Competency-based programming for Job Training Partnership Act (JTPA) participants is a powerful tool that can be used by Private Industry Councils (PICs) to train youth in, among other things, the work maturity skills vital to finding and keeping employment. Work maturity skills are involved in the following behaviors: being on time for work, working industriously while on the job, getting along with others, dressing appropriately, following directions, completing the tasks assigned, and assuming responsibility. About 450 Service Delivery Areas across the United States have developed competency-based programs to teach work maturity or other competencies. Each local system is made up of the following key components: (1) PIC-recognized competency statements; (2) instruments to assess participant need; (3) employability plans; (4) classroom and on-site training; (5) evaluations of participant achievement; (6) certificates of achievement; and (7) documentation of participant activities. Following the narrative overview of the issues involved in developing such programs, the major portion of this report for job training professionals consists of seven descriptions of model programs. The descriptions take the form of National Alliance of Business Bulletins. The following sections follow the bulletins: a selected bibliography, a youth employment competency resource list, and a transcript of U.S. Department of Labor regulations that affect work maturity competencies. (CML)

Intended for use by local persons responsible for planning, managing, and evaluating Job Training Partnership Act (JTPA) programs, this guide draws on the experiences that Private Industry Councils, Service Delivery Areas (SDAs), and local program operators have had providing tryout employment. (Tryout employment programs provide entry-level work experiences to young people who would not usually be hired because they lack good work behaviors, attitudes, or skills or because they face other barriers to employment.) The guide describes alternative approaches and techniques used in current tryout programs. The first section of the guide defines tryout employment experience and explains why it is important. The second section provides a systematic approach to use in designing tryout employment programs. The third section uses that approach to describe locally developed programs or program functions such as assessment. This section also contains some examples of key forms developed by SDAs or operators for use with employers and participants in clarifying responsibilities and tracking performance. A list of National Alliance of Business regional service offices concludes the document. (CML)

Unemployment and underemployment are global development challenges. The situation in Ghana is no different. In 2016, it was projected that, given the country’s growing youth population, 300,000 new jobs would need to be created each year to absorb the increasing numbers of unemployed young people. Yet the employment structure of the Ghanaian economy has not changed much from several decades ago. Most jobs are low skill, requiring limited cognitive or technology know-how, reflected in low earnings and work of lower quality. An additional challenge for Ghana is the need to create access to an adequate number of high-quality, productive jobs. This report seeks to increase knowledge about Ghana’s job landscape and youth employment programs to assist policy makers and key stakeholders in identifying ways to improve the effectiveness of these programs and strengthen coordination among major stakeholders. Focused, strategic, short- to medium-term and long-term responses are required to address current unemployment and underemployment challenges. Effective coordination and synergies among youth employment programs are needed to avoid duplication of effort while the country’s economic structure transforms. Effective private sector participation in skills development and employment programs is recommended. The report posits interventions in five priority areas that are not new but could potentially make an impact through scaling up: (1) agriculture and agribusiness, (2) apprenticeship (skills training), (3) entrepreneurship, (4) high-yielding areas (renewable energy†“solar, construction, tourism, sports, and green jobs), and (5) preemployment support services. Finally, with the fast-changing nature of work due to technology and artificial intelligence, Ghana needs to develop an education and training system that is versatile and helps young people to adapt and thrive in the twenty-first century world of work.

Presents the findings of a three-year ASTD/U.S. Department of Labor nationwide study on how to develop a skilled workforce capable of meeting today's business requirements. Explains how to implement training programs that develop the new basic skills workers will need.