AN APPUCATION OF THE THEORY or WORK ADJUSTMENT T0 VOCATIONAL counssuNG m A'REHABILHAHDN AGENCY Dissertation for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY DAVID VANDERGOOT 1975 This is to certify that the thesis entitled AN APPLICATION OF THE THEORY OF WORK ADJUSTMENT TO VOCATIONAL COUNSELING IN A REHABILITATION AGENCX presented by David Vandergoot has been accepted towards fulfillment of the requirements for Jill-Mega in _Ednca:t.ioL Major professor James R. Engelkes I I ' ’1 Date 1.1._’/__/_*_‘II_L 71 0-7639 '1 giant] Q943003 ABSTRACT AN APPLICATION OF THE THEORY OF WORK ADJUSTMENT TO VOCATIONAL COUNSELING IN A REHABILITATION AGENCY By David Vandergoot The Rehabilitation Act of 1973 has created two issues for the state- federal system of rehabilitation. The first issue is the requirement that clients participate fully in the development of their vocational goals and rehabilitation programs. The second issue relates to the need to develop adequate standards for agency performance and the accurate measurement of these standards. This study attempted to ad- dress these issues. An application of the Theory of WOrk Augustment was developed to provide agency counselors with a vocational counseling tool that could 'be individually administered to clients. This application, the Learning Unit, was programmed and designed so that clients with poorer reading levels could also use it. The Learning Unit attempted to give clients a rationale for participating in vocational counseling and knowledge of the basic concepts of the Theory of werk Adjustment, namely, that clients should consider their own needs according to the rewards jobs mdght offer them, and consider their skills according to what skills jobs demand of them. Clients were then led through a structured sequence that helped them deve10p job goals or eXpand existing job goals which David Vandergoot implemented their needs and skills. A client/counselor interaction was built into the conclusion of the Learning Unit. Counselors from four district offices of Vocational Rehabilitation Services in the State of Michigan were asked to volunteer as partici- pants. Fifteen counselors did so. Volunteer and non-volunteer coun- selors were compared on demographic, employment, and job placement activity variables. No essential differences were apparent. Volunteer counselors were asked to nominate four clients from each of their case- loads who were in need of vocational counseling. Two of these clients were randomly assigned to the Experimental Group which received the Learning Unit, and two were assigned to the Control Group which received traditional counseling experiences. A total of sixty clients were equally divided between the treatment conditions. Groups were compared on relevant demographic variables and no significant differences were found which suggested the effectiveness of randomization procedures. The criteria variables used for this study were client job-seeking behaviors which occurred after vocational counseling and three separate measures of outcome which had been developed for rehabilitation. Two of these outcome measures were completed by counselors at different stages of the rehabilitation process and one was solicited from clients in a telephone structured interview approximately seven weeks following treatment exposure. Also collected from clients during the structured interview were data regarding their job-seeking activities, including job placement and data regarding their satisfaction with their voca- tional counseling experiences. Follow-up data were not obtained from two clients of each condition and were excluded from the research. A preliminary investigation indicated that the Learning Unit did David Vandergoot teach concepts associated with the Theory of werk Adjustment, and that it also systematically reflected clients' need profiles parallel to the profiles generated by an instrument validated on the Theory. Thus, the Learning Unit was an application of the Theory of werk Adjustment. A client knowledge check did distinguish between the Experimental and Control groups on knowledge of Theory concepts immediately follow- ing treatment exposure. However, this knowledge differential was not maintained over follow-up, nor did the Learning Unit generate greater amounts of client job-seeking activities than the traditional counseling procedures. Clients exposed to the Learning Unit also did not proceed through the rehabilitation process at a quicker rate than the control clients, nor did they indicate greater levels of satisfaction with vocational counseling. The overall impact of the Learning Unit on sub- sequent client activity was quite weak. Several factors could have con- tributed to this overall result. Recessionary economic conditions and a failure to systematically assess and teach job-seeking behaviors were possibly the prominent factors precluding positive results. In spite of this overall negative result, counselors generally rated the Learning Unit positively, enjoyed using it and would have continued to use it. The various outcome measures used all showed little relationship to client job-seeking behaviors. Outcome as reported by clients did not show much relationship to outcome as reported by their counselors, although counselor perceptions of client potential outcome measured early in the process were related to their ratings outcome later in the process. This finding suggested that counselors saw outcome consistently different than clients and that counselors might have been more influ- enced by other client variables than those that actually related to David Vandergoot client gain. Client gain in employment was most related to client demo- graphic variables such as age, age at disablement, and presence of secondary disabilities. Finally, client job obtainment was not related to client knowledge and use of occupational information, client satis- faction with counseling, or client/counselor agreement regarding the client's chosen job goals. Implications for outcome research were that counseling process and outcome factors were quite independent and, thus, any subsequent evaluative research of counseling must contain multi- variate measurements that are specifically geared to measure the diver- sity of outcomes that accrue from a diversity of counseling services. Implications for counseling practice were that counselors must carefully assess client needs and plan specific interventions to meet those needs. Also, counselors must be aware that gains in one area do not imply that clients gain in other areas. AN APPLICATION OF THE THEORY OF WORK ADJUSTMENT TO VOCATIONAL COUNSELING IN A REHABILITATION AGENCY By David Vandergoot A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Counseling, Personnel Services and Educational Psychology 1975 © Copyright by DAVID VANDERGOOT 1975 To my wife and daughter To my parents ii ACKNOWLEDGEMENTS I would first like to extend my deepest appreciation to my wife, Beverly, for her love and total support during the trials of studies and to my daughter, Laura Beth, for timing her arrival so appropriately and adding much enjoyment during the arduous task of completing a dissertation. I also want to express my appreciation to Dr. James R. Engelkes, my advisor and dissertation chairman for his friendhsip and excellent guidance. I would like to thank the other members to my committee as follows: to Dr. George W. Fairweather for his concern over proper research methodology and his willingness to help and advise me on an individual basis; to Dr. Richard G. Johnson and Dr. Arvo Juola who were always interested and available for consultation regarding many issues throughout my doctoral studies. Also, I would like to thank those many people out in the field who were concerned enough about rehabilitation to contribute their time and resources to the successful completion of this research project. In particular I would like to thank the following people: Mr. Don Ruff and Mr. Gerald Granter for their advice regarding implementation of field research in vocational rehabilitation agencies; Mr. Henry Kniskern, Mr. Bernard Cramer, Ms. Nelene Groendyke, and Ms. Jan Rainard for their willingness to pilot test the experimental treatment of this iii study, in spite of heavy caseloads; Mr. Hugh Kennedy of Muskegon Good- will Industries and Ms. Janice Springer and Mr. Roger Vanderkuyl of Pine Rest Christian Rehabilitation Services for helping with the develop- ment of the experimental treatment; Mr. Robert DeVries, Ms. Judy Drolshagen, Ms. Barbara Mallonee, and Mr. Ronald Riggs for their help with data collection; also, thanks must be extended to Ms. Donna Riggs for her contributions to the organization of the myriad intricacies needed to guide a dissertation through the bureaucratic red tape. Finally, grateful acknowledgement is extended to those persons who allowed me to use their instruments in this research. These people are: Brian Bolton and Chicago Jewish Vocational Services for allowing me to use the Revised Scale of Employability: Counseling; W.J. westerheide for allowing me to use the Service Outcome Measurement Fonm; Kenneth Beagles for allowing me the use of items from the Rehabilitation Gain Scale; and David weiss for allowing me the use of the Minnesota Importance Questionnaire. iv TABLE OF CONTENTS page LIST OF TABLES 0...0.00.......0.0....O0....O0000;0000000000000000000O viii LIST OF FIGURfi OOOOCOIOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO00.... CHAPTER I INTRODUCTION OCOOOOOOOOOOOOOOOOO0.0......OOOOOOOOOOOOOOOOOOOOOOO0.. IntrOdUCtory Statement O.COOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Statement of the Problem ....................................... Need for the Study 0.0...OOOOOOOOOOOOOO...OOOOOOOOOOOOOOOOOOOOOO Questions to be Addressed by this Study ........................ CHAPTER II SURVEY OF THE LITERATURE 00.0.000.0.0...OOOOOOOOOOOOOOO0.0000...... IntrOduCtory Statement 0.0.0.0.0...OOOOCOOOOOOOOOOOOOOOOOI00.... work Adjustment Q...0.0.0.000...O0....00.0.00...OOOOOOOOOOOOOOOO Rehabilitation outcomes QOOOOOOIOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Programmed Learning 0.0.....0...O0.0.00.0...OOOOOOOOOOOOOOOOOOOO CHAPTER III METHODOLOGY COOOOOOOOOOOOOIIOO.IO...OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO Selection of Research Participants ............................. Selection of District Offices ............................. selection Of counselors 00.0.0.0.0....COO-OOOOOOOOOOOOOOOOO Selection of Client Subjects .............................. Procedures 0.0.0.000...0......OOOOOCOOOIOOOOOOOOOOOO0......OOOOC Development of the Experimental Procedures ................ Development of the Material in the Learning Unit .......... PilOt TeSt Of the Learning unit .QOOOOOOOCOOOOOIOOOOOCOO... Instrumentation ................................................ Introductory Statement .................................... xii O“#.d.d _|—b w>0\~a~a «a 22 22 22 23 23 2h 2h 27 3o 31 31 Table of Contents (continued) Knowledge Check ......................................... 31 The Revised Scale of Employability: Counseling ......... 32 The Service Outcome Measurement Form .................... 3h The Rehabilitation Gain Scale ........................... 35 The Structured Interview ................................ 37 Other Instrumentation ................................... 38 Hypotheses .‘C...C.......C...‘..................C...’........... ho Experimental Design and Statistical Analyses ................... h3 CHAPTER IV mULTS .OOOOOOOOOOOOOOOOOO0.0...00.0.0...0..OOOOOOOOOOCOOOOOOOOOOO hé Introductory Statement ......................................... b6 Client and Counselor Characteristics ........................... b7 Comparisons of Need Profiles as Generated by the Minnesota Importance Questionnaire and the Experimental Learning Unit ooooooooooooooooooooooooooooooooooooooooooooooooooooooooo 52 Results of the Analysis of Variance ............................ 53 Counselor Evaluation of the Learning Unit ...................... 77 Results of the Cluster Analysis ................................ 79 Summary of Results ............................................. 91 CHAPTER V DISCUSSION OOOOOOOOOOOOOOOOOOOOOOOOOOOOOO..OOOOOOOOOOOOOOOOOOOCCOOO 93 Introductory Statement ......................................... 93 Results and Implications Regarding the Application of the Theory of Work Adjustment .................................... 93 The Relationship Among the Various Outcome Measures ............ 97 Limitations of the Research .................................... 101 Implications for Future Research ............................... 103 Conclusion ..................................................... 105 APPENDICES APPENDIXA THE LEARNING UNIT 0..O...0.0.0.0...OOOOOOOOOOOOOOOOOO.107 APPENDIXB THE KNOWIIEME CHECK .0.OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO15h APPENDIX C - THE REVISED SCALE OF EMPLOYABILITY: COUNSELING ...... 157 APPENDIX D THE SERVICE OUTCOME MEASUREMENT FORM ................. 165 APPENDIX E THE STRUCTURED INTERVIEW including REHABILITATION GAIN SCAI'E ITmS 0.00.00.00.00.OIOOOOOOOOOOOOOOIOOOOOO170 Table of Contents (continued) page APPENDIX F - STUDIES IN CONTINUING EDUCATION FOR REHABILITATION , COWSELORS COUNSELOR QUESTIONNAIRE O C O O C O O O O O O O O O C O O O O O 1']6 APPENDIX G - COUNSELOR EVALUATION FORM ............................. 182 APPENDIX H - MEANS AND STANDARD DEVIATIONS - DEPENDENT VARIABLES ... 18h BIBLIOGRAPIF—f OOOOOOOOOOOOOOOOOOOOOOOO0.0.00.00.00.00000000000.0.0.....0 188 vii Table 11.1 1‘02 h.3 11.11 11.5 14.6 h.7 14.9 two 11.11 LIST OF TABLES Comparison of Experimental and Control Clients on Demographic and Related Characteristics ..................... Comparison of Volunteer and Non-Volunteer Counselors on Demographic and Employment-Related Characteristics .......... Comparison on the Client Knowledge Check between Experi- mental and contrOl Clients o00000000000000.00000000000000000. - Comparison of Experimental and Control Clients' Use of Theory of work Adjustment Concepts to Explain Needs ......... Comparison of Experimental and Control Clients' Recall of Theory of WOrk Adjustment Concepts Seven Weeks After Treament O..00...OOOOOOOOOOOOOOOOOO0.00000000000000000000000 Comparison of Experimental and Control Clients' Awareness of the Importance of Their Needs Seven weeks Following Treatment ooooooooooooooooooooooooooo00000000000000...ooooooo Comparison of Experimental and Control Clients on Adequacy of Work History Subscale of the Scale of Employability as Rated by Their Counselors ................................... Comparison of Experimental and Control Clients on Appropriateness of Job Demands Subscale of the Scale of Employability as Rated by Their Counselors .................. Comparison of Experimental and Control Clients on Interpersonal Competence: Vocational Subscale of the Scale of Enployability as Rated by Their Counselors . . . . . . . . . . . . . . . Comparison of Experimental and Control Clients on Interpersonal Competence: Social Subscale of the Scale of Enployability as Rated by Their Counselors 0 o o o o o o o o o o o o o o o o 0 Comparison of Experimental and Control Clients on Language Facility Subscale of the Scale of Employability as Rated. by Their counselors 00.000.000.000...00000000000900...o viii page 148 50 SS 55 56 S7 S7 58 58 S9 List of Tables (continued) Table h.12 b.13 b.1h h.1S b.16 h.18 b.19 h.2o b.21 h. 22 h.23 h.2h h.25 b.26 Comparison of Experimental and Control Clients on Economic/ Vocational Status Scale of Service Outcome Measurement Fom OOOCOOOOOOOOOOOOOOOOOOOOOOOOOOCOOOOCOOOOOOOO0.0.0...O... Comparison of Experimental and Control Clients on Physical.anctioning Scale of Service Outcome Measurement Fom 0.0.0.000...O..00.0...O...0....OOOOOOOOOOOOOOOOOOOOCOOO. Comparison of Experimental and Control Clients on Adjustment to Disability Scale of Service Outcome Measure- ment Pom 00oo00000000000000.0000...0000.0000.000000000000000 Comparison of Experimental and Control Clients on Social Competency Scale of Service Outcome Measurement Form ........ Comparison of Experimental and Control Clients on Total Service Outcome Measurement Form Score ...................... Comparison of Experimental and Control Clients' Rating Of General PhySical Health oooooooooooooooooooooooooooooooooo Comparison of Experimental and Control Clients' Rating or General Mental Health CO0.00COOOOOOOOOOOOOOOOOOOCOOOOOOOOO Comparison of Experimental and Control Clients' Rating or Lik911h00d Of Gaining JOb Goa-J» 0.0.0.0...OOOOOOOOOOOOOOOO. Comparison of Experimental and Control Clients' Estimate of Employment Status in One Year ............................ Comparison of Experimental and Control Clients' Amount Of Leisure Time Spent Alone OOOOCOQOOOIOOOOOOOOOOOOOOOOOOOOOO Comparison of Experimental and Control Clients' Amount Of Time ®ent With Family 00.00.000.00.0000000000000000000000 Comparison of the Number of Groups, Clubs and Organiza- tions Experimental and Control Clients Belong To ............ Comparison of Experimental and Control Clients' Level of Financial Independence Following Treatment ............... Comparison of Experimental and Control Clients' Increase in Income Since becoming Rehabilitation Client 0 o o o o o o o o o o o o 0 Comparison of Experimental and Control Clients' Successful Job Attainment Following Treatment .......................... ix page 60 61 62 62 63 6b 6b 65 65 66 66 67 67 68 69 List of Tables (continued) Table b.27 b.28 b.29 b.30 14.31 11032 h. 33 h.3h h.35 b.36 b.37 b.38 11039 h.ho Comparison of the Number of Employers Contacted by Experimental and Control Clients Following Treatment ........ Comparison of the Number of Other Persons Contacted by Experimental and Control Clients Regarding Employment Following Treatment ......................................... Comparison of Experimental and Control Clients' Knowledge or Initial Income Rate Of Their JOb Goals 0000000000000000000 Comparison of Experimental and Control Clients' Knowledge Following Treatment of Where Job Goals can be Obtained ...... Comparison of Experimental and Control Clients' Knowledge Following Treatment of Type of Vocational Training Needed for JOb Goals OOOOOOOOOOOOOOOOOOOIOOOOOOOOOIOOOOOOOOOO Comparison of Experimental and Control Clients' Knowledge Following Treatment of Where Training for Job Goal can be Obtained 0000000000000000000000000000000000000000000000000 Comparison of Experimental and Control Clients' Knowledge of Duration of Training for Job Goal ........................ Comparison of Experimental and Control Clients' Rating of Activity Following Vocational Counseling ................. Comparison of Experimental and Control Clients' Recall Seven weeks Following Treatment of Job Goal Made with counselor OOOOCOOOCOOOOOOOOOOO0.0.0....IIOOOOOOOOOCOOOOOOOOOO Comparison of Experimental and Control Clients' Level of Satisfaction with Vocational Counseling Seven weeks FOIlOWing Treatment 00000000000000000000000000000000000000000 Comparison of Experimental and Control Clients' Level of Satisfaction with Their Vocational Goal Seven Weeks FOllOWing Treament OOOOOOOOIOOIOOOOOOOOOOOOOOOOOOOOOOOOOOOO. Comparison of Experimental and Control Clients' Status Changes Following Treatment ................................. Tabulation of Counselor Ratings of the Learning Unit ........ Correlation Matrix of Job-Seeking Behaviors with Variables of General Interest ............................... page 70 70 71 71 72 72 73 73 7h 75 76 77 78 81 List of Tables (continued) Table Mu h.b2 h.h3 h.hh h.h5 h.h6 h.h? H.1 Correlation Matrix of Job-Seeking Behaviors with the Subscales of the Revised Scale of Employability: wunseling 0.00.0.0...OOOOOOOOOOOOOOOOOOOOOO0.0.000.000.0000. Correlation Matrix of Job-Seeking Behaviors with the Scales of the Service Outcome Measurement Form .............. Correlation Matrix of Job-Seeking Behaviors with Selected Items of the Rehabilitation Gain Scale ............. Intercorrelation Matrix of All Outcome Measures ............. Correlation Matrix of Counseling Process Variables and JOb-Seeking BehaViorS OOOOOOOOOOOOOOOOOOOO0.0....00....0. Correlation Matrix of Theory of WOrk Adjustment Variables and Job-Seeking Behaviors ......................... Intercorrelation Matrix of the Six Clusters Defined by ClUSter AnalySiS 00000000000000000000000000000000000000000 Means and Standard Deviations, Dependent Variables .......... xi Page 82 83 8b 86 88 89 91 18h LIST OF FIGURES Figure page 1 Experimental DeSign OOOOOOOOOQOOOOOOOOOOOOOOOO...00.0.0000... ’43 CHAPTER I INTRODUCTION Introductory Statement The field of vocational rehabilitation, since its inception over fifty years ago, has been concerned with providing services to people with disabilities. The intent of these services is to enable clients to participate in society to the fullest extent of their choice. People with disabilities have been traditionally defined as persons with men- tal or physical conditions that pose a handicap to employment. People eligible for services from the state/federal system of vocational reha- bilitation are those whose handicaps are amenable to services such that they can assume satisfying employment consistent with their abilities. The Rehabilitation Act of 1973 has extended this eligibility to persons with severe disabilities who were not eligible under previous legisla- tion. The employment goals were basically left unchanged, however. The Rehabilitation Act of 1973 has also mandated that rehabilitation clients participate mutually with their counselors in planning for their own services. Subsequent regulations have set forth guidelines as to how agency counselors are to comply with this mandate. These new emphases for vocational rehabilitation have created strains within the system. Counselors are required to work with certain disability groups with which they are unfamiliar. These groups are also expectedly difficult to rehabilitate, not only because of the severity of their disabilities, but also because society is not yet prepared to absorb them into regular employment channels. The current economic situation with its attendant unemployment problem provides further re- strictions and frustrations for clients and counselors alike. Add to this the regulations regarding total client participation in their rehabilitation process and it becomes obvious to those associated with the state/federal system that counselors need counseling tools that will help them meet the challenges presented by the Rehabilitation Act of 1973. Statement of the Problem Rehabilitation counselors working within the state/federal system have acknowledged the frustration of meeting the requirements of the new legislation. The Rehabilitation Services Administration of the Depart- ment of Health, Education, and welfare of the Federal Government has responded to this problem by funding projects to develop materials and training programs that will enable counselors to effectively rehabili- tate their clients. Although not a recipient of this funding, the research reported here is a similar attempt to develop and experimentally test a counseling innovation that is intended to help counselors meet the challenges of the new legislation. Informal discussibns with counselors indicate that they are basically interested in: 1. procedures that provide counselors with a way to involve clients in developing service plans; 2. procedures that are economical and efficient in terms of cost and time; 3. procedures that provide direction for the development of on- going services resulting in eventual vocational placement for clients. These guidelines were considered in the development and implemen- tation of the counseling device subjected to experimental study by this research project. The challenges associated with the idealistic man- ! dates of the Rehabilitation Act of 1973 demand immediate response in the development and validation of such devices. The major focus of all such I activity is the advancement of the employment potential of rehabilita- // tion clients. It has often been observed that job opportunities for rehabilita- tion clients are often of low status. It is not the intent of this study to help clients be more satisfied with low status jobs. Rather, this study will attempt to investigate one approach that may enable clients and counselors to mutually consider client and environmental variables that will result in a satisfying placement of the client's choice, regardless of the occupational status accorded to the job by society. Need for the Study A traditional issue regarding the rehabilitation counselor's role in the state/federal system has been whether the rehabilitation counse- lor is, in fact, a counselor. Some maintain the counselor is a person who, by individual or group interviewing, guides the client through the rehabilitation process. Others view the rehabilitation counselor as a person who manages or coordinates all the necessary services for the client without exclusively relying on interviewing (Moses and Patterson, 1971; part II). In reality, however, most counselors would maintain that the functions of counseling and coordinating are both necessary components of successful rehabilitation service delivery. The new legislative mandates, laudable as they are, require possibly greater amounts of both these activities than ever before. New techniques and materials are needed to help counselors perform their counseling and coordinating tasks. A further mandate of the Rehabilitation Act of 1973 requires that the system be accountable. The success of the state/federal rehabilita- tion system is basically measured in terms of the successful vocational placement of clients. The facilitator of this process is the rehabili- tation counselor. Counselors must bear the brunt then, of meeting accountability standards. It is not surprising for counselors to be- come concerned about efficient methods of delivering services. This . concern for efficient service delivery systems is a researchable matter and an end to which this project is directed. Fortunately, there is theory and technology currently existing which can guide the development of service delivery systems. Concurrent with the new emphases in rehabilitation has been society's growing concern regarding the inability of our educational institutions to provide adequate preparation to students to enable them to attain their potential via their career development. The guidance and counseling field has responded with the concept of career education. The emphases of career education include a mobilization of resources to help people orient adequately to their eventual careers. Vocational satisfaction is the intended outcome (Hoyt, 197h). Such is also the intended outcome of rehabilitation. John L. Holland, a leader in the field of counseling psychology, has described the type of counseling device that he believes is desirable as one means of helping people prepare for satisfying careers (Holland, 197k). Such a device would have a strong basis in theory. Its format would be self-instructional to minimize the amount of unnecessary coun- selor time. It would include structure for individual self-assessment. It would also be relatively inexpensive in terms of the relevant output to consumers of the device. Holland has developed one instrument, the Self-Directed Search (1971), as an application of his recommended format. The field of rehabilitation, however, has contributed a theory of work adjustment developed by the Minnesota Studies in Vocational Rehabilitation (Dawis, Lofquist, and ‘Weiss, 1968). This theory may provide the theoretical basis and re- search for a more appropriate application to rehabilitation than Holland's since it grew from a rehabilitation framework. The Theory of work Adjustment will be described in the literature review of Chapter II. This current study reflects an attempt to develop an application of the Theory of Work Adjustment that parallels Holland's recommended format, and to study its effect on the outcome of vocational counseling that occur as a result of the interaction between counselors and clients in the state/federal rehabilitation system. It is anticipated that such an application could help counselors successfully meet the mandates contained in the Rehabilitation Act of 1973 in two ways. Specifically, this study will develop and evaluate a counseling application of the Theory of work Adjustment that may help counselors work more effectively with clients in the development of their rehabilitation plans. Secondly, this study will analyze client demographic variables as well as counseling process and outcome vari- ables, to determine what relationships exist among them. Such an analysis may contribute knowledge towards the formation of accounta- bility standards in rehabilitation counseling. Questions to be Addressed by this Study The following questions serve to focus the basic research intent of this study: 1. Can a structured, programmed format, guiding clients in the development of job goals, result in more job-seeking interest and activity than what typically results from traditional vocational counseling? Can this structured, programmed counseling device decrease the amount of time needed to move clients through the rehabilita- tion process? Can this counseling device teach certain concepts to clients regarding successful work adjustment, and if so, can such knowledge be maintained over time? Can such a counseling device increase the benefits clients receive from rehabilitation services? How do the various outcome measures relate to one another? What factors are associated with higher levels of client job- seeking interest and activity? CHAPTER II SURVEY OF THE LITERATURE Introductory Statement In accord with the stated purposes of this study which are to in- vestigate the utility of an application of the Theory of Work Adjustment to vocational counseling in rehabilitation, and secondly, to contribute knowledge towards the formation of outcome measurement standards in rehabilitation counseling, two areas of rehabilitation literature were surveyed. The first concerns the notion of work adjustment. The second concerns the literature developed within the field of rehabilitation regarding the problem of client outcome measurement. A final review is included which surveys literature pertaining to the format of learning devices. A rationale is presented for the development of the Learning Unit (Appendix A) used as the counseling innovation researched by this project. Work Adjustment werk adjustment is not a new term for rehabilitation counselors. However, inspection of the literature reveals a degree of confusion as to what work adjustment actually means (Ross and Branden, 1971). Hoffman (1970) defines work adjustment as ...a process of utilizing work under professional counseling and supervision to modify behavior. It is a process developed and utilized mainly in sheltered workshops. It is utilized for individuals who display inappropriate work habits, negative attitudes towards work, inability to relate to supervisors and peers adequately, low frustration tolerance and other factors of the work personality which interfere with their entering into training or job placement. (p. 9) In Hoffman's context work adjustment is used as a series of ser- vices that is applied to a person with deficits relating to work behaviors. Most rehabilitation counselors would perceive this to be an adequate description of work adjustment. It is common procedure for a counselor to refer a client to a rehabilitation facility for work adjustment subsequent to a work evaluation which provides direction for the adjustment program (Gellman, 1970). Sankovsky (1971) and Gellman (1970) view work adjustment as a com- ponent of a greater adjustment system. Sankovsky refers to rehabilita- tion adjustment which includes personal, social, and work adjustment while Gellman refers to a model where work evaluation and work adjust- ment are simultaneous processes. Nost rehabilitation facilities would include these aspects in their overall service package. Thus, the field-of rehabilitation typically refers to the work 1’ adjustment process as occurring within the confines of a rehabilitation facility, such as a sheltered workshop. This model was implemented and popularized in the early 1950's by the Chicago Jewish Vocational Ser- vices which has primarily a workshop orientation (Gellman, Gendel, Glaser, Friedman and Neff, 1957). Such a model attempts to re-create an actual work situation. The only assumed difference being that client remediation is encouraged within the setting until the client achieves employability standards. Work is typically subcontracted from actual industries in the community. This model is dependant on the ability of the rehabilitation facility to know, re-create, and measure actual employment criteria as used by society. It is necessary to apply more than just production criteria within such a model. This model has been updated, utilizing behavior change principles such as reinforcement to teach clients to assume a work role (O'Toole and Campbell, 1971; Rink, 1971). All of these models assume that a common work role exists across occupations. Usually, little mention is made as to how client personality variables are assessed, or even how value and need systems of clients are considered in relation to eventual outcomes. Such models of work adjustment have become institutionalized within the field. The Tenth Institute on Rehabilitation Services has suggested how the state/federal rehabilitation system should interact with work adjustment facilities to better adjust clients. Extensive guidelines were developed regarding, for example, referral procedures, facility staffing, report writing, and outcome criteria, among others (U.S. Department of Health, Education and Welfare, Rehabilitation Services Administration, 1972). This model became further solidifed within the field when the Vocational Evaluation and Work Adjustment Association (VEWAA) formally adopted the definition of work adjustment proposed by the Tenth Institute. 