A STUDY OF SELF- HELP EMPLOYMENT SEEKING
PREPARATION AND ACTIVITY OF VOCATIONAL
REHABILITATION CLIENTS

Dissertation for the Degree of Ph. D.
MICHIGAN STATE UNIVERSITY
ROBERT DEWITT KEITH
1976

 

Date

‘This‘is to certify that the
thesis entitled
A STUDY osnsamemp EMPLOYMENT SEEKING
PREPARATION AND ACTIVITY OF VOCATIONAL
REHABILITATION CLIENTS

hresented by
Robert DeWitt Keith
has been accepted towards fulfillment

of the requirements for

Ph . D . degree in Education

 

 

 

August 11, 1976

 

0.7 639

 

 

 

 

 

.—.—.—

ABSTRACT

A STUDY OF SELF-HELP EMPLOYMENT SEEKING PREPARATION
AND ACTIVITY OF VOCATIONAL REHABILITATION CLIENTS

By
Robert DeWitt Keith

The primary objective of this experimental research study was
to develOp a training program to assist counselors in the rehabilita-
tion agency by teaching the clients directly the basic procedures
fer obtaining employment. Through a diagnostic job application form
this self-help training systematically taught the clients how to
evaluate their job interests, abilities and skills, designated
assets; and to know their individual weaknesses, problem areas and
handicaps, called liabilities. Additional parts of this training
included devel0ping a resume, learning what to do and say during the
job interview, devel0ping a list of friends, relatives and acquaint-
ances to be contacted for job leads, and finally, putting this
knowledge to active use in daily activity in the job hunting process.

Counselors from four offices of the Michigan Agency of Voca-
tional Rehabilitation Services identified the clients who were con-
sidered ready for employment; all who could be contacted by telephone
and who volunteered were included in the experimental research to
evaluate the effectiveness of the training program during a two

month follow-up period.

Robert DeWitt Keith

A handicap difficulty score was assigned to each subject;
this score was derived from previous research (R. D. Struthers,
Factors related to vocational stability among persons rehabilitated
by the Michigan Division of Vocational Rehabilitation, unpublished
Ph.D. dissertation, Michigan State University, 197T) and clients
were ranked on a five-factor scale of variables previously found
significant in an employment study of rehabilitation clients. Each
subject was then randomly assigned to one of three experimental con-
ditions. The clients all received continuing service from the
agency counselors; however, counselors were not told to which
experimental condition the clients were assigned. The innovative
training program along with the treatment measures were given to
group l; group 2 was given only the treatment measures; group 3
received no treatment other than that provided by the normal agency
process.

The basic hypothesis was that the training program would
increase job seeking behaviors, job placements and wages and reduce
the time spent looking for work for those who took the training
when compared to those who did not.

The results of the study indicated that there were no sig-
nificant differences between experimental groups on all demographic
variables measured, suggesting that the statistical procedures used
for random assignment were effective in reducing initial differences
between groups..

Primary analyses demonstrated that the experimental group

obtained a higher number of job placements than either of the two

Robert DeWitt Keith

control groups with a statistical probability of .02. Forty-two
percent of the subjects in experimental group l obtained jobs,

ten percent obtained jobs in group 2 and fourteen percent in group
3. No significant differences were found in beginning wages or
number of weeks before obtaining a job.

Higher mean scores were obtained on job seeking behaviors
and achievement test scores for treatment group 1 than for treatment
group 2. Analysis of covariance demonstrated statistically signifi-
cant differences between the means of the training achievement ques-
tionnaire (p = .OOl), job leads obtained per week during follow-up
period (p = .047), and number of interviews per week during the
follow-up period (p = .01). No significant differences were found
in amount of time spent per week, number of persons or methods used
in seeking for job leads, number of resumes or applications completed
per week.

Secondary analyses were conducted to understand more clearly
The interrelationships among all the variables which were measured.
The procedure used was cluster analysis and demonstrated a lack of
congruence between counselors' perceptions of clients' employability
and clients' job seeking behaviors and obtaining of employment.
Employment was related to the training program, socio-economic
status and certain demographic characteristics.

The overall findings from this research suggest that the job
placement of clients in the rehabilitation agency could be streng-

thened by implementation of this training program.

A STUDY OF SELF-HELP EMPLOYMENT SEEKING PREPARATION
AND ACTIVITY OF VOCATIONAL REHABILITATION CLIENTS

By

Robert Dewitt Keith

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

1976

© Copyright by
ROBERT DeWITT KEITH

.1976

To my family--

Joanne, Robbie and Julie

ii

ACKNOWLEDGMENTS

The completion of this dissertation has involved a wide net-
work of support including my wife and children, my faculty committee,
the Vocational Rehabilitation Service agency, many graduate students,
friends, and relatives.

I would first like to express my deepest appreciation to my
wife, Joanne, for her constant encouragement, love, support and time
spent during the strenuous task of my graduate studies and this
research project; and to my son and daughter, Robbie and Julie, who
so often encouraged me by their patience and repeated prayers--
"Dear God, help Daddy finish his dissertation."

My respect and appreciation are given to my advisor and
dissertation chairman, Dr. James R. Engelkes, for his friendship and
for first suggesting the need for research on the subject of job
seeking skills training of Vocational Rehabilitation clients. In
the development of this study he continued to support my efforts and
gave invaluable guidance.

Each of the other cOmmittee members also has made a unique
personal contribution to me and the ongoing research process; Dr.
Gregory Miller, whose interest in my personal progress has been
longstanding; Dr. Richard Johnson, who was available for consulta-
tion regarding many issues throughout the doctoral studies; and

Dr. George Fairweather, whose social innovative field experimentation

iii

in mental health stimulated and guided in the develOpment and imple-
mentation of this research experiment.

Administraative agreements, support and encouragement for
conducting this research were given by the Michigan Vocational
Rehabilitation Service agency through its State Director, Dr. Donald
Galvin; Director of Field Services, Mr. Pete Griswald; Co-ordinator
Employment Services, Mr. Dave Molinaro; and regional and district
office supervisors. The cooperation of the counselors and their
clients within each district office was also an essential part of
the study.

Thirteen graduate students in vocational rehabilitation
counseling volunteered to be research assistants and worked many long
hours during the implementation and follow-up of the study. My sin-
cere appreciation is extended to each of them, including Susan
Becker, Cardl Bergquist, Ruth Briggs, William Crimando, Christine
Hartley, Madan Kundu, Lynn McGarvah, Pat Orbino, Janet Rhinard,
Ronald Somolarski, Jean Todd, Tawn Ulbrich and Sandra Yangouyian.

In addition, friends and relatives have contributed to this
endeavor in countless other ways. One of the very valuable contri-
butions was made by my mother-in-law, Clara Goodman, a first grade
reading specialist, who assisted by evaluating and editing the read-
ing level of the training manuals. My brother, John Keith, provided
the use of his secretary to type the training materials. Dorothy
Beasley and Carol Walter typed the first draft of the thesis.

At varying times other relatives and friends expressed their

interest and support by caring} for our young children and thereby

iv

giving me the time necessary for the research; a complete list is
impossible, but some of those included are my parents, Clarence and
Roberta Keith; my sister's family, the Brian Sheens; my wife's
family, Clara Goodman and the late Burris Goodman, Beula Goodman,
and the families of Robert Wing and Robert Goodman.

To all these persons and the many other friends and relatives

whose support I received,I express my thanks.

TABLE OF CONTENTS

LIST OF TABLES .
LIST OF FIGURES
LIST OF APPENDICES
PREFACE
Chapter

I. THE PROBLEM

Introduction .
Need and Purpose of the Study
Theoretical Basis . . .
Traditional Placement Process . .
A Theoretical Statement About the Placement
Process . .
Summary of General Research Questions to Be
Addressed by This Study. .

II. REVIEW OF THE LITERATURE .

Empirical Models on Employment Seeking
Preparation .

Research on Some Specific Variables Related to .

Employment Seeking Preparation
The Employment Search

Employer Decision- Making.Practice When Hiring.

Individuals .
Employment Interviewing. .
Self-Help Techniques for Behavioral Change
Integration of the Research

III. EXPERIMENTAL DESIGN AND METHODOLOGY

Population Defined
Sample . .
Measurement Process .
Social Situational Variables . .
Social situation: internal variables
Social situation: external variables

vi

Page

viii

xi

xii

—J

0000—0

Chapter

Participant Variables
Demographic measures
Handicap difficulty score

Employment Seeking Preparation and Activity.

Questionnaire . .
The Revised Scale of Employabilityg
Counseling. .

Self-report behavioral measures
Description of the Training Program .
Pre- -Testing the Training Manuals .
Experimental/Control Groups Defined

Assignment to Experimental/Control Conditions.

Implementing the Research Procedures
Hypotheses . . . .
Experimental Design and Analysis Procedures .
Summary. . . .

IV. ANALYSIS OF RESULTS

Client Characteristics . .
Comparison of Demographic Variables Across
the Three Treatment Groups
Hypotheses Tested . .
Associative Analysis
Summary .

V. SUMMARY AND CONCLUSIONS
Limitations of the Study
Implications for Further Research
Conclusions
BIBLIOGRAPHY

APPENDICES

vii

Page

Table

2.1

2.2

2.3

2.4
3.1

3.2
4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

LIST OF TABLES

Philadelphia Job Placement Project

"Objective" Versus "Subjective" Evaluation of Job
Seeking Techniques and Sources Used by Male
Blue Collar Workers .

205 Personnel Managers' Ratings of Importance of
Items in Resumes . . . . . . .

Items from Employment Application Forms .

Percentages of Clients Being Employed Two Years
After Closure by Individual Client Variables

Experimental Design

Summary of Analysis of Variance for Handicap
Difficulty Scores on Four Groups

Characteristics of the Sample Across Treatment
Groups: Continuous Variables

Characteristics of the Sample Across Treatment
Groups . . .

Summary of Analysis of Variance on the Revised Scale
of Employability: Counselor Scale .

Chi Square Analysis of Job Placements Across
Treatments .

Summary of Analysis of Variance for Wages and
Length of Time to Find a Job During the
Follow- -Up Period. . .

Summary of Means and Multivariate Analysis of
Covariance for Multiple Dependent Measures

Correlation Matrix of Job Seeking Behaviors with

Critical Variables of Interest Associated with
Employability . . . . .

viii

Page

21

28

35
37

51
60

65

66

67

7O

72

73

75

77

Table » Page

4.9 Intercorrelation Matrix of the Six Clusters
Defined by Cluster Analysis . . . . . . . . 79

4.10 The Six Clusters Representing the Major Measures
of the Study . . . . . . . . . . . . 80

ix

LIST OF FIGURES

Figure Page
l.l Transition Continuum . . . . . . . . . . . l2
l.2 Process and Influences on the Transition to Work . . T4

1.3 Orientation Subgoals and Subject Areas . . . . . l6

LIST OF APPENDICES

Appendix Page
A. VR-R300-2 Completed Referral Process and Change . . . ll3

B. Employment Seeking Preparation and Activity
Achievement Questionnaire . . . . . . ll5

Revised Scale of Employability Counseling Scale . . . 122
Self-Report Behavioral Measures . . . . . . . . l30

Training Forms and Standardized Questionnaires . . . l46

'I'II'T'IDO

Client Agreement Statement and Counselor Agreement
Statement . . . . . . . . . . . . . . . l7l

xi

PREFACE

"THE WHY! If we always find a job for a person, we can
only hope to fulfill his present and immediate economic needs. And,
that person will probably require similar aid in the future. THIS
IS THE PRESENT TREND!

"However, if we teach a person how to systematically ana-
lyze his acquired skills or potential skills; to relate those
'skills realistically to current and future labor market needs; to
try to understand the relationship of the profit system to avail-
ability of jobs; to sell his service, rather than to ask for a job;
and how to systematically seek out employment by fully utilizing
all available sources of employment information, and to follow-up
on job prospects--we maximize the possibility of full realization
of his work potential, to the benefit of himself, his family, the
economy and the future, and we may arrive nearer to the fulfillment
' of his lifetime needs via stable, satisfying and rewarding employ-
ment commensurate with his abilities, aptitudes, potential and

desires. THIS IS THE NEEDED TREND!"

--Ray Ziegler, 1962

xii

CHAPTER I

THE PROBLEM

Introduction

 

Unemployment is more than an individual economic problem;
it can also be a major mental health problem. Shaw (l976) referred
to several authorities on unemployment. One of these authorities
was Hannah Levin who has conducted extensive research on the psycho-
logical effects of unemployment. Concerning the value of work,

she stated that a job not only is ma source of income and a place

__..__ c-.._.— A... "hm.“—
._... " ,__. .F—w -

 

 

’_____,

to utilize one' s energies and abilities, but it also influences to

._—..--...

 

unw— m wk L... .
Hm. ..

a great extent one' s self-concept and prov1des an interface with
W“ H- ' -.—-—_ ~ “a-.-
society and the larger world:w
fl—M

Employment may be considered by the person and/or society

 

as the primary measure of one's maturity and control over one's
life. Therefbre unemployment, often brought about by capricious
circumstances, may be devastating in nature upon the individual.
For many who become unemployed, there is an abrupt but
continuing sense of timelessness. "Work structures time. It
makes the world predictable to be able to organize our expectations
around the dimension of time" (p. 25), Levin explained. For the
unemployed, the regular routine of work and time is broken; the
new "freedom" soon changes to a daily reminder of the predicament

of unemployment.

When time lacks meaning, it may bring boredom and discontent.
Maynard Skelly, professor of psychology at the University of Kansas
(cited by Shaw, l976), stated that for people to be happy, they need
a certain amount of stimulation, which is often provided by their
jobs. When unemployment strikes, this happiness is dissipated, people
begin to feel angry, helpless, and frustrated; they tend to vent these
feelings on the nearest object and extended unemployment may lead
to violence and an increase in crime.

"The lack of work reflects a sense of dependency. If a man
cannot fulfill his social role as a worker and wage earner, he loses j
respect for himself because he cannot meet the expectations of his L
family, friends and community" (p. 25), asserted Levin.

Unemployment that is drawn out for a long time can have
other serious side effects. M. Harvey Brenner, Johns Hopkins .School
of Hygiene and Public Health, stated that some health problems
related to unemployment are long term and may take several years to
manifest themselves. Hypertension may develop when someone loses
a job, but it may take time before heart attack occurs. Turning to
alcohol may lead to alcoholism and eventually cirrhosis of the
liver.

Unemployment may force many people to withdraw from
society by seeking the security of institutions, such as school,
jail or hospitals. Others may retreat to monastic life. Depression
is another potential sequel to unemployment and may result in

suicide.

1
I
I

v.0—

The general attitude of society often reinforces the unem-
ployed person's feeling of inadequacy. The process of collecting
unemployment may be humiliating.

Levin concluded by saying:

People who lose jobs and can't find work tend to feel like I

nonpersons; they are depressed, apathetic, disoriented, and

withdrawn. They feel dispossessed, helpless, and are often .

irrational. In this society, they have lost a primary 3

source of a sense of identity, self-esteem, status, mean-

ing, and autonomy (p. 26).

’ Considering the above description of the possible psycho-

logical effects upon the unemployed, it is no wonder that a group
of social psychologists consider unemployment as one source of

America's major mental health problems (Shaw, 1976).

Need and Purpose of the Study

This summary of the psychological effects of unemployment
has addressed the general population of unemployed people. The
problems become more acute when specific sub-populations or minority
groups are considered. A comparison of the unemployment rate of
black and white youth, or youth in general versus adults, or
handicapped compared to the general population only would amplify
the above cadre of psychological problems affecting these unemployed
persons.

One of the agencies that has focused on the problem of
unemployment of the handicapped has been Vocational Rehabilitation
Services (VRS). This agency may be broadly defined as a social

1

agency providing a comprehensive service to disabled persons. Some:

of these services include medical evaluation and physical j

I

restoration, psychological and vocational evaluation, counseling,
maintenance, education and skills training, the purchase of tools /
and equipment, job placement service and follow-up activity. I

Since the inception of the rehabilitation agency in the
early 19205, vocational placement of unemployed clients has been a
part of the agency's primary responsibility. Over the years much
has been written on this subject, many specialized activities have
been conducted, seminars and training workshops have been instituted,
but these have had little impact upon the everyday functioning of
vocational rehabilitation counselors working with their various
caseloads in local offices (Dunn, Currie, Menz, Scheinkman and
Andrew, T974).

Dunn et al. asserted that "we have known for at least 25
_years what is involved in placement of disabled persons. Subsequent
literature reviews have_only rebottled this old wine" (p. l).

In almost all cases Research and Demonstration (R & 0)
projects in placement have been granted to specialized rehabilita-
tion facilities such as sheltered workshops and rehabilitation
centers. The knowledge gained from such specialized research has
paid off.

. One specific disability group receiving much attention is
that of the visually impaired. Research has demonstrated that
blind people need no longer be assigned only to the concession or
vending stands, but now the blind can be found in many of the occu-
pations that were unthought of only a few years ago, largely as a

result of the R B D projects. Brace's (1974) review of these

projects associated with placement listed more research reports with
this population than any other disability group. It is no wonder
that job placements with the blind took a sharp rise during and
following these studies (Dicky and Vicceli, l972).

On the other hand, R & 0 projects have not been directed at
the crucial problem of improving placement practice for the rehabili-
tation counselor working with a case load within the agency. Brace
(T974) when reviewing the R B D projects found only forty of these
projects that related to placement and few, if any, directly
addressed the problem of improving its practice within the local
vocational rehabilitation office (Dunn et al . , l974) . And yet for years
the so-called "name of the game" of the agency has been placement.

It is not that little is known about placement; the need is
to take what we know from the research which has accumulated in
various disciplines and with different populations and adapt it for
use by the local vocational rehabilitation counselor. This approach
of an innovative model could then be tested in a field experiment.
Such an experiment should not only help clarify the relationships
between significant client and social situational variables but
would also examine causality.

Fairweather provided insight into this process by his
approach to social innovative field experimental procedures (1956,
I960, T963, T964, l968, l969, l972, l974). He defined the general
attributes of a social innovative field experiment as follows:

I. Definition--defining a significant social problem.
2. Naturalism-~making naturalistic field observations to

describe the social parameters of the problem in its
actual community setting.

3. Innovation--creating different solutions in the form
of innovative social subsystems.

4. Comparison--designing an experiment to compare the
efficacy of the different subsystems in solving the
social problem.

5. Context--implanting the innovated subsystems in the
appropriate social setting so that they can be evalu-
ated in their natural habitat.

6. Evaluation--continuing the operation of the subsystems
for several months or even years to allow adequate out-
come and process evaluation to be made.

7. Responsibility--assumption of responsibility by the
researcher for the lives and welfare of the partici-
pants in the subsystem.

8. Crosshdisciplinary--using a multidisciplinary approach
with the social problem determining the subject matter
--economic, political, sociological and the like
(Fairweather, 1968, p. 20).

Vocational placement is a significant social problem for
rehabilitation clients. There is a need to devel0p a social inno-
vative field experiment(s) to help alleviate this critical problem
for the local rehabilitation counselor working within the agency.
Having identified this need--improved placement within vocational
rehabilitation--an experimental study was developed and conducted.

The major social problem under consideration in this study
was that of the unemployment of the physically and mentally handi-
capped and the vocational placement of these people as a major
responsibility of the Vocational Rehabilitation Service agency. The
public, through the government, has made vocational placement the

social change outcome criterion for this agency. ‘Regardless of

 

what else is done in the rehabilitation process, job placement is
Mm" *‘""‘""‘"”"""“‘—“——~—~- ,- .. ......w

the criterion that is finally judged as a measure of successful

 

 

 

 

 

 

 

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achievement.

Wm

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\/

The rehabilitation process generally consists of several
services including evaluation, adjustment, training, placement
and follow-up. "Placement" usually begins when a counselor with a
client determines that the client is ready for employment (VRS
status 20). Prior to this point a specific occupational goal has
been established. The client must now seek and obtain employment

fer which the client may have been prepared.

The transition from preparation for employment to actual
employment is sometimes a difficult period for many vocational
rehabilitation counselors and their clients. Although some coun-
selors highly prize and specialize in job placement activity by
teaching job~seeking skills, making employer contacts, manipulating j
the job environment for the client, and doing follow-up work, otherI
rehabilitation counselors find placement a time consuming and unre-;
warding task. They often place a higher priority on other job I
functions. Some counselors do not feel adequately prepared to
provide this service and will either give it scant attention or .
leave it to chance with the hope that the client will know what to I
do and will somehow obtain employment. Other counselors do not I
include placement activity in their definition of the role of coun-§
' seling and they see this "mundane activity" as work for placement I
specialists or para-professionals. I

_Clients who are "ready" for employment often find this a
difficult period in that they are not always aware of good job

procurement procedures. They may have become so dependent upon the

counselor during the earlier rehabilitation process that now they

expect the counselor to get them jobs also. Some clients do not
know where to look for employment; others fail to impress the
prospective employer during the initial interview, even though they
possess sufficient skills to do the job adequately; others fear
the prospect of placement or just don't want to work.

Holt (cited by Anderson, 1970) indicated that the labor
market is very unstable with many changes in jobs. He stated that
the average length of employment is only 2.7 years and concluded
that this time frame may be further reduced by the rapid changes
in the structure of occupations. With the average age of the
rehabilitant being 32 years old (U.S. Department of Health, Educa-
tion and Welfare, 1974) with a job life expectancy of 30 more years,
this would suggest that the average rehabilitant may change jobs
more than ten times before he/she retires. This would indicate
that job placement training should not only be considered for the
immediate need but also as a mechanism for the probable future place-
ments the rehabilitation client will go through in a lifetime.

Unemployment is therefore one of the major problems facing
nany rehabilitation clients. Although some of the R & D grants have
addressed this problem through rehabilitation centers and sheltered
workshops, little has been done within the local district offices
of Vocational Rehabilitation to assist counselors in training
clients what to do and say hitheirjob hunting behaviors. This
raises a question of paramount importance to both the rehabilitation
counselor and his/her client: Can a job placement program be devel-

Oped to teach rehabilitation clients in a systematic way the

essential skills to acquire the best job they are capable of per-
fbrming? Further, how can this training best interface with the
duties and functions of the rehabilitation counselor? What seems

to be needed is the development of a training program which will

teach the rehabilitation clients directly what they can do for
themselves to maximize their time and effort in obtaining a job. I
Such a program would shift the responsibility for job placement to

the individual client who has the time to do this work.

The experimental study which follows was developed in
response to these questions.

The general purpose was to help clients directly increase
their effectiveness and efficiency during the rehabilitation place-
ment process by providing them with a training program which would
teach them what to do and say during the employment seeking ‘
preparation and follow-up activity. The training also encouraged
the client to be more autonomous, independent, and responsible for
his/her own placement development.

A secondary purpose was to provide the rehabilitation coun-
selor with an adjunctive service which would teach the client,
through a systematic process, the methods of good placement pro-

cedures.

Theoretical Basis

 

An overview of the current, general process of vocational
placement will be stated, followed by some theoretical suggestions

of how placement procedures may be conceptualized.

10

Traditional Placement Process
The traditional placement process in the Vocational Rehabili-

tation Service agency is the responsibility of the vocational
rehabilitation counselor (Hart and Karbott, T964). This is a leg-
islatively mandated, agency-accepted function of the counselor
(Rehabilitation Act of l973). The Ninth Institute on Rehabilitation
Services (l972) suggested the following definition of placement
services as the ideal.

