Department  of Health  and Human Services 
OFFICE  OF 
INSPECTOR  GENERAL 
USING  COMMUNIW  RESOURCES  FOR 
EDUCATING  AND TRAINING  JOBS 
PARTICIPANTS 
OCTOBER  1992  OFFICE OF INSPECTOR GENERAL 
The mission of the Office of Inspector General (OIG), as mandated by Public Law 95-452, as 
amended, is to protect the integrity of the Department  of Health and Human Services (HHS) 
programs as well as the health and welfare of beneficiaries served by those programs.  This 
statutory mission is carried out through a nationwide network of audits, investigations, and 
inspections conducted by three OIG operating components:  the Office of Audit Services, the 
Office of Investigations, and the Office of Evaluation and Inspections.  The OIG also informs 
the Secretary of HHS of program, and management problems, and recommends courses to 
correct them. 
OFFICE OF AUDIT  SERVICES 
The OIGS Office of Audit Services (OAS) provides all auditing services for HHS, either by 
conducting audits with its own audit resources or by overseeing audit work done by others. 
Audits examine the performance of HHS programs and/or its grantees and contractors in 
carrying out their respective responsibilities and are intended to provide independent 
assessments of HHS programs and operations in order to reduce waste, abuse, and 
mismanagement and to promote economy and efficiency throughout  the Department. 
OFFICE OF INVESTIGATIONS 
The OIGS Office of Investigations (01) conducts criminal, civil, and administrative 
investigations of allegations of wrongdoing in HHS programs or to HHS beneficiaries and of 
unjust enrichment by providers.  The investigative efforts of 01 lead to criminal convictions, 
administrative sanctions, or civil money penalties.  The 01 also oversees State Medicaid fraud 
control units which investigate and prosecute fraud and patient abuse in the Medicaid program. 
OFFICE OF EVALUATION  AND  INSPECIIONS 
The OIGS Office of Evaluation and Inspections (OEI) conducts short-term management and

program evaluations (called inspections) that focus on issues of concern to the Department,

the Congress, and the public.  The findings and recommendations contained in these inspection

reports generate  rapid, accurate, and up-to-date information on the efficiency, vulnerability,

and effectiveness of departmental  programs.

OEIS Atlanta Regional Office staff prepared  this report under the direction of Jesse J. Flowers,

Regional Inspector General, and Chris Koehler, Deputy Regional Inspector General.  Principal OEI

staff included:

ATLANTA  HEADQUARTERS

Joe Townsel, Project Leader  Ruth Folchman

Peggy Daniel

Betty Apt

To obtain a copy of this report, call the Atlanta Regional Office at (404) 331-4108.
 Department  of Health and Human Services 
OFFICE  OF 
INSPECTOR  GENERAL 
USING  COMMUNITY  RESOURCES  FOR

EDUCATING  AND TRAINING  JOBS

PARTICIPANTS

OCTOBER  1992  OEI-04-90-00341 
I  EXECUTIVE  SUMMARY

PURPOSE 
To  describe  effective  practices  in using community  resources  for  educating  and 
training  Job  Opportunities  and  Basic Skills training  program  participants. 
BACKGROUND 
The  Family  Support  Act  of 1988 required  States  to implement  the  Job  Opportunities 
and  Basic  Skills (JOBS)  program--a  comprehensive  work  program  for  recipients  of Aid 
to Families  with  Dependent  Children.  States  must  provide  a combination  of required 
and  optional  education,  training,  and  employment  services  to help  JOBS  participants 
avoid  long-term  welfare  dependence.  The  act prohibited  States  from  using JOBS 
funds  to pay for such  selvices  when  they  are  available  free  of charge  or supported  by 
other  public  funds.  The  act  allowed  States  to begin  program  operations  as early  as 
July  1989, but  it required  them  to begin  by October  1990.  Partly  because  the  JOBS 
program  is still relatively  new, little  information  exists on State  or local  successes  in 
using  available  non-JOBS  resources. 
In order  to identify  potentially  effective  practices,  we surveyed  27 States  and  12 local 
communities.  The  27 States  were  those  that  had  approved  JOBS  plans  older  than  6 
months.  We  selected  the  12 communities  from  a list of 32 that  State  JOBS 
administrators  identified  as having  effective  practices.  We  then  surveyed  the  selected 
communities  using a standardized  questionnaire  to describe  their  practices  in providing 
education,  job  skills training,  and job  readiness  training--three  of four  mandatory  JOBS 
components. 
We  did not  independently  evaluate  JOBS  programs  or cost effectiveness  in the 
selected  communities.  Our  objective  was to identi~  and  describe  promising  program 
approaches  that  other  JOBS  agencies  could  use.  To  identify  promising  practices 
among  the  12 programs,  we relied  on information  provided  by JOBS  administrators  in 
each  selected  community.  We  identified  three  factors  that  contributed  to program 
success.  The  factors  are  not,  however,  unique  to community  funded  programs.  We 
found  the  reputedly  successful  program  practices  to be  relatively  straightforward. 
Many  of which  could  easily be  adopted  by other  jurisdictions.  This  report  provides 
information  on potentially  effective  community  practices  in using  such resources.  It 
provides  useful  leads  using community  resources,  such  as community  colleges  and 
business  associations,  that  State  and  local  administrators  can use  to strengthen  their 
JOBS  programs.  While  the  type  and  amount  of resources  may differ  among 
communities,  all communities  have  various  public  resources  and  business  communities 
that  potentially  could  support  local  JOBS  programs. 
1  FACPORS  CONTRIBUTING  TO  THE  SUCCESSFUL  USE  OF  COMMUNITY 
RESOURCES  FOR  JOBS  PROGRAMS 
Interagency Cooperation 
JOBS  administrators  deemed  cooperation  among  Federal,  State,  and  community 
agencies  to be vitally important  for successful  JOBS  programs.  The  JOBS 
administrators  in each  community  we surveyed  said they  effectively  used  the  resources 
of such  agencies  to enhance  education  and  training  opportunities  for JOBS 
participants.  For  example,  through  a cooperative  program  of a State  college,  county 
school  systems,  State  agencies  for education  and  human  services,  and  the  U.S. 
Department  of Education,  one  community  made  education  opportunities  available  to 
JOBS  participants  in 23 counties.  Another  community  program  that  served  an 
estimated  200 teen  parents  returned  129 drop-outs  to school.  This  achievement 
resulted  from  use  of resources  from  two Federal,  two State,  and  two county  programs. 
The  cooperating  agencies  provided  funds,  facilities,  equipment,  instructors,  tutors, 
counselors,  and  support  services  such as child care  and  transportation. 
Bivate  Sector Resources 
Private  sector  resources  boosted  the  quality  of training  in two selected  communities. 
The  JOBS  administrators  in these  communities  partly  relied  on resources  of private 
corporations,  business  associations,  and volunteers  to provide  job  skills training  to 
JOBS  participants.  The  resources  included  computer  hardware  and  software, 
internships,  special  loans,  and volunteer  instructors,  tutors,  and  consultants.  Such 
cooperation  by private  organizations  added  real  work  life experiences  to the  training 
of JOBS  participants. 
Supprt  Services 
Effective  support  services  both  allowed  and  encouraged  participation  in JOBS 
education  and  training.  All  12 selected  community  JOBS  agencies  provided  support 
services  to JOBS  participants.  However,  seven  advised  us of particularly  promising 
techniques  for providing  child care,  transportation,  and  other  services.  Without  such 
support,  many  AFDC  recipients  would  not  participate  in the  JOBS  program.  For 
example,  three  communities  provided  on-campus,  quality  child care  to  encourage 
participation.  Another  community  made  housing  subsidies  contingent  on the  academic 
achievement  of JOBS  participants  in education  programs.  Such  support  encouraged 
JOBS  participants  to  attend  education  and  training  classes. 
ii  TABLE  OF  CONTENTS 
EXECUTIVE  SUMMARY 
INTRODUCTION.  USING  COMMUNITY  RESOURCES  FOR  EDUCATING 
AND  TRAINING  JOBS  PARTICIPm  . . . . . . . . . . . . . ..s.  l 
FACTORS  CONTRIBUTING  TO  SUCCESSFUL  CO~  PROGRAMS 
Interagency  Cooperation  . . . . ..  O.DO. . . . . . . . . . . . . . 
....o..0s.05 
Private  Sector  Resources  . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....oo08 
Support  Services  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..  .      .10 
APPENDICES:  COMMUNITY  PROGRAM  PROFILES 
f%  Education  Programs 
Claremore,  Oklahoma  . . . . . . . . . . . . . . . . . . . . . . . . . . ....  .--A-1 
Clovisand  Portales,  New Mexico  . . . . . . . . . . . . . . . . . . . . . ...  .*-A-3 
Salt Lake  City, Utah  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..  A-s 
Winter  Park,  Florida  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...  A-7 
B:  Job  Skills Training 
Beatrice,  Nebraska  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..  oB-1 
Boston,  Massachusetts  . . . . . . . . . . . . . . . . . . . . . . . . . . . ....  .--B-3 
Hartford,  Connecticut  . . . . . . . . . . . . . . . . . . . . . . . . . ....  B-5 
Pittsburgh,  Pennsylvania  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..B-7 
c  Job  Readiness  Training 
Boston,  Massachusetts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .*.-C-1

Cincinnati,  Ohio  . . . . . . . . . . . . . . . . . . . . . . . . . . ........-..-C-3

Ft. Myers,  Florida  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...  SC--c-s

Janesville  and  Beloit,  Wisconsin  . . . . . . . . . . . . . . . . . . . . . . . . .*.--C-8
 INTRODUCTION

THE  JOBS  PROGRAM 
The  Family  Support  Act  of 1988 (Public  Law  100-485) required  States  to implement 
the  Job  Opportunities  and  Basic Skills (JOBS)  training  program.  The  purpose  of 
JOBS  is to provide  needy  families  with  education,  training,  and  employment  that  will 
help  them  avoid  long-term  welfare  dependence.  States  must  implement  JOBS  as a 
condition  of participation  in the  Aid to Families  with Dependent  Children  (AFDC) 
program.  Within  the  United  States  Department  of Health  and  Human  Services,  the 
Administration  for Children  and  Families  (ACF)  is responsible  for the  JOBS  program. 
States  provide  JOBS  participants  a combination  of mandatory  and  optional  services 
designed  to  aid their  progress  toward  becoming  self-supporting. 
First,  States  must  provide  four  services  to JOBS  participants.  The  four  mandatory 
program  components  are  (1) education,  (2) job  skills training,  (3) job  readiness 
training,  and  (4) job  development  and  placement. 
Second,  States  must  provide  support  services  for JOBS  program  participants.  Support 
services  include  child  care,  transportation,  and  funds  for certain  work-related  expenses. 
Third,  States  must  provide  at least  two of four  optional  services.  The  optional  services 
are  (1) job  search,  which  includes  counseling  and  training  in job-seeking,  (2) on-the-job 
training,  (3) work  supplementation  (subsidized  jobs),  and  (4) work  experience. 
Finally,  States  may elect  to provide  other  education  and  training  services  such as 
postsecondary  education. 
The  act  allowed  States  to begin  program  operations  as early  as July  1989, but  it 
required  them  to begin  operations  by October  1990.  The  act further  required  each 
State  to submit  a plan  to ACF  showing  their  planned  education  and  training  activities. 
COMMUNITY  RESOURCES 
The  Family  Support  Act  of 1988 specified  target  populations,  participation  goals,  and 
a choice  of education  and  training  services.  States  could  decide  how they would  make 
education  and  training  services  available  to targeted  JOBS  participants.  The  act, 
however,  prohibited  States  from  using JOBS  funds  to pay for services  that  are  free  of 
charge  or supported  by other  public  funds.  Therefore,  it is imperative  that  local  JOBS 
administrators  identi~  and  use non-JOBS  education  and  training  resources  available  in 
their  community. 
1
 JOBS  agencies  identi&  communi~resources  through  avarie~  of methods.  Those

methods  include  identifying  resources  through  local  task  forces,  coordinating  councils,

and  community  networking.  JOBS  administrators  also negotiate  directly  with  a range

of agencies  in the  community  to gain  access  to education,  training,  and  support

services  for JOBS  participants.  Available  community  resources  typically  include  public

schools,  technical  schools,  colleges,  universities,  and  public  and  private  social  service

agencies.

