| I lllllllll \ ‘1 M‘ ‘ \ I {w r M ‘ W M l g l a- .'- " i,‘ .._.....,.;-.4‘¢o¢' : ”3mm 3 fimmgm “a“ naversiw ' ii ovcgpue nuts: or. ‘\ “J . 25¢ per day per iteu ' £3. ' ' “ {Kai}. f. , mamas LIBRARY MATERIALS: )\ “gang” ' 1 Place in book return to remove charge from circuht‘lon records STAFF ILL VLECPLZZIT OF CASE .mmwlll IN w- TIIE III-31111;; COUI‘I ‘1’ SURE! 13 OF SOCIAL; AID, :::3:11cr.::, 17:13:: 19-44 TO 1954 Rhoda Beatrice Pollard A PROJE“'T FEPCRT the Department of Social higan State College, 1 Fulfillment of the .ents for the Degree June 1955 Ap;rovo‘: U ,, I” 1/ /I (7:) , 6),? 5712/77” /7{(,_ Cilair.-::zr:, Ros earoo Gourmit + /. < ’7 RM»;,,—&\§K\ ~\ Gun/k5" Qfiw, Head of Deoart :ont ' ITH E313 or-» :v— v.-. N».....-..m<~ r ‘ ALU;L-~U"J—LL.J J‘A1-J--.LD sietance of Messrs. Darvl Iinnis :ud Le wrence ECDCS of the Ingh2m County Bureau of Social Aid is recorded in - ..l v ' 4- s :1 1“ ' -' _ J- . $31 .-. connection filofl tuis researcl trogect. “ention mUSb oe t1o coope r2tion received from the entire 513 (3 p. m p. e 0 F41) a ‘fi‘1 {on r‘ hr. '14- - ‘11 «"11 *r '1 I I710 Va n Ln I a A e V~Arct,‘4u \_I.nCL LJkil b CkA—l—‘V";l —é—‘.‘V 51.1. 1.. in“ L) . Ur,“ (Arlo L) 1 re "ore to the U: :e of cue 5‘ . '1', 0""..- q 4‘ T‘-" *3!“ ‘3“ ‘0 I Iloc-ciel.1uruits ere came to 14?. Tu “Hie Cooi.o1 1i1e '1 t: n J— 1A 4. '1 .eo out? 1or b1“ stuoy. I r - -'~-" 4‘ ‘ 1's. ,. 1- . .11 oe re uflfi114 Sie 11t11x1t acune1b- *4 4 .4 J- 1‘! 1-». r - 1v -,4 1' e4 ‘ lee e oer oect no “103 :r nces Let 31ecuer, hr. “anireo LilliClORS and Professor Bernard Re 3 for their advice 01 encouragement, and to t 1e faculty of d1e Deonrtmeot of Social fiork o: ionicnn State College. {._I Fi 1ee epe eciall3 to acknow- :5 J (D *3 H. d- J “S {2. {3 .. 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CHAPTER I I1\ \T'TTDDUC TIC It i now rather generally accepted that staff training is a major administrative responsibility that must be assumed by social agencies if services are to be well and effectively rendered and if all staff, regardless of the amount of preparation at en rence to employment, is to have opportunity to develop professionally in the course of the day to day work. - Ernest V. Hollis and Alice L. Taylor1 This statement is particularly pertinent for pub- lic assistance which received its greatest impetus through federal participation. The depression in the thirties caught social work in tlie United Sta tes unprepared to un- dertake the colossal task of supplying aid to the millions of people who were rendered destitute. A that time, the~ Cr at majority of social workers were in the e nployment of private agencies and these workers were not enough to cope with the situation. In order to carry out their pro rams of financial assistance and workr eli ef, the federal and state ovGrimans were forced to use whoever was available. Applicants with an average education, either through high school or more, were considered for employment even thoufh tiey lacked experience in social work. 1 Educrtion i Kew Io~k, l ll’s & Alice L. Tayl.or, Sociel work 0 l e1 States, Columb’a University Press, , C. -2- When the Social Security Act of 1935 established federal-state-local participation in public assistance on a permanent basis, the situation as regards the qualifica- tions of the staff remained unchanged. The distribution of financial aid which was almost the sole aim of he public stress Ho assistance programs in that period of economic d did not seem to offer a great enough challenge to trained social workers. In some quarters, it was felt that income- maintenance programs did not require the use of professional skills. Those who accepted positions in these programs were usually appointed to executive posts in federal and y * state departments. The local offices, on the other hand, had to depend almost exclusively on untrained workers. Staff development became a necessity and was re- COgnized as an essential administrative responsibility. From 1956 the Bureau of Public Assistance, through its Division of Technical Traini-g, worked closely with state agencies encouraging alministrators to develop plans for training staff and to experiment with various training ples of staff develOpment were formulated H methods. Princ and circulated among the states.2 The result of these beginnings is that today in every state some type of train— ing is being carried on in public assistance agencies and in more than half of the states full-tine positions or 2 Corinne H. Wolfe, "Group Training Hethod Public Assistance Agencies", A ministration, C e and Consultation, Family Service Association of nmer New York, 1955, p. l9. special attention to staff '6 c+ O ( ‘\ H. <: (D units have been set u Within the last twenty years, the ca tegorics 1 re- lief programs have expanded enormously. In December 1952, a total of 5,400,000 people in the United States, or 1 in 4 29, were in the receipt of public assistance grants. But the situation in re3ard to the proportion of professionally trained workers in the staffs of public assistance agen- cies hardly improved. In 195 0, only about two out of ten persons holding social work positions in the public assistance pro- gram in the United States he" any graduate profession- al training. Only 4 per cent of the social work posi- tions in public e.ssis ta nce were filled wit: individuals with two years or more of graduate professional educa- tion.3 .0 At the same time, the need for trained staff in public assistance is becoming more keenly felt. The rising costs of welfare services have created, both among social workers and in the community at larre, demand for more V {13 specific demonstration of the value of these services. Further, the social insurance programs and improved econ- mic conditions are causing a proportionate reduction in the number of public assistance recipients. The result is -1 F3 5 Ernest V. hollis & Alice .. . cit., p. 332. aylor, 0: —* Hawkins, "Public 4 Anne E Geddes & Charles E. l ' T E54, IiORSOSOTfO, EGW Assistance", So k Yearbook 1 York, 1954, p. r: ., . ,. . .‘- J Fedele F. Fauri, "Tze lOPt‘”C of pools 11 workers: Ch a.llen5e to Socia al Work Education" , Social Work Journal, April 1955, pp. 47-48. -4- that most of these recipients today are persons whose poverty is due more to their own individual problems than to adverse economic conditions. These people are in great need of rehabilitation. Rehabilitative services require the skill of highly trained staff. Yet, it has not been possible to recruit for the public as si.t9nce prog ems workers who possess the reouis ite inculec,c, understanding 9nd 81 till. Without adequately trained staff, the demand for service of 9 better Duality must be met by staff de- ve lopment activities. In public assistance, stl9 ff develOpment programs will, for 9 very lon: time, be the main source of training for staff. Schools of social work be e not been able to keep pace with the demand for professionally tr ined work- ers. From 1946 to 1950 there W9 9 steady incre9se in the number of students errolled. Beginning with 1951, there has been 9 decline e9ch yeer in full-time students. The decline is subs tLr .nti9l - from 4,356 in November 1950 to 3, 512 in Hovemger 195 4- 9 decline of one-fifth in a four ye9r period. Moreover, professionel educetion requires two years of full- time Eredu9te studv, 9 process considered by most public ‘4 ass is mt nce workers to be too long 9nd exp- neive for the m ’D laries generally pdid. In the circumstances, public 9.ssist9 :nce 95 encies have accepted responsibility for staff development and f 0 Fedele F. Fauri, op. cit., p. 47 generally arrange programs aimed at improving workers' performance. though not a substitute for professional education, this type of training can contribute much to the growth of workers and should be planned for the whole staff. +9 0 Purpose utUd The primary purpose of this study was to examine the staff develOpment provisions for ceseworhers cf the Ingham County Bureau of Social Aid from the time of its consolidation Witfl the county department of social welfare in February 1944 until December El, 1954. No attempt has been made to evaluate the effectiveness of the staff de— velopment activities, for such an undertaking is beyond the writer's immediate interests and abilities. Further, al- though scattered comments are to be found here and there about the adequacy of V9rious activities, great effort has not been made to discuss the completeness 9f the Ingham County staff development program as a Whole. This has been a descriptive study aimed mainly at obtaining a full appreciation of the content of the staff development pro- gram in the Ingham County bureau, and of the factors affect- ing it. The knowledge gained from this experience is val- uable because it can be applied to similar situations in which an untrained staff is charged with professional social work responsibilities. Many of the difficulties -6- er1c:ountered by the bureau, such as problems connected with snizeervision, lack of staff interest, staff turnover, large ceasefloads and insufficient funds are to be found in many soczial agencies. These must be taken into account in plan- nilng the staff development program. Further, all agencies 1’,‘ iaave responsibility for installing new workers - helping tkiem to understand their job, to maVe maximum use of their afiailities and to develop knowledge aLd skills requisite fkbr adequate performance. A great deal of experimentation ties been done in this area in Iichigan and so a study of 'the staff develOpment program of the Ingham County bureau, <3ne of the larger county bureaus, should provide useful information. It is anticipated that the study would have special meaning for persons charged with administrative responsi- bility. For this reason, special interest has been shown in those aspects of administration which affect the process of staff develOpment. It is recognized that administrative arrangements in different agencies are not identical, but the use of administrative devices for staff development is a practice that can be employed in most situations and should be encouraged. ) Scope of tud l: The period covered in the study was February 1944 to December 1954. The same director-supervisor was in office throughout that period and so it was convenient to -7- start the study from the beginning of his regime. This decision was also influenced by the fact that adequate records on the bureau were not available prior to 1044, which, as has been mentioned above, was the date of the consolidation of the bureau and the county department of social welfare. .Perhaps a more complete appreciation of the staff development program in public assistance in Richigan might have been gained if all of the county bureaus of social aid in the state were studied. However, for the purpose of limiting the study to a workable size, it was decided to examine staff development in the Ingnam County bureau only. Although consolidated under one director-supervisor, the Ingnam County bureau and county department of social welfare are administered separately. The caseworkers of the tw agencies are governed by severely different policies and requirements. For this reason, a combined study of both agencies would really have resulted in two studies. Since the administrative policies of the bureau are much more definite and standardized tian those of the county department, it seemed more useful to study the staff de- velopment program in the bureau. Within the bureau it was found necessary to limit the study to a particular classification of worker - Social Worker AI. Tiis is the designation for the caseworkers, whose primary function constitutes interviewing public assistance applicants 5nd recipients for the purpose of determining their eligibility for financial aid. y In order to appreciate fullv the several factors which affect the staff develop mnent pro gram of the Inghem County bureau, it was necessary to examine not only spec— ific educational activities, but also the total adminis- trative structure and ope ”(wtio 5:1plsn of the public as- sist nee program in the state. It was realized that the ' participation in staff development activi- caseworkers ties was influenced by their interest. Thus, attention was given to th e professional ualificetions and personal characteriC tics of the workers. Further, the extent to which worker s invest in plans for educational development is related to the retur s to be gained from sued invest- l s which it was felt could PS I Lent. Consequently, the f cto affect the use me de of tie staff development provisions were also examined. Because categorical aid is a state administered prorrsi, it was impo ~ible to exclude the State Depart- U) (Q ment of Social welfare from the study. fhe St: te Depe rt- ment takes res ponsibili ity for one of the most important staff development activities — the orientation pros ran. Loreover, the personnel policies governing bureau case- wor}:ers are formulated in the personnel division of the State Department, in conjunction with the Licnigan Civil Service Commission. Data for the study were collected by means of re- viewing literature on staff development; interviewing administrative and supervisory personnel and bureau oase- workers; attending a steff meeting of the bureau; and OJ reediny reports, manuals, minutes, studies an other a§:n- cy material. A review of literature was made in order to obtain a clear understanding of stuff development and to know what activities, policies and practices to identify in studying the Ingham County bureau program. This proce- dure was necessary because staff development is interpreted variously by different writens. Interviews were conducted with administrative per- sonnel in the public assistance division and the personnel division of the State Department of Social Welfare, es- pecially with those who have or have had responsibility for training programs. Staff members of the research and survey division of the Iichiqan Civil Service Commission and the associate-director of the Licnigan Eclfare League were also interv ewed. In the bureau, conferences were held with workers from each classification. A schedule7 was used in the interviews with tne director-supervisor and tne senior casework supervisor. Tie other persons inter- 7 See Appendix A, pace 103. -10- viewed were tne other casework supervisor, the clerical supervisor end some of the caseworkers. The agency material wnicn was read included the Manual of Policies and Procedures, annual reports, minutes of staff meetinfs, personnel 3 udies and other material. Records from the State Department consisted of orientation manuals, training material, minutes of the Social Welfare Commission, meetings, administrative studies, and biennial reports. soci deve reg: deve spec in 19 CHAPTER II STAFF DE VELCPIE" Administration is the process of tre nsforming 8.1/ y -1 L2 .1. L3 0 .5; L) G 1.. S l policy into soc 1 service This is one b3 ”e ns taff. Thus, en important dui nis trstive responsi— ty is findin3 wavs for releasin3 tne cals.cities of O f for the purposes of e3enc3. This process 1s staff lopment. In the literature there seems to be confusion .rdin3 the meaning of in—service trainin3 and staff lopment. In some one es tie terms are used i‘n -ter01an3e- ; at other times one or the other is used wit.; ut ial reason. Josep onir e Brown, writin3 on the subject 38, strtes: In-service traini n3 is a pirase oorro .'ed from other fields and role .tivelv new to socig 1 work. During the Emergech Relief Adm ir istretion we talked about 'te"c*ir3-on-tne-iob' and De ore that, in the pre- depression ere, many social a3encies gave their work- ers 'spprentices hip tra.inin3'. These terms were ap— plied to very different processes, desi3ned to meet situations wLica varied sharply from each other an“ from tie situation today in personnel needs 51d train- in3 facilities. There is no question but that we now need a new tern, and in- service trainin3 has an extensive, if somewhat confused, uzza3e in other fields.0 8 JO°€?