1. Evaluation of the client's abilities and readiness for

employment, including a determination that work atti-
tudes and habits are acceptable.

2. Appraisal of the degree to which the outcome of train-
ing or other service is consistent with anticipated
results.

3. DeveTOpment of the placement plan.

4. Providing occupational information that is current and

oca .

5. Instruction in job-seeking skills.

6. Anticipation of problems that the client is likely to ;
encounter in both his job-seeking activities and entry %
into employment. 2

7. Assistance to the client as necessary in carrying out I

his job-seeking plan.

8. Appropriate follow-up with clients and employers on

entry into employment, the latter, to assure adjustment

to job demands (p. 13).

However, several studies (State of California, Department I
of Rehabilitation, l97l; Ninth Institute on Rehabilitation Services,
l972, pp. 25-27; Salomone, 1971) indicated thatwhen counselors were
asked who should perform the placement task, a substantial majority
reported that they preferred to delegate this work to a placement
counselor, counselor aide or para-professional.

Muthard and Solomone (T969) in their research about the role 1

and function of rehabilitation counselors found that counselors

11

highly rated placement services as a part of their duties, yet at
the same time indicated that only a small portion of their time
was given to this activity. This discrepancy is illustrated by (
the following findings.

(1) Eight major duty factors describe RC (rehabilitation

counselors) role behaviors. A high degree of importance

is attached by RC's to affective counseling, vocational

counseling and placement duties. (2) The rehabilitation

counselor Spends about one-third of his time in counseling

and guidance activities; 25 percent of his time is spent

in reporting and performing clerical tasks. Generally,

placement consumes only a small portion (7 percent) of the

counselor's time . . . (p. 8T).
There seemed to be a lack of congruence between what counselors
stated was highly important in the rehabilitation process (placement)
and the amount of time they committed to this service.
A Theoretical Statement About
the Placement Process

The development of an adequate theory of vocational placement
is needed to guide the overall conceptualization of how the placement
process works with regard to different persons. It isknown that for
some reason some people who are trained adequately do not always
obtain the job they were trained for or their optimum vocational
placement but settle for an "anything job" or an occupation of seem-
ingly less value and potential (Schneider, 197T; Stevens, l967a,
T967b). This is a difficult problem. How can a person obtain a
job which will allow maximal skill utilization?
Benson and Whittington (T973) have deveTOped a theoretical

structure around which some of the questions concerning the place-

ment process can be studied. They were interested in the question

 

12

raised by some of their Manpower Development and Training Act
(MDTA) clients who were reticent to take a job after they had spent
time in skill training. For this reason, they began to study the
factors which retard or facilitate the transition from skills
training to worker status.

Their work, done at Associates for Research in Behavior,
Inc., Philadelphia, Pennsylvania, has shown that successful transi-
tion from skill training to worker status is dependent on three
factors: (T) adequate skill training, (2) appr0priate Job Readi-
ness Posture, and (3) adequate placement opportunities.

Figure l.l portrays the transition to work as a continuum.

It describes the typical process that occurs when a person starts

 

‘._.

Start Leave
Training Training
Program Program

 

Skill Training

Job Readiness Posture Development-+

 

4———Job-Seeking——+

1+ .................. Working----+

 

 

 

i Transition >

 

Figure l.l.--Transition Continuum.

SOURCE: S. D. Benson and M. C. Whittington, Transition to
work: Contr1bution of the job readiness posture (Philadelphia:
Associates for Research in Behavior, Inc., August T973). 9- 7.

 

13

a skill training program through to the obtaining of a job and
work adjustment. Bensonand Whittington defined these concepts as
fellows:
Transition has been defined as a process which incor-
porates the acquisition of adequate vocational and job

seeking skills, as well as an appropriate Job Readiness
Posture.

Job Readiness Posture (JRP) is defined as a set of
psychological constructs (attitudes and perceptions) which
permits an individual to accept and work within the social
constraints established by a work environment.

Working is indicated as starting when job seeking ends

(pp. 5. 6).

The concept of transition to work is especially relevant
with vocational rehabilitation. The handicapped person enters the
rehabilitation process in a dependent state and is usually unem-
ployed. Through the rehabilitation process this person must move
to independence and self-sufficiency which in most cases requires
gainful employment. Similarly, Sinick (T970) pointed out that
there are at least four phases in this transitional process.
Figure 1.2 indicates that if the rehabilitant is to make a sucess-
ful "transition to work" he/she must first select an occupation,
be prepared for it, find a job within the occupation and finally
adjust to it. Sinick not only stated the various phases of such
a process but also related the influencing factors associated with
each phase.

Osborn, Haggard, Boycan, Spangenbert, Engel and Pratt (1972)
have delineated four sub-goals around which placement revolves:

First, the . . . [person] must be able to cope with the
home environment; then be able to realistically assess his
or her vocational goals; then be able to obtain an appro-

priate job; and, finall , be able to perform successfully
within a vocation (p. 3).

14

 

Phases of the Process Forces Influencing Phases

 

 

1. Occupational Choice

Self-understanding through Family
Past performance Friends
Vocational try-outs Classmates
Work evaluation Employers
Psychological testing Co-workers

Teachers

Occupational understanding through Counselors
Previous experiences Social clubs
Vocational try-outs Sub-culture
Industrial visits Finances

. Study of occupations

2. Preparation for Work

Choice of school Additional forces:

Choice of program Geographic mobility
Work-experience programs Educational facilities
Apprenticeship training Cooperative education
Obtaining license Industry-union relations

State license requirements

3. Job Placement

Knowledge of opportunities Additional forces:

Choice of job Contacts with employers
Job seeking Placement help available
Interviewing for jobs Hiring practices

4. Vocational Adjustment

Satisfactory work performance Additional forces:

Job satisfaction Supervision on job
Interpersonal adjustment Management policies
Socioeconomic advancement Promotional possibilities

 

Figure l.2.--Process and Influences on the Transition to Work.

SOURCE: D. Sinick, Occupational information and guidance
(Boston: Houghton Mifflin, T970). Adapted by D. J. Dunn et al.,
Placement service in vocational rehabilitationgprogram (Menomonie:
University of Wisconsin-Stout, December T974).

15

Within each of these sequential subgoals, specific behavior must be
achieved if the person is to meet the subgoals successfully.

Figure l.3 illustrates these four subgoals and the 18 related
behaviors.

Finally, concerning a theory of placement, Salomone (T97T)
suggested that the more independent a client can be in obtaining
placement, the more satisfied the person will be. He referred to
several studies where greater self-satisfaction and upward job
mobility occurred when methods of self-help were used. Confucius
is reported to have said: "Give the hungry man a fish and tomorrow
’ he will return for more. Teach the hungry man to fish and he will
feed himself for ever more“ (Ziegler, T962).

Summary of General Research Questions to Be
Addressed by This Study

 

The following research questions summarize the focus of
this study:

1. Can the rehabilitation clients being served within
local district vocational rehabilitation offices be taught on an
individualized self-help basis the primary requirements of how to
obtain employment? I

2. Can such a program increase behaviors previously found
in research to be significant in obtaining employment such as hours
per week spent looking fer work, number of job leads, applications
and interviews completed?

3. Can such a self-help training program be powerful enough

to increase job placements?

16

 

Subgoal I

To enable an enrollee to meet home
and family responsibilities so that
he (she) is able to attend to the
demands of employment.

* Food * Family relations

* Clothing & * Money management &
residency transportation

* Health * Community resources

* Child care

 

 

Subgoal II Subgoal IV

To enable an enrollee to develop To enable an enrollee to
an understanding of factors sustain employment and to
affecting career choice, and to advance, commensurate
acquire attributes prerequisite with ability, within a
to the attainment of employment chosen field.
goals. * Job performance

* Self-concept * Employee relations

* Vocational goals * Company policies &

* Personal hygiene, union policies

grooming

Subgoal III

 

To enable enrollee to seek and obtain
full-time employment appropriate to
capabilities and career expectations
and interests.

* Job searching * Interviewin
* Application * Job assessment
* Test taking

 

Figure T.3.--Orientation Subgoals and Subject Areas.

, SOURCE: W. C. Osborn et al., An instructional program for
emplgyabiljty orientation (Alexandria, Va.: Human Resources
Research Organization, T972), p. 4.

CHAPTER II

REVIEW OF THE LITERATURE

In the following review of the literature some of the major
innovative studies<n1employment seeking preparation will be examined
along with the research that has been conducted on specific vari-
ables related to this subject. Research on self-help, self-
management and self-control in behavioral change will also be
reviewed. Finally, a discussion of this body of literature will
be presented as it relates to the deveTOpment of this present
innovation model'fineemployment seeking preparation of rehabilitation
clients.

Placement may be defined under three broad categories:

(I) Assessing the individual's vocational needs including such
things as occupational goal and alternatives, motivation, self-
esteem, family stability, skill training or education, the indi-
vidual's coping behavior, lack or loss of job seeking ability and
other employment readiness qualifications; (2) knowledge of the
world of work including awareness of those occupations which relate
to their specific occupational skills; knowledge of the labor
market, economics and manpower needs, knowledge of employment
trends and future job predictions; (3) finally, placement would

include knowledge of how to look for a job, community reSources to

17

18

assist in locating job openings, knowledge of how to complete an
application form appropriately or develop a job resume, how to be
interviewed by employers, knowledge of what influences employers
to hire, how to sell one's skills and convince employers that one
has the desire and ability to do the job.

For at least the past 25 years, training programs on place-
ment have been conducted (Dunn et al., 1974). Knowledge, skills
and competencies about vocational placement have been developed
both from within university training programs in rehabilitation as
well as from the agency and facilities of the rehabilitation com-
munity. Extensive reviews of this literature can be found (Zadny
and James, 1976; Dunn et al., 1974; Nagi, McBroom, and Collette,
1972; Placement and follow-Up in vocational rehabilitation process,
1971). However, much of this literature describes the perspectives
of various authorities on the subject and little research to test
the ideasempirically.

In Muthard's (1974) index of Vocational Rehabilitation

 

Literature, there was an extensive review of the rehabilitation

 

research and demonstration projects from 1955 to 1974 which makes
reference to 87 publications on the subject of placement. Brace
(1974) has reviewed these research and demonstration grants and
found only 20 of the 87 to be researCh in nature and these were
nainly survey rather than experimental studies.

Dunn et al. (1974) further indicated that most of these
research and demonstration grants were awarded to facility-based

placement programs covering specific disabilities rather than to

19

acquire knowledge on a broad basis about placement for all
rehabilitation clients, including the handicapped. Dunn et al.
(1974, p. 2) stated that "R & D projects have not been directed at
the very fundamental problem of improving placement of the voca-
tional rehabilitation counselor working with a general caseload

in a local office." These findings are somewhat disturbing since
one of the major criteria for success in the agency of Vocational
Rehabilitation is that of obtaining jobs for handicapped persons.

It can be concluded that experimental studies with the
rehabilitation client p0pu1ation on the general subject of placement
as well as on the specifics of finding employment are almost totally
lacking; those studies relevant to this population which have been

conducted will be reported here.

Empirical Models on Employment Seeking Preparation
Ziegler (1962) reported several of the earlier research

projects in placement. As far back as 1947, an experiment was con-
ducted in Toronto, Canada, for the placement of older workers.
H. L. Douse published a report of this experiment in the April
issue of the International Labor Review in 1961. This successful
experiment did not directly provide job placements to its subjects
since its main function was counseling. This counseling encouraged
persons to regain their self-confidence through self-appraisal and
awareness of their ability to get jobs themselves (Ziegler, 1962,

p. 17).

20

The second study Ziegler reported began in 1956 within the
United States Employment Service, U.S. Department of Labor; it
provided special placement services to 7,400 persons who were 45
years and over who lived in cities of varying size and geographical
location. These persons were divided 'hTUJ two groups. One group
received the normal routine services of the agency and the others
were proVided with "special services," including intensive counsel-
ing and aid in the preparation of resumes. This study reached two
conclusions: first, if the problems of these unemployed persons
were to be solved, a change in attitude and practice must be
adopted by those who influence the person's return to employment;
secondly, the unemployed person needs to understand his/her skills,
qualifications and limitations more fully and what job requirements
he/she could fulfill and finally how to present his/her qualifica-
tions to the prospective employer.

A project was conducted in Philadelphia in 1957-58 which
used similar techniques. Although statistics from this program were
not stated, in this study a control group of 7,609 unemployed
workers were again given the routine agency process while a group
of 2,092 unemployed persons were given the "special services." The
results were as follows: in the control group only 50 (0.65%) were
placed on jobs. Seven hundred forty-seven of the control group
were handicapped and of these only 6 (0.8%) were placed. On the
other hand, 866 (41%) of those persons who were provided "special

services" received jobs. Of this group 263 persons wereconsidered

21

handicapped and 131 (50%) received jobs. These figures are illus-

trated in Table 2.1.

TABLE 2.1.--Philadelphia Job Placement Project.

 

 

Description Control Group Treatment Group
Total sample N 7,609 2,092

Number of jobs obtained 50 (0.68%) 866 (41.0%)
Number of handicapped in sample 747 263

Number of jobs obtained 6 (0.8%) 131 (50.0%)

 

SOURCE: R. A. Ziegler, The Oregon pilot project in teaching
creative job search technigues to the unemployed and/or under-
employed (Portland: Oregon Bureau of Labor, September 1962).

Another program called "The Creative Job Search" was devel-
oped for the Senior Worker Division, Oregon, Bureau of Labor, and
was operated in conjunction with Portland Community College by Ray
Ziegler. This program was one of the significant early studies in
teaching specific job seeking skills. The training was completed
in less than three hours and within a six-month period of time 1,000
persons participated in this project; 700 quickly found jobs.

There were five phases to the training, all conducted in
about three hours, and a final phase which covered a span of time
in which the clients started and conducted their job search.

Phase one: The first part was an introductory session in
which jobless or under-employed persons filled out a registration

form.

22

Phase two: The placement trainer then presented a lecture
summarizing the labor market conditions, both present and projected.
Instruction was given that the training did not get anyone a job but
taught the technique of job finding.

Phase three: The next part of the training program was a
workout in "self-skill analysis." Persons developed their job skills
and assets.

Phase four: One or more persons were asked to present their
placement problems and job skills voluntarily to the group for dis-
cussion.

Phase five: Finally, the students developed a plan of
action for each individual. By this point they had polished their
resumes through the constructive criticism of the group process.

Phase six: The final step was the action phase, in which
the individual person started the job search.

Another major study, known as "Pounce," was developed by the
Multi-Resources Center (MRC) in Minneapolis. Three phases of
this research were carried out by Walker (1969), NRC (1968, 1971,
1972) and McClure (1972).

The "Pounce" program directed its attention to a four-fold
placement problem. Walker (1969) described these as follows:

(1) The tendency of our clients to give insolvable problems
as reasons for their unemployment, thereby avoiding the
real reason, (2) the hesitancy of counselors to initiate
realistic confrontations, (3) the failure of clients to
accept counselor information when it was unpleasant, and

(4) the absence of any system that Operationally explains
why it is that pe0ple are unemployed (pp. 400-401)..

23

A list of problems was generated to determine what were significant
areas critical for clients in getting and keeping a job.

Twelve problems were agreed upon that would necessitate a
solution if the client was to obtain and keep a job. These signifi-
cant vocational problems and the frequency with which they occurred

were tabulated on a sample of 60 clients. The results were as

follows:
1. Inappropriate job objective--25 per cent
2. No job objective--5O per cent
3. Does not look for work frequently enough--80 per cent
4. Cannot explain skills to an employer--85 per cent
5. Poor personal appearance (grooming and clothes) and
inappropriate interview mannerisms--4O per cent
6. Inability to explain problems such as age, disability,

lengthy unemployment, and so forth, in the job inter-
view--9O per cent

7. Excessive tardiness--25 per cent

8. High absenteeism rate--25 per cent

9. Inability to get along with supervisors--35 per cent
10. Inability to get along with co-workers--30 per cent
11. Does not produce enough work (primarily consistency

of effort)--15 per cent
12. 'Does not produce quality work--15 per cent (p. 401).

The staff at MRC further developed several adjustment pro-
grams to treat each of these problem areas: Job-seeking skills
project (1968), Job seekipg skills reference manual (l97la), g9p_
seeking skills: Instructing specialists (l97lb), Job seeking skills:
Instructing applicants (1971c), Job seeking skills: Applicants
workbook (197ld), Job development reference manual (l971e), pr_
to look for a_job (1971f), A blueprint for trainers (1972a), Ggppp

work made easy (l972b) and Vocational diagnostic interview (l972c).

 

The MRC "Job Seeking Skills" programs use the small group

approach to training. Peer pressure, video tape feedback and direct

24

confrontation are the main techniques used in producing behavioral
change.

The MRC "Job Seeking Skills" program has been subjected to
experimental research by McClure (1972) by using the following
areas of job seeking skills: "(1) Sources of job leads; (2) Inter-
view preparation; (3) Application blank; (4) Problem questions;
and (5) Job interviews" (p. 191). This study was conducted at
Kirkwood Rehabilitation Facility, Cedar Rapids, Iowa. The program
consisted of an intensive, two-day course of study for six hours
a day in job seeking skills.

Subjects were randomly assigned to the experimental and
control groups. There were 38 subjects in each group--experimental
and control. Measurement of the project consisted of the following
criteria:

(1) The number of clients from each group successfully

obtaining employment and retaining it for a minimum of

thirty days; (2) The length of time (days) required to

secure employment; and (3) The amount of counselor time

(hours) required by each group of clients in attempting

this goal (p. 191).

The results of this study indicated significance in two of
these measured areas. Some of the conclusions that McClure drew
were as follows:

1.: A significantly higher number of placements are achieved
by clients who participate in a job-seeking-skills class
than are achieved by clients who are handled in accord-
ance with conventional placement procedures;

2. Counselor time required to aid clients who participate
in the job-seeking-skills class in obtaining employment
appears to be significantly less than the counselor

time required by clients using conventional placement
procedures; . ,

25

3. Use of the job-seeking-skills class appears to be a

more effective and efficient approach to placement than

conventional placement procedures (pp. 194-195).

The uniqueness of these three studies in job seeking skills
(Walker, MRC, and McClure) was that they were conducted mainly with
rehabilitation clients, persons who were disabled by a physical or
mental handicap.

Rehabilitation of the emotionally disturbed tends to be over-
represented among the unemployed when comparing this population to
other handicapped groups (Struthers, 1971). This would appear to
indicate that emotionally disturbed rehabilitation clients are among
the most difficult to obtain employment.

The problem of returning the chronically ill hospitalized
mental patient to an autonomous and independent living status in
the community was studied by Fairweather (1964). Two treatment
conditions compared the difference between a "rehabilitation program
whose treatment unit consisted of autonomous, patient-Ted, task group
and a more traditional one (group) in which superordinate staff
positions and subordinate patient roles are clearly defined and
maintained" (p. 4). The innovative experimental group became dis-
satisfied with the usual hospital procedures of job placement and
established its own employment service. Some of the procedures were
as follows: Each group member submitted an application form, similar
to an employment application, to the group employment service; this
was followed by an interview and an evaluation of the person's
application. The employment service responded by sending its evalu-

ation and recommendations to the group of which the patient was a

26

member. These recommendations were acted upon by the group. A
mental and physical examination was provided by the hospital staff
to determine if the job applicant was job-ready. The patients'
employment service, known as Veterans Employment Training Service
(VETS), then interviewed employers in the community to obtain jobs.
There was a significantly higher post-hospital employment rate for
the innovative program when compared to the traditional hospital
process.

A recent study relating to job placement of disadvantaged
unemployed persons was developed by Azrin, Flares, and Kaplan (1975).
They used a "job club" to train peOpTe to obtain jobs. They
selected 120 jobless persons and divided them into two closely
matched groups. The control group of sixty was directed to look for
work in their usual manner while the experimental group of sixty
enrolled in the job club.

Azrin, nationally! recognized for his work in behavior
modification, altered behavior through reward, punishment or other
reinforcement techniques. He created a situation for the job seekers
to work together to find jobs and used social contacts as reinforcing
conditions.

The club members gathered daily for counseling in job hunting
techniques. They helped each other develop and expand vocational
choices, write resumes, role play job interviews, and swap job
lead techniques for approaching friends; further emphasis was placed

on scheduling one's time, and use of a "buddy" system.

27

The results of this study indicated that 90 percent of the
club members got jobs within two months compared to only 55 percent
in the control group. Persons in the job club entered the labor
market at a higher level than did the non-job club members. Of the
job club group, 55 percent obtained skilled or semiskilled jobs,

20 percent found professional jobs and 20 percent obtained unskilled
jobs. When these were compared with the control group, 60 percent
got unskilled work and only 5 percent secured professional work,
while 35 percent found skilled or semiskilled jobs.

Another statistic of interest between the two groups was that
the starting wages of job club members were one-third higher than
the non-job club members. The average length of time for obtaining
employment for the job club members was two weeks compared to two
months for the control group.

The major strengths of this study would appear to be the
use of behavior modification techniques, and group peer pressure,
where people work closely together to assist each other in obtaining
work.

Research on Some Specific Variables Related to
Employment Seeking Preparation

 

Three major factors related to employment seeking prepara-
tion have been independently researched: (l) the employment search,
(2) employer decision-making practice when hiring individuals, and

(3) employer interviewing.

.

28

The Employment Search

 

Research has shown that some job hunting methods are more
effective than others. Sheppard and Belitsky (1966) studied the
job seeking activity of blue collar workers. They found a differ-
ence between the methods actually used in obtaining jobs as con-
trasted to the methods the persons perceived to be the best.

Table 2.2 shows this contrast.

TABLE 2.2.--"Objective" Versus "Subjective" Evaluation of Job
Seeking Techniques and Sources Used by Male Blue
Collar Workers.

 

 

Rank According to Rank According to Workers'
Effectiveness Indexa Evaluations of "Best Way"
1. Friends & relatives 44 1. Company gate 29%
2. Union 18 2. Employment service 29%
3. Employment service 15 3. Friends & relatives. 16%
4. Company 15 4. Union 10%
5. Newspapers O4 5. Newspapers 6%

 

aFigures refer to Effectiveness Index, how people actually
fOund jobs.

bFigures refer to percent of workers citing each technique
as the "best way" to find a job.

SOURCE: H. L. Sheppard and A. Belitsky, Job hunt (Baltimore,
Md.: Johns Hopkins Press, 1966), p. 211.

The "Effectiveness Index" in Sheppard's study referred to

how persons actually reported they obtained their previous jobs

29

while the "best way" was what the same people thought was the best
technique to find a job.

In the first case friends and relatives were actually used
more often hilocating jobs than other techniques, while in the
second, friends and relatives were ranked much lower on a "best way"
or were perceived as a less effective method.

Several other studies indicated that the use of friends,
relatives and acquaintances are the most effective means of obtain-
ing job leads and actually obtaining jobs. This has been true of
both blue and white collar worker. Jones and Azrin (1973) studied
master's degree graduate students in a survey about how they
obtained their jobs. In this survey two-thirds of the persons who
feund jobs reported that their sources were friends, relatives and
acquaintances. In addition, the job Teadflprovidergwas_able to 9
directly influence the placement in over one-half of the cases.