'This definition is attributed to Paul Hoffman and is as follows: work adjustment is a treatment/training process utilizing individual and group work, or work related activities, to assist individuals in understanding the meaning, value, and demands of work; to modify or develop attitudes, personal 1O characteristics, and work behavior; and to develop functional capacities, as required, in order to assist individuals toward their optimum level of vocational development (Smolkin, 1973). Finally, further evidence of the institutionalization of this model appears in the accreditation standards of the Commission on Accreditation of Rehabilitation Facilities (1975). A definition of work adjustment is presented in the standards similar to the one accepted by VEWAA. The following list of service emphases is provided as the component parts of work adjustment (p. 2): - physical capacities - psychomotor skills - interpersonal and communicative skills - work habits - appropriate dress and grooming - job-seeking skills - productive skills - orientation to work practices - work-related skills This list of services highlights that the intent of such a model is to impart skills to people who have skill deficits in work-related areas, in order to enable them to become productive in work activity to the extent of their potential. Although within most of the definitions of work adjustment acknowledgement is given to personal characteristics of clients, little concrete evidence is available in the literature of work adjustment. This seems to suggest that less time and technology is expended on helping clients define and implement their own needs and values towards more suitable employment than in developing work-related skills. If the typical array of work adjustment services could be supple- mented by a careful analysis and implementation of the needs and values of clients, more successful and stable outcomes might occur for clients. 11 The Theory of Work Adjustment has attempted to combine the skill- developing component of work adjustment with the need-analysis compo- nent. The theory has been succinctly described as follows: Proposition I. An individual's work adjustment at any point in time is indicated by his concurrent levels of satisfactoriness and satisfaction. Proposition II. Satisfactoriness is a function of the correspondence between an individual's abilities and the ability requirements of the work environment, provided that the individual's needs correspond with the reinforcer system of the work environment. Corollary IIa. Knowledge of an individual's abilities and of his satisfactoriness permits the determination of the effective ability requirements of the work environment. Corollary IIb. Knowledge of the ability requirements of the work environment and of an individual's satisfactoriness per- mits the inference of an individual's abilities. Proposition III. Satisfaction is a function of the correspondence between the reinforcer system of the work environment and the individual's needs, provided that the individual's abilities correspond with the ability requirements of the work environment. Corollary IIIa. Knowledge of an individual's needs and of his satisfaction permits the determination of the effective reinforcer system of the work environment for the indi- vidual. Corollary IIIb. Knowledge of the reinforcer system of the work environment and of an individual's satisfaction permits the inference of an individual's needs. Proposition IV. Satisfaction moderates the functional relationship between satisfactoriness and ability- requirement correspondence. Proposition V. Satisfactoriness moderates the functional relationship between satisfaction and need- reinforcer correspondence. 12 Proposition VI. The probability of an individual being forced out of the work environment is inversely related to his satisfactoriness. Proposition VII. The probability of an individual voluntarily leaving the work environment is inversely related to his satisfaction. Proposition VIII. Tenure is a joint function of satisfactoriness and satisfaction. Corollary VIIIa. Tenure is a function of ability-requirement and need-reinforcer correspondence. Proposition IX. Work personality—work environment correspondence increases as a function of tenure (Dawis, Lofquist and Weiss, 1968; pp. 9-11). Schematically, the theory can be diagrammed thusly: Individual needs {A —; abilities ./ \1 potential reinforcers ¢_______; job requirements (working conditions) \\\\s K \I / dissatisfaction satisfactionH satisfactoriness not satisfactory \ quit tenure fired It is important to recognize tenure as synonomous with the place- ment end goal of most rehabilitation clients. It is intended that rehabilitated clients maintain their employment status over an extended period of time. The Minnesota Theory of Work Adjustment contains distinct differ— ences that may be essential for rehabilitation practice. As is evident, the concepts of Hoffman, Sankovsky, and Gellman reflect that work adjust- ment is a service component of the rehabilitation process. It is noted that the major concern of these adjustment services is behavior and attitude change that will enhance the satisfactoriness of clients for 13 eventual employment. Such changes can be engineered within a rehabili- tation facility which typically utilizes a variety of techniques such as job-task simulations, institutional work stations typically associ- ated with blue-collar or service oriented jobs, or piecework subcon- tracted from local industry. Only occasionally do clients obtain on- the-job tryouts or evaluations which expose them to more varied and realistic occupational experiences. Thus, it would seem that the more traditional concept of work adjustment is mainly concerned with behavior and attitude change with the emphasis being to develop satisfactoriness potential in a client on a limited number of jobs that may, hopefully, generalize to whatever jobs become available to the client. The Minnesota concept expands upon this traditional view and empha- sizes that work adjustment takes place after a person is placed on a job and is dependent on the worker's satisfactions as well as satisfactori- ness. This model would suggest that the term "work adjustment" be applied in the rehabilitation process after placement has occurred and be removed from the service delivery context prior to placement. Work attitude and work behavior changes are better described using behavior modification descriptors, and are clearly related to developing satis- factoriness. Satisfaction can be given its due emphasis within service delivery by enhancing the job readiness of clients in terms of their knowledge of their own needs and rewards system, as well as knowledge of occupations that may have potential for satisfying needs and providing rewards. The rehabilitation counselor can be the facilitator who exposes the client to the entire system. The counselor makes sure the client has sufficient information to fully participate in the decision-making process which determines the most appropriate and desirable service and 1t placement for the client. The Rehabilitation Act of 1973 and subsequent regulations governing this act clearly mandates that opportunities be provided for clients to actively participate in the formation of plans for their rehabilitation services and outcomes. This is more than an idealistic platitude. Recent research indicates that rehabilitation counselors often may not have adequate perceptions of the needs of their clients (McGraw and Bitter, 197k). If counselors cannot adequately assess such important client aspects, better techniques must be developed to increase the quality of the counselor/client interaction. It can be anticipated that a more complete assessment done jointly by counselor and client can improve the quality of rehabilitation planning and outcome. Also, in response to the Act of 1973, there is a need for increasing the emphasis on the rehabilitation counselor as a vocational expert (Galvin, 197k). This emphasis mandates the development of new methods and instruments that can enable counselors to increase their level of expertise. Currently, methodologies do exist which focus on the interaction between client and counselor. Job readiness preparation programs are good examples. Notable ones are those developed by the Minneapolis Rehabilitation Center (MRO) (Anderson and Hutchinson, 1968), the Human Resources Research Organization (Osborn et al., 1972), and Vocational Exploration Groups as developed by Deane (1972). McClure (1972) experi- mented with a version of the NRC program and demonstrated a positive effect within the treatment group compared to a control group. The criteria he used were placement, time required to find jobs, and counse- lor time expended in the client's behalf. Cuony and Hoppock (19Sh) long ago demonstrated that job readiness preparation could be productive. 15 Such practices have become an accepted part of the rehabilitation ser- vices delivery system. These programs do indirectly encourage clients to investigate their motivation and desire, as well as interests, regarding work. Often emphasis is placed on self-concepts (Stevens, 1962) and other internally felt states. The difficulty with these con- cepts is that they do not readily translate into work-related terms. The Theory of Werk Adjustment has been developed specifically to relate descriptions of the work personality to comparable concepts of the work environment, thereby facilitating the process of relating occupations to a person's needs and abilities (Lofquist, Dawis and Hendel, 1972). Programs and materials helping clients define their own work personali- ties in terms of work environments can be incorporated within the typi- cal service delivery system. The goal of such a program is to increase the placement potential of clients in terms of increased satisfaction and satisfactoriness on their eventual jobs from which tenure can be more readily predicted. One such program utilizing the concepts of the Theory of Work Adjustment has been developed for the treatment of psychiatric patients (Mental Health and Manpower, 1968; Sterling, Miles and Miskimins, 1967). Special note was mentioned regarding the difficulty experienced by project staff in convincing the traditional treatment teams that need systems of patients should be viewed from an employment perspective, in order to enhance the eventual community adjustment of patients. A fifty percent success rate was claimed for this program (Miskimins, Cole and Getting, 1968). Hopefully, such success will begin having an impact on the field of rehabilitation, such that future resistance to a strong emphasis on the personality characteristics of clients will be reduced. 16 Rehabilitation Outcomes A widespread, much debated issue within the rehabilitation field at this time is concerned with what is the actual, desired outcome for individuals who receive rehabilitation services. According to the Rehabilitation Act of 1973 clients will have to maintain a job place- ment for a minimum of 60 days in order for successful case closure to occur. Thus, legislatively, the accepted outcome or criterion of success is employment. However, counselors in the field have long been dissatisfied with this all-or-nothing criterion. A recent review of the problems associated with the present employ- ment closure criterion has been summarized as follows: "It tends to emphasize numbers rather than quality of service." "It may tend to encourage closing a client's case before it is ready to close, in order to meet a quota." "It may tend to encourage keeping a client on the caseload longer than should be, in order to assure meeting next year's quota." "It tends to make it difficult to obtain an even flow of work throughout the year." "It is a difficult procedure to apply in areas of specialized counselors." "It does not allow credit to the counselor for the amount of work or efforts expended on cases closed non-rehabilitated." (from Lenhart, Westerheide, Cowan, and Miller, 1972) The present employment closure criterion, taken in the context of The Minnesota Theory of Work Adjustment, is closely related to the satis- :factoriness concept. The client‘s satisfaction can only be inferred :frpm the client's tenure on a job, but tenure is presently rarely 17 measured beyond the 60 day closure criterion. Both of these criteria, satisfaction and satisfactoriness, depend on a client's success on a job. Recently, it has been noted that there is a growing concern among rehabilitation professionals to develop out- come criteria which more adequately reflect total client accomplishment (Walls and Tseng, undated). Attempts have been made to assess client gains in other areas of life. Reagles, wright, and Butler (1971) have developed the Rehabilitation Gain Scale which incorporates not only the vocational concepts such as employment, employment status, and wages; but also such social-psychological concepts as leisure time activities, family adjustment, and socialization. 'Westerheide and Lenhart (1973) are in the process of developing The Service Outcome Measurement Form to measure rehabilitation gain in areas which they define as education, economical/vocational, physical functioning, adjustment to disability, and social competence. Both of these attempts at measuring this broader concept are concerned with this impact over time. It is essential to know the extent of the effect services have over time, but it is also true that many other variables can interfere with client gain and wash out any effects of rehabilitation services. The Chicago Jewish Voca- tional Services (Gellman, Stern and Soloff, 1963) has developed a Scale of Employability which can be completed by a counselor immediately following service delivery. This scale includes many of the same concepts which the previously mentioned instruments include. It is apparent that the field of rehabilitation has developed more extensive outcome criteria than simply employment/no employment. Some of these outcomes have been closely linked with employment status such as wages, extent of public assistance, length of employment, and amount 18 of satisfaction with employment. Still other criteria have been sug- gested that seem primarily related to non-vocational areas of life such as family adjustment, socialization, use of leisure time, as well as emotional/psychological factors. It is also apparent that the field of rehabilitation has the ability to measure aspects of client gain over a long period of time, as well as immediately following service delivery. What is unknown, at this time, is how all these criteria relate to each other, if at all, and what effect time has on these relationships. Furthermore, Bolton (1975) has postulated that outcome as measured by the client's perspective, may be independent of the measure of outcome obtained from the counselor. Since the various instruments and methods reviewed here depend either upon the judgement of the client or the counselor, it becomes necessary to know if the client and counselor agree in their perceptions of how much the client has changed as a result of rehabilitation services. In summary, the field of rehabilitation is beginning to respond to the problem of measuring client outcome. Many different instruments scaled to measure various vocational and non-vocational concepts from either the client's point of view or the counselor's and at various points in time, are being utilized. It is unclear as to how these dif- ferent instruments relate to one another. This state of affairs inhibits interpretation of research that use only one of these instruments to measure outcome. Current and future research in rehabilitation will become more meaningful when the relationships between the various measures become known. 19 Programmed Learning The basic format of the Learning Unit researched by this study is a structured, programmed one. This format was considered the most appropriate one to use based upon certain considerations gleaned from the literature, as well as from field personnel. To reiterate the ideas of Holland (197k) is appropriate here. He recommends that counseling devices be self-instructional. This was also a desire of field personnel. Counselors in general, but especially rehabilitation counselors due to particular constraints, are concerned with their time efficiency. Self-instructional materials have the poten- tial of maximizing both the client's and counselor's time, if the appro- priate learning occurs. Holland also recommends cost efficiency. There will be increased costs relating to the printed programmed materials, but it is reasonable to expect that a highly structured, programmed for- mat has the potential of yielding information that maximizes the outcome of services in a minimum amount of time. Such a result would offset printing costs. An additional imput from field personnel relates to the requirement found in the Rehabilitation Act of 1973. This Act requires clients to participate in the forming of their rehabilitation services plan. A structured, programmed device geared to the formation of vocational job goals is certainly in line with this legislation. A final recommendation from field personnel was to develop the unit in a way that would make it useful for clients with mental retardation or educational deficits. Gardner (1971, pp. 255-261) indicates that instructional materials for retarded persons should have the following 20 characteristics, among others: 1. Concrete materials and related experiences involving doing should be used whenever possible...The [learning] program [should be] designed to insure the elicitation of the to-be-learned response. (p. 256) Generalization or transfer is facilitated by a set of systematic transitional experiences. (p. 256) Although repitition in itself does not insure learning and effective retention, repitition that results in reinforcement does strengthen behavior. (p. 256) When new materials are presented, the [retarded] students should be prompted to apply verbal mediators to these materials. (p. 256) Although the retarded do learn incidentally, best learning occurs in a systematic program. (pp. 256-257) The [learning] program should be so designed that continuous success is attained. (p. 257) An environment which minimizes failure and systematically reinforces self-adequacy and self-control will greatly enhance active learning. (p. 257) Learning is facilitated by arranging the instructional environment so that the retardate responds to and interacts with the material presented. (p. 258) It seems reasonable to expect that a structured, programmed format concluding with a client/counselor interaction, has the potential to meet Gardner's specifications and Holland's recommendations. Further support for a structured, programmed format can be found in Davis, Alexander and Yelon (197h). This research project is basically concerned with the problem of developing specific job goals from poorly defined or undefined ones. The following table is reproduced from Davis et al. (197h, p. 260). It 21 is a table comparing three teaching methods particularly developed for problem-solving. Comparison of three methods as to their fidelity, cost, safety, and completeness. Programmed Simulated On-the-Job Quality Procedure Procedure Training Fidelity Moderate Moderate to Good Excellent Cost Inexpensive Expensive Very expensive Safety Very safe Safe Possibly dangerous Completeness Quite Complete Complete Incomplete Although in certain qualities other methods are superior, the overall performance rating given to the programmed procedure format makes it a highly desirable one for this research. Lastly, support for a programmed learning unit that uses reading as the sole modality for instruction is found in Travers (1967). Evidence is presented that indicates that print is often not enhanced by the addition of other learning modalities such as sound or additional sight cues. Often, confusion can result when more than one modality is used at the same time (p. 35). This might be an expecially important con- sideration for the mentally retarded. CHAPTER III METHODOLOGY Selection of Research Participants The subjects of this research project were rehabilitation clients of the Vocational Rehabilitation Services of the State of Michigan. There were three separate selections necessary in order to generate the pool of subjects for this study. First, district offices were selected. Secondly, counselors were selected. Lastly, client subjects were selected. Selection of District Offices Three cities in the State of Michigan were selected as potentially adequate sites in which to conduct the research project. The predomi- nant consideration in the selection was the need to have employment possibilities available for clients, since goal-directed job-seeking behaviors were the focus of this research. The cities chosen were Flint, Lansing, and Grand Rapids. It was felt that in spite of a recessionary economy, clients from these cities might still realize a chance for employment and therefore, be motivated to engage in vocational counseling and job-seeking. After gaining permission from the state agency director, the district supervisors from the agency offices of these cities were approached to negotiate the procedures of the research project. 22 23 Selection of Counselors After agreements were obtained from the district supervisors, counselors in the agency offices of the selected research sites were exposed to the procedures and purposes of the research project. The counselors were asked to volunteer. The volunteers administered both treatment and control conditions. The sequence in which the conditions were offered was randomly varied for each counselor. All counselors were requested to complete a biographical questionnaire. Of those that responded, analyses were made between volunteer and non-volunteer coun- selors to determine if there were any differences existing that might produce a biasing effect on the outcomes of the research. The results of these analyses appear in Chapter IV. Selection of Client Subjects All counselors who volunteered were asked to select four clients from their caseloads with whom they would ordinarily conduct vocational counseling. No limits were placed on counselors regarding who they might select for the project. It was thought desirable not to restrict the counselors in their selection since a natural rehabilitation process flow was needed to adequately test the experimental variable in field settings. Thus, clients who were selected were in various stages of the rehabilitation process and could be expected to be quite heterogeneous in other characteristics as well. Upon the selection of four clients, counselors were requested to randomly select two of the clients to be placed in the experimental condition and two to be placed in the control condition. This was completed by drawing names. Several counselors preferred to use the vocational counseling pro- cedures at the intake of new clients precluding the use of these 2b randomization procedures. Thus, for those counselors assigned to admin- ister the experimental procedures prior to the control procedures, their first two eligible intake clients were exposed to the experimental con- dition. For counselors assigned to administer the control condition first, their first two eligible clients became control subjects. Com- parison of the experimental and control subjects on selected demographic characteristics are presented in Chapter IV as a check on the success of the randomization procedures in equating the two groups. Procedures Development of the Experimental Procedures Since the focus of this study was the state/federal rehabilitation system, the initial contact made was with the state agency director. After the approval of the state director was gained, district super- visors in the selected cities were approached with the preliminary pro- ject plans. Not only was their permission sought to conduct the experi- ment within their districts, but also consultation was sought from them regarding the most desirable means of implementing the research. It was considered essential that the research procedures not interrupt the flow rate of case service delivery, and that there was potential for the district offices to benefit from the research project. Once the ideas of the district supervisors were incorporated within the procedures and methodology of the research design, a pilot test was conducted over a three-week period at a rehabilitation facility which included approximately sixteen clients. All the materials, instruments, and procedures were implemented during the pilot test. These same pilot test subjects were used to test the follow-up procedures. 25 Following this initial pilot test and modification of methodology based on the experiences of the pilot test, district offices were again approached to implement the next stage of the project. This stage was modeled after the approach-persuasion technique reported in Fairweather, Sanders and Tornatzky (197k). One counselor from each of the district offices, or a counselor chosen as representative of the district offices within a city, was chosen to conduct a demonstration project which included a full-scale implementation of all the research procedures, ex- cluding follow-up. This demonstration project served as the reference for other counselors to decide to participate or not. All counselors, whether they agreed to participate or not, were asked to complete the SCERC Counselor Questionnaire. As soon as counselors volunteered to participate, they were asked to select four clients from their caseloads who, in their opinion, needed vocational counseling. Once four clients were chosen, two were randomly assigned to the experimental condition and received exposure to the Learning Unit, and two were randomly assigned to the control group and received the traditional counseling procedures used by their counselors. Counselors were also randomly assigned to administer either the experimental or control conditions first. Training in using the Learning Unit was given only prior to the time when counselors would use it. Thus, those counselors who administered the control condition first, did so unaware of what the particular procedures of the experimental con- dition were, although a basic knowledge of the intent of the Learning Unit had been explained to them. This procedure was implemented to serve as a check to see if the experimental and control conditions were 26 relatively independent in spite of using the same counselors to admin- ister both conditions. If no difference is apparent between those con- trol subjects who followed experimental subjects and those control sub- jects who preceeded experimental subjects, than this would suggest that there was little confounding between experimental and control conditions. Clients were asked to volunteer and upon written receipt of their permission, they began the experimental procedures. Experimental sub- jects completed the Learning Unit, including the Knowledge Check, and reviewed the results with their counselors. Control subjects, upon volunteering, completed the Knowledge Check. Immediately following the conclusion of counseling, counselors completed the Scale of Employa- bility: Counseling. Approximately three to five weeks following completion of the initial experimental conditions, the subjects were contacted by tele- phone to complete the Structured Interview. Interviewers were all familiar with rehabilitation. One was a rehabilitation counselor with a masters degree; one was a doctoral candidate in rehabilitation counseling; one was completing a masters program in rehabilitation counseling; one was a secretary in a rehabilitation counselor education program; and one was the experimenter. With the exception of the experimenter, the interviewers did not know whether the subjects were experimental or control. If certain subjects did not have telephones, personal contact was made with them by the experimenter. This was done on only three occasions, thus minimizing any chance that experi- menter bias could affect the final outcomes. At approximately the same time the Structured Interview was being 27 conducted, counselors were asked to complete the Service Outcome Measure- ment Form on each subject. Demographic data on the subjects was also collected at this time. The procedures for this project were conducted primarily during April, May and June of 1975. Throughout this period, rehabilitation clients of the state agency system were also recruited to complete the Learning Unit and the Minnesota Importance Questionnaire. This was necessary to provide data to see if the Learning Unit did indeed reflect the concepts of the Theory of Work Adjustment. DeveIOpment of the Material in the Learning Unit A ten-page instructional unit was developed based on the concepts and principles of The Minnesota Theory of Wbrk Adjustment. Programmed learning principles were considered in the initial drafting of this material. These principles included use of personalized words such as "we" and "you", objectives stated for the learner, branching programs, examples, question frames, feedback, and definition of terms (Espich and Williams, 1967 ) . An additional eleven-page procedure was developed which provided the instructions for clients who used the unit to identify and/or expand job goals. The complete Learning Unit appears as Appendix A. Two procedures were developed for making job goals. The first of these enabled the client who already had a job goal to identify additional job goals that had the potential of satisfying the same needs as the client's initial job goal. This procedure assumed an intuitive, if not deliberate, attempt sometime in the development of the client's initial job goal that in some way considered the personal needs of the client. The second procedure for identifying job goals was based entirely on 28 the need system concepts of the Theory of Work Adjustment. The client was asked to check off statements relating to needs identified by the theory that applied to the client. The client was then encouraged to choose four of those needs previously checked that seemed the most personally relevant. These four expressed needs formed the basis for identifying jobs that could meet at least one of the four needs. An attempt was made to establish the client's ability level within each procedure. The Minnesota Studies In Vocational Rehabilitation have published the occupational reinforcer patterns of 1L8 jobs (Borgen, Weiss, Tinsley, Dawis and Lofquist, 1972; Rosen, Handel, Weiss, Dawis and Lofquist, 1972). These jobs are classified using the Dictionary of Occupational Titles (DOT) system. Alternate titles are supplied to increase the total number of job listings to approximately 370 titles. For each of these titles the General Educational Development (GED) required and the Specific Vocational Preparation (SVP) needed as found in the DOT were combined to form a skill code. For the client who had an initial job goal, an alphabetical listing of these jobs was supplied where a search could be made for the initial job goal. The client was then directed to record the skill code of the job goal if it or its alternate was listed. This listing also provided reference to addi- tional tables included in the unit which were developed from each of the twenty needs identified by the Minnesota Theory. (The need for authority was omitted because it rarely appeared as a high need.) These tables provided other jobs that could potentially satisfy the same need system as the initial job goals. The client was encouraged to identify jobs which had the same skill code as the initial job goal. The tables which listed jobs according to their potential for 29 meeting a specific need were constructed from data presented in Rosen et al. (1972) where jobs were ranked on the basis of their potential to satisfy each need identified by the theory. The jobs listed in the tables of the Learning Unit were selected because of their high ranking. Occasionally, moderately ranked jobs were added to the tables if few high ranked jobs occurred for a need. For those clients who could not find their job goal or who did not have one, an alternative procedure was provided to help them indentify their skill code. An attempt was made to operationalize the six levels of GED and eight levels of SVP as used by the DOT. The clients could then check the GED and SVP most descriptive of themselves. Once the clients completed the unit and identified job goals, a counselor-client interaction was recommended to discuss the relevancy of any of the job goals for the clients. This procedure was considered essential as a procedure for the Learning Unit for several reasons. First, counselors, at least in rehabilitation agencies due to accounta- bility requirements, feel compelled to maintain awareness 0f any direction taken by their clients. Secondly, it is unknown at this time just how prone the Learning Unit is to mistakes in client completion of it. Lastly, recent criticisms have been made regarding the fact that in Holland's Self Directed Search, a counselor-client interaction is not specifically built into the procedures (Brown, 1975). This seems to be a particularly cogent criticism of such a procedure when conducted within rehabilitation agencies since vocational counseling is one of the services particularly needed by people declared eligible to receive rehabilitation services. 