                                                              |
| ents) |                                                              |
|       |                                                              |
| -     |                                                              |
| Focus |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|    ge |                                                              |
| neral |                                                              |
|       |                                                              |
|  mark |                                                              |
| eting |                                                              |
|       |                                                              |
|   cam |                                                              |
| paign |                                                              |
|       |                                                              |
|   was |                                                              |
|       |                                                              |
|    di |                                                              |
| verse |                                                              |
|       |                                                              |
|    po |                                                              |
| pulat |                                                              |
| ions, |                                                              |
|       |                                                              |
|  incl |                                                              |
| uding |                                                              |
|     p |                                                              |
| eople |                                                              |
|       |                                                              |
|  with |                                                              |
|       |                                                              |
|    di |                                                              |
| sabil |                                                              |
| ities |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  cond |                                                              |
| ucted |                                                              |
|     a |                                                              |
|       |                                                              |
|  wide |                                                              |
|       |                                                              |
| range |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
| marke |                                                              |
| ting, |                                                              |
|       |                                                              |
|   out |                                                              |
| reach |                                                              |
|       |                                                              |
| activ |                                                              |
| ities |                                                              |
|       |                                                              |
|   tar |                                                              |
| geted |                                                              |
|       |                                                              |
|    at |                                                              |
|     p |                                                              |
| eople |                                                              |
|       |                                                              |
|  with |                                                              |
|       |                                                              |
|    di |                                                              |
| sabil |                                                              |
| ities |                                                              |
|       |                                                              |
| -     |                                                              |
|   Hom |                                                              |
| eless |                                                              |
|       |                                                              |
| popul |                                                              |
| ation |                                                              |
|       |                                                              |
| ident |                                                              |
| ified |                                                              |
|       |                                                              |
|    as |                                                              |
|       |                                                              |
|   new |                                                              |
|     t |                                                              |
| arget |                                                              |
|       |                                                              |
| popul |                                                              |
| ation |                                                              |
|       |                                                              |
|   for |                                                              |
|       |                                                              |
|  comm |                                                              |
| unity |                                                              |
|       |                                                              |
|   out |                                                              |
| reach |                                                              |
|       |                                                              |
| activ |                                                              |
| ities |                                                              |
|       |                                                              |
| -     |                                                              |
|  Mark |                                                              |
| eting |                                                              |
|     r |                                                              |
| elied |                                                              |
|       |                                                              |
|    in |                                                              |
| creas |                                                              |
| ingly |                                                              |
|       |                                                              |
|    on |                                                              |
|       |                                                              |
| netwo |                                                              |
| rking |                                                              |
|       |                                                              |
|   and |                                                              |
|     l |                                                              |
| inkag |                                                              |
| e-bui |                                                              |
| lding |                                                              |
|       |                                                              |
| mecha |                                                              |
| nisms |                                                              |
|       |                                                              |
| -     |                                                              |
|  Incr |                                                              |
| eased |                                                              |
|       |                                                              |
|  mark |                                                              |
| eting |                                                              |
|       |                                                              |
|   and |                                                              |
|       |                                                              |
|   out |                                                              |
| reach |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|   emp |                                                              |
| loyer |                                                              |
|       |                                                              |
|  comm |                                                              |
| unity |                                                              |
|       |                                                              |
| -     |                                                              |
|   One |                                                              |
| -Stop |                                                              |
|       |                                                              |
| commi |                                                              |
| tment |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|   inc |                                                              |
| rease |                                                              |
|       |                                                              |
|   emp |                                                              |
| loyer |                                                              |
|       |                                                              |
|  awar |                                                              |
| eness |                                                              |
|       |                                                              |
|   and |                                                              |
|     b |                                                              |
| uy-in |                                                              |
|       |                                                              |
|  rega |                                                              |
| rding |                                                              |
|       |                                                              |
| using |                                                              |
|       |                                                              |
|  One- |                                                              |
| Stops |                                                              |
|       |                                                              |
|   and |                                                              |
|     h |                                                              |
| iring |                                                              |
|     p |                                                              |
| eople |                                                              |
|       |                                                              |
|  with |                                                              |
|       |                                                              |
|    di |                                                              |
| sabil |                                                              |
| ities |                                                              |
+-------+--------------------------------------------------------------+

[]{#__RefHeading___Toc115757457 .anchor}Table 20: Year Three Summary of
Findings on Community Outreach and Marketing

+-------+--------------------------------------------------------------+
| **S   | **Outreach/marketing to the general public, to people with   |
| ite** | disabilities, to employers**                                 |
+-------+--------------------------------------------------------------+
| **Los | -   VR joint outreach with several community groups such as  |
| Ange  |     Hollywood Mental Health, recovery homes, Project NEW     |
| les** |     HOPE (that assisted people with HIV/AIDS to get back     |
|       |     into work), LPLA                                         |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Published monthly *EmployABILITY* newsletter targeted at |
|       |     workforce and disability professionals, customers        |
|       |                                                              |
|       | -   Employer Service Representatives (ESRs) targeted         |
|       |     specific industries (especially for youth job seekers),  |
|       |     including high growth industries/sectors (e.g., health   |
|       |     care and nursing)                                        |
|       |                                                              |
|       | -   One-Stop asked LA Business Advisory Council for          |
|       |     participation in frontline services (e.g., practice      |
|       |     interviews, provide feedback)                            |
+-------+--------------------------------------------------------------+
| **Ut  | -   CEG planned publication of service directory online      |
| ica** |     (with WIB staff support) to make the information more    |
|       |     accessible and easier to update                          |
|       |                                                              |
|       | -   Majority of employer-focused activity continued to fall  |
|       |     on one BSR despite WIB's effort to create a BSR team     |
|       |                                                              |
|       | -   Created an employer services resource room and employer  |
|       |     research directory                                       |
+-------+--------------------------------------------------------------+
| **    | -   BSR/disability specialist reached out to HR community    |
| Clark |     raising awareness, educating them about One-Stop as      |
| Cou   |     resource                                                 |
| nty** |                                                              |
|       | -   BSR/disability specialist involved Clearview job         |
|       |     developers in outreach activities aimed at increasing    |
|       |     disability awareness among HR professionals              |
|       |                                                              |
|       | -   One-Stop BSRs and Clearview job developers completed     |
|       |     joint outreach to the DD community                       |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   BSRs organized by specific industries                    |
|       |                                                              |
|       | -   Created a liaison/HR person with disability experience   |
|       |                                                              |
|       | -   Increased outreach to the HR community                   |
|       |                                                              |
|       | -   BSRs involved employers in frontline services (e.g.,     |
|       |     resume workshops)                                        |
|       |                                                              |
|       | -   BSRs developed a "utility kit" (disability manual) for   |
|       |     BSRs and Clearview job developers to use for employer    |
|       |     outreach                                                 |
|       |                                                              |
|       | -   BSR and Clearview developed two marketing brochures      |
|       |     targeted at employers, were reworking Clearview's        |
|       |     marketing brochures                                      |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Created employer consultant position (WAG) as resource   |
|       |     on infrastructure of starting a small business           |
+-------+--------------------------------------------------------------+
| **New | -   The Mayor's Office for Workforce Development, who        |
| Orle  |     oversee the One-Stop, contracted a new firm to develop   |
| ans** |     outreach and marketing materials                         |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   JobOne West Bank satellite office and Office of Family   |
|       |     Support/Dept. of Social Services met with community      |
|       |     partners to discuss how to better serve diverse          |
|       |     populations, including those with disabilities           |
|       |                                                              |
|       | -   BSRs divided up by responsibilities (outreach, job       |
|       |     placement, job development)                              |
+-------+--------------------------------------------------------------+
| **Col | -   A staff person focuses on marketing and PR for over      |
| orado |     three years and felt this to be very helpful             |
| Spri  |                                                              |
| ngs** | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   BSRs organized by specific industries                    |
|       |                                                              |
|       | -   High turnover among BSR staff; to address issue,         |
|       |     management needed to clarify BSR expectations            |
|       |                                                              |
|       | -   Hired an event planner to focus on job fairs             |
|       |                                                              |
|       | -   Created electronic business letter for employers         |
|       |     (semi-monthly email newsletter)                          |
|       |                                                              |
|       | -   Increased efforts to promote *WorkKeys* among employers: |
|       |     2 BSRs trained in *WorkKeys,* focused on promoting       |
|       |     *WorkKeys* among employer community                      |
|       |                                                              |
|       | []{.mark}                                                    |
+-------+--------------------------------------------------------------+
| **    | -   One-Stop and its partners held community information     |
| Rhode |     sessions to educate community partners, service          |
| Isl   |     providers about available services                       |
| and** |                                                              |
|       | ```{=html}                                                   |
| **    | <!-- -->                                                     |
| (Year | ```                                                          |
| T     | -   BSRs divided up geographically and by responsibilities   |
| wo)** |     (e.g., type of company)                                  |
|       |                                                              |
|       | ```{=html}                                                   |
|       | <!-- -->                                                     |
|       | ```                                                          |
|       | -   Job employment specialists involved employers in         |
|       |     One-Stop frontline services (e.g., resume workshops)     |
+-------+--------------------------------------------------------------+
| **Tre |                                                              |
| nds** |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  cont |                                                              |
| inued |                                                              |
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|    to |                                                              |
|       |                                                              |
|   use |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|  same |                                                              |
|       |                                                              |
|    ge |                                                              |
| neral |                                                              |
|       |                                                              |
|  mark |                                                              |
| eting |                                                              |
|       |                                                              |
| strat |                                                              |
| egies |                                                              |
|     ( |                                                              |
| broch |                                                              |
| ures, |                                                              |
|     b |                                                              |
| illbo |                                                              |
| ards, |                                                              |
|       |                                                              |
| radio |                                                              |
|       |                                                              |
| adver |                                                              |
| tisem |                                                              |
| ents, |                                                              |
|       |                                                              |
|   job |                                                              |
|     f |                                                              |
| airs, |                                                              |
|       |                                                              |
| local |                                                              |
|     n |                                                              |
| ewspa |                                                              |
| pers, |                                                              |
|       |                                                              |
|    ne |                                                              |
| wslet |                                                              |
| ters, |                                                              |
|     p |                                                              |
| ublic |                                                              |
|       |                                                              |
|    se |                                                              |
| rvice |                                                              |
|       |                                                              |
|  anno |                                                              |
| uncem |                                                              |
| ents) |                                                              |
|       |                                                              |
|    as |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
|  Year |                                                              |
|       |                                                              |
|   One |                                                              |
|       |                                                              |
|   and |                                                              |
|       |                                                              |
|  Year |                                                              |
|       |                                                              |
|   Two |                                                              |
|       |                                                              |
| -     |                                                              |
| There |                                                              |
|       |                                                              |
|  cont |                                                              |
| inued |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|    be |                                                              |
|     a |                                                              |
|       |                                                              |
|  need |                                                              |
|       |                                                              |
|    to |                                                              |
|     m |                                                              |
| arket |                                                              |
|       |                                                              |
|  One- |                                                              |
| Stops |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|   job |                                                              |
|       |                                                              |
|    se |                                                              |
| ekers |                                                              |
|       |                                                              |
|   and |                                                              |
|       |                                                              |
|  empl |                                                              |
| oyers |                                                              |
|       |                                                              |
| -     |                                                              |
|  Incr |                                                              |
| eased |                                                              |
|       |                                                              |
|  mark |                                                              |
| eting |                                                              |
|       |                                                              |
|   and |                                                              |
|       |                                                              |
|   out |                                                              |
| reach |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
|   the |                                                              |
|       |                                                              |
|   emp |                                                              |
| loyer |                                                              |
|       |                                                              |
|  comm |                                                              |
| unity |                                                              |
|       |                                                              |
| -     |                                                              |
| Strat |                                                              |
| egies |                                                              |
|       |                                                              |
|   inc |                                                              |
| luded |                                                              |
| : (1) |                                                              |
|       |                                                              |
|  cont |                                                              |
| inued |                                                              |
|       |                                                              |
|   use |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|    in |                                                              |
| dustr |                                                              |
| y-spe |                                                              |
| cific |                                                              |
|     d |                                                              |
| esign |                                                              |
| , (2) |                                                              |
|       |                                                              |
|   cre |                                                              |
| ating |                                                              |
|     a |                                                              |
|       |                                                              |
| liais |                                                              |
| on/HR |                                                              |
|     p |                                                              |
| erson |                                                              |
| , (3) |                                                              |
|     i |                                                              |
| nvolv |                                                              |
| ement |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|  empl |                                                              |
| oyers |                                                              |
|       |                                                              |
|    in |                                                              |
|       |                                                              |
|  fron |                                                              |
| tline |                                                              |
|       |                                                              |
|   ser |                                                              |
| vices |                                                              |
|       |                                                              |
| -     |                                                              |
|  Cont |                                                              |
| inued |                                                              |
|       |                                                              |
|  need |                                                              |
|       |                                                              |
|   for |                                                              |
|       |                                                              |
|   emp |                                                              |
| loyer |                                                              |
|       |                                                              |
|  educ |                                                              |
| ation |                                                              |
|       |                                                              |
|    to |                                                              |
|       |                                                              |
| raise |                                                              |
|       |                                                              |
| disab |                                                              |
| ility |                                                              |
|       |                                                              |
|  awar |                                                              |
| eness |                                                              |
|       |                                                              |
| among |                                                              |
|       |                                                              |
|  empl |                                                              |
| oyers |                                                              |
|       |                                                              |
| -     |                                                              |
|    Or |                                                              |
| ganiz |                                                              |
| ation |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
|  BSRs |                                                              |
|     ( |                                                              |
| geogr |                                                              |
| aphic |                                                              |
| ally) |                                                              |
|       |                                                              |
|    by |                                                              |
|       |                                                              |
|   spe |                                                              |
| cific |                                                              |
|       |                                                              |
|  indu |                                                              |
| strie |                                                              |
| s/ind |                                                              |
| ustry |                                                              |
|       |                                                              |
|    se |                                                              |
| ctors |                                                              |
|       |                                                              |
|    or |                                                              |
|       |                                                              |
|    by |                                                              |
|     r |                                                              |
| espon |                                                              |
| sibil |                                                              |
| ities |                                                              |
|       |                                                              |
| -     |                                                              |
| Sites |                                                              |
|       |                                                              |
|  deve |                                                              |
| loped |                                                              |
|       |                                                              |
|   ser |                                                              |
| vices |                                                              |
|       |                                                              |
|   des |                                                              |
| igned |                                                              |
|       |                                                              |
|    sp |                                                              |
| ecifi |                                                              |
| cally |                                                              |
|       |                                                              |
|   for |                                                              |
|       |                                                              |
| emplo |                                                              |
| yers, |                                                              |
|       |                                                              |
|  incl |                                                              |
| uding |                                                              |
|       |                                                              |
|   emp |                                                              |
| loyer |                                                              |
|       |                                                              |
|   ser |                                                              |
| vices |                                                              |
|       |                                                              |
|   res |                                                              |
| ource |                                                              |
|       |                                                              |
| room, |                                                              |
|       |                                                              |
| elect |                                                              |
| ronic |                                                              |
|       |                                                              |
|   bus |                                                              |
| iness |                                                              |
|       |                                                              |
|    le |                                                              |
| tters |                                                              |
|       |                                                              |
| -     |                                                              |
|  Incr |                                                              |
| eased |                                                              |
|       |                                                              |
|   use |                                                              |
|       |                                                              |
|    of |                                                              |
|       |                                                              |
| *Work |                                                              |
| Keys* |                                                              |
|       |                                                              |
| among |                                                              |
|       |                                                              |
|  empl |                                                              |
| oyers |                                                              |
+-------+--------------------------------------------------------------+

**Changes in Marketing and Outreach Activities**

The first part of this section focuses on general marketing and
outreach, particularly activities aimed at marketing One-Stop services
to people with disabilities. The second part concentrates on marketing
One-Stops to employers and businesses. Examples highlight trends across
sites and illustrate changes that specific sites have undergone since
last year's site visit.

[Community outreach and marketing to the general public, and to people
with disabilities]{.underline}

-   **Continued need to market One-Stops as a community resource**

Despite the effort of sites to increase their visibility, there
continued to be a need to market One-Stops as a resource for both job
seekers and employers. One frontline staff member from New Orleans said:

> There are still companies here in New Orleans that don't know of us.
> They don't know the services we can provide at no cost. The same thing
> with the job-seeking clientele. A lot of times when I go out to a
> layoff and I mention JobOne \[One-Stop\] it's the first time that
> these folks have ever heard of us. So a lot of it is getting that
> outreach going and making sure people know.... I think it's good that
> we're doing more marketing and I think it's only helping the total
> effort.

In Los Angeles, staff did a great deal of marketing, outreach, and
education to increase public awareness of the One-Stops as a resource
and to demystify misconceptions. However, there was a need for better
coordination among marketing efforts across agencies at the local,
regional, state, and federal levels. One frontline staff member said, "I
think we do a great job marketing within our community here, but as far
as broad knowledge of the Workforce Development system, I think it's
entirely lacking."

-   **Marketing and outreach geared at job seekers with disabilities**

Many sites were undergoing restructuring and had to reprioritize
activities such as marketing, specifically to job seekers with
disabilities, in order to deal with change. That was the case in
Colorado Springs. The One-Stop director noted that they have not been
able to focus on marketing because of staff turnover and structural
changes. In addition, dwindling budgets affected the ability of sites to
do effective marketing, as was the case in Rhode Island.

At the time of the site visit, CEG staff in Utica planned to publish
their service directory online, making the information more accessible
to customers, community partners, and staff. CEG staff also collected
customer success stories to publish in a newsletter.

Marketing and outreach to people with disabilities was often part of the
job of the disability specialist or navigator. In the case of Clark
County, the BSR/disability specialist, along with Clearview job
developers, did joint outreach to community rehabilitation providers.
The EmployABILITY team in Los Angeles continued to be actively involved
in marketing One-Stop services to the disability community. They
published a monthly newsletter (called *EmployABILITY*) targeted at
workforce professionals, disability professionals, and customers.

-   **Strategies for marketing and outreach**

In Year Three, sites continued to use the same general marketing
strategies (brochures, billboards, radio advertisements, job fairs,
local newspapers, newsletters, and public service announcements) as in
prior years. Some sites contracted with professional services to design
marketing materials. For instance, the Mayor's Office for Workforce
Development in New Orleans contracted with a firm to prepare all
outreach materials. A staff person in Colorado Springs was dedicated to
marketing, and staff thought that this was very useful.

New Orleans continued the previous year's marketing campaign. As part of
the campaign, the One-Stop held job fairs. The first one was attended by
more than 40 businesses and 1200 job seekers. The One-Stop director
said:

> I think that has helped out tremendously with not just getting the
> word out about what we do but also letting people know that we do
> value their \[job seekers\' and employers\'\] input when they say,
> "You need to come to our community or come to our neighborhood."

VR staff in Los Angeles did joint outreach with several community groups
such as the gay and lesbian communities, Hollywood Mental Health,
recovery homes, Project NEW HOPE, and AIDS Project Los Angeles (APLA).
One frontline staff member said:

> I think we do a great job here in our community.... It's about the
> partnerships you form. And then the marketing happens that way a lot
> because there are agreements with the schools and the community-based
> agencies and homeless shelters, the youth agencies. If you do the
> right kind of outreach and partnership there, that's how you get folks
> to know about the center.

The BSR/disability specialist in Clark County reached out to large HR
groups involving Clearview job developers. In New Orleans, staff from a
satellite office collaborated with Louisiana Department of Social
Services for community outreach. In a joint effort, staff brought
together community partners for a two-day meeting to discuss how to
better serve job seekers with multiple barriers to employment, including
ex-offenders, people with literacy issues, and people with disabilities.
In addition, the Rhode Island One-Stop and its partners---including VR,
DHS, representatives of programs for homeless people, and
ex-offenders---held information sessions for the community.

[Community outreach and marketing to employers]{.underline}

Sites increased their efforts to serve the dual customers of the
system---job seekers and employers---with a significantly growing effort
towards businesses. A Clearview staff member spoke of a shifting tide in
Clark County that was also reflective of other sites:

> I think that that's part of the kind of pendulum swing, you know. The
> pendulum swing before Arbor... was so focused on the job seeker. And
> so now, when Arbor came in and they just totally now are focused on
> the business, I think that the pendulum is now kind of starting to
> settle in the middle.

-   **Changes regarding business teams and business service
    representatives**

Clark County and Colorado Springs continue to organize their BSRs
according to specific industries, practicing the immersion technique
described last year. The goal was not to bring in more employers but to
develop closer relationships and more trust, and to become "embedded and
immersed\" in their industry and with specific employers in their
industry of expertise. In Colorado Springs, the business service team
consisted of six BSRs, one event planner, and one work experience
coordinator. The six BSRs each covered one of the following sectors: (a)
all businesses in Teller County, (b) banking/finance, construction,
insurance, real estate, (c) high tech/it, education, (d) hospitality,
retail, tourism, (e) health care, health care staffing services, medical
training institutions, and (f) HR consulting, call centers, government
agencies, and service industries (hwww.ppwfc.org/industry_coverage.asp).

Along with Clark County and Colorado Springs, Los Angeles targeted
specific industries (especially for younger job seekers) and learned
about career ladders and career advancement within those industries.
They targeted high-growth industries such as health care and nursing,
where significant demand exists. The One-Stop joined the Chamber\'s
Health Care committee in bringing training dollars with them to support
the effort. An interviewee in Los Angeles spoke of the importance of
letting the employer inform the BSRs of their needs and then designing
specific initiatives to address those needs. This customized idea was
echoed in New Orleans and Colorado.

The City of Los Angeles WIB contracted with Los Angeles Airport
Expansion Project to assist with recruitment and training of workers.
The airport recognized the workforce delivery system as a source serving
area residents. The expansion effort has allocated three million dollars
each year to the One-Stop system for job creation and training beginning
July 1, 2005 for the next 5 years. The WIB asked CDD to sign a
*community benefits agreement* as part of an MOU. The purpose of this
agreement was to focus on the harder to serve populations, including
those with disabilities, and to assist those populations in getting
employed.

[]{.mark}

While these three sites have emphasized into industry-specific sectors,
New Orleans and Rhode Island divided their business team by
responsibility. In Rhode Island, a BSR may be responsible for a certain
type of employer; however if they have a relationship with an employer
who does not fall in their assigned category, they would continue to
work with that employer. For example:

> I'm supposed to be the rep that has companies with 500 of more
> employees, but we don't stick hard and fast to that rule. We're a
> great bunch of people that have been together for years. We have
> respect for one another. And territory, again, is not carved in stone.
> If I've got a rapport with a Cranston employer, I'm going to keep that
> rapport.

In New Orleans, an expanding BSR team is divided by responsibilities
(outreach, placement, and job development).

-   **Changing and challenging roles of business service
    representatives**

In the past year in Colorado Springs, there was considerable turnover
among BSRs. One of reasons reported for the attrition was a
misunderstanding of the BSR role. Prior to the industry-specific setup
in Colorado Springs, BSRs focused primarily on organizing job fairs and
hiring events. However, leadership wanted a greater focus on outreach.
This issue was addressed by clarifying BSR expectations and hiring an
event planner whose job was to organize job fairs and hiring events.
One-Stop management also brought in an outside trainer to help BSRs make
the transition into their new role, which involved consultation with
employers, understanding specific industries, and tailoring each
approach rather than offering a standard menu of options.

Challenges were reported in Utica, where the majority of
employer-focused activity appeared to have fallen on one BSR despite the
efforts of the WIB to create a team comprised of representatives from
various agencies. While that BSR covered a large area and had extensive
experience, it seemed that roles are still unclear or in flux. The
roughly twenty-member, WIB-created team does meet every month, however,
using this meeting to share job orders and referrals.

-   **New services designed for specifically for employers**

A collection of new services tailored to employers were developed in the
past year. In Utica, there was an employer services resource room used
several times a week for recruiting on-site. Also in Utica, the board
was involved in the development of a web-based employer research
directory. It established a forum for employers to stay connected to the
range of services and events occurring at the One-Stop. In Colorado
Springs, they created an electronic business letter. This was a periodic
email newsletter designed to share the latest information on workforce
issues (www.ppwfc.org/newsletter_registration.asp).

Colorado Springs continues to promote WorkKeys to employers. In fact,
two BSRs focused specifically on it. The resource room manager mentioned
the example of an employer from Florida who wanted to move his company
to Colorado Springs and needed recruiting help. The One-Stop sent a BSR
to Florida to conduct a job analysis, introduce the employer to
WorkKeys, and establish a WorkKeys profile. The One-Stop screened
applicants using the WorkKeys assessment. Those who passed were hired by
the employer.

In Clark County, the business unit developed a \"utility kit\" (or
disability manual) to be used by job developers from Clearview and BSRs
for employer outreach after assessing their limited knowledge of
existing resources. They also developed a basic brochure on supported
employment and Clearview Employment Services to be included in the kit
along with a twelve-page brochure highlighting success stories. Initial
feedback from employers who have used the material was positive.

-   **Strategies to connect with employers and the business community**

Sites developed strategies to create partnerships with employers through
active involvement in One-Stop activities. Furthermore, they organized
employer-focused services within the One-Stop to be more in tune with
labor market activities. The following section addresses creating an HR
liaison, actively engaging employers in frontline services for job
seekers, and visibility awareness/employer education.

-   

*Creating a HR liaison*

Clark County and Colorado Springs hired BSRs with background in HR. In
Colorado, interviewees reported that employers asked for resources
related to HR. As a result, the BSR conducted training on topics such as
sexual harassment and conducting background checks. Both sites were
capitalizing on the HR/employer connections for outreach and marketing
purposes. Because of her background, the BSR in Clark County felt she
had insight into the HR community. She could also easily step into the
employer\'s shoes, understanding their needs and "talking their lingo."

She educated other staff about the importance of understanding the
language of HR professionals since they are often the gatekeepers to
employers. Despite numerous workshops on topics such as disability
etiquette and the ADA, she noted that there was continued resistance in
the HR community.

> There\'s an anxiety level, and there\'s a fear. I\'ve confirmed this
> when I did speak with some of my HR colleagues---that when you hire
> people with disabilities, especially if you have not been around them,
> there is a discomfort. How do you behave? How do you act? How do you
> treat them? Is it going to create a problem in the workplace? What if
> there\'s a problem? What do you do? Even though we supposedly know how
> to do this, but then we\'re so restricted because of what to say, how
> to say it from a legal perspective, that it paralyzes us.

*Frontline services*

Other methods for engaging employers were to get them involved in
frontline job-seeking services. In Clark County and Rhode Island, the
Business Services team invited employers and HR professionals to speak
at job seeker workshops. This spurred communication between employers
and job seekers on such topics as job seeker resumes and interviewing
techniques. The HR person in Clark County was developing a resume
template to bring to the next meeting of the Southwest Washington Human
Resource Management Association. As in Clark County, the One-Stop asked
the Business Advisory Council in Los Angeles to participate in practice
interviews, providing feedback on details such as eye contact,
handshaking, and appropriate dress.

Another strategy in Clark County was to create an employer consultant
position. Hired under the WAG, this position was part of the Working for
Success project. The employer consultant acted as a resource on the
infrastructure of starting a small business. The employer consultant
also helped develop marketing materials and conducted training for BSRs
on approaching employers.

-   **Disability awareness and employer education**

The same employer perceptions about hiring people with disabilities were
conveyed in Year Three. Interviewees from all sites reiterated employer
concerns about the costs of hiring people with disabilities and general
discrimination or stigma. In Clark County and Rhode Island, staff
focused on establishing trust with employers, then sending candidates
with disabilities. A BSR from Rhode Island said that the primary goal
was to determine the employers' needs and fulfill them. Then it was
possible to introduce the idea of an untapped labor pool, such as people
with disabilities. Rhode Island's VR employment specialist educated
employers and facilitated placement for people with disabilities. She
was involved in the Employer Services Network, sharing job and employer
leads.

[]{#__RefHeading___Toc115757301 .anchor}Human Resources

**Introduction**

This section focuses on human resources and examines how organizations
enabled their staff to grow professionally to fulfill agencies\'
missions. Both formal and informal training opportunities were regarded
as ways to share information, build collaboration, and better equip
staff to serve job seekers. Tables 21 and 22 provide a summary of human
resource issues that emerged in Year Two and Year Three.

