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This is to certify that the

dissertation entitled

ANALYSIS OF CONSUMER SATISFACTION WITH PROJECTS WITH
INDUSTRY PROGRAMS

presented by

Frances J. Saroki

has been accepted towards fulfillment
of the requirements for

PhoDo degree inRehabilitation COUUSElor
Education

w

Major professor TV

 

 

 

Date 95-01-02

MS U is an Affirmative Action/Equal Opportunity Institution 0— 12771

 

._.=.. LIBRARY
Michigan State
yniversity

 

 

 

PLACE IN RETURN BOX to remove this checkout from your record.
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6/01 c;/CIRC/DateDue.p65—p.15

 

ANALYSIS OF CONSUMER SATISFACTION WITH PROJECTS WITH INDUSTRY
PROGRAMS

By

Frances J. Saroki

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Counseling, Educational Psychology, and Special Education

2002

ABSTRACT

ANALYSIS OF CONSUMER SATISFACTION WITH PROJECT WITH INDUSTRY
PROGRAMS

By

Frances J. Saroki

A national survey of Projects with Industry was conducted in order to unfold the
consumer perspective by identifying the level of consumer choice in the rehabilitation
process and satisfaction with program services and employment. Furthermore, this study
explored the relationships between choice and satisfaction with program services and
employment that may impact employment retention and advancement of people with
disabilities.

A correlational research design, using an Internet survey approach, was utilized
with a pool of individuals with disabilities who were either former graduates or current
students of computer technology training programs at eight selected training facilities
across the United States and Canada. Participants included 66 individuals, two
individuals reported no direct involvement in the program and two individuals submitted
their responses twice, thus yielding 62 useable respondents. Data was collected using
Web questionnaires. Participants were asked to complete the Consumer Choice
Questionnaire, Consumer Satisfaction Questionnaire, Minnesota Satisfaction

Questionnaire, and Demographic Questionnaire located at www.gisd.com/survey. The

final sample of respondents consisted predominantly of white males with an average age
of 37 with a physical disability.

Results of this study indicated that graduates and students of rehabilitation
programs in computer technology and information processing experienced considerable
level of choice in the selection of employment goals and were satisfied with the program
services and their jobs. Correlation analysis revealed significant relationships between
level of choice and satisfaction with program services and satisfaction with program
services and employment. Results were presented and discussed according to their
implications for rehabilitation practice, education, and future research. The findings of
this study suggest that PWI programs are meeting legislative mandates and program

goals.

 

I dedicate my final academic milestone to my loving mom, Victoria, caring and generous
dad, Jamil, and wonderful sister Vivian. Without your unconditional love and
understanding I would never have had the strength to pursue such an endeavor.

iv

 

ACKNOWLEDGEMENTS

The critical components required to complete a dissertation involve the
culmination of years of experience, doctoral studies, determination, support,
encouragement, guidance from key stakeholders, and overall well being. I would like to
acknowledge and offer my sincere gratitude to those who helped make a dream become a
reality.

First and foremost, I would like to thank God for instilling me with the courage
and providing the direction to accomplish a major milestone. Next, I would like to thank
my dissertation committee: Dr. Michael Leahy, Dr. Nancy Crewe, Dr. John Koscuilek,
Dr. Robert Leneway, and Dr. Rhonda Egidio. I would like to extend a special thank you
to the chair of my dissertation committee, Dr. Leahy, for teaching me important lessons
and for his guidance and support. I also would like to recognize and thank my former
advisor, Dr. Rochelle I-Iabeck, for her genuine efforts to help me grow professionally and
personally that prepared me for the process.

In addition, I want to send my sincere gratitude to Steve Lawrence, President of
the Association of Rehabilitation Programs in Computer Technology, whom believed in
the importance of the research and provided avenues to make this research possible. A
special thanks goes out to all the participating ARPCT members and their organizations.

During my doctoral study, I had the great fortune to meet and develop both a

working and personal relationship with a few inspiring individuals. I want to offer my

genuine appreciation to Dr. Rhonda Egidio, Mark Rosenberg, John Victory, and Amy
Peebles. Their wisdom, compassion, and words of encouragement kept me moving
forward. Thank you Mark for also believing in me and in the advances of technology, as
well as working countless hours with the programming.

I also wish to thank a few very special friends and colleagues who played a
critical role in supporting me from beginning to end, Dr. Margaret Sebastian and Dr.
Ronald Harkness. I treasure our friendship and all the laughter we shared which
contributed to my success in the program.

It is very important to acknowledge my family who offered the love that healed
the wounds of life throughout the course of my doctoral program. I want to extend a very
sincere thank you to my amazing mother who provided all the possible support through
her caring nature; to my father for all his emotional and financial support; and to the one
person I could always count on for endless support, guidance, and a keen sense of
understanding, my sister Vivian, without which would have made it impossible to
complete the degree. I also want to acknowledge and thank my wonderful aunt Warina
who is no longer with us on this earth school, but I know is always watching over me.

I also wish to express a special thank you to my dear cousins and friends who
were always there to console me throughout the difficult times. To Roni Yaldo, the
support you offered through the daily phone calls meant more to me than I can ever
describe, I sincerely appreciate all that you have done for me. To Fadia Sheena, I loved

our rich conversations. To Fida Abbo, your laughter was always very healing.

vi

 

Finally, I would like to thank my lifelong special friends for providing the
ongoing support and encouragement that helped me succeed and lifted my spirit. My
best fiiend, Karen Denha, who even with all her demanding schedules and commitments,
always made time for me and extended a listening ear. To my very dear friend, Jennifer
Crystal, who provided more than a lending hand to help me get through the process, I am
forever indebted to you. To another dear friend, Maureen Gallagher, who always had the
words to inspire me and never allowed me to give up, your friendship has meant the
world to me. And finally, to Gregory Pike, I want to acknowledge all the emotional
support that provided me with the will to continue.

I feel very blessed and am unduly grateful to all the wonderful people in my life
and for all the great learning experiences. Thank you all once again from the bottom of

my heart and soul.

vii

 

TABLE OF CONTENTS

LIST OF TABLES ..................................................... vi
CHAPTER 1
INTRODUCTION ..................................................... 1
Statement and Significance of the Problem ........................... 8
Purpose of the Study ............................................. 10
Definition of Terms .............................................. 12
CHAPTER 2
REVIEW OF LITERATURE ............................................ 14
Rehabilitation and Employment: Issues and Trends .................... 14
Work .................................................. 14
Rehabilitation and Placement History ......................... 15
Labor Market and Work Environment Changes and Projections ..... l7
Implication of Labor Market Changes and Trends for Rehabilitation . 18
Person-Environment Fit Model ..................................... 20
Theory of Work Adjustment ................................. 20
Job Satisfaction ........................................... 23
Retention and Career Advancement ................................ 24
Consumer Involvement and Choice ................................. 25
Current Issues Impacting PWI Projects .............................. 29
History and Program Information ............................. 29
PWI Models ............................................. 33
PWI Employment Outcomes ................................ 34
PWI Evaluations .......................................... 37
Program Evaluation ............................................. 41
Consumer Satisfaction ........................................... 43
Summary ...................................................... 45
CHAPTER 3
METHODOLOGY .................................................... 47
Participants .................................................... 48
Description of the Sample .................................. 48
Sampling Procedures ...................................... 48
Instrumentation ................................................. 50
Consumer Choice Questionnaire ............................. 50
Consumer Satisfaction Questionnaire .......................... 51
Minnesota Satisfaction Questionnaire ......................... 53

viii

Procedures ..................................................... 54

Design .................................................. 54
Data Collection ........................................... 54
Data Analysis . ................................................. 58
CHAPTER 4
RESULTS ........................................................... 61
Sample and Procedures ........................................... 61
Measures of Satisfaction .......................................... 63
Choice .................................................. 67
PWI Program Services ..................................... 68
Employment ............................................. 73
Feedback on Measures ..................................... 76
Analyses ...................................................... 76
Correlation of Measures .................................... 76
Differences According to Demographic Characteristics ........... 77
Summary ...................................................... 80
CHAPTER 5
DISCUSSION ........................................................ 81
Findings ...................................................... 81
Measures of Satisfaction .................................... 82
Choice ............................................ 82
PWI Program Services ................................ 84
Employment ....................................... 86
Relationships Between Consumer Choice and Satisfaction with Program
Services and Employment ................................... 88
Choice and PWI Program Services ..................... 88
PWI Program Services and Employment ................. 88
Choice and Employment .............................. 89
Differences on Measures According to Demographic Characteristics . 90
Summary of Findings ...................................... 90
Limitations .................................................... 9]
Implications .................................................... 93
Future Research .......................................... 93
Practice ................................................. 97
Education ............................................... 98
Conclusions .................................................... 99
APPENDICES ....................................................... 100
Appendix A: Research Models .................................... 101
Appendix B: PWI Rules and Regulations Annual Evaluation ............. 102
ix

Appendix C: Evaluation Standards for PWI Programs Part 379 .......... 108

Appendix D: Consumer Choice Questionnaire ........................ 109
Appendix E: Demographic Questionnaire ........................... 111
Appendix F: Research Packet .................................... 115
Appendix G: Research Web Site .................................. 118
REFERENCES ...................................................... 120

LIST OF TABLES

Table Page
1. Demographic Characteristics of the Sample .............................. 64
2. Cronbach's Alphas for Measures of Consumer Satisfaction .................. 66
3. Sample Mean and Standard Deviation for Consumer Satisfaction Measures . . . . 67
4. Consumer Choice Questionnaire Item Mean and Standard Deviation for the Total

Sample ........................................................... 69

. Consumer Satisfaction Questionnaire Item Mean and Standard Deviation for the Total

Sample ........................................................... 72
Minnesota Satisfaction Questionnaire Item Mean and Standard Deviation ...... 74
Nonparametric Correlation Coefficients for Measures of Consumer Choice and
Satisfaction with Program Services and Employment ...................... 77
Nonparametric Correlation Coefficients for Measures of Consumer Choice and
Satisfaction with Program Services and Employment for the Employed Subgroup. 77
Nonparametric Correlation Coefficients for Measures of Consumer Satisfaction with

Program Services, Choice, Employment, and Demographic Characteristics ..... 79

xi

Chapter I

INTRODUCTION

A key challenge for men and women throughout the ages has been the art and
science of making a living. The United States offers the freedom and opportunity to
apply one’s attributes to many different types of j obs. However, there are no guarantees
of finding a match between the qualifications of an individual with the requirements of
employers. This is especially true in recent years, where an increasingly competitive
global market has resulted in an estimated 5.6 million unemployed Americans (Bureau of
Labor Statistics, 2002). Even more disturbing is the persistent gap in the level of labor
market participation between Americans with and without disabilities (National
Organization on Disability, 2000). Many individuals with disabilities, particularly those
with severe disabilities, have both lower employment and higher underemployment rates
than those without disabilities, despite periods of optimistic labor market forecasts (Hale,
Hayghe, & McNeil, 1998).

The Louis Harris (2000) poll estimated that only 32% of individuals with
disabilities between the ages of 18 and 64 work full or part-time, compared to 81% of the
nondisabled population. Furthermore, more than two-thirds of Americans with
disabilities who were not employed indicated that they would prefer to work. In addition,
persons with disabilities have lower earnings and are almost three times as likely as
people without disabilities to live in poverty. Income from disability benefits and other
nonemployment income generally does not make up for the lack of employment income

(Kruse, 1998; National Organization on Disability, 2000).

Work is a significant life role that helps meet both economic and psychological
parity (e.g., self—esteem, sense of being a part of society) (Freedman & F esko, 1995;
Szymanski & Parker, 1996) and fulfills expectations of society (Walls & Fullmer, 1997).
Public officials have fought to reinforce society’s value of work. President George Bush
signed into law the 1990 Americans with Disabilities Act (ADA) intended to provide full
equality for people with disabilities, especially as it pertained to employment. Senator
Max Cleland (D-GA) called on all Americans to help accomplish the goals of the ADA
and to do more to convey the talents and abilities of individuals with disabilities who
want to work and contribute to the nation (cited in Thackeray, 2000). Alan A. Reich,
President of the National Organization on Disability (NOD) (2000), declares closing the
employment gap as America’s disability agenda for the new millennium. Employment of
persons with disabilities is a key concern of a number of existing and proposed
rehabilitation programs and policies, as well as a substantial amount of current research
(Kruse, 1998).

The basic philosophical tenet of rehabilitation counseling has been to assist
individuals with disabilities to find meaningful employment and live and contribute as
part of society (Gilbride, Stensrud, & Johnson, 1994). Since the early 20th century, job
placement has been an important element of service provision in the vocational
rehabilitation process (Wright, 1980). It is through the delivery of placement services
that the ultimate goal of vocational rehabilitation is achieved (i.e., placing individuals
with disabilities into competitive employment) (Rubin & Roessler, 2000). Yet, the
persisting rates of unemployment and underemployment of people with disabilities

remains as a major challenge to rehabilitation in the 21St century (Fabian, 1999).

The 21St century brings many changes to the nature of the world of work
including: (a) workplace responses to an increasingly competitive global environment,
(b) technological advances, (c) shift in labor market demand from manufacturing to
service occupations, (d) requisition for improved skills by participants in the labor market
(Department of Labor, 1999), and (e) development of effective consultation skills and
partnerships with employers as a service delivery mechanism (Institute on Rehabilitation
Issues, 1997). The workforce implication of these changes is that getting and
maintaining work is different than it was a decade ago (Szymanski, 1999). Shifting
demands also translate to re-conceptualizing the role played by service providers. The
context for achieving improved employment outcomes for people with disabilities has
changed to the extent that in order for rehabilitation services to have significant impact
and value, greater emphasis needs to be placed on (a) responding to the needs,
expectations, and concerns of the workplace, (b) working cooperatively and
collaboratively with the consumer and the employer (Institute on Rehabilitation Issues,
1997; Rollins, 1999), and (c) helping people with disabilities secure more than a job, and
instead assist them with identifying and maintaining satisfying careers (Fabian, 1999;
Szymanski, 1999; Wehman & Kregel, 1998).

One particular approach to proactively manage some of the impacts of the
changes and better meet the employment needs of individuals with disabilities is through
career planning (Rumrill & Roessler, 1999; Szymanski, 1999). Both Szymanski (1999)
and Fabian (1999) conclude that meeting new challenges in the work environment means
shifting the focus from immediate job placement (e.g., quick fixes) to a long-term career

development focus for individuals with disabilities, including individuals with serious

mental health disorders. This is in contrast to the traditional approach that has generally
viewed placement as the first job match between what a person is capable of doing to a
job opening in the labor market. The traditional approach has generally translated to an
entry-level position and an end-state of the rehabilitation counselor/consumer relationship
(Rumrill & Roessler, 1999; Salomone, 1996).

Placement outcomes need to be re-conceptualized to include providing the
necessary services to ensure employment retention and advancement (Habeck, 1999;
Szymanski, 1999). Employment retention is a function of the co-responsiveness between
workers and the work environment (i.e., Person-Environment dynamic interaction model)
(Dawis & Lofquist, 1984). In particular, the Minnesota Theory of Work Adjustment
(MTWA) posits that the interaction between traits and environments is predictive of
employment success and satisfaction (Brown, 1990b; Lawson, 1993) and thus should be
considered in the career counseling process (Szymanski, Hershenson, Enright, &
Ettinger, 1996). Geyer and Schroedel (1998) also recommend investigating variables
predictive of employment satisfaction. Studies have shown that consumers with lower
levels of job satisfaction are more inclined to be searching for other employment options
(Mobley, 1982). Thus, measuring the salience of experiences on the job (e.g.,
employment satisfaction) may help service providers intervene earlier on and identify
more appropriate job matches, which in turn may impact the employment retention and
advancement of people with disabilities.

The Rehabilitation Act of 1973 and subsequent Amendments also underscored the
emphasis on high quality placements through increasing consumer involvement in the

overall delivery of rehabilitation services (Rubin & Roessler, 2000). According to Walls

and F ullmer (1997) “[t]he primary purpose of vocational rehabilitation is to empower
consumers with disabilities to obtain and maintain competitive employment and
meaningful careers” Q). 15). Both the 1992 and 1998 Amendments to the Rehabilitation
Act advanced consumer empowerment by increasing consumer control and choice (i.e.,
informed choice) in determining and selecting their career goals to maximize
employment and economic self-sufficiency (Parker & Szymanski, 1998).

Consumers need to play a central role in the rehabilitation process to experience
personal satisfaction and greater quality of life (Kosciulek, 1999). Active consumer
involvement is considered as one of the key elements in most successful career
development interventions (Szymanski, 1999). Intervention research has supported the
effectiveness of more consumer involvement in career decision-making (Bolton &
Akridge, 1995; Oliver & Spokane, 1988; Phillips, 1992; Szymanski, Hershenson,
Ettinger, & Enright, 1996).

Studies have also shown that the more consumers experience personal choice and
control in out-of-home activities, the happier they are with their lives in general,
demonstrating a significant positive correlation between desired control and life
satisfaction (Boschen, 1996; F ossati, 1990). Majumder, Walls, and Fullmer (1998) found
a significant positive relationship between consumer involvement and employment
outcomes. Consumers with competitive work histories had greater percentages of
involvement in the rehabilitation process than did those who had no work histories.
Thus, ensuring more consumer involvement and career decision making may help to
enhance rehabilitation outcomes in the 21St century. However, measuring the level of

consumer choice in making career decisions in the rehabilitation process has been more

of a challenge. Further investigation is warranted to better understand the possible nature
of the relationship between consumer choice and employment outcomes.

In addition to increasing consumer involvement and choice, the Amendments to
the Rehabilitation Act also underscored closer affiliations with employers. Achieving
more successful outcomes involves narrowing the gap between rehabilitation and the
business community. Creating a mutual partnership will better serve all the key
stakeholders (e.g., individuals with disabilities, rehabilitation professionals, and
employers) in achieving quality outcomes (Institute on Rehabilitation Issues, 1983;
ARPCT, 2001; Fraser, 1999; Harles, 2002; Hayward, Reisner, Tashjian, & LeBlanc,
1986; Institute on Rehabilitation Issues, 1997; Reisner, Hayward, & Hastings, 1983).

Projects with Industry (PWI) offer a contemporary model of the partnership
between rehabilitation and business and industry. PWI is not new to rehabilitation, and in
fact, federally funded PWI projects have been in existence since the 1968 Amendments to
the Rehabilitation Act. The national PWI projects were designed to assist people with
disabilities to obtain training and competitive employment in the private competitive
market (PWI Rules and Regulations, 34 CPR. Part 379, 1999). It was the first time in
history whereby legislation mandated a concept of a formal partnership to encourage
more collaborative and cooperative participation of business and industry in the
rehabilitation process.

Over the years, PWI programs have expanded, both in number and scope of
services provided, to help manage and meet the changing times and needs of employers
through a Business Advisory Council (BAC), also referred to as the backbone of the PWI

program (Fraser, 1999). The partnership concept of continuous commitment aligns the

needs and interests of employers (business and industry), people with disabilities,
rehabilitation professionals, and government alike, to accomplish a shared goal (Institute
on Rehabilitation Issues, 1983). The skills training model, one example of a PWI model,
practiced by members of the Association of Rehabilitation Programs in Computer
Technology (ARPCT), relies heavily on business community involvement. It is the
extensive business participation that has contributed to the success of the ARPCT
program model (ARPCT, 2002).

Another distinguishing feature of this unique rehabilitation program is the strong
emphasis on evaluation. Federally funded PWI programs have stringent annual reporting
requirements found under section 379.21 (a) (5) to document the process and outcomes of
each project (Fraser, 1999). Evaluation of such programs may help to: (a) justify the
program’s existence, (b) promote the continuing development and growth of the field, (c)
insure that consumers are obtaining quality services, and (d) assess whether the program
is meeting the needs of consumers (Slaven, 1997). Program evaluation is a practical
approach to accountability and a vehicle used to measure program activity toward the
goal of continuous improvement (Blair & Maynard, 1991). Program evaluation is also
receiving greater attention from accrediting bodies as a required component for
accreditation of rehabilitation facilities.