30 Pilot Test of the Learning Unit The Learning Unit is intended for the population of clients of vocational rehabilitation services. Sub-groups of this population, particularly the mentally retarded, may have difficulty with any pro- cedure requiring reading. It was necessary to assess how well people of various educational and learning abilities could use the unit. A Flesch Readability Level (Flesch, 19119) was determined and the unit reading material was rated as easy to fairly easy. However, it was felt that a better guage of the reading ability requirements would be to let people varying on measured intelligence rating and educational background actually try the unit. Six people were exposed to the unit. These people were classified by intelligence level and education as follows: Person Intelligence Level Education 1 bright normal some college 2 normal high school 3 dull normal some college h dull normal high school 5 borderline high school (special education) 6 borderline sixth grade All of them in the pilot test were able to read the material. A post- test of 10 items was administered to check on comprehension. The results were as follows: Intelligence Level Education Score on Post-Test f (10 items) bright normal some college 10 normal high school 35 dull normal - 1 some college 9 dull normal - 2 high school 6% borderline - 1 high school 8‘ (special ed.) borderline - 2 sixth grade 5% 31 Also, the people showing lower comprehension had difficulty follow- ing directions for job goal development. An attempt was therefore made to improve the content of the unit to make it more readable and to make the directions simpler. A second pilot test, due to time constraints was not undertaken. A comparison between the original and revised editions indicated that areas which caused confusion seemed adequately changed. Since all the people completed the unit in thirty minutes to an hour, the fear that users might be bored if the unit was too simple was discounted. From the results of this pilot test, it was decided to instruct counselors who were apprehensive regarding the reading ability of clients, to help such clients by actually reading the unit along with them and guiding their completion of it. Instrumentation Introductory Statement A variety of instruments were used in this study to measure various aspects of client status at various points in time and from various perspectives. Each instrument will be separately reported and in the order in which it was used in the research. Instruments used for specific purposes other than recording client status are described last. The instruments are presented in the appendices as indicated, in- cluding the scoring rules developed for each. Knowledge Check (Appendix B) A knowledge check was developed to test whether the Learning Unit was actually teaching users new concepts. A pool of items was con- structed and these were given to seven subjects who had not been 32 exposed to the Learning Unit, but who were rehabilitation clients. Ten items were selected from the pool to be included in the knowledge check. Criterion for item inclusion was that half or more of the subjects responded incorrectly to a given item, thus indicating that knowledge required to answer the item was not generally known. Nine of the ten items met this criterion. The tenth item was answered incorrectly three of seven times but was included also. The Revised Scale of Employability: Counseling (Appendix C) The original Scale of Employability (Gellman, Stern and Soloff, 1963) consisted of three separate scales. These were the workshop Scale, the Counseling Scale, and the Psychological Scale. The purpose behind the development of the Scale was to provide an instrument capable of predicting employment outcomes of people receiving rehabili- tation services from rehabilitation facilities. Early research with the Scale indicated that reliability ranged between .50 and .55 (Pearson r) (Chicago Jewish Vocational Service, 1963). Also, predictive validity for the Counseling Scale using early job placement, long-tern job place- ment, and job maintenance resulted in coefficients of .06 to .36, although a majority of the coefficients are reported to be significant at the .01 level (wright and Trotter, 1968). In an attempt to increase the predictive potential of the Workshop and Counseling Scales for research purposes, Bolton sought to revise the two scales to improve upon the relatively low reliability of the Employability Scale (Bolton, 1970; 1972). A vignette-anchoring technique was used as reported by Taylor, Haefele, Thompson and O'Donoghue (1970). These authors present data based on the reliability 33 studies of various instruments used in clinical observations. They report that reliability becomes improved substantially after applying the new anchored format. In one case, reliability of a total scale increased from .h3 to .76 with subscale reliabilities improving from a range of .10 - .63 to a range of .67 - .86. Bolton also documents an increase in reliability of the subscales of the Werkshop Scale to .76 - .95 (Bolton, 1970). Although reliability data for the Counseling Scale used in this research is not reported, its scale stability is documented to be as good as the Workshop Scale (Bolton, 1972) and thus, there is every reason to expect that the subscale reliabilities of the Counseling Scale will be as adequate as that of the Workshop Scale. It can also be expected that the Scale will demonstrate improved predictive validity with the increased reliability performance. The Scale as used in this research consisted of the six subscales of the Counseling Scale. These subscales are Adequacy of Wbrk History, Appropriateness of Job Demands, Interpersonal Competance: Vocational, Interpersonal Competance: Social, as well as, Language Facility and Prominance of Handicap. Counselors were asked to complete the ratings immediately following their vocational counseling interview with the client. A manual and score sheet was provided for each counselor. Upon the suggestion of the author of the Revised Scale of Employ- ability: Counseling, the number of anchored vignettes of each subscale was decreased from ten to five*. This was done to increase the dis- criminative power of the anchors since the Counseling Scale had not been previously used in a state agency setting. *Bolton, B. Personal communication, January 30, 1975. 3h The Service Outcome Measurement Form (Appendix D) This instrument was developed to measure client change in economic, vocational, physical, educational and psychological areas of a client's life (Westerheide and Lenhart, 1973). Items were developed and organized into scales labeled Difficulty, Education, Economic/Vocational Status, Physical Functioning, Adjustment to Disability and Social Competency. Reliability was determined by having fifteen counselors rate the same ten cases. The following inter-judge reliability coefficients by scale are reported: Difficulty: .69 Education: not a rating scale Economic/Vocational Status: .95 Physical Functioning: .75 Adjustment to Disability: .79 Social Competence: .72 Reliability for the total scale is reported as .93. Validity for The Service Outcome Measurement Form was first established by factor analyzing the scale to see if the intended struc- ture was in fact obtained. The analysis yielded five factors. The Dif- ficulty Scale was excluded from the analysis. The five factors were labeled as Psychosocial, Economic/Vocational, Family Relationships, Physical Functioning, and Educational. These factors accounted for 52% of the total variance produced by the scale. It was felt that these factors corresponded closely with the scales intended in the development of the Form. Further evidence of validity is presented as concurrent validity. Counselors completing the Form were also asked to complete case dif- ficulty ratings, time and effort ratings, and severity of handicap ratings. Adjusted correlations to remove counselor differences yield 35 correlations for the total Form Score with the three counseling ratings as .39, .28 and .h1. These are moderate but significant at the .01 level. Finally, evidence for validity is also reported by the significant findings that show a relationship of the scales of the Form with demo- graphic factors often shown to relate to rehabilitation outcomes. These were age, primary disability and marital status. The Service Outcome Measurement Form consists of 23 items to be completed by the counselor. Time of administration is typically less than ten minutes. Standardized instructions are available for adminis- tration. The Rehabilitation Gain Scale (see Appendix E) This scale was developed by the Wisconsin Studies in Vocational Rehabilitation (Reagles, Wright and Butler, 1970). It was developed to provide an instrument that would be sensitive to the many aspects of a person's life that could be changed due to rehabilitation services. It is designed to provide one composite score which would reflect the over- all extent of rehabilitation gain resulting from the changes in these aspects of life. Items were developed that related to physical, mental, cultural and emotional life factors. Reliability for this scale was enhanced by maximizing the internal consistency of the items by the reciprocal averaging technique (RAVE) and then applying the Hoyt method. Hoyt reliability is reported as .70. Validity was established first by a cross-validation method dividing the original sample into two groups and reperforming the RAVE analysis on the subgroups. The coefficient for the original group and the new subgroup is given as .96h. Secondly, the authors of the Scale present 36 a case for construct validity as follows: Subsequent research with the Rehabilitation Gain Scale indicates that it certainly possesses a satisfactory degree of construct validity. The Scale was designed to measure a single underlying variable which was relatively independent of certain variables and significantly - and meaningfully - associated with other variables. The analysis by the RAVE program of rehabilitated clients responses to the items of this Scale indicates that the items measured the postulated single underlying variable and the client's responses to the Scale's items were quite con- sistent. (Reagles, wright and Butler, 1970; p. 29) The authors then demonstrate that certain predictions based on the constructs of this Scale are in fact substantiated. Some of these are that culturally disadvantaged clients show more gain than medically disabled clients, younger clients gain more than older ones, clients with family support gain more than those without support, and those clients receiving greater funds for training gain more than clients receiving less for training. The Rehabilitation Gain Scale consists of twenty items that are completed by the client. However, the format of the Gain Scale was changed for purposes of this experiment. Twelve of the twenty items were adopted for this research. Six were left intact and six were modified. It can be expected, therefore, that the reliability of the Gain Scale as used in this project will be somewhat reduced due to the shortened length and modification of items, and the method for obtaining client responses. This format also precludes the generation of a com- posite rehabilitation gain score as is generally done with the Gain Scale. Each item, rather, will be separately scored and evaluated. 37 The Structured Interview (Appendix E) The Structured Interview was developed specifically for this re- search project. It consists of four scales, all but one of which were developed using a rational process rather than empirical. One of the scales consists of ten items taken directly or adapted from the Reha- bilitation Gain Scale as is previously noted in this instrumentation section where the development and psychometric properties of the Gain Scale are reported. Thirty-three items comprise the total Structured Interview. As mentioned, ten of these are devoted to measuring client rehabilitation gain as defined by the Rehabilitation Gain Scale. Thirteen items are designed to measure aspects of client job- seeking behaviors. These items intend to develop data regarding job contacts made by clients, persons from whom clients requested job infor- mation, knowledge about Clients' selected job goals, and knowledge regarding necessary training needed for their job goals. Seven items comprise the third scale which is designed to measure knowledge carried over from Clients' previous vocational counseling experiences with their rehabilitation counselors. Three of the seven items are derived directly from the concepts of the Theory of Work Adjustment and attempt to measure the lasting impact of those concepts on clients. The fourth scale consists of three items which are intended to measure the Clients' satisfaction with the vocational counseling which they received from their rehabilitation counselors. Although thirty- three items comprise the entire Structured Interview, clients will be exposed to either twenty-eight or twenty-four depending on whether they 38 have become employed in the time interval between treatment exposure and follow-up. Several of the items are duplications to insure compara- ble data across those employed or not employed. The Structured Interview is designed to be administered individu- ally to clients either by telephone or by personal interview. Instruc- tions for the interviewer are inserted into the format of the Structured Interview. It is intended that the interview be completed in a minimal amount of time, preferable not to exceed fifteen minutes. Other Instrumentation The following discussion presents those instruments not used to measure the impact of experimental conditions on clients. They are, how- ever, essential to the study in potentially clarifying any interpretation that might be made from results that occur due to the experimental conditions. The Minnesota Importance Questionnaire (MIQ)* was developed by the Minnesota Studies in Vocational Rehabilitation (Gay, Weiss, Hendel, Dawis and Lofquist, 1971). This instrument is designed to measure a person's need system and relate the resultant profile to occupations and occupational clusters. These occupations may or may not have the poten- tial of satisfying the person's inventoried needs. Reliability data indicates that the twenty subscales of the MIQ have internal consistency coefficients generally in the vicinity of .80. Stability coefficients of the twenty subscales range from a high of .89 for an immediate test- retest interval to a low of .bb for a six-month interval (Gay et al., 1971). Also presented in Gay et al. (1971) is a description of the *The MIQ can be obtained from Vocational Psychology Research, University of Minnesota, Minneapolis, Minnesota. 39 validity data generated in research of the MIQ. Briefly, the MIQ can distinguish need systems in differing occupational groups. Also, need profiles of members of occupations correspond to reinforcer patterns of their occupations as predicted by the Theory of Work Adjustment (rho = .60, .62, .h8, .58 for rehabilitation counselors, high school counselors, and retail trade workers I and II, respectively); and finally, the ability of the MIQ to predict job satisfaction given an acceptable degree of satisfactoriness has been documented to be quite adequate. (Hit rates are reported to be 68% and 73% for cashiers and salesclerks, respectively). The MIQ consists of 210 pair-comparison items and can usually be completed by an individual in approximately thirty minutes. Since the MIQ seems to adequately reflect the concepts of the Theory of Wbrk Adjustment, it was chosen to give an indication of how well the Learning Unit developed by this project reflected these same concepts. Comparisons can be made of the need profiles of clients as reported by the MIQ and the profile of needs as expressed by the clients in the Learn- ing Unit. The results of the comparison between the MIQ and the Learning Unit are presented in Chapter IV. If the comparison yields substantial percentage agreement between the two methods of measuring needs, evidence will be available documenting that the Learning Unit is indeed an application of the Theory of Wbrk Adjustment. The Studies in Continuing Education for Rehabilitation Counselors (SCERC) Counselor Questionnaire developed by the University of Iowa (Miller and Roberts, 1971) (Appendix F), was utilized in this project to provide biographical data of counselors who were volunteers or non-vol- unteers in this research project. Items included in this questionnaire to relate to general demographic characteristics, educational information, and employment information. Additional items were specifically developed for this project to gain an indication of the amount and direction of vocational counseling services provided by these counselors. Reliability and validity data are not available. A total of forty-one items comprise the questionnaire. The comparisons between volunteers and non-volunteers are presented in Chapter IV. Such comparisons can indicate whether any essential difference existing between volunteers and non-volunteers could contribute to any effects generated by the experimental conditions of this research project. The final instrument used in the project, the Counselor Evaluation Form (Appendix G), was developed specifically to allow counselors to express their feelings regarding the utility of the Learning Unit as a counseling device in rehabilitation agencies. Hypotheses The following definitions are necessary for understanding the hypotheses: 1. The Experimental Group refers to those clients who were exposed to vocational counseling via the Learning Unit. 2. The Control Group refers to those clients who were exposed to vocational counseling procedures traditionally used by their counselors. Prior to the investigation of the hypotheses it will be necessary to consider whether the randomization procedures were successful in equa- ting the Experimental Group and the Control Group. These groups will be compared on selected demographic data. The hypotheses are as follows: in The Experimental Group will demonstrate greater knowledge of vocational counseling concepts considered essential by the Theory of WOrk Adjustment than the Control Group. Scores from the Knowledge Check will provide data to test this hypothesis. The Experimental Group will demonstrate greater retention of vocational counseling concepts over approximately one month's duration than the Control Group. This will be tested by items in the Structured Interview developed to measure the retention of concepts of the Theory of WOrk Adjustment. The Experimental Group will appear more employable to their counselOrs after vocational counseling than the Control Group. This comparison will be based on counselor ratings on the Revised Scale of Employability: Counseling. The Experimental Group will appear to their counselors to have gained more from rehabilitation services than the Control Group. Results of the Service Outcome Measurement Form will be used to test this hypothesis. The Experimental Group will indicate greater rehabilitation gain than the Control Group. This hypothesis will be tested by results on those items of the Rehabilitation Gain Scale in- corporated in the Structured Interview. The Experimental Group will indicate a greater level of job- seeking activities than the Control Group following exposure to treatment conditions. Data generated from the items on the Structured Interview designed to measure various job-seeking activities, including job attainment, will be used to test this hypothesis. 7. 1L2 The Experimental Group will indicate more satisfaction con- cerning their vocational counseling experience with their counselors than the Control Group. Items of the Structured Interview designed to measure client satisfaction will be used to test this hypothesis. The Experimental Group will proceed through the rehabilitation process more quickly than the Control Group following exposure to treatment conditions. This hypothesis will be tested on the basis of status change occurring for clients in the interval between treatment and follow-up. Finally, several questions regarding possible confounding variables will be studied. These questions are as follows: 1. Are volunteer and non-volunteer counselors similar on the bio- graphical items of the SCERC Counselor Questionnaire? Are control subjects whose counselors were assigned to admin- ister the experimental treatment prior to the control treat- ment similar on the dependent measure to control subjects whose counselors were assigned to first administer the control treatment? This question is concerned with the possible con- founding effect of the experimental treatment on the control treatment when the control treatment follows the experimental. Are Experimental Group clients and Control Group clients followed-up over a similar time span? Questions 2 and 3 will be investigated if significant differences occur between experimental and control conditions. h3 Experimental Design and Statistical Analyses The experimental design is basically a two by four factorial design with a third factor nested within the second factor. Each of these factors is considered fixed. The first factor refers to treatment con- dition and includes the experimental and control groups. The second factor, location, contains four levels indicating the different rehabili- tation offices from which the research was conducted. The third factor refers to the individual counselors who participated in this research. In all, a total of fifteen counselors were included in the design. The overall design is, therefore, a 2 x h x 15 factorial design. Counselors and subjects were allocated to the design as shown in Figure 1. Experimental Control Counselor 1 x x x x Counselor 2 x x x x Location 1 Counselor 3 x x x x Counselor h x x x x l_ _“”Cgunselor 5”.“m' mx 19 Counselor 6 x x x Counselor 7 x x x x Location 2 Counselor 8 x x x x 1 Counselor 9 x x x n - 15 Counselor 10 x x x x Location 3 Counselor 11 x x x I i Counselor 12 x x x x n = 11 Counselor 13 x x x Location h Counselor 1h x x x I wfl_______ Counselor 15 x x n a 11 n = 28 n = 28 N = 56 Figure 1. Experimental design. M: The design contains an equal amount of subjects in each treatment group, but not in each location. It is therefore an unbalanced design. Also, four subjects were intended to be included with each participating counselor, with two being assigned randomly to each condition. Four original subjects were not available for followbup and exaluded from the design. Thus, four counselors participated with only three subjects. Two subjects from each treatment condition were excluded as a result of their unavailability at follow-up. Analysis of variance was chosen as the statistical analysis. Analysis of variance lends itself well to the factorial design of the experiment. Since the design is unbalanced across locations care is necessary in the interpretation of significant location effects due to the possible lack of independence within the design. Also, the vari- ances of the dependent variables were scrutinized to determine if equal variances exist across locations and treatments to warrant the use of analysis of variance, although the analysis should be robust across treatments since both conditions have equal sample sizes. The Finn Multivariance program.was used to conduct the analyses of variance. Only the univariate analyses were of interest, due to the relative lack of interpretability of the multivariate analyses when so many variables were scrutinized with a minimum understanding of how they might be conceptually related. Since this is a field research with a relatively small sample, an alpha level of .10 was chosen to indicate significant differences. In order to indicate what relationships do exist among the demo- graphic, process, and outcome variables a cluster analysis was also performed on the data. Only variables that approach a normal distri- bution were included. Separate correlation matrices were extracted as b5 well as the dimension structure. The BC Try Cluster Analysis Program was used. The CDC6500 computer at Michigan State University was used to compute these analyses. CHAPTER IV RESULTS Introductory Statement Several analyses are reported in this chapter. The first section reports results of comparisons between volunteer counselors who par- ticipated in the research and those who were non-volunteers, and between experimental and control clients. Only one significant dif- ference of twenty-seven comparisons occurred between volunteer and non- volunteer counselors, and no differences occurred between client groups. The second section reports data which substantiate that the Learning Unit as used by this research was an application of the Theory of WOrk Adjust- ment. The third section reports the analyses of variance which inves- tigated the effects of the factors in the experimental design on the dependent measures. The treatment indicated only one significant difference between client groups across all the variables. In this instance, the Experimental Group performed better on the Knowledge Check immediately following treatment exposure. The Experimental Group was no better than the Control Group on any other comparison. The location and counselor factors did not show any consistent differences among their levels. The fourth section reports the counselor evalua- tions of the Learning Unit. Their overall impression appeared quite favorable. The fifth section presents the results of the cluster to h? analysis of client demographic variables as well as counseling process and outcome variables. These results show little intercorrelation occurred among these variables. Of most importance were the findings that showed little relationship between client and counselor percep- tions of client outcome, little relationship between the various out- come measures used and client job-seeking behaviors, and little relationship between gaining jobs and almost anything clients and counselors do. These findings suggest that to assess process and out- come variables in counseling multivariate measurements are required. Age and other client demographic variables showed moderate relation- ships to gaining employment. Means and standard deviations of the variables analyzed are presented in Appendix I. Client and Counselor Characteristics The results of comparisons between experimental and control clients and between participating and non-participating counselors are presented to indicate if there were any pre-existing differences between these groups that could contribute to whatever differences occur over the experimental process. No significant client differences occurred. Only one of twenty-seven comparisons among volunteer and non-volunteer counselors was significant. Table h.1 provides a selection of client variables that could influ- ence the research outcome. Inspection of Table h.1 reveals that the eXperimental and control groups were quite similar, at least on these measured variables. These results indicate that the randomization pro- cedures were successful in equating the experimental and control groups. h8 Table b.1a Comparison of Experimental and Control Clients on Demographic and Related Characteristics __ __ Test of b Variable Experimental X Control X Significance p Age 30.07 26.0h F - 6.66 .02 Sex 1.71 1.h6 F - b.26 .05 Status at Treatment 3.78 h.OO F - ... .57 Previous agency contact 1.6h 1.82 F - h.76 .Oh Number of dependents 1.b3 .82 F - 3.99 .06 Age at disablement 17.20 1h.7o F - ... .h9 Primary disability - severe 1.61 1.57 F - ... .87 Presence of secondary disability 1.25 1.39 F - ... .h7 Number of other disabilities .1b .11 F = ... .58 Years of academic schooling 11.68 11.0h F - ... .59 Months of vocational training 1.07 .68 F - ... .36 Months of on-the-job training .21 .60 F - ... .h9 Months of adjustment training .39 .00 F - b.60 .Oh Counselor rating of case dif— 3.57 3.51 F - ... .h9 ficulty (Scale 1 of Service Outcome Measurement Form) Counselor rating of prominance 80.60 81.30 F = ... .75 of handicap (Scale 6 of Revised Scale of Employability) aSee page 53 for explanation of interpreting the F statistic and p value bA p value of .006 was needed for significance. cF . ... indicates that within-group variance greater than between- group variance. Table h.2 presents the comparison of participating and non-partici- pating counselors. The variables under scrutiny were either taken from the SCERC Counselor Questionnaire or were related to vocational counsel- ing activities. Table h.2 indicates that only one of twenty-seven vari- ables was significant beyond the .10 level. Such a result could be due to chance alone given the number of comparisons. However, the variable under question, counselor use of the Dictionary of Occupational Titles, may have been influential to the overall result of the research. The experimental Learning Unit may have encouraged counselors to use the DOT L9 to expand upon the data generated by the Learning Unit. Counselors, already predisposed to use the DOT, may have had more success with the Learning Unit than counselors who did not regularly use the DOT. So ooflono noh o u e cm.m al.m mm cm.m ea.m ea ecoaao onenanoeea eon: mandate om. u e al.? oe.