Inside the Black Box - Chapin Hall at the University of Chicago

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Inside the Black Box: What Makes Workforce Development Programs Successful Elizabeth Weigensberg Colleen Schlecht Faith Laken Robert Goerge Matthew Stagner Peter Ballard Jan DeCoursey Recommended Citation Weigensberg, E., Schlecht, C., Laken, F., Goerge, R., Stagner, M., Ballard, P., & DeCoursey, J. (2012). Inside the Black Box: What Makes Workforce Development Programs Successful Chicago: Chapin Hall at the University of Chicago ISSN: 1097-3125 © 2012 Chapin Hall at the University of Chicago Chapin Hall at the University of Chicago 1313 East 60th Street Chicago, IL 60637 773-753-5900 (phone) 773-753-5940 (fax) www.chapinhall.org
Acknowledgments We would like to thank the Ford Foundation for their generous support of this study. Additionally, we would like to thank all of the workforce program staff who participated in this study by sharing information about their programs and for sharing their valuable time with us during site visits and interviews. We would also like to thank Anne Clary and Matthew Brenner of Chapin Hall for their editorial assistance. Finally, we are grateful to the workforce experts who helped nominate programs for inclusion in this study.
Page 1: Inside the Black Box: What Makes Wo
Page 5 and 6: Policy and Advocacy Efforts .......
Page 7 and 8: Executive Summary The workforce dev
Page 9 and 10: 1. Interface with other required da
Page 11 and 12: While acknowledging funding as a pr
Page 13 and 14: Introduction The workforce developm
Page 15 and 16: Figure 1: Interaction of Influences
Page 17 and 18: Review of Recent Literature A revie
Page 19 and 20: development system and found that i
Page 21 and 22: for contributing to program success
Page 23 and 24: capture all of the participants’
Page 25 and 26: The organizations also reported tha
Page 27 and 28: that needs to be collected. Another
Page 29 and 30: Recommendation 2: Develop longitudi
Page 31 and 32: seldom systematically collected by
Page 33 and 34: With regard to the planning and dev
Page 35 and 36: models in order to best serve their
Page 37 and 38: organizations are interested in col
Page 39 and 40: Poor attitude, poor work history, o
Page 41 and 42: Organizations often use a wide rang
Page 43 and 44: …a more holistic approach to work
Page 45 and 46: in the industry. Professional crede
Page 47 and 48: Success Factors: Workforce Provider
Page 49 and 50: education or no work experience. Ot
Page 51 and 52: equirements. As part of these effor
Page 53 and 54:
given as the reason organizations d
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passion to see, to transform this c
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permanent job opportunities. These
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Meet the Needs of Participants Many
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participant is linked to an opening
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Provide Business Services to Engage
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The organizations in the study all
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community, such as the services the
Page 69 and 70:
depend more heavily on other fundin
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Sometimes a legislation that is out
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on the participants they serve. Als
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Community engagement is also essent
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Website Description Length of Progr
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Eligibility Participants Served Par
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Participants Served ninth grade lev
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Length of Program Size of Program E
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Size of Program Eligibility Partici
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Eligibility Participants Served Ind
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Bragg, D.D., Kim, E., & Barnett, E.
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Herr, T., & Wagner, S. L. (2007). B
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NGA Center for Best Practices, Nati
Page 95 and 96:
The Workforce Boards of Metropolita
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The qualitative design of this proj
Page 99:
1313 East 60th Street Chicago, IL 6
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