State  JOBS  administrators  we sumeyed  considered  some  communities  to be  highly

effective  in using local  education  and  training  resources  in their  States.  Yet,  little  was

known  about  the  effective  program  practices  outside  the  States  where  they were

operated.  i% a result,  Federal  and  State  policymakers  have  limited  evidence  on a

national  level  to show what  practices  work best  in providing  JOBS  services  to AFDC

recipients.  The  JOBS  program  continues  to evolve  substantially  as States  develop  new

programs.  Successful  ;omrnunity  program  practices  could  (1) serve  as models  for

other  communities,  and  (2) provide  needed  information  to JOBS  administrators  for

improving  future  programs.

SCOPE  and  METHODOLOGY

This  report  provides  information  on promising  community  program  practices  for

including  non-JOBS  resources  in education  and  training  programs  for JOBS

participants.  To  identify  potentially  effective  practices  in providing  education  and

training  services  to JOBS  participants,  we surveyed  27 States  and  12 local

communities.  The  27 States  were  those  that  had  approved  JOBS  plans  older  than  6

months.  We  collected  information  from  States  and  communities  in stages  during

August  1990 through  December  1991.

STATES  SURVEYED 
ARKANSAS  IOWA  NEVADA  RHODE  ISLAND 
CALIFORNIA  KANSAS  NEW  HAMPSHIRE  SOUTH  CAROLINA 
COLORADO  MARYlAND  NEW JERSEY  SOUTH  DAKOTA 
CONNECTICUT  MASSACHUSEITS  NEW  MEXICO  UTAH 
DELAWARE  MICHIGAN  OHIO  WEST  VIRGINIA 
FLORIDA  MINNESOTA  OKLAHOMA  WISCONSIN 
GEORGIA  NEBRASKA  PENNSYLVANIA 
We  asked  each  State  JOBS  Director  to identify  local  communities  which were 
effectively  using State  and  local  resources  for meeting  three  of the  four  mandatory 
JOBS  program  components--education,  job  skills training,  and job  readiness  training. 
We  excluded  the  fourth  mandatory  component,  job  development  and  placement,  from 
our  analysis because  State  and  local  programs  were  less than  two years  old and  many 
2
 JOBS  participants  had  not  completed  planned  education  and  training  activities. 
However,  where  provided  by JOBS  administrators,  we included  information  on job 
placements  simply to indicate  potential  effects  of education  and  training  program 
practices.  Job  development  and  placement  focuses  on identifying  un-subsidized  job 
openings.  It further  includes  the  marketing  of JOBS  participants  and  securing  job 
interviews  for them. 
The  27 State  Directors  identified  32 local  communities  they  believed  were  operating 
promising  programs  that  used  community  resources  to educate  and  train  JOBS 
participants.  The  State  administrators  based  their  opinions  on promising  programs  on 
(1) community  progress  in educating,  training,  and  placing  JOBS  participants,  and  (2) 
overcoming  barriers  to participation  in program  activities.  From  the  32, we selected 
12 communities  that  provided  wide  geographic  dispersion  and  a mixture  of rural  and 
urban  populations. 
II 
COMMUNHES  SELECTED  FOR  STUDY 
HARTFORD,  CT  CINCINNATI,  OH

FT. MYERS,  FL  CLAREMORE,  OK

WINTER  PARK, FL  PllTSBURGH,  PA

BOSTON,  MA *  SALT IAKE  CITY, UT

BEATRICE,  NE  JANESVILLE  and  BELOIT, WI

CLOVIS  and  PORTALES,  NM

* Two  community JOBS  agencies  selected 
Ii  .  I
We  used  a standardized  questionnaire  to survey the  12 selected  communities  and 
obtain  descriptions  of their  program  practices.  We designed  the  questionnaire  to 
obtain  information  on each  community  program  practice  and  results  in providing 
education  and  training  opportunities  to JOBS  participants.  As needed,  we conducted 
telephone  intemiews  with JOBS  program  staffs in the  selected  communities  to obtain 
clarification  of and  elaboration  on their  responses  to the  mailed  questionnaire. 
We  did not  independently  evaluate  JOBS  program  or cost effectiveness  in selected 
communities.  Our  objective  was to identify  and  describe  promising  program 
approaches  that  other  JOBS  agencies  could  use.  While  the  type  and  amount  of 
resources  may  differ  among  communities,  all communities  have  various  public 
resources  and  business  communities  that  potentially  could  support  local  JOBS 
programs. 
We  classified  reported  effective  practices  in each  of the  12 selected  communities  by 
the  three  mandatory  JOBS  components  included  in our  study--education,  job  skills 
training,  and job  readiness  training.  Often,  a communitys  description  suggested 
3
 effective  practices  in more  than  one  of the  mandatory  components.  In such instances, 
we cataloged  the  practice  by the  component  that  seemed  to be  most  affected. 
-- The  education  component  includes,  but  is not  limited  to high school  or 
high  school  equivalency  certification,  basic  and  remedial  education  for a 
literacy  level  of at least  grade  8.9, and  English  proficiency.  Appendix  A 
summarizes  the  effective  practices  used  by four  of the  12 selected 
communities  for providing  education  opportunities  to JOBS  participants. 
-- The  job  skills training  component  focuses  on vocational  training.  The 
training  includes  skills such as automotive  repair,  welding,  word 
processing,  and  food  preparation.  Appendix  B summarizes  the  effective 
practices  used  by four  of the  12 selected  communities  for providing  job 
skills training  opportunities  to JOBS  participants. 
..	 Job  readiness  training  is intended  to help  JOBS  participants  understand 
workplace  expectations  and  acquire  attitudes  and  behaviors  needed  for 
obtaining  and  keeping  a job.  For  example,  participants  are  counseled  on 
the  importance  of being  on time  for work,  and  how to interact  with 
other  people.  Appendix  C summarizes  the  effective  practices  used  by 
four  of the  12 selected  communities  for providing  job  readiness  training 
opportunities  to JOBS  participants. 
4
 FACTORS  CONTRIBUTING  TO

