1";

 

r: at}:
" at? .- :_
at? a

myuwlywulwmmnzulnnummumrm ,

9 7126

 

ABSTRACT

FUNCTIONAL ANALYSIS
OF THE UTILIZATION OF THE
PUBLIC WELFARE WORKER
IN THE
MICHIGAN DEPARTMENT OF SOCIAL SERVICES

By

Regina Ann King

It is apparent that the present system for service delivery within the
Michigan Department of Social Services is ineffective and inefficient.
Large numbers of highly paid professional persons are performing at a

level far below their capacities because of system demands that are

unrealistic in light of their skills.

However, although everyone within the system 'feels' this, there is

no objective data available to give direction or impetus for change.
Therefore, a survey form was devised for a review of all casework
positions. This form used a functional delineation approach and assigns
a level of difficulty to the tasks inherent in a function. Analysis

of the returned forms then allowed an objective evaluation of the

utilization of workers in various program areas.

Regina Ann King

The results of this study indicate that workers spend well over half
of their time in financial services, a relatively low skill level
function, while social services are afforded only slightly over twenty
percent of their time. The ramifications of these findings on the
current system are discussed, and a proposal is made for restructuring
the system to allow more efficient use of staff and provide better

service delivery to clients.

FUNCTIONAL ANALYSIS
OF THE UTILIZATION OF THE
PUBLIC WELFARE WORKER
IN THE
MICHIGAN DEPARTMENT OF SOCIAL SERVICES

BY

Regina Ann King

A THESIS

Submitted to
Michigan State University
in partial fulfillment of the requirements

for the degree of

MASTER OF ARTS
College of Social Science

1971

Copyright by
REGINA ANN KING
1971

TABLE OF CONTENTS

Introduction ................................
Objectives ..................................
Method .....................................
Analysis ....... - ............................
Summary and Conclusions ....................

Recommendations ............................

Appendix A - Staff Survey Data by County Size

Appendix B - Education by Job Class and Level

Table
Table
Table
Table
Table
Table
Table
Table
Table
Table
Table
Table
Table
Table
Table
Table

10
11
12
13
14

16

LIST OF TABLES

Compilation of Staff Survey Data ................
Eligibility Examiners ...........................

Intake ..........................................

Adult ...........................................
ADC .............................................
Combination workers .............................
Child Welfare ...................................
Case Supervisors ................................
Unit Supervisors ................................
Bureau Heads ....................................
Directors .......................................
Education by Job Class and Level - Small Counties .
Education by Job Class and Level -Medium Counties .
Education by Job Class and Level - Large Counties .

Education by Job Class and Level - Wayne County ...

iv

15
29
3O
31
32
33
34

36
37
38
39
41
42
43
45

Figure 1

LIST OF FIGURES

Staff Survey Form

INTRODUCTION

The Michigan Department of Social Services is the largest employer of
social workers in the state. With over two thousand professionals
having direct contact with clients, these workers have a tremendous

potential for helping the disadvantaged.

While there has been much criticism, historically and at present,
leveled at the welfare system, little is actually known in an objec-
tive sense about what actually is being accomplished or, indeed,
about the obstacles to the full realization of the potential for
social work in this system. Obviously, where we are going must be
predicated upon where we are and awareness of these issues is manda-

tory for forward progress to occur.

In recent years several significant events and social changes have
occurred that have had great impact on the Department, on its func-
tions, and on the functions and development of its staff. Federal
legislation and changes in the Social Security Act have greatly ex-
panded existing public assistance programs and now require that addi-
tional socio-economic and environmental services be available to
families and children, to adults who are in need of financial and
health services, and to the medically needy.

1

Constitutional changes in state government have materially changed the
department and its organizational needs, its organizational structure
and its administrative goals to meet federal and state legal mandates.
County departments of social welfare and bureaus of social aid have

merged into a single State Department of Social Services.

The thrust of all the social and environmental changes occurring today
operates to shift more responsibility onto the Department of Social
Services to develop programs that meet changing human needs, that will
be more effective in helping clients become fully productive members
of the community again, able to cope with and meet their needs, and
that provide the most effective delivery system for client services.
An occupational structure that meets these goals and that also can

provide rewarding career opportunities is essential.

Development of the "single organization" concept for program develop-
ment, planning and implementation of family and childrens' services,

a major program, will significantly change the organizational structure
and, within the organization, the role structure in virtually all
classes of positions now used. Expanding program demands require
clearer definition of organizational functions to expedite and make

more visible organizational objectives.

Expanding program demands coupled with increased community demands for
social, economic and environmental services require more effective link-

ages within the Department so that its various bureaus and component

parts can deliver a coordinated system of services that makes coopera-
tive use of common resources and recognizes, at the same time, unique

responsibilities. A method of study is imperative to develop an effec-
tive and rewarding occupational structure and to meet these goals most

effectively.

OBJECTIVES

A method of job analysis and career development would permit the identi-
fication of levels of desired expertise and make more effective utiliza-
tion of staff throughout the hierarchy of identified tasks. At the same
time, such a system should make possible more effective and immediate
rewards to all staff by making career lines more visible, by allowing
career mobility both vertically and horizontally, by recognizing exper-
tise through improved job classification and pay ranges, and by giving
administrators opportunity to creatively structure services to utilize

staff more effectively.

Since casework staff comprise almost half of the total employees in the
department it is logical that such an analysis should begin with this
group. Moreover, even cursory inspection of the functions of this group
reveal that the tasks inherent in the presently defined job descriptions
incorporate many activities at a low level of performance and skill re-

quirements.

Although a bachelor's degree is required for this position, the skills
and knowledge of the worker are obviously underutilited to a large extent.
With the present structure and combination of tasks this educational
level is necessary, since a position must be staffed for the highest

level of tasks. However, actual performance has evolved into an entirely

 

 

different breakout of job expectations than what was originally conceived
for this constellation of job functions. Workers have many low skill
level tasks which comprise, because of time constraints, the primary

emphasis of their responsibilities at present.

It is therefore imperative to find out specifically what functions are
performed by workers in order to evaluate the present system and redefine
role expectations and job functions in order to efficiently utilize the
potential of the public welfare worker. It is hoped that this study will
point up the pressing need for a reevaluation of the present system and
encourage continued analysis that will lead to an efficient restructuring

based upon the preliminary data analyzed here.

With these goals in mind, a survey form was developed for a total review
of county staff. This form contains information on the functional analy-
sis of various job classifications, and relates this information to the
programs administered through the county departments of social service.
While admittedly this form is not Specific enough to allow immediate
redefinition of classifications without follow up by a more detailed
study, it was felt that a broad approach for this study would indicate
areas most critically in need of redefinition as well as providing
immediate and relevant information on the current state of service

delivery in the state.

METHOD

A survey form was developed that differentiates functional areas of the
casework position. It also includes other areas of administration so

that it could be used across all classes of county positions. However,
for purposes of this analysis, only the casework responses will be uti-

lized.

Figure 1, the survey form used, is presented at the end of this section
on page 10. The main areas of casework resoonsibility are eligibility
determinations, redeterminations, and the delivery of social services.
These areas were broken down on the form to include the more discrete
functions that make up these activities. This would allow a compilation
not only of the main activities, but also indicate the type and amount
of discrete functions performed. While the more discrete functional
areas are not analyzed,here, they were broken out on the form so that
the information would be available to program managers within the depart-
ment with other interests and they could utilize the data gathered for
their own benefit. Other functional areas, not necessarily intrinsic

to the casework position, are also included in order that a comprehen-

sive analysis of actual performance can be measured.

All county casework personnel were sampled and asked to indicate the oer-
cent of their time over the past three months spent in each program area.

They were then asked to break down the percent indicated for each program

7
area into the functional areas for each program. Out of a total casework

staff of 1982 persons, 1841 forms were returned or 93%.

The returned forms were sorted by type of caseload - intake, adult, ADC,
general assistance, child welfare, and combination workers who carry

caseloads in several program areas.

The functional areas on the form were grouped to provide broader, more
inclusive categories. The discrete areas, while interesting to analyze

for specific purposes, offer too comprehensive an analysis to be relevant
for our purposes here. These broad areas were then compiled by caseload
type for comparison across program areas. It should be noted that the
"other" grouping is a compilation of various items that are not especially
significant to the welfare worker and are not statistically large enough

to include as separate items. They were included, as mentioned previously,
so that the form would be generic to all county positions. Therefore,
while they are included for statistical cohesiveness, they are not in-

cluded in the analysis.

The functional areas represented have also been ranked according to the
complexity of the inherent discrete tasks for that function. While this
ranking must of necessity be general, it does offer and can be used for
a general description of skill level inherent in a particular function

and can also be used for a general indicator of the level of difficulty
for these functions. This ranking, in coordination with the results of

the survey, will allow a description of:

Percentage of time spent in each functional area.

The level of skill required by a function.

A ranking of functions from low to high in complexity.
Present utilization of staff with respect to skill level and
functional time requirements of various job classifications
and program areas.

Projected differential utilization of staff based upon skill

level and functional time requirements.

\‘u
a .
.\.

10

    

PROGRAM AREAS

 

EDUCATIONAL LEVEL (circle)

l. Doctorate

2. MSW

3. l yr. toward MSW

4. MA other than MSW

5. [3A or BS

6. Some college

7. ll 5 Grad or equivalent
8. Less than H S Grad

l Caseworkers - show number of cases in
each am

  
 
 
  
  

 
 

All personnel - show 93 of time spent on

each program

  
 
    
 
 
 

FUNCTlONS

oral clerical

 

eral stcno

 

clerical ision

  
  

 
  
  
 
  

6 oncill services

  
  

7 iniormation services

8 liomelinder

  

9 homemaker

   
   
   
   
  
   
  

  
  
   

10 eligibility determinations
ll load
12 client

13 other financial services

ram certilications

   
 

t services

 
 

 

14 problem analysis & diagnosis

  
  

liome studies
16 word

17 group services

8

ision

 
 

  
   

t services

   

     
  
   
 

services

 

 
 

lami

medical services

   
   

housin Services

education services

 
  
  
  
 
   
 

other social services
in-service train
eli ibili
i l

tiscol management

  

   

svcs. supervision

   
   

      

ervices vision

    
     
 
  

oiiice mono t

  

buildin man t

 
  

administrative conferences

 

31 communi conferences

    
 

ic relations

am one sis

  

 

Signature Date

it

Figure 1 '

   
 
 
  
 
 
 
  
 
 
 

ANALYSIS

The results of the survey are shown on the following table. The func-

tional areas shown are a composite of the discrete items of the staff

survey form. The functions were combined as follows:

FUNCTIONS

General clerical

General steno

Clerical supervision
Eligibility supervision
Food program certifications
Client budget services
Other financial services

Employment services
Family planning services
Medical services

Housing services
Education services

Home studies

Ward supervision

Group services

Other social services

Information services
Problem analysis and diagnosis

Ancillary services
Homemaker

Homefinder

Eligibility services supervision
In-service training

Social services supervision
Building management

Office management

Program analysis
Administrative conferences
Community conferences
Fiscal management

Public relations

Other

11

GROUPED FUNCTIONS

 

Financial Services

Social Services

Information Services

Problem Analysis and Diagnosis

Other Functions
(Included but not analyzed - see

page 7)

The discrete areas have been assigned a skill level independently of
the grouped areas. However, the skill level indicated for the grouped
areas will reflect the highest level inherent in that block of functions.
The use of the skill levels will indicate in general the utilization of
social workers. Obviously, a more comprehensive analysis will be needed
to redefine the functions of the social worker, and to incorporate the
services of the paraprofessional. These functions must be broken down
even more discretely and a skill level assigned that will encompass all
of the tasks inherent in a particular function. However, the same gen-
eral approach would be valid in that analysis that is being used here.
It is our purpose here only to indicate the general functional areas so
that a more detailed analysis can utilize the results of this study for

direction and a rough indication of time and skill requirements.