[]{#__RefHeading___Toc115757458 .anchor}Table 21: Year Two Summary of
Findings on Human Resources

+------+---------------------------------------------------------------+
| **Si | **Identifying training needs, training initiatives, and other |
| te** | professional development activities**                         |
+------+---------------------------------------------------------------+
| *    | -   Disability coordinator responsible for identifying        |
| *Los |     training needs and organizing disability training         |
| A    |                                                               |
| ngel | ```{=html}                                                    |
| es** | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Evidence of impact of Legacy training on staff attitudes  |
|      |     and increased staff comfort levels in working with people |
|      |     with disabilities                                         |
|      |                                                               |
|      | -   Decrease in direct service support from disability        |
|      |     coordinator                                               |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Significant increase in numbers trained on Legacy         |
|      |     curriculum                                                |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Legacy components available statewide                     |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Empowerment team developing Legacy Level II               |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   VR provided facilitator training to One-Stop staff        |
+------+---------------------------------------------------------------+
| *    | -   Ongoing training problematic because of time and staffing |
| *Uti |     issues                                                    |
| ca** |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Frontline staff identified need for more advanced         |
|      |     disability training (e.g., mental illness)                |
|      |                                                               |
|      | -   Impact of disability training could be seen, with         |
|      |     frontline staff reporting a good basic understanding of   |
|      |     disability                                                |
|      |                                                               |
|      | -   Partners such as VR and RCIL actively involved in         |
|      |     training                                                  |
|      |                                                               |
|      | -   Training incorporated into monthly staff meetings         |
|      |                                                               |
|      | -   All staff (including partner staff) spent 20% of time in  |
|      |     the resource room; to achieve this, staff were            |
|      |     cross-trained                                             |
+------+---------------------------------------------------------------+
| **C  | -   AT hotline underutilized                                  |
| lark |                                                               |
| Coun | -   Disability coordinators responsible for identifying       |
| ty** |     training needs in addition to organizing disability       |
|      |     training and soliciting feedback from staff who           |
|      |     participated in training                                  |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   WorkSource Disability Network provided range of trainings |
|      |     to staff in the region                                    |
|      |                                                               |
|      | -   Disability navigator created wide array of formal         |
|      |     training opportunities for staff                          |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   State completed pilot of the Florida Dynamic Works        |
|      |     Institute training and moved to training phase one        |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   ESD organized two-day facilitator training for staff,     |
|      |     including certification.                                  |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Frontline staff member acted as in-house SKIES trainer    |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Consumer navigator created opportunities for staff to     |
|      |     interact with people with disabilities                    |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Disability business account representatives offered       |
|      |     informal professional development opportunities for other |
|      |     staff (especially other account representatives) on       |
|      |     disability issues                                         |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Greeter position had educational component that helped to |
|      |     cross-train everyone                                      |
+------+---------------------------------------------------------------+
| *    | -   Need for more structured training for resource room       |
| *New |     manager                                                   |
| O    |                                                               |
| rlea | ```{=html}                                                    |
| ns** | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Need for disability training materials                    |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Need for training on how to more efficiently organize     |
|      |     time                                                      |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Universal Access Committee dissolved and LBLN no longer   |
|      |     located at the One-Stop                                   |
|      |                                                               |
|      | -   Disability training resources included VR and former UAC  |
|      |     staff who worked at LSU                                   |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Provided refresher course in performance measures and     |
|      |     goals for staff                                           |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Used motivational speaker who conducted retreat to        |
|      |     motivate staff and improve morale                         |
+------+---------------------------------------------------------------+
| **   | -   Frontline staff member also acted as staff training       |
| Colo |     coordinator, responsible for organizing training and      |
| rado |     identifying training needs                                |
| S    |                                                               |
| prin | ```{=html}                                                    |
| gs** | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Informal job counselors group met regularly to discuss    |
|      |     staff training needs                                      |
|      |                                                               |
|      | -   Provided cross-training to all staff to better use        |
|      |     resources in time of need                                 |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Used disability navigator to bring disability experience  |
|      |     into the system                                           |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Changes in staff recruiting and hiring process---extended |
|      |     to five hours and included more interaction with staff    |
|      |     prior to job interview                                    |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Changes in staff orientation---staff spent initial time   |
|      |     "floating\" in the building to learn from each department |
+------+---------------------------------------------------------------+
| **R  | -   Frontline staff identified a need for more advanced       |
| hode |     disability training (e.g., mental illness)                |
| Isla |                                                               |
| nd** | ```{=html}                                                    |
|      | <!-- -->                                                      |
| **(  | ```                                                           |
| Year | -   Most training (including team and initiative) organized   |
| On   |     through DLT; disability training provided by people with  |
| e)** |     disabilities                                              |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Many opportunities for staff to attend conferences        |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Disability navigator functioned as an on-site             |
|      |     expert---was always at the One-Stop and could act as      |
|      |     liaison for the rest of the staff                         |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Reward system, both formal (excellence in service award)  |
|      |     and informal                                              |
|      |                                                               |
|      | ```{=html}                                                    |
|      | <!-- -->                                                      |
|      | ```                                                           |
|      | -   Low staff turnover; many staff had longevity              |
+------+---------------------------------------------------------------+
| **   |                                                               |
| Tren |                                                               |
| ds** |                                                               |
|      |                                                               |
| -    |                                                               |
| Evid |                                                               |
| ence |                                                               |
|      |                                                               |
|  for |                                                               |
|      |                                                               |
|  the |                                                               |
|      |                                                               |
|   im |                                                               |
| pact |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
|   di |                                                               |
| sabi |                                                               |
| lity |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
|   kn |                                                               |
| owle |                                                               |
| dge, |                                                               |
|      |                                                               |
|  ski |                                                               |
| lls, |                                                               |
|      |                                                               |
|    a |                                                               |
| ttit |                                                               |
| udes |                                                               |
|      |                                                               |
| -    |                                                               |
|   To |                                                               |
| pics |                                                               |
|      |                                                               |
|  for |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
| expa |                                                               |
| nded |                                                               |
|      |                                                               |
| -    |                                                               |
|    I |                                                               |
| ncre |                                                               |
| ased |                                                               |
|      |                                                               |
| in-h |                                                               |
| ouse |                                                               |
|      |                                                               |
|    r |                                                               |
| esou |                                                               |
| rces |                                                               |
|      |                                                               |
|   by |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
|   to |                                                               |
|      |                                                               |
|    t |                                                               |
| rain |                                                               |
|      |                                                               |
|   ot |                                                               |
| hers |                                                               |
|      |                                                               |
| -    |                                                               |
|    I |                                                               |
| ncre |                                                               |
| ased |                                                               |
|      |                                                               |
|  use |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
|   cr |                                                               |
| oss- |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|   as |                                                               |
|      |                                                               |
|    a |                                                               |
|      |                                                               |
| stra |                                                               |
| tegy |                                                               |
|      |                                                               |
|   to |                                                               |
|      |                                                               |
| deal |                                                               |
|      |                                                               |
| with |                                                               |
|      |                                                               |
| high |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
| turn |                                                               |
| over |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
| scar |                                                               |
| city |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
|    r |                                                               |
| esou |                                                               |
| rces |                                                               |
|      |                                                               |
| -    |                                                               |
|  Inv |                                                               |
| olve |                                                               |
| ment |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
|   VR |                                                               |
|      |                                                               |
|   in |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|   va |                                                               |
| ried |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
|    o |                                                               |
| ften |                                                               |
|      |                                                               |
| depe |                                                               |
| nded |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
|  the |                                                               |
|      |                                                               |
|   na |                                                               |
| ture |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
|  the |                                                               |
|      |                                                               |
| rela |                                                               |
| tion |                                                               |
| ship |                                                               |
|      |                                                               |
|  bet |                                                               |
| ween |                                                               |
|      |                                                               |
|   VR |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
|  the |                                                               |
|      |                                                               |
| One- |                                                               |
| Stop |                                                               |
|      |                                                               |
| -    |                                                               |
|   In |                                                               |
| crea |                                                               |
| sing |                                                               |
|      |                                                               |
|  fle |                                                               |
| xibi |                                                               |
| lity |                                                               |
|      |                                                               |
|   ar |                                                               |
| ound |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
|  the |                                                               |
|      |                                                               |
|    p |                                                               |
| rovi |                                                               |
| sion |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
+------+---------------------------------------------------------------+

[]{#__RefHeading___Toc115757459 .anchor}Table 22: Year Three Summary of
Findings on Human Resources

+------+---------------------------------------------------------------+
| **Si | **Identifying training needs, training initiatives, and other |
| te** | professional development activities**                         |
+------+---------------------------------------------------------------+
| *    | -   EEO staff conducted training in One-Stops on              |
| *Los |     accessibility                                             |
| A    |                                                               |
| ngel | -   In process of developing the content for *Legacy HR*, a   |
| es** |     new training module specifically designed for employers   |
|      |                                                               |
|      | -   Increased availability of *Legacy* live trainings;        |
|      |     changed training locations from Goodwill to various       |
|      |     One-Stops                                                 |
|      |                                                               |
|      | -   EmployABILITY Partnership and Empowerment team provided   |
|      |     TA to One-Stops.                                          |
|      |                                                               |
|      | -   New training focus on youth with disabilities             |
|      |                                                               |
|      | -   Maintained EmployABILITY's disability hotline             |
|      |                                                               |
|      | -   Overall minimal staffing changes                          |
+------+---------------------------------------------------------------+
| *    | -   RCIL conducted refresher course on AT for staff           |
| *Uti |                                                               |
| ca** | -   Greeter position not covered by staff rotation anymore    |
|      |     but by one administrative staff member; One-Stop was in   |
|      |     the process of assigning half-day blocks to staff to      |
|      |     cover the reception/resource room area                    |
|      |                                                               |
|      | -   High turnover among the disability navigator and peer     |
|      |     specialist positions negatively impacted service delivery |
|      |     (had to discontinue some workshops, gap in referring      |
|      |     clients to the CEG grantees)                              |
+------+---------------------------------------------------------------+
| **C  | -   Disability navigator brought in presenters from the       |
| lark |     National Alliance for the Mentally Ill to train staff on  |
| Coun |     MH issues                                                 |
| ty** |                                                               |
|      | -   Disability navigator developed extensive training manual  |
|      |     for staff                                                 |
|      |                                                               |
|      | -   Increased training opportunities and resources for        |
|      |     disability navigator (four-day job development "boot      |
|      |     camp," training resources from the University of Iowa)    |
|      |                                                               |
|      | -   The three Washington state disability navigators created  |
|      |     CD as resource for other navigators                       |
|      |                                                               |
|      | -   Under the WAG (Clearview recipient), eight community      |
|      |     partners contracted to provide training to One-Stop       |
|      |     staff/partners                                            |
|      |                                                               |
|      | -   Staff changes resulted in the merging of greeter's        |
|      |     responsibilities with those of resource room staff        |
|      |                                                               |
|      | -   Staff rotated coverage of resource room                   |
|      |                                                               |
|      | -   Resource room manager continued training staff in         |
|      |     operating the reception area/resource room                |
+------+---------------------------------------------------------------+
| *    | -   Conducted staff training on disability, disclosure, and   |
| *New |     confidentiality                                           |
| O    |                                                               |
| rlea | -   University of New Orleans trained staff on AT             |
| ns** |                                                               |
|      | -   Loss of Universal Access Committee (Year One) resulted in |
|      |     decrease in disability-specific trainings                 |
|      |                                                               |
|      | -   One-Stop staff and VR collaborated around staff training  |
|      |                                                               |
|      | -   Staffing changes affected One-Stop leadership in New      |
|      |     Orleans                                                   |
+------+---------------------------------------------------------------+
| **   | -   Staff training coordinator identified staff training      |
| Colo |     needs                                                     |
| rado |                                                               |
| S    | -   Use of biweekly staff meetings to determine needs         |
| prin |                                                               |
| gs** | -   VR provided informal training and assistance around       |
|      |     disability to One-Stop frontline staff                    |
|      |                                                               |
|      | -   Youth disability navigator (former adult disability       |
|      |     navigator) and one resource room staff member with        |
|      |     disability experience functioned as resources for staff   |
|      |     with disability-related questions                         |
|      |                                                               |
|      | -   High turnover among BSRs                                  |
|      |                                                               |
|      | -   Reorganization of staff duties---resource room managers   |
|      |     focused on customer intake and initial assessment rather  |
|      |     than resource room coverage                               |
+------+---------------------------------------------------------------+
| **R  | -   Plans to provide staff training focused on ex-offender    |
| hode |     population                                                |
| Isla |                                                               |
| nd** | -   VR provided informal training and assistance on           |
|      |     disability to One-Stop frontline staff                    |
| **(  |                                                               |
| Year | -   Significant staffing shortages due to staff               |
| Tw   |     retirement/job change; budget did not allow for staff     |
| o)** |     replacement                                               |
|      |                                                               |
|      | -   Staff changes resulted in reorganization of staff duties  |
|      |     (BSRs had to also cover the resource room)                |
|      |                                                               |
|      | -   Loss of disability resource specialist at the             |
|      |     Providence/Cranston One-Stop had impact on service        |
|      |     delivery for people with disabilities                     |
+------+---------------------------------------------------------------+
| **   |                                                               |
| Tren |                                                               |
| ds** |                                                               |
|      |                                                               |
| -    |                                                               |
| Phil |                                                               |
| osop |                                                               |
| hies |                                                               |
|      |                                                               |
|   ar |                                                               |
| ound |                                                               |
|      |                                                               |
|   fo |                                                               |
| rmal |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
| cent |                                                               |
| ered |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
| good |                                                               |
|      |                                                               |
| cust |                                                               |
| omer |                                                               |
|      |                                                               |
|  ser |                                                               |
| vice |                                                               |
|      |                                                               |
| -    |                                                               |
| Evid |                                                               |
| ence |                                                               |
|      |                                                               |
|  for |                                                               |
|      |                                                               |
|  the |                                                               |
|      |                                                               |
|   im |                                                               |
| pact |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
|   di |                                                               |
| sabi |                                                               |
| lity |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
|   kn |                                                               |
| owle |                                                               |
| dge, |                                                               |
|      |                                                               |
|  ski |                                                               |
| lls, |                                                               |
|      |                                                               |
|    a |                                                               |
| ttit |                                                               |
| udes |                                                               |
|      |                                                               |
| -    |                                                               |
|    I |                                                               |
| ncre |                                                               |
| ased |                                                               |
|      |                                                               |
|    c |                                                               |
| olla |                                                               |
| bora |                                                               |
| tion |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|    a |                                                               |
| mong |                                                               |
|      |                                                               |
|    O |                                                               |
| ne-S |                                                               |
| tops |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
|    t |                                                               |
| heir |                                                               |
|      |                                                               |
| mand |                                                               |
| ated |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
| non- |                                                               |
| mand |                                                               |
| ated |                                                               |
|      |                                                               |
|    p |                                                               |
| artn |                                                               |
| ers, |                                                               |
|      |                                                               |
|    i |                                                               |
| nclu |                                                               |
| ding |                                                               |
|      |                                                               |
|   VR |                                                               |
|      |                                                               |
| -    |                                                               |
|   In |                                                               |
| nova |                                                               |
| tive |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
| crea |                                                               |
| tive |                                                               |
|      |                                                               |
|   ap |                                                               |
| proa |                                                               |
| ches |                                                               |
|      |                                                               |
|   to |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
| -    |                                                               |
|    C |                                                               |
| onti |                                                               |
| nued |                                                               |
|      |                                                               |
|    f |                                                               |
| ocus |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
| trai |                                                               |
| ning |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
|    a |                                                               |
| cces |                                                               |
| sibi |                                                               |
| lity |                                                               |
|      |                                                               |
|  and |                                                               |
|      |                                                               |
|   AT |                                                               |
|      |                                                               |
| -    |                                                               |
|  Var |                                                               |
| iety |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
| info |                                                               |
| rmal |                                                               |
|      |                                                               |
| prof |                                                               |
| essi |                                                               |
| onal |                                                               |
|      |                                                               |
|  dev |                                                               |
| elop |                                                               |
| ment |                                                               |
|      |                                                               |
|   ac |                                                               |
| tivi |                                                               |
| ties |                                                               |
|      |                                                               |
|    a |                                                               |
| vail |                                                               |
| able |                                                               |
|      |                                                               |
|  for |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
| -    |                                                               |
|   Im |                                                               |
| pact |                                                               |
|      |                                                               |
|   of |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
|  cha |                                                               |
| nges |                                                               |
|      |                                                               |
|   on |                                                               |
|      |                                                               |
|  ser |                                                               |
| vice |                                                               |
|      |                                                               |
|    d |                                                               |
| eliv |                                                               |
| ery, |                                                               |
|      |                                                               |
|    w |                                                               |
| hich |                                                               |
|      |                                                               |
|   fo |                                                               |
| rced |                                                               |
|      |                                                               |
|    O |                                                               |
| ne-S |                                                               |
| tops |                                                               |
|      |                                                               |
|   to |                                                               |
|      |                                                               |
|   re |                                                               |
| orga |                                                               |
| nize |                                                               |
|      |                                                               |
|    s |                                                               |
| taff |                                                               |
|      |                                                               |
|   ro |                                                               |
| les/ |                                                               |
| resp |                                                               |
| onsi |                                                               |
| bili |                                                               |
| ties |                                                               |
+------+---------------------------------------------------------------+

**Charting Changes in Training**

This section examines changes in formal training opportunities including
identifying training needs and topical areas for training, updates on
the Legacy training series in Los Angeles, training for disability
navigators across sites, and collaborative trainings that were the
result of partnerships among agencies. The second part of this section
highlights informal training opportunities and changes in staffing and
resources across sites. Each is described in more detail below.

[Formal training]{.underline}

As described in the Accessibility and AT section of this report,
training philosophies centered on good customer service. In Clark
County, training was described as being grounded in common sense, moving
away from a disability-specific approach. In Los Angeles, respondents
noted that disability training was rooted in diversity training, citing
good customer service as the foundation. While there were examples of
using a universal approach to support and service delivery, there were
also many disability-focused approaches.

-   **Identifying training needs**

Sites identified training needs through varying means. The Colorado
Springs One-Stop had a staff training coordinator to identify training
gaps and also used biweekly staff meetings to gather input. Clark
County's Disability Network was a group of community providers whose
mission was to create more accessible One-Stops for individuals with
disabilities. They conducted a training needs assessment that resulted
in a list of topics.

-   **Topical areas**

When staff requested training to work with people with mental illness,
the disability navigator in Clark County brought in presenters from the
National Alliance for the Mentally Ill, a grassroots support and
advocacy organization for people with mental illness and their families.
The training involved a video and presentations by individuals with
mental illness. Other disability-specific trainings have addressed
people who are deaf and hard of hearing, people with learning
disabilities, benefits planning for individuals with disabilities, and
family disability advocacy. Interviewees commented on the usefulness of
the topics. A navigator in Clark County also developed an extensive
training manual for staff. Staff noted the willingness and investment of
leadership around professional development opportunities.

Other sites have also recognized the importance of training about
disability issues. In New Orleans, a new series of training initiatives
addressed topics such as disclosure and confidentiality. That type of
training was incorporated into the staff's professional development
plans. A staff person pointed out that their EEO required at least one
annual training session about the Americans with Disabilities Act. They
also received training from the University of New Orleans on AT.

In Utica, staff participated in a refresher course in AT provided by
RCIL staff. Resource room staff reported that RCIL did a hands-on review
session on using the computer stations, adjusting equipment, and
changing software through demonstrations. As in past years, EEO staff
from the Los Angeles' CDD conducted accessibility training in One-Stops.
Specifically, they conducted training that focused on complaint
resolution and Section 504 compliance.

At some sites, the amount of training in disability-specific areas
decreased. In New Orleans, a former Universal Access Committee member
(first reported in Year One) offered training at the One-Stop, but staff
said that in the past year it had become less frequent.

-   **Updates on Legacy training series in Los Angeles**

For the past two years, researchers have documented the progress of Los
Angeles' EmployABILITY Partnership and its disability-specific training
series Legacy (www.employ-ability.org/legacy). Legacy is a combined live
and online training program created to equip One-Stop staff and other
service providers with the skills needed to support job seekers with
disabilities. Staff who participated could earn the credential of
Disability Services Specialist (DSS) at one of three levels (DSS-I,
DSS-II, and DSS-III). Respondents said that Level I focused on
disability awareness, Level II addressed disability within the context
of diversity, and Level III was envisioned as leadership and community
outreach training for staff. After Level I, class sizes were typically
smaller and more intense and hands-on.

During this site visit, developers described the newly created Legacy
HR, which was specifically designed for employers. This initiative was
launched because the project was garnering a great deal of interest from
employers, and the project management team felt that this was an
opportunity to educate them about hiring individuals with disabilities
and creating Customized Employment opportunities.

The initiative resulted in the EmployABILITY team discussing more
collaboration between One-Stops and specifically more camaraderie among
the disability coordinators. It gave staff a forum to get together and
share ideas. One respondent said:

> We've recently started cracking the armor of those who want to remain
> their own entity and don't want to be a systems player. And that
> really comes... in my estimation, from staff who have come back from
> Legacy. They see the results of it.

Staff also felt that they were getting greater buy-in from One-Stop
management. Throughout the interviews, there was a renewed level energy
and excitement around the initiative. Respondents attributed the change
to the availability of more live trainings, bringing a "freshness" to
the initiative. In addition, trainings were no longer conducted solely
at Goodwill but moved to various One-Stops in the area.

-   **Training for disability navigators**

Because of navigators\' unique role, they received specific training to
enable them to support job seekers with disabilities and frontline
staff. In Clark County, the disability navigator had a great deal of
opportunity for training. Tools she found especially helpful in her
professional development were the navigator training and resource
material and a four-day job development boot camp. The training
materials consisted of a weekly listserv provided by the Rehabilitation
Research and Training Center on Workforce Investment and Employment
Policy for People with Disabilities at the Law, Health Policy and
Disability Center the University of Iowa College of Law
(<http://disability.law.uiowa.edu/dpn/index.html>). At the time of the
site visit, there were three disability navigators in the state of
Washington, and they were expecting to increase the number to six. To
better orient new navigators, they created a CD documenting their
experiences and providing information and training.

In California, the Employment Development Department chose five
One-Stops to work with San Diego State University to help facilitate
One-Stops in becoming Employer Networks through the Ticket to Work. The
disability coordinator at Hollywood One-Stop participated in the
trainings, brought back information, and provided training to the rest
of the staff. That added another dimension to the disability coordinator
role at this center.

-   **Collaborative training**

Training is an avenue for partner staff to continue to learn about one
another and share resources. In Clark County, One-Stop staff members who
worked with veterans participated in trainings facilitated by the
disability navigator. There was also collaboration with VR in some
aspects of training, such as when the director of the BSR unit and the
resource room manager presented to VR counselors. New Orleans One-Stop
staff collaborated with VR around training, with plans to continue this
in the future.

Grants also provide formal opportunities for collaborative training. In
Clark County, Clearview Employment Services, a non-mandated One-Stop
partner, is the recipient of a Workforce Action Grant. Eight community
partners were contracted under the grant to provide disability-related
training to One-Stop and partner staff, and to introduce their customers
to One-Stop services. This was viewed as an effective way to facilitate
relationships with these agencies and raise awareness about the
One-Stop. Training in Rhode Island was expected to focus on ex-offenders
because of grant activities with the Rhode Island Department of
Corrections.

[Informal professional development activities for staff]{.underline}

-   **Technical assistance from the EmployABILITY Partnership**

Informal avenues of support for disability issues come from core members
of the EmployABILITY leadership and the Empowerment team in Los Angeles.
Frontline respondents from the MetroNorth One-Stop noted that they have
received consultation from this source regarding difficult
accommodations or disclosure situations.

[]{.mark}

This year a former Empowerment team staff member expanded the team model
to include a focus on staff who worked with youth with disabilities.
There have been some staffing changes on the EmployABILITY tea,, but
core members were still present with slightly modified roles and in
somewhat different capacities. For instance, another former Empowerment
team member now manages Los Angeles's Project HOPE grant, focused on
workforce development and housing for individuals who are homeless. This
individual was still partially funded by the EmployABILITY Partnership
so that they maintain their connection to Goodwill.

In another administrative change, EmployABILITY technical assistance was
formerly administered through Goodwill but shifted to Quest Diversity
Training & Consulting, a private company. However, the technical
assistance continued to be conducted by core EmployABILITY team members.
These staffing changes were the result of reductions in funding for the
partnership: A team member said that they had experienced a 40% decrease
in funding.

Over the past year, two members of the EmployABILITY team conducted
brown bag lunch trainings for staff on various topics that were of
interest to the adult workforce development system. Respondents said
that TA offered to One-Stops increased compared to last year, and that
there was more emphasis on program as opposed to physical accessibility.
As in previous years, the EmployABILITY Partnership\'s disability
hotline, which frontline staff can call for information related to
serving customers with disabilities, was operated through Goodwill.

-   **Informal training from VR staff**

In Rhode Island, VR staff talked about the evolution of informal
assistance they provided to other One-Stop staff around disability
issues. They noted that because One-Stop staff members were becoming
more comfortable over time with serving people with disabilities, they
were called in less frequently for consultation. In Colorado Springs, a
VR representative said she receives phone calls from workforce
development specialists with questions around disability issues.

-   **Informal training from former and current navigators**

In Colorado Springs, the two consumer navigators moved to other
positions within the workforce development system. Because these
individuals were well regarded for their disability expertise, they
continued to field questions from staff. This situation reinforced the
notion to One-Stop management that staff felt they would continue to
benefit from on-site navigators.

In Clark County, the navigator defined herself as a resource for
One-Stop employees. She said, "If they have questions about somebody,
they can come to me and I can help them with that. If they want to know
about community resources, I help with that."

[Key staffing and resource changes across sites]{.underline}

Sites had major staffing changes that emerged more significantly this
year than in previous years. In many sites, respondents were very
concerned about how changes affected service delivery, especially for
job seekers who need extra support within the context of limited
resources. High staff turnover also created internal training issues. In
addition, sites were concerned about how staffing shortages affected
relationships with partners. A manager mentioned the impact of layoffs
on collaboration. \"And when things get tight, guess what happens?
Everybody goes back to their silo, and they say, 'Well, I'm funded this
much here, so I can only do this.'\"

-   **Reorganization of staff roles and loss of staff**

In Clark County, management merged greeter responsibilities with
resource room staff. The resource room manager used to have six staff
members in the resource room (greeter, reception, resource room
supervisor, WIA person, and CCEP/work experience person). The number was
reduced to one. At the time of the site visit, the resource room
position was covered by all staff, each for four hours per month. The
reduction occurred because of staff shortages, and they considered
having a volunteer cover the position. Training for staff was conducted
by resource room supervisors.

In Utica, some agencies objected to the activities that their staff
members would be doing when they rotated through the greeter position,
such as staffing the hotline. A manager said that the plan is now to
"assign that person in a half-day block to doing registration and/or
referral.\" Until this policy is implemented, the position is covered by
administrative staff. The greeter position is no longer covered by staff
rotation, but all partners contribute 20% of their time to operating the
job referral hotline or doing job referrals or direct customer
assistance in the resource room.

Also in Utica, positions funded by grant activities were unstable. The
disability navigator had changed twice since the last site visit. The
turnover affected customer service and referral of customers to the CEG.
At the time of the site visit, there was no navigator working at the
One-Stop. There was also turnover in peer specialist positions. Because
of staffing changes, some workshops for customers, such as basic
computer skills and a resume workshop, were discontinued. Staffing
changes also produced differences in physical space. Two reception areas
were combined into one; in the past, one was the resource room and one
was for partners such as Veterans and Unemployment Insurance.

There have been many changes related to staffing in Colorado Springs.
Last year we noted the loss of the consumer navigator. This year we
investigated the perceived effects of the change. Because one former
resource room manager had extensive knowledge in disability, she became
the go-to person for staff on disability issues since the navigator
left. There has also been turnover among BSRs and a reorganization of
staff duties, including titles. The career advisors, formerly called
workforce development specialists, have a new name: career advisors.
Through training, they can move into a career advancement specialist
position.

Another change was the role of the resource room managers. They focused
on customer intake and initial assessment rather than staffing the
resource room. The One-Stop employed "work technicians" (administrative
staff) and AARP volunteers for resource room coverage. Some frontline
staff in Colorado thought these staff changes had negative effects and
resulted in fewer services and less staff time available to meet
individual customer needs.

There were staff changes due to turnover in New Orleans as well. In the
year since the last site visit, the One-Stop director and the Office of
Workforce Development director for the City of New Orleans changed. A
key contact on disability issues, the EEO coordinator for the Office of
Workforce Development, also left her position. Respondents from several
sites mentioned that staff morale was affected by high turnover.

Although there were changes in the EmployABILITY partnership due to
changes in funding, overall staff changes in the Los Angeles One-Stops
were minimal. In Hollywood, in particular, the cadre of staff was very
stable, and a manager said that they rarely experienced turnover. He
attributed this to a diversity of revenue sources that enabled them to
avoid having to lay off staff.

In Rhode Island, there were significant staffing shortages; as staff
would quit or retire, they were not replaced. Across the six One-Stop
centers in the state, a representative from DLT said that there were
formerly over 90 One-Stop staff members but that the number declined to
approximately 50-60 over the past few years due to budgetary reasons. A
staff person said that workload and responsibilities increased, such as
rotating staffing in the resource room.

