AN EVALUATION OF THE SOCIO-PSYCHOLOGICAL AND SOCIO-ECONOMIC EFFECTS OF MDIA TRAINING 0N TRAINEES IN SELECTED MICHIGAN PROGRAMS Thesis for the Degree of Ph. D. MICHIGAN STATE UNIVERSITY Darrell G. Jones 196:6 W—-——*' I \IHIIIIIIIIIIII“IIIIIIIIIIII Y “ ‘ Midi; state University I ..:‘1! This is to certify that the thesis entitled AN EVALUATION OF THE SOCIO-PSYCHOLOGICAL AND 1 SOCIO-ECONOMIC EFFECTS OF MDTA TRAINING ON TRAINEES IN SELECTED MICHIGAN PROGRAMS presented by Darrell George Jones has been accepted towards fulfillment of the requirements for Ph.D. dqpeein Administration and Higher Education 1 flcoflem MJ l Major professor Date M {masts f .6 S E H I ABSTRACT AN EVALUATION OF THE SQUID-PSYCHOLOGICAL AND SOCIO-ECONOMIC EFFECTS OF MDTA TRAINING ON TRAINEES IN SELECTED MICHIGAN PROGRAMS by 9/ 043 Darrell G? Jones The fundamental focus of this study was an investigation of the effects of training (frequently termed "retraining") under the Manpower Development and Training Act on the socio-psychological and socio— economic statuses of selected Michigan trainees. To keep MDTA training as the significant experimental variable in this study, two comparative methods were employed: 1. A comparison was made between the trainees' socio-psychological and socio-economic statuses and the socio-psychological and socio-economic statuses of matched controls three months after the training programs the trainees entered were completed. 2. A comparison was made of the socio—psychological and socio- economic statuses of the trainees before training and three months after the training programs they entered were completed. The control group consisted of individuals who displayed an interest in enrolling for the particular course—-or a similar course offered at the same time--that the trainees did actually enter. The control group met the same entrance requirements established by MDTA and Michigan Employment Security Commission regulations as did the trainee group; thus, both groups were equally qualified to enter training. For some reason the controls elected not to enter training. The control group and the trainee group were matched on the fol- lowing crucial variables: sex, ethnicity, age, education, marital status, Mule! . S E H n.“ Darrell G. Jones General Aptitude Test Battery scores, interest in the same program, and There also was no difference being in the same labor market area. between the trainees and their controls in the allocation of subjects to three categories, high, medium or low, measured by selected socio- psychological scales. Data were obtained from 151 trainees in thirteen programs located in four standard metropolitan statistical labor market locations and Data utilized in the study were obtained by the 151 paired controls. use of two structured personal interviews; the administration of a socio-psychological inventory composed of four selected scales of the California Psychological Inventory (well-being, self-acceptance, re- sponsibility, sociability), the Cough—Sanford Rigidity Scale and the Maslow Security—Insecurity Inventory; and personal interviews with MDTA instructors to obtain trainee evaluation data following training. Because the data in the study were qualitative and non-parametric, the statistical test employed was the Chi-square test. The major findings of the study at the three-month period fol- lowing training were: There were no differences between the numbers of trainees l. a. and controls who were employed, voluntarily underemployed or involuntarily unemployed. Trainees expressed significantly greater job satisfaction. b. There was a difference between the hourly wage levels of c. trainees and controls that was significant at the .10 level. More controls than trainees were in the highest pay category and it is postulated this may be due to their longer participation in the labor market. mm S E H. on Darrell G. Jones d. Trainees held jobs that were ranked higher occupationally. A difference between trainees and controls was found on only e. one socio-psychological scale. Trainees ranked significantly higher in sociability. Trainees were in much better employment statuses after a. Before training only 13.99 per cent were employed training. (actually underemployed); following training 82.52 per cent were employed. There was no difference in the job satisfaction expressed b. by trainees concerning their last full-time jobs held before training and the jobs held after training. c. Trainees were definitely better off in terms of wages following training. The difference between pre—training and post-training wage levels was highly significant. Trainees clearly moved into better occupational positions The decrease in those who were unskilled d. following training. or in service occupations before training is most noticeable. e. There was a highly significant difference in the socio- On five psychological statuses of trainees following training. of the six scales employed, there was an evident movement toward improved socio-psychological statuses. AN EVALUATION OF THE SOCIO-PSYCHOLOGICAL AND SOCIO-ECONOMIC EFFECTS OF MDTA TRAINING ON TRAINEES IN SELECTED MICHIGAN PROGRAMS by Q0 4) Darrell GgoJones A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1966 quests d’t in l u (5/ L0(\ Ce Copyright by Darrell George Jones 1976’ 7, 7 HUI'I l'l 11141 I (win) ');c_'5n')2) I I'H'H’Jl :zurml, UH ESIS ACKNOWLEDGMENTS This study was made possible because of the opportunity to work under the direction of Dr. Sigmund Nosow on an Office of Manpower, Automation and Training research project that was funded by the Department of Labor. The gathering of data from trainees before they entered training was supported by funds from this project. The gathering of data from trainees following training and the gathering of all data from the control group was supported chiefly by funds obtained from the School of Labor and Industrial Relations of Michigan State University. I am greatly indebted to Doctor Nosow of the School of Labor and Industrial Relations and the School of Social Science for patient and invaluable counsel while serving as a constant critic, teacher and friend throughout the designing and the carrying out of the pro- ject, to Dr. Archibald Shaw, Chairman of the Department of Administra- tion and Higher Education, for willingly assuming the chairmanship of my doctoral committee upon the departure of Dr. Harold Dillon for another position at the State University of New York, and to the other members of my doctoral committee, Dr. Max Smith, Director or Community College C00peration, Dr. George Myers, of the the School of Teacher Education, and Dr. Darab B. Unwalla of the Department of Management. A host of people in the Vocational Division of the State Department of Public Instruction, in the Michigan Employment Security Commission, and at MDTA training sites generously cooperated and ii furnished data. Of particular help were the members of Michigan Employment Security Commission offices in the local labor market locations where programs studied were conducted. Appreciation is expressed to the entire office staff of the GMAT project and the GMAT field interviewers who gave encouragement and assistance in the preparation of this study. Special appreciation is expressed to Mrs. Ruth Hayes, Peggy May and John Kloosterman who offered technical and expert assistance. Acknowledgment must be made of the cooperation of the test makers who granted permission to the Nosow project to utilize their instruments in its research endeavors; particular note must be made of the contribution of Luther W. Smith, Instructor in the Department of Social Science, Michigan State University, who is principally engaged in this phase of the overall Nosow project. To my patient wife and neglected children, especially during the periods of field research and the final preparation of this study, I owe a very special debt of gratitude for their understanding and sustinence, hOping that the future will recoup the losses of the past. iii LIST OF TABLES . . Chapter I. II. III. IV. Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . . . . . . . ii 0 O O O O O O 0 O O O O O O O O O O O O O O O Vii INTRODUCTION 0 O 0 O O O O O 0 O O 0 O O O O O O O O O O 1 Statement of the Problem . . . . . . . . . . . . . . . . 3 Significance of the Study . . . . . . . . . . . . . . . . 6 Hypotheses . . . . . . . . . . . . . . . . . . . . . . l3 Scope 0f StUdy O O O O O O 0 0 I O O O O O O O C O O O O l4 Delimitations . . . . . . . . . . . . . . . . . . . . . . l5 Assumptions . . . . . . . . . . . . . . . . . . . . 17 Definition of Terms . . . . . . . . . . . . . . . . . . . 18 Organization of the Study . . . . . . . . . . . . . . . 22 REVIEW OF LITERATURE . . . . . . . . . . . . . . . . . 23 Introduction . . . . . . . . . . . . . . . . . . . . . . 23 Factors Affecting Entrance into Adult Vocational Education . . . . . . . . . . . . . . . . . . . . . . . 24 Evaluation of Adult Vocational Education . . . . . . . . 34 Evaluation of Occupational Status . . . . . . . . . . . . 43 Character and Influence of Job Satisfaction . . . . . . . 49 Effects of Demographic and Personality Characteristics 55 THE SOURCES OF DATA, INSTRUMENTATION AND METHODOLOGY . 68 Sources of Data . . . . . . . . . . . . . . . . . . . . . 68 Interview Forms . . . . . . . . . . . . . . . . . . 68 Objective Measuring Instruments . . . . . . . . . . 69 General Aptitude Test Battery . . . . . . . . . 7l Security-Insecurity Inventory . . . . . . . . . 75 California Psychological Inventory . . . . . . 78 Instructor Evaluation Form . . . . . . . . . . . . . 82 Selecting the Sample . . . . . . . . . . . . . . . . . . 83 Conducting the Interview . . . . . . . . . . . . . . . 93 Methodology . . . . . . . . . . . . . . . . . . . . . . . 95 Hypotheses . . . . . . . . . . . . . . . . . . . . . . 95 Summary . . . . . . . . . . . . . . . . . . . . . . 96 PRESENTATION OF FINDINGS . . . . . . . . . . . . . . . 100 Introduction . . . . . . . . . . . . . . . . . . . . . . lOO trainees and controls 103 Post-training status comparisons of iv Chapter Employment Status . . . . . . . . . . . . . . Job Satisfaction . . . . . . . . . . . . . . . Wage Level . . . . . . . . . . . . . . . . Occupational Status . . . . . . Socio-psychological Status . . . . . . . . . . Successful trainees and dropouts . . . . . . . . Section Summary . . . . . . . . . . . . . . . . Pre-training and post-training status comparisons of those who entered training . . . . . . . . . . . . Employment Status . . . . . . . . . . . . . . . Job Satisfaction . . . . . . . . . . . . . . . . Wage Level . . . . . . . . . . . . Occupational Status . . . . . . . . . . . . . . Socio-psychological Status . . . . . . . . . . . Post-training comparison of males and females . Post-training comparison of whites and nonwhites Post-training comparison of successful trainees and O O C O O dropouts O O O O O O O O O O O O O 0 Section Summary . . . . . . . . . . . . . . . Post-training status comparisons of those achieving different degrees of success of training . . . . . Wage Level . . . . . . . . . . . . . . . Occupational Status . . . . . . . . . . . . Socio-psychological Status . . . . . . . . . . Section Summary . . . . . . . . . . . . . Interim labor market participation of the controls Employment Statuses during Interim . . . . . . . Job Searches during Interim . . . . . . . . . Total Jobs Held during Interim . . . . . . . . . Sources of Support for the Unemployed . . . . . Earnings during Interim--Highest and Lowest . Desire to take a Job-—another Job . . . . . . . General Feelings of Controls about MDTA . . . . Section Summary . . . . . . . . . . . V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . . . Summary . . . . . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . Recommendations . . . . . . . . APPENDIX A APPENDIX B APPENDIX C O O O O O O I Page 103 103 104 106 109 117 124 125 126 127 129 130 132 139 146 147 149 151 151 153 155 161 163 164 168 171 171 174 177 179 179 182 182 185 197 200 211 213 APPENDIX D . APPENDIX E . APPENDIX F . BIBLIOGRAPHY vi Page 214 217 247 248 mm 5 E H Tu Table 1-1 4-7a 4—7b 4-9a 4-9b LIST OF TABLES Unemployment rates for sample labor markets and Michigan by quarters, July, 1963, through September 1965 O O O O O O O O O O I I O O O O O O O O O I O O 0 Degree of success of MDTA training . . . . . . . . . . . Sample programs by labor market locations . . . . . . . Selection of sub-samples . . . . . . . . . . . . . . . . Sub-hypotheses and symbols . . . . . . . . . . . . . Chi-square values of correlates of socio-psychological and socio-economic status and relevant variables . . . . Employment status for trainees and matched controls after training . . . . . . . . . . . . . . . . . . . . . . . . Trainee and control job satisfaction after training . . . Trainee and control wage level after training . . . . . . Trainee and control occupational status after training . Chi-square values of the correlate of socio-psychological status for trainees and controls before training . . . . Responsibility status before training for those who entered training and matched controls . . . . . . . . . . Responsibility status after training for those who entered training and matched controls . . . . . . . . . . Self-acceptance before training for those who entered training and matched controls . . . . . . . . . . . . . . Self-acceptance after training for those who entered training and matched controls . . . . . . . . . . . . . . Well-being status before training for those who entered training and matched controls . . . . . . . . . . . . . . Well—being status after training for those who entered training and matched controls . . . . . . . . . . . . . . vii Page 16 21 85 89 97 102 103 105 105 107 108 110 110 111 111 112 112 quests I l I 4-11a 4-11b 4-14 Sociability before training for those who entered training and matched controls . . . . . . . . . . . . . Sociability after training for those who entered training and matched controls . . . . . . . . . . . . . Security before training for those who entered training and matched controls . . . . . . . . . . . . . . . . . . Security after training for those who entered training and matched controls . . . . . . . . . . . . . . . . . Rigidity before training for those who entered training and matched controls . . . . . . . . . . . . . . . . . . _Rigidity after training for those who entered training and matched controls . . . . . . . . . . . . . . . . . . Chi-square values of correlates of socio-psychological and socio-economic status for traineesvduacompleted or dropped out of training and their matched controls at the thI‘GG'mOnth peIiOd o o o o o o o o o o o o o o o o c o 0 Job satisfaction of trainees who completed training and their matched controls at three-month period . . . . . . Wage levels of trainees who completed training and their matched controls at three-month period . . . . . . . . . Occupational status of trainees who completed training and their matched controls at three-month period . . Sociability status of trainees who completed training and their matched controls at three-month period . . . . . . Employment status of those who entered training--before and after training . . . . . . . . . . . . . . . . . . Trainees' job satisfaction before and after training . . Trainees' hourly wage level before and after training . Occupational status of those who entered training--before and after training . . . . . . . . . . . . . . . . . . Responsibility status of trainees before training and three months after training . . . . . . . . . . . . . . . viii Page 113 113 114 114 115 115 119 120 122 123 124 127 128 129 131 134 Table 4-23 4-24 4-25 4-26 4-27 4-28 4-32 4-33 4-34 4-35 4-36 4-37 4-38 Self-acceptance status of trainees before training and three months after training . . . . . . . . . . . . . . . Well-being status of trainees before training and three months after training . . . . . . . . . . . . . . . . . . Sociability status of trainees before training and three months after training . . . . . . . . . . . . . . . . . . Security status‘of trainees before training and three months after training . . . . . . . . . . . . . . . . . . Rigidity status of trainees before training and three months after training . . . . . . . . . . . . . . . . . . Chi-square values of correlates of socio-psychological and socio-economic status and success of training for those who entered training and identified by selected personal variables at the three-month period . . . . . . Employment status of those who entered training after training by sex 0 O l O O O O O O O O O O O O O O O O 0 Occupational status of those who entered training after training by sex 0 I O O O O O O O O O O O O O O O O O O Wage level of those who entered training after training by sex 0 O O O O O I O O O O O O O O O O O I O O O I O 0 Job satisfaction of those who entered training after training by sex . . . . . . . . . . . . . . . . . . . . Responsibility status of those who entered training after training by sex 0 O O O O O O O O O O O O O O O O O O Self-acceptance status of those who entered training after training by sex . . . . . . . . . . . . . . . . . Well-being status of those who entered training after training by race 0 O O O I O O O O I O O O O 9 O I I O Sociability status for those who entered training after training by race . . . . . . . . . . . . . . . . . . . Occupational status for those who entered training after training by course completion or drop . . . . . . . . . . Success of training by wage level after training . . . . ix Page 134 135 136 137 137 140 141 142 143 144 144 145 146 146 148 152 quest! 