It is therefore possible to make the following observations on the level

of difficulty of the functional areas.

Financial services are a composite of discrete and circumscribed duties.
They are clearly defined and offer little room for discretion or inde-
pendent judgement. Almost everything the worker needs to know is laid
out in established policy. Examples of some of the tasks in this func-
tional area are computation of budgets, evaluation of requests for
special need items, determination of eligibility for food stamps, budget
reviews, and the completion of forms for various administrative purposes.

These tasks require a relatively low level of functioning.

13

Social services are likewise a composite of services other than finan-
cial available to the client. These range from the more clearly defined
and circumscribed services, such as employment and medical (basic ser-
vices) to the more general and diffuse social work practices, such as
Child welfare services. The level of difficulty here encompasses a wide
range and the Specific level depends upon the specific service being
provided. However, all these services require a level of skill above

that required for financial services.

Problem analysis and diagnosis is listed as a separate functional area.
As such, it presents a difficulty in analysis because it is also an in-
herent part of both financial services and social services as well as
being a separate functional area. Because it was broken out separately
on the form, it is not possible to state how much of this time require-
ment belongs to which functional area although we would assume that the
greatest part should be included in social services. Even though it

is analyzed separately here, the reader Should keep in mind that it is
not entirely separate conceptually. Its skill level would have to be
evaluated in relation to the larger functional area with which it
correSponds. It would, therefore, follow the skill level required for
the service being offered. In other words, problem analysis and diag-
nosis would require a lower level of difficulty for financial services
than it would for social services. As a separate functional area the
skill level would depend upon the degree of difficulty of the problem

analyzed.

14

Information services also cover a wide range of areas and the skill level
would depend upon the specific service being rendered. In general, how-

ever, tney would be at a lower level of difficulty than social services.

It would seem that the last two functions mentioned, that is, information
services and problem analysis and diagnosis, would follow as a functional
area the specific assignment of any individual worker. That is, adult
eligibility workers would be expected to be knowledgeable in their
specific area but would not necessarily be so, for instance, in the child
welfare area. Tnese functions, and the levels of difficulty inherent
thereto would vary with the functional assignment and cannot be consid-

ered independently of the main function of the worker.

Therefore, the main or crucial areas for consideration of this analysis
are the financial and social services areas. These two areas are the
basis of the functional delineation of tasks upon which any reorganiza-
tion must be predicated. With these elements in mind, we can proceed

to the analysis of the results of the survey and the implications thereof.

FD

Table 1

Compilation of Staff Survey Data

momew>m umucmwmzk

 

 

 

 

 

 

 

OH.© em.oH om.“ mm.m mm.¢ OH.m mm.m em.n meowpocsd cmzuo
memozmm_g new
om.n Rm.mH Ho.HH om.w em.m mm.m RN.N Hm.fi mwmx_m:< EmFQOLQ
mH.m mm.e mH.e mm.m ee.m NN.¢ me.m Nk.o mmuw>emm :o_pmacowcH
em.em cm.xm oo.mm me.em mm.mH mm.mH mm.mH mm.o meow>cmm _mwuom
mm.mm we.HH eq.m¢ No.mm mm.mo mm.mo mm.m@ mH.mN mmov>cmm Ferocmzwd
mfimfiuz mmmuz mean: meu: omen: mmfiuz Hmfin: mm":
acmeFm: mcexcoz muse Loewmem
«4<HOH upwzu corp UQ< p_:n< -umwmm< mxmucH xuw__n
-mCTQEou _mcm:eo -WGPFM

 

 

 

 

 

 

 

 

 

 

With the exception of the eligibility examiner, the other returns ana-
lyzed are all Public Welfare Workers at the 07/09 level of civil service.
The basic requirement of this position is a baccalaureate degree and all
workers hired subsequent to the merger of the county and state depart-
ments in 1965 have such degrees. However, because of a "grandfather"
clause in the merger agreement, approximately 25% of the present staff,
who were assimilated in casework positions in l965, do not have such

degrees.

The eligibility examiner position is currently set at the 06 level. The
basic requirements for this position relate directly to the previous
experience of the applicant. They must have three years of experience
as a clerical employee at the 03 level, two years at the 04 level, or
one year at the 05 level. There is no provision for entry from outside
the department into this position at the present time. The use of this

position is currently restricted to intake and the adult caseloads.

Table l, Compilation of Staff Survey Data, on the preceding page shows
the mean time spent in each functional area by public welfare workers

and eligibility examiners in various program areas. The means were fig-
ured separately for each program area with the mean representing that
portion of time Spent in a particular functional area. Comparison across

program areas gives an indication of differential functional assignments.

Table l ranks the caseload type by decreasing order of time Spent in

financial services. As can be seen by analysis of the table, time spent

17

in social services and problem analysis and diagnosis is inversely related
to the time spent in financial services. This relationship would follow
intuitively since the two main functions are reciprocals of each other;
that is, financial services are constrained by a system of time require-
ments and checks and subject to boundary conditions while social services
are more discretionary and not bound by any such constraints. Therefore,
if pressed by time demands, and all workers are because of large case-
loads, it is the social service functions which are pared to provide time
for the financial aspects. This can be demonstrated by the fact that the
ADC worker theoretically is expected to Spend approximately 30% of his
time in financial areas and 70% in providing services. The results of

this survey indicate that an almost inverse time relationship exists.

The type of caseload also brings predefined definitions regarding the type
of service to be provided. Intake and Adult caseloads are geared to fi-
nancial services - little or no social services are expected nor are ser-
vices provided for in staffing patterns. (Note: Although financial
services for the adult categories have always been provided, social ser-
vices are presently being incorporated into the department's service
delivery system and will be implemented shortly.) At the other end of the
scale, child welfare caseloads are comprised almost entirely of service

functions.

What is readily apparent in this compilation is that the welfare worker
in all categories spend 55.55% of their time in financial services and

only 24.84% in social services. If the child welfare workers, whose

18

functions are almost exclusively service oriented, are excluded, the
average increases to 61.36% for financial services while the social
service time decreases to 20.52%. While the exact breakdown varies
with a particular program area, it is apparent the system, with the
exception of the child welfare worker, is heavily geared to the pro-

vision of financial services.

SUMMARY AND CONCLUSIONS

The financial service functions, as previously evaluated, have a rela-
tively low level of difficulty. They deal with discrete tasks and require
little judgement or discretionary ability. As such, the inherent tasks

do not require a person with a high educational level to perform them

satisfactorily.

Implicit in this analysis is the fact that the combination of tasks with
a low level of difficulty requiring a large percentage of time coupled
with the requirement of a high educational level (BA) as a prerequisite
to a position results in job demands which are neither challenging nor
tenable to the majority of personnel occupying these positions. The
implications for staff morale and turnover because of the underutiliza-

tion of ability and talents is obvious.

The financial service functions could be competently performed by less
educated individuals pr0perly trained for such positions. They may
actually perform at a higher level than the social worker Since the

hostility of the worker to paperwork is well known.

Not only would utilization of a paraprofessional for these functions
nave the probable result of more efficient operation of the agency, it
would result in lower operational costs Since the paraprofessional is

paid less and would be able to carry a larger 'eligibility only' caseload.

19

20

The need for more effective utilization of staff is clearly evident in

the data. The resulting efficiency and cost savings are also paramount;
however, one of the prime considerations would be the fact that with the
financial service aspect removed, the social worker would then be free

to provide the services which are the main responsibilities of this
position. Obviously services are severely suffering under the present
structure. Unfortunately, it is the client who must bear the consequences
of this type of system - it is they who are not getting the supportive

help needed to meet their problems.

Social work supportive help is crucially needed in many other areas of
public responsibility also. However, it is obvious from the results of
the survey that the public welfare workers charged with this responsi-
bility are too busy doing "paper work” to provide the services in the
areas for which they hold the main responsibility. Since in most cases
no other help is available to the welfare client p0pulation, the effects

of this neglect are far reaching, albeit impossible to measure.

The present system of allocation of staff and the functional assignments
will not provide the time needed for these services. There are simply
too many impingements on service time to expect that realistically the
quality and quantity of services will improve through either administra-
tive emphasis or worker determination. What is needed is a restructuring
of the complete delivery system for financial and social services so that
adequate staff time is allocated to each. This will only be possible by

functional delineation that provides for seperation of the financial

21

and service aspects of the system. Without seperation, it is doubtful

that adequate social services will be forthcoming in view of the rapidly
increasing caseloads and the partial staffing patterns necessary because
of budget constraints. because of these trends, the ultimate end of the
present system can realistically be viewed as resulting in social workers
performing as glorified account clerks. It is not unrealistic to expect
that because of the time constraints obvious even now that soon there

will not be any time for services at all.

It is therefore imperative that a new system be developed that incorporates
a method utilizing a functional delineation of tasks. By so restructuring,

improved delivery of all services will result.

RECOMMENDATIONS

The basic functions of the county department encompass three divisions;
intake, ongoing eligibility services, and social services. Presently,
an intake worker handles the initial contact with the potential client.
The case is then assigned to another worker who makes the final deter-
mination of eligibility and continues with the case if the individual
or family is found eligible. The ongoing worker handles all of the
financial transactions as well as providing social services. Because
of large caseloads, it is this combination of duties which results in
the neglect of the social service responsibilities in favor of the more

circumscribed and time bound financial service requirements.

Therefore, effective reorganization of county staff must include the
functional separation of intake and ongoing workloads as well as the

separation of financial and social services within these two divisions.

The division of intake and ongoing workloads would necessitate a self-
contained intake unit where eligibility determinations are completed,
and approved cases only are routed to the ongoing workload for continuing

services.

Intake services should be redeveloped along "total functioning“ concepts
wherein all determinations of eligibility for all financial assistance,
medical assistance, and children's services will be concluded within the

intake process. Certain social services to families, adults, and children

22

23

that are identified as needed immediately will be either provided within
the intake structure or be provided by referral from intake to the appro-
priate division or other community agency responsible for and capable of
providing such service. This will introduce the concept of team function-
ing in intake and require the differential use of social workers, basic

service workers, eligibility workers, and social work aides.

