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a. Description: Frequently, many Work First recipients have little or no job <br />history and need direction and training in more than job skills. They need <br />assistance in developing skills that can help them obtain and maintain a job. <br />These include resume and application skills, interviewing skills, <br />communicating, problem solving, crisis management, assertiveness, parent <br />training; time management, and positive work and personal habits. <br />b. Provision: Social workers at DSS will be primary providers of positive traits <br />to WorkFirst recipients. If finances allow, the community college can assist. <br />The local JobLink Career Center sometimes provides these services as well, <br />and they can be utilized. <br />c. Contributing to meeting of goals: Job Readiness activities can contribute tc <br />the meeting of the following goals: <br />• Employment <br />• Job Retention <br />5. Job Skills Training Directly Related to Employment <br />a. Description: This activity is emphasized for those recipients who are <br />participating in countable work-related activities at least 20 hours a week, and <br />through assessment it is determined that they are not going to meet the earning <br />potential needed to get off public assistance, due a lack of job skills. Referrals <br />will be made to training resources for skills training that will not last beyond 3 <br />months. <br />b. Provision: These services will be provided primarily by Rowan-Cabarrus <br />Community College, but also by Workforce Investment Act (WIA) funded <br />programs. <br />c. Contribution to meeting of goals: Job Skills training has an impact on the <br />following goals: <br />• Employment <br />• Meeting Federal Participation Rates <br />• Job.Retention <br />• Staying off welfare <br />• Prevention of Welfare Dependency <br />6. Satisfactory Attendance at Secondary School or In a Course of Study Leading <br />to a Certificate of General Equivalence <br />a. Description: This activity is emphasized for those recipients who are <br />participating in countable work-related activities at least 20 hours a week, and <br />have not completed high school. In today's job market, a high school diploma <br />or GED is needed as a bare minimum to secure a job that can maintain a <br />household. Also, in today's society it is necessary for the non-English <br />speaking segment of the population to enhance their employability through <br />`English As A Second Language' (ESL) programs. This is not only important <br />for adults, but also for children in the household, as they must begin preparing <br />at an early age for work. <br />~' <br />