® am 00., be.e ea occnao renew op neaenon some means coauwsuomfi mm. A e mm._ ee.m am ae._ em.m a, accede toe enced memenaaeboe me. u e oc.e me.w mm ac.e ee.e ea neeoeom HmonmoaoeoAnd mean: mm. A e 05., om.e _m mn.e o~.~ he became now new enamored acetone mm._ n e em._ mc.o mm me._ me.» me neoneeoo eeoaao coneuoenooce "co mandamus mo became as. u e oN.e oc.~ mw mm.e om.~ me mundane» censor oceeeeea canoe om. u e o_.e oo.c mm e.a o~.a be . mundane» conenonen «o meson mo.e u e Ne._ om._ mm .o.e on., m_ oadeneon do aceeaz :ofipmasooo am. a e oe.mc oc.mm mm om.ec om.4m ea or wenedfice nxoob Hoeoneod a..- u e om.em cm.co_ mm om.c ow.eo_ m, been cooaondo mm. A e we.. ~_.m mm em.. ms.m 4e eoanaenodan mo memenm em. a e ma. oo.m mm mm._ oN.m m_ componeneenn boa mw.- u e oe.c om.c em om.m . oe.m me been» . coconeodxm wnflaomcsoo deco» whack I ooaofimoaxo eao.u u e em.m cm.m mm mm.N ce.m a, noHoneaoo eonenoaanbeeom e_m. u e om. em.~ on be. ma.~ a, .<.d.c oonHoo o n mx a «m m_ n «2 a u «m w a «2 mecca Hdcoaencacm 50. u ax o, u a me u 2 a u a e u 2 wow mac.e a e mo.e e.~m em em.m m.mm m, om< ocofioefiewem on M c mm x m: candies no name .Ho>-eoz c Hos 111 mowpmwwmpownmno popmaomnecoshoaasm pew candmnmoeoo so mnonwcaoo hoopssao>ucoz paw noopcsao> mo comflnmasoo N.: canoe 51 mo. u a an penoamaeMemc .osam> Hwoflpfipo on» me ammono was or. mo Hoboa Adv madam c «n .pcoamon op newsman sebum mp0: pap obfiunhpcoSp .pCmeauomKo on» Ca pmpwawowuamm coopmwm «noncommeu mpoammcsoo happen mo H¢pOp 4m mo.Fun v Oo.F mp.m mm mm.” P©.N mp mofiocomw ooaaommp psoshoaasm mo one a:.. u e oa.em om.om Fm oe.am ow.ee m_ meaoeae-eaon cooaonoo m mnozoaaso poms mp.u u p op.mm Qa.am mm om.mm 04.0m 4F mamsofiboua op pmhhommp pmoHommO m moapwe pom.F u 9 oo._ op.F am mm. oa.m mp Hencepmadooo mo huwcowpown mo on: we. a p mm.P om.m mm mm.P no.m 4F momma chowpooo> no em: cm. a e we. 00., _N an. ce._ Ne noeofleecce serenaded ac one _ cows 40., u e NN._ ec.m an em._ we.m Fe coherenceea Hocoaeedaoco ac ncoteom or. u wx ON a o: m n no» PP I o: m n we» umadwwooam ucmsoomaa 0p mmooo< occeoaacwnm 8 k. e an x e candies no name .Ho>u:oz “Ho> A.c.eeoov N.e canoe Cgmparisons of Need Profiles as Generated by tpe Minnesota Importance Questionnaire and the Experimental Learning Unit Since the Learning Unit was based on the Theory of Wbrk Adjustment, some empirical verification was needed before it could be called an application of the Theory of Work Adjustment. Since subjects could respond correctly to questions derived from the Theory, there is some indication that the Learning Unit did teach concepts of the Theory. Additional evidence that the Learning Unit systematically applied the Theory of WOrk Adjustment was sought by comparing the need profiles as generated by an instrument already validated as measuring concepts of the Theory with those need profiles as generated by the Learning Unit. The instrument chosen for comparison purposes was the Minnesota Impor- tance Questionnaire (MIQ). The Learning Unit was administered to twenty clients of the state/federal rehabilitation agency. The MIQ was administered to the same persons. The four highest needs from each profile were compared and the matches were as follows Match W b of b O 3 of h 7 2 of h 7 1 of h 5 O of h 1 The probability of hitting 3 of h by chance for one person is approximately 1 in 785 and that for 2 of h is approximately 1 in 70. The overall hit rate was 50%. There does appear to be some systematic congruence between need profiles of the Learning Unit and the MIQ. This result lends further substantiation that the Learning Unit was an application of the Theory of Work Adjustment. 53 Results of the Analyses of Variance This section is organized around each of the eight hypotheses pre- viously presented. Each hypothesis is restated and the summary ANOVA tables for each variable of concern to that hypothesis is provided. The F statistics reported in each table reflect results of the analyses of variance for tests of hypotheses. The dependent variables used within the analyses were examined in multiple series. Therefore, the necessary magnitude of F indicating significance at alpha (a) - .10 fluctuated for each test depending on the number of variables analyzed in each series. The probability values (p) that reach significance at alpha (0) - .10 are noted within each ANOVA table. The required p value necessary to reach significance for each hypothesis test is foot- noted with each table. The p values within each table reflect the values of analyses of variance made in series. Hypothesis 1: The Experimental Group will demonstrate greater knowledge of vocational counseling concepts considered essential by the Theory of Work Adjustment than the Control Group. The scores of the client Knowledge Check were used to test this hypothesis. The client Knowledge Check was administered immediately following treatment exposure. Table h.3 presents the analysis of variance summary which supports hypothesis 1. Sh Table h.3 Comparison on the Client Knowledge Check between Experimental and Control Clients Sources df MS F pa Treatment 1 51.38 30.36 .001b Location 3 2.68 1.58 .22 C:L1 h 5.01 2.96 .0h C:L2 3 .67 .hO .RS C:L3 2 12.30 7.27 .003b C:Lh 2 1.01 .60 .56 TxC:L1 b 8.95 2.92 .obk TxC:L2 3 1.36 .80 .50 TxC:L3 2 3.82 2.26 .13 TxC:Lh 2 3.61 2.13 .1h TxL 3 7.05 b.16 .02 RzTLC 26 1.69 8'A p value of .01h3 was needed for significance. bSignificant at overall alpha (a) = .10. Inspection of Table h.3 indicates that the Experimental Group did know the vocational counseling concepts of the Theory of Work Adjust- ment to a greater extent than the Control Group. The Experimental Group mean score (I) was 7.5 on a scale of 10 as compared to 5.5 for the Con- trol Group. The significant effect within location 3 was caused by a very low score contributed by one experimental client. Hypothesis 2: The Experimental Group will demonstrate greater retention of vocational counseling concepts over approximately one month's duration than the Control Group. Items 19, 20 and 21 of the Structured Interview were designed to measure the knowledge of the clients on Theory of W0rk Adjustment con- cepts. The interview occurred on the average of seven weeks after exposure to treatment. Tables h.h, h.5 and h.6 present the analysis of variance summaries for these items. The analysis does not support hypothesis 2. Table h.b Comparison of Experimental and Control Clients' Use of Theory of Werk Adjustment Concepts to Explain Needs Sources df MS F pa Treatment 1 1.17 3.20 .09 Location 3 .17 .h? .71 C:L1 b .07 .19 .9h‘ C:L2 3 .35 .95 .h3 C:L3 2 .20 .53 .59 C:Lh 2 .07 .18 .8h TxC:L1 b .37 1.02 .h2 TxC:L2 3 .2b .65 .59 TxC:L3 2 .83 2.27 .12 TxC:Lh 2 .75 2.06 .15 TXL 3 .15 0’42 .711 R:TLC 26 .37 a A p value of .OOh2 was needed for significance. Table h.5 Comparison of Experimental and Control Clients' Recall of Theory of werk Adjustment Concepts Seven weeks After Treatment Sources df MS F p8 Treatment 1 .25 .58 .h5 Location 3 .31 .73 .55 C:L1 h .31 .73 .58 C:L2 3 .17 .ho .75 C:L3 2 .06 .15 .86 C:Lh 2 .33 .78 .L7 TxC:L1 h .06 .13 .97 TxC:L2 3 .21 .h9 .69 TxC:L3 2 1.18 2.78 .08 TxC:Lh 2 .1h .32 .73 TxL 3 .23 .55 .65 R:TLC 26 .h2 ‘ aA p value of .OOh2 was needed for significance. 56 Table h.6 Comparison of Experimental and Control Clients' Awareness of the Importance of Their Needs Seven weeks Following Treatment Sources df MS F pa Treatment 1 2.08 5.70 .03 Location 3 .5h 1.h8 .2h C:L1 h .01 .03 1.00 C:L2 3 .39 1.07 .38 C:L3 2 .16 .h5 .65 C:Lh 2 .20 .5h .59 TxC:L1 h .27 .7h .57 TxC:L2 3 .17 .h6 .71 TxC:L3 2 1.2h 3.bO .05 TxC:Lh 2 .06 .17 .8h TxL 3 .07 .20 .89 R:TLC 26 .37 aAp value of .00h2 was needed forsignificance. Tables h.h, h.5 and h.6 indicate that experimental clients did not maintain a working knowledge of the concepts of the Theory of Work Adjustment seven weeks after treatment to a greater extent than control clients. This was so even though the experimental clients did gain a measurably greater knowledge of Theory concepts immediately following treatment. Hypothesis 3: The Experimental Group will appear more employable to their counselors after vocational counsel- ing than the Control Group. The Revised Scale of Employability: Counseling was the rating instrument used for this hypothesis. Counselors were asked to complete this scale immediately following treatment. Tables h.7, h.8, h.9, b.10 and b.11 present the analysis of variance results. The results of these analyses do not support hypothesis 3. 57 Table 8.7 Comparison of Experimental and Control Clients on Adequacy of Work History Subscale of the Scale of Employability as Rated by Their Counselors Sources df MS F Pa Treatment 1 38h.60 .8h .37 Location 3 55.36 .13 .95 C:L1 b 827.20 1.80 .16 C:L2 3 3h1.86 J75 .5h C:L3 2 392.18 .86 .hh C:Lb 2 389.67 .85 .hh TxC:L1 b 218.77 .b8 .75 TxC:L2 3 93.21 .20 .89 TxC:L3 2 1092.19 2.38 .11 TxC:Lh 2 818.89 1.78 .19 TxL 3 8hb.21 1.8h .17 R:TLC 26 858.92 8A p value of .O1h3 was needed for significance. Table h.8 Comparison of Experimental and Control Clients on Appropriateness of Job Demands Subscale of the Scale of Employability as Rated by Their Counselors Sources df MS F pa Treatment 1 786.35 1.35 .25 Location 3 1175.73 2.03 .1b C:L1 t h32.32 1.29 .30 C:L2 3 b2.31 .07 .97 C:L3 2 t0b.73 .70 .51 C:Lh 2 211.89 .37 .70 TxC:L1 b 330.92 .57 .69 TxC:L2 3 105.91 1.82 .90 TxC:L3 2 17h.88 .30 .7b TxC:Lh 2 57.15 .10 .91 TxL 3 1t78.23 2.55 .08 R:TLC 26 580.9u 8A p value of .O1h3 was needed for significance. 58 Table h.9 Comparison of Experimental and Control Clients on Interpersonal Competence: Vocational Subscale of the Scale of Employability as Rated by Their Counselors Sources df MS F (pa Treatment 1 h18.9b 1.25 .27 Location 3 1h79.73 b.h3 .01b C:L1 t h32.32 1.29 .30 C:L2 3 218.86 .66 .59 C:L3 2 1h9.38 .85 .65 C:Lh 2 518.08 1.55 .23 TxC:L1 b 81.21 .28 .91 TxC:L2 3 273.70 .82 .50 TxC:L3 2 331.78 .99 .38 TxC:Lh 2 115.60 .35 .71 TxL 3 769.63 2.30 .10 R:TLC 26 33h.29 aA p value of .O1h3 was needed for significance. bSignificant at overall alpha (a) = .10. Table b.10 Comparison of Experimental and Control Clients on Interpersonal Competence: Social Subscale of the Scale of Employability as Rated by Their Counselors Sources df MS F _pa Treatment 1 395.29 1.h5 .2h Location 3 56.76 .21 .89 C:L1 h 272.57 1.00 .h3 C:L2 3 129.38 .h7 .70 C:L3 2 191.60 .70 .51 C:Lh 2 65h.70 2.h0 .11 TxC:L1 b 25.66 .09 .98 TxC:L2 3 627.12 2.30 .10 TxC:L3 2 155.20 .57 .57 TxC:Lh 2 t57.02 1.67 .21 TxL 3 730.62 2.68 .07 R:TLC 26 273.17 8A p value of .O1h3 was needed for significance. 59 Table b.11 Comparison of Experimental and Control Clients on Language Facility Subscale of the Scale of Employability as Rated by Their Counselors Sources df MS F pa Treatment 1 h6.96 .h3 .52 Location 3 389.25 3.59 .03 C:L1 b 58.0h .59 .71 C:L2 3 30h.77 2.81 .06 C:L3 2 127.h1 1.18 .33 C:Lh 2 1hh.7h 1.33 .28 TxC:L1 b 101.91 .9h .hb TxC:L2 3 215.77 1.99 .1b TxC:L3 2 151.63 1.b0 .27 TxC:Lh 2 1h?.b3 1.36 .28 TxL 3 h18.66 3.86 .02 R:TLC 26 108.h8 8A p value of .01113 was needed for significance. The results of these counselor ratings revealed that the experimen- tal condition did not appear to have an immediate effect in improving the clinical judgement made on the employability of experimental clients by counselors. This was so even for the rating of appropriateness of job demands which is a measure of the suitability of client job goals. Development of suitable job goals was a particular objective of the Learning Unit which was not fulfilled. The significant location effect of Table b.9 appears to be due to the counselors of two locations rating all clients considerably lower on this dimension than the counselors of the other locations. Hypothesis h: The Experimental Group will appear to their counselors to have gained more from rehabilitation services than the Control Group. This hypothesis was analyzed on the basis of the ratings of clients by counselors on the Service Outcome Measurement Form. This rating took 60 place approximately one month following treatment. Tables h.12, h.13, b.1h, h.15 and b.16 present the analysis of variance results of the SOMF subscales and total combined score results which do not support hypothesis h. Table h.12 Comparison of Experimental and Control Clients on Economic/ Vocational Status Scale of Service Outcome Measurement Form Sources df MS F ‘pa Treatment 1 .07 .15 .71 Location 3 1.29 2.56 .08 b C:L1 h 2.80 5.57 .002b C:L2 3 2.87 5.70 .00h C:L3 2 .91 1.81 .18 C:Lh 2 .85 1.69 .20 TxC:L1 h .98 1.98 .13 TxC:L2 3 1.32 2.62 .07 TxC:L3 2 1.73 3.h5 .05 TxC:Lh 2 .38 .75 .h8 TxL 3 1.07 2.12 .12 R:TLC 26 .50 8A p value of .0166 was needed for significance. bSignificant at overall alpha (a) a .10. Table h.12 shows that experimental clients did not indicate a greater economic or vocational status gain over the controls. The significant counselor within location effect in location 1 was due to consistently higher ratings given across groups by one counselor while another counselor rated both groups lower. In location 2 one counselor rated control clients considerably higher than ratings of other clients in that location. 61 Table h.13 Comparison of Experimental and Control Clients on Physical Functioning Scale of Service Outcome Measurement Form Sources df MS F p8 Treatment 1 .O1 .07 .80 Location 3 .03 .29 .8h C:L1 b .85 7.15 .001b C:L2 3 .08 066 059 C:L3 2 .96 8.01 .002b C:Lb 2 .02 .13 .88 TxC:L1 h .18 1.u9 .2h TxC:L2 3 .05 .h5 .72 b TxC:L3 2 .63 5.18 .012 TxC:Lh 2 .37 3.07 .06 TxL 3 .20 1.70 .19 R:TLC 26 .12 8A p value of .0166 was needed for significance. bSignificant at overall alpha (a) = .10. Table h.13 shows there was no significant treatment effect. The presence of several significant counselor-within location effects are due in the first instance to one counselor who rated both groups lower than the other counselors, and in the second instance, one counselor who rated experimental clients higher than the controls. The signifi- cant interaction effect in location 3 was reflected by higher scores given to experimental clients by two counselors while the third rated controls higher. 62 Table h.1h Comparison of Experimental and Control Clients on Adjustment to Disability Scale of Service Outcome Measurement Form Sources df MS F pa Treatment 1 .11 '.16 ,69 Location 3 .59 .86 .h7 C:L1 h .58 .85 .51 C:L2 3 .82 1.21 033 C:L3 2 .87 1.27 .30 C:Lh 2 .17 .25 .78 TxC:L1 t .31 .t5 .77 TxC:L2 3 .82 .62 .61 TxC:L3 2 .01 .02 .98 TxC:Lh 2 1.03 1.52 .28 TxL 3 1.31 1.92 .15 R:TLC 26 .68 7A p value of .0166 was needed for significance. Table h.15 Comparison of Experimental and Control Clients on Social Competency Scale of Service Outcome Measurement Form Sources df MS F p8 Treatment 1 .06 .16 .70 b Location 3 2.38 6.56 .002 C:L1 h .09 .28 .91 C:L2 3 1.36 3.75 .02 C:L3 2 .82 2.28 .13 C:Lh 2 1.h1 3.87 .03 TxC:L1 h .30 .81 .53 TxC:L2 3 .12 .32 .81 TxC:L3 2 .20 .56 .58 TxC:Lh 2 .51 1.39 .27 TxL 3 .83 2.27 .10 R:TLC 26 .36 aA p value of .0166 was needed for significance. bSignificant at overall alpha (a) = .10. 63 Table b.15 indicates a location effect that was significant. This was due to counselors in location 2 rating all clients lower than counselors rating clients in other locations. Table b.16 Comparison of Experimental and Control Clients on Total Service Outcome Measurement Form Score Sources df MS F _pa Treatment 1 6.60 .11 .75 Location 3 131.35 2.11 .12 C:L1 h 153.7h 2.t7 .07 C:L2 3 21.06 .3h .80 C:L3 2 26h.6b 8.25 .03 C:Lh 2 57.16 .92 .h1 TxC:L1 A 63.85 1.03 .t1 TxC:L2 3 73.19 1.18 .3h TxC:L3 2 90.77 1.t6 .25 TxC:Lh 2 1bh.09 2.31 .12 TxL 3 197.10 3.17 .0h R:TLC 26 62.27 8A p value of .0166 was needed for significance. No effects existed when the scale scores were combined to yield a total score of the rehabilitation gain of clients as rated by their counselors. This highlights the overall findings relating to hypothe- sis h. The experimental Learning Unit did not contribute to client gain as perceived by counselors. Hypothesis 5: The Experimental Group will indicate greater gain than the Control Group on selected items of the Rehabilitation Gain Scale. Selected items of the Rehabilitation Gain Scale were incorporated into the Structured Interview (items 25 to 33) which was administered usually by telephone, approximately seven weeks following treatment. Tables h.17 through h.25 present the summary ANOVA for these items. 6h These data do not support hypothesis 5. Table h.17 Comparison of Experimental and Control Clients' Rating of General Physical Health Sources df MS F p? Treatment 1 h.h9 5.55 .03 Location 3 .hh .5h .66 C:L1 11 037 0’46 076 C:L2 3 .17 .21 .89 C:L3 2 .58 .27 .50 C:L’J 2 056 .69 052 TxC:L1 h 1.13 1.39 .26 TxC:L2 3 .73 .91 .h5 TxC:L3 2 .18 .22 .81 TxC:Lh 2 1.69 2.09 .1h TxL 3 2.50 3.10 .08 R:TLC 26 .81 3A p value of .00h2 was needed for significance. Table h.18 Comparison of Experimental and Control Clients' Rating of General Mental Health Sources df MS F (pa Treatment 1 .25 .20 .66 Location 3 .05 .0h .99 C:L1 t 1.10 .88 .h9 C:L2 3 3.39 2.71 .07 C:L3 2 .38 .30 .7h C:Lh 2 2.28 1.82 .18 TxC:L1 b 1.68 1.3L .28 TxC:L2 3 .51 .h1 .75 TxC:L3 2 .26 .21 .81 TxC:Lh 2 2.56 2.05 .15 TxL 3 1.10 .88 .h7 R:TLC 26 1.25 8A p value of .00b2 was needed for significance. 65 Table b.19 Comparison of Experimental and Control Clients' Rating of Likelihood of Gaining Job Goal Sources df MS F p? Treatment 1 9.hO 6.h3 .02 Location 3 2.97 2.03 .13 C:L1 h 1.07 .73 .58 C:L2 3 2.08 1.82 .26 C:L3 2 .76 .52 .60 C:Lh 2 7.68 5.25 .01 TxC:L1 h 1.h6 1.00 .h3 TxC:L2 3 2.39 1.6h .21 TxC:L3 2 .66 .t6 .6b TxC:Lh 2 .91 .63 .5b TxL 3 .h3 .29 .83 R:TLC 26 1.h6 8A p value of .00h2 was needed for significance. Table b.20 Comparison of Experimental and Control Clients' Estimate of Employment Status in One Year Sources df MS F p8 Treatment 1 .52 .29 .60 Location 3 2.51 1.37 .27 C:L1 h 2.05 1.12 .37 C:L2 3 2.23 1.27 .31 C:L3 2 1.6h .90 .h2 C:Lh 2 1.38 .75 .h8 TxC:L1 h 2.18 1.19 .3h TxC:L2 3 1.3t .73 .5h TxC:L3 2 .38 .21 .82 TxC:Lh 2 1.07 .59 .57 TxL 3 1.96 1.07 .38 R:TLC 26 1.83 a’A.p value of .00h2 was needed for'Significance. Comparison of Experimental and Control Clients' Amount of 66 Table 8.21 Leisure Time Spent Alone Sources df MS F pa Treatment 1 120.02 .33 .57 Location 3 907.56 2.h6 .09 C:L1 h 88h.29 2.h0 .08 C:L2 3 27.89 .08 .97 C:L3 2 127.71 .35 .71 C:Lh 2 135.59 .37 .70 TxC:L1 b 886.67 1.32 .29 TxC:L2 3 525.08 1.h2 .26 TxC:L3 2 105.95 .29 .75 TxC:Lb 2 2b5.56 .67 .52 TxL 3 1589.32 b.31 .01 R:TLC 26 369.12 aA p value of .00h2 was needed for significance. Table b.22 Comparison of Experimental and Control Clients' Amount of Time Spent with Family Sources df MS F p8 Treatment 1 9.hO .02 .89 Location 3 107h.1h 2.23 .11 C:L1 h 13h.87 .28 .89 C:L2 3 2h51.39 5.08 .01 C:L3 2 112.09 .23 .79 C:Lh 2 1073.98 2.23 .13 TxC:L1 h 1h1.8h .29 .88 TxC:L2 3 2596.53 5.38 .01 TxC:L3 2 525.6h 1.09 .35 TxC:Lb 2 838.29 .91 .h2 TxL 3 188h.10 3.90 .02 R:TLC 26 ' h82.58 8A p value of .00h2 was needed for significance. 67 Table b.23 Comparison of the Number of Groups, Clubs, and Organizations Experimental and Control Clients Belong To Sources df MS F pa Treatment 1 1.27 1.98 .18 Location 3 .53 .82 .50 C:L1 h 1.28 1.95 .13 C:L2 3 .27 .b1 .7h C:L3 2 1.37 2.09 .1h C:Lh 2 1.03 1.58 .23 TxC:L1 t 1.07 1.68 .19 TxC:L2 3 1.8h 2.81 .06 TxC:L3 2 .38 .59 .56 TxC:Lh 2 .61 .02 .98 TxL 3 .UO .71 .56 R:TLC 26 .65 8A p value of .00h2 was needed for significance. Table h.2h Comparison of Experimental and Control Clients' Level of Financial Independence Following Treatment Sources df MS F pa Treatment 1 3.59 2.22 .18 Location 3 13.33 8.25 .001b C:L1 h 2.05 1.27 .31 C:L2 3 L031 2067 00? C:L3 2 3.73 2.31 .12 C:Lh 2 7.L5 b.61 .02 TxC:L1 h .92 .57 .69 TxC:L2 3 2.25 1.39 .27 TxC:L3 2 1.00 .62 . 5 TxC:Lh 2 1.89 .92 .h1 TxL 3 .83 .52 .68 R:TLC 26 1.62 aA p value of .00h2 was needed for significance. bSignificant at overall alpha (a) = .10. 68 The significant location effect in Table h.2h was due to the poorer standing in terms of financial independence of clients in location h than clients in other locations. This occurred across both treatment groups. Table b.25 Comparison of Experimental and Control Clients' Increase in Income since becoming Rehabilitation Client Sources df MS F (pa Treatment 1 6hh.25 .h8 .h9 Location 3 1198.h5 .90 .h6 C:L1 b 156.83 .12 .98 C:L2 3 829.98 .62 .61 C:L3 2 399.80 .30 .78 C:Lh 2 570.h5 .h3 .66 TxC:L1 h 1357.07 1.02 .h2 Txc:L2 3 186.91 .1h .98 TxC:L3 2 2792.96 2.09 .1h TxC:Lh 2 15hh.93 1.16 .33 TxL 3 222.56 .17 .92 R:TLC 26 1332.89 all p value of .0082 was needed for significance. Overall, these results indicate that clients perceived no gain in a variety of their life's circumstances and activities as a result of their exposure to the experimental treatment. This does not imply that gain or no gain was made since they had become rehabilitation clients. These findings only reveal that the addition of the experimental treat- ment did not improve the gain traditionally achieved by rehabilitation clients. Hypothesis 5 was not supported. Hypothesis 6: The Experimental Group will indicate a greater level of job-seeking activities than the Control Group. 69 Data for this hypothesis was generated from several items con- tained in the Structured Interview (items 1, 8, 5, 9 to 13, 15 to 18, and 28). Clients had, on the average, seven weeks to implement job- seeking behaviors. Tables 8.26 to 8.35 present the analysis of vari- ance results which do not support hypothesis 6. Table 8.26 Comparison of EXperimental and Control Clients' Successful Job Attainment Following Treatment Sources df MS F pa Treatment 1 .07 .95 .38 Location 3 .15 1.95 .15 C:L1 8 .05 .70 .60 C:L2 3 .01 .06 .98 C:L3 2 .01 .08 .93 C:L8 2 .01 .15 .86 TxC:L1 8 .20 2.62 .06 TxC:L2 3 .00 .02 1.00 TxC:L3 2 .00 .02 .98 TxC:L8 2 .00 .08 .96 TXL 3 .021 0117 071 R:TLC 26 .08 aA p value of .0082 was needed for significance. Again, note must be taken that only two clients across the total sample actually attained full-time employment status. 70 Table 8.27 Comparison of the Number of Employers Contacted by Experimental and Control Clients Following Treatment Sources df MS F pa Treatment 1 6.88 1.91 .18 Location 3 .07 .02 1.00 C:L1 8 8.82 1.28 .32 C:L2 3 30118 .97 0’43 C:L3 2 2.81 .78 .87 C:L8 2 18.19 3.97 .03 TxC:L1 8 3.83 .96 .85 TxC:L2 3 6.08 1.70 .19 TxC:L3 2 .89 .18 .87 TxC:L8 2 20.38 5.69 .01 TxL 3 6.87 1.81 .17 R:TLC 26 3.56 aA p value of .0082 was needed for significance. Table 8.28 Comparison of the Number of Other Persons Contacted by Experimental and Control Clients Regarding Employment Following Treatment Sources df MS F p8 Treatment 1 .98 .35 .56 Location 3 .88 .17 .91 C:L1 8 2.87 .89 .89 C:L2 3 1.72 .62 .61 C:L3 2 .65 .23 .80 C:L’J 2 055 .20 .88 TxC:L1 8 2.92 1.05 .80 TxC:L2 3 .72 .26 .85 TxC:L3 2 2.16 .78 .87 TxC:L8 2 .87 .17 .85 TxL 3 1.69 .61 .62 R:TLC 26 2.79 8A p value of .0082 was needed for significance. 71 Table 8.29 Comparison of Experimental and Control Clients' Knowledge of Initial Income Rate of Their Job Goals Sources df MS F pa Treatment 1 .25 .80 .38 Location 3 .83 1.38 .27 C:L1 8 .26 .83 .52 C:L2 3 .28 .76 .53 C:L3 2 .07 :23 .80 C:L8 2 .68 2.08 .15 TxC:L1 8 .23 .75 .57 TxC:L2 3 .06 .20 .90 TxC:L3 2 .27 .87 .29 TxC:L8 2 .35 1.18 .38 TxL 3 .28 .91 .85 R:TLC 26 .31 “V 8A p value of .0082 was needed for significance. Table 8.30 Comparison of Experimental and Control Clients' Knowledge Following Treatment of Where Job Goals can be Obtained Sources df MS ,_, F (pa Treatment 1 .03 .11 .78 Location 3 .05 .15 .93 C:L1 8 .28 .98 .83 C:L2 3 .06 .21 .89 C:L3 2 .80 1.38 .27 C:Lh 2 015 053 059 TxC:L1 8 .08 .27 .90 TxC:L2 3 .82 1.88 .25 TxC:L3 2 .37 1.29 .29 TxC:L8 2 .09 .30 .78 TxL 3 .33 1.15 .35 R:TLC 26 .29 8A p value of .0082 was needed for significance. 72 Table 8.31 Comparison of Experimental and Control Clients' Knowledge Following Treatment of Type of Vocational Training Needed for Job Goals Sources df MS F pa- Treatment 1 .OO .01 .93 Location 3 .35 1.38 .27 C:L1 LA 031 1.2; 032 C:L2 3 .06 .22 .88 C:L3 2 .22 .88 .83 C:L8 2 .26 1.02 .37 TxC:L1 8 .06 .28 .92 TxC:L2 3 .18 .56 .65 TxC:L3 2 .07 .27 .77 TxC:L8 2 .00 .01 1.00 TxL 3 .10 .38 .77 R:TLC 26 .25 8A p value of .0082 was needed for significance. Table 8.32 Comparison of Experimental and Control Clients' Knowledge Following Treatment of Where Training for Job Goal can be Obtained Sources df MS F (pa Treatment 1 .02 .73 .79 Location 3 .55 2.20 .11 C:L1 11 023 090 01.18 C:L2 3 .06 .23 .87 C:L3 2 .20 .80 .86 C:L8 2 .OO .00 1.00 TxC:L1 8 .18 .73 .58 TxC:L2 3 .13 .50 .69 TxC:L3 2 .28 .98 .80 TxC:L8 2 .28 .96 .80 TxL 3 .17 .68 .57 R:TLC 26 .25 aAp value of .0082 was needed for significance. 73 Table 11.0 33 Comparison of Experimental and Control Clients' Knowledge of Duration of Training for Job Goal Sources df MS F pa Treatment 1 .07 .35 .56 Location 3 .13 .68 .60 C:L1 8 .80 1.90 .18 C:L2 3 .18 .68 .58 C:L3 2 .32 1.52 .28 C:L8 2 .06 .27 .77 TxC:L1 8 .06 .30 .88 TxC:L2 3 .33 1.56 .22 TxC:L3 2 .07 .35 .71 TxC:L8 2 .73 3.86 .05 TxL - 3 .81 1.96 .15 R:TLC 26 .21 8A p value of .0082 was needed for significance. Table 8.38 Comparison of Experimental and Control Clients' Rating Activity Following Vocational Counseling of Sources df MS F pa Treatment 1 .00 .OO .95 Location 3 1.17 1.97 .18 C:L1 8 .53 .89 .88 C:L2 3 1.80 2.38 .10 C:L3 2 .13 .21 .81 C:L8 2 1.06 1.78 .19 TxC:L1 8 1.57 2.63 .06 TxC:L2 3 .88 .80 .51 TxC:L3 2 .08 .13 .88 TxC:L8 2 .06 .11 .90 TxL 3 1.15 1.93 .15 R:TLC 26 .60 aAp value of .0082 was needed fer'significance. 78 Table 8.35 Comparison of Experimental and Control Clients' Recall Seven weeks Following Treatment of Job Goal Made with Counselor Sources df MS F pa Treatment 1 .52 .97 .38 Location 3 .79 1.88 .25 C:L1 8 .77 1,83 .25 C:L2 3 .19 .36 .78 C:L3 2 .52 .96 .80 C:L8 2 .71 1.32 .28 TxC:L1 8 .68 1.25 .31 TxC:L2 3 .50 .93 .88 TxC:L3 2 .11 .21 .81 TxC:L8 2 .06 .11 .89 TxL 3 .81 1.50 .28 R:TLC 26 .58 8A p value of .0082 was needed for significance. Inspection of Tables 8.26 to 8.35 indicates experimental clients did not participate in more job-seeking activities. Nor did they increase their knowledge of their chosen job goal beyond that of the control clients. Finally, they were no more able to recall their job goal made in counseling than control clients. Hypothesis 7: The Experimental Group will indicate more satisfaction concerning their vocational counseling experience with their counselors than the Control Group. Items for this hypothesis were included in the Structured Inter- view (items 22 and 23). Tables 8.36 and 8.37 present the analysis of variance associated with these items. Hypothesis 7 was not supported by these results. 75 Table 8.36 Comparison of Experimental and Control Clients' Level of Satisfaction with Vocational Counseling Seven Weeks Following Treatment Sources df MS F pa Treatment 1 .07 .16 .69 Location 3 .88 1.91 .15 C:L1 8 .67 1.86 .28 C:L2 3 2.72 5.89 .003b C:L3 2 .89 1.06 .36 C:L8 2 .25 .53 .60 TxC:L1 8 .86 1.87 .15 TxC:L2 3 .28 .60 .62 TxC:L3 2 .02 .03 .97 TxC:L8 2 .56 1.22 .31 TxL 3 2.22 8.81 .01 R:TLC 26 .86 aA p value of .0082 was needed for significance. bSignificant at overall alpha.(a) level of .10. The significant counselor effect within location 2 was due to one counselor at that location being rated low by both groups of clients in terms of vocational counseling received and a second counselor receiving considerably lower ratings from experimental clients. 76 Table 8.37 Comparison of Experimental and Control Clients' Level of Satisfaction with Their Vocational Goal Seven Weeks Following Treatment Sources df MS F pa Treatment 1 .81 .96 .38 Location 3 .73 .87 .87 C:L1 8 1.09 1.29 .30 C:L2 3 2.17 2.56 .08 C:L3 2 1.18 1.35 .28 C:L8 2 .66 .78 .87 TxC:L1 8 .67 .80 .58 TxC:L2 3 1.78 2.06 .13 TxC:L3 2 .23 .27 .77 TxC:L8 2 .57 .67 .52 TxL 3 1.28 1.51 .28 R:TLC 26 .85 aA p value of .0082 is needed for significance. Table 8.37 reveals that the experimental condition did not increase satisfaction with vocational counseling beyond the satisfac- tion acknowledged by control clients with traditional procedures. Hypothesis 8: The Experimental Group will proceed through the rehabilitation process more quickly than the Control Group following exposure to treatment conditions. Rehabilitation status changes were recorded for clients of both groups. Table 8.38 presents the analysis of variance of the amount of status change. Hypothesis 8 was not supported by the data. 77 Table 8.38 Comparison of Experimental and Control Clients' Status Changes Following Treatment Sources df MS F p8 Treatment 1 .13 .15 .71 Location 3 2.59 2.93 .05 C:L1 8 .76 .86 .50 C:L2 3 1.51 1.70 .19 C:L3 2 8.86 9.57 .001b C:L8 2 .68 .72 .50 TxC:L1 8 .20 .23 .92 TxC:L2 3 . 85 . 96 .83 TxC:L3 2 8.06 8.59 .02 TxC:L8 2 1.80 2.08 .15 TxL 3 6.65 7.52 .001b R:TLC 26 .86 8A p value of .0062 was needed for significance. bSignificant at overall alpha (8) level of .10. The significant effect within location 3 of Table 8.38 was due to the more rapid movement through the rehabilitation process of experimental clients of one counselor. The treatment by location interaction that is significant was due to the relatively rapid rate experimental clients moved through the process in location 3, while control clients in location 2 moved through relatively quicker than experimental clients. The rapid rate of location 3 experimental clients was attributed mainly to the one counselor causing the location effect previously noted. In spite of the fact that one counselor's clients moved through the process more quickly in association with the experimental treatment, no overall effect was apparent. Counselor Evaluation of the Learning Unit The counselors who participated in the research were requested to evaluate the Learning Unit as a counseling tool. Thirteen of the 78 fifteen participating counselors returned usable ratings. The results are tabulated in Table 8.39. Table 8.39 Tabulation of Counselor Ratings of the Learning Unit Ratings Item Definitely Somewhat Not at All 1. Client understanding of need for vocational counseling improved ... 