4-44 4-45 4—46 4—47 4-48 4—49 4-50 Success of training by occupational status after training Success of training by responsibility status after training . . . . . . . . . . . . . . O O O O C O O O O 0 .Success of training by self-acceptance status after training . . . . . Success of training by well-being status after training . Success of training by sociability after training . . . . Success of training by security status after training . . Success of training by rigidity status after training . . O O O I O O 0 Success of training by sex . . . . . . . . Type of unemployment of controls during interim . . . . . Amount of involuntary unemployment of controls during interim O O O O I O O 0 O O O O O O O O O O O O O O O O 0 Total job searches of controls during interim . . . . . Total jobs held by controls during interim First source of support for controls unemployed during interim O O O O O O O O O C 0 Second source of support for controls unemployed during 0 O O O C O O I I 0 O interim . . . . . . . . . . . . . . Highest hourly pay controls received during interim . . . Lowest hourly pay controls received during interim . . Controls who will or will not look for another job in the near future--statement at 3*month period . . . . . . . . General feeling of controls about MDTA--statement at 3'm0nth peI‘IOd o o o o o o o o o o o o o o o o Page 154 156 157 158 158 159 160 161 165 166 169 170 172 173 175 176 178 180 CHAPTER I INTRODUCTION Nothing matters more (than education) to the future of our country: not our military preparedness--for armed might is worthless if we lack the brain power to build a world of peace; not our productive economy~~for we cannot sustain growth without trained manpower; not our democratic system of government--for freedom is fragile if citizens are ignorant. — President Lyndon B. Johnson This study will focus its attention on a type of educational offering that is newly arrived on the American educational scene; yet it is already making a marked impact. Educators have long evidenced an interest in any extension of education beyond that which is commonly known and accepted at the time, Interest in the deveIOpment of voca- tional education in Connecticut as early as 1915 led to the establish- ment of the first vocational schools in the United States. These schools were designed to serve pupils within a designated area by offering instruction in agriculture and home economics. The entrance of the Federal government into the field of voca— tional education provided an impetus to the field of adult education which had only been slowly evolving from the earliest adult education activity, the New England town meetings. The passage of the Vocational Education Act of 1917, commonly known as the Smith-Hughes Act, provided for the establishment through the public schools of a system of voca- tional education which included classes for adults. Aid was provided for rigidly defined categories--agriculture, trades and industry, and 314 E51 Ix) home economics. While the Works Progress Administration, the National Youth Administration and the Civilian Conservation Corps offered further support to adult vocational education during the depression, it was not until 1956 when practical nursing was added to the categories covered by the Smith-Hughes and George-Barden vocational education acts that a chiefly post—secondary vocational program was offered. The concept of federal retraining for unemployed workers was introduced with the passage of the Area RedeveIOpment Act of 1961. The section of the act which pertained to the education of unemployed workers provided for brief training-~with subsistence allowance up to sixteen weeks while in training--to equip the jobless with new skills required by expanding technology, the growth of the new industries, or by identifiable job vacancies in the area. About 17,000 unemployed workers were involved in training provided by the act from the time of the initiation of the act until March, 1963. Certainly this signified an acceptance of and a need for such training. However, it was clearly evident that the restrictions imposed by the act--the brief time allowed for training and the availability of training only to individuals in Specified areas--limited its usefulness and overall contribution to the alleviation of unemployment. The adult vocational education program that from its inception seemed destined to surpass all other programs came into being in March, 1962. Congress enacted the Manpower Development and Training Act (MDTA) in the face of a pressing need to alleviate unemployment and underem— plOyment and to provide training in occupational fields in which seri- ous shortages of skilled or technical labor existed. The limitations imposed by the Area Redevelopment Act were omitted. Training was not limited to particular areas. Training and living allowances were authorized for training periods up to fifty-two weeks in length and transportation allowances were to be provided where necessary!1 The stated goal of the Congress to vocationally train 400,000 adults within three years evidenced an adult education movement that was beyond the scope of anything yet given consideration in educational circles. Statement of the Problem The fundamental focus of this study is an investigation of the effects of training (frequently termed "retraining") under the Manpower Deve10pment and Training Act on the socio-psychologica] and socio- economic statuses of selected Michigan trainees who entered training programs and either completed training or withdrew during the two-year period between August, 1963 and July, 1965. A review of the literature points out that the socio-psychologi~ cal and socio-economic effects of education in general can be ascer- tained and it has been demonstrated that educational level is definitehr related to social and psychological well-being and success in the labor market.2 However, literature concerning success of adult vocational education, measured in terms of socio-psychological and socio-economic outcomes, is scarce and there is yet little available that is closely applicable to the outcomes of training such as that taken under MDTA. 1See Definition of Terms, p.18 for definitions of MDTA Programs, Trainees and Allowances. ZSee pp. 56-58 of this study. Presented with the reality that a wide variety of Manpower Development and Training courses are being offered in Michigan, a question arises as to the extent of the success of such programs in meeting their objectives, the basic objectives of adult vocational education, an improvement in the socio-psychological and socio-economic status of trainees. One study to invesfigate this question is being carried out under contract research with the U. S. Department of Labor by Dr. Sigmund Nosow, School of Labor and Industrial Relations, Michi~ gan State University. His study1 is essentially concerned with the types of variables, social and psychological, Which are associated with successful completion of MDT programs and successful placement in the labor market. Another form of evaluation is not only possible, but perhaps necessary to give a type of perspective which an "internal" study of trainees alone cannot offer. This type of study is one which attempts a comparative analysis between trainees and persons similar in basic personal characteristics, social, psychological and economic. The essential question to which such research might be addressed is: "To what extent does Manpower Development training provide social, psycho- logical and economic outcomes for trainees which are not available for persons similarly situated and similar in background characteristics who do not have the advantage of such training?" This type of research represents a type of experimental design 1Sigmund Nosow, Worker Retraining Under M. D. T. A. (Michigan State University, East Lansing, Michigan: Research presently underway; initial prOposal and progress report submitted to the U. S. Department of Labor). so well described by John Stuart Mill in his famous treatise on ngig. Given a particular pOpulation it is desired to study the effect of some independent variable X. The pOpulation is divided into two groups, the experimental group and the control group. In this study the experi- mental group is that group of trainees being trained under MDTA. The control group is a group selected out of the same pOpulation or universe, but not given training. To keep MDTA training as a significant variable in this study, two comparative methods were employed: 1. A comparison of the socio-psychological and socio-economic status of the trainees before training and three months after the training programs they entered are completed will be made. 2. A comparison will be made between the trainees' socio- psychological and socio-economic status and the socio-psychological and socio-economic status of matched controls three months after the train- ing programs the trainees entered are completed. The control group consisted of individuals who diSplayed an interest in enrolling for the particular course-~or a similar course offered at the same time-~that the trainees (experimental group) did actually enter. The control group met the same entrance requirements established by MDTA and Michigan Employment Security Commission regu— lations as the experimental group;1 thus, both groups were equally qualified to enter training. For some reason (e.g. finding new employment, returning to employment from which they had been released, 1 See Appendix, Table B-1, for the established minimum MESC selection criteria for the sample programs. entering other training, family obligations), the controls elected not to enter MDTA training. The control groups and the experimental groups were matched on the following crucial variables: sex, ethnicity, age, education, marital status, General Aptitude Test Battery scores, interest in the same programs, and being in the same labor market location. As closely as itwas possible to do so, they were also matched on the number of dependent children they have. Training under the Manpower Deve10pment and Training Act is presently of enormous preportions in terms of numbers involved and the expenditures of time and money. Each year, since its beginning, the scope of the training has increased significantly and every indication is that it will continue to do so. Therefore, it is hoped that this study will present evidence of the degree to Which MDTA training is achieving its purposes and the purposes for which adult vocational education in general is offered. Significance of the Study Training offered under the Manpower Development and Training Act is truly adult vocational education in its most basic form. A recogni- tion of the purposes for which adult education is offered, the labor market background that brought about the passage of MDTA, the vast numbers of trainees involved, the basic personal characteristics of trainees in most need of training, and the monetary expenditure for such broad MDTA offerings, justifies an investigation to determine whether MDTA programs are achieving their desired goals. Whenever the purposes of adult education are cited, those that S E H Tu are most frequently mentioned-~although in different terminology, perhaps--are vocational (occupational) efficiency, vocational (occupa- tional) security and selfsrealization (self-satisfaction).1 While other purposes are acknowledged, these consensus purposes are identical with the purposes for which MDTA training is offered. Satisfactory achievement in meeting the purposes for which training is offered shouhi have significant effects on the socio-psychological and socio—economic statuses of.trainees. The national unemployment rate at the time MDTA was enacted by the Congress in 1962 was 5.6 per cent. This was a rise of almost 40 per cent from the 2.9 million unemployed in 1957 to the 4 million unemployed in 1962. In addition, there were 2.6 million workers who were involuntarily limited to part-time jobs. During this same period, long—term unemployment (15 weeks or over) rose by 100 per cent; very long-term unemployment (6 months or over) rose by almost 150 per cent.2 The unemployed were to a large extent unskilled or semiaskilled workers seeking jobs in an economy where technical education and com- plex skills are more and more necessary for employment. Many jobless individuals had been laid off from industries which had witnessed a long-term decline in labor needs. These workers had little hOpe of returning to jobs in their previous occupations. In some cases, jobs lLyman Bryson, Adult Education (New York: American Book Company, 1936), p. 28; M. L. Wilson and others, "Why Adult Education", Adult Education Bulletin, VI (1942) pp. 164-180; Paul Essert, Creative Leadership of Adult Education (New York: Prentice-Hall, 1951), Chapters I and II. 2United States Office of Manpower, Automation and Training, Manpower and Traihing-Trcnds-Outlook-Programs, Manpower Research Bulletin No. 2, (Washington, D. C.: U. 8. Government Printing éfficc, Ju1y, I963), P- 1. ‘ ‘ ' ' of long standing had disappeared under the impact of automation, change in consumer demand, new production processes, and re-location of establishments. With this unemployment situation in the background, Congress enacted the Manpower Development and Training Act in March, 1962. With the allocation of funds in August, 1962, the Department of Labor in cooperation with the Department of Health, Education and Welfare set in motion the nationwide training program provided by the act. The new MDTA training program was designed to help unemployed and underemployed workers meet the requirements of available jobs and to facilitate their orderly transition from occupation to occupation and from industry to industry. During the period from.August, 1962 to December, 1964, a total of 6,667 training projects were approved throughout the nation. The state of Michigan was critically aware of the need for such training programs. During the same period mentioned above, 1957 to 1962, the average unemployment rate in Michigan was 9.2 per cent, with peak unemployment reaching 13.8 per cent in 1958.2 During 1958, a total of $9,016,175 was paid in unemployment compensation benefits; and during 1958, 242,810 Michigan unemployed exhausted the benefits 3 available to them. Michigan's economy, tied as it is to the 1Manpower Report of the President and a Rgpgrt of Manpower Requirements, Resources, Utilization and Training, By the U. S. Department of Labor (Washington, D. C.: U. 8. Government Printing Office, March, 1965), p. 251. 21bid., p. 241. _ 3Michigan Employment Security Commission, Manpower in Michigan-~ A Reappraisal of the 1960's (Detroit: MESC, September, 1964). .5 E H Tu manufacture of durable goods, particularly the automobile industry, suffered unemployment beyond the national rate because of severe set- backs in durable goods industries. As an example, consumer demand for automobiles varies more than a million units from year to year. Certain identifiable groups were hardest hit by unemployment. Nonwhite workers were bearing a diSproportionate share of the burden of unemployment, comprising about 11 per cent of the total labor force but 21 per cent of the unemployed.1 Workers who did not complete high school had unemployment rates nearly twice as high as those with more education, and five times as high as those who had gone through college? Older workers comprised a significant segment of the unemployed. More than one—fourth of the unemployed was composed of workers over 45 who were actively seeking work. Those over 45 remained unemployed far long than did younger job seekers. More than 35 per cent of those in this group had long-term unemployment (15 weeks or over).3 There were critically high unemployment rates for women. Females accounted for 41 per cent of the unemployed in 1964.4 It is noteworthy that unemployment of young women between the ages of 16 and 25 was so high. In 1964 the average unemployment rate for white females in this age group was 12.5 per cent; for nonwhites the average was 28.7 per 1Manpower Report of the President and a Report of Manpower Requirements, Resources, Utilization and Training, Op. cit., p. 131. 