SUCCESSFUL  COMMUNITY

PROGRAMS

INTERAGENCY  COOPERATION 
The  JOBS  administrators  we interviewed  stressed  the  importance  of cooperation 
among  Federal,  State,  and  community  agencies  in educating  and  training  JOBS 
participants.  About  one-fourth  of the  State  and  community  JOBS  administrators  we 
interviewed  said poor  cooperation  and  coordination  among  social  and  welfare  agencies 
is a major  barrier  to providing  education  and  training  for JOBS  participants.  Below, 
we briefly  highlight  some  community  practices  for using non-JOBS  resources  that  local 
JOBS  administrators  believed  were  effective  in providing  education,  job  skills training, 
and job  readiness  training  to JOBS  participants.  Non-JOBS  resources  were  provided 
by Job  Training  Partnership  Act  (JTPA)  agencies,  the  U.S. Department  of Education, 
State  and  County  Departments  of Education,  various  State  and  local  education 
facilities  (including  public  schools,  technical  schools,  colleges,  and  universities), 
community  action  agencies,  the  U.S. Department  of Housing  and  Urban  Development, 
and  others. 
E1.kcation Oppriuwtm   for JOBS Partici.pan~ 
In Claremore,  Oklahoma,  the  State  Department  of Human  Services  obtained  a 
cooperative  agreement  for JOBS  participants  to enroll  in an educational  outreach 
program  operated  by Rogers  State  College.  The  program,  called  Educational 
Opportunity  Center,  made  educational  opportunities  available  to JOBS  participants  in 
23 eastern  Oklahoma  counties.  The  U.S. Department  of Education  provided  funding 
for the  Educational  Opportunity  Center.  Further,  numerous  public  schools,  vocational 
schools,  colleges,  and  universities  in eastern  Oklahoma  provided  counseling,  financial 
aid, facilities,  and  instruction  in academic  and  vocational  curriculums.  Finally,  the 
State  Departments  of Human  Services  and  Adult  and  Continuing  Education  actively 
promoted,  sponsored,  and  coordinated  program  activities  for JOBS  participants. 
Partly  as a result  of Claremores  cooperative  program,  about  30 of 200 JOBS 
participants  (about  15 percent)  in Rogers  County  obtained  GED  certificates  during 
the  State  fiscal year  ending  June  30, 1991.  Furthermore,  because  of their  participation 
in the  program,  76 JOBS  participants  obtained  employment--exceeding  a program  goal 
of 42 placements. 
Likewise,  in Winter  Park,  Florida,  the  Orange  County  JOBS  agency  coordinates  a 
Teen  Parent  Program  that  includes  resources  from  at least  two Federal,  two State,  and 
two county  programs.  The  resources  are  provided  by AFDC,  JTPA,  Florida 
Department  of Education,  Florida  Department  of Health  and  Rehabilitative  Services, 
5
 Orange  Coun~Health  Department,  and  Orange  Coun~  School  System.  The  Teen 
Parent  Program  seines  about  200 teenaged  parents  annually,  helping  them  obtain  a 
high  school  diploma  or GED  certificate. 
The  Orange  County  JOBS  agency  formed  an advisory  committee  represented  by staff 
from  thevarious  agencies  and  local  schools.  Through  this cooperative  linkage,  the 
JOBS  agency  returned  to school  about  1290fan  estimated  200teen  parents  during 
Fiscal  Year  1990.  Ofthose,  46continued  their  education  until  they  earned  a high 
school  diploma  or GED  certificate.  Twenty-five  of the  46 continued  their  education 
into vocational  school,  community  college,  or a 4-year  college.  Because  of its success 
in preventing  high school  dropouts,  the  Winter  Park  Teen  Parent  program  received  a 
1990 Davis  Productivity  Award--a  State  award  for significant  productivity 
improvement. 
Job Skilh 11-aining 
In Beatrice,  Nebraska,  the  Nebraska  Department  of Social  Services,  Nebraska 
Department  of Labor,  and  Southeast  Community  College  cooperatively  sponsor  an 
8-week  summer  training  program  for JOBS  participants.  The  program,  called  Parents 
of All Ages,  provides  training  in word  processing,  clerical  duties,  and  similar  office 
skills.  It also includes  training  in basic  academic,  human  relations,  and  household 
management  skills. 
The  three  sponsoring  agencies  provide  funding,  instructional  facilities,  training, 
housing,  child  care,  and  youth  activities  for JOBS  participants.  In doing  so, the  three 
agencies  have  obtained  cooperative  assistance  from  the  YMCA  JTP~  and  a 
Community  Action  Agency  to care  for and  provide  summer  jobs  as appropriate  for 
children  of parents  enrolled  in the  8-week  program.  The  program  is unique  in that  it 
provides  housing  for parents  and  children  during  the  training.  Depending  on their 
ages, the  children  are  engaged  in child care  or youth  activities  while  parents  receive 
job  skills training.  This  practice  minimizes  concern  of JOBS  participants  for their 
children. 
According  to Beatrice  JOBS  administrators,  Parents  of All Ages  has been  very 
successful.  The  program  goal was that  75 percent  of all JOBS  participants  would 
obtain  employment  after  completing  the  training  or continue  to further  their 
education.  Using  this criteria,  Beatrice  JOBS  administrators  reported  an 83 percent 
success  rate  for  30 participants  in the  1989 program.  Employment  statistics  for  1990 
were  not  available,  however,  14 of 23 JOBS  participants  enrolled  in a college  level 
program. 
6
 Job Readiness lhzining 
Through  a cooperative  arrangement,  the  JOBS  agency  in Ft. Myers,  Florida  refers 
JOBS  participants  to a 3-week  Employability  Skills Training  Program  operated  by 
JTPA.  ~eprogram  objectives  aretoteach  pafiicipants  howtosearch  for,  apply  for, 
and  keep  a job.  The  program  offers  JOBS  participants  one  week  of instruction  on 
employability  and  two weeks  on job  search.  As needed,  participants  may be  given 
additional  on-the-job  or remedial  training.  In addition,  the  U.S. Department  of 
Housing  and  Urban  Development  has worked  cooperatively  with  the  program  by 
providing  a subsidized  housing  grant  for training  participants. 
Ft. Myers  JOBS  administrators  said the  program  has been  effective  in placing 
participants  in jobs.  However,  specific  information  was not  available  showing  separate 
results  for JOBS  participants  who obtained  job  readiness  training  through  the 
Employability  Skills Training  Program.  The  JOBS  administrators  estimated  that  in 
1989, 63 percent  of the  JOBS  participants  in an umbrella  training  program  called  Job 
Club, obtained  employment  (226 of 356 participants).  The  job  placement  rate  in 
1990 was 56 percent  (171 of 305 participants).  In  1991, the  placement  rate  was 45 
percent  (130 of 289 participants).  The  statistics  for the  Job  Club  include  JOBS 
participants  who  attended  the  Job  Club  employability  training  program.  The  JOBS 
administrators  partly  attributed  the  declining  percentage  in placements  to  a higher 
percentage  of students  who needed  more  extensive  training. 
7  PRIVATE  SECTOR  RESOURCES 
Private  sector  resources  may boost  the  quality  of training  for JOBS  participants.  Two 
of the  12 selected  communities  made  extensive  use  of private  corporations,  various 
business  associations,  and  individual  volunteers  to provide  job  skills training  for JOBS 
participants.  The  two are  Boston,  Massachusetts  and  Hartford,  Connecticut.  In both 
communities,  the  cooperation  of private  organizations  added  real work  life 
experiences  to the  training  provided  to JOBS  participants. 
l+ivate Sector Supprt  Adds Reahm  to lYainingfor JOBS Partic@anti.s 
The  Massachusetts  Department  of Public  Welfare  refers  JOBS  participants  in Boston 
to Training,  Inc. for job  skills training.  Training,  Inc., founded  by the  Greater  Boston 
YMCA  relies  on State  grants  to fund  skills training  programs,  but  the  grants  must  be 
matched  by private  sector  financial  support. 
Private  corporations  support  the  training  program  in various  ways.  For  example,  IBM 
provided  hardware  (computers,  printers,  typewriters,  etc.),  software,  and  staff  training 
valued  at  $200,000.  Likewise,  Lotus  Development  Corporation  sponsored  five 
Training,  Inc. internships,  assisted  with  curriculum  development,  provided  financial 
support,  and  donated  Lotus  1-2-3 software.  Some  firms  also provided  staff  to teach 
various  evening  classes,  including  job  search  techniques.  Finally,  firms  periodically 
hosted  graduation  luncheons  to welcome  graduates  into  the  business  world. 
Individual  volunteers  also support  the  Training,  Inc. program.  Volunteers  made 
financial  contributions  and  served  as tutors,  advisors, job  search  coaches,  employer 
liaisons,  and  fund-raisers.  Over  60 volunteers  from  40 Boston  companies  have  shared 
their  knowledge  and  technical  expertise  since  the  program  began  in 1984.  The 
volunteers,  some  of whom  are  graduates  of Training,  Inc., contribute  more  than 
$70,000 in work  hours  annually. 
More  than  200 local  employers  have  hired  graduates  of Training,  Inc.  A local  bank, 
for example,  has  employed  25 graduates  of Training,  Inc. since  1986.  The  bank  has  an 
86 percent  retention  rate  with these  employees.  In  1990, Training,  Inc. graduated  150 
of its 200 JOBS  participants.  About  66 percent  of those  graduating  participants  found 
full-time  jobs  with benefits.  As of October  1991, JOBS  administrators  said  about  80 
percent  of those  who found  jobs  retained  them.  Further,  about  85 percent  of those 
obtaining  jobs  received  raises  and/or  promotions  within  their  first year  of employment. 
As of September  1990, the  average  starting  salary  for JOBS  participants  was $8.23 per 
hour. 
8
 l%vate  Sector Support Hel@ed Bepre  JOBS Partkijwats for Se~-Employment 
An Entrepreneurial  Training  Program  at Hartford,  Connecticut  is designed  to teach

business  skills to JOBS  participants.  The  goal  is to help  them  become  self-employed.

The  program  is financed  by the  Connecticut  Department  of Income  Maintenance,  and

is based  at Hartford  College  for Women.  Program  costs are  relatively  low because  the

program  uses resources  of various  private  corporations.  A few examples  are  the

Hartford  Economic  Development  Corporation,  Connecticut  National  Bank,  and

various  business  associations,  such as the  Chamber  of Commerce  and  the  National

Association  of Professional  Service  Women.

Cooperative  agreements  with such organizations  provide  JOBS  participants  access  to

workshops,  conferences,  and  other  special  events.  Staff from  private  organizations

voluntarily  teach  technical  business  courses,  provide  support  and  technical  assistance,

and  serve  as mentors  for JOBS  participants.  For  example,  staff of the  Hartford

Economic  Development  Corporation  provide  individual  counseling  and  assistance  to

JOBS  participants  on preparing  their  business  plans,  completing  loan  applications,  and

solving business  problems.  Staff  of cooperating  firms  continue  their  consultations  and

general  support  of participants  for up to 6 months  after  graduation.

Similarly,  the  Hartford  Economic  Development  Corporation  and  Connecticut  National

Bank  developed  an innovative  loan  program  to provide  start-up  capital  for JOBS

participants  who  complete  the  training  program.  To  qualify for the  loans,  participants

must  have  graduated  and  must  have  a detailed  business  plan  approved  by the

Hartford  Economic  Development  Corporation,  These  requirements  replace

traditional  requirements  that  a borrower  have  collateral  and  a sound  credit  history.

Generally  the  loans,  made  by Connecticut  National  Bank,  range  from  $5,000 to

$10,000.  The  loan  repayment  plan  allows interest-only  payments  for the  first year  of

the  loan.

The  Entrepreneurial  Training  Program  has produced  positive  results  for JOBS

participants  (also  for AFDC  recipients  who participated  prior  to implementation  of

JOBS).  Between  March  1, 1988 and  June  30, 1991, 64 of 91 participants  (70 percent)

graduated  from  the  program.  About  45 percent  of those  graduates  became  self-

employed.  Another  40 percent  of the  graduates  got jobs  after  realizing  that  self-

employment  was not  their  best  option.  About  five percent  enrolled  in another

educational  or training  program  to better  prepare  for self-employment.  Another  five

percent  were  completing  their  business  plans.  Local  JOBS  administrators  could  not

determine  the  status  of the  final  five percent.

9
 Effective  support  services  both  allowed  and  encouraged  participation  in JOBS 
education  and  training.  Readily  available  support  services  such  as transportation,  child 
care,  and  funding  supplements  are  key determinants  of whether  or not  needy  families 
participate  in JOBS  education  and  training  programs.  About  two-thirds  of the  State 
and  community  JOBS  administrators  we interviewed  cited  a lack  of transportation  and 
child care  as a major  barrier  to participation.  Some  community  JOBS  administrators 
said that  without  such support  services,  many  needy  families  would  be  unable  to 
participate  in available  education  and  training  sewices. 
While  such support  services  are  often  difficult  to provide,  some  communities  have 
developed  innovative,  effective  programs  to mitigate  the  barrier.  We  highlight  three 
examples  of such practices  below. 
Iimovative l%ogram I?actices  Increase Supply of Child Care J%oviden 
The  Rock  County  (Janesville  and  Beloit)  Wisconsin  JOBS  administrators  designed  an

innovative  program  to increase  the  supply  of child care  providers.  Increasing  the

availability  of child care  services  increases  the  potential  for needy  families  to attend

job  readiness  training  offered  through  the  Rock  County  JOBS  program.  The  rural

community  had  a shortage  of licensed  child care  providers--a  barrier  to needy  families

participating  in JOBS  training.  Further,  local  residents  who could  be  trained  and

certified  as child  care  providers  lacked  transportation  to certification  training  at a

technical  school,  located  outside  their  rural  community.

As part  of the  Rock  County  program,  the  JOBS  administrators  and  the  local

Community  Action  Agency  arranged  a certification  training  site in the  rural

community.  This  innovative  approach  eliminated  a transportation  barrier  for potential

child  care  providers.  As a result,  21 people  completed  the  child care  classes  in Fiscal

Year  1990.  Some  of these  people  are  now active  child care  providers  in the

community.  Further,  the  in-home  services  they  provided  enabled  JOBS  participants  to

attend  job  readiness  training  that  was available  to them  through  the  program.

