Building Worker Power Through Workforce Development final 10-4-2024 - Flipbook - Page 14
Learning: Organizational Size Differences
Smaller organizations were more likely to report
including both workers’ rights and job quality
courses in their training curriculums. There was a
slight difference in responses for the inclusion of
workers’ rights among small and larger organizations (52% versus 50%). However, there was a
larger difference in responses for job quality, with
smaller organizations being 20% more likely (39%
versus 19%) to report incorporating such training
than larger organizations.
The variation in prioritization of worker’s rights and job quality
standards across organizations was also seen in responses to
questions about the provision of related services to participants: 43% of responding organizations indicated that they
include worker’s rights information in training curriculum, and
34% of respondents report including job quality in training
curriculum.
Regarding “dosage” measured in a month’s worth of
programming:
• Twenty-two (22%) percent of organizations providing
worker’s rights training reported spending one to three
hours per month “teaching or discussing employee or
workers’ rights”. The next largest group, at 12%, report
spending less than one hour a month on the topic.
• One in 昀椀ve respondents reported spending one to three
hours “teaching or discussing job quality” and 19% spend
three or more hours on the topic per month. Job quality
topics most frequently reported by responding
organizations were “safety and health at work,”
“learning opportunities,” “healthcare bene昀椀ts,” and
“living wage/earnings.”
When asked what support organizations need to achieve their
goals concerning workers’ rights and job quality, staff training
arose as a particularly important need. This was especially true
for responding organizations serving “Homeless/housing unstable individuals” with 85% indicating needing “Staff Training”
help to achieve workers’ rights outcomes.
Curricula development was the second most frequently cited
need, with information systems and evaluation support also
listed as resources needed to increase job quality outcomes
for participants. A third of all responding orgs serving “Black,”
“Latine,” or “Homeless/Housing” unstable individuals, indicated
need in these areas.
Average hours spent
“teaching or discussing
worker’s rights” per month.
Respondents spending
one to three hours a
month “teaching or
discussing job quality.”
We were heartened to see the needs for staff training and curricula development were organically addressed in some pilot
sites:
• Case management staff at one partner organization
reported a new ability to aid workers in rights violation
claims. This included gaining familiarity with the
agencies and processes needed to 昀椀le complaints and
are more empowered to act as resources for clients who
call in to obtain services during an active workplace
health and safety crisis.
• Project partners also created curricula tailored to the
local context, and in some cases translated those
materials into additional languages, laying the
groundwork for re昀椀ning and scaling this approach with
the tools needed by workforce providers.
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B U I L D I N G W O R K E R P O W E R T H RO U G H W O R K FO RC E D E V E LO P M E N T