A BSR noted the challenge of additional in-house responsibilities, which
could take away from spending time working with employers in the
community. Both frontline staff and management were concerned about
staff morale and communication around funding and staffing changes. With
respect to collaboration, specifically with VR, many respondents said
that activities such as cost-sharing and joint case management decreased
because of limited resources.

Last year researchers reported on the role of the disability resource
specialists in Rhode Island. At the time of the site visit, the
disability resource specialist at the Providence/Cranston One-Stop had
recently left the position and it had not been filled. VR respondents
noted that the loss was significant. Many respondents spoke of the gap
it left for both staff and job seekers.

In the Warwick One-Stop, the staff person who was the disability
resource specialist became the principal employment and training
interviewer. Only two of the four staff members who were initially hired
as disability specialists through a WIG were still in the system. Their
roles have been expanded to include a focus on all customers, including
those with disabilities.

-   **Reorganization of staff supervision**

In Clark County, One-Stop leadership introduced the idea of functional
supervision. They created new job descriptions that have similar
functional responsibilities and assigned a functional supervisor in
addition to the agency supervisor. The agency supervisor was responsible
for approval of time sheets and participation in annual review, but
day-to day supervision fell to the functional supervisor.

> If you talk to those state \[local staff that work for a state
> agency\] people right now, they love it. And they feel so empowered to
> actually be accomplishing what the performance measures say they
> should be accomplishing rather than geared toward "what the job
> description said," which wasn't necessarily tied to the performance
> measures.

This is similar to the model that Colorado Springs used for their
cross-functional teams. This year they reassessed the approach. The
teams were a challenge because respondents felt that functional
supervision resulted in limited accountability on the part of the
supervisors. Team leaders found it difficult to supervise staff working
for different programs, some of who spent only a few hours at the
One-Stop. Because of their limited interactions with supervisees,
supervisors felt unable to evaluate staff performance.

[]{.mark}

[]{.mark}

[]{.mark}

[]{#__RefHeading___Toc115757302 .anchor}Data and Quality Assurance

**Introduction**

Collecting One-Stop data is important in providing quality services and
understanding customer satisfaction. Performance data and information
enabled partnering agencies to monitor progress, identify gaps, and
understand service delivery patterns. Below are several tables that
summarize Year Two and Year Three findings about data and quality
assurance.

[]{#__RefHeading___Toc115757460 .anchor}Table 23: Year Two Summary of
Findings on Data Collection and Data Sharing

+-----+--------------+--------------+---------------+----------------+
| **  | **Data       | **Other data | **Strategies  | **Data         |
| Sit | management   | collection   | for tracking  | sharing**      |
| e** | system**     | efforts      | disability    |                |
|     |              | including    | data**        |                |
|     |              | customer     |               |                |
|     |              | feed         |               |                |
|     |              | back/input** |               |                |
+-----+--------------+--------------+---------------+----------------+
| **  | -   Used MIS | -            | -   LWIB      | -   One-Stop   |
| Los |     and the  |   Collecting |     discussed |     director   |
| Ang |     swipe    |     customer |               |     generated  |
| ele |     card     |              |    collecting |     reports    |
| s** |     system   | satisfaction |     data on   |     based on   |
|     |              |     data was |               |     MIS data   |
|     |              |     part of  |   disability; |     and shared |
|     |              |     One-Stop |     no        |     with LWIB  |
|     |              |     (re)c    |     concrete  |                |
|     |              | ertification |               |                |
|     |              |              |    strategies |                |
|     |              | ```{=html}   |     could be  |                |
|     |              | <!-- -->     |               |                |
|     |              | ```          |    identified |                |
|     |              | -   Customer |               |                |
|     |              |              |               |                |
|     |              | satisfaction |               |                |
|     |              |     data     |               |                |
|     |              |              |               |                |
|     |              |    continued |               |                |
|     |              |     to be    |               |                |
|     |              |     shared   |               |                |
|     |              |     with the |               |                |
|     |              |              |               |                |
|     |              |  Information |               |                |
|     |              |     Analysis |               |                |
|     |              |     and CQI  |               |                |
|     |              |              |               |                |
|     |              |   committees |               |                |
|     |              |     and      |               |                |
|     |              |     One-Stop |               |                |
|     |              |     staff at |               |                |
|     |              |     meetings |               |                |
+-----+--------------+--------------+---------------+----------------+
| **U | -   Used     | -   Used     | -   Every VR  | -   Increasing |
| tic |     One-Stop |     customer |     customer  |     data       |
| a** |              |              |     also      |     sharing    |
|     |    Operating | satisfaction |               |     was        |
|     |     System   |     survey   |    registered |     priority   |
|     |     (OSOS)   |     to       |     One-Stop  |     for CEG;   |
|     |     and      |     collect  |               |     partners   |
|     |     swipe    |     customer | -             |     were       |
|     |     card     |     feedback |   One-Stop/VR |     expected   |
|     |     system   |              |     used      |     to buy     |
|     |              | -   One-Stop |     state     |     into the   |
|     | -   Staff    |     director |     tax, wage |     data       |
|     |     kept     |              |     records   |     sharing    |
|     |     daily    |    collected |     to track  |     system     |
|     |     "hot     |     surveys  |               |                |
|     |     log" to  |     every    |    customers, | -   OSOS and   |
|     |     record   |     month,   |     including |     swipe card |
|     |     job      |     shared   |     those     |     data       |
|     |     hotline  |     results  |     with      |     shared     |
|     |     activity |     with     |               |     with       |
|     |              |              |  disabilities |     staff,     |
|     |              |   management |               |     partners,  |
|     |              |     team and |               |     and LWIB   |
|     |              |     staff    |               |                |
+-----+--------------+--------------+---------------+----------------+
| *   | -   Upgraded | -   Used     | -   Installed | -   Partners   |
| *Cl |     to SKIES |     "are we  |     touch     |     signed     |
| ark |     Version  |     making a |     screen in |                |
| Co  |     2.0,     |              |     swipe     |   data-sharing |
| unt |     which    |  difference" |     card      |     agreement  |
| y** |     allows   |     q        |     system    |                |
|     |     more     | uestionnaire |               | -   Staff from |
|     |              |     to       | -   Increased |     Columbia   |
|     |    efficient |     solicit  |     privacy   |     River MH   |
|     |     data     |     staff    |     was       |     and (to a  |
|     |     entry    |     feedback |     expected  |     certain    |
|     |     and the  |              |     to lead   |     extent)    |
|     |     swipe    | -            |     to better |     Clark      |
|     |     card     |   Contracted |     tracking  |     College    |
|     |     system.  |     with     |     of        |     used SKIES |
|     |              |              |               |                |
|     | -   Created  |   researcher |    disability | -   DSHS and   |
|     |     Change   |     to       |               |     VR had     |
|     |     Control  |     assist   |   information |     access to  |
|     |     Board to |     with     |               |     SKIES but  |
|     |     improve  |              |               |     did not    |
|     |     data     |   collecting |               |     use it     |
|     |              |     data on  |               |                |
|     |   collection |     local    |               | -   SWWDC      |
|     |     process  |     economic |               |     program    |
|     |     in SKIES |              |               |     manager    |
|     |              |  development |               |                |
|     |              |              |               |    responsible |
|     |              | -   Formal   |               |     for data   |
|     |              |              |               |     analysis   |
|     |              | satisfaction |               |     and        |
|     |              |     surveys  |               |                |
|     |              |     given to |               |  dissemination |
|     |              |     all      |               |     of         |
|     |              |              |               |     results.   |
|     |              |   customers; |               |                |
|     |              |     qu       |               | -   SWWDC      |
|     |              | estionnaires |               |     received   |
|     |              |     also     |               |     SKIES data |
|     |              |     sent to  |               |     on a       |
|     |              |     those    |               |     quarterly  |
|     |              |     who had  |               |     basis      |
|     |              |     exited   |               |                |
|     |              |     the      |               | -   Some       |
|     |              |     system   |               |     partners   |
|     |              |              |               |     requested  |
|     |              | -   Staff    |               |     SKIES info |
|     |              |     tried to |               |     on certain |
|     |              |     solicit  |               |     data       |
|     |              |     customer |               |     points on  |
|     |              |     feedback |               |     weekly     |
|     |              |              |               |     basis      |
|     |              |   informally |               |                |
|     |              |              |               |                |
|     |              | -            |               |                |
|     |              |   Disability |               |                |
|     |              |              |               |                |
|     |              |    navigator |               |                |
|     |              |     was good |               |                |
|     |              |     resource |               |                |
|     |              |     for      |               |                |
|     |              |              |               |                |
|     |              |   collecting |               |                |
|     |              |     feedback |               |                |
|     |              |     from     |               |                |
|     |              |              |               |                |
|     |              |    customers |               |                |
|     |              |     with     |               |                |
|     |              |              |               |                |
|     |              | disabilities |               |                |
+-----+--------------+--------------+---------------+----------------+
| **  | -   Used     | -   Customer | -   LWIB had  | -   One-Stop   |
| New |     LAVOS    |              |               |     director   |
| Orl |     and      | satisfaction |    discussion |     generated  |
| ean |     METSYS   |     data was |     about     |     reports    |
| s** |     systems  |              |               |     based on   |
|     |              |    collected |    collecting |     METSYS     |
|     |              |     both at  |     data on   |     data and   |
|     |              |     the      |               |     shared     |
|     |              |              |    disability |     with       |
|     |              |    state/DOL |               |     operator   |
|     |              |     and      | -   No        |     and LWIB   |
|     |              |     One-Stop |     concrete  |                |
|     |              |     level    |               |                |
|     |              |              |    strategies |                |
|     |              | -   In       |     were      |                |
|     |              |     addition |               |                |
|     |              |     to       |    identified |                |
|     |              |              |               |                |
|     |              |    aggregate |               |                |
|     |              |              |               |                |
|     |              | satisfaction |               |                |
|     |              |     levels,  |               |                |
|     |              |     One-Stop |               |                |
|     |              |     director |               |                |
|     |              |     provided |               |                |
|     |              |     DOL with |               |                |
|     |              |     a        |               |                |
|     |              |              |               |                |
|     |              |   "complaint |               |                |
|     |              |              |               |                |
|     |              |    analysis" |               |                |
|     |              |              |               |                |
|     |              |    (verbatim |               |                |
|     |              |     comments |               |                |
|     |              |     from     |               |                |
|     |              |              |               |                |
|     |              |    customers |               |                |
|     |              |     and      |               |                |
|     |              |     One-Stop |               |                |
|     |              |     resp     |               |                |
|     |              | onse/action) |               |                |
+-----+--------------+--------------+---------------+----------------+
| *   | -   Used     | -   Used     | -   Board had | -   One-Stop   |
| *Co |     JobLink  |     Summer   |               |     director   |
| lor |     and      |     Pikes    |    discussion |     generated  |
| ado |     swipe    |     Peak     |     about     |     reports    |
| Spr |     card     |     Region   |               |     based on   |
| ing |     systems  |     Job      |    collecting |     JobLink    |
| s** |              |     vacancy  |     data on   |     data,      |
|     |              |     survey   |               |     shared     |
|     |              |              |    disability |     with the   |
|     |              |    conducted |               |     board on a |
|     |              |     by state | -   No        |     quarterly  |
|     |              |     DOL as   |     concrete  |     basis      |
|     |              |              |               |                |
|     |              |  information |    strategies |                |
|     |              |     resource |     were      |                |
|     |              |              |               |                |
|     |              | ```{=html}   |    identified |                |
|     |              | <!-- -->     |               |                |
|     |              | ```          |               |                |
|     |              | -   Used two |               |                |
|     |              |     customer |               |                |
|     |              |              |               |                |
|     |              | satisfaction |               |                |
|     |              |     surveys: |               |                |
|     |              |     one for  |               |                |
|     |              |     service  |               |                |
|     |              |     and one  |               |                |
|     |              |     for      |               |                |
|     |              |              |               |                |
|     |              |   (customer) |               |                |
|     |              |     training |               |                |
|     |              |              |               |                |
|     |              | -   Formal   |               |                |
|     |              |     and      |               |                |
|     |              |     informal |               |                |
|     |              |     ways of  |               |                |
|     |              |     dealing  |               |                |
|     |              |     with     |               |                |
|     |              |     customer |               |                |
|     |              |              |               |                |
|     |              |    feedback. |               |                |
|     |              |              |               |                |
|     |              | -   At       |               |                |
|     |              |              |               |                |
|     |              |    quarterly |               |                |
|     |              |              |               |                |
|     |              |    meetings, |               |                |
|     |              |     the      |               |                |
|     |              |     board    |               |                |
|     |              |     set      |               |                |
|     |              |     aside    |               |                |
|     |              |     time to  |               |                |
|     |              |     meet     |               |                |
|     |              |     with     |               |                |
|     |              |              |               |                |
|     |              |    customers |               |                |
+-----+--------------+--------------+---------------+----------------+
| *   | -   Used     | -   Used     | -             | -   One-Stop   |
| *Rh |     OSOS but |     customer |   One-Stop/VR |     directors  |
| ode |     not yet  |              |     used      |     provided   |
| Is  |     fully    | satisfaction |     state tax |     data to    |
| lan |              |     surveys, |     and wage  |     LWIB's     |
| d** |  operational |     which    |     records   |     One-Stop   |
|     |              |     staff    |     to track  |     Quality    |
| *   | -   Staff    |     also     |               |     Assurance  |
| *(Y |     also     |     regarded |    customers, |     Committee  |
| ear |     used     |     as a way |     including |     on regular |
| One |              |     to       |     those     |     basis      |
| )** | spreadsheets |     empower  |     with      |                |
|     |              |              |               |                |
|     | ```{=html}   |    customers |  disabilities |                |
|     | <!-- -->     |              |               |                |
|     | ```          |   (including | ```{=html}    |                |
|     | -   Opted    |     those    | <!-- -->      |                |
|     |     not to   |     with     | ```           |                |
|     |     use      |     d        | -   LWIB      |                |
|     |     swipe    | isabilities) |               |                |
|     |     card     |     and      |  subcommittee |                |
|     |     system   |              |     created a |                |
|     |     because  |    encourage |     report    |                |
|     |     of costs |     them to  |     that      |                |
|     |              |     voice    |     included  |                |
|     |    involved; |     opinions |     re        |                |
|     |     used     |              | commendations |                |
|     |     sign-in  | ```{=html}   |     for       |                |
|     |     sheets   | <!-- -->     |               |                |
|     |     instead  | ```          |    collecting |                |
|     |              | -   Other    |     data on   |                |
|     |              |              |               |                |
|     |              |   mechanisms |  demographics |                |
|     |              |     for      |     such as   |                |
|     |              |              |               |                |
|     |              |   collecting |    disability |                |
|     |              |     customer |               |                |
|     |              |     feedback |               |                |
|     |              |     were     |               |                |
|     |              |     focus    |               |                |
|     |              |     groups   |               |                |
|     |              |     with job |               |                |
|     |              |     seekers  |               |                |
|     |              |     and      |               |                |
|     |              |              |               |                |
|     |              |    employers |               |                |
|     |              |     and      |               |                |
|     |              |     commu    |               |                |
|     |              | nity-sharing |               |                |
|     |              |     sessions |               |                |
|     |              |     at the   |               |                |
|     |              |     One-Stop |               |                |
+-----+--------------+--------------+---------------+----------------+
| *   |              |              |               |                |
| *Tr |              |              |               |                |
| end |              |              |               |                |
| s** |              |              |               |                |
|     |              |              |               |                |
| -   |              |              |               |                |
|   M |              |              |               |                |
| ost |              |              |               |                |
|     |              |              |               |                |
|  si |              |              |               |                |
| tes |              |              |               |                |
|     |              |              |               |                |
|  op |              |              |               |                |
| era |              |              |               |                |
| ted |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| two |              |              |               |                |
|     |              |              |               |                |
|   d |              |              |               |                |
| ata |              |              |               |                |
|     |              |              |               |                |
|   m |              |              |               |                |
| ana |              |              |               |                |
| gem |              |              |               |                |
| ent |              |              |               |                |
|     |              |              |               |                |
|  sy |              |              |               |                |
| ste |              |              |               |                |
| ms: |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| one |              |              |               |                |
|     |              |              |               |                |
|  to |              |              |               |                |
|     |              |              |               |                |
|  tr |              |              |               |                |
| ack |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| WIA |              |              |               |                |
|     |              |              |               |                |
|   p |              |              |               |                |
| art |              |              |               |                |
| ici |              |              |               |                |
| pan |              |              |               |                |
| ts, |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| and |              |              |               |                |
|     |              |              |               |                |
|   a |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| sec |              |              |               |                |
| ond |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| for |              |              |               |                |
|     |              |              |               |                |
|  to |              |              |               |                |
|     |              |              |               |                |
|  tr |              |              |               |                |
| ack |              |              |               |                |
|     |              |              |               |                |
|   g |              |              |               |                |
| ene |              |              |               |                |
| ral |              |              |               |                |
|     |              |              |               |                |
|  On |              |              |               |                |
| e-S |              |              |               |                |
| top |              |              |               |                |
|     |              |              |               |                |
|  ac |              |              |               |                |
| tiv |              |              |               |                |
| ity |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| (sw |              |              |               |                |
| ipe |              |              |               |                |
|     |              |              |               |                |
|   c |              |              |               |                |
| ard |              |              |               |                |
|     |              |              |               |                |
|   s |              |              |               |                |
| yst |              |              |               |                |
| em) |              |              |               |                |
|     |              |              |               |                |
| `   |              |              |               |                |
| ``{ |              |              |               |                |
| =ht |              |              |               |                |
| ml} |              |              |               |                |
| <!  |              |              |               |                |
| --  |              |              |               |                |
| --> |              |              |               |                |
| ``` |              |              |               |                |
| -   |              |              |               |                |
|   I |              |              |               |                |
| ncr |              |              |               |                |
| eas |              |              |               |                |
| ing |              |              |               |                |
|     |              |              |               |                |
|   e |              |              |               |                |
| ffo |              |              |               |                |
| rts |              |              |               |                |
|     |              |              |               |                |
|  to |              |              |               |                |
|     |              |              |               |                |
|   i |              |              |               |                |
| mpr |              |              |               |                |
| ove |              |              |               |                |
|     |              |              |               |                |
|   d |              |              |               |                |
| ata |              |              |               |                |
|     |              |              |               |                |
|   m |              |              |               |                |
| ana |              |              |               |                |
| gem |              |              |               |                |
| ent |              |              |               |                |
|     |              |              |               |                |
|   s |              |              |               |                |
| yst |              |              |               |                |
| ems |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| and |              |              |               |                |
|     |              |              |               |                |
|   m |              |              |               |                |
| ake |              |              |               |                |
|     |              |              |               |                |
|   t |              |              |               |                |
| hem |              |              |               |                |
|     |              |              |               |                |
|   m |              |              |               |                |
| ore |              |              |               |                |
|     |              |              |               |                |
|   c |              |              |               |                |
| omp |              |              |               |                |
| ati |              |              |               |                |
| ble |              |              |               |                |
|     |              |              |               |                |
| `   |              |              |               |                |
| ``{ |              |              |               |                |
| =ht |              |              |               |                |
| ml} |              |              |               |                |
| <!  |              |              |               |                |
| --  |              |              |               |                |
| --> |              |              |               |                |
| ``` |              |              |               |                |
| -   |              |              |               |                |
|  Cu |              |              |               |                |
| sto |              |              |               |                |
| mer |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| sat |              |              |               |                |
| isf |              |              |               |                |
| act |              |              |               |                |
| ion |              |              |               |                |
|     |              |              |               |                |
|   s |              |              |               |                |
| urv |              |              |               |                |
| eys |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| con |              |              |               |                |
| tin |              |              |               |                |
| ued |              |              |               |                |
|     |              |              |               |                |
|  to |              |              |               |                |
|     |              |              |               |                |
|  be |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| the |              |              |               |                |
|     |              |              |               |                |
|   p |              |              |               |                |
| rim |              |              |               |                |
| ary |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| mec |              |              |               |                |
| han |              |              |               |                |
| ism |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| for |              |              |               |                |
|     |              |              |               |                |
|   c |              |              |               |                |
| oll |              |              |               |                |
| ect |              |              |               |                |
| ing |              |              |               |                |
|     |              |              |               |                |
|  cu |              |              |               |                |
| sto |              |              |               |                |
| mer |              |              |               |                |
|     |              |              |               |                |
|  fe |              |              |               |                |
| edb |              |              |               |                |
| ack |              |              |               |                |
|     |              |              |               |                |
| `   |              |              |               |                |
| ``{ |              |              |               |                |
| =ht |              |              |               |                |
| ml} |              |              |               |                |
| <!  |              |              |               |                |
| --  |              |              |               |                |
| --> |              |              |               |                |
| ``` |              |              |               |                |
| -   |              |              |               |                |
|  Si |              |              |               |                |
| tes |              |              |               |                |
|     |              |              |               |                |
|   h |              |              |               |                |
| ave |              |              |               |                |
|     |              |              |               |                |
|   b |              |              |               |                |
| een |              |              |               |                |
|     |              |              |               |                |
|  cr |              |              |               |                |
| eat |              |              |               |                |
| ive |              |              |               |                |
|     |              |              |               |                |
|  in |              |              |               |                |
|     |              |              |               |                |
|   d |              |              |               |                |
| eve |              |              |               |                |
| lop |              |              |               |                |
| ing |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| str |              |              |               |                |
| ate |              |              |               |                |
| gie |              |              |               |                |
| s/m |              |              |               |                |
| ech |              |              |               |                |
| ani |              |              |               |                |
| sms |              |              |               |                |
|     |              |              |               |                |
|  to |              |              |               |                |
|     |              |              |               |                |
|   i |              |              |               |                |
| mpr |              |              |               |                |
| ove |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| the |              |              |               |                |
|     |              |              |               |                |
|   c |              |              |               |                |
| oll |              |              |               |                |
| ect |              |              |               |                |
| ion |              |              |               |                |
|     |              |              |               |                |
|  of |              |              |               |                |
|     |              |              |               |                |
|   d |              |              |               |                |
| isa |              |              |               |                |
| bil |              |              |               |                |
| ity |              |              |               |                |
|     |              |              |               |                |
|   d |              |              |               |                |
| ata |              |              |               |                |
|     |              |              |               |                |
| `   |              |              |               |                |
| ``{ |              |              |               |                |
| =ht |              |              |               |                |
| ml} |              |              |               |                |
| <!  |              |              |               |                |
| --  |              |              |               |                |
| --> |              |              |               |                |
| ``` |              |              |               |                |
| -   |              |              |               |                |
|     |              |              |               |                |
| Inc |              |              |               |                |
| rea |              |              |               |                |
| sed |              |              |               |                |
|     |              |              |               |                |
|   e |              |              |               |                |
| ffo |              |              |               |                |
| rts |              |              |               |                |
|     |              |              |               |                |
|  to |              |              |               |                |
|     |              |              |               |                |
|   i |              |              |               |                |
| mpr |              |              |               |                |
| ove |              |              |               |                |
|     |              |              |               |                |
|   d |              |              |               |                |
| ata |              |              |               |                |
|     |              |              |               |                |
|   s |              |              |               |                |
| har |              |              |               |                |
| ing |              |              |               |                |
|     |              |              |               |                |
|   t |              |              |               |                |
| hro |              |              |               |                |
| ugh |              |              |               |                |
|     |              |              |               |                |
|   m |              |              |               |                |
| ech |              |              |               |                |
| ani |              |              |               |                |
| sms |              |              |               |                |
|     |              |              |               |                |
|   s |              |              |               |                |
| uch |              |              |               |                |
|     |              |              |               |                |
|  as |              |              |               |                |
|     |              |              |               |                |
|     |              |              |               |                |
| dat |              |              |               |                |
| a-s |              |              |               |                |
| har |              |              |               |                |
| ing |              |              |               |                |
|     |              |              |               |                |
|   a |              |              |               |                |
| gre |              |              |               |                |
| eme |              |              |               |                |
| nts |              |              |               |                |
+-----+--------------+--------------+---------------+----------------+

[]{#__RefHeading___Toc115757461 .anchor}Table 24: Year Two Summary of
Findings on Quality Assurance and Continuous Quality Improvement

+----------+-----------------------------------------------------------+
| **Site** | **Quality assurance and Continuous Quality Improvement**  |
+----------+-----------------------------------------------------------+
| **Los    | -   Every staff member in one of three CQI teams          |
| A        |     (customer market, HR, business results)               |
| ngeles** |                                                           |
|          | -   Focus was monitoring both the One-Stops and the       |
|          |     system                                                |
|          |                                                           |
|          | -   Introduced team monitoring to involve all staff in    |
|          |     monitoring/CQI                                        |
|          |                                                           |
|          | -   Three main mechanisms used for quality control:       |
|          |     One-Stop (re) certification, performance measures,    |
|          |     monitoring                                            |
|          |                                                           |
|          | -   Efforts made to better integrate the three components |
|          |     into one process                                      |
|          |                                                           |
|          | -   Continued to use quality assurance standards based on |
|          |     the Baldrige criteria                                 |
+----------+-----------------------------------------------------------+
| *        | -   LWIB's Accountability committee responsible for       |
| *Utica** |     monitoring One-Stop performance                       |
|          |                                                           |
|          | -   VR director was also Accountability committee chair   |
|          |     and sat on the Utica One-Stop operating consortium    |
+----------+-----------------------------------------------------------+
| **Clark  | -   New operator Arbor brought sophisticated quality      |
| County** |     management systems approach into One-Stop including   |
|          |     ISO 9000 for process documentation                    |
|          |                                                           |
|          | -   Used activities such as resource mapping to educate   |
|          |     and train staff in new approach                       |
|          |                                                           |
|          | -   Created flow chart of the process, situated in        |
|          |     conference room                                       |
|          |                                                           |
|          | -   Conducted pilot with DSHS to address referral issues  |
|          |     and developed strategies for improvement              |
|          |                                                           |
|          | -   Board used periodic certification and Requests for    |
|          |     Proposals (RFPs) to recruit best organizations and    |
|          |     companies                                             |
|          |                                                           |
|          | -   Board staff member (LWIB program manager) responsible |
|          |     for monitoring One-Stops                              |
+----------+-----------------------------------------------------------+
| **New    | -   Staff training in monitoring and auditing             |
| O        |                                                           |
| rleans** | -   Case managers trained in CQI for case management      |
|          |                                                           |
|          | -   Hired outside consultant to review the way that board |
|          |     staff graded applications from vendors                |
|          |                                                           |
|          | -   As a result, board developed new grading system       |
|          |                                                           |
|          | -   LWIB Planning and Evaluation team responsible for     |
|          |     monitoring One-Stops                                  |
+----------+-----------------------------------------------------------+
| **       | -   Used "Colorado Performance Excellence," statewide     |
| Colorado |     program based on Baldrige criteria that assists       |
| S        |     organizations to achieve performance excellence       |
| prings** |                                                           |
|          | -   Used activities such as process mapping to improve    |
|          |     customer (job seeker and employer) flow               |
|          |                                                           |
|          | -   All staff were involved in the initiative             |
+----------+-----------------------------------------------------------+
| **Rhode  | -   DLT evaluated both the One-Stops and the system       |
| Island** |                                                           |
|          | -   Hired an outside consultant to evaluate the system    |
| **(Year  |                                                           |
| One)**   | -   Consultant's results shared with staff and partners   |
|          |                                                           |
|          | -   LWIB One-Stop quality Assurance Committee responsible |
|          |     for monitoring One-Stops                              |
|          |                                                           |
|          | -   Subcommittee created a monitoring tool, which has     |
|          |     been revised twice                                    |
+----------+-----------------------------------------------------------+
| **       |                                                           |
| Trends** |                                                           |
|          |                                                           |
| -   Used |                                                           |
|          |                                                           |
|  quality |                                                           |
|     ma   |                                                           |
| nagement |                                                           |
|          |                                                           |
|  systems |                                                           |
|          |                                                           |
| approach |                                                           |
|     to   |                                                           |
|          |                                                           |
|  quality |                                                           |
|     a    |                                                           |
| ssurance |                                                           |
|     and  |                                                           |
|     co   |                                                           |
| ntinuous |                                                           |
|          |                                                           |
|  quality |                                                           |
|     imp  |                                                           |
| rovement |                                                           |
|          |                                                           |
| -   I    |                                                           |
| ncreased |                                                           |
|          |                                                           |
|  efforts |                                                           |
|     to   |                                                           |
|          |                                                           |
|  involve |                                                           |
|     all  |                                                           |
|          |                                                           |
|    staff |                                                           |
|     in   |                                                           |
|     co   |                                                           |
| ntinuous |                                                           |
|          |                                                           |
|  quality |                                                           |
|     imp  |                                                           |
| rovement |                                                           |
|          |                                                           |
| -        |                                                           |
|   Boards |                                                           |
|     had  |                                                           |
|     st   |                                                           |
| ructures |                                                           |
|     in   |                                                           |
|          |                                                           |
|    place |                                                           |
|          |                                                           |
|  (commit |                                                           |
| tee/team |                                                           |
|     or   |                                                           |
|          |                                                           |
| assigned |                                                           |
|          |                                                           |
|    staff |                                                           |
|          |                                                           |
|  person) |                                                           |
|     to   |                                                           |
|          |                                                           |
|  monitor |                                                           |
|     O    |                                                           |
| ne-Stops |                                                           |
|          |                                                           |
| -   Mo   |                                                           |
| nitoring |                                                           |
|          |                                                           |
|   mainly |                                                           |
|     done |                                                           |
|     by   |                                                           |
|     r    |                                                           |
| eviewing |                                                           |
|     per  |                                                           |
| formance |                                                           |
|          |                                                           |
|  reports |                                                           |
|          |                                                           |
| -        |                                                           |
|    Sites |                                                           |
|     used |                                                           |
|          |                                                           |
| external |                                                           |
|     r    |                                                           |
| esources |                                                           |
|     to   |                                                           |
|          |                                                           |
|   assess |                                                           |
|     pr   |                                                           |
| ocedures |                                                           |
|     such |                                                           |
|     as   |                                                           |
|          |                                                           |
|   vendor |                                                           |
|     app  |                                                           |
| lication |                                                           |
|          |                                                           |
|   review |                                                           |
|          |                                                           |
|  process |                                                           |
|          |                                                           |
| -        |                                                           |
|    Sites |                                                           |
|          |                                                           |
| targeted |                                                           |
|          |                                                           |
|  certain |                                                           |
|          |                                                           |
|    areas |                                                           |
|     of   |                                                           |
|          |                                                           |
| customer |                                                           |
|          |                                                           |
|  service |                                                           |
|          |                                                           |
| delivery |                                                           |
|          |                                                           |
|  process |                                                           |
|     for  |                                                           |
|     CQI  |                                                           |
|     such |                                                           |
|     as   |                                                           |
|          |                                                           |
| customer |                                                           |
|          |                                                           |
|    flow, |                                                           |
|          |                                                           |
| referral |                                                           |
|          |                                                           |
|  process |                                                           |
+----------+-----------------------------------------------------------+