In another  community,  Project  Forward,  operated  by Clovis and  Portales,  New Mexico

JOBS  administrators,  makes  child care  available  to education  and  training  participants.

The  Project  Forward  program  administrators  provide  the  support  services  in a manner

that  does  more  than  just  allow participation.  The  program  stimulates  and  encourages

participation  and  high achievement  in education  activities.

To mitigate  a shortage  of available  child care  providers,  the  JOBS  agencies  in Clovis

and  Portales  have  taken  two significant  steps,  First,  JOBS  administrators  negotiated

with  two educational  institutions  to establish  on-campus  child care  centers.  Second,

they  made  it more  attractive  for child care  providers  to accept  JOBS  participants

children.  The  JOBS  agencies  did that  by (1) making  disbursements  for services

10  directly  to child care  providers  rather  than  to JOBS  participants,  and  (2) expediting 
disbursements  so that  providers  are  paid  within  the  first  10 days of each  month. 
Supprt  Services ~ovide  Incentive for High Academic  Achievement 
The  JOBS  agencies  in Clotis  and  Portales  have  also arranged  for certain  JOBS 
participants  to obtain  housing  subsidies  from  the  U.S. Department  of Housing  and 
Urban  Development  (HUD).  In both  communities,  HUD  defrays  housing  expenses 
for JOBS  participants  who  meet  special  academic-based  criteria.  For  example,  a 
participant  must  have  completed  two years  of college  and  must  maintain  a 2.8 or 
better  grade  point  average.  Therefore,  while  the  subsidies  help  meet  JOBS 
participants  housing  needs,  they  also provide  an incentive  for higher  academic 
accomplishment. 
Customized Support Services Encourage JOBS Pa~cipant.s to Attend  EUucation and 
fiaining I%3grams 
The  JOBS  agency  in Pittsburgh,  Pennsylvania  and  a local vocational  school 
cooperatively  provide  customized  support  services  to meet  the  needs  of JOBS 
participants  and  their  children.  The  program,  at Forbes  Road  East  Area  Vocational 
Technical  School,  used  Federal  grants  to contract  with  a private  bus  firm  to transport 
JOBS  participants  and  their  children  from  six pick-up sites in the  Pittsburgh  area  to 
the  vocational  school.  The  JOBS  agency  in Pittsburgh  funds  transportation  by public 
transit  to and  from  the  pick-up  sites.  The  Forbes  School  also provides  on-campus 
child  care.  Such  convenient  child care  enables  JOBS  participants  to concentrate  on 
their  training  rather  than  on the  care  of their  children.  According  to Pittsburgh  JOBS 
administrators,  these  customized  support  semices  enable  about  50 JOBS  participants 
annually  to attend  education  and  training  that  might  otherwise  be  unavailable  to them. 
11
 APPENDICES: 
COMMUNITY  PROGRAM  PROFILES 
APPENDIX  A  EDUCATION  PROGRAMS 
APPENDIX  B:  JOB SKILLS TRAINING 
APPENDIX  C  JOB READINESS  TRAINING  APPENDIX  A

EDUCATION  PROGRAMS

Claremore,  Oklahoma 
Educational  Opportunity  Center 
The  Oklahoma  Department  of Human  Services  has  a cooperative  agreement  with  an 
educational  outreach  program  at Rogers  State  College  to provide  various  education 
services  for JOBS  participants.  The  program  at Rogers  State  is an Educational 
Opportunity  Center  funded  by the  U.S. Department  of Education.  The  center  serves 
JOBS  participants  in 23 counties  in eastern  Oklahoma.  The  center  makes  it possible 
for participants  to gain  access  to adult  basic  education,  general  educational 
development  (GED)  preparation  courses,  vocational-technical  schools, junior  colleges, 
and  universities. 
l?ogram  Effectiveness 
The  center  has been  effective  in preparing  JOBS  participants  for employment, 
according  to  officials  at the  Oklahoma  Department  of Human  Services.  During  the 
State  fiscal year  ending  June  30, 1991, the  Rogers  County  JOBS  agency  placed  76 
participants  in employment  (about  38 percent  of an estimated  200 JOBS  participants). 
This  exceeded  their  goal  of 42 placements.  These  placements  are  particularly 
significant  because  they  all resulted  in AFDC  case  closures,  and  thus,  program  savings. 
Another  result  in Rogers  County,  during  the  same  fiscal year,  is that  about  30 JOBS 
participants  obtained  their  GED  certificates--enhancing  their  potential  for 
employment. 
I%gram  Effectiveness Attributed to Cooperation Between JOBS Agencies  and Various 
Educatiimd  Ihktutions 
Local  JOBS  officials  attributed  the  centers  success  largely  to a strong  cooperative 
relationship  between  county  AFDC  and  JOBS  agencies,  and  educational  institutions  in 
the  eastern  region  of the  State.  To  illustrate,  the  23 county  JOBS  coordinators  first 
assess JOBS  participants  needs  and  refer  them  to the  appropriate  Educational 
Opportunity  Center  office.  The  center  then  provides  a central  linkage  to the  eastern 
Oklahoma  educational  institutions  which  serve  JOBS  participants.  In cooperation  with 
the  center,  the  institutions  evaluate  JOBS  participants  academic  abilities  and  assists 
them  in career  planning,  applying  for financial  aid, and  enrolling  in their  selected 
educational  facilities. 
A -1
 Indicative  of effective  coordination  among  local  agencies,  GED  classes  have  been 
established  in communities  throughout  northeastern  Oklahoma.  The  center  was 
instrumental  in documenting  a widespread  need  for daytime  classes.  The  classes  are 
sponsored  by the  States  Department  of Human  Services  and  the  Department  of Adult 
and  Continuing  Education.  Improved  access  to GED  classes  is key for many  JOBS 
participants  earning  a certificate,  and  ultimately  obtaining  employment. 
Bamportation  for JOBS Pa~c@ants Enhanced F%ogramE#ectivene.w 
To  allow JOBS  participants  to take  advantage  of the  educational  opportunities 
available  to them,  the  center  and  JOBS  officials have  arranged  transportation  to 
various  facilities  and  services.  In Rogers  county,  for example,  a vocational-technical 
school  furnishes  buses  to transport  JOBS  participants  for GED  classes  and job  skills 
training.  Without  such transportation  assistance,  many  JOBS  participants  would  be 
unable  to get  to the  educational  facilities  where  services  are  available. 
Contact Person:	 Maggie  Box, MSW 
Department  of Human  Services 
219 South  Missouri 
Claremore,  OK 74017 
(412)  565-2338 
A -2
 Clovis and  Portal%  New Mexico 
Project  Forward 
JOBS  officials  in Clovis and  Portales  coordinate  a wide  range  of education  and 
training  services  under  Project  Forward,  the  States  JOBS  program.  The  local 
program  includes  (1) courses  leading  to a high school  diploma  or GED  certificate,  (2) 
courses  in English,  math,  and  reading  to prepare  for college  level  study,  (3) courses 
leading  to a 2-year  degree  in one  of 25 disciplines,  and  (4) courses  leading  to a 4-year 
degree  in various  fields.  Project  Forward  offered  educational  opportunities  at these 
levels  to over  550 JOBS  participants  in two rural  counties  during  1991. 
hgram  Effectiveness 
According  to New Mexico  Department  of Human  Services  administrators,  the  Clovis 
and  Portales  program  has been  very  effective.  The  local  education  program  was 
initiated  in April  1990, and  by the  end  of the  1991 summer  quarter,  17 JOBS 
participants  had  graduated  from  a local  university.  Further,  most  of the  graduates 
found  employment. 
Also, by the  end  of the  1991 summer  quarter,  78 participants  had  earned  GED 
certificates  and  28 had  earned  2-year  degrees.  At that  time,  26 participants  who were 
enrolled  in a work  experience  program  at the  university  had  obtained  employment. 
These  participants  earnings  enabled  them  to be  self-supporting,  and  their  AFDC 
cases were  closed. 
Rogram  Effectiene.w  Attributed to Cooperation  between Local Agenam and 
liklucational Institutions 
Local  JOBS  administrators  operate  Project  Forward  as a partnership  between  several 
agencies,  including  JTP~  two county  AFDC  agencies,  a community  college,  a 
university,  and  the  U.S. Department  of Housing  and  Urban  Development  (HUD). 
Through  the  partnership  arrangement,  JOBS  participants  can  pursue  educational 
levels  appropriate  to their  abilities  and  obtain  financial  assistance  for education,  child 
care,  and  housing. 
The  university  supports  JOBS  participants  by providing  counseling  and  academic 
advisory  services.  The  university  provides  free  tutoring  and  professional  counselors  to 
help  participants  with personal  problems.  In recognition  that  a JOBS  participants 
perspective  is generally  different  from  that  of a traditional  student,  the  institution  also 
conducts  a modified  version  of their  freshman  orientation  course.  The  special  course 
is designed  to help  participants  and  other  non-traditional  students  get off to a good 
start  in their  educational  programs. 
A -3
 Suppoct Services Enhance  Partic@ation in JOBS I?-ogram 
The  Project  Forward  program  administrators  have  effectively  arranged  child care  and 
housing  subsidies  for JOBS  participants.  The  Project  Forward  program  administrators 
provide  the  support  semices  in a manner  that  does  more  than  just  allow participation. 
The  program  stimulates  and  encourages  participation  and  high achievement  in 
education  activities. 
To  mitigate  a shortage  of available  child care  providers,  the  JOBS  agencies  in Clovis 
and  Portales  have  taken  several  actions.  First,  JOBS  administrators  negotiated  with 
two educational  institutions  to establish  on-campus  child  care  centers.  Second,  they 
made  it more  attractive  for child care  providers  to accept  JOBS  participants  children. 
The  JOBS  agencies  did that  by (1) making  disbursements  for services  directly  to child 
care  providers  rather  than  to JOBS  participants,  and  (2) expediting  disbursements  so 
that  providers  received  them  within  the  first  10 days of each  month. 
The  JOBS  agencies  in Clovis and  Portales  have  also  arranged  for  certain  JOBS 
participants  to have  access  to housing  subsidies  from  the  U.S. Department  of Housing 
and  Urban  Development  (HUD).  In both  communities,  HUD  defrays  housing 
expenses  for JOBS  participants  who meet  special  academic-based  criteria.  For 
example,  a participant  must  have  completed  two years  of college  and  must  maintain  a 
2.8 or better  grade  point  average.  Therefore,  while the  subsidies  help  meet  JOBS 
participants  housing  needs,  they  also provide  an incentive  for higher  academic 
accomplishment. 
Contact Penon:	 Mark  Gray 
New Mexico  Human  Services  Department 
Curry  County 
Income  Support  Division 
1621 Sutter  Place 
Clovis, NM  88101 
(505)  762-4751 
A -4
 Salt Lake  City, Utah 
Teen  Parent  Program 
Salt  Lake  Community  High  School  offers  a high school  completion  program  especially 
designed  fore~ectant  mothers  andyoung  parents--Teen  Parent  Program.  The 
program  offers  a concentrated  curriculum  of English,  math,  history,  social  studies, 
geography,  science,  business  education,  occupational  child  care,  homemaking,  and 
consumer  education. 
I?ogram  Effectivemxs 
Twenty-eight  JOBS  participants  were  enrolled  in the  program  as of June  1991.  By 
December  1991, 11 were  still enrolled  and  13 had  graduated--11  of whom  were 
pursuing  higher  education.  Four  had  obtained  full-time  jobs. 
Foaring  on Special Needh of  Teen Paren@ Is Kq  to I%ogram Efiectiveniw 
The  program  and  JOBS  staff give special  attention  to participants  through  individual 
counseling  on educational  and  personal  matters.  The  program  staff helps  participants 
plan  for their  future  and  that  of their  children.  Also, JOBS  participants  are  allowed  to 
enroll  at any time  during  the  school  year,  and  attend  classes  on a flexible  schedule. 
Staff from  the  JOBS  program  and  the  school  cooperate  and  coordinate  their  efforts  to 
help  teen  parents.  For  instance,  the  school  actively  participates  as a member  of the 
local  JOBS/AFDC  coordinating  council.  Further,  a school  counselor  acts  as a support 
person  and  linkage  between  teen  parent  participants  and  various  other  community 
services.  The  teen  program  offers  prenatal  and  parenting  classes,  and  information  on 
nutrition.  Some  participants  stated  that  the  parenting  class was a major  reason  they 
stayed  in the  program.  Further,  participants  said that  help  in getting  control  of their 
personal  lives enabled  them  to do better  academically. 
On-Site Child Care Enhances Participation 
Salt Lake  Community  High  School  provides  an important  support  service  for JOBS 
participants  by operating  an on-site  child  care  center.  Aides,  volunteers,  and  peer 
parents  help  take  care  of the  children.  Each  parent  with a child in the  child  care 
center  is assigned  to work  there  one  hour  each  week.  Importantly,  the  center 
accommodates  all of a participants  children,  including  infants.  The  staff  provides 
activities  designed  to stimulate  the  mental  and  physical  growth  of each  child, 
considering  his or her  age.  The  staff gives special  attention  to the  unique  needs  of 
children.  For  instance,  the  special  care  and  attention  given to one  child who had 
seizures  allowed  the  mother  to graduate  from  high school  and  enroll  in a community 
A -5
 college.  On-site  free  child care  eased  participants  anxiety  regarding  their  children  and 
helped  JOBS  participants  stay in school. 
Contact Penon:	 Barbara  Floisand

