Transition WORKS participants completed an initial assessment and then participated in two person-centered workshops focused on self-determination (referred to as "self-determination workshops") in which they set goals and began to plan for their transition to employment.
YouthBuild programs provided four main categories of services: (1) a combination of educational services designed to lead to a high school diploma or an equivalent credential such as a GED; (2) vocational training in construction or another in-demand industry; (3) youth development services focused on leadership training and community service; and (4) supportive services to help individuals participate in training and employment, including case management, workforce preparation, life skills training, counseling, and stipends for participation.
Atlanta LFA encouraged clients to move quickly into work without being selective about which job to take. Participants first spent up to three weeks in a job club operated in Job Opportunities and Basic Skills (JOBS) program offices and led by a community action agency. Then, participants applied to jobs for 1 to 2 weeks and were required to make 6 in-person inquiries or send 15 inquiry letters to employers per week.
Atlanta’s HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. At the start of the program, case managers assigned participants to adult basic education courses or vocational training programs. Participants were assigned to adult basic education courses more often than training programs because many vocational programs required GEDs or certificates that the participants did not have when starting the HCD program.
Atlanta LFA encouraged clients to move quickly into work without being selective about which job to take. Participants first spent up to three weeks in a job club operated in Job Opportunities and Basic Skills (JOBS) program offices and led by a community action agency. Then, participants applied to jobs for 1 to 2 weeks and were required to make 6 in-person inquiries or send 15 inquiry letters to employers per week. Individuals who did not find a job during this period could go on to participate in more job searching, vocational training, basic education, or unpaid work experience.
MOST was Michigan's Jobs Opportunities and Basic Skills Training program for individuals receiving AFDC. Michigan changed MOST after receiving one of Section 1115 waivers to the rules in effect at the time for the AFDC program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program. Detroit's MOST program, with the changes made under the waiver, was included in a five-year national evaluation of workforce programs for individuals receiving AFDC which began in 1992.
Integrated Case Management participants worked with a single case manager to improve their educational and vocational skills and determine their welfare eligibility and payment issuance. Participants who did not have a high school diploma or general education diploma were assigned to basic education classes; participants with basic education credentials were assigned to vocational training, postsecondary education, or work experience. Case managers provided job search assistance after they determined that participants were employable.
Work Choice was one of the demonstration projects made possible by Section 1115 waivers to the rules in effect at the time for the Aid to Families with Dependent Children (AFDC) program. These Section 1115 waivers allowed states to test new approaches to advance the objectives of the AFDC program.
Traditional Case Management participants worked with one case manager to improve educational and vocational skills and with a separate income maintenance case manager to determine their welfare eligibility and payment issuance. Participants who did not have a high school diploma or general education diploma were assigned to basic education classes; participants with basic education credentials were assigned to vocational training, postsecondary education, or work experience. Case managers provided job search assistance after they determined that participants were employable.