[]{#__RefHeading___Toc115757462 .anchor}Table 25: Year Two Summary of
Findings on Performance Standards and Measurement

+------------+---------------------------------------------------------+
| **Site**   | **Performance standards and measurement**               |
+------------+---------------------------------------------------------+
| **Los      | -   Frontline staff had become competitive about        |
| Angeles**  |     achieving performance goals                         |
|            |                                                         |
|            | -   Leadership introduced team placement goals to make  |
|            |     process fairer for all staff                        |
|            |                                                         |
|            | -   Continued to use balanced scorecard approach to     |
|            |     measure performance in four areas                   |
|            |                                                         |
|            | -   Continued to acknowledge superior performance       |
|            |     through the awarding of "stars" at three levels     |
+------------+---------------------------------------------------------+
| **Utica**  | -   LWIB Accountability committee responsible for       |
|            |     monitoring One-Stop performance                     |
+------------+---------------------------------------------------------+
| **Clark    | -   Board staff/WIA program manager responsible for     |
| County**   |     One-Stop performance measurement                    |
|            |                                                         |
|            | -   Used SKIES database to track case managers'         |
|            |     performance as part of annual staff performance     |
|            |     reviews                                             |
|            |                                                         |
|            | -   Arbor was not only monitored by SWWDC but also by   |
|            |     Arbor headquarters                                  |
|            |                                                         |
|            | -   Board made effort to create performance measures    |
|            |     targeted at individuals with disabilities           |
+------------+---------------------------------------------------------+
| **New      | -   Staff training in performance measures and goals    |
| Orleans**  |                                                         |
|            | -   LWIB Planning and Evaluation committee responsible  |
|            |     for monitoring One-Stop performance                 |
+------------+---------------------------------------------------------+
| **Colorado | -   Started running performance standards by individual |
| Springs**  |     staff to assess their performance                   |
+------------+---------------------------------------------------------+
| **Rhode    | -   Board's One-Stop Quality Assurance Committee        |
| Island**   |     responsible for monitoring One-Stop performance     |
|            |                                                         |
| **(Year    |                                                         |
| One)**     |                                                         |
+------------+---------------------------------------------------------+
| **Trends** |                                                         |
|            |                                                         |
| -   LWIBs  |                                                         |
|            |                                                         |
|  monitored |                                                         |
|            |                                                         |
|   One-Stop |                                                         |
|            |                                                         |
|   operator |                                                         |
|     p      |                                                         |
| erformance |                                                         |
|            |                                                         |
| -          |                                                         |
|   Progress |                                                         |
|     in     |                                                         |
|     terms  |                                                         |
|     of     |                                                         |
|     es     |                                                         |
| tablishing |                                                         |
|     pe     |                                                         |
| rformances |                                                         |
|            |                                                         |
|   measures |                                                         |
|            |                                                         |
|   targeted |                                                         |
|     at     |                                                         |
|            |                                                         |
| individual |                                                         |
|     with   |                                                         |
|     di     |                                                         |
| sabilities |                                                         |
|     (Clark |                                                         |
|            |                                                         |
|    County) |                                                         |
+------------+---------------------------------------------------------+

[]{#__RefHeading___Toc115757463 .anchor}Table 26: Year Three Summary of
Findings on Data and Quality Assurance

+------------+---------------------------------------------------------+
| **Site**   | **Data and quality assurance**                          |
+------------+---------------------------------------------------------+
| **Los      | -   Used California State University Northridge to      |
| Angeles**  |     collect customer service data                       |
|            |                                                         |
|            | -   CDD stipulated the requirement that 80% of          |
|            |     customers needed to be considered hard-to-serve (8  |
|            |     categories); this data was collected, reported      |
|            |     monthly                                             |
|            |                                                         |
|            | -   Changes in One-Stop certification process           |
|            |                                                         |
|            | -   Hired a new Malcolm Baldrige consultant/trainer     |
|            |                                                         |
|            | -   Extended period for recertification from two to     |
|            |     three years                                         |
|            |                                                         |
|            | -   Linked certification to performance measures        |
|            |                                                         |
|            | -   Sought EEO nondiscrimination and complaint staff    |
|            |     input on overall center certification and           |
|            |     performance evaluation                              |
|            |                                                         |
|            | -   Implemented team monitoring approach, with each     |
|            |     One-Stop monitored by a monitor from the city who   |
|            |     functioned as their liaison                         |
|            |                                                         |
|            | -   Provision of additional incentive funds to          |
|            |     encourage staff to serve hard- to-serve populations |
+------------+---------------------------------------------------------+
| **Utica**  | -   WIB organized a secret shopper survey               |
|            |                                                         |
|            | -   CEG project had customer feedback component         |
|            |                                                         |
|            | -   VR continued examining the Department of Taxation   |
|            |     and Finance Wage Records new hire list monthly      |
|            |                                                         |
|            | -   Increased effort to link funding and system/program |
|            |     performance measures                                |
+------------+---------------------------------------------------------+
| **Clark    | -   Data collected was useful in understanding growth   |
| County**   |     of their customer base                              |
|            |                                                         |
|            | -   Increased effort to link funding and system/program |
|            |     performance measures                                |
|            |                                                         |
|            | -   SWWDC/WIB continued working on the performance grid |
|            |                                                         |
|            | -   Board was considering including other populations   |
|            |     such as veterans, dislocated workers, youth         |
|            |                                                         |
|            | -   Board staff used grid as communication tool to      |
|            |     educate One-Stop staff about quality job            |
|            |     placements, performance measures linked to harder   |
|            |     to serve populations                                |
+------------+---------------------------------------------------------+
| **New      | -   Customer satisfaction survey was used and reviewed  |
| Orleans**  |     by career services managers, resulting in changes   |
|            |     related to customer flow                            |
|            |                                                         |
|            | -   Data was used to chart progress at bimonthly        |
|            |     meetings for the customer service skills center and |
|            |     monthly meetings for the STEP program               |
|            |                                                         |
|            | -   JobOne planned to get Commission on Accreditation   |
|            |     of Rehabilitation Facilities (CARF) accredited in   |
|            |     2006-7 (Goodwill was already CARF-accredited)       |
|            |                                                         |
|            | -   Former Goodwill EEO coordinator provided training   |
|            |     for One-Stop Goodwill staff in CARF accreditation,  |
|            |     grievance, and complaint processes                  |
+------------+---------------------------------------------------------+
| **Colorado | -   Customers could access customer satisfaction survey |
| Springs**  |     online                                              |
|            |                                                         |
|            | -   VR personnel used the JobLink system to understand  |
|            |     labor market information                            |
|            |                                                         |
|            | -   One-Stop taking steps to implement the swipe card   |
|            |     system                                              |
+------------+---------------------------------------------------------+
| **Rhode    | -   Generated reports to understand their customer      |
| Island**   |     population based on data collected in the OSOS      |
|            |     system                                              |
| **(Year    |                                                         |
| Two)**     |                                                         |
+------------+---------------------------------------------------------+
| **Trends** |                                                         |
|            |                                                         |
| -          |                                                         |
|   Customer |                                                         |
|     sa     |                                                         |
| tisfaction |                                                         |
|            |                                                         |
|    surveys |                                                         |
|            |                                                         |
|  continued |                                                         |
|     to be  |                                                         |
|     the    |                                                         |
|            |                                                         |
|    primary |                                                         |
|            |                                                         |
|  mechanism |                                                         |
|     for    |                                                         |
|            |                                                         |
| collecting |                                                         |
|            |                                                         |
|   customer |                                                         |
|            |                                                         |
|   feedback |                                                         |
|            |                                                         |
| -   Sites  |                                                         |
|            |                                                         |
|  continued |                                                         |
|     their  |                                                         |
|            |                                                         |
|    efforts |                                                         |
|     to     |                                                         |
|            |                                                         |
|    improve |                                                         |
|     the    |                                                         |
|            |                                                         |
| collection |                                                         |
|     of     |                                                         |
|            |                                                         |
| disability |                                                         |
|     data   |                                                         |
|            |                                                         |
| -   Sites  |                                                         |
|            |                                                         |
|  continued |                                                         |
|            |                                                         |
| struggling |                                                         |
|     with   |                                                         |
|     the    |                                                         |
|     l      |                                                         |
| imitations |                                                         |
|     of     |                                                         |
|     data   |                                                         |
|            |                                                         |
|    systems |                                                         |
|     in     |                                                         |
|     terms  |                                                         |
|     of     |                                                         |
|     incom  |                                                         |
| patibility |                                                         |
|     and    |                                                         |
|            |                                                         |
|    limited |                                                         |
|            |                                                         |
| usefulness |                                                         |
|     of the |                                                         |
|     data   |                                                         |
|            |                                                         |
|  generated |                                                         |
|            |                                                         |
| -   Con    |                                                         |
| templation |                                                         |
|     about  |                                                         |
|     or     |                                                         |
|     co     |                                                         |
| ntinuation |                                                         |
|     of     |                                                         |
|     cer    |                                                         |
| tification |                                                         |
|            |                                                         |
|  processes |                                                         |
|            |                                                         |
| -   Boards |                                                         |
|     e      |                                                         |
| stablished |                                                         |
|            |                                                         |
| structures |                                                         |
|     (comm  |                                                         |
| ittee/team |                                                         |
|     or     |                                                         |
|            |                                                         |
|   assigned |                                                         |
|     staff  |                                                         |
|            |                                                         |
|    person) |                                                         |
|     to     |                                                         |
|            |                                                         |
|    monitor |                                                         |
|            |                                                         |
| One-Stops, |                                                         |
|     which  |                                                         |
|     was    |                                                         |
|     mainly |                                                         |
|     done   |                                                         |
|     by     |                                                         |
|            |                                                         |
|  reviewing |                                                         |
|     p      |                                                         |
| erformance |                                                         |
|            |                                                         |
|    reports |                                                         |
|            |                                                         |
| ```{=html} |                                                         |
| <!-- -->   |                                                         |
| ```        |                                                         |
| -          |                                                         |
|  Increased |                                                         |
|     effort |                                                         |
|     to     |                                                         |
|     link   |                                                         |
|            |                                                         |
|    funding |                                                         |
|     and    |                                                         |
|     syst   |                                                         |
| em/program |                                                         |
|     p      |                                                         |
| erformance |                                                         |
|            |                                                         |
|   measures |                                                         |
+------------+---------------------------------------------------------+

**Changes in Data Collection, Quality Issues, and Performance
Standards**

The first part of this section addresses data collection and data
sharing; the second part considers quality assurance and continuous
quality improvement; and the third part deals with performance standards
and measurements.

[Data collection and data sharing]{.underline}

-   **Customer satisfaction surveys**

Sites continued to use customer satisfaction surveys as the primary
method for gathering feedback on One-Stop services. In New Orleans, a
customer satisfaction survey was used and reviewed by career services
managers, resulting in changes related to customer flow. Los Angeles
used the California State University Northridge to collect customer
service data, which was reported at bimonthly leadership meetings, thus
impacting planning and resource allocation.

Los Angeles appeared to place more emphasis on collecting customer
service data because past data collection showed that customer service
was not meeting the established benchmark. Utica\'s WIB organized a
secret shopper survey, and their CEG project included a customer
feedback component. Colorado Springs' customers had access to an online
customer satisfaction survey
(www.formsite.com/ppwfc/satisfaction/index.html).

-   **Collecting data related to disability**

Sites continued to have difficulty capturing the numbers of customers
with disabilities using One-Stop services. At all sites, interviewees
suspected that there was a significant number of individual not
disclosing their disability, and staff were concerned about the legality
of asking about disability.

There have been increased efforts across sites to better capture
disability data. Los Angeles, for example, changed the data entry
process to allow counselors to go back into a file and add disability
status if it was disclosed at any point subsequent to enrollment (once a
relationship had been formed with a counselor, for example). Also in Los
Angeles, a new requirement was that 80% of the people served needed to
be considered hard-to-serve (as defined locally by eight factors such as
homelessness, non-English speaking, or disability). Enrollments for
these eight categories were tracked and monthly reports were generated
for the WIB. Future plans included tracking outcomes for the
hard-to-serve groups.

In Utica, VR examined the Department of Taxation and Finance Wage
Records new hire list on a monthly basis. By using the list, they were
able to identify outcomes for individuals who were jointly enrolled in
VR and within the One-Stop Operating System (OSOS). Furthermore, when
people entered the system through VR community information sessions,
they were registered automatically as individuals with disabilities.
Similarly, in Clark County, if the One-Stop worked with a partner agency
regarding a client or referred a client to the One-Stop, they designated
"those people as having some kind of disability in the data.\" The
strategies were expected to result in less underrepresentation.

-   **Limitations of data systems in place**

Interviewees pointed out the limitations of data systems currently in
place in terms of incompatibility and limited usefulness of the data
generated.

*Incompatibility*

As in previous years, sites struggled with incompatible data systems and
the barriers to collaboration they caused. In Clark County, staff
members were still working on compatibility between the Service,
Knowledge, and Information Exchange System (SKIES) and swipe card
systems. In Rhode Island, VR was unable to access OSOS and concerned
about confidentiality if access were to occur. As a result, they lost
track of customers, which was reported as negatively affecting
performance measurement:

> Everyone's trying to set up common applications, common this, common
> that, and the feds are screaming for everybody to coordinate,
> consolidate... but there are too many obstacles in the way. And that's
> the problem. It's very frustrating.

To better deal with these issues, Rhode Island contemplated using a
universal release form. If the One-Stop used the form, VR would be able
to view the data.

In Utica, incompatible data collection systems caused systematic
underreporting of data. They continued to run a log alongside the swipe
card system, but when the two data systems were compared, respondents
noted that the data between the log and the swipe card was always off by
20% to 30%. The results were not trusted and therefore were
underutilized. Although the WIB required reports to be generated
monthly, One-Stop staff were unclear how and whether the data was truly
used. As in previous years, interviewees experienced frustration
regarding the inability to input data from other sources into OSOS.

*Limited usefulness of data collected*

Clark County found it difficult that SKIES did not track finances (ITA
monies). Los Angeles reported that the swipe card system was not telling
the One-Stop enough about the type of customer using the services. In
addition, interviewees wondered whether the state used the data to truly
understand their customer base or simply for volume verification.

-   **Using the data**

Although the process took a great deal of time to implement, Rhode
Island began to generate reports to understand their customer population
based on data collected in OSOS. They determined they served roughly
8000 job seekers per year, including 62% who were considered minorities.
New Orleans data was used to chart progress at bimonthly meetings for
the customer service skills center and at monthly meetings for the STEP
program. In Clark County, staff members charted user data in the
resource room and found that they could safely cut staff time without
hurting overall performance. In Colorado Springs, VR personnel used the
JobLink system to understand labor market information and determine the
highest requests for training in order to decide the most marketable
training areas in the One-Stop. Data from JobLink was also used at the
management level in strategic planning.

Los Angeles seemed more pleased with the usefulness of their data than
the rest of the sites. One respondent said that \"the data really is
telling us a very complete story right now.\" Demographic data and
performance data were used to determine service utilization and quality:

> We're looking at primary language, which is helping us plan for
> staffing. And we're looking at education level, which helps us plan
> for services that we can offer and employment that we can offer. We're
> looking at disabilities, to see what kind of technology we need to get
> into, or the special training that staff need to acquire, in order to
> work with those individuals.

In Clark County, data collected was useful in understanding the growth
of their customer base. Initially, staff thought customers were using
the One-Stop more often, but when the data was examined they found it
was a case of quality rather than quantity. According to one staff
person, they found that "people were just simply using more services,
they were aware of the services, and they would get more value out of
each visit. So our services per customer jumped from two-and-a-half per
customer to five-and-a-half per customer."

In Clark County, when a person entered the system through VR, the same
data was entered into SKIES. Thus in case of co-enrollment with WIA,
client information was already in the system ready to be accessed by
staff. There was also a process in place that determined eligibility for
WIA earlier, so assessments did not have to be duplicated.

Colorado Springs was still taking steps to implement the swipe card
system. They used to have a customer sign-in sheet, where staff would
enter the information into the computer. They had customers register
electronically for their services. Regarding the JobLink system, a check
box was added that indicated applicants for WIA so they could be tallied
in addition to enrollees.

[Quality assurance and Continuous Quality Improvement]{.underline}

-   **Changes in center certification**

Only two sites reported change regarding One-Stop certification. Some
sites contemplated continuation of certification processes. New Orleans,
for example, hoped to become CARF-certified. Other sites, such as Los
Angeles, experienced a great deal of changes in certification.

Goodwill in New Orleans was CARF-certified; their plan was for the
One-Stop to become CARF-certified by 2006-2007. The former EEO
coordinator for Goodwill was charged with spearheading the process. She
conducted training with One-Stop Goodwill staff in CARF accreditation.
She also led training on the grievance and complaint processes, focusing
on the distinction between the two. CARF accreditation of the One-Stop
appeared to be more of a goal for Goodwill than for the workforce
development system.

There were several dimensions to the change in certification processes
in Los Angeles. First, they had a new Malcolm Baldrige consultant this
year. There were also changes in the certification contract, allowing
three years between certifications instead of the previous two. The
Baldrige-certified examiner arrived with extensive expertise and
conducted training for staff. Participants reported the new training was
different from the training that the former consultant provided.

> They're absolutely 100% committed to Baldrige.... Two of the trainers
> with the consulting group are alumni Baldrige examiners and that's a
> big deal. They are Baldrige by the book, as far as the scoring
> mechanisms and everything are concerned... so I think it's good
> because it's a way to refine the process.

The director of MetroNorth credited the recertification process as being
instrumental in the development of common goals and a common voice among
staff. The process had comprehensive involvement of the entire staff.
Strict adherence to the Baldrige criteria and committee structure
leveled the power structure and empowered staff.

> Certification was a great melting process for us in that there were no
> longer any gatekeepers, any separation of what people do. It focused
> on people's strengths and built committees around that---in what we do
> as well as keeping track of what we do. Because a lot of people have
> great ideas. To me, it was a way to get everybody on board, all
> speaking with one voice... so even though it was very intensive and a
> lot of training involved, it was really an "Ah-hah!" moment and very
> eye-opening to see all the things that are involved to run this kind
> of organization. It was a good process. I was glad that we went
> through it. I think recertification was an eye-opener that we needed.

While the merits of adhering to Baldrige were evident, a downside was
also noted: Because they held contractors to very high standards, some
were forced out of the system.

> We're now looking back and taking a look at that model. We feel, in
> retrospect, that it was fairly strict. And we were holding our
> contractors, that were into this for the first time, to very
> high-level standards, which was a good thing and a bad thing. Good
> from the perspective that they did develop some good practices. Bad
> from the perspective that, in some cases, they didn't meet those
> standards and are now out of our system, which may not necessarily
> have been a good thing.

The second major change was that certification was tied to performance
measures. Previously, staff felt there had been too much emphasis on
certification and not enough on outcomes and performance goals. As a
result, there not only had to be quality customer service and process
management but performance evaulation.

> We've actually combined performance evaluation with certification. In
> the past, we've operated those as two separate evaluation funds, and
> one weighed more heavily than the other. We've restructured the
> certification policy so that they're fully weighted, equally. You are
> certified by passing the CQI process and by passing the performance
> measures. Not one or the other. It's both. So that's been a positive
> for us, a significant change in how the model was in the past.

Finally, EEO staff members were asked to weigh in on overall
certification and performance evaluation. They also used team
monitoring. The youth agencies, the One-Stop monitor, the Management
Information Services monitor, the fiscal monitor, and the auditor were
all involved in rating the One-Stop. Each center had a monitor from the
city who functioned as a liaison and visited the center once a month.

[Performance standards and measurement]{.underline}

In Year Three, staff members were concerned with meeting performance
standards for the hard-to-serve population, including people with
disabilities. There were also increased efforts to work with different
program performance measures to better oversee funding and to create a
more unified way to set standards across the system. The aim was to meet
the goal of integration.

-   **One-Stop operator performance measures**

Most boards monitored WIA performance standards and measures through
committees. The boards conducted monitoring by reviewing One-Stop
performance reports. State and federal regulations were embedded in the
One-Stop performance standards.

-   **Staff performance measures**

Most sites reported pressure to meet performance standards that did not
always take into account local conditions and changes, such as staff
reductions. Frontline staff members felt performance measures were a
barrier to serving hard-to-serve customers, such as people with
disabilities. It increased the pressure to screen people and choose
those who would be easier to employ. Leaders in the organization also
discussed challenges in meeting the performance expectations.

-   **Linking performance standards and measures to funding**

In Clark County, the Employment Security Department and Arbor adopted
the GMAP approach which reflects \"accountability-driven leadership.\"
The approach was spearheaded by Washington\'s new governor as an effort
to improve the results of state government
(www.governor.wa.gov/priorities/policy/gmap).

The approach combines an intensive focus on performance measurement with
an existing emphasis on priority-based budgeting. The One-Stop director
liked the GMAP way of reporting performance in more measurable ways,
which she found easier to understand.

In Los Angeles, there was a renewed emphasis on serving hard-to-serve
populations using the funding available. The goal was to provide
additional incentive funds to reflect the performance of agencies. At
the time of the site visit, CDD staff members had not yet factored
placement goals for the hard-to-serve populations into funding, but were
planning on doing so in the next year.

> We use performance measures as a basis for funding, so we have
> satisfied the base. And then we provide some additional incentive
> funds to reflect the performance of the agencies. So there is a
> national incentive to ensure that you have positive outcomes for your
> clients. With the push towards a hard-to-serve \[population\], the
> resistance is "Well that is going to affect us, and it affects us to
> the bottom line." But from that perspective we drive home the point
> that this is the position the city has taken, the WIB has taken, on
> what clients we are going to serve.

Moreover, Clark County and Utica were looking for ways to merge
performance measures across programs and funding streams. In Utica,
performance measures continued to be problematic for further integration
of the One-Stop and its partners. Respondents suggested that performance
measures should be merged across partners. The One-Stop manager (Arbor)
in Clark County noted:

> What I've started doing is taking all of these individual funding
> sources and saying, okay, they have this performance measure. This one
> has this performance measure. So we get the dollars, and we don't look
> at what color the money is---this is Work First, this is WIA. This is
> radical, in terms of the state.

-   **Program evaluation data for customers with disabilities**

In Year Two, we reported about the performance grid that the Clark
County SWWDC developed in collaboration with One-Stop leadership to
examine the system and program performance measures. Focusing resources
to achieve a desired return in investment was emphasized. One way to
achieve those goals was by better connecting job seekers and employers.

At the time of the site visit, the performance measurement grid had not
been implemented yet. Instead, the board used the grid as a theoretical
model to focus on integrating funding sources and advancing the
discussion of working with hard-to-serve populations. The model was
being expanded to integrate other populations such as veterans,
dislocated workers, and youth. In addition to expanding and finalizing
the grid, board members used the model as a tool to educate staff about
performance goals linked to hard-to-serve populations.

The board's approach to measuring performance was expected to have an
impact at both the service and system levels. At the service level, the
system was expected to eventually become linked to staff performance
measures. On a system level, the new approach was expected to allow for
a more meaningful distribution of resources. It was hoped that the tool
would help leadership better integrate partners, evaluate the quality of
jobs in the local community, and track the amount and kinds of funding
used to create high-quality job placements. A board staff member noted,
\"It's not just a placement of people with disabilities. It's placement
of people with disabilities in jobs that are targeted and identified as
extremely valuable to the community.\"

[]{#__RefHeading___Toc115757303 .anchor}**Evidence and Level of
Satisfaction with Services of Individuals with Disabilities**

**Introduction**

In order to be successful, One-Stops must know who their customers are
and those customers' expectations for service delivery. Sites obtained
customer feedback and used this valuable information to continuously
improve service delivery. Interviews with thirteen job seekers with
disabilities were conducted to understand their experiences with the
system. Of those, three participated in the Ticket to Work (SSA) program
and two received services under Customized Employment Grants through
ODEP. Customers were identified by One-Stop frontline staff and differed
by gender, age, race/ethnicity, type of disability, educational level,
and work history. The following section summarizes the findings from
interviews with job seekers.

**Overall Satisfaction**

Most of the customers were satisfied with their overall experience with
the One-Stop. A customer from Utica spoke about "how much inside pull
the One-Stop has... and I think that \[the\] One-Stop really goes to bat
for people." Another Utica customer said, "\[My One-Stop staff\] just
went above and beyond and I'm sure they all do, you know."

A customer in Los Angeles, who at the time of the interview was
undergoing training to be a truck driver under the Ticket to Work
program, was impressed with the efficiency of the One-Stop Center.

> I was impressed the way they operate around here. This is a top-flight
> center as far as my experience and, of course, my experience is only
> two months. But the way I was impressed when I walked in here, from
> over there to over here, at how professional they were, how organized
> they were and courteous.... *I guess they just have experience with
> working with people with disability because they're patient.* And they
> almost seem to know what your needs \[are\] and what you want.

Another customer from Los Angeles appreciated the convenience of having
all agencies and employment-related supports in one place and "couldn't
believe that there was such a place, so it's just like wow, you know,
thank God that there is \[such a center\]."

Moreover, satisfaction was also associated with a warm and friendly
atmosphere that One-Stops created for customers. A man with a visual
impairment in Los Angeles commented, \"I think they\'re warm. Every
single person is very warm, and they understand your situation. I'm
assuming there\'s a lot of other people with disabilities who come here,
but *they treat us like a sighted person.\"*

In some cases, satisfaction with services was related to how successful
individuals felt in finding a job with the support of the One-Stop. One
man was satisfied but acknowledged that it was a temporary feeling based
on his ability to find a job: \"I'm very satisfied so far. Now at the
end of the process, if I still have not found any work or anything, then
that might be another situation. But right now it's going good.\"

[Satisfaction with One-Stop staff]{.underline}

Across sites, customers made positive comments about staff. One-Stop
staff members were described as friendly, kind, compassionate,
effective, dedicated, patient, and able to meet customers' specific
needs. A customer from Los Angeles said:

> They are doing an excellent job. All the people, starting with the
> counter, the front counter. They are very friendly every time when I
> come here. *I feel like family*. They are very, very kindly.
> Everybody\'s very kind and very friendly. These people are really
> doing a good job.

Similarly, a customer from Rhode Island explained feeling very
comfortable working with the disability resource specialist. "It was
more like he didn't really have to pull things out of me, I guess. *It
was more like I was talking to a friend*."