21bid., p. 92. 3 . Ibid , p. 132. 4Manpower Research and Training Under the Manpower Development and Traininngct of 1962, A Report of the Secretary of Labor. (Wash- ington, D. C.: U. S. Government Printing Office, March, 1965), p. 16. WHES ‘ 10 cent . Recognizing the need of these groups most susceptable to unem- ployment, MDTA has encouraged them to undertake training. Through the end of 1964, nearly 26 per cent of the trainees in institutional pro- jects and almost 20 per cent of the trainees in on-thejob (OJT) have been nonwhites--a somewhat . greater Proportion than they comprise Of all jobless.2 MDTA has been less successful in encouraging school dropouts to undertake training. In 1964, persons with less than 9 years of educa- tion constituted a little less than 16 per cent of the institutional trainees and 14 per cent of the OJT trainees. Yet, in the labor market this group represents over one-third of the unemployed. MDTA reports point out that older workers are still seriously under-represented in training programs. Despite the high proportion of the unemployed in the 45 years and older group, in 1964 this older group constituted only one-tenth of the institutional trainees and one— twelfth of the OJT trainees.4 0f the total 95,755 trainees engaged in institutional training in 1964, a significant number, 27,767, about two out of every five trainees were women.5 0f the 782 occupations for which MDTA institu- tional and on-the-job training projects were approved in the calendar 1Manngwer Report of the President, op. cit., p. 206. 2Ibid., p. 131. 31bid., p. 132. 4Ibid., p. 132. Manpower Research and Training, op. cit., p. 196. 11 year 1964, five of the top ten occupations were occupations chiefly considered as female occupations. Facing the reality of unemployment at the time MDTA was enacted, Michigan officials realized the Opportunities offered by the act. In 1962, 23 training projects were approved at various sites throughout the state.2 The acceptance and growth of MDTA programs in Michigan is revealed in the fact that in 1964 a total of 212 projects involving 8,740 institution and OJT trainees and 600 other individuals in experi— mental and demonstration projects3 with a total budget of $18,515,844 were approved for Michigan. The involvement of so many individuals and the expenditure of huge sums of government money justify a consideration of the worth of MDTA training in general. Certainly an examination of the effects of MDTA training on the groups that suffer most seriously from unemployment and underemployment should be made. It is these groups that live close to poverty when the economy around them is at Which is termed "full- employment." If this gigantic governmental adult vocational education under- taking is successful, MDTA training should lead to the successful training and placement of trainees into satisfying jobs, utilizing their 1 Ibid., pp. 179-191. 2 Manpower Development and Training Act. A Report and Evaluation of Research on Trainee§,_Training Programs, and Training Activities. A Report of the Secretary of Labor. (Washington, D. C.: U. S Government Printing Office, 1964). 3Manpower Research and Training, op. cit., p. 178. 4 Ibid., p. 193. f‘\ l/ ‘- newly acquired competencies. It is realized that some programs will be more successful than others for a number of reasons. Some labor market locations will offer a more ready absorption of the newly trained. As has been stated, research presents evidence of the extent that success in training and success in the labor market is influenced by crucial personal variables. Literature pertinent to the identification of these variables will be reviewed in Chapter II. As a result Of purposively selecting certain types of programs to be studied, it has develOped that eight of the nine program types that outranked all other programs in the nation in terms Of enrollment in 1964 will be studied. In order of enrollments, these were: (1) stenographer, (2) nurse-aide-orderly, (3) practical nurse, (4)c1erk- typist, (5) welder, (6) general machine Operator, (7) automobile mech- anic, and (9) automobile body repairman. It is particularly significant that the effects Of training on the socio-psychological and socio- economic statuaasoftrainees in these types of programs should be investigated. It is also significant that the percentage of women, the per- centage of nonwhites and the percentage of individuals over 45 who are considered in this study very closely approximate the percentages of such individuals Who are engaged in MDTA training throughout the nation. The achievement of the purposes for which adult education is offered bears a heavy impact on the socio-psychological and socio- economic statuses Of those being educated. The magnitude of this new 131 13:Ibid., p. 196; Manpower Report Of the President, op. cit., pp. 13 movement in adult vocational education warrants an evaluation of the effects Of MDTA training on trainees It is to this major problem of evaluation that this study lends itself. Hypotheses Stated below in operational terms are the main research hypotheses pursued in this study: 1. There is a difference in socio-psychological and socio- economic status between trainees before they enter training and three months after the training programs they entered are completed as .measured by the five correlates of socio-psychological and socio- economic status.1 2. There is a difference in socio—psychological and socio- economic status between trainees and their matched controls three months after the training programs the trainees entered are completed as measured by the five correlates of socio-psychological and socio- economic status. 3. There is a difference in the socio-psychological and socio- economic status of trainees three months after the training programs they entered are completed as measured by three correlates of socio- . . 2 . psychological and soc1o-econ0m1c status between trainees hav1ng 1The criteria established to serve as correlates are: employ- ment status, occupational status, wage level, job satisfaction, and socio-psychological inventory scores (areas inventoried are: reSpon- sibility, self-acceptance, well-being, sociability, rigidity, and security-insecurity. 2The criteria "employment status” and "job satisfaction" cited in the original correlates in footnote 1, above , are omitted from thm test because each of them is integrally important in the development of the success of training scale. 1 {I‘HEf . Fr)?” 14 achieved different degrees of success of training. Scope of Study The total sample of 302 male and female, white and nonwhite sub— jects consisted of 151 individuals entering MDTA training programs and their matched controls. These subjects came from four standard metro- politan statistical labor market area locations. Tables 1 through 10 in.Appendix A identify the basic characteristics of the MDTA trainee sample by the programs they entered. The trainees were distributed among thirteen programs in the four labor market locations. The first MDTA program studied began in August, 1963 and the last program studied ended in July, 1965. Thus, the thirteen programs studied covered this two-year period. The pro- grams varied in length from four weeks for the Nurse-Aide—Orderly program to fifty-two weeks for the Practical Nurse and Auto Mechanic programs. The mean length of the programs was about nineteen weeks (18.8). Table 9 in Appendix A presents duration of course information for the thirteen programs. The composition of the four labor market areas was such that there was a variety of governmental, business, and manufacturing enter— prises from which those in the labor market could seek employment. The local labor market situation is a crucial variable in whether or not individuals can find work in the occupational areas for which they were trained and which they prefer. Those in the labor market in Michigan seeking employment faced differing employment situations in 1963, 1964, 1 See Definition of Terms, page 20, for explanation of this term. l5 and 1965. Table l-l, page 16, demonstrates this changing rate of unemployment in the four labor market locations in which the subjects of this study sought work. Certainly this Changing employment situation affects the out- comes of this study. Had the employment situation remained stable the Opportunity to weigh the effects of MDTA training would have been enhanced. With the ready availability of employment for those seeking positions in some labor markets recently, the task of measuring the effects of MDTA training is made more difficult. Delimitations 1. This study is confined to four standard metrOpolitan labor market areas in Michigan in which MDTA programs were available for investigation. 2. This study is confined to thirteen selected MDTA programs in the four labor market locations that were available for study during the two-year period, August, 1963 to July, 1965, through the coopera- tion of the Office of the Michigan Employment Security Commission, the offices and instructional staffs of the Michigan State Vocational Department, and Dr. Sigmund Nosow, director of a research project funded by the United States Department of Labor and centered at Michi- gan State University. 3. This study includes only those trainees in the thirteen selected programs for whom matched controls were available. 4. This study makes no attempt to determine how and why the subjects of this study came to be in the particular socio-psychological and socio-economic status in which they were found at the time of the jar! .oowmmwséoo hufihsomm ufimEkoaaEm smwwfiuwzn "amwwgowz_.uwouuon .uoxuwz uonmq macmwwfioflz SH muuoaou kanucoe.m£u Boom meHano mmumu haumuumnw dmmzk 16 m.q m.¢ o.m H.q ¢.m n.¢ H.¢ m.m o.¢ ¢.m cmwwsoaz o.¢ m.¢ n.m a.m H.m e.q m.m n.q n.m m.m a o.m ¢.N N.N N.m ¢.N m.m m.m H.¢ ¢.N m.m o N.m m.q H.m H.m ¢.m N.¢ 0.0 m.m H.m w.o m w.m m.~ m.H m.N ¢.N m.m m.~ N.m m.m o.¢ < V mwmuo>< moma moma «oma somfl aoma domfi somH moma mood mammm 11 o n m . a o m < xnoa annz .mnnn mo mmomo xno3 suns wonnnwnn mannnmnu down omndoo UZHZHo now one mo mo mmmuosm nno non xnoa mwmnu>m moumHmn mmsmoon nosnnman omm oonuofimaoo mo mmmumn pmumnonan an m>onm no pmanmnpo moanmnno nno>m m>onm no vmmoHaEmnD owmnm>< xnoB anoz no owmnm>< mnnmano o>numSHm>w mandnmnn mo mmooosm wannnmnn :-——— .-M_ . - i-‘—— _..-4_..__._ _ _ 41 It would be interesting if the government reports identified training and non-training related employment so that a comparison could be made between the subjects in this study and nationally. The degree of trainee satisfaction with the programs they entered was shown in interviews by a private research firm in December, 1964 with nearly 1,000 graduates of MDTA courses. Ninety-two per cent of the respondents said that if circumstances warranted, they would enroll again.1 However, 18 per cent of those interviewed complained that the courses were too short, too elementary, or too general. The subjects of the present study were asked, UWould you take the same course again if you had it to do over?" Of those responding to this question, those who had completed training responded very much like those who had dropped out. Of those completing training, 77.48 per cent said they would take the same course; 22.52 per cent said they would elect to take another course or take none at all. Of those dropping out, 74.19 per cent indicated they would take the same course; 25.81 per cent said they would take another course or none at all. As a part of the nationwide survey to investigate the effectiveness of MDTA, over 350 employers of MDTA graduates were asked their opinions on training programs. Represented in the employer sample were small and middle-sized firms as well as large ones employing 1,000 or more workers. 1Manpower Report of the President and a Report of Manpower _quuirements, Resources, Utilization and Training, op. cit., p. 137. . L . '3“ '0- ".m-r . -. ....-—. q-~-..., _ ”WM . _ "'I‘M‘I“. 42 Eighty-six percent of the employers found their MDTA trainees, as a whole, to be depend- able workers. Fewer than 1 in 16 had been laid off by these employers for unsatisfactory work. Asked to rate the job performance of MDTA trainees as a group on a scale, 11 percent of the employers described it as "excellent," 26 percent rated it "better than average," and 42 percent said it was about on a par with other workers doing the same kind of work. Only 11 percent found it poor. The remaining 9 percent of employers reported mixed reactions. The present study did not have as a part of its design evaluation of trainees by their employers. who were contacted in an effort to obtain the final interview trainees were extremely cooperative. the However, all employers with Many of them allowed the interview to be conducted at their places of business on company time. Others helped to arrange meetings with the trainees and encouraged them to grant the interview. From the cooperation extended and the comments made by employers to interviewers, it would appear that MDTA trainees were viewed favorably. The entrance of the Federal Government into the field adult vocational education on a large scale will bring about accumulation of a body of findings regarding the outcomes of training. of the such The pooled resources of the divisions of vocational education, the MDTA installations, and the employment security commission offices in the various states offer a task force that should be capable of compiling the first really important investi- gative study of the outcomes of adult vocational training. lManpower Research and Trainingyunder the Manpower ‘ngelopment and Training Act of 1962, op. cit., p. 44. It is III. 43 to be hoped that with these combined resources the investigations will give consideration to more than the completion-dropout percentages of training programs and a follow-up of trainees and employers in the initial job placements following training. It is important to know these things; but of equal, if not greater, importance, is the knowledge of how the individual feels about his job and the role the job plays in his socio-psychological and socio-economic adjustment. Evaluation of Occupational Status Although the unidimensional occupational classification employed in MDTA publications is utilized in this study, it is necessarily of interest to realize that a variety of problems have complicated the evaluation of occupational status. It is unfortunate that this is so because it would be of considerable merit to this study if it were possible to evaluate any maintenance or change in the social status of MDTA trainees that might be attributed to training. Occupational status is given the greatest importance in the evaluation of social status because as Brookover and Nosow state: Occupation in American society is the most significant status-conferring role. While it is true that lowly occupations confer lowly statuses, at least they allow the individual to form some stable conception of himself and his position in the community. . . . . The job is not alone a means for subsistence -- a man without work may draw subsistence from the community but his status is different from one in which he holds a respectable job. lBrookover and Nosow, op. cit., p. 46. .... -u—u... -,_. ,_ — » —-"h ~—-—.——-..~.—._ 44 Kahl and Davis1 would agree with this statement. They concluded after an analysis of nineteen stratification variables, that the single best indicator of social status or prestige was occupation. Leona Tyler2 points out that various studies have shown that occupational level is a variable that people use in ‘; thinking about fields of work and they agree very well in judging it. In a useful summary of research concerned with the relation- ships between occupations and other social phenomena in the community, Nosow states ". . . . social classes are usually . 