Granovetter (1974) defined two categories for finding jobs:
fermal and informal. "The 'formal' category included commercial
public employment agencies and advertisements. 'Informal' methods
included the use of personal contacts of any kind, and also direct
application to an employer not previously known personally to the
job seeker" (p. 5). He further indicated that the formal process
seldom accounted for more.than 20 percent of the jobs as contrasted
with from 60 to 90 percent of job placements found by using the
informal methods and this being mainly through friends, relatives,
acquaintances and direct applications. Studies with blue collar

ivorkers since the 19305 repeatedly have borne out these conclusions:

3O

DeSchweinetz (1932), Lester (1954), Lurie and Rayack (1968), Myers
and Shultz (1951), Myers and Maclaurin (1943), Parnes (1954),
Reynolds (1951), Sheppard and Belitsky (1966), Ullman and Taylor
(1965), Wilcockand Franke (1963). Granovetter further stated that
there is little difference in these job finding techniques with
white collar workers and referred to the following studies in sup-
port of his conclusions: Shapero, Howell, Tombaugh (1965);

Brown (1965a, 1965b, 1967); Caplow and McGee (1958). Granovetter's
study dealt specifically with white collar workers (professional,
technical and managerial workers) and found the same results.

Granovetter concluded that there is a major sociological
dimension that should be introduced into job hunting activity and
cannot be ignored if people of all classes will maximize their
employment seeking activity.

Granovetter found other factors which accompanied this
sociological dimension of vocational placement. He found that job
satisfaction, income, and the occupational hierarchy level were
influenced positively by the use of informal job hunting methods
'and further that religious background and age were not negative
factors. He concluded his study of the sociological factors in
obtaining jobs by the following statement:

In this introduction, then the basic theme is set: per-
sonal contacts are of paramount importance in connecting
people with jobs. Better jobs are found through contacts,
and the best jobs, the ones with the highest pay and

prestige and affording the greatest satisfaction to those
in them, are most apt to be filled in this way (p. 24).

31

Employer Decision-Making Practices
When Hiring Individuals

 

 

The next variable to be considered which affects employment
concerns is the general selection procedures employers use when they
determine their final choice of an employee. In a tight employment
market when jobs are scarce and there are many applicants for each
job, the relevance of this variable becomes more important.

Olshansky (1973) stated that there are several factors that
affect hiring decisions; he included size of company, kind of
activity (type of industry), community attitudes and expectations,
and the level of labor demands. Legal requirements were also
included.

Hamilton and Roessner (1972) conducted a survey of 280
employers about their hiring practices to determine how they deter-
mined the qualifications or disqualifications of pr05pective
employees. They stated the following:

Employers are able to screen prospective employees accord-
ing to a number of criteria, only some of which are
directly related to an applicant's apparent ability to per-
form the task involved. Screening can be based on broad
educational qualifications, the ability to pass a test, or
the need to present evidence of attainment of some specific
level of schooling. It can also be based on job related
criteria such as job experience or training, or on the
applicant's personal characteristics and background, such
as race, history of social deviance, or personal appearance.
Previous studies suggest that employer requirements, though
seldom formalized or rigidly adhered to, tend to be unreal-
istically stringent for the actual skills required for the
job in question (pp. 14-15).

Hamilton and Roessner (1972) found that fifty percent of the
employers surveyed reported six significant variables as qualifications

for employment: ability to read, ability to write, good personal

32

appearance, lack of health problems, not a drug user, and had job
references. Schletzer, Dawis, England and Lofquist (1961) in a study
of personnel managers also found that considerable importance was
placed on health and good appearance. Harkness (1971) and Hartlage
and Roland (1971) in their separate studies found that health prob-
lems were tolerated by employers on a job specific basis when
individual abilities were matched with job requirements.

One of the placement models for teaching persons how to
get a job emphasized the importance of writing a resume. It has
been a major tool not only for professional pe0ple but also for
people applying for jobs at the unskilled and skilled levels
(Ziegler, 1962).

Many authorities have written volumes on the subject of how
best to prepare a resume. Some of this advice is confusing and
even conflicting as presented from one author to another.

Feild and Holley (1976) conducted a survey of 205 randomly
selected personnel directors throughout the United States to
determine their attitudes toward the format and content of job
resumes as well as cover letters so that the most important content
could be determined.

They developed the Job Resume Questionnaire (JRQ) to measure
the respondents' Opinions. The items covered a broad range of char-
acteristics of these two techniques on a six-point rating from
"very important" to "very unimportant." In addition to the JRQ the
respondents were requested to make any additional recommendations

that they felt would be of help to individuals preparing resumes.

33

The 205 personnel directors who responded to the question-
naire represented eight major industry classifications; 50 percent
were from the manufacturing area. They reviewed on an average 70
resumes a year.

The personnel directors preferred that the cover letter be
typed. Over 95 percent ranked this over other methods such as
xeroxing or photo-offset. Mimeographed or handwritten letters were
clearly unacceptable. A letter of one page in length was suggested
by 95 percent of the respondents. Five items were considered to be
important for inclusion in the cover letter: (1) position which
the applicant is seeking; (2) applicant's job objective; (3) appli-
cant's career objective; (4) reason applicant is seeking employment;
(5) indication that applicant knows something about the organization.
Unimportant items were the name of the person referring the appli-
cant and confidentiality of the references.

The personnel managers felt that the applicant's career
goals and, more specifically, the exact job should be mentioned.

They also felt that any statements made should be supported during
the interview.

Like the cover letter, the personnel managers preferred
that the resume be typed (81 percent), with xeroxing ranking a dis—
tant second choice. The vast majority (75 percent) stated that the
reSume should be two pages or fewer. They generally agreed that
the general contents of the resume should not be a complete, detailed
history, but focus on important highlights related to work experience

and education. A relatively small number emphasized the importance

34

of the format of the resume. However, the impact of their first
impression of the physical appearance of the resume was a lasting
one, implying that it should be neat and attractive.

Feild and Holley (1976) were not only interested in the
response to questions concerning format and length of the resume but
also in determining the content areas that should be included. Fifty
such content items were developed from a comprehensive review of the
literature and made up a part of the JRQ. Table 2.3 presents the
rank order and mean ratings of these items (the lower the rating,
the more important the item). Twenty-nine items were judged impor-
tant (rating below 3.00) while 21 items were considered unimportant
(rating above 3.00).

Feild and Holley (1976) further divided this list of items
into clusters to assist resume writers in knowing how to organize their
personal data. The seven clusters were as follows: ”(1) Personal
data; (2) Job and career objectives and goals; (3) Previous experi-
ence; (4) Education and academic background; (5) Physical health;
(6) Professional activities; (7) Miscellaneous" (p. 236).

The value of this study is that a person applying for a
job through the use of a resume can now deveTOp it on the basis of
empirical evidence obtained from a sample of those persons making
decisions to hire people. The likelihood is that individuals will
receive greater consideration by personnel directors if the indi-
vidual applies in a manner the employer considers important.

Another area of employer decision-making practice is related

to the job application form. Typically, the job application form

35

TABLE 2.3.--205 Personnel Managers' Ratings of Importance of Items
in Resumes.

 

Mean

Mean .
Rank Important Items Rank Un1mportant Items Rating

Rating

 

.24 30 Computer programming
.38 skills
.44 31 Birthdate & birthplace
.50 32 Membership in honorary
52 societies
' 33 Membership in college
.64 social organizations
.81 34 Offices held in social
.82 organizations
.85 35 Study body offices held
.91 36 Hobbies
.92 37 Foreign language skills
.08 38 Marital status
.18 39 Complete college trans-
.20 cript
.22 40 Height and weight
.3O 41 Number of children
Typing skills
42 43 Spouse's occupation

44 Spouse's educational
.43 level
7] 45 Sex
' 46 Photograph
47 Complete high school
transcript
.75 48 Personal data on
parents
Race
50 Religious preference

1 Current address
2 Past work experience
3 Major in college
4 Job objective and goal
5 Date of availability for
employment
6 Career objectives
7 Permanent address
8 Tenure on previous jobs
9 College & univ. attended
10 Spec. phys. limitations
11 Job location requirements
12 Overall health status
13 Salary requirements
14 Travel limitations
15 Minor in college
16 Grades in college major
17 Military experience
18 Years in which degrees
were awarded -
19 Overall grade point ave.
20 Membership in profes-
sional organization
21 Awards and scholarships
received
22 Grades in college minor
23 Offices held in profes-
sional organizations
24 Statistical or mathe-
matical skills
25 Spouse's willingness to
relocate
26 Class standing
27 Sources for financing
college studies
28 References
29 Percent of money earned
for college

.11
.30
.33

.41

N N N N N N N N N N N N NNNNNN—J—J—‘d—‘d -—| -—l-l—J—J
.h
0
.b
N
Ch
(I)

 

NOTE: The important ratings were made using a six-point scale
ranging from 1 =very important to 6==very unimportant. Items with
mean rating of 3.0 or lower were classified as being important in the
resume while those with higher than 3.00 were classified as unimportant.

SOURCE: H. S. Feild and W. H. Holley, Resume preparation: Th1
empirical study of personnel managers' perception, The Vocational Gui-
dance Quarterly, 1976, 24, 229-237, Table 2.

 

 

36

is used as a screening tool. It is reviewed by the employer in
many cases prior to the personal interview but it is also used as
an interviewing form. Many items on the application are specifically
designed to screen out applicants by determining their assets or
liabilities to employment. Gregory (1966) found in his survey of
employers that 50 percent of the firms required the job applicant
to provide information listed in Table 2.4.

From such a table and other application forms a list of
items can be derived to assist persons to evaluate how best to
answer liability items (items which may screen a person out of a job
interview) and on the other hand how to make the most of their

assets (those items which may be presumed to qualify a person for

a given job).

Employment Interviewing
The final and probably one of the most crucial variables in
employment preparation is that of knowing how to be interviewed by
an employer. Knowing how to obtain job leads, how employers make
decisions about how they hire people is valuable knowledge but the
final test comes when the job seeker meets the employer face to
face. Dunn et al. (1974) summarized a study done by Webster (1964)
and his colleagues concerning the decision-making practice of
employers during the job interview.
1. Interviewers develop a stereotype of a good candidate
and seek to match men and stereotypes.
2. A bias is established early in the interview and this

tends to be followed either by a favorable or an
unfavorable decision.

37

TABLE 2.4.--Items from Employment Application Forms.

 

 

General Category Item Frequency (%)
Personal data Name lO0.0
Present address lO0.0
Telephone number lO0.0
Social Security number 97.5
Date of application 95.0
Birthdate 90.0
Weight 88.8
Height 88.8
Signature 88.8
U.S. citizenship 82.5
Sex 75.0
Person to notify in emergency 71.3
Relatives employed by company 68.8
Address to notify in emergency 67.5
Ownership of home 58.8
Employment history Jobs held 100.0
Date of employment 97.5
Type of work done 93.8
Reason left former jobs 90.0
Past earnings 88.8
Employment with this company 66.0
Family data Married 99.3
Single 96.3
Widowed 87.5
Divorced 85.0
Number of children 78.8
Separated 75.0
Other dependents 60.0
Educational data College or university 88.8
Elementary school 87.5
High school 86.3
When in school 73.8
Did you graduate 72.5
Major school subject 70.0
.References Name of references 71.3
Address of references 71.3
Occupation of references 53.8
Military history Branch of service 65.0
Work preference Expected salary 63.8
Medical data Disabilities 58.8

 

SOURCE: R. Gregory, The application for employment, Voca-
tional Guidance Quarterly, 1966, 15, 131-134, Tables 2 and 3.

 

 

38

3. Interviewers are more influenced by unfavorable than
by favorable information.

4. Interviewers seek information to support or refute
hypotheses and, when satisfied, they turn their atten-
tion elsewhere.

5. Empathy relationships are specific to individual inter-
viewers.

6. Feeding information to a judge piece by piece affects
the decision.

7. Experienced interviewers rank applicants in the same
order, although they differ in the proportion they will
accept (pp. 85-89).

Self-Help Techniques for Behavioral Change
Self-change and self-help learning techniques are an effort
to connect self-modification with learning theory (Watson and Tharp,
1972). One of the modern pioneers who has impacted on this the-

oretical development of self-modification is Skinner who in his

book Science and Human Behavior (1953) listed eight ways of acquiring

 

self-control. These are: "(1) Manipulating stimuli, (2) Reinforce-
ment, (3) Aversive stimulation, (4) Punishment, (5) Pointing up con-
tingencies of reinforcement, (6) Deprivation and satiation,

(7) Emotion, (8) The use of drugs" (pp. 316-320). Ferster (1965)
expanded on three of these methods and Goldiamond (1965) published

a series of case studies which used these techniques. Earlier,
Kanfer with his colleagues studied methods of self-reinforcement
(Kanfer and Marston, 1963a, 1963b; Marston and Kanfer, 1963). Kan-
fer and Phillips (1966) outlined techniques and aims for teaching
self-control. Since the mid-sixties there have been many studies
of the theory, techniques and research on the subject of self-
control, self-regulation, self-management and self-directed

behavior. A number of authors have summarized the research on

39

this subject and reviewed its clinical applications (Stuart, 1967;

Kolb, 1972; Bandura, 1969; Bergan, T969; Cautela, 1969; Reppucci

and Baker, 1969; Kanfer, 1970; Kanfer and Phillips, 1970; Mahoney,

l972a; Watson and Tharp, 1972; Thoresen and Mahoney, 1974; Mahoney

and Thoresen, 1974; Goldfried and Merbaum, 1973).

These references to self-help techniques for behavioral

change are summarized in the definition of self-control provided by

Goldfried and Merbaum (1973) when they stated the following points:

1.

A prerequisite of self-control is that it is the indi-
vidual himself who determines his own special goal or
outcome to be achieved. This is not to say that he may
be uninfluenced to adopt a particular goal. In the
final analysis, however, the choice remains an indi-
vidual matter.

We assume that the strategies for self-control must be
deliberately and consciously arranged to reduce the
frequency of the unacceptable target behavior. These
strategies may include various degrees of personal self-
regulation, or may involve the enlisting of environ-
mental support to enhance the attempts at self-control.
Regardless of which strategy is employed, a necessary
condition is that the person must both be able to
verbalize his goal, and to specify each of the several
steps he will take to alter his problematic behavior.
We view self-control as a functionally defined concept.
That is, whether or not one has demonstrated self-
control is determined not so much upon procedures
employed as it is on consequences of the action taken.
It is our contention that self-control cannot be
regarded as a global personality construct. Instead,
self-control may more appropriately be viewed as refer-
ring to a specific response, or perhaps class of
responses, relevant to the alteration of certain mal-
adaptive behaviors.

Finally, it is assumed that self-control does not emerge
from any innate potential within the individual, but is
acquired through experience, whether it be trial-and-
error or more systematic learning (p. 13).

Research indicates that persons can learn effectively and

efficiently on an individual basis when subject matter has been

40

developed systematically through a programed learning approach
with personalized commentary using short sentences, practice and
immediate feedback which enhances learning (Espich and Williams,

1967).

Integration of the Research

 

The research that has been reviewed above has been utilized
to develop a comprehensive training manual that instructs an indi-
vidual how to obtain employment through self-help procedures.

First, the basic content of what should be included in such
a training program has been suggested by the previous studies in
job seeking skills. Ziegler (1962) indicated that one of the
basic components should be a thorough self—analysis of a person's
skills and job assets. This analysis should include problem areas
and factors which may be considered as liabilities in obtaining a
job. The Multi-Resources Center of Minneapolis also emphasizes
this in their job seeking skills training program. This is by no
4 means a new concept, for Parsons' (1909) trait-factor approach to
vocational counseling suggested that if a match between a person
and a job occurred, there must be an evaluation of the person's
traits such as interests, aptitudes, personality, achievements,
aspirations, etc. The outcome of such a self-study should be a
specific job goal and employment alternatives. I

Another basic component in obtaining a job consists of how
best to complete an application fOrm. Beyond providing the

employer with demographic data on the individual applying for a

41

job, it is also used as a screening device to eliminate or reduce
the number of job applicants. Several of the job placement train-
ing programs have taught the job seeker how to fill out an appli-
cation form so that it may have greater appeal to the employer.
The National Vocational Guidance Association (Strohmenger, 1975)
published a job application form with ways a person could answer

problem questions. The Job Seeking Skills developed by Multi-

 

Resources Center (l971a, 1971c, 197ld) used a job application in
a similar manner.

The resume has been used effectively in several ways. It
is a positive summary of a person's assets and for this reason it
can produce more effective results in that it provides the employer
with a positive set. In this respect it supersedes the application
form which provides both positive and negative information. The
major use of the resume has generally been to obtain entrance into
a job interview; however, it can also be used to obtain job leads.
By giving out the resume to social contacts it has produced direct
access to employers who were receptive to hi ring the person. Ziegler
(1962) found that the resume could be used effectively not only fer
the professions but also for persons looking for unskilled jobs.
It was also used effectively with people who had little schooling.
Feild and Holley (1976) conducted a national survey of employers to
determine what they thought was important to be included in a
resume. From such a survey one can derive what the most influ-
ential items are to include on a resume, thus improving the job

seeker's chances of getting hired.

42

Teaching people how to be interviewed by employers and how
employers decide who to hire has also been found to be a critical
dimension in obtaining a job. Hamilton and Roessener (1972) found
that the personal appearance of the job seeker was a critical factor
in employer decision making of whom to hire. The Multi-Resources
Center has done extensive work in this area of job interviewing.
They have used video equipment and role-playing models to shape
behavior of job seekers.

Finally, the job seeker must be taught how to obtain job
leads. Granovetter (1974) indicated that the formal means of
obtaining employment produces very little results when compared to
the sociological dimension of job hunting. The vast majority of
all jobs are obtained through friends, relatives and acquaintances
or through direct application to hiring personnel. This is true
for both white collar and blue collar workers. Any training pro-
grams to teach clients how to obtain jobs should maximize these
sociological effects. I

Most, if not all, of the various models to teach persons
how to look for work have either been on a group basis or done
individually through counseling. The research literature that
has developed in recent years on self-help, self-control, self-
directed and programed learning would suggest that most, if not
all, of these critical job seeking skills could be taught directly
to the person without the aid of professionals. This is what

this study proposes to do and evaluate. Precisely, the training,

43

Employment Seekipg Preparation of Vocational Rehabilitation Clients,
systematically teaches a person on an individual self-help basis
how to evaluate his personal assets and liabilities, how to com-
plete an application form, write a resume, be interviewed by

employers, and how to use social contacts to find job leads and

jobs.

CHAPTER III

EXPERIMENTAL DESIGN AND METHODOLOGY

Population Defined

 

Clients from four district offices of the Michigan Voca-
tional Rehabilitation Services Agency were chosen as the general
population to be studied. Eligible clients were those persons who
were considered by the agency to be ready for employment (status 20)
or who could be ready to look for a job even though other services
by the agency were still being provided. All persons serviced by
this agency are handicapped by a physical and/or mental disability
and are served by professionally trained vocational rehabilitation
counselors. The clients include both males and females, 16 or more
years of age, living within the prescribed geographical territory

of each district office.

Sample.

Four district offices in Michigan were chosen for the
study--Grand Rapids, Lansing, Ann Arbor and Jackson. These cities
are located in three different state regions and vary in size with
a general population from 45,000 to 200,000. Ten to twenty coun-
selors per office were assigned individual case loads. Within each
office, a total of fifty to one hundred clients were judged ready

for employment. From this pool of clients the counslor made

44

45

referrals to the experimental study excluding those whose reading
level was less than sixth grade or who already had full-time jobs.
Client's access to a telephone was also necessary for the follow-up
study, an essential part of the research design. This left a total
group of 115 clients to be contacted. Eighty-six were reached by
telephone, two of which refused to participate, leaving a total of

84 for the study.

Measurement Process

 

The measurement of a social innovative experiment is a com-
' plex task because it is conducted in the field and many variables
associated with this type of research must be controlled, equated
or manipulated.

Concerning the nature of any variable which would affect
the experiment and its subsystems, Fairweather (1968, p. 96) stated:
"Any variable, molar or molecular, that might affect the performance

of a sub-system, must be treated either as an independent (experi-

 

mental), dependent (outcome), or equated (controlled) variable in
the social innovative experiment."

While the specific variables which are chosen to be studied
in an experiment are determined by the social problem, there are some
general classes of variables that are used in most social field
experiments. These variables are those which define the sample
participants and those which are internally or externally related

to the social situation.

46

By using these concepts, a framework can be deveTOped to

understand the measurement process of this experiment.

Social Situational Variables
Fairweather (1968) indicated that the social situation sur-
rounding a field experiment may affect the results of the outcome

and should be carefully described and defined.

Social situation: internal variables.--The internal social

 

situational variables are those operative within the social sub-
system being studied and those relevant to this study include

”type of social organization, type of work performed, work unit, mem-
bership rights and duties and fiscal process.

The sub-system of interest in this research is the Michigan
Vocational Rehabilitation Services (VRS) Agency, a division within
the Department of Education. The structure of this social organiza-
tion could be described as a pyramid. The counselors and supporting
clerical staff would make up the first level of the pyramid; dis-
trict supervisors and administrative personnel comprise the next
level; regional supervisors, the next; state supervisors, the next;
and finally, the state director would cap the pyramid. This agency
would be classified as a social agency with a major goal of voca-
tionally rehabilitating its client.

The basic work unit in VRS is the individual counselor. The
counselor works on a one-to-one basis with each client. The client

has minimal contact with the agency other than the counselor. This

47

fact is significant to this study when developing the innovative
experimental treatment and determining the unit of analysis.

Vocational rehabilitation counselors, besides providing
counseling, may give such services as the purchase of evaluations
(medical, psychological, vocational), payment of educational train-
ing, purchase of professional tools, payment of maintenance
expenses and placement assistance. These services are contingent
upon the performance, agreement, and cooperation of the client and
his/her participation is voluntary.

The counselor is given a budget ranging from $25,000 to
$75,000 to spend on the purchase of services for all clients each
year. This amount is provided by state and federal funds. The
amount the counselor spends on the client is determined in part by
the number of clients in his/her caseload and the type of disability.
The counselor is accountable to the agency through bookkeeping pro-

cedures and through supervision.

Social situation: external variables.--The external vari-
ables associated with the social situation are those which relate
the sub-system to the physical and social environment; those per-
ceived relevant to this study include time, state of the economy,
geographical location.

. This study was conducted between January 6, 1976, and
March 4, 1976; snow and bad weather were nearly constant throughout
the period in the geographical locations of the study. The state

of Michigan as a whole was experiencing the highest unemployment

48

rate in the nation at that time. The unemployment varied from 9 to
12 percent in the general population with youth, minorities and

handicapped even higher (Michigan Employment Security Commission).

Participant Variables

The measures used to assess the participants included, in
addition to basic demographic information, an index of degree of
handicap difficulty, an achievement test related to the experimental
study, counselor evaluation of employability, and a variety of self-

reported behavioral measures related to job seeking.

Demographic measures.--The Vocational Rehabilitation Agency

 

in Michigan collects demographic data on all clients it serves.
This information is processed on VR-R300's. The form used in this
study to acquire this information was VR-R300-2, "Completed Referral
Process and Change" (see Appendix A).

This material was obtained unobtrusively from the client file

‘with agency and client written permission to use this data.

Handicap difficulty score.--Fairweather (1968, pp. 111-114)
indicated that the sampling technique used in an experiment is of
great importance if an experiment is to yield the most information
from a small sample. He further stated that with most marginal
groups there are a few well defined characteristics that clearly
(differentiate them from other social groups and that these attri-
butes are slow to change over time. By determining and using these

selected variables on which to match subjects, it is possible to

49

minimize the effects that different participants can have on the
social outcome criteria. Thus it is possible to gain precision by
reducing the variance between subjects in experimental treatment
groups by first matching the subjects on key variables prior to
random assignment. It was for this purpose that the handicap diffi-
culty index was developed.

