Innovative Employment Models

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Innovative Employment Models. Seven Case Studies. Job Development Focus Professional Career Advising Matching Grant Incentives Resources, Education, Collaboration Hospitality Training Food Industry & Education Training (FIET) Skills Training Project. Case Study Caritas of Austin.
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Innovative Employment ModelsSeven Case Studies
  • Job Development Focus
  • Professional Career Advising
  • Matching Grant Incentives
  • Resources, Education, Collaboration
  • Hospitality Training
  • Food Industry & Education Training (FIET)
  • Skills Training Project
  • Case StudyCaritas of Austin
  • Job Development Focus
  • One staff member to focus on job development
  • Works closely with rest of employment team
  • Can be dedicated to one agency or as a resource to all agencies
  • Most successful job developers have a background in human resources, staffing/recruiting, and/or business
  • Case StudyCaritas of AustinProsCons
  • Difficult to track if a specific job lead results in successful placement
  • Communication with employment specialists/case managers can be difficult
  • Inconsistency in employer approach
  • Time to focus on identifying job leads
  • Specific skills that help in business communication
  • Attention to follow-up and sustaining employer relationships
  • Case StudyCatholic Charities of San Diego
  • Professional Career Advising
  • One staff member dedicated to career counseling, coaching, and/or job placement specifically for refugees with professional backgrounds
  • Can be used as an incentive after first job is secured
  • Case StudyCatholic Charities of San DiegoProsCons
  • Limited resources available
  • Expectations of job seeker
  • Difficult to find entry-level jobs for all professions
  • Personal attention towards each case
  • Can pursue specific entry-level jobs that are an opening into a career
  • Counseling available regarding recertification process
  • Case StudyJewish Vocational Services of Kansas City
  • Matching Grant Incentives
  • Unused MG funds may help clients at the 120 and 180 day marks
  • Bonus structure provides motivation for early employment
  • If bonuses are paid at the 120 and 180 day marks clients gain both work experience and cash
  • Case StudyJewish Vocational Services of Kansas CityMatching Grant Incentives Employed One Month After Enrollment
  • First MG month starts from the day of enrollment and finishes on clients’ 60th day after arrival
  • If employed during the first month:
  • Clients receive a $500 bonus
  • Rent for following month (if not covered by R&P)
  • Clients will receive Cash Allowance until first pay check
  • Clients receive bonus on the 120 day
  • Case StudyJewish Vocational Services of Kansas CityMatching Grant Incentives Employed Two Months After Enrollment
  • If employed during the second month:
  • Clients receive a $250 bonus
  • Rent for following month (if not covered by R&P)
  • Clients receive bonus on the 120 day
  • Case StudyJewish Vocational Services of Kansas CityMatching Grant Incentives Employed Three Months After Enrollment
  • If employed during the third month:
  • Clients receive a $125 bonus
  • Rent for following month (if not covered by R&P)
  • Clients receive bonus on the 120 day
  • Case StudyJewish Vocational Services of Kansas CityProsCons
  • Although the bonus structure motivates many, clients with unrealistic salary expectations may still be unwilling to accept a job before the 120th day
  • Many clients use bonuses for down payments on cars or recertification
  • Bonus structure has created incentive in the Kansas City refugee program
  • Flexibility of MG provides opportunity for practitioners
  • Case StudyJF&CS of Pittsburgh
  • Resources, Education, and Collaboration
  • Job development starts in the third month after arrival
  • ESL and job readiness classes are the first priority
  • Refugee community groups are leveraged
  • Mentoring programs provide opportunities to build resources for future arrivals
  • With employers, transparency has been the key. Stats are used a marketing tool
  • Case StudyJF&CS of PittsburghProsCons
  • Economy in Pittsburgh is strong but if it weakens, 120 day placement rates could suffer
  • 180 Placement rate 100%
  • 180 Retention rate 100%
  • Other program rates, 88%, 92%, and 95%
  • Clients are better prepared to interview for jobs and enter the workforce successfully
  • Case StudyLSSNEF- JacksonvilleJacksonville Hospitality Training
  • Pilot Stage Curriculum includes hands-on learning and English language training
  • 6 week program; 3 classes so far
  • 32 out of 42 participants employed at the end of training
  • Jacksonville Hospitality TrainingCase StudyLSSNEF- JacksonvilleCase StudyLSSNEF- JacksonvilleProsCons
  • Supports the development of community within participants
  • Builds confidence of participants
  • Develops a routine schedule for newcomers
  • Strengthens relationships within business community
  • Centered on needs of participants
  • Provides employment opportunities right away
  • Funding
  • -Inconsistent training schedule
  • -Requires staff time to oversee but no funding for full-time position
  • Entry-level hospitality positions are not a fit for every job seeker
  • Case StudyLSSNEF- JacksonvilleFirst Graduating Class, March 2010Case StudyCaritas of AustinFood Industry and Education Training (FIET)
  • Created in January 2010
  • 40 hours classroom instruction
  • 1-2 week internship
  • Leads to Texas Food Handler’s Permit
  • 4-5 students at a time, 50 students trained so far
  • 70% employed after completing training
  • Case StudyCaritas of AustinProsCons
  • Small class size
  • Picture-based curriculum
  • Increased competitiveness for job seekers
  • Trainer used to own a restaurant
  • Difficult for LEP non-Spanish speakers to get hired
  • New hires tend to be from existing employees’ referrals
  • Some participants “don’t take training seriously”
  • Case StudyFargo, NDSkills Training Project
  • Started in 2002
  • Collaboration with state refugee program and Lutheran Social Services
  • 80 hours
  • Specifically for LEP job seekers
  • Focus on workplace vocabulary, safety, math, and 8 hours of Achieve Global curriculum
  • Case StudyFargo, NDSkills Training ProgramCase StudyFargo, NDProsCons
  • Closely aligned with industry needs
  • Participants tend to get hired AT graduation
  • Business recognize value of training
  • Increased competitiveness for job seekers who complete program
  • Limited training dates
  • Limited slots for participants
  • Commitment to complete training
  • Cost -- $1,600 – can be paid for using TAP or MG training dollars
  • Top Ten Issues to Consider
  • Choose a training that is reflective of local employer needs so that trainees are competitive for available jobs.
  • Adapt training methods to the needs of training participants.
  • Find a partner who can offer on-site experience.
  • Identify ONE staff person who acts as liaison to training activities and community.
  • Convene at least one advisory meeting made up of stakeholders to introduce the idea, identify challenges, and leverage their resources and connections.
  • Top Ten Things to Consider
  • Do your research for a suitable training partner.
  • Use a pilot stage to test your idea and modify it based on your experience.
  • Provide simple supports for training like pencils, calendar, clothing and equipment.
  • Build in ESL component.
  • Recruit training participants after R&P period to minimize disruptions. Do careful screening to ensure training matches needs and interests of participants.
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