This publication was developed by the U.S. Department of Housing and Urban Development to assist in the

planning and development of Neighborhood Networks centers.

The guides in this series offer “how to” information on starting up a center, creating programs and identifying

center partners; center and program profiles and a wealth of resources.

Neighborhood Networks is a community-based initiative established by the U.S. Department of Housing and

Urban Development (HUD) in 1995. Since then, hundreds of centers have opened throughout the United States.

These centers provide residents of HUD-assisted and/or -insured properties with programs, activities and

training promoting economic self-sufficiency. These guides contain examples of successful center initiatives and

how you can replicate them.

To receive copies of this publication or any others in the series, contact:

U.S. Department of Housing and Urban Development

Neighborhood Networks

9300 Lee Highway

Fairfax, VA 22031-1207

Neighborhood Networks Information Center

Toll-free (888) 312-2743

TTY: (703) 934-3230

All publications are available from the Neighborhood Networks website at:

www.neighborhoodnetworks.org
HOW TO DESIGN AND DELIVER AN

EFFECTIVE JOB READINESS

TRAINING PROGRAM

JUNE 1999
How to Design and Deliver an Effective Job Readiness Training Program Page i

June 1999

TABLE OF CONTENTS

Page

How to Design and Deliver an Effective Job Readiness Training Program..............................................1

Introduction...................................................................................................................................................................1

Purpose of the Handbook...........................................................................................................................................1

How Centers Can Use This Handbook .....................................................................................................................1

Thirteen Steps to Design and Deliver an Effective Job Readiness Training Program.....................................2

Step 1. Choose and Organize an Effective Job Readiness Program for Residents ..........................................2

Step 2. Communicate to Staff and Residents the Importance of Job Readiness Training ................................3

Step 3. Involve Employers in the Training.............................................................................................................3

Step 4. Establish Relationships With Local Job Placement Providers...............................................................4

Step 5. Identify and Evaluate the Employment Strengths and Barriers of the Target Population.....................4

Step 6. Create a Mission Statement and Training Goals .....................................................................................4

Step 7. Establish Individual Participation Rules....................................................................................................4

Step 8. Assess the Job Readiness Levels of the Target Population...................................................................5

Step 9. Design the Job Readiness Training..........................................................................................................5

Step 10. Build Staff Capacity in Training...............................................................................................................6

Step 11. Evaluate the Trainers ..............................................................................................................................7

Step 12. Measure Outcomes .................................................................................................................................7

Step 13. Provide Case Management Support ......................................................................................................7

National Best Practice Job Readiness Training Models........................................................................................7

“Soft Skills” Models.................................................................................................................................................7

“Hard Skills” Models................................................................................................................................................8
How to Design and Deliver an Effective Job Readiness Training Program Page 1

June 1999

How to Design and Deliver an Effective

Job Readiness Training Program for

Neighborhood Networks Centers

Introduction

This is the first publication in the Neighborhood

Networks Employment Series. It focuses on how

Neighborhood Networks centers can deliver effective

job readiness training programs for residents who are

on public assistance, are unemployed or are

underemployed.

Neighborhood Networks is a community-based

initiative launched by the U. S. Department of

Housing and Urban Development’s (HUD) Office of

Multifamily Housing in September 1995. It

encourages the development of resource and

community technology centers in HUD-assisted and/or

-insured properties. There are over 800 centers in

operation and more than 682 properties with centers

under development as of July 2001.

Neighborhood Networks centers that seek to promote

self-sufficiency of their residents should be aware of

the various local training and employment

opportunities available. Housing support by itself is

not enough to help residents become economically

self-sufficient.

The Neighborhood Networks Employment Series

includes information on the following four topics:

q Job readiness training.

q Job development and placement.

q Follow-up retention services.

q Career growth and advancement.

Purpose of the Handbook

Job readiness training provides an essential first step

to help unemployed or low-income individuals make

the transition from public assistance to selfsufficiency. Job readiness training focuses on life

skills such as time management, conflict resolution,

problem solving, professional dress and demeanor,

and communication skills. This guide provides a 13-

step approach to design and delivery of a job

readiness program. The steps in this approach are:

1. Choose and organize an effective job readiness

training program for residents.

2. Communicate to staff and residents the

importance of job readiness training.

3. Involve employers in the training.

4. Connect with job developers and placement

providers.

5. Identify and evaluate employment strengths and

barriers of the target population.

6. Categorize the target population.

7. Create a mission statement and training goals.

8. Establish individual participation rules.

9. Design the job readiness training including the

length, format and curriculum.