Teen  Program  Coordinator

Salt Lake  Community  High  School

180 North  300 West

Salt  Lake  City, UT  84103

(801)  533-3015

A -6
 Winter  Parlq  Florida

The  Teen  Parent  Program

The  Winter  Park  JOBS  agency  coordinates  the  Teen  Parent  Program--a  program 
designed  to prevent  pregnant  and  parenting  teens,  ages  14 through  19, from  dropping 
out  of school.  To  help  parenting  teens  obtain  ahighschool  diploma  orGED 
certificate,  program  staff assess  their  skills and  provide  counseling  and  advice  on 
educational  programs.  Participants  in the  program  attend  classes  at  an educational 
level  appropriate  for each  individual--from  middle  school  to vocational  skills training. 
The  Winter  Park  program  serves  about  200 teens  per  year  from  throughout  Orange 
County  Florida. 
I?ogram  Effectivenixr 
The  program  has been  very effective  in reducing  an alarmingly  high  dropout  rate 
among  teens  in Orange  County,  according  to the  Florida  Department  of Health  and 
Rehabilitative  Services.  JOBS  officials  said, for example,  that  during  Fiscal  Year  1990, 
129 teen  participants  returned  to school--a  monthly  dropout  retrieval  rate  of about  11 
percent.  Due  to their  success  in preventing  high school  dropouts  and  reducing 
absenteeism,  the  Teen  Parent  Program  staff were  recipients  of a 1990 Davis 
Productivity  Award.  The  awards  are  given in recognition  of significant  performance 
improvements  by Florida  State  workers. 
A notable  number  of participants  in the  program  have  obtained  employment,  a high 
school  diploma,  or GED  certificate.  During  Fiscal  Year  1990, 43 of 200 participants 
(about  21 percent) obtained employment  (about  half  the jobs  were  full-time).  Forty-
six of 200 participants  (about  23 percent)  obtained  a high school  diploma  or GED 
certificate.  Of those,  about  25 continued  their  education  at a vocational  school, 
community  college,  or 4-year  college. 
I?ogram  Effectivenew Attributed to Cooperation Between  Various State and COW 
Agencies 
Strong  cooperation  and  coordination  between  State  and  local  agencies  are  largely 
responsible  for the  success  of the  Teen  Parent  Program,  according  to local  JOBS 
officials.  The  community  program  administrators  formed  an advisory  committee 
composed  of staff from  schools  and  agencies  which serve  JOBS  participants.  Through 
such linkages  between  the  JOBS  agency,  other  State  and  local  agencies,  and  local 
schools,  the  JOBS  staff has effectively  helped  participants  overcome  barriers  to high 
school  education.  For  example,  JOBS  counselors  have  coordinated  with school 
officials  to periodically  meet  with participants  at school  to monitor  their  progress  and 
help  them  solve problems.  The  JOBS  agency  also has  arranged  special  group 
appointments  with the  local  Health  Department  for students  receiving  prenatal  care, 
thereby  lessening  absenteeism  from  school.  The  staff from  at least  one  school 
A -7  provides  transportation  to the  Health  Department  and  otherwise  ensures  that 
participants  keep  their  appointments. 
Suppcut Services Enhance Participation in JOBS l?ogram 
The  Orange  County  JOBS  administrators  told  us that  financial  support  was critical  to 
teen  participation  in the  program.  Accordingly,  the  JOBS  agency  provides  assistance 
for  child care  and  transportation,  and  helps  participants  meet  their  other  essential 
needs. 
For  example,  the  Florida  Department  of Education  and  JTPA  agency  provide  funding 
for child  care.  Likewise,  the  JOBS  agency  provides  gasoline  allowances  for private 
transportation  and  bus  tickets  for public  transportation.  Such  financial  support  is 
essential  for JOBS  participants  to attend  school  regularly  and  graduate--according  to 
local  JOBS  administrators. 
The  Teen  Parent  Program  also supports  JOBS  participants  by helping  them  meet 
other  essential  needs.  When  necessa~,  the  JOBS  staff obtains  food,  clothing, 
furniture,  or temporary  shelter  through  churches  and  other  local  resources.  In some 
instances  the  staff has  prevented  absenteeism  by providing  maternity  clothes  to 
participants,  enabling  them  to meet  school  dress  codes. 
Contact Person:	 E. Ann  Brookby 
Human  Services  Counselor  Supervisor 
Health  and  Rehabilitative  Services 
State  of Florida 
941 W. Morse  Boulevard,  Suite  243 
Winter  Park,  FL  32789 
(407)  740-4702 
A -8
 APPENDIX  B

JOB  SKILLS  TRAINING

Beatrice,  Nebraska 
Parents  of All Ages 
Parents  of All Ages  is a job  skills training  program  which  the  Nebraska  Departments 
of Social  Services  and  Labor  sponsor,  in collaboration  with Southeast  Community 
College.  This  is an 8-week  residential  summer  program  to provide  JOBS  participants 
from  throughout  the  State  a broad-based  foundation  for future  employment  and 
education.  Participants  and  their  children  are  relocated  to the  college  campus  and 
housed  in dormitories  during  the  program. 
Participants  in the  program  learn  word  processing  and  other  computer  skills.  They 
also study  related  subjects  such as, business  math,  business  English,  human  relations, 
and  office  courtesy.  The  training  prepares  them  for clerical  and  similar jobs  in 
industries  such  as banking  and  insurance.  They  also learn  job  search  skills-
interviewing,  writing  resumes,  and  dressing  for success.  The  curriculum  includes 
courses  and  workshops  on parenting,  personal  financial  management,  and  building 
self-esteem. 
l?ogram  Effectiveness 
The  Parents  of All Ages  program  defines  participants  success,  after  completing  the 
program,  as having  a job  or furthering  their  education.  Administrators  set  a goal  of 
achieving  a 75 percent  success  rate. 
An  evaluation  of the  1989 8-week  session  revealed  successes  and  improvements  for the 
training  participants  and  their  children.  For  30 participants  who graduated  from  the 
program,  the  rate  of success was 83 percent.  That  rate  was based  on their  status  5 
months  after  the  training  session.  Further,  income  increased  for 57 percent  of those 
first participants.  Although  on average,  a participants  household  earnings  were  still 
below  the  States  minimum  cost-of-living  level  ($719 per  month).  In addition  to 
participants  successes,  67 percent  of their  children  improved  in such  areas  as 
discipline,  self-confidence,  and  scholastic  grades. 
After  the  1990 8-week  session,  14 of 23 participants  enrolled  in a college  program  in 
or near  their  home  community.  Most  of them  received  student  financial  aid in the 
form  of Pen  Grants. 
Twenty-three  (43 percent)  of the  53 participants  from  the  1989 and  1990 programs 
have  obtained  employment. 
B-1
 Interagency Cooperation Kq  to lMablMing  Effective ~am 
The  Parents  of All Ages  program  requires  significant  cooperation  and  coordination  of 
activities  by the  sponsoring  agencies  and  the  host  community  college.  The  sponsoring 
agencies  and  the  college  provide  a combination  of funds,  facilities,  and  other  resources 
necessary  for JOBS  families  to participate  in the  program.  A core  group  of staff plan 
and  coordinate  implementation  of the  program,  including  weekly  meetings  while 
training  is being  conducted.  Further,  because  participants  and  their  children  are 
housed  at the  training  site, participants  may concentrate  fully on their  training  without 
undue  concern  for their  children.  They  are  not  isolated  from  their  children,  but  are 
placed  in a self-contained  environment  which  is tailored  to their  needs. 
Com~ehemive  Support Services Enhance I?ogram  Effectiveness 
Successfully  training  JOBS  participants  and  conducting  activities  for their  children 
requires  comprehensive  support  services--temporary  moving  expenses,  housing,  child 
care,  youth  activities,  medical  care,  and  local  transportation.  The  sponsoring  agencies 
and  the  college  collectively  provide  those  services,  either  directly  or by using other 
organizations. 
Program  officials  use various  means  of providing  support  services.  While  JOBS 
participants  are  in classes,  infants  and  children  up  to age  6 are  in a child  care  facility. 
Children  ages  7 through  13 attend  a YMCA  day camp,  and  those  14 or older  are 
employed  by the  JTPA  Summer  Youth  Program.  The  college  provides  vans  for 
transporting  children  to child care,  the  YMCA  and  other  family  activities.  To  provide 
medical  care  for participants  and  their  children,  program  officials  contract  with  a 
physicians  assistant  for general  medical  services.  They  also arranged  for a local 
Community  Action  Agency  to provide  child care  for children  who are  ill.  Without 
such  assistance,  contending  with  medical  problems  such as chicken  pox, influenza,  and 
various  injuries  could  cause  JOBS  participants  to discontinue  participation  in training 
programs. 
Contact Person:	 Ardi  Korver 
Community  Resource  Development  Coordinator 
Nebraska  Department  of Social  Services 
RR  2, BOX401 
Beatrice,  NE  68310 
(402)  223-6019 
B-2
 Bostoq  Massachusetts