A customer from New Orleans, who disclosed his mental health issues,
mentioned that One-Stop staff members took an interest in him as a
person and made an effort to tailor services to his individual needs. A
customer from Utica noted that staff treated her with the utmost respect
and dignity and that they really truly made her feel like she was "part
of their team."

Customers valued honesty and the up-front nature of staff with whom they
worked. A customer from Utica said:

> She \[disability navigator\] didn't give me broken promises. She kept
> it pretty real, you know. She would tell me either she could do this,
> or she couldn't do it, or she thought maybe she couldn't but she would
> at least try. And that was the thing. She tried for me, and she tried
> and tried and tried, and she never gave up. And in return, I kept
> trying and I didn't give up. And that's where I'm at right now. Why
> I'm where I'm at.

Generally, One-Stop staff members were described as being warm and
positive in their approach and treatment of customers. A customer with a
mental illness in Los Angeles worked with the disability navigator in
his job search process. He liked that the service focused on finding the
right training program for him rather than focusing on his disability.
He commented that he felt the approach had a therapeutic effect.

Customers were satisfied with more than the way staff treated them.
Interviewees commented positively on staff's knowledge, skills, and
expertise in providing employment services. Other customers noted how
helpful staff members were in a variety of ways, from teaching them how
to locate job listings online to contacting employers directly on their
behalf.

In addition to providing services, One-Stop staff often functioned as
mediators. A job seeker in Rhode Island spoke about the effort of the
disability resource specialist to reconnect her with the VR counselor,
emphasizing the importance of using all employment resources and
supports available. A Colorado Springs customer had a negative
experience with her VR counselor. She described the acrimony in her
relationship with her VR counselor, but observed that the resource room
manager was sensitive and empathetic, and advised her on ways to
communicate with the counselor.

Furthermore, customers appreciated the support provided by staff. In
return, many felt obliged to uphold their end of the contractual
relationship and make an honest effort to become employed. A customer
from Utica noted, "I think we all acted like a well-oiled machine. You
know, I did my part because I was eager to not go under. And then I knew
\[One-Stop staff\] were helping me out." A customer from Los Angeles
said:

> It's only been a couple of months, but, sometimes I felt a little bit
> like uh-oh, I let them down. You know what I mean? It's not the other
> way around*.* It's like, if you don't do what they're trying to get
> you to do, it's like you feel bad, like you let them down, instead of
> the other way around. So they're very good, very good people.

While most comments about the One-Stop staff were positive, a few
customers were dissatisfied with the staffing at the centers. A customer
with mental health issues in Clark County expressed frustration about
staff changes.

> So my casework has traveled to a number of different people in there.
> And the only time they really contact me, or something like that, is
> if I call them and say, "Have you got my reports.\" Or, you know,
> \"Have you got my time sheets?" and stuff like that. And they'll go,
> "Well, your person has changed." I couldn't talk to one particular
> person, and I didn't have relationship.

She recommended that customers be assigned to one caseworker or case
manager if possible.

[Satisfaction with the services provided]{.underline}

Interviewees reported receiving a variety of services from One-Stop
staff. Interviewees felt that staff opened new doors by simply educating
job seekers about the resources and services available at the One-Stop.
A customer in Utica who worked with the disability navigator noted,
"once that door is open it's like the Domino effect.... You have to be
patient, but it works."

Giving job seekers the right tools and resources was seen as the first
step in the job search process. What was important was that staff not
only provided the tools and resources but also worked with customers on
using those tools.

Most mentioned the usefulness of the equipment available at the
One-Stops, such as computers, faxes, and telephones. Others attended
workshops, seminars, or job fairs. Some received assistance with resume
writing or learning how to use the computer. Several mentioned access to
job listings, either through self-guided computer searches or through
the assistance of a staff member who called them to let them know about
openings. A customer from New Orleans said that when she first went to
the One-Stop she did not know what type of work she wanted. The online
resources accessible through the One-Stop (such as
[www.i-train.org](http://www.i-train.org/)) helped her explore a wider
variety of careers and to choose the most suitable one. Some customers
also received more intensive services and support through the One-Stops
such as on-the-job-training, clothing for interviewing, and funds to
purchase a car or to cover the rent of their business.

One Utica customer owned a bookstore and had recently moved his business
from one location to another. Soon he was unable to pay rent because of
the loss of customers through the move. The One-Stop, specifically the
CEG project, provided him with the funds to cover three months rent. In
addition, he received funds to advertise his business in a local
newspaper.

> It was just what I needed to save me.... I wouldn't have had a job if
> it hadn\'t been for that grant and I wouldn't have been able to meet
> my rent. I probably would have been out of business already.

Sometimes providing support was as simple as referring a customer to the
suitable agency. A customer from Rhode Island mentioned that the
disability resource specialist connected her with the Social Security.
Assistance with networking was another type of support that customers
reported as being very useful. A customer in Rhode Island mentioned that
One-Stop staff helped her network:

> He \[disability resource specialist\] was one of the main people that
> definitely would help you network with other people and people that
> were just stopping by to see him. He would always introduce me to
> them, always spoke highly of me, which I was, like, \"Wow, that was a
> really good connection." *He didn't necessarily find me a job per se,
> but he gave me resources where I could go and look for a job*.

In addition to employment-related support, customers reported receiving
moral support and encouragement from staff. A customer from Utica said:

> Actually it was at one of the lowest points in my life then. I met
> her, and her and I hit it off immediately. And I'm a nurse, and I had
> some issues, and it took me a while to---to believe in myself again.
> However, \[the disability navigator\] believed in me immediately,
> which is something that made such a difference, and with that
> encouragement, I mean, and she helped me with getting car repair. She
> had, she had the tools that I needed to get back out there, and she
> utilized every single thing possible.

Similarly, a customer in Los Angeles felt the staff picked him up after
he commented on his self-perceived lack of skills. The counselor said,
"You\'re not hard. You are the most easy person to work with, and it\'s
always a pleasure to work with you. You have skills. You don\'t ever say
you don\'t have skills," according to the customer.

It was not just getting a job that made a difference, but being at the
One-Stop and interacting with staff. One customer reported that her
self-esteem was improved by going to the One-Stop:

> Walk in the door. I think that you know when you walk in the door, and
> you're feeling defeated, and somebody just connects with you and they
> say "I think I can help you." It's a wonderful thing, and it costs you
> absolutely nothing but your time.

[Satisfaction with the service delivery process]{.underline}

Most customers seemed satisfied with the way services were delivered. A
customer from Los Angeles mentioned that the One-Stop delivered services
much faster than other agencies.

> I like the way they're on top of it. It just seems like they work with
> a lot of people with a lot of different situations, lot of different
> situations. They're rapid-paced. You know, it's like they almost don't
> relax enough, that is, for the number of folks that come through here.
> You wonder how can they, you know, be so much on top of it? I mean, it
> seems like the state don't give them a minute's rest because, like,
> I'll see them walking through there with files this big.... They look
> frankly rushed, but they seem to have it in mind. They know what
> they're doing.

However, other customers thought that particular services, such as those
provided under the Ticket to Work program, could be delivered faster. A
Los Angeles customer noted:

> I think that there could be a little improvement as with anything. Now
> what those improvements could be... I think the process is probably a
> little bit too slow and some people may get a little frustrated or
> turned away from it, and then go and do their own thing, because it's
> not moving as fast.

[Linkages among service delivery programs]{.underline}

Most interviewees were involved with more than one agency. They said
that collaboration between agency staff helped ease the transition. A
customer from Utica described the collaboration between One-Stop staff
and RCIL as the "the backbone of my success." One-Stop staff connected
her with RCIL, who assisted her in purchasing a car, enabling her to
switch to full-time employment. A customer from New Orleans mentioned
the smooth referral process from VR to the One-Stop. A customer from Los
Angeles, who enrolled in training to become a truck driver through the
support of the One-Stop and its partners, said, "These guys, I was with
these guys, and they handled it top of the line. No problem. And it was
coordinated between whoever this organization does business with.
There's back and forth talk, talk, talk. Coordination. Talk, talk."

[Accessibility and accommodations]{.underline}

Generally, customers found the One-Stops accessible and accommodating
for people with disabilities. Accommodations such as interpretation
contributed to how job seekers felt about the services they received. A
customer with a hearing impairment from Los Angeles said, "It's good
because they've helped me find jobs. They have interpreters and they
have good communication."

Some individuals talked about the accessibility of offices, equipment,
and computers. Others commented on the usefulness of attending an
orientation to the resource room and the technology. An interviewee in
Rhode Island who used a wheelchair was satisfied with the accessibility
of the One-Stop and felt that it met her mobility needs:

> That place is very, very accessible, when it came to me and my
> wheelchair. The doors all had automatic doors. It was very big. It was
> spacious, so it wasn't cramped. I used the computer a couple times
> when I was waiting for my appointment, and they have a specific place
> where I could go. They had a lower desk, and I could access the
> computer easily, and that was always \[available for\] use.... I
> didn't have to tell anybody to get up because I needed to use it, you
> know what I mean. They were very considerate. They were very, very
> helpful. And it was really accessible. It was.

**Customer Recommendations**

The majority of interviewees were satisfied with the services at the
One-Stop, although some had recommendations for service delivery. A
customer from Rhode Island suggested expanding the One-Stop service menu
by offering a job shadowing program: "Job shadowing that they had in
place with other employers \[could be\] set up where the people that
were looking for a job could shadow someone if they were interested in
nursing or CNA work or something."

Other customers suggested improving the One-Stop's ability to assist
with transportation, housing, and other needs related to finding
employment. One way was to partner with agencies that provided these
supports.

Customers also mentioned the need to promote One-Stop services to job
seekers, including those with disabilities. Interviewees identified
prevailing misperceptions of job seekers about One-Stops and the
services offered. A customer from Utica said:

> People think that, okay, you go in One-Stop and somebody is just
> sitting behind the desk and all they're going to do is give you some
> numbers, when it's so much more detailed than that. But when you get a
> person who will go above and beyond... and I have found everybody at
> \[the\] One-Stop---not just \[the disability navigator\], but \[she\]
> is the one I worked with---they were all, every single one of them,
> would do anything that they could for you, anything.

Interviewees said that they encouraged other job seekers to use the
resources at the One-Stop.

[]{#__RefHeading___Toc115757304 .anchor}**Barriers and Challenges Across
the System**

Challenges that were noted from respondents centered on several themes.
These included dealing with limited resources, high staff turnover,
performance measures, "turf mentality," and geography. Each is described
below.

**Dealing with Limited Resources**

Reductions in funding, including the loss of partners at some One-Stops,
continued to cause mounting pressures as staff tried to meet the needs
of all customers. Funding cuts meant that non-mandated partners could
not maintain their positions within the One-Stop. There were fewer
training dollars available, making staff training more difficult.
Limited funds meant that the One-Stop staff was stretched to the limit
to find opportunities for people with disabilities with fewer
collaborators and a decrease in dollars for training. A manager in Clark
County described the situation as:

> A constant reengineering. Sometimes it means a complete
> reorganization, but mostly it's, okay, you're reengineering the
> process. And when we had severe budget cuts, when we first came into
> the room, I said, "There are some choices. We do the same thing with
> fewer resources. We do less with the fewer resources. We do the same
> thing, with fewer resources, in a different way." So we talked about
> each one, and we decided, well, we can't do the same thing with fewer
> resources. We've got to do something different.

Reduced resources meant that leaders were less likely to provide
training because of staffing shortages to cover regular day-to-day
responsibilities, even though training was critical to deal with needs
of diverse customers. Staff reported that information was distributed in
a top-down leadership style.

The budgets cuts also affected key mandated partners such as VR, which
reported staffing reductions and difficulties with Order of Selection
(having to serve those with the most significant needs first) at most of
the sites. Lack of VR staffing also affected their ability to offer
training in some sites, although they were regarded as well-qualified to
provide training about customers with disabilities. Lack of resources
limited the presence of VR at key meetings and made it less likely that
they would have staff available to collaborate. In contrast, in Rhode
Island VR has reportedly been less involved in the One-Stop because
there workforce personnel were not available for collaboration.

**High Staff Turnover**

In addition to funding reductions, there was mounting pressure to meet
federal standards with fewer well-trained staff. Attrition and staff
reduction took a toll at all levels, affecting frontline staff,
leadership, and disability navigators. The loss of human resources was
extremely difficult for staff that remained. In many cases, offices were
left understaffed, putting increasing pressure on the remaining staff.
"We all have more responsibilities because we have to meet the federal
numbers. And even though we are short-staffed, the numbers seem like
they are increasing every year. We always have to make those numbers."

Staff turnover was viewed as a major challenge by both staff and
customers. Staff described the difficulty of providing effective
customer service with limited resources. They had greater
responsibilities with fewer colleagues to rely on for support.

The loss of the disability specialists or navigators in Rhode Island,
Utica, and Colorado Springs was discussed as another challenging
reduction. The navigators were seen as a vital link, and several
departing navigators described a sense of unfinished business about what
would happen to customers with disabilities in the future. The role of
the navigator was seen as important, and sites were looking at
alternative opportunities to fund these positions and expand their
impact on other populations.

**Performance Measures**

Sites highlighted problems meeting performance standards. Leaders
described performance measures as creating a disincentive to working
with people with disabilities because staff regarded the population as
more time-consuming to place successfully. Said one New Orleans staff
member:

> It's so interesting the way that performance measures are calculated
> because it gives you a disincentive, almost, to serve hard-to-serve
> populations. One of the reasons we purchased our own integrated data
> management system is because, in New Orleans, we have put a larger
> focus on serving what we call the universal population. So we are
> providing value-added services to people before they are enrolled,
> because there is a recognition that performance is important yet you
> balance that with the reason we are here as a government agency, which
> is to help people. And you certainly can't turn people away or deter
> them because they are not going to figure well into your performance.

The New Orleans One-Stop planned to purchase an integrated data
management system to better track the "universal population."

**Lack of True Integration: "Turf Mentality"**

Staff turnover, fiscal problems, and territorial attitudes all
contributed to a lack of connection between partner agencies. Most sites
said they would like to see more large-scale integration so that
different organizations could network, share job leads, and learn more
about one another. The more that partners knew each other and built
relationships, the easier it was to deal with fiscal challenges and
staffing issues.

However, while past efforts showed some gains, integration remained a
challenge. One of the barriers to building relationships was described
as "turf mentality." Staff from the New Orleans One-Stop described one
part of a referral process for a customer, but only after he had gone
through different organizations:

> We used to have little meetings every month with all the job
> developers of each organization and we would try to get on the same
> page and, you know, try to maximize it using everybody. But once again
> we kind of ran into that territorialism, kind of that turf mentality.
> And it got to a point where we needed to share information and share
> resources and then it would go to a point where people didn't feel so
> comfortable doing that. And so I think they ended up figuring that
> maybe that wasn't the best way to go about it.

**Geography**

Geographical and transportation barriers at some sites made integration
difficult. In Utica sites were far apart, which made it more challenging
to have face-to-face meetings with partners. It was also difficult for
customers to access the different sites when they were far apart without
public transportation. This barrier was expected to become less of a
problem as the local transportation authorities planned on adding more
bus routes. Until then, One-Stop staff described managing greater
territory with fewer resources.

Some of the partners working within the New Orleans One-Stop discussed
problems with the One-Stop's downtown location, which offered limited
parking options. This One-Stop was opening up new sites in different
locations to meet the needs of customers who wished to remain in their
home neighborhoods for services. However, the shrinking number of staff
members made it more challenging to distribute information, and in some
cases sites operated independently.

[]{#__RefHeading___Toc115757305 .anchor}**Recommendation of
Participants**

Participants made many suggestions to improve the system and address
some of the barriers identified in this report. The recommendations
focused on policy and practices.

**Policy Recommendations**

[Increased funding]{.underline}

The sites struggled to meet the employment needs of an increasingly
diverse population, including customers with disabilities, after
reductions in funding and staff. One recommendation was to increase
funding that would add partners to the One-Stop who were committed to
collaborating for effective customer service. The commitment of the
partners could be relied on if they were funded to join as a team, and
they could consider the One-Stop their "home."

> The main problem with the One-Stops is there's no infrastructure
> funding and it's an ongoing battle as to who is going to pay for the
> lights and rent. DOL and WIA are the only two agencies that are 100%
> committed to the One-Stops. All the other partners have their offices
> elsewhere, so they pay extra to stay here. And that's what part of the
> problem is... they still conduct their business in their home setting.
> This is our home setting now. We want this to be their home, too.
> That's the whole focus behind a One-Stop is that people just go to one
> place.

Funding to keep partners present would allow the One-Stops to fulfill
their goal of true integration. In addition to increased funding to keep
partners invested, there was also a related suggestion to develop new
ties with collaborators.

[Build a "concrete" plan]{.underline}

One board staff member believed that there should be greater long-term
planning due to the perception that under-funding will be a long-term
problem. A "concrete" plan would keep the One-Stops functioning so that
with dwindling resources the staff members and customers would be less
vulnerable. A long-range plan would allow for security and continuity in
the face of staff reductions or attrition.

> One-Stops are becoming more and more vulnerable because it's like
> building and allowing the concrete to settle before you start building
> on top of it. And I get a sense that even though the One-Stops have
> been around seven or eight years, we never had time to really put all
> the pieces together before certain parts of it started to crumble.

A plan built to secure a solid foundation would ensure that if there
were financial crises, One-Stops could continue to work towards their
goals.

A WIB staff member at another site emphasized the vagueness and
ambiguity of the legislation itself. \"Is WIA a program to end poverty
through employment, or is WIA a program to assist businesses? Before it
was JTPA for poverty. The goals of the system aren't clear.\"

The delay in the reauthorization of WIA was cited as contributing to
difficulties in establishing a firm plan. One-Stops seemed concerned
about committing to a direction that then might need to change as a
result of reauthorization.

[Build infrastructure to build staff resources: The resource
room]{.underline}

Another suggestion was to build up the human capital of the One-Stop to
guarantee enough staff to support the mission. In many cases, resource
rooms weren't fully staffed. The resource room was described as the
center of the One-Stop---a place that could greatly improve job outcomes
for customers when staffed with trained professionals. Grant monies
targeted to making staff available to meet the needs of job applicants
would improve the quality of services:

> When the One-Stops were originally designed it was the upside-down
> pyramid. There was self-service, which was supposed to be the huge
> part of the pyramid, and then the core and then the training and the
> intensive. Well I think that everyone agreed that self-service does
> not work. So if you need one-on-one services, you need people to
> provide them. And that's what we've found. Even in the resource rooms,
> you can't just turn people loose... you have to staff those, and who
> do you \[have\] staff those? One-Stop staff? There is no One-Stop
> staff.

[Encourage accountability and build collaboration]{.underline}

Multiple sites identified the value of having the federal government
make states more accountable for meeting One-Stop goals. The measure of
accountability did not necessarily have to be standard across states,
but it was essential that each One-Stop be included in a system that
supported partnerships. \"I would really like to see that One-Stops have
the tools to be One-Stops. Therefore, I would really encourage, on the
federal level, that partners and states set up systems that support the
partners working together.\" With federal guidelines, local areas could
be required to demonstrate commitment to partnerships and integration of
services. Several sites expressed goals that included an especially
strong emphasis on employers. This suggestion was from New Orleans:

> I would like to accomplish in the next year a good service delivery
> model where I feel comfortable, and the board is comfortable, that we
> are serving people with disabilities to the best of our capability.
> That we get a real solid partnership with VR, whatever that looks
> like, and I think we really connect more with the business community
> in terms of employment... really helping employers understand the
> benefits of hiring people who have disabilities and how it can add to
> the bottom line.

Interviewees felt the goal of One-Stop integration would be easier to
achieve if there were a federal mandate for a more formal way for the
agencies to connect. For instance, several managers noted that the end
goal of collaboration was harder to reach when agencies had completely
different intake processes and their own ways of doing business. With
more standardized processes, the same goal (of employing customers with
disabilities) could be accomplished more successfully.

[Private sector involved as a vital link]{.underline}

Staff across One-Stops advocated increasing partnerships with business
members on the WIB. Partnerships were also considered a vital link for
the One-Stop to encourage job sharing and information-gathering with
non-governmental entities. Staff members would like to exchange
information about industry clusters with WIB members, which could be
greatly facilitated by having more business leaders on the board.
However, one staff member was hesitant to make the board go to full
business capacity.

> I'm not interested in seeing the board go to 100% business. I think it
> would be okay for it to be 75% or even 80/20 along with input from the
> One-Stop director. But I'm not in favor of seeing it move totally to
> business because it's a governmental agency. That is a reality.

**Practice Recommendations**

[Training]{.underline}

Many interviewees cited broad, ongoing training as critical in
developing and maintaining staff skills and improving the quality of
services to customers. Training was suggested by participants in the
areas of AT and dealing with employers. Several participants reported
needing better ways to deal with mental health issues, as it was a
disability that staff were not always prepared to handle. Training in
diversity issues and bringing in a motivational speaker would encourage
greater customer participation.

As training programs are developed, staff recommended that the programs
be practical, replicable, and easily transferable to other sites. Los
Angeles's commitment to the Legacy training program was in part because
they viewed Legacy as a program that had the potential to be built on
and replicated in other areas.

> I think Legacy training is number one for everybody. I really think
> that's the avenue that they can get in the door and think differently.
> And there's a lot of hands-on practicality there, if they use what
> they learn---not just learn it in the book, but practice it. And then
> what I want to do here, as we're getting built more, is become a
> training center for that. I want to make sure that what we're doing
> can be replicated.

There was a critical need for basic disability training. Several sites
lost their consumer navigators, and often remaining staff had limited
understanding of disability. The navigators provided an essential
knowledge base in these key areas, and a gap remained after they moved
on.

Frontline staff wanted to be trained in specific topics, often in new
areas. The potential of training to help build relationships with
employers was also mentioned as critical. Staff also sought a greater
role in deciding what training would be beneficial. Staff preferred a
team approach rather than a decision made by leadership without their
feedback.

[Build relationships: VR and employers]{.underline}

One-Stop staff recognized that networking and making connections with
other partners was essential because of decreased funding, staff
reduction, and turnover. Learning how to introduce a new partner was key
to building funding structures, increasing staff expertise, and
providing effective service delivery for people with disabilities. As
staff learned how to work together, they identified ways in which shared
skills could benefit their customers.

A key staff member in Clark County expressed the need for ongoing
education about the system. Understanding all the different aspects of
the system and how agencies worked together was important for her and
the people with whom she collaborated. She compared this to her work in
job development:

> I just keep learning. Communication, you know---as a job developer,
> first and foremost it's developing relationships and sort of taking
> that job analysis. I have to think about how this works. I have to
> think about what are the needs of the system. It is really kind of
> doing a job analysis on the systems.

VR staff recommended several ways to improve the collaborative nature of
their relationship with One-Stops. One was to build relationships, have
more frequent meetings, and learn more from One-Stop staff. Respondents
suggested bringing people together to develop a collaborative plan. The
importance of networking was emphasized by frontline staff and
leadership throughout all of the sites. It was considered essential to
have joint staff meetings so that staff members could learn about each
other's programs and become comfortable with one another. There was a
continued emphasis on acknowledging their shared goal of helping
customers.

Due to the loss of navigators, funding cuts, and staff turnover, many
suggested building a broader network of connections with the business
community. New relationships would increase the possibilities and
employment opportunities for job seekers

Findings suggest that as One-Stops are challenged by staff reductions,
there is a need to spend time seeking out new partners and resources in
the community. Maintaining close relationships with employers and
understanding their needs would help provide more information to the
customer and the best employment outcome for the employer. Building
collaboration with mandated partners could also improve services for an
increasingly diverse workforce, including customers with disabilities.

[Addressing the person and not the problem]{.underline}

One recommendation was to consider customers' abilities, not their
barriers. In dealing with some collaborators, staff reported that the
focus on the negative blurred what individuals could do and how they
could be employed successfully.

> Based on my experience with other people, I think they need to treat
> the person, not the problem. A lot of times when I get calls from
> somewhere else... I get, "Well, he's an ex-offender. He's this and
> this." All of these barriers. Which is fine---I need to know them. But
> when I ask them, "Okay, why are you referring him? You are not just
> referring them because they have barriers. What is it that you think
> that we can do something, that we can help them grow with?" They have
> trouble seeing that positive side. So I think \[agencies\] tend to
> treat the problem and not the person. When you treat the person,
> eventually the problem will solve itself.

Respondents also mentioned the need for greater outreach and education
to employers. Having a list of potential concerns that employers might
have about hiring customers with disabilities could assist job
developers to alleviate fears and misconceptions in the business
community.

[]{#__RefHeading___Toc115757306 .anchor}**Context and Conditions
Necessary to Promote Increased Access and Outcomes**

Examining findings from Year Three data and the changes since the
previous year\'s site visits, clear themes emerged in the way that
One-Stops delivered services and supported individuals with
disabilities. Both leadership and frontline staff clearly put a new
emphasis on a service delivery model that was increasingly tailored to
the local business community. Many sites exhibited a dependence on grant
funding to increase service delivery options for individuals with
disabilities. This left them with the question of how to sustain those
activities once grant funding came to an end, and often led to
situations where staff had to adapt to changes with limited resources.
This year, sites were also creative in addressing disability issues more
universally---within broader diversity issues or the context of good
customer service. These themes are described in more detail below.

**Increasing Emphasis on a Business Model**

As has been observed over the past two years, there continues to be an
increasing focus on moving towards a business model at many of the
sites. This focus was observed at both the board and One-Stop levels.
One-Stops have been evolving and expanding their BSR teams, ensuring
that frontline staff have the tools, skills, experience, and terminology
necessary to communicate effectively with employers.

Researchers also observed an increase using an industry-sector approach
to specialize business services. Local boards were making greater
efforts to involve business leaders and keep them engaged. They linked
with local Economic Development Councils and established their own
working groups to target specific industries.

However, many interviewees felt that there was more work to do to
involve employers at the board level. Respondents emphasized bridging
the cultural gap between a traditional human approach and a business
model that focused on meeting employer needs. This shift was accompanied
by a more general focus on connecting workforce and economic
development.

This shift towards a business-oriented model inevitably meant less focus
on a job seeker approach. A respondent from Clark County aptly referred
to a pendulum swing when describing her One-Stop\'s focus. Last year
researchers documented a sense of "business as the number-one customer"
at some of the sites. This year there was more discussion about the need
to better link staff who work with job seekers with those who work with
employers. This more holistic approach will ensure that the One-Stops
are preparing job seekers to meet the demands of local labor markets.

**The Role of the Navigator: Service Delivery or Systems Change?**

Across the sites, there was much discussion about the role of disability
specialists. In Los Angeles, disability coordinators helped disseminate
disability-specific information and promote participation in the Legacy
training series. As with the disability navigator in Clark County, they
functioned as point persons for customers using the Ticket. The
disability specialist in Rhode Island, while no longer at the
Providence/Cranston One-Stop, had a large caseload. The specialist
collaborated with VR on customers and was very active in service
delivery. In Clark County, there was discussion of the disability
navigator shifting her emphasis from service delivery to more
policy-level activities. In Utica, some respondents considered the
navigator a barrier to more integrated services, because this position
created one more step between the job seeker and the employer.

Reflecting on the effectiveness of having a disability point person,
some staff saw a philosophical conflict between having a disability
specialist and expecting all staff to be prepared to serve customers
with disabilities. In Colorado Springs, when funding for their five-year
systems change grant came to an end, staff felt the loss of the
disability navigator and advocated for additional funding to reinstate
the position. However, respondents had trouble articulating the impact
on the system overall. It seemed that in many sites, the disability
navigators filled an existing need but were unable to create
long-lasting systemic change that would result in more accessible
service delivery.

**Dependence on Grant Funding and Resources to Sustain Change**

Systems change comes through long-term planning. Participants discussed
grant funding that was effective in creating new collaborations,
innovations, and staffing on a temporary basis. However, when the
funding ended, staff found change difficult to sustain. Across sites,
there was a consensus that long-term funding was necessary to build
long-term outcomes, such as increasing staff competence and building
organizational capacity. Funding that was available to increase service
delivery options for individuals with disabilities over a longer time
period could help One-Stops meet sustainable goals. As sites dealt with
rapid staff turnover and decreased funding, long-term growth was
difficult to maintain.

In a climate of sparse resources, one way to sustain the innovations
that resulted from grant activity is through more active collaboration
among partners. Although much grant funding was available at times to
facilitate collaboration, lack of funding could have the same effect by
forcing agencies to realize the mutual benefit of combining their
resources. For instance, VR in Clark County sent a letter to customers
on its waiting list, letting people know about the services available
through the One-Stop. However, the reaction of agencies can be to
protect what is left, rather than having customer or agency needs
dictate the terms of the relationship.

