Behavioral Health Hub Grant Option B – Incumbent Worker Training Program Description

Program Description

MassHire Hampden County Workforce Board partnered with Springfield Technical Community College (STCC) to provide a micro-credential in Human Services/Social Work to individuals employed in community-based behavioral health organizations.  The program provided employer-selected, credit-bearing human service and social work courses, and employer-led coaching and mentoring to prepare incumbent employees for career advancements with wage increases.  The project was funded by a Behavioral Health Partnership Expansion Grant with funding from the MassHealth Delivery System Reform Incentive Payment (DSRIP) Statewide Investment Program and RIZE Massachusetts Foundation, Inc. and administered by the Commonwealth Corporation.

Program Enrollment and Selection

Behavioral Health Network, Center for Human Development, Clinical & Support Options, Inc., Gandara Mental Health Center, Inc., Mental Health Association, Inc., and ServiceNet, Inc. were the project’s employer partners.  All employers elected to communicate the training and career development opportunity to the direct care staff in their organizations.  Some employers also targeted specific individuals and encouraged them to apply to the program.  Seventeen direct care workers initiated the application process; fifteen completed their applications and enrolled in the training program in March 2022.

Program Registration

The application process included a registration process with the employer, as well as a registration and enrollment with the college.  Employees were given three weeks to complete the registration.  Interested applicants needed to meet the eligibility criteria.  The criteria were as follows: applicants must be employed for 18 months or more with the organization, a current employee, has strong supervisory support to accommodate educational needs and training schedule, has an interest in the behavioral health field, an interest in career advancement, and the organization must be located in the state. The employees were given a single point-of-contact at their organizations, in many cases these contacts served as the coach/mentor.   A full description of the coaches’ role and responsibility, can be viewed: Career Coach Responsibility. STCC also assigned an admissions counselor who participated in the development of the application process, served as the admissions counselor for all program applicants and created a training session to guide applicants through STCC’s program registration.

Academic Supports and Intervention

After enrolling in training, the students were partnered with an academic counselor who provided academic and wrap-around support to all students in the program. This included providing guidance on registering for courses, applying for financial aid, connecting them with on campus resources, such as securing Chromebooks for course work, and successfully logging into their courses.  They were also directed to sign-up for on-campus students programs such as TRIO Student Support Services, TRIO SSS assists students in maintaining good academic standing, increase persistence and college graduation, and the Center for Access Services.  The Center for Access Services (CAS) provides STCC students with a broad range of non-academic support. CAS staff help students overcome barriers that stand in the way of self-sufficiency, allowing them to succeed and stay in school. The CAS offers a variety of services and initiatives, including free school supplies and the RAM Mini Mart, which provides groceries and meals to students facing food insecurity, learn more: https://www.stcc.edu/resources/personal-support/cas/.

Several students were enrolled in college courses prior to the project and received support from the Student Support Center.  These individuals continued to access these services.  The Student Success Center helps students overcome obstacles and to be successful in accomplishing their personal, educational, and professional goals. All services provided were free to all STCC students.  Additional programs supports and services included: two webinars: Exploring Careers in Behavioral Health and Balancing School and Work.  Regular, ongoing monitoring and communication on students’ progress and challenges were communicated by the faculty to the project manager, who informed the coach/mentor to consult with the student.

Training Schedule

The course schedule included: Spring – First Year Experience for Behavioral Health (1 Credit), Summer – Introduction to Social Work (3 credits), Fall – Ethics In Social Work and Human Services (3 Credits), Spring – Addiction/Substance Abuse (3 credits).  In the first year experience course, students received career pathway advising and received information on career assessment tools.  They completed a career assessment and developed a career pathway plan.

The course schedule was altered during the progression of the Introduction to Social Work course, when the team learned that the students were struggling with a three-credit course, compared to the initial one-credit course. The team decided to extend the training which was complemented with an extension of grant funding.  Students who struggled with the courses received increased counseling from the program faculty and academic counselor.  They were also referred to the Students Success Center.

Program Outcomes

• 100% of participants were inspired to advance their education
• 91% of participants received a significant wage increases during the course of the program
• 84 total college credits were earned by program participants
• 78% of participants persisted (enrolled in at least one course each semester) through the end of the program
• 54% of participants earned a micro-credential in Human Services/Social Work
• 54% of participants received a promotion during the course of the program
• 54% of participants received a significant wage increases and a promotion during the course of the program
• $4.68 is the average wage increase for participants who completed the program and retained full-time employment
• Three participants exceeded the prescribed number of courses and credits
• Four participants have extended their education beyond the length of the grant and are pursuing an Associates Degree
• Four participants are on track to complete an Associate’s Degree in Human Services/Social Work

Program challenges and interventions

Challenges	Interventions
(Program Registration) Several applicants migrated from Puerto Rico and were unable to locate their high school diploma	These students were instructed to change their registration from the certificate course to an undeclared student status. This registration status change allowed the students to take the courses in the sequence until they were able to meet all the requirements of the credit-bearing program.
(Remote Learning) Online remote learning was a challenge for many.	Course offerings were restructured because students struggled with asynchronous, remote learning. The team explored the feasibility of transitioning courses to live in person sessions. But changes to the delivery of the courses couldn’t be done without union negotiations. Future changes could be considered if the cohort meet the minimum capacity (12 students for a full course). The academic counselor committed to schedule bi-weekly check-ins with all of the grant recipients. MassHire created and facilitated a voluntary study group for participants. The participants met weekly to review assignments together. The coaches co-created a participants check-in template to track participants’ participation on a more proactive and consistent basis.
(Life Challenges) Personal life challenges were a common obstacle for many participants. One experienced the loss of a parent and other challenges at work. Two participants was challenged by the mental health of their children.	Both participants withdrew from the program and postpone their training to increase care and supervision of their children. They both expressed appreciation for the opportunity but could not remain in the training due to family and work responsibilities
(Work Commitments) Work hours and expectations were challenging	The team provided students with additional resources recommended by a Student Success Coach at the college. These resources are (1) Effective Studying Tips Workshop, (2) Learning Style Self-Assessment (3) and a recommendation that students meet with a success coach and accountability partner at the college. Additionally, developmental courses were recommended for these individuals, they both decided to withdrew from the program.
(Academic Challenges) Two participants experienced significant academic challenges with the courses	Both were directed to complete a college placement exam and developmental college courses were recommended before continuing in the social work program. Both elected to withdraw from the program.