Training  Inc./Greater  Boston  YMCA

The  Massachusetts  Department  of Public  Welfare  refers  JOBS  participants  in Boston 
to Training,  Inc., founded  by the  Greater  Boston  YMCA  for job  skills training.  The 
program  is administered  through  a contract  arrangement  between  the  Department  of 
Public  Welfare,  Bay State  Skills Corporation  (a quasi-public  corporation),  and 
Training,  Inc.  In short,  the  Bay State  Skills Corporation,  established  by State  law, 
facilitates  cooperation  between  government  agencies,  industry,  business,  and 
educational  institutions  to provide  skills training  programs.  The  corporation  is a 
conduit  for grants  from  public  agencies  to educational  and  training  institutions.  Such 
grants  must  be  matched  by private  sector  financial  support. 
Training,  Inc. provides  training  in filing, bookkeeping,  business  math,  word  processing, 
office  procedures,  and  telephone  courtesy.  Participants  also learn  about  human 
relations,  the  importance  of developing  a positive  attitude,  and  career  development. 
Between  July  1, 1989 when  the  Department  of Public  Welfare  implemented  the 
program  and  June  1991, approximately  372 JOBS  participants  had  received  job  skills 
training.  Training,  Inc., however,  has  trained  economically  disadvantaged  persons  for 
over  8 years,  mainly  AFDC  recipients  and  public  housing  residents. 
IYogram Effectiveness 
In  1990, Training,  Inc. graduated  150 of its 200 program  participants.  About  66 
percent  of graduating  participants  found  full-time  jobs  with benefits.  Their  average 
starting  salary,  as of September  1990, was $8.23 per  hour.  In addition,  15 percent  of 
1990 graduates  have  pursued  college  degrees. 
In  1989, about  87 percent  of Training,  Inc. graduates  found  employment.  According 
to local  JOBS  officials,  the  1990 employment  statistics  were  lower  due  to an economic 
recession  and  a 10 percent  unemployment  rate. 
In&vidualiz~  Hand@n  Approach  Important for Effectiveness 
The  training  focuses  on developing  technical,  social  and  life skills for each  participant.

Depending  on their  individual  needs,  JOBS  participants  are  provided  training  in

assertiveness,  self-confidence,  job  search  techniques,  and  living without  public

assistance.  Each  participant  is assisted  in developing  an employment  plan  tailored  to

their  particular  needs.  The  staff from  the  local JOBS  agency  and  Training,  Inc. design

the  plan  jointly.  The  plan  includes  goals, timetables,  and  projected  skills requirements

for each  participant  to obtain  a job.  It also includes  criteria  for determining  individual

performance--attendance,  work  habits,  cooperation,  attitude,  and  behavior.  As

training  evolves,  the  staff  evaluates  participants  actual  performance  and  counsels  them

B-3  on how to improve.  The  counseling  includes,  for example,  individual  assistance  in the 
use  of cosmetics  and  general  good  grooming. 
A recruiter  from  one  firm  that  has hired  many  graduates  of Training,  Inc. said,  I have 
been  most  impressed  with the  level of commitment  and  personal  interest  of the 
Training,  Inc. staff.  Sometimes  that  individual  attention  makes  all the  difference  in the 
world! 
The  program  uses  a hands-on  approach  in teaching  JOBS  participants  various  skills. 
For  example,  classes  are  conducted  in a simulated  office  setting  where  JOBS 
participants  can  practice  newly taught  skills.  The  training  site is converted  into  a 
model  of a hotel  supply  company  and  JOBS  participants  assume  a position  in one  of 
six departments.  This  allows them  to become  aware  of how others  in a work 
environment  depend  upon  each  individuals  work  contribution.  Participants  learn  to 
double  check  their  work  for accuracy  and  to correct  their  own errors.  Finally,  the 
training  includes  informative  field trips  to private  companies  and  mock  employment 
interviews.  These  interviews,  conducted  by representatives  from  the  private  sector, 
give JOBS  participants  realistic  interviewing  experiences. 
l%vate  Sector Supprt  Enhanced  i%aining1%-ogramQuulity S&ni!ant& 
The  program  partially  relies  on support  from  private  entities.  For  example,  as of 1991

IBM  had  provided  $200,000 worth  of hardware  (computers,  printers,  typewriters,  etc.),

software,  and  staff training.  Likewise,  Lotus  Development  Corporation  had  sponsored

five Training,  Inc. internships,  and  provided  financial  support,  assistance  with

curriculum  development,  and  Lotus  1-2-3 software.

The  private  sector  also supports  the  program  in other  ways.  More  than  200 employers

have  provided  employment  for graduates  of the  program.  Some  employers  also

provide  staff  to teach  evening  classes  such as job  search.  Employers  periodically  host

luncheons  to welcome  graduates  into  the  business  world.

The  program  also relies  on volunteers  for assistance.  Volunteers  support  Training,

Inc. by serving  as tutors,  advisors, job  search  coaches,  employer  liaison,  or fund-raisers.

Some  volunteers  are  graduates  of Training,  Inc.  As of 1991, over  60 volunteers  from

40 Boston  companies  had  shared  their  knowledge  and  technical  expertise  by designing

and  teaching  classes,  and  presenting  workshops.  Volunteers  contribute  over  $70,000 in

work  hours  annually.

Contact  Person:	 Paul  J. Provencher,  Director 
Employment  and  Training  Program  Management 
Massachusetts  Department  of Public  Welfare 
180 Tremont  Street 
Boston,  MA  02111 
(617)  574-0157 
B-4  Hartfor~  Comecticut 
Entrepreneurial  Training  Program 
The  Entrepreneurial  Training  Program  is designed  to teach  business  skills to AFDC 
recipients.  The  aim  of the  program  is to provide  necessary  knowledge  and  self
-confidence to JOBS  participants  to enable  them  to become  self-employed.  The 
training  program  is financed  by the  Connecticut  Department  of Income  Maintenance, 
and  it is based  at Hartford  College  for Women. 
1%.qyam Eflectivenew 
For  the  period  March  1, 1988 through  June  30, 1991, 64 of 91 participants  (70 
percent)  graduated  from  the  program.  Forty-five  percent  of graduates  became  self-
employed.  Forty  percent  got jobs  after  realizing  that  self-employment  was not  their 
best  option.  Five  percent  enrolled  in another  educational  or training  program  to 
better  prepare  themselves  for self-employment.  Five  percent  were  refining  their 
business  plans,  and  five percent  were  unaccounted  for. 
Cooperation  and Supprt  of Local  Businew Commun ity Helped l?epare  JOBS 
Partic@ants for Se&Empl@ment 
The  Entrepreneurial  Training  Program  relied  on resources  from  the  Hartford

Economic  Development  Corporation,  Connecticut  National  Bank,  and  various  business

associations,  such  as the  Chamber  of Commerce  and  the  National  Association  of

Professional  Service  Women.  Cooperative  agreements  with  such organizations  provide

JOBS  participants  access  to workshops,  conferences,  and  other  special  events.

Further,  staff from  such  organizations  voluntarily  teach  technical  business  courses,

provide  support  and  technical  assistance,  and  seine  as mentors  for JOBS  participants.

For  example,  staff  of the  Hartford  Economic  Development  Corporation  provide

individual  counseling  and  assistance  to JOBS  participants  on preparing  their  business

plans,  completing  loan  applications,  and  solving business  problems.  Staff  of the

cooperating  firms  continue  their  consultations  and  general  support  of participants  for

up  to 6 months  after  graduation.

The  program  includes  three  phases.  The  first consists  of a self-assessment  session  and

an orientation  session  (two and  one-half  hours  each).  The  second  is a 23-week  phase

during  which  JOBS  participants  receive  training  in negotiating  skills, communications,

finance,  and  balancing  personal  and  business  responsibilities.  The  third  phase  lasts up

to 6 months  and  focuses  on a business  plan  written  by the  JOBS  participants.  The

business  plan  is very important.  It details  how a participants  proposed  business  will

operate  and  market  its products  or services.  The  plan  is a key part  of securing

financing  for a participant  to start  a business.

B-5
 Throughout  the  almost  year  of training  and  after  graduation,  the  program  provides

individual  counseling  and  networking.  Participants  interact  with their  peers,

established  business  persons,  and  other  professionals.  This  process  is formalized  by

requiring  participants  to attend  weekly  peer  support  meetings  throughout  training,  and

for  4 months  after  graduation.

Innovative Business Loan  l%ogram Imptoves Partic@ant#  Chances to Succeed 
The  Hartford  Economic  Development  Corporation  and  Connecticut  National  Bank 
developed  an innovative  loan  program  to provide  start-up  capital  for JOBS 
participants  who  complete  the  training  program.  To  qualify for the  loans,  participants 
must  have  graduated  and  must  have  a detailed  business  plan  approved  by the 
Hartford  Economic  Development  Corporation.  These  requirements  replace 
traditional  requirements  that  a borrower  have  collateral  and  a sound  credit  history. 
Generally  the  loans,  made  by Connecticut  National  Bank,  range  from  $5,000 to 
$10,000.  The  loan  repayment  plan  allows interest-only  payments  for the  first year  of 
the  loan. 
Contact  Person:	 Pamela  Bacon 
Planning  Analyst 
Department  of Income  Maintenance 
110 Bartholomew  Avenue 
Hartford,  CT 06106 
(203)  566-8868 
B-6
 Pittsburgh,  Pennsylvania

Forbes  Road  East  Area  Vocational  Technical  School

The  Forbes  Road  East  Area  Vocational  Technical  School  provides  job  skills training 
to about  50 JOBS  participants  in the  Pittsburgh  area.  The  school  offers  25 vocational 
and  technical  programs  designed  to meet  current  labor  market  demands. 
Program  administrators  stress  the  importance  of female  JOBS  participants  taking 
advantage  of career  opportunities  which  have  traditionally  been  taken  by males.  Some 
examples  are  careers  in electronics,  auto  body  repair,  machine  shop  technology,  meat 
cutting,  and  welding.  Such  occupations  frequently  offer  higher  wages  and  better 
benefits--two  critical  factors  for single parents  (usually  female)  attempting  to become 
self-supporting. 
The  Forbes  program  offers  preliminary  vocational  interest  testing  and  an opportunity 
to  explore  several  potential  careers  before  selecting  a vocation.  Career  exploration, 
such  as monitoring  up  to six vocational  classes  in which  participants  have  an interest, 
has  improved  participants  motivation  and  attendance.  The  testing  and  exploration 
are  available  through  cooperative  efforts  of the  JOBS  agency,  Pennsylvania  Job 
Service,  JTP~  and  Forbes. 
In addition  to the  vocational-technical  curriculum,  Forbes  offers  adult  basic  education, 
GED  classes,  and  adult  literacy. 
l%ogram Eflectiverws 
According  to JOBS  administrators,  the  Forbes  program  has  produced  positive  results.