**Adapting to Change**

Across sites, One-Stops and LWIBs were affected by changes in
leadership, staffing, resources, and partners. In Year Three,
researchers not only inquired about how change affects service delivery
but about how staff adjust and adapt to change. One-Stop management
emphasized the importance of their role in this process. "We try to
prepare people for something, and then we do it, and then we keep
working on it. Other times it happens quickly and suddenly and
surgically, and you just stitch it up and keep going," said a One-Stop
manager.

Another respondent noted that her hiring criteria included the
applicant's flexibility and capacity to adjust to change. Communication
among all levels of staff was noted as an important tool to facilitate
any change process, especially those that resulted in staffing changes
and shifts in organization structure.

####### 

**Disability Within the Context of Diversity**

####### Increasingly, sites addressed disability within the context of diversity. They recognized that people with disabilities were as unique and diverse as all others, and should be treated as individuals. Other diverse populations included people who were homeless, individuals with low literacy levels, ex-offenders, dislocated workers, aging workers, veterans, youth, people with substance abuse issues and HIV/AIDS, and individuals from diverse ethnic or linguistic cultures. Across all sites, One-Stops and their partners made great efforts to understand the special employment needs of diverse groups and to further develop their ability to adapt materials and services to address these needs.

####### 

While all sites were thinking about disability as part of diversity,
some sites were more affected by diversity than others due to
demographic changes (aging workforce), local conditions (influx of
immigrant populations), and policies that established new priorities in
employment service delivery to certain populations. In response to these
changes, sites developed creative ways to integrate diverse perspectives
into employment service delivery. Forming partnerships with agencies and
programs that focused on the needs of diverse populations (e.g., mental
health employment service providers) was one strategy that sites found
effective.

[]{.mark}

[]{.mark}

[]{#__RefHeading___Toc115757307 .anchor}**Conclusion**

While concerns resulting from limitations in funding, resources, and
collaboration were identified, there were numerous examples of
innovations and perseverance on the part of these sites to serve an
expanding customer base in changing economic and political environments.
Creative and thoughtful strategies were identified in staff training,
grant development, collaboration, and strategic planning. Perhaps most
importantly, many sites took a more holistic approach towards addressing
disability within the context of good customer service. The universality
improves services for all job seekers, including those that
traditionally experienced barriers to employment. The major themes that
emerged are highlighted below:

-   Leadership adapted their infrastructure to meet changing demands,
    priorities, and environmental contexts.

-   There was more evidence of data-driven board policy directives than
    observed in the past.

-   One-Stops are focusing on a more universal approach to service
    provision rather than having specialized services for specific
    populations.

-   Boards and One-Stops continued to expand their focus on the needs of
    the business customer and the economic development of the entire
    local community.

-   Strategic planning was used to anticipate and adapt to change.

-   Some sites strived for a future-oriented holistic approach, using
    community partnerships to create links between the economy,
    workforce development, and the education system.

-   The role of the disability point person continued to evolve. Sites
    had varying degree of success in sustaining the positions and
    expressed concerns about the long-term sustainability of change
    efforts.

-   At some locations, funding and staffing reductions curtailed
    activities around collaboration, although at other sites specific
    grant activities fostered collaboration among partners.

-   Communication among all levels of staff was identified as a way to
    build trust between and within organizations.

-   Because of decreasing budgets, One-Stops had to be even more
    creative in marketing their services. Many One-Stops teamed with
    other community partners for joint outreach efforts.

-   Formal and informal training was regarded as an important way to
    share information, build collaboration, and better equip staff to
    serve individuals with disabilities.

-   Sites continued to improve their efforts to collect disability and
    link funding with system performance measures, but struggled with
    the limitations of their data systems. The systems lacked
    compatibility among partners, which at times, limited the usefulness
    of the data generated.

While the six sites demonstrated commitment and energy to continually
increase the quantity and quality of services for customers, their
efforts faced substantial challenges. Findings and themes from this
research are intended to highlight both successes and barriers in order
to better understand service delivery to a diverse customer base within
a changing climate of resources and priorities. This report illustrates
the ebb and flow of progress as the system continues to make efforts to
serve customers with disabilities through One-Stop Centers.

[]{#__RefHeading___Toc115757308 .anchor}**Acknowledgements**

Completion of this report was made possible through the valuable input
provided to us by the research participants in Los Angeles, CA; Colorado
Springs, CO; New Orleans, LA: Utica, NY; Rhode Island; and Clark County,
WA. We thank these participants for their time, effort, and dedication
in assisting us in the development of this report. In addition we thank
Matthew Kusminsky, Tim Lewman, Christine Orcutt, and Rachael Webb for
their assistance

[]{#__RefHeading___Toc115757309 .anchor}**References**

Charmaz, K. (2000). Grounded theory: Objectivist and constructivist
methods. In Denzin & Lincoln (Eds.), *Handbook of qualitative research.*
(2nd ed., pp. 435-454). Thousand Oaks, CA: Sage Publications.

Cohen, A. Boeltzig, H., Timmons, J., Hamner, D., & Fesko, S. (2004).
*Analysis of change: A longitudinal study of six One-Stop systems
serving individuals with disabilities.* Report to the Office of
Disability and Employment, U.S. Department of Labor.

Creswell, J.W. (1998). *Qualitative inquiry and research design:
Choosing among five traditions.* Thousand Oaks, CA: Sage Publications.

Fesko, S., Cohen, A., Hamner, D., Boeltzig, H., & Timmons, J. (2003).
*Toward an understanding of how adults with disabilities are served
through the One-Stop system: Case study research across six sites.*
Report to the Office of Disability and Employment, U.S. Department of
Labor.

Malloy, D., Woodfield, K., & Bacon, J. (2002). Longitudinal qualitative
research approaches in evaluation studies. *Working paper No. 7, Report
to the U.K. Department of Work and Pensions.* Retrieved from
http://www.dwp.gov.uk/asd/asd5/wp2002.asp on November 28, 2004.

Miles, M.B., & Huberman, A.M. (1994). *Qualitative data analysis* (2nd
ed.). Thousand Oaks, CA: Sage Publications.

National Association of Workforce Boards. (2000). Overseeing One-Stops:
A WIB member\'s guide to quality assurance*. Workforce Board
Developmental Series* (pp. 6-7).

Stake, R.E. (2000). Case studies. In Denzin & Lincoln (Eds.), *Handbook
of qualitative research,* 2nd Ed. (pp. 435-454). Thousand Oaks, CA: Sage
Publications.

Tellis, W. (1997). Introduction to case study. *The Qualitative Report,
3*(2).

> Retrieved from http://www.nova.edu/ssss/QR/QR3-2/tellis1.html on
> November 28, 2004.

[]{#__RefHeading___Toc115757310 .anchor}**Appendices: Demographic
Information on Sites**

**Los Angeles, CA Demographic Profile**

[Population]{.underline} (2004 Estimates)

City of Los Angeles: 3,845,541 (Percent change 1990-2000: +6.0%)

Los Angeles County: 9,937,739 (Percent change April 1, 2000-July 1,
2003: +3.7%)

State of California: 35,893,799 (Percent change April 1, 2000-July 1,
2003: +4.8%)

Source: U.S. Census Bureau, 2004 Population Estimates, Census 2000, 1990
Census

[Income]{.underline} (2000)

Median household income, City of Los Angeles: \$36,687 (1999)

Per capita income, City of Los Angeles: \$20,671 (1999)

Median household income, Los Angeles County: \$42,189

Per capita income, Los Angeles County: \$20,683

Median household income, State of California: \$47,493

Per capita income, State of California: \$22,711

Source: U.S. Census Bureau, 2000 Census

[Geography]{.underline}

Los Angeles County has the largest population of any county in the
nation, and only eight states have a higher population. The county is
bordered by the Pacific Ocean on the south, Kern County on the north,
Ventura County to the west, and Orange and San Bernardino Counties to
the east. The county has 81 miles of coastline and enjoys a warm sunny
climate most of the year. There are 88 cities in Los Angeles County. Of
these, Los Angeles is the largest.

Source: Los Angeles County Board of Supervisors

[Labor Market Information]{.underline}

Unemployment rate, Los Angeles County: 6.6% (2004)

Unemployment rate, State of California: 5.4% (2005)

Management, business and finance, and computer operations are the three
largest employment factors in the state of California, but the economy
also relies heavily on engineering and sciences.

Sources: Bureau of Labor Statistics, [www.bls.gov](http://www.bls.gov/)

**Utica Area, NY Demographic Profile**

[Population]{.underline} (2004 Estimates)

Utica city, New York: 59,684 (Percent change, 1990-2000: -11.7%)

Herkimer County: 63,858 (Percent change, April 1, 2000-July 1, 2003:
-1.1%)

Oneida County: 234,962 (Percent change, April 1, 2000-July 1, 2003:
-0.5%)

Madison County: 70,407 (Percent change, April 1, 2000-July 1, 2003:
1.1%)

State of New York: 19,227,088 (Percent change, April 1, 2000-July 1,
2003: 1.1%)

Source: U.S. Census Bureau, 2004 Population Estimates, Census 2000, 1990
Census

[Income]{.underline} (2000)

Median household income, Utica City, New York: \$24,916

Per capita income, Utica City, New York: \$15,248

Median household income, Herkimer County: \$32,924

Per capita income, Herkimer County: \$16,141

Median household income, Oneida County: \$35,909

Per capita income, Oneida County: \$\$18,516

Median household income, Madison County: \$40,184

Per capita income, Madison County: \$19,105

Median household income, State of New York: \$43,393

Per capita income, State of New York: \$23,389

Source: U.S. Census Bureau, 2000 Census

[Geography]{.underline}

Herkimer County is located in the foothills of the Adirondack Mountains,
in central New York State. Tourism is a large part of the economy, as
are minerals and other natural resources. Oneida County is located on
the Mohawk River watershed as well as several other bodies of water, and
as such is an important transportation hub. Manufacturing and farming
are large parts of the economy, as well as technological products.
Madison County is located in the geographical center of New York State
and is a fast-growing community. Farming, especially dairy, is the
largest sector of job development, as well as energy development such as
wind farms.

Sources: Herkimer County website,
[www.herkimercounty.org](http://www.herkimercounty.org/); Oneida County
website, [www.oneidacounty.org](http://www.oneidacounty.org/); Madison
County website, [www.madisoncounty.org](http://www.madisoncounty.org/)

[Labor Market Information]{.underline} (2004)

Unemployment rate, Herkimer County: 5.7%

Unemployment rate, Oneida County: 5.2%

Unemployment rate, Madison County: 5.6%

Unemployment rate, New York State: 4.9%

Source: Bureau of Labor Statistics, [www.bls.gov](http://www.bls.gov/)

**Clark County, WA Demographic Profile**

[Population]{.underline} (2004 Estimates)

Clark County: 392,403

State of Washington: 6,203,788

Percent change, April 1, 2000 to July 1, 2003: +9.9% (Clark County)

Percent change, April 1, 2000 to July 1, 2003: +4.0% (State of
Washington)

Sources: U.S. Census Bureau, 2004 Population Estimates, Census 2000,
1990 Census

[Income]{.underline} (2000)

Median household income: Clark County: \$48,376 (State of Washington:
\$45,776)

Per capita income: Clark County: \$21,448 (State of Washington:
\$22,973)

[Geography]{.underline} (2004 Estimates)

Persons per square mile, Clark County: 625 (State of Washington: 87)

Clark County is located in the Portland Metropolitan Area in the
southwestern part of Washington State, lies 70 miles from the Pacific
Ocean, and is bounded by the Cascade Mountain Range on the east and the
Columbia River on the south and west. Clark County covers 628 square
miles and is one of the fastest growing communities in the Pacific
Northwest.

Sources: National Association of Counties,
[www.naco.org](http://www.naco.org/); Columbia River Economic
Development Council,
[www.credc.org/demographics.cfm](http://www.credc.org/demographics.cfm);
U.S. Census Bureau, 2004 Population Estimates, Census 2000, 1990 Census

[Labor Market Information]{.underline} (2004)

Clark County unemployment rate: 7.5%

State of Washington unemployment rate: 5.5%

The largest employment sectors include industry jobs in manufacturing
and technology and services as well as retail trade.

Source: Bureau of Labor Statistics, [www.bls.gov](http://www.bls.gov/)

**New Orleans, LA Demographic Profile**

[Population]{.underline} (2004 Estimates)

City of New Orleans: 462,269 (Percent change, April 1, 2000-July 1,
2003: -3.2%)

State of Louisiana: 4,515,770 (Percent change, April 1, 2000-July 1,
2003: +0.6%)

Sources: U.S. Census Bureau, 2004 Population Estimates, Census 2000,
1990 Census

[Income]{.underline} (1999)

Median household income, City of New Orleans: \$27,133

Per capita income, City of New Orleans: \$17,258

Median household income, State of Louisiana: \$32,566

Per capita income, State of Louisiana: \$16,912

Source: U.S. Census Bureau, 2000 Census

[Geography]{.underline} (2004)

Persons per square mile, City of New Orleans: 2,736

Persons per square mile, State of Louisiana: 104

New Orleans is located in the parish of Orleans, Louisiana, and is 90
miles north of the mouth of the Mississippi River.

[Labor Market Information]{.underline} (2005)

Unemployment rate for the City of New Orleans: 5.2% (2004)

Unemployment rate for the State of Louisiana: 5.4%

Source: Bureau of Labor Statistics, [www.bls.gov](http://www.bls.gov/)

Louisiana serves as the port into the industrialized Mississippi River
Valley, the Sunbelt regions of the Southeast and the Southwest, and the
Midwest. The Louisiana state economy relies heavily on mineral
production, petroleum refinement, chemical and petrochemical
manufacturing, tourism, forestry, agriculture and food processing,
commercial fishing, shipping and international trade, shipbuilding, and
general manufacturing.

Source: [www.butlerwebs.com](http://www.butlerwebs.com/)

**Colorado Springs, CO Demographic Profile**

[Population]{.underline} (2004 Estimates)

City of Colorado Springs: 369,363 (Percent change, 1990-2000: +27.5%)

El Paso County: 554,574 (Percent change, April 1, 2000-July 1, 2003:
+6.5%)

State of Colorado: 4,601,403 (Percent change, April 1, 2000-July 1,
2003: +5.8%)

Source: U.S. Census Bureau, 2004 Population Estimates, Census 2000, 1990
Census

[Income]{.underline} (1999)

Median household income, City of Colorado Springs: \$45,081

Per capita income, City of Colorado Springs: \$22,496

Median household income, El Paso County: \$46,844

Per capita income, El Paso County: \$22,005

Median household income, State of Colorado: \$47,203

Per capita income, State of Colorado: \$24,049

Source: U.S. Census Bureau, 2000 Census

[Geography]{.underline} (2004)

Persons per square mile, El Paso County: 261

Persons per square mile, State of Colorado: 44

El Paso County is located in east central Colorado. The county is
extremely mountainous in the west, but towards the east cattle farming
is a large source of income. The altitude ranges from 5,095 to 14,011
feet (at the summit of Pike's Peak). Colorado Springs is home to the
United States Air Force Academy as well as several other military bases,
and is known as the nation's military space capital. The United States
Olympic Training Center is also located in El Paso County, making this
location a draw for amateur and professional athletes. Colorado Springs
is the largest city in El Paso County.

Source: U.S. Census Bureau, 2004 Population Estimates, Census 2000, 1990
Census; City of Colorado Springs,
[www.springsgov.com](http://www.springsgov.com/)

[Labor Market Information]{.underline} (2005)

Unemployment rate, El Paso County: 5.7% (2004)

Unemployment rate, State of Colorado: 4.9%

The county relies heavily on tourism to support the economy. Other major
sectors of business include manufacturing, farming, management, and the
income generated by athletes.

Sources: U.S. Census Bureau, 2000 Census,
[www.bls.gov](http://www.bls.gov/)

**Rhode Island Demographic Profile**

[Population]{.underline} (2004 Estimates)

State of Rhode Island: 1,080,632

United States: 293,655,404

Percent change, April 1, 2000 to July 1, 2004: +3.1% (State of Rhode
Island)

Percent change, April 1, 2000 to July 1, 2004: +4.3% (United States)

Source: U.S. Census Bureau, 2004 Population Estimates, Census 2000, 1990
Census

[Income]{.underline} (2000)

Median household income, State of Rhode Island: \$42,090 (United States:
\$41,944)

Per capita income, State of Rhode Island: \$21,688 (United States:
\$21,587)

Sources: U.S. Census Bureau, 2000 Census

[Geography]{.underline} (2003)

Persons per square mile, State of Rhode Island: 1029.9

Rhode Island is the smallest state in the union, with a total land area
of 1,045 square miles, 500 of which are covered by lakes, rivers, and
other bodies of water. Rhode Island is bounded by Connecticut to the
west, the Atlantic Ocean to the east, and Massachusetts to the north and
east. Rhode Island is generally flat rolling hills, with some higher
elevation in the northwest area of the state. Providence is the capital
of Rhode Island.

Source: [www.netstate.com](http://www.netstate.com/)

[Labor Market Information]{.underline} (2005)

Unemployment rate, State of Rhode Island: 4.8%

The economy of Rhode Island relies heavily on services and retail,
finance, construction, and communications.

Sources: Bureau of Labor Statistics, [www.bls.gov](http://www.bls.gov/);
RO Department of Labor and Training
[www.dlt.ri.gov](http://www.dlt.ri.gov/)

**Providence County, Rhode Island Demographic Profile**

[Population]{.underline} (2004 Estimates)

City of Providence: 178,126

City of Cranston: 81,986

Providence County: 641,883

State of Rhode Island: 1,080,632

Sources: U.S. Census Bureau, 2004 Population Estimates, Census 2000,
1990 Census

[Income]{.underline} (2000)

Median household income, Providence County: \$36,950 (State of Rhode
Island: \$42,090)

Per capita income, Providence County: \$19,255 (State of Rhode Island:
\$21,688)

Sources: U.S. Census Bureau, 2000 Census

[Geography]{.underline}

Providence County contains the cities of Providence (the capital and
largest city in Rhode Island), Cranston, and Warwick, as well as
outlying areas. In the area are major universities such as Brown, Roger
Williams, and the Rhode Island School of Design. Several bodies of water
and rivers run through the area.

Sources: Rhode Island Tourism Bureau,
[www.providenceri.com](http://www.providenceri.com/)

[Labor Market Information]{.underline} (2005)

Unemployment rate, Providence County: 5.6%

Unemployment rate, State of Rhode Island: 4.8%

The economy relies on services and retail, as manufacturing jobs have
declined over the last ten years. Health care and education are
fast-growing sectors in Providence County. Tourism, especially in the
fall, is a large factor of the economy.

Source: Bureau of Labor Statistics, [www.bls.gov](http://www.bls.gov/);
RO Department of Labor and Training
[www.dlt.ri.gov](http://www.dlt.ri.gov/)

[]{#__RefHeading___Toc115757311 .anchor}**Appendices: Year One Tables**

[]{#__RefHeading___Toc115757464 .anchor}Table 27: Year One Summary of
Findings on Leadership

+------+---------------+--------------+---------------+--------------+
| **Si | **Message     | **Actions    | **Teams and   | **Board      |
| te** | regarding     | supporting   | committees**  | i            |
|      | serving job   | the          |               | nvolvement** |
|      | seekers with  | message**    |               |              |
|      | d             |              |               |              |
|      | isabilities** |              |               |              |
+------+---------------+--------------+---------------+--------------+
| *    | -             | -   LWIB     | -             | -   LWIB     |
| *Los | EmployABILITY |     examined |    Committees |              |
| A    |               |     data on  |     based on  |   identified |
| ngel |   Partnership |     the      |     Baldrige  |     a system |
| es** |     (group    |     number   |     criteria; |     that     |
|      |     dedicated |     of       |     each had  |              |
|      |     to making |     people   |     two- and  |  financially |
|      |     One-Stops |     with     |     four-year |     awarded  |
|      |               |              |     plans and |              |
|      |   accessible) | disabilities |               |    One-Stops |
|      |     fostered  |     who were |   chairperson |     with     |
|      |     message   |     being    |     reporting |     high     |
|      |     of        |     served   |     to CQI    |              |
|      |     inclusion |              |     team      |  performance |
|      |               | -   LWIB     |               |     on       |
|      |               |     staff    |               |              |
|      |               |     moved    |               |    scorecard |
|      |               |              |               |     measures |
|      |               |   disability |               |              |
|      |               |              |               |              |
|      |               |   initiative |               |              |
|      |               |     forward  |               |              |
+------+---------------+--------------+---------------+--------------+
| *    | -   Leaders   | -   Staff    | -   A         | -            |
| *Uti |     of the    |     from the |     Partner's |    Employers |
| ca** |               |     VR       |     Council   |     worked   |
|      |   partnership |     office   |     developed |     with     |
|      |               |     were     |     to serve  |     LWIB to  |
|      | organizations |     involved |     as a      |     seek     |
|      |     took on   |     in the   |     c         |              |
|      |     the       |              | ommunications |    solutions |
|      |     r         |    marketing |     vehicle   |     to their |
|      | esponsibility |     and      |     between   |              |
|      |     of        |     planning |     the       |    workforce |
|      |               |     process  |     One-Stop  |              |
|      | communicating |     prior to |     partners  |  development |
|      |     that each |     the      |     and LWIB  |     needs    |
|      |               |     first    |               |              |
|      |    partner\'s |     year of  |               | -   LWIB     |
|      |     role was  |     the      |               |     could    |
|      |     to be an  |              |               |     direct   |
|      |     active    |    One-Stops |               |     system   |
|      |     resource  |              |               |     partners |
|      |     to the    |              |               |     to       |
|      |     One-Stops |              |               |     solicit  |
|      |     in making |              |               |              |
|      |     them      |              |               |    resources |
|      |               |              |               |     outside  |
|      |    welcoming, |              |               |     of the   |
|      |               |              |               |     new      |
|      |    receptive, |              |               |     system   |
|      |     and       |              |               |              |
|      |     effective |              |               |              |
|      |     for       |              |               |              |
|      |     customers |              |               |              |
|      |     with      |              |               |              |
|      |               |              |               |              |
|      |  disabilities |              |               |              |
+------+---------------+--------------+---------------+--------------+
| **C  | -             | -   LWIB had | -   Mobilized | -   WDC      |
| lark |  Communicated |     been     |     group to  |              |
| Coun |     the       |              |     assess    |    receptive |
| ty** |               | instrumental |               |     to the   |
|      |    importance |     in       | effectiveness |              |
|      |     of        |     securing |     of team   |  operator\'s |
|      |               |     funding  |     structure |     actions  |
|      |    supporting |     for      |               |     relative |
|      |     people    |              | -             |     to       |
|      |     with      |    assistive |   Established |              |
|      |               |              |     liaison   |   disability |
|      |  disabilities |   technology |     role and  |     issues   |
|      |               |              |     created   |              |
|      | -   Created   | -            |     charges   | -   Worked   |
|      |               |    Practiced |               |     in       |
|      |    mechanisms |     the      | -             |              |
|      |     to        |              |  Disabilities |  conjunction |
|      |               |   philosophy |     team      |     with the |
|      |    facilitate |     of "no   |     acted as  |     operator |
|      |               |     wrong    |     resource  |     and LWIB |
|      | communication |     door" to |     on        |     staff to |
|      |     and       |     obtain   |               |     address  |
|      |     create    |              |    disability |     needs    |
|      |               |    services, |     issues    |              |
|      |   connections |              |               |              |
|      |               |  emphasizing |               |              |
|      | -   Used a    |     a        |               |              |
|      |     team      |              |               |              |
|      |     structure |    holistic, |               |              |
|      |               |              |               |              |
|      | -   Formally  |  streamlined |               |              |
|      |     partnered |     approach |               |              |
|      |     with      |     to       |               |              |
|      |     agencies  |              |               |              |
|      |     that      |   supporting |               |              |
|      |     helped to |     a shared |               |              |
|      |               |     client   |               |              |
|      |    contribute |     base     |               |              |
|      |     to the    |              |               |              |
|      |     mission   |              |               |              |
|      |     of a more |              |               |              |
|      |     seamless  |              |               |              |
|      |     workforce |              |               |              |
|      |               |              |               |              |
|      |   development |              |               |              |
|      |     system    |              |               |              |
|      |               |              |               |              |
|      | -   VR        |              |               |              |
|      |               |              |               |              |
|      |    leadership |              |               |              |
|      |               |              |               |              |
|      |    emphasized |              |               |              |
|      |               |              |               |              |
|      |   counselors' |              |               |              |
|      |     role as   |              |               |              |
|      |               |              |               |              |
|      |  facilitating |              |               |              |
|      |     access to |              |               |              |
|      |     the       |              |               |              |
|      |     One-Stops |              |               |              |
|      |     for       |              |               |              |
|      |     customers |              |               |              |
|      |     with      |              |               |              |
|      |               |              |               |              |
|      |  disabilities |              |               |              |
|      |               |              |               |              |
|      | -   Strong    |              |               |              |
|      |     r         |              |               |              |
|      | epresentation |              |               |              |
|      |     of        |              |               |              |
|      |               |              |               |              |
|      |    disability |              |               |              |
|      |     issues on |              |               |              |
|      |     the WDC   |              |               |              |
+------+---------------+--------------+---------------+--------------+
| *    | -   LWIB      | -   LWIB     | -   UACs were | -   LWIB     |
| *New |     members   |              |               |              |
| O    |     dedicated | instrumental |   established | \- Tried to  |
| rlea |     to        |     in       |     in each   | better       |
| ns** |               |     inviting |     workforce | connect VR   |
|      |   identifying |     LBLN     |     area, and | and One-Stop |
|      |     barriers  |     into the |     each LWIB |              |
|      |     that      |     One-Stop |     had a     | \- Developed |
|      |     impeded   |              |     member    | quality      |
|      |     customers |  partnership |     who sat   | standards    |
|      |     with      |     to       |     on the    | for services |
|      |               |     increase |     region's  |              |
|      |  disabilities |     ability  |     UAC       | -   Heavy    |
|      |               |     to serve |               |     focus on |
|      | -   LWIB      |              |               |     the      |
|      |     became    |    customers |               |     business |
|      |               |     with     |               |              |
|      |    interested |              |               |    community |
|      |     in        | disabilities |               |              |
|      |               |              |               | -   Vision   |
|      |    disability | -            |               |     was to   |
|      |     issues    |   Considered |               |     create a |
|      |     through   |     a        |               |              |
|      |     the work  |     proposed |               |  partnership |
|      |     of one    |     policy   |               |     between  |
|      |     person at |              |               |              |
|      |               |    amendment |               |   businesses |
|      |   Governor\'s |     for      |               |     and job  |
|      |     Office on |     serving  |               |     seekers  |
|      |               |     citizens |               |              |
|      |    Disability |     with     |               |              |
|      |     Affairs   |              |               |              |
|      |               | disabilities |               |              |
+------+---------------+--------------+---------------+--------------+
| **   |               | -            | -   I         | -   LWIB     |
| Colo |               |   Leadership | nfrastructure |     looking  |
| rado |               |              |     included  |     at an    |
| S    |               |    supported |     cro       |              |
| prin |               |     the work | ss-functional |    Employers |
| gs** |               |     of the   |     teams     |     of       |
|      |               |     consumer |               |              |
|      |               |              | -   Each team |   Excellence |
|      |               |   navigators |     leader    |     Model to |
|      |               |     and      |     served on |     enhance  |
|      |               |     worked   |               |     c        |
|      |               |     to       |    Leadership | ommunication |
|      |               |     involve  |     team, but |     with     |
|      |               |     them in  |     authority |              |
|      |               |     the      |     lay with  |    employers |
|      |               |              |     the       |              |
|      |               |    center\'s |               |              |
|      |               |     in       |    operations |              |
|      |               | frastructure |     and       |              |
|      |               |              |     executive |              |
|      |               |              |     directors |              |
+------+---------------+--------------+---------------+--------------+
| **De |               | -            | -   Used      | -   SWIB     |
| lawa |               |   Formalized |               |              |
| re** |               |     c        | cross-partner | acknowledged |
|      |               | ollaboration |     teams to  |     the      |
|      |               |     with of  |     ensure    |              |
|      |               |     VR with  |     that the  |   importance |
|      |               |              |     diverse   |     of       |
|      |               |  Governor\'s |     needs of  |     serving  |
|      |               |              |     job       |     people   |
|      |               |    Committee |     seekers   |     with     |
|      |               |     on       |     were met  |              |
|      |               |              |               | disabilities |
|      |               |   Employment | -   DET       |     but      |
|      |               |     of       |     operated  |     board    |
|      |               |     People   |     diversity |     members  |
|      |               |     with     |     committee |     felt     |
|      |               |     D        |               |     that     |
|      |               | isabilities; |               |              |
|      |               |     State    |               |   disability |
|      |               |     Re       |               |     issues   |
|      |               | habilitation |               |     went     |
|      |               |     Council; |               |     largely  |
|      |               |     and Sate |               |              |
|      |               |              |               |   unnoticed. |
|      |               |  Independent |               |              |
|      |               |     Living   |               |              |
|      |               |     Council  |               |              |
+------+---------------+--------------+---------------+--------------+
| **   |               |              |               |              |
| Tren |               |              |               |              |
| ds** |               |              |               |              |
|      |               |              |               |              |
| -    |               |              |               |              |
|   Le |               |              |               |              |
| ader |               |              |               |              |
| ship |               |              |               |              |
|      |               |              |               |              |
|    t |               |              |               |              |
| eams |               |              |               |              |
|      |               |              |               |              |
|   fo |               |              |               |              |
| rmul |               |              |               |              |
| ated |               |              |               |              |
|      |               |              |               |              |
|  the |               |              |               |              |
|      |               |              |               |              |
|   vi |               |              |               |              |
| sion |               |              |               |              |
|      |               |              |               |              |
|  for |               |              |               |              |
|      |               |              |               |              |
|    O |               |              |               |              |
| ne-S |               |              |               |              |
| tops |               |              |               |              |
|      |               |              |               |              |
| -    |               |              |               |              |
|    L |               |              |               |              |
| WIB: |               |              |               |              |
|      |               |              |               |              |
|   Pl |               |              |               |              |
| ayed |               |              |               |              |
|      |               |              |               |              |
|    a |               |              |               |              |
|      |               |              |               |              |
| crit |               |              |               |              |
| ical |               |              |               |              |
|      |               |              |               |              |
| role |               |              |               |              |
|      |               |              |               |              |
|   in |               |              |               |              |
|      |               |              |               |              |
|    p |               |              |               |              |
| lann |               |              |               |              |
| ing, |               |              |               |              |
|      |               |              |               |              |
|  pol |               |              |               |              |
| icy, |               |              |               |              |
|      |               |              |               |              |
|  and |               |              |               |              |
|      |               |              |               |              |
|   ov |               |              |               |              |
| ersi |               |              |               |              |
| ght; |               |              |               |              |
|      |               |              |               |              |
|   so |               |              |               |              |
| ught |               |              |               |              |
|      |               |              |               |              |
|    o |               |              |               |              |
| ppor |               |              |               |              |
| tuni |               |              |               |              |
| ties |               |              |               |              |
|      |               |              |               |              |
|   to |               |              |               |              |
|      |               |              |               |              |
| hear |               |              |               |              |
|      |               |              |               |              |
| busi |               |              |               |              |
| ness |               |              |               |              |
| es\' |               |              |               |              |
|      |               |              |               |              |
|    p |               |              |               |              |
| ersp |               |              |               |              |
| ecti |               |              |               |              |
| ves; |               |              |               |              |
|      |               |              |               |              |
|   co |               |              |               |              |
| mmit |               |              |               |              |
| tees |               |              |               |              |
|      |               |              |               |              |
|   sh |               |              |               |              |
| ared |               |              |               |              |
|      |               |              |               |              |
|    a |               |              |               |              |
|      |               |              |               |              |
|    g |               |              |               |              |
| reat |               |              |               |              |
|      |               |              |               |              |
| deal |               |              |               |              |
|      |               |              |               |              |
|   of |               |              |               |              |
|      |               |              |               |              |
|  cha |               |              |               |              |
| ract |               |              |               |              |
| eris |               |              |               |              |
| tics |               |              |               |              |
+------+---------------+--------------+---------------+--------------+