Use of the eligibility workers and other subprofessional positions have
proven effective where currently used, and their further use is justified
by reduced cost of handling volume work with fewer total staff. Evidence
from demonstration projects, such as New Careers, has proven that the
combined use of Simplified eligibility systems using eligibility workers
and professional social workers working with qualified case aides in
community settings has increased problem resolution with clients, moved
clients toward self-realization and support much quicker, and improved
client/agency/community relations without increasing unit cost to the

department.

Total functioning intake develOpment is also needed in order to process
the plethora of transactions that occur in this process since about 70%
of all transactions occur here. More efficiency could be achieved
through more effective use of professional staff and the use of subpro-
fessionals trained to handle detail work and at the same time provide an

increased level of service to the client.

24

Separation of financial and social services in the ongoing workload
would involve the extensive use of eligibility workers whose functions
would include all redeterminations of eligibility, all budget changes,
and other financial services. This worker would also handle all tech-
nical problems dealing with financial eligibility. Inclusion of a
social services aide to assist the eligibility worker would further

delineate functions and speed up delivery.

Basic Service Workers in this scheme would handle cases requiring minimum
or little casework involvement. They would deal with immediate problems
related to the client's current situation and provide services and related

duties to fulfill the basic service objectives of the department.

Social workers would handle cases with difficult problems of adjustment
or complex interactions that require extensive casework knowledge and
skill in order to change the behavior and/or attitudes of the client or

family.

Implicit in this scheme is the fact that a client and family would have
two workers; the eligibility worker who handles the redeterminations,
budget changes, etc., as explained above, and either a basic services
worker or a social worker depending upon the needs of the client and

the complexity of the case.

Cases would be assigned to either type of worker by the administrative

supervisor based on the information gained in the intake process. Once

25

assigned to a worker, provisions could be made for the interunit trans-
fer of cases from a basic service worker to a social worker, or the
reverse, when additional study indicates need for a different type of

service.

This scheme would go a long way towards ootimally utilizing staff by
providing better and more efficient services. At the same time it would
decrease total operating costs Since the eligibility worker does not,

and the basic service worker may not, need a bachelor's degree to carry
out their assigned functions. Only the social worker would be required
to have a bachelor's and preferably a MSW degree. Therefore, the results
would be improved financial services to clients at lower unit cost, and
improved opportunity for social work staff to deliver effective services

that increase service goal achievement.

ADDENDUM

Subsequent to the preliminary report on the findings outlined in this
study, the separation of financial and social services was approved
by the Director. A task force was assigned in August of 1970 to work

out the administrative implementation of separation.

The implementation procedures have been completed, which included
workshops and training sessions for county personnel. July 1, 1971
is the implementation date for statewide separation of financial

eligibility functions from the social service aspects of the program.

APPENDICES

APPENDIX A

APPENDIX A

The data presented in the main study is a compilation of returns of
casework staff from all of Michigan. These returns were also compiled
by size of county. The counties were divided into four groups; small,
medium, large, and Wayne County. Counties were assigned to these
categories based upon the size of their staff which bears a direct
relationship to the size of their caseloads. See page 27 for the

breakdown.

The functional areas on the staff survey form were compiled by combining
several of the more discrete functions on the form. The combined functions

are presented on page 28.

The results of this compilation are presented on the following pages.

This data is presented for the reader's information in case more

detailed information would be of use to him.

26

Alcona
Alger
Allegan
Alpena
Antrim
Arenac
Baraga
Barry
Benzie
Branch
Cass
Charlevoix
Cheboygan
Chippewa
Clare
Clinton
Crawford
Delta
Dickinson
Eaton
Emmet
Gladwin

27

SMALL COUNTIES

 

Gogebic Mecosta
Gratiot Menominee
Grand Traverse Midland
Hillsdale Missaukee
Houghton Montcalm
Huron Montmorency
Ionia Newaygo
Iosco Oceana
Iron Ogemaw
Isabella Ontonagon
Kalkaska Osceola
Keweenaw Oscoda
Lake Otsego
Lapeer Ottawa
Leelanau Presque Isle
Lenawee Roscommon
Livingston St. Joseph
Luce Sanilac
Mackinac Schoolcraft
Manistee Shiawassee
Marquette Tuscola
Mason Van Buren
Wexford

MEDIUM COUNTIES

 

Bay Jackson
Monroe St. Clair
Washtenaw

LARGE COUNTIES

 

Berrien Calhoun
Genesee Ingham
Kalamazoo Kent
Hacomb Muskegon
Oakland Saginaw

WAYNE COUNTY

 

28

FUNCTIONS

General Clerical

General Steno

Clerical Supervision
Ancillary Services
Information Services
Homemaker

Eligibility Determinations
Food Program Certifications
Client Budget Services
Other Financial Services
Homefinder

Employment Services

Family Planning Serv ices
dedical Services

Housing Services

Education Services
Eligibility Services Supervision
In-Service Training

Home Studies
Ward Supervision

Social Services Supervision

Group Services
Other Social Services

Problem Analysis and Diagnosis
Building Management

Office Management

Program Analysis
Administrative Conferences
Community Conferences

Fiscal Management

Public Relations

Four Spaces for Fill-in

GROUPED FUNCTIONS

 

Clerical

Ancillary Services
Information Services

Homemaker

Financial Services

Homefinder

Basic Services

Eligibility Services Supervision
In-Service Training

Child Welfare Services

Social Services Supervision

Other Social Services

Problem Analysis and Diagnosis
Building Management

Office Management

Program Analysis
Administrative Conferences
Community Conferences

Fiscal Management

Public Relations

Other

 

 

 

 

 

 

 

 

 

 

 

 

 

 

.jflmrHchHrH: mx»xH2mwm 33m N 8
. . mxwrr. ..xmoch epwom zp<zm 404hr
. . ..i .-ii..z«. Nw.i.-. z".-:m.ii: zu- $4,i-. 2“ m 2" 4m ..
«czn4eaz . . z : zmpz zo zmpz. zo zmsz zo 2m»: 20 gm»: 2o
unrmxanpr..-;;.:- - . . ..éiii.w.mwris;uii mama pr-o-.g».oo ii-o.;.p.oo...=y-:.w.ms. am .e
.2s..:._.,,e-mm.£a.-- 92...... 0......c o 9.2 a eel..-mi-o.e.....-.m---.-.
.HchwzpsHez mmw<Hnmm . H... .a _: _ 4.00 _ Ha m.~o.¢,.u 4.00 ~o w s.so u 0.44 ..wm
:cxmszmw-;; .-.:i . . aaiuiii.o.oo.iiso--;opoo:ii.orrhu.omhii.~i_-o.oo--..o=-0.9»-.- ~.-
.mszpznesr.mmm<~mmm . 4~umw;i:~«iimmueo m 4oumo swiiwwnmm-aiim.zmmumo: .4“.
.xexmwmzomw . . _ o ..; o . o.. o o
-mmen-mmx<Hnmm :a-. . . . w . 4nposiium..wo.s0iriiuziiuuueriguo.:i~.mo..i:H:-.S.Hm ..uu iz.
NEEHE,mgzmwemmmzee . o .. -....lnl--...,- .0 Lion; .-_._-..o.......-
HZimmx<Hnm 4wpdzfizo .... a ; ._ H.o~ _ m ”w.oo p N p o.om.-;HH o.oo o H.0N Hm
anro ZmFmbmm mmm<Hnmm,s-i . . .. .ouomnii.~Li.0mooriiaoii.o.m~iiissii.o.oo.---o.i:o.»4 -: 0. ii-
..mcnnsr mmm<Hnmm mavmw<awwnz . .gaiaiiioiiiti-;iinao ; ori-a-:-.ii.p-i;., ;-; o .:i
0.xmm meanr mmm<Hnmm 3.. .w o.uu. N _ o.»o ...H _ ~.oo . 4 “.mo a “.4u Ha

nxDmrmz .berlmem >76-oubnzomHmlil.l-H...o.~ llal ...o....oolll.ol.lunmw.ll 91:61.0. -lN..!.-HmmHl... we all

 

 

 

 

 

 

 

 

 

acerowzo 3s2>omzm24 .i , - .ie:ii--; o o mi:ii;- iiiioi:.i.
.ommmnm zpzeomzmz4 V , V.m. H. .. o_ ..w o ..a no . . _ o . o
amour»: sz»r<mum.-;:-i . . 1 o.uu.ii:~r:-o.oc.w:roiiwo.H4-rir~ar.0.00.3: 0.: o.po.i:;s--;s.
wcxsszSmqu<m nozmmmmmmmm 04seii:e¢iiimnmmiii-miiimumw:iiim..imawe-;i-mairn.~miiiiozaiii
nczxcsz< nDmexmznmm ; V . V q .. . o.ua ~ ; o.oo .» o .Ho.oc an o g»~.so N . o.~o s
.mHmnse-zsz»mmzmz4. . H -..- .o o -o:a2:. is.-eo.:;:...;;- o:.i..
newcomememém- . , . - 9.4.2 N 93 o 98. o .Pele.--o...................e-....
o4xmx.a ...» ,. ..... ....x..aa... .g.4.sm ..p »g.o.~o .smwumno.pp..,.p 0.00 o . m m

qubxw afizm w

-o. .II'..0. ol.‘. ,1. n'.

 

. mczanDz

E.

: nrmmHnbr.-!.:; :.

 

. >znyrr>x< mmm<Hnmm

‘0

 

 

H2mcw2>4Hoz mmw<Hnmm

 

l.ICKm3mefis.ltiiti-

mHZbZngr wmn<unmm

:‘l

M :czmmezomm .

 

 

d.wbmmn mmw<mnmm.-.i it? .....

mrHoH0H0H4< an<Hnmm mcvmw<HmHoz

 

H2iwmx<~nm ambuzmzm

 

WinIHro :mrmpmm mmx<unmm:!::

mcnnbr mmm<Hnmm mComw<HmHDz

 

,oammw mDngr mmx<Hnmm

Irvwarmz b2br<mmm >zo:poozmmHmi.

 

00 .
mzprr mmoucz . venom . z><2m 404br
iii 2“ ~0.::. 2". Ho :. zn 00-... Zn 00 Zn we“ -.