Approximately  65 percent  of the  participants  have  found  and  retained  employment,

with  entry  level wage  rates  as high as $10.00 per  hour.  Some  participants  have

attained  jobs  as machinists,  patient  attendants,  meat  cutters,  and  printers.  Also,  during

the  school  year  1989-90, 100 percent  of participants  who took  GED  tests  passed.

Eighty-five  percent  of those  in GED  and  adult  basic  education  classes  have  increased

their  skill levels by two grades.  Finally,  parents  became  more  active  in the  education

of their  children,  demonstrating  an interest  in family literacy.  For  instance,  in the

child  care  center  at Forbes,  parents  work  directly  with their  children  under  the

supervision  of a reading  specialist.

Comprehensive Suppott Senalxs Enhance I?ogram  Parhapation 
The  Forbes  program  provides  comprehensive  support  services,  which  help  JOBS 
participants  make  a successful  transition  to employment.  For  example,  Forbes--using 
Federal  grants--has  contracted  with  a private  bus firm to transport  JOBS  participants 
to training  from  six sites  around  Pittsburgh.  The  local  JOBS  agency  provides 
transportation  funds  when  necessary  for getting  participants  to and  from  the  pick-up 
B-7  sites.  Using  this combined  transportation  system,  participants  and  their  children  have 
access  to training  and  child care  which  might  otherwise  be  unavailable. 
Forbes  also operates  a child care  center  on campus.  This  arrangement  is convenient 
for JOBS  participants  and  enables  them  to concentrate  on their  training  because  their 
children  are  receiving  quality  care  nearby.  The  care  center  is distinguished  as a 
Pennsylvania  Governors  Model  Facility.  The  school  operates  the  center  in 
conjunction  with  its Child  Care  Training  Program,  which  trains  students  to become 
child care  professionals. 
Finally,  the  Forbes  program  provides  group  support  sessions  for JOBS  participants 
three  times  per  week.  The  sessions  include  job  preparation  and  search,  stress 
management,  and  budgeting  classes.  This  continuous  support,  in combination  with job 
skills training,  is designed  to eliminate  many  problems,  deficiencies,  and  barriers  that 
JOBS  participants  face  in obtaining  employment. 
Contact  Person:	 Pauline  R. Abdullah 
Allegheny  County  Assistance  Office 
Room  608, State  Office  Building 
300 Liberty  Avenue 
Pittsburgh,  PA  15222 
(412)  565-2338 
B-8
 APPENDIX  C

JOB  READINESS  TRAINING

Bostoq  Massachusetts 
Assisted  Placement  Program 
The  Massachusetts  JOBS  program  contracts  with the  Boston  Housing  Authority  for 
jobreadiness  training  andvatious  other  jobtraining  andplacement  sefices.  The 
housing  authori~has  protided  jobtraining  andplacement  seticesfor8  years.  The 
Assisted  Placement  program  serves  JOBS  participants  under  a performance-based 
contract  which  has been  in effect  since  1989. 
Theprogram  offers  various  ~esofjob  readiness  training  ina  workshop  format.  One 
training  module  focuses  on participants  options  and  outcomes,  self-awareness,  fear  of 
failure,  and  attitudes.  Another  module  includes  training  on getting  along  with 
supervisors,  establishing  relationships  with  co-workers,  and  gauging  ones performance. 
The  training  staff illustrates  parts  of this module  with  sample  situational  problems. 
Another  module  provides  training  on good  employee  characteristics,  including 
developing  good  work  habits,  managing  employee  time,  and  balancing  work  and  family 
responsibilities. 
While  a participant  receives  job  readiness  training,  the  contractor  determines  whether 
the  individual  is ready  for job  placement.  If so, the  individual  may be  placed  in a job 
directly  from  the job  readiness  component.  If not,  the  participant  is typically  enrolled 
in additional  training  to further  prepare  for employment. 
l?ogram  Efiectiveiws 
The  primary  objective  of the job  readiness  component  is for participants  to  obtain  a 
job  that  pays a minimum  of $12,000 annually  with  health  benefits  or a minimum  of 
$14,000  annually  without  health  benefits.  Participants  must  retain  the job  for at least 
30 days to be  successful. 
The  program  has been  quite  successful  in placing  JOBS  participants  in employment, 
according  to local  JOBS  administrators.  In  1989, the  program  served  667 participants 
and  placed  586 (88 percent).  In 1990, it served  784 and  placed  686 (88 percent).  And 
in 1991, it served  858 and  placed  732 (85 percent). 
c-1  Focus on Indviduul Pdc@aru3  Needk Key to Eflectivenins 
One  important  aspect  of the  Assisted  Placement  Program  is its responsiveness  to the 
individual  needs  of JOBS  participants.  It offers  flexible  hours  and  flexibility in the 
selection  of a training  plan  which  accommodates  JOBS  participants  personal  and 
training  needs.  For  example,  the  housing  authority  provides  job  readiness  training  as a 
single activity  or in combination  with other  activities,  such as job  skills training  or 
subsidized  work  activities.  Further,  participants  can  enroll  or exit the  program  at any 
time  during  the  course  of training--for  instance,  to be  placed  in a job.  Another 
important  way that  the  housing  authority  effectively  accommodates  participants  needs 
is by providing  on-site  counselors. 
The  housing  authoritys  reaction  to a 32-year-old  JOBS  participant  whose  young  son 
had  special  health  needs  illustrate  how the  training  and  counseling  is focused  on 
individual  needs.  This JOBS  participant  had  made  two unsuccessful  attempts  to 
complete  clerical  skills training.  She had  been  unable  to cope  with the  demands  of 
her  son and  her  own developmental  needs.  The  Assisted  Placement  Program  staff 
had  projected  that  she  could  complete  job  readiness  training  and  7 weeks  of intensive 
computer  training,  and  ultimately  secure  full-time  employment.  During  training,  she 
encountered  serious  personal  obstacles,  including  two health  crises  and  academic 
problems.  These  barriers  threatened  to cause  her  to fail again.  However,  the  housing 
authority  program  staff provided  close  contact,  frequent  counseling,  and  effective  peer 
support.  As a result,  she completed  training  and  obtained  full-time  employment, 
where  she  earned  $16,000 annually. 
Contact  Person:	 Rosemary  Evans 
Program  Manager  for Assisted  Placement  Program 
Massachusetts  Department  of Public  Welfare 
180 Tremont  Street 
Boston,  MA  02111 
(617)  348-5930 
c-2  Cincinna@  Ohio

Queen  City Vocational  Center

The  Hamilton  County  JOBS  program  has  an effective,  cooperative  arrangement  with 
JTPA  and  the  Cincinnati  Public  Schools.  JTPA  is a key sponsor  of the  program, 
providing  funding  for some  of the  staffing.  Under  the  arrangement,  JOBS  participants 
receive  job  readiness  and  pre-vocational  training  at Queen  City Vocational  Center. 
The  curriculum  at the  center  differentiates  between  two related  types  of training.  Job 
readiness  training  focuses  on personal  resource  management,  employability,  and job 
search  skills, while  pre-vocational  training  focuses  on participants  goal  setting,  life 
skills, and  critical  thinking. 
The  center  offers  several  adult  skills training  programs  which  incorporate  job  readiness 
activities  and  pre-vocational  training.  One  such program  is called  Transitions.  That 
program  provides  JOBS  participants  pre-employment  personal  development  and 
career  exploration.  The  program  is divided  into  three  l-week  modules--Self-
Awareness,  Tools  and  Job  Search  Strategies,  and  The  Game  Plan and  Interviewing 
Techniques.  The  material  is presented  through  lectures,  group  discussions,  role-
playing,  video  taping,  field trips,  and  mock  interviews. 
JOBS  and  JTPA  officials  also incorporate  job  readiness  activities  into job  skills training 
programs  which  Queen  City Vocational  Center  conducts.  For  example,  the  three  job 
readiness  modules  on self-awareness  and job-seeking  are  incorporated  into  the job 
skills training.  The  respective  modules  are  presented  at the  beginning,  middle,  and 
end  of the job  skills training.  This  approach  helps  JOBS  participants  realistically  link 
job-seeking  to  a specific  vocation. 
hgram  Efieclivenas 
Local  officials  reported  positive  results  for Queen  Center  Vocational  Center  trainees 
in general,  but  they  could  not  provide  specific  information  on JOBS  participants. 
For  1990, they  reported  an overall  trainee  job  placement  rate  of 75 percent.  The 
estimated  average  wage  rate  for those  trainees  was $6.00 to $6.15 per  hour.  For  1991, 
officials  reported  gains  in the  employment  status  among  trainees  in the  Transitions 
program  specifically.  The  centers  statistics  were  based  on changes  in trainees  status 
during  the  year.  Of 432 trainees,  79 were  employed  at the  beginning  of the  year.  At 
the  end  of the  year,  137 were  employed--a  73 percent  increase.  There  was also  a 
remarkable  increase  in the  number  of trainees  with full-time  employment.  At the 
beginning  of the  year,  there  were  13.  By years end,  137 were  employed 
full-time.  Additionally,  among  those  432 trainees,  29 were  able  to have  their  public 
assistance  cases  closed. 
c-3  Interagency Clmperation Enhances Availability of Job Readbzess ~abzing 
Due  to cooperation  between  the  JOBS  program  and various  other  agencies  in 
Cincinnati,  JOBS  participants  have  access  to the  resources  of multiple  government 
agencies.  Child  care  resources  are  available  through  funds  from  the  Hamilton  County 
Department  of Human  Selvices  and  a grant  from  the  Ohio  Department  of Education. 
For  transportation,  most  JOBS  participants  receive  a stipend  from  the  JTPA  or JOBS 
agency.  The  Queen  City Vocational  Center  itself is a result  of cooperation  between 
the  school  system  and  the  city and  county  employment  and  training  agencies.  Thus, 
JOBS  participants  have  access  to a comprehensive  adult  training  institution,  which has 
historically  accommodated  economically  disadvantaged  persons. 
~am  Effectivenas  Lmgely Attributed to Focus on Indvidual Partic@ants Needs 
One  of the  most  essential  characteristics  of the  Queen  City Vocational  Center 
program  is that  it is tailored  to participants  individual  needs.  There  are  several  ways 
the  program  and  the  training  staff  at the  center  accommodate  JOBS  participants 
needs.  So that  JOBS  participants  do not  lose time  or remain  idle for long periods, 
they  can begin  training  at any time  of a year.  To  encourage  individual  growth  and 
group  interaction,  training  seminars  are  designed  for approximately  10 participants. 
Also, individual  counseling  is an integral  part  of job  readiness  training.  Staff 
counselors  help  JOBS  participants  develop  ways of coping  with their  unique  problems 
and  needs.  They  also convince  participants  that  they have  personal  and  career  choices 
available.  The  counselors  show them  ways to use their  abilities  to get the  most  from 
their  training  experience  and  to attain  their  goals. 
Importantly,  the  training  staff at the  Queen  City Vocational  Center  are  qualified  to 
meet  many  of the  individual  needs  of JOBS  participants.  For  example,  the  staff has 
skills in child development,  parent  education,  group  facilitation,  and  teaching 
techniques  for adults  with limited  learning  skills.  Their  approach  emphasizes  active, 
hands-on  learning. 
Contact  Person:	 Linda  Meyer 
Hamilton  County  Department  of Human  Services 
100 East  Eighth  Street 
Cincinnati,  OH  45202 
(513)  763-4697 
c-4
 Ft. Myers, Florida