1 distinguished by their occupational compositions. ."3 4 made the first It is generally agreed that George Counts major attempt to measure the prestige of occupations and it served as the model for a large number of investigations. In 1943 before undertaking the investigation of the prestige of occupations Mapheus Smith5 summarized the findings of thirteen studies which had more or less followed the pioneering work of Counts. In his 1J. Kahl and J. Davis, "A Comparison of Socio-Economic Status," American Sociolggical Review, XX (June, 1951) 317-25. gLeona E: Tyler, The Psychology of Human Differences (New York: Appleton-Century-Crofts, 2nd Edition, 1956), pp. 322-23. 3Sigmund Nosow, "Social Correlates of Occupational Member- ship," in Sigmund Nosow and William H. Form (eds.) Man, Work, and Society (New York: Basic Books, 1962), p. 517. 4George S. Counts, "The Social Status of Occupations: A Problem on Vocational Guidance," School Review, XXXIII (January, 1925) 16-27. 5Mapheus Smdth, "An Empirical Scale of Prestige Status of Occupations," American Sociological Review, VIII (April, 1943) 185-192. ol...w ‘6 . I. . ... 4. in): - .qu—F-~_' '__'_ .___- ---- -"”""-T‘l'”“"""" 5 45 study, Smith attempted to derive ten major occupational strata each consisting of occupations of similar prestige. A study designed with the intent of overcoming some of the limitations of previous studies was the NORC study undertaken in 1947. From.this study the North-Hatt prestige scale of occupations was developed.1 Because it is the only American investigation to provide evaluations of the prestige standing of a large number of occupations by a national cross-section of respondents, a relatively large number of investigators have used the North-Hatt scales as a skeletal backbone for their own investigations.2 This scale and the socio-economic scale of occupational levels develOped by Alba Edwards3 are examples of scales devised entirely on a vertical dimension providing only a unidimensional analysis. Otis Dudley Duncané constructed a two-dimensional scale, combining income level and educational status and adjusting these statistics for age differences to form a socio-economic status scale. It is most comprehensive in its inclusion of occupations; however, as other scales do, Duncan‘s suffers serious limitations 1National Opinion Research Center, "Jobs and Occupations," _Qpinion.News, IX (September 1, 1947) 4-51. 2Albert J. Reiss, Jr. and others, Occupational and Social Status (Glencoe, Illinois: The Free Press, 1961), p. 7. 3AlbaM. Edwards, "A Social and Economic Grouping of the Gainfully Employed Workers in the United States," Journal of the American Statistical Association, XXVIII (December, 1933) 377-89. 4Otis Dudley Duncan, A Socio-Economic Index for all Occupations, (University of Chicago, Chicago, Illinois: Population Research and Training Center, Nov. 1959), mimeographed. 46 in applicability. Women workers were excluded from consideration in the construction of the scale; and Reissl quotes Duncan as stating "One should not assume that the socio-economic index or its transformation to the NORC scale is significant in the second digit." It is this second digit that differentiates many occupa- tions in the index from one another and inability to utilize this differentiation invalidates much discrimination. Paul Hatt2 explored the use of "situs" dimension in occupational stratification, employing the NORC data. He noted vertical movement within a situs and intersitus mobility. His exploration opens the way for both vertical and horizontal occupa- tional analysis. Morris and Murphy, as a result of further exploration of Hatt's work, have systematized the classification and define situs as "the horizontal differentiation of occupational structure."3 They note that Anne Roe‘s two-dimensional classification of group and levels of occupations4 meets their requirements for a situs dimension. The emphasis here on occupational status as the single best indicator of social status is not made without regard to the work of sociologists who have studied status within communities 1Albert J. Reiss, Jr. and others, 0p. cit., p. 130. 21bid., pp. 239-58. 3Richard T. Morris and Raymond J. Murphy, "The Situs Dimension in Occupational Structure," American Sociological Review, XXIV (April, 1959) 231-39. 4Anne Roe, loc. cit. 47 extensively. These community studies have resulted in the researchers identifying classes within communities; and the number of classes identified varies from the identification of two classes 2 and by Useems and Tangent1 to the studies of Duncan and Artis Lenski3 which did not attempt to identify status levels but rather resulted in the development of continuous status distributions. In well-known studies, Warner4 and Hollingshead5 identified five 6 study, six classes were identified. classes; and in another Warner As a result of the research conducted within communities, various researchers have constructed scales which purport to determine social class by measuring facets of the life style of 1J. Useem, P. Tangent, and R. Useem, "Social Stratification in a Prairie Town," American Journal of Sociology, XXXVII (June, 1942). 2O. D. Duncan and J. Artis, Social Stratification in a 'Pennsylvania Rural Community (Pennsylvania State Experimental Bulletin 543, October, 1951). 3G. Lenski, "American Social Classes: Statistical Strata or Social Groups?" American Journal of Sociolog , LVIII (1952-53) 139-44. 4W. L. Warner et a1., Democracy in Jonesville (New York: Harper, 1949). SAugust B. Hollingshead, loc. cit. 6W. L. Warner et a1., Social Class in America: A Manual of Procedure for the Measurement of Social Status (New York: Harper Torchbooks, 1960). 48 individuals.1 Unfortunately the scales developed from the research within the communities were not applicable for this study. Some scales required the use of judges to determine status based on several criteria; and some scales required considerable sophistica— tion to administer. Warner states that his Index of Status Characteristics "takes time, patience, and considerable experience."2 Then, too, Warner‘s Index requires the evaluation of the type of house and the dwelling area of an individual in order to determine his ISC. . This review points out the problems concerning the classi- fication of social status and occupational status which is the single best indicator of social prestige. The impracticallity of scales considered and their required need for much data over and above that which could be gained from a single home visitation led to the recognition of their inapplicability and the adOption of the unidimensional classification employed in this study. v 1For example, F. S. Chapin, The Measurement of Social Status by the Use of the Social Status Scale (Minneapolis, Minn.: University of Minn. Press, 1939); W. Sewell, The Construction and Standardization of a Scale of the Measurement of Socio-Economic Status of Oklahoma Farm Families (Oklahoma Agriculture Experimental State Technical Bulletin, No. 9, undated); R. A. Danley and C. E. Ramsey, Standardization and Application of a Level of Living Scale .295 Farm.and Nonfarm Families (Ithica, N. Y.: Cornell University Agricultural Experimental State Memorandum, 362, July, 1959); W, L. Warner et a1., Social Class in America, 3p; cit., Parts Three and Four. 2Ibid., p. 217. 49 IV. Character and influence of job satisfaction The degree of satisfaction an individual feels his job pro- vides is a composite of contributing factors that can only be evaluated by each individual. Studies of job satisfaction have identified the factors individuals feel enter into this evaluation.1 However, the weight given to the various factors is something that is entirely personal. A stated hourly wage earning may indicate a certain contribution to overall job satisfaction for one individual while the same stated wage may be perceived as making a markedly different contribution to the satisfaction of the job for another individual. It is the individual‘s perception of the components that define his framework for evaluating job satisfaction that is expressed when an individual appraises his degree of job satisfac- tion. Katzell notes that the term ”job satisfaction” is employed in a variety of ways: 1For example, Percy E. Davidson and H. Dewey Anderson, Occupational Mobility in an American Community (Stanford, Califor- nia: Stanford University Press, 1957); Manpgwer Rgport of the ,President and a Report on Manpower Requirements, Resources, Utili- zation, and Trainigg, loc..cit.; Gladys L. Palmer et a1., Th3 Rgluctant Job Changer (Philadelphia: University of Pennsylvania Press, 1962); Gladys L. Palmer, Labor Mobility in Six Cities (New York: Social Science Research Council, 1954); Herbert S. Parnes, 33search on Labor‘Mobility (New York: Social Science Research Council, 1954); Lloyd‘G. Reynolds, The Structure of Labor Markets (New York: Harper Brothers, 1951); Lloyd G. Reynolds and Joseph Shister, Job Horizons, A Study of Job Satisfaction and Labor Mbbility (New York: Harper Brothers, 1949); Frederick Herzberg and others, Job Attitudes: Review of Research & Opinion (Pitts- burg: Psychological Service of Pittsburg, 1957); Robert Bullock, Social Factors Related to Job SatisfactionyyA Technique for the Mgasurement of Job Satisfaction (Columbus, Ohio: The Bureau of Business Research, Ohio State University, 1952). 50 To the extent that there is consensus, it would appear to exist along the following lines. Job satisfaction is the verbal ex- pression of an incumbent's evaluation of his job. The verbal evaluation is made operational by some form of attitude questionnaire or scale by means of which the incumbent rates his job on a continuum of "like-dislike" or approximate synonyms such as "satisfied-dissatisfied." Literature relating to job satisfaction stresses that job satisfaction results from an interaction between workers and their job environments. The workers possess values or needs and their jobs are more or less instrumental in providing fulfillment or reinforcements. The interactions between the workers and their jobs not only determine the individuals‘ feelings about their work but also their behavior on the job.2 This study holds that the degree of satisfaction a job offers to an individual is important to his socio-psychological status. MDTA trainees were asked to appraise the degree of satisfaction that their last full-time jobs before entering training and the jobs they held at the three-month period following training offered them. 'Matched controls were asked to appraise their degree of job satisfaction at the three-month period so that a trainee-control comparison might be made. The degree of job satisfaction scale employed ranked satisfaction from "none at all" 1Raymond A. Katzell. Chapter Fifteen, Man In a World at .EQEE’ Henry Borow, (ed.), (Boston: Houghton Mifflin Co., 1964), p. 342. 2Anne Roe, loc. cit.; J. J.'March and H. A, Simon, Organizations (New York: John.Wiley and Sons, 1958); R. H. Schaffer, "Job Satisfaction as Related to Need Satisfaction in Work," Psychological Monographs, LXVII, No. 14, (1953). 51 to "very much." It is apparent that literature relating to the identifica- tion of worker job satisfaction is voluminous. Among the first pioneering investigations that gave consideration to the nature, causes and correlates of job satisfaction were the works of 'HOppock and Houser.l Other early efforts to assay job satisfac- tion came from the realization that emphasis must be placed upon interpretation of employee behavior in terms of the workers' sentiments and attitudes rather than in terms of "logical" economic self-interest alone. The Harvard School of Business Administration under the leadership of Elton Mayo led in this phase of research; and the research conducted there came to be known collectively as the Western Electric Researches and was reported in various publications.2 In very recent reporting, Geraldine Pederson-Krag went further in urging management to adopt a psychoanalytic approach to understanding the uncertainties, intangibles and imponderables that play a part in the conscious and unconscious motivations of men at work.3 It has been recog- nized that individuals differ greatly in the degree of satisfaction lRobert Hoppock, Job Satisfaction (New York: Harper and Brothers, 1935); J. D. Houser, What PeOple Want From Business (New York: McGraw-Hill Book Company, 1938). 2See, for example, Elton.Mayo, The Social Problems of an Industrial Civilization (Andover, Mass.: Andover Press, 1945); F. J. Roethlisberger, Management and Morale (Cambridge, Mass.: Harvard University Press, 1941); T. N. Whitehead, Leadership in a Free Society (Cambridge, Mass.: Harvard University Press, 1937). 3Geraldine Pederson-Krag, Personality Factors in Work and Employment (New York: Funk and Wagnells Company, 1965). 52 their jobs offer them. Herzberg and others in a comprehensive work have reported many studies which demonstrate that factors contributing to the variance in job satisfaction may be (a) differ- ences in the workers themselves and (b) differences in the features of the job which serve as stimuli (e.g., supervision, pay, , l opportunity for advancement). In this same study, the authors summarized what was presently known in 1955 about the effects of job attitudes on productivity, absenteeism and turnover, accidents, grievances and illness rates. They state: The preponderance of the data adds up to the following picture: in approximately half of the studies reported workers with positive job attitudes outproduced workers with nega- tive job attitudes. . . . Positive job attitudes were more unequivocally related to the worker‘s tendency to stay with the job, either in the day-to-day decisions as to whether to report in the face of a minor illness or family crisis, or in the more important decisions to be made about job termination. There is some evidence to show that workers with positive job attitudes have fewer accidents and fewer psychosomatic illnesses . Thus it appears that the consensus of in- dustrial psychologists and management that positive job attitudes are a tremendous asset to industry is supported by much of Ehe experimental evidence now available. As stated earlier, workers hold values concerning their jobs. Some of the values held are at the manifest level and are readily lHerzberg and others, loc. cit. 2Ibid., pp. 35-36. 53 apparent when defined in terms of concrete things such as income, opportunity or security. Also in operation within each individual may be values less apparent. Sets of such basic values have been .identified by various investigators.1 It is not possible to say that there is complete agreement d among authorities concerning the number and definitions of values held. However, it appears that values relevant to work and workers fall into the three broad categories identified by Ginzberg et l 3 These values relate to: (a) the work itself 1 al.2 and Rosenberg. (including the composition of the work and its achievement); , (b) interpersonal relations; (c) external conditions and things obtained through work (monetary rewards, etc.). Studies have been conducted that have attempted to identify: each job characteristic in terms both of the amount desired and of the importance of obtaining it;4 the importance of various job- 5 O C O i O 0 related needs; the hierarchial importance of achieVing various values;6 the relationship between intensity of values held and the 1D. E. Super and J. O. Crites, gppraising Vocational Fit- ness (New York: Harper and Brothers, rev. ed., 1962); Eli Ginzberg, et a1., loc. cit.; Rosenberg, loc. cit. 2 Ginzberg et a1., loc. cit. 3Rosenberg, loc. cit. 4L. W. Porter, "A Study of Perceived Need Satisfaction in Bottom and Middle Management Jobs," Journal of Applied Psychology XLV (1961) 1-10. 5 Schaffer, loc. cit. 5H. J. Rosenberg, "Cognitive Structure and Attitudinal Affect," Journal of Abnormal and Social Psychology, L111 (1956) 367-372. 54 effect on job satisfaction or attainment or negation.1 Significant studies of labor market mobility have investi- gated job satisfaction as it contributed to reasons for leaving a particular job and reasons for electing to take a job. Because the studies have been conducted in different market areas and at different periods of time and with groups of different personal characteristics, it is difficult to assimilate factors that would be applicable to all the studies. Parnes notes that the results of the studies "have been so diverse as to defy generalization. ..”2 One of the problems in interpreting the importance of various factors is that few of the mobility researchers used similiar tenminology and factor definitions. While some of the researchers 3 were quite explicit in defining factors, others used encompassing terms that are subject to interpretation and misinterpretation. The U. S. Department of Labor data falls into the latter category.4 A consideration of more notable studies that were concerned with job satisfaction reveals only one study in which the major motivation for changing occupations was largely financial.5 1Schaffer, loc. cit.; H. P. Froelich and L. Wolins, "Job Satisfactionas Need Satisfaction," Personnel Psychology, XIII (1960) 407-420. 