.; zmpz zo :msz zo zmpz 20 2m»: 20 :msz zo
.n.iii.p.44.2i;~:i.~.00.i:t~:-.H.--;.H~ -.u.~o ..NH-. ~.00...u4 -
o..grief».elm...,o.e 2-..... 98. 0: 0.3.... .

x 0.s~ NH 0.00. 0 4.00 04 “0.04 0H 0.»0 “W4
i-i:ii0.00-i-.0i:-0.00:hi 0 4-0.0p ii 0.. 0.00 0 ..0.0H H
. :aiime.~4zzst :NH.0wiiiw«-im~.Neaizmwii04.0u i.u0 .00.H0 H40
- 0.00 0 w.mm ~ 0.N0 N 0.0» N 0.00 0
4.. 4.00.11u0---a.opiiii0iii4.40ae-muis.0.0u.- u0.i 0.00 .Hom.-i.
.. ....3....-.0...ie...elClem---Cicelsiioustl ea-..
. . 0.00 m .~.00 .: u. 0.s0 Ha ~.u~ p0 H.- w4.
.- kaw- : ~.I;0.00ii|:0:i:H«00iiipo.--0.40 --ru.--o.00.sewm .-.
. ii; ma .2 0 . .0 i: -..:iam-aes-. :.:..o .a-
. ..W N.Ho. Ho m.wm ...» . w.w~ ..0~ .0.0~ 0H ».m» 04

 

 

 

 

 

 

 

xiiiiiwnow.::H0.iiw«H0iiizwrriwnooiirwHriipaooziiio.:.~.44:iium..t

.iiwreroezo zezsomxmzmi - ---.iiiam.I-i::; o pilii;..iiaimziiis-,:i:-o.i
0mmanm epzbomzmz4 o _ . A. 0 . .m 0 o 0
--exo.»pz s2s0<mmm z--iiiz. i .0.0oiii.0;i.0.004;!!0--i0.00iim:~r..o.oo..rio.l.o.0u.i..N.--

00x22_M4m»4H<m 002mmmmznmm 0.s0 a i H.0~.riimaiieuu4 p» raysoy.i::m:i-o.NMiiim0..i

nczxczwqe 002mmwmzomm 0.00 .. H .0.00 ._ o 0.0a . N. 0.0w H.. 0.0» s
-iwemnsr.z»z»om3m2H i 0m00 i::0.i:0100-izio.iiomo~iiiies--0.00.ia.0.s.o.oH -- H, ;
Mimcmrmn mm004Hozm 0.00. m 0.0e o o.su o NaomiiiWWaiiw.oumiiua: i

31m?A a f . .i .m.u.H~.. a .o.0~-.- 0;. N0

~L00.0 p~.».~.uo

s 4.“

—
\
o

0m2m000 smmwm4>200 42:0 0 . 00 .

 

 

 

 

 

 

 

 

 

-., .:. . mzsrr .. mmoHc: .rbmom. zs<2m 404>r
. . - ..u;i: zu.i.0.iii- 2" i=0 in- .zu-.~0..i. zu ~00 ;; 2» Hum ...-
M 00204002 . . ._ . i xm>z 20 zm>z 20 zm>z 20 zm>z 20 xmpz zo.
inrmanpr--g-iizzi;_ _ . .a- 0.00.3i.0-i:0000;iii0.ru0000-iiu~4i~0.0~.-ema-;u0.0~.i.00.nir
grenpré .03...an Selfisee oleel 02,93. ..-. .---..e. :
02000204002 mmx<00mm._ . ....u ... - g 0.00 L 0 ..0.00 an 0 a 0.00 0 0.00. 4H 0.- .00
.ixcxmxpxmp:ezi- . ..... ...iriio.00-iri0.ii0000iiri034.0.0mii:.0::.0.40.z..4”..0.00 ..4 ,
.immzszmevr.mm0<40mm . .0400;ir m i.m.mmiiiimiimonwmiiiWWiiwn.00 .momi.00.00 .H~0
xczmmezcm» . a 0.00 . 0 0.00 0 0.00 V 0.. 0.04 0 0.- 0
.--00000.mmm<Hnmm.--gaiiizizimii-nsiiie--iiwio.00.ii20.i10.00.iii0-:0~.00ii:-iie0.0m-- 00-:.0.00:r:00 ......
.100000000044 mm0<00mm-000m0<HmHoz . . 0.00 ireolivenoeiiiimiiiwuw~.iiim:i.0.ow ii wiw:0.¢0.:. 0:ii.
_ 02-0mm<enm 40002020 . . .._, . 0.00 . 0 “00.00 a 0_ 0.00 4 0.04. 4 0.04 00
..nxmro emrmsmm mm0<00mm---;. . .0.0oiii-oiiiomooiirsoiiiur~0eir.m---0.00.. 00-- 0.00.- 00 .-
.imansr mmp<0nmm maemwemmwoz . 0.00 0 .00mm 0 0.~w 0 0400-ii;mzlioao0.| m .....
osxmx 000000 mmxeunmm . . 0.00 . .0 . 0.00. 0 ,0.00 0. 0.00 00 0.00 . 00. 0V

lvxomrmx .>2>_..<mHm >20..OH>ozanmlii.Plllo.oolio-llo...oo..loil.u...m.~liwo-l-o.Nu-.i oo..l.-u...~mll.~o ....t

 

 

 

 

 

 

 

 

.iexmr0cz0 x»z>0m2m24 . , :ii-miii--i 0 0 ---.iii-mii:.- :niiiosai-
000000 zpzbom3m24 . . .- ... . 0.00 n 0. .0.00 L. 0 2.0.04 .W H. .0.00 . 0 0.00 0
.--0000003 02>0<mem --:;- i .1 . 0.00.ii.0i:.0.00wiiaoir.0.00-iw:0.9:0»00 :2.~ i 0.00.:i 0-.A

p03020040040<m nazmmwmznmm 0.00 0 0.00 0 0.00 .H 0.0m 4iiu04~w1ir.mi:i

003302044 nozmmxm20mm . . ..;.: . .. 0.00 .0 0.00. 0 . 0.00 .m N . 0.04 0 0.00 0
--memnpr.z»z»0mzmz4 -i ii- . iiii.is::- 0 :i 0 .. 0i«i.....::.0-i:....:-- 0 .-.
wiwmemwmimmrp4Hozm . . 0.00 0 0.00 0 0.00.» 0 0.00 it 0 0.~ 0

0.41m»... . . ......0.00 0.......0~0.0............_M._..fl.. 0......0..H.0...0..4..u.0 0.3.... 4 0 . 5

..
)9?

>ccr... 4030 m

.. mcznqhoz

 

00 .
..03000, zmoucz .rpxam sp<zm . c400
- 2" 000 -::. zur-00.-- .2" -04. 2“ 000 a. 000
3002 20 2002. 20 zmpz 20 30»: 20 gm»: no

inrmwflnbr. 3.... i..-.. ..-t-l..llilllll.l- rill-... o.mo ill-o.-. .~.Nm ii. ...-liefmuzriHN - .H.mN . ww . v.00 um

 

. 020000004 000<Hnmm :. 0.00 0 0.00 0 0.00 0 0.00 u 0.00 . 00
0.00 40, 4.00 .00 0.40 ..00 0.00 040 0.00 000

Nchmx04Hoz mmw<Hnmm

 

 

..-ial- o.oe..l. Hit-wrem -..-r.-Nl...o.NK..-li..H-l0.0.w .. .-b. ... o.n.~ .- m: il

 

 

 

 

 

 

 

 

..4 0.5.2::- mwpwmmm ...-14.0.403000-00...40.l.0.~l0.0.00m-i0.-im.........0....000l0000 ....00 . -.
1030002002 .. n. . 0.00 00 0.40._ 0 0.00 0. .0.00 0 0.00 04
.idpmHn- mmx<Hnmm i.- i ... onwwluNriwm.m.~lnlwbl._.o.~ol.o~-l o..me....-...mo:.:m.ww i qui-t.
mas-2.2.4.0- 005...“ -..-@529 0.3.-.--0l..o...el-0...-0..0..-..-.w....0..s ...-keee- ....
HZime<Hnm 40002020 .. . 0.00 .00 .0.00 a” H 0.00 ..00 0.40 00 0.00 04 .
.-rxHro xmrmsmm.0m»<0000-i. _ n 0.00-:sa0ar10004iiii0-i30000;wr!0-i.0.00 ;-.0.-:0.00-..00..-.\.
2000;.- 0005000 00002000.? 0.00.l...0l.0...0.0 0 9-0.0 0 ..0..0.0 .-. 0.-..-0.00.... 09-...
0.20m» went:- mmx<Hnmm 0:“.w mo H0.NH ....wN more hm 900.3. Hoe .moow Nu“.
roxomrmz .b2>r<mHm Eco-dubnzumHm N.mNi.-.wullo..:. .lN-llbmmolewlmuqm l-bo-.-H~.oe.-. HNw .l...
. QCHHmOHzo 2bz>0m3m24 .o.ooil:lmu..l.0...-Hm.lwloi.owl.lm:lo;.oo.li.....o..-lo”Orla-Hrl...
_000000 30200m2024 0.00. 0 0.00 ...0 0.000.200.. 0.00 .0 0.04 H .
ivwocmbz b2br<wum .. .---iii ll . i. o.o-...lt-Nilo.ooL.+lo.L.-.00N0.Lr-uo llo.om ..-- .N.lio.om ii 90 ll:

.botzMmAw»4H<m nDmeNmanm

.11.. I'll

 

nCKZCZH4< nDmexmznmm

 

i.mHmn>F-3>Zb0m3m24. -.. .-.-......- t, i -.
.vcmrun fimrbquozm
041mm. .. . ...“...

0 .. Sire-lb. note-lulu .0mii..0-m ...-.0 ...0 ..4... 00.. ..- .0 . 003-0 0......-
0.00 .4 0.00 0 0.00 0 .0.00 00 0.04 00
.ri.oilz§itil0wszi-iiioizzi;- .05:.- -3 0---
0.00 . 00. 0.00-.: 0.:.0.00 Lfly0.i:0.00. 00...0.00 04
0.00 0 0.00 0 0.00 . 4 .. 00

~.uw. up

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3000:. 4020 m . . um . .
.2 ..wxbrr . Imoucz ...»mam sp<2m . 04.00
I... . . Ill-l! . ii: 2» Hoo.-....-.. Zu...-Nm i... . Zn ..mq. zu Nwm .....u ...-0.0
.. 00204002 _. . , 2002 20 2002 20 2002 20 2002 20 2002 :0.
.-00000000.:;-s--. ...... .i-aii-ii-r-i----:i-.0.00-ii-0;..0000.2a.0::00.04;e-00 -.0.00 . 00 .0.00 00
see...;a.-....e<.00e . -_--l.0....0..--.-“.-.-.0,0......................0..00---0-..-.s....- .---...e...- a
02000000002 00020000 . . .. . .. 0.00 40. 4.00 .00 0.40 00 . 0.00 040 0.00 000
-000000000-:-;-ii. . ---¢ii: 0.00:i-.0.1-0000-zi-0-i00.00-ii40ri-0.00 :..0.4 0.04. - 0 .--
..00202002...0.0.0K0...0-00 . ...l4.0...40 5000-00...40.l.0..wl0.0.0.00l0...4.-.-0.........0...-000i0000 ....00. -.
0000002000 7 .. 0- M. 0.00 . 00 0.40.. 0 0.00 . 0. 0.00 0 0.00 04
. i00000-000<0000-i.- .. -- ..p 0000-ii40-00.04-pi00ii00.00ii;00-i.0.00m-.00.::0.00 -004--i.
005... E00, me... as 02000:. 2e «0.3...- ....-.-......e--. .0..--0..0...l-..-..-.0._e 0-0.93-.- ....
02-mmx<0nm 40002020 ., . _U 0.00 ..00 .o.00 aw 0 . 0.00 ..00 0.40 00 0.00 04 .
.-00000 00000000005000 ...... .- _ .. . 0.00 ......... ...-.10..04l0.l.0000.-.....!0-l 0.00 0.1.0.00... . 00. V
5000:... 00020000 000.002.000.002.- 0.£.l-.ml.0...0.0 0 9-0.0 0 ..0..0.0 -.. 0.5-0.00..- 0.-.---
00200 000000 000<00m0 . _ . . 0.00 00 00.00 9.00 . 0.00 _ 00 .00.40 000 . 0.00 040
-0000002.02004000 0202000020000 ., - 0.00-..00-i-0000.rii0:-i0000-ii00ii-0040.-.00:4-0.00;.000 -;
_ 000m0020 3020002024 . 0.00-r;:0,ie0000.iiimiiimuomiii-miiiwn0mizizwaii0nor-i:-«iii-
000000 0020000024 . _ an .. 0.00 0 0.00 W..0 w 0.004 mM00 0.00 .0 0.04 0
-0000002 02004000 -.-:-::i.ii n 0.04-izi0-i-0.00-rr-0rL-000e-riw0ri-0.00 :. 0-s-0.00-:.00.!-
--000022000520 0020000200-! 0..00-3.0.-lm..0.....-..|-0.l-0.00-i.0..0i-0...00......00..-.0..00-.-.00.-..l
00202004 00200002000 .. 0.00 .4 0.00 0 0.00 0 .0.00 00 0.04 00
2000000-2020002024. -.-:-::.i.;;... .-- 0-ii-asi-zi20.i-:---ii;-0-:;z-..-- .0::-.-. -: 0 .-4
00020000000020. .. .. 0.00 .. 00. 0.00.--. 0.30.00 -..“.00.-.:,0.00 0.. .. . 0.00 04
04xmw a . a. .0.00 0 0.00 0 0.00 . 00 0.00 . 4 .. . 00.