The mission of the Commission on Accreditation of Rehabilitation Facilities
(CARP) is to assure that programs demonstrate certain standards of practice set by the
industry. The accrediting association outlines the various components and criteria
recommended for program evaluation, from plan initiation to dissemination of findings.

CARF specifies the need for both process and outcome evaluation systems, including

measuring consumer satisfaction (CARF Standards Manual and Interpretive Guidelines
for Behavioral Health, 1997), an aspect not required of currently federally funded PWI
evaluations.

Consumer satisfaction is an important intervening variable between the service
provisions and the desired outcomes (Greenfield & Attkisson, 1989). For PWI projects
to be successful and better equipped to respond to consumers, it is important that they
achieve a reasonable level of consumer satisfaction (Slaven, 1997). Therefore, the
assessment of consumer satisfaction is one important component of a comprehensive
evaluation system, one that may be predictive of fiiture job retention.

Statement and Significance of the Problem

Research on PWI programs has been limited, especially as it relates to empirical
studies of PWI projects (Reisner, Hayward, & Hastings, 1983). Hayward, Reisner,
Tashjian, and LeBlanc (1986) concur that research generating quantitative data to verify
the performance of specific projects is limited, yet needed. Hess and Perry (1986)
suggest that the research can lead to more effective service provisions to assist people
with disabilities, and recommends applying the research findings to practice needs. What
the literature does indicate is the lack of attention to measuring the level of consumer
satisfaction of PWI programs as a vehicle to provide feedback about PWI functioning and
overall effectiveness.

In all of the evaluations and research conducted within PWI to measure the
effectiveness and efficiency of the program, only one study (Houser & Chase, 1993) was
found to assess the employment satisfaction of individuals with disabilities who received

services from PWI programs. Acknowledging a consumer's feelings about a job is vital

because it can help the counselor better assess appropriate person-environment (P-E) fit
and help problem solve and intervene early in the process in hopes of positively
impacting the retention level of the worker (Geyer & Schroedel, 1998). Longer
employment tenure is predicted by early satisfaction with the job (Xie, Dain, Becker, &
Drake, 1997). To-date, there have been only a few studies to describe the relationships
between consumer satisfaction with program services and choice to employment
outcomes. No study has been found that looks at these combined variables in relation to
employment satisfaction.

Even the most recent Request For Proposal (RFP) to conduct an evaluation of
PWI projects from the US. Department of Education, Rehabilitation Services
Administration (RSA) issued on May 18, 2000, did not include any request for a formal
empirical investigation of consumer satisfaction at any level. RSA is seeking to evaluate
currently federally funded PWI programs in terms of (a) the types of employment
outcomes, (b) their interaction with local business communities, (c) the types of
individuals served, ((1) the relationships between State Vocational Rehabilitation agencies
and PWI projects, (e) the impact of PWI Standards on projects, (f) the services provided
by PWI projects, (g) the extent to which projects utilize the PWI model, and (h) the
feedback for identifying possible changes to the PWI model (Kay, 2000). The RFP did
not include evaluating the importance of consumer satisfaction with (a) decision-making
and choice in the rehabilitation process, (b) PWI service delivery, or (c) employment in
the overall evaluation of PWI projects. Consumer satisfaction is generally assessed by
compiling a brief non-standardized set of generic questions regarding the individual's

satisfaction with a situation or an experience. A more practical approach to

accountability and program evaluation involves measuring consumer satisfaction with
various components of service delivery and outcomes.
Purpose of the Study

The 1998 Amendments to the Rehabilitation Act provided additional accountable
statutory changes on PWI projects. These changes were intended to (a) increase the
employment and retention (i.e., attainment of competitive employment by a person who
has maintained employment for a period beyond 90 days) of individuals with disabilities,
(b) enhance consumer choice, and (0) increase program accountability (PWI Rules and
Regulations, 34 CPR. Part 379, 1999).

As governing bodies continue to demand more program accountability measures,
one of the greatest challenges faced in today’s rehabilitation organizational climate is the
absolute necessity of evidencing value for services (Buchanan, Woodruff, Gates,
McKinley, Ellis, & Levesque, 1998). In today’s marketplace, quality has become an
expectation of funding sources and consumers alike. Stakeholders are demanding quality
outcomes and accrediting bodies are requiring performance data (McKinley, Partner,
Saint-Armand, Harbin, Roulston, Ellis, & Buchanan, 1998). The continuous quality
improvement movement prevails in order to improve service delivery and identify
strategies that enhance consumer services to achieve more successful outcomes.

Consumers bring unique perceptions and expectations that can be used to evaluate
service quality and satisfaction. Achieving consumer satisfaction at various levels (e.g.,
program services, choice, and employment) and resolving consumer complaints require
that providers dedicate time to understanding their consumers' needs (Oxler, 1997).

Therefore, the purpose of this investigation was to unfold the consumer perspective by:

10

(a) identifying the level of consumer choice in the rehabilitation process and satisfaction

with PWI program services and employment and (b) empirically testing relationships

between the constructs (i.e., choice and program satisfaction) and employment

satisfaction that may impact employment retention and advancement of people with

disabilities. See Appendix A for a two-model depiction of the research. The specific

research questions addressed in this study were as follows:

1.

What are the reported levels of consumer choice in the rehabilitation process and
satisfaction with PWI program services and employment?

Is there a relationship between consumer choice in the rehabilitation process and
satisfaction with PWI program services?

Is there a relationship between consumer satisfaction with PWI program services and
employment?

Is there a relationship between consumer choice in the rehabilitation process and
employment satisfaction?

Is there a relationship between consumer choice and satisfaction with PWI program
services to employment satisfaction?

Do reported levels of consumer choice in the rehabilitation process and satisfaction
with program services and employment vary according to demographic
characteristics of consumers?

To address these research questions a correlational research design, using an Internet

survey approach, was utilized with a pool of participants with disabilities who were either

students or graduates of rehabilitation computer technology programs.

11

Definition of Terms

Consumer: Any individual who (a) has a physical or mental impairment which for such
individual constitutes or results in a substantial impediment to employment and (b) can
benefit in terms of an employment outcome from vocational rehabilitation services
provided pursuant to title I, III, or VI (State Vocational Rehabilitation Services Program
Regulations, 34 CPR. Part 361, 1999). A person with a disability is a person who has
any restrictions or lack of ability to perform an activity in the manner or within the range
considered normal for a human being (World Health Organization, 1980).

Satisfaction: An affect—or feeling and emotion—resulting from one’s evaluation of the
situation (Dawis, 1994). The manner in which an individual perceives items or situations
as meeting one’s needs and desires.

Employment Satisfaction: The extent of the perceived correspondence or fit between the
needs of the individual worker and the reinforcers (i.e., ways in which the job can meet
the individual’s needs and value requirements) provided by the work environment
(Breeden, 1993; Lawson, 1993). An individual’s appraisal of the extent to which the

work environment fulfills one’s own requirements and desires (McClelland, 1986).

 

Choice: The perceived control in one’s life (Skinner, 1995) and the feeling of self-
determination (Rigby, Deci, Patrick, & Ryan, 1992). Additional means to operationalize
consumer decision making and choice within the rehabilitation process includes looking
at whether the consumer is (a) a partner in the rehabilitation process and made aware of
relevant options, (b) sharing responsibility for identifying options, (0) an equal partner to
the necessary research to identify and analyze options and understand the implications of

each, (d) being heard with respect to one’s point of view, (e) informed that choices are

12

not “informed” choices unless they are based on the pool of options remaining after the
possibilities have been identified, considered, and less preferable options discarded by the
consumer, (f) given the benefit of the doubt when things are uncertain, (g) allowed to
stretch to take some risks, to actualize potential, (h) taken seriously regardless of the
severity of disability standing in the way, and (i) given the right to choose an employment
goal that is consistent with one’s interests, strengths, priorities, and disability needs
(Institute on Rehabilitation Issues, 1995).

Career Advancement: Services that develop specific job skills beyond those required by
the position currently held by an individual with a disability to assist the individual to
compete for a promotion or achieve an advanced position (PWI Rules and Regulations,
34 C.F.R. Part 361, Sec. 379.5 (b) (1), A, 1999).

Competitive Employment: As the placement outcome under the PWI program, it is work
in the competitive labor market that is performed on a full—time or part-time basis in an
integrated setting, and for which an individual is compensated at or above the minimum
wage, but not less than the customary or usual wage and terms and benefits provided by
the employer for the same or similar work performed by individuals who are not disabled
(PWI Rules and Regulations, 34 C.F.R. Sec. 379.5 (b) (2) (1) (ii), A, 1999).

Retention: Attainment of competitive employment by a person who has received services
from a PWI project and has'maintained employment for a period of at least 90 days with
follow up periods at 3 and 9 months (PWI Rules and Regulations, 34 C.F.R. Sec. 379.5,

1999)

13

Chapter 2

REVIEW OF LITERATURE

In this section, a comprehensive literature review was conducted to illuminate
ideas, theoretical frameworks, methodological approaches, and results of previous
research to provide a context for the current investigation. Literature was reviewed in the
following areas to support the need for more empirical research in this area:
rehabilitation and employment issues and trends, person-environment fit models,
consumer involvement and choice, PWI programs, and consumer satisfaction.
Ritpbilitation and Employment: Issues and Trends

Mg.

Work is a means whereby one achieves a place within the community of
humankind (Szymanski & Parker, 1996). Madeleine Will (1984), then Assistant
Secretary of the Office of Special Education and Rehabilitation Services, indicated that
employment is critical to the lives of most Americans, regardless of the type of work
(e.g., specialized, entry level or supported). The opportunity to be a part of the work
force creates profitable societal outcomes and personal gains (Rusch, 1986).

The value placed on work goes beyond any arbitrary listing of criteria. The value
is measured by the quality of life experienced by the individual (Mcloughlin, Garner, &
Callahan, 1987). The intrinsic rewards of self-esteem and social inclusion may outweigh
any monetary gains obtained from work (Freedman & Fesko, 1995). However, many

individuals have not experienced any type of gain associated with the potential of work,

14

especially people with disabilities, because they continue to be denied fundamental
opportunities to work (Rusch, 1986).

There are more than 54 million American men, woman, and children with
disabilities (NOD, 2001) that comprise a significant heterogeneous minority in the United
States (Szymanski, Ryan, Merz, Trevino, & Johnston-Rodriguez, 1996). They represent
a very diverse population with substantial variation in the degree of severity and
functional limitation that can impact employment (e.g., age of acquisition, work
personality, and work competencies) (Szymanski & Hershenson, 1998). It is estimated
that two-thirds of working age Americans with disabilities (i.e., ages 18-64) have
remained unemployed over the past few decades, even though more than two-thirds of
the same category surveyed reported wanting to work (Louis Harris & Associates, 1994,
1998; NOD, 2000).

The data is even more dismal for individuals with more serious mental health
disorders (Fabian, 1999). According to the National Institute on Disability and
Rehabilitation Research (1992) approximately 80-90% of individuals with more serious
mental health disorders were not employed. The persistent rate of unemployment and
underemployment of people with disabilities remains a major concern (Fabian, 1999),
even with legislative mandates promoting more equal opportunities for people with
disabilities.

Re_habilitation and placement history.

The enactment of the Soldier’s Rehabilitation Act of 1918 launched the first
federal program for vocational rehabilitation of people with disabilities (Rubin &

Roessler, 2000). The act authorized services to help veterans with disabilities seek and

15

obtain employment, a central tenet to the vocational rehabilitation process (Gilbride,
Stensrud, & Johnson, 1994; Institute on Rehabilitation Issues, 1983; Salomone, 1996),
and one of many original provisions of the public rehabilitation program (Gilbride,
Stensrud, & Johnson, 1994; Rubin & Roessler, 2000; Stensrud, Millington, & Gilbride,
1997; Wright, 1980). Job placement has been considered one of the primary professional
functions of the rehabilitation counselor (Leahy, Szymanski, & Linkowski, 1993;
Millington, Butterworth, Fesko, & McCarthy, 1998; Roessler & Rubin, 1992) in both the
public and private sectors of rehabilitation practice.

The Rehabilitation Act of 1920 [P.L. 66-236] authorized placement services to
individuals with physical disabilities and was later broadened to serve individuals with
mental and emotional disabilities by the Vocational Rehabilitation Amendments of 1943
[P.L. 78-113] (Jenkins, Patterson, & Szymanski, 1998). The Rehabilitation Act of 1973
and subsequent Amendments have assisted in making tremendous strides toward assisting
people with disabilities first “find” and second “maintain” employment, the latter being
emphasized more in the 21St century (Danek et al., 1996).

The Americans with Disabilities Act of 1990 [ADA, Sec. 102(a)] prohibited
discrimination against a qualified individual with a disability in all aspects of the
employment process (e.g., application, hiring, compensation) (Danek et al., 1996).
Subsequently, the 1992 Amendments to the Rehabilitation Act of 1973 placed an
increased emphasis on employment as an outcome. According to the Commissioner of
RSA, (Schroeder, 1995), the Amendments “[m]andated that all individuals would be

presumed to benefit from services in terms of employment” (p. 10).

16

More recently, the Workforce Investment Act (WIA), a comprehensive job
training bill, included the 1998 Amendments to the Rehabilitation Act of 1973 in Title IV
of the WIA. The Amendments were written to help create greater opportunities for
people with disabilities to prepare for, secure, maintain, and regain employment (Kirk,
1998). The goal of WIA was to increase employment, retention, earnings, and
occupational skills of people with disabilities. Thus, achieving the above goals would
help to improve the quality of the workforce and enhance the productivity and
competitiveness of the United States (Kirk, 1998). In response, the rehabilitation
community has urged practitioners to focus on helping to secure more appropriate
competitive employment for people with disabilities in today's labor market to promote
more equal opportunities (Ford & Swett, 1999).

Labor market and work environment changes and projections.

The world of work is vast with an estimated American labor force participation of
133.5 million (Bureau of Labor Statistics, 2002). According to the US. Department of
Labor Bureau of Labor Statistics (2000) 1998-2008 employment projections, the
American work force is expected to increase by 14%. The population of working age
America is growing. The labor force for individuals between the ages of 45-64 will grow
the fastest as the baby boomers enter the 35-50 age range where the risk of work
disability increases (National Academy of Social Insurance, 1996).

Service producing industries (e. g., computer and data processing, health services,
residential care, management, public relations, and personnel supply services) will
account for nearly all of the job growth offsetting significant declines in manufacturing.

The five fastest growing occupations are expected in information technology (US.

17

Department of Labor, 1999). Professional specialty occupations are projected to increase
the fastest followed by service; executive, administrative, and managerial; technicians
and related support; and marketing and sales. Employment requiring continuing
education and training is projected to grow faster than the 14% average for all
occupations. In particular, occupations requiring an associate’s degree are expected to
grow 31% faster than all others (US. Department of Labor, 1999).

In addition to labor market changes, there have been many rapid and fundamental
changes in the work environment, including global competition, new and advancing
technologies, and new demands from various stakeholders (Institute on Rehabilitation
Issues, 1997); Szymanski, 1999). The organizational response to some of these changes
have included greater downsizing and more outsourcing of non-core support activities to
help meet cost and quality requirements (Habeck, 1996). Employers are also considering
more home based employee options while at the same time demanding greater skill
levels. Employers are asking employees to be able to multi-task and have higher or wider
band skills, especially as it relates to computer skills (Fraser, 1999).

Igplicafion of labor market changes and trends for rehabilitation.

The recent job market is characterized as complex and structurally evolving
(Fraser, 1999). The changes in the work environment have many implications for
rehabilitation practitioners helping people with disabilities become active labor force
participants. The changes in the nature of work have shifted from (a) production to
knowledge and service jobs with an emphasis on education and (b) task and volume to

process and value (Hammer & Champy, 1993).

18

The shift from manufacturing to service occupations has increased the importance
of cognitive and interpersonal skills for even entry level positions (Wilson, 1997). This
means that workers will have to adapt quickly to the changing environments, learn new
skills, upgrade current skills, and change the way they interact with coworkers and
supervisors (Peterson, 1996). Moreover, workers will need to make more decisions on
their own, work as members of teams, and organize around the work process (Ryan,
1995)

The structural changes in the labor market further highlight issues relevant to
employment opportunities for people with disabilities. The shift from manufacturing to
service sector implies greater difficulties in securing employment for some individuals.
Livneh and Male (1993) identified six functional realms of major disability categories
and the vocational impacts of each. Individuals with structural abnormalities that impact
cognition or behavior may operate better under simpler routine job tasks versus constant
use of independent judgement. For individuals with social-structural and social-affective
realms, interpersonal relationships may be difficult to sustain. Thus, the advent of greater
service opportunities would limit the employment possibilities for certain groups of
individuals (e.g., individuals with social anxiety and acting out behaviors).

Furthermore, the increase in interpersonal demands for in-person service jobs and
the value placed on high skill levels and education coupled with the advancing
technology (Ford & Swett, 1999) does have implication for other groups of individuals
with disabilities. For example, individuals with cognitive processing and cognitive

affective limitations may have greater challenges facing employment due to their limited

19

education and skill levels (National Academy of Social Insurance, 1996) which becomes
more difficult to accommodate.

In addition, the surge of corporate restructuring and outsourcing has altered the
workplace requirements. These changes have resulted in less job security and retention,
overworked employees, and higher risk of job distress which in turn has changed the
career patterns for many individuals (Szymanski, 1999).

The labor market participation of persons with disabilities is further influenced by
many other factors (e. g., competition across populations, availability of health insurance,
legislative initiatives, and negative attitudes) given the systems and ecological nature of
rehabilitation counseling (Fraser, 1999). More successfiil outcomes will be achieved
through a better understanding of system approaches and P-E fit that reflect the labor
market, individual needs and involvement, and resources (Habeck & Szymanski, 1999;
Hershenson, 1998; Szymanski, 1999).

Person-Environment Fit Model

Theory of work adjmstment.

Models of P-E fit are ubiquitous in vocational psychology. The first theorist to
propose such a model was Plato (Tinsley, 2000). However, Parsons (1909), was the first
to apply the PE theory in vocational psychology for the modern era. Later, in the 19503
and 19605, Lofquist, Dawis and Holland refined the P-E fit model (Tinsley, 2000).

Over a 100 investigations of PE fit models have been reported in the literature
(Tinsley, 2000). The research literature supports the conclusion that the PE fit model
provides a valid and useful way of thinking about the interaction between the person and

the environment and leads to a more effective and stable labor force (Tinsley, 2000).

20

Most of the P-E models are characterized by two broad areas of corresponding person
and job constructs (e.g., satisfaction and satisfactoriness) (Tinsley, 2000). In its simplest
form, fit theories involve (a) measurement of the person on a relevant array of
dimensions, (b) measurement of the environment on an array of dimensions, (c)
measurement of an outcome, and ((1) assessment of the fit between the person and the
environment (Hesketh, 2000).

The P-E model implies a developmental dynamic process that evolves over time
which is explicitly stated in the Minnesota Theory of Work Adjustment developed by
Dawis and Lofquist (1964) (Tinsley, 2000). Work focusing on the application of the
MTWA model has continued over the past 5 decades (Lofquist & Dawis, 1991). The
MTWA stands as the most thoroughly investigated and widely applied P-E fit model
developed (Tinsley, 2000). Salomone's (1993) review of the career counseling and
development literature found the MTWA as an important model of work adjustment, one
to be used as a basis for understanding career choice (Hesketh, 2000).

