Located in:
- Program-specific Requirements for Adult, Dislocated Worker, and Youth Activities under Title I-B
The Unified or Combined State Plan must include the following with respect to activities carried out under subtitle B—
b. 1. Work-Based Training Models
If the State is utilizing work-based training models (e.g. on-the-job training, incumbent worker training, transitional jobs, and customized training) as part of its training strategy and these strategies are not already discussed in other sections of the plan, describe the State’s strategies for how these models ensure high quality training for both the participant and the employer.
Current Narrative:
Adult and Dislocated Worker Program Requirements: Work-based Training Models: Title IB service providers utilize all work-based training models available to them, including on-the-job training (OJT), customized training (CT), work experience, internships (WE) and transitional jobs (TJ). Each local area has policies in place regarding how much participants are paid and amounts employers can be reimbursed to cover training costs. Providers have also used work-experience and on-the-job training in conjunction with occupational training to meet the needs of employers for new hire training.
Strategies to Ensure High-Quality Work-Based Learning
Local workforce boards and Title IB providers work closely with employers with openings in high-demand occupations, apprenticeship sponsors, trade associations and trade unions to properly identify the skills demanded by these occupations and to map out career pathways within specific industries so that service providers and participants are aware of the opportunities and expectations of these industries. Title IB service providers carefully assess prospective participants to identify current skills they can transfer into the work-based learning activity and to identify and clearly delineate the skills that they must practice on-the-job. In addition to the on-the-job learning component, industry members are asked to identify related instruction or specific coursework and/or occupational certifications the participants can pursue simultaneously or after they are established with the company through registered apprenticeship or company sponsored training.
Employers offering work-based learning activities such as on-the-job training, customized training, transitional jobs, work experience, and internships are carefully vetted to identify commitment to provide skilled supervision, the full range of skill learning and practice identified in the contract with the employer, safe work sites, adherence to equal opportunity requirements and most importantly commitment to hire participants who successfully complete training.
Many service providers negotiate a wage increase for the participant upon successful completion of training. Staff engage with employers and participants throughout the term of the training to ensure participant success and to identify any supports the participant or employer may require along the way.
New requirements under WIOA for youth work experience that must include both an occupational and academic learning component have resulted in expanded communication with employers providing work-based learning opportunities, better participant/employer matching, and improved outcomes for both employer and participant regarding necessary skill attainment.
Service providers have engaged in a greater number of collaborative partnerships with employers and education providers, including adult education and community colleges, to develop customized training programs that begin with participant assessment, clear on-the-job learning objectives, formal classroom skill development often resulting in an industry credential or courses leading to one and occupationally-focused work ready skills. Testimonials from employers engaged in this fully rounded approach to work-based learning are glowing and encourage additional employers to participate in similar collaborations with the one-stop system.