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 OIG’S 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 OIG’S 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 INSPECI’IONS 

The OIG’S 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.


OEI’S 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


I OCTOBER 1992 OEI-04-90-00341 
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””.”.0”s.0”5 

Private Sector Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . ....”””””o”o08 

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. 

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 I Ii 

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 community’s description suggested 

3


II 
--

--

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 Claremore’s 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. 

into vocational school, community 

in preventing high school dropouts, 

1990 Davis Productivity Award--a 

improvement. 

Job Skilh 11-aining 

Twenty-five of the 46 continued their education 

college, or a 4-year college. Because of its success 

the Winter Park Teen Parent program received a 

State award for significant productivity 

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 center’s 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 State’s 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 

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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 State’s 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 Agena”m 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 participant’s 

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 participant’s 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). Fortysix 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 participant’s household earnings were still 

below the State’s 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 

physician’s 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 individual’s 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 selfemployed. 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 participant’s 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 Parh”apation 

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 Governor’s 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 one’s 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 authority’s 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--SelfAwareness, Tools and Job Search Strategies, and “The Game Plan” and Interviewing 

Techniques. The material is presented through lectures, group discussions, roleplaying, 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 center’s 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 year’s end, 137 were employed 

full-time. Additionally, among those 432 trainees, 29 were able to have their public 

assistance cases closed. 

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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 

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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 reentering the labor force. The training includes a focus on each participant’s attitude 

and extent of motivation. 

I?ogram Effectiveness 

Lee County’s 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) JTPA’s 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 participant’s 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


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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 department’s Job Service Division and Cooperative 

Education Sewices Agency (a private contractor). 

Wisconsin’s 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 participant’s 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 

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