The MTWA was among the first to formulate an account of vocational behavior
in terms that were more appropriate for people with disabilities, including individuals
with mental retardation, and the vocational rehabilitation process (Melchiori & Church,
1997; Szymanski, et al., 1996). The concern for individuals with disabilities needing
services and the efficacy of intervention strategies for assisting them was a foremost
consideration (Rounds, Dawis, & Lofquist, 1987). The earliest and most extensive
evaluations of the effectiveness of rehabilitation services also came from the MTWA
(Tenoypr, 1993). The MTWA has claimed many precedents in attempts to (a) build a

theory of work adjustment, (b) build a framework for effective career counseling

21

practices in dealing with diversity, and (0) improve career opportunities for all
individuals (Tenoypr, 1993). The instrumentation (e.g., Minnesota Importance
Questionnaire, Minnesota Satisfaction Questionnaire) developed through the MTWA is
considered to be exemplar (Tinsley, 2000).

The MTWA is reflected in the rehabilitation model of service delivery. The
matching constructs of the MTWA include the work values and abilities on the person
side of the P-E equation and the reinforcer factors and ability requirements on the
environment side. The theory specifies three key constructs: (a) work personality (e.g.,
abilities, needs, values, personality style, and adjustment style); (b) work environments
(e. g., ability requirements, reinforcer systems, and environmental style); and (c)
indicators of work adjustment (e.g., satisfaction, satisfactoriness, and tenure) which
requires the correspondence between work personality and work environment. The
correspondence between ability needs and reinforcers lead to job satisfaction, while the
correspondence between abilities and ability requirements lead to satisfactoriness (Dawis
& Lofquist, 1984).

More specifically stated, the extent to which the work environment fulfills the
needs of the worker helps determine if the worker is satisfied. The extent to which the
worker fulfills the requirements of the job helps to determine if the worker is deemed
satisfactory. Both satisfaction and satisfactoriness lead to job tenure (e.g., length of stay,
turnover, and commitment) (Tenoypr, 1993). Tenure is a fimction of the correspondence
between abilities and requirements, and values and reinforcers (Breeden, 1993).

F rom this process and outcome view of vocational rehabilitation, personal

satisfaction, acceptable performance, and job maintenance characterize the adjusted

22

employee. The P-E fit is a key factor in determining the individual’s self-assessed level
of satisfaction and control (Livneh, 1987). Furthermore, assessing the P-E fit not only
contributes to satisfaction and tenure, but also to measures of career success (e.g., salary
and job level) (Bretz & Judge, 1994) and effectiveness of delivered services (Geyer &
Schroedel, 1998).

Job satisfaction.

The MTWA model posits that important work related outcomes (e.g., job
satisfaction and tenure) can be predicted by the congruence between the characteristics of
the person and desires and attributes of the work environment (Holland, 1985a; Livneh,
1987). Research on job satisfaction has focused mainly on determinates of satisfaction
and fit between the worker and the job (McClelland, 1986). Correlates of job satisfaction
have included complexity and variety of tasks, autonomy and control, pay and other
economic rewards, feelings of competence, and relationships among workers (Mortimer,
1979). However, there still exists little information about the characteristics that affect
job behaviors, job satisfaction, burnout, and turnover among people with disabilities
(Blankertz & Robinson, 1996).

Employment satisfaction was studied among 322 employed alumnus, from 47
special college programs, who were deaf or hard of hearing. Both the overall job
satisfaction and job search behavior was measured using one question studied by
Scarepello and Campbell (1983) and Horn and Griffeth (1991). The results indicated a
significant negative correlation between job satisfaction and job search behavior. The
implications of the findings to rehabilitation practice suggest that counselors need to be

aware of consumer’s feelings about jobs because they are in a position to help consumers

23

work through the problems that may stimulate dissatisfaction and ultimately impact job
tenure and advancement (Geyer & Schroedel, 1998).

Xie, Dain, Becker, and Drake (1997) examined competitive employment retention
among individuals with psychiatric disabilities. Data were gathered from the New
Hampshire Supported Employment Study that compared two different models of
supported employment using a randomized clinical trial with 143 unemployed adults with
mental illness. One program offered integrated vocational and mental health services
within the same agency and focused on quick job searches. The less successful program
offered a brokered service model in which separate agencies provided both the vocational
and mental health services. Participants were interviewed at two intervals: (a) study
entry to obtain demographic information and (b) time when consumers entered
competitive employment to assess the level of job satisfaction and work environment
either 10 days or 1 month after a job placement. A total of 85 participants obtained an
initial competitive job. Both the Minnesota Job Satisfaction Questionnaire short form
and the Work Environment Scale were used to measure satisfaction in the study. The
results indicated that early consumer satisfaction gained from the job is a predictor of
tenure on the job.

Retention and Career Advancement

Finding a job is very different from keeping a job. Job retention has received
little attention in career counseling theory and practice (Hershenson, 1996). According to
Gilbride and Stensrud (1999) helping individuals with disabilities retain jobs is the most
successful form of rehabilitation. The traditional model of a successful closure (e.g.,

status 26) in a state-federal rehabilitation program involves the placement of an

24

individual with a disability into an employment situation generally followed by a follow-
up period of 1 to 3 months. However, this approach has not been yielding the desired
outcomes by rehabilitation agencies for consumers and prospective employers (Rollins,
1999). Retention issues must be met in order to meet the employer’s goal for
productivity and the consumer’s goal for career advancement, thereby requiring a longer
term perspective about outcomes in the service delivery process (Rollins, 1999).

Career development provides both the process involved in finding employment
and the lifelong outcome of retention (Szymanski et al., 1996). Career development
services need to be designed to empower the person’s ability to choose, obtain, and
maintain competitive employment in accordance with one's long-term career goals
(Rumrill & Roessler, 1999; Walls & F ullmer, 1997). Implementing a career development
approach to closure can help improve the post employment outcomes of individuals with
disabilities. More specifically, employing the construct of career adjustment and post
employment intervention consistent with career development theories and consumer’s
practical needs will yield greater employment retention (Rumrill & Roessler, 1999).

A key element involved in most successful career development interventions is
the active consumer involvement (Blustein, 1992; Salomone, 1996; Szymanski, 1999;
Szymanski et al., 1996). Career planning then becomes a process whereby individuals
need to become actively engaged, well informed, and in control of the process, even after
the rehabilitation service providers are no longer available (Szymanski et al., 1996).
Consumer Involvement and Choice

The active involvement of consumers is critical for vocational rehabilitation

programs to remain viable (Institute on Rehabilitation Issues, 1995). Empowering

25

I!"

individuals with disabilities translates to providing opportunities to make choices
concerning one’s own path in life (Kosciulek, 1999). According to Vash (1995), choice
is considered to be what life on earth is all about whereby one lives with the
consequences and learns from the experiences. Allowing people to make choices about
their own life is very important and should be afforded to all individuals, including
persons with disabilities (Vash, 1995).

People with disabilities have organized their views and strategies around the
assumption that they should be the ones to determine the future direction of rehabilitation
policy and the provision of services (Bolton & Brookings, 1996). The goal of the
consumer movement has been social justice and acceptance of people with disabilities
(Majumder, Walls, & F ullmer, 1998). People with disabilities are now advocating for a
greater degree of choice and demanding more autonomy and control over their
environment, as evidenced by the increasing and popular independent living movement
(Boschen, 1996).

Consumer involvement and choice have become the focus in rehabilitation
legislation. The Rehabilitation Act of 1973 emphasized the joint involvement of the
consumer and counselor throughout the rehabilitation process and mandated consumer
involvement in the state's agency policy development (Rubin & Roessler, 2000). The
1992 and 1998 Amendments to the Rehabilitation Act of 1973 intended to strengthen the
level of consumer involvement in the rehabilitation process and maximize employment
and economic self-sufficiency (Majumder, Walls, & Fullmer, 1998). Public
rehabilitation agencies are bound by federal regulations to provide documentation on how

each consumer will have the opportunities to make informed choices concerning their

26

long-term vocational goals and services that contribute to securing competitive
employment (Majumder, Walls, & Fullmer, 1998).

The recent Amendments to the Rehabilitation Act of 1973 and the growing
strength of the consumer movement have placed greater focus on consumer choice and
control in the rehabilitation process. The processes of choice and career development are
central to the essence of rehabilitation (Merz & Szymanski, 1997; Salomone, 1996;
Szymanski et al., 1996). The active involvement of the consumer in the career decision
making is very important (Szymanski et al., 1996) and may have a significant impact on
the individual, as well as the overall outcomes.

Most theorists agree that people are happier and feel intrinsically motivated when
they have the opportunity to exercise choice and control (e.g., internal locus of control)
over their lives (Weiner, 1986; Woolfolk, 1998). Researchers have found a positive
relationship between exercising more choice over one’s life with life satisfaction
(Boschen, 1996) and employment outcomes (Majumder, Walls, & F ullmer, 1998).
However, limited research exists that examines the issues of consumer choice and control
and satisfaction levels among people with disabilities (Boschen, 1996).

By way of contrast, when people feel they are not in control (e.g., external locus
of control), they believe that people and forces outside of themselves control their lives
(Woolfolk, 1998). Locus of control can be influenced by the behaviors of others, such as
the continuing discrimination against people with disabilities. Outside influences can
affect one’s perception of their ability to control their lives (Beane, 1991). People who
feel they have no control may experience learned helplessness (Seligman, 1975) and

diminished self-esteem and self-efficacy (Weiner, 1986; Woolfolk, 1998). Individuals

27

with a low sense of self-efficacy tend to set lower goals, be more afraid of failure, and do
not persist when encountering difficulties (Weiner, 1986). Locus of control can thus
impact securing and maintaining meaningful employment outcomes for people with
disabilities.

Boschen (1996) studied 82 individuals with spinal cord injuries, ages 18 to 35, to
examine their life satisfaction, residential satisfaction, locus of control, and their
correlates. Measures to assess life satisfaction were drawn from the Quality of Life
survey (Institute for Behavioral Research, 1981) and mailed to the participants. Life
satisfaction was positively correlated with self-concept, health status, income level,
resident satisfaction, locus of control, residential choice, and control. The results
supported the importance of having counselors pay more attention to the issues of choice
and control when assisting individuals with disabilities in discussing life plans and
service goals in order to attain more positive long—term outcomes.

Majumder, Walls, and F ullmer (1998) investigated the impact of consumer
involvement in designing and delivering vocational rehabilitation services. Case
narratives of 104 vocational rehabilitation consumers (1_\[ = 44 successful rehabilitants and
bl = 60 non-rehabilitants) during fiscal year 1996-1997 were scored and interpreted to
determine the proportion of employment related target words that were indicative of
consumers both with and without any involvement in the employment decision making
process. A content analysis software, plus hand scoring, was used to analyze the data.

The results revealed that consumers with competitive employment histories had
greater percentages of involvement in the rehabilitation process than did those who had

no work histories. The researchers concluded that while other methods of content

28

analysis could be more appropriate and account for other factors that may contribute to
the reported findings, the value of furthering the research on consumer involvement in
employment decisions is one that needs to be explored and better understood.

The changes imposed by the new labor market demands and the changing
expectations of consumers in terms of choice and control in the employment process has
broadened and intensified the demands placed on rehabilitation counselors (Ford &
Swett, 1999). Implementing effective approaches to include consumer involvement and
decision making has not been easy, and many individuals with disabilities continue to be
denied opportunities to make choices about their employment goals (Ford & Swett,
1999)

More emphasis and action needs to be undertaken to allow people with disabilities
the fundamental opportunity to decide on major life decisions (e. g., employment) which
in turn may impact the retention and career advancement of people with disabilities.
Along with supporting and making informed choice work is the need for more empirical
research to demonstrate the effectiveness of such service provisions toward the goal of
continuous improvement in the 21st century (Majumder, Walls, & Fullmer, 1998).
Current Issues Impacting PWI Projects

Historyand program information.

One rehabilitation program that has been successful in attaining competitive
employment closure rates among people with disabilities, including people with more
significant disabilities, has been the PWI program (Institute on Rehabilitation Issues,
1983). The PWI program is embedded in rehabilitation. PWI programs were initially

created by the 1968 Amendments to the Vocational Rehabilitation Act (Wright, 1980).

29

The PWI projects are authorized by title VI—Employment Opportunities for Individuals
with Disabilities, Part B—Projects With Industry, Section 621 of the Rehabilitation Act
of 1973 and administered by the Rehabilitation Services Administration (RSA) (PWI
Rules and Regulations, 34 C.F.R. Part 379, 1999). Over the years, PWI programs have
been shaped by a number of statutory and regulatory actions (Kay, 2000).

The national PWI projects were designed to serve as a federal vehicle to
encourage more participation of business and industry in the rehabilitation process. One
way this has been achieved is through the current mandatory establishment of BACs.
BACs are designed to provide the mechanism for private sector members to be part of the
policy making process, as well as providing advice on available jobs and training
requirements in the real world (Kay, 2000). This connectedness of the business
community is considered to be of great benefit to the rehabilitation field, in terms of
achieving more desirable outcomes for people with disabilities, including people with
more severe disabilities (Fraser, 1999; Institute on Rehabilitation Issues, 1983).

The goal of the PWI program is to provide appropriate training and experience in
realistic work settings for people with disabilities to help prepare them for employment in
the competitive labor market (Kay, 2000). More specifically, the purpose of the PWI
program is to: (a) create and expand job and career opportunities for individuals with
disabilities in the competitive labor market by engaging the talent and leadership of
private industry as partners in the rehabilitation process, (b) identify competitive job and
career opportunities and the skills needed to perform these jobs, (c) create practical
settings for job readiness and job training programs, and (d) provide job placement and

career advancement (PWI Rules and Regulations, 34 C.F.R. Sec. 379.1, 1999).

30

Presently, there are over 125 PWI projects funded by the federal government, as
compared with 99 projects in fiscal year 1999 (Kay, 2000; Harles, 2002). Persons
eligible for services under the PWI program primarily include individuals with a
disability or a significant disability that requires vocational services to prepare for,
secure, retain, or regain employment. The determination of eligibility is consistent with
section 102(a) of the Rehabilitation Act of 1973, as amended (PWI Rules and
Regulations, 34 C.F.R. Sec. 379.3, 1999).

Services generally provided by PWI projects include intake and evaluation,
prevocational counseling, training to enhance job seeking skills, vocational training, job
development, and job placement. Services to employers generally include job site
modification, equipment modification, application of rehabilitation technology, and
employee recruitment (PWI Program Biennial Evaluation Report, 84 C.F.D.A. 234,
1994)

The Secretary of the Department of Education, in consultation with the Secretary
of Labor and with the appropriate designated State unit or units, makes and awards
continuation grants based upon the procedures in 34 CFR Part 75. Federal PWI grants
are limited to 80% of the costs of projects (PWI Rules and Regulations, 34 C.F.R. Sec.
379.40, 1999). From the inception of the program in 1970, the amount of appropriation
from Congress was $900,000 (PWI Program Biennial Evaluation Report, 84 C.F.D.A.
234, 1994). The appropriations reached $22,071,000 in fiscal year 1994 and have
remained at the same level ever since (Kay, 2000).

Each grantee under a PWI project is required to meet the following criteria: (a)

provide for the establishment of a BAC, composed of representatives of private industry,

31

business concerns, organized labor, individuals with disabilities and their representatives,
and a representative of the appropriate Designated State Unit that will identify job and
career availability within the community consistent with the current and projected local
employment opportunities identified by the local workforce investment board for the
community under section 118 (b) (1) (B) of the Workforce Investment Act of 1998;
BACs are required to identify the skills necessary to perform those jobs and careers in
fields related to the job and career availability identified in Sec. 379.10 (a) (1) either: (a)
training programs designed to develop appropriate job and career skills or (b) job
placement programs designed to identify and develop job placement and career
advancement opportunities; (b) provide job development, job placement, and career
advancement services; (c) arrange for the provision of, or provide for the following: (1)
training in realistic work settings to prepare individuals with disabilities for employment
and career advancement in the competitive labor market and (2) to the extent practicable,
the modification of any facilities or equipment of the employer involved that are to be
used by individuals with disabilities under this program; and ((1) provide individuals with
disabilities with supportive services that are necessary to permit them to maintain the
employment and career advancement for which they have received training under this
program (PWI Rules and Regulations, 34 C.F.R. Sec. 379.10, 1999). In addition, each
grantee under Sec. 379.21(a) (5) must submit data for its annual evaluation of project
operations 60 days after the end of each project year (see Appendix B).

Upon enactment of the 1986 Amendments to the Rehabilitation Act, program
compliance indicators were designed to be used to implement the seven program

evaluation standards (see Appendix C) initially required by the 1984 Amendments to the

32

Rehabilitation Act (Kay, 2000). The program compliance indicators measure the
effectiveness of individual grantees. Grantees are required to report on the following
indicators: (a) individuals with significant disabilities served, (b) unemployed served, (c)
cost per placement, (d) projected cost per placement, (e) placement rate, (f) projected
placement rate, (g) change in earnings, (h) percent placed who have significant
disabilities, and (i) percent unemployed. Minimal performance levels and ranges are
used to measure the effectiveness of each program grantee (PWI Rules and Regulations,
34 C.F.R. Sec. 379.53, 1999). According to Fraser (1999), director of the PWI project
and professor at the University of Washington, “. . .this federal discretionary program is
evaluated stringently, and there is considerable pressure on project staff to effect very
solid placements or ‘rehabilitations’ for their clientele” (p. 343).

The 1998 Amendments [PL 105-220] made even more accountable statutory
changes to the PWI program. The changes were intended to (a) increase the employment
and employment retention of individuals with disabilities, (b) enhance consumer choice,
(c) enhance program accountability, and (d) improve the coordination between
employment and training programs through statewide and local workforce investment
systems (PWI Rules and Regulations, 34 C.F.R. Part 379, 1999). The changes also meant
slightly different reporting requirements (e.g., keeping data on employment retention)
(Kay, 2000).

PWI models.

PWI projects have varying characteristics and models based upon their
geographic, philosophic, and management characteristics. The three primary models

include (a) job placement, (b) work adjustment, and (0) skills training. The skills training

33

model provides skill-based training prior to placement for individuals with disabilities to
compete for higher paying jobs such as those in computer technology (Institute on
Rehabilitation Issues, 1983).

ARPCT is an international non-profit organization dedicated to providing quality
training and placement services for people with disabilities. The primary purpose of this
organization is to promote communication and support among programs designed to train
and place individuals with disabilities in careers related to information technology. The
goal is to help people with disabilities become successful employees and more productive
citizens. ARPCT projects place individuals with disabilities in some of the highest paid
jobs in information and technology careers, and focus on educating the corporate industry
about the benefits of hiring graduates from the programs (ARPCT, 2002).

PWI employment outcomes.

Limited empirical research has been conducted on PWI projects (Hayward,
Reisner, Tashjian, & LeBlanc, 1986). Many more anecdotal studies and descriptive
papers have been cited in the area dating back to the early 19708. There have been some
published manuals and resources for individuals interested in operating under the
auspices of a PWI program. A possible explanation for the lack of an empirical research
base may be a result of the focus and involvement of the business sector in the service
equation, thereby paying less attention to gathering empirical data and focusing more on
practical applications and strategies to achieve the desired outcomes. There also appears
to be a lack of knowledge by both professionals and employers about such a
rehabilitation program designed to assist people with disabilities in their return to work

goals (Houser & Chase, 1989).

34

Although there is a general lack of awareness of PWI programs, there appears to
be much that can be learned from this type of rehabilitation program. According to
Harles (1992), present executive director of the International Association of Business,
Industry and Rehabilitation (INABIR), the PWI program has been and continues to be
one of the most effective and efficient means of securing employment opportunities for
people with disabilities. Houser and Chase (1989) in their review of the Massachusetts
PWI program, also reported the potential benefits of such a program to assist people with
disabilities maintain competitive employment. In addition, employers may gain useful
information and resources from PWI programs to help individuals with disabilities return
to work (Ogren & Smith, 1986).