‘110 C. Brovm, "In-Serv1ce Tra1nin3 for is 'welferc , Surve3 n1C‘Oct lV, October and Kovemier, , pa3e 310. -12.. A new term 'staff deveIOpment' was introduced la Lter, but 'in-service trainin3' was still retained. In the fol- lowin3 statement made in 1954, Evelyn Weller reco3nizes the distinction between the two terms: As a3 ncies 3ained experience, he3 beca1e aware that within he age ncy setting and des pi te a heavy work- load there were tremendous potentialities for ste ff 3rowth and development in the perform ance of the day by day job. We r“ruducllv ame to think in terms of ste ff develOpnent prorr.ns and by this we mean of course somethin3 much more comprehensive than what had fogmerly been viewed as in-service trainin3 pro- {" amt“ \A—ALJ./ From the above it seems that staff development is more than in-service trr‘nid3 It encompasses rather than supilants in-service training. Arlien Johnson's con— cept of totality - seein3 function and operation as a whole - is useful in understanding staff develOpment. In—service training constitutes specific educational activities de- signed to develop the staff. Staff develOpment, on the other hand, is conceived in terms of the total function- ing of the agency. Arthur Miles subst ntie tes this in his definition of in-service tr.s1nin:: In-service trainin is the part of staff development which calls for (staff) p-rt1c1o.tion. It serves as an orientation of a new e1ployee to the erranize tion, the technical set-up, the routine work and rules and procedures of the a3ency. It aims at refresh n3 the skill an“ knowledge of the st: f whicl1re3ard the me- thods of work, new develOpments, chan3 es in leg islation and policy and the new 3rofessional point of view. Cy J Evelyn G. neller, "Ste ff Developr ent as an Inte- 3ral Part of nd11n1str tion" , A. P. W.A. Central Re3ional Conference, June 17,1954. (Unpuolis ed material). 0 Im tiur P. liiles, An Introduction to Public Welfare, th 81%. Conmxnrr, Bost£>-, 19119, p. '"58. -15- :efinition further illustrates the {M Walter Friedlander's .1. current usage of the two terms, staff development and in- service training: Staff development intends to improve tie capacity and effective work of public welfare personnel. It uses in-service training and primarily conscientious super- vision rs its principal means. It seeks to secure continued professional growth of all staff members and to stren3then their sLill and interest in per- form n3 the best pos si service for the public. Staff development leads1 to an improvement of the qual- ity of work perforned 1n the social a3ency.* Aim f Staff Develophent Staff development is "a means of strengthening administration through improvin3 competence of staff". It is designed to meet tile needs of staff in relation to work expected of each employee towards achievement of the c.3ency' s purpos w".l¢ Its immediate concern is de- veloping staff, but its ultimate goal, like that of ad- ministration, is offering effective and efficient service. This is appropriately expressed in a statement by the Bursa of Public Ass is te nce as follows: (St ff development) has as its general goal 3ivin3 the stsi f me oer an Opportunity to secure growth on the job and to develop an increased capacity for doing that job.....The ultimate objective of any social ser- vice in-train ing pro3ram is the improvement of qual- ity of service offered by the a3ency. This implies pr03ra111plannin3 in accordance with the capacity of 11 Walter A. Friedlsnder, ncroduction to Social flelfare, New York, Prentice—Hall Inc., 1955, p. 581. O 1- 1 . . 13 sureau of Puolic Ass1stance, Division of Tech- nica 1 Training , Staff DevelOpment Programs in State Puolic I f‘.’ Ass1stance Agencies, December 2, 1940. (mimeographed). -1A_ staff members end the promoting of growth in staff members on the pert of administrators and supervisors.13 Ksture of Staff DevelOpment In staff develOpment it is envisaged the t training would be of a continuous nature. Also, each staff member is expected to contribute towerds the process in his own interest. Those who have authority over others have re- sponsibility towards the growth of the staff under their control in addition to their own growth. Rev Johns de- scribes this as: a continuous process. It is both a personal and an agency responsibility. It involves everg one on th staff, new workers and wperienced workers, persons in positions of lesser e.nd greater respons ' _bilities, in all types of positions. Staff velopment inclu udes specific educational activities as well as facilitative devices calculated to predispos the worker for growth. Principles _§ Steff DevelOpment After many years of experience in offering con- sultation to state welfare depe—rtments on staff develop- ment, the Bureau of Public Assistance developed principles which have been generally accepted as bases for a sound staff development program. These are: 13% Wres.u of Public Ass'stsnce, Division of Tec‘;1- nicel Training Current Pre.ctices in St ff Training IV, October 19 46, p. 5. 1 1 o 0 1* Rey Jo:1ns, Executive Responsibilitg, Associa— tion PI‘GSS, .Lve"! YOI‘--, 1954, p0 1030 -13- A. All members of the agency's st ff should be in- cluded in the program of staff develOpment. B. The program should be planned specifically to meet needs of staff in relation to the we k expected of each employee toward achievement of agency' 8 purposes. C. Staff members competent to plan and to give direc- tion to necessary content and method should be pro— vided for the program. D. Because of the dynamic nature of public welfare and of workers' potentialities, it is expected that de- velopment of staff will be considered as a continuing process. M The progr m of staff development is recognized as an inte5ral p rt of administration and as a means of strengthening? a mini istr cation whroue 1h improving com- petence of ste ff. 13 These principles definitely place staff develop- ment as an administrative responsibility. The Bureau of Public Assistance felt that "the development and mainten- ance of staff development programs were a proper part of the administration of state public assistance agencies and necessary to tle achievement of their ultimate objec- tives."llO Arthur Niles states that staff develOpment "is an important part of personnel administration and of the total administrative process".17 Indeed, several aspects of administration affect the staff development program. I: 14 Bureau of Public Assistance, Division of Tech- nical Traininf, Staff Development Prosrrms in Public- Assistance Agencies, March 1+, 1911. (mimeographed). m ,,, 1“ Ioic. 17 Arthur P. Miles, 92. cit., p. 360. -15- Among thee are the selection of personnel, leave regu- lations and even sa ml ries. Hence Clyde White's remark, "The present salary level (in public assistance) is hardly conducive to investment in two yea rs of professional edu- cation at the graduate level."10 Content 9: Staff Development An adequate staff development program covers a wide range of activities. It makes use of resources within the ah ency and in the community. Responsibility for the program is assigned to a particular member of the adminis— trative staff :nd the program is consciously ple nned and carried out by him. It deserves the name of pro ram only if this is done. Specific staff development activities include orientation; upervis ion througi staff meetings, indi- vidual conferences, group conferences and evaluations; training opportunities, such as lectures, institutes, staff committees, educational le: ves and work study pl: ns; participation in policy formulation and public relation activities; and pr vision of adequate and up-to-date equip- ment, libraries and office awn nities . A staff development program should also plan for fostering good morale, high standards and stimulating informal relationships. Staff develOpment, like budgeting or public re- l H) 0) 18 R. Clyde white, administration of Public 3 American Book Company, B.ew York, 1940, p. 154. (I) -LI'C: , -17- both [I] lations, is a process of administration. It include educational activities aimed at develOping technical skill, and facilitative devices intended to enatle staff to accept traininfi. The latter are important to the staff development process because they influence the extent to which the ed- ucational activities are used. Staff members' set for using the educational activities is often influenced by seemingly unrelated events. For example, in planning its staff develOpment program an a§ency might include plans for educational leave. However, the conditions of the leave might be so rigorous as to deter workers from making use of the opportunity. Similarly, there are a number of devices which might enhance participation in educational activities. In one agency the installation of new dicta- phones was used is an opportunity for a course in case 9: recording. Staff development is an integral part of the ad- ministrative process and should be conceived in terms of the total process. C:IAP.. ER III TATE [113D COJI‘ if [.D--I"I._2IR».1 C1".T ruolic assistance in .1eiigan today is the cul- mination of an experiment in the ca re of tile desti tute which started with the territorial and early statehood periods of the state. Early arrangements for the care of the 'poor and pauper' were based on the English Poor Law, insti— which concentrated on providing indoor relief tutional care in almshouses for the 'worthy' The period around 1824 marked a turning point in which the giving of outdoor relief - aid to the poor in their own homes - was first accented as the responsibility of the township and county in Richigan. 'Superintendents of the poor' dispensed payments to those who qualified. Provisions for the care of dependent children were made through apprentices a ip to people who would have them. The philos0phy which is basic to the present day Kid to Depen- ren procram Jas evidenced in “1011 an in 1913 CH dC (it Gill with the introduction of mothers' pens ionss Tlis rogram ’5 provided for :ivinr :inancial aid to mothers in their homes in order to enable them to keep their ch 1ildren with them. .L However, the administration of the program of mothers' (3 m pensions we an activity of the probate court and not of the county or tow-ship public welfare office. State interest in public welfare "came in 1871 wi+ h the org e_nization of the State Board of Commissioners for the General Supervision of Penal, Pauper, and Reforma- tory Institutions, later named the State Board of Charities and Corrections, and the State Public School at Goldwater for def endent children" .19 The participation of the federal government in relief activities durin? t1e depression was the first experiment in federal financing for any relief project. The several federal work relief programs were centered in the state welfare depar sent with the counties sharing a be re minir1um of responsibility. Under the Social Security Act of 1935, categorical assistance was made av 3.115 ble to three groups 01 dependent persons - the leedy aged de epen- dent children and the needy blind. In 1950 another cate- gory, the permanently and totally disabled was added. Funds for the operation of these prog ams were obtained from federal and state governments, but their administ a- tion involved federal, state and local participation. However, tfle giving ofc Wir ct relief continued in the counties. From the st~oliscm1nt of tie sherbencv Relief Admin- istration in 1953 to t_e enactment of the present wel- fare act in 1939....there entered the question as to who should pay the cos t of relief state or county, and the issue of local versus state ae1sinistrative control. J. 4 19 St ff Re ort to the Michi-a n Joint Legislative Committee on Reo org: nization of State Government, The Rich- igan Department of Social Welfare, Eieport No. 25, October 1951, p. 2. -20- P.) Ji h the enactment of the 1939 :ct, ho ever, the state erged as a leader in public assistance....But the mttter of integration of state“ and local agencies in direct relief administration was not resolved. Hence, nicbl .an has a dual system of welfare administration. In the area of categorical aids the programs are ad- ministered by the state with fed erzl financial partici— pation. In the area of direct relief there is local control with virtually no state supervision and with the state providing financial assistance of fifty per cent or more of the cost of direct relief. 2 In accordance with the provisions of the hiCQlCOn Social Welfare Act of 1939, a st ate dep rtm Pdlt of socia welfare was createt: which shall possess the powers 3rented and the duties imposed in this act. Suc'1 ste te eee-rtreat shall con- sist of a state social welfare com mission hereinafter created, and of a director, end of the supervisor of the bureau of social securitv herei1n fter created and such assistants and er;1ployees as mav be appointed or employed in such deprrtment.2 } J ‘J Social Nelfare C 3m ssion The overall controlling, planning and coordinating responsibility for the State Department of Social Welfare rests with the Kichigan Social welfare Commission which is appointed by the Governor with the approval of the Sen— ate. The Commissioners are (D :3 O 5 I C] $- 3 H C 7 *3 Ho (“ J {1 OJ Ho 3 'd ‘23 '"S c... P. U) C) B U 0 D :4 term. They appoint the Director of he Sta te Dep." rtm ent of Social Welfare who performs the services of secretary to the Commission. On the basis of the authority given to the v Commission through the Act: to appoint the sam- pe son as Director of the Depart- nt and Supervisor of the jureau of Social Security, the -;i a fan Social Helfare Commission has developed p ....As a result the Bureau of Social Security in the State Department Ol 30013 1 Welfare he s entirelv dis— appeared from the organi7 zational framewori.4d c.i letely inter ated Department of Social Welfare r} b State Department of Social Welfare The present State Department of Social Welfare is divine; into two sections - the administrative services and the social services. There are four divisions in the administrative section. One of t1em the personne el diviSien, is of particular importance to this study. The formal functions of this division are: general de p3 mnt l per- evelOpment; maintenance (3. sonnel relations and personnel of personnel records; preparation of payrolls; liai- with civil service on personnel recruitment, personnel need, and position specifications and classifications; and liaison with federal government in regard to personnel matters in which federal gover m. nt reserves tn qe riglit of final approval. It is clear that some of these activities affect the staff development prof :rers for workers employed by the State Department of Social Welfare. There are three divisions of the social services section of the Ste te Department - the public as istance on of ser— Ho division, the children's division and th divis 22 Michigan Social Welfare Commission, Eighth Biennial Report, July 1932 - June 1954, Lansing, Michigan, December -22.. vices for the blind. Each of these divisions is directly responsible to the Director of the State Department, but the head of the children's division also holds the title of supervisor of social services and has a consultative relationship with the heads of the other two divisions. The public assistance division with which this study is mainly concerned is described in greater detail in the fol- lowing paragraphs. 