Employability Skills Training Program

Through  a cooperative  arrangement,  the  Lee  County  JOBS  agency  refers  JOBS 
participants  to a 3-week  employability  skills training  program  operated  by JTPA.  The 
program,  which  seines  approximately  45 JOBS  participants  at a time,  includes  1 week 
of employability  instruction  and  2 weeks  of job  search.  During  the  training, 
participants  learn  how to successfully  complete  an employment  application,  write  a 
resume,  and  conduct  themselves  during  an interview.  This program  also includes  the 
identification  of potential  employers  for participants  to contact. 
The  employability  skills training  is designed  for JOBS  participants  whose  goals  are 
entry  level jobs  requiring  relatively  low level skills, and  for participants  who  are  re-
entering  the  labor  force.  The  training  includes  a focus  on each  participants  attitude 
and  extent  of motivation. 
I?ogram  Effectiveness 
Lee  Countys  Employability  Skills Training  Program  is a part  of a larger  program  (Job 
Club)  designed  to teach  JOBS  participants  how to search  for,  apply  for, and  keep  a 
job.  Information  was not  separately  available  showing  the  results  of the  employability 
skills program,  but  local  JOBS  officials said the  program  has  resulted  in significant  job 
placements.  Local  JOBS  officials  estimate  that  for  1989, the  larger  program  trained 
356 participants  and  placed  226 (63 percent)  in employment.  In  1990, 305 were 
trained  and  171 (56 percent)  placed.  In  1991, 289 were  trained  and  130 (45 percent) 
were  placed.  Local  JOBS  officials  consider  these  results  to be very encouraging,  even 
though  placements  had  been  higher  prior  to the  last  three  years.  The  Lee  County 
JOBS  officials  attribute  declining  placements  largely  to an increase  in participants  who 
need  more  extensive  training  in order  to reach  a stable  employment  goal. 
In addition  to job  placements,  the  local  JOBS  program  has motivated  participants  and 
enhanced  their  self-confidence  and  ability to set realistic  goals.  Two JOBS  participants 
illustrate  realistic  goal-setting.  One  participant  acquired  a stable  job  as a custodian  in 
a local  high  school.  The  participant  had  two basic  considerations  in selecting  such 
employment  as her  goal.  They  were  (1) her  limited  academic  skill level  (below 
seventh  grade),  and  (2) two years  of work  experience  as a resort  housekeeper. 
Similarly,  another  participant,  a high school  graduate,  obtained  employment  as a 
transcription  clerk  in a hospital.  Her  decision  was based  on her  previous  work  as a 
cashier  and  as a receptionist.  Both  participants  took  advantage  of job  leads  and 
motivational  counseling  received  during  their  employability  training. 
c-5  Interagency Coopenztiim Key to Effectiveruw 
Cooperation  between  the  JOBS  agenq  and  JTPA  is key to making  job  readiness 
training  available  to JOBS  participants.  That  cooperation  is the  basis  for local  JOBS 
participants  having  access  to JTPA  training  slots and  funds.  Interagency  cooperation 
is also key to  (1) JTPAs  assessment  of participants  skills levels,  (2) effective 
counseling  services,  and  (3) effective  case  management  for participants. 
At the  beginning  of the  program,  JTPA  assesses  each  participants  basic  skills and job 
interests.  The  assessment  results  are  given to participants  before  they  complete  the 
employability  training  program.  Depending  on the  results,  participants  are  provided 
additional  training,  including  on-the-job  and  remedial  training.  Participants  assessed  to 
be  candidates  for technical  training  or college  courses  also have  those  opportunities 
available  through  the  program. 
To  ensure  appropriate  counseling  and  effective  case  management  for each  participant, 
JOBS  and  JTPA  staffs frequently  hold joint  meetings  to plan  and  coordinate  activities 
for JOBS  participants.  Additionally,  counselors  from  both  agencies  work jointly  with 
participants  on a weekly  basis.  Counselors  use  a support  group  approach  in an effort 
to improve  participants  attitudes  and  their  prospects  for employment. 
Considering  the  increase  in participants  who need  more  extensive  training,  effective 
cooperation  between  JOBS  and  JTPA  has become  even  more  critical.  However,  local 
JOBS  officials  said their  coordinated  systems  and  procedures  have  remained  adequate 
for effectively  meeting  JOBS  participants  training  needs. 
Ex@nsive Support  Sen.ices Enhance  Eflectivemns 
The  local  JOBS  agency  arranged  for participant  access  to extensive  support  services,

including  child care,  transportation,  and  housing  subsidies.  The  JOBS  staff  coordinates

child care  services  through  a contracted,  not-for-profit  agency.  That  agency  provides

child care  resources,  referrals,  and  placement.  JOBS  provides  transportation

assistance  in the  form  of public  transportation  tickets  and  gasoline  allowances.

Although  all JOBS  agencies  are  required  to guarantee  child  care  and  transportation,

Lee  County  JOBS  officials  said successfully  arranging  such services  has  had  the  most

impact  on program  effectiveness.

To  assist JOBS  participants  in fulfilling their  housing  needs,  the  U.S. Department  of

Housing  and  Urban  Development  worked  cooperatively  with JTPA  by providing  a

subsidized  housing  grant.  The  agency  approved  housing  certifications  for selected

C-6
 JOBS  participants  needing  training  for6months  or longer.  The  subsidies  are 
designated  for those  whose  only remaining  impediment  to entering  the  training  is the 
lack  of housing. 
Contact  Penron:	 Greg  A. Frohnappel

Human  Services  Program  Supervisor

Florida  Department  of Health  and  Rehabilitative  Services

P. O. BOX06085

Ft. Myers,  FL  33906

(813)  338-1371

c-7  Janesville and kleloi~ Wisconsin 
Rock County JOBS Program 
The  Rock  County  (Janesville  and  Beloit)  JOBS  program  provides  a motivational  and 
career  development  workshop  for JOBS  participants.  The  purpose  is to enhance 
participants  employability.  The  local  JOBS  agency  provides  the  workshop  through 
contracts  with the  Wisconsin  labor  departments  Job  Service  Division  and  Cooperative 
Education  Sewices  Agency  (a private  contractor). 
Wisconsins  Job  Service  Division  enrolls  JOBS  participants  and  gives them  an 
orientation  on program  services.  The  orientation  includes  (1) information  on 
education,  training,  and  placement  services  as well as support  services  such  as child 
care  and  transportation,  and  (2) an assessment  of each  participants  skills and 
employment  interests.  If the job  service  staff determines  JOBS  participants  not  to be 
job-ready,  they  refer  them  to a motivational  workshop. 
The  Cooperative  Education  Services  Agency  operates  the  workshop,  a  100-hour 
program  spread  over  a 5-week  period.  To  motivate  participants  toward  entering  the 
job  market,  workshop  facilitators  help  them  learn  to believe  in themselves,  balance 
family life with job  commitments,  and  understand  the  importance  of being  on time  for 
work.  The  workshop  helps  JOBS  participants  increase  self-awareness,  explore  career 
options,  and  improve  communication  skills.  To  improve  communication  skills, the 
workshop  includes  training  in writing,  speaking,  and  listening.  The  workshop  also 
teaches  them  how to control  anger  and  get  along with  others.  In  1990, 220 
participants  enrolled  in the  motivational  workshop. 
Rqyam  Effectiveness 
Local  JOBS  administrators  did not  have  statistical  data  showing  numbers  of JOBS 
participants  obtaining  employment.  They  told  us, however,  that  most  JOBS 
participants  who complete  the  workshop  pursue  additional  training.  The  participants 
frequently  enroll  in technical  training  which  lasts up to two years.  Many  workshop 
graduates  are  still in technical  schools.  Of those  JOBS  participants  who have 
graduated  from  a technical  school,  local  JOBS  administrators  estimate  that  90 percent 
obtain  employment. 
Further,  local  JOBS  administrators  attribute  an increase  in the  number  of participants 
who  earned  GED  certificates  to the  motivational  workshop.  Similarly,  they  stated  the 
workshop  is largely  responsible  for a decrease  in the  dropout  rate  among  remedial  and 
vocational  students. 
C-8
 Assktance  with Chiiii Care Allows Particiition 
To  enable  JOBS  participants  to attend  the job  readiness  workshop  and  other 
education  and  training  services,  the  JOBS  agency  obtained  the  cooperation  and 
assistance  of a local  Community  Action  Agency  in establishing  child care  providers  in 
private  households. 
A rural  area  of Rock  County  had  a shortage  of licensed  child care  providers--a  barrier 
to needy  families  participating  in JOBS  training.  Further,  some  local  residents  who 
could  be  trained  and  certified  as child care  providers  lacked  transportation  to 
certification  training  at a technical  school,  located  outside  their  rural  community. 
To mitigate  the  problem,  Rock  County  JOBS  administrators  and  the  local  Community 
Action  Agency  arranged  to set up  a certification  training  site in the  rural  community. 
This  innovative  approach  eliminated  a transportation  barrier  for potential  child  care 
providers.  As a result,  21 people  completed  the  child care  classes  in Fiscal  Year  1990. 
Some  of these  people  are  now active  child care  providers  in the  community.  Further, 
the  in-home  services  they  provided  enabled  JOBS  participants  to attend  job  readiness 
training  that  was available  to them  through  the  program. 
Contact  Pemon:	 Bill Stahl 
Rock  County  Department  of Social  Services 
P. O. Box 1649 
Janesville,  WI 53547 
(608)  756-5255 
c-9