10. Build staff capacity by training the trainer.

11. Review and assess the trainers.

12. Measure outcomes.

13. Provide case management support.

How Centers Can Use This Handbook

Neighborhood Networks centers can use this guide in

different ways depending on how they deliver

employment services.

q Direct Delivery. Some centers might implement

the strategies included in the guide to deliver job
How to Design and Deliver an Effective Job Readiness Training Program Page 2

June 1999

development and placement services. This

guide includes some strategies that every center

can apply and some strategies only centers with

larger staffs will be able to apply.

q Contract or Partner with Other Service

Providers. Some Neighborhood Networks

centers may elect to turn to local nonprofit or forprofit job placement organizations as well as

public entities, such as the local Private Industry

Council (PIC) or Workforce Investment Board, to

provide job placement services for their

residents. In this case, this guide can serve as a

resource for evaluating and selecting service

providers.

Thirteen Steps to Design and Deliver

an Effective Job Readiness Training

Program

Step 1. Choose and Organize an Effective Job

Readiness Program for Residents

Neighborhood Networks centers have three options

for providing a job readiness training program. They

can use Neighborhood Networks center staff and

residents to deliver the training, contract with a

nonprofit or for-profit training vendor or partner with a

local public sector provider. Each of these options is

described below.

q Use Neighborhood Networks center staff and

residents to deliver the training. This option

has several potential benefits. Utilizing center

staff and residents to deliver the training can

generate a more enthusiastic reception by

program participants. It can also serve as a selfesteem builder for resident “trainers.” Furthermore, once operational, the program will cost

less than contracting with an outside vendor to

deliver it.

To use Neighborhood Networks center staff and

residents to deliver the training, it will first be

necessary to identify potential staff and residents

who are motivated to deliver this type of training.

These individuals must have good interpersonal

skills and advanced communication abilities.

They should be creative and flexible in finding

ways to achieve program goals and objectives.

The next step will involve identifying and

evaluating the best local service providers that

offer job readiness training and that have “train

the trainer” programs to instruct center staff

and residents about how to deliver the training.

Local provider resources are discussed below.

q Contract with a nonprofit or for-profit training

vendor. Contracting with a nonprofit or for-profit

training vendor will allow Neighborhood Networks

centers to implement job readiness training

immediately instead of waiting for center staff

and residents to be trained. In addition, a

provider offers a verifiable record of effectiveness

and none of the risks a Neighborhood Networks

center would face starting its own program.

Lastly, using job readiness training providers that

have established relationships with employers

will increase the likelihood of job placements for

graduates.

It is important to evaluate potential nonprofit or

for-profit training vendors that have been

identified. Start with local provider resources

described below.

Verify the performance of job readiness training

vendors to assess the quality and content of the

program. This should include an evaluation of

completion, job placement, and retention

outcomes of graduates from previous years.

Other ways to evaluate the effectiveness of

potential providers include checking with program

graduates and local employers for their

assessment of the job readiness training provider

and have staff observe vendors conducting

ongoing job readiness training. For local

recommendations of the best providers, contact

listings in the section below on National Best

Practice Job Readiness Training Models.

q Partner with a local public sector provider.

Most Local Private Industry councils (PICs) or

One-Stop Workforce Development Career

Centers offer job readiness training, but quality

and effectiveness vary. Additionally, nonprofit
How to Design and Deliver an Effective Job Readiness Training Program Page 3

June 1999

service providers generally provide better training

than public sector providers and, therefore, have

better reputations with employers. Use a public

sector provider if no other job readiness training

exists or if the Neighborhood Networks center

budget will not support other training. Most local

public sector training providers are required by

federal mandate to offer job readiness training to

welfare recipients and access to public funding

permits them to offer more training cycles during

a 12-month period than nonprofit providers.

Furthermore, open-entry, open-exit training rules

permit these providers to offer more opportunities

to job seekers without skills or workplace

experience. To evaluate the program, follow the

same steps as above.

q Identify local provider resources. To identify

the best nonprofit and for-profit employment

training vendors, investigate the following

resources:

• PICs or Workforce Development Board.

• Local Department of Labor.

• Government entity with responsibility for

training and placement of TANF (Temporary

Assistance to Needy Families) clients.

• The Local Chamber of Commerce or

business organization.

• For-profit temporary employment agencies.

• The American Society for Training and

Development’s national database of training

providers (phone: 703-683-8100).

• Local service provider directories published

in selected cities by the Welfare-to-Work

Partnership (phone: 202-955-3005) in

conjunction with The Enterprise Foundation

and the United Way.