In the first National Conference on Effective Employment Strategies for
Individuals with Disabilities (1996), RSA Commissioner Shroeder addressed the need to
identify and implement more effective strategies to help reduce the 67% unemployment
rate among individuals with disabilities who want to work and contribute to society. The
conference was designed as one of a series of events in RSA employment initiatives. Of
the 150 organizations submitting proposals for the conference, 42 were selected on the
merits of incorporating effective employment strategies with people with disabilities.
Four of the 30 separate workshops discussed various PWI projects (RSA, 1996).

The partnership between the WORKNET PWI and the State Vocational
Rehabilitation Program of Nebraska and Iowa documented their 13 year success with
over 4,000 placements of individuals with disabilities. The WORKN ET PWI exceeded
its job placement goals from fiscal years 1992 to 1996 by 16%. Average salaries earned

for full-time employment ranged from $8,840 to $41,500 per year. Cost per placement

35

was below the national average with a 4 year average of $1,304.49 per placement (Hays,
1996)

The Partnering for Placement PWI collaboration between centers for independent
living and the Industry Labor Council of the National Center for Disability Services
placement rate for its first 4 years of program operation (i.e., 10/1/91 to 9/30/95) totaled
964 individuals with disabilities. Of the total, 792 individuals had severe disabilities and
661 were unemployed for 6 or more months. The average weekly wage earned for those
individuals placed was $222.00 (Day, Fernandez, Geller, Lee, Miles-Davis, Osbourne, &
Young, 1996).

The Ladders to Success PWI partnership with the Ohio Restaurant Association
and the Ohio Rehabilitation Services Commission placed 88 out of 129 individuals with
disabilities in full-time and part-time positions earning from minimum wage to $12.85
per hour. Most of the individuals placed had no recent work experience and many had
never worked before. Approximately one third of the consumers counted on Social
Security Disability Insurance (SSDI) or Supplemental Security Income ($81) for their
subsistence. The average cost per placement was $1,737.13 (Blosser, Carozza, Downs,
Hemmer, Rice, & Scott, 1996).

The Connecticut International Association of Machinists Center for
Administering Rehabilitation and Employment Services PWI cooperative agreement with
the Bureau of Rehabilitation Services served 144 consumers in the 1994 to 1995 program
year. Of the total served, 105 were placed into competitive employment. Of the total

placed, 97% were severely disabled and 87% of those were unemployed for at least 6

36

months. The actual cost per placement was $1,700 (Burgess, Porriello, Reilly, &
Rieman, 1996).

According to Harold Kay, Director of Evaluation, Office of Special Education
and Rehabilitation Services, in fiscal year 1999, PWI programs served a total of 13,726
individuals with disabilities, and approximately 59% (8,099) were placed in competitive
employment. The average increase in weekly earnings for that year ($226) exceeded the
1999 target of $209. Programs reported that 87% of the individuals served and 58% of
the individuals placed were individuals with significant disabilities; 70% of individuals
served and 69% of individuals placed had been unemployed at least 6 months at the time
of project entry (Kay, 2000). The descriptive data also substantiates that some PWI
programs have been providing effective employment strategies for assisting individuals
with mild and more severe disabilities achieve employment outcomes with moderate cost
per placement.

PWI evalpations.

Evaluation of PWI projects has been a focal point ever since the start of the
program. Fountain (1978) evaluated 15 PWI projects to determine whether and to what
extent PWI projects were following legislative mandates. Some of the first
recommendations to better assess PWI effectiveness were being explored. In 1979, a
group of Urban Resource Consultants presented concepts for an ongoing evaluation
system for assessment of program effectiveness and efficiency referred to as Systems
Evaluation of PWI (Urban Resources Consultants, 1979).

A few years later, the Department of Education, Office of Planning, Budget and

Evaluation sponsored one of the first formal evaluations of PWI projects. The study

37

conducted by Reisner, Hayward, and Hastings (1983) sought to (a) evaluate the
characteristics of all the existing PWI projects, (b) investigate which project types were
most effective in achieving PWI goals, and (c) identify the relative effectiveness and
replicability of projects operated by national trade associations. RSA documents were
reviewed, interviews were held with individuals familiar with the operation of PWI
programs (e. g., RSA staff and other Education offices, Congressional committees), and
on-site visits were held with seven PWI project sites around the country. The site visits
included interviews with project directors, placement and training specialists, advisory
council members, employers, PWI consumers, and representatives of state rehabilitation
agencies.

The results indicated that the PWI projects appeared to be successfully meeting
the program’s goals of creating private sector linkages to assist individuals with
disabilities achieve competitive employment. The investigation found no single type of
organization that was more successful than others in achieving PWI goals. A limitation
cited by the authors included the limited amount of quantitative information available to
help verify the performance of specific projects.

A year later, with the passage of the 1984 Amendments, Section 162(b) to the
Rehabilitation Act, RSA Commissioner was required to conduct an evaluation of the PWI
program. RSA was seeking the establishment of evaluation standards for use by PWI
projects, along with conducting a nationwide program evaluation to measure the
program's effectiveness. The Policy Studies Associates in Washington, DC, conducted
the nationwide evaluation in 1986. The task of the researchers was to provide

information on the operations of the program and assess the level of effectiveness of the

38

program in meeting its goals (Hayward et al., 1986). Hess and Perry (1986) presented the
findings of the comprehensive evaluation of the PWI projects.

The study covered 1983 to 1984 PWI project years. Data collection procedures
included the following: (1) mail survey of the 98 project grantees, (2) interviews with a
sample of employers who hired PWI participants, (3) background and service information
on a sample of PWI participants, (4) interviews with a sample of PWI project directors,
and (5) surveys of a sample of former and current PWI participants. The characteristics
of consumers served (a = 16,000) included individuals with (a) varying disabilities, two-
thirds of which had severe disabilities (e.g., mental illness, orthopedic impairments and
mental retardation); (b) minimal likelihood of having an educational level beyond high
school; and (c) high likelihood of having been unemployed at the project entry, probably
for at least 6 months. Services primarily provided included placement and follow-up
services along with providing some form of training. Participants were typically
employed in service, clerical, or sales occupations earning an average of $171 per week
(i.e., $150 above average weekly earnings at program entry).

Employers who hired PWI participants viewed the project and its staff very
positively (e.g., high employer satisfaction) and indicated they would be willing to hire
additional PWI participants. The employers also recommended greater outreach to the
business community and an expansion of the program. Membership in the BAC also
helped to improve the projects' capacity of assisting people with disabilities obtain
competitive employment.

The final report concluded that PWI programs in general were successful, and in

particular, did achieve the legislative mandates to assist individuals with disabilities

39

obtain competitive employment. Furthermore, the results revealed (a) an efficient cost
per placement figure ($1,452), (b) consistent provision of core training and placement
programs from among a diverse group of project sites, (c) success in establishing
public/private partnerships, and ((1) high level of coordination with the vocational
rehabilitation system. Recommendations made by the Policy Studies group included the
following: (1) improve distribution of PWI projects across the country, (2) adopt
procedures to allow assessments of the projects, and (3) clarify areas of administrative
ambiguity.

It is important to acknowledge that even with the success of PWI projects, they
are not intended to replace state-federal agencies, but only complement service provisions
(e.g., training and placement). More successful outcomes may result from working
jointly and cooperatively between the two federally funded rehabilitation programs
(Institute on Rehabilitation Issues, 1983; Leneway, 1991; Reisner et al., 1983).

In all of the evaluations and research conducted within PWI to measure the
effectiveness and efficiency of the program, only one study was found to assess the job
satisfaction of individuals with disabilities who received services from PWI programs
(Houser & Chase, 1993). Even the most recent Request For Proposal (RFP) to conduct
an evaluation of PWI projects that came from the US. Department of Education,
Rehabilitation Services Administration in June of 2000, did not include any formal
empirical investigation of consumer satisfaction at any level.

RSA was seeking to evaluate currently federally funded PWI projects in terms of
(a) types of employment outcomes, (b) interaction with local business communities, (c)

types of individuals served, ((1) relationships between State Vocational Rehabilitation

4o

agencies and PWI projects, (e) impacts of PWI Standards on projects, (f) services
provided by PWI projects, (g) degree to which projects utilize the PWI model, and (h)
possible changes made to the PWI model (Kay, 2000). The RFP did not mention
assessing consumer satisfaction in the overall evaluation of PWI projects.

Program Evaluation

Spending for social service programs is under increased scrutiny (Ford & Swett,
1999). The spiraling health care costs and limited resources for social programs have
also entered a new era, one of managed care and increased accountability and
productivity to consumers for treatment outcomes (Slaven, 1997). Additional
contributing factors such as today’s demands to respond to legislative bodies, executive
branches, societal pressures for cost effective services, taxpayers, and consumers alike
drives one to submit more conclusive evidence of the quality and effectiveness of the
services provided (Ford & Swett, 1999).

One way of providing evidence on the quality of services is through program
evaluation. Program evaluation involves collecting, analyzing, and interpreting data to
make or support decisions about a service program (Hadley & Michell, 1995). Program
evaluation, as a discipline, is traced back to the 19308. Since its inception, it has evolved
into a large enterprise (Hadley & Michelle, 1995). Hadley and Michelle (1995) predict
that the increasing demands in accountability and cost effective concerns will eventually
result in counseling agencies in general needing to conduct more program evaluation
research.

Program evaluation is also receiving greater attention from accrediting bodies as a

required component for accreditation of rehabilitation facilities. The mission of CARF is

41

to assure that programs demonstrate certain standards of practice set by the industry. It
does this by establishing practical approaches to accountability and program evaluation.
The accrediting association outlines the various components and criteria recommended
for program evaluation, from plan initiation to dissemination of findings (CARF, 1997).

The evaluation standards from CARF are as follows: (Section 2.C Quality
Improvement Systems: Outcome Evaluation),

. . . the organization ensures that information is collected and used to improve the
quality of its systems and services. The organization develops and sustains
comprehensive and integrated quality improvement systems that include the
following: assessment of consumers’ needs, desires, and preferences; ongoing
assessment of quality, cost, and utilization of services; and measurement of the
outcomes of services and the satisfaction of persons served. An organization
should demonstrate that it uses information in an ongoing process of planning,
monitoring, evaluation, and improvement of services. . .the organization has
outcome management systems that measure program effectiveness and efficiency
and consumer satisfaction (p. 36) (CARF, 1997).

CARF specifies the need for both process and outcome evaluation systems,
including measuring consumer satisfaction, an aspect missing from the legislative
mandates of PWI evaluation process and outcomes. Ongoing information concerning the
service delivery system needs to include data regarding consumer satisfaction so that
service delivery can be improved and priorities can be managed (Patrick, 1998).
Consumer satisfaction is therefore one of the many evaluation criteria necessary in an

effort toward a balanced program evaluation (LeVois, Nguyen, & Attkisson, 1981).

42

Consumer Satisfaction

There has been a move toward incorporating consumer participation in the
evaluation of human service programs (Oher, 1993). Consumer satisfaction has achieved
the status of an important measurement domain in health and human service outcome
evaluations. Consumer satisfaction data can yield indices of service system effectiveness
for treatment outcome assessments (Attkisson & Greenfield, 1994) as well as assist in
forming policy, developing programs, and justifying programs (Lamkin, 1995).

Reviews of outcome measures for health, mental health, and human services
emphasize the value of the information obtained from consumer satisfaction with services
(Attkisson & Greenfield, 1994). Consumers represent a potentially valid perspective
which in turn helps an agency obtain more complete assessment and evaluation of the
service process and outcome, yet not to be mistaken and used as a substitute for other
outcome measures (Oher, 1993).

There is even a call to increase the focus on consumer satisfaction and even make
it a requirement (Ford & Swett, 1999). The Rehabilitation Research and Training Center
on Improving Supported Employment Outcomes for Individuals with Developmental and
Other Severe disabilities (1996) also highlight the importance of incorporating consumer
satisfaction as part of an overall program evaluation. Furthermore, consumer satisfaction
is one means of accomplishing the growing mandate for consumer involvement in human
service planning (Margolis, Sorensen, & Galano, 1977).

The literature in consumer satisfaction acknowledges the importance of and
supports the use of valid and reliable consumer satisfaction questionnaires as part of a

quality assurance program (Kosciulek, Rosenthal, Vessell, Accardo, & Merz, 1997;

43

Rentrop, Bohm,& Kissling, 1999). However, there have been a limited number of
published empirical studies on client satisfaction, especially as it relates to consumers
receiving services from PWI programs, as a vehicle to provide feedback about PWI
functioning or effectiveness. Few satisfaction measures have been developed with good
psychometric properties (Attkisson & Greenfield, 1994) and no such measures have been
developed for PWI programs in particular. To date, many PWI projects assess client
satisfaction by compiling a brief non-standardized set of generic questions. What has
been difficult to construct is a sensitive and psychometrically adequate scale with
demonstrated validity that is brief, inexpensive, and easy to administer (Attkisson &
Zwick, 1982). A carefully designed standardized measure of consumer satisfaction can
help develop a means for gathering information which will better assist in evaluating
PWI services.

LeVois, Nguyen and Attkisson (1981) studied three factors thought to mediate
consumer satisfaction: general life satisfaction, mode of administration, and
psychological symptomatology. Parallel forms of the standard Client Satisfaction
Questionnaire (CSQ-3 l) were developed (i.e., using the eight items from the CSQ-8 plus
four additional items chosen randomly from the preliminary version) and administered
orally and in writing to 92 consumers in two mental health day treatment programs, along
with using a simple graphic instrument. Results indicated satisfaction ratings were
similar to outpatient ratings found in previous studies and mediated by all three variables.
The researchers recommend making special efforts to remove any influences that may

bias or inhibit consumer reports of satisfaction with services.

Attkisson and Zwick (1982) investigated the effects of pretherapy orientation on
psychotherapy outcome using the 18 item version of the CSQ. Results indicated that the
CSQ-8 performed as well as, and often better than, the CSQ-1 8 as a useful brief global
measure of consumer satisfaction.

Greenfield (1983) examined the role of consumer satisfaction in evaluating
counseling services using the short form of the CSQ-8 with students from a large rural
public institution in the Northwest. High internal consistency was found with the CSQ-3
(CL = .820) and the CSQ-4 (CL = .859). He found the CSQ to have excellent psychometric
properties and several advantages for use in student service settings.

Nguyen, Attkisson and Stegner (1983) also conducted a series of studies to
produce an efficient measure of service satisfaction. Upon investigation they found the
two versions of the CSQ (i.e., CSQ-18 and CSQ-8) to have nearly identical average item
means and variances (3.08 and 3.02 respectively). The CSQ-8 was correlated with client
and therapist global ratings. The findings relating satisfaction to service utilization and
outcome suggested further evidence for the construct validity of the two versions of the
C SQ. The authors conclude from the empirical studies that service satisfaction could be
related to symptom level, demographic characteristics, and type and extent of service
utilization.

Summary

The literature review provided a context for the overriding concern and challenge
for the rehabilitation profession to provide more effective and meaningful employment
outcomes for people with disabilities and empower people with disabilities to make

informed major life decisions. The literature review firrther substantiated the importance

45

of evaluating consumer choice in the rehabilitation process and satisfaction with service
programs and employment as part of a quality assurance program. A study such as this
was necessary to help determine the relationships between consumer choice and
satisfaction with program services and employment to assist in developing more effective
strategies to increase the retention and advancement of people with disabilities in the 21St

century.

46

Chapter 3

METHODOLOGY

This chapter presents the methods that were used to collect and analyze the data

needed to answer the research questions. The topics include: participants, instruments,

research design, data collection procedures, and data analysis.

The purpose of this study was to unfold the consumer perspective by: (a)

identifying the level of consumer choice in the rehabilitation process and satisfaction with

PWI program services and employment and (b) empirically testing relationships between

the constructs (i.e., choice and program satisfaction) and employment satisfaction that

may impact employment retention and advancement of people with disabilities. The

specific research questions addressed in this study were as follows:

1.

What are the reported levels of consumer choice in the rehabilitation process and
satisfaction with PWI program services and employment?

Is there a relationship between consumer choice in the rehabilitation process and
consumer satisfaction with PWI program services?

15 there a relationship between consumer satisfaction with PWI program services and
employment?

Is there a relationship between consumer choice in the rehabilitation process and
employment satisfaction?

Is there a relationship between consumer choice and satisfaction with PWI program

services to employment satisfaction?

47

6. Do reported levels of consumer choice in the rehabilitation process and satisfaction
with program services and employment vary according to demographic
characteristics of consumers?

To address these research questions a correlational research design, using an

Internet survey approach, was utilized with a pool of participants who were either

enrolled in or graduates of PWI rehabilitation computer technology and information

processing training programs.

Participants

Description of sample.

The sample used in this investigation consisted of participants drawn from a
nationwide accessible population of consumers from PWI rehabilitation programs in
computer technology. The initial design called for sampling graduates of rehabilitation
programs in computer technology who were competitively employed. The sample was
extended to include current students due to the low response rate. Tremendous effort and
time was expended on locating programs to participate, with minimal results. There was
difficulty in locating programs to participate. The source used for sample fiame
construction was the list of current and former consumers who received services from
ARPCT member organizational projects who volunteered their participation in the study.

Samplingprocedures.

A single stage sampling design for this population was employed in this
investigation (Creswell, 1994). The 40 ARPCT member organizations were solicited to
participate in the study. Contact was initially made with ARPCT President, Steve

Lawrence, to inform him of the study's purpose and procedures, and to discuss ARPCTs

48

endorsement of the study. Subsequently, the ARPCT President sent several electronic
notices to all 40 member organizations inviting their participation in this research. Two
ARPCT projects (Salt Lake Community College and Computer Training for People with
Disabilities) initially volunteered to participate in the research. In order to recruit more
participation in the study, ongoing correspondence was maintained with ARPCT
President and all the 40 ARPCT member organizations. Several e-mails were sent to
member organizations explaining the purpose and procedures of the study along with a ,
request to participate in the investigation. Specific questions concerning the research by
member organizations were fielded. Member organizations were also informed that
confidentiality of participants was guaranteed and that group (e. g., project) comparisons
were not part of the research design in hopes of soliciting more participation. Personal
telephone contacts were also conducted with each member organization to encourage
participation in the study. Exhaustive measures were taken to recruit additional
volunteers. Subsequent to numerous effort, the following ARPCT member organizations
volunteered to participate (Open Learning Agency, Goodwill Industries of the Southern
Piedmont, Computer Technology Program, Louisiana State University, Hire Potential,
and Michigan Career and Technical Institute).

The initial design called for a systematic random sampling procedure to ensure a
more representative sample of the population, however, a convenience sampling
procedure (e.g., enlisting volunteers to participate in the study) was used as a result of the
extreme difficulty in recruiting participants from rehabilitation programs in computer
technology. All current and former consumers were sampled comprising the accessible

population.

49

In terms of the sample size, the minimal acceptable number of participants for a
correlational study is 30 (Gay, 1992). According to Cohen (1992), when relationships
among variables are studied within one group, the power suggests a sample size of 68
participants, with a medium effect size of .15 and significance criteria at the .10 alpha
level. This analysis guided the study in terms of the required number of participants to
select.

Instrumentation

Limited research has been conducted to identify PWI consumer choice and
satisfaction with program services and employment. No research has been conducted to
investigate these possible relationships with the PWI population. A careful review of
both published and unpublished sources was conducted to identify appropriate, sensitive,
and psychometrically adequate scales with demonstrated reliability and validity to
measure the constructs of interest for this investigation.