2 10 1 2. Client integrated Learning Unit to rehabilitation program ... 2 10 1 3. Counselor enjoyed Unit more so than other vocational counseling tools ... 6 8 3 8. Counselor used results of Unit more so than other vocational counseling tools ... 5 6 2 5. The Learning Unit can speed up the rehabilitation process ... 1 11 1 6. The Learning Unit was integrated into regular procedures without difficulty ... 7 3 3 7. The Learning Unit would be recommended to other counselors ... 8 8 1 Also, ten of the thirteen counselors would continue to use the Learning Unit if it were available. Several of the counselors provided recommendations. Some of these were as follows: 1. ...I would use it in shortened form. I think the client could learn from it and they did seen to enjoy it. 79 2. Constant exposure to the Unit would make it easier to use. The Unit does have value as long as the client is fairly intelligent. 3. I would suggest using this Unit in the initial phase of the rehabilitation process as a screening device and reality counseling tool check to determine preliminary feasibility of client job goals. 8. Great tool! It gives clients instant feedback which Kuder and Strong vocational tests do not. 5. If graphs and charts were used the Unit might be used by some of the clients with lesser abstract abilities. The overall impression from ratings and comments was that the Unit was positively received. Some counselors questioned whether the Unit was too difficult for some clients, suggesting clients should be screened before being exposed to it. Counselors seemed to prefer using the Unit early in the rehabilitation process. However, those counselors most dissatisfied with the Unit used the Unit as part of intake pro- cedure. This might have made it burdensome for clients and counselors alike since so much else was typically done at that time. Results of the Cluster Analysis Cluster analysis was performed on forty-seven variables on which data were collected during this research. Two general client outcome measures were completed by the counselors. These were the Scale of Employability: Counseling, completed by the counselor immediately fol- lowing treatment indicating potential client outcome, and the Service Outcome Measurement Form, completed by the counselor at least one month after treatment. The Structured Interview, which solicited outcome information from clients, was collected approximately seven weeks after treatment. Data from the Structured Interview were concerned with client job-seeking behaviors such as job attainment, client knowledge 80 of Theory of Work Adjustment concepts, and client satisfaction with vocational counseling received from their counselors. It was antici- pated that the cluster analysis would yield information regarding the relationships among outcome measures, as well as whatever relationships existed between job-seeking behaviors and the other variables. Job- seeking behaviors were the outcome criteria used to measure the effective- ness of the counseling innovation researched by this project. It was anticipated that the cluster analysis would indicate what, among the variables measured, was most closely associated with job-seeking. The resulting correlation matrices of interest are presented in this sec— tion, as well as the dimension structure of the cluster analysis. Both treatment samples were combined, yielding a total N of 56 for these correlational analyses. The first matrix presents the correlations of the job-seeking activities with variables of interest. These correlations are presented in Table 8.80. The job-seeking variables identified by number within Table 8.80 and subsequent tables are as follows: No. 35: Obtaining a job No. 36: Number of employers contacted No. 37: Other persons contacted No. 38: Knowledge of initial income of job goal No. 39: Knowledge of where job goal can be found No. 80: Knowledge of training needed for job goal No. 81: Knowledge of where training can be obtained No. 82: Knowledge of length of training No. 89: Client activity as a result of vocational counseling The variables of interest are identified as follows: No. 2: Age No. 3: Sex No. 11: Years of schooling No. 27: Exposure to the Learning Unit No. 29: Adequacy of previous work history (counselor rating) 81 Table 8.80 Correlation Matrix of Job-Seeking Behaviors with Variables of General Interest Variables of Job-Seeking_Behaviors General Interest 35 36 37 38 39 L8. 81 82 89 2 -.23* -.02 -.18 -.19 .09 .18 .16 .10 .16 3 -.05 .31* .23* .32* -.18 .18 .03 -.09 -.15 11 .20 .08 .22* .33* .15 .01 .08 .01 -.23* 27 .18 .08 -.11 -.17 -.18 .12 .08 .00 .02 29 -.08 .10 .28* .02 .16 .25* .17 .18 .09 *r i .22 at a = .10; N = 56 Inspection of Table 8.80 indicates little consistent correlation among these variables. The significant relationships could almost be accounted for by chance. There was a slight trend suggesting that as age increased job-seeking decreased. There was also a slight trend sug- gesting males participated in more job-seeking activity than females. Exposure to the Learning Unit showed no relationship to job-seeking behaviors, while years of schooling and an adequate job history showed slight positive trend. Caution must be taken regarding the variable of obtaining a job since only two clients of the total fifty-six actually achieved full-time employment status. Both were from the Experimental Group. Also of interest are how well the various outcome measures antici- pated and related to these essential job-seeking behaviors. It would seem that a successful rehabilitation outcome would depend to a great extent on these behaviors. If these outcome measures are valid, relationships of at least moderate strength should have occurred. 82 Table 8.81 presents the correlation matrix of the job-seeking behaviors with those variables measured by the Revised Scale of Employability: Counseling (RSEC). The job-seeking variables are numbered as given on page 80. The variables of the RSEC are as follows: No. 30: Appropriateness of job demands No. 31: Interpersonal competency - vocational No. 32: Interpersonal competency - social No. 33: Language facility No. 38: Prominance of handicap Table 8.81 Correlation Matrix of Job-Seeking Behaviors with the Subscales of the Revised Scale of Employability: Counseling Job-Seeking Behaviors Subscales 357 35 37 38 39 80 W81 82 789 30 .18 .01 .19 .19 -.06 .17 .22* .18 .00 31 .16 .06 .25* .12 .10 .02 .01 .08 .18 32 .18 .18 .23* .16 .13 .05 .16 .16 .12 33 .11 -.10 .17 .19 -.03 .01 -.02 -.06 -.03 38 .08 .22* -.07 .05 -.13 .18 .38* .25* .25* *r i .22 at alpha 0:) = .10; N = 56 This correlation matrix indicates only very little relationship between the subscales of the RSEC and job-seeking behaviors. There was a slight positive trend, but not one that had utility. 0f slight interest is the stronger correlations of the Prominance of Handicap Scale. It seems a less prominent handicap was associated with increased job-seeking behaviors. Table 8.82 is the matrix containing the correlations of the scales of the Service Outcome Measurement Form (SOMF) with the job-seeking behaviors. The job-seeking behaviors are numbered as given on page 80. 83 The scales of the SOMF are identified as follows: No. No. No. No. No. 83: 8h: 85: 86: 87: Economic/vocational status Physical functioning Adjustment to disability Social competency Total SOMF score Table he ’42 Correlation Matrix of Job-Seeking Behaviors with the Scales of the Service Outcome Measurement Form Job-Seeking_Behaviors SOMF Scales 35 36.8 37 38’ 39 HO #51 h2 h9 83 .20 .15 .11 .13 -.09 -.02 -.02 -.08 -.12 8h .Ob .28* -.1o -.11 .08 .1b .1h -.01 .01 85 .02 .05 .08 .03 .u6 .06 .33* .06 .05 86 .09 .15 .23* .1h .07 -.09 .00 .01 .16 8? .15 .22* .10 .09 .01 .05 .1h -.02 .01 ..V ”r 3 .22 at alpha (a) = .10; N = 56 Table h.h2 reveals that for the SOMF as for the Scale of Employa- bility no consistent, moderate correlations were obtained. The final outcome measures used in this research were selected items from the Rehabilitation Gain Scale. the other outcome measures in that they were responded to by the clients directly and were not assessed by the counselor. the matrix of correlations between the same job-seeking behaviors These items differed from Table h.h3 presents defined as given on page 80 and the Rehabilitation Gain Scale (RGS) items, which are defined as follows: No. No. No. No. No. 50: S1: S2: 53: 5h: Client rating of physical health Client rating of emotional health Client anticipation of attaining job goal Client projection of future employment status Amount of leisure time spent alone by client 8h No. 55: Amount of time spent with family No. 56: Organization, club, and group membership No. 57: Level of client financial independence No. 58: Increase in client income Table h.h3 Correlation Matrix of Job-Seeking Behaviors with Selected Items of the Rehabilitation Gain Scale Job-Seeking Behaviors Gain Scale 35*’ 36 37 38 39 no h1 h2 u9 So .01 .28* .05 .02 .33* -.1o .11 -.09 -.2o 51 -.01 .10 -.0h .12 .06 .02 .09 .02 .02 52 .13 -.08 .18 .08 .21 .26* .25* .21 -.03 53 -.09 .2h* -.12 .18 .02 -.06 -.28* -.2u* .06 Sh .15 .03 .08 .15 -.1o .01 .09 .17 .21 SS -.13 -.02 -.09 .0h .07 .003 .10 .1h -.03 56 .03 -.1o -.05 .02 .13 -.05 -.18 -.21 -.1o 57 .21 .11 .01 .18 -.oh -.1h .01 .01 -.18 58 .08 .35* -.12 .29* .16 -.38* -.12 -.18 -.or *r a .22 at alpha (a) = .10; N = 56 The Rehabilitation Gain Scale items also showed little consistent relationship with job-seeking behaviors. Several correlations approaced moderate strength in relation to number of employers contacted. However, there were several relationships of Gain Scale items with job goal know- ledge variables which were in the negative direction. An overall implication of the apparent lack of consistent relation- ships between outcome measures and job-seeking behaviors is that these measures may not have truly assessed rehabilitation outcome or that job- seeking behaviors did not necessarily indicate that a satisfactory outcome 85 had occurred or would be likely to occur. Possibly, no relationships exist at all. The interrelationships of the various outcome measures are also of interest. Table b.hh presents the intercorrelation matrix of the three outcome measures used. The identifying notation is identical to that used previously. 86 am - 2 mo.. - .av «gnaw am ma. A a. - mm so. - 4m ... mm. - . mm P o m o o I m.. «a. mm. Na. - .m Oddow aaaaaaaaoaaem mo. no.- on. mm. mm. - cm .N. mm. m.. 0.. No.- m.. - .m mo. m..- no.- a..- mo.- mo. mo. - \ om m..- No. mo. m..- so.- w..- .~.- so. - mm m.. .o.- mm.- No.- mo.. mo. o..- .o.- m..- - 4m ao.- mo.- mo. a..- o..- am. m..- mo. m~.- a.. - mm m.. ow. no. ao.- ac. N..- .o.- co. ... ~..- .o.- - «m .o.- 0.. m.. «4. ON. a.. m.. .o.- ~..- No.- a.. a..- - .m .0. so.- mo.- «o. .o.- 0.. mm. .o.- No. -.- ...- ...- m.. - . om .oHaom game m.. m4. mm. no. me. an. on. mo. o..- a..- no.- no.- mm. n.. - we mo. ram. ow. mm. .0. m.. m.. N.. oo.- mo.- oo.- o..- mm. am. no. - . ow mo. cm. .4. oo. no. em. 0.. mo. m..- ...- ~..- mo. .m. N.. 4.. .m. - . mm so. 04. mo. am. ... mo. 5.. m.. no. mo.- ~.. .0. .m. o.. om. ... .m. - go ON. ... .m. .4. on. 04. cm. 00. :~.- m.u- .o.- mo.- ... mo. ca. om. an. «N. - no m.. mm. cm. 44. mm. mm. aw. mo.- mo. .o.- mo.- .0. so. om. we. 04. mm. am. am. - mm .mm an mm mm .m .mm .m mm mm am mm mm .m om am on -mn an mm mm, axon mmawom mpwawnmmoaaem msouH mamom :fiwo mmawom mzom mmuzmwmz oEoopso HH< no waned: cofipmaouhoouoch 44.4 ...a. 87 Inspection of Table h.hh indicates that the SOMF and the Employa- bility Scales were internally consistent, eSpecially so for the SOMF. This was not true for the Gain Scale items. There was little internal consistency, but that was considered a desirable feature of the Gain Scale's construction. There was also moderate relationship between the SOMF and the Revised Scale of Employability, possibly reflecting that both were completed by the counselor. There was virtually no relation- ship between the Gain Scale items and the SOMF or the Employability Scale. Ratings done by clients and their counselors showed little correspondence. Also of interest is the association between counseling process variables and job-seeking behaviors. Table h.h5 presents this matrix. Job-seeking behaviors are given on page 80. The counseling process variables are defined as follows: No. 1: Rehabilitation status at time of vocational counseling No. 30: Appropriateness of job goal (counselor rating) No. h3: Job goal agreement with counselor No. L7: Client satisfaction with vocational counseling No. h8: Client satisfaction with vocational goal No. 82: Counselor rating of client case difficulty 88 Table h.b5 Correlation Matrix of Counseling Process Variables and Job-Seeking Behaviors Process Job-Seeking Behaviors Variables 33 36’ 37 38 39 fiHO h1 h2 4L9 1 .22* .06 -.01 .01 -.08 .06 .05 .16 -.08 30 .1h .01 .19 .19 -.06 _.17 .22* .18 .oo 83 .00 .11 .18 .12 .12 .3o* .10 .10 .10 h? .12 .08 .12 .02 -.02 .13 .26* .2s* .58* 88 .16 .08 .13 .10 .2h* .29* .26* .23* .88* 82 .13 .21 .11 .07 .19 .09 .20 .13 .09 *r: .22 at alpha (0:) = .10; N = ‘56 Table b.bS indicates that satisfaction with vocational counseling and the vocational goal on the part of the client tended to correspond to an increase in knowledge of occupational information and subsequent client activity. This was a reasonable expectation since a satisfactory relationship with a counselor should have facilitated information flow between client and counselor. Counselor rating of case difficulty did not seem to be associated with eventual job-seeking behavior. Of final interest is the relationship between variables associated with the Theory of Work Adjustment and job-seeking behaviors. Table b.h6 presents this correlation matrix. Job—seeking behaviors are identi- fied as given on page 80. Theory of'Work Adjustment variables are as follows: No. 28: Score on knowledge check of Theory concepts No. hh: Client concept of need as per Theory of Work Adjustment No. hS: Knowledge of Work Adjustment concepts over time No. ho: Client ability to Specify needs as per Theory of WOrk Adjustment Correlation Matrix of Theory of Wbrk Adjustment Variables 89 Table h.86 and Job-Seeking Behaviors Work Adjustment Job-SeekinggBehaviors Concepts 35' 36 37 38’ 39 no h1 h2 h9 28 .18 .06 -.06. .05 .17 -.07 .03 -.07 .oo 88 .19 .33% .31* -.15 -.08 .06 -.oh .07 .00 us -.07 .23* .09 .03 -.17 -.06 .ou -.01 .00 he -.08 .02 -.17 -.0h .03 -.06 -.23* -.11 -.06 *r i .22 at alpha «1) = .10; N - 56 Table h.h6 shows little association between a client's working knowledge of Theory of work Adjustment concepts and subsequent job- seeking behaviors. The cluster analysis defined six dimensions which accounted for .9h of the variance among the variables. variables and variable loadings are as follows: Dimens The clusters with their ions Variable Loadings Cluster 1: The Experimental Condition 1. 2. Exposure to Learning Unit Score on knowledge check Cluster 2: Counselor Rating of Client Potential GDNO‘U‘LC'b-de o 12. and Client Outcome Client gain as rated by counselor Interpersonal competence - vocational Client adjustment to disability Interpersonal competence - social Appropriateness of job demands Client case difficulty Economic/vocational status of client Social competency Language facility Weekly earnings of client Adequacy of work history Physical functioning .99 .h8 .82 .h7 9O 13. Prominance of handicap .hS Cluster 3: Client Knowledge and Use of Occupational Information 1. Knowledge of training needed .82 2. Knowledge of length of training .72 3. Knowledge of where training can be obtained .70 h. Lack of income increase since becoming client .39 5. Other persons contacted about employment .33 6. Client estimate of future employment status .33 7. Client estimate of eventually gaining job .32 goal Cluster h: Client Satisfaction with Counseling 1. Client satisfaction with vocational .77 counseling 2. Client action response to counseling .71 3. Client satisfaction with job goal .70 Cluster 5: Client Knowledge of Theory of Work Adjustment Concepts 1. Knowledge of Work Adjustment concepts .6h 2. Number of employers contacted .39 3. Personal needs as per Theory of WOrk .33 Adjustment Cluster 6: Client Demographic Characterictics and Obtaining Employment 1. Being younger at time of treatment .63 2. Being younger at time of disablement .52 3. Obtaining a job .51 h. Fewer occurrences of secondary disability .h1 5. Knowledge of initial income rate of job .37 goal 6. Years of schooling .37 7. Level of financial independence .3h 8. -Economic/vocational status .32 To conclude the reporting of results, Table h.h7 presents the intercorrelation matrix between the six dimensions. 91. Table h.h7 Intercorrelation Matrix of the Six Clusters Defined by Cluster Analysis Cluster Cluster 1 2 3 h _§ 6— 1 - -.07 .oo -.08 .26* .02 2 - .0b .23* -.03 .10 3 - .33* -.18 -.21 h - -.21 -.11 S - -.08 6 - *r 3 .23 at alpha (a) = .10; N = 56 Table h.h7 reveals that the clusters were relatively independent. Cluster 3 and Cluster b show the strongest, but still very moderate association, indicating again that client satisfaction in counseling seemed to accompany greater client knowledge and use of occupational information. This table highlights that counseling is a varied activity that yields a variety of results. This suggests that any evaluation of counseling process and outcome requires multivariate measurement. Summary of Results 1. There was no difference between experimental and control clients on all fifteen demographic variables analyzed. There was only one significant difference between participating and non-participating counselors on a total of twenty-seven analyzed. 2. The Learning Unit appeared to systematically reflect the con- cepts of the Theory of Work Adjustment and could be described 3. 92 as an application of the Theory. The Learning Unit did not yield any significant client gains as reported by counselor and client on any criterion variable other than on a knowledge check of Work Adjustment Theory concepts immediately after treatment. This effect was not maintained over time. In general, counselors rated the Learning Unit positively and would continue to use it. Cluster analysis revealed little relationship among the out- come measures themselves, nor with the criterion of job- seeking. Satisfaction with counseling, counselor rating of client potential, as well as client knowledge and use of occupational information, were basically unrelated to outcome. Certain demographic variables, notably age, indicated a relationship to job attainment. CHAPTER V DISCUSSION Introductory Statement This research was primarily interested in two basic questions. In general, these questions could be restated as: 1. Can an application of the Theory of Work Adjudtment to voca- tional counseling affect the job-seeking activity of clients, and, thus, the eventual outcome of rehabilitation services? 2. How do the various outcome measures relate to one another; how well do they reflect outcome; how well do counselors and clients agree regarding outcome? The research findings and implications that relate to these gen- eral questions will be discussed separately. Results and Implications Regardingthe Application of the Theory of work Adjustment The Learning Unit, developed as an application of the Theory of Work Adjustment, did seem to teach the basic concepts of the Theory. Clients were able to respond accurately to a knowledge check containing questions derived from the Theory after being exposed to the Learning Unit. Control clients were not able to respond accurately. The Learn- ing Unit also reflected quite systematically, the need profile as ./ 93 9h generated by the Minnesota Importance Questionnaire, an instrument val- idated according to the Theory of werk Adjustment. It could be reasoned then, that the Learning Unit was indeed an application of the Theory of work Adjustment. In spite of the Learning Unit's congruence with the Theory, it did not have any consequent effect on a series of measures relating to reha- bilitation outcome. It was hypothesized.that job goals, as derived from the Unit, would have a motivational influence on the job-seeking behaviors of clients. Experimental and control clients, however, reported no differences. Clients also reported no differences over a series of items that had been related to rehabilitation outcome. Coun- selors also saw no differences between clients in potential outcome, as well as actual outcome. Several factors may have influenced these results. First, clients did not maintain their knowledge of the Theory concepts. ‘Within seven weeks there were no differences on knowledge of Theory concepts between experimental and control clients. The Learning Unit procedures were not powerful enough to maintain knowledge or promote motivated job-seeking behaviors. Several clients reported that they were not able to discuss the results of the Unit with their counselors as fully as they would have liked. Although.a follow-up with the counselor was part of the Learning Unit procedure, this might not always have occurred satisfactorily. A second factor possibly influencing the results was the poor employment situation occurring during the period of the research. Unemployment figures were 15% or higher in each of the experimental locations. Relatively few clients were successful finding jobs, which 95 could have reduced their overall motivation to seek jobs. Many clients expressed interest in schooling and training rather than direct place- ment. Counselors too, were mainly organizing plans to develop training opportunities for their clients which could explain the relatively slow rate of status changes occurring across clients of both treatment conditions. A third factor behind the relatively low rate of job-seeking on the part of the clients could be that they did not have adequate skills to do so. Over the course of seven weeks they averaged less than two employer contacts. Only about half of the clients had developed suf- ficient knowledge about their job goals to begin looking for the job. This implies that systematic attempts should be made to assess client job-seeking ability and to develop remedial training for those who don't know how to find a job. A fourth factor that could have contributed to these results may have been that the measurements used were inappropriate. One counselor suggested that the Unit could best be used as a screening device to improve the cost/effectiveness ratio of service delivery. It was reasoned that the Unit could indicate unrealistic client aspirations sooner than other approaches; this was not measured. Also, the con- cepts of the Theory of WOrk Adjustment are best measured in an actual employment situation. Few clients obtained employment, thus limiting the usefulness of such measures at the point in time the research was conducted. Other factors could also be attributed to the measurements them- selves. The second knowledge check items and the items measuring client satisfaction with vocational counseling, both embedded in the 96 Structured Interview, may have been too insensitive to differences be- tween the treatment groups, Also, two of the outcome measures used, the Service Outcome Measurement Form, and the items from the Gain Scale, contain items that directly explore gains in client employment status. Since so few clients achieved employment, these measures could not be expected to show differences. However, lack of client employment should not have affected measurable differences on other aspects of gain, since these outcome scales supposedly measure such gains as increased physical and social functioning that are thought to be independent of client employment status. It must be emphasized that in no way do these findings imply that the Theory of Work Adjustment has no utility for rehabilitation. In the first instance, clients did not maintain their knowledge of the Theory. Therefore, it is unclear as to whether the Learning Unit was too weak to maintain the knowledge it taught or the Theory concepts were not sufficient to generate client job-seeking behavior. Secondly, the positive counselor attitudes towards the Theory as explicated by the Unit, indicated that the Theory and the Unit made sense to their counseling activities. Follow-up findings of this research implied that Clients' knowledge of occupational information was associated with satisfactory vocational counseling experiences with their counselors. Counselors, therefore, may want to use an instrument such as the Unit, as it increased their own enjoyment and satisfaction with vocational counseling. In addition, as already mentioned, a better test of the Theory would more appropriately be made after employment had occurred and been maintained for at least two months. It is possible, however, that the Theory of Work Adjustment could be better applied during 97 periods of general economic expansion. The Theory postulates that people have a wide variety of needs that can be fulfilled by various occupations. During the recessionary economy in which this research was conducted, people might have had a singular economic need that transcended other concerns. This was at least true for the rehabili- tation clients who were subjects of this research. They were over- whelmingly concerned with their financial security. In summary, the addition of the Learning Unit to the counseling process added little to measured outcome. Nor did it seem to improve client job-seeking behaviors beyond traditional procedures. The Unit did make a favorable impression on most counselors who used it. More extensive counselor follow-up using the results of the Unit as a base, may have encouraged greater levels of client outcome. Also, as part of follow-up procedures to the Unit, a job-seeking skills assessment and training program may have facilitated better client job-seeking behaviors. The Relationship Among the Various Outcome Measures Using job-seeking behaviors as the criterion for outcome of this research, three instruments validated as outcome measures of rehabili- tation service delivery were cluster analyzed with these job-seeking behaviors and other variables. This assumed that job-seeking behaviors are related to eventual successful rehabilitation outcome, which, by law, must include a gain in employment potential. The three outcome measures used were the Revised Scale of Employability: Counseling (RSEC), Service Outcome Measurement Form (SOMF), and items from the Rehabilitation Gain Scale (RGS). 98 The cluster analysis indicated that there was little meaningful association among any of these measures and job-seeking behaviors. The cluster analysis also indicated that job-seeking behaviors, including knowledge of occupational information, also seemed to be unrelated to actually finding employment. The depressed employment situation during the time of the research could have contributed to this situation. However, the implication of this research is that finding employment for rehabilitation clients is more conditional on demographic factors such as age, age at initial employment, years of schooling, and a favorable economic status. Again, too few clients actually gained employment to shed much light on job-seeking or other counseling activities as related to obtaining a job. The cluster analysis also revealed little correlation between out- come as viewed by the counselor and outcome from the client's perspec- tive. The SOMF and the RSEC, both completed by the counselors, were related but showed no relationship to the RGS items which were solicited from the client. This implied that research relying on just one of these two sources for outcome measurement could yield results that tell only half the story. It seemed that both sources should be considered when outcome research is being conducted. Also of interest from the cluster analysis was that certain coun- seling process variables, including counselor/client agreement on the client's vocational goal and the client's satisfaction with vocational counseling, had little relationship with client job-seeking activity. It is apparent that favorable counselor projections of client rehabili- tation potential had little relationship with anything including client outcome, client satisfaction with counseling, or client job-seeking 99 behaviors. Incorporating counseling concepts such as the Theory of Work Adjustment, did not seem to strengthen the effect of rehabilita- tion services on client outcome regardless of how it was measured. The perception by a client of a satisfying counseling relationship was associated with an increased knowledge and use of occupational infor- mation, but again, neither were related to job-seeking. Finally, the cluster analysis showed that how counselors rated clients on potential outcome immediately after treatment was related to outcome measures done later. This result may have been more a function of the slow progress clients generally made through the rehabilitation process, especially in employment status gains. It still remains un- clear as to how the passage of time affects how counselors perceive client outcome. It must be kept in mind, however, that counselor ratings of outcome did not relate to client assessment of outcome. Nor do counselor ratings relate to client behaviors such as job-seeking activity, which intuitively should relate to positive client outcome. Possibly, all the measures used actually assessed different concepts of gain, as they professed to do, and that these concepts were quite independent of each other. If this were true, the question that remains to be answered is in regards to why the various outcome and process measures did not relate to client employment gains. If rehabilitation services were primarily aimed at improving the employment status of clients, why were no relationships among the process and outcome variables obtained with client employment gains? If it is true that, as many in the field profess, it is important to help clients gain in all aspects of their lives, does this overall emphasis on gain lessen the particular emphasis on gain in client employment status? Gaining 100 employment and subsequent financial security was an overwhelming need of the clients in this study, yet they showed little actual gain and they anticipated little gain over the next year. The results of this study suggested that client employment status gains may not have been the overall emphasis of services for those clients under scrutiny. This can only be tentatively inferred and should be the object of fur- ther study that addresses this concern directly. Since relatively few relationships were found in this research, one might also be led to conclude that various counseling activities are independent of each other and thus yield independent outcomes. This would indicate that any systematic evaluation of counseling pro- cess and outcome variables be completed using multivariate measurement procedures. Measuring only one type of expected outcome will most likely yield only partial information, at best, regarding what counsel- ing has produced. In summary, there did not seem to be one simple method existing in the field of rehabilitation to measure the concept of overall client benefit from rehabilitation services. Research undertaken to measure this concept and those variables that might contribute to it, should develop specific measurements that attempt to separately measure those behaviors and events that are the desired outcomes of the rehabilitation process. Composite ratings seemed too insensitive to measure the var- ious types of outcome that accrued to clients. Separate