Struthers (1971) endeavored to determine the significance
of key individual characteristics which were predictive of successful
rehabilitation in a two-year follow-up study of Michigan VRS clients.

A sample was sought which would allow estimation of simple
proportions to 5 percent precision within a 95 percent con-
fidence interval. For a random sample selection procedure,
the number of responses required was approximately 400. To
assure that an adequate number of records could be found
and subjects located, a sample of approximately 600 names
was drawn (p. 60).

This sample was further refined to not only represent the
state as a whole but also by regions within the state. The study
had an overall response rate of 74.3 percent to his questionnaire.
The sample was also validated on known p0pulation parameters on the
variables of age, sex, race, education, disability, employment
status, referral source, public assistance status, marital status
and number of dependents. Struthers stated, "In general, the tables
reveal excellent correspondence between the total rehabilitant popu-
lation and the respondent sample on the variables examined" (pp. 65,
66). The only exception was that the age group 45 and over was

over-represented and persons 20 to 29 years of age were under-

represented.

50

Client characteristics found to be related most signifi-
cantly to successful employment in Struthers's research included
major disability type, employment status at acceptance, education,
presence or absence of secondary disability, and age. These vari-
ables, their computed chi square values and significance levels,
as well as percentages of individuals within the group who were
found to be employed at the end of the two-year follow-up period,
are reported in Table 3.1.

These percentages which were significantly related to suc-
cessful rehabilitation were used to deve10p a handicap score by the
following method. A score was determined for each subject by assign-
ing the appropriate percentage associated with the characteristics
of disability type, employment at acceptance, education, secondary
disability and age. For each individual these five assigned scores
were multiplied by each other to determine each person's overall
weighted score. This score was used to match clients as described
in the following section concerning assignment to experimental/

control conditions.

Employment Seeking Preparation and Activity Achievement

Questionnaire (see Appendix B).--A test was developed to determine

 

the level of knowledge related to the Employment Seeking Preparation
and Activity training program. The alpha coefficient of reliability
was computed and found to be .85. An additional measure of a
client's level of awareness of potential sources for job leads was
made by counting the number of persons and methods the client

thought were personally useful.

51

TABLE 3.1.--Percentages of Clients Being Employed Two Years After
Closure by Individual Client Variables.

 

% Employed

 

 

 

 

Variable X2 Value p After 2 Years
Disability Type 8.66 .07
Vision-hearing-speech .96
OrthOpedic .90
Mental retardation .86
Other physical .82
Mentally ill .77
Employment at Acceptance 12.0 .002
Student .96
Employed .89
Unemployed .81
Education 11.8 .003
12 or more grades .91
9—11 grades .90
0-8 grades .77
Secondary Disability 7.45 .006
Absence .90
Presence .78
Agg_ 5.84 .120
20 to 29 .92
O to 19 .90
45 or over .84
30 to 44 .81

 

SOURCE: R. D. Struthers, "Factors related to vocational
stability among persons rehabilitated by the Michigan Division of
Vocational Rehabilitation" (unpublished Ph.D. dissertation, Michigan
State University, 1971), pp. 105-109, 114-115.

52

The Revised Scale of Employability: Counseling (see Appen-
dix C).--This scale was originally developed by Gellman, Stern,
and Soloff (1963) to predict employment outcome of persons receiving
services from private rehabilitation facilities. In 1963 research
was conducted on this instrument to assess the counselors' percep-
tions of the clients' employability (Chicago Jewish Vocational
Service, 1963). Pearson r indicated a reliability ranging between
.50 and .55. Wright and Trotter (1968) assessed the predictive
validity of this measure on early job placements, long-term placements
as well as job adjustment maintenance, and found coefficients of .06

to .36, reported as significant at the .01 level.

Self-report behavioral measures (see Appendix D).--Several

 

self-report behavioral measures were included in the training program
to gain knowledge of the subjects' job seeking behaviors prior to
and following the training program..

Baseline information for two weeks prior to the training
program was obtained through client self-report on the number of
places and/or methods used in looking for job leads, the number of
applications filled out and interviews obtained, and the amount of
time spent looking for work. In addition to these measures, the
number of resumes used and the actual number of job leads were also
collected following the training program at two-week intervals for

a total period of eight weeks.

53

Description of the Training Program

The basic concepts included in the self-help training program
Employment Seeking Preparation and Activity were developed from pre-
vious research on this subject. Several units were prepared to
teach these concepts. The first unit dealt with deveTOping the
trainees' work skills, interests, education, hobbies, and daydreams
into what was called their assets. On the other hand, the trainee
also studied his/her handicap, problems involved in obtaining employ-
ment or any other area which may have been a liability to obtaining
a job. This training in self-assessment of liabilities and assets
was accomplished through the use of a job application form
specifically devised to give instructions and suggestions on how
to answer appropriately problem questions and develop work assets.
The desired outcomes for this unit included the development and
crystallizing of the trainee's occupational goal and immediate job
alternatives and, secondly, the development of a list of specific
job skills which could be related to an employer.

The second unit of the training consisted of taking the
list of job assets and working them into a summary of abilities--

a resume.

Following the resume unit, the trainee was instructed on
how to be interviewed by employers and what to do and say during
the employment interview.

The third unit included instructions on how to find job
leads. Research since 1930 had indicated that the majority of jobs

were obtained through friends, relatives and acquaintances;

54

therefore, a list of at least forty places or persons where one
might obtain job leads was taught to the trainee with a major
emphasis upon using friends, relatives and acquaintances who were
working. The trainee was instructed to use resumes with these per-
sons as well as with prospective employers.

The final phase of the training concerned the active use
of the trainee's time in job hunting activity. Just as the future
employer would expect full employment of forty hours of work so
the trainee was encouraged to work forty hours a week looking for
work. Behavioral charts and forms were provided the student to
keep records of these activities: the job leads they found, the
actual persons they contacted for job leads, locations of jobs to
check on, number of applications filled out, number of resumes
given, number of job interviews and amount of time Spent each day
looking for work.

Programed instruction was employed with immediate reinforce-
ment techniques by a process of latent image developed by the A. B.
Dick Co. This process applied an invisible ink to the paper and
the trainee then used a special pen to develop the latent image
into print. Following each concept that was taught a series of
true/false questions were asked to which the trainee responded by
answering what was thought to be the correct answer. For every
correct answer the trainee was reinforced immediately by a latent
image reinforcer; for every incorrect answer an immediate correction

was given. Programed instruction was used where appropriate. In

55

other cases, immediate work assignments were imposed in which the
trainee was instructed exactly what to do.

To assure a reading level appropriate to a general population
of approximately the sixth grade, all training materials were edited
by two experienced elementary reading teachers and necessary word

changes were implemented.

Pre—Testing the Training Manuals

 

The first phase of pre-testing was conducted on a one-to-
one basis with a client from Vocational Rehabilitation Services.
Extensive revisions were then made.

The second phase of the pre-testing was conducted with a
sample of ten graduate students in their first year of study in
rehabilitation counseling. These respondents were chosen because
of their ability to give professional evaluations, most of them
having worked in rehabilitation settings.

This sample met the criterion of 90/90, a common acceptable
standard of measurement for programed instruction; the 90/90 cri-
terion means that 90 percent of the subjects in a given sample get

90 percent of the material correct.

Experimental/Control Groups Defined

 

Three groups were included in the study, all of which
received the normal services of the agency which included placement
services.

The experimental group (T1) received the Employing Seeking

Preparation Activity Training. All measures previously described

56

were administered to this group of clients--baseline information,
achievement test and post-treatment behavioral reports.

The clients were given a standardized telephone interview
every two weeks during the eight-week follow-up period to report
their job seeking behaviors and if a job was obtained, the date and
hourly wage were recorded.

Two control groups were used to implement a true experi-
mental design (Campbell and Stanley, 1963). The first (T2) was
given a modified treatment by being given all the measures given to
the experimental group as well as a list of potential sources for
job leads and instructions how to keep a record of their daily
job hunting behaviors. These clients were also given the standard-
ized telephone interview to report their job hunting behaviors during
the eight-week follow-up period.

To control for possible reactive effect due to measurement
of clients"behaviors in the control group, a second control (T3) was
developed; these clients received no services except the normal
services of the agency. They were telephoned at the conclusion of
the study to find out if they were working, date the job was
obtained and hourly wage. 1

Assignment to Experimental/
Control Conditions

 

An attempt was made to contact all eligible subjects by
telephone prior to the experimental study and all were asked if
they would be willing to be involved in a training program designed

to teach them how to look for a job. After they agreed to be a

57

participant they were told that their travel and meals would be
paid for by the agency if they were chosen for the study.

The entire sample of eligible volunteers consisted of 84
clients who were put in rank order on the basis of the handicap
difficulty scores previously described.

This rank ordered list was divided into triads. The indi-
viduals within each triad were then randomly assigned to one of the
three treatment groups using a table of random numbers.

Twenty-eight subjects were randomly assigned to each of the
three treatment conditions.

All subjects who were assigned to the experimental (T1) and
first control (T2) groups were then telephoned to inform them when
to appear at the Vocational Rehabilitation District Office for the
training program. The counselors were pp§_informed during the
entire study as to which subjects were in the experimental or con-
trol conditions. Each counselor was requested to perform his/her

normal job functions for the two-month training and follow-up period.

Implementing the Research Procedures

 

Upon completion of the pilot testing of the training manuals
a set of procedures was drawn up to proceed with the research study.

The first step was to obtain administrative agreements from
the agency of Vocational Rehabilitation Services to conduct the
research program in four of its local district offices. The next
phase of such an agreement was to contact each of the four district
office supervisors and obtain permission and cooperation to conduct

the study in their offices.

58

Graduate students were requested to volunteer for the study
to assist as "placement trainers." Thirteen students volunteered
and were assigned specific duties. Their responsibilities prior
to the study included contacting counselors for referrals, collection
of demographic data on all clients, assigning the handicap diffi-
culty score to each client, obtaining scale of employability rating
by counselors, telephoning clients to request participation as volun-
teers, rank ordering the clients and randomly assigning them to the
three treatment conditions, telephoning those who had been chosen
for the experiment to inform them when and where to appear for
the training, and organizing the training materials for each client.

Since human subjects were to be used, both counselors and
clients were requested to be volunteers in the study and written
agreements were signed by both counselors and subjects in treatment
groups 1 and 2. Since subjects in group 3 received no additional
special services from the placement program, their written permission
was not necessary.

The duties carried out during the training itself were as
follows: Each trainee was met by one of the placement trainers and
given self-help instructional materials. The trainees were provided
a place to study independently of each other. The placement trainers
acted as monitors and recorded time periods and any unusual event
that occurred during the training in their research journals. This
precaution was taken to insure that the training was individualized
and that the research unit of analysis was the individual. The

experimental treatment (T ) took about ten hours to complete while
1

59

the measurement training (T2) took about two hours. The schedule
for training sessions is included as Appendix E.

Following the formal training in the rehabilitation offices
the placement trainers called each trainee in T1 and T2 every two
weeks to see how they were doing and to record their job seeking
activities in the follow-up phase of the training program. A
final questionnaire Was conducted with all clients (T1, T2 and T3)
at the close of the eight-week period. The standardized forms and

' questionnaires are included in Appendix E.

Hypotheses

 

The following hypotheses were tested:

Hyppthesis 1: Experimental subjects in treatment group 1 will
secure a greater number of job placements, higher
wages, and require less time to find a job during
the follow-up period than those in treatment groups
2 or 3.

 

Hypothesis 2: Experimental subjects in treatment group 1 will
evidence more knowledge of how to obtain employment
than treatment group 2 as measured by the Employment
Seeking Preparation and Activity Achievement Ques-
tionnaire. '

 

Hypothesis 3: Experimental subjects in treatment group 1 will
average more job seeking behaviors per week than
those in treatment group 2 as measured by the number
of persons or methods used to obtain job leads,
leads obtained, completed job application forms,
interviews and resumes, and hours spent looking for
work.

 

Experimental Design and Analysis Procedures
The experimental design included three comparison groups.
Treatment group 1, as defined previously, was trained in the inno-

vative employment seeking preparation and activity process while

60

treatment group 2 received the measures of the study only. Due to

the possible reactive effect of the measurement process a third treat-
ment group was formed to control for the effect of measurement. How-
ever, both treatments 2 and 3 were considered as control groups in
that the major variable of manipulation was the treatment.

The basic design of the study is shown in Table 3.2 which used
Campbell and Stanley's (1963, pp. 13-24) true experimental design num-
ber four, "Pretest-Postest Control Group Design," with an additional
control group to determine the differential effect of the research
"reactive arrangement and multiple measurement interference."

Descriptive statistics were employed to describe the demo-
graphic variables of the sample. Chi square analyses were utilized
to note differences in demographic variables across treatment levels.
The primary analyses were those investigating the effects of the
treatment program.

A chi square analysis was used to test the differences in
job placement across the three treatment groups. This was considered

the appropriate statistic because of the dichotomous nature of

TABLE 3.2.--Experimental Design“

 

 

Treatment Group Design

Group 1 (Experimental) R O X 0
Group 2 (Measurement control) R O 0
Group 3 (Control) R O

R = random assignment; 0 = observation or measurement; X =
treatment.

61

this variable and sample size (Glass, Peckham and Sanders, 1972;
Hsu, 1969). A one-way analysis of variance was used to test the
differences in wages and length of time to obtain jobs across the
three treatment groups. The .05 level of significance was chosen
to indicate significance for this study, although this level may be
unduly cautious. A level of .10 has been suggested by Caro (1971)
as appropriate for field research that attempts to measure new,
innovative programs. There is little if any evidence that this
apprdach to job placement has ever been conducted within the dis-
trict offices of Vocational Rehabilitation (Dunn, 1974) and would
certainly fall into Caro's suggested field research.

A one-way multivariate analysis of covariance was carried
out on treatment groups 1 and 2, using baseline information as
covariates and job seeking behaviors after treatment as dependent
measures. These analyses were implemented on the CDC 6500 computer
using the Finn program and statistical package for social science
(SPSS).

An analysis was performed exploring the relationships among
the demographic and other variables by cluster analysis using a com-
ponent of the official version of the BC TRY System (Tryon and
Bailey Associates, Inc., 1970). This analysis procedure reduces the
large number of measurements of the many variables in the field
experimental study into a more understandable form by grouping rela-
ted variables into relatively independent clusters sometimes termed

dimensions (Fairweather, 1967).

62

Summary

A sample of handicapped clients from Vocational Rehabilita-
tion Services was used in an experimental study to evaluate the
effectiveness of a systematic self-directed training program in
employment seeking preparation and activity. These clients who were
ready for employment were selected from four district offices of
this agency. All clients were volunteers for the experimental study.
A handicap difficulty score was assigned to each person. This score
was derived from previous research and ranked clients on a five-
factor scale of variables previously found significant in an
employment study of rehabilitation clients. The subjects were then
randomly assigned to three treatment conditions. The three
treatment groups all received continuing service from the agency
counselors.

The innovative training program was given to treatment
group 1 along with all treatment measures; the second group was given
only the treatment measures. The third group received no treatment
other than that provided by the normal process of the agencies.

The measures used in the study included (1) a handicap dif-
ficulty score used to reduce the variance found in this heterogene-
ous group of subjects; (2) pre- and/or post-self—report measures of
how many people or methods were used to obtain job leads, number of
application forms filled out, number of resumes used and
interviews completed and amount of time per week spent in the job
search; (3) an achievement test to measure the knowledge level

of what to do and say in the job hunting process; (4) and finally,

63

how many clients obtained jobs, their starting wages and number of
weeks spent in the job search.

The basic hypothesis was that the training program would
increase job seeking behaviors and job placement for those who took
the training when compared to those who did not. The analysis of
the experiment assessed the differences between groups on dependent
measures; cluster analysis was used to determine relationships among

demographic and outcome variables.

CHAPTER IV
ANALYSIS OF RESULTS
Three major sections are included in the analysis of this
experimental study--a summary of client characteristics, the testing

of the hypotheses and the exploration of the data for further

insights through cluster analysis.

Client Characteristics

 

Eighty-four rehabilitation clients were determined to be
eligible for the study. The sample completing the study consisted
of 66 of these clients from four Michigan Vocational Rehabilitation
Service offices--Ann Arbor, Jackson, Lansing and Grand Rapids.
Approximately the same number of subjects came from each office
and were almost equally divided between male and female. There
were no persons under the age of 20 and the largest age grouping was
between 30 and 44 years. More than three-fourths were white and an
equal proportion had at least a high school education. The major
disability groupings were classified as orthopedic, mentally ill,
other physical and vision-hearing-speech.

Of the 18 persons who dropped out of the study, 14 did not
show up for the training, two were eliminated because of inability
to read, one refused to respond on the telephone, and one could

not be reached by phone. Since there was the possibility that those

64

65

dropping from the study might be unique from those remaining in the
groups, a comparison of this group with the three treatment condi-
tions was thought to be necessary.

Significant demographic variables disability type, employ-
ment at acceptance, education, secondary disability, and age were
used to equalize the variance aCross treatment conditions. These
variables were combined to form a single "handicap difficulty
score" which was used to rank order all persons prior to random
assignment to the three treatment conditions. On this measure, the
number in each group, mean scores, degrees of freedom, F-ratio and
the probability for each treatment condition and attrition group is
reported in Table 4.1. An analysis of variance was applied and the
results suggested that there were no significant differences among

these four groups on the handicap difficulty measure.

TABLE 4.1.--Summary of Analysis of Variance for Handicap Difficulty
Scores on Four Groups.

 

 

N Mean Degrees F- '
Score of Freedom ratio p
Treatment 1 T9 .463 3, 80 .080 .971
Treatment 2 20. .466
Treatment 3 27 .470

Attrition group 18 .472

 

66
Comparison of Demographic Variables
Across the Three Treatment Groups

The demographic variables which characterized the sample in
this research study have been summarized hiTables 4.2 and 4.3.

Chi square analyses were implemented to determine if there
were differences between treatment groups on these characteristics.
Analysis of variance was used to determine differences between
groups on continuous variables. No significant differences between
treatment groups were suggested on any of these variables except
major disability.

The counselors assessed the employability of each client
and analysis of variance demonstrated no significant differences
among treatment groups (see Table 4.4).

Although random assignment of clients to treatment groups

was employed, the question of counselor effects rather than

TABLE 4.2.--Characteristics of the Sample Across Treatment Groups:
Continuous Variables.

 

Entire T1 T2 T3

 

Demographic Variables Sample __ F-ratio p
X X X

Number of dependents 1 38 1.13 1.11 1.72 .846 .43
N=57 N=15 N=l7 N=25

Number in family 2.7 2 68 2.94 2.57 .219 .80
N=6l N=l6 N=19 N=26

Highest grade completed 12.2 12.7 12.2 12.0 .598 .55
N=62 N=l5 N=20 N=27

 

67

 

 

 

 

 

 

 

 

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71

treatment group effect had to be examined. By chance, did any single
counselor have a disproportionate number of clients in any one treat-
ment group or a disproportionate number of clients who obtained

jobs? Chi square analyses were performed with probabilities of

.8249 and .4688, respectively, which suggested no significant dif-

ferences on either dimension.

Hypotheses Tested

 

Hypothesis 1 is restated first and then the analysis of the
three behavioral measures which test this hypothesis is reported.
Following this presentation, Hypotheses 2 and 3 are restated and
the analysis of eight criterion measures with four covariates is
presented.

Hypothesis 1: Experimental subjects in treatment group 1 will
secure a greater number of job placements, higher
wages, and require less time to find a job during

the follow-up period than those in treatment
groups 2 or 3.

 

Three behavioral reports were used as criterion measures to
test the above hypothesis: (l) number of jobs obtained, (2) wages,
and (3) length of time to find a job during the follow-up period.

A chi square analysis was used to test the differences in
job placement across the three treatment groups (Table 4.5). In
treatment group l, eight persons obtained jobs; in treatment group 2,
two; and treatment group 3, four obtained jobs. The chi square was
found to be 7.128 which has a probability of .028, suggesting sig-
nificant differences between treatment conditions; post hoc compari-

sons were computed to determine where the differences lay,

72

TABLE 4.5.--Chi Square Analysis of Job Placements Across Treatments.

 

 

 

A11 Treatment Treatment Treatment
Clients Group 1 Group 2 Group 3
% (N) % (N) % (N) % (N)
Job obtained 21.2 (14) 42.1 (8) 10.0 (2) 14.8 (4)
No job obtained 78.8 (52) 57.9 (11) 90.0 (18) 85.2 (23)
Raw chi squares = 7.128
Degrees of freedom = 2
Probability = .028

specifically if treatment group 1 had a significantly higher number
of job placements than treatment groups 2 or 3. The job placements
in treatment group 1 were higher than in groups 2 or 3 and neither
confidence interval for the contrasts encompassed zero. Therefore,
the results from this analysis suggest support of the hypothesis on
the dimension of job placement with significantly higher job place-
ments for those in treatment group 1 than in treatment groups 2 or 3.

Analysis of variance was used to test the second part of the
hypothesis. In considering if the wages were higher or length of
time to find a job reduced, the analysis could be performed only
with those clients who obtained jobs, a total of 14..

Due to the small number of jobs obtained in 12 and T3, these
control groups were collapsed, leaving eight in the treatment group
and six in the control. The F value, its probability of occurrence,
the group means and the degrees of freedom used in its computation

are presented in Table 4.6.

73

TABLE 4.6.--Summary of Analysis of Variance for Wages and Length of
Time to Find a Job During the Follow-Up Period.

 

Degrees

 

. Treatment Treatment
Variable Group 1 Group 2 Fregdom F-ratio p
Wages $2.95 $2.40 1, 12 1.004 .336
Time to find a job 4.0 3.8 1, 12 .017 .898

 

With probabilities of .336 and .898, respectively, the
hypothesis is not supported, suggesting no significant differences
between treatment groups on these two dimensions.

Hypothesis 2: Experimental subjects in treatment group 1 will
evidence more knowledge on how to obtain employment
than treatment group 2 as measured by the Employment
Seeking Preparation and Activity Achievement Ques-
tionnaire.

 

Hypothesis 3: Experimental subjects in treatment group 1 will
average more job seeking behaviors per week than
those in treatment group 2 as measured by the number
of persons or methods used to obtain job leads,
leads obtained, completed job application forms,
interviews and resumes, and hours spent looking for
work.

 

» Multivariate analysis of covariance was selected to control
statistically for systematic differences between andwithin groups ini-
tially on baseline behaviors. There were no statistical differences
on the four baseline measures between treatment groups; thus they
were considered apprOpriate as covariates. With this procedure ini-
tial differences between individuals and groups on these dimensions are
set to zero; thus basic differences are eliminated and a means is
established to compare outcome criterion measures across treatment

conditions.

74

Two major steps were performed in the analysis of covari-
ance. The first step addressed the question: Were the covariates
warranted? If so, the null hypothesis of no association between the
covariates and the dependent measures would be rejected. The null
hypothesis was tested by regression analysis and was found to have
an overall probability of .004; therefore, it was concluded that
the null hypothesis of no association was rejected and the covari-
ates were warranted.

The step-wise testing to analyze the contribution of each
covariate (independent variable) was performed in the following
order with these four weekly baseline behaviors: number of persons
and methods contacted for job leads, job applications, job inter-
views, and amount of time spent looking for work.