1 J- Public Assistance Division Figure l on page 23 shows the organizational struc- ture of the State Department of Social Welfare. The Public Assistance Division, a unit of which is the county bureau of social aid, is charged with the overall responsibility for adminis- tration of the various categories of assistance in which there is federal financial participation (Old Age Assistance, Aid to Dependent Children, Aid to the Blind, Aid to the Permanently and Totally Disabled).23 Its functions include: 1) The preparation of changes in policy; preparation of rules and regulations relative to the categorical pro- grams for submission to the Commission; and transmission of policies and procedures to the county bureau where the program is put into operation. 2) The conduct of hearings on appeals from dissatis- fied applicants or recipients and the preparation of a 23 Staff Report to the Michigan Joint Legislative Committee on Reorganization of State Government, op. cit., p. 29. -23- mnuo_-~. h2m2u0_o maid; mmuxmo; o.< HWBom azPzaoo u.._oz.m meuIPE‘auo >rzaou rrzaoo __ . : _ llllllllllllllllllllllllll .2 _ 1 IIIIII L uuuuuuuuuuu ._ _ _ 02.40 “ zo_m_>.o 33>qu _ o 33:52. me; «On _ Jooxumlfl Joorum r2212: hzm2>04mzu _ .. _ 3%.... z_ o. 3.0 . no 032:. _ .._o ...o zo_m_>_o _ 20.920 20.220 _ a _ _ _ _ uuuuuuuuuuu hrunuuunnuunpinuunuuauunu mmuSmum diuom muuSmwm m>_Pmmaam mpzfiflmml‘ maid; 4100» no hzuzkméuo whim w>_.—.<¢Pfl_2_§o( "l|A «65.0qu zo_mm..zs_oo $5.4m; 4<_oom Z ecutive responsibility for both agencies. As described above, the tw agencies Operate a m st independently of each other. Kr. Hinnis is responsible to the supervisor of the public ass'st- ance division through the area repres— ntative. In the bureau I ‘I he has res,oqsi sility for the management of the entire staff, iJo but delegates most of this r spon. bili ty to the senior case- *J. U] 0 work super c. n-rever be directly supervises the case— worker in charge of the office caseload and the caseworker cc rryins reswvon ibilitv for special services to the blind. His 1uties include: interpretin: and puttinfi into effect the rules and policies of the licairan Social Welfare nomission; plannins an' directins work of the staff in Senoral; plannin: and chairing sent lr meeti 3s; correspondence and complaints dealing wita criticisms of the bureau program. He supervises the preparation of 2< 438m no 335m C280 $32: 5E5 #2225530 ~95er . \ .\ Is 0‘ - .. LUIS : .. .H-l‘ : _Vfic\0ufiu«w o .u. 1— Lgmtjkw . H.‘ tux} COW M.‘ .xavvxxs .uom he Whm§WMuM Edi. LW lmuux aim - mkvxgo 03w. . - VOMIKMKV .m «66‘ II. I. l ‘- slll ' ‘ l 1 .EYV 0‘3 .uom xowiivnfm """"""""" . _ — q WQLdQ .l‘ \: - H. .SVW £3 .uom F _ l _ l - 2.2 hr?“ ‘Conm ”‘0 330$3m1_ \¢\N\$ \GWUOUI ‘0 \tUEkaKUA kaQ—V *A .M.~.\vu.: . A LV‘ OJ.\7¥WQ!M \ XQL1UULsA— _ W; Caskets 4 wk. \QY (we? _ r 0.311% Uéknswu§ u RAYQ _ 9.3»: im «a the was 4 0&33 \quflv WQ \uLGleJ— v —ufl0m.\§eq wt VXGQQ ~323M— ‘l l -32- monthly and annual reports compiled by workers and has obligation for interpretinf the agency's program to the community for the sake of developing favorable community attitudes. Since this study's concern is with the staff development program in the bursa , Kr. Hinnis' duties in regard to the county department of social welfare have not been enumerated. The senior casework supervisor, Er. Lawrence Bates, who is classified as Social Work administrator II, manages the staff of the bureau and suiervises the other casework C0 upervisor. This latter practice provides for coordination f the casework program. Mr. Bates also directly super- 0 Vises seven caseworkers. He reviews the intake procedures, requests for burial, CASI recovery on burials, recovery of estates of former recipients, some correspondence on complaints, and registration aid assignment of applica- tions. In addition, all casework records for the State Department are reviewed by him before tra snittal from the bureau. In the absence of the director-supervisor, he has r for the bureau. 1 d total responsibilit firs. Blanche Atchison, the other casework super- visor (Social Work ndministrator I) supervises five case— '1 workers and as—ists in training, orienting and inducting E new workers. She is in charge of the Homes for the Aged program. Also, she serves as consultant to the field instructor of the Richigan State College graduate student unit. T e civil SL rvice c assification of all the ease- workers employed in the bureau is Social Work AI. Some workers have special assignments, such as t vices for he o_ind eases, the office caseload, cases in rw‘ iomes for the aged, and intake. Selection of workers for these special jobs is made by the director-supervisor who uses as criteria for selection the worker's ability, exper— ience and initiative. The other caseworkers are assigned to cases on a geograph cal be sis. Because the Incham County bureau is net centrall3r 0 located in the county, it is inconvenient for some alei- ants to get to the office. The solution to this problem has been to set up diStrict offices in Jason , Stoclie ridge, Leslie and Hill iams ton. The offices are open on specific days for receiving applications by the workers assigned .1 to the particula‘ districts; .8. '3 Whether caseworkers have special assignments or not their jobs include sin'lar practices. They share the functions end responsibilities outlined for the bureau in the Social Welfare not and further interpreted in the Kanual of Policies and Procedures. The central purpose of a public assistance program is to assure adequate money payments to each eligible individual promptly nd in a constructive manne;, so that his le r"al ri,dts are protected, his self-respect and dignity as a person are rairt ined and strengthened, end so that he 3 y live in the community in the same ‘O 3 we; so Hoa-zever, .J reh creasi1: iven to recipients pe ndencg, but should resources in order to For the goricsl relief program expected to offer service of a for e 1 1 10.1 11el:. 1.12an Iinnncirl rr to understend and 1710111377 e:il its tive o; jective of pub 11' concern in public assistance is that should not encourage a {2.1 Ci 14:18:71 or Jane Hoey does not em7131ss ize the Of in- H O r J (.0 C') ’— a (D d" ”J D O (D . the help ‘- permsnent de— *‘ use of their own 4. O 9%} f5 - ‘ L) .3; (LP- things in themselves easin. ment of the objectives of the cate— the caseworkers in the bureau are professional nature. puslic assistance is an a13plicrtion and the expressed need is for finen- ionts will hpve no nlic A San Wer ncisco Ste te Undergraduate Ssci zl Wsrk Curriculum, College, 1954, p. 84. lation pertaii1in; to catesoricel relief; and of family budgeting techniques. The needed skills and aoilities are summarized in the followi n5 statemex 1t by the Committee on Social Work Education and Personnel of the America n Puolic welfare 1) bility to plan and organize work; 2) Skill in communication such as writing, interviewing, recording, community interpretation; ) Skill in det ern1ining a client' s eligibility for pub— ic assistance and his desire and need for other ser- ices; O Skill in the di CV ) scerr tent and inders tending of at- itudes, reaction 7 J l v' 4 t and role tionships; ) Ability to serve clie ts in a manner which contri- utes to the maintenancea 01nd further develOpment of 1eir self-reliance and se lf- spe set; C?“ C) U‘! f 0) Still in utilizing the appropriate social services of he agency and in re errals to suitable community resources; 7) Aoility to participate in a helpful way in the develoorent, evaluation and revision of inter- and intro-C(encv policies, procedures and agreements; 8) Skill in stablishing good Nor in1s reletio nships with co-workers, workersfiin ot1er agencies and other interested individuals.33 70 .-O n O O I J“ Licnigan Civil Serv1ce Comm1ss1 Announcement for Social worker AI, 30. 30 Ayur- January 19, :33. on, Examinetion 830 C (92013) 33 The Public Assist3nce Work~r, o. cit., p. 2. r1 4 ivil Serv \N N] .L ents ice Requires All of the caseworkers of the Inqnsm County bureau have qualified for tseir positions by 1eeting standards set oy toe ulCul”“n Civil S classified as Sociel Worn r in some detail these civil Civil Service Commission determines to ervice Conmis on for employees O 18 can 00¢, It nece ry to describe service rest irernents no cause the large; extent the personnel policies of the State Depsrtment. C‘t3fi‘ develop- ment programs are affected by personnel policie which must therelore to fully 3pprvci3ted if 0n eiequste understand— in: 0*r cteff dcveloprent is to be seiievee. (3 Examination Qualification for employment in the bureau is me ured by means of on examination consisting of a written test, 3n oral interview 3nd 3n evaluetion of erperience and training. The present requirements for the entrance xsminstion are: 1) Two years of recent full-time paid experience in either socicl cuseworn in s *1blic or private social work 3genc3, or err r ience within the last ten yea in related fields suei as te3cninr, nursing or her e economics, 3nd comple etien of the twelfth school grade; 01" 2)Conpletion of two yes rs in an accredited college with courses in sociel science; or 3) An acceptable combination oi the basic echel rience and training spe ified above.3 The Civil Service Commission also etpects persons 34 Michij - Civil Service Con mission, on. ci . to comp lv with other requirements in or:: or to be eligible to take the examination. Aoplicants must be United St ZWLG citizers and must h3ve resided in “_c3133n for at least commission before the iate set ior the t3uihction. Any age who meets the above require- ments may write the exe; ation. The names of all those persons who pass the exa:1 in3tion are listed in orler of heir rating. -“’ ‘ D O Q‘ q. Jaen a vacancy ior a 03seu011 r ar1ses 13 t. }) e county bureau, the personnel division of the State Depertnent makes available to the supervisor of :e countv bureat the three too names from the emelovment list for selection. A letter of inquiry is sent to any of the three persons named offer- Jit13. E. {.1 U1 ing him edolovxedt. If no reply is received .4 , say [0 , it is assumed that the pe'sen is no lonfer interested 3nd the letter of inquiry is sent to one of the two remaining persons.3‘ In this way, it is assumed that the best ap- plicants are appo nted. (c) Preoetionsrv Period A new worker serves 3 probationary period of six J. months. This provides an opportunity for him to 133 rn q aoout the job 3nc for t e our331 supervisor to assess his ‘ 7x '— ':r, ‘0 u o #3 "Jen 3 name is waived 1n tnis msnner th s isor may reeues t an edditional name from the cert ific ist kept by the personnel division. U. P‘fii g .ch e ti v l asilitv and interest. Service ratings are prep3red by the immediate supervisor of the new worker at the end of the thir: and sixth months. At the termination of the probationary period, the supervisor fills out the accent- ance or non- acceptance section of the rating form, depend- ing on the worker's performance. If the former section is J filled out the worker is entitler to permanent employment. 0 In addition to probationary r3 tinjs, two other types of service ratings are used. These are regular ser- vice ratings and prom tional potential ratings. Regular service ratings are used for evaluating the performance of workers who are employed permanent 1”" cog: This rating is required annually. Three msrks are used to sum up the evaluation - satisfactory, conditional or unsatisfactory. Only those workers who attain a satisfactory mark are elL i ole for salary increase. A worker who receives a conditional mark must improve his performance before the ext rating is due or he is subject to demotion or dis- miss3l. An unsatisfactory rating implies that the worker is ineligible for further step increases in so ary and is subject to transfer, demotion or dismissal. Promotional potential ratings are used along with promot enal examinations in crsdins works rs for promotion. The rating reflects the worker's potential ability to as- sume more important respon i oilities. 0:; -40- (e) Salary The present salary for cas workers in the county bureau is 3137.60 to “162. 40 every two weeks. When a H. H) H 7 C "S ('3 :3i1nn - '¢ u, his next point in the scale is determined on his service rating. If in all successive years he maintains a so isfactory mark, he should rea n the matimum point in the scale in four years. After the 13xim1as been reached a satisfactory sting is still fi necessary in order that he m3y retain nis job. (f) Promotion T1e next cl3s sifice tion in t11e bureau for which a Social Worker AI may qualify, if he satisfies the appro- priate civil service requirements, is th3t of Social Work eeinning OJ Administrator I. This is the classification of 3 casework supervisor. The salary range for this po t is (a $148.80 to $184.88 every two weeks. As mentioned earlier, the civil service require ents for promotion includ an ing. cf- examination oil a satisfactory promotion potential ra ,4 (w . 