[]{#__RefHeading___Toc115757465 .anchor}Table 28: Year One Summary of
Findings on Strategic Planning

+----------+------------------------------------------------------------+
| **Site** | **Strategic planning**                                     |
+----------+------------------------------------------------------------+
| **Los    | -   Structure based on the Baldrige criteria focused and   |
| A        |     standardized the planning process                      |
| ngeles** |                                                            |
|          | -   EmployABILITY Partnership hired external consultant to |
|          |     undertake planning and implement framework             |
|          |                                                            |
|          | -   Empowerment team engaged directly in planning to       |
|          |     ensure that issues concerning customers with           |
|          |     disabilities were being incorporated                   |
|          |                                                            |
|          | -   Staff and employers involved                           |
|          |                                                            |
|          | -   Multiple opportunities for public comment during plan  |
|          |     development                                            |
|          |                                                            |
|          | -   Goodwill and Build Rehabilitation critical in          |
|          |     establishing infrastructure, AT, needs, training       |
+----------+------------------------------------------------------------+
| *        | -   Facilitator brought in to guide development of         |
| *Utica** |     five-year plan                                         |
|          |                                                            |
|          | -   Insistence on maintaining full inclusion of input from |
|          |     all stakeholders                                       |
|          |                                                            |
|          | -   Disability-related agencies full partners in planning, |
|          |     including VR and RCIL                                  |
|          |                                                            |
|          | -   Partners informed of hearings through a mass mailing   |
|          |                                                            |
|          | -   Many partners contacted directly to contribute to the  |
|          |     initial draft plan                                     |
|          |                                                            |
|          | -   Public hearings on plan held in each of the three      |
|          |     counties                                               |
|          |                                                            |
|          | -   Attendees asked to provide input for the final plan    |
+----------+------------------------------------------------------------+
| **Clark  | -   Washington Employment Security Department issued       |
| County** |     business plan requirements for all regional One-Stop   |
|          |     partners                                               |
|          |                                                            |
|          | -   At the regional level, strategic planning was          |
|          |     formalized in the WIA five-year plan (2003-07)         |
|          |                                                            |
|          | -   LWIB and partnership established two strategic         |
|          |     planning groups                                        |
|          |                                                            |
|          | -   Process involved members of the partnership, LWIB, and |
|          |     others, including job seekers and employers            |
|          |                                                            |
|          | -   Partnership used employer advisory group as a focus    |
|          |     group to brainstorm information and concrete           |
|          |     strategies for One-Stop service delivery               |
+----------+------------------------------------------------------------+
| **New    | -   New Orleans LWIB created policy goals and priorities   |
| O        |     for 2000-2005 strategic plan that were market-driven,  |
| rleans** |     comprehensive, portable, accountable,                  |
|          |     customer-focused, flexible, responsible, and           |
|          |     customized                                             |
|          |                                                            |
|          | -   LBLN staff met weekly to plan and create direction of  |
|          |     agency                                                 |
|          |                                                            |
|          | -   Input came through the supervision mechanism and       |
|          |     formal evaluation                                      |
|          |                                                            |
|          | -   Leaders met with program analysts/management team from |
|          |     the Office of Workforce Development to voice issues    |
|          |                                                            |
|          | ```{=html}                                                 |
|          | <!-- -->                                                   |
|          | ```                                                        |
|          | -   Goal of LWIB chair-elect was to get small- and         |
|          |     medium-sized companies involved in planning            |
|          |                                                            |
|          | ```{=html}                                                 |
|          | <!-- -->                                                   |
|          | ```                                                        |
|          | -   Goodwill staff gave input regarding organizational     |
|          |     goals, innovative ideas, and best practice models      |
+----------+------------------------------------------------------------+
| **       | -   Engaged in strategic planning at the time of the site  |
| Colorado |     visit                                                  |
| S        |                                                            |
| prings** | -   Leadership team defined overarching goals that focused |
|          |     on three major areas: employers, job seekers, and      |
|          |     staff (including partners)                             |
|          |                                                            |
|          | -   Leadership team primarily responsible for the          |
|          |     strategic planning process                             |
+----------+------------------------------------------------------------+
| **De     | -   Planning and Policy committee, chaired by the SWIB     |
| laware** |     chair, was responsible for overseeing the five-year    |
|          |     strategic plan. Facilitator was brought in for         |
|          |     identifying potential areas for improvement            |
|          |                                                            |
|          | -   Three-tier process incorporated senior management,     |
|          |     middle management, and frontline staff; multiple teams |
|          |     established to develop short and long-term goals       |
|          |                                                            |
|          | -   Limited mechanisms for persons with disabilities to be |
|          |     involved in the process, aside from incorporating      |
|          |     general customer feedback                              |
+----------+------------------------------------------------------------+
| **       |                                                            |
| Trends** |                                                            |
|          |                                                            |
| -        |                                                            |
|  Limited |                                                            |
|     me   |                                                            |
| chanisms |                                                            |
|     in   |                                                            |
|          |                                                            |
|    place |                                                            |
|     for  |                                                            |
|     i    |                                                            |
| nvolving |                                                            |
|          |                                                            |
|   people |                                                            |
|     with |                                                            |
|     disa |                                                            |
| bilities |                                                            |
|          |                                                            |
| ``       |                                                            |
| `{=html} |                                                            |
| <!-- --> |                                                            |
| ```      |                                                            |
| -   Di   |                                                            |
| sability |                                                            |
|          |                                                            |
|    organ |                                                            |
| izations |                                                            |
|          |                                                            |
| engaged; |                                                            |
|          |                                                            |
| however, |                                                            |
|          |                                                            |
|    level |                                                            |
|     and  |                                                            |
|          |                                                            |
|   extent |                                                            |
|          |                                                            |
|   varied |                                                            |
|          |                                                            |
|   widely |                                                            |
+----------+------------------------------------------------------------+

[]{#__RefHeading___Toc115757466 .anchor}Table 29: Year One Summary of
Findings on Strategies of Support

+------------+---------------------------------------------------------+
| **Site**   | **Strategies of support**                               |
+------------+---------------------------------------------------------+
| **Los      | -   Braille Institute\'s job shadowing allowed students |
| Angeles**  |     with visual impairments to learn about One-Stop     |
|            |     resources and shadow staff                          |
|            |                                                         |
|            | -   Designated a disability coordinator to support      |
|            |     people with disabilities, considered the \"go-to\"  |
|            |     person to help staff with questions                 |
+------------+---------------------------------------------------------+
| **Utica**  | -   Created a standardized protocol to set the way all  |
|            |     job seekers should flow through system              |
|            |                                                         |
|            | -   All staff oriented and trained to conduct any of    |
|            |     the critical steps on the flowchart                 |
+------------+---------------------------------------------------------+
| **Clark    | -   Common intake form created                          |
| County**   |                                                         |
|            | -   Disability Coordinator answered questions for staff |
|            |     members and directed job seekers to the best        |
|            |     services                                            |
+------------+---------------------------------------------------------+
| **New      | -   Universal intake form eliminated multiple intakes;  |
| Orleans**  |     basis for new system that would track job seeker    |
|            |     usage and progress                                  |
|            |                                                         |
|            | -   Universal Access Committee addressed                |
|            |     disability-related issues                           |
+------------+---------------------------------------------------------+
| **Colorado | -   Consumer navigators assisted job seekers with       |
| Springs**  |     disabilities to navigate the system                 |
+------------+---------------------------------------------------------+
| **         | -   Virtual Career Network                              |
| Delaware** |                                                         |
+------------+---------------------------------------------------------+

[]{#__RefHeading___Toc115757467 .anchor}Table 30: Year One Summary of
Findings on Collaboration

+-------------+--------------------------------------------------------+
| **Site**    | **Collaboration**                                      |
+-------------+--------------------------------------------------------+
| **Los       | -   VR counselors in One-Stops approximately two to    |
| Angeles**   |     three days per week (limited itinerant staffing);  |
|             |     typically saw VR clients and had limited partner   |
|             |     interaction                                        |
|             |                                                        |
|             | -   Had a disability agency as One-Stop operator       |
|             |     (Goodwill)                                         |
|             |                                                        |
|             | -   Los Angeles Department on Disability, the Braille  |
|             |     Institute, APLA all external collaborators         |
|             |                                                        |
|             | ```{=html}                                             |
|             | <!-- -->                                               |
|             | ```                                                    |
|             | -   EmployABILITY Partnership and partnering agencies  |
|             |     collaborated on Legacy content                     |
+-------------+--------------------------------------------------------+
| **Utica**   | -   Full-time VR staff person co-located at the        |
|             |     One-Stop and supported core services               |
|             |                                                        |
|             | -   RCIL co-located; active in system reorganization,  |
|             |     accessibility                                      |
|             |                                                        |
|             | ```{=html}                                             |
|             | <!-- -->                                               |
|             | ```                                                    |
|             | -   Staff reported instances when two professionals,   |
|             |     representing different agencies, worked            |
|             |     hand-in-hand to provide services to a customer     |
|             |     with a disability                                  |
+-------------+--------------------------------------------------------+
| **Clark     | -   Two full-time VR counselors co-located at the      |
| County**    |     Vancouver West site two to three days per week     |
|             |                                                        |
|             | -   Vancouver Town Plaza Center had VR office based in |
|             |     the complex, separate from One-Stop but sharing    |
|             |     resource room                                      |
|             |                                                        |
|             | -   Van Tech and Clearview Employment Services housed  |
|             |     self-service sites                                 |
|             |                                                        |
|             | ```{=html}                                             |
|             | <!-- -->                                               |
|             | ```                                                    |
|             | -   Clearview realized need for clients to access      |
|             |     One-Stops and took steps to collaborate            |
+-------------+--------------------------------------------------------+
| **New       | -   Less connection between VR and other partners      |
| Orleans**   |     (limited itinerant staffing)                       |
|             |                                                        |
|             | -   VR visited the One-Stop four hours every other     |
|             |     week doing basic intakes                           |
|             |                                                        |
|             | -   Had a disability agency (Goodwill) as the One-Stop |
|             |     operator                                           |
|             |                                                        |
|             | -   LBLN staff co-located, carried caseloads, did      |
|             |     training and consultation re: job seekers with     |
|             |     disabilities                                       |
+-------------+--------------------------------------------------------+
| **Colorado  | -   Consistent VR presence on a part-time basis        |
| Springs**   |     (itinerant staffing)                               |
|             |                                                        |
|             | -   One VR staff person present two days per week,     |
|             |     another sometimes one half-day                     |
|             |                                                        |
|             | -   VR staff collaborated at the frontline with        |
|             |     consumer navigators                                |
+-------------+--------------------------------------------------------+
| *           | -   VR was physically co-located at the center;        |
| *Delaware** |     fostered relationship-building and service         |
|             |     integration                                        |
+-------------+--------------------------------------------------------+
| **Trends**  |                                                        |
|             |                                                        |
| -   C       |                                                        |
| ross-agency |                                                        |
|     co      |                                                        |
| llaboration |                                                        |
|     on the  |                                                        |
|     design  |                                                        |
|     and     |                                                        |
|             |                                                        |
|   provision |                                                        |
|     of      |                                                        |
|             |                                                        |
|    training |                                                        |
|             |                                                        |
| ```{=html}  |                                                        |
| <!-- -->    |                                                        |
| ```         |                                                        |
| -   All     |                                                        |
|     sites   |                                                        |
|             |                                                        |
|   developed |                                                        |
|     re      |                                                        |
| lationships |                                                        |
|     with    |                                                        |
|     CBOs,   |                                                        |
|     but to  |                                                        |
|     varying |                                                        |
|     extents |                                                        |
+-------------+--------------------------------------------------------+

[]{#__RefHeading___Toc115757468 .anchor}Table 31: Year One Summary of
Findings on Communication Mechanisms

+--------------+-------------------------------------------------------+
| **Site**     | **Communication mechanisms**                          |
+--------------+-------------------------------------------------------+
| **Los        | -   Regular staff meetings                            |
| Angeles**    |                                                       |
+--------------+-------------------------------------------------------+
| **Utica**    | -   Comprehensive email networks, potlucks,           |
|              |     telephone, mail exchange                          |
|              |                                                       |
|              | -   Partner\'s Council as communication vehicle       |
|              |     between the One-Stop and LWIB                     |
+--------------+-------------------------------------------------------+
| **Clark      | -   Comprehensive email networks, potlucks, daily     |
| County**     |     informal \"stand-up\" meetings (unscheduled, used |
|              |     for checking in/information exchange)             |
+--------------+-------------------------------------------------------+
| **New        | -   Liaison acted as a policy advisor, facilitated    |
| Orleans**    |     LWIB committee meetings, recorded outcomes and    |
|              |     action plans, and served as go-between for board  |
|              |     and its staff                                     |
+--------------+-------------------------------------------------------+
| **Colorado   | -   Had customer release form granting verbal         |
| Springs**    |     communication among staff                         |
|              |                                                       |
|              | -   Cubicles designed so cross-functional team        |
|              |     members sat together                              |
+--------------+-------------------------------------------------------+
| **Delaware** | -   Monthly meetings at DET with all division         |
|              |     directors; division head sent out weekly reports  |
|              |     to staff; secretary was very accessible           |
+--------------+-------------------------------------------------------+
| **Trends**   |                                                       |
|              |                                                       |
| -   Regular  |                                                       |
|     staff    |                                                       |
|     meetings |                                                       |
+--------------+-------------------------------------------------------+

[]{#__RefHeading___Toc115757469 .anchor}Table 32: Year One Summary of
Findings on Accessibility and Assistive Technology

+----------+-------------------------+---------------------------------+
| **Site** | **Identifying AT needs  | **Training around AT**          |
|          | and funding**           |                                 |
+----------+-------------------------+---------------------------------+
| **Los    | -   City contracted     | -   Braille Institute\'s job    |
| A        |     with CAT to         |     shadowing program for       |
| ngeles** |     consistently        |     students with visual        |
|          |     examine each        |     impairments created         |
|          |     One-Stop, identify  |     opportunity for staff to    |
|          |     needs, and make     |     practice using AT           |
|          |     recommendations     |                                 |
|          |                         | -   \"Hands-on\" training on    |
|          | -   Meeting             |     screen reader software      |
|          |     AT/accessibility    |     provided by a person with a |
|          |     standards became    |     visual impairment           |
|          |     part of the         |                                 |
|          |     certification       | -   Legacy curriculum included  |
|          |     process             |     component on AT             |
|          |                         |                                 |
|          | -   CAT created a       |                                 |
|          |     lending library     |                                 |
|          |     where job seekers   |                                 |
|          |     could \"sign out\"  |                                 |
|          |     AT                  |                                 |
|          |                         |                                 |
|          | -   Different levels of |                                 |
|          |     AT available        |                                 |
|          |                         |                                 |
|          | -   CAT was entity      |                                 |
|          |     responsible for     |                                 |
|          |     purchasing across   |                                 |
|          |     sites, increasing   |                                 |
|          |     buying power        |                                 |
|          |                         |                                 |
|          | -   Used demographic    |                                 |
|          |     data to inform      |                                 |
|          |     purchasing          |                                 |
+----------+-------------------------+---------------------------------+
| *        | -   RCIL created a      | -   RCIL had \"Access Oneida    |
| *Utica** |     lending library of  |     County\" project            |
|          |     technology where    |     encompassing all county     |
|          |     job seekers could   |     services                    |
|          |     \"sign out\" the    |                                 |
|          |     equipment,          | -   RCIL provided training,     |
|          |     particularly        |     ordered AT, allocated       |
|          |     high-ticket devices |     monies                      |
|          |     loaned across       |                                 |
|          |     One-Stops           | -   One manager had staff work  |
|          |                         |     regularly in resource room  |
|          |                         |     for AT practice             |
+----------+-------------------------+---------------------------------+
| **Clark  | -   Disabilities team   | -   Created a helpline that     |
| County** |     surveyed managers   |     allowed staff to connect    |
|          |     and frontline       |     with a technology           |
|          |     staff, determining  |     specialist who could        |
|          |     need for training   |     provide advice and guidance |
|          |     on AT               |                                 |
|          |                         |                                 |
|          | -   Created evaluation  |                                 |
|          |     criteria and made   |                                 |
|          |     recommendations     |                                 |
|          |                         |                                 |
|          | -   WDC implemented     |                                 |
|          |     recommendations and |                                 |
|          |     purchased AT        |                                 |
|          |                         |                                 |
|          | -   Ad hoc work group   |                                 |
|          |     identified as the   |                                 |
|          |     one entity          |                                 |
|          |     responsible for     |                                 |
|          |     purchasing          |                                 |
|          |     equipment, creating |                                 |
|          |     consistency and     |                                 |
|          |     increasing buying   |                                 |
|          |     power               |                                 |
+----------+-------------------------+---------------------------------+
| **New    |                         | -   One-Stop staff periodically |
| O        |                         |     trained on how to use AT    |
| rleans** |                         |                                 |
+----------+-------------------------+---------------------------------+
| **       | -   Planned on applying |                                 |
| Colorado |     for funding to pay  |                                 |
| S        |     unemployed computer |                                 |
| prings** |     specialists to      |                                 |
|          |     assist customers    |                                 |
|          |     with AT             |                                 |
+----------+-------------------------+---------------------------------+
| **De     | -   VR staff conducted  |                                 |
| laware** |     a needs assessment  |                                 |
|          |     survey              |                                 |
|          |                         |                                 |
|          | -   Health and Social   |                                 |
|          |     Service Division    |                                 |
|          |     for the Visually    |                                 |
|          |     Impaired provided   |                                 |
|          |     recommendations for |                                 |
|          |     AT                  |                                 |
|          |                         |                                 |
|          | -   VR assisted with    |                                 |
|          |     purchase            |                                 |
+----------+-------------------------+---------------------------------+

[]{#__RefHeading___Toc115757470 .anchor}Table 33: Year One Summary of
Findings on Community Outreach and Marketing

+-------+-------------------+--------------------+--------------------+
| **S   | **Outreach and    | **Outreach and     | **Outreach and     |
| ite** | marketing to job  | marketing to       | marketing to       |
|       | seekers with      | general public**   | employers**        |
|       | disabilities**    |                    |                    |
+-------+-------------------+--------------------+--------------------+
| **Los | -   EmployABILITY | -   Used public    | -   Empowerment    |
| Ange  |     Partnership   |     service        |     team provided  |
| les** |     marketed      |     announcements  |     support and    |
|       |     One-Stops     |                    |     outreach to    |
|       |                   | -   All marketing  |     employers      |
|       | -   Braille       |     efforts        |                    |
|       |     Institute\'s  |     addressed      | -   Employer       |
|       |     job shadowing |     importance of  |     committee      |
|       |     program       |     having a       |     focused on new |
|       |     increased     |     diverse        |     business       |
|       |     exposure      |     workforce      |     relationships  |
|       |                   |                    |                    |
|       | -   APLA helped   |                    | -   Trained        |
|       |     market to     |                    |     employers      |
|       |     people with   |                    |     about hiring   |
|       |     HIV/AIDS      |                    |     people with    |
|       |                   |                    |     disabilities   |
+-------+-------------------+--------------------+--------------------+
| **Ut  | -   RCIL and VR   | -   Marketing      | -   LWIB hired a   |
| ica** |     conducted     |     focused more   |     business       |
|       |     tours of the  |     on universal   |     liaison        |
|       |     One-Stop to   |     customer,      |                    |
|       |     groups,       |     purposely not  | -   LWIB conducted |
|       |     including     |     d              |     outreach       |
|       |     local         | isability-specific |     breakfasts for |
|       |     students      |                    |     private and    |
|       |     enrolled in   | -   LWIB executive |     public sector  |
|       |     special       |     director       |                    |
|       |     education and |     presented to   | -   Employer       |
|       |     the school    |     range of       |     database       |
|       |     for the deaf  |     groups         |     created where  |
|       |                   |                    |     partners       |
|       | -   The Utica     | -   Used variety   |     recorded       |
|       |     One-Stop held |     of mobile      |     contacts and   |
|       |     regular       |     outreach       |     share info     |
|       |     orientation   |     efforts in the |                    |
|       |     sessions for  |     community      | -   Used           |
|       |     VR services   |     (street fairs, |                    |
|       |                   |     health fairs,  |   employer-related |
|       |                   |     etc.)          |     community      |
|       |                   |                    |     organizations  |
+-------+-------------------+--------------------+--------------------+
| **    | -   LWIB used     | -   Ran public     | -   Identified     |
| Clark |     data          |     service        |     staff people   |
| Cou   |     collected to  |     announcements  |     dedicated to   |
| nty** |     inform        |                    |     employer       |
|       |     marketing     | -   Had daily      |     outreach       |
|       |     strategies,   |     radio show     |                    |
|       |     identifying   |     about One-Stop | -   Employer       |
|       |     which         |     services as    |     outreach team  |
|       |     disability    |     well as a      |     was creating a |
|       |     groups were   |     \"hot job of   |     uniform        |
|       |     using the     |     the day\"      |     networking     |
|       |     system        |                    |     procedure      |
|       |                   |                    |                    |
|       |                   |                    | -   Partnership    |
|       |                   |                    |     had a \"Best   |
|       |                   |                    |     Marketing      |
|       |                   |                    |     Practices\"    |
|       |                   |                    |     document that  |
|       |                   |                    |     outlined       |
|       |                   |                    |     marketing and  |
|       |                   |                    |     communication  |
|       |                   |                    |     strategies for |
|       |                   |                    |     the region     |
|       |                   |                    |                    |
|       |                   |                    | -   Direct         |
|       |                   |                    |     training       |
|       |                   |                    |     conducted for  |
|       |                   |                    |     employers      |
|       |                   |                    |     related to     |
|       |                   |                    |     hiring         |
|       |                   |                    |     employees with |
|       |                   |                    |     disabilities   |
+-------+-------------------+--------------------+--------------------+
| **New |                   |                    | -   LBLN used      |
| Orle  |                   |                    |     employer       |
| ans** |                   |                    |     satisfaction   |
|       |                   |                    |     survey to      |
|       |                   |                    |     guide          |
|       |                   |                    |     marketing plan |
|       |                   |                    |                    |
|       |                   |                    | -   LWIB worked    |
|       |                   |                    |     closely with   |
|       |                   |                    |     business       |
|       |                   |                    |     service reps   |
|       |                   |                    |     who            |
|       |                   |                    |     interviewed    |
|       |                   |                    |     employers      |
|       |                   |                    |     about needs    |
|       |                   |                    |                    |
|       |                   |                    | -   Business       |
|       |                   |                    |     center in      |
|       |                   |                    |     Jefferson      |
|       |                   |                    |     Parish showed  |
|       |                   |                    |     responsiveness |
+-------+-------------------+--------------------+--------------------+
| **Col | -   Outreach      |                    | -   Specific team  |
| orado |     primarily     |                    |     to market the  |
| Spri  |     done by       |                    |     One-Stop to    |
| ngs** |     consumer      |                    |     the employer   |
|       |     navigators    |                    |     community,     |
|       |     (formal       |                    |     though team    |
|       |     presentations |                    |     activity       |
|       |     and informal  |                    |     slowed down    |
|       |                   |                    |                    |
|       |    conversations) |                    |                    |
+-------+-------------------+--------------------+--------------------+
| **    | -   At the time   | -   Staff attended | -   Employment     |
| Delaw |     of the site   |     job fairs, did |     specialists    |
| are** |     visit, staff  |     rapid response |     conducted      |
|       |     were creating |     for mass       |     outreach;      |
|       |     a marketing   |     layoffs        |     attended       |
|       |     plan for      |                    |     meetings of    |
|       |     people with   | -   SWIB discussed |     the Delaware   |
|       |     disabilities; |     the need to    |     Employers      |
|       |     VR held       |     raise public   |     Council and    |
|       |     statewide     |     awareness      |     networked      |
|       |     meetings to   |     about the      |     informally     |
|       |     facilitate    |     One-Stop       |                    |
|       |     plan          |     system         |                    |
+-------+-------------------+--------------------+--------------------+
| **Tre |                   |                    |                    |
| nds** |                   |                    |                    |
|       |                   |                    |                    |
| -     |                   |                    |                    |
|  Mark |                   |                    |                    |
| eting |                   |                    |                    |
|     i |                   |                    |                    |
| nform |                   |                    |                    |
| ation |                   |                    |                    |
|       |                   |                    |                    |
|   tar |                   |                    |                    |
| geted |                   |                    |                    |
|       |                   |                    |                    |
|    at |                   |                    |                    |
|       |                   |                    |                    |
|   all |                   |                    |                    |
|       |                   |                    |                    |
|  cust |                   |                    |                    |
| omers |                   |                    |                    |
|       |                   |                    |                    |
|   but |                   |                    |                    |
|       |                   |                    |                    |
|  indi |                   |                    |                    |
| cated |                   |                    |                    |
|       |                   |                    |                    |
|  that |                   |                    |                    |
|       |                   |                    |                    |
|  acco |                   |                    |                    |
| mmoda |                   |                    |                    |
| tions |                   |                    |                    |
|       |                   |                    |                    |
|  were |                   |                    |                    |
|       |                   |                    |                    |
|  avai |                   |                    |                    |
| lable |                   |                    |                    |
|       |                   |                    |                    |
|  upon |                   |                    |                    |
|       |                   |                    |                    |
|    re |                   |                    |                    |
| quest |                   |                    |                    |
|       |                   |                    |                    |
| -     |                   |                    |                    |
|  Used |                   |                    |                    |
|     b |                   |                    |                    |
| illbo |                   |                    |                    |
| ards, |                   |                    |                    |
|       |                   |                    |                    |
|   bus |                   |                    |                    |
|       |                   |                    |                    |
|  plac |                   |                    |                    |
| ards, |                   |                    |                    |
|       |                   |                    |                    |
|  webs |                   |                    |                    |
| ites, |                   |                    |                    |
|       |                   |                    |                    |
|    pr |                   |                    |                    |
| inted |                   |                    |                    |
|       |                   |                    |                    |
| mater |                   |                    |                    |
| ials, |                   |                    |                    |
|       |                   |                    |                    |
|   job |                   |                    |                    |
|     f |                   |                    |                    |
| airs, |                   |                    |                    |
|       |                   |                    |                    |
|   Cha |                   |                    |                    |
| mbers |                   |                    |                    |
|       |                   |                    |                    |
|    of |                   |                    |                    |
|       |                   |                    |                    |
|   Com |                   |                    |                    |
| merce |                   |                    |                    |
|       |                   |                    |                    |
| -     |                   |                    |                    |
|   Had |                   |                    |                    |
|       |                   |                    |                    |
| marke |                   |                    |                    |
| ting, |                   |                    |                    |
|       |                   |                    |                    |
|  outr |                   |                    |                    |
| each, |                   |                    |                    |
|       |                   |                    |                    |
|   and |                   |                    |                    |
|       |                   |                    |                    |
|    PR |                   |                    |                    |
|       |                   |                    |                    |
| commi |                   |                    |                    |
| ttees |                   |                    |                    |
+-------+-------------------+--------------------+--------------------+

