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.

The WRP 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.

WOW placed participants in specific training courses, based on standardized testing, that either provided basic education and skills training or specific technical training. Participants who scored at the sixth- or seventh-grade level on standardized testing enrolled in an 11-week basic educational skills and employability development course, followed by three weeks of unpaid work.

The Riverside LFA program encouraged clients to move quickly into work without being selective about which job to take. Participants first spent three weeks in a job club operated by Job Opportunities and Basic Skills (JOBS) program staff at the local public assistance office. Then, participants applied to jobs for at least 2 weeks and were required to make 25 to 35 employer contacts per week.

Per Scholas participants enrolled in a 15-week computer technician training program that consisted of instruction and practice related to assembly, configuration, installation, upgrade, and repair of personal computers, printers, and copiers.

The training program prepared participants to obtain an entry-level computer certification. After the training, Per Scholas offered participants internships with local employers or with the Per Scholas recycling and refurbishing center.

As part of the VA’s IPS program, an employment specialist worked with a larger team of clinicians and support staff to integrate treatment of underlying mental and physical health issues into the employment services for veterans experiencing homelessness. The employment specialist assessed participants’ vocational abilities and helped tailor an accelerated job search based on their strengths and preferences.

The LFA program implemented in Riverside, CA, encouraged clients to move quickly into work without being selective about which job to take. Participants first spent one week in a job club operated by Job Opportunities and Basic Skills (JOBS) program staff at the local public assistance office. Then, participants applied to jobs for at least two weeks and were required to make 25 to 35 employer contacts per week.

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.