As part of the Health Careers Collaborative of Greater Cincinnati, individuals who were unemployed and interested in health careers, such as nursing, rehabilitation, health information technology, or biotechnology, worked with an advisor to meet their career goals. Participants could receive a variety of trainings and services based on these goals. They were offered trainings on soft skills and financial literacy, along with job-search assistance and work-readiness activities.

As part of the Advanced Manufacturing Partnership, participants worked with a case manager to complete short-term training aligned with their employment and education goals to prepare for and secure in-demand, advanced manufacturing jobs. These jobs included team assembler, electromechanical maintenance technician, welder, computer numerical control operator, and bioscience or pharmaceutical technician.

The Milwaukee Area Healthcare Alliance, a workforce intermediary led by the YMCA of Greater Milwaukee, partnered with health care employers to identify needed skills and provided occupational training to participants to help meet those needs. The program also offered on-the-job-training and job search assistance. The program served workers in the Milwaukee, WI, region who were low skilled and unemployed.

CE participants were military veterans who found unsubsidized jobs in the competitive market on their own. They received the standard VA services, including VA health care, education benefits, home loan assistance, disability compensation, and vocational rehabilitation and employment assistance, but no specific employment-focused intervention. Veterans could receive the standard services indefinitely.

The Grand Rapids HCD program stressed that participants should spend time receiving education or training to prepare for good jobs. The program began with a 15-hour, weeklong formal assessment component, during which public school staff assessed participants’ achievement, aptitude, and career interests. Participants then usually completed either high school completion programs (distinct from GED classes) or vocational training.

The Bridges program offered a multi-phase program focused on four main service areas: academic enrichment, socio-emotional learning (SEL), workforce readiness training, and mentorship and case management services. Participants began the program by attending a group orientation session and taking the Test of Adult Basic Education and an online financial training. Following the financial training, participants began the first of three phases of Bridges services.

Breaking Barriers followed the IPS model by assigning employment specialists to help participants set career goals and search for a job. Employment specialists maintained relationships with local employers, which they used to connect participants to potential job opportunities. After participants found employment, specialists provided as-needed, customized support (such as counseling or transportation assistance). This follow-along support did not have a time limit. Participants were involved in the program for an average of 10 months.

B2W provided participants with 35 hours per week of mandatory, in-person services that included group and individual job search classes, case management, job development and job search support, job interview support, and soft-skills training. B2W also provided supportive services that included transportation and work clothes. Participants typically received services for 6 to 8 weeks, and job search support activities were limited to 12 weeks. After attaining employment, participants were

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.

PTC program applicants applied to both the Year Up program and the partner college. Once accepted to both, participants took part in a full-day program for five days a week that included structured college courses, professional skills courses, and technical skills courses. The college courses were provided by the partner college and participants earned up to 15 college credits during this time period. Many of these courses were either geared toward an occupational path or were meant to prepare the participant for college-level courses.