[]{#__RefHeading___Toc115757471 .anchor}Table 34: Year One Summary of
Findings on Human Resources

+----------+------------------+-------------------+-------------------+
| **Site** | **Identifying    | **Training        | **Informal        |
|          | training needs** | initiatives**     | professional      |
|          |                  |                   | development       |
|          |                  |                   | opportunities**   |
+----------+------------------+-------------------+-------------------+
| **Los    | -   Training     | -   Legacy        | -   Braille       |
| A        |     Committee    |                   |     Institute\'s  |
| ngeles** |     had          | training---online |     job           |
|          |                  |     material and  |     shadowing,    |
|          |  representatives |     live training |     internship    |
|          |     from each    |     on employment |     provided      |
|          |     One-Stop and |     and people    |     staff the     |
|          |     was part of  |     with          |     opportunity   |
|          |     the          |     disabilities  |     to interact   |
|          |                  |                   |     with          |
|          |    EmployABILITY | -   Successful    |     individuals   |
|          |     Partnership  |     trainees      |     with          |
|          |     Advisory     |     could achieve |     disabilities  |
|          |     team; played |     three         |     and learn how |
|          |     a major role |     certification |     to serve      |
|          |     in assessing |     levels;       |     these         |
|          |     needs        |     credential    |     customers     |
|          |                  |     recognized    |     more          |
|          | -   MetroNorth   |     statewide by  |     effectively   |
|          |     had all      |                   |                   |
|          |     staff        |    rehabilitation |                   |
|          |     express      |     industry      |                   |
|          |     training     |                   |                   |
|          |     interests    | -   Legacy had    |                   |
|          |     and create a |     evaluation    |                   |
|          |     training     |     and           |                   |
|          |     schedule     |     participant   |                   |
|          |                  |     tracking      |                   |
|          | -   CQI team     |                   |                   |
|          |     looked at    | ```{=html}        |                   |
|          |     quality      | <!-- -->          |                   |
|          |     standards to | ```               |                   |
|          |     select the   | -   Fifteen-week  |                   |
|          |     best options |     Career        |                   |
|          |                  |     Development   |                   |
|          |                  |     Facilitator   |                   |
|          |                  |     training on   |                   |
|          |                  |     career        |                   |
|          |                  |     planning      |                   |
+----------+------------------+-------------------+-------------------+
| *        | -   One-Stop     | -   Training      | -   One-Stop      |
| *Utica** |     managers     |     integrated    |     staff members |
|          |     responsible  |     into regular  |     encouraged to |
|          |     for          |     staff         |     go to state   |
|          |     assessing    |     meetings      |     and regional  |
|          |     needs        |                   |     conferences   |
|          |                  | -   VR and RCIL   |                   |
|          | -   Meetings and |     gave training | -   LWIB          |
|          |     discussions  |     on working    |     encouraged    |
|          |     also used to |     with          |     private       |
|          |     identify     |     individuals   |     sector        |
|          |     needs        |     with          |     members and   |
|          |                  |     disabilities  |     partner       |
|          | -   The LWIB     |                   |     agency staff  |
|          |     Partner\'s   | -   New York      |     to            |
|          |     Council      |     State         |     participate   |
|          |     frequently   |     Association   |     in surveys,   |
|          |     discussed    |     of Employment |     workshops,    |
|          |     staff skills |     and Training  |     conferences,  |
|          |     and          |     Professionals |     and other     |
|          |     knowledge,   |     conducted     |                   |
|          |     and          |     workshops     | workforce-related |
|          |     recommended  |                   |     events        |
|          |     topics       |                   |                   |
+----------+------------------+-------------------+-------------------+
| **Clark  | -   Disabilities | -   Collaborated  |                   |
| County** |     team         |     with Dynamic  |                   |
|          |     surveyed     |     W             |                   |
|          |     managers and | orks---Florida\'s |                   |
|          |     frontline    |     statewide     |                   |
|          |     staff,       |     training      |                   |
|          |     asking them  |                   |                   |
|          |     to rate what |    institute---as |                   |
|          |     was          |     pilot project |                   |
|          |     important    |                   |                   |
|          |                  | -   Successful    |                   |
|          | -   Training     |     trainees      |                   |
|          |     team         |     received      |                   |
|          |     developed to |     certification |                   |
|          |     identify     |     at one of     |                   |
|          |     training and |     three         |                   |
|          |     education    |     training      |                   |
|          |     needs across |     levels        |                   |
|          |     the local    |                   |                   |
|          |     One-Stop     |                   |                   |
|          |     community    |                   |                   |
|          |     and create   |                   |                   |
|          |     training     |                   |                   |
|          |                  |                   |                   |
|          |    opportunities |                   |                   |
|          |     for staff    |                   |                   |
+----------+------------------+-------------------+-------------------+
| **New    | -   Used         | -   Universal     |                   |
| O        |     previous     |     Access        |                   |
| rleans** |     year\'s      |     Committee     |                   |
|          |     strategic    |     provided      |                   |
|          |     plan to      |     disability    |                   |
|          |     identify     |     training      |                   |
|          |     needs and    |                   |                   |
|          |     develop a    | -   Used mystery  |                   |
|          |     training     |     shoppers to   |                   |
|          |     plan that    |     evaluate      |                   |
|          |     outlined     |     efforts,      |                   |
|          |     topics,      |     finding that  |                   |
|          |     providers,   |     staff         |                   |
|          |     trainees,    |     attitudes     |                   |
|          |     location,    |     changed after |                   |
|          |     and expected |     the training  |                   |
|          |     outcome      |                   |                   |
+----------+------------------+-------------------+-------------------+
| **       | -                | -   Staff trained | -                 |
| Colorado | Cross-functional |     during        |  Cross-functional |
| S        |     teams        |     monthly       |     teams         |
| prings** |     identified   |     meetings and  |     provided      |
|          |     areas in     |     four yearly   |     informal      |
|          |     which staff  |     trainings,    |     training and  |
|          |     needed       |     including a   |     one-on-one    |
|          |     additional   |     diversity     |     consultation  |
|          |     information  |     training      |     among         |
|          |     and training |                   |     partners      |
|          |                  | -   Community     |                   |
|          | -   Pressing     |     coalition     |                   |
|          |     needs        |     brought in    |                   |
|          |     usually      |     presenters on |                   |
|          |     raised to    |     different     |                   |
|          |     the training |     topics,       |                   |
|          |                  |     including     |                   |
|          |   representative |     disability    |                   |
|          |     at           |     awareness     |                   |
|          |     leadership   |                   |                   |
|          |     meetings     | -   Navigators    |                   |
|          |                  |     provided      |                   |
|          |                  |     seminars for  |                   |
|          |                  |     staff,        |                   |
|          |                  |     providers,    |                   |
|          |                  |     and families  |                   |
+----------+------------------+-------------------+-------------------+
| **De     | -   EEO staff    | -   Diversity     | -   VR staff      |
| laware** |     ensured that |     trainings     |     functioned in |
|          |     all staff    |     implemented   |     a             |
|          |     were trained |     (including    |     consultation  |
|          |     on           |     disability    |     capacity for  |
|          |     disability   |     component)    |     other staff   |
|          |     issues       |                   |     around        |
|          |                  | -   DET invested  |     disability    |
|          | -   Used the     |     a great deal  |     issues.       |
|          |     Climate      |     in other      |                   |
|          |     Assessment   |     types of      |                   |
|          |     survey and   |     training such |                   |
|          |     the mystery  |     as career     |                   |
|          |     shopper      |     enrichment,   |                   |
|          |     feedback to  |     executive     |                   |
|          |     identify     |     training      |                   |
|          |     training     |     program,      |                   |
|          |     needs        |     leadership    |                   |
|          |                  |     development   |                   |
|          |                  |     program       |                   |
+----------+------------------+-------------------+-------------------+
| **       |                  |                   |                   |
| Trends** |                  |                   |                   |
|          |                  |                   |                   |
| -        |                  |                   |                   |
|    Needs |                  |                   |                   |
|     ass  |                  |                   |                   |
| essments |                  |                   |                   |
|     in   |                  |                   |                   |
|          |                  |                   |                   |
|    place |                  |                   |                   |
|          |                  |                   |                   |
| -   F    |                  |                   |                   |
| rontline |                  |                   |                   |
|          |                  |                   |                   |
|    staff |                  |                   |                   |
|          |                  |                   |                   |
| involved |                  |                   |                   |
|     in   |                  |                   |                   |
|     ide  |                  |                   |                   |
| ntifying |                  |                   |                   |
|          |                  |                   |                   |
|    needs |                  |                   |                   |
|          |                  |                   |                   |
| -   Cros |                  |                   |                   |
| s-agency |                  |                   |                   |
|          |                  |                   |                   |
|    colla |                  |                   |                   |
| boration |                  |                   |                   |
|          |                  |                   |                   |
| occurred |                  |                   |                   |
|          |                  |                   |                   |
|   around |                  |                   |                   |
|          |                  |                   |                   |
| training |                  |                   |                   |
|          |                  |                   |                   |
| -        |                  |                   |                   |
| Although |                  |                   |                   |
|     r    |                  |                   |                   |
| eceptive |                  |                   |                   |
|     to   |                  |                   |                   |
|     in   |                  |                   |                   |
| dividual |                  |                   |                   |
|          |                  |                   |                   |
|   needs, |                  |                   |                   |
|          |                  |                   |                   |
|   manner |                  |                   |                   |
|     of   |                  |                   |                   |
|          |                  |                   |                   |
| response |                  |                   |                   |
|          |                  |                   |                   |
|   varied |                  |                   |                   |
+----------+------------------+-------------------+-------------------+

[]{#__RefHeading___Toc115757472 .anchor}Table 35: Year One Summary of
Findings on Data and Quality Assurance

+------+--------------+---------------+---------------+---------------+
| **Si | **Data       | **Sel         | **Performance | **Customer    |
| te** | collection   | f-assessment, | measures**    | fee           |
|      | and data     | CQI,          |               | dback/input** |
|      | sharing**    | ce            |               |               |
|      |              | rtification** |               |               |
+------+--------------+---------------+---------------+---------------+
| *    | -   Customer | -   Se        | -   Used      | -             |
| *Los |     feedback | lf-assessment |     balanced  |  Satisfaction |
| A    |     data     |     part of   |     scorecard |     surveys   |
| ngel |     shared   |               |     approach  |     addressed |
| es** |     with     | certification |     to        |     services, |
|      |              |     process,  |     measure   |               |
|      |  Information |               |               | orientations, |
|      |     and      |    consisting |   performance |     and       |
|      |     Analysis |     of        |     in four   |     workshops |
|      |     and CQI  |     se        |     areas:    |               |
|      |              | lf-evaluation |     customer  | ```{=html}    |
|      |   committees |     using the |     flow,     | <!-- -->      |
|      |     and with |     Simply    |               | ```           |
|      |     One-Stop |     Better!   | satisfaction, | -   Frontline |
|      |     staff at |     tool, an  |     outcomes, |     staff     |
|      |     meetings |               |     and       |               |
|      |              |   application |     a         |   distributed |
|      | ```{=html}   |     process,  | dministrative |     surveys   |
|      | <!-- -->     |     and an    |     capacity  |     in        |
|      | ```          |     on-site   |               |     universal |
|      | -   Data     |     review    | ```{=html}    |     area,     |
|      |              |               | <!-- -->      |     provided  |
|      | incorporated | -   Quality   | ```           |               |
|      |     into     |     assurance | -             |    incentives |
|      |     planning |     standards |  Acknowledged |               |
|      |     rec      |     based on  |     superior  | -   Used new  |
|      | ertification |     the       |               |               |
|      |     process  |     Baldrige  |   performance |   performance |
|      |     and used |     criteria  |     through   |               |
|      |     to       |               |     the       |    evaluation |
|      |              | -             |     awarding  |     system    |
|      |  distinguish |  Participated |     of        |     examining |
|      |     trends   |     in the    |     \"stars\" |               |
|      |              |     CARF      |     at three  |    contractor |
|      |              |               |     levels    |               |
|      |              | accreditation |               |   performance |
|      |              |     process,  | -   Reported  |     and       |
|      |              |     putting   |               |     customer/ |
|      |              |     greater   |    advantages |     employer  |
|      |              |     emphasis  |     to        |               |
|      |              |     on        |     linking   |  satisfaction |
|      |              |               |               |               |
|      |              | accessibility | certification | ######### E   |
|      |              |               |     with      | mployer commi |
|      |              |               |               | ttee facilita |
|      |              |               |   performance | ted planning, |
|      |              |               |               |  marketing, a |
|      |              |               |               | nd evaluation |
+------+--------------+---------------+---------------+---------------+
| *    | -   Customer |               | -             | -   LWIB      |
| *Uti |              |               |    Developing |     collected |
| ca** | satisfaction |               |     program   |     customer  |
|      |     data     |               |     to have   |               |
|      |     shared   |               |     balanced  |  satisfaction |
|      |     on Wide  |               |               |     data      |
|      |     Area     |               |   measurement |     through   |
|      |     Network  |               |     by        |               |
|      |     that     |               |               |  periodically |
|      |              |               |    evaluating |               |
|      |    connected |               |     job       |  administered |
|      |     all      |               |     seeker    |     surveys   |
|      |     regional |               |     and       |               |
|      |     One-Stop |               |     employer  | ```{=html}    |
|      |              |               |     feedback, | <!-- -->      |
|      |   facilities |               |               | ```           |
|      |     and      |               |   efficiency, | -   One-Stop  |
|      |     partners |               |     cost-e    |     staff had |
|      |              |               | ffectiveness, |     outside   |
|      |              |               |               |               |
|      |              |               | friendliness, |    management |
|      |              |               |     culture   |               |
|      |              |               |               |    consultant |
|      |              |               | ```{=html}    |     conduct   |
|      |              |               | <!-- -->      |     an        |
|      |              |               | ```           |               |
|      |              |               | -             |   independent |
|      |              |               |   Performance |     review,   |
|      |              |               |               |     including |
|      |              |               |    evaluation |     35        |
|      |              |               |     done      |     customer  |
|      |              |               |     \"through |               |
|      |              |               |     the eyes  |    interviews |
|      |              |               |     of the    |               |
|      |              |               |               |               |
|      |              |               |    customer\" |               |
+------+--------------+---------------+---------------+---------------+
| **C  | -   Customer | -   Se        | -   Measures  | -   Used      |
| lark |              | lf-assessment |     targeted  |     \"mystery |
| Coun | satisfaction |     part of   |     at        |               |
| ty** |     data     |               |     special   |    shoppers\" |
|      |     sent to  | certification |               |     to        |
|      |              |     process   |  populations, |     evaluate  |
|      | partnership, |               |     including |     services  |
|      |     staff    |    consisting |     people    |               |
|      |     meetings |     of        |     with      | ```{=html}    |
|      |     and      |     se        |               | <!-- -->      |
|      |     tracked  | lf-evaluation | disabilities, | ```           |
|      |     in a     |     using the |     was       | -   CQI team  |
|      |     database |     Simply    |     discussed |     collected |
|      |     to       |     Better!   |     by the    |     customer  |
|      |     specific |     tool, an  |     board as  |               |
|      |     areas    |               |     a useful  |  satisfaction |
|      |              |   application |     tool      |     data      |
|      |    (resource |     process,  |               |     through   |
|      |     area,    |     and an    |               |               |
|      |              |     on-site   |               |  periodically |
|      |   workshops, |     review    |               |               |
|      |     child    |               |               |  administered |
|      |     watch,   | demonstrating |               |     surveys   |
|      |     and      |     quality   |               |               |
|      |              |     standards |               | -   At many   |
|      |   reception) |     based on  |               |     sites,    |
|      |              |     Baldrige  |               |     customers |
|      | ```{=html}   |               |               |     completed |
|      | <!-- -->     |               |               |     feedback  |
|      | ```          |               |               |     cards and |
|      | -   Feedback |               |               |     dropped   |
|      |              |               |               |     them in a |
|      |    discussed |               |               |               |
|      |     and      |               |               |    suggestion |
|      |              |               |               |     box       |
|      | incorporated |               |               |               |
|      |     at       |               |               |               |
|      |     c        |               |               |               |
|      | ertification |               |               |               |
+------+--------------+---------------+---------------+---------------+
| *    | -   Partners |               | -   LWIB      | -   Universal |
| *New |              |               |     developed |     Access    |
| O    |    developed |               |     a set of  |     Committee |
| rlea |     a        |               |     eleven    |     got       |
| ns** |              |               |     quality   |     feedback  |
|      |    universal |               |     standards |     from      |
|      |              |               |     in        |     customers |
|      |  application |               |     writing   |     with      |
|      |     form to  |               |               |               |
|      |     gather   |               | -   New       |  disabilities |
|      |     job      |               |     Orleans   |     c         |
|      |     seeker   |               |     Adult     | onfidentially |
|      |              |               |     Career    |     through   |
|      |  information |               |     Center    |     locked    |
|      |     in order |               |     CQI       |     box       |
|      |     to       |               |     manager   |               |
|      |              |               |     oversaw   | ```{=html}    |
|      |    establish |               |     the       | <!-- -->      |
|      |     one      |               |               | ```           |
|      |     intake   |               |   integration | -             |
|      |     process  |               |     of        |   Distributed |
|      |     and      |               |     measures  |     employer  |
|      |     ensure   |               |     into the  |               |
|      |     informa  |               |     overall   |  satisfaction |
|      | tion-sharing |               |     CQI       |     surveys   |
|      |     among    |               |     process   |               |
|      |     partners |               |               |               |
+------+--------------+---------------+---------------+---------------+
| **   | -   Customer |               | -             | -   Customer  |
| Colo |              |               |   Measurement |               |
| rado | satisfaction |               |     focused   |  satisfaction |
| S    |     survey   |               |     on        |     done      |
| prin |              |               |     caseloads |     through   |
| gs** |   conducted, |               |     of staff  |     surveys   |
|      |     but      |               |     (numbers  |     after the |
|      |     problem  |               |     served,   |     Workforce |
|      |     having   |               |               |     Center    |
|      |     access   |               |   placements, |     services  |
|      |     to this  |               |     etc.)     |               |
|      |     data     |               |               |   orientation |
|      |              |               | ```{=html}    |     session   |
|      |              |               | <!-- -->      |               |
|      |              |               | ```           |               |
|      |              |               | -   Cro       |               |
|      |              |               | ss-functional |               |
|      |              |               |     teams     |               |
|      |              |               |     were      |               |
|      |              |               |               |               |
|      |              |               |   determining |               |
|      |              |               |     how to    |               |
|      |              |               |     deal with |               |
|      |              |               |     diverse   |               |
|      |              |               |     caseloads |               |
|      |              |               |     while     |               |
|      |              |               |     still     |               |
|      |              |               |     meeting   |               |
|      |              |               |               |               |
|      |              |               |   performance |               |
|      |              |               |     measures  |               |
+------+--------------+---------------+---------------+---------------+
| **De | -            | -   Use of    | -   Goal of   | -   Use of    |
| lawa |   Employment |     Simply    |     seven out |     mystery   |
| re** |     and      |     Better!   |     of ten    |     shoppers, |
|      |     Training |     tool,     |     job       |     customer  |
|      |     and      |     followed  |     seekers   |     feedback, |
|      |              |     by a      |     becoming  |     and       |
|      | Unemployment |               |     employed  |     meetings  |
|      |              |    compliance |     for at    |               |
|      |    Insurance |     review by |     least 90  |               |
|      |     staff    |     SWIB, and |     days      |               |
|      |     accessed |     a site    |               |               |
|      |     a shared |     visit and |               |               |
|      |              |               |               |               |
|      |    database. |    debriefing |               |               |
|      |     No       |     by staff  |               |               |
|      |     direct   |     members   |               |               |
|      |     sharing  |     and SWIB  |               |               |
|      |     between  |     to assess |               |               |
|      |     VR and   |     the       |               |               |
|      |     E&T      |     process   |               |               |
|      |              |     from the  |               |               |
|      |              |     job       |               |               |
|      |              |     seeker\'s |               |               |
|      |              |     and       |               |               |
|      |              |               |               |               |
|      |              |   employer\'s |               |               |
|      |              |     point of  |               |               |
|      |              |     view      |               |               |
+------+--------------+---------------+---------------+---------------+
| **   |              |               |               |               |
| Tren |              |               |               |               |
| ds** |              |               |               |               |
|      |              |               |               |               |
| -    |              |               |               |               |
|  All |              |               |               |               |
|      |              |               |               |               |
|  had |              |               |               |               |
|      |              |               |               |               |
|  per |              |               |               |               |
| form |              |               |               |               |
| ance |              |               |               |               |
|      |              |               |               |               |
| meas |              |               |               |               |
| ures |              |               |               |               |
|      |              |               |               |               |
|   in |              |               |               |               |
|      |              |               |               |               |
|    p |              |               |               |               |
| lace |              |               |               |               |
|      |              |               |               |               |
|  est |              |               |               |               |
| abli |              |               |               |               |
| shed |              |               |               |               |
|      |              |               |               |               |
|   by |              |               |               |               |
|      |              |               |               |               |
|  WIA |              |               |               |               |
|      |              |               |               |               |
| -    |              |               |               |               |
|   Le |              |               |               |               |
| vels |              |               |               |               |
|      |              |               |               |               |
|   of |              |               |               |               |
|      |              |               |               |               |
|  per |              |               |               |               |
| form |              |               |               |               |
| ance |              |               |               |               |
|      |              |               |               |               |
|   ne |              |               |               |               |
| goti |              |               |               |               |
| ated |              |               |               |               |
|      |              |               |               |               |
|   by |              |               |               |               |
|      |              |               |               |               |
| each |              |               |               |               |
|      |              |               |               |               |
| stat |              |               |               |               |
| e\'s |              |               |               |               |
|      |              |               |               |               |
|  DOL |              |               |               |               |
|      |              |               |               |               |
| ``   |              |               |               |               |
| `{=h |              |               |               |               |
| tml} |              |               |               |               |
| <!-- |              |               |               |               |
|  --> |              |               |               |               |
| ```  |              |               |               |               |
| -    |              |               |               |               |
| None |              |               |               |               |
|      |              |               |               |               |
|  had |              |               |               |               |
|      |              |               |               |               |
|  def |              |               |               |               |
| ined |              |               |               |               |
|      |              |               |               |               |
|  per |              |               |               |               |
| form |              |               |               |               |
| ance |              |               |               |               |
|      |              |               |               |               |
| meas |              |               |               |               |
| ures |              |               |               |               |
|      |              |               |               |               |
|  for |              |               |               |               |
|      |              |               |               |               |
|  job |              |               |               |               |
|      |              |               |               |               |
|  see |              |               |               |               |
| kers |              |               |               |               |
|      |              |               |               |               |
| with |              |               |               |               |
|      |              |               |               |               |
| disa |              |               |               |               |
| bili |              |               |               |               |
| ties |              |               |               |               |
|      |              |               |               |               |
| ``   |              |               |               |               |
| `{=h |              |               |               |               |
| tml} |              |               |               |               |
| <!-- |              |               |               |               |
|  --> |              |               |               |               |
| ```  |              |               |               |               |
| -    |              |               |               |               |
|    C |              |               |               |               |
| usto |              |               |               |               |
| mers |              |               |               |               |
|      |              |               |               |               |
|    c |              |               |               |               |
| ompl |              |               |               |               |
| eted |              |               |               |               |
|      |              |               |               |               |
| feed |              |               |               |               |
| back |              |               |               |               |
|      |              |               |               |               |
|   ca |              |               |               |               |
| rds, |              |               |               |               |
|      |              |               |               |               |
|    c |              |               |               |               |
| ompl |              |               |               |               |
| aint |              |               |               |               |
|      |              |               |               |               |
|    f |              |               |               |               |
| orms |              |               |               |               |
|      |              |               |               |               |
|  for |              |               |               |               |
|      |              |               |               |               |
|   su |              |               |               |               |
| gges |              |               |               |               |
| tion |              |               |               |               |
|      |              |               |               |               |
|    b |              |               |               |               |
| oxes |              |               |               |               |
|      |              |               |               |               |
| ``   |              |               |               |               |
| `{=h |              |               |               |               |
| tml} |              |               |               |               |
| <!-- |              |               |               |               |
|  --> |              |               |               |               |
| ```  |              |               |               |               |
| -    |              |               |               |               |
| Peri |              |               |               |               |
| odic |              |               |               |               |
| ally |              |               |               |               |
|      |              |               |               |               |
| admi |              |               |               |               |
| nist |              |               |               |               |
| ered |              |               |               |               |
|      |              |               |               |               |
| sati |              |               |               |               |
| sfac |              |               |               |               |
| tion |              |               |               |               |
|      |              |               |               |               |
|  sur |              |               |               |               |
| veys |              |               |               |               |
+------+--------------+---------------+---------------+---------------+

[]{#__RefHeading___Toc115757312 .anchor}**List of Acronyms**

AARP American Association of Retired Persons

APLA AIDS Project Los Angeles

ARC (formerly) Association for Citizens with Mental Retardation

AT Assistive technology

BSR Business service representatives

BOCES Board of Cooperative Educational Services

CARF Commission on Accreditation of Rehabilitation Facilities

CAT Center on Assistive Technology

CBO Community-based organization

CDD Community Development Department

CEG Customized Employment grant

CPA Columbia Place Associates

CQI Continuous Quality Improvement

CRMH Columbia River Mental Health

DET Division of Employment and Training

DLT Department of Labor and Training

DOR Department of Rehabilitation

DOL Department of Labor

DVR Department of Vocational Rehabilitation

E&T Employment and Training

EDD Employment Development Department

EAR Employer account representative

EEO Equal employment opportunity

ESD Employment Security Department

ESN Employer service network

ESR Employer service representative

HTC Human Technologies Corporation

HUD Housing and Urban Development

ILC Independent Living Center

ITA Individual Training Account

JFA Jobs for All

JTPA Job Training Partnership Act

LBLN Louisiana Business Leadership Network

LRS Louisiana Rehabilitation Services

LWIB Local Workforce Investment Board

MH Mental health

MOU Memorandum of Understanding

NCWD/A National Center on Workforce and Disability/Adult

NCWD/Y National Center on Workforce and Disability/Youth

NOWIB New Orleans Workforce Investment Board

NYSDOL New York State Department of Labor

ODEP Office of Disability Employment Policy

ORS Office of Rehabilitation Services

OSOS One-Stop operating system

PIC Partners in Careers *or* Private Industry Council

RCIL Resource Center for Independent Living

RFP Request for Proposal

RSA Rehabilitation Services Administration

RRTC Rehabilitation Research and Training Center

SKIES Service Knowledge and Information Exchange System

SSA Social Security Administration

SUNY State University of New York

SWIB State Workforce Investment Board

SWWDC Southwest Washington Workforce Development Council

TANF Temporary Assistance for Needy Families

UAC Universal Access Committee

UCEDD University Center for Excellence in Developmental Disabilities

US DOE U.S. Department of Education

US DOL U.S. Department of Labor

VESID Office of Vocational and Educational Service for Individuals with
Disabilities

VR Vocational Rehabilitation

WAG Workforce Action Grant

WDC Workforce Development Council

WDS Workforce Development Specialist

WIA Workforce Investment Act

WIG Work Incentives Grant

WPGRI Workforce Partnership of Greater Rhode Island

[^1]: Formerly the Association for help with Retarded Children, this
    organization provides advocacy and services for individuals with
    development disabilities.