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.
Maximum Customer Choice participants could request counseling from program staff to guide them to appropriate training selections, but they did not automatically receive counseling. Participants received an individual training account in the amount of $3,000 to $5,000, depending on the program site. Most Maximum Customer Choice participants requested counseling and completed counseling and training program selection in five sessions. Then, participants engaged in their selected training program for an average of 18 weeks.
Guided Customer Choice was designed to broadly represent the approach that most local areas were implementing on their own under WIA. Participants in Guided Customer Choice had to complete six mandatory counseling activities to select a training program and then had to assess whether they had enough resources to complete the training. Counselors were directed to help customers make an informed decision about training. However, counselors did not direct participants toward particular occupations, and participants could independently select their training program.
Guided Customer Choice was designed to broadly represent the approach that most local areas were implementing on their own under WIA. Participants in Guided Customer Choice had to complete six mandatory counseling activities to help them select a training program and then had to assess whether they had enough resources to complete the training. Counselors were directed to help customers make an informed decision about training. However, counselors did not direct participants toward particular occupations, and participants could independently select their training program.
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.
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.
The WorkAdvance model includes five key elements: (1) intensive screening before enrollment; (2) preemployment and work-readiness services, including career coaching, supportive services, and labor market information, all tailored to a specific occupational sector; (3) occupational skills training focused on current job openings; (4) job development and placement; and (5) provision of follow-up retention and advancement services in collaboration with employers. It is a versatile model that organizations implement in various ways.
The WorkAdvance model includes five key elements: (1) intensive screening before enrollment; (2) preemployment and work-readiness services, including career coaching, supportive services, and labor market information, all tailored to a specific occupational sector; (3) occupational skills training focused on current job openings; (4) job development and placement; and (5) provision of follow-up retention and advancement services in collaboration with employers. It is a versatile model that organizations implement in various ways.