A four part self-report questionnaire was used in the study to measure the level of
consumer choice in the rehabilitation process and satisfaction with program services and
employment consisting of the following: (a) Consumer Choice Questionnaire, (b)
Consumer Satisfaction Questionnaire, (0) Minnesota Satisfaction Questionnaire, and (d)
Demographic Questionnaire. Each of the instruments is discussed separately, and copies
of each instrument are provided in Appendix D and E.

Consumer Choice Questionnaire

The Research and Training Center (RTC) at the University at Wisconsin-Stout

(2000) developed the 26-item Consumer Choice Questionnaire (CCQ-26). The primary

use of the CCQ is to measure the level of consumer decision making and choice in the

50

rehabilitation process and in selecting employment goals. Response choices include the
following five point Likert-type scale: 0 = None, 1 = A Little, 2 = Some, 3 = Quite a Bit,
and 4 = Very Much. No psychometric properties on the instrument are available at this
time and it continues to be in development.
Consumer Satisfaction Questionnaire

Larsen, Attkisson, Hargreaves and Nguyen (1979) developed an eight item Client
Satisfaction Questionnaire (CSQ-8) designed to measure general satisfaction with one or
more services or service components using a Likert-scale. The CSQ has received
frequent citations in scientific and professional literature and has been adopted
extensively for applied use within human service settings and in research (Attkisson &
Greenfield, 1994). The primary use of the CSQ is to assess the aggregate satisfaction
from groups of respondents. In addition, it is used as an outcome performance indicator
for service organizations and has been adopted nationally and internationally by
investigators and service program personnel for scientific work, quality assurance,
program planning, and evaluation studies as a useful evaluative tool (Attkisson &
Greenfield, 1994).

The CSQ has been used with various sub-populations, including individuals with
severe mental disabilities, and in a wide range of health and human service agencies (e.g.,
community mental health agencies, community based treatment programs and residential
settings, alcohol abuse treatment programs, employee assistance programs, case
management for individuals with severe mental disorders, AIDS self-support and

psychoeducational groups, and health maintenance organizations) (Attkisson &

51

Greenfield, 1994). The CSQ has been translated into other languages and performed
equivalently across several national and cultural groups (Attkisson & Greenfield, 1994).

In regards to psychometric properties, the CSQ has a high level of internal
consistency and consumer acceptability (Cronbach’s alpha coefficient range from .83-
.93), and moderately high item-total correlation, which suggest scales measure a global
satisfaction construct. Construct validity of the CSQ is enhanced by high correlations
found between it and other satisfaction instruments that use different strategies to
measure the same construct. Discriminant validity of the CSQ is enhanced by the low
relationships typically observed between satisfaction and other variables (Attkisson &
Greenfield, 1994).

The CSQ can also be easily supplemented by open-ended questions or items of
special interest to a particular service program, without undue time demand on
consumers. The additional appended items can help to increase the richness of the
information obtained, encourage more feedback from consumers specific to certain
project needs, and enhance the value and use of the results (Attkisson & Greenfield,
1994; Larsen et al., 1979).

The administration of the CSQ-8 takes from 3 to 8 minutes to complete. The
CSQ covers eight conceptual item scales of consumer satisfaction including the
following: (1) quality of service, (2) kind or type of service, (3) outcome of service, (4)
amount, length, or quantity of service, (5) procedures, (6) support staff, (7) treatment

staff, and (8) general satisfaction (Larsen et al., 1979).

52

Minnesota Satisfaction Questionnaire

The Minnesota Studies, and in particular the Minnesota Theory of Work
Adjustment, was one of the first to specifically focus on people with disabilities and their
work adjustment (Salomone, 1993). Weiss, Dawis, England and Lofquist (1967)
developed the 20 item Minnesota Satisfaction Questionnaire (MSQ—20) designed to
measure an employee’s satisfaction with a job. The MSQ provides more specific
information on the various aspects of a job which individuals find rewarding than do
more general scales. The MSQ has been found to be useful in exploring client vocational
needs, in counseling follow-up studies, and in generating information about reinforcers
inherent in specific jobs (Weiss, Dawis, England, & Lofquist, 1967).

The MSQ short form consists of 20 items from the MSQ long-form that best
represent each of the 20 scales. Factor analysis of the 20 items resulted in two
factors—Intrinsic and Extrinsic. Response choices include the following four point
Likert-type scale: 1 = Very Satisfied, 2 = Satisfied, 3 = Neither Satisfied nor
Dissatisfied, and 4 = Very Dissatisfied .

The reliability for the overall general scale is .90; the intrinsic scale is reported to
be .86 and extrinsic scale at .80. The administration time takes around 5 minutes to
complete. The 20 items that measure job satisfaction include the following: (1) ability
utilization, (2) achievement, (3) activity, (4) advancement, (5) authority, (6) company
policies, (7) compensation, (8) co-workers, (9) creativity, (10) independence, (11) moral
values, (12) recognition, (13) responsibility, (14) security, (15) social service, (16) social
status, (1 7) supervision—human relations, (1 8) supervision—technical, (19) variety, and

(20) working conditions.

53

Demoggaphic Questionnair_e

An original demographic questionnaire was used in this study to obtain
information on the personal characteristics of the participants, including the following:
age, gender, ethnicity, disability type, educational level, employment history, job title, job
tenure, and pay scale. Participants were also asked about their overall satisfaction with
the administration of Internet surveys. A combination of forced choice and fill-in
response categories were used in this section.
Procedures

Bet—sign

The intent of this study was to begin to look at the relationships between
consumer choice and satisfaction with program services and employment, thereby
expanding our understanding of the experience of people with disabilities from PWI
projects. A correlational research design using a descriptive opinion survey method was
employed for this study. This study utilized self-report measures that have generally
been used to gather information that can not be readily obtained by other methods
(Babbie, 1995; Dillman, 1978). Given the nature and intent of this investigation (i.e., to
obtain information from a consumer perspective), the consumers of services were the
only stakeholders from which to evaluate the satisfaction with choice, program services,
and employment.

Data collection.

A survey data collection method was chosen for this investigation because of its:
(a) ability in obtaining a representative sample from the population, (b) likelihood that

selected respondents will reply, (c) likelihood of avoiding social desirability bias, ((1)

54

medium response rate, and (e) cost effectiveness (Dillman, 1978). The delivery method
of the survey research (i.e., Internet) was chosen because of the specific training
(computer technology and information processing) and prospective occupations (e.g.,
information technology) of the sample. Familiarity with computer operations and the
Internet, along with easy access, made this an appropriate medium to gather participant
survey data.

The Internet is rapidly becoming accessible to a representative segment of the
US. population with upwards of 70 million US. households (e.g., people 18 to 54)
subscribing to Internet services at home (Decision Analyst, 2002). Computer and
Internet access in recent years has paved the way to many possibilities and research
opportunities. As access to the Internet becomes more common, the feasibility of
gathering Internet survey data becomes more reasonable. Some of the advantages to the
design and administration of self-administered Internet questionnaires include: (a)
potential to overcome international boundaries and achieve more representative groups,
(b) appeal and means to attract large number of respondents with Internet access, (c)
reduced time for survey implementation, and (d) near complete elimination of paper,
postage, and data entry costs (Dillman, 2000).

Another advantage to conducting Internet surveys is the sense of anonymity and
confidentiality that may encourage more participants to respond and be more candid in
their responses. This is particularly important for consumer satisfaction feedback. The
respondent's experience is of great concern in conducting an evaluation of the program.

Pre-testing of the instruments and packet of materials was conducted on March

27, 2001, to identify construction defects and therefore test the questionnaires as well as

55

the questions. The pre-testing followed the Total Design Method (TDM) procedures as
described by Dillman (1978): (1) prior to the pretest, every effort was made to produce a
complete packet of information that looks final and (2) the questionnaires were evaluated
in the following areas: (a) whether it will accomplish the study objectives, (b) construct
representativeness, (c) clarity, and (d) wording.

The pre-test group consisted of individuals from the population surveyed (n = 5)
to provide insight into prospective respondent reactions (e.g., difficulties that may have
resulted in inaccurate responses or no participation at all). Feedback was solicited on
such items as clarity of instructions and questions, readability, appeal of the questionnaire
and packet, and average time for completing the questionnaires (e.g., 12 to 18 minutes).
This information was used to revise the instruments prior to final dissemination to the
entire sample.

Procedures were developed for the initial two volunteer ARPCT projects. A
packet of information was mailed and sent electronically to the President of ARPCT who
disseminated the information to the participants gathered onsite. The packet included the
following information: (a) contact names and numbers, (b) instructions on how to assign
participant user identification and password, ((1) participant assignment grid, and (d) color
coded respondent information (see Appendix F). Fifteen complete research packets were
also mailed in the event of difficulty arising from the use of Internet surveys (e.g.,
technology). The subsequent volunteer sites were provided with general information
concerning the study, this included the Web address, user identification number, and

password required to participate in the research. A few projects also requested paper

56

copies of the above information to disseminate to current and former graduates of the
program.

Each ARPCT volunteer site was assigned general user identification grouping
(e.g., 1000, 2000, 3000). Each participant was then assigned a specific four-digit user
identification number (eig., 1001, 1002, 1003) and password (i.e., survey) to enter the
surveys linked to the research site located on the World Wide Web (i.e.,
http://www.gisd.com/survey).

The public Web site included the transmittal letter, instructions, and final
questionnaires (see Appendix G). Extensive programming was involved in preparing the
material for online administration. The transmittal letter (e.g., consent form) was
carefully designed to create a positive first impression by including the following: (a)
graphic illustration, (b) purpose of the questionnaire, (0) value of individual input, ((1)
how the information will be used, (c) assurance of confidentiality, (f) any needed
directions, (g) the name and address of the study sponsor, and (h) who to contact for
questions (Dillman, 197 8).

Participants were provided with the address to the Web site, user identification
number, and password. Each participant was asked to complete the questionnaires that
measure the level of consumer choice in the rehabilitation process, satisfaction with
program services and employment, including a demographic section, taking
approximately 12 to 18 minutes to complete online. The questionnaires linked to the
Web site were password protected. To open the survey links, participants were asked to
enter a user identification number and password. Once participants completed and

submitted the questionnaires, responses were sent electronically to the researcher's e-mail

57

address. The e-mail contained the date and time of submission, user identification
number, and participant responses to the questions.

Returns of the questionnaires were monitored daily and reviewed for
completeness. All correspondence was coded for anonymity and re-submissions to avoid
double counting individual respondent surveys. User identification numbers returned as
undeliverable were recorded in the tracking book. A computer generated tracking book
was constructed and a hard copy printed. Data for the present study was collected
between May 31, 2001 and March 15, 2002.

Data Analysis

Data was collected by means of four Internet questionnaires containing a total of
77 items. The majority of these were Likert-type items. Other questions asked for
factual information, such as gender, ethnicity, and educational level. The data obtained
from the survey responses was analyzed using the SPSS software package. Frequencies,
means, standard deviations, and correlations were performed to address the research
questions. The initial design called for using multiple regression analysis and
multivariate analysis of covariance (MANCOVA), however, due to the low response rate,
nonparametric tests were performed to more adequately address the research questions.
Descriptive statistics were computed on the sample characteristics from the data collected
on the demographic questionnaire. Frequencies for the following categorical variables
were computed: (1) gender, (2) ethnicity, (3) disability type, (4) educational level, and
(5) current job title. Mean scores and standard deviations were computed for the
continuous variables age and work history, as well as for each of the satisfaction

measures (Consumer Satisfaction Questionnaire, Consumer Choice Questionnaire,

58

Minnesota Satisfaction Questionnaire). Distribution of scores was examined for
normality by computing scores of skewness and kurtosis. The .10 level of significance
was used as a rejection level on all statistical analyses.

In responding to the first research question, determining the level of consumer
choice in the rehabilitation process and satisfaction with PWI program services and
employment, descriptive statistics (e.g., mean and standard deviation) were computed for
each item on the questionnaires according to the participant responses to the Likert-type
items.

A Pearson product-moment coefficient of correlation was initially designed to be
used to respond to the subsequent three questions to determine the existence of a
relationship between (a) consumer choice and satisfaction with PWI program services,
(b) consumer satisfaction with PWI program services and employment, and (c) consumer
choice and employment satisfaction. Instead, the Spearman rho was used due to the
small sample size. Information was gathered to determine the magnitude and direction
(positive or negative) of the relationships to explain human behavior and predict likely
outcomes, but will not yield cause or effect relationships (F raenkel & Wallen, 1996).

The initial design called for using multiple regression analysis to respond to the
fifth research question to examine the separate and collective contributions of the two
independent variables (i.e., choice and satisfaction with program services) to the variation
of the dependent variable (i.e., employment satisfaction). Given the variation in the
numerical scoring of the measures, 2 scores were computed for each of the measures. A
stepwise multiple regression method was to be employed to identify which variables

contributed the most unique variance in the equation and in what order (Heppner,

59

Kivlighan, & Wampold, 1992). However, as a result of the small sample size, the model
could not be appropriated analyzed.

An important preliminary step was taken in order to respond to the sixth question
to determine if differences on demographic characteristics varied according to reported
levels of consumer choice and satisfaction with program services and employment. A
series of MAN COVAs were designed to be conducted to test for differences among the
means by calculating a specific value, Wilk’s lambda. The dependent variables for these
analyses were the mean scores on the participant's responses to the Likert-type measures.
The independent variables for these analyses were: (1) gender, (2) age, (3) disability type,
(4) ethnicity, (5) educational level, and (6) number of years employed in the labor
market. As a result of the small sample size, a Spearman rho and Mann-Whitney U test
was used to test for differences between the satisfaction measures and the demographic

characteristics.

60

Chapter 4

RESULTS

Sample and Procedures

The participants in this study consisted of 66 individuals with disabilities who
were either current or former consumers at Computer Technologies Program, California;
Computer-Training for People with Disabilities, Denver; Goodwill Industries of the
Southern Piedmont, North Carolina; HirePotential, Denver; Louisiana State University,
Louisiana; Michigan Department of Career Technical Institute, Michigan; Open Learning
Agency, Canada; and Salt Lake Community College, Utah. These ARPCT member
programs represent public and private agencies and businesses, technical schools,
colleges and universities, and community based rehabilitation organizations all dedicated
to providing quality computer training and placement services for people with
disabilities. Of the total participating organizations, two are federally funded PWI
projects. Examples of the type of computer based training offered through the member
organizations include computer programming, administrative networking, and office
system training. The duration of the courses and programs ranged from 4 months to 1
year. ARPCT member organizations rely on business involvement through the
establishment of Business Advisory Councils to help bridge the employment needs of the
industry (ARPCT, 2002).

Of the total respondents, two (3%) were returned as duplicates and two (3 %) were
returned with notes indicating that they were the instructor and director of the program

and therefore excluded. This yielded 62 useable respondents who consented to

61

participate and complete the Internet surveys. The NS on the three measures of
satisfaction and demographic questionnaire do not compute to 62 due to missing data.
Table 1 provides a breakdown of the sample by demographic characteristics.

The total sample consisted of 80% males (n= 44) and 20% females (n= 11) and
was predominately Caucasian (76.4%, n= 42). The ages of the participants ranged from
19 to 61, with a mean age of 37.65 years. When looking at the distribution of the ages of
participants using a histogram there existed an outlier, one participant was 61 years old
with the next closest participant’s age being 53.

In terms of education, 58.2% (n= 32) of the sample indicated that the high
school/GED or post—secondary vocational training was the highest degree earned and
38.2% (n= 21) indicated having an associates or bachelors degree.

The type of disability most frequently cited was physical (43.6%, n= 24) and 20%
(n= 11) indicated having more than one disability. The majority of participants in this
study were consumers of at least one additional service agency. Respondents reported
receiving services also from state-federal vocational rehabilitation (69.4%, n= 25) and
social security or ticket to work (25%, n= 6).

The sample consisted of 53.1% students (n= 26) of rehabilitation computer
training programs and 46.9% graduates (n= 23), primarily within the past few years.
This NS did not compute to 62 due to missing data. Most of the respondents with jobs
secured them independently or through friends, family (35%, n= 7) or with the help of
the rehabilitation staff (30%, n= 6), and examples of positions held were
analyst/programmer (n= 7), disability lab coordinator (n= 1), test lab consultant (n= 1),

and warehouse developer (n= 1). The length of employment ranged from 1 to 62 months

62

(n= 20), with a mean of 16.7 months. The average hours worked per week was 33.7 (n=
20). The earnings ranged from $5.00 to $48.00 (n= 14) per hour with an average of
$16.79 per hour.

Of the respondents, 48.3% (n= 14) indicated receiving the necessary skills from
the training program to perform their job duties, 37.9% (n= 11) indicated receiving some
of the skills from the training program, and 13.8% (n= 4) indicated receiving no skills
from the training program to perform their job duties. When asked whether or not their
current job is consistent with their long-term employment goals, 29.6% (n= 8) of the
participants reported yes, 40.7% (n= 11) indicated somewhat, and 29.6% (n= 8) said no.

In regards to respondents' overall experience with online survey administration,
77.7% (n= 28) indicated having a “good” or “excellent” experience with taking Internet
surveys, 19.4% (n= 7) found the experience “fair,” and 2.8% (n= 1) indicated having a
poor experience. Completing surveys online was by far the most preferred completion
method (94.4%, n= 34).

Open-ended items revealed convenience, ease, and speed as the most frequently
cited reasons for liking Internet surveys, and least appealing features of Internet surveys
were not enough choice options, inability to modify responses, and accessibility issues.

Measures of Satisfaction

In order to address the first research question, three measures were used to assess
level of consumer choice and satisfaction with program services and employment. All
the measures were reviewed for internal consistency, reliability. Table 2 presents the
Cronbach’s alphas for each measure. The coefficient alphas for the Consumer Choice

Questionnaire (choice) is .96, Consumer Satisfaction Questionnaire (general) is .92, and

63

Table 1

Demographic Characteristics of the Sample

 

 

Variable N Valid %
Gender
Male 44 80.0
Female 11 20.0
Race/ethnicity
Afiican american 1 1.8
Asian american 3 5.5
European american/white 42 76.4
Latino 2 3.6
Middle eastern 2 3.6
Native american 2 3.6
Multiple ethnicity 1 1.8
Other 2 3.6
Age
19 — 25 8 14.5
26 — 30 5 9.1
31 — 35 8 14.5
36 — 40 9 16.4
41 — 45 14 25.5
46 — 50 7 12.7
51 — 55 3 5.5
56 + 1 1.8
Educational level
Master or higher 1 1.8
Bachelors 10 18.2
Associates 1 1 20.0
Post secondary vocational training 17 30.9
High school/ged 15 27.3
Other 1 1.8

Table 1 (cont’d).

Disability type
Developmental l 1 .8
Hearing 4 7.3
Physical 24 43.6
Mental and/or emotional 7 12.7
Visual 5 9.1
Multiple 1 1 20.0
Other 3 5.5
Job title
Analyst 1 1.6
Applications analyst/programmer I 1 1.6
Assistant systems developer 1 1.6
Director 1 1.6
Disability lab coordinator 1 1.6
Fleet systems information analyst l 1.6
IT 1 1.6
Parking supervisor 1 1.6
Programmer 1 1 .6
Programmer analyst 1 1.6
Receptionist 1 1 .6
Tape librarian l 1.6
Teacher 1 1.6
Test lab consultant 1 1.6
Warehouse developer 1 1.6
Warehouse worker I 1.6
How obtained current job
Returned to job with prior employer 1 5.0
Rehabilitation staff helped find the job 6 30.0
Job found independently or through friends, 7 35.0
family
Other 6 30.0
Agency assistance
No agency 5 13.9
Vocational rehabilitation 17 47.2
Social security or ticket to work 1 2.8
Multiple 8 22.2
Other 5 13.9

 

Note. The NS do not compute to 62 due to missing data.