The second major step tested the null hypothesis that there
is no difference between those receiving job placement training and
those not receiving this training as measured by the number of jobs
obtained, achievement test scores, number of persons and methods
contacted for job leads, job leads obtained, number of job applica-
tions, interviews and resumes completed and hours spent looking for
work.

The null hypothesis was tested by multivariate analysis of
covariance and was found to have an overall probability of less than
.004; therefore, the null hypothesis was rejected and this suggested
that the dependent variables are affected significantly by the
presence or absence of the Employment Seeking Preparation and

Activity Program (see Table 4.7). The direction of this difference

75

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76

was determined by the adjusted means. The means of those receiving
the Employment Seeking Preparation and Activity training were higher
on all dependent measures. In order to determine the actual mean
values on the dependent measures, the unadjusted cell means are also
reported in Table 4.8.

To evaluate which dependent measures were significant, each
univariate F—ratio (one way analysis of covariance) and its proba-
bility were examined. Four were significant at less than .05--jobs
obtained, ESPA achievement test score, job leads obtained per week,
and number of interviews per week. A

The-chi square analysis of all three treatment groups on the
number of jobs obtained was reported previously. The results compar-
ing treatment groups 1 and 2 by one way analysis of covariance on
jobs obtained were consistent and the presence or absence of this
dependent measure did not change the overall results of the multi-

variate analysis.

Associative Analysis

'A cluster analysis of 35 variables measured in this research
was conducted using a component of the official version of the BC TRY
System (Tryon-Bailey Associates, Inc., 1970).

Job seeking behaviors were the outcome criteria used to
measure the effectiveness of this training program. It was antici-
pated that among the variables measured cluster analysis would
indicate what was most closely associated with job seeking. The
correlation matrix of these behaviors with other critical variables

of interest are presented in Table 4.8.

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77

 

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78

Both treatment samples were combined with a total of 39 clients for
the correlational analyses.

Inspection of Table 4.8 indicates no correlations greater
than .30 except with the treatment condition and the four dependent
measures which yielded probabilities of < .05 in the primary
analysis.

The analysis defined six basic clusters accounting for 86
percent of the variance. Table 4.9 reveals that the clusters were
relatively independent. This analysis procedure reduces the large
number of measurements of the many variables in the field experi-
mental study into a more understandable form by grouping related
variables into relatively independent clusters--sometimes termed
dimensions (Fairweather, 1967). Tryon (1970) does not assume that
the clusters which emerge represent basic dimensions but that the
interrelationships among variables must be explained by the experi-
menter in relation to one's knowledge about the field and the
experiment.

The six clusters were examined closely and given titles that
seemed to summarize the general idea of most of the variables in the
cluster. A brief description and discussion of each cluster follows;
for a complete listing of the variables within each cluster, see
Table 4.10.

Cluster 1 defined an incongruence between counselors' rating
of clients' employability and clients' job seeking behaviors. Coun-
selors rated clients' employability on each of the five sub-scales

of the Revised Scale of Employability: Counseling Scale; high levels

79

 

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.mmeFm:< meszu An vmcFFmo mgmuszu me as»

to xFepmz coFgaFmgeouemp=_--.m.¢ usm<F

80

TABLE 4.10.--The Six Clusters Representing the Major Measures of the

Study.

 

Cluster Definitions and Measure

Variable
Loadings

 

OGDNOS

10.
11.

12.

l3.

l4.

Cluster 1. Employability: Incongreuence Between

 

Counselor Perception and Client Behavior

 

High counselor employability rating: Adequacy of
work history

High counselor employability rating: Appropriateness
of job demands

High counselor employability rating: Interpersonal
competence, vocational

High counselor employability rating: Interpersonal
competence, social

High counselor employability rating: Language
facility

Low educational level completed

Employments not obtained during follow-up

Public source of financial support

Few job interviews obtained per week during follow-up
Few resumes used per week during follow-up

Few hours spent per week in job hunting during
follow-up

Few hours spent per week in job hunting prior to the
study

Low scores on job retention index computed from five
demographic variables

Few job leads obtained per week during follow-up

.99

.99

.99

.99

.96

.75
.59
.55
.52
.45
.44

.43

.43

.40

81

Table 4.10.--Continued.

 

 

 

 

 

 

Cluster Definitions and Measure Eg;;?:;:
Cluster 2: Relationship Between Employability
and Socioeconomic Status
1. Not on public assistance .96
2. ~No previous time spent on public assistance .97
3. Absence of a secondary disability .78
4. Low level of severity of major disability .77
5. Income source--private .76
6. Employment obtained .63
7. High scores on job retention index computed from .42
five demographic factors
8. Few job leads per week prior to study .40
Cluster 3: Relationship Between Employability
and Demographic Variables
1. Lower age level at the time of study .92
2. Race--white .67
3. High scores on job retention index computed from five .57
demographic factors
4. More hours spent per week in job hunting prior to .51
the study
5. High educational level completed .43
6. Employment obtained .43

82

Table 4.10.--Continued.

 

 

 

 

. . . Variable
Cluster Definitions and Measure Loadings
Cluster 4. Experimental Treatment and
Employment Seeking Behavior

1. More applications completed each week during .93
follow-up

2. More persons and methods used to obtain job leads .92
per week during follow-up

3. More job leads obtained per week during follow-up .91

4. More job interviews completed each week during .90
follow-up

5. More hours spent in job hunting per week during .84
follow-up

6. High scores on "Employment Seeking Preparation and .74
Activity Achievement Questionnaire"

7. Participated in experimental treatment--Employment .71
Seeking Preparation and Activity

8. More resumes used per week during follow-up .71

9. High scores on "Places to Look for Work" .69

10. More interviews completed per week prior to the .63
study

11. More applications completed per week prior to the .49
study

12. More job leads obtained per week prior to the .46

study

83

Table 4.10.--Continued.

 

Cluster Definitions and Measure

Variable
Loadings

 

«FUJN

U1

sooowm

10.

01-th

Cluster 5. Pre-Study Employment Seeking Behaviors

and Demographic Variables

 

Previously married but now single
Student when referred for rehabilitation service
More job leads obtained per week prior to study

More job applications completed per week prior to
study

More hours spent per week in job hunting prior to
study

Sex--female
High scores on "Places to Look for Work"
More job interviews per week prior to study

High scores on job retention index computed from
five demographic variables

More resumes used per week during follow-up

Cluster 6. Socioeconomic Status

 

Married

Family income (private and not public support)

Not previously terminated from rehabilitation service
Race--white

Sex--female

.96
.94
.75
.71

.70

.70
.59
.54
.48

.46

.96
.93
.88
.63
.61

 

84

on these measures were related to low levels of job seeking behav-
iors, low educational levels, not obtaining employment, and public
sources of income. This suggested that counselors' perception of
the employability of the clients and the clients' actual job seek-
ing behaviors and employment were incongruent.

.Cluster 2 defined a relationship between socioeconomic
status and employability. Measures related to socioeconomic status
included the extent of private and not public financial support of
the individual with high positive relationships to the cluster on
the absence of time of public assistance and presence of private
source of income. Variables related to employability were low level
of severity of major disability, absence of secondary disability and
high scores on job retention index. Rephrasing the variables clari-
fies the meaning; those persons not receiving public support were
correlated with high levels of employability; those persons receiving
public support were correlated with low levels of employability.

Cluster 3 defined the relationship between employability and
certain demographic variables. Low age level, high educational
level, white race, high scores on job retention index computed from
five demographic factors, and more hours spent looking for work
prior to the study were positively correlated with employment within
this cluster. Rephrasing these variables in this cluster is con-
sistent with data suggesting some of the accompanying difficulties
in obtaining employment as being older age, lower education, non-

white and little time spent looking for work.

85

Cluster 4 defined the experimental treatment and employment
seeking behaviors. The presence of the treatment, two cognitive
measures related to the treatment, and job seeking behaviors were all
positively related to the cluster. Obtaining jobs did not cluster
with employment seeking behaviors. This observation was consistent
with exploratory analysis comparing persons who had obtained jobs
and those who had not; no significant differences were found on any
of the employment seeking behaviors.

Cluster 5 defined pre-study employment seeking behaviors and
certain demographic variables. This cluster included variables
measuring job seeking behaviors prior to the study, being previously
married, female sex and employment status of being a student at
referral. To clarify, this cluster suggested that those persons who
were divorced/separated, female and a student or employed at the
time of referral were also high on pre-study measures of employment
seeking behaviors. Conversely, lower employment seeking behaviors
prior to the study were correlated with being male, married or
single and unemployed at the time of referral.

Cluster 6 defined socioeconomic status which included level
of family income, race, sex and marital status. Higher levels of
family income were correlated with being white, female and married;
lower levels of family income were correlated with being non-white,

male and not married.

86

Summary

Primary analyses of the results of the study indicated that
the number of people obtaining jobs, the scores on the cognitive
measure assessing the training program, the actual number of job
leads the clients obtained and the number of job interviews were
significantly higher in the experimental group than in the control
group(s) at probabilities of less than .05.

No significant differences were found between experimental
and control groups on the dependent measures of hourly wage received
on the new job, number of weeks spent before obtaining employment,
number of persons or methods used for obtaining job leads, resumes
or applications completed or hours per week spent looking for work.

To explore if possible critical differences between experi-
mental and control groups could have existed by chance, chi square
analyses were computed and demonstrated no significant differences
across experimental and control groups on all demographic charac-
teristics except one.

‘ To detect any systematic differences between those who
dropped from the study and those remaining in the study, one way
analysis of variance demonstrated no significant differences on
the mean of the handicap difficulty score, a sunmary index used to
equalize critical variables across groups.

Cluster analysis defined several independent clusters;

incongruence between counselor perception of employability and

87

client job seeking behaviors was suggested by one cluster. There

appeared to be congruence between employability, private financial
support and certain demographic variables. Experimental treatment
and employment seeking behaviors were related; however, jobs

obtained did not cluster with job seeking behaviors.

CHAPTER V

SUMMARY AND CONCLUSIONS

The primary objective of this research was to investigate
the effects of a self-help training program for rehabilitation cli-
ents in employment seeking preparation and activity.

This program taught the clients systematically to evaluate
their job interests, abilities and skills, designated assets; and
to know their individual weaknesses, problem areas and handicaps,
called liabilities. This process was accomplished through a diag-
nostic job application form which was devised specifically to assess
these two areas and help the student develop a specific job goal
along with alternative job objectives. Additional parts of the '
self-help training program instructed the subjects to develop a
resume; learn what to do and say during the job interview; develop
a list of friends, relatives and acquaintances whom they could con-
tact for job leads; and, finally, put this knowledge to active use
in daily activity.

The training took place within four district offices in
Michigan Vocational Rehabilitation Services. Counselors made all
clients available for the study whom they considered to be ready for
employment (status 20) and whose disabilities did not prevent

participation.

88

89

The design of this study included random assignment of sub-
jects to one of three treatment groups. The experimental group
(T1) received the complete training as an adjunct to regular reha-
bilitation services; the second group (T2) received a modified pro-
gram including only the measurement aspects of the training; the
third group (T3) received no part of the training to control for
possible reactive effects of measurement and were contacted at the
conclusion of the study concerning employment.

The outcome criteria of jobs obtained, amount of hourly
wages and length of time to find employment during the follow-up
period were statistically analyzed across all three groups; sig-
nificant differences were found on the number of people obtaining
jobs; those clients in the experimental group had a significantly
higher number than either control group, suggesting that the train-
ing program--Employment Seeking Preparation and Activity-~was
powerful enough to affect the outcome measure, jobs.

On the dimensions of hourly wages and length of time to
obtain a job during the follow-up period, no significant differences
were found between treatment and control, suggesting the training
program did not significantly affect these dimensions; however,
this was based only on the clients who obtained jobs. Further
exploration of these dimensions based on a larger sample may sug-
gest different results.

The other outcome measures were collected only on the

experimental (T1) and one control group (T2). These included

90

cognitive and behavioral measures for assessing employment seeking
behaviors.

Multivariate analysis of covariance demonstrated an overall
probability of .0039, suggesting differences between the experimental
and control groups. On each of the dependent measures the mean of
the experimental group was higher than the control group, using
baseline behaviors as covariates.

To determine where significant differences lay, a one way
analysis of covariance for each dependent measure was examined and
probabilities of less than .05 were found on four dimensions--jobs
obtained, achievement questionnaire score, number of job leads
obtained and number of job interviews. Probabilities greater than
.05 were found on number of persons and methods used for obtaining
job leads, number of resumes, number of job applications and number
of hours spent looking for work. 4

In develOping and implementing the study, care was taken to
control the experiment as carefully as possible; however, several
questions did arise as to other possible explanations influencing
the results, which questions were examined and are discussed here.

Eighteen clients were dropped from the study due to various
reasons, nine from T], eight from T2, and one from T3. Could it
have been that those persons drapped from the study differed in some
systematic way and biased the results? Examination of the variables
related to employment-~age, education, major and secondary disabili-
ties--showed no apparent differences between those who remained in

the study and those who dropped out. One way analysis of variance

91

was computed on the handicap difficulty score of the four groups and
revealed no significant differences among groups. Therefore, it was
concluded that there were no known systematic differences between
those in the study and those who dropped out.

Random assignment was employed to equate groups; however, by
chance did the experimental group contain subjects who were more
likely to get employment than those in the control groups? To
examine this, chi square analyses were computed on the demographic
variables. No significant differences were found except on type of
major disability.

In an attempt to determine where the differences lay on the
types of major disability and if these differences could account for
treatment effects, visual observation suggested the differences were
between the two control groups on the number of people in the
categories orthopedic and miscellaneous physical disabilities (see
Table 4.3). If the differences were between the control groups, and
not between treatment and control, the effects of the treatment
would not be confounded by the distribution of major disability
types. Therefore, a chi square analysis was computed with two
levels--treatment and control; the probability was .85 suggesting
no significant differences between treatment and control on the
variable major disability and minimizes the argument of disability
being a confounding variable in relation to treatment effects.

Did the experimental group by chance differ on baseline job

seeking behaviors and would this distort the results? Analysis of

92

covariance was used to equate the groups statistically on baseline
behaviors and avoid this possibility.

The counselors were not notified as to which treatment condi-
tion each client was assigned; however, did certain counselors have
a greater proportion of clients receiving jobs than other counselors,
suggesting counselor effect in obtaining jobs? Chi square analysis
between counselor identification and jobs was computed and a proba-
bility of .4688 was found suggesting no significant counselor
effect in relation to obtaining jobs.

Exploration of the data through cluster analysis suggested
several areas for discussion. Cluster 1 indicated an inverse rela-
tionship between counselors' rating of clients' employability and
clients' actual employment seeking behaviors and jobs obtained. To
further clarify this incongruence, rephrasing the variables may be
helpful. Those persons who obtained jobs and had higher employment
seeking behaviors would also have received lower counselor ratings
on employability. Several hypotheses could be raised as to this
incongruence. The rating scale may not be a good predictor of
employability. Also, counselors may be so engrossed in counseling,
case management and other job functions that they do not have a good
grasp of employment factors--what it takes to get a job.

Muthard and Salomone (1969) along with other references
cited in the review of the literature indicated that counselors as
a whole do not like to do job placement or work with employers.

Very little time is devoted to the counselor's job function of

assisting clients to find work. This phenomenon is not peculiar to

93

rehabilitation counselors for Fairweather and his colleagues (1956,
1964, 1967, 1969, 1972, 1974) found that the helping professions
within mental health settings do not have a good understanding of
what it takes to help peOple become independent and self-sustaining
including finding employment. These researchers found that when the
"real outside world" was understood and hospital patients were given
greater degrees of autonomy and independence they were able to take
on the required responsibility for self-management. This present
research project in self-directed job placement would further sup-
port Fairweather's findings. Counselors need to know more about
employers, their jobs, and the world of work to know which clients
are ready for employment and which ones need specific modification
of their behaviors.

Clusters 2 and 3 contained the measures related to jobs
obtained. These two clusters had a moderate degree of interrelation-
ship (r = .38). The measure “employment obtained" was included in
both clusters. Therefore, these clusters may suggest some factors
which relate to employment.

Two of the factors in Cluster 2 were employment and the
presence of major disability. This suggested that the treatment con-
dition which had been found in this study to cause the difference in
the number of job placements was also able to overcome the social
stigma of disability. It should also be remembered that this
research was conducted during one of the highest unemployment periods
in the state and nation. This sociological dimension lends weight

to the power of the treatment effect.

94

Cluster 4 included the majority of the measures thought to
be important in obtaining employment. However, obtaining employment
did not correlate with this cluster. The question could be raised,
why did those clients obtain jobs when at the same time they did
not demonstrate any significant differences in these "basic job
seeking behaviors"? One tentative hypothesis could be given. The
treatment group 1 did have a significantly higher number of "job
leads obtained per week" (p = .04) than did treatment group 2.
Treatment group 1 received the innovative training program which
specifically taught the subjects to use friends, relatives and
acquaintances when looking for job leads. This technique of obtain-
ing jobs has repeatedly been found to provide the vast majority of
jobs. Granovetter (1974) referred to research that indicated from
70 to 90 percent of all jobs are found through this sociological
process. It may be possible that the subjects in treatment group 1
did actually use this technique as they were instructed to do. It
is also possible that they may have found out about an available job
through an "inside" source (friend, relative or acquaintance) prior
to the publication of that job in the newspaper or the formal chan-
nels of employment information.

Further exploration of the data suggested the lack of rela-
tionship between jobs and job seeking behaviors. This may raise

the question that it is not the number of behaviors that produce

95

employment but that the type of contacts made needs to be explored
further.

In summary, significant differences were found between those
receiving the treatment and those not receiving the treatment on
four of the dependent measures. The greatest strength of this train-
ing program would appear to be the significant results with the

major outcome criterion--jobs.

Limitations of the Study

Possibly the greatest limitation encountered during the
study was the high unemployment rate in Michigan and its psycho-
logical effect upon the clients. Unemployment had already reached
a peak several months earlier and was on the decline; however, the
rate of unemployment in the state was 12 percent and within the
cities where the research was conducted ranged from 9 to 11 percent.
It is difficult to assess the psychological effect of this unemploy-
ment rate; however, during the follow-up calls many of the subjects
of the study reported that this factor was one of their greatest
problems, saying "There just are no jobs in my area," or "There
are no jobs for my skills in this city."

A second limitation which may have affected the overall
outcome of the study was that it was conducted from January 6th to
March 4th. Michigan was experiencing severe winter weather with
snow and extreme cold almost constantly. More job placements may

have occurred had both these limiting factors of high unemployment

96

and bad weather been more favorable; however, these external condi-
tions applied equally to all three treatment conditions and
therefore were considered a controlled variable across groups.

Limitations were imposed on the sample representativeness
in relation to the clients served by Vocational Rehabilitation
Services; the counselors were to refer only those clients who were
ready for employment; also, since the program was self-administered,
a minimum of sixth grade reading level was required. Both require-
ments--counselor referral and minimum reading level--largely ruled
out some types of clients such as mentally regarded or visually
impaired. The additional requirement of access to a telephone
caused certain clients to be eliminated. It is not known how many
in the agency do not have telephones perhaps due to a restricted
economic situation.

The fact that only volunteers were included in the study
could have been a limitation; however, out of the 96 who were con-
tacted only two refused to volunteer for the training. This would
not suggest a serious effect imposed by accepting only volunteers.

Several of the behavioral measures were based on client
self-report at two-week intervals. Attempts were made to make the
reporting as objective as possible by asking the clients to specify
names of people who gave job leads, places they looked for work,
places where applications were filled out, etc. Jobs obtained were
verified with the employers; however, objective verification of

several of the measures was not possible. Therefore, the dependent

97

behavioral measures of methods and places to look for job leads, applica-
tions filled out, interviews completed and hours spent looking for work

were subject to the variability of the client's self-report.

Implications for Further Research

 

One of the implications from the research process centers
around the improvement of the training program. Many ideas have
been suggested by the study process as well as from clients them-
selves and professionals involved in using the training.

One improvement would be to record the entire printed materi-
als on audio-cassettes and make these available for anyone who had
difficulty reading due to either an academic reading deficiency or a
visual impairment. The reading limitation imposed on this study
could then be changed and the program could be offered to an expanded
population. In support of this conclusion, in April 1976 a pilot
study with a single group of mentally retarded and emotionally dis-
turbed clients was conducted in a local Vocational Rehabilitation
district office. Special adaptations were made so that the non-
readers would understand the materials. Two months following this
training session, nine people out of fifteen who started the training
were competitively employed, one person died, three were still unem-
ployed and two were eliminated. It should also be reported that in
addition to this self-help approach regular services were provided
these clients by the Vocational Rehabilitation counselor.

A second area for improvement needed in the training program

would be that of the resume section. A national survey of employers'

98

attitudes and rating of a Job Resume Questionnaire conducted by
Feild and Holley (1976) would assist in providing empirical data on
which to improve the self-help section of building a resume. Pro-
viding trainees with the information which employers as a whole con-
sider to be important to be included or excluded from a resume or
cover letter should be of value. The trainee could then provide
employers the information they need and want to have in their hiring
decision-making process.

The section on the use of friends, relatives and acquaint-
ances may need greater emphasis in that there is a wealth of data
which indicates that most jobs are obtained through such persons.
How to build a better social network to locate job needs may be an
area for further refinement and study.

Although the data from this study indicated that the means of
all dependent measures were higher in the experimental than in the
control group, most clients used very few job seeking behaviors or
spent little time actually looking for work. Ziegler (1962) used a
group approach to this kind of training and encouraged the partici-
pants to work 40 hours a week for themselves while they looked for
work, just as they would be expected to work 40 hours a week for
future employers. Azrin et al. (1975) used a job club for behavior
modification of clients' job seeking behaviors; the clients met daily
to review what they had done and planned their immediate future
activity. This group peer pressure approach seemed to have added to
the power of the treatment and could possibly strengthen the Employ-

ment Seeking Preparation and Activity training program.

99

Two observations suggest that the number of job seeking
behaviors may not be the major determinants for obtaining a job.

Jobs did not cluster with job seeking behaviors and when comparing
the people with jobs and pe0ple without jobs, there were no signifi-
cant differences on any of’ the self>reported job seeking behaviors.
Therefore, measurement of the types of job contacts made by the
clients, rather than just the number of behaviors, might give a
clearer picture of the successful and unsuccessful job hunting
behaviors.

A further implication for research is the need to develop a
measure which would assess a person's job readiness. The Revised
Scale of Employability Counselor Scale was developed for counselors
working in sheltered workshOps. Its utility to this study or use
with Vocational Rehabilitation counselors is questionable in that
there was an incongruence between counselor ratings of employability
and clients' job seeking behaviors and employment. The Vocational
Opinion Index developed by Benson and Whittington (1973) may be an
alternative to this assessment problem. Their study was conducted
with a disadvantaged population and assessed "job readiness posture."
By using demographic data and psychological factors associated with
job readiness, a scale could be devised to assist in determining when
a client would be ready to seek employment.

The Employment Seeking Preparation and Activity training
manuals have been used to instruct graduate students in rehabilita-
tion counseling on the basic skills of job seeking behavior training.

This training consisted of first allowing the students to study

100

individually the self-help units of the training; after each unit was
studied individually, small groups reviewed what they had devel-
oped and the group members then made suggestions for an individual's
improvement. For example, each student prepared a resume and dis-
cussed it with the group; the group then made further suggestions to
the individual on how to improve the resume prior to final copy.