Step 2. Communicate to Staff and Residents the

Importance of Job Readiness Training

Nationally, employers agree about one common

factor in successful recruitment — people interviewing

for entry-level jobs must have sufficient soft skills (life

skills such as strong work ethic, reliability, punctuality,

good communication skills, etc.) to get hired and

remain employed. Communicating this employer

“standard” to center staff and the resident population

will offer the following benefits:

q Emphasize the employment focus of the

training. This begins the process of moving

participants into an active job readiness training

mode.

q Obtain buy-in of the training from residents.

Getting acceptance of this employer requirement

from residents will motivate them to take the

training seriously.

q Make training participants more employer

focused. As job seekers become more sensitive

to employer requirements, they focus more on

achieving employment and self-sufficiency goals.

It also ensures higher training success.

q Ensure a more productive recruitment effort

for the training. A sound understanding and

acceptance of the value of job readiness training

by staff will help them to communicate more

effectively with residents as they begin the

recruitment process.

Step 3. Involve Employers in the Training

An intrinsic part of any successful job readiness

training is the involvement and participation of local

employers, particularly those who are actively seeking

job-ready, entry-level employees. Encourage

employers to help in the design and delivery of the

training. This type of employer involvement is

important for several reasons.

q Sends a message of hope to participants in

the training. Employer involvement shows

participants that there are real job opportunities

after the training, and there are employers

interested in helping them to succeed.

q Exposes participants to workplace culture.

Participants begin to understand what it takes to

get hired and promoted within a specific

company.
How to Design and Deliver an Effective Job Readiness Training Program Page 4

June 1999

q Provides participants with the opportunity to

speak with employers. Participants have the

opportunity to ask questions about the

company’s policies and procedures. The

interaction also builds self-esteem and

confidence.

Neighborhood Networks centers should conduct

employer outreach and handle the scheduling of visits

to the training site by employers, line supervisors and

human resource (HR) personnel. Encourage

employers and HR personnel to bring job applications

and to spend sufficient time answering all of the

training participants’ questions about the company.

Staff should encourage visiting employers or HR

officers to conduct on-site interviews of participants

who are job ready. Centers should set aside a private

room for interviews.

Step 4. Establish Relationships With Local Job

Placement Providers

Encourage service providers who do job placement to

participate in the training and to meet with prospective

job seekers. The participation of job placement

specialists adds credibility to the training and sends a

message to students that they will receive ample

opportunities for getting jobs if they complete the

training.

The curriculum should incorporate site visits by job

placement specialists. The visits should provide an

opportunity for the job placement specialist to meet

each student participant individually. A center should

obtain an agreement from the placement provider that

it will furnish post-training employment outcome data

on all of the center’s referrals.

Step 5. Identify and Evaluate the Employment

Strengths and Barriers of the Target Population

To design an effective job readiness training program,

Neighborhood Networks centers must understand

and be able to identify the employment barriers and

skills of the residents to be served.

q Assessment of barriers. Identify the barriers to

employment for each training participant, such as

transportation, child or elder care and substance

abuse.

q Assessment of skills, aptitudes and

preferences. This assessment should include

academic testing of reading, writing, and math

skills as well as English proficiency and aptitude.

A job seeker’s preferences are also very

important to identify since an individual’s desire

to work in a specific field or occupation affects

job retention. A sample assessment form can be

found in the Appendix.

This data becomes especially important as the target

population moves into the job placement phase.

Organize this information into a database that can be

used by case managers as they provide support and

assistance to individuals through the job readiness

training and placement process that follows. There

are commercially available software programs

specifically designed for client service, tracking and

reporting.

Step 6. Create a Mission Statement and Training

Goals

Both staff and students need an effective mission

statement for the training to help them establish and

achieve goals. The participants should commit to

improve their attitudes, career paths and lifestyles.

Training goals are often specific targets tailored to

individual participants. Trainers often encourage

participants to create their own goals for the training

and strategies to achieve them. Goals may include

the resolution of barriers or a change in specific

behaviors. For example, a participant who is

chronically late for appointments can set punctuality

as a goal. Specific goals also help individuals

assume responsibility and take ownership of their

future.

Step 7. Establish Individual Participation Rules

Individual participation rules help participants modify

negative behaviors. Basic rules should include:

q Prohibition of alcohol or drug use.

q Punctuality – showing up on time.

q Consistent attendance.

q Positive attitude.
How to Design and Deliver an Effective Job Readiness Training Program Page 5

June 1999

Participants must understand that the rules for the

training are the same as those in the workplace.

Those who are chronically late for work or absent will

be fired, without exception. At the outset, inform

participants that if they violate any of the rules they

will be expelled from the training cycle.