65

Table 2

Cronbach’s Alphas for Measures of Consumer Satisfaction

 

 

Measure Number of Items Alpha
Consumer Choice Questionnaire 26 .9582
Consumer Satisfaction Questionnaire 8 .9231
Minnesota Satisfaction Questionnaire 20 .9668

 

Minnesota Satisfaction Questionnaire (employment) is .97. The scales were internally

consistent.

There was significant missing data with the MSQ. To avoid losing any more data
than necessary, the scoring procedure was slightly changed for each measure. When
creating total scores, there must be a score on every item. When scoring this way, all
data from any participant whom did not respond to one or more of the items are dropped
completely. To avoid this problem, the average score on all items to which participants
responded was calculated. The high internal reliability of the scales, with strong
correlation between all item scores and the total score, supported using this scoring
procedure, and losing a small to moderate number of responses should not significantly
change the mean score. Where a participant answered half or more of the items, the
participant was given a score, but where a participant answered less than half the items,

that participant's score was dropped since it was not considered representative of how that

66

person would respond on the complete scale. Furthermore, averaging item scores is the
same as obtaining a total score in that multiplying the average score by the number of
items yields a total score. Table 3 provides the mean and standard deviation for each of

the measures.

Table 3

Sample Mean and Standard Deviation for Consumer Satisfaction Measures

 

 

Measure N M SD
Consumer Choice Questionnaire 51 - 53 2.38 (2.56) .87 (.75)
Consumer Satisfaction Questionnaire 60 3.22 (3.28) .59 (.59)
Minnesota Satisfaction Questionnaire 22 - 23 3.44 .84

 

Note. Means and standard deviations listed in parenthesis indicate the scores for the
employed subgroup.

Choice

Scores on the Consumer Choice Questionnaire (n= 51 to 53 depending on the
item) ranged from 0 = No Level of Choice to 4 = Very Much Level of Choice. The
sample yielded a mean item score of 2.38 with a standard deviation of .87 and 2.56 and

.75 respectively for the employed subgroup (n= 20 to 22 depending on the item).
Item means ranged from 1.73 to 3.19 (1.95 to 3.45 for the employed subgroup).
Participants indicated that they experienced considerable choice with selecting the

training program (M= 3.19), future career goals (M= 3.17), general career interests (M=

67

3.04), and identifying specific job goal (M= 2.91). Respondents indicated lower level of
choice with involvement of family members or other advocates in the employment goal
(M= 1.73), selection of specific staff members (1 .85), location of job (M= 1.92), jobs to
try out before getting a permanent job (M= 2.06), and resources and services needed to
achieve job goals beyond those agency could provide (e. g., independent living needs,
financial needs) (M= 2.06). Table 4 provides the mean and standard deviation for each
item.
PWI Program Services

Scores on the Consumer Satisfaction Questionnaire (n= 60) ranged from 1 (low
satisfaction) to 4 (high satisfaction). The sample yielded a mean item score of 3.22 with

a standard deviation of .59 for the total respondents and 3.28 and .59 respectively for the

subgroup (n= 23) of individuals who fit the criteria of being employed. This mean is
comparable with values found in previous studies of individuals seeking services from
mental health agencies. Item means ranged from 3.08 to 3.38 (3.13 to 3.48 for the
employed subgroup). Participants indicated they would highly recommend the program
if a friend were in need of similar help (M = 3.38), they would come back to the program
if they were to seek help again (M = 3.32), and rated the quality of service as high (M =
3.28). Lower satisfaction ratings were found with the overall general satisfaction with
services received (M = 3.08) and extent program met needs (M= 3.10). Table 5 provides

the mean and standard deviation for each item.

68

Table 4

Consumer Choice Questionnaire Item Mean and Standard Deviation for the Total Sample

 

Item N M SD
Total (Employed) Total (Employed) Total (Employed)

 

1. This agency as your service 53 (22) 2.23 (2.14) 1.50 (1.55)
provider?

2. Your short-term job goal? 53 (22) 2.68 (2.73) 1.24 (1.24)

3. Jobs to try out before getting 52 (22) 2.06 (2.23) 1.43 (1.38)
A permanent job?

4. The training program you 53 (22) 3.19 (3.32) .94 (.94)
Participated in?

5. The location of your job 50 (21) 1.92 (2.05) 1.44 (1.46)
(in the town/part of town
you prefer)?

6. Evaluation processes you 52 (22) 2.13 (2.41) 1.40 (1.33)
completed (e.g., job
modifications, transportation)?

7. Your long-term goals? 51 (21) 2.69 (3.10) 1.16 (.94)

8. Ways to overcome potential 52 (22) 2.37 (2.55) 1.28 (1.30)
job barriers (e.g., job
modifications, transportation)?

9. The specific services you 52 (22) 2.67 (2.95) 1.04 (.78)
needed in this agency?

10. Ajob with the benefits you 51 (21) 2.12 (2.19) 1.50 (1.60)
Would like (e.g., health

insurance, vacation)?
11. Your general career interests? 52 (22) 3.04 (3.18) .93 (1.01)

 

69

 

Table 4 (cont'd).

12. The services in your overall 52 (21)
employment/rehabilitation
program?
13. Your future career goals? 53 (22)
14. Your specific job goal? 53 (22)
15. A job with the pay you would 53 (22)
prefer?
16. The specific staff members 53 (22)

You worked with at this agency?

17. Your initial job goal upon 52 (22)
completion of services?

18. Your work shift (e.g., day, 51 (22)
evening, full-time, part-time)?

19. The steps and activities in 53 (22)

Your employment/rehabilitation
program?

20. A job with future career growth 52 (22)
(e. g., advancement, higher wages)?

21. Whether family members or 51 (22)
other advocates were involved
in your employment program?

22. Refusing to participate in 52 (22)
services at this agency?

23. Employers and jobs of interest 51 (22)

to you during job seeking and job
interviewing activities?

24. Resources and services needed 52 (22)
to achieve your job goals beyond
those this agency could provide
(e.g., independent living needs,
financial needs)?

2.63

3.17

2.91

2.28

1.85

2.35

2.24

2.30

2.37

1.73

2.10

2.10

2.06

(2.81)

(3.45)
(3.23)

(2.41)

(1.95)

(2.50)

(2.64)

(2.50)

(2.68)

(2.09)

(2.05)

(2.09)

(2.55)

1.05

.89

1.06

1.38

1.50

1.38

1.53

1.17

1.43

1.48

1.32

1.30

1.27

(1.03)

(.80)
(.97)

(1.44)

(1.40)

(1.18)

(1.36)

(1.22)

(1.32)

(1.48)

(1.43)

(1.23)

(1.14)

 

70

Table 4 (cont’d).

25. A job consistent with your 52 (22) 2.35 (2.45) 1.34 (1.14)
strengths, abilities, and interests?

26. The specific services you 51 (20) 2.47 (2.50) 1.10 (.95)
wanted at this agency?

 

Note. _N_s, Means, and standard deviations listed in parenthesis indicate the scores for the
employed subgroup.

71

Table 5

Consumer Satisfaction Questionnaire Item Mean and Standard Deviation for the Total
Sample (n= 60)

 

Item M SD
Total (Employed) Total (Employed)

 

1. How would you rate the quality of service 3.28 (3.26) .71 (.75)
you received?

2. Did you get the kind of service you wanted? 3.15 (3.13) .66 (.63)

3. To what extent has our program met your 3.10 (3.26) .78 (.62)
needs?

4. If a friend were in need of similar help, 3.38 (3.48) .71 (.79)
would you recommend our program to
him/her?

5. How satisfied are you with the amount 3.13 (3.13) .81 (.87)
of help you received?

6. Have the services you received helped 3.28 (3.30) .61 (.63)
you to deal more effectively with your
problems?

7. In an overall, general sense, how satisfied 3.08 (3.22) .77 (.74)

are you with the service you received?

8. If you were to seek help again, would 3.32 (3.43) .81 (.79)
you come back to our program?

 

Note. Means and standard deviations listed in parenthesis indicate the scores for the
employed subgroup.

72

Employment
As a result of the reported confusion of participants completing the MSQ when in
fact they were current students or not employed, only those respondents who reported

having graduated, with job title and salary were included in the employed subgroup.

Scores on the Minnesota Satisfaction Questionnaire (n= 22 to 23 depending on the item)
ranged from 1 = Very Dissatisfied to 5 = Very Satisfied. The sample yielded a mean
item score of 3.44 with a standard deviation of .84.

Item means ranged from 2.83 to 3.87. Participants indicated that they were most
satisfied with being able to do things that don’t go against conscience (M = 3.87), chance
to do things for other people (M = 3.82), working conditions (M = 3.70), and the way co-
workers get along with each other (M = 3.70). Respondents indicated that lowest job
satisfaction occurred with chances for advancement on the job (M = 2.83), pay and the
amount of work involved (M = 2.83), and the way boss handles his/her workers (M =

3.09).

The item measures were summed to place them on the same scale as previously
reported research. Intrinsic satisfaction for this sample was found to have a mean of
43.04 whereas the MSQ manual reports the standardized group intrinsic satisfaction was

47.32. The extrinsic satisfaction of participants was found to have a mean of 18.47,

19.37 for the standardized group of the MSQ. Overall general satisfaction was found to
be 68.91compared to 74.48 in the standardized group reported in the MSQ manual.

Table 6 provides the mean and standard deviation for each item.

73

Table 6

Minnesota Satisfaction Questionnaire Item Mean and Standard Deviation

 

 

Item N M SD

1. Being able to keep busy all the time 23 3.70 1.02

2. The chance to work alone on the job 23 3.74 1.05

3. The chance to do different things from 23 3.61 1.03
time to time

4. The chance to be “somebody” in the 23 3.35 1.23
community

5. The way my boss handles his/her workers 23 3.09 1.20

6. The competence of my supervisor in 23 3.35 1.15
making decisions

7. Being able to do things that don’t go 23 3.87 1.10
against my conscience

8. The way my job provides for steady 23 3.43 1.34
employment

9. The chance to do things for other people 22 3.82 1.10

10. The chance to tell people what to do 23 3.43 .99

11. The chance to do something that makes 23 3.43 1.16
use of my abilities

12. The way company policies are put into 22 3.14 .94
practice

13. My pay and the amount of work I do 23 2.83 1.07

14. The chances for advancement on this 23 2.83 1.30
job

15. The freedom to use my own judgement 23 3.57 1.12

74

Table 6 (cont’d).

16. The chance to try my own methods
of doing the job

17. The working conditions

18. The way my co-workers get along
with each other

19. The praise I get for doing a good job

20. The feeling of accomplishment I get
from the job

23

23

23

22

23

3.57

3.70

3.70

3.23

3.52

1.12

.97

1.07

1.12

 

75

Feedback pn Measures

Qualitative information was gathered from the participants on each of the Internet
surveys to further assess the appropriateness of the surveys and uncover any possible
complications from the online administration. Text boxes were created for each of the
four questionnaires and placed at the end of the page. Respondents provided the
following commentary information: (a) prefer to have an “other” category and to explain
some responses (n= 3), (b) a few didn’t know which “agency” was being referred to in
order to properly respond to the CSQ and CCQ (n= 3), and (c) a few reported some of the
items in the CCQ were awkwardly worded (n= 2). Information was gathered from
member programs and a few shared that some of the items were worded awkwardly and
certain questionnaires did not apply to all the respondents.

Analyses

Correlation of Measures

To address research questions two through five, a Spearman rho correlation
analysis was performed using the three measures of consumer choice and satisfaction
with program services and employment. The Spearman rho is used when samples are
relatively small (< 30), is less subject to error than the Pearson’s product-moment
formula (Williams, 1992), and results in a coefficient very close to the one which would
have been obtained had a Pearson r been computed (Gay, 1992). The Spearman rho is
also less sensitive to violations of normality and is adequate for ordinal data.

Consumer choice and satisfaction with program services were correlated at .541
with a p < .01. There exists some degree of positive relationship between choice and

satisfaction with program services. Satisfaction with program services and employment

76

were correlated at .395 with p < .069. There exists a moderate degree of positive
relationship between satisfaction with program services and employment. Consumer
choice and employment satisfaction were correlated at .343 with p < .128. It appears
there may be a low positive relationship between level of choice and employment
satisfaction. Tables 7 and 8 present the relationships between the measures.
Differences Accordinfiggto Demographic Characteristics

In order to address research question five to determine whether consumer choice
and satisfaction with program services and employment differ according to demographic
characteristics of consumers, a Spearman rho and Mann-Whitney U nonparametric test
was performed to characterize the relationship between the variables. No statistically
significant relationships were found with the sample demographic characteristics on the
measures. Table 9 presents the relationships between measures of satisfaction with
demographic characteristics.

The Mann-Whitney U nonparametric test was used to test for differences in the
mean scores of independent samples of the employed and nonemployed/other on the CSQ
and CCQ. The mean rank on the CSQ for the employed and nonemployed/other was
32.13 and 29.49 respectively. This difference had a p value of p < .567, indicating that
there were no reliable differences in the scores of employed and nonemployed/other in
this sample. The mean rank on the CCQ for the employed and nonemployed/other was
29.84 and 24.05 respectively. This difference was not statistically significant (p < .173),
indicating that were no reliable differences in the scores of employed and

nonemployed/other in this sample.

77

Table 7

Nonparametric Correlation Coefficients for Measures of Consumer Choice and
Satisfaction with Program Services and Employment

 

 

Spearman's rho Choice Program Employment
services
Choice 1.00
(n= 52)
Program .541* ** 1.00
services (n= 51) (n= 60)
Employment .343 . 395* 1.00
(n= 21) (n= 22) (n= 23)

 

*Correlation is significant at the .10 level (2 tailed)
***Correlation is significant at the .01 level (2 tailed)

Table 8

Nonparamentric Correlation Coefficients for Measures of Consumer Choice and
Satisfaction with Program Services and Employment for the Employed Subgroup

 

 

Spearman's rho Choice Program Employment
services
Choice 1.00
(n= 22)
Program .688*** 1.00
services (n= 22) (n= 23)
Employment .343 .395* 1.00
(n= 21) (n= 22) (n= 23)

 

*Correlation is significant at the .10 level (2 tailed)
**"‘Correlation is significant at the .01 level (2 tailed)

78

Table 9

Nonparametric Correlation Coefficients for Measures of Consumer Choice, Satisfaction
with Program Services and Employment, and Demographic Characteristics

 

 

Spearman's rho Choie Program Employment
services

Age -.076 -.050 -.240

(n= 50) (n= 53) (n= 23)
Education .1 17 .045 .038

(n= 50) (n= 53) (n= 23)
Work history -.102 -.139 -.023

(n= 50) (n= 53) (n= 23)

 

79

Summary

In order to address the five research questions, descriptive statistics and
Spearman's rho correlations were computed to measure the nature of relationship between
the level of consumer choice in the rehabilitation process, satisfaction with program
services and employment, and to determine if the dependent measures vary according to
demographic characteristics. The total sample was composed of 62 students and
graduates of PWI computer training programs who were predominantly male, with an
average age of 37, and generally reported having a physical disability.

All three measures yielded high internal consistency reliability coefficients.
Respondents experienced some to quite a bit of choice in the rehabilitation process (M=
2.3 8), felt moderate to high level of satisfaction with PWI program services (M= 3.22),
and were neutral to satisfied with their jobs (M= 3.44). There were no differences in the
mean scores of independent samples of employed and nonemployed/other on the CCQ (p
< .173) or the CSQ (p < .567). When testing for relationships between the measures, the
following pairs were found to have statistically significant relationships: choice and
satisfaction with program services (.541, p < .01) and satisfaction with program services
and employment (.395, p < .069). There was no statistically significant relationship
between choice and employment satisfaction (.343, p < .128). When testing to determine
if levels on the measures differed according to demographic characteristics, no

statistically significant relationships were found.

80

Chapter 5

DISCUSSION

This chapter presents the findings from the research questions investigated.
Summaries, interpretations, limitations, and implications of the findings are discussed.

The primary purpose of this study was to begin to unfold the consumer

perspective by (a) identifying the level of consumer choice in the rehabilitation process
and satisfaction with PWI program services and employment and (b) empirically testing
relationships between the constructs (i.e., choice and program satisfaction) and
employment satisfaction that may impact employment retention and advancement of

people with disabilities. First, scores on consumer choice and satisfaction with program

services and employment were reported. Second, relationships between the measures
were determined using a Spearman’s rho correlation coefficient. Third, differences on
the measures according to demographic characteristics were examined.
Findings

To address the research questions, a correlational research design, using self-
administered electronic surveys by the World Wide Web, was utilized with a national
pool of participants who were either former graduates or students of PWI computer
technology and information processing training programs. There were four respondents
removed from the total sample yielding 62 final respondents who consented to participate

with the Internet survey research.

81

Measures of Satisfaction

The first research question asked what are the reported levels of consumer choice
in the rehabilitation process and satisfaction with program services and employment. It
was important to identify measures that contribute to understanding the means and
processes by which services produce outcomes. To validate the reliability of the three
measures, Cronbach’s coefficient alphas were examined to determine internal
consistency. The coefficient alphas of .92 and above for all three measures constitute an
acceptable level for any test suggesting sufficient internal consistency (Gay, 1992). The
high internal reliability supported changing the scoring procedure for each measure from
summing items scores to averaging items scores in order to avoid losing data.

M

The scores on the Consumer Choice Questionnaire had a range of 1.73 to 3.19.
The mean was 2.38 with a standard deviation of .87. There were no statistically
significant differences between the employed and nonemployed/other group on the
measure (p < .173), however, the employed subgroup reported slightly higher mean
(2.56) and item mean (range of 1.95 to 3.45) scores. Higher scores on choice may have
resulted from the fact that the employed subgroup went through the entire rehabilitation
program, whereas those who are still in the program have not yet been provided with the
full array of services in reaching their employment goals and thus have had fewer
opportunities to exercise more choice in the decision making process.

Despite the reported satisfaction with experiencing opportunities to make
informed decisions throughout the rehabilitation process, caution is warranted in applying

the findings. The reported confusion of which agency (e.g., PWI or state-federal

82

vocational rehabilitation) was used when responding to the CCQ items may have yielded
different scores. The active involvement of consumers in the rehabilitation process may
vary depending on the professional service provider and the policies set forth by the
agency to provide people with disabilities the fundamental opportunity to decide on
major life decisions. For example, federal regulations require state-federal vocational
rehabilitation agencies to document how each consumer will have the opportunities to
make informed choices concerning long-term vocational goals which may influence
actively involving people with disabilities throughout the rehabilitation program.

The intended application of the CCQ is to evaluate the extent of informed choice
in the selection of employment goals and rehabilitation services (RTC-Stout, 2000). The
sample reported experiencing quite a bit of involvement in selecting the training program
and employment goals (e.g., general career interests, specific job goal, and future career
goals) and only a little to some involvement with certain aspects of the rehabilitation
process (e.g., choosing staff, family members or other advocates to be involved in the
employment program). Furthermore, the sample reported having some to quite a bit of
involvement in choosing a job with future career growth and pay they would prefer.
These findings suggest that students and graduates of rehabilitation programs in computer
technology were provided with opportunities to make informed decisions and
experienced a considerable level of choice in the selection of employment goals.

People with disabilities are advocating for more involvement and choice over
their lives. The more individuals feel in control of their lives (e.g., internal locus of
control), the greater the likelihood of enhancing one's self-esteem (Woolfolk, 1998).

Furthermore, when people attribute success to internal causes (e.g., something they have

83

taken part of and done), they will have feelings of pride and satisfaction about their
successes, have a greater sense of self-efficacy, set higher goals, and persist when
encountering difficulties (Weiner, 1986). Consequently, empowering people with
disabilities to take more control and responsibility for their successes and failures may
positively influence rehabilitation outcomes (e.g., retention and career advancement).