In addition to this classroom training, the students and instructor
developed a counselor interaction manual with specific behavioral
instructions and guidelines to assist future placement trainers on
how to use this Employment Seeking Preparation and Activity training
with individuals, small groups or multi-groups.

The training program was also evaluated by these thirty stu-
dents, some of whom had worked in rehabilitation settings. Some of
the suggestions may be relevant to future research. The use of the
training as homework prior to group sessions was recommended to
facilitate greater group interaction and lessen the time for such
training. It was thought that the group process would be an
improvement on the self-help training in that other members of a
group could improve upon the production of each student's individual
work. They suggested that the unit on resume writing needed improve-
ment with a wider range of occupational levels covered. It was
suggested that the training program may have validity with additional
populations, such as students at the close of high school, college
or professional training programs; public offenders who were ready
to be released from prison, probationers or parolees, persons on

public welfare who were seeking employment; persons laid off from

101

their jobs or persons who applied for services from the state employ-
ment security commission. These suggestions present a wide variety
of implications for future research on these differing populations.

In addition, research design modifications could further
evaluate results and power of the training program. Focusing on
the self-help concept, a design could be tested in which subjects
could be assigned randomly either to counselors and the agency
process or to the self-help process alone without any further
involvement with their counselors and the agency of Vocational
Rehabilitation.

Another design could include a process where "placement
trainers" could use the training program in conjunction with group
process similar to the classroom study referred to above. Group
process on several studies cited previously has indicated that this
peer pressure exerted from a group has a powerful effect. Such a

program would structure the group process.

Conclusions

 

The original question addressed by this study can now be
.reconsidered. Can a job placement program be developed to teach
rehabilitation clients in a systematic way the essential skills to
acquire employment?

The results of the study support an affirmative answer. The
self-help training program--Employment Seeking Preparation and
Activity--was administered to an experimental group of vocational

rehabilitation clients. The experimental group obtained a

102

significantly and meaningfully higher number of job placements than
either of two control groups. The job seeking behaviors, both cog-
nitive and behavioral, were higher in the experimental than in the

control group. Statistically significant differences were found on
the cognitive measure evaluating information gained from the train-
ing program; significant differences were also found on behavioral

measures assessing number of job leads obtained and interviews com-
pleted.

This research indicates that this training program could
enhance considerably the present rehabilitation process of job
placement. Replication of this study with some modifications to
the training program and experimental design seems warranted; addi-
tional studies could include not only the vocational rehabilitation
population, but also other populations which have difficulty obtain-

ing employment.

BIBLIOGRAPHY

103

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106

Fairweather, G. W., Sanders, D. H., Maynard, H., and Cressler,
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Fairweather, G. W., Sanders, D. H., and Tornatzky, L. Creating
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Fairweather, G. W., Simon, R., Gebhard, M. E., Weingarten, E.,
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107

Harkness, C. Nondebilitating disease and industrial hiring prac-
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Hartlage, L., and Roland, P. Attitudes of employers toward differ-
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Hsu, T, and Feldt, L. The effect of limitations on the number of
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Kanfer, F. H., and Phillips, J. S. Behavior therapy: A panacea for
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108

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109

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110

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111

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September 1962.

APPENDICES

112

APPENDIX A

VR-R300-2 COMPLETED REFERRAL
PROCESS AND CHANGE

113

VR-DQOO-a
IVR-28221
U74

114

MICHIGAN DEPARTMENT OF EDUCATION

Vocational Rehabilitation Semce

Original to 5.0.
Copy - Ceee File

COMPLETED REFERRAL PROCESS AND CHANGE

 

 

 

 

‘4 g” - Referral Process Completed Instructions: Put an ‘X' in the box, Code 20. for new or re-
c " Opened cases with completed referral process
1.: C3 -300-2 Correction or Change For Correction or change of Stage 2 Data on a
completed referral process, put an ‘X‘ in the box,
CLIENT NAME (LAST, FIRST, lNlTiALi c°d° 2‘
(31 CONTROL DATA: (Must appear on fldowmentsl
SOCIAL SECURITY NO. Case No. HOME 0.51:. Instructions: Complete Control Data items by inserting - SSN,

 

 

 

 

 

 

STAGE 2 DATA: IReferral process oompIeted1 (Check only one box per item).

A. REFERRAL PRWESS COMPLETED:

....-

.. 801 STATUS AT REFERRAL:

lzelC] l0i Nolen Applicent
E] (ii Applicant Allowed
D (21 Applicant Denied
[j (31 Pending
[j lei Not Known
D (51 Benefits Oieoontd. or Term.

C. CEVERITY CODE:

l29iC] l0l Not Reported

If) Severe - $01

(2) Severe - SSl

131 Severe - DMII‘V Code

151 Severe - Functional Limit.
161
191 Not Severe

GRACE:

DDDDDDD

laoiD lli White Dlzl Negro
D 131 lndien [3141 Other
D 151 Snnish 0161 Oriental
C] 1+) v~Nol Aveileble .
e. set name AT REFERRAL:
isllD loi Not an Applicant
C] lli Applicant Allowed
[:1 (21 Applicant Denied
D 131 Pending
C] lel Not Known
D 151 Benefits Diacontd. or Term.

r. seAlellsunNAaae
mlU ItlYea C112) No

C. WTCWE OF REFERRAL:
IF NOT ACCEPTED: REASON

laeilj lli Undue ed Cone-cl or Moved
121 Hend'lceo too Severe

131 Refused Services

141 Death

(51 Client institutionalized

161 Transfer to Another Agency
17) Failure to Cooperate

181 No Disabling Condition

191 No Vocetionef Handicap

101 router

[3013000001]

141 Severe - Disds. e Ouel. Cond.

o. OUTCOME or REFERRAL IContd.1
OUTCOME:
1341 Bill Closed fromOO
C] m Closed from 02
ACCEPTED FOR:

C] 141 18 Mos. an. Evel. 06
[3(5) v.R. Services 10
CE] TYPE INSTITUTION
1351 AT REFERRAL
IF CLOSED FROM 00. COMPLETE ITEM T.
IF CLOSED FROM 02 OR ACCEPTED,
ooelrLETe lTews ll TwRu T.

H. MAJOR DISABLING CONDITION: 1371

1371 [ED Code If yyy Punch e e e
SECONDARY DISARLING CONDITION: 1401

1401 [13:] Code

I. PREVIOUS CLOSURE wlTlllN :sa silos: 1431
1431 [:1 in No E] on Rehab. - Yes
C] 131 Not Rehab. - Yea

leei CE] If yewloe. since Closure leel

.l. MARITAL sTATus

146) Bill Married C] 121 Widowed
C] (31 Divorced C] lei Seperated

C] 151 Never Married C] 1+) y-Not Aveildsle

K. D Number of Dependents Ilf over 9 Punch -1

1471
148i

N. WORK STATUS:
lsli D lli Competitive Labor Meeker
D 121 Sheltered Workshop
C] 131 Self-Employed Except 55 pi
D 141 State Agency-Manned Business
Enterprises IBEPI
D 151 Homemaker
[j 161 Unpe'ld Family Worker
D in Not working-student
C] 18) Not martin-Other

D (91 Trainee or Worker D101 y-Not Availtsle

D. m WEEKLYEARNINGS
1521

P. TOTAL MONTHLY FAMILY INCOME:

1551 Dials 0.00-14999 Dleiseoooo-«sse

DTotal Number in Farnily 111 over 9 Punch -1
.1. ED Rifle" Grew Completed: III are Punch — -1

(Nearest Dollarsl (If yyy Punch H9)

Case number, and home district code.

(ONLY INFORMATION BELOW THIS LINE MAY BE CORRECTED OR CHANGED WITH THIS FORM)

0. PUBLIC ASSISTANCE Tvees:
(5610 l0i None D m 551 -A9ed

[j 12155l~ Blind

C] 13183! .oueoied

E] lei Aid Families with Oep. Ch.

[3 (51 General Assistance Only

D 161 AFOC and 551 m Comblnet'lon

D m

D (81 Typelsl Not Known

D (91 PA Received between Ref. and Clos.

D lll y-Not Aveileble

CD3 RA. MONTHLY AMOUNT
1571 (Nearest Dollar) (If yyy Poncho»)

TIME ON P.A.:
laciD l0l Not Receiving P.A.

C] ill Less Than 6 Mos.

[j (216 Moe.-LessThan i Y'.

D 131 l Yr.-Less Than 2

C) lei 2 Yrs.-Less Then a

C] (51 3 Yre.-Less Than a

C] 161 e Yrs.-Lesa Than 5

[:1 ms Yrs. or More

D 191 y-Not Availwle
R. PRIMARY sounce or sureonT;
1611B looi Curr. Income

C] «on Family a Friends

C] (021 Privete Relief Agency

C] (031 Public Assist. eemy Fed. Funds

[3 loei Public Assist. mo Fed. Feild.

C] we» Pub. Inst. - Tax Supported

C] (061 Workmen's Compensation

C] 1071 55m Benefits

D 1081 All Other Public Sources

C] 1091 Annuity e Non Ois.lns.8enf.IPriv.1
I: (101 All Other Sources of Support
1:] 1H) vy-Not Availdsle
(ED Vocational Objective Code

 

15-31 111 yyyy Punch 09»)
T. FED. ”EC. PROGRAM IOENTIFICATIM
1671

 

 

INNEIVET MAW PO ADCI PA

[00on one era 020 one see

 

 

 

 

 

 

 

 

 

 

C] lli slsooo - 19999 [jlii 950.00.499.99
C] an $200.00 - 24990 C] 181 $500.00 - 599.99

E] (31 ”50.00 - 29999 C] 191 seooooolm
C] lei 900.00 - 34999 D M y-Not Aveiieoie

E] 1518350.w-399.99

 

Caunselor Name Code

APPENDIX 8

EMPLOYMENT SEEKING PREPARATION AND ACTIVITY
ACHIEVEMENT QUESTIONNAIRE

115

EMPLOYMENT SEEKING PREPARATION AND ACTIVITY

ACHIEVEMENT QUESTIONNAIRE

Directions: The following questions are true or false. Put a T in

 

the line preceding the question if it is true. Put an §_in the—line
preceding the question if it is false.

Example:

_'1‘_

Employment seeking preparation is something you can learn.

 

ltd

lo

I“ I":

la: la

la:

la

10.

There is very little that you can do while filling out an
application form to improve your chances of being hired.

The neatness of your application form is one important area
that has been found to cause employers to have a good
impression of you.

Fill in the application form by yourself at all times.

Use a pencil in filling out the application so that you can
erase mistakes.

Neatness on an application suggests to the employer a respon-
sible person caring about his work.

Fill out each item on the application form as you go so
you can complete it as quickly as possible.

You should print all information on an application form no
matter what the directions call for.

Filling out an application form can tell you much about
yourself.

Some liabilities can be improved upon and not hinder your
chance of employment, while other problem areas cannot be

changed.

The application form is always filled out in the employment
office.

116

|*a |*6

[a

|*5 I'd

In:

la:

la

I“: la I'd

|.—a

la

la:

la

la:

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

H7

The application form suggests to the employer questionsluamay
want to ask you.

The employer learns about your work personality from the
questions on the application.

The employer can detect some personality problems from.what
you say on the application form.

Most people can do only one job well.

Any physical defect or handicap which can be noticed by the
employer should be described carefully on the application.

Use medical or psychological terms to describe your handica-
to the employer.

If you have a bad credit rating, there is nothing that can
be done about it.

You should always ask a person to use their name as a
reference before including their name on an application
blank.

You should look for any job that is available.

You should lead the conversation during the interview by
telling about your skills and abilities.

What you say to the employer is more important than how you
look.

If you have a visible handicap, you should bring the subject
up early in the interview.

If you have a handicap, you should explain during the inter-
view how it will not interfere with the job.

During the interview, in response to a general question such
as, "Tell me something about yourself," you should give a
detailed answer.

Employer interviews are usually on the critical side and you
must try to talk about your skills and abilities.

Most employers are hard to meet and inconsiderate of you as
a person.

You should study the company, its services and products,
before the interview.

|--5 I“!

|e

la

29.

30.

31.

32.

118

At the close of the interview you should not ask to call
back at a later date to find out if the employer has
decided to hire you.

A resume is three or more pages long.

You should ask any person if they know of a place where you
can find work.

People who make looking for work a full-time job usually
find a job.

There are always jobs available.

 

Directions: The following questions have several possible answers

 

following each question. Read all the answers. Choose the one best
answer.

Put a circle around the letter in front of it.

33;_ What is the main reason that the employer wants you to fill out

35.

36.

the

If

application form?

To know your life history.

To know what you can do.

To see how neat your writing is.
To see how quickly you can work.

your liability or handicap will prevent you from getting the

job, on the application form you should:

A.
B.
C.
*1).

The

Ignore it or not admit it.

Describe it in detail in medical terms.

Describe it briefly.

Leave it blank or write "discuss during interview."

best attitude for you to express regarding your liability or

handicap is:

To try very hard to overcome your weaknesses.

To ignore your problem.

To develop and strengthen your abilities to do a job rather
than your weaknesses.

To get the employer to hire you because you have a handicap
or liability.

From the application blank, the employer tries to determine which
of the following characteristics about you:

A.
B.

Your ability to get along with coworkers.
Amount of work you can produce and how well you do it.

37.

38.

39.

40.

41.

42.

‘k

*

*

C.
D.

On

A.
B.
C.
D.

If

119

Attendance and promptness.
All of the above answers.

filling out the application form it is a good idea:

To use humor (clever remarks).

To write answers that sound good, even if not quite true.
To show you know the products and services of the company.
All of the above answers.

you were fired or quit your last job, what should you tell

the employer?

A.

B
C.

D.

Describe the poor working conditions on the previous job.
Be honest and describe your skills for the new job.
Don't write the job down and then the employer may not
find out.

Give an excuse suggesting you were not at fault.

Most employers decide whether or not to hire you:

O

DOW!”

After the interview.

Without an interview.

Within the first five minutes of the interview.
After consulting with other people.

Employers consider which of the following items the major
factor in hiring you:

A.
B.
C.
D.

Who recommended you.

Your past experience.

What you say during the interview.
Dress and general appearance.

People with alcohol, drug abuse or arrest problems have a greater
chance of being employed by:

00th:”

Large companies.
Small companies.
Medium companies.
All equally.

At the close of an interview, you should:

A.

B.
C.
D.

Express an interest in being hired if you are actually
interested.

Ask if you will get the job.

Not express how you feel, but leave it up to the employer.
Not suggest that you will call back.

43.

44.

45.

46.

47.

48.

49.

120

A "resume" is:

A. Returning to work.

B. A life history.

C. An application blank.

D. A summary of your personal characteristics and your abilities.

Most job leads come from:

A. The state employment security commission.
B. Friends, relatives and acquaintances.

C. Newspaper job want ads.

D. Counselors.

E. Direct application to employers.

The main reason why people do not find jobs is because:

A. They contact only a very few employers.

B. The unemployment rate is so high.

C. There are only a few job leads in the newspaper or from the
state employment commission.

D. There are no jobs.

People with health problems find more jobs with:

Very large companies.

Large and medium companies.
Medium and small companies.
All equally.

COWD‘

The major purpose of a "resume" is to:

A. Help you fill out an application blank.
B. Get a job at your former employment.

C. Obtain a job interview.

D. To give character references.

A job lead is:

A. Finding a job.

B. Any clue or idea leading to a job.
C. Filling out an application.

D. Interviewing the employer.

The chances of your getting a job are increased by:

A. Spending more time looking for work.
B. Filling out more applications.

C. Increasing the number of job leads.
D. All of the above.

121

 

Directions: List as many sources for getting a job lead as you can.
A job lead is a place or person which may help you find a job
opening.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Copyright

APPENDIX C

REVISED SCALE OF EMPLOYABILITY
COUNSELING SCALE

122

123

COUNSELOR

 

THE REVISED SCALE OF EMPLOYABILITY

Counseling Scale

 

Brian Bolton

Chicago Jewish Vocational Services

Instructions: This clien't evaluation is a five scale
measure of your estimation of each client's present em-
ployability, as you understand and know the client's job
readiness. Within each scale are five statements or

or anchor points for your estimation. Attached to this
measure are score sheets for each of your clients who are
in this study. Place a line on the thermometer like scale
at the point where you estimate each client is presently
functioning.

124

I. ADEQUACY (3: WORK HISTORY

 

100

 

 

 

F.N. is a 42-year-old woman whose major work exper-
ience 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.

90

 

 

 

 

 

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 4 years when
he was in an accident in which he sustained serious
head injuries. He comes to the VRS in the recuper-
ative stages of this mishap.

7O

 

 

 

 

 

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
underwent surgery for a non—malignant brain tumor
and was forced to leave the labor market.

50

 

 

 

 

 

K.T. is a 29-year-old, intellectually limited man
who hops from job to job. He has worked as a lab-
orer, 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.

30

 

 

 

 

 

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.

 

 

10

 

 

 

125

II. APPROPRIATENESS _O_F_‘ JOB DEMANDS

 

100

 

 

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 struc-
tured supervision. Mr. P. worked at similar jobs
prior to his hospitalization for emotional problems
and seems to be functioning at the same, if not a
higher, level than previously.

90

 

 

 

 

A.C. is a 22-year-old epileptic with an 8th grade
education. He has no work history of any conse-
quence and no specific skills. He is very anxious
to work and is willing to accept almost any job.

He recognizes, however, 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.

70

 

 

 

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, coopera-
tive personality. A job in the service area would
seem appropriate, but special consideration must
be_given to her physical limitations.

50

 

 

 

 

R.B. is a 45-year-old alcoholic who worked many
years at the post office. He now wants training
in IBM computer 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 un-
doubtedly be unhappy working alone at a machine.

30

 

 

 

 

T.L. is a 25—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 promis-
ed to lend him. T. has little business sense and
no real understanding of the operation and manage-
ment of a gas station; in fact, he is capable of
simple, repetitive work only and requires consider-
_ able supervision.

 

10

 

 

 

126

III . INTERPERSONAL COMPETENCE: VOCATIONAL

 

 

100

 

 

 

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 st0p him from pitching in to do his share. He
likes the idea of earning money and is currently
holding down two jobs.

90

 

 

 

 

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 him-
self or his disability, so it is difficult to
assess the impact of self-attitudes on his employ-
ability - but they do not appear to pose a problem.
F. is hopeful of obtaining appropriate work and is
looking forward to earning regular pay.

70

 

 

 

 

K.B. is a young man who is strongly invested in be-
coming a worker. He knows apprOpriate work behavior,
but his emotional problems significantly interfere

with his ability to handle the job situation. K. is
quite hOpeful of finding employment, unrealistic-

ally so, as his current lack of control over epilep-
tic seizures precludes employment at this time.

50

 

 

 

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 circumstances. A. sometimes uses his
handicap to elicit sympathy or attention or to ex-
cuse sloppiness. A. hOpes to obtain a job as a
messenger.

30

 

 

 

 

N.S., a retarded young girl, would rather be a
pupil than a worker. She identifies closely with
her physically handicapped mother (who has never
worked) and cannot see herself functioning indepen-
dently in the work world. N. has "sabotaged" two
job interviews, demonstrating her dependence.

 

 

10

 

 

 

127

IV . INTERPERSONAL COMPETENCE : SOCIAL

 

100

 

 

 

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.

90

 

 

 

 

 

C.T.'s understanding of his handicap (retardation)
is limited, ostensibly because it has not been
Openly discussed in his family or elsewhere. He is
aware of some academic difficulties, but lacks un-
derstanding of their ramifications. Mr. T.'s social
life is limited mostly to family affairs. He does
have some boy friends.

70

 

 

 

 

R.S. has adjusted minimally to his handicaps of re—
tardation and emotional disturbance. He sees his
main difficulty as an inability to read well. Mr. S.
is highly anxious and continually voices somatic
complaints. He looks for support and encouragement
from the counselor and is unable to come to any de-
cisions on his own.

50

 

 

 

A.B. refuses to use his deformed hand and tries to
hide his arm whenever possible. He blames all his
interpersonal difficulties on his hand. He is very
ego-centric -insists on talking only of his pro-
blems. Mr. B.'s family, too, see him as deformed
and "different", and tolerate the temper tantrums
he throws when he is upset.

30

 

 

 

 

T.J.'s response to his retardation has been to
retire into extreme passivity. He makes no at-
tempt to deve10p communicative skills that are
within his capabilities. He talks with no one, and
he is very uncomfortable in the counseling inter-
view unless it is so structured that he doesn't
have to address the counselor directly.

 

10

 

 

 

 

128

V. LANGUAGE FACILITY

 

100

 

 

 

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.

90

 

 

 

 

 

B.V. understands spoken English quite well and uses
words appropriately in conversation. She can fill
out an application form and would appear more ade-
quate 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.

70

 

 

 

 

 

C.M. is moderately retarded and learns jobs more
quickly if they are demonstrated than if they are
explained verbally. Written instructions pose great
difficulty for her because of her poor reading
skill - though she will not admit her lack of com-
prehension. A potential employer would have to be
given prior warning about her limitations because
C. easily "fakes" her way.

50

 

 

 

 

 

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 4-year-old who
can print his name. J. would be unable to fill out
an application or go through a formal interview
without help, and could not function on a job re-
quiring language facility. He understands visual
demonstration or instruction via pantomime.

3O

 

 

 

 

 

P.M. is from a home in which Spanish is the primary
language. 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 formal education and is functionally illit-
erate. Placement is limited to jobs that do not re—
uire communication and can be demonstrated.

 

 

10

 

 

 

129

SCORE SHEET for THE REVISED SCALE OF EMPLOYABILITY

Counselor: Client:

 

 

Date:

 

Scale I Scale II Scale III Scale IV Scale V Scale VI

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

100 100 100 100 100 100
_._1 4___l
_ggfi 9o 90 9o 90 9o
4glq .70q 70 70 7o 70
50 50 50 50 50 so
30j 3o 30 3o 30 30
r---
*35L4 10 10 10 10 10

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

APPENDIX D

SELF-REPORT BEHAVIORAL
MEASURES

130

131

(BASELINE INFORMATION FORM

‘Name

Code #

 

Interviewer's Name ' Date

INSTRUCTIONS: This form is to gather information on your

 

job seeking activity during the past fourteen (14) days only.

1.

"(3) : p v‘- ' (4)

Estimate as accurately as possible the number of people
you have talked to about a job lead in the past 14 days?

 

Who were the persons you talked to about a job you could
get? Can you 'name any of them?

(1) (2)

 

 

(5) ' ' <6)
<7) ‘ (a)

 

 

Estimate the number of any other job leads you received
in the past 14 days. Newspaper want ads, the State emr
ployment office, etc. #
What were the sources? Name as many as you can remember.

 

 

 

 

 

Total job leads in #l and #2

In question one and two above how many job lead contacts
did you follow-up in the past fourteen (14) days? #*
Follow-up means 50w many of these "job leads" did you
check out by going to the places of employment to fill
out_an application for work or had a job interview.

 

 

How many gpplication blanks did you fill out in the

 

last l4'days?' #

132

With what companies or businesses?

 

 

 

 

 

How many job interviews did you have complete in the
last 14 days? # . A job interview is when an
employer talks to you in person about yourself and
your qualifications for a job. Name as many persons
who you asked for these jobs.

 

 

 

 

 

Estimate from the above information how much time did
you spend (in the past 14 days) lookIhg for wefk? How
many hours? # Think back over the past 14 days
and estimate your time spent as carefully as you can.