I

...
... ’0.

RE: 4030 m

0

m
y

 

. mczndhoz

um

..02000 200002 .00000 20420 , 0400

. ..... 2" 000 5:: 2n:-00.-- .2“ -04.. 2» 000 an 000

2002 20 2002. 20 2002 20 2002 20 2002 20

inrmmnnbr. 3:.-.- i.-.. ..-l-l.i..-.-.illllll....--ll... 00wo illo.-.. .H0Nwi-l «...-3.0.04.3;- HN - .H.mN . ww , v.00 uw

vznyrrbxlx mmm<~nmm

OI ..-.-I. .0 o

 

02000204002 mmw<00mm

 

.- ICE “$mein l......-.t...-

mHZpZnubr mmw<unmm

 

2020002000

. 4N.4u

:. 0.00 0 0.00 . 0 . 0.00 0 0.00 0 0.00 . 00

. . I.

... .' ul i'l-ou'|lll I. .I'W-.'.!alo ... v' '0

0.....N 4N. «.mm .wo m.4N 0N. 000w mum @1004 www

liai- o.oa.-l.H-l.um~m -..i-~l...o.~&.l..~.lo.bu .. .- 0.. .-. 0.04 .- m: ..1

«4 00.1.0 NHN ou.mm.huw

..." ‘0'. O

000 00.40 04 00.00

0.00 . 00 0.40 . 0 0.00 . 0. .0.00 0 0.00 04

 

 

 

 

 

 

 

 

 

 

 

 

. i00000-0mx<0000-.- -- p 0000ri-40aa00.04iii00i-00.00-|:00:i.0000Msr00.::0.00 -004--i.
.....Eefie- mesh... ..e-wesmez o_...s.---0l..o...o.ol.0---0...0.0-l--.......-0.e .0..-..o.e-.- ....
02-0mx<00m 42002020 . . 0.00 .00 .0.00 0% 0 . 0.00 .00 0.40 00 0.00 04 .
.- 02000702000000.0005000 ..... .- . 0.00 ........ 0.-.-..0..04l0.l.0..00..4..l0-l 0.00 0 . -..0.00 -.. 00. .0.
:000000 00020000 00000200002 0.00:--0-i-0000 0 0.00 0 ,0.00 -- 0--0.00- 0 -:-
0420» 000000 000<0000 0.00 00 00.00 5.00 . 0.00 00 .00.40 000 .0.00 040
-0200002.02004000 0202000020000 - 0.00-0.00-i-0000.ri-0rzi0000-ii00ii-0040 n.00:-0.00;.000 a!-
-000m0020 2020002020 -0.00-i;:m-is0000 0 0000 0 0.00::izmii10000-i2-w-ii-
000000 2020002024 0.00. 0 0.00 ...0 w 0.004Hm00. 0.00 .0 0.04 0
-0000002 02004000 ...--:----2- 0.04sii-0-i-0.00-rr-0rLe000e-rzm0ri-0.00.:..0-;0.00-:-00.ii;
«002020040040<m 002000m¢m0m:ii 0400:-m0 0.00. 0 0.0mia-mm-i:0.04.-00 i-0.00-r00.a-i-
002202004 00200002000 . 0.00 4 0.00 0 0.00 0 .0.00 00 0.04 00
2000000-2020002024. -.-.-:: i.-. .-.- 0-ii::sa-:i90.4-zi-ii;-0-::-..-- .0a:---. -: 0 --4
000000.000040020.- . -. . 0.00 , 00. 0.00-.: 0.:.0.00 unm0 - 0.00.. 00...0.00 04
00200 a . 0.00 0 0.00 0 0.00 . 00 0.00 . 4 .. 00.

l.- '.PDI|1.I1. It I. .I

40000 a

...
-l'lv

bcn

'c'. . ll.--l' ....... ... l- ..

 

mC204HDz

(

00
02000 200002 00200 204
-:u. 2a 000 54-. 2n. 00;|v. 2n.~00.:e 2n
.» .2002 20 2002 ..20 2002 20 2002.

 

.w1:000200009:;2-::1-

.020000002 mmm2W000

o.wo H

 

.0

HZmCbequoz mmx<Hnmm..

 

Iaxozmszmm-;x-.

0 002020000 002<0000

I- ‘ 'ul.'ll.

 

2020002002

.limbmHn.mmm<Hnmm..s-

__

.mrHoHaHrH4<.mmw<Hnmm MCvmm<HmHmz

. ..IIuI ..ll..-

.. .. ......0...00.25.4.-ln....-..-Ilu..,..ls.mnw0an .. -
. 0.00 00. 0.00 2-00 0.00 000.. 0.00
.,+rr;0000-u:.0.1.0.00u||:0.z:0.00 ..... 00-..0.40
......00--...00I0...4ml0.-004.2....0...i00.a

M. 0005. u .. CONN ..N OQNC

 

qummw<000 40002020

HA o.wm

 

 

Ilnzuro Emrm>Wm mmm<Hnmm.£.

monmbr mmw<Hnmm mcvmxcmmaoz

...!‘Il

 

043m» mcnmbr mmr<Hnmm

 

 

Ilvxomrmz bz>r<mum bzolpoozumum

00000020 2020002024

ll"

 

...000000 2020002024
:20200202 020r<000

>CKHZHM_W>4H<m 002mmflmznmw

 

2m
ubw
20

_
ww u.o.mw.. we! o.mw oo

'0-

Nmm

00.

uwo $0.00 dam

Nd

:mbz

m0No

doqbr
Zu dmw
20

0; . 0000.-:00alrm.0¢::-0m§0.0.00.a.00:100.00.-~00;;;0.00..000;}.

Ii

moo

ooh» om.;m

0.0m uw

.00000u--00.:00000llumwts00.00su~00::00.0~ .N40.H00.00.:000.u-

0.00lxl 01:10.00 0 0000 . 011.0.00;u- 01:;0n00.::0~ --
0.44 00 0.00 . 4.. 0.40 00 0.00 00 0.00 000
. 00.00;cz00e|:0.00.rl00.194000.-000-zs0.00 000;;.4.~0.-000.4a
4 0.00::! 0 0.00 maz:0.0w:|.sm:n:0.00.. 0;n-0000a2 00.a-
0.00 40 4.00 00 0.00. 000 0.00 000 0.04 000
- 00.00-1:00;|:0000.||00||.00005:000.|;0.00.a000-a-0.40.s000-nw
0 0.001:1-0 0000 011:0.0wim1.mw::0.00i;::011:0.00xluswmi;
... 0 0.00 0 0000.0 0. 0.00 .W 0 0.00 N 0.00 0

 

anxC2H0< nDzmmwmznmm

 

.Imumnbr.3>200mzmzq

.vcern mmrbdaozm

O

 

00200. .2 ... »_,.,. ..0.

o.oo;|llull:o.ObJIIBNIII00N02|Jum.II0.00.9;.milzoowksn.mw.il

0%

0.40 00 0.00 00 0.00 00 0.00 00 0.00.:W00zus
0.0wauww0.w4w.00 .. w 0400.41w0 0.00.s-40. 0.00 40
n :0.04-:..0::u0.0onlaao.:.0.~0.ngz4.a-0.00 :. 0 --0.00.- 00 q-
0.00 00 0.00 0 0.00 00 .0.00.:tameuum.0».:0~wl.s
.:n.0.~0 .m.0.00....0;m.0000 w00.~0 00 0 000..

.%,é&

§
.
of

ncxcwz>d ch zcmev/m

 

 

 

 

 

 

 

 

 

 

 

 

 

 

amudm u .wp
mxbrr. gamuch hpmom z><2m «cq»r

:...-:t; r .I-s. zuswom,l!az:zu,u o;u:: .zuaa oau-; zuz. o -. zu Hom..
Hmcznqhaz xmpz ,zo zmpz. zo xmpz zo :mpz zo :m»z zo
.nrmmanrnlz:;us, ,LJJ Hmmmglu-orrro.mousa.Q:|uo.oo;1l;o.:ao.oo.-e o ..... H.m~ . o.
E.“ r..%.<.-..m.mw<,§; Bil ml?gilOIEmlmago.3..i. o .... my: .. o
Hzmcwzpqfioz mmp<Hnmm . 4. .. q ».Hw up 0.00 o o.oc. o 0.00 o b.~u .4p
moxmxpxmx.e..;¢-:;- . .-ynsu.owposns m.;.o.oo.u.:oizgo.oo.:n-o.t o.oo - .o o.~o m.
.mEE..:-.m...a.<.m.m.m -..-LH..:L3---.-O..3......0.....92......m.-.0.23:0- 2.3 E .
chmmHzcmw 0.04 H» 0.00 o o.oc . o 0.00 o o.o~ H»
mum n mmw<Hnmm.;;;. . . . , n, “Humo.:aoo-.uo.001suuotnud.oo.:;.o.9 0.00 ; .0 -.mo .00
wrumfiwwqux.mmm<Han-m£mmmmmmHmz . ouwm o o‘co o o.no‘ otigo.oo-;:.o..yo.~w_ . 0.:
qummx<~nm qn>Hszo “.0? No 9.00 o 0.00 o 0.00 o “.0“ No
.nIHro :mrmbmm mmm<~nmm.zs- “$.4miu-oqa:-o.oogll-o::-o.oo:2..o;a.v.00 =.:o “p.4u oq
mcnm>r umm<unmm mcvmm<mmfimz . , onwm:|:u~n|:m”mmIIIuwlllmnomll.smazunaoo.;;-oz:.o.HM.-- u.-
041mm mcnwpr me<Hnmm , 4.0m go 0.00 o 0.00 o o.oc 0 «.0m go
vxomnnz b2br<mmm.»zoaoH»ozumHm.. - “v.0“-sn4ma|:o.ooiLnno:+!0uoclalcou:-otoo.-uzo:w»H.ow-.:qm.:+
m..c:§n§§;2 .. .. .....-..wl-.... o .o.!.-..-.-.--...-m.-.-,.‘.:is»!
UTmHnm z z»0m:mz« .. ; o.oH H...o.oo o __o.oc ..wo. o.oo. .o 0.09 . H

lill l I. III.

