THE GUIDE IS ONE IN A SERIES DESIGNED TO HELP COMMUNITIES IMPLEMENT THE NOSR MODEL. COMPREHENSIVE EMPLOYMENT AND TRAINING ACT REGULATIONS ARE REVIEWED AS THEY APPLY TO DESIGNING WORK EXPERIENCE PROGRAMS FOR YOUTH. THE BASIC ORIENTATION OF THE NOSR MODEL -- REDUCING ALIENATION BY PROVIDING YOUTHS WITH SOCIALLY DESIRABLE OCCUPATIONAL ROLES -- IS DISCUSSED. GUIDELINES ARE PRESENTED ON MATCHING CLIENT INTERESTS WITH WORK STATIONS, CONTACTING POTENTIAL WORK STATIONS, INTERVIEWING WORK STATION PERSONNEL, FORMULATING AGREEMENTS WITH WORK STATIONS, WORK STATION PROCEDURE MANUALS, THE PREEMPLOYMENT CLIENT-COUNSELOR INTERVIEW, AND MONITORING WORK STATIONS. NOSR CLASSROOM COMPONENT ORIENTATION IS DISCUSSED, AND THE THREE BASIC CURRICULUM COMPONENTS ARE OUTLINED. THE USE OF EXISTING COMMUNITY RESOURCES TO PROVIDE CLASSROOM INSTRUCTION WITHIN THE NOSR FRAMEWORK IS DISCUSSED, AS ARE APPROACHES TO IMPLEMENTING THE CLASSROOM COMPONENT AND HELPING CLIENTS PLAN THEIR WORK EXPERIENCE-CLASSROOM PARTICIPATION SCHEDULES. APPENDED MATERIALS INCLUDE SAMPLE FORMS AND A SAMPLE LETTER OF UNDERSTANDING BETWEEN THE PROGRAM AND THE WORK STATION. FOR A RELATED DOCUMENT AND OTHER NOSR IMPLEMENTATION GUIDES, SEE NCJ 44987-44991 AND 44993-44996.