2Parnes, op. cit., p. 147. 3Ibid., pp. 152-53; Reynolds and Shister, op. cit., pp. 6-74 m iManpower Report of the President and a Report of Manpower ,quuirements, Resources, Utilization and Training, op. cit., p. 190. 5Davidson and Anderson, op. cit., p. 169. 55 While wages were mentioned as one of the considerations of job satisfaction in most of the studies cited in this chapter, workers gave more importance to considerations such as the physical characteristics of the job, degree of independence and control, fairness of treatment, and human relations. In this study the subjects were not asked to identify and rank the considerations entering into their job satisfactions. - They were asked in relation to specific jobs held at specific 1 times: How would you say you liked the job? Because of the j composition of the subjects of this study they were offered five responses.worded in terms deemed suitable and these responses form the degree of satisfaction continuum. The responses were: very much; pretty much; so-so; not very much; not at all. From personally interviewing many of the subjects of this study and discussion with other personal interviewers who inter- viewed subjects of the study, it is readily apparent from the verbalized reasoning that the subjects engaged in before finally selecting one of the responses above that serious consideration was given to the factors researchers have identified as being of importance to workers. Effects of demographic and pgrsonality characteristics The purposes for which the Manpower Deve10pment and Training Act was enacted were three: the alleviation of unemployment; the reduction of wasted manpower in underemployment; the training of individuals to fill positions in job categories in which worker shortages existed. Regardless of the quality of the training 56 offered and the efforts of the trainees during training, the purposes which brought about MDTA can only be satisfied in the labor market. It is the success or failure of trainees in the labor market that will or will not justify the continuance of this governmental educational endeavor, at least in its present form. As noted in Chapter I, the evaluation of the outcomes of 'MDTA in Michigan is made extremely difficult by the changes in the labor markets that have occurred in recent months. The availability of jobs for those seeking them has reduced the need for training and the advantage that accrues to the trained worker. Only a longitudinal study over a period of time will show the long- term effects of training or the lack of it. Significant studies that emphasize the dynamics of the labor market and worker participation in local labor market situations have been made.1 While it is recognized that the dynamics of the labor market is crucial in any consideration of labor market participa- tion, it is also recognized that such variables as ethnicity, age, education and marital status exert crucial influences. Significant investigations have been concerned with the considerations given to these variables by employers in both the selection and place- 1See, for example, Palmer, loc. cit.; Reynolds and Shister, loc. cit.; Reynolds, loc. cit.; Parnes, 10c. cit.; C. A. Myers and G. P. Shultz, The Dynamics of a Labor Market (New York: Prentice- Hall, 1951); E. W. Noland and E. W. Bakke, Workers Wanted (New York: Harper and Brothers, 1949); C. A. Myers and.W. R. Maclaurin, ,The Movement of Factory Workers (New York: Wiley and the Technology Press, 1943); D. Yoder and D. G. Patterson, Local Labor Market Research (Minneapolis: University of minnesota Press, 1948); W. L. Warner and J. 0. Low, The Social System of the Modern Factory (New Haven: Yale University Press, 1947). 57 ment of employees.1 Other studies have been concerned with the job-seeking patterns and mobility of workers in relation to their demographic characteristics. Studies have demonstrated repeatedly that ethnicity is crucially related to Opportunities available to workers in given labor markets, companies, and departments within companies. Likewise, age has been subject to investigation and it has been found that older workers are unwilling to move from a given community to search out job opportunities; and they demonstrate an unwillingness to move in search of work when faced with unem- 1F. T. Malm, "Hiring Procedure and Selection Standards in the San Francisco Bay Area," Industrial and Labor Relations Review, VII (1955) 235-252; Marvin J. Levine, "Training and Retraining in American Industry -- An Appraisal of the Evidence as an Ameliorative for Unemployment," Labor Law Journal, XV (1964) 634-48; Ray Marshall, "Union Racial Practices and the Labor‘Market," Menthlnyab r Reviey, LXXXV (1962) 269-70; Noland and Bakke, op. cit., pp. 2-10. 2Myers and Shultz,._p;# cit. pp. 23-27; Parnes, op. cit. pp. 100-124; Reynolds,.pp_ cit. , pp. 24- 25; M. S. Gordon and A. H. iMcCorry, "Plant Relocation and Job Security: A Case Study," Industrial and Labor Relations Review, XI (1957) 13-36; D. J. Bogue, A Methodological Study of Migration and Labor Mobility Eu Michigan and Ohio in 1947 (Oxford, Ohio: Scripps Foundation for Research in Population Problems, 1952)“ Chapter 6. 3Sigmund Nosow, "Labor Distribution and the Normative System," Social Forces, XXXV (1956) 25- 33; I. Sobel and R. C. Wilcock, "Labor Market Behavior in Small Towns, " Industrial and Labor Relations Review, V11 (1954) 519- 23; Warner and Lowe, loc. cit. ; 0. Collins, "Ethnic Behavior in Industry: Sponsorship and Rejection in a New England Factory," American Journal of Sociology, LI (1946) 293- 98; W. F. Whyte, Industry and Society (New York: 'McGraw-Hill Book Co. , Inc. , 1946), pp. 107- 22; 'Marshall, loc. cit. 58 ployment for one reason or another.1 Important studies have attempted to investigate employer employment practices and to identify the personal variables that employers state are of utmost concern when worker recruitment and placement is considered. Noland and Bakke2 investigated employ- ment requirements in two diverse employment locations, one in the North and the other in the South. They found that in both of these industrial locations personal and social characteristics were influential in the consideration given by employers. They identified sex, education, experience, color, age, personality and physique as important considerations. Perhaps it is because demographic characteristics are so readily identifiable that significant investigations have attempted to study their effects in the worker-work situation. Equally likely is that the lack of research concerning the contributions of personality characteristics to labor market participation is due to the difficulty of assessing personality. Tyler raises two questions concerning the importance of personality and acknow- ledges the difficulty of answering them: What personality characteristics prevent a person from making a good adjustment to any kind of work situation? . . . . What particular patterns of personality characteristics are necessary for success and satisfaction in particular occupations? . . . . Unfortunately 1A. J. Reiss, Jr. and E. M. Kitagawa, "Demographic Characteristics and Job Mobility of Migrants in Six Cities, Social Forces, XXXII (1953) 71-75; Bogue, loc. cit.; Gordon and McCorry, 10c. cit.; Levine, loc. cit. 2Noland and Bakke, loc. cit. 59 we do not have a technology of personality measurement adequate for a real attack on these research questions. 2 Anne Roe has noted that the lack of any general consensus of personality theory is a considerable drawback in assessing personality. She also adds that the structure of personality is defined quite differently by different writers: How wide a range of characteristics one subsumes under the rubric "personality" is largely a matter of preference -- a person is divisible only conceptually. It may be convenient to regard abilities and aptitudes, even interests, as distinct from personality. In fact, however, they all develOp in the interplay between genetic endowment and personal experience and between one another. In spite of the lack of theoretical frameworks and firm definitions, test constructors have put forth great effort to develop instruments for assessing personality and its psychological constructs.4 The difficulties of individual assessment have been 1Leona A. Tyler, "Work and Individual Differences," in Henry Borow (ed.), Man in a World at Work (Boston: Houghton Mifflin Company, 1964), p. 188. 2Anne Roe, "Personality Structure and Occupational Behavior," in Henry Borow (ed.), Man in a World at Work (Boston: Houghton Mifflin Company, 1964), p. 201. 3Ibid., p. 197. 4For descriptions of such instruments and critical appraisals of them, see 0. K. Buros (ed.), The Sixth MBntal Measurements Yearbook (Highland Park, New Jersey: The Gryphon Press, 1965). 60 pointed out by many writers;l but numerous studies which have attempted to identify some criterion outcomes in relation to measured personality variables have been undertaken. Few studies have attempted to identify the relationship between personality characteristics possessed by individuals and the behavior of these individuals in the labor market; and those that have been made have been concerned with the assessment of 2 managerial effectiveness. The vast majority of the studies available have been designed to test the relationship between 1See, for example, W. H. Whyte, "The Fallacies of 'Person- ality' Testing," Fortune, L (1954) 117-21 and 204-210; A. Ellis, "Recent Research with Personality Inventories," Journal of Consult~ ing Psychology, XVII (1953) 45-49; David C. McClelland, "Issues in the Identification of Talent," in David C. McClelland and others, Talent and.Socie§y (Princeton, New Jersey: D. Van Nostrand Company, Inc., 1958). 2T, A, Mahoney, T. H. Jerdee and A. N. Nash, "Predicting Managerial Effectiveness," Personnel Psychology, XIII (1960) 147-163; T. A. Mahoney and others, "Identification and Prediction of Management Effectiveness," Personnel Administration, XXVI (1963) 12-22; L, J. Carleton, "A Study of the Relationship of the Rated Effectiveness of School Administrators and Certain of their Personality and Personal Background Characteristics" (unpublished doctoral dissertation, University of Oregon, Eugene, 1956); L. D. Goodstein and.W. J. Schrader, "An Empirically-Derived Managerial Key for the California Psychological Inventory," _J9urnal of Applied Psychology, XLVII (1963) 42-45. 61 personality characteristics and school achievement at various educational levels.1 Some attempts have been made to find relation- ships between personality characteristics and deviant behavior.2 The California Psychological Inventory is the principal psy- chological instrument utilized in this study. Studies using the CPI . . . 3 rung; eff1c1ent managers are aggre331ve and successful managers are high in drive and self-acceptance; they are non-authoritarian and 4 non-feminine and are very communicative. 1See, for example, Betsey Swisdak and Sister M, Rita Flaherty, "A Study of Personality Differences between College Graduates and Dropouts," Journal of Psychology, LVII (1964) 25-28; J. G. Snider and T. E. Linton, "The Predictive Value of the California Psychological Inventory in Discriminating between the Personality Patterns of High School Achievers and Underachievers," Ontario Journal of Educational Research, VI (1964) 107-115; J. L. Holland, "The Prediction of College Grades from the Califor- nia Psychological Inventory and the Scholastic Aptitude Test," Spurnal of Educational Psychology, L (1950) 135-42; H. G. Gough, "Factors Relating to the Academic Achievement of High School Students," Journal of Educational Psychology, XL (1949) 65-78; Lois Jean Gill and B. Spilka, "Some Nonintellectual Correlates of Academic Achievement among Mexican-American Secondary School Students," Journal of Educational Psycholggy, LIII (1962) 144-49; L. A. Rosenberg and others, "The Prediction of Academic Achieve- ment with the California Psychological Inventory," Journal of Applied Psychology, XLVI (1962) 385-88. 2D. R. Peterson and H. C. Quay, "Extending the Construct Validity of a Socialization Scale," Journal of ConsultingAPsychglggy, XXIII (1959) 182; R. R. Knapp, "Personality Correlates of Delinquency Rate in a Navy Sample," Journal of Applied Psychology, XLVII (1963) 68-71; L. D. Jaffee, and N. A. Polansky, "Verbal Inaccessibility in Young Adolescents Showing Delinquent Trends," Journaléof Health and Human Behavior, III (1963) 105-11; H. G. Cough, "Theory and TMeasurement of Socialization," Journal of Consulting Psychology, XXIV (1960) 23-30. 3Mahoney, Jerdee and Nash, loc. cit. 4 Goodstein and Schrader, loc. cit. 62 Briefly stated, studies of student achievement that have employed the California Psychological Inventory have found: 1. High grades are negatively related to capacity for status, sociability, social presence, self-acceptance, and flexi- bility; positively related to well being, responsibility, social- ization, self-control, good impression, achievement via conformity, achievement via independence, psychological mindedness and femininity.1 2. Students who entered and successfully completed teacher preparation programs were compared with those who entered and either withdrew or failed. The groups measured the same on all CPI scales except sociability, socialization and responsibility on which the successful students were higher and flexibility on which the successful students were lowest.2 3. In a study of college freshmen, those who went on to graduate were higher than those who drOpped out on all scales of the CPI except flexibility and femininity; the graduates were significantly higher on sociability, capacity for status and achievement via conformity. 4. The California Psychological Inventory was better than the Minnesota Muliphasic Personality Inventory for differentiating 1Holland, loo. cit. G° W. Durflinger, "Academic and Personality Differences -between Women Students Who Do Complete the Elementary Teaching Credential Program and those Who Do Not," Educational and Psycholo- .gical‘Measurement, XXIII (1963) 775-83. 3 Swisdak and Flaherty, loc. cit. 63 good and poor students.1 It can be seen that these studies are in little agreement on any scale except the Flexibility scale. The agreement here is that good students score lower on this scale. When it is con- sidered that low flexibility is synonymous with high rigidity, this finding appears to be in disagreement with the findings regarding rigidity. Since the Cough-Sanford Rigidity Scale was administered to the subjects of this study, a brief summary of an excellent review of the literature on rigidity by Fisher2 follows: 1. There may be real differences in the results given by different kinds of rigidity measures when administered to the same group. 2. Several general character traits and attitudes seem to be related to degree of "rigidity." 3. Persons who have been isolated from the world to some degree by physical handicaps such as blindness or deafness tend to be more ”rigid" than persons of the same intellec- tual level who have not been isolated. 4. Evidence indicates that the person with organic pathology tends to be more "rigid" than the individual with- out organic pathology. 1L. A. Rosenberg and others, loc.<:it. 2Seymour Fisher, "An Overview of Trends in Research Dealing with Personality Rigidity," Journal of Personality, XVII (1948-49) 342-50. 64 S. Neurotics seem to be more "rigid" (and sometimes unusually less "rigid") than normal persons, and certain kinds of neurotics are more "rigid" than other kinds of neurotics. 6. Specific kinds of schizophrenics seem to be more "rigid" than other kinds of schizophrenics. 7. Clearly, the "rigidity" of persons of low intelligence is generally greater than the "rigidity" of persons of high intelligence. 