Evaluating Financial Capability Services Provided in a Workforce Development Program

2019 ◽  
Vol 53 (4) ◽  
pp. 1775-1796
Author(s):  
J. Michael Collins ◽  
Mia Nafziger
Keyword(s):  
Workforce Development ◽  
Development Program ◽  
Financial Capability

scholarly journals Closing the Signaling Gap: Leveraging learning science and technology design principles to support marginalized and vulnerable youth to transfer their skills, knowledge, and abilities, to new and different types of work.

10.29007/9vtx ◽  
2020 ◽  
Author(s):  
Tessa Forshaw ◽  
Sergio Rosas ◽  
Bethanie Maples
Keyword(s):  
Workforce Development ◽  
Development Program ◽  
New Paradigm ◽  
Technology Design ◽  
Web Based ◽  
Vulnerable Youth ◽  
Entry Level ◽  
Future Of Work ◽  
Early Results ◽  
Routine Tasks

The OECD suggests that young people, ages 18-25, will be the hardest hit by the future of work. As entry-level positions are more likely to involve routine tasks with low skill requirements, this group will be most at risk for disruptions or transitions partially because lack of social capital and exposure to careers prevent them from finding the necessary support to transfer their skills to a new environment (OECD, 2018). As society faces an uncertain and changing future of work, workforce development needs a new paradigm; one founded in leveraging the learning sciences and human-centered technology design to drive inclusion.A preliminary trial of a web-based skills visualization tool with the LA Chamber of Commerce suggests that when participants in their workforce development program created their skills visualization map using the tool, the quantity, and quality of skills used to self-describe increased. Further, the number of participants recommended for an internship also increased. These early results indicate that using a skills visualization map may promote self-explanation, and allow participants to construct a better understanding of how to transfer their skills to a new environment. This approach was used to address the core learning problem of self-explanation, as studies have shown that self-explanation and visualizations are powerful strategies to learn more deeply (Schwartz et al., 2016).

scholarly journals Direct Care Workers Pathways Program: A Strategy for Seamless Academic Progression

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Linda S Larrivee ◽  
Stephanie M Chalupka ◽  
Marilyn A Cleary ◽  
Cherie L Comeau
Keyword(s):  
Workforce Development ◽  
Labor Union ◽  
Medical Center ◽  
Development Program ◽  
Direct Care ◽  
Direct Care Workers ◽  
State University ◽  
College Credits ◽  
Professional Programs ◽  
Care Workers

Nationally, there is a great demand for systems that meet the needs of local employers as well as develop tools and training for their incumbent workers. Concurrently, demand for healthcare professionals is growing and projected to continue for the next decade. Worcester State University created the “Direct Care Workforce Development Program” to offer a pathway for nontraditional-aged students in direct care positions to advance to higher-level jobs with family sustaining wages. Direct care workers (DCWs) (e.g., patient care assistant) encounter challenges in a quest to continue their education. They may be non-native speakers, lack a foundation in basic numeracy skills, or lack experience with technology. Therefore, DCWs require many support services for success in professional health-studies programs. In response, a partnership emerged between an urban medical center, state university, and labor union to provide academic pathways for DCWs to progress in careers through higher education. Two cohorts of DCWs from the medical center enrolled in the program, which provided courses totaling nine college credits. Career maps, containing action steps towards goals, and individual coaching helped DCWs define their aspirations. Many workers who completed the program matriculated into two and four-year professional programs, while others plan to do so in the future.

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