 

133

EMPLOYMENT SEEKING ACTIVITY

You are ready to look for a job. You have just completed
the first part of this training which taught you some of

the important things to do when looking for a job. You
should have just finished a test called "Employment Seeking
Preparation Achievement Test." This is to see if you really
know what to do and say during the job hunting phase.

The major purpose of this training program is to help you
find a job. We also want to know how you are doing in the
actual job hunt. To help us keep in touch with you we have
prepared several forms for you to use and fill out. We will
need your cooperation.

For the next eight (8) weeks we would like for you to keep
records to show your progress toward getting a job. A part
of this study is to find out what you actually do while you
are on your own.

We want you to report your progress every other week for

the following eight weeks. This will mean that there will
be four reports in all. You will find directions for each
report form you must fill out. The names of these five re-

ports are as follows:

 

(1) LOOKING FOR JOB LEADS
(2) PLACE I LOOKED FOR WORK
(3) DAILY ACTIVITY TIME CHART

(4) PERSONAL APPEARANCE AND INFORMATION CHECK LIST

You will find these reports at the end of your student work-
book. Fill them out each day. In addition to reporting
every two weeks from these forms we will request you to re-
turn the entire package at the end of the eight weeks in the
enclosed stamped addressed envelope. We will then review
the results and study how we at Vocational Rehabilitation
Services can help serve you better as well as help other
persons like yourself find jobs.

LOOKING FOR JOB LEADS
A job lead is any clue or idea where you might get a job.

Now we want to put one law into practice--the more job leads
you have, the better are your chances of a job interview;

134

the more interviews, the better the chances of getting a job.

The last thing you did in your workbook was to make a

list of people to contact for "Job Leads." This list was
made up of your friends, relatives, acquaintances and other
sources. Your job is to start making these contacts. Start
by choosing the contact that you think will be the easiest
to make and then continue down the list until you find a job
lead.

On the forms that follow, "Looking for Job Leads", you will
find space to keep your dail record of your actual con-
tacts that you make in locating job leads. In other words
after you ask a person for a job lead, then fill in the
person's name or the place where you got the job lead.

The following directions will eXplain each column on the form
and how you are to report this information. You will also
notice that the first few lines have been filled in as an
example of what you are to do.

DIRECTIONS FOR COMPLETING THIS FORM

This form is to record any activity you do while looking :or
jobs. You will be able to see your progress and report it
to the Job Placement Trainers when they call. There are
several important headings on this form which are now des-
cribed.

DATE: This is the date you actually asked or obtained a
job lead.

PERSON OR METHOD USED TO LOCATE JOB LEAD: Under this

title you should write the name of—the person who you asked
for a job lead. Or you should write the name of the place
where you got the job lead such as--newspaper, Employment
Security Comission, Vocational Rehabilitation Counselor, etc.

 

 

JOB LEAD - "Y", "N": If you asked a person for a job lead
and they did not provide you with one you should mark an "X"
under the "N" or No column. However, if you were given a
job lead, you would then mark an "x" under the "Y" or Yes
column and then write in the job title.

JOB TITLE: If you got a job lead, the first thing you
want to know is the job title. Write the job title in the
space provided. (You should then start to fill in one of
the forms called "PLACE I LOOKED FOR WORK.")

 

RESUME - YES, NO: If you used a resume when you met an
employer, mark this "Yes" column with an "X. " If you did
not use a resume, then mark the "No" column with an "X."

135

APPLICATION COMPLETED - gEs, pg: If you actually filled
out an application form for an employer mark an "X" in the
"Yes" column. If you did not complete an application form,
mark the "No" column with an "X."

 

JOB INTERVIEW - YES, NO: If you had a job interview where
you asked an employer for a job, then mark the "Yes" column
with an "X." If you did not get an opportunity for a job
interview, then mark an "X" in the "No" column.

 

JOB OBTAINED - YES, NO: If you were given a job, mark
the "Yes" column with an "X." If not, mark the "No" column.

 

TOTALS: At the bottom of the page, on the last line you
Wlll find this word "Total." When you complete a page, add
up the totals for each column and record it here. This will
provide you with a summary statement. You will then be able
to report it to the Job Placement Trainers when they call.

Example: On the first few lines of the "LOOKING FOR JOB
LEADS“ form are some examples how you might fill out this
form.

.136

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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.843 mos mom oszooq

 

137

 

mA¢BOB

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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QWZHdBmO 3HH>MMBZH DmBmAmZOU DmmD Qdfifl madmg mOb madvon 08
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maqu mOb mom UZHfiOOA

138

PLACE I LOOKED FOR WORK

Now if a person you talk to suggests a possible job, go as

soon as you can and ask about the job. Use your resume or

ask to fill out an application form or request a job inter-
view with the employer.

BUT before you go--go prepared. Find out as much as you can
about the job. This form suggests several questions you may
ask the person who gave you the job lead so that you can be
ready for the job interview.

Be sure to write down every place you actually apply for
work whether you get a job or not.

The following information describes each item on this form.
The first form is filled in as an example.

(1) Date.
This is the date you got the job lead.

(2) Job lead title.
LikewIse, this is the title of the job you may apply
for.

 

(3) lg this job like your stated job goal? Np , Yes
When you filled out the "ApplicatIOn Form" earlier in
this training program, item #2 on that form requested
you to state the title(s) of the job(s) you were applying
for. If you think this job lead title is in agreement
with your basic job goal, check the blank following-
"Yes." On the other hand, if you think it does not
agree with your basic job goal, check the blank space
following "No."

 

(4 ) Company name .

 

(5) Address.

(6) Phone number.
This is EaSIc information you will need to follow-up on
the job lead. If possible, obtain this from the person
you get the lead from.

(7) Name pf hiring personnel?
Get specific name of person to contact for the job.

 

(8) ggmpany service 9; product?
Try to get thié from t e person or method where you got

the job lead. Find out as much as you can about the
company. You will need to know this in the job inter-
view if you get one.

(9)

(10)

(ll)
(12)

(13)

(14)

(15)
(l6)

(17)

139

Date 9f visit.

This refers to the actual date you went to the company
for an interview or to complete an application blank,
etc.

Appointment time.

You may have previously arranged for an appointment to
interview the employer for a job. This Space is pro-
vided for that purpose.

 

Application completed? N2 , Yes .
Did you or did you not complete an application form?
Check one of the blanks.

 

Interviewed? N9 , Yes .
Were you given a job interView by the person who could
hire you?

 

Call back date? N9 , {pg .

Many employers will not hire a person at the time of
the interview. They may want to check your references
and previous job history.

 

Appointment time.

This space is provided in case you were not able to
obtain a job interview immediately after you completed
your job application. It may also be used as a follow-
up time when you checked back with the employer to find
out if you obtained the job or not.

 

Obtained job? N9 , Yes .
This is for your recording the results of the job inter-
view. Were you given the job or not?

 

 

Starting date.
Record the date you start work when you are offered a
job. You should also record the time you start.

 

Starting wages.
Record here your hourly wage or salary wage.

 

As soon as you are given a job, at your earliest convenience,
call your Vocational Rehabilitation Counselor and inform
him/her of the results. They are available to help you

get started on the job and to help you make good progress.

140

EXAMPLE

PLACE I LOOKED FOR WORK 1. Date L- Z/

2.

Job lead anew,

Is this job like your stated job goal? No , Yes 5

Address {2“} S Mam 1S2; ,S'akn MI 6. Phone # 231—1334
Name of hiring personnel?W

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

7.

8. Company service or product?_SWLLW

9. Date of visit [- .22, 10. Appointment time_2_
11. Application completed? No ___, Yes if: '
12. Interviewed? No__, Yes}: 13. Call back date? No_, Yes_(
14. Appointment time/0:00 M 1:135. Obtained job? No__, Yes_(
16. Starting date /-.'lj§ 17. Starting wagesl4,/0 [£33.
PLACE I LOOKED FOR WORK 1. Date

2. Job lead title

3. Is this job like your stated job goal? No ___, Yes ___

4. Company name

5. Address 6. Phone #

7. Name of hiring personnel?

8. Company service or product?

9. Date of visit 10. Appointment time___
11. Application completed? No ___,Yes ___
12. Interviewed? No__, Yes__ 13. Call back date? No__, Yes__
l4. Appointment time 15. Obtained job? No__, Yes__
16. Starting date 17. Starting wages

 

 

141
DAILY ACTIVITY TIME CHART

DIRECTIONS: The following weekly charts will help you keep
track of your time and activity during this part of your
training program. There is space for you to keep this re-
cord for eight weeks.

These charts give the day of the week, a short space for you
to write your activities related to looking for a job and a
place for you to estimate the amount of time you spent in
job seeking activity. At the end of each week you should
total up this time in the space provided.

EXAMPLE: The following is an example of how you could fill
out the report.

FIRST WEEK

Day Day's Activity Description Hours Spent

 

[I I .I I I. Is]

, .u .'. .fl'ltn. 'l .J'l'n’; 4.1 4‘.“ 'A'

I (
. . I . . - I I , ‘ ’ ‘ .

 

 

Other

' 71
Total hours spent for this week 38

 

FIRST WEEK

Day Day's Activity Description Hours Spent

Other

Total hours spent for this week

Day

Mon

Wed
Thu
Fri.

Other

Day
Mon
Tue
Wed
Thu
Fri

Other

Fri

Other

142
SECOND WEEK

Day's Activity Description Hours Spent

Total hours spent this week

 

THIRD WEEK

Day's Activitnyescription Hours Spent

Total hours spent for this week
FOURTH WEEK

Day's Activity Description Hours Spent

Total hours spent for this week

Day

Mon

Mon
Tue
Wed
Thu

Fri

Other’

Day
Mon
Tue
Wed
Thu
Fri

Other

143
FIFTH WEEK

Day's Activity Description Hours Spent

Total hours spent this week

 

SIXTH WEEK

Day's Activity Description Hours Spent

Total hours spent this week

 

SEVENTH WEEK

Dayfs Activity Description Hours Spent

Total hours spent this week

 

144

' EIGHTH WEEK

Day» - . Day's Activity Description Hours Spent

Fri
Other

Total hours spent this week

 

NINTH WEEK

Day Day's Activity Description Hours Spent
Mon

Tue

Wed

Thu

Fri

Other

Total hours spent this week

 

145

ASSIGNMENT

 

Here are some important questions to ask yourself each day
before you go the bed at night.

1.

Have I completed all the information on the LOOKING FOR
JOB LEADS form? If not, STOP AND DO IT NOW--TOMORROW
IS TOO LATE!

Did I fill in all the items on the form PLACE I LOOKED

FOR WORK? You should be ready to start to fill in this
form when you get a job lead. The person who gives you
a job lead can help you with the information needed for
this form. STOP AND DO IT NOW--TOMORROW IS TOO LATE!

Did you fill in a space for each item on the PERSONAL
APPEARANCE AND INFORMATION CHECK LIST? You Should do
this each morning before you go job hunting!

Finally, did you complete the DAILY ACTIVITY AND TIME
CHART? This is the last thing you should do each day.
STOP AND DO IT NOW--TOMORROW IS TOO LATE!

The Job Placement Trainer, or the person who gave you these
materials will be calling you next week to see how you are
doing with your job search. You can expect a call about
every two weeks after that for the next eight weeks. We
are very interested in your progress in your Employment
Seeking Activity. If you have kept up these records each

 

 

day, it will be easy for you to answer the questions the
Placement Trainer will ask you.

APPENDIX E

TRAINING FORMS AND STANDARDIZED
QUESTIONNAIRES

146

147
File Folder "#1 Administrative Check List for Each District V.R. Office."

DIRECTIONS: Check mark each duty when the item is completed.

 

You will be supplied a plastic file box in which to store the required
research data as well as administrative information. File folders are
included for each step in the process. Each file folder,is numbered and
given a title.

This form will be kept in file folder "#1 Administrative Check List for Each
District V.R. Office."

File: "#2 Research Journal." In this file you will find a copy of the
”Research Journal." It describes the purpose of this measure in the research
process. A Spiral notebook is included in this folder for the recording of
notes. Be sure to date each separate entry and indicate the name and event
as it occurs.

Each student should read the instructions "Research Journal."

Task Completed, sign here:

 

 

 

File: "#3 Research Administrative Agreement." In this file you will find a
copy of the State V.R. Administrative memo, the Administrative Agreement
signed by the District Office Supervisors, the Counselor Research Information
Statement and the Counselor Rejection List.

You should read each agreement and make sure that they have been signed by
the appropriate staff. TWO copies of the District Office Supervisors
Administrative Agreement should be signed, one for the office record and
the other for our file.

Task completed, sign here:

 

 

 

Obtain a copy of the "aging study" for each counselor. This may be supplied
through the District Office Supervisor or head secretary. A xerox copy

should be made of only the Clients in status 20. On the print-out they are
all grouped together for each counselor. This xeroxed copy should be attached
to each Counselor Research Information Sheet along with the Counselor Rejection
List and taken to each counselor for their selection process. You should
verbally explain the Counselor Research Information Sheet and Counselor
Rejection List. Ask the counselor to cooperate with the study, sign the
Counselor Research Information Sheet, indicate any rejectees and agree to
authorize travel expenses of $15.00 for each client that may be selected

for the study. Specific names for authorization for travel vouchers will be
supplied later. These payments for travel will only be given out after the
clients have completed their training program. Notice to the counselor must

. 148
be made two weeks before the training is completed so that the agency can
authorize the payment and do the paper work. You will need to see that this
process is carried out by the counselor or his/her secretary.

Task completed for all counselors, sign your name:

 

 

 

File Counselor Rejection List in file "#4 Counselor Rejection List." This

is the attached sheet in the above process when a counselor rejects a client

to enter the study. There may be several reasons for this. This group will

be studied separately from those who are accepted to determine what differential
effects may be evident.

Task completed for all rejectees, sign your name:

 

 

 

Obtain a copy of R300-2 and Intake Packet #2910 for each client in status 20
in a given office. Have a copy xeroxed for our files. Separate these two
sets of copies into "clients accepted" and "clients rejected." File all
rejected data in file 4 with Counselor Rejection Lists.

Task completed, sign your name:

 

 

 

Complete a "Handicap Difficulty Score" form for each of the clients who are
in the "accepted" list. Each office is provided 125 of these forms; this
should be enough for our study.

Instructions are given on each of these forms as to how they should be filled
out.

Attach by staple each copy of R300-2, Intake Packet 2910 copy to the "Handicap
Difficulty Score Sheet." The score sheet on top.

You will need to fill in the name, the phone no., counselor's name. The
client's code number will be filled in later. These "Handicap Difficulty
Score" forms are found in file "#5 Handicap Difficulty Score Sheets."

Task completed, sign here:

 

 

 

Rank order all clients who have been given a "Handicap Difficulty Score."

This score is the three digit score found at the bottom of the five scores.

It is called the HANDICAP DIFFICULTY SCORE. You should then arrange these
packets from the highest score on top to the lowest score on the bottom of

the stack. When this is completed you can then return these sheets to file

"#5 Handicap Difficulty Score." The next step will be the telephone interview-
ing.

149

Task completed, sign here:

 

 

 

Selection of Clients for the three "Training" (Treatement) Groups:

A. Training Group I (T1) will include the normal Counselor-Agency process,
Training in Employment Seeking Skills and Activity and all measures devised
for the evaluation of the program.

B. Training Group II (T2) will include the normal Counselor-Agency process,
Training in the Activity unit and all measures devised for evaluating the
program.

C. Training Group III (T ) will include the normal Counselor—Agency process,
and some specific non reactive measures that the agency normally collects on
all clients. We will in no way be in contact with this group.

The selection of these three groups will start with the highest ranked ordered
person as determined by the Handicap Difficulty Score. You will locate this
list of clients in file "#5 Handicapped Difficulty Score Sheets."

Locate in file ”#6 Triad Treatment Tally Sheet" a form by this title. Look
at the 6th column on this tally sheet tiled "Random Assignment," below this
you will see the following symbols: T1, T , T2. This will be considered
the first triad. According to rank ordering of clients on their Handicap
Difficulty Score you would call the first person on that list with standard
telephone interview (#9 below) for Group I. You would continue to call
clients in rank order until you are able to confirm a client for diis slot.
If the client chooses not to enter the training program indicate their
statement of rejection in the space at the bottom of the page. If you are
unable to reach the client by phone, so indicate, for they could be called
later after a new rank ordering of leftover clients is arranged, in the
event that we are not able to fill all the 51 slots on the Triad Treatment
Tally Sheet.

Assign this first selected client a code #1 (see first column) fill in this
person's name on the line under Subject's Name (Column 3) and on the "Handicap
Difficulty Score" sheet where it indicates client's code # (second line).

Since T was randomly chosen next, the very next person will be a T client.
T3's are ppp interviewed by telephone in that they are the "control'3 group.
This person has a code #2 and his/her name should be written in on line 2
under Subject's Name (Column 3) and on the "Handicap Difficulty Score"

sheet where it indicates client's code # (second line).

The next person was randomly designed to treatment #2 (T2) under column 6
"Random Assignment". (S)he will be contacted by using standard telephone
interview (#9 below) for Training II group. The assigned code number is
#3 and his/her name should be written in on line 3 under Subject's name (3
column) and on the ”Handicap Difficulty Score" sheet where it indicates
client's code #.

10.

11.

12:

13.

150

Proceed with this system until all triads are assigned. Note the second triad
in column 6 indicates the order of T3, T1, and T2 as its random order.

 

Task completed, sign here:

 

 

The two standard telephone interviews are filed in file'#7 Telephone Interviews."
In this file you will find other telephone interviews for use later in the
program. You should practice these interviews before using them so as to be
comfortable with their use and consider Optional responses that may arise.

 

Practice completed, sign here:

 

 

Selecting the three Treatment Groups: On the Triad Treatment Tally Sheet you
will find two columns at the far right. The last column is titled "Code
Number" and the next to last is titled "Grouping of the Three Treatment Con-
ditions by Name Derived from Subjects Code Number." This code number is
found in the first column at the far left. T1 will be composed of persons
with the code numbers 1, 5, 8, 10 ... 51; T2 will be the persons with the
code numbers 3, 6, 7, 12 ... 49 and T3 will also be persons with code numbers
2, 4, 9, ll ... 50.

Separate the Handicap Difficulty Score sheets into three stacks according to
the three treatment conditions. You will have 3 stacks of Handicap Difficulty

Score sheets.

This process rank orders the handicapping condition, the random process,
giving a list of the triads, as well as the three treatment conditions.

Task completed, sign here:

 

 

 

File each treatment group into three treatment files: "#8 Treatment 1,"
"#9 Treatment II" and "#10 Treatment III."

Task completed, sign here:

 

 

 

File all clients who refused to participate in the study in file'#ll Non-
Participating Clients."

Task completed, sign here:

 

 

 

Prepare letters to send out to each client in Training I (T1) and Training II
(T2). These letters will be individually typed on an automatic typewriter.
You will need to supply the following items: (3) Persons name and address,
counselor's name, name of office and address, training appointment time, T1
or T2 client. Deadline for this material to be in is December 22.

14.

15.

16.

, Task completed? Sign here:

151

Task completed, sign here:

 

 

 

The final step in the pre-training preparation is a final telephone call on
January 5 to each of the clients in T1 or T2 groups. A standard telephone
interview is used for each of these two groups. You will find it located

in file "#7 Telephone Interviews." It would be best to do this in the local
offices if possible. At the same time make sure final arrangements for the
training program are in order in the local offices. Check in with the
District Office Supervisor or his assigned staff person to this project -
this may well be the Assistant District Office Supervisor.

 

 

 

During the week of the training program you will provide each client's
counselor a COpy of "The Revised Scale of Employability: Counseling Scale"
along with a Score Sheet for the Revised Scale of Employability." You should
write in the name of the counselor, client and the date. When you give these
to the counselors ask them if they will fill them out as soon as possible.
Ask them.when you could expect to call for them. Be polite but persist in
getting this rating scale done on the week of training.

At the same time ask them to fill out the counselor demographic scale on
themselves called the "University of Iowa SCERC COUNSELOR QUESTIONNAIRE."

These counselor rating scales are found in file "#12 The Revised Scale of
Employability: Counseling Scale" and "#13 University of Iowa SCERC Counselor

Questionnaire."

Task completed, sign here:

 

 

 

There are check lists like this one for each client in T1, T2 and T3. They
are found in the following file folders: "#14 Training Group I," "#15 Training
Group II" and "#16 Training Group III."

There will be 17 of these forms in each of these three files.
Your last task prior to the starting of the training is to fill in the
client's name, code no., Training Group, Training date, appointment time and

counselor's name.

Task completed, sign here:

 

 

 

1.

152

CLIENT TRAINING INSTRUCTION FORM

Prior to this point in the research project the four V.R.S. Offices
were contacted, administrative agreements were signed by the District
Office Supervisors. Counselors were then contacted for any referral
of clients who were ready to look for work. Counselors also rejected
from the study any client in status 20 who did not meet the criteria
of access to a telephone, not already working, reading level of 6th
grade or above or any other reason they felt that the client would

be an inappropriate referral. Demographic data on five measures to
develop a Handicap Difficulty Score was obtained from the files for
each referred client. An attempt was made to call each of these
clients, requesting them to be participants in the study. Of all

the clients we were able to contact, only one or two refused to
participate in the study. Most of the V.R.S. clients expressed en—
thusiasm and positive desire to be selected for the study. Eighty-
four (84) clients have volunteered, thus making 28 clients in each

of the three treatment conditions.

Next step: Some letters informing the clients of their scheduled
time for meeting will be sent out. Time constraints prevented do-
ing otherwise. Many of the clients will not receive these letters
in time. This will be compensated for by a second telephone call
to each client volunteer that is in either the T-l or T-2 groups.
These calls will be made on MOnday or Tuesday of this week. Clients
who were selected for the T-3 "control" condition will have letters
sent to them which basically state that training will be provided

at the next training period (after March 15).

The attached telephone interview form is a model to use when cal-
ling either of the T—l or T-2 clients. Consult the team captain
for any assistance needed for calling clients.

Each of you will be assigned to one of the four V.R.S. Offices.

I have tried to do my best to take into account your requests.

You will also be assigned specific clients for the training pro-
gram. There are five follow—up calls scheduled: the first will

be the immediate week following the training and the next four will
follow the training program completion every two weeks. If a client
obtains a job they will not need to be called again until the 8th
week. A final client questionaire will be asked the client at that
time. The follow-up telephone interviews have been develOped but
not finalized at this time. They will be available next week.

In that there are several volunteers to provide the placement train-
ing at each office and due to the need to coordinate the office
training and follow-up activity, four persons will be asked to be-
come team captains. The team captain will have the following re-
sponsibilities:

6.

153

A. Coordinate the training program with the other volunteers.

B. Be the decision maker if a problem comes up, during the
training period. I will be in my office at M.S.U. from
8:00 A.M. to 5:00 P.M. (353-8747). The team captain can
reach me by phone through the District Office centrex
phone system.

C. The team captains will coordinate all telephone follow-up
data collection. This means that they will be responsible
to see that all data is gathered on each client at the
scheduled times. They will report to me any major dif-
ficulty that may arise.

D. They will review the data coding process for each office
and pass it on to our data processer. We expect to be
processing much of the data immediately as it becomes
available.

A Research Journal - a spiral notebook is included in each of your
folders. Write the names of each of your assigned clients on one
of each succeeding two pages. Include their telephone number.