8. ‘Within a group of individuals of the same intellectual level, there are real differences in "rigidity." It is not the place of this present study to test this apparent disagreement concerning rigidity. It would seem that the researchers whose findings are in disagreement with Fisher‘s comprehensive survey of the literature should give consideration to their findings. It seems incongruous that high achievers, the better students, should be lower in flexibility (higher in rigidity) than the less successful students. Rokeach1 has stated that "persons high in rigidity will be slower in overcoming individual sets than persons low in rigidity. . ." He defines rigidity as pointing "to difficulties in overcoming single sets or beliefs encountered in attacking, solving, or leaving Specific l“M. Rokeach, W. C. McGovney and R. Denney, "A Distinction Between Dogmatic and Rigid Thinking," Journal of Abnormal and Sgcial Psychology, L (1955) 87-88. 65 tasks or problems."1 Rokeach concludes that rigidity leads to difficulties in thinking analytically. This study is interested in determining the socio-psycholo- gical statuses of trainees and controls before training programs are entered. It is interested in determining the socio-psycholo- gical statuses of trainees and controls after training to determine whether training might have had any measurable socio-psychological effects. Whether it is possible to measure change over such a short period of time is unknown. Psychological research during the past fifty years or so has accumulated much data on personality , and ability changes over the life of an individual.2 Unfortunately almost all of the accumulated data was gathered before the days of factored personality structure measurement; in fact, much of it was not even expressed in measurement terms. Consequently, lRokeach, The Open and Closed Mind, op. cit., p. 183. 2See, for example, E. L. Kelley, "Consistency of the Adult Personality," American Psychologist, X (1955) 659-81; W. Dennis, Current Trends in Industrial Psychology (Pittsburg: University of lfiittsburg Press, 1949); J. W. MacFarlane, "The Study of Personality Deve10pment," in R. B. Barker and others, Child thavi r and Development (New York: McGraw-Hill Book Company, 1943); R. G. Kuhlen, ”Age Differences in Personality during Adult Years," Psychological Bulletin, XLII (1945) 333~58; R. B. Cattell, Personality: A Systematical, Theoretical and Factual Study (New York: McGraw-Hill Book Company, 1950). 66 only the data on abilities appears to merit much consideration;1 and the present study is cOncerned with socio-psychological variables, not abilities. In writing of the permanency of personality, Roe states: Personality develOpment is also lifelong, and while its main features seem clearly to be laid 1 down very early, it too is not fixed in any rigid mold. Occupational behavior is as conditioned by personality as it is expressive of it. . Personality development is also affected by . life experiences, including occupational ones.2 On the same point, constancy of personality, Cattell writes: Personality remains more constant than is pap- , ularly supposed, retest r's around 0.7 being ‘ found after a lapse of twenty years. However . specific attitudes and interests are far less stable than general temperament values and others factors. To the social psychological question of how far the constancy depends on a constancy of cultural milieu no full answer is yet possible, though evidence available points to constancy of most of personality, despite cul- tural transplantation. Cattell adds encouragement to this study to attempt to .determine whether any socio-psychological changes occur as a result of MDTA when he notes, "Observation, in the realm of personality fluctuation, has been so limited and crude that there is scarcely any firm ground on which a theory of any real subtlety could as 4 yet arise or be checked." 1R. B. Cattell, Personality and Motivation Structure and ‘Measurement (Yonkers-on-Hudson, New Yorkz'World Book Company, 1957). 2Roe, "Personality Structure and Occupational Behavior," op. cit., p. 198. 3R. B. Cattell, Personality andeotivation Structure and Measurement, op. cit., p. 631. 4Ibid., p. 596. 67 W aummary The review of the literature demonstrates the lack of attention that researchers have given to adult vocational education. It has indicated that occupational status and job satisfaction are important criteria to be considered in evaluating the status of an individual in the world of work. While studies using psychological and socio-psy- chological instruments are found, the body of research concerned with changes in personality is so limited and dated as to offer few guide- lines. ' ha...“ CHAPTER III THE SOURCES OF DATA, INSTRUMENTATION AND METHODOLOGY Sources of Data Basic background data were gathered from files made available by the Michigan Employment Security Commission offices in the four metropolitan labor market areas. These basic background data were H4..______. utilized in the initial selection of matched trainee-control pairs. Additional socio-economic and socio-psychological data were obtained through structured personal interviews and the administration of the socio-psychological inventory selected for this study.1 Interview Forms The structured personal interview forms used in this study were designed, tested and used in a larger study directed by Dr. Sigmund Nosow, Michigan State University, professor and research associate, School of Labor and Industrial Relations. The pre-program interview form was designed to gather complete socio-economic background information from the trainees and their paired controls. This information was used to determine the socio- economic status of the trainees before entering MDTA training and to determine which of the individuals whose names and background data 1Some of the basic data, interview forms and socio—psychologi— cal inventories were employed in a larger related study. 68 E9 ere presented by the MESC as potential controls were actually uitable for pairing. It was particularly necessary to ascertain hether indeed the individuals had been interested in a particular rogram or simply training in general. It was also the only way in hich the race of the suggested subjects could be actually determined 3 the MESC does not record this information. A pre-program nterview fornl, modified for use in this study, is found in Appendix E. The post-program interview form was designed to gather socio— conomic information from the trainees and their paired controls hree months after the training programs the trainees entered had een completed. This post-training interview information enabled omparisons to be made between trainees before and after training and etween trainees and their paired controls at the post-program hree-month period. A post-program interview form is found in ppendix E. Objective Measuring Instruments Instruments used in this study that were objective in nature ncluded the General Aptitude Test Battery, the scores of which were rovided by the Michigan Employment Security Commission offices and hich were utilized in matching pairs, with special emphasis placed n the G score, Intelligence, of that battery in this study; four elected scales of the California Psychological Inventory: ociability, Self-acceptance, Sense of Well-being and ReSponsibility; 79 the Cough-Sanford Rigidity Scale; and Items 51—75 from'Maslow‘s urity Inventory.1 These measuring instruments were selected on the basis of the .lowing considerations: (a) the relevance of the factors they 'port to measure to the factors selected for measurement in this 1dy on the basis of the results of previous research and consulta- >n with experts in the field; (b) evidence as to the validity and Liability of the instruments; (c) the need for easily administered jective instruments; (d) their suitability for the population ncerned; (e) the length of time the administration of the struments would require. Because of the composition of the population studied, rsonality instruments of the projective type were eliminated. Many struments were examined and were excluded as unsuitable for the bjects of this study. The Minnesota'Multiphasic Personality ventory, for example, seemed to be orientated too much towards ntal illness rather than towards the differentiation of mentally althy individuals. The California Psychological Inventory seemed re appropriate for making this differentiation. Recognizing the ading disability of many of the subjects which would increase the me of administration, it was decided that all eighteen scales of e CPI could not be administered. Then, too, many of the scales emed inappropriate for the purposes of this study. Therefore, 1The four selected CPI Scales, the Cough-Sanford Rigidity ale, and'Maslow's S-I Inventory that form the socio-psychological rentory employed in this study are found in Appendix E. General :itude Test Battery scores were supplied by the MESC. In keeping :h MESC wishes, no part of the GATB is reproduced in this study. 71 selected scales were chosen for administration on the basis of their suitability to this study. The Cough-Sanford Rigidity Scale was selected for inclusion in the socio-psychological scale of this study because it served to measure the flexibility-inflexibility continuum to the same extent that the Flexibility scale of the CPI didl, but the wording of the items in the Cough-Sanford scale seemed nore suitable for the subjects of this study. Then, too, Bournazos2 had used the scale in his study of the effects of vocational training. general Aptitude Test Battery (Revised, B-100213 Clark L. Hull stated in 1928 that a comprehensive vocational guidance program would only be possible when a single universal 3attery of tests which would sample so far as possible all of the important aptitude determiners and which would have separate fore- casting formulae for each of the more important type occupations could be constructed.4 The GATB, develOped by the United States Employment Service, is an attempt not only to differentiate the significant abilities of man important in vocational success but also Hfiilton Rokeach, The Open and Closed Mind, (New'York: Basic Books, 1960), p. 418; Personal correspondencefiwith the Consulting Psychologists Press, Inc., Palo Alto, California, publisher of the CPI and the Cough—Sanford Rigidity Scale; May 8, 1966. 2Kimon Bournazos, Vocational Education;_lts Effects on Career Patterns of High School Graduates (Michigan State University, East Lansing, Michigan: Educational Research Series, Number 18, a revision of a doctoral thesis, 1963). 3United States Employment Service, Guide to the Use of General aptitude Test Battery (Washington, D.C.: United States Department of Labor, July, 1958). 4Clark L. Hull,_§ptitude Testing (New York: World Book Company, 1928). I \ J! J i «I v. y\ . y 235‘ lilc» .l‘lil”(ljil~.li‘.ifljJ.i iii-Ii 72 to relate these abilities to the major occupations in American industry. The basic assumption underlying the GATB is that a large variety of occupations may be clustered into groups according to similarities in the abilities required. This makes it possible to test all of a person‘s vocational abilities at one sitting and to interpret his scores in terms of the entire range of occupations. Specifically, the United States Employment Service GATB is a combination of twelve tests which measure nine aptitudes. These aptitudes were identified by factor analysis studies of fifty-nine different tests, fifty-four of them constructed by the USES. The nine aptitudes identified by the GATB are: Intelligence Verbal Aptitude Numerical Aptitude Spatial Aptitude Form Perception Clerical Perception MOtor Coordination Finger Dexterity Manual Dexterity G v N s P Q K F M Approximately two and One-quarter hours are required to ninister the GATB. The test sections contain more items than can linarily be completed in the time allowed. The GATB is administered to individuals who have not yet =en a field of work or who are uncertain as to the wisdom of r choice. It is felt that when vocational choice is involved, :ploration of aptitudes will be of assistance to individuals in rocess of making a vocational decision. The GATB offers the following advantages: It groups jobs into families according to their aptitudinal 73 requirements, thereby lightening the counselor's task of determining the occupational significance of the counselee's test scores. Only those aptitudes required for successful performance in the jobs covered by the Occupation Aptitude Pattern are included in the norms. thus it is not necessary to show profiles for the various occupations an all the aptitudes in the battery. GATB norms include only the significant abilities that are required by the occupation.1 GATB norms involve the use of the multiple cut~off method, with a minimum 3r critical score on each significant aptitude. This is an important advantage since a deficiency of a particular aptitude cannot be compensated for by a super-abundance of another. The GATB manual reports two types of reliability measures: 1. Stability -- correlation between test and retest scores, with an intervening period of time between testing and retesting. 2. Equivalence -- correlation between scores on two forms of the same test, administered essentially at the same time. Three studies of local employment service applicants, a total N of 1200, report coefficients of stability ranging from .74 to .96 with an average median stability of .89. Two studies of high school and college students, a total N of 997, report coefficients of equivalence ranging from .69 to .88. The average median equivalence for these two studies was .83. 1Table B-1 in the Appendix, Established Minimum Michigan Employment Security Commission Selection Criteria for Sample Programs, illustrates how local employment security commission offices utilize national and local information in establishing selection criteria for particular programs. 74 The GATB manual points out that in the test develOpment studies conducted by the United States Employment Service the data gathered yielded measures of either predictive validity or concurrent Ialidity. These types of validity have been defined as: Predictive validity is evaluated by showing how well predictions made from the test are confirmed by evidence gathered at some subsequent time. The most common means of checking predictive validity is correlating test scores with a subsequent criterion measure....Concurrent validity is evaluated by showing how well test Scores correspond to measures of concurrent criterion performance or status. The type of criterion used by the USES may be supervisory :atings, instructor ratings, production records, school grades, or work samples. Different parts of the GATB have different validity :oefficients for various occupations or groups of occupations. This .s to be expected because the GATB measures nine different aptitudes which are required in various combinations and to different degrees for various occupations or groups of occupations. When an experi- mental study with the GATB is conducted for a particular occupation, :he objective of the study is to determine the best combination of 1ptitudes and minimum scores to be used as GATB norms for that >ccupation. This means that the USES determines which GATB norms lave the highest validity for that occupation. An examination of Jalidity tables in the manual indicates that GATB norms established 1Technical Recommendations for Psychological Tests and giagnostic Techniques (Washington, D.C.: American Psychological issociation, 1954), p. 13—14. 75 for a specific occupation would usually have a correlation of .50 or above with the criterion of job performance for that occupation. This validity coefficient, usually determined by the tetrachoric correlation technique, expresses a relationship between the combin- ation of aptitudes and minimum scores and success in the occupation and is generally higher than the correlation between any one aptitude and the criterion. Andrew Comrey, reviewing the GATB in the Fifth Mental ‘Mgasurements Yearbook, writes the following concerning the validity of the instrument: Unfortunately, the reporting of validity studies is not complete, being confined to tabular summarization of validity coefficients and a few other data. Studies are carried out by local office personnel under conditions which probably fail to meet scientific standards in many instances. Tetrachoric coefficients are used with small samples, in spite of the large sampling error. It seems safe to conclude, however, that validation has reached the point where these tests can definitely be said to have considerable value in many work situations. The amount of information now available is only a a fraction of what is needed; nevertheless it is extensive in comparison with what is available for other tests. §gcurity~Insecurity Inventory2 Maslow and others reported the construction of this inventory _ ._ L- #A—AAh L 1Oskar K. Buros (ed.), Fifth.Mental Measurements Yearbook (Highland Park, New Jersey: The Gryphon Press, 1953), pp. 608-09. 