PWI program services.

The scores on the Consumer Satisfaction Questionnaire had a range of 3.08 to
3.38. The mean was 3.22 with a standard deviation of .59. The sample of students and
graduates of rehabilitation programs in computer technology were mostly satisfied with
PWI program services. There were no statistically significant differences between the
employed and nonemployed/other group on the measure (p < .567), however, the
employed subgroup reported slightly higher mean (3.28) and item mean (range of 3.13 to
3.48) scores. A possible explanation for this finding is that the employed subgroup
received the full array of services in reaching their employment goals and therefore are
slightly more satisfied with the overall services than those (e.g., students beginning the
program) who have not yet received all of the services the program offers to find
competitive employment. Current consumers of services may not realize the perception
of full benefit.

It is very important to note that the actual level of satisfaction with PWI program
services may have yielded slightly different scores given the reported confusion of which
agency (e.g., PWI or state-federal vocational rehabilitation) was used when responding to
the CSQ items. Both PWI projects and state-federal vocational rehabilitation programs

provide services intended to enable people with disabilities to become gainfully

84

employed, however, the process by which they accomplish this goal varies. For example,
PWI projects provide the training and experience in realistic work settings to help prepare
people with disabilities find competitive employment. In addition, PWI projects work
systematically with both people with disabilities and potential employers through BACs
to assess the labor market conditions (e.g., supply and demand) and find a successful
match. Consequently, when a person with a disability is systematically guided through
the rehabilitation process by a single agency to find a job rather than going through a
brokered service model in which separate agencies provide various services, that person
may feel more satisfied with the nature and quality of services. Xie, Dain, Becker, and
Drake (1997) found the brokered service model less successful in helping adults with
disabilities find competitive employment, as compared with an integrated program that
offered services within the same agency.

The usual application of the CSQ is to measure aggregate satisfaction levels of a
group of consumers (Larsen et al., 1979). In order to employ the satisfaction scores as
outcome service performance indicators for a service organization, it becomes critical to
compare obtained scores against comparative norms collected from other similar service
settings and methods. When compared with the results found from four published studies
administering the C SQ-8 to a group of consumers from different ethnic backgrounds at
community mental health facilities, the mean of the item means were slightly higher (e.g.,
average of .14) than those reported in this study (Attkisson & Greenfield, 1995).
Cronbach alpha coefficients for the CSQ-8 have ranged from .83 to .93 across several
studies, which suggest that the scales are consistent and stable across a diverse range of

sites, populations, and human service areas. Therefore, the findings from this

85

investigation suggest that consumer satisfaction with PWI program services is similar to
consumer satisfaction levels of other comparable groups.

In addition, the findings provided feedback about PWI functioning and overall
effectiveness. Results found in the present study of generally high satisfaction with
program services suggests that participants believed PWI programs are providing
appropriate training, experience, and job placement services to help prepare people with
disabilities for their employment in the competitive labor market.

Enmployanent.

The scores on the Minnesota Satisfaction Questionnaire had a range of 2.83 to
3.87. The mean was 3.44 with a standard deviation of .84. The subgroup of employed
graduates from rehabilitation programs in computer technology were more satisfied by
intrinsic measures of job satisfaction (e.g., doing things that don’t go against conscience
and doing things for other people) and less satisfied by extrinsic measures of job
satisfaction (e.g., pay and the amount of work and chances for advancement).

The findings of less satisfaction with economic awards and advancement may be
impacted by the length of employment. Nearly all of the employed respondents met the
retention criteria of maintaining employment beyond 90 days. The majority of the
sample was employed for less than a year and a half, which may not have yielded
adequate time to appropriately adapt to the work environment. Advancement may result
from sound work adjustment and adaptation and should be a concern and goal of
counselors (Salomone, 1996). The continuous and dynamic process by which individuals

seek to achieve and maintain correspondence with their work environment and in return

86

remain in the job leads to higher probability of tenure on the job and the potential of
higher wages and advancement (Dawis & Lofquist, 1976).

The usual application of the MSQ is to measure satisfaction with several specific
different aspects of work and the work environment (Weiss et al., 1967). To provide a
point of reference for comparison purposes, similar norm groups were used. Intrinsic and
extrinsic satisfaction from this investigation were found to be slightly lower than the
mean of other occupations reported in the MSQ manual and those found with a similar
group of people with disabilities placed by a PWI project. Overall general satisfaction
was found to be 68.91 (summed mean scores) compared to 74.48 in the standardized
group reported in the MSQ manual. The appropriate norm group is one that corresponds
exactly to a person’s job. Since there are only a limited number of norm groups at this
time, the most similar norm group was that of office clerks. Some of the jobs held by
graduates of rehabilitation programs in computer training vary from the norm group and
therefore caution is noted in making direct interpretation of the MSQ scores.

McAfee (1986) reviewed the few studies that have been conducted on the job
satisfaction of people with disabilities and found them to be satisfied with their jobs.
Houser and Chase (1993) also found people with disabilities who were placed through a
PWI program were highly satisfied with their jobs. Results found in the present study
support these previous studies indicating graduates of rehabilitation programs in
computer technology were satisfied with their jobs. Both worker and employer
satisfaction lead to job retention (Tenoypr, 1993). Employers were not interviewed in the
present study, however, Hayward et a1. ( 1986) found high employer satisfaction with

hiring PWI participants.

87

Relationships Between Choice and Satisfaction with Program Services and Employment

To address research questions two through four, a Spearman rho correlation
analysis was performed using the three measures of consumer satisfaction.

Choice and PWI program services.

The second research question asked if there was a relationship between consumer
choice in the rehabilitation process and satisfaction with PWI program services. The
analysis indicated a statistically significant correlation coefficient between level of choice
and satisfaction with program services (.541, p < .01) which reflects a true relationship
and not one found by chance. The finding suggests that consumer choice is likely to have
a moderate positive correlation with satisfaction with program services. There was no
previous research found that investigated these constructs, however, researchers in the
few studies that have been conducted on choice have generally found a positive
relationship between choice and life satisfaction (Boschen, 1996). Theorists agree that
people in general are happier and feel intrinsically motivated when they believe they are
in control of their lives (e.g., internal locus of control) (Weiner, 1986; Woolfolk, 1998).
It is possible that consumer choice causes consumer satisfaction with program services,
but this study cannot form causation and these issues need to be addressed in future
research.

PWI program services and employment.

The third research question asked if there was a relationship between consumer
satisfaction with PWI program services and employment. The analysis indicated a
statistically significant correlation coefficient between consumer satisfaction with

program services and employment (.395, p < .10). Consumer satisfaction with program

88

services is likely to have a low to moderate positive correlation with employment
satisfaction. Conceptually, the more satisfied a person is with the services designed to
identify job and career opportunities based on the specific needs and interest of the
person, the more likely the correspondence between work personality and work
environment which lead to job satisfaction (Dawis & Lofquist, 1984). The relationship
between people with disabilities and work is interactive and complex and affects and is
affected by many factors (e.g., individual, economic, social, political, and cultural
factors), yet a central aspect to human existence (Szymanski et al., 1996). Providing
more equal opportunities for the two-thirds Americans of working age with disabilities
who want to work yet remain unemployed is a key philosophical tenet of rehabilitation
counseling, one in which is supported and mandated by recent Amendments to the
Rehabilitation Act.

Choice and employment.

The fourth research question asked if there was a relationship between consumer
choice in the rehabilitation process and employment satisfaction. There was no
statistically significant correlation coefficient between level of choice and employment
satisfaction (.343, p < .13). Given the small sample size, this relationship should not be
dismissed and further investigation is warranted to better understand the nature of the
relationship, which may help to create greater employment opportunities for people with
disabilities. There was no previous research found exploring the relationship between
choice and employment, however, Majumder, Walls, and Fullmer (1998) found a positive
relationship between consumer involvement in the rehabilitation process and competitive

closure rates.

89

The fifth research question asked if there was a relationship between consumer
choice and satisfaction with PWI program services to employment satisfaction. Due to
the low response rate of the employed subgroup (n= 23), a multiple regression analysis
was considered an inappropriate analysis and therefore the examination of the separate
and collective contributions of the independent variables (choice and satisfaction with
programs service) to the variation in the dependent variable (employment satisfaction)
could not be appropriately investigated.

Differences on the Measures According to Denmraphic Characteristics

The final research question asked whether there are differences in scores on
measures of consumer choice and satisfaction with program services and employment
depending on demographic characteristics. There were no statistically significant
relationships found between the sample demographic characteristics and the three
measures. The analysis was exploratory and not specifically guided by the PWI
literature.

Summag of Findings

The goal of this research was to begin to unfold the consumer perspective by
identifying the level of choice in the rehabilitation process, satisfaction with program
services and employment, and empirically test relationships between the measures. The
results from this study indicate that students and graduates of PWI computer technology
and information processing training programs experienced considerable level of choice in
the selection of employment goals, were satisfied with both PWI program services and
with their jobs. There were significant relationships found with two of the four possible

combinations of the measures. Level of choice is positively correlated with satisfaction

90

with program services, and satisfaction with program services is positively correlated
with employment satisfaction. There was no significant relationship found between level
of choice and employment satisfaction, and between demographic characteristics and the
measures.

The findings indicate that while there is still a need for further research, this study
has made some contribution toward acknowledging the consumer perspective as one
important component of a comprehensive evaluation system, one that may be predictive
of future job retention. In addition, the study began empirically testing key constructs
that eventually may help to establish cause-and-effect relationships to help develop more
effective strategies to increase the employment, retention, and advancement of people
with disabilities.

Limitations

Results from this investigation should be considered within the context of several
important limitations. These limitations came from both decisions made in planning the
study and issues that occurred when conducting the study. The first critical limitation
concerns the generalizability of the results. The sample for this study consisted of
participants drawn from a nationwide accessible population and the sample size was
fairly small (n = 62 nonemployed/other, n= 23 employed subgroup), therefore
generalizing the findings to the population is seriously limited. Soliciting participation
from an accessible population also resulted in changing data collection procedures from
disseminating information to a group of students and graduates who were present onsite
to disseminating information to current students and mailing information to graduates. In

the absence of random sampling, certain sample characteristics may have confounded the

91

results. The differences across persons, times, or settings, including the type and length
of training, could have influenced the results. Future research might investigate the
impact of these differences by tracking more students and program characteristics.

The second limitation underlying this study is the validity of using self-report
methods. It was assumed that current and former consumers of PWI rehabilitation
computer technology training programs have the prerequisite skills and abilities
necessary to accurately and honestly assess the satisfaction with choice, program
services, and employment; however, there is a question as to whether some participants
may have confused the agency for which to report the satisfaction level with the CSQ and
CCQ. Given the inherent differences between PWI projects and other human service
programs (e.g., state-federal vocational rehabilitation), differences in consumer responses
could have occurred which would impact the results from this investigation.
Furthermore, there is question as to some consumers completing the MSQ when in fact
they had neither graduated from the training program nor been competitively employed,
therefore only those respondents who reported having graduated, job title, and salary
range were included.

Finally, although the average time (12 to 18 minutes) for completing the Internet
questionnaires was minimal, a limitation is recognized in the number of items comprising
the Internet questionnaires (n= 77). In addition, although tremendous effort went in
programming the Internet questionnaires to address accessibility issues, a limitation is
recognized in the increased risk of survey error. The technical sophistication may have
made it impossible or difficult for some participants to receive and respond to the items

depending on the type of computer, operating system, screen configuration, connection

92

speed, and type and version of the browser. Both the large number of items and
technological issues surrounding this new development in survey methodology (e.g. Web
survey) may have contributed to the low response rate. There may be some additional
explanations for the low response rate. Member organizations may not have been
required or hesitant to measure consumer satisfaction as part of a quality assurance
program. Other programs reported going through major organizational changes so the
timing might have been an issue contributing to the low level of participation by member
organizations.
Implications

Careful extrapolations of the conclusions from the study were made to contribute
to the PWI literature. The results of this investigation appear to have potential
implications with regard to future research, practice, and education.
Future Research

It is hoped that this study will provide a stimulus for future research with broader
implications for the larger population of PWI consumers. Certain noted limitations in the
present study could be addressed by future research. This is a descriptive and
correlational study used to describe relationships among consumer choice and satisfaction
with PWI program services and employment that are of interest to the rehabilitation
counseling profession. The study design does not lend itself to establishing and
interpreting causal relations, but can inform the future direction of research in this area.
Replication of the study is recommended with a larger PWI consumer population, using
random sampling procedures, to adequately interpret the results of correlational and

multiple regression analyses. Rigorous attempts to define the population of PWI

93

 

consumers could yield a sample that is representative of the larger population and
therefore provide useful information about the current state of PWI rehabilitation
computer based training program practice and provide a better overall picture of the field.
A more heterogeneous sample is desirable because it would contain a wide variety of
characteristics to which the results of the study may generalize.

Careful consideration should be given when constructing and programming
lntemet questionnaires. Conservative measures should be taken to design questionnaires
in ways that minimize the differences between the various operating platforms, browsers,
and even different version of browsers. A better solution to address accessibility issues
would be to test various computers and browsers outside the organization in a variety of
comparable environments. Special consideration also needs to be given to making the
Web site accessible to individuals with different disabilities (e.g., people with visual
impairments). For example, limiting the use of tables when designing questionnaires
makes it easier for people who use screen readers. In addition, when employing Web
questionnaires, include a welcome screen. The welcome screen should be (a)
motivational, (b) emphasize the ease of responding, (c) clearly and explicitly instruct
respondents on how to move around the site (e.g., how to proceed to the next page, next
questionnaire, and go back and make changes) (Dillman, 2000), and ((1) list contact
information for technological complications.

The disadvantage of a mail survey is the reported low response rates. Perhaps
employing waiting room surveys with a designated staff trained in soliciting voluntary
participation from sampled consumers may help to increase the response rate. The staff

would make the introductions to the study and then leave the room when the forms are

94

 

 

being completed and deposited in a ballot box. This method is supported by Greenfield
& Attkisson (1994) and could be used to assess measures of choice and satisfaction with
program services. In addition, given the type of training (e.g., computer technology and
information processing) consumers receive from ARPCT projects and their familiarity
with computers, measuring consumer choice and satisfaction with program services and
employment could be conducted online. One of the national organizations (e.g., Inter-
National Association of Business, Industry and Rehabilitation or ARPCT) may be
interested in designing and programming Web questionnaires and offer the service to
PWI organizational members. Gathering this information may provide ongoing evidence
of the quality and effectiveness of the program. In addition, the information may be used
with CARF and in justifying that the programs are meeting legislative mandates (e.g.,
increase employment, retention, earnings, consumer choice, and program accountability).
Another method committed to supporting and improving the quality of
professional practice that may help to increase the low participation rate is through
employing action research projects to better address the employment and retention of
people with disabilities and consumer choice. Participatory research promotes
empowerment through the development of common knowledge and critical awareness
which may not be apparent in the dominant knowledge system and recognizes the
inseparability of theory, practice, and the personal-political context (Sohng, 1995). This
partnership between researchers, organizational members, and the people under study
helps validate their contributions, experiences, common problems, needs, and links such
experiences to political realities (Sohng, 1995). With new social and political

developments and demands, there is a natural need to understand more about the issues

95

 

that emerge from the day-to-day problems of meeting the needs and goals of people with
disabilities.

There are additional important areas for research that potentially can contribute to
the quality of life among people with disabilities and their success in the world of work.
One important research area is to use qualitative research methodology to enlighten and
guide our understanding of the experiences of both service providers and people with
disabilities in terms of informed choice. Establishing good theories will encourage us to
look at relevant phenomenon in new and provocative ways to make connections that we
might not have made before. This inductive process may inform and guide more
effective intervention strategies and best practices.

A second important research area is to focus on the job satisfaction of people with
various disabilities who have been placed through different types of rehabilitation
agencies and systems (e.g., state-federal, private, PWI). This may help to determine the
effectiveness of placement practices and to deve10p improved methods of placement that
may result in more positive long-term outcomes for people with disabilities. Similarly, a
third research focus on the job satisfaction of people with disabilities and employers
would provide an assessment of the correspondence between ability needs and reinforcers
(e. g., job satisfaction) and abilities and ability requirements (e.g., satisfactoriness) that
lead to job retention (Dawis & Lofquist, 1984). This research focus may further help to
explain the nature of the changes imposed by the new labor market demands and the
changing expectations of consumers and employers.

A fourth research focus might be the establishment of career development

strategies and programs to systematically improve adaptation to the world of work among

96

it

people with disabilities. Post-employment follow-up services need to be conceptualized
as a developmental process rather than service delivery termination points. The general
length of post-employment follow-up services by the participating ARPCT member
organizations ranged from 60 days to endless. The professional rehabilitation community
(Gilbride & Stensrud, 1999; Hershenson, 1996; Rollins, 1999; Rumrill & Roessler, 1999;
Szymanski, 1999) supports making post-employment services available on an ongoing
basis to help create more positive outcomes. Research needs to be focused on methods
and training which facilitates pay increases and job promotions for persons with
disabilities. Developing strategies and training for long- term on the job success may be
important to achieve legislative mandates of retention and career advancement of people
with disabilities.
Era—dice

The results of this investigation appear to have some potential applications for
professional practice. Respondents felt less involvement in choosing staff members,
family members, or other advocates to be involved in the employment process and felt
less satisfied with the amount of pay and chances for advancement. There may be several
implications for those working with people with disabilities based upon these results.
Professionals providing services to people with disabilities need to inform them of all
their rights (e.g., right to refuse services, right to involve advocates, and overall right to
make informed choices concerning vocational goals and services) before rendering
services. Organizations can establish policies to help ensure that consumers are provided
with opportunities to make informed decisions concerning their employment goals and

rehabilitation program. Long-term positive outcomes (e. g., employment satisfaction,

97

tenure, advancement) may be improved by supporting consumers’ choice and control in
making major life decisions.

Rehabilitation professionals assisting people with disabilities in the career
exploration and goal setting phase should clearly inform consumers of the salary ranges
for different occupations and the prerequisite education, skill, and experience required to
pursue higher paying jobs prior to establishing a vocational goal. Furthermore, training
on how to obtain promotions should be provided to people with disabilities both during
and after the placement process. Implementing career development services to empower
people with disabilities may improve job retention and advancement.

Education

The primary function of the rehabilitation counselor is to work with people with
disabilities to enhance their vocational skills, coping skills, and other skills to participate
as members of the community. The results of this investigation appear to have a few
potential applications for rehabilitation education. One important educational area is to
train rehabilitation professionals to focus on effective strategies to empower people with
disabilities to make informed major life decisions and enhance their employment
outcomes (e.g., retention, advancement). More successful outcomes could be achieved
by acquiring the appropriate training in the following vocational counseling and
employer consultation service areas: job placement strategies, follow-up and post-
employment services, client job-retention skill development, and theories of career
development and work adjustment. Equipping prospective rehabilitation professionals
with the knowledge, skills, and experience is one mechanism to help insure more positive

outcomes for people with disabilities.

98

Conclusions

The findings from this study contributed to the rehabilitation counseling literature
by beginning to explore relationships between consumer choice and satisfaction with
program services and employment. The descriptive information on the current status of
PWI projects with respect to critical aspects of the service delivery process (e.g., choice)
and outcomes (e.g., consumer satisfaction with program services and employment)
helped to determine the programs were meeting legislative mandates and program goals.
Given the limited empirical research about PWI programs, continuing the research can
lead to more effective service provisions to assist people with disabilities who want to

work, yet remain unemployed or underemployed.