1 - A A worker may be dismissed for failing to carry out duties and obligations session ed by the county supervisor, for un-becoming conduct, or for service ratings below standard. Fowever, only the personnel division of the State Department has the amutnor ty to dismiss or seiplin a worker. Thus, when a worker has failed to measure up to the standards, a written report is sent to the state -41 .. office ey the county supervisor (h) Gri evanccs Opoortuni ties are provided for workers to have grievances investigated. A dissatisfied worker discusses nis problem with his casewor: supervisor, the county super— VLsor and the area r-presentative, in the order list ed here. If the worker is still dissatis ieu, a written complaint 5 l is filed witi the director of tie State Department t1irough the supervisors of tee public assistance division and the personnel division. If the worker continues to be dis- satis Wiie , an appeal can be made to the Civil Service Co m- mission which is the final authority on such matters. (i) Lav-Off A worker is subject to lay-off when there is a ency's caseload or when there is a short- F‘ a DJ decrease in age of funds. However, the personnel division tries to avoid this situation by effecting a transier whenever possible. I: cases in which a leg-off is iltevitsWol those workers with the shortest employment records are retrenched first. Katernity lay—off is available to pregnant workers after the si::th m nth of pre;nency. At the time of separ- ation, the worker resigj ns officially out te ecnnice ll" it is considered lay-off. If within three veers from the date becomes "vo'lable for re—employment, 0 F4) F3 T) U) H i:} "J (‘3 CI I“ C) :3 (w :3 (D she is ep_oointcd to the first vecancy in the ole ssifioa- tion to which she telongcd befo;e separation. (j) EffiiCitiontl Leave Lesve of absence without pvy say be grerte1 for a period of ELK m n hs end extended for an additional six months for educations- reasons. The casework supervisor, the county supervisor prove the applicatian for leave. he .ap1n roved unless the worker is ’5‘. u. would enable him to make h t the St to Le: rt ent on return. 1‘ recomue nd ed for those workers who estzslish the th y would return to the job at the expire tio the lerve. WOikers who wish to attend workshops, institutes or conferences not sponsored or co-sponsored by the Kich- igan SOCial Welfcre COmMiCSiOh nust obtain approval for .‘e sence from the supervisors of the *ureet. Approval depen on tae releVPnco of the activity for the wor1,r's job and also on tie evidenclc of the a'encv service ILoreover, not more than one person, r 20 per cent of the staff, Whichever is greater, is permitted to attend an educations" acti ‘ y at tie sane time. The time spent in the cccivit3 is not d=ductable from rnnual leave, only the time spent .‘ -. «L, . . A , r- - .-. Cn the o p.10]? 15nd, ..or conie “a 1 - ~A ‘ - In. 1 " , fl ‘. H .31, or co- 3p enso-ed o; tie DCClcl a and from () and the personnel 3.136.110? tn more V; in F1 :0 L.) [J- div sion must ap- tionsl esve cannot '1-.. --..L ll: CO’lI‘SG nl~'1 L\ k2 _._ 0 contribution to rth<;r, leave is only ! 11e ectivitv. OT W101“ :1):'1On: \c t .- L i..- ”l ‘ O arllfflo ‘ . n1. 5. r. k.) 1 1001 51.1 e .1- m to C UPO~ C." u L) J. 1311’, so the tru- (V L.) ole fl ire C: LJ 0 t t emf: «m C 1 111 '7. 1:) I v A .__l -¢ \2 V l ('1 ",4 L 11 t1, 1 A n _. r-; I -‘ ,. LIA. Lu V 51.1 fo .f.‘ .1- 0“ + k. a {1 Deco 1 ole - I U Conseouen to -eed .s '1’": r. k I, V ILL ion 0 practice “W'f-‘f o-A. u. full use of it in er t O l S ‘ t C. e w‘" II '1' 1.. ‘ urorgm l‘: ‘ str mer OV' C‘ b...) .14 ._._‘ '11 J. 1.1 f s L, . v 1 a- O I a..- V ‘ZL L; fifirw L.‘n '1 is r“. V w U.-'~ .. e 1.31). T I? C; I q 1-.) 43 .1. r‘ ‘. bu; ‘ I ‘ _ v . C‘ 3 O ., C‘- ‘J O ‘f .4; -.x 1 r of worker L11 a 1 I ”1:“. .r 0 “AFC A 1:; C , 1 ‘1 “'1 6C. '1 _L \ (‘3 F'V V L4 ’ lG CDC; V d I" :ve numb '10( '21, 4-i U; - '.'A I 1‘4 K. ‘5 at col iclu l -rvisors. ‘1 the .1 er in H)- \4 Proc .‘ > i v f 1 St to rece in? d L y" ‘A I 1.1;- €210. ‘r S e 170 I” ' .4)- ortunitv casewor 1‘} LA. 1d county C. ,. VA ‘- h (,4 f“ rejular corrs (1.1 013 e C .x. L: 1 .. A 1-4 l ~J\ .5 Der" tste S e N; A: .l d h i- O 1 ‘— ‘31 fl“ '3 "a ‘l‘ u .‘ .L “1.11" G {-111 q "1. inte l o _' *1 est~ ‘ 1.. \ '. _- : .z. _- -. ,.. - ‘_ A h A ‘ 4.“- eacn w rncr. Jhile iu io TGCOLanGQ tint Some cgsco, ior n V'y A ‘r ,A . j ‘ fa ~ r‘ ‘vn ,fl‘ . - f\‘ f- --\ 0 . xizu c to. Alc to Deocncc t willflrun CQSCS, rcqolrc more .. g . .1, 4.x...” 2‘“ 1 i - ° L 4n n , 1- , 17» , 2‘ Jori ciiw tiin oticrs, it 13 fG-o unit eaci Horne? woulo 1 n 1- .1. .' .2 , . .L‘- A : ° .0 .-,._ ~. .1. .L ,. .9 c.ve acouc a Similar proportion o, bflc cificiecu bypos c- C cases in 313 ccsvloca Since cases are docionco on a oeo- 3 L2 in proportion to the size of 010 r cascloads. Usually workers are not cismisscd on this oasis, but arc trans- A - '1‘ I " ”H '. r‘~' '. r-t ‘. J- . ~ ‘ 1, :‘ " r~ for? d co Simil f jociciorc in otncr COLntf bureaus. (.1 CHAPTE IV STAFF DTVELC EiKT IE THE NGXAH COUNTY BUREAU Staff development, as explained in Chapter II, is a major responsibility of administration. For the case- workers of the Ingham County Bureau of Social Aid, this responsibility is shared by the public assistance division of the State Department of Social Welfare and the bureau itself. The state office, since 1943, has taken the in- itiative for providing orientation programs for new work- ers. Various experiments have been tried in conjunction with the local bureaus in an effort to achieve the most effective results for the good of the public assistance program. However, the local bureau has primary concern for the training on the Job of its workers. This training includes supervision; staff meetings; opportunities for workers to attend institutes, workshops, area meetings, and regional and national conferences; opportunities for educational leave and worg study plans; and provisions for workers' participation in community projects such as membership in various committees, cooperation with other social work agencies on matters of a professional nature, end identification with service groups. The area representative, who serves as the liaison between the state office and the local bureau, also makes -46— contributions to staff development. Through his efforts the bureau staff participates in projects useful to both the local office and the state office. The influence of the Michigan State College graduate student unit on the staff of the bureau should also be noted. This project helps to keep the worker in close touch with the profession- al stsndards and practices taught in schools of social work. The activities identifeid above do not affect each worker to the same degree. Workers can use only those programs for which they are ready. For example, there are workers who either do not have the necessary undergraduate education for admission to a graduate school of secial work, or are not interested in pursuing further professional education. These circumstances eliminate them from using the educational opportunities provided. There are also in- cluded in the list some activities which are not available for every worker. Attendance at special institutes is 0. available only to those workers who qualify for admission on the basis of individual attainment, since the oppor- tunities offered by the bureau are limited. For these reasons, it was necessary to give attention to the charac- teristics of the staff - their age, length of service, marital status and educational qualifications. In addition to the in-service traininf activities which are easily recognizable, there are other factors which contribute to staff development. It saould not be -47- forgotten that staff develOpment is an integral part of the administrative process. As such, it cannot truly be separ- ated from other facets of administrs tion lil te the or3an- izational structure, informal staff relationships and ad- ministrative tools 3nd devices. Drier tation Program Prior to 1942, there seemed to have been no plans for the trainin: of public assistance workers in Michigan. The Social Nelf3re Consission, in whom is vested the ad- ministration of t‘1e powers and duties of the State Depart- ment, deliberated this SleGCt in their meeting of I\?ovembe 24, 1942. This was as 3 result of reccmmerdations proposed by Dr. Kelso in his study of the Social Welfare Commission. The Michigan Civil Service Commission also conducted a similar 3s si _nment at that time. In comp3ring t e two re- Ports it w3s noticed that the recommenditions on the sub- Ject of in-service tr ining were similar. Dr. Kelso's 'J '\ To oe cons idercd in close connection with sta ff skill, is the question of speci :l instruction in ti'1e pr3ctic:s and re,air3nents of t e artment. The new worker must spe11d some time '10: rn113 the ropes' and it is only zlfter some time on t 0 job th3t he becomes a pro- ducing unit for the service. The greener the worker is at the befi nninsg the longer it is likely to take before he becomes an asset. For the purpose of shortening this adjustini period, as well as tie upbuilding of staff r ‘) I spirit, the mos t forward lookin3 state dep3 rtments in gmerica maintain in— service tr3inin3 courses in which a season(;d worker, found t1 ee skillful 3.t i11struction, directs a course of study 3nd dis %.ion sized at 'ripeninr' the newcomer in Lhovled e of the standards and methods followed by tze Dep: rtm:nt. It is not meant here that such training process should approx‘uctc a school for S3ciel work, though it would yield vs lues to the St: te if tte faculties of our sev— eral colleges in Lichigan, especially the Graduate Curriculum in Social Work of the University of Eichigan, were to collaborate with the State Deprrtnent by con- tributing some teaching service for the purposes of this in—service training process. It would *e of further eCN ntage to the syste :n if under proper limit.rtions as to numbers and guarantees of con- tinuance on t'e jo , certain promising workers could be given part-tin [e le ves, or hours off, for purposes of technical trutininT as_%s done now oy some states, notably 'urCS 13 V11": inia. The Civil Service Commission re coznmended the de- velOpment of a training program for employees. Their study Hur er proposed that the training program should be coordinated with the recrui ment and placement of work- ers carried on by the personnel staff of the State Depart- ment. In response to the recommendations, the Social welfare Comm ssion approved a plan for the setting up of in-service training programs for all employees of the State Department. The plan included educational leaves (now operating only in the Children's Division). The pro- gram for all social workers was to be established in co- operation with the s heels of social work, including Rich- igan State College. Responsibility for organizing the training program was to be assumed by the Director of 35 Robert W. Kelso, The Crganization and Fu nctio cni n: of the System of Public We fare Services in I-i ichi3en: 3 Report and Recommendations to Governor D. Va n We goncr, October 6, 1942, pp. 30 - Bl. -49- Social Welfare in charge of the State Department of Social 7.,T . 4" r‘~ _ J’- ‘. r~ welfare ch tne Stat (D Supervisor of Social Security who was in charge of the State Bureau of Social Security. 57 Following this meeting, in April of 1943, a train— ing supervisor was appointed to draft a plan for the orien- tation of newly employed public assistance caseworkers. The final plan was approved by the Social Welfare Commission at their meeting on October 20, 1943. The first formal orien- tation course started shortly afterwards in the some year. The purpose of the orientation program was to ac- quaint new cas works ers of the county bureaus with the pub- lic assistance program. The training was intended to last for six months. The first month was to be devoted to in- tensive training under a specially selected training super- visor in a training center away from the workers' local office. The daily program provided for two hours of group study and class discussion .nd six hours of field work. 03 ach worker was given s cc refu lly selected and limited num- ber of cases. The two hours of group study was to be spent in re in: nd discussions, lectures and field trips. Read- (11 ing material was made available by the tre_ining supervisor. Sonie of the areas of public assistance w7;1i01 were to be covered included the functions of the Social Welfare Com— mission, the philosophy of the progra.m, its history, ele- ments of the worker's practice, administrative procedures. The last day of the sessiors at the training center was 57 Rinutes of tie Hichigan Social Welfare Commission meeting, Iovenber 24, 1942, Lansing, Kichifan. -50- spent in the State Department where the executive heads of the various divisions attempted to acquaint the trainees with the functions of their offices. Included in the pur- pose of the visit was the Opportunity for the trainees to learn from the State Bureau of Social SeCurity about the administration of the services of his department. After this general introduction to the theoretical four we tions and fL ld practice in t :e job at the training center, th: trainees were assifned to perma.nent position in the local county bureaus. The supervisors of t1ese bureaus were each given a copy of the complete six-month orientation plan prepared by the training supervisor. The plan was diViLOd into three sections. T 11o first section gave a schedule of the daily activities of the tr mi es while at the training cen er; the second outlined in de- tail the day's visit to the state office; and the third was devoted to a weekly schedule of assignments for the five- month continued trai11inf in U'1e county bureau. Two hours a week were to be set asile for training. The assignments to be covered were the history of the procram in the count . .. L 9 discuss ion and field trips to health and welfare agenci (D :3 worker's perf rzance an her adjustment to the job. A comparison was to be made with the standards of other workers who did not take the course of instruction. The coun y supervisor was supposed to note tie effect of C}- he training on workers and to make re com endations consistent with his observations to the strte office. Unfortunately, further information on the 1943 trainin: project is not avaiiaclr either by way of follow-up recom1e11dations from the county supervisors or progress reports from the traininf supervisors The next orientation course in Cctooer of the fol- lowinf year lasted eiyhteen days. On this occasion the venue was changed to the state office, but the Ingham Coun- ty bureau cooperrted ih tie plan by unprIr the cases for :1 CIC! L- UL) ) fJo fang rment to the trainees for use in field work training. 