2A, H, Maslow,‘Manual for the Security—Insecurityglnventory (Stanford, California: Stanford University Press, 1952). 76 in 1945.1 It came to be constructed as a by—product of clinical and theoretical research with the concept of psychological or emotional security. The purpose of the inventory is to reveal an individual's inner conscious feelings regarding security-insecurity. Maslow states in the manual that security is one of the most important determinants of mental health, almost to the point of being synonymous with it. The inventory consists of 75 questions divided into three groups of 25 each, making three equivalent and interchangeable forms of the test. Each of the three subtests has the same design and Kaslow states that they are in essence separate tests and since each of the subtests correlates with the total score over .90, each may be considered a valid test of security. The subtest consisting of Items 26-50 was the measure of security used in this study. 'Masl w makes no claim for the validation of the S-I test with an external criterion. He does state that the steps taken in the construction of the test seemed sufficient since only those questions which had been clinically validated in advance were selected for use. It appears that since the inventory was constructed by selecting questions that identify security-insecurity factors observed clinically and since individuals coming to the clinic for psycho- therapeutic help or advice usually had insecure scores when tested 1A. Ho Maslow, E. Birsh, Ml Stein, and I. Honigmann. "A Clinically Derived Test for Measuring Psychological Security- Insecurity," Journal of General Psychology, XXXIII (1945) 21-41. U. 77 that the test possesses face validity, factorial validity and empirical (status) validity as described by Anastasi.1 While scant validity coefficients are presented in the manual, the inventory is considered adequately valid for the purposes of this study. Because the S-I Inventory measures a trait which is not perfectly constant but is known to respond to some mood of the individual or to external events, Maslow considered the technique of determining reliability by internal consistency to be more appropriate than the repeat technique. The reliability figure obtained on Split-halves arranged in the usual odd-even method was .86. Maslow felt that because the test was designed to accomodate fourteen subsyndromes,a split-half method that would allow the sort out of pairs would actually be more suitable for the determination of reliability. This method presented a reliability figure of .91. For so short a test Maslow noted that this is unusually high and in itself testifies to the validity of the clinical mode of test construction. The complete 75-item test correlates quite highly with three other measures as follows: Thurstone Neurotic Inventory (self-esteem) .68 Bernreuter Neurotic Inventory .58 Allport A-S (ascendance-submission) .53 ‘Maslow reports that the scores in the S-I Inventory do not 1Anne Anastasi,_Psychologica1 Testing (New York: The‘MaCMillan Company, 1954), pp. 120-51. 78 distribute normally but instead are skewed toward the secure end of the continuum. He advises that this must be taken into account in all statistical manipulation of S-I data. This is clearly indicated by the test having a mean of 19.5 and a median of 17.5 with a range of 0 to 69. Maslow's advice has been heeded in this study and the scores that he indicated for the entire inventory as being secure, average or insecure have been proportioned for the selected subtest with the resulting allocation:1 Scores Security 0 — 3 High 4 - 8 Medium 9 or more Low California Psychological Inventory? Harrison G. Cough developed the CPI with a concern for the identification of characteristics of personality which have a wide pervasive applicability to human behavior and which are related to the favorable and positive aspects of personality rather than to the morbid and pathological. He also had as a goal the identification and measurement of the variables he included in his inventory. As the CPI was intended primarily for use with normal subjects and its scales are addressed principally to personality characteristics important for social interaction and social living, it was deemed 1Since this study employed only 25 items, one-third of Maslow's total inventory, the statistics provided for the total inventory were reduced appropriately. 2Harrison G. Gough, California PSychological Inventory Manual (Palo Alto, California: Consulting Psychologists Press, Inc., 1957). 79 appropriate for use in this study. The subjects of this study were mainly socially-functioning individuals. The four scales (156 items) of the CPI selected for administra- tion to aid in gathering socio-psychological data are listed below with a brief description of their purposes. A description of the CPI Flexibility scale and data pertaining to it are also presented. Harrison G. Gough is the creator of both scales. Rokeach1 has noted that the Gough-Sandord Rigidity Scale is now the Flexibility (Fx) Scale of the CPI and the items are now 2 scored in Opposite fashion. A request to the publishers of both scales for validity, reliability and normative data brought the reply that data on the Flexibility Scale was applicable to both scales.3 Sociability - Identifies individuals of outg01ng, sociable, participative temperament. Self-Acceptance - Assesses such factors as the individual's sense of personal worth, self—acceptance, and his capacity for independent thinking and action. Sense of Well-Being - Identifies individuals who minimize their worries and complaints, and who are relatively free from self-doubt and feelings of disallusion- ment. 1Rokeach, loc. cit. 2An examination of the items of the Gough-Sanford Rigidity Scale and the Flexibility Scale of the CPI shows that the construction of the items is designed to measure flexibility-inflexibility. However, the items are not the same. Both scales are reproduced in the appendices; Gough-Sanford Rigidity Scale in Appendix E, p. 232. The Flexibility Scale in Appendix F, p. 239. 3Personal correSpondence with Consulting Psychologists Press, Inc., op. cit. 80 Responsibility - Identifies conscientious, responsible individuals who evidence dependable diSposition and temperament. Flexibility - Indicates the degree of adaptability and flexibility of an individual's social behavior and thinking. (Rigidity indicates the degree of unadaptability and inflexibility). The manual cites two reliability studies using the test-retest method. In one study, 200 male prisoners took the test twice with a lapse of from seven to twenty-one days between testing. In the other study, two high school Junior classes took the CPI in the fall of 1952 and again a year later as Seniors. The test-retest correlations for the selected scales are shown below: High School Scale Prisoners High School Males Females N=200 N=101 N=125 Reliability .85 .65 .73 Sociability .84 .68 .71 Self-Acceptance .71 .67 .71 Well-Being .85 .65 .73 Flexibility .49 .60 .67 Gough concluded from these results that, in general, the constancy of measurement is high enough to permit the use of the scales in both group and individual testing. While Gough admits the difficulty of summarizing the validity of his scale, he does present much validity data. Briefly, validity information on the scales selected for use in this study follows: SUBJECTS CRITERION CORRELATION SOCIABILITY High School Males (104) Principals‘ judgment rbis = .49 High School Females (102) Principals' judgment rbis = .81 81 SUBJECTS ' CRITERION CORRELATION SELF-ACCEPTANCE Medical School applicants (70) Staff's rating rbis = .32 High School Males (104) Principals‘ rating rbis = .46 High School Females (102) Principals' rating rbis = .39 WELL-BEING 'Military Officers (100) Staff‘s rating rbis = .26 Military Officers (100) Own rating rbis = .27 RESPONSIBILITY Graduate Students (40) Staff's rating rbis = .38 ‘Medical School Seniors (40) Staff's rating rbis = .38 High School'Males (103) Principals‘ rating rbis = .83 High School Females (102) Principals' rating this = .78 FLEXIBILITY Graduate Students (40) Staff's rating rbis = .48 Medical School Seniors (40) Staff's rating rbis = .36 College Class (180) California F scale rbis = .58 (authoritarian , personality) The recognition that the socio-psychological inventory selected for use in this study would not always be administered under ideal testing conditions was also a strong determinant in the selection of the CPI scales. Gough notes that the inventory has been tried under nearly every conceivable condition and satisfactory results were obtained under every condition. Following the lead of Bournazosl who categorized rigidity scores in three categories for analysis in his study of the effects of vocational training and after personal consultation with Dr. Milton 1Bournazos, loc. cit. 82 ‘Rokeach, whose study of rigidity and dogmatism is authoritative, it was determined that the scores of subjects obtained on the four CPI scales and the Gough—Sanford Rigidity Scale would be assigned to High, Medium, and Low categories for comparative purposes. The three categories, High, Medium and Low were established after an examination of the raw score means and standard deviations presented in the manual for the CPI for normative groups that most nearly approximated the subjects of this study. A preliminary analysis of scale data for three of the programs in this study indicated that the categories established through examination of CPI data would be suitable for differentiating the subjects of this study. The categorical limits were set so that approximately one—third of the subjects should be located in each of the categories. The categories are: CATEGORIES Scale No. of items High Medium Low Sociability 36 28 & over 23-27 22 & below Self-acceptance 34 22 & over 18-21 17 & below Well-being 44 40 & over 36—39 35 & below Responsibility 42 34 & over 29-33 28 & below Rigidity 22 15 & Over 11-14 10 & below Instructor Evaluation Form The Instructor Evaluation Interview form was designed principally to obtain the instructor's rating of the trainee. However, it served several other purposes. For subjects that dropped out of training, instructors provided information as to the date the subject left training, the number of weeks of training thatvrme completed and the reason for the subject leaving training if it was known. 83 Instructors were asked to supply information concerning the 1e and location of employers for whom their trainees were working if :y had such information. This information was added to the card file each subject and proved invaluable in obtaining the post-training ree-month follow-up interview for both those who completed training l those who dropped out. Throughout the period of post-training :erviewing, employers were extremely cooperative in encouraging the Linees who worked for them to grant the interview. Some employers, :ticularly the hospitals employing practical nurse trainees, even .owed the interview to be conducted during working hours at their :ilities. An Instructor Evaluation Interview Form is reproduced in >endix E° Selecting the Sample For his larger parent study, Dr. Sigmund Nosow selected for llysis four standard metropolitan statistical areas out of the ten in :higan; The sample programs and areas selected by Doctor Nosow were .1ized in this studyo In each of the areas selected there was at least one program the types this study wished to investigate that offered a poten- ll pool of available trainees. In deciding to utilize the sample .ected for the Nosow project, due consideration was given to the 1e and distances involved in the conduct of a study of this nature. :refore, the areas selected for consideration in this study were rse that were easily accessible. 84 It was the goal of the Nosow study to investigate the most frequently found types of programs nationwide as indicated by enroll- ments that were available at the time the study was underway. There- fore, it was decided to study the ten programs that outranked all others in in-school training in terms of enrollments if these programs were available. As it developed, the program types ranked eigth, General Office Clerk, and tenth, Cook, were not available for study. Eight of the t0p ten programs, however, were available in one or more of the labor market areas. While in the parent study the selection of programs in each of the four sampled communites aimed at replication as Often as possible, for this study, the availability of adequate controls was a crucial determinant in sampling. The distribution of the sample programs by labor market locations shown in Table 3~l reflects some of the sampling problems. The computer program that was offered in labor market A was Specifically selected for study because of the differences between the selection criteria employed and the composition of the trainees entering the program compared to the other programs selected for study. An examination of Table B-1 in Appendix B quite clearly shows how computer trainee selection criteria differed from selection criteria for other program types. The only program available for study in labor market B was Machine Operator, General. This program type was also in labor market A. While this present study did not hold the replication of programs in different labor market locations to be crucial as 85 did the parent Nosow study, it was, in general, felt to be of value to have.two similar programs in two different labor market areas; thus,specific labor market differences that might affect the outcomes of training might be observed. As it happened, two similar practical nurse programs in areas A and D were selected, also. Because this study was designed to study particular types of programs, the basic sample selection was purposive. Because of the employment of more or less standard selection criteria and the requisite of underemployment or unemployment status before an individual is considered for training, it is extremely probable that trainees entering the programs selected for study will closely approximate individuals entering similar programs elsewhere. As the method through which the data for this study was to be gathered, the personal interview, involved considerable expenditure in terms of time, distances and money, a decision to limit the study to thirteen programs was made. The thirteen programs selected in the four labor market locations are presented in Table 3~1, TABLE 3-1 Sample Programs by Labor Market Locations Labor Market Location Program A Computer Clerk—Steno Welding Machine Operator, General Practical Nurse B Machine Operator, General C Clerk-Typist Nurse Aide-Orderly D Auto Mechanic Body ShOp Automatic Screw Machine Practical Nurse Steno-Refresher 86 As the purpose of this study was to investigate changes in socio—psychological and socio-economic status that may come about as a result of adult vocational training and it appeared that there would be considerable variation between the outcomes of programs because of the nature of the programs themselves, the instruction given, the facilities available, the labor markets in which trainees would sub- sequently seek work, and other variables impossible to control from program to program, it seemed that the most appropriate type of sample to be selected for study was the fixed sample. Yates states that "accurate information on change can most easily be obtained by re- survey of a fixed sample of units."1 The selection of specific training programs whose trainees would be studied before and after training followed Yatesl suggestion. Whereas Yates would have the fixed sample selected on a probability basis, one of the major purposes of the study negated this possibility. The comparison of the socio-psychological and socio-economic status of those entering training and subjects who were equally qualified to enter training and who expressed an interest in doing so but did not was a paramount part of the design. While it would have been extremely fortunate if all members of each training program could have been given consideration in this study, the actual trainees in the thirteen selected programs who were to be studied depended upon the availability of a paired control. This restriction on sample selection forced the adoption of a survey V lFrank Yates, Sampling Methods for Censuses and Surveys (New York: Hafner Publishing Company, 1960), p. 46. 