vxoonpx b2»r<mHm.e_ .II‘-uII:nzo.o»-uazw:liopoo;1u-o.Lso.oo I:+o.lao.oo.leeozs.o.o¢.ln w.n-

 

 

 

I

pcxaszqmbqu<m nDmemmznmm H.»w mm 0.00 o 0.00 o o.oo o H.bu lawn n.
”czxcz_4< nDmemenmm : 4 ...: o.~m HmH 0.00 . Ao ..o.oo xa.o. .o.oo ‘ o o.~m Hm

mamnpr-3>zbom3mza ..a -o.uq;ln!nngo.oo.|l|o.|so.mo:ylnozn.o.oo.:l:oi.;o.uq-2. ».;H
mcmrwn xmr>4fiozm . o.ou Nu 0.00 o. ohdc . o mnwmsiuumsugmnowzsumm.n.
“Hzmx .art J.p.~.4o p.. ‘.o.oo\mwwoww_o.oouuweo_. 0.00 H. o A mo -

A ozflro zmrmpxm .agzm @ . . um

 

 

 

 

 

 

 

 

 

 

, mzbrr . zmoucx rpmom zp<2m «oqbr .
»-e: z. ;!;.:.:.2 . ;||w. z“- bu III- nag Nu.a| . 2n pom..-. zu my -- zu wmu .-J
. ncznqfioz . .. -. } .:mpz zo :mbz...zo zm>z 20 .:m»:. 20 3m»z zo _.
.w|.nwman»rzsstgzz.: . _ a .. “.mwizuamerrwroo.ratmw- m.oq.:.um.r.o.~o.;:~¢,.-¢.»o ..¢m..n
...Etza ..M.m.w<H...nm.m .. m.::irlw..u...w...l-.pl...o..xi...u,-....e:..!-..~.-..-o.m .. A. o ..
L Hzmoxz»chz mmm<Hnmm. . . , _. .4. 5.0”. No. u.Hu. .Ho .u.4o mam“ a.»o No ».~o. “Nu
.I.xcmmz»xmmsz :. . . .. .‘ a“..~ onmouleewrlzo.ww.4::N;|:o.oonlrepru!o.oo . p :.or- .. o -
M|;mwz»zo«»r mmw<mmmm _ u.mwanim»lum»how “q ono~ a» u‘oo .:~u.«so.om.cpom.x..
xcxmmHZCm» . _ ‘. m o,»u q :~.oo u: q», H.uu No w.oo HN . “.mw ¢o
wn.o»mHn:mmm<Hnmm--. :« . .q.oo+cswmargomoonLIszmro.wv;ruuw.2zm.0p.1;~q.w.o.~o. “Nu ::
”ylmrHonHrN4<.mmw<Hnmm mcnmm<HmHoz w o.H~ H . 0.00 H o.H» wlnzoJHNsu- N n.onpu::§.m.|u
qummm<wnm «mszHzo V . a .. w » ~.»o. Wu. o.qo__ 4.. o.mu Wm» . o.uq o o.mo . “N
.Innzfiro.zmrm>»m mmwcunmmj. .... .rlymp“mo:|uumnlu~.aw.y:~o-u»~.o:Lnuomuj¢o.uHqg.»~,.»~.o~..poo.:a

A- man>r mmm<wnmm anmm<HmHoz

0.00 o ~.o~ . u p.0e q v.4» w H.Ho pm 3%

 

 

 

 

 

 

 

 

, oqux menH»r Mmm<Hnmm : ., “ m.oo . N» NP».HQ .Ho o.q».. a» o.»m. ~m m.q¢ pa~
::axomrmz,>z»r<mHm »zo-oH»ozomHm . :Hm.»o.:.uo;luo.-ylreaulpwmquuxrqosip¢.o»_::wuz,~unqu-~uo.4-
.newcHrcwzm.x>z»om3m24 . 0.00 o 0.00 ouwzonow p a.omayuuminum.ome..smusu
. .nmmHnm 3pzbom2mza . V ... a w._ v.00 ‘ o “Moroo.mfi o   0.0m..w 9.. 0.00 p o.o» ~
Iszocmpz,>2>r<mam 33-- ., _ : o.P~a|:.~e|:omoo4ynuo.ryo.~oa|4.o-+-o.o~-§:;p-s.o.pu.n:»o.:r
.Il>ctzHmdw>4H<m nDmemmzomm . y o.ou Ho H.~o q H.mo.nx~o.zzo.mmnll:m::-H.H41|HWH.Lb

nczgcqu< nOmemenmm. .,., d . ..p.o.qw . o ..H.0H_.. 4H 0.04 . ~¢ o.u4 . o o.m¢ my .
r:mHmn>r;:»2»0mzmzq . a . o.oozuz-o.yuo.oo:a.uo-z.o.om:lx.wz..o.po..:q~ .-o.om .. m
. vcmrnn mmrquozm . , . o.ou. up o.oo u 0.4a we o.~o;:nzm.-;w«uozw.wm.b-
31%.. .. .m._~..3.. i.:2.............f....‘urfi..,_..fl..~.q...,_.....~.8 .4 .. o 3

I I.

r
In ...-I

.-npmm «cwmximoxm 33.” o

a,

"cznquoz

 

 

. ”$597--.....-i-.-i

 

mo

 

 

 

 

 

 

 

.cxmmkzcmx

 

 

 

 

 

 

 

 

 

. qumw monwbr mmw<Hnmm

 

 

 

 

2.60

 

 

 

 

 

 

 

 

\V

 

 

 

 

 

 

 

 

 

 

. mzprr zmoucz wppom 2><2m «oqbr
Ila- z";-mw-ii::.zun;w~.:w.- zu- m¢.:u: zu.~»~ :. zu um“
- .. zmpz .zo 2m»z.h.zo.. zmbz 20 2m»: 20 2m»z 20
1|. okm m ouglllmlLlu73-....J51llwnu‘ aw vb.» .3
”Znerwzxzmmmszmm “ram .1 oLbzllwxltlo.wu ¢ o.om a .HH Ha
..Hzmcmzpicz mmwinmmflam 98 w; . who 8 ....ow fl. Va“... 3 “.3 Sm
.uxmmpxmmaz-x::u .. 0.99 N “mow . H -r.o.~a.-: u.-.o.o» tn-»;IIIAan!Mq%.:-j
Mm»2.n.§_.:mmw§.m.mm -. 39. 3 5.3 3 $3. 3 PM». 3 PW... mail}.
H o.~o m o.wm. w o.oc . o. 0.0» w .09 H»
wpmHn.mmw<Hnmm.:zs--nz- n wa;.~¢ ::xxfiomalgm . H.+m NunlzuuuwalquaIIIJHMEIIdw
......2......3.-....gagging ...... 2 ...... a Sufism...-..o..o-..z..l..i.. ...
mzuumx<knm quHszn . A w ”.mo mm “.9. pg u.qw .¢q ».N» ow :.u» Ham
NIHro-2mrm>»m mmp<Hnmm.Ie , . . onn%||.m Nuwm u cuoo » “.04 4 ..m: Hm
.EanummEnmm mcvmmfimwom ._ 3.3 m... 2.3 8 Nahum .3 3.511;.“ 9......» ”a...
- . v.9. ww pzqn pm . ~.¢o pm H.m~ aw uzmm Pom
.wowrmx >z>r<mHm >zu-cH»ozamHu . m.oq||ww||||AHmQIIHM . ».»qlllwwllumumw mm «raw Hum .
"fimmoHMn.zbz>omxmmM 0.9. w o o.o~ . H 0.00 0 .0H m
umenm z»2»0mzm2« . o.wm. m Arum .P V.o.~a A Jm o.wc Hp .wp um
pz:>2pr<mHm;.§ . walluvw v.3 ..m .Hroo_l.|~onal.o.«.~ll.:l .9. .3. I
,cxfiszMmW4fi<m naxmmwmznmm m.mw mm m.rw. mm m.om. up u.oo mm q.w~ was
N xxczwd< nDmemmznmm _ w..+m_.. u H.pw mm ”.mm pg o.mm WNw. o.w< NN .mm mm
nHmnpnuxngmZmzq ... _ emuQIIIWIIIIdquIIIw:::!ouaouyl!sulloroNIIsau .m» up
.eran mmr»4H02m . . “.mw mm Hzmm pm H.~¢. mu “Ammll:mu paflwrmwm
.. PL.» 5 v.8 m wrwo ....«N 0.3 yo 5.

.«xmw . . ..

 

 

 

 

 

 

 

Lzfiq mcrmx<Hmomm. ku:w_o wu

. s. - - . mzprr . AxmoHc: r»»am :><2m ao«»r

. . zu.;,o-lu- :zu-.éo.ll. 2u:-~m-wl-._zu .mo.::: 2u um .--:
”czanuz zmpz 20 am»: r 20 :m»z 2o 2m»z zo zmbz zo
..:.mfinz. ..- -..I.I.o..oo ....I...o..!..o30-.|..o -l.~.$....le....r.~.1i.-.~ai... 93 i .No ......l.
.zsfiwxmmmfimm , 0.3.1.510...owz.......£..l..--r..-o.z. -. Flo... . .
hzmowzbqwoz mmm<Hnmm.uu._m_ ...¢,.. - o.oo . .o 0.00 J;.o . ~.u4 Ho u.p» N» ~.wm ..u»...
.exmszmm . .1» ....--_._ u. o.ooi!l.o::.ohoo:|w.ocn.o.oo.r;.o-:.o.uo u.n on~u.u-.u.-.u:-
.mwzwamHmr-mmm<Hnmm . onoonanlmlalouwwiliumilnw.wflltqsm.n:~umo.i yw;:.¢.pu.e NH |
.czmwhzomw . .- . ..  . o.oo . 0 once o 0.00 o. o.Ho . H 0.00 H
.wpmhn mmm<Hnmm-m-i. . . - o.oo:|laonruo.ooiil.o.w.umuogr.:oelg~.wmts.-nz.~.o~ Ha --I

.mrHchHru4< mmx<Hnmm Mcvmw<HmHDz

I ,l- i .-.,l. .I.‘u-n.'

 

Hzlmmx<unm 4m>Hszo ._ ,

 

”IHro zmrmbmm mmm<Hnmm;.:.e

0.00 o .o.oo o up.oo my
0.00 . o 0.00 -. o m.qo

Hw

o.oo|ll!o;|!omooi!lloii:o.mo!.l:u;i 0.00 W- o.l o.Ho I. H:::.!