1 Another change which occurred was in respect to the tr :in- ing supervisor. The previous course was conducted by a training s pervisor from the state office who was also as planning of the program. For the Oc- H cherge o: the pro- (1'! Q. tober 1944 course a new supervisor h; gran, but the original trainins supervisor maintained a supervisory role tio nshio with him. It seems that from 1944 the supervisor was responsible for planning only the two— week orientation program in the state office. fifter the trainees returned to the local office, t”e county super- visor was expected to continue the training for the retain- der of the six- month eerio‘. This arran.ement made it -52- ifficult for t e sV te office staff to assess the quality and amount of the training test was iven to new we here. However, tLe state office Wrs Co Lsiderin: QeVOlOplL’ OJ training guide for use in the local bureaus in order to 4-" effect some uniformity in the training in the local office. In February 1948 the State Department discussed the prospect of revising the state office orientation program in conjunction with s trainin‘ t nicel Trzinins Services of the Federal Bureau of Public Assistance and an associate public assistance representative. The consultants' advice was requested on the following matters: 1) The lenfitu ans content 0: the state office pros ram; 3) Nays 0: heloiif the county suoervisors use the guide; 4) Methods for ev:lustin§ county practice, the use of the guide, and the stcte office prorrsm. ran w uld be It was agreed that tLe two—week r0 *0“ 1 more beneficial to tze trainees and the bureau an more sor. The C'Dl ultants FJ. satis'actory to the tr3ininja1pe-rv advised tn:t a com Witt e of county supor' sors be formed to work on certain sections of t ;1e treinin :Cuide such as 'orgsnizstion of work'. This enlistment of county par- ‘iCipation was considered one means of mc”in' the countv supervisors more interested in the plan. A periodic re- vision of the guide was planned to incorporate suggestions offered by the county supervisors. The area representatives were given specific responsibility for introducin3 the an3e ed progrom to the supervisors and for helpinr them to plan more adequately for the new worker. Criticism oy the county supervisors of the guide as well as the orientction plan was encouraged ev the area representatives. Suggestions for the putting into operation of the training plan em- phesized the follOJin3z' l) The training plan was suojzct to change recommended by the county supervisors; 2) The state office wrs responsible for preparing an outline of the course content to be covered during the state office orientation program; 3) Orien ees should follow the usual practice of re- turning to the county bureaus of their employment after the state office program; 4) As soon as he orientees were back on the job, the county supervisors should be asked for an evaluation of the effect of the state office program on the orie mt es. It seems that the only criteria on which the county supervisors were to base their evaluation would he ve been the orientees' report of the course. The county supervisors were also ex pected to comp: .re the current reports of the orientees witii what tiey could rem mo-er of r sports made by trainees W10 took pert in six :ilrr orientation pro3rcm at the state office in the east. On t1is limited information .L etteipt 4. D O mu; q ,..,. , _ -G‘Qo i;-EJ indi C at e a new Administrotive nss SO 8.1”"? IVC h , s 3 l) The history and pro3reu; 2) The c erccteri: an evaluation of daily little veriety yflli.cT1 tics en prob ems of \YI 1951 the orientation program schedules used ovs r Durin3 the istsnt, Kr. Thomas Cook, office st; ff. Amone his g} sibility for the orientation pr03rsm. was the 9 V . w 1 uses. T1e curriculum as 1*Nr‘ “Ow-x ‘ "A V“ :1 upee in three main areas 1ply of t1e publi 8810 5': t e federal-stete pro r1m; 3) uninistrt ion. until Lurch tinued, courses were held Hi 1 ' _ pos :r,'the personnel for providind 1 \() \' l K»! o :1» cf- December q 9 'I '(‘1"\ jfiC' .‘ v I" TQQLO“ isle T16 organizational althou3h it mi: structure of the of For the period Cote ht us more correct to say 1 irre3ul r frequency. Tie the st' ‘ ling orte3ory 4.1, . ,.l.l" ", the course she t1 orien- continued t e two— yeer 1951 1' II 5:;- 8 nt- ‘1‘! other duties For the first conducted by him, S, (10 JPVCI”, of her 1951 Orientation Hanual for use by county and cssew rk supeivisors of the bureaus in training newly appointed public assistance ceseworkers. In addition to the specific material intended for direct training of the new workers, there were also sections into bowl ided for preps in; the supervisors for the training process. The sections of the manual leslisg with planning the oricrtstion, principles to be followed in orientation and the purpose of orientation contain helpful preper tory nrterisl for the supervisor's guidance. The text of the annual covers the historical background of public nssistnnCe; the public assistance worker and his role in the agency; the nature of categorical aid; social work ethics; the eve typical case recordinfs related to the differ nt topics worthy of discussion. It wss sufficsted that for the first day three or four hours of the supervisor's time might be required by Vt-e worker, but generrlly a minimum of two hours per day was preferable. In all csses supervisors were encouraged to make use of t1e manual. The purpose of the county bureau training program was to supplement the state office proarcm but not to substitute for it. nround thnt time and con— tinuine since fewer new workers have been employed. It is therefore possible that in some instances where new workers were employed, several months elapsed before a state office course was l:-ir‘ 38 In such case s, the new workers would need some kind of initial trainins, and it 53 felt that tile orientation ma nual could be used for this purpose. Further, since the manual was distributed to the bureaus, it was s-tic1pated that in planning for the orientation programs the trainees would have prior Lnowledse of its contents. Tle first orientation course held following the ution of the manual was from the 7th to the 18th Be- cember, 1953. wide use was made of the orientation manua durine tne sessions. As yet, it was too early for workers to come with previous knowled3e of the contents of the manual because its iistribution was of recent date. The next state office program was held from larch 29 to April 9 of the following year. The primary focus of this course We s in- tended to be on the state m ocial welfare program. It was F~€ presume that OPlCltCGS would have been acquainted with the material in tr e orientation manual, since they were all with the local county eureaus some months prior to the course. However, many of the workers were not prepared as was ex- pected. In response to the finding on the lack of use of the orientation manual by county ‘ureaus, a memorandum was sent from the supervisor ef the public assistance di- vision of the State Le p_rt: e it to all area rm —sentatives ”d "S m f‘. 50 The state office requires a Ininimum of 5 workers to each course, althou3h slightly larger groups are pre- ferable. -57- on April 23, 1954. The memorandum contained a proposal for a chan3e in the duration of the 01ieLtation courses from two weeks to one week. It also su33ested th_t this chan3e could only be effected if the counties would c00p- erate in preparinf the new workers for the orientation prior to their attending the course. The preparation was to be done with the aid of tEe or iei ta tion manual. Some of the areas which new workers should cover before the course should include the basic (D li jibility requirements for cate3orical assistance; the a ministration of the local bureau; the worker's basic practice in determinin3 eli— _l 0 w Oioility; and the techniques involved in this practice. The one--~.eek state office program would then serve as an opportunity for correlatin3 the material covered in the county bureau, and would also provide for trainees to share their ideas and pract tices with collea 13ues from other counties. During the state office session , the U) worker would acquire an understanding of the reasons for the specific policies and practices employed. It was em- phasized in the memorandum that "the Orientation Manual is a necessary tool and the field staff must see that it is used in a constructive maz1ner in each county". The county supervisors were encouraged to offer suggestions for in- ed issue of the orientation manual C) corporation into a revi to be prepared at a sub eque t ate. L5 CO The memorandum su33ested three plans for the orien- U1 CO I q tation program and the county supervisors, through the area representa tives, were ash d to consider them and to select the one they preferred. These propos ls were: 1) A one-week pros am at the state office covering state services and the fundamentals of the worker's job. In t. case, the more intensive overall training both prior to the state office course and as a foil w—up afterwards would be the responsibility of the county bureaus. 2) A one-week course at the state office devoted en- tirely to services at the state level, with all other train— ing necessary for the worker's understanding and practice left to the county supervisor. 3) A two—week course held at the state office in two 0 CSlon, which would be at (D one-week sessions. The first 8 the end of the worker 8 third month of employment, would deal chiefly with the determination of eligi oility. The second session, to be held at the end of the sixth month, would cover the public assistance services at the state level. A summary of t1e rec fll ies received from the area b4.) representatives indicated a preference for the third plan. u. Eight of the eleven districts supervised ov area repre— V v sentatives reported their op minions. Of these, six chose the third plan. Following these reports a one— week course ‘ was conducted at the state office in June 1954. This 1 con se seemed to oe des ;.Jo :ned in accordance with the pro- -59- posal in the third plan, but there is no record that the second half of the course, which ought to have been held in October, was Carried out. Table l on page 60 snows a summary of the number of and attendance at the orientation courses held between October 1945 and June 1954. A total of 283 workers were q included in the 2 O Q L4 3 ['3 0 U] (L I _1 L- 1 luring the period. Further A courses VJ .. ' 4—K -'- ' 1—- .-L r“, ana 3313 o the firures snows that an averabe of per year was held during he period, although in 1947 there were as many as 7 courses attended by 51 workers. A. aver- age number of 31 workers was trainee per year and the aver- age enroll: nt per cours- was 10 worhecs. huring the 9-yea period, ll workers from the Inphan County bureau were trained. 1 0 However, for the 4 years prior to l950 no workers from this is JG COUTSCS. (F bureau were included in From the information collected throufir interviews fl ' h ’: P‘L’., ‘ “f' r" ‘ “ x. . ' 'L l‘-+ ‘0 ane examination of e ency files, it appears bhco most oi were transferred from other aQGLClGS. Although orientation to any new ayency is almost always needed, it was thought ’2‘ - ~- ’\ r‘\ "b Lix - .-, ‘ r -\ . fif 1 V . the warhers, cecause OI their east ehoeriehce, were allowed (- ‘ r‘ ‘v” V 'L ‘A "‘ fV‘n‘V W '. ‘. ‘r r r ' r-V. ,- . n‘ to learn auout the agency in tde course of precticc and ._‘ .fi _ _ .- ' o o .- throuf. agencr superViSion. -50— Table 1. Case.: rhers Attenc'ng Orientation Courses, State Dep ;Wt ent of Social Welfare, Lichilg: :n, from ct)eer 1945 to June 1934 ”prince: IEhR CCUPSZS Total Iutham otai... 27 283 11 1946 2 l" O 1947 7 51 O 1942 3 24 O 1943 2 25 0 11:0 4 El 3 1331 2 2S 4 1: Se 3 4O 3 19:? a 25 o 1554 2 23 1 Averrge.. 3 31 ;.;. The avereee nuri.ber of trainees per course is 10 -61- Supervision Supervision is the core around which staff develop- ment is built. It fosters growth in both worker and super- visor an? to a large extent determin;s the qualitv of the exists for the pui pose of lDUU”l“” ‘V‘h . r ‘ ‘ ,“.-: ~ - 3‘ ‘a .' '2 1 ' t.,t in so far gs oossiole, services shall be given ooth in lecte he spirit "coordinf to t” egeLcy's st: ted no‘“cv uncciod ard UlilOSOU‘V".39 administrative function and its educational function. ye former is directly concerned with the mechanics of he job, with seeinf that workers obey the rules and refu- ‘ency. The latter is devoted to the pro— fes sio n ul growth of the w rher so that be tter service may 1 be rendered. h oweve r, it is hardly nos siole to separe te the 1 educational from the aiministrative fuictions of supervision. Whatever his emphasis, the supervisor must give attention J0 \ ‘- m r -- ‘ x * ’. (N b0 both aspects of the superV1sory process. 0 :3 H. D r F *f 4 fl 3 'f L.- (D Q In social agencies supervisi function. Its import ence is emghss’zed so str ongly the even in agencies with a very small st'; ff provision is mcde of activities are used in the supervisory process. In 3/ CeieVieve S. Slear, Smut fidninvstr: tive Aspects Swi crvisit,n , Jeurml o" ;hyehirtric Social Wart, Cetooer, /. . the Ingham County bureau the main superVisory actiVities 7a. r~ ‘, -‘ 'g 'z ‘ . 1‘.‘ r“ TnlCh can so iQGL lfiec a"e incl vie us I conf’erences, proup confere Ices, evaluations and staf the suiv vi (0 For the purpose of analyzing ion 1given to caseworkers in the eureeu, a detailed study of the di rector-supervisor's job and that of each of the two case. or: supervisors was undert1ken. The following is an attempt to present the findings on this subject as seen by is supervisors in a self-description The director-supervisor spends 18 per cent of his working time on staff deveIOpment activities. These in- clude: l) Interpretiné and executing the rules and regulations of the Social Welfare Commission; 2) Planning and directing the work of the staff, in- cludinf direct supers sion of one casework supervisor and two workers who hrve special assignments in the agencv (the office caselo;d and services for the blind); 3) Individual staff conferences on problem situation referred by the casework supervisors or requested by the caseworker; and plzlning and conducting staff meetings. The senior caseworx supervisor invests (/1 [‘0 ’d (I) *3 O (D L')‘ c+ of his working time in staff d-e velopment activities. This constitutes: l) Supervision of t e other casework supervisor; * State of Michigan, Department of Social Welfare, Administrative Review of Iggham Count! Bureau of Social Ed, 0 2) Direct casework supervision of seven caseworkers; 5:3 :3 Q; 3) A weekly conference with the director-supervisor; 4) Kiscellaneous activities including: (a) Study and interpretation of regulations, policies rnd procedures to the casework staf‘f; Planning for staff :eeti1gs; .' 0111181. 31.11.? TOTE-311T; Of DUPGCD. WOI’EZGI'S; Per U) t :3 (‘3 tion and training of new workers; necruitnent of new workers; Annual service ratiny of workers; () () (‘1)Orie () ) ) eckinr and discussing with workers their ile-Ce reports at speci:l surveys required by the area repress entative and the state office are zccomplished. The other cas mlork supervisor devotes 80 per cent of her time to staff development activities. These in- clude: 4) Liaison relationship wit11 student unit. From the above it is seen that 53 per cent of the IL agency' ssupervisorv staff time is given to supervisory h [7% (1.;- ctivi c+ *4. activities. naz1y of these ice are of an agdm 8— S13 . ~ '5‘ m .' r‘ A n ‘- r\ '3' "‘1 ‘ r r1;“‘ 7" 1, trative reed r than of an educatIOnhl nature. lee aaIn L1,. methods employed in cam yin: OL 1t these act vitie s are (b) IniiViduel Sonference s GT1 1.-- _‘5 -‘ " h ‘1' ‘ "‘ J-‘Irr‘ 1‘. . e ‘A Lacs ciseworner in tile oureeu is s enfereix: (D for one hour every week accordinfi to a fi: ed schedule. 