87 1 research technique described by Chapin as a projected experimental design in a free community situation. With due regard for Yates‘ suggestion and recognizing the limitations in sample selection posed in a free~community research situation, described by Chapin, the design used in this study seemed most apprOpriauL This design will allow the quality of the programs and the labor markets in which trainees and their controls seek employment to be held constant and serve as an aid in the analysis of outcomes of training. All members of the thirteen selected programs were available for consideration and formed the trainee (experimental) pool. The names and personal data on each individual who had expressed an interest in entering one of the thirteen programs and who was qualified to enter a program but did not do so were made available by the Michigan Employment Security Commission in each of the labor market locations. These subjects formed the control pool. Those experimental (nuainees) and control pool subjects who could be matched on the following crucial personal variables formed a paired set: labor market location interest in same program sex ethnicity age 1F. Stuart Chapin, Experimental Designs in Sociological Research (New York: Harper & Brothers, 1947), p. 103. 20, Y, Glock, "Some Applications of the Panel Method to the Study of Change," The Language of Social Research, P. F. Lazarsfeld and M. Rosenberg (eds.), (Glencoe, Illinois: The Free Press, 1957), p. 250. 88 education marital status General Aptitude Test Battery scores 1 An attempt was made to match pairs as closely as possible on whether or not the subjects had dependent children and the number of dependent children. This was the last variable given consideration and was not considered crucial. Only approximate pairing was possible on this variable. As a result of the restrictiOns in the selection of trainees to be studied imposed by the determination to pair the experimental and control subjects on crucial personal variables, 46.32 per cent of the trainees in the thirteen programs were included in the study. Table 3-2, Selection of Sub-Samples, page 89, columns one and two, shows the number and per cent of trainees in each of the programs that it was possible to pair. The table also shows the number of trainees and controls for whom pre-post training interviews and socio- psychological inventory scales are available. An examination of the control pool data indicated two things. First, for some programs there were few subjects available for the control pool because such a large majority of those qualified to enter the program elected to do so. The Machine Operator, General, in labor market A particularly illustrates this. Second, while it 1No GATB scales were administered by the MESC to any of the subjects in the Steno-Refresher program in Labor Market D. Subjects in other programs were paired if they did not differ by ten or more points on any scale in the battery. Table C-l, Appendix C, presents Trainee-Control Pairs Mean InSpection Data. 89 Ill 1" oq.aw mug N¢.Nw NmH mm.mm Hag «N.ww «mg qo.¢m Nqfi ON.¢m qu Nm.oq HmH own mHmuOH om.mm m om.mm m oo.oofi m oo.ooH m oo.ooH m oo.oo~ m mH.mm m mm Nanwpuo . . . . be: mm H52 NH.¢m 0H NH.qm oH oo.ooH NH NH em NH Na.¢m 0H 00 ooH NH Hm mN NH mm umfiehauxumHu oo.mN o oo.mN w oo.oo~ w oo.ooH w 00 00H m oo.oo~ m qm.Ho w ma Hormoumwm . uuwsmmuwonoum oo.ooH mg oo.oo~ ma 00.00H ma oo.oo~ mH oo ooH mg oo.oofi ma oo.om ma om umsmwuwonoumyxumgo om.mm m No.00 o mw.ww w No.00 o wN.NN N mm.ww w mg.mm m mm weawfloz mN.NN N wN.NN N oo.ooH m mw.ww m mw.ww w oo.oofi m oo.mq m om weapons smuom owumEOun< mm.Hw a oo.ooH am Nw.aw m mm.~m m oo.ooH HH Nw.Hm m «N.o¢ HH NN afinmsumz ous< oo.mN m oo.mN o oo.oo~ w oo.mN o oo.mN o oo.ooH w mm.NN w an norm zoom Ho.mm ma mc.mm «N Ho.mw ma om.ow om oo.ooH mm om.ow om om.Nm mm on m amumnww .Houwkmho mdfifiofiz mm.oN 0H Nm.oN OH oo.oo~ ma Nm.oN OH Nm.oN OH oo.ooH ma mm.mN ma a: m Hmumcmw anoumhmmo weanomz oo.om m oo.ooH 0H oo.ooH m oo.oo~ 0H oo.ooH cg oo.ooH OH m¢.mq OH NN Q mmusz Hmowuomnm oo.ooH m 00.00# m oo.ooH m oo.ooH m oo.ooH m oo.ooH m ow.mq m Hm < mmunz Hmoauowum oo.mN m No.Hm HH oo.mw OH oo.mm ca oo.ooH NH oo.mw OH 00.0w NH ma Housmaoo N z N z N z N z N z N z N. z z modmom moamow mmfimom m. q m N H Emmugfiw nommmuoom sphmmnoom LehmanUOm 3mH>HmunH .3w«>nmudw msww>umune mfimuwoum mamuwoum .muflmm “mom a mum “mom a one oam.muame moaned oEnm umom a one aw aw wouuuoo mHouuaou mmmnamuu Houunoo mHouunoo wwmnamna confine mmwdamuu noonwmua vmuwmm wouwwm Immdwmua Wmufimm pwhwmm mmpnfiwuhy Hmuofi mmHmEmmgnsm mo noauooamm mum mama. 9O ppeared that there was a sufficiently large control pool available or some programs, the attempt to pair trainees and controls indicated hat differences in crucial personal variables decreased the pairings ossible. Admittedly the longer the list of variables controlled and the ore rigorously they are applied, the smaller the sample and the arther removed is the sample from randomness. Chapin, in writing f an experimental study that bears on the present study states: Homogeneity, not representativeness, is the essential condition to the discovery by a single experiment of a real relationship between two factors. Consequently, if the present experiment shows that there is a relationship between . . . and. . . , this relationship is more likely to be a real one than is the case under conditions in which the social situation is complicated by several uncontrolled factors. Within certain limits (the limits of the given experiment), the homogeneity of the two sub- samples is more important than their representa- tiveness of variable factoIs that originally obscured the relationship. On the basis of the MESC data it appeared that it would be assible to pair 156 controls. However, after conducting personal aterviews with these possible controls, it was determined that five E them would not meet the necessary control qualification require- ents. Therefore, these five and the five trainees with whom they ad been tentatively paired, were dropped from consideration. Thus, 302 subjects were obtained, 151 trainees and their 151 lired controls and they became the subjects of this investigation. 1Ibid., p. 103. 91 All 302 subjects were personally interviewed at the time the training programs they were entering or had been interested in were starting. However, over the period of time from the first interview to the post— training period interview--in some instances as long as eighteen months--some of the subjects moved and were impossible to locate or if located were at a distance so great as to render a personal interview impossible. The cooperation of out-of—state employment security commission offices and personnel officers in the armed forces made it possible to obtain the final interview on five subjects who were located at great distances. In a few cases, despite tactful and continued approaches the subjects refused to grant the final interview or refused to complete the socio-psychological inventory. An examination of the subjects on whom the post-training interview was not obtained indicates that there was no pattern formed by those for whom the interview was not available. Being a trainee or a control or having successfully completed a program or having dropped out seemed not to influence whether or not a post-training interview was obtained. As the design of this study depended upon the comparison of the socio-psychological and socio-economic status of those entering training and their paired controls at the three-month period following the completion of training, the necessary complete data is available on sub-samples as is shown in Table 3—2, pageEQ , in Columns 3, 5, 6 and 8. It must be recognized that the administrators of a social 92 program such as'MDTA are not in a position to offer training to a randomly selected group and exclude from training another identical group to provide a theoretically sound experimental design. It would be impossible to favor one group (those randomly selected for training) at the expense of another (those randomly excluded from training) without tangible evidence of the greater eligibility on the part of those who are allowed to enter training. Once greater eligibility is established as the criterion for selection, randomness disappears and with it one of the essential conditions of an ideally theoretical experiment. Chapin discusses this problem in social research: Until public administrators of social programs can see their way around this problem, it appears that the use of randomization as a method of control of unknown factors can be ruled out in experimental designs as a method of evaluating social programs in the community situation. To encourage research in the cases where random samples are seldom an available medium for social treatment in the free community situation, Chapin further states: Finally, interference with randomization due to practical consideration of an administrative nature does not by any means invalidate the use of experimental designs in the community situation because the results do hold for the groups 2 studied and within the limits of the known controls. This study then has as one of its major purposes the comparison of trainees (experimental group) and the control group composed of lIbid., p. 169. W 21bid., p. 176. 93 subjects who are individually paired with subjects in the experimental group on crucial personal variables. As a result of the restrictions in the selection of trainees to be studied imposed by the determination to pair the experimental and control subjects on crucial personal variables, no attempt is made to claim probability selection and the statistical designs that are specifically applicable to such random properties will not be utilized. Conducting the Interview The pre-program interview was rather lengthy. The time taken for the structured personal interview and the administration of the socio-psychological inventory was always in excess of one hour, frequently taking longer than two hours. The pre-program interviews with trainees were conducted at the MDTA training sites during the first or second week of the programs. This was considered the most feasible approach as it was deemed necessary to interview all members of the selected training programs. This method, allowed through the COOperation of'MDTA staffs, was most beneficial to this research as a total of 326 trainees who were inter- viewed for the Nosow project were available for pairing in this study. The pre-program interview with subjects in the control pool followed an initial telephone contact with them to set up the interview time. Generally these interviews were conducted in the interviewees‘ homes. As was described in the section on Selecting the Interview Sample, a total of 156 potential controls were interviewed. 94 The post—program interview was considerably shorter than the pre-program interview and, thus, the time for the interview and administration of the socio-psychological inventory averaged about an hour. The post-program interviews with both trainees and controls were usually conducted in the interviewees' homes. The post-program ‘1 interview was scheduled by first sending a letter1 notifying the subjects that they would soon be contacted and reminding them of the past contact. Telephone calls were made to establish the interview time. It should be noted here that because of the composition of the population studied, extreme tact, skip-tracing techniques and tenacity were necessary to obtain the interviews. In the face of extremely adverse conditions it was felt that obtaining post-program interviews with 94.70 per cent of the trainees and 94.04 per cent of the controls was remarkable.2 The researcher personally conducted 129 interviews and other interviews utilized in this study were conducted by trained and ex- perienced interviewers under the direction and supervision of Dr. Sigmund Nosow, Dr. Kim Bournazos and the researcher. 1See Appendix D, Letters of Contact. 2See Table 3-2, page 89 for percentages of sample interviewed. 3Although only interviewers who had interviewing training and experience were used, pre-interview training sessions were held. Interviewers were also accompanied on several of their first interviews to insure that they were capable and willing to follow the structured interview as directed. 95 Methodology The data on all interviews and on all socio-psychological inventories were coded and verified and this coded data was marked on IBM sensitivity sheets and verified. The sensitivity sheets were then transferred into punched cards for use in Michigan State University‘s Control Data computer. The data in this study were qualitative and non-parametric. The analysis procedure appropriate to this type of data is the Chi- square test. This statistic is used to test for significant differences among actual and theoretical frequencies as described in Walker and Lev.1 The null hypothesis was rejected if the Chi-square was significant at the .05 level of confidence. Inspection of the personal variable distributions by program led to the combining of several cells at the extreme ends of tables so that expected frequencies would be meaningful. In some cases, combining cells was impossible and Chi-squares could not be properly computed. However, if examination of the data brought forth findings pertinent and of interest, these findings were noted. 2 Hypotheses The three main research hypotheses will now be restated in null lHelen'M. Walker and Joseph Lev. Statistical Inference (New York: Henry Holt and Company, 1953), pp. 81-108. 2See Table 3—3 for the sub-hypotheses employed to test the correlates and success of training criterion. 96 form: 1. There is no difference in socio-psychological and socio- economic status between trainees before they enter training and three months after the training programs they entered are completed as measured by the five correlates of socio-psychological and socio- economic status. 2. There is no difference in socio-psychological and socio- economic status between trainees and their matched controls three months after the training programs the trainees entered are completed as measured by the five correlates of socio-psychological and socio- economic status. 3. There is no difference in the socio-psychological and socio-economic status of trainees three months after the training programs they entered are completed as measured by three correlates of socio-psychological and socio-economic status (correlates "employment status" and "job satisfaction" are omitted from this test) between subjects having achieved different degrees of success of training. Summary The procedures, instrumentation and methodology employed to obtain and analyze the data were described in this chapter. The data for this study were obtained from three sources: records made available by MESC officials in the four statistically significant metropolitan labor market locations; structured personal interviews which were concluded with the administration of the socio- psychological inventory selected for the study, and personal inter- views with MDTA instructors. A total of 326 pre-program interviews were held with trainees 97 .omumaasoo some m>m£ msmuwoum mcwcwmuu Hmumm menace mmufiu mam wnaaamuu OHOMOQ wnflaamuu omumuam 0:3 Omosu mo mzumum uddEkoHan mnu ummu Hafiz AOH tmfiumm name mmqm Immnooo ommz now INOHQEm Hz<>mqmm Nuoudm>aw HmONonononmvowoom mDH0H awn? Houudoo can omega; eve Ema v.56.» o.ooH we“. .ms.nN me sm.m m as.ea me so.sa me so.wm Noe Hence c.00e ems om.m~ mm ms.m m we.eH mm we.HN mm mw.mN oq Houueoo oo.ooH ems me.m~ Hm am.u e eH.sH mu me.oe ea sm.ee we «mesons e z s . z e .Irrz. s z e z e z Hon—om. odoz non—S “oz om tom :82 huh—mum has: tang masseuse none» aoauouumauom ace enhance ecu massage mus mamae ‘H 1’36 length of participation varied for controls.from.program.to program, but regardless of the variable length, controls had an opportunity to earn advancement during this participation. Even with training as an aid in obtaining jobs and advancing therein, successful trainees had only three months in the labor market in which to reach the hourly pay earnings that were compared to the earnings of their controls. 'With no significant difference between the earnings of controls who had longer periods of employment and trainees who