Ask the clent when the best time would be to call him for the fol-
low-up telephone calls and note his response in the JOurnal. On
each day write up a summary statement of each client's activity

for the training period. Start each entry by the date and time,

if time is an important variable. Observe each client's reactions
and comments to the training, write down any questions they may ask
relevant to the training. Indicate the time span thatthe client was
able to work at any single period of study. Indicate the length of
break times. Try to record this data as unobtrusively as possible.
This information will be valuable in studying the various aspects
of the training program itself. During the follow-up telephone
interviews also write down any unusual event.

After the pages devoted to client reactions, title a page "General
JOurnal Notes". In this section include general comments that may
relate to the study as a whole. Weather conditions should be noted
each day during the entire 8 weeks. Any office personnel interaction
should be included. Any economic change that you can find out from
browsing the local papers (housed in the M.S.U. library) may be
noted. One person could take on the responsibility of checking

the high and low and average temperature and weather conditions

in each area by recording this from the M.S.U. library newspaper
section for each city in the study. Volunteer?
You should read a copy of the attached "Research Journal"
instructions.

Placement Trainers and Research Assistants should be at their res—
pective offices one hour prior to the training starting period.
They sould familiarize themselves with the surroundings, where
restrooms are located, if coffee can be provided for the clients,
where clents can obtain their meals if needed. Have name tags

 

 

154

ready for each client to wear with their names already typed or
printed. Each Placement Trainer should also wear a name tag for
the benefit of the clients. Act as if you are fully in command
of the situation and know what you are doing as trainers. I
would suggest that you take sack lunches due to the short time
period between T-l and T—2 training.

Treat each client with respect and courtesy. I would prefer a
business-teacher type model rather than a typical "counselor—
empathy" model. This should be true for the placement training
as well as the telephone follow-up interviews. The V.R. counselor
should be referred to for counseling problems.

Training of T-l clients.“
A. The clients should arrive about 9:00 A.M. or earlier.

If they are a half-hour late and you have successfully
started the clients who have come, one of the Placement
Trainers should call all the absentees and request them
to come immediately if at all possible to start the train-
ing. If there are excuses of other reasons - try to re-
schedule their training as soon as possible this week.
Due to the difficulty in obtaining clients we must have
every client respond to the T-l and T-2 training programs.
This is imperative!

B. Greet each client as they come. Introduce them to their
placement Trainer and give them a name tag and request
them to wear it for the entire training period (both
days or more if necessary).

C. Explain that the training program is individualized and
any questions they may have should be addressed to the
Placement Trainer. If a client starts a conversation
with another client during the training, ask if you may
help.

D. Instruct the clients that they may take a break at any
that they care to. There will be no collective breaks
between 9:00 and 12:00 or 1:00 and the end of the day.
The purpose of this is to minimize inter-client contact
during the training in that the statistical unit of anal—
ysis is the client and not the group. If this procedure
is not followed a good argument can be made for the unit
of analysis as the group. Each client works at his/her
own pace and may terminate at varying times.

155

As the clients gather and after the above instructions
are given you may give them Volume One of the Employ-
ment Seeking Preparation and Activity training program.
It will start with the first page with a sub heading
"Application Form Unit One". Turn to the $1,000,000
dollar page and let them get started on this. Request
them to go no farther than this page until all other
clients are ready or until the Team Captain decides

to start with the next page. The Team Captain should
read this form out loud and ask the clients to sign

the next page which gives us permission to use the data
gathered in the study for the benefit of themselves and
future rehabilitation clients. This statement should
be read out loud to the entire group. Give them time
to sign the copy.

The Base Line form: This form should be administered to
the group at one time. The Team Captain should read each
item on the form and elicit any questions the clients may
have. It is important that this is a valid indication of
the clients past two weeks performance. Try to get an
accurate record of the clients activity on this measure.

Instruct the clients to proceed with the individualized
training. As they proceed into Unit 2 of the application
form they will need their notebook which is the first
part of the last volume. It starts out with notebook
paper. Give this volume to them as they need it.

I would anticipate that the clients should finish the
first volume during the first morning of training. If
they do not, ask them to remain or come back after lunch
and complete it. They must pp; under any circumstances
take home these volumes.

Thank the client for their participation in the first
part of the training and give them a quick review of
tomorrow's activity: Resume, job interviewing, job
leads, etc. Emphasize the importance of their attend-
ance and completion of the training.

The second day of training should be preceded by similar
steps outlined above. Be early, greet the client, use
name tags and then give them Volume 2 — first page motif
andsub heading of "Resume". Also give them Volume 3
which starts with notebook paper.

156

Assist the clients as little as possible. Make sure to
note in your research journal events such as breaks from
study, length of break, length of study period, appearance
of fatigue, etc.

Administer the Employment Seeking Preparation and Activity
Review Questionaire. YOu should retain this measure.
Upon completion of the second volume ask the client to
read through all the instructions for the four measures
'in the follow-up period. YOu are to retain volumes 1

and 2. The client takes home volume 3 which includes

the notebook and follow-up measures. Staple in the re-
turn self—addresses stamped envelope. Before he/she does,
turn in the notebook to the section "Job Leads". Each
client should have several names listed under "methods"
or "person's name" - count the number of the methods.
Count the number of names, Rgcord these two numbers in
your journal notes for each client. Tell the client's
these names are the most important job contacts he/she
can proceed with.

They may want to improve and finalize their job resume
first and have copies printed. (If, and only if, they
say they have no money to do this — you may suggest that
if they produce an excellent copy and show it to their
V.R. counselor, the counselor pgy pay for the printing.)

Ask if there are any questions on the follow—up measure.

If there are none, wish them good job hunting and because
you are very interested in their progress and success tell
them that you will be calling them on the phone several
times in the next weeks. They can expect your first call
next week. Finally, instruct them that they will be called
in about 8 weeks and asked to return volume 3 in the self—
addressed stamped envelope that is attached to the back
cover.

lO..Training g; the T—2 Clients:

A.

Many of the same steps above would be included here.

Clients will arrive at 1:00 P.M. on Wednesday. They should
be greeted, introduced to their placement trainee and given
a name tag.

The T-Z Employment Seeking Preparation and Activity should
be given the client. It is shrunk wrapped by itself.

The client will fill out the $1,000,000 form and then wait
for the start of the program.

157

The team captain should then read the client agreement
page and request them to sign as a participant.

The Employment Seeking Preparation and Activity Review
questionaire should then be administered.

The Base Line form is next and the same procedure as in
9:F above should be followed.

Following this is the T-2 application form and the clients
should proceed on their own from here on.

The next item in this volume is a job leads list which
the client does on his/her own.

The four follow-up measures are next. Each client should
read these instructions.

Record the numbers of circled items on the JOb Leads List
in your JOurnal for each client. You can state that these
are the places they can find job leads.

Ask if there are any questions on any of the follow-up
measures. If there are none, wish them good job hunting
and because you are very interested in their progress and
success, tell them that you will be calling them on the
phone several times in the next weeks. They can expect
your first call next week. Your last call will be in 8
weeks in which you will ask them to send back the T-Z
training manual in the self-addressed stamped envelope
which is stapled to the back cover.

158

RESEARCH JOURNAL

This applies to all dimensions of the research project.
Its primary measurement purpose is to provide a detailed
account of the research and its participants. It
describes the global operation as well as stages of
development which are not covered by the formal
measures. Critical incidents are reported here.

For instance, one records here that members of the
research team were replaced, a counselor changed case
loads or moved to a new job, the dates of new research
phases, threats to discontinuation of the program,
clients in treatment one or two terminated and what
happened to the triad.

 

References in the research journal would be similar to
an anecdote or "word snapshot" which reports exactly
the behavior observed. An individual's significant
behavior is in response to his felt need--overcoming
fear, threat to his security, desire for affection,
belonging, etc. Caution: bias and prejudice should
be minimized and instead actual reporting of the be—
havioral incident should occur.

The following eight guide lines for writing anecdotal
records was produced by the Counseling Training Staff,
The Anecdotal Record, Professional Series, Bulletin
No. 23 (East Lansing, Michigan: Bureau of Educational
Research, College of Education, Michigan State Univer-
sity, 1957). pp. 3-4.

 

l. The form used for the anecdote should be short and
informal yet provide space for all pertinent informa-
tion.

2. The reports should be of significant episodes. At
best the decision as to what is significant is subject-
ive. It may help the observer to make such a decision
if the episode is compared with the normal behavior of
the individual and of the immediate group. If the inci-
dent shows a marked tendency from the norm of the indi-
vidual or group, it is probably significant.

3. Both complimentary and uncomplimentary incidents
should be reported.

4. Anecdotes should be written about all types of
students, not just model students or those with dis-
ciplinary problems. There is a marked tendency to
report only incidents involving those individuals

found at the upper and lower levels of performance.

For example, teachers have a tendency to report inci-
dents involving the brightest and the slowest students
and disregard the large group to be found between the
two extremes.

159

S. The anecdote should be the report of the actual ob—
server and written soon after the occurrence of the
episode. If the incident is described by a third per-
son or if considerable time elapses before the recording,
objectivity is reduced,

6. The form used should include spaces for reporting
the literal incident, for the reporter's interpretation
of cause or effect, and suggestion or suggestions. This
helps to reduce the common problem of confusing the
actual incident with the reporter's Opinion of what
happened.

7. A staff should not be required to prepare a definite
number of anecdotes at a given time, as such a demand
may be resented and may result in inferior reports. It
should also be noted that incidents can only be written
as they occur and significant incidents are not produced
by administrative edict.

8. A single anecdote in itself is of little value. It
is when several anecdotes from several reporters have
been collected that the information takes on its most
meaningful aspects. Even when the record is quite com-
plete the information should be studied and interpreted
in conjunction with other information gained from other
sources. Following each subsection, space will be pro-
vided for notes.

160

ADMINISTRATIVE AGREEMENTS

There are several precautions that need to be taken in-
to account by both the administrative personnel of an
agency as well as the research staff. Some of these
concerns are set forth below. Dr. George Fairweather
states these precautions.

 

Administrative personnel are rarely aware of the needs
of experimenters concerned with social innovation be—
cause in their experience when research has been done
at all it has proceeded independently of the service in
the institution or agency.

 

The physical location of the research is sometimes mis-
understood in that this social innovative research is
reseapgp ip service and done in field locations rather
than separated locations.

 

This social innovative field research involves a wedding
of services and research. Clients, counselors, and ad—
ministrators will be interviewed.

It is the researcher's responsibility to discuss fully
with management the need for such research, being certain
to indicate how it can warrant the time and effort that
service and management personnel will be asked to give.
How the research will solve some of the vexing problems
faced by administration and aid in accomplishment of its
goals should be clearly stated.

Management should indicate and officially label working
areas for the research process and isolate them from
the remainder of the facility.

Management must also be informed that once experimental
procedures have been initiated and the research has be-
gun, the innovative procedures cannot be changed until

the research has terminated without destroying the pro-
ject itself. This protection always requires effective
management support.

Access to client files, cOpies of demographic data-—
RBOO'Z, other case notes of value to the research mea-
surement must be assured. Strict confidential guaran~
tees by the researcher will be observed and no reference
to a particular client will be violated. The use of
office correspondence may be needed along with the use
of telephone service when contacting clients.

A frequent misunderstanding with management and staff
arises from the frequently held preconception that the
research staff or research program will provide addi-
tional services. This is an experimental program

161

based on past research but with no assurance that it
will improve service over existing programs. The whole
intent is to find out if the social innovation will im-
prove services--the results of the research analysis
will indicate this. Until then patience will need to be
exercised.

Since the experimenter is attempting to generalize to
future situations where publicity will probably be

an important variable, it is sometimes necessary for
research purposes that the project be protected from
such publicity until the action phase has been com-
pleted. In this research project in particular it is
best that the researcher does not communicate the partic-
ulars of the project to the counselors in that this may
bias the effect on the clients. They will be encouraged
to continue their jobs just as they normally have done.
They will be included in the results of the study upon
completion of the study.

There will be separate administrative agreements drawn
up for state, district and counseling staff.

"AGREEMENT"

The researcher should request a meeting with tOp mana—
gement people and present the proposed research in great
detail. After presenting his research prOposal, he
should pointedly ask management the following questions.

1.

Will the management grant the researcher the author-
ity to select and randomly assign clients to the
treatment units as required by statistical sampling
procedures? T = Counselor, Training, and Measure-
ment; T = Counselor and Measurements; T3 = Coun-
selors Only.

 

 

If important individuals within the institution

complain about the research process simply because
it receives special consideration, will management
continue supporting it?

 

 

 

Will management be willing to provide needed per-
sonnel--counselors time for rating forms, secre-
tarial time for copy work, etc.?

 

 

4.

5.

10.

162

Will space be provided the research staff? Where?

 

 

Will the research staff have full access to case
files and pertinent data--R300's for data analysis?
(Confidentiality will be guaranteed.)

 

 

 

What will be the amount of the research budget?

 

Copy work offdemographIc and file material materIEIs
R300's and other pertinent data?

 

Stationary and Stamps?

 

SI5.00 Travel expenses for each clIent training?

 

Will management respect its commitments and not re-
quest the researchers to violate the research design
or to participate in the usual institutional pro-
cedures when to do so would curtail their full-time
research efforts?

 

 

The researchers will not violate any of the existing
agency norms except those agreed upon by both parties
as an inherent part of the research.

The researchers will give periodic progress reports
to management.

The researchers will not change any of the agreed upon
procedures without Specific permission from management;
upon the emergence of any unforseen difficulty involving
the agency, he will request a meeting with management to
discuss the problems.

Signed ' Date

Research Project Director

 

163

COUNSELOR REJECTION LIST

Directions: From your latest computer print out of clients
in status 20 please list any client's name who you do not
think should be referred to the research project. Rejectees
may be considered non-referrable if they are already working,
do not have a telephone where they can be reached, have a
poor reading level (below the 6th grade level) or any other
reason you think is appropriate. If you need additional
space, use the opposite side of this page.

Counselor's Name
Date
Clients Names and Reason for Rejection:

l.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

164

Handicap Difficulty Score

Name Phone #

 

 

Counselor Client Code #

 

 

Directions: Fill out this form on all status 20 clients who
have not been rejected by the counselor.

Handicap Difficulty Score:

Select one score for each item that follows. You will need
to Obtain this from R300(2) on each client and Intake Packet
#2910. After you have assigned all five (5) scores multiply
each score in order and use a value carried out three decimal
places. This last score will be called a "handicap diffi-
culty score."

(1) Disability Type: see "H" on R-300-2 & Code Book
Vision-Hearing-SpeeCh---.96

OrthOpedic -------------- .90 (select only
Mental Retardation ------ .86 one score) ._’_
Other Physical ---------- .82
Mental Illness ---------- .77

(2) Employment at Acceptance: see "N" on R-300-2
Student ----------------- .96 (select only
Employed ---------------- .89 one score) ._1_
Unemployed -------------- .80

(3) Education: see "M" on R-300-2
12 or more grades ------- .91 (select only
9 - ll grades ----------- .90 one score) ._g_
0 - 8 grades ------------ .71

(4) Secondary Disability: see "H“ on R-300-2 & Code Book
Absence ----------------- .90 (select only
Presence ---------------- .78 one score) .

(5) Age: see date of birth on Intake Packet #2910 Form

20 to 29 ---------------- .92
0 to 19 ---------------- .90 (select only
45 to over -------------- .84 one score) ._ _
30 to 44 ---------------- .81
HANDICAP DIFFICULTY SCORE ----------------------------- .

Client Refusal: The following Spaces are provided for
reasons Why clients may refuse to participate in the study.

 

 

 

165

TRIAD TREATMENT TALLY SHEET

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167

TRIAD TREATMENT TALLY SHEET

 

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168

FINAL TELEPHONE INTERVIEW

Directions: This is the final telephone interview form. It should
be used with all training clients (T1&T2). Some questions will be
indicated only for T1 clients while other questions will be for both
groups, T1&T2. Write the name of each client on the form and attach
it to the client data package. Call clients after March 3 on this
follow-up questionnaire, this will be 8 weeks following training.

Ask for data for only the 8 weeks and no further!

169

Telephone Interview
Follow-Up Calls

"Hello, (client's name) , this is (your name) , your
Vocational Rehabilitation Job Placement trainer. You may recall that we went
through the new Employment Seeking Preparation (last week) the first week in
January. You are now in the job 'Activity' part of the training program."

"Ianncalling you because I am very interested in your job hunting progress.
How are you doing?" . . . (client response, but only allow a "short" response).

"I am also calling to see what kind of success you are having on any of the job
hunting behaviors."

(First week call) "I want to make sure you understand what job hunting
behaviors we are wanting you to keep a record of. Next week we will call you
to find out exactly what you have recorded. 0.K. I would like to go over each
of these records with you to make sure you understand what we want you to be
doing. Do you have your Employment Seeking Preparation and Activity workbook
handy? I will wait a moment while you get it."

(Now review each of the directions to the four follow-up measures. See pages
2, 3, and 4 for "Looking for Job Leads;" pages 7, 8 and 9 of "Places I Looked
for Work;" page 11 of "Personal Appearance and Information Check List" and
page 13 of "Daily Activity Time Chart.")

"You should have been filling in some of these forms already."

(2nd, 4th, 6th and 8th week)

"I would like to get a record of the job hunting behaviors you have been
filling out in your Employment Seeking Preparation and Activity workbook.
Could you please get your workbook."

1. Record the totals for each column on page 5.
2. Record how many "Places I Looked for Work" forms started.
3. Ask them to mark an X for each day they go job hunting for each item
they actually did on the "Personal Appearance and Information Check
List." (Do not ask for a count, we will get this at the end of the study.)
4. Record the total time (number of hours they are spending in job hunting
activity). Record each week separately.
5. Sign your name to the data collection tallies you have recorded.
6. Fill in all spaces even with a "0" if there is no activity.
7. If any client needs reviewing of any of the four measures do so with him/
her. Encourage each client to keep as accurate a record as possible.
8. If a client gets a job ask that client to give you the complete information on
the-form "Places I Looked for Work." - Or obtain as much information as possible.
9. If a client loses his/her ESPA manual, take down his/her name and address
and we will send one. a
10. Encourage clients to hold onto their ESPA manuals and not lose them.

 

170

Final Telephone Interview

"Hello, , this is

(client's name) (your name)
your Vocational Rehabilitation Job Placement trainer. You recall that
we went through the new Employment Seeking Preparation training the
first week in January. We have called you several times since then to
see how you were progressing."

 

"How are you doing?"

"This is the last time I will be calling you. I want to review with

you what activity you have actually done toward getting a job. Could
you please get your workbook."

1. Record the totals for each column on page 5.

2. Record the number of forms filled out "Places I looked for work."
(forms started) Page 10.

3. Record the total time (number of hours they spent in job hunting
activity). Record each week separately.

Final Follow-Up Questionnaire-—T3

"Hello, , my name is

I am calling on behalf of Vocational Rehabilitation Services. We
are taking a survey of Vocational Rehabilitation clients to determine
if you have been able to get a job since January 6, 1976?"

 

No?

Yes?
If yes, then ask:

1. Where are you working?

 

2. Where is the company located?

 

3. What is the job you are doing?

 

 

4. What date did you begin work?

 

5. How much do you make an hour?

 

APPENDIX F

CLIENT AGREEMENT STATEMENT AND
COUNSELOR AGREEMENT STATEMENT

171

172

CLIENT AGREEMENT STATEMENT

This is the first time that this training program in "Employment Seeking
Preparation and Activity" is being offered by Vocational Rehabilitation
Services. You are one of the first persons to have the opportunity to
receive this special service. We at Vocational Rehabilitation Services
have great hope that it will help you find the job you want.

Three years of careful planning has gone into the development of this
training program. .At the present time only a few people have been
selected to take the training. The reason for this is that we want to
see how well you do during the training and your activity while looking
for a job. Your progress along with the other persons who have been
selected for this training will be evaluated. You will be called on the
telephone for several weeks to see how well you are doing in trying to
find a job. We are very interested in your progress in this area.

But first, before you continue, we need your commitment to complete the
training program and your willingness for us to evaluate your progress.

I, do agree to fully participate in this
(signature)

training program and do agree to being evaluated by reporting my employment

seeking activity following the training. Demographic data and file case

notes may be studied in the evaluation process. I understand that any of

this information will be kept confidential as it relates to me and the

Agency of Vocational Rehabilitation Services.

173

Counselor Research Information Statement

_In a few days from now a research project will be started in
several VRS offices. This office has been selected as one
of the sites for the study. The following is some infor-
mation about the study.

The major purpose of this study is to produce more successful
case closures for VR. At this time the study will concen-
trate on those persons in status 20-Ready for Employment.
It is a known fact that many persons remain in this status
for a considerable period of time without getting jobs.
Some of the reasons for this have to do with the person's
disability, skill level, unemployment rate, availability
for specific jobs, employer attitudes, client attitudes,
etc. This researcher is interested in the problems asso-
ciated with the status 20 person. Your knowledge and help
will be valuable in assessing these problems and may make
a significant contribution to the speeding up of persons
getting jobs who enter status 20. '

This study will consist of three treatment groups. Each
group will be compared statistically and meaningfully to
determine if a more efficient and effective method can be
found to speed up the process of moving persons from their
entry into status 20 through to successful closure.

There are several things that this research project will
request of you as a counselor. First, due to the bias
effect that may occur from knowing the details of the three
treatment or training conditions of the experiment we

would like for you to refrain from inquiring into the

nature or details of the study. At the close of the study
you will be given the results both verbally and in written
form. You can be assured that the treatment conditions have
been thoroughly checked out by the state, regional and dis-
trict supervisors.

Second, when a client is chosen for the new training pro-
gram, it is requested that you authorize $15.00 travel ex-
pense. This will be for the week of January 5, 1976. If
you are presently paying a travel voucher to any clients
for job hunting activity, you are requested to hold this
payment on the selected clients who will take the training.

The third thing we would request of you is that you per-
form your normal duties and job functions for the next three
months as you have been doing in the past few months.
Naturally any administrative change from your supervisor
should be carried out. However, if such a change may effect
the study we would appreciate your informing the research
assistant so that a record of such changes can be kept.

174

Fourth, you will be given a list of all clients in status

on a given day. If there is some client who you think
should not be referred to the study, you should indicate
this to the research assistant and write a short statement
why the person should 22E be referred. A form will be
attached to this statement for this purpose. Later you will
be given a questionnaire to fill out about this non-referred
person and during the analysis of this study these state-
ments along with the demographic data found of the R300's
forms will be analyzed to determine if such deletions from
the total list of status 20 persons is different from those
who are in the actual study. Such deletions might include
"no phone", "too low a reading level", minimum 6 grade,
"already working", etc.

Fifth, we will request you to fill out a questionnaire

of your estimation of the present employability of each of
your clients who are eventually accepted in the study. "The
Revised Scale of.Employability: Counseling Scale" is a
rating form of employability potential. This will be the
same scale used for clients deleted in item four above.

Finall , you will be requested to complete a 31 item
questionnaire called the University of Iowa SCERC Counselor
Questionnaire which describes counselor characteristics.
The research assistant will provide you with these instru-
ments at the designated times.

Your cooperation and participation will not only be appre-
ciated, but we hope it will also make a significant contri-
bution to knowledge in the rehabilitation field and most

of all will provide your future clients with a more effective
and efficient service.

District Office Supervisor

 

Research Assistant

 

Research Project Director

 

Date

 

"As a committment of my participation and cooperation with
this study, as outlined above, I will do my part to assist
in the process."

Counselor