20 The content of tie conferen e is determines by both the sueervisor snc the caseworker. Usuallv the conference shes the form of a discussion of pro lers which have been encoun— tne worker in nor refulnr activities. It very often entails clarific:tisn of technical mstters relating to afiency poli cv end administrative procedures. The super- visor slso prepsres for the conference by making notations on any 'estures of the worker s .erforme-ce which come to his attention t roujn reedi n: case records. The notations are dlSCUSSGL in conference. Lrtters discussed during con- ference are followed up afterwards. Group conferences, reierred to as unit meetings I -3 (T) U) Q . ‘ r .rfif‘“-r\$ .P‘ -' J“ v ‘0‘ .'.(N ‘. q r‘ . x. .1 V in tne inu en councy tureeu, ere solo p2rio.ic.li3. 7:) i4 0 C) (D *3 Q “‘5 O Q [E- H m I 4' -.- W'if"(‘ 1'1"“ "-1 ~‘v- (‘1 “T‘lq-IVF“ lat. J-‘jlq i" r ix‘ri T11“ LL‘C'eU-lo-ntl O Uelvlu- ”v A.) “J..'.' k-H.\..L-U (J..LJ 1.x... \l »-(., $ ‘rj O - 1 J-‘ ‘1’. I . J- t" a a ’ n. tter oi interest to all tie w rsers in OMS unit :orm the sub ects of discussion. T? C. Jo } R O H p \ ) L4 cf- ,J I.)- U) :1 C) Q ,2, O D: so P. : ) I I, O 3 1 F.) I tion concernini policies and plans are considered. The unit neetini also proviles the opportunity :or worlers to 1. air.-‘ t‘-‘ {5.7: h'fi‘n. * n fi‘fi r "rpm " YanJIt van fl"r~'fi""o"' 4",”,450 _ 4" JL :11 .;‘\,li O.J...iilOi-.;a L2“ L,147;\’.‘LC;" zgk.'\J Gig g. C3,...LLLJLJ b.iOuC Oi * -, 7 1m ‘ ° s T n -,« _.. .- ’1 “.0 r: 1 s‘ r Ste Appendixis, pmgfilOL, 3.t Hiere ce Scieeile. _f. - ‘L! _ .- - 7..” .‘fl oi all tee caseworkers w‘pe-— Kr- other workers and the supeifivisor. Except for workers who are pursuinf their sizz- month probetionery period, ell cesewor :ers re ejulerlv em- ployed in t1e bureau hsve one service r: ti n" a year. This or evaluation of the worker's per- formance :ne :or eiscussing wray. to increase the w rker’s competence. Prepn‘etory to'tne evaluation t1e su.pervis or J. 9. '2, h .p.. —\- .0 ‘5 ,. ' -,-L Circulstes gnome vorters a copy Oi ta serVice resins man- ual, which is the uide tLe supervisor uses in the evalua— tion. The worker is encouraged to evaluate her own pe; form- ance over t1e past your and to write it down. These notes are shared with the S‘PCTViSOr when the two get together for the final evaluation. However, the supervisor's de- cision is else affected by his record of the worker's per- iormence e thered from individual conferences, the worker's case records, eni general observation. The fine rating (I) report which contains e d to iled expl: notion of t1e worker' performance is snered with the worker. Sis ila.rly, promo— tior el rctin3 s which are preps red by supervisors in the ssency are als shared with workers. This is not mende- }._lo tory, but the supervisors in the bureau have nude it the r '* feel that it is another educational ‘ . 3 J- “ 4.? ‘— opportunity :or oSC worlers. Staff meetings of the bureau are held They are the sole Opportunity for workers from and the county dcosrtment of social welfare to group and discuss problems of mutual interest. ints ere chaired jointly by the director-supervisor, w? J. ~A \ ,‘ 4 ,— "‘- 4' ‘ r- I‘ v a 1 represents Lots _sencles, gnu tie senior crseworn who represents the erosu. I egularly the bure t members of oot‘1 agencies to attend the meetinrs. The.room in wiicd tee caseworkers of the bureau do their office work is the settin" for all meetin \ spacious, wit: larje columns occupvinf awkward gs. It positions half hours. 3.11 supervis is The workers' desks are errenged in scnool- room forma.tion, .2 not chsnsed for st ff me tinfs. The co—cheirr= en occupy \ in tiree rows one behind the other. “his eH°r qselent is ositions at the Load of the table an face the meeting. It is difficult for the workers to be heard res coltfins usually exclude some workers f'rom the view of ch seirmen and vice verse. or, '1 ' cw .dilj in the .1. 1.. one “sends for the meetings are prepared by the chairmen AL‘ and may be regs rdc ed as consisting of two separate The first section, for which the director-s*pervis ‘ ly takes responsioility, includes items on pros subjects, matters of co unity interest, and the ohilosoph lens of SQCU ion [:9 or. ‘xlt..|1~g,ul- -67- Csistance program. The econd section covers (0 of the public 1.“: specific administrative policies and is usually con‘ucted by the senior casework supervisor. Both sections are closely related to the bases of operation of the two agen- cies, but the latter tends to concentrate on matters of par— ticular import nee to the bureau. The reason for t” that ca egorical relief which is administered by the bureau is controlled by the me give me nusl of policies and pro- cedures issued by the State Depcrtment. Attention to ad- ministr ative details involving amendments to the law, changes in state policies and practices consume a large proportion of the caseworker's time. The county deg): mient does not function on a sin “1 rly extensive legal structure, but it important that its workers be familiar with the work of Po the bureau. Several me hods are used to make the staff meetings of educational value. They mak« a significant contribution to the staff development in ,he wo afencies. Opportunity is tanen to share with the group information regarding com- everal 0'1 munity attitules satsered from various sources. In ways the need for works to recognize their accountability to the public is emphasized. Pr fessional ethics are en- coursged. Opportunity is also aken to share with the staff complimentary and derogatory commen s levelled at the agency. aff meeting is a vehicle to help workers toward +3 , J 5;. C!) U 6 F3 0 ci- a clec rer unders mndinf of the profes sionsl four dati an democratic responsioilitics of eublic assistance. 0 ives o; c+ Q) ('l“ Sometimes renresen other community agen- cies, public eni private, have been invited to the meetings to tell of the services offered by their agencies. Such agencies have included the Hichipen 0M1 ldren's Aid Society, the Red Cross Home Service, he Ste te Employmentn Exchange and a Camp for Underorivilefed Children. In addition to the informational aspects of such visits, workers of the bureau become setter ecquainted with their guests. The value of this contest cannot be overestimated with reference to agency ref;rrels. For instance, mothers of children two years of age and over who receive Aid to Dependent Children benefits, ere expected to see: employment ur der nicnigen mt, " ° :. ,.. _ . as .. 1:1,. .' , fl . ' . law. lie lies Van Employnent security oom1is ion 18 regu- -J —' tar, ,. u -, 0 . - -, -' n n a + ~' . -' , iiis l~lps horn rs to icei recognuse r.nd so izentify Wltfl _l:nil r contri3ut101s Q I m (‘3 “9 rt 0 4 1:1 F) (D L) C ' J O 5 ’1' lJo D) O *‘5 CO H W ! Y‘ (D UJ. after attendinf conferences. A like procedure is observed in reviewing; put lis 1e<1 articles end ”socks union have sp oecie l pertinence for the agenci~ C" C) 0 At 9 few meetings durinf 1944 and 1545 the greater time res devoted to a series of dis- cussions on ces— recording. The area representative took S w... T S S .C O . C d 6 T 3 V u 1.... S C .l G _ no 8 .Q _ VJ no _ .n. no Ml n. we moi .To no no no an and mi no no .no .n“ mu +o nu Au ns no lo .nu no no um no +o vi ro no no t e u 8. W s .1 C C. t H. . O C a n, h .1 v. 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T e t C v u k n: e 32* C . .‘rulv r U . t s A O 3'.— all” C i o no u...“ C Q a . n 1.. 1i n nl +o no i o O O O .x u MI. 3; S O i o . , +o e t 4. o .n). 3 .1 n n C 4. o C . C O T u t CV ._l* «C r: . n t V-.. 6 my 0 O n w T .1. C l O i o Va C .Tu . . n no T a O T a .3. C. n _ _ LIV VJ u n r...“ .Q 1 no” .ni nn e 1* on u no S no. 0 t u.“ C it C .3 no .1 O n 8. C f n e .L _b. a 1111’]. W "1111' A t un co 1* .LKI conferences bf GHCOS stuoen UPC (.3 CTS t1 te Ink onfe J. . ¢ 0 ., {1110 .1. tu 1" {Kill {I O S . 1.? 3. "1 b (o. t s n I n C‘. U (7‘ (_ 7A .5 .L f} . one 7 O . -AA 0 1‘ r) L. lVl 3””‘1 *Ql’ . 7.1.? J. ‘40... -\ 7 30. .1. U C 001.8 -1 n L-') ersl so: 00 us.) '. v, it‘y "'OPJSLOTDS 7,“— n Lg (. 1" when lectures ’3 1. are .1 work stte DU. 1" O . -4 C 0 13221). CO.- Kau r'x 15nd ‘ .1 bu r e su be ct‘ oci C) . " > \. -_~ “' .— v .5‘, L, {J , C' L) I _._ '7‘ ., L. :‘1 n orn:s.u)rf~° 3e : ,. JO 1“. c. y of g q ..l_- , | ‘1‘ r—. I -L 9" .J {CPS .- o, ‘ and vrofessionel L. ‘ WO I‘ Q“ -71.. Department. These are usually directly related to the public assistance pre5rar and er held spe ci llv for th benefit of bureau workers. Spe ci 1 concessions re5a rding Chapter III are afforded workers in H (D r <.‘ (D (‘3 C) (D m 13' H P) H L5 0 Q; P. :5 these instances. There are, however, other institutes and conferences held by different or”oq'zs ions which workers attend. The content of these nro5rogns s usuallv of a more general nature but are nevertheless pertinent to the public assist.t nce joo. In 1947 a plen was proposed by tile Seeial Welfare Commission for summer institutes for the training of county supervisors and for worKLrs car ryin5 specialized ceseloa ds. .L Throu5h the cooperation of the state Civil Service Commis- sion, faCil i ties were secur ’ for the use of a camp st Weldenwoods, Hichi5an. Th first institute for the trsin— in; of county supervisors was held filers from Sep ntemoer 8 to 12, l§47 and was continued in the three subsequent ve rs until 1950. However, in 1948 caseworzers were encoureij ed to participate. Two caseworkers from the IL5hsm County bu- reau attended. The content 01 1e course was related chie1- 1y to ca se reco rdin5 and 09 se analvsis . For the 1949 in- stitute the theme chosen We the administrative aspects of supervision. The est of the fisldenwoods institutes was held in the summer of lQSC. h 1919 summer institutes were Starting 1951 throu conducted at the bniversity of iichi5a for cos eworkers of county bureaus. These institutes were sponsored Jointly bv the State Dee. rtne*.1t and the university. The courses were available to ell caseworkers, but the approval of the supervisors was required be1ore the worpers could attend. h‘mselves of the ct Three workers from Isehan Co.n y availed ‘ isle to obtain academic ere d t. H. - -~ 4‘- ’1 Iv 1 oo,ortun1tr. It was pos ['3 for the course U A re5ular ann al worker op i» sponsorel by the school of social work of the Univers'ty of “1 hi5an. } - thou5h there is no spec cial connection between tne workshop conferences rnd workshops of a arofessioral nature at lich- 1 State Collere :nd in other parts of the community LL” _ v - . ~‘\,— (" \r‘ f" , - fl - —\ V -_ v have sometiies been attended ev burea woraers. +3 he Lichiéan Wolfe re League which is a state-wide or5aniz a.ti: n specL ll" concern ed with yelfare planz1in5, holds ,1 an annual conference hfllCh w re encoura 5 ed to smut nd. 0 5 ED “3' 01 O 5 t“ “ 1 ‘ "L‘ r n 1‘“ ' “f. 1 '0 r\ . '. "* r 'L 4' J- '. r 1§ee oy the Inu55na.nor the purpose Ol draw1n5 attenti J- ‘ -. . A. 4- - ~° n - ,4 :: -°. “‘9 ‘ ' . -. '1 - DO t1e Cdrrulb serV1ces ior children in LiCJlefl and t ed many workers from the QUI‘GC‘. Fewer workers attend the Ha iOLa onfer ence of Social Work since the conference is held in other parts of the country. Despite this fact, one worl {er from the bureau -73- ’7' said that see attends t1"1e national Confere1ce when l (L‘ {D ve is a; roved by the supervisor. The worker feels test thi! s is imeortsnt es sne has opjortunity to -in:le with pro— fess onai social w rxers from different esencies and to learn new techniguls. she feels thst these occe sions present chal- "' 'fi'.‘ '.- P" ’lr‘ . '"h" n‘ 1‘ r‘ I ‘4‘ lenges wile. Lay soc1gl werier Cufl use as n incea ive to ('17.. . ‘ - .1. .. —'_ ‘ ‘ ,.. J" L. ’ ' .3. 14s worier reseens1 We 1or tne SpeClallZQL services “" 4' ‘ 1 .fi 3. fl ‘ r‘ r r‘ " ‘. 4" . 'L '. '1' 'L 'n . 1or the e11nd ses also attended iflSultUbss in test 1ield v_ ij’l N'- ‘A C ‘~. [H ‘~‘ .1 Q . 1’ st 1er 0. «ip nse. one Utceneed e six-ween course a ‘ -. J. J a ‘A \. 1‘." r, . ‘6' ‘ ~ . a q "L '9 feellsnti uncer t1e meeissm o1ne tie 1or seeCial education . ‘ ’ which is urder the sponsorship of t When a resiest 1or educational leave to fittsLd this course H C) p rt lent the worker uses her :rnusl leave and in sedition 1.} (l d‘ C+ Li‘ (D (7) f i cf. k—Jn J (T O O (O (P CO I, *5 ( H (:1 Q *3 Q 0 f3 3 .J ‘3 "3 3 p 3 As stated in Chapter III educs ions 1 leave may be q worker receives no sale y during this eeriod but hes the security of knowinf that s the respite. In cons iderin: irovisions for educational leave .1. «L 0 i ’\ ’5‘ L ‘_ .1 r. ‘ A 1' (" .' V. r ,“ 1“ o attention must De LlVen to tn“ use of ta; vorners, their 0 1,1; .° 4.:, , 1 w. ‘ , ,: .z.'. .r-° . r15 , ° ,1 ,1- . pOSSicillc1es for pPOmOthH end tie llflmnClcl erren -74- for the leave. In the buresu, educational leave is onl" ailsble for professional social work education at the Lmr duo te 1::ve1.AccordinQ1V, only the five workers who nos ess 3 college degree are eligible for this type of leave. ‘5 CD As C0 nown in Table 2 on e 3e 5, all of these workers are over 30 years old and two of tnem are over 50. It is not to be expected tlvt older workers wouli grasp educational opportunities. In the first place, they may find it diffi- cult to edjust to on ecudemic settiné with much younger r~ students. secondly, the lenrtn of tseir service to the agen- -el eiucstion is very limited. ('3 Ho 0 H CY alter completiif profes. ‘ - 1n he circumstances, there is little lily slihood that the opportunity for educational leave would be used by most of ‘L, 1' - v ‘.. r- f‘.‘ . M: 1h \ h J-‘,‘ ‘ n 1." "\ one woriers wlo ere eliLloie. rurtler, toe versge length ' ‘s .~- u .v 1* . . v- ('1‘. . . -. of service of tiese woriess is 12 years. inis 18 a Sign that hey may not be interested in professional education or they would have grrsped 1e opportur it by oei' ore. Indeed, 9 of the 14 ceseworhers in the bureau have ewlre dy attained the maximum salary in their classification. 