99

APPENDICES

100

Model 1

Model 2

 

APPENDIX A

Research Models

. Program
Ch01ce Services

Employment

  
  

Program
Services

     
    
 

  

Choice

Employment

101

APPENDIX B

PWI Rules and Regulations Annual Evaluation
Subpart C--How Does One Apply for an Award?
Sec. 379.21 What is the content of an application for an award?
(a) The grant application must include a description of--
(6) A plan to conduct annually a review and evaluation of the operation of the proposed
project in accordance with the program compliance indicators and standards established
in Subpart F of this part and, in conducting the review and evaluation, to collect data and
information of the type described in subparagraphs (A) through (C) of section 101(a)(10)
of the Act, as determined to be appropriate by the Secretary;
(b) The grant application also must include assurances from the applicant that--
(1) The project will carry out all activities required in Sec. 379.10;
(2) Individuals with disabilities who are placed by the project will receive compensation
at or above the minimum wage, but not less than the customary or usual wage paid by the
employer for the same or similar work performed by individuals who are not disabled;

(3) Individuals with disabilities who are placed by the project will--

(i) Be given terrns and benefits of employment equal to terms and benefits that are given
to similarly situated nondisabled co-workers; and

(ii) Not be segregated from their co-workers;

(4) The project will maintain any records required by the Secretary and make those
records available for monitoring and audit purposes;

(5) The project will provide to the Secretary an annual evaluation report of project
operations as required in Sec. 379.21(a)(6) and will submit reports in the form and detail
and at the time required by the Secretary; and

(6) The applicant will comply with any requirements necessary to ensure the correctness
and verification of those reports.

(Approved by the Office of Management and Budget under control number 1820-0566)

(Authority: 29 U.S.C. 718(c), 795(a), 795(b), and 795(e)(1)(B))

102

Subpart F--What Compliance Indicator Requirements Must a Grantee Meet to Receive
Continuation Funding?

Sec. 379.50 What are the requirements for continuation funding?

To receive a continuation award for the third or any subsequent year of a PWI grant, a
grantee must adhere to the provisions of its approved application and must receive a
minimum composite score of at least 70 points on the program compliance indicators

contained in Sec. 379.53.

(Authority: 29 U.S.C. 795(t)(4))

Sec. 379.51 What are the program compliance indicators?

The program compliance indicators implement program evaluation standards, which are
contained in an appendix to this part, by establishing minimum performance levels and
performance ranges in essential project areas to measure the effectiveness of individual
grantees.

(Authority: 29 U.S.C. 795(d)(l) and 795(f)(1))

Sec. 379.52 How is grantee performance measured using the compliance indicators?
(a) Each compliance indicator establishes a minimum performance level.

(b) Each compliance indicator also establishes three performance ranges with points
assigned to each range. The higher the performance range, the greater the number of

points assigned to that range.

(c) If a grantee does not achieve the minimum performance level for a compliance
indicator, the grantee receives no points.

((1) If a grantee achieves or exceeds the minimum performance level, the grantee receives
the points assigned to the particular performance range that corresponds to its actual level
of performance.

(e) The maximum possible composite score that a grantee can receive is 150 points.

(f) A grantee must receive a composite score of at least 70 points to meet the evaluation
standards and qualify for continuation funding.

(Authority: 29 U.S.C. 795(t)(1))

103

Sec. 379.53 What are the weights, minimum performance levels, and performance ranges
for each compliance indicator?

(a) Percent of individuals served whose disabilities are significant. (3-10 points) A
minimum of 50 percent of individuals served by the project are individuals who have
significant disabilities. The performance ranges and the points assigned to each range are
as follows:

(1) 50 percent to 59 percent--3 points.

(2) 60 percent to 75 percent-J points.

(3) 76 percent or more--10 points.

(b) Percent of individuals served who have been unemployed for at least six months at
the time of project entry. (5-15 points) A minimum of 50 percent of individuals served by
the project have been unemployed for at least 6 months at the time of project entry. The
performance ranges and the points assigned to each range are as follows:

(1) 50 percent to 59 percent--5 points.

(2) 60 percent to 75 percent--10 points.

(3) 76 percent or more--15 points.

(c) Cost per placement. (8-25 points) The average cost per placement of individuals
served by the project does not exceed $1600.00. The performance ranges and the points
assigned to each range are as follows:

(1) $1351 to $1600--8 points.

(2) $1000 to $1350--l7 points.

(3) Less than $1000-25 points.

((1) Projected cost per placement. (5-15 points) The actual average cost per placement of
individuals served by the project does not exceed 140 percent of the projected average
cost per placement in the grantee's application. The performance ranges and the points
assigned to each range are as follows:

(1) 126 percent to 140 percent--5 points.

(2) 111 percent to 125 percent--10 points.

(3) 110 percent or less--15 points.

104

(e) Placement rate. (8-25 points) A minimum of 40 percent of individuals served by the
project are placed in competitive employment. The performance ranges and the points
assigned to each range are as follows:

(1) 40 percent to 49 percent--8 points.

(2) 50 percent to 69 percent--17 points.

(3) 70 percent or more--25 points.

(1) Projected placement rate. (5-15 points) The actual number of individuals served by the
project that are placed into competitive employment is at least 50 percent of the number
of individuals that the grantee projected in its grant application would be placed. The
performance ranges and the points assigned to each range are as follows:

(1) 50 percent to 74 percent--5 points.

(2) 75 percent to 94 percent-~10 points.

(3) 95 percent or more--15 points.

(g) Change in earnings. (7-20 points) The earnings of individuals served by the project
who are placed into competitive employment have increased by an average of at least
$75.00 a week over earnings at project entry. The performance ranges and the points
assigned to each range are as follows:

(1) $75 to $124--7 points.

(2) $125 to $199--14 points.

(3) $200 or more--20 points.

(h) Percent placed who have significant disabilities. (3-10 points) At least 50 percent of
individuals served by the project who are placed into competitive employment are
individuals who have significant disabilities. The performance ranges and the points
assigned to each range are as follows:

(1) 50 percent to 59 percent--3 points.

(2) 60 percent to 75 percent--7 points.

(3) 76 percent or more-~10 points.

(i) Percent unemployed placed. (5-15 points) At least 50 percent of individuals served by
the project who are placed into competitive employment are individuals who were

105

unemployed for at least 6 months at the time of project entry. The performance ranges
and the points assigned to each range are as follows:

(1) 50 percent to 59 percent--5 points.
(2) 60 percent to 75 percent-~10 points.
(3) 76 percent or more--15 points.

(j) Summary chart of weights and performance ranges. The following composite chart
shows the weights assigned to the performance ranges for each compliance indicator.

Performance ranges:

Indicator:

Individuals with significant disabilities served ............. 3 7 10
Unemployed served 5 10 15
Cost per placement ............... 8 17 25
Projected cost per placement 5 10 15
Placement rate ................... 8 17 25
Projected placement rate ......... 5 10 15
Change in earnings ............... 7 14 20
Percent placed who have significant disabilities ........ 3 7 10
Percent unemployed placed ........ 5 10 15
Total possible score 49 102 150

(Authority: 29 U.S.C. 795(f)(1))

Sec. 379.54 What are the reporting requirements for the compliance indicators?

(a) To allow the Secretary to determine whether a grantee is eligible to receive
continuation funding for the third year of funding (or the second continuation award) or
any subsequent year of a PWI grant, each grantee must submit data to the Secretary for
the first project year or for the most recent complete project year no later than 60 days
after the end of that project year, unless--

(I) The Secretary authorizes a later submission date; or
(2) The grantee exercises the option in paragraph (c) of this section.
(b) The Secretary uses the data provided pursuant to paragraph (a) of this section to

determine if the grantee has met the program compliance indicators established in this
Subpart F.

106

(c) If the data provided under paragraph (a) of this section for the most recent complete
project year shows that a grantee has failed to achieve the minimum composite score
required to meet the program compliance indicators (see Sec. 379.52(f)), the grantee may,
at its option, submit data from the first six months of the current project year. The data
must demonstrate that the grantee's project performance has improved sufficiently to
meet the minimum composite score.

((1) The grantee must submit data submitted pursuant to paragraph (c) of this section no

later than 60 days after the end of that 6 month period, unless the Secretary authorizes a
later submission date.

(Approved by the Office of Management and Budget under control number 1820-0566)

if

(Authority: 29 U.S.C. 795(f)(2) and 795(r)(4))

:2
l
(‘1‘

 

107

 

APPENDIX C

Evaluation Standards for PWI Programs Part 379

Standard 1: The primary objective of the project must be to assist individuals with
disabilities to obtain competitive employment. The activities carried out by the project
must support the accomplishment of this objective.

Standard 2: The project must serve individuals with disabilities that impair their capacity
to obtain competitive employment. In selecting persons to receive services, priority must

be given to individuals with significant disabilities.

Standard 3: The project must ensure the provision of services that will assist in the
placement of individuals with disabilities.

Standard 4: Funds must be used to achieve the project's primary objective at minimum
cost to the Federal Government.

Standard 5: The project's advisory council must provide policy guidance and assistance in
the conduct of the project.

Standard 6: Working relationships, including partnerships, must be established with
agencies and organizations to expand the project's capacity to meet its objectives.

Standard 7: The project must obtain positive results in assisting individuals with
disabilities to obtain competitive employment.

(Authority: 29 U.S.C. 795(d)(1) and 795(f)(1))

108

APPENDIX D

Consumer Choice Questionnaire

This questionnaire is designed to assess the extent of consumer choice in the selection of
employment goals and rehabilitation services provided by rehabilitation programs.

Directions: Please circle the level of choice you experienced from 0 = None to 4 = Very

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Much.

How much “involvement” did you have in None A Some Quite Very

choosing each of the following: Little 0 Bit Much

0 1 2 3 4

1. This agency as your service provider? 0 1 2 3 4

2. Your short-term job goal? 0 1 2 3 4

3. Jobs to try out before getting a permanent 0 1 2 3 4
job?

4. The training program you participated in? 0 1 2 3 4

5. The location of your job (in the town/part of 0 1 2 3 4
town you prefer)?

6. Evaluation processes you completed (e.g., 0 1 2 3 4
interest tests, job try-outs)?

7. Your long-term job goals? 0 l 2 3 4

8. Ways to overcome potential job barriers 0 l 2 3 4
(e.g., job modifications, transportation)?

9. The specific services you needed at this 0 1 2 3 4
agency?

10. A job with the benefits you would like (e.g., O 1 2 3 4
health insurance, vacation)?

1 1 . Your general career interests? 0 1 2 3 4

12. The services in your overall 0 1 2 3 4
employment/rehabilitation program?

13. Your future career goals? 0 l 2 3 4

14. Your specific job goal? 0 1 2 3 4

15. A job with the pay you would prefer? 0 1 2 3 4

 

 

 

 

 

 

109

 

 

16. The specific staff members you worked with
at this agency?

 

17. Your initial job goal upon completion of
services?

 

18. Your work shift (e.g., day, evening, full-time,
part-time)?

 

19. The steps and activities in your
employment/rehabilitation program?

 

20. A job with future career growth (e.g.,
advancement, higher wages)?

 

21 . Whether family members or other advocates
were involved in your employment program?

 

22. Being able to refuse to participate in services
at this agency?

 

23. Employers and jobs of interest to you during
job seeking and job interviewing activities?

 

24. Resources and services needed to achieve
your job goals beyond those this agency
could provide (e.g., independent living
needs, financial needs)?

 

25. A job consistent with your strengths,
abilities, and interests?

 

 

26. The specific services you wanted at this
agency?

 

110

 

 

 

 

 

 

Finally
purpost

Directit

1. Gem

2. Whe

3. Ethr

4. Dis

APPENDIX E

DEMOGRAPHIC QUESTIONNAIRE

 

 

 

 

 

Finally, we would like to ask you a few questions about yourself for statistical
purposes.

Directions: PLEASE CIRCLE AND FILL IN YOUR ANSWERS

1. Gender? (Circle number of your answer)
1. Male
2. Female

2. When were you born?
1. Year

 

3. Ethnicity? (Circle number)

Native American
Multiple Ethnicity (Please Specify)

1. Afi'ican American

2. Asian American

3. European American/White
4. Middle Eastern

5.

6.

 

7. Other, Please Specify:

 

4. Disability type? (Circle number(s))
.Developmental

Hearing

Physical

Mental and/or Emotional
Visual

Substance Abuse

Other, Please Specify:

99999939!“

 

111

5. Highest educational level? (Circle number)

SP‘MPP‘NI‘

Masters’ degree or higher
Bachelor’s degree

Associates degree

Post secondary vocational training
Short-term on-the-job training
High school/GED

Other, Please Specify:

 

6. What agency(s) is also helping you? (Circle number)

97‘5"?pr

No Agency

Vocational Rehabilitation
Commission for the Blind

One Stop Workforce

Social Security or Ticket to Work
Other, Please Specify:

 

7. Current Status? (Circle number)

1.

PP!”

8. Work history (total number of years employed in the labor market)?
1.

9. What year did you graduate from the rehabilitation program in computer technology?

Current student
Graduate of program
Graduate and employed
Other, Please Specify:

 

Years

 

(Circle number)

1.
2.

*If you marked "NOT GRADUATED" please skip (Q10 - Q19) to Question 20.

10. Number of jobs you have had since you completed the rehabilitation technology

Have not graduated yet
Year Graduated, Please Specify:

 

training program?

1.

Number of Jobs

 

112

11. If you are NOT working at the same job since you completed the technology training
program why did you leave? (Circle number)

1. Quit 5. Unsuitability of work conditions
2. Terminated or fired 6. Job did not make full use of my abilities
3. Chronic illness or injury 7. Expected or actual loss of benefits
4. Level of work demands exceeded (e.g., SSI)
abilities 8. Other, Please Specify:

 

12. How did you get your CURRENT job? (Circle number)
1. Returned to job with prior employer
2. Rehabilitation staff helped find the job

3. Job found independently or through fiiends, family
4. Other, Please Specify:

 

13. Did you obtain the skills from the rehabilitation technology training program
necessary to perform your job duties? (Circle number)

1. No
2. Somewhat
3. Yes

14. What is your present job called?
1. Current Job Title:

 

15. How long have you been on your present job?
1. Years Months

 

 

16. What do you do on your present job?
1. Primary Job Tasks:

 

17. Number of hours you are currently working per week?

 

 

1. Hours Per Week
18. What is your hourly wage?
1. Hourly Wage
19. Is this job in keeping with your long-term employment goal(s)? (Circle number)
1. No
2. Somewhat
3. Yes

113

20. How would you rate your experience with taking the surveys online? (Circle

number)
1. Poor
2. Fair
3. Good
4. Excellent

21. If you were asked to complete another survey(s), which method would you most
prefer? (Circle number)
1. Mail
2. F ace-to-face interview
3. Electronic (online)
22. What did you like the MOST about completing the surveys online?
23. What did you like the LEAST about completing the surveys online?

Thank you once again.

114

APPENDIX F

Research Packet

Salt Lake Community College
May 30, 2001
MSU Research

MSU Research Guide

Researcher - Frances Saroki

(w) 1-877-682-3638

(h) (517) 676-7045 or (248) 350-3503
(email) sarokifr@msu.edu

Tech Help - Mark Rosenberg
(w) (617) 734-0290

(cell phone) (617) 290-9451
(email) rosenb10@msu.edu

Electronic Version of the Research Packet
Research Web site: http://www.gisd.com/survey
User ID/Name: 1000 Group - see assignment below (please assign
a number to each research participant and check off
as you go along)
Password: survey (all users have same password)

Color Code: blue

Hard Copy of the Research Packet
Color Code: blue

One research packet includes: (a) blank colored (blue) index paper; (b) Consent
Form--ONLY SHEET OF PAPER THAT CAN BE TQRN OUT AND KEPT,
all others need to be returned; begins with "Dear Participant,. . ." (c) blue copy of
the Client Satisfaction Questionnaire (CSQ-8); ((1) Consumer Choice
Questionnaire (C C Q-26); (e) Minnesota Satisfaction Questionnaire (MSQ-20);
and (1) Demographic Questionnaire (DQ-I 7).

115

Salt Lake CC

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

MSU Research
Number of User ID/Names
Research /

Participants

1. 1001
2. 1002
3. 1003
4. 1004
5. 1005
6. 1006
7. 1007
8. 1008
9. 1009
10. 1010
11. 1011
12. 1012
13. 1013
14. 1014
15. 1015
16. 1016
17. 1017
18. 1018
19. 1019
20. 1020
21. 1021
22. 1022
23. 1023
24. 1024
25. 1025
26. 1026

 

 

 

 

116

 

Salt Lake
www.gisd.com/survey
User ID = 1001
Password = survey
Salt Lake

www.gisd.com/survey

 

 

 

 

 

User ID = 1002
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1003
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1004
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1005
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1006
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1007
Password = survey

 

Salt Lake
www.gisd.com/survey
User ID = 1009
Password = survey
Salt Lake

www.gisd.com/survey

 

 

 

 

 

User ID = 1010
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1011
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1012
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1013
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1014
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1015
Password = survey

117

 

Salt Lake
www.gisd.com/survey
User ID = 1017
Password = survey
Salt Lake

www.gisd.com/survey

 

 

 

 

 

User ID = 1018
Password = survey
Salt Lake
www.gisd.com/survg
User ID = 1019
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1020
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1021
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1022
Password = survey
Salt Lake
www.gisd.com/survey
User ID = 1023
Password = survey

__..

f

APPENDIX G
Research Web Site
www.gisd.com/survey
Hello and Welcome
to

Research Online

 

Thank you for taking the time to complete the questionnaires. Your input really
matters to us. Please make sure you complete ALL FOUR (4) questionnaires/surveys
below and click the submit key after you are done with each one.

Copyright laws prohibit the copying/printing or distribution of the questionnaires.

 

 

Your Input Matters
Dear Participants,

The Association of Rehabilitation Programs in Computer Technology is an international
organization of rehabilitation training programs that is dedicated to providing quality
computer training and placement services for individuals with disabilities. We are
interested in how well your program met your needs in order to make improvements meet
the needs of all users. We therefore request your participation in a nationwide study
whereby your help is requested in determining the level of satisfaction with program
services you received, decision making and choice in selecting your employment goal
and employment satisfaction to the attached questionnaire.

The results of the survey will be used to help improve the quality of services for you and
other individuals with disabilities who participate in rehabilitation computer technology
training programs. Your opinion is extremely important to us.

All the information you provide will be kept strictly confidential and your privacy
will be protected to the maximum extent allowable by law. The analysis of the data
will be in summarized form, with no individual identification. We therefore ask that you
please do not place your name on the questionnaire to protect confidentiality.

Enclosed you will find four questionnaires. Participation is completely voluntary and you
indicate your voluntary agreement to participate by completing the enclosed

118

 

 

questionnaires. It is expected that completion of this questionnaire will take less than 20
minutes of your time. Please consider participating in this study as your responses are
valued and critical to the continued improvement of rehabilitation training programs
and people with disabilities in general.

Please fill out ALL four of the enclosed surveys by (date). If you have any questions
about the study, or what is requested of you, please contact me at (517) 432-7712 or
email me at sarokifr@msu.edu. If you have any further questions about your rights in
participating in the study, you may contact the chairperson of the University Committee
on Research Involving Human Subjects, David E. Wright, at (517) 355-2180.

Thank you.

Sincerely,

Frances J. Saroki, Doctoral Candidate Office of Rehabilitation and Disability Policy
Studies, Michigan State University

Click here to take the
CLIENT SATISFACTION QUESTIONNAIRE© CSQ-8

Click here to take the
CONSUMER CHOICE QUESTIONNAIRE

Click here to take the
MINNESOTA SATISFACTION QUESTIONNAIRE

Please complete this survey (MSQ) only if you have completed your training and
employed.

Click here to take the
DEMOGRAPHIC QUESTIONNAIRE

Click here if you would like more information on the Association of Rehabilitation
Programs in Computer Technology.

119

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