measures should be developed to assess the perception of both deliverer and consumer of services, as they may vary. The implication of this research for counseling proactice is less clear. It seems that even when client and counselor agree that a 101 satisfying relationships exists between them, and a client gains in adequate store of occupational information, positive outcome, as measured by job-seeking behaviors, including job placement, is not a consistent result. If counseling process and outcome variables are as unrelated as this research suggests, then counselors might want to carefully assess client needs and plan intervention strategies specifi- cally geared to meet the assessed needs. Global approaches to counsel- ing practice can not be expected to produce gains for clients. This also suggests that there is no assurance that clients will gain in other aspects of life if they gain in one aspect. Conceivably, clients could gain in one area and regress in others. Specifically, for vocational counseling in rehabilitation, this research suggests that clients will not necessarily obtain jobs unless they have achieved competence in job-seeking behaviors. Otherwise, accidents of life such as birth, age at disablement, and schooling opportunity may continue to have the strongest relationship to a client's employment outcome. Another alternative for explaining the lack of relationships, is that counseling is an ineffective strategy for delivering vocational rehabilitation services, which result in job placement. Limitations of the Research The most Obvious limitation of the research was its implementation during a rather severe recessionary economy. The emphasis placed on training by clients and counselors indicated an active avoidance of job-seeking behaviors for immediate employment placement. Many clients anticipated being in training for up to at least a year in the future. Clients seemed hesitant to consider immediate employment as a viable 102 Option for them. Although this factor is a serious one, it is unavoid- able. More powerful procedures need to be developed to overcome Clients' feelings that jobs are inaccessible to them. The need for more powerful treatment procedures suggested another limitation of this research. In retrospect, the Learning Unit was much too brief a treatment to insure long-lasting results. Although coun- selors were instructed to review the results with the clients, certain clients indicated at follow-up that they desired more extensive dis- cussions with their counselors. Counselors may not have felt that they could spend as much time with clients to review results as the Learning Unit procedures recommended. It is possible that the current format of the Unit is too restrictive to be adequately integrated in the rehabilitation process. Another possible limitation is that the Unit was researched over a heterogeneous sample of clients in terms of their readiness for employ- ment. A more suitable sample of clients might be those who are just completing training or who are just ready to consider a type of train- ing to enter. Using the Unit at intake may not yield results which the Unit was constructed for, although one counselor felt the Unit would be most effective as a screening device used at intake. Also, the measurements used for this research may not have been sensitive or specific to the extent necessary to measure the knowledge and behaviors the Unit attempted to teach. The cluster analysis sug- gested that the standardized outcome measures used may not pick up specific gains clients indicate by changes in their behaviors. Also, if as the one counselor suggested, the Unit is a suitable screening device, no measures were made of this variable to test whether this is 103 in fact so. Lastly, since the total sample of S6 is relatively small for such research projects, the findings presented here must be interpretedeith due caution. Further study with increased samples could clarify the exploratory findings of this research. Implications for Future Research If the current format of the Learning Unit is not powerful enough for clients to maintain what they learn from it or to increaSe their job-seeking behaviors, but counselors feel that it is a viable counsel- ing tool, a new format may be indicated. The Unit might be broken down into shorter, more compact sub-units that can be administered over time. Also, counselor intervention might be more appropriately structured to insure that clients gain the added reinforcement and knowledge from the counselor. The results of the Unit might be made more adaptable to inclusion in the individualized written rehabilitation program required for all clients. Training manuals could be provided for counselors to facilitate the inclusion of the results into their Clients' rehabilita- tion plans. A very powerful change in format might be to include the Unit in a comprehensive job-seeking skills training package that would teach clients how to specifically implement behaviors to achieve the job goals which they derived from the Unit. A different experimental design for future research studies seems warranted. The inclusion of an additional factor in the design that accounts for different levels of client job-readiness would provide a better answer to the question of whether the Unit has a differential impact on clients in different stages of the rehabilitation process. ‘1 0h Long-term followhup studies of clients exposed to experimental procedures associated with the Unit should be conducted until the clients have established some indication of maintaining employment in one job. The concepts of the Theory of WOrk Adjustment are most operational in an employment situation. A better test of the Learning Unit might occur at the point in time when a client achieves a sustained period of employment. Such research could add knowledge on the validity of the Learning Unit as well as the Theory of work Adjustment. More specific measurements might also be used for future research than those used for this project. Such measures might include cost/ benefit analyses across treatment conditions, more Specific knowledge check questions in the follow-up, more Specific counselor ratings of client job-seeking behaviors, and more specific measures regarding client satisfaction with counseling, as well as a longer term.followbup. Other research possibilities for the Learning Unit would be to use it with different client populations other than rehabilitation clients. High school students not expecting to continue advanced education might receive counseling help from the Unit. Also, since the Unit appeared to have no negative effects as opposed to traditional vocational counseling procedures, it might be informative to compare the Learning Unit systematically with other vocational counseling tools, particularly interest tests. Most research done with vocational tests is concerned.with the various psychometric properties of the tests, particularly predictive validity. Little research is done investigating the utility of these tests for immediate benefit to the client in the counseling process. The Learning Unit and other vocational instruments might be compared on criteria similar to those used in this study. 105 Variables such as increased counselor and client satisfaction, increased client/counselor job goal agreement, increased client knowledge and activity resulting from counseling, and increased counseling efficiency in terms of costs and time are some of the relevant dimensions across which comparisons could be made. Inferences could then be made about the usefulness of vocational tests for various client populations. Research should be directed toward analyzing the intent and em- phasis of rehabilitation services in regard to what clients hope to gain. A clear perspective should be deve10ped of the emphasis placed on client employment status gains in relation to actual service delivery. The emphases placed on type of services should reflect what clients hope to gain from rehabilitation services. A final note is needed to point out the need to continue to include a location factor within research designs that investigate counseling across locations. Throughout this study, specific location effects occurred, although not in any consistent pattern. This indicates that different locations can create differential effects that should not be ignored by simply combining data across locations. Conclusions The Learning Unit researched by this project was shown to be an application of the Theory of Work Adjustment. The effects of the Learn- ing Unit were, however, very brief. Clients exposed to the Unit did not engage in more motivated job-seeking behaviors or know more Theory- related concepts over time than clients not exposed to the Unit. Counselors also could not distinguish differences between treatment groups immediately after exposure to treatment or over a one-month 106 follow-up. Modifications of the Learning Unit, suggested by the research results, could strengthen the power of the Unit to influence the behavior of clients in rehabilitation. Cluster analysis of the outcome measures, as well as client demo- graphic variables and several counseling process variables, indicated little relationship among counselor rating of client outcome, client perception of outcome, client satisfaction with counseling, client knowledge and use of occupational information, and subsequent employ- ment gains. Only certain demographic variables, age in particular, indicated a relationship to improved employment status. The results of the cluster analysis also raised the question of how much emphasis in rehabilitation service delivery was actually placed on improving client employment status as opposed to improving other areas of their lives and whether the emphasis which was given actually reflected what clients hoped to gain. The possibility still exists that counseling may have no utility in rehabilitation settings. It seems that if' specific counseling outcomes are desired, specific intervention strat- egies must be developed by counselors. Also, multivariate measurement of counseling process and outcome variables is indicated for any systematic evaluation of counseling. A PPENDI CBS APPENDIX A THE LEARNING UNIT JOB GOALS (~———-) NEEDS LEARNING UNIT a 1earning system to help identify work needs and job goals An application of the Minnesota Theory of Work Adjustment 107 108 This learning unit is presented to you to help you find a job that you really want. You may already have a job in mind which is your ideal job goal. Or, maybe you are not quite sure as to what that job goal really is. Having a job goal is the first step toward finding a job you will like. Sometimes people are happy to get any job whether it's their ideal job or not. We think it's worth your time to at least try to come up with one job goal, or maybe even more, that will make you as satisfied with yourself as possible. we hope this learning unit will help you come up with at least one job goal that has a good chance of giving you satisfaction. We have a special idea about jobs that we would like to pass on to you. People mostly think that they have to fit themselves into jobs. People hOpe that they will be lucky enough to find one that pays enough. Often, they don't think about finding one they will really like. People then, take any job which comes along, whether they have any idea they will like it or not; sometimes, people find that even if they make enough money, it becomes hard to put up with a job. People end up quitting these jobs because they just can't stand doing them any more. we hope this learning unit can give you a start on avoiding this problem. We want to help you take time to think about what you need to get out of a job before you start looking for work. OK? Let's start. First, we want you to know that jobs have 239 things about them that are the E352 all over. Number one is that they give things to workers, like pay, satisfaction, and other rewards. Number £32_i§ that jobs have tasks which workers are asked to do well. Workers are required to have certain skills. go on to next page 109 Before you go on, let's see how well you have learned so far. With- out going back to the first page, try to answer these two questions. Every so often we will ask you questions like these. Don't worry about getting them wrong. These questions are meant to help you get the more important points. So, before you forget what you read, here are the questions. 1. The learning unit is meant to help you: (circle one) a. get along with your counselor b. set job goals c. know about yourself Jobs have two things people should think about before they go to work. Circle the one that seems to you to have these two things: a. co-workers and bosses b. needs and rewards c. rewards and skill demands d. tasks and duties turn the page for the answers 110 Answers to questions on page 2 The answer to question 1 is ”b". If you circled "b”, you are right. If you didn't circle "b", we want to remind you that these units are meant to teach you how to set Job goals. OK? “The answer to question 2 is ”c". You should have circled Trewards and skill demands". If you got this right, you can go on to the next page. You can forget the rest of this page unless your answer to question 2 is different. If you didn't get these right, let's review a minute. You have to remember two things about jobs. The first thing is that jobs give rewards which are things like pay, satisfaction for doing a good Job, and other things people like to get. The second thing is that Jobs need people to do good work. This means that jobs require people to have the skills to do good work on the Job. So, Jobs have two things. They give rewards and they require gkillg. ‘We think you've had enough of this, so you can go on to the next page, too. 111 we have Just talked about two things Jobs have in common. Rewards and skill demands. There are also two things that people have in common. These are just as important to remember. ‘we already talked about the first one a little bit. This one is that people have needs. They need to know they can do a good job. People can have many different kinds of needs and they are all important. The second thing is that people have skills and talents. People may have different kinds of skills, but again, whatever skills they have are all important. go on to the next page and try to answer the questions 112 Circle the words that tell what people have in common when it comes to work. There are two of them that are most right. (circle two) a. b. c. d. money needs skills families to support What could be a need that people have about work? Just write a need on this line: go on to the next page to check your answers Answers to questions ongpage 5 Question 1. If you circled "b" and "c", needs and skills, you are right. If you didn't, you better go back to page h to review. Question 2. If you wrote money, pay, wages, satisfaction, rewards, or something that usually makes people happy, you are getting the idea we are driving at. go on to the next page 11b You have learned that Jobs have two things in common which are important to remember. These are rewards for workers and skill demands for workers. You also learned that people have 23525 and skills. You might already have guessed that there is some connection between these. You're right. This is our next important idea. If these four things match up, the chances are good that the worker will last a long time at the job and do well. This usually means that a person will also be happy about the work. These four things go together like this: A worker has: A Job has: needs ;< .) rewards skills < ~—% skill demands In other words, if a worker's needs are taken care of by the rewards of the job and a worker's skills match the skill demands of the Job, then the worker has a good chance of being a good worker, and being happy and satisfied besides. Being a good worker and a satisfied one is our D goal for you. go on and answer the question on the next page 11S Draw the arrows in to show how jobs and people match up to give satisfied and good workers. People have: Jobs have: needs skill demands skills rewards go on to the next page for the answer 116 Your arrows should go like this: People have: Jobs have: needs >< skill demands skills rewards If your arrows crossed, you are right. Congratulations. You can go on to the next page. Don't bother to read the rest unless you made a mistake. If your arrows don't cross, read on. Remember, a worker's needs, such as a need for pay, can be taken care of by a job reward like wages. Money is a job reward that helps meet a worker's needs. In order for a person to be a good worker and get paid, a worker must have the skills to meet the skill demands ‘ of a Job. A person has to drive well in order to be a bus'driver. A skill demand of bus drivers is that they have the talent to drive and not have accidents. You are now ready to go on to the next page too. 117 10 Now we are coming to our big point. For a long time, you have been getting ready for work. Most of this time has been spent in getting the skills necessary to do good work. All we ask now, is that you spend a little bit of time on what your needs are. we have told you that it is just as important for workers to have their needs taken care of as it is to have good skills. Both of these go together. In order for a job to be a good job for a worker, two things have to happen: 1. your needs as a worker should be met by the rewards you get from the job, and 2. your skills as a worker have to be good enough to get the job done right. Keeping these two things in mind is what we try to do in all this learning unit. We want to help you know your needs and develop your skills so you can find the job that will be best for you. go on to next page 118 11 In this part of the unit you will try to make Job goals. A Job goal is a name for a job that you really like. If you want to be a doctor your job goal is doctor. If you want to be a cook, your Job goal is cook. Remember, a Job goal is the name of one job you want to get. If you have a job goal already in mind, write it down here: If you don't have a job goal go to page 13. If you wrote down a job goal go to page 12. 119 12 OK. Now we are going to work on helping you make some Job goals. First, write down your job goal again, here: we have listed many jobs in alphabetical order in the back of this booklet. we want you to try and find your job goal there. Think of some other names your job might have. Look for those too. The alpha- betical list of jobs starts on page 25. Look for your job goal and circle it if you find it. Then, come back to this page whether you can find it or not. If you found your job goal, go to page 15. If you didn't find your job goal, that's ok, go to page 13. 120 . 13 For those of you who couldn't write down your job goal and for those of you who couldn't find your Job listed, we have another way of helping you find job goals. First, we have to find out something about you. we have to know what skills you think you have for work. First, let's try to come up with a number that describes your work skills right now. we have listed some numbers and after each number we have described what a worker needs to have to get that number. Read each one carefully and then check the one that you think describes you best. A Read these descriptions. If any one describes you, check it off. 1. You really aren't good at reading and writing but you can usually follow directions when someone shows you how. 2. You can read and write a little bit and follow instructions. You can take care of details as long as they stay pretty much the same. 3. You can read and write some, and do a little arithmetic. You really don't have any work experience but think you can learn from on-the-job training. (On-the-job training means that you can be hired and learn the job while you are working. You don't need any special training.) . b. You have abilities that you feel are equal to at least a high school education, and you have some special training in a skill or profession. 5. You have more than a high school education, with or without work experience. You are very capable in your field but you need more experience. 6. You have more than a high school education, with or without work experience. You have technical or professional training. You are an expert and don't really need supervision. If you have read them all carefully, write down in the blank after this sentence the number of the one that describes you best. Now, read these descriptions. If any one describes you, check them off. go on to next page 1. You want a job that you can learn in a few minutes and where you do the same thing every day. 2. You want a job that might take about a month to learn to do well, but that doesn't require more training. 3. You want a job that you could learn in about three months but which doesn't require any more special vocational training. b. You want a job that you could learn in about six months which usually requires a high school education and some special training besides on-the-job training. 5. You have had more than a high school education and either have had from six months to a year of special training or are willing and able to get it. 6. You have at least one year of special training for a skill or profession. 7. You have at least two years of special training for a skill or profession, possibly done through study in college. 8. You have four or more years of special training for a skill or profession primarily done in college. After you have gone over each of these carefully, check the one that describes you best and write the number here. Now you have two numbers. These numbers stand for your skill level. Write your code here: _____* ____, You will need it soon. Check the . numbers to make sure you wrote it down right. go on to page 17 122 15 OK, for those of you who found their job goal listed and are still with us, here's what you do. Look at the numbers after the Job name. There will be two of them with a star (*) in between. Write them in the spaces here: ____ * ____, These two numbers tell the skill code of your job. These are important. You will need them to develop your job goals. In the next column are some more numbers. These are the numbers of tables which begin on page 33. Write down the table numbers which go with your job goal here: You can forget the numbers in the last column. Your counselor needs those later. Now, go to those tables that you have written down. There are twenty tables where you will find job names listed. After each job name are two numbers with a * in between. These are skill codes for each job. Circle the jobs that have the same skill code as your job goal. Remember, the skill code has to be the same. Do this for each table.you listed. The tables start on page 33 . go on to next page. 123 16 The Jobs that you circled, even though they might be a lot different than your job goal, have a chance to meet your needs. These Jobs may not be good for you right now because you may not have the special training needed to do them, but you might have.- You can ask your counselor about these jobs if you want. Also, you can go through the same tables for other Jobs that might interest you. The jobs are listed in order of skill demands. Any job whose numbers are less than yours is a job you might be able to do. If any look good to you, you can circle them also and later talk to your counselor about them. Jobs with higher numbers are OK too, but they might require more training. If you want, you can ask your counselor about these too. go on to the next page OK. Now we are going to have you think about your Job needs. You 12).; are going to make job goals from your Job needs. This page has a list of Job needs that might be important to you. Place a check 6’6 next to those needs that you feel are important to you. Leave the others blank. If you are not sure about one, leave it blank. Take your time. Close your eyes and try to picture yourself with each need. If it feels impor- tant, check it. 11. 12. 13. 114. You need a job that lets you do the work you know best. (Table 1, page 33) You need a job that lets you feel useful. (Table 2, page 3“.) You need a job where you are busy all the time. (Table 3, page 35) You need a job where you could be moved up to a better job. (Table h, page 36.) You need a job where people would be fair to you. (Table 5, page 37) You need a job where you could make as much money as other workers. (Table 6, page 38 .) You need to work at a job where people are friendly. (Table 7, page 38) You need a job where you could try out some of your own ideas. (Table 8, page 39.) You need a job where you could work alone, by yourself. (Table 9, page 39.) You need to feel that your work makes other peOple think you are a good person. (Table 10, page 39.) You need a job where you could get praise or credit. (Table 11, page 110 ) You need a job where you could make decisions on your own. (Table 12, page #1.) You need a job where you know you will have steady work. (Table 13, page “2.) You need a job where you could do things for other people. (Table 11:, page “3.) 15. 16. 17. 18. 19. 20. 125 18 You need a job where you will feel as if you were “somebody big" in the community. (Table ‘15,page Mo) You need a job where you know your boss would back you up. (Table 16, page M.) You need a job where your boss would train you well. (Table 17, page M.) You need a job where you could do something different every day. (Table 18, pagelts.) You need a job where your work would be clean and comfortable. (Table 19, page 1:6 .) You need a job where you are hardly told what to do. (Table 20, page “6.) go on to next page 126 Hang in there. Now that you have checked those that are important 19 to you, take your time and look over those again which you checked. Now, choose four of them that are most important to you. This may be hard to do but force yourself to do it. Don't take too much time. ‘Write down the most important one here: Table # Page # The next most important need here: The next most important need here: The next most important need here: I Back on page 17, where you checked your needs, you'll find a table listed after each one and page numbers where tables can be found. Write down those tables and page numbers in the space above next to your important job needs. go on to next page 127 20 List the tables and their page numbers that you wrote down on page 19 in the spaces here: Tables Pages Now, write down your skill code here: * . You can now go to the tables you listed on this page and circle the job names in those tables that have the same numbers as your skill code. You can circle other ones, but remember that job names with higher numbers probably need people with more training than you have. You have a better chance with numbers that are less than your skill code. Go to, the tables that go along with your four highest needs now. Circle those that have the same numbers as you and others you are interested in. You will talk with your counselor about these later. After you have gone ’ through all four tables you can go on to page 21. 128 21 By now, you have hopefully circled quite a few job names that may be good job goals for you. we now want you to visit with your counselor and show what you have done. You and your counselor can now discuss how well the job goals you circled fit your abilities and whether the job goals are open in your area. Don't be surprised if you and your counselor find some job goals which might not work out. Write down the job goals you and your counselor keep on pagegb . 'We hope you come up with some job goals. We at least hope you have learned about your job needs. We want you to keep this booklet because, who knows, maybe soon you'll have a chance to try for another job goal. In any case, good luck in your talk with your counselor. Don't forget to write down your job goals which you and your counselor decide to keep. You counselor should keep a copy of your job goal list too. Before you go to your counselor, turn to the next page and try to answer the questions there. We want to know if we are doing a good job teaching you about jobs and your needs. Do your best but don't worry about any grades. After you finish, go to your counselor who will take your answers from you and talk to you about your job goals. Thank you and go to page 22. 129 22 KNOWLEDGE ABOUT GOOD.JOB GOALS These are questions we would like you to answer. Take your tune, but not too long. You won't be graded so you don't have to worry about mistakes, but do your best. When you are finished, show this to your counselor who will take it from you. 3. Jobs have 532 things peOple should think about before they go to work. Circle the one that seems to have these two things. a. co-workers and bosses b. needs and rewards c. rewards and skill demands d. tasks and duties From these statements, pick out the one that seems most like a need someone might have about work. a. a need for exercise b. a need to feel useful c. a need for love d. a need for leisure time A worker's needs can be met by: (circle one) a. having good things to do after work. b. not making the boss angry. c. getting along with co-workers. d. getting the right rewards from the job. e. being a good worker. For most of your life, you have tried to gain skills so you would be a good worker. You should also think about: (circle one) a. spending time with your family. b. getting enough education. c: having good connections. d. knowing what needs work should satisfy for you. It's important to have job goals after you begin looking for work. a. true b. false Give at least one example besides money of something that people may want to get out of work. What else should peOple think about besides skills when they start making job goals? go on to next page 130 23 8. People should set job goals: (circle one) a. to find a job that pays enough. b. to save a lot of time. c. to avoid getting a job they don't like. d. so they can get the right kind of training.