 

_wuanr mmx<Hnmm mcvmn<HmHoz . 0.00 o 0.00 . o ~4.qe Nw uw.mm we uo.-
“flxmm mongr umm<wnmm. _ _ .  .o.oo. . o o.oo ;. o._ H.uo .. u. u.mo a» ~.oo

.xomrwz >2»r<mHm »zo-oHpozomHmiyullu-msll.

 

 

u.mm

No

$.mo

H¢.ob Nd wq.~4 hm

um

um

.I 0'. III!

wq

o.oohil:01r.ovoo:Lr;oxu-¢mquwltwosl-m.oo.!a~euvsu.mm-e-ww-;:Ie

 

 

 

 

meVOHZC xbz>omxm24 4 0.00 ..mnl own» I: o .wwow|IIIW!IumwMmanu-walsm.wunsv-a--.:u
pmmfinm zbz>mmzmzq . .......fl ,-. o.oo . .o .o.oo.._.o.w_o.pp.u my . H.o» up .H.oo PN
.xmom»z p2»r<mHm ...:g:. A 0.00 '|-c.aso.ooqwr-o.u-u.ow.Lewo-r.u.po- -Hp : w.u~-n:~w.mlr:
potzqun>qH<m na2mmmmznmm .. o.oo o 0.00 outww.owzl- m ::o.uo:-a w bum.-;:zow::sua
ucxzcqu< nDmewmznmm . . . . o.oo .. o 0.00 ._o ~.u~ Ho. u.om - u.wm »H

i ll'

 

nmmnbr:3>2bom3m24.

ucman mmrquDZM . - .

 

uqum..

. m%,0ooo..

 

0.00 o 0.00 o NowOu Hh
.oaooma..

u.om

No

0.. -..-.. ll!’

.0... “.8. .........:.. ...: _ . .u

u.¢w

I

bu
Ho

. o.ool.,...l.oll..o..oollv-.oll..opuollv..-wil?.ocam :1. .4 a... o.mo..-l m ..II...

5%

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0..,H0.NN.

.00»m>c Im>0m . 42:0 HH .00 .
W -:salz. , ..mx>rr .IW0ch rbmom z><zm «0400
. -ixaigzuu: 0-15s. zua: 0.:u:. zu...0_:: zu. .0.:;.. 2“ 0 -
.020HH02 .. :muz 20 zm»z .20 zmbz zc ampz 20 zm»z 20
MrmpHn»r.---:i-:;i. it ...u. I - -.0 ...-.....III0...:I.!.-.!.3|.0 .. .. --- 0 -- .0 ..Hi.
.20H0w0mw;mmmxmnwm. 4 0n 0 0.:: .- . 0 0
.2mcmszH02 mmw<H0mm ._ . .. . _ mg 0.00 0 0.00 0 0.00 0 N.NN 0 N.NN 0
muzmsz w .;:i:-: ... . . --H |||2i|||1:.0 0.;-||:.s-n.0 -i: 0 0
.0H pan>H.mmW<Hmwv - -.0- 0a :mnln...a..-:: 0 . 0.
mezmmHzom» . . . . 0 . 0 0 0 0
.bmH0:mmm<H0mm.m-;: .4 ,- .-.n::.y|so-: :. 0 . 0 . .-- . .0 ---. .:; .0
HH0H0H.HH:H< mmm<Han:.memmemmmz 9. .0. 00i||:pnllm..00 um 0»00 05:.N.00:i:.0.-:m.0w:i::0 .s-
2-0mm<Hnm prHszo . . _ . . a 0.00 0. 0.00 m.0. 0.00 0 H. HH N H. HH N
IHro smrm>mm mmp<H0mm;-zs . 20-. -0 0 -. :0 .--- 0.:gn--
.023. me<Hnmm mcvmm<..Hm.H.o.z! 0.0.0 .0 0.00 o 0.00 0 :13 {limit $13.3! mil..-
Hsm; manbr mmw<H0mm . . 0 H m.0. 0__ 0 0
.xomrmz.>z>r<mHm.020:0H00200Hm . .0 20.00 --:0wyu0000 0:I-0.00;|L:0:L44000;i|:wuusq.00ptnlw-az.--
cmr0H20 0>z>0mzm2H 0H00:11-0u:.0uom. 0 00mm:s||mnxlmumwzelemal.m.00 N
.TmHnm 30200mxm2H . . 0.00 0. 0. 00 0 00 W0 0. 00 ..N 0.00 w
x000»: >200<0Hm... , . ..-- 0.00-1I-0 10. 00s:1:0..|:0. 00.:i:L0:.H0. 00.-s:0 .HN.Nw.slrmu-4::-
..HzHMHm»HH<m 0020mmmwnmm . 0.00 0 0.00 0 onwonlllmismH:HH.1Iazm:in.Hm::::WI:na|
3:02HH< nozmmwmznmm .mm. . u._ 0.00 .0 0.00 . ,0 0.00 ..00 .0.00 m 0.00 0
.Hmn>c-3pz»0mzmza . 0.00.||:0a|u0H001||:0||:0.001:110peuHHHHs-;-N- ..... H.HH.:I.N9::5-
J00mHn xmrquozw 0.00 0 0.00 0 0.00 . 0 .Imhuonrzam.z Mnmnalzswz:.zu
3.1mm”. .. . .. . .....H, 0.00.. .....0 .0.0.... 0 ......o 00...... a u. .0

0V

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

0.00

 

 

Hcmm>c 10000 Hazm HH .00 .

. -II-II. . ..03000 .zW0ch waom z><zm H0H00

. -Iaz--z«u- 0-Is-I zu.: 0.II:_ zu...0.:: Zn. .0.::.. 2" 0 -.
n020202 .. :muz 20 3m»z .20 zmbz zc 2mpz 20 xm>z 20
“00.20:.................. ..I . I u. .. -.0 ....-.IiIl0I..I..I..-:....I|.0. .. - -. 0.-... -- .0 ...?I.
.00HH.H.00H..0.HHHHHHH. .. 0.. 0 0..-..- -- 0-..- I 0
.20003>HH02 mmw<H0mm m. 0.00 0 0.00 0 0.00 0 N.NN 0 N.NN 0
Huzmz»x m .I:Is-: --H_IIIIIIIII:.0 0- :.I--.0 .-- 0 0

«H00 panpr.mmm<wmmv -.IIIIIIIIII.0I 0a amIII.-I.-:. 0 0.
exmmHzom» . 0 .. 0 0 0 0
.HmHnImmp<H0mm:w..- - --IIw- II.III.0 I:I 0 . 0 . -: . -0 ---. I: 0
0:20.05 00000000000000.0000 .0. 0.0.1-010... .00 .0 0.00 020000..--H-...--.N....00..I....---
2-0mm<Hnm H0>H2H20 0 0.00 0 0.00. m.0. m0.00 0 H. HH N H. HH N

xHro 0mrm>0m mmp<H0mm;-I; :0-. -0 0 -. :0 .--- 0 :.I--
3002:. .mmx<H0mm mcvmmfmwow! 0.0.0 0 0.00 0 0.00 0 H0. 00... .....IIm...I f: 00.3.! mill!
Hzmn.000H>0 mm0<H0mm 0 3.0. 0 . 0 0
.x00Hm2.0200<mHm.020:0H00200Hm q u:0.00:--I0-II0.00IIII0III0.00IIII0IIIHHHm;II.HII:H.H0HIII05II:I
0H00H20 30200m2mzH 0H00III;0II..0;00 0 0.mm:IIImIIImn N IIIm I w.0H N
,TmHnm 30200mxmzH .» .0.00 0. 0 00  mH.0..H0. 00¢¢w0 0. 00 ..N 0.00 0
0000»: >200<0Hm... .-- 0.00-II-010.00IIII0II20.00III:0I.Hu.uw I-:0 .HN.NH.IIINH-I:I-_

..HszHmpHH<m nazmmmmwnmm . 0.00III 0III0. .00III.mIII0..00IIIImIImH..HH...II:m:NwH.HMIIIIWIIIII

rixczHH< nozmmxmznmm u., . 0.00 .0 0. 00 0 .HH0...0.00 u 0.00 m

0.00 II.II.oIIII0..00IIII.o|II..o..oo I.I...I.0.i....HuHH.I.II N254. r up ....I .N -..-.III

Hmo>r33b2»0m3m24
.000H0 mmrpHHozm ... 0.00 0 0.00 0 0.00 . 0 0.00 0 0.00 0
Hmew... -mu.w..gw.am. .th..0.000 ..0000.0 0 00 H0. NN 0 _H .0

0V

I

chm>c :m>0m

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hmch HH .00 .
. II. - ..mz>rr .zmoch r>x0m z><zm «0400
. III -2«0I 0-IIII Zu-I 0.III_ zu...0.:I : zu. .0.:;.. 20 0 -.
.c20HH0z -. 2m»: 20 . zmpz .20 :mbz 20 3m>z 20 :m»z 20
“NH-man:.-.-...--.I.-.-. -.I In - I. -.0 . .-.I.....III0III..I..-...II..I.0 .. :3..- 0.-... . - .0 .0 I
.Znaww0mm;mmmmmnnm. I 0I 0 0III. . .. 0 I 0
.chwZHHH0z mmw<H0mm I. 0.00 0 0.00 0 0.00 0 0. - 0 ~.- H 0
muzmxpxmw- .-I .. .H IIII-IIIII .o 0- I.I.- 0 .-I 0 . 0
HHHH HonpH.mmm.<HmmM -.IIIIIIIIII-0- 0a IwIII..I.-I. 0 . 0.
0zmmH20m» . 0 . 0 0 0 0
.pmHnIMmm<H0mm.- - .- II IIII0 I.I. 0 . 0 . .I . .-0.--. I: .0
HH0H0HerH< mmm<Han.-.mmWMmkmmmmz HI .0. omIIIIpIIIm..wo Im 0.00 0.IImI00IIII0,-Imu00IIII0 .I-
z-mm»<Hnm Hszszo 0 0.3 0.00 0 0.00._m.0.. 0.00 0 H.HH ~ H.HH ~
:HHo zmrmpmm mmm<H0mm;-II .. 0 .. -0 0 - Ioz- - .--- 0.III--
chHpr umx<Hnmm mcvaKHuwflzI 0.00 .0 0.00 0 0.00 0 H0000 III%-Im»Imo-II-m-IIII-
Ham? manHH mm0<Hnmm . 0 3.0. . .. o 0 0
.zomHmz.020H<mHm.»20:0H>0200H0IIIILIHIIIrI0.00:- :010. 00IIII0- I0.00 {0. 3H 2H0.II.0| .H. HmpIIIu II;-
cmrono «HZH0mzm2H 0000. .0! .0Im0 0 0.00 0 Hung-IIIWI!.w.0H . N
,TmHnm xpzpommeH .. . . 0.00 0. .0. 00.mH. 0 0 00 pro 0. mo ..0 0.00 w
x000»: >20H<0Hm.-: ...--. . 0.00-II-0 10.00IIII010 00IIII0I.Hu. um.I-..0 .Hu.uu.IIImH-III-.
tzHmHszH<m nazmm.mmw0mm. , 0.00II. 0III0. 00III.0-II0 00IIIuWILmH. HH..IIIWIIWH.HMIIIIwIIIII
5.302HHH nozmmxmznmm 0.00 .0 0. 00. M 0 0.00 .m 0 _.0.00 m 0.00 m
.Hmn>n-:pz>0mzm2H . 0.00.III0-II0000IIII0III0000.III0-IIHHHHI.I-NIIIHHHH.:I.~I:II-
HC0mH0 xmrpHHozw ,. 0.00 0 0.00 0 0.00 I 0 0IImhmo-III».I unworIIIMw-..II
.mem... H. .. 0.003 0 00 0 00 _

H0. NH 0 H .0

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

,Sxmmwowm. ..... . . .. « ,
. «mgm Hm um .

