STEP participants received home visits from community liaisons to identify and mitigate any barriers that might prevent participants from traveling to the program offices. In the program offices, participants were assigned a case coordinator, who conducted assessments to determine barriers to employment. Case coordinators worked with no more than 20 participants at a time. The case coordinator and specialized vocational rehabilitation staff developed a plan to address the barriers, and participants began activities tailored to overcoming their barriers.

The HCD program implemented in Riverside, CA, emphasized that participants should spend time receiving education or training to prepare for good jobs. If participants did not have a high school diploma or general education diploma, the program provided basic education classes in the public school system to help participants make progress toward their goals (such as increasing their literacy level). Case managers were accountable for the employment and education outcomes of their clients and therefore encouraged success and emphasized and enforced program participation.

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.

At the time this evaluation occurred, two Transitional Subsidized Employment programs were active in Los Angeles County: OJT and a paid work experience (PWE) program. OJT placed participants in a partially subsidized, six-month position at a for-profit, private-sector organization, where they were paid $8 an hour by the local Workforce Investment Board (WIB) for the first two months.

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.