~ 9. Your needs as a worker can be met off the job to make up for your needs not being met on the job. a. true b. false 10. Your as a worker have to match the demands of the job. 131 List the job goals you and your counselor think are good ones for you new. Ask your counselor to make a list too. 1. Use as much space as you want 132 ALPHABETICAL LISTING OP JOB TITLES You can use this list of job titles to find your job goal. If you can't find it try to think of other names that might be used for your job goal or look for others that might be close to it. Don't forget to circle those that you choose for your job goals. If you can' t find any at all, go to page where you can try another way to find job goals. JOB TITLE SKILL coma TABLES(pages 33 to 46)D0'1‘ num. accountant,cert.public 5*8 1,2,4,11,12,14,18 160.188 accountant,cost 5*8 4 160.188 account executive 6*7 1,2,4,6,10,11,12,15,l8 251.258 accounting clerk 4*4 3 219.488 adjustment clerk 4*4 7 249.368 administrative clerk - 4*4 3,7 219.388 air-conditioning mechanic 4*8 6,9 637.281 air-conditioning service 4*8 6,9 637.281 aircraft engine mechanic 4*7 7,13 621.281 aircraft mech.engine chge.4*7 7,13 621.281 aircraft mechanic,shop 4*7 7,13 621.281 airplane hostess 3*3 6,7,14 352.878 airplane pilot,commercial 5*6 4,6,7 196.283 application clerk 3*3 7 352.878 architect 6*8 1,2,4,8,12 001.081 architectural draftsman 4*7 4,19 001.281 assembler,electrical equi.3*6 5,19 827.884 assembler,production 2*2 3,5 706.887 assembler,small parts 2:2 19 706.884 automatic-screw machine . operator 2*3 4,11,17 604.885 autobody repairman 3*7 13 807.381 autobody worker 3*7 13 807.381 auto mechanic 4*7 1,3 620.281 auto salesman 4*5 1,5,6,11,16 280.358 auto seat-cover-and-con- vertible top installer 3*4 5,17 780.884 auto service station attendant 3*3 14 915.867 auto upholstery,trim installer 3*4 5,17 780.884 baker 3*7 3,13 526.781 bank teller 4*5 7,13,19 212.368 bar attendant 3*3 13,19 312.878 barber 3*5 1,9,19 330.371 barkeeper 3*3 13,19 312.878 bar-machine Operator prod.2*3 4,11,17 604.885 barman 3*3 13,19 312.878 bartender 3*3 13,19 312.878 battery assembler 1*2 17 727.887 beautician 4*6 1,18,14 332.271 beauty culturist 4*6 1,14,18 332.271 133 ALPHABETICAL LISTING OF JOB TITLES can't JOB TITLE SKILL cons TABLES DOT num. beauty Operator 4*6 1,8,IZI 332.271 bench assembler 2*2 19 706.884 bill collector 3*4 1,3,11,12,20 240.368 binder 3*6 13 977.884 body & fender repairman 3*7 13 807.381 body-line finisher 3*7 13 807.381 body man 3*7 13 807.381 boiler operator 4*7 9,13,19 950.782 bookbinder ‘ 3*6 13 977.884 bookkeeper I 4*6 19 210.388 bottler,brewery 2*2 4,17,19 920.885 bricklayer 3*8 1,2 861.381 broker,securities 6*7 1,2,4,6,10,11,12,15,18251.258 bumper 3*7 13 807.381 bus driver 3*5 5,9,16,17 913.463 business-machine mechanic4*7 1,4,9,13,18 633.281 butcher 3*7 3,6,13 316.884 cab driver 3*3 9 913.463 cabinetmaker I, 4*6 3,13 660.280 card-punch Operator 3*4 3,13 213.582 carpenter 4*8 5,6 860.381 carpenter,bench 4*8 5,6 860.381 caseworker 5*7 1,3,5,l4 195.108 cashier-checker 3*2 3,5,6,l9 299.468 cement finisher 3*6 2 844.884 cement mason 3*6 2 844.884 cement paver 3*6 2 844.884 certified public account.5*8 l,2,4,ll,12,14,18 160.188 chauffeur,motorbus 3*5 5,9,1 ,17 913.463 checker-marker 2*2 3,5,17 920.887 checkout cashier 3*2 3,5,6,19 299.468 civil engineer 5*8 3,4,2 005.081 claim adjuster 5*8 1,4,5,9,12,18 241.168 claim examiner 5*7 4,5,12,20 168.288 claims analyst 5*7 4,5,12,20 168.288 claims auditor 5*7 4,5,12,20 168.288 claims representative 5*7 4,5,12,20 168.288 claims reviewer 5*7 4,5,12,20 168.288 clerk 3*4 3,7 219.388 clerk-stenographer 3*5 13,19 202.388 ' cobbler 3*7 3,9,14 365.381 collection agent 3*4 1,3,11,12,20 ' 240.368 collector 3*4 1,3,11,12,20 240.368 commercial artist 5*7 l,2,4,8,ll,18 141.081 commercial pilot 5*6 4,6,7 196.283 communication technician 4*7 1,2,13,19 828.281 composing-machine Operat.4*5 13 650.582 compositor 4*8 9 973.381 computer Operator 4*6 3,4,19 213.382 computer programmer 5*7 l,2,4,ll 020.188 ALEEABEILCAL LISTING 0? JOB TITLES con't JOB TITLE SKILL cons TABLES no'r num. concrete finisher 3*6 2 844.884 console Operator 5*7 3,4,19 ' 213.382 consulting decorator 5*7 l,2,1l,12,14,18,20 142.051 contract clerk(new accoun)3*3 7 249.368 control board Operator 3*3 4,5,7,13,19 235.862 cook,restaurant 4*7 11,13 313.381 cosmetician 4*6 1,8,14 332.271 cosmetologist 4*6 1,8,14 332.271 cost accountant 5*8 . l,2,4,ll,12,14,18 160.188 counselor, rivate employ- men agency 5*7 12,14 045.108 counselor,school 5*7 1,3,12,14,18,20 045.108 counselor,voc.rehab. 5*7 1,2,8,12,14,l8,20 045.108 cylinder press feeder 2*2 4,16,17,19 651.886 cylinder pressman helper 2*2 4,16,17,19 651.886 day clerk 3*4 13 242.368 delivery man 3*5 9,13 292.358 delivery-truck driver 3*5 9,13 292.358 deparhment head,supermark.4*7 3,4,19 299.138 desk clerk 3*4 13 299.138 die-&-tool maker 4*7 13 601.280 dietician 4*7 12,13,14,20 077.168 digital-computer Operator 4*6 3,4,19 213.382 draftsman 4*7 4,19 001.281 driver-salesman 3*5 9,13 292.358 druggist 5*7 6,13,14,19 074.181 efficiency expert 5*8 l,4,8,11,12,20 012.188 electrical engineer 6*8 1,2,12 003.081 electrical technician 4*7 1,11,19 003.181 electrician 4*7 4 _ 824.281 electrician,elevator , maintencance 4*7 4,6,18 829.281 electric-lab technician 5*7 1,11,19 003.181 electronics equip.mechanic4*7 1,2,13,19 828.281 electronics maint. man 4*7 1,2,13,19 828.281 electronics technician 4*7 1,11,19 003.181 elementary school teacher 5*6 1,2,3,8,12,14,18 092.228 elevator mechanic 4*7 4,16,18 829.281 elevator repairman 4*7 4,16,18 829.281 embalmer 4*7 14 338.381 engineer,civil 5*8 3,4,20 005.081 engineer,mechanica1 6*8 1,4,12,20 007.081 engineer,stationary 4*7 9,13,19 950.782 engineer,time-study 5*8 1,4,8,11,12,20 012.188 fender-&-body repairman ‘ 3*7 13 807.381 fields-claims represent. 5*8 1,4,5,9,12,18 241.168 filling-station attendant 3*3 14 915.867 finisher & bookbinder 3*6 13 977.884 fire fighter 3*6 13,14 373.884 fireman 3*6 13,14 373.884 flat bed press feeder 2*2 4,6,17,19 651.886 135 ALPHABETICAL LISTING 0F JOB TITLES con't JOB TITLE SKILL CODE TABLES DOT num. floor clerk,hardware 4*6 3,13,18 276.358 floral designer 5*7 2,10,11,18 142.081 foreign langquage steno. 3*6 13,19 202.388 front clerk 3*4 13 242.368 full-charge bookkeeper 4*6 19 210.388 furnace installer&repairman4*7 6 869.281 furnaceman 4*7 6 869.281 garageman 4*7 1,3 620.281 garage mechanic 4*7 1,3 620.281 garage repairman 4*7 1,3 620.281 gasman 3*3 14 915.867 gas station servicemen 3*3 14 915.867 gas station attendant 3*3 14 915.867 general bookkeeper 4*6 19 210.388 general production worker (food)l*2 13 529.886 general teller 4*5 7,13,19 212.368 girl friday 4*6 14 201.368 glass installer 3*7 18 865.781 glass setter . 3*7 18 865.781 glass worker 3*7 18 865.781 glazier 3*7 18 865.781 guidance counselor 5*7 1,3,12,14,18,20 045.108 haircutter 3*5 1,9,19 330.371 handbook writer 5*7 1,2,4 139.288 handyman,factory or mill 4*7 18 899.281 heavy equipment operator 3*5 6 859.883 highway engineer 5*8 13 005.081 hospital attendant 3*4 14 , 355.878 hospital orderly 3*4 14 355.878 hospital pharmacist 5*7 6,13,14,19 074.181 hostess/host 3*3 6,7,14 352.878 hotel clerk 3*4 13 219.388 illustrator 5*7 l,2,4,8,ll,18 141.081 instructor,trade school 4*7 l,2,8,11,14,18 097.228 instructor,vocational trng.4*7 14,20 097.228 insurance adjuster 5*8 l,4,5,9,12,18 241.168 insurance agent 4*6 1,2,4,6,9,11,12,14,18 250.258 interior decorator 5*7 1,2,11,12,14,18,20 142.051 interior designer 5*7 1,2,11,12,14,18,20 142.051 investigator 5*8 l,4,5,9,12,18 241.168 janitor 3*3 13,14 382.884 key-punch Operator 3*4 3,13 213.582 kiln repairman 4*6 1,2 861.381 labeler 1*1 3,5,17 920.887 landscape gardener 4*7 2 407.181 landscaper 4*7 2 407.181 28 136 ALPHABETICALfiLISTING OF JOB TITLES con't . JOB TITLE SKILL CODE TABLES DOT num. lather 6*1 3 842.781 legal stenographer 3*5 13,19 202.388 letter carrier 3*3 9,13 233.388 librarian 5*7 3,10,14 100.168 line&station installer 3*6 4,5,13,17 822.381 lineman,telephone 4*7 4,5,13,17 822.381 linotype Operator 4*5 9 650.582 lithographic press-feeder 2*2 4,6,17 19 651.886 lithographic press plate maker 3*7 6,13,19 972.781 lumber yard man 2*3 922.887 machinist 4*7 1,2,13 600.280 maid(hote1) 2*2 13,14,19 323.887 mail carrier 3*3 9,13 233.388 mailman 3*3 9,13 233.388 maintenance engineer 4*7 9,13,19 950.782 maintenance man,factory 4*7 18 899.281 maintenance man,elevators 4*7 4,16,18 829.281 manager,production 5*7 1,4,8,11,12,20 012.188 marker 2*2 3,5,17 920.887 meat counterman 3*6 3,6,13 316.884 meat cutter 3*6 3,6,13 316.884 meatman 3*6 3,6,13 316.884 mechanical engineer 6*8 1,4,12,20 007.081 medical stenographer 3*5 13,19 202.388 medical technolgist 5*7 7,10,13 078.381 metal patternmaker 4*8 1,6,9,11,18 600.280 methods-&-procedures man 5*7 1,4,8,11,12,20 012.188 new car salesman 4*5 1,5,6,1l,16 280.358 newspaper publisher 6*8 1,2,3,8,11,12,15,18 132.081 nurse 5*7 2,3,13,14 075.378 nurse aid 3*4 14 355.878 nurse,licensed practical 4*6 2,13,14 075.378 nurse registered 5*7 2,3,13,14 075.378 nursing assistant 3*4 14 355.878 occupational therapist 4*7 1,2,7,8,12,14.18,20 079.128 office c1erk,routine 3*4 3,7 219.388 Office-equipment mechanic 4*7 1,4,9,13,18 633.281 office-equipment servicemen 4*7 1,4,9,13,18 633.281 operating engineer 3*5 6 859.883 Optometrist 5*7 1,2,6,12,14,15,19 079.108 order clerk 4*6 7 249.368 orderly 3*4 14 355.878 outside collector 3*4 1,3,11,12,20 240.368 packer-labeler 2*2 3,5,17 920.887 painter-decorator 3*7 1,2 840.781 painter-paperhanger 3*7 l 2 840.781 29 ALPHABETICAL LISTING OF JOB TITLES con't JOB TITLE SKILL CODE TABLES DOT num. patrolman 3*4 12,13,14 375.268 patternmaker,metal 4*8 1,6,9,1l,18 600.280 PBX Operator 3*3 4,5,7,13,19 235.862 personnel clerk 4*3 5 205.368 personnel records clerk 4*3 5 205.368 pharmacist 5*7 6,13,14,19 074.181 photoengraver(stripper) 3*6 1,6 971.381 photographer,commercial 4*7 18 143.062 physical therapist 4*7 1,2,7,11,14 079.378 physiotherapist 4*7 l,2,7,11,14 079.378 pilot 5*7 4,6,7 196.283 pipefitter 4*8 6 862.381 plant maintenance man 4*7 18 899.281 plasterer 3*7 3 842.781 plumber 4*7 6 862.381 plumber-pipefitter 4*7 6,9 637.281 policeman 3*4 12,13,14 375.268 police Officer 3*4 12,13,14 375.268 postman 3*3 13 233.388 postoffice clerk 4*4 13 232.368 powerman 4*7 9,13,19 950.782 powerplant Operator 4*7 9,13,19 950.782 press plate-maker 3*7 6,13,19 972.781 printing-card-punch Operator3*4 3,13 213.582 printing-punch Operator 3*4 3,13 213.582 private-branch-exchange Operator 3*6 4,5,7,l3,19 235.862 production engineer 5*7 1,4,8,11,12,20 012.188 production helper 1*2 13 529.886 programmer,technical 5*7 l,2,4,ll 020.188 pumpman 3*3 14 915.867 punch Operator 3*5 13,19 615.782 punch-press Operator 3*5 13,19 615.782 radiologic technologist 4*6 14 078.368 real-estate agent 4*6 1,2,6,10,12,14,18/ 20 250.358 realtor 4*6 1,2,6,10,12,14,18/ , 20 250.358 reception clerk 3*5 14,18 237.368 receptionist 3*5 14,18 237.368 registered account advisor 6*7 l,2,4,6,10,11,12,15251.258 registered nurse 5*7 2,3,13,14 075.378 registered pharmacist 5*7 6,13,14,19 074.181 repossessor 3*3 12 240.368 roofer 3*7 6 866.381 route agent 3*5 9,13 292.358 route driver 3*5 9,13 292.358 route man ' 3*5 9,13 292.358 30 138 gL’PHAB‘sTICAL LISTING or JOB TITLES con't JOB TITLE SKILL CODE TABLES DOT num. sales clerk 3*4 3,5 289.458 salesman,automobile 4*5 1,5,6,11,l6 '280.358 salesman,driver 3*5 9,13 292.358 salesman,life insurance 4*6 1,2,4,6,9,11,12,l4/ 18 250.258 salesman,real estate 4*6 1,2,6,10,12,14,18,20250.358 salesman,route 3*5 9,13 292.358 salesman,securities 6*7 1’2'4’6’10’11’12’136251.258 salesperson 3*4 3,5 289.458 salesperson,furniture 4*4 1,6,11,19 274.358 salesperson,general 3*4 3,5 289.458 salesperson,gen. hardware 4*6 3,13,18 276.358 salesperson,liquor 3*4 3,5 289.458 salesperson,meats 3*6 3,6,13 316.884 salesperson,shoe 4*6 4,5,19 263.358 salesperson,sporting goods 4*4 1,13,19 286.358 school counselor 5*7 1,3,12,14,18,20 045.108 scientific programmer 6*8 l,2,4,ll 020.188 screw-machine operator 2*3 4,11,17 604.885 secondary school teacher 5*7 1,14,18 091.228 secretarial stenographer 4*6 14 201.368 ‘secretary(general Office) 4*6 14 201.368 securities advisor 6*7 1,2,4,6,10,11,12,15 251.258 service publication writer 5*7 1,2,4 139.288 service representative 3*5 7 249.368 service-station attendant 3*3 14 915.867 sewing-machine operator 2*2 5 787.885 sheetmetal journeyman 4*7 1,2,13 804.281 sheetmetal worker 4*7 1,2,13 804.281 shoe clerk 4*6 4,5,19 ’ 263.358 shoemaker 3*7 3,9,14 365.381 shoe repairman 3*7 3,9,14 365.381 shoe salesman 4*6 4,5,19 263.358 social worker 5*7 l,3,5,14 195.108 solderer,production line 2*2 3,5,19 814.884 solicitor 4*6 l,2,4,6,9,11,12,l4 250.258 stampcr 2*2 3,5,17 920.887 standards engineer 5*8 1,4,8,11,12,20 012.188 stationary engineer 4*7 9,13,19 950.782 stationary-engine man 4*7 9,13,19 950.782 station installer 3*6 13,14,19 822.381 statistical-machine l,2,4,5,6,9,11,12,13 servicemen 4*7 l6,17,18,19,20 633.281 statistician,analytical 5*7 1 020.188 statistician,applied 5*7 1 020.188 steward,dining room 3*3 14 311.878 stewardess 3*3 6,7,14 352.878 study supervisor,school 3*2 11,14,19 099.378 superintendant,bui1ding 3*3 13,14 382.884 switchboard operator 3*3 4,5,7,13,19 235.862 31 ALPHABETICAL LISTING OF JOB TITLES can't JOB TITLE SKILL. cons mamas DOT num. taxi driver 3*3 9 913.463 teacher,adult education 5*7 1,12,14 099.228 teacher aide 3*2 11.14.19 099.368 teacher,e1ementary school 5*6 1,2,3,8,12,l4,18 092.228 teacher.high school 5*7 1,14,18 091.228 teacher,trade school 4*7 l,2,8,ll,12,14,18 097.228 teacher,vocational training 4*7 14,20 097.228 technical editor 5*7 1,2,4 139.288 technical programmer 5*7 l,2,4,ll 020.188 technical writer 5*7 1,2,4 139.288 telephone installer 4*7 13,14,19 822.381 telephone Operator 3*3 4,5,7,13,19 235.862 telephone switch-board oper. 3*3 4,5,7,l3,19 235.862 television&radio repairman 4*7 1,5 720.281 teller(banking) 4*5 7,13,19 212.368 tile fitter 3*7 6,12,20 861.781 tile setterfceramic) 3*7 6,12,20 861.781 tile mason 3*7 6,12,20 861.781 time-study analyst 5*8 1,4,8,11,12,20 012.188 time-study engineer 5*8 1,4,8,11,12,20 012.188 tool-and-die maker. - 4*7 13 601.280 top-and-seat cover fitter 3*4 5,17 780.884 touch-up finisher,meta1 3*7 13 807.381 transfer man 3*4 5,6,13 904.883 truck driver 3*3 5,6,13 904.883 truck operator 3*3 5,6,13 904.883 type setter 4*8 9 973.381 typist 3*3 3,14 203.588 typographer 4*5 9 973.381 used-car salesman 4*5 1,5,6,11,l6 280.358 usher(theater) 2*2 7,14 344.878 utilityman 1*2 5 922.887 vocational advisor 5*7 12,14 045.108 vocational counselor 5*7 1,2,8,12,14,18,20 045.108 waiter,banquet 3*3 14 311.878 waiter 3*3 14 311.878 waitress 3*3 14 311.878 waste-elimination man 5*8 1,4,8,11,12,20 012.188 watch engineer 4*7 9,13,19 950.782 welder,combination 3*6 6 812.884 wireman 4*7 4 824.281 work-measurement engineer 5*8 1,4,8,11,12,20 012.188 writer,publications 5*7 1,2,4 139.288 writer,technicsl publication85*7 1,2,4 139.288 x-ray technologist 4*6 14 078.368 32 Job Title architect engineer, mechanical newspaper publisher salesman, securities accountant (certified public) claim adjuster engineer, time-study caseworker comercial artist counselor, school counselor, vocational rehabilitation - interior designer and decorator Optometrist programmer business, engineering & science statistician, applied teacher, adult education teacher, secondary school writer, technical publications teacher, elementary school pattern maker, metal automobile mechanic electrical technician instructor, trade school occupational therapist Office-machine serviceman physical therapist statistical machine serviceman television service and repairman beauty Operator salesman, life insurance salesman, real estate salesman, automobile salesperson, furniture photoengraver (stripper) barber collector (bill collector) 1110 SKILP Code TABLE 1 6*8 6*8 6*8 6*7 5*8 5*8 5*8 5*7 5*7 5*7 5*7 5*7 5*7 5*7 5*7 5*7 5*7 5*7 5*6 airs 4*7 4*7 4*7 4*7 4*7 4*7 4*7 4*7 4*6 4*6 4*6 4*5 4*4 3*6 3*5 3*4 DOT num. 001.081 007.081 132.018 251.258 160.188 241.168 012.188 195.108 141.081 045.105 045.108 142.051 079.108 020.185 020.188 099.228 091.228 139.288 092.228 600.280 620.281 003.181 097.228 079.128 633.281 079.378 633.281 720.281 332.271 250.258 250.358 280.358 274.358 971.381 330.371 240.368 33 1L1 TABLE 2 Job Title SKILL Code DOT num. architecht 6*8 001.081 newspaper publisher . 6*8 ' 132.018 salesman, securities 6*7 251.258 accountant, certified public 5*8 160.188 commercial artist ' 5*7 141.051 counselor, vocational rehabilitation 5*7 045.108 interior designer & decorator 5*7 142.051 nurse, professional 5*7 075.378 Optometrist 5*7 079.108 programmer (business, engineering, and science) 5*7 020.188 writer, technical publications 5*7 139.288 teacher, elementary school 5*6 092.228 floral designer 4*7 142.081 instructor, trade school 4*7 097.228 occupational therapist , 4*7 079.128 physical therapist 4*7 079.378 statistical-machine serviceman 4*7 633.281 nurse, licensed practical 4*6 079.378 salesman, life insurance 4*6 250.258 salesman, real estate 4*6 250.358 1L2 TABLE 3 Job Title SKIIJ. Code newspaper publisher 6*8 lather 6*1 engineer, civil 5*8 caseworker 5*7 counselor, school 5*7 librarian 5*7 nurse, professional 5*7 teacher, elementary school 5*6 automobile mechanic 4*7 department head, supermarket 4*7 digital computer Operator 4*6 salesperson, general hardware 4*6 accounting clerk 4*4 baker 3*7 plasterer 3*7 shoe repairman 3*7 meat cutter 3*6 clerk 3*4 collector (bill collector) 3*4 “key-punch Operator 3*4 salesperson (general department store) 3*4 typist 3*3 cashier-checker 3*2 assembler, production 2*2 marker 2*2 solderer (production line) 2*2 Dot. num. 132.018 842.781 005.081 195.108 045.108 100.168 075.378 092.228 620.281 1299.138 213.382 276.358 212.488 526.781 842.781 365.381 316.884 219.388 240.368 213.582 289.458 203.588 299.468 706.887 920.881 814.884 35 Job Title architect engineer, mechanical salesman, securities accountant, certified public accountant, cost claim adjuster engineer, civil engineer, time study claim examiner commercial artist programmer (business, engineering, and science) writer, technical publications airplane pilot, commercial department head, supermarket draftsman, architectural electrician elevator repairman lineman (telephone) office machine serviceman statistical machine serviceman digital computer Operator salesman, life insurance salesperson, shoe telephone Operator screw machine operator, production lithographic press feeder TABLE 4 SKILL Code 6*8 6*8 6*7 5*8 5*8 5*8 5*8 5*8 5*7 5*7 5*7 5*7 5*6 4*7 4*7 4*7 4*7 4*7 4*7 4*7 4*6 4*6 4*6 3*3 25:3 2*2 DOT num. 001.081 007.081 251.258 160.188 160.188 241.168 005.281 012.188 168.288 141.081 020.188 139.288 196.283 299.138 001.281 824.281 829.281 822.381 633.281 633.281 213.382 250.188 263.358 235.862 604.885 651.886 1hh TABLE 5 Job Titles SKILL Code claim adjuster 5*8 case worker 5*7 claim examiner 5*7 carpenter 4*8 lineman (telephone) 4*7 statistical machine serviceman 4*7 television service and repairman 4*7 salesperson, shoe 4*6 salesman, automobile 4*5 personnel clerk 4*3 assembler (electrical equipment) 3*6 bus driver 3*5 automobile seat cover and convertible top installer 3*4 salesperson, general (department store) 3*4 telephone Operator 3*3 truck driver 3*3 cashier-checker 3*2 lumber yard man 2*3 _assemb1er, production 2*2 bottler, brewery 2*2 marker 2*2 sewing machine Operator, automatic 2*2 solderer (production line) 2*2 battery assembler 1*2 DOT num. 241.168 195.108 168.288 860.381 822.381 .633.281 720.281 363.358 280.358 205.368 827.884 913.463 180.884 289.458 235.862 904.883 299.468 922.887 706.887 920.885 920.887 787.885 814.884 727.887 37 JOb‘Titles salesman, securities Optometrist pharmacist airplane pilot, commercial air conditioning mechanic carpenter patternmaker, metal pipefitter elevator repairman furnace installer and repairman plumber statistical mechanic serviceman salesman, life insurance salesman, real estate salesman, automobile salesperson, furniture lithographic press plate maker roofer tile setter (ceramic) meat cutter photoengraver (stripper) welder (combination) 11.5 TABLE 6 SKILL Code heavy equipment Operator (construction) airplane stewardess truck driver cashier-checker bottler, brewery lithographic press feeder Job Titles medical technologist airplane pilot, commercial aircraft and engine mechanic, shOp occupational therapist physical therapist teller (banking) service representative (telephone) clerk airplane stewardess telephone Operator usher (theater) TABLE 7 SKIIMZode 6*7 5*7 5*7 5*6 4*8 4*3 4*8 4*8 4*7 4*7 4*7 4*7 4*6 4*6 4*5 4*4 3*7 3*7 3*7 3*6 3*6 3*6 3*5 3*3 3*3 3*2 2*2 2*2 5*7 5*6 4*7 4*7 4*7 4*5 3*5 3*4 3*3 3*3 2*2 DOT num. 251.258 079.108 074.181 196.283 637.281 860.381 600.280 862.381 829.281 862.381 633.281 250.258 250.358 280.358 274.358 972.781 866.381 861.781 316.884 971.381 812.884 859.883 352.878 904.883 299.468 920.885 651.886 DOT hum. 078.381 196.383 621.281 079.128 079.378 212.368 249.368 219.388 352.878 235.862 344.878 38 Job Titles architect newspaper publisher engineer, time study consuercial artist counselor, vocational rehabilitation teacher, elementary school instructor, vocational training occupational therapist beauty Operator .Job Titles claim adjuster air conditioning mechanic compositer patternmaker, metal engineer, stationary Office machine serviceman statistical machine serviceman salesman, life insurance shoe repairman barber bus driver salesman, driver mail carrier taxi driver w salesman, securities floral designer librarian medical technologist salesman, real estate 1116 TABLE 8 SKILL Code 6*8 6*8 5*8 5*7 5*7 5*6 4*7 4*7 4*6 TABLE 9 SKILL Code TABLE 5*8 4*8 4*8 4*8 4*7 4*7 4*7 4*6 3*7 3*5 3*5 3*5 3*3 3*3 10 SKILL Code 6*7 5*7 5*7 5*7 4*6 DOT num. 001.081 132.018 012.188 141.081 045.108 092.228 097.228 079.128 332.271 DOT num. 241.168 637.281 973.381 600.280 950.782 633.281 633.281 250.258 365.381 330.371 913.463 292.358 233.388 913.463 DOT num. 251.258 142.081 100.168 078.381 250.358 39 Job Titles newspaper publisher salesman, securities accountant, certified public engineer, time study commercial artist floral designer interior designer and decorator programmer (business, engineering, and science) Optometrist patternmaker, metal cook (hotel-restaurant) electrical technician instructor, vocational training physical therapist salesman, life insurance salesman, automobile 1 saleSperson, furniture collector (bill collector) teacher aide screw machine Operator, production 1147 TABLE 11 . SKILL_Code 6*8 6*7 5*8 5*8 5*7 5*7 5*7 5*7 5*7 4*8 4*7 4*7 4*7 4*7 4*6 4*5 w. 3*4 3*2 2*3 DOT num. 132.018 251.258 160.188 012.188 141.081 142.081 142.051 020.188 079.108 600.280 313.381 003.181 097.228 079.378 280.358 280.358 274.358 240.368 099.368 604.885 (1 Job Titles architect newSpaper publisher engineer, mechanical salesman, securities accountant, certified public claim adjuster engineer, civil engineer, time study claim examiner counselor, school counselor, private employment agency counselor, vocational rehabilitation interior designer and decorator Optometrist teacher, adult education teacher, elementary school dietician instructor, vocational training occupational therapist statistical machine serviceman salesman, real estate salesman, life insurance tile setter (ceramic) collector (bill collector) policeman reposessor 11.18 TABLE 12 SKIL§_§Ode 6*8 6*8 6*8 6*7 5*8 5*8 5*3 5*8 5*7 5*7 5*7 5*7 5*7 5*7 5*7 5*6 4*7 4*7 4*7 4*7 4*6 4*6 3*7 3*4 3*4 3*3 mt “We 001.081 132.018 007.081 251.258 160.188 241.168 005.081 012.188 168.288 045.108 045.108 045.108 142.051 079.108 099.228 092.228 077.168 097.228 079.128 633.281 250.358 250.255 861.781 240.368 375.268 240.368 111 1h? TABLE 13 Job Titles SKILL Code DOT num. highway engineer 5*8 005.081 medical technologist 5*7 078.381 nurse, professional 5*7 075.378 pharmacist 5*7 074.181 aircraft and engine mechanic shOp 4*7 621.281 cook (hotel - restaurant) 4*7 313.381 dietician 4*7 077.168 engineer, stationary 4*7 950.782 lineman (telephone) 4*7 ' 822.387 Office machine serviceman 4*7 633.281 statistical machine serviceman 4*7 633.281 telephone installer 4*7 822.381 tool and die maker 4*7 601.280 nurse, licensed practical 4*6 679.378 saleSperson, general hardware 4*6 276.358 teller (banking) 4*5 212.368 post Office clerk 4*4 232.368 automobile body repairman 3*7 807.381 baker 3*7 526.781 lithographic press plate maker 3*7 972.781 bookbinder 3*6 977.884 fire fighter 3*6 373.884 meat cutter 3*6 316.884 salesman driver 3*5 292.358 hotel clerk 3*4' 219.388 key-punch Operator 3*4 213.582 policeman 3*4 375.268 janitor 3*3 382.884 mail carrier 3*3 233.388 telephone Operator 3*3 235.862 truck driver 3*3 904.883 Job Titles HIGH: caseworker counselor, school librarian nurse, professional Optometrist teacher, secondary school teacher, elementary school embalmer instructor, vocational training occupational therapist physical therapist beauty Operator nurse, licensed practical salesman, life insurance receptionist, civil service nurse aid orderly airplane stewardess typist, civil service teacher aide MODERATE accountant, certified public counselor, private employment agency counselor, vocational rehabilitation interior designer and decorator pharmacist teacher, adult education dietician instructor, vocational training telephone installer radiologic technologist salesman, real estate secretary (general Office) shoe repairman fire fighter policeman automobile service station attendant janitor waiter-waitress usher 150 TABLE 14 SKIIJ- Code 5*7 5*7 5*7 5*7 5*7 5*7 5*6 4*7 4*7 4*7 . 4*7 4*6 4*6 4*6 3*5 3*4 3*4 3*3 3*3 3*2 5*8 5*7 5*7 5*7 5*7 5*7 4*7 4*7 4*7 4*6 4*6 4*6 3*7 3*6 3*4 3*3 3*3 3*3 3*3 DOT num. 195.108 045.108 100.168 075.378 079.108 091.228 092.228 338.381 097.228 079.128 079.378 332.271 079.378 250.258 237.368 355.878 355.878 352.878 203.588 099.368 160.188 045.108 045.108 142.051 074.181 099.228 077.168 097.228 822.381 078.368 250.358 201.368 365.381 373.884 375.268 915.867 382.884 311.378 344.878 113 Job Titles newspaper publisher salesman, securities Optometrist Job Titles statistical machine serviceman salesman, automobile bus driver Job Titles lineman (telephone) statistical machine serviceman bus driver automobile seat cover and convertible top installer screw machine Operator (production) bottler, brewery lithographic press feeder marker battery assembler 151 TABLE 15 ‘ SKILL Code 6*8 6*7 5*7 TABLE 16 SKI L Code 4*7 4*5 3*5 TABLE 17 SKILL ' Code 4*7 4*7 3*5 3*4 2*3 2*2 2*2 2*2 1*2 14h DOT num. 132.018 251.258 079.108 DOT num. '633.281 280.358 913.463 DOT num. 822.381 633.281 913.463 780.884 604.885 920.885 651.886 920.887 727.887 Job Titles newspaper publisher salesman, securities accountant, certified public claim.adjuster commercial artist counselor, school counselor, vocational rehabilitation floral designer interior designer and decorator teacher, secondary school teacher, elementary school patternmaker, metal elevator repairman instructor, vocational school maintenance man, factory or mill occupational therapist Office machine serviceman photographer, commercial . statistical machine serviceman salesman, life insurance salesman, real estate salesperson, general hardware glazier (glass installer) receptionist TABLE 18 SKILL Code 6*8 6*7 5*3 5*8 5*7 5*7 5*1 5*7 5*7 5*7 5*6 4*3 4*7 4*7 4*7 4*7 4*7 4*7 4*7 4*6 4*6 4*6 3*7 3*5 DOT num. 132.018 251.258 160.188 241.168 141.081 045.108 045.108 142.081 142.051 091.228 092.228 600.280 829.281 097.228 899.281 079.128 633.281 143.062 633.281 250.258 250.358 276.358 865.781 337.368 115 gob Titles Optometrist Pharmacist department head, supermarket draftsman, architectural electrical technician engineer, stationary statistical machine serviceman telephone installer bookkeeper I digital computer Operator salesperson, shoe lithographic press plate maker assembler (electrical equipment) barber telephone operator cashier-checker teacher aide assembler, small parts bottler, brewery lithographic press feeder solderer, production line Job Titles engineer, mechanical newspaper publisher engineer, civil engineer, time study claim examiner counselor, school counselor, vocational rehabilitation interior designer and decorator ' dietician instructor, vocational training occupational therapist statistical machine serviceman salesman, real estate tile setter (ceramic) collector (bill collector) 153 TABLE 19 film. Code 15*7 5*7 4*7 4*7 4*7 4*7 4*7 4*7 4*6 4*6 4*6 3*7 3*6 3*5 3*3 3*2 3*2 2*2 2*2 2*2 2*2 TABLE 20 SKILL, 6*8 6*8 5*3 5*8 5*7 5*7 5*7 5*7 4*7 4*7 4*7 4*7 4*6 3*7 3*4 Code DOT num. 079.108 074.181 299.138 001.281 003.183 950.782 633.281 822.381 210.388 213.382 263.358 972.781 827.884 330.371 235.862 299.468 099.368 706.884 920.885 651.886 814.884 DOT num. 007.081 132.018 005.081 012.188 168.288 045.108 045.108 142.051 077.168 097.228 079.128 633.281 250.358 861.781 240.368 ho APPENDiX B THE KNOWLEDGE CHECK THE KNOWLEDGE CHECK Knowledge about Good Job Goals These are questions we would like you to answer. Take your time, but not too long. You won't be graded so you don't have to worry about mistakes, but do your best. When you are finished, show this to your counselor who will take it from you. 1. Jobs work. 8. be 0. d. From have two things people should think about before they go to Circle the one that seems to have these two things. co-workers and bosses needs and rewards rewards and skill demands tasks and duties these statements, pick out the one that seems most like a need someone might have about work. a. b. c. d. a need for exercise a need to feel useful a need for love a need for leisure time A worker's needs can be met by: (circle one) a. b. Cs d. e. having good things to do after work not making the boss angry getting along with co-workers getting the right rewards from the job being a good worker For most of your life, you have tried to gain skills so you would be a good worker. You should also think about: (circle one) a. b. CO d. spending time with your family getting enough education having good connections knowing what needs work should satisfy for you. go on to next page 15h 7. 9. 10. 155 It's important to have job goals after you begin looking for work a. true b. false Give at least one example besides money of something that people may want to get out of work. What else should people think about besides skills when they start making job goals? People should set job goals: (circle one) a. to find a job that pays enough b. to save a lot of time c. to avoid getting a job they don't like d. so they can get the right kind of training Your needs as a worker can be met off the job to make up for'your needs not being met on the job a. true b. false Your as a worker have to match the demands of the job. 156 Scoring for the Knowledge Check A score of one is assigned for each correct response as follows: Item 1: Item 2: Item Item Item Item Item Item 8: Item 9: Item 10: 0“ U1 5’ w -\] c b d d b satisfaction of helping others, friends, etc. needs or skill demands or rewards c b skills APPENDIX C THE REVISED SCALE CF EMPLOYABILITY: COUNSELING III] .I. III!- tP. Ivl.l|!.||l.l.ll.l .Il . II...- THE REVISED SCALE OF EMPLOYABILITY CounselingAScale Brian Bolton Chicago Jewish Vocational Services 157 158 I. Adequacy of Work History F.N. is a b2-year-old woman whose major work experience occurred in a mattress factory where she was employed as a packer for 13 continuous years. Prior to that, she clerked in a department store. About 3 years ago, she contracted tuberculosis and had to leave her job at the mattress factory. L.W., now in his mid-20's, worked as an Andy Frain usher while he was in junior college. When he left school, he joined his father's plumbing business as a purchasing agent. He had been there b years when he was in an accident in which he sustained serious head injuries. He comes to the VRS in the recuperative stages of this mishap. W.S. is a young man whose work experience has been limited to summer and part-time jobs during high school. He has worked as a grill man in a drive-in, a kitchen aide in a hotel, and a grounds keeper for a church. Upon graduation from high school, he under- went surgery for a non-malignant brain tumor and was forced to leave the labor market. K.T. is a 29-year-old, intellectually limited man who hops from job to job. He has worked as a laborer, delivery man, janitor, laundry attendant, etc. He often returns to jobs he has previously quit. He usually quits jobs because he gets angry with his boss, or else he is fired for refusing to follow directions. Y.L. is a 21-year-old girl who has never held a job. She is gaining her first experience with work in the workshop. She has spent the last 7 years at home caring for her ill parents. 