'ne worker hes hed educational leave durin: tne period. She was on leave itr one year, from 1952 to 1953. -urins this time she was enrolled as s regul r lull-time graduote student of nicniysn State Colle e, and completed her first year s work towards the n: ster of Social Work degree. n the Fell of 1954 she continued on her second r1 ' ’ ‘1 " “' 4" ~ ‘ yeur 8 nor; under s WOfu-deCy plai. -75- ~b1e 2. lMuI er :.n‘. Le ength of Service of ”8010 rkers Posses ing College Degrees, Decenoer 31,195, By Age Gre upings. N. Uflco ( AGE Iumb er fivers3e enets of Service T’D tfll o o o o o o 5 12 Under 30 O 0 Over 3 2 15 Abo"t six worlevm of ohf bureau have taken under- gredurte cours_s in ociel w.rk at Aichigch State College, out no special srran3ement ed to be made since the workers took cou ses uh ich were offered in th; eve11in5s. This ob- viated the need for the curtailment of their salary (d) Liters urr The bu eeu has no llbr ry of its own. The director- UDFTVl°OP hrs a jersonhl librerv in his office and H1" kes his socks available to the ork»rs ‘ther workers subscribe to various ma3ezinzs of a profe sionel nature and share these with t eir coll lea3ues. T1e casework supervisors too their own literature to workers. lend \ (GI ublic Relations --L.) Participation in community ect r) Ln. portant element in staff development _‘l'. .L vides an opportunity I'I - I‘- ‘r in.) _,;.1 person end the general the community. knowle h i of puremount other disciplines social work makes. The bureau worker is apt to become so absorbed of the community. «.1- I bile In the bureau, supervisors ive c nsidersble f L K—’ thus to learn more Cirector-supervi attention ivities is an im- program. It pro— other professional 9 L44 ut dge of the community rele tio Me with u- ‘ contrioution t1st with large clientele sor and the other to developing fevortele puo ic relations. The 03.8 eworke rs are encour: 5ed to tek- <2 we t in public relations activities also. Two workers are detailed at various per oCs to represent the agency on the Connunity Services Council. This responsibility is rotated so that :11 workers are given opportunity to re— present the s3ency. Workers are also encoure5ed to speak to social 5roups and service or5enizations in the community. The Referral Committee of the Community Services Council ‘1 consists of representatives of the various so cis.i agencies in th (I) city. Keetin5s are held once monthly and all bureeu workers are 5iven the en nce to serve on the committee at different times. This provides an opportunity for meeting wi h wo rkers of other agencies in a professional setting. workers also serve on the Christmas Clearing Bureeu Committee and t e eurertlxr resporr- sible for the tr inin3 of the students. The tuce*: ts accom- 1 _. *8 penied s5ency NUPQOTS on some o: their field cells. T experience cert inly contributed to the frowt: end levelop- ...‘ 0 fi H _n. . VA n _o‘ 1 _g n o lent of workers in tiib they nod to exsleln tieir lunction heir tr isut3s to both student 31d tutor. ‘ V , A n "I“. (\I r’: ‘. r‘ A . T ". ‘~ . r-I :: rs By the Full 0 l,ol a cannge in the niCJlLan Ltnte work curriculum to a two-year pro- -79- fi‘ r1 V”) 1 n ‘ ”l 1" 3‘ 4' ‘1 r. - 'n (V + p, ,4"- ‘4; ("5“. *eL4Q-LLL' LJO UL‘K, A’-\__,L._) uu/r C4. 9 ;_. m (D .01 Social Work degree 0 (4 l.— o *- (4‘ C) ' CO H " 4" v- 4' o " ‘.- "‘- "J‘ '3 fi .‘v- -. N v~ J- on caduscnent in t1e suudeht fl lo worl errun.emenc DJ bureau to be mace. a use csanfe, placement was urov H.) with the sfencr or four to Six first- -"e3r graduate stu- dents under the direct supervision of a faculty m mb:r 01 (j the Social Jork slurrtmc of the college. This group, re- p \ ‘ 4' , '. ‘L Q. a" (W 4“, OJ” .' '\ J- T . 4' r‘ - ' V‘ -. V lerrec so in one sure u cs use at uoexc L lb, spcnos tJo cogs » ~fi -. -‘ v v ‘ . ‘ ‘ \ q q r 4- 1 fi . ' ‘ 7' p wee“ 14 e eld Jorz it tn: CQOICF. Lne 01 tiw c senorl A . L I “A “ r' " ‘ - W" I ‘ 'L 3 . c“ "' '. id - r- n . 1K 9 unit. lee c seJorlcrs yucclc1oetx in tuC pro_ r m too L3 “_O‘L‘3‘ v“ L,‘-. - ‘ . O -- p .L" o 3 . ‘\ O 1" V3 ‘- ibig3 OVUT tgnoororil3 sole 0; t eir cases U310“ tie stu- The lSSl Annu l neport of the sireeu, in a section 4." 4.,' mi . .,.! 4.3.1. (3.2.“ L .‘ .- ‘ .° 4.“. on ex) staceuc gait, st tes 3.1.1.1109 t.:e pucllc c:.SSJ.SLu-’1C€ rx“ 0‘ "‘+1~‘-J‘q‘\ ‘ I‘ . fl '4' ‘ ‘ P‘ progrems re coast itij Kaunding lb eco mes more neces sery to orepare greater nxn‘rrs of new workers for t f. (3 ~ -. ° ,. 3-! .1. -. - 1 M , .1. 3,. .0 leg. it; t- s t texxnt, tie reenter mmoer Oi . t - ‘. - ,1 - .,-- ,_°-L1 1‘ 1. stucents co not {ccept e: p H031ment Jlufl t” oureau ugon ". .2 . X'AJ. 4.3, .- .:\-,.. - n". ‘ ...4..°. 1 3; _ graouation. lee ole trainie_ progrer nos coic_nuee. “on- -c oroject to the e ency is ; J (I) C d Pb re (L reflected 1L t- eVelOpflCDt progrrm of the bureau. It 0 fers f?- 4-2 V — 1 " .—- " n 0 b4: Jorlcrs a onellen e see u so a tion of tae posslsili ties avails to puclic assistonce -50- workers in fivins to clients service of a profess. ional type somewhat differen from that regularly in public assistance egencics. before students return 0 ses to their regular workers a con1srence includinf the worker, the student and the supervisors of both is held. It is hoped that when the workers resume service to cases that lave been carried by students, thev would gain a wider perspective of their function. .I The most important fsctor in staff development is he staff. Jithout full knowledge of the workers for whom the program is intended, it is no ot possible to see staff ~deve10pment in the Ingham County bureau in its true form. f Objective data on the caseworkers, insofar as staff de- velopment is concerned, include their age, marital status, educational cuali;ications, length of service, reasons for leavinr, job status and c: seloads. These matters are de- scribed bolOw. At Dece oer El, 1954 there were 14 caseworkers in the In hzn County bureau cerryinr a tots 1 cs selor d of 2,210 clients. Cf this total, 1,770 were CAA css>s, 344 were ADC cases, 42 were AB C: ses and 54 were AD cases. *3 D. in). C) makes an averafe of approximately 180 cases per worker. T11e avercse leng th of service of the caseworkers Was OVer 7 years at the end of 1054. However, the actual hf range of service was from less than 6 months to over 17 years. —81- As shown in Table 3 on page 62, during the period 1946 to 1954, 33 caseworkers left the agency. A comparison of the length of service of the 33 who left with the 14 in employznent at Decen er 31,1954 indicates that the former group was employed for a much shorter period. The average length of employment for those who left was 2 years and 7 months as comprred with 7 years and 9 months for the present employees. Also of importance is the fact that only 7 of the 33 ex-employees were on the job for ere than 5 yea s. It appears hat all the workers in the bureau during the period under review lave not regarded their jobs as temporary employment. Five of the present staff have been steadily with the bureau throughout the period, and more than half of the 14 have been on the job for more than 5 years. On the other hand, there has been a large mobile J. b l 6‘ 0‘ 0) group whose number far exceeds le group. In the ’ J. ,. 1 .- 14 -_ , P .‘. A last 9 years t;ere have seen 20 0: cf- hese workers who have joined rnd le it the a fiean staff within 5 years. If the workers of the current staff who have been with the bureau for under 5 years are representstive of this mobile group, ~3, it seems that there are (33 C0 ('3 .) O :1 ,. H. D rd r) «.7 i- (D 4.» O :3 ’U (W F} (D (7) workers of all ages in tfliS group. In addition to find n; out the number of workers who left the a ency, it was considered perti nt to the study to find out the reasons wL3I they left. Significant anonr the reasons is that only 3 workers were promoted to Table 3. Length of SerVice, CQSJWOTKGPS Employed December 31, 1954 and Ceseworhers dho Left 1946 to 954, Inghau County Bureau. Workers Workers Zea s Left Employed 1946-1954 December '543 Under 5 5 under 10 under Over 15 Total...... 3 10 15 3 14 m 0\ C\ o p— kN O i-’ Averaee 2 yr. 7 no. 7 yr. 9 mo. ’. L ,4 Len: h of service to December 1954. T¢%lC 4. Relation of Length of Service to Age Caseworkers, Ingham County Bureau, Decem— ber, 1954. Length of Service in Years ‘33 in Years To— Under 5 10 Over tal 5 Under Under 15 lo 15 Total..... 14 (J\ bl #- #4 Under 30 2 2 O O 0 30 under 50 S 2 l 2 C O 4 ('9 F5 U] C) \J [U h.) n) i .J -54- her 0133 sii ic;' tions end for these, promotions did not occur within the agency. Iearly one-t hird of the workers left on transfer to otge“ jobs, either in other county ) bureaus or in etier sections of the State Department. A .9 ' - ~‘ F r. .-- . .,~‘. ‘,. n: I v. ‘ '2 '1 Sinilnr DHLDcP reSi»nUu uGCUJSG they he to leave tie els- (4' . This information is presented in Table 5 on page 85. H- tr c elf of the .‘nber of workers, 7 of the 14, was .'" V-N‘ V V I" . ‘ “I ,x 'A Q . ’2) ‘ \«‘ v ,‘. over 3e fCWrS 0 eye, and only a were under 30 years 01 . I as explained earlier, 9 of the 14 workers have not coxnl,leted a full underfraduat education. A similar number have M. attained the maximum salary in their classification. as at Decefiber 31, 1954 all of the workers were women. Of 3 widowed and 4 single. All of the widewee workers and 4 of the nu rried ones had children. For the sake of csnfidentiaiity information cor elating the are and marital status of the workers was not obtained, but it is OCliCV“d tart the sinfle workers were re;c sente- tive of the age "rounin“o anon: the married workers. A“”ut"tr tive Poli cie end Practices h To obtain a true picture of stefi development, not only the specific activities must be considered but also J .. ’ J.) ‘ -'~ -.. A‘ I ;-‘ m 1 ‘ fecting then. Tius, eacn }- '\ ministrative arrangements a 01 the activities that have been described in this chapter is influenced by the administrative policies and erectices outlined in Shepter III. Adeouate administrative policies are closely related to the needs of the staff and ai Ceseworkers' . Reasons I-ghem County Bureau, 1946-1954. for Leaving Reason for Leaving Number }._.I l\) O‘\ U1 JE' DJ \1 0) Total........... Transfer Left District {eternity Promotion Death Other Employment Educational Leave Retired Lot nnown 33 \N .1:- \O h) H e4 +4 m the agency. Host of the policies governing the administration of the Ingham County bureau are framed by the State De— partment on a state—wide basis. In such an arrangement it that the policies would cater to the f any siiqle county bureau. Another con— sideration seems to be the attitude of the State Department with regard to the type of staff that is needed to carry out the public assistance program. It appears that the State Depzrtnent does not emphasize the use of professional casework skills. Consequently, many of the provisions for staff training are not such as would foster an intensive staff development program. It is not within the scope of this study to point out the nunerous ways in which the administrative policies facilitate or impede staff development effort. However, in the succeeding chapter an attempt has been made to show the inolications of state office policies, county bureau programs and local community resources for staff development. CHAPTER V COI‘QCLUSIC‘IJS Staff development aims at providing effective ser- vice through well-equipped staff. To do this requires an understanding of what good service is and how it may be rendered, as well as knowledge of the staff carrying out the service and ways of improving their skills. In Rich- igan, the State Deprrtment of Social Welfare determines the type of service offered in the public assistance program and therefore hrs 3 major responsibility for staff devel— opment. On the other hand, the county supervisor has know- ledge of and authority over the staff in the bureau and therefore must snare the responsibility for training. Both the State Department and the local bureau accept their re- sponsibility, the former for the orientation program for workers entering the service, the latter for the day-to- dey training on the job. Kore specifically, the State Department plays its role in the staff develoement of caseworkers in the Ing- J. 1 ham County Bureau of roial Aid by establishing the ad- ministrative policies governiny the bureau and by conduct- ing the orientstion pr tram at the state office. It is the A x.- O ‘2 function of the Stcte Deprrtment to define the purpose of the public assistance program and to describe how this ~88— purpose is to be attained. It seems that this purpose is~ viewed from the limited perspective of administrative pro- cedures developed to carry out the provisions of the Social Welfare Act. herely carrying out the provisions of the law is a much too limited objective. Law is based on difference of opinion and at best represents a compromise of many opposing views. The purpose of a program should reflect clearer conviction. It is true that the central purpose of the public assistance program is distributing financial aid, but surely the goals of the program should go beyond this. The aims of public assistance ought to be consistent with ' A Y" tab 314; m H: 0 social work, which regards service to clients as not just a palliative but as a means of restoring the client to a state of adequacy. This purpose of rehabili- tation requires the services of professionally trained staff. The public assistance program in Kichigen and throughout th nation does not possess such a staff. Con— sequently, it is understandable that the State Department concentretes on providiny the type of service which the present staff is ecuipnef to give. Although this is a prac- tical approach, it tends to lose sight of the broader goals. In the opinion of the writer the rehabilitative aims of public assistance should be clearly stated and stamined at orientation aid workers should be stimulated to keep these aims in view when ccrryins out the practical functions of their iob. It is the responsibility of the State Department a u as the policy-makinj Dory to provide this emphasis. The whole staff develOpment program would be conceived differ- ently if rehabilitation were accepted as the ambition of the public assistance program. 3 Ho p-V H. The adm a strative policies of the State Department reflec a lack of interest in professional education. The provisions for educational leave anl wor —study plan max- it difficult for workers to take advantare of the oppor- tunities. The maximum educational leave is one year, whereas professional social work trainin? requires two .1 years of aradunte educrtioh. ainancialiy there i not much in D incentive to pursue urofessional trainini. The aseworke on educational leave recei*es no salary and must therefore be prepared to meet from her own resources all expenses for her educ tion and maintenance. If, for ins ance, a caseworker from Infham County obtains a Easter of Social Work degree after two periods of leave, she would atpar— ently be eligible for promotion to the post of Social Work Administrator I, the salary for which is very little higher than what she received as a caseworker. Koreover, she could this position without the degree. p-J‘ ( 3 <: CD CD d C’- 0') F- ' J ( \ (L H ,_J 2e work-study plan is not much easier on the case- worker. The half portion of salary whicq she receives () o . a ‘ v A c .. w- _ F P ‘.—‘ V _O‘ y_ 1 4- J- 1 0 assists her in awetinfl her URJGHSCS in SCJOQl, out Tor this '. a. .1. .. ‘. , . ,. - M, ,. * my ° ,- s.