Establish a fixed number of permissible absences and

late arrivals. Expel participants who go beyond the

minimum number and allow them to start again in a

new training cycle. Generally, two unexcused

absences or three late arrivals to the class provide

sufficient grounds for removal. Staff should also

decide what constitutes a permissible excuse and

communicate those rules orally and in writing to all

participants.

Step 8. Assess the Job Readiness Levels of the

Target Population

Categorize the target population into levels of job

readiness. The levels should vary by the participants’

strengths, weaknesses and issues that pose barriers

to employment.

q Job Readiness Level I − Individuals with a

recent work history, no health problems or

obvious employment barriers, and motivated to

find a job.

q Job Readiness Level II – Individuals with no

employment history, who are physically and

mentally able to work but have various

employment barriers, such as child care,

transportation, domestic abuse or low selfesteem.

Depending on available staff resources, it may be

more effective to develop two different training

models based on the participants’ job readiness.

Step 9. Design the Job Readiness Training

The job readiness training curriculum, format and

length must be designed with the participants’ job

readiness level in mind.

Job Readiness Level I

Length of training: 7 to 10 days.

Format: In-class instruction and outside job

interviews.

Orientation day: Schedule an orientation day before

the first day of training to explain the goals,

objectives, curriculum and rules that participants must

abide by in order to graduate from the training.

Participants will then have time to decide whether

they are ready to take the training. The orientation

will help screen out those who are feeling ambivalent

about the program or lack the necessary motivation to

complete it. Training should begin promptly at the

scheduled time.

Curriculum: Focus on the subject areas described

below.

q Goals. Participants should have personal goals

and objectives that they want to achieve,

including the type of job they want. Goal setting

provides participants with choices about their

lives and encourages them to take responsibility.

q Communication skills. This is an essential soft

skill that every entry-level job seeker needs in

order to get hired and keep a job. Most

employers and human resource officers

acknowledge that this is often the most important

quality on which hiring decisions are made.

Encourage participants to present their goals to

the class. This exercise improves

communication skills and boosts confidence.

q Interview techniques. As part of the

communication skills segment, participants

should work on eye contact, posture, body

language, a firm handshake and interview skills.

The most effective job readiness training courses

use video cameras to record participants in mock

interviews. This is an important learning device

and should be included, budget permitting.

q Effective résumé. Regardless of the lack of

prior work experience, a job seeker should

understand the importance of a properly

prepared résumé and how to produce one.

Even a résumé listing basic biographical data

about the applicant sends a positive message to

the interviewer that the applicant is highly
How to Design and Deliver an Effective Job Readiness Training Program Page 6

June 1999

motivated to obtain a job and understands how

the process works.

q Dress for success. Professional dress can

mean the difference between getting a job or not.

Appropriate attire for a job interview is often

different than what is appropriate to wear once a

person is hired. Many programs provide proper

interview attire for welfare or low-income job

seekers.

q Employment application forms. Participants

should have the opportunity to review many

different job application forms, including those of

employers they will be interviewing with. This will

help to improve their confidence level as they

prepare for the interview.

q Job search and career options. The

knowledge of how to find a job, how to network

and how to arrange an interview is essential for

those with the ultimate goal of self-sufficiency.

The first job they get after training will not be their

last. Participants should be prepared and

encouraged to find better paying jobs with career

potential.

Job Readiness Level II

Length of training: Three to four weeks (35-40 hours

per week).

Format: In-class instruction and outside job

interviews.

Orientation day: Schedule an orientation day before

the first day of training to explain goals, objectives,

curriculum and rules of participation. (Same as

described in Job Readiness Level I above.)

Curriculum: Focus on the issue areas listed in Job

Readiness Level I in addition to the issues below.

q Employment barrier resolution. As part of the

curriculum, participants should work on barriers

to employment. Trainers should discuss these

issues with each participant throughout the

course. WorkNet Training Services, a Californiabased soft skills training program (contact

information is listed in the National Best Practices

Job Readiness Training Models section),

formulated a 10-step program for helping the

hard-to-serve overcome major barriers

preventing them from making the transition from

welfare to work. The 10 steps take participants

from identifying and removing their employment

barriers to finding an appropriate employer.

q Self-esteem and confidence-building. This is

an essential area of improvement for those

participants without workplace experience or job

skills.

q Time and stress management. Help

participants improve chronic punctuality problems

and suggest strategies for dealing with the

resulting stress caused by poor time

management.

q Money management and budgeting. This is a

critical skill for participants who want to

reorganize their lives and prepare for the

eventual challenges of living without the aid of

public assistance. This segment of the training

typically includes how to open a checking or

savings account and tips for balancing a

checkbook.

q Employer interviews. Participants in the longer

pre-employment training cycle should be

prepared and required to take a minimum of two

to three actual job interviews to give them the

experience and post-interview assessment.