100 90 7O 50 30 10 159 II. Appropriateness of Job Demands N.P. is seeking work in stock or material handling. He is a very large man and has the physical strength to do this kind of work. In addition, he is personable, bright, and works well under structured supervision. Mr. P. worked at similar jobs prior to his hospitali- zation for emotional problems and seems to be function- ing at the same, if not a higher, level than pre- viously. ' A.C. is a 22-year-old epileptic with an 8th grade edu- cation. He has no work history of any consequence and no specific skills. He is very anxious to work and is willing to accept almost any job. He recognizes, how- ever, that he must have work without too much pressure and that the setting must be such that he can leave the work area when he has an aura. M.G. suffers the residual effects of polio and mild retardation. She would like work as a hotel maid or as a tray girl in a hospital. The physical demands of these jobs are probably beyond her capacities. Her most marketable asset is a congenial, cooperative per- sonality. A job in the service area would seem appro- priate, but special consideration must be given to her physical limitations. R.B. is a hS-year—old alcoholic who worked many years at the post office. He now wants training in 1MB com- puter work. His goal is unrealistic as his drinking problem would probably interfere with regular class attendance; further, he works best when surrounded by other people and would undoubtedly be unhappy working alone at a machine. __. T.L. is a 2S-year-old, retarded male with a history of many short-term, unskilled jobs. He wants to open a gas station with $200 his mother has promised to lend him. T. has little business sense and no real under- standing of the Operation and management of a gas sta- tion; in fact, he is capable of simple, repetitive work only and requires considerable supervision. 100 90 70 SO 30 10 160 III. Interpersonal Cqmpetence: Vocational D.E., a young retardate, comes from a family in which every member works. Although he is aware that he is not as "smart" as the others, he does not let this stop him from pitching in to do his share. He likes the idea of earning money and is currently holding down two jobs. #— F.N. has assimilated the worker role. He attends the workshop every day and pays close attention to his assignment. He is reluctant to talk about himself or his disability, so it is difficult to assess the impact of self-attitudes on his employability - but they do not appear to pose a problem. F. is hopeful of obtain- ing appropriate work and is looking forward to earning regular pay. in— K.B. is a young man who is strongly invested in becoming a worker. He knows appropriate work behavior, but his emotional problems significantly interfere with his ability to handle the job situation. K. is quite hope- ful of finding employment, unrealistically so, as his current lack of control over epileptic seizures pre- cludes employment at this time. A.R. is having difficulty in assimilating the worker role. Not only is he habitually late and sloppy in his work, but he cannot understand his error in these cir- cumstances. A. sometimes uses his handicap to elicit sympathy or attention or to excuse sloppiness. A. hopes to obtain a job as a messenger. N.S., a retarded young girl, would rather be a pupil than a worker. She identifies closely with her phy- sically handicapped mother (who has never worked) and cannot see herself functioning independently in the work world. N. has "sabotaged" two job interviews, demonstrating her dependence. 100 90 70 So 30 10 161 IV. Integpersonal Competence: Social W.R. has several physical handicaps. He is a person who is generally very accepting of his limitations and wants nothing more than to keep busy and to do what work he can. He attends a junior college where he takes about two courses a semester. He has been very active in groups for the handicapped. Every year he takes a "fancy" vacation with his mother. C.T.'s understanding of his handicap (retardation) is limited, ostensibly because it has not been openly dis- cussed in his family or elsewhere. He is aware of some academic difficulties, but lacks understanding of their ramifications. Mr. T.'s social life is limited mostly to family affairs. He does have some boy friends. R.S. has adjusted minimally to his handicaps of retar- dation and emotional disturbance. He sees his main difficulty as an inability to read well. Mr. S. is highly anxious and continually voices somatic com- plaints. He looks for support and encouragement from the counselor and is unable to come to any decisions on his own. A.B. refuses to use his deformed hand and tries to hide his arm whenever possible. He blames all his inter- personal difficulties on his hand. He is very ego- centric - insists on talking only of his problems. Mr. B.'s family, too, see him as deformed and "dif- ferent", and tolerate the temper tantrums he throws when he is upset. T.J.'s response to his retardation has been to retire into extreme passivity. He.makes no attempt to develop communicative skills that are within his capabilities. He talks with no one, and he is very uncomfortable in the counseling interview unless it is so structured that he doesn't have to address the counselor directly. 100 90 70 SO 30 10 162 V. Language Facility S.L.'s reading and writing ability is at the 8th-9th grade level. He understands directions when they are given in the common vernacular (as opposed to technical language). His communication skills are adequate for simple, routine clerical tasks, e.g., shipping and receiving and bills of lading, and should provide no obstacle to employment at this level. B.V. understands spoken English quite well and uses words appropriately in conversation. She can fill out an application form and would appear more adequate in an interview situation than she really is. In the shop B. had a great deal of trouble with an alphabetical filing task, so it appears that even a simple clerical position is beyond her ability. ....) C.M. is moderately retarded and learns jobs more quickly if they are demonstrated than if they are ex- plained verbally. Written instructions pose great dif- ficlulty for her because of her poor reading skill - though she will not admit her lack of comprehension. A potential employer would have to be given prior warning about her limitations because C. easily "fakes" her way J.C. is deaf and cannot speak or comprehend written or spoken English. His reading level is first grade - his writing level that of a 3- or b-year-old who can print his name. J. would be unable to fill out an applica- tion or go through a formal interview without help, and could not function on a job requiring language .facility. He understands visual demonstration or in- str‘uction via pantomime. E P.bq. is from a home in which Spanish is the primary 1fil'lguage. His lack of exposure to English is com- POunded by the fact that he was born profoundly hard- Of-hearing and suffers a speech impediment which severely hampers verbal expression. P. has had no for- mal education and is functionally illiterate. Place- Inent.is limited to jobs that do not require communica- ‘tion and can be demonstrated. A 100 90 7O 50 3O 10 163 VI. Prominence of Handicap R.G. is a 33-year-old physically robust, handsome man. He makes an excellent first impression. R. has a bad back and can no longer work as a laborer. He can't do any kind of lifting nor can he sit in any one spot for too long. The job selected for R. must be physically right for him; otherwise, he is quite placeable. C.J. is retarded. This is not particularly noticeable as she has learned to speak and dress quite adequately. Once in a work situation, however, her inability to understand directions and her generally poor perfor- mance becomes quite apparent. C. expresses anger in- directly by resisting instructions and jobs she can best do - those requiring simple rote memory. S.A. has brain damage which manifests itself in certain mannerisms and slowness on some tasks. His handicap is only moderately acceptable to an employer. He will re- quire specialized placement; complex tasks and those requiring speed and dexterity must be avoided. S. will need an employer who understands that despite his limi- tations, he functions quite well in other areas. P.D. "duck walks" and has one hand that is useless. These handicaps might be accepted by an employer hiring for mailroom messenger or phone work; however, P.'s emotional problems would be totally unacceptable. He also talks incessantly so that he accomplishes little. These drawbacks far outweigh his physical disability When considering placement. ' I Q-Ai. is an extremely handicapped, 38-yearbold man. He walks in a slow, laborious manner with the aid of two Clfirtches. His Speech, his arm and hand movements - in fact his entire body is affected by cerebral palsy. His ability to find work will be extremely limited be- cause of the nature of his handicap. Most employers ‘would find his disability repugnant. - 100 r— 90 +—7 70 _ SO ....— 30 L—— 10 16h Scoring for the Revised Scale of Emplgyability Each scale is separately scored according to the thermometer rating given by the counselor. Scale scores can range from zero to one hundred. APPENDIX D THE SERVICE OUTCOME MEASUREMENT FORM RESEARCH REPORT FORM A Counselor Client Date l. State Agency Number 10. —_ Ago Started Working 2. Case Number ll. Previous Agency Contact (l Yes, 2 No) 3. Caseload Number l2. —_ Marital Status (l Married, 2 Widowed, 4. ' Status 3 Divorced, 4 Separated, 5 Nov. Married) 5. " Reason for Closure (Only if 13. .__.._ No. of Dependents Other than Status 26) 14. _ Age at Disablement 6. Age l5. .'___.. Primary Disability 7. Race (1 White, 2 Negro, 3 Indian, 16. ' Secondary Disability 4 Latin American, 5 Other) 17. No. of Other Documented Disabilities 8. Sex (1 Male, 2 Female) ‘8. 3.— Weekly Earnings (Dollars Only) 9."___..._ Referral Source ('Use R-300 Codes, Oklahoma use RolOS Codes, Maryland use R-l3 Codes, Utah use ORS-300 Codes) I. DlF FICULTY ONLY A. Anticipated Change in Client's Level of Functioning During Services Alleviate Improve Greatly Improve Somewhat Remain the Same Deteriorato Employment Pragnosi s ....1 ____:z ..__'____3 ____4. ...—5. Presently employed in competitive labor market and will continue on same job or higher iob Employable at former job or another job without training Vocational training required, client has training potential Limited vocational training potential No vocational training potential EmpIOymr-nt History; To An Employer, the Client's Past Work History Would: ...—...... l. wewv Make a very favorable impression Make a favorable impression Seems adequate Seems inadequate, but acceptable with reservations Extremely bad employment history Availability of Facilities and Client's Attitude Toward Temporary Relocation (Minimum of three weeks) i. 2. ...—_3 ____4. 5 All necessary facilities are available or client looks forward to temporary relocation Client accepts temporary relocation and adiustment problems will be relatively few or will not be severe or client resists using available facilities . Client accepts temporary relocation but may have difficulty adjusting to his new surroundings Client is reluctant to relocate even temporarily and may encounter severe adjustment problems . Client strongly opposed to temporary relocation; adjustment problems would definitely endanger chances for success 16S 1% . - Page 2 of Form A E. Availability of Transportation PPS”? l. Client has easy access to an automobile or inexpensive public transportation 2. Client must be driven by family, friends, or use taxi, which are available 3. Client must be driven by family, friends, or use taxi, but these resources are not readily available 4. Many special considerations must be made by the counselor to provide transportation 5. Client is homebound or must remain in a hospital or institution . EDUCATION Years of Academic Schooling Months of Trade or Vocational School Months of O.J.T. Months of Adiustment Training ECONOMIC/VOCATIONAL STATUS A. Vocational Level Professional, Technical and Managerial Licensed or certified trades and crafts, or other highly skilled work Semi-skilled and clerical Unskilled Disability status precludes employment 9995’.“ Weekly Earnings d SlO0.0l per week and above 2. $70.0l per week to “00.00 3. $50.0i per week to $70.00 4. Sl0.0l per week to $50.00 5. Sl0.00 per week and below Work Status Wage or salaried worker (competitive labor market) or self-employed (except BEP) Wage or salaried worker (sheltered workshop), state agency managed business enterprise (BEP) Homemaker, unpaid family work er, not working student Trainee or worker (non-competitive labor market) Not working other P's-$4.”? Primary Source of Support l. Own Earnings Dividends, Interest, Rent, and Savings Family and friends, or non-disability insurance (Retirement, Survivors, Annuity, etc.) Disability and Sickness Insurance (SSDI, Workmen's Compensation, Civil Service, etc.) Public Assistance, Private Relief, or Resident of Public Institution mew» DependenCy of Client on Others for Financial Support Completely independent Approximately 25?; of income comes from sources other than earnings Approximately 5033 of income comes from sources other than earnings Approximately 7593 of income comes from sources other than earnings Totally dependent on sources other than earnings 9.599.”? 167 ..i PogoSofFormA IV. PHYSICAL FUNCTIONING A. General Health Status Other Than Disability Feels good most of the time; has feelings of vitality Generally feels good, but reports minor problems that seem reasonable Multiple complaints, which seem mostly reasonable Multiple complaints that seem mostly unjustified by physical condition Multiple complaints that seem totally unjustified by his physical condition MFSA’NF’ B. Mobility Totally independent Ambulatory, but somewhat restricted or with minimal use of devices Ambulatory with major devices, as unassisted wheelchair Ambulatory only with assistance of another person, as assisted wheelchair Bedridden P‘s-Pro.- C. Physical Independence for Tasks Other than Mobility Totally independent Minimal assistance required Dependent for one major or several minor tasks Dependent for several major tasks Constant need for attendant services 9995’.“ D. Work Tolerance Minimal restrictions to type of work client can do Occupations limited to light physical activity but able to work fuIIotime Sedentory work, low stress, or close supervision required; but able to work full-time Unable to work full-time because of mental or physical condition Current disability status precludes employment , 9.594.”.- E. Prominence of Vorationally Handicapping Condition (Including Mental and Emotional) Handicap is: Hidden and cannot be directly observed Hidden and would only be observed episodically Noticeable only after a period of interviewing, or only slightly noticeable Marked and obvious, noticeable at once and continually manifest Marked, obvious, and ccntinually manifest and will be repugnant to most employers 9'?wa F. Compensatory Skills ...—... I. Has developed in other skill areas or with the use of devices, almost total compensation for disability 2. Has significant development in other skill areas, or with the use of devices, abilities which help compensate for disability 3. No real development in other skill areas and minimal use of devices 4. Some deterioration in other skill areas 5. Substantial deterioration in other skill areas V. ADJUSTMENT TO DISABILITY A. Identification with Worker Role l. Client feels personal need to be independent, and do his share 2. Identity to worker role developing or deteriorated somewhat since disability but wants to work 3. Weak identity to worker role, little idea of day-to-day work demands ...—...... 4. Client has adjusted to being dependent; talks of working but is unconvincing ......__‘..5. Client strongly identifies with handicap and clings to dependent role 168 Page 4 of Form A“ . Compatibility of Employment Expectations with Client's Personality and Physical Condition _. I. Client seems ideally suited for the work he desires 2. Client's employment expectetiens are reasonable, although not ideal 3. Client has no ideas concerning possible vocational goals, or his ideas are more "day dreams" then employment expectations ...—.... 4. Client's employment expectations are very unrealistic and impractical 5. Client's employment expectations are so totally unrealistic and impractical, counselor must work with other professional persons, agencies, or institutions before client can proceed in the rehabilitOo tion process Client's Confidence in Himself as a Worker l. Highly favorable, client's self-confidence inspires confidence from others — 2. Client believes he can and will be a good employee in spite of his handicap ......__ 3. Client feels he will become a fairly good employee but exhibits little initiative 4. Client excessively timid or shows unimpressive over-confidence 5. Client can never see himself as being able to hold a job VI. SOCIAL COMPETENCY A. C. Language Facility l. Reads and writes well; has no trouble understanding and communicating common vernacular and could learn to use technical language ...-_— 2. Reads, speaks, and writes adequately; has no particular problem filling out employment applications, or holding job interview 3. Reads, speaks, and writes adequately for job applications and interview, but speaks slowly and may have some difficulty with other than simple written instructions 4. Reads, speaks and/or writes poorly, and will have difficulty interpreting even simple written instruc- tions . ...—..5. Almost complete lack of language, functionally illiterate, extremely small vocabulary ' Decision-Making Ability . Takes strong active role in decision making Slow to make decisions but makes his own decisions Wants others to mok e decisions but will take some part in decision-making process Others make decisions for him and manage his personal affairs Will neither help mdre decisions nor take action on help from others; counselor must work with other professional agencies, persons, or institutions before client can proceed in the rehabilita- tion process 9.599.“ Role in Family Assumes appropriate role Assumes appropriate role but some counselor reservation Participates in familial affairs but evidence of underlying ambivalence toward family Refuses to assume appropriate role Conscious effort to disrupt family 9.599.”.- Fani ly Support ___. I. Good; family shows great deal of understanding of client; very supportive and helpful ._...._ 2. Moderate; although not ideal, support is adequate 3. Fair; support given but is inappropriate; evidence of underlying ambivalence on the part of the family ......_.. 4. Poor; support given but there is definite indifference on the part of the family toward client or his rehabi litatian 5. Very poor; family definitely non-supportive, strong opposition 5 169 Scoring for Service Outcome Measurement Fang The items were assigned scores inversely to the sequence the foils are numbered for each item. A rating of one is scored five, two is scored four, and so on. APPENDIX E THE STRUCTURED INTERVIEW including REHABILITATION GAIN SCALE ITEMS THE STRUCTURED INTERVIEW Interviewer: Client: Proposed date and time for interview: Actual date: Introductory Statement: Several weeks ago your counselor from Vocational Rehabilitation Services, , asked you to participate in a re- search study conducted by Michigan State University's Rehabilitation Counseling Program. Since you have volunteered, we would now like to have a few minutes of your time to ask some questions of you. we want you to know that all information you give to us will be kept confiden- tial. Even your counselor will not see your answers. When these results are reported, your name as a volunteer in the research project will not be revealed. 1. Do you have a job at this time? If so, what is it? If client reSponds "no", go to question #11 If client responds "yes", continue with question #2 2. How long have you had this job? *3. How many hours per week do you work, including the time it takes you to go to and from your work? h. List all the employers that you contacted before you were able to get this job. 170 7. 9. 10. 11. 12. 13. 1h. 15. 16. 171 What was the job goal you agreed on with your rehabilitation counselor, Wbuld you say your job matches your job goal (1) not at all (2) somewhat (3) very well If it doesn't match your job goal (response 1 or 2) can you say where you can find a job that would match your job goal? How long do you expect to stay on this job? Ask clients if we might send them a questionnaire about their job. we will pay postage. It should only require a few minutes of their time. Yes No Are you looking for other jobs at this time? Yes No If so, why are you? If you have talked to anybody else about your job goal, please tell me who they are: If you get the job you want, how much money will you be making to start? hmpCH pmhfiposppm 0.0. 0.00 0.0. m..0 ..0. 0.0. 0.40 0.0. 0.0. .4.40 0.0. m..0 00000a00 00 moaaaasoaa 0.4. 0..0 0.0. 0.00 0.0. a..0 0.0. 4.00 ..4. ..00 0.0 ...a ssAH.oaa mmaamaaq .... 0.0. 0... 0..0 0.0. m.ma 0.00 a... ..m. 0... 0.0. 0.00 00.000 . aoamamasoo HaaoaamaamsaH HmCOHpmoo> 0.00 0... 0.0. a... 4.0. 4.00 0.40 0.00 0.0. 0.40 m... 0..0 1 socmamaaoo HaaomamaampaH 0.00 0.0. 0.00 0.00 0.0. 0.00 0.00 a.m0 0.0. 4... 0.0. m..0 .000 000 msaaaaoaaaa 0.0. 0.0. 0.40 0.m0 0.00 4.00 0.00 0.00 m... 0.00 p.00 0.00 .. soaa000< aaopmam apes asaaaaaeoaaam 00 00000 mmuammmm amoapaow 00 10, z 00 z 00 z 00 E magmaaa> pcmeewmae :oapmoog mmabmflnm> pampcmama .meowvwflbea nuancepm new meme: Pom magma 185 000 £000v 0000 ... ..0 0. 0.0 0. 0.0 0. 0.0 0.. 0.. 0. 0.0 0000000000 0000 000000000000 .00 00000 0000000000 0. 0.0 0.0 4.0 0. 0.0 0. 0.0 ... ..0 0. 0.0 0000000000 0000 000000000000 00. 00000 000000 0000000000 0. 0.. 0. 0.. 0. 0.. 0. 0.. 0. 4.. 0. 0.. 0003 000 00 00002 00000000 .00 00000 00000000 0. 0.0 0. ..0 0. 0.0 0. 0.0 0. 0.0 0. 0.. 0000000000 0003 00 000000000 ..0 00000 0. 0.0 0. 0.. 0. 0.. 0. ..0 0. 0.. 0. 0.. 00002 00 0000000 0000000000 0003 ... .0 000000 0. 0.0 0. 4.0 0. 0.0 0. 0.0 0. 4.0 0. 0.0 000000000 0000 000000000 0000 000 .0. 00000 0. 0.. 0. 0.. 0. 0.. 0. 0.. 4. 0.. 0. 0.. 00000000 00 000000 00 000000000 00. 00000 00000000 0. 0.. 0. 0.. 4. 0.. 0. 0.. 4. 0.. 0. 0.. 00000000 00002 00 000000000 .0. 00000 4. 0.. 0. 0.. 4. 0.. 0. 0.. 4. 0.. 0. 0.. 000000 00000000 00 000000000 00. 00000 0. 0.. 0. 0.. 0. 0.. 0. 0.. 0. 0.. 0. 0.. 00000000 0000 000 00 000003000 00 z 00 z 00 z 00 z E am 2 00000000 .000 000000w (m 0 0.00.00.00.09 0800.003 0.0.00000 ..0 00000 186 0.4m F.NN 0.0. ©00 m.: 5.0 ®.m No mo 00F m. 0.00 m.mm 4.0m 0.0m m.mm m.ON m.. o.m m.0 m.m m.0 0.: 0.. 0.: w. m.: 0.. N.m 0.00 m.m0 0.. ..0 0. m. n.0m 0.0m 0.0. 0.00 m.. m.m 0.. 0.m 0.. 0.4 0.. 0.4 0.0m 0.0m m.m. m.4 m.om ~.mm 0.. 4.: 0.. m.4 ... 0.: m. N. For 00 Q. Q. m.o. m.mm 0.4m m.m: 4.0. 0.0. m.m m..m 0.0. o.m. 0.00 0.4N m.. m.m 4.. ..m m.. m.m 4.0 m.m m.. m.m 0.. :.m 0. m0: ANOP ®0m POP F0: m. m.m 0.0 0.: w. 0.: Amm Empfiv mmmmpocH mEoocH pcmwao 00m 00000 mocmncwmmvcH Hm0ocwcfim mo Hm>mA 0.0 00000 0000000000 00000 .0000 000 00000 000000 0003 0000 000 00000 QGOH< 0809 0050000 no pcdosd Awm empflv mapwpm pcmshoaaem mo 000pomn00m pcmeo 000 00000 0000 000 000000000 00 000000000000 000000 000 00000 000000 00000: 00 000000 000000 000 00000 000000 00000000 00 000000 000000 300>0000H nmpdpoSApm 020 G0 wEmpH madam :000 040 00000 0000000000 0.. 4.0 0. 4.0 0. 0.0 m. 0.0 .. ..0 0. 0.0 0000000000 00 00000000 000000 00 z 00 z 00 z 00 z 00 z 00 2 00000000 0% HOMfiGOO J M W _. 000500009 :0000000 A.U.pcoov 00m wands 187 m._ m.~ m.P m.m m. 0. O.— 4.m m.m :.m 0.: L"\ —.P m.m m.P :.m N.. w.o :.N 0.0 xomzo omnmasozx m. m. m.m m.p ..P a. w. m. mwcmco mzpmpm m.w m.m ~._ 0.N m.m o.m o.w m.m mdpdpm HmfipflcH mmanmflpm> “mnpo 0.0, w.no m.m :.mo 5. 0.: m. m.: m. 3 m. 3 g. 3 o. 3 o. ©.m m. m.m :.m m.4© o.mp ~.mo m.w F.Nc m.m :.w© whoom mzom Haves m. 0.: m. p.: w. m.m m. 4.: mawomnsm hocmpmmsoo Hmfioom m. m.: O.F 0.: o. :.m N. P.: mamomnsm hpflaflnwmwa on psms¢mzhv¢ m. 4.: m. _.4 4. m.q m. m.: mamompsm wcfl:0flpocsm Hmowmmnm onomnsm c. o.m 0., _.N _.P o.m _._ o.m wspmpm Hmcoflpmoo>\ofisoaoom m. o.m m. 4.m N. m.m :. ~.m mamompsm th:0flumfia mmwo pcmfiao Show pcmeASmmmz 0800930 mofi>hmm mm 2 am 2 mm 2 am 2 am 2 am 5 manmwhm> .mmm Houpcoo a m N — pams¢wmhe soapwooq A.U.pcoov F.m magma BIBLIOGRAPHY BIBLIOGRAPHY Anderson, J. and Hutchinson, R. Job seeking skills Project. Minne- apolis: Minneapolis Rehabilitation Center, 1968. Bolton, B. The revised scale of employability: an application of Taylor's rating scale construction technique. Experimental Publica- tion System, 1970 (MS No. 261-3b6). Bolton, B. The revised scale of employability. The Journal of Applied Rehabilitation Counseling, 1971,‘g(3), 137-1h0. Bolton, B. Factor Analysis in rehabilitation research: II. Rehabili- tation Counseling Bulletin, 1975,‘1§(3), 166-175. Borgen, F.H., Weiss, D.J., Tinsley, H.E.A., Dawis, B.V., and Lofquist, L.H. Occupational reinforcer_patterns: I. Minneapolis: Univer- sity of Minnesota, 1972. Brown, S.J. Career planning inventories: "Do-it-yourself" won't do. Personnal and Guidance Journal, 1975,‘§2(7), 512-517. Chicago Jewish Vocational Service. Summary: a scale of employability for handicapped persons. VRA Project No. 108, 1963fifmime5). Commission on Accreditation of Rehabilitation Facilities. Standards manual for rehabilitation facilities. Supplement 1975. Chicago: Author, 1975, Cuony, E. and Hoppock, R. Job course pays off. Personnel and Guidance Journal, 195h,,2§, 389-391. Daane, C.J. Vocational exploration_group: theory and research. Tempe: Arizona State University, 1972. Davis, R.H., Alexander, L.T., and Yelon, s.L. Learning system design. New York: McGraw-Hill, 197h. Dawis, R.V., Lofquist, L.H., and Weiss, D.J. A theory of work adjust- ment (a revision). Minnesota Studies in Vocational Rehabilitation, 1968, 2 . ESpich, J.E. and Williams, B. Developing programmed instructional materials. Palo Alto: Fearon Publishers, 1967. 188 '5‘. 2 lie-IV on": 189 Fairweather, G. W., Sanders, D. H., and Tornatsky, L. G. Creating change in mental health organizations. New York: Pergamon Press Inc., 19-h. Flesch, R. The art of readable writing. New York: Harper and Row, 19h9. ‘ Galvin, D. E. ‘Working paper on methods to ex and and im:rove services to the severely handicapped. Paper distributed by Rehabilitation Services Administration, Dept. of HEW,197h. Gardner, W. I. Behavior modification in mental retardation. Chicago: Aldine-Atherton, 1971. ‘ - Gay, E.G., weiss, D.J., Hendel, D.D., Dawis, R.V., and Lofquist, L.H. Manual for the Minnesota importance questionnaire. Minnesota Studies in Vocational Rehabilitation, 197191£§° Gellman, W., Gendel, H., Glaser, N., Freidman, S., and Neff, W. Adjusting people to work. Chicago Jewish Vocational Service Monograph, 1957, la ' . Gellman, W., Stern, D.J., and Soloff, A. A scale of employability for handicapped persons. Chicago Jewish Vocational Service Monograph, 1963, h. Gellman, w. Research and demonstration projects and innovative approaches pertaining to vocational evaluation and work adjustment services in rehabilitation programs. In R. Pacinelli (Ed.), Voca- tional evaluation and work adjustment service in manpower, social welfare and rehabilitation programs. washington, D.C.: International Association of Rehabilitation Facilities, 1970. Hoffman, P.R. Where do we go from here? In R. Pacinelli (Ed.), Vocational evaluation and work adjustment services in.manpower, social welfare and rehabilitation programs. ‘Washington, D. C.: International Association of Rehabilitation Facilities, 1970. Holland, J.L. The self-directed search. Palo Alto: Consulting Psychologists Press, 1970. Holland, J.L. Vocational guidance for everyone. Educational Researcher, 197b, 2(1), 9'15. Hoyt, K.B. An introduction to career education: a challen e of our time. washington D.C.: U.S. Office of Education, 1975. Lenhart, L., westerheide,'w.J., Cowan, J.A., and Miller, M.C. Descrip- tion of service outcome measuring project. Rehabilitation Research and Practice Review, 1973,'Q(2), 27-33. Lofquist, L.H., Dawis, R.V., and Hendel, D. Applications of the theory of work adjustment to rehabilitation counseling. Minnesota Studies in Vocational Rehabilitation, 1972,‘29. 190 McClure, D.P.. Placement through improvement of client's job-seeking skills. Journal of Applied Rehabilitation Counseling, 1972, 2(3), 188-196. ' McGraw, M.J. and Bitter, J.A. Counselor perceptions of client voca- tional needs. Rehabilitation Counseling Bulletin, 197h,‘1812), 83-89. Mental Health and Manpower: Employment Adjustment for Psychiatric Patients. MDTA Experimental and Demonstration Findings. Washington, D.C.: U.S. Department of Labor, Manpower Administration, 1968. Miller, L.A. and Roberts, R.A. Understanding the work milieu and personnel in developing continuing education for rehabilitation counselors. The University of Iowa Studies in Continuing Education for Rehabilitation Counselors, 1971. Mink, 0.G. Learner oriented instruction. Journal of Rehabilitation, 1971, 21(11), 25-27. Miskimins, R.W., Cole, G.N., and Oetting, E.R. Success rates in the vocational rehabilitation of mental patients. Personnel and Guidance Journal, 1968, pp, 801-805. Moses, R.A. and Patterson, C.H. Readings in rehabilitation counseling (2nd ed.). Champaign: Stipes Publishing Co., 1971. Osborn, w;c., Haggard, D.F., Boycan, G.G., Spangenburg, R.G., Eugel, J.D., and Pratt, W.H. An instructional program for employability orienta- tion. Philadelphia: Human Resources Research Organization, 1972. O'Toole, R. and Campbell, J. A situational approach. Journal of Rehabilitation, 1971, 2101), 11-13. Reagles, K.w., wright, G.N., and Butler, A.J. Rehabilitation gain: relationship with client characteristics and counselor intervention. Journal of Counseling Psychology, 1971, 18(5), h90-h95. Rosen, S.D., Hendel, D.D., Weiss, D.J., Dawis, R.V., and Lofquist, L.H. Occupational reinforcer patterns: II. Minneapolis: University of Minnesota, 1972. Ross, D.R. and Brandow, T.L. In pursuit of work adjustment. Journal of Rehabilitation, 1971, 21(h), 6-8. Sankovsky, R. Adjustment services in rehabilitation. Journal of Rehabilitation, 1971, 211k), 8-10. Smolken, C. President's message: a definition of vocational (work) evaluation and work adjustment. Vocational Evaluation and WOrk Adjustment Bulletin, 1973, 9(1), 2-5. Sterling,J.W;, Miles, D.G., and Miskimins, R.W. The mental health and manpower project: research and demonstration in psychiatric reha- bilitation. Rehabilitation Counseling Bulletin, 1967, 11, 11-16. 191 Stevens, N.S. A concept of placement readiness. Vocational Guidance Quarterlz, 1962,‘2, 1&3-7h7. Taylor, J.B., Haefele, E., Thompson, P., and O’Donoghue, C. Rating scales as measures of clinical judgement II: the reliability of example-achored scales under conditions of rater heterogenity and divergent behavior sampling. Educational and Psychological Measure- ment, 1970, 29(2), 301-310. Travers, R.M.W. Research and theory related to audiovisual information transmission. Washington, D.C.: U.S. Dept. of HEW, Office of Education (Contract No. 3-20-003), 1967. U.S. Department of Health, Education, and Welfare, Rehabilitation Services Administration. Vocational evaluation and work adjustment services in vocational rehabilitation. Tenth Institute on Rehabili- tation Services. Washington, D.C.: U.S. Government Printing Office, 1972. Walls, R.T. and Tseng, M.S. Measurement of client outcomes in rehabili- tation. In Resource for evaluating_VR programs. Institute, West Virginia: West Virginia Research and Training Center in Vocational Rehabilitation, undated. Weiss, D J., Dawis, R.V., England, G.W., and Lofquist, L.H. An infer- ential pproach to occupational reinforcement. Minnesota Studies in Vocational Rehabilitation, 1965,‘12. Westerheide, W.J. and Lenhart, L. Development and reliability of a pretest-posttest rehabilitation services outcome measure. Rehabili- tation Research Practice Review, 1973, Q(2), 1S-2h. Wright, G. and Trotter, A.B. An employability scale for the handi- capped. Rehabilitation Research. Madison: University of Wisconsin, 1968 , h69-h800 HICH IGRN STRTE UNIV. LIBRRRIES 111111 1||W|111||11|11| 111|11|1||I1|111IINH HIIHI 1293101780256 3