,. . . . ...-..: ...”...wo ....-. mow“... .... fig; "E... . “mum. .
mcznqwoz - p .:m»: 20 :m»z zo zm»z zo . xm>z zo zmvz no
...-armank. .-.-..-.-- -.-..l f . -.n ””8..le . .- o , 0.5. u. 9.3 .3: ..

-.....:EQ......<_:MM.. ......I-.. . o o b .2 .
.H2mcmxpzcz mmwfinmm . .. . .. ._. . ...»o 8 o . PM» a . . “.3 .8
I.xoxmz»xmw-..l-.-II . . _ . ...-.--. 0.5 m . o 0.8 . p . ..Bilw...
lm.Hz»anE..-mmm<wmm...m§i . . $5 3. P8 . H v.3 u Fwy-:8 .
xcxmmwzomw .. . 0.»... m o 0.3.. P . L... m
[megaging-...--.- .. . -. P8 war-{Poo u. . mama. : .. .-:--.:..-iwbo us
...-.mZonFvimwmminmm.m.c.m:m»<HmHoz . _ P3 mm . 98 w . 9% m . 9.0: smut...
qummxfnm 32223 .93 w» Pu... » 9mm w . 93 8..
I633 zmrmpwm mmmfinmm ..-.:.--.l . v.8 m o 0.....» .... . -.:: . q .
.--822. 2%,:an 23233.2 . . 9.5 8 93 H ...3 q was. 5...-.. .
DaImm manbr mmw<Hnmm .....mq mm 0 .025 w . H.5- wo n?
inflsmrm: >z»r<mHm pzo.-oanme.ml .. . shell-mo “..-qu w ad... a . ...-$5.“... ....
..lmcFEzmgngmxmfi. .. v.8 mm v.3 m v.8 m . . .. 9.8 2...!
3.23 32.93.39“. . .. who cm 0.3 .P 93 . a fan mm
1:20;»: >233; ...--.- . . .. _. PS .3 93. w HPEJM m mhwm.--.mm..._:
poszHZmZZm nDmexmznmm _ 5.8 mm 3.8.. w 3.8 H o Hwy-”flies-.-
max... 232 nDmemenmm .g .. ......2......- . mum... mo . pub... u _ 95 m . 93 m...
1.232.. ....z»omxmzq .. Pawn-twp 5.8 w 5.5. m . m...m.m.ll$-..-
{Immmmmn mmrquDzm . . . . Pow mg 5.23 w 2“..me o . 9.3 mm
3%...» . . . . v. .. .. ”.3 S v.8. w PE ». . . P? 8

APPENDIX B

APPENDIX B
The educational level of all professional county staff was compiled
seperately for an overview of the distribution and use of education

as it related to the functions being performed.

Again this information is presented for the information of the

reader.

40

41

Table 13

SMALL COUNTIES

EDUCATION BY JOB CLASS AND LEVEL

 

 

 

 

 

 

 

 

 

‘Job Class Job Level Total Non-BA BA MA MSW Ph.D
PWA 11 32 16 16
Directors PWA 12 31 19 8 1
M 13 .2. .2 .1. ..
TOTAL: 67 38 25 1
Case FHA 10 70 6 59 u 1
Supervisors WSWA 11 ___2_ _ __ __ 2 __
TOTAL: 72 6 59 u 2 1
Child Welfare PWW 07/09 40 5 35
Combination PWW 0'7/ 09 110 37 72 1
Adult EB 06 10 8 2
PWW 07/09 1114 33 3'33 3 _1_
TOTAL: 12H 67 51+ 2 +1
Intake BE 06 11 10 1
PWW 07/09 _2__'_I_ _J_._2_ 12
TOTAL: 38 22 16
.ADC PWW 07/09 106 35 69 2
Homefinders PW 09 6 3 3

 

42
Table 14

EDUCATION BY JOB CLASS AND LEVEL

MEDIUM COUNTIES

 

 

 

 

 

 

 

 

 

 

Job Class Job Level Total Non-BA BA MA MSW Ph.D
Directors PWA 13 2 2
PWA 1H 2_ l 1
TOTAL: 5 '1‘ 33’
Deputy Directors PWA 13 2 1 1
Supervisors of WSWA 12 l 1
Social Services WSWA 13 _1 ‘ 1
TOTAL: 2 '5‘
Unit Supervisors PWA 11 l 1
WSWA ll _2 2
TOTAL : 3 ‘1‘ ‘5
PWA 10 22 5 17
Case Supervisors WSW 09 l 1
WSW 10 1 1
PWA 11 __1 _ 1
TOTAL: 25 5 '17 '3‘
Intake BE 06 4 3 1
PWW 07/09 11 6 u 1
TOTAL : 13' §' 3' '1-
Adult BE 06 l 1
PWW 07/09 .23 _lg 13 2
TOTAL : 30 1 5 1‘5 '5
ADC PWW 07/09 58 ll ”6 1
WSW 09 __1 , 1
TOTAL : 59 11‘ ‘EE ‘1’ '1’
WSW 08 1 1
Child Welfare WSW 09 1 1
WSW 10 u u
PWW 07/09 .32 l 21
TOTAL: 28 1' “2‘1" '6’

 

43
Table 15
EDUCATION BY JOB CLASS AND LEVEL

LARGE COUNTIES

 

 

 

 

 

 

 

 

 

Job Class Job Level Total Non—BA BA NA MSW Ph.D
PWA 1W 1 1
Directors FHA 15 2 1 l
FHA 16 u 2 1 l
PWI: 17 Mg g: __1. __ __
TOTAL: 10 2 N 1 2
PWA 13 2 1 1
Deputy Directors PWA 1N u 1 l 2
- PWA 15 .1 __ _l __
TOTAL: 7 2 3 2
Supervisors of WSWA 12 2
Social Services WSWA 13 if _g
TOTAL: 6 6
Bureau Heads WSW 09 l 1
Including (WIN) FHA 10 5 5
Program PWA ll 3 _ 2 - 1
Supervisors WSWS 11 l ‘1
WSWA l2 “1. __ __ _1_
TOTAL: 11 2 6 .3
PWA 10 15 2 12 1
WSW 10 1 " 1
Unit Supervisors PWA 11 10 6 u
' WSWS 11 6 6
PWA 12 1 1
WSWA 12 ____J: _ __ __ _I_l._
TOTAL: 314 8 16 1 9
PWA 10 86 13 . 71 2
Case Supervisors WSW 10 3 3
WSWS 11 __§ .... __ __ ___§
TOTAL: 97 13 71 2 11
(Seneral Assistance PWW 07/09 2n 5 19
f
Intake PWW 07/09 88 26' 59 3
Adult ' mm 07/09 92 37. . 53 2

 

Inn: 077nq' 61

44
Table 15 con't
EDUCATION BY JOB CLASS AND LEVEL

LARGE COUNTIES

 

 

 

 

 

 

(continued)
Job Class Job Level Total Non~BA BA MA MSW Ph.D
Child Welfare PWW 07/09 108 . 6, 101 1
WSW lO 5 ’ 5
TOTAL: 113" '6' 1;." '6‘
Womefinders PWW 09 2 2
Eligibility BE 06 #7 H6 1
Examiners_
fir
C
V

45
Table 15

EDUCTTION BY JOB CL:SS AND LEVEL

WAYNE COUNTY

 

 

 

 

 

 

 

 

 

Job Class Job Level Total Non~BA _BA MA MSW Ph.D
Directors PW]: 19 1 1
Deputy Directors PWA l7 1 l
PWA .18 1 3; __
TOTAL: 2 1 1
WSWA l2 1 l
PWA 13 1 1
Bureau Heads ' WSWA 13 1 1
- MSA 13 1 1
WSWA 1H 3 3
PWA 1” .ii “_. §_ .~
TOTAL: 10 1 u 5 #
PWW 09 1 (forms) 1
PWA 10 13 5 8
PWA 11 9 l 8
Unit Supervisors PWA 12 7 6 1
' PWA 13 1 1 “-4.-
Data Supv 13 1 l
WSWA 11 2 2
WSWA 12 16 16
wsxm 13 __1_ _____ __1_.
TOTAL: 51 15 17 19
Case Supervisors PWA 10 11:5 23 111 9 1 1
WSWS 11 18 ___ - .. 12. _J_._
TOTAL: 163 23 ll 9 18 2
District Supervisors ISWA 13 1 ' 1
DSB . MSWC 12 1 1
Fiscal Acct Exec 11 1 , 1
Miscellaneous '
Inacluding Training PWA 10 2 . l LL.B.
Consultants, Court PWA ll 2 1 1
Ekzrvices Supervisors, PWA 12 l -' l
Etc. MWAll 2 2
2 2

WSWA 12

46
Table 16 con'tJ

EDUCATION BY JOB CLASS AND LLVLL

WAYNE COUNTY
(continued)

J._.

4

 

 

 

 

 

 

 

 

 

 

 

 

Job Class Job Level Total Non~BA BA MA MSW ' Ph.D
Intake PWW 07/09 74 16 57 1
General Assistance PWW 07/09 127 14 108 5
Adult PWW 07/09 219 55 152 11 LL.B.
PWW 07/09 58 3 51 W
Child SWT 08 1 1
Welfare WSW 09 1 1
1:514 10 ___s_2_ __ __ _ __<.3_
TOTAL: 69 3 5 u 11
ADC PWW 07/09 371 H1 321 9
new 10 3 - _ _ :_3_
' TOTAL: 37W ”1 21}- 9 3
win PWA 11 1
' wa 07/09 9_ 5. 2_
TOTAL: 7 4 2
Special Service Bureau: ,
Investigations - PWA 11 1 l
PWW 09 7 3 u
Collections - PWW 09 ”2. &_ 3. LL.B.
° TOTAL: 16 8 7 ' 1
Miscellaneous Including PWW 07/09 7 3 u
Burial, Court Service WEC 09 1 __ _ .1;
‘ TOTAL: 8 3 W 1
Sick or Maternity PWW 07/09 10 u 6
Separation '
Eligibility EB 06 ' 6 6

Examiner

II III IIIIII III IIII III IIIII IIII IIII III IIII III IIIIII III III III

 

7126