‘ a: must Crrvjr;1er usual.zaeancv caseload. .nlis reddces -00- considerably the time she would hnve available for her A positive contribution to staff development is the use of Civil Service by the State Deprrtment in connection with personnel policies. Civil Service provides for equity in the selection, rating and promotion of workers and de— termines standards for :reding them. In working with 1 he State Depsrtment has not surrendered its (3 Ho <1 Ho l,..J m (D ’3 <: 'J‘ O (D ( P“ :3 1 or SLR-F *‘S in? in 5-!) responsi‘ilities for recruitini stuff a d m O t 3:] e Q. the development of the personnel policies. The L T‘, $0 (I) V liaison witi Civil Service. ’13 O *5 (1) O E.) ) fl ., f C‘ *4 < P. U) F. O :3 "3 3 } .h :3 C," r 3 *— ’55 C (4’ e Iniornetion for the Jew Employee' provides useful informetion on the procedures governing employment in the State Depertnent. It is written in single language and snould promote teamwork, cooperation and the best in— terests of tne employee. As mentioned earlier, recruitment and personnel policies are important aspects of staff development. In this regrrd, the service ratings are of s.eciel Value to supervisors of county bureaus. Usually casework super- vi ors nske service retinfs and promotional potential 0] (-9- f.» :5 x (0 ’ 1) re shared experience with the workers concerned. re {.1 - ‘l .. s, the eVCluetivc process not only fulfills rn adminis- 5 tretive requirement, out also fosters L38 growth of the strff. :I‘ CO H. (0 ("F C) (3’ (T; (D k 4 r I 1C5 0 0 cf 0 Q. (+- if 0 fl Fl :3 "S 0 'D 'd O 1') U) P. O H H .1 d t ’1 O "3’ -91- ‘ staff develop23nt is eased in the county bureau. In Ing- ham County the Minot”v of staff develOpment is supervision carried out by means of individual conferences, unit meet- 1 infs and staff eetin s. This supervision seems to lay stress on the mecnanical process of edm is terin3 financial aid. Luch attention is g iven to determining eli: ieility throufh interviewing and verification of statem nts ma de by clients. Prompt service after eliyibility has been es- tablished is the main goal. It is felt by the writer that more interest should be shown in the intangible needs of clients. Since most of the workers have been with the bureau for many years, it i to be expected that they are quite Cf) ‘ fg1s .iliar with the administrative aspects of their work. M To prevent the job from becoming mere routine, the use 0 casework skills in offerinf service should be encouraged. It wou d appear that the supervision in the bureau has not ventured out into this area. This is to some e: :tent due to the pos Hie taken by the State Department. It might in part be attributed to the lack of professional training of the supervisors. The staff meetings at the bureau are an important staff d “veloement activity and are well conceived and carried out. One flaw noticed is the lack of participation - 0 F4) the workers. Zhe settilw in which the meetine s are held mifht be contri‘outory to this result for it does not lend itself to group discussion. A pleasanter room not assoc- .L -92- iated with daily office routines, allowing the workers to face e:01 other and in which they do not have to stand when particip e1tin3 mi3ht make it easier for workers to speak at meetings. The recreation room in the basement of the buildin: seems to have these desirable qualities. The V, coffce breac migh be combined Mi staff meetin3s since it is customary for this break to come just before or after the meetinfs. Another factor which m' 3ht be considered in connec- tion with sta ff meetings is the plannin3 of the agenda. If workers participate in preparin3 the agenda, it is pos- sible that they would take a 3r ea ter interest in the dis— cussions at neetin 5. Some public assis tznce c«encies in other states have develeped a regular staff meetin3 commit- tee censistinc of caseworkers and supervisors. In planning meetings, this committee works with the area representative who is in a position to advise the local agency in adminis- trative policies emphasized in the state office. Not enough use is made of staff committees in the bureau. In agencies where this prac ctice is employee d re- 3ularly the workers become a more inte~ 3,ral part of th a3en— cy. The supervisors of tie In3ham County bureau were aware of the virtue of this practice when a social comm Mtt e wgs appointed to cater for the coffee break. In many other areas the staff can make a contribution to the 861‘. nis— tr tive process and should be 1courofs to do so by bein3 -93- invited to serve on staff cohmittees. Participation in ‘V formulstin; policies is important for 3e tin3 the staff I... (‘1 Ho 3 _a '7) "Q 4- r..r\— ,— ‘ rx..‘ 0 -'A in teres ted .nc a their 3rowti. however, the morale of the bureau is good and this is of cardinal value in st ff duvcloolent. The majority 1' 4-», 1 1“,. a. V. ,- a w r, . . r ”'1 OJ. out; .’31--€I‘S Lin V63 L/(Zei'i U]. h; tile :zf 5%.er iOI‘ SCVGI’c_,._L. VGCL-S :3, d hsve developed amicable workin3 relationships both with their collee3ucs end with their supervisors. The importanc of setisf ctory workin3 conditions for 3rowth PnQ efficiency of strff is not be under;s imated. In the buree u, plannin3 for staff needs is a major considcrjtion of the superVisors. Cffice routines are clearly plunn=d end are conveniently .0 J. _g 1-. _1_ n n c. .. I, . T‘f‘ , “ H .. I 7—. ‘ J- distrisnummisjmmi Jorners. i;cp.1ipmert is,cmux;rrte one hope [—10 O O ) O 6 £\ (0 ’3 O 3 '3 O c: |._. C) *- O i.) (-7 O ‘ ‘3 L3 ’ I 0—) Ho 3% Ho (D U) H .J r: (D 3 O O H U 5 premises, heie to give workers t11e feelin* thct they are valuable to the s“ency. A noticeable leek is the absence of apprOpriste literature ior staff use. ooci l work is a growinf pro— erofession in which new ioecs, methods 9nd techniq es are contirtlallv beih3 ir tiocuced. Jorgers should keep in J. touch with current trends. It is realized that there is * l) (+- w O "5 "3 O D Q - ~ 4- . ‘ 1' -, -. In ,~c . not deH time the ener y is f r ’ } ’1 (.3) C’- C) *‘5 (‘3 I.) C (n A ‘1 E (O day's work. However, mh3czine ’(3 S g. F.1- O r.) H U] C L4 H (D C i" p and reports do not co nstme much time for re: (LL? an: could none 2 Vslueble contribution to the k.owled3e of th workers. -94- C0. C+ ‘3 cf- (D I' ~ —\ —(' .~ . J— cc ‘ v- ‘ \ fie use i com lfllo, resources sot; bw tue ' ~ ~' ‘ u‘ ~ ‘L . t J— : A I "' w q f‘\ V 'r. ,‘\ f'fi 1 '1 ‘ 4' eprrtlenc ne use count; ourcnu lor st;ii oevelopmenc ‘ ~. 4. 2 .r‘ .L - ,u 1, . ’1 ‘ 4. " to es satisisctocy. For In,ism County cue nos t in 'ne two universities in nest M O “S (+- m n C 3 r. C ,J < m (I) 5 O o O :3 '5 O (D o u (‘0 CL Lansiné 9nd nun ”reor, the Kichignn W- lf " re Lee Conmtnitv Services Council, the government departments, the orivete social agencies, and professional org ”Pl”uthDS. The ‘irectcr-sujerviscr o: the DUPOOU is very interested in develooinf food puslic rclstions in the community and has eiccurso-d the staff to oarticipote as fully as pos- sible in community activities. inis is undoubtedlv an en- 1 A ’ r“ ‘V"‘\ " " “ V ‘1’ — n‘ 1 T\ I“ (3 IN ‘ ' n-1,, e,.:,>erience or tub tuorners trio s ectrneo teem con- (+- sets and informntion which are nut to good use in fiving O r; lJo r... L‘*’ \AJ l._J D' (D C service to clients. Community contscts er both by inviting re: entnti ves from other organizations into the buresu to meet z-Jit‘u the strff L3" w 1‘ w h. n J. .9 f“ o oy oelesutinfi (1} *JI § ,. d 9 ( I) O Q B I ‘ J“ ‘ ‘ V I P- u I .C' an wor;ers to rcoreseno oJC ourcai oeiore f '\ I TTOL p m.nity. Further, t1e bureau worl cuss make full use of the joint services provided by tue Community Services Council, particular ly of the Sec isl Service Excasnge, the Volunteer Bureau ent the Referral Committee. In permittinf the Departme nt of Social Work of L) Kicnifan Stete College to use the aiency s f ciliti s ior h c 1‘ 4' ’3 “L h. ..“I 1" ‘l ' .". n 1”“.112". ‘ .*‘ 4" gr dusts stuuent truining, t1e oureuu is waning an important ontribution to social work education. Benefits to both C‘" ”.5” C) H *3 O ’3 $3 (‘3 i S C $5 0 O O H I...) C) “2 0 accrue from this project. Of significance 18 the conscious introduction of casework pnilosopsy, knowledfe and skill s into public assistance Cap betmaeen the prectice of pu1fil c assistance workers and has to which professional social work sooscrioes. is closely with the universities in planninf and carryinf out programs for the trsiiius of bureeu crsewcrkers. Bots in joint projects wit 11 the uni- vsr :zities and in relevant projects sponsored iy the schools the State Depertnent “shes provisions for caseworkers to partici.vte. Sometimes the de epert‘.nent relax s its policies reiordin" rt 1ndsnce at conferences end institutes in the interest of staff develOpment. Stef f devrloplent in the Inghs County bureau is not neglected. Espeneinr as it does on the initiative of the St ‘te Depsrtnent, it is sandicapped to some degree in that there is no full-time person in tee state office re- f‘fi . N _r‘ . J. P _0 a r. (-1} ’\ 4. '_‘ .0 I A ‘ sponsible for s Cil truinin‘. lie present trninine super- nns other importent edministrstive responSi ibilit'es i... which limit severely the amount of time he can devote to staff training. Further, the State Department has no clear policy ceter1irln; responsibility for st ff develop- ment. Bot? the personnel division aid the public assistance H <: P {O F" O *4 r ,4 <1' 0 at different times assumed this responsibility. is mentioned in Chapter II, resoonsi‘;' oility for staff devel- \O (A env should be 100 ejencv a u odministrstive stru 1cture. However, considerinr the c stiff - their o”e, marital status trainins; the outlook of the Stat administretive on procedures its in professional education and its fi-wlly the t3") cf scrv e to be brsis end eccneni ncture, the pro develOp :ncnt of stsf; are reasonsel in stéff develop ers in the Ir hem depends Very mucd on s complete as t1e 3091 0 public assistance. steC st herscteristics of the end lack of professional e Depsr sent — it" emphrsis apparent lock 0. interest limited obj he ives ; end rendered - its size, legal ovisio us for the gro 1 and e. Luci more can be done County bureau, but this ceptsnce of rehabilitation VTTT OQDA JV #5.“... H.554" ALA. ~j~ -: ’1 ,.‘ "' . ° . 'r-a “l . . : *3 . 0 sold, Clever F., “ic1igen in your C n dries, nerper m 7‘ 4.1- g -6 ' 1' f F] 0 :‘r0 ULI‘ZTS , .LICI‘I’ :0- ah, :_)‘~£‘. :runo, Frank J., Trends in Sceisl Jo rL, Columbia Universit r '1 'r“ us FYI Fr. .'3‘ V A a" ,. _._ . . \‘ ‘OAJQ, -.C1v] _b -._, .I...’ I»). 7.: _ o -' V, [I .1 .'. lurns, Evelir1e n., Tgo nneri 1: -2 .1. . ‘ '9. on ° . n A" .Am1;1to:11e.1_ljn- Coup1un , lo - -' , .L . crn Social Sgcur t' System, s ~ton, 1949. '2 (V a" _O 4‘". O’r- _- ' _ O c .I eoc1u,inlts, “8‘1, People LRQ Process is Seeisl Security, a. ° , m a ' ““1 ”4-: * , 1 '. -4. '1 zit-’1: 1::oricun ocuLCil on oi wblOJ, JdSHlflLCOL, D.o., lSeo. -' m‘ I 4.1. .- “'1 "1‘ -1.' o " n 7. '1- '3 f: .L. P, Fllui, APCLI‘ r ._.., lie Field of Socit-l Jo -., nenry :1olt 1.. ‘~— - ‘r .'_ ’1 "r‘fj Connr11y ,1lcu io111,.1yel. Friedlnnder, Jsltcr A., Introduction to Social Nelfnre, Prentice-Hall Inc., Sew Iork, 95;. Hollis, Ernest . and Alice L. To glor, Socie l 'rork Educeti O 1‘]. in tn-e United States, Columbia Universitv Press, Lew York, 25-. Jol1ns, Rey, Executive Responsibilitv, Associetion Press, LA vs: Leu .01“ 1;, 1:34. Jelnscn1, Arlien, Pubiic Policy end Privete Che rities, Univers tv of Chice o P ess, Chicago, lSEl. Kurtz, Russell, 1e Puolic As sirt nee 'Jorker, Russell Ssse Founlstion,: Lew lork, 938. '9' N _O -- - W. u_ 'O O F" In fi ne‘ison, Mernice, Tie Public Assist nee Job qfl. the Under- ’* F q (\‘L . ‘. ",T ‘ "' ‘ '1 ‘ a r\ \‘ er.eu1te Seeinl Horn C1rri culus, S n Frenci see u ate Colle , 1 lg U / f "4 A J—‘~.~ u. , Ailes, Artuur P., nu I YT 1 f . . "‘ J- 11estu u Company, sosto 711- n- 4-1, . p .: 1 r1. ._.:.‘- . 4.1, T . . - S_izwoetu, fOlCSSl'nCl erouts on tse uOC, Family A .2 l o e Association of series, Sew Y rt, 194( Social Securitv Board, Seeisl Securitv in Americe, U.S. Gove nment Print n" Office, Jessin ton, D.C., 1937. Y? Stroup, H- reert n., An Introduction to N we, J. b v“, ‘1" w n v? ‘1' ' ' I J 1 ‘7. 1' 'A‘ .uorl, userictx1.seos.txnissny, 1x2: lo i1, 1; f‘ .q f— -., “1 l a . -v- ,5. q, . Tlorp, olsude 1., Sociui Securit~ ~nd Related SerVices in His 1i ' 223 Their Administrz‘; tion zindF‘..1nctio : Z r' ‘ _. fi 1.5... "’ ..O’,-'ew1~.1:_1,~,11 4- rang") 4"? m '1" 3101“. r' ‘31 '1 ’rmO '1 lx44n u -' -..-.--\J;LLI,'K1.A.L. by, V- "¢-A- .. J<\ JKHL .1115. .“ v , J v. , l L O .1 +u n. r .+u S .1 H mm d a-.. 1 1. n“ .i S nu av C O r 0 D1. PC -4 U. A.» d U 1 AV r , G .2. T 3 Av xvi .. D «a .11. muvh .3 ~ 0 ’ .5..— Cu. no y I - A Pre "7“ (w ‘1" ' Q AL.\,,‘AL U Trecker, 0 TJ n! 'CL +u 7.) n1. 0/ mil W1 DV 1 n» nv/ n l mu AN "Va W... W1. .0“ 8. AP. u n a O J cl JTU ) PC... 7) P 1.1— :; .MU mw n/_ he .1) Fun mmurl\ flu 190 my 0 3 .l 3 S no cu mu .1 7) C L . nu AU C .. A e : ab :4 Ar“ V n; nu nu Mi . e l.r .wi Pn v1. .1 C 1, F. C n1 0 31* H. n C ‘91. .l 0 v... 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L‘K 1L «.1..— tr. mu re Co» t . .I. my .3 r n: .0. C «L R n... . "pl :1; ”J .nn mt/ my a w y mi av e .D. .Mu mu ”1.; 4.5V mp .IPV it. v.“ ’ w. hfi .3 mi 0 my my vii .w..i 1 vi mu «.5 .Tu wi my nu Ab “J n1 i. .3 R 1‘“ M J——! ~ .{3 --—l—J‘.,LJ—ALO.LA O..- -T. D‘ - (.11. ll pl-.- Lfi; G , 11“ C'n 1.x '—l ‘n 1" In A A "I b0 C 1‘; <2 0 of -- 1 .1 ‘I .f‘ i- ' v unfin-nn “.5 gene? wrnvfifr t! -A-s\/.L. '3‘ {'5 V" F. V y l '0‘: q .l‘c. -v [\n 4 GI) ‘II‘WK 1 1 .4, .5" JJAXA u.‘ 1 State »¢_ .LKa Pl, ”1 ‘ i” ~E’I i. 3 AU 1:. w. fly VJ ”_fil_ Wu 1... J W‘ , T n 35* O .1“ .1 ml. no S Q. .1 aux .1.“ 1 1: “L . 7 z s...“ C. 0 CD «5* AU ‘ g, —, ’\ _j , l9 . r.Cltr , v- u -lOC- Articles , "T'1e Supervisorv P17oce 033 in _Jblic “re Jour‘.1ol, Avril 1935. 7 . T .1 - . n , m ., 1.: ,. z- 7, 7 7.1 .5- H Aran, uoseg1‘1e 0., "In- Serv_7 0e 1r31h1n3 1or Peelic uGllCTG , '1 ‘1 fl v-\. . :29 741': CC L10 L301" c: _.OVG;1;DGI‘, 1,.7JU. 3. .1 ”V1 .- ‘7, 4.7. H . : '3 ° _ 4. ,. .1. H bryeA, L izeoeea, LHClO-V'°UF1 A103 10 bee H Developrent , Public lelfore Journal,13oril l;33. ~ _. r7 1 v ‘ 0 ~ _. fl , .0 1‘ ~ I w ,‘r II (27:1 (5'. i 00 ocaJe1n1t1, El1zouet1 ene Lerl, e Contr fou1tio711 o: C r " '7 .r‘ J“ J- . I" ‘A . r‘ "7 '7. . r“ 11001.11 Jon- to u 7e 1-1111118 171.tio11 o1 P1Llic A SF ist nee: 72r1' '4' - -". ‘ v'. . r7, ._.‘ “‘("7‘ f V): ‘ J,’ ' 1,ru 1 — T10 Aistor10 l coo» round; are II - Public .- (1.1. n A , ll 1'! 1 h t 7 .. n1 n 7 A0313t130e $00.3 , ooci l ”or: Journ11, July one October .1 C71,] (-1 .L.,/ 7'12 0 vs 7". - _o I 7" H ‘1 " ~‘. " ' ~ " " leore, LCltl 3., Tee Fuel 0 ASSlStQLCG Joe , Tenne wage 1oli0 Welfrre ecord, Aaron 1951. ‘1‘ '1 II (3*. _ V“ —\ _p Ie1ri, F01 1e P., The pgort: e o; So , r. 74 .1 fl . '7- Caallen e o Loc1el nor1 Educ: ti‘ ~ -~ ~, ‘ ‘ '0 " fl 0 q _o r‘ r. " Gcmmm1,, P130 2., {11‘ Cgrrles 2” 1zuflgzu3, Public 1mm; 'twnce , Socir Nor” Yecrbook 1954,Aneri0:1n Associatisn of 50013 ~v ~._ -- . \ -_, ;\r:} worA, 10w Ior , 1,34. '- ~ “.77 N .. . ,1 .. ., ,. Joey, Jane fi” ofessioi l Imolicetious of Inter1etion 7l : -4 ' \o O . .. 7.7 n .1 n 5 800101 Jork" , jeJ lirections in So013l work, Core Kesius (e0.), Kr ’5 V - 'l- . w - .t‘, r- If Herper e Lrotaers, -ew 1or1, 1:24- Shvne, £1cre, "Personnel Practices in 44 Private an? 4 Puolic Lemoer !"er01eo , Femilv Service Ass ciation 0 America, IeJ 1ork, 1948, (m7meo. ). Slear, Genevieve 5., "Some Administ17 etive Aspects of 311p017- vision" , Journal of 33m chi: ric Social Work, Octoee17 1934. Wolfe, Corinne I. "GrOLlo Traininé Let sistence Agencies', Ar2707etrati '3 1cm end Con- sult,tion, Fon'l; Service Association 01 America, Sew York, f: l,'._):'o '1'“ 4- ' 111 00113 '7". -. . n -. '7 "47-0 . - J 1‘- 30310 ProoleAs 3nd curren Tren7s in St -1 eveloo7ent, ‘7‘. " '2 A n' “ . r" r r ‘9. ‘o'. fi‘ .- ‘ I. . j .1- ‘.; . 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