Step 10. Build Staff Capacity in Training

One of the essential aspects of a successful soft skills

training course is the ability of the trainer to deliver

the curriculum in a credible and inspirational manner.

Trainers of the most successful job readiness training

models play different roles simultaneously. These

roles include that of teacher, authority figure,

disciplinarian, role model, parent, friend and potential

employer. Trainers must have excellent

communication and interpersonal skills, be sensitive

and have motivational training skills. They must also

understand and be able to communicate the

employers’ perceptions and point of view about hiring.
How to Design and Deliver an Effective Job Readiness Training Program Page 7

June 1999

Centers that decide to use in-house staff as trainers

should explore “train the trainers” courses offered by

many job readiness training vendors. Funding for

this specific type of activity does not exist. If the

training entity also provides job placement, the center

could try to negotiate an agreement to refer its jobready graduates for job placement in exchange for a

lower fee to train its trainers. Service providers are

likely to agree to this because they are oftentimes

looking for a reliable source of job-ready candidates.

Step 11. Evaluate the Trainers

Reviewing and assessing trainers ensures the

continued improvement and quality management of

the training. An evaluation form should be prepared

and completed by every participant on the last day of

the training. The center should assign other staff to

periodically monitor the training and submit and

review independent evaluations. Following the

review, center management staff should meet with

the trainer to discuss findings and approaches for

improving the next training cycle.

Step 12. Measure Outcomes

Measuring outcomes is an essential requirement for

any type of stand-alone training. Job readiness

training is no exception. Centers should assign a

staff person to monitor the progress of program

graduates. Measurement should focus on job

placement or failure to obtain employment for each

participant and on the percentage of program

graduates still employed at 3-, 6-, and 9-month

intervals following initial placement.

Compiling accurate performance measurement data

is valuable in several ways.

q It provides guidance on how to improve the

training product.

q The data provides a critical tool for raising funds

from both the government and private

foundations.

q The data can be used to market the program to

potential employer partners and participants.

Step 13. Provide Case Management Support

Case management support for newly hired program

graduates has a significant impact on job retention

success. However, case management must be

available prior to the training to help individuals

develop the confidence they need to make the

transition from assistance to self-sufficiency.

One-on-one support is important to the client, but

weekly support groups for those just making the

transition into employment or for those still searching

is a proven national Best Practice in case

management. These support groups offer

participants the opportunity to share achievements,

frustrations and problems encountered in their new

jobs with fellow pre-employment training graduates.

These support groups often provide new approaches

and strategies for resolving problems and barriers to

job success.

National Best Practice Job Readiness

Training Models

“Soft Skills” Models

q Horizons

Women’s Employment Network

1734 East 63rd St., Suite 300

Kansas City, MO 64101

Contact: Leigh Klein

Phone: 816-822-8083

q Jobs for Youth

50 E. Washington St.

Chicago, IL 60602

Contact: Jack Connelly

Phone: 312-782-2086

q Career Resources

350 Fairfield Ave.

Bridgeport, CT 06604

Contact: Rina Bakalar

Phone: 203-334-5627
How to Design and Deliver an Effective Job Readiness Training Program Page 8

June 1999

q STRIVE Central

1820 Lexington Ave.

New York, NY 10029

Contact: Dan Jusino

Phone: 212-360-1100

q Promised Land Employment Service

205 Seventh St.

Rockford, IL 61104

Contact: Jeff Jones

Phone: 815-964-3491

q WorkNet Training Services

P. O. Box 5582

Hacienda Heights, CA 91745

Contact: Debra Angel or Elizabeth Harney

Phone: 626-810-4447

“Hard Skills” Models

q Wildcat Service Corporation

61 Hudson St.

New York, NY 10013

Contact: Margie Torres

Phone: 212- 219-9700 ext. 5017

q Center for Employment Training (CET)

701 Vine St.

San Jose, CA 95110

Contact: Russ Tershey

Phone: 408-287-7924

q YMCA Training, Inc., Atlanta

528 Merritts Ave.

Atlanta, GA 30313

Contact: Kaamel Nuri

Phone: 404-876-5694

q America Works

575 Eighth Ave., 14th Floor

New York, NY 10018

Contact: Richard Greenwald

Phone: 212-244-5627 ext. 143

q Pathways to Independence

Marriott Hotels International Community

and Employment Training Program Department

1 Marriott Dr., Department 935.47

Washington, DC 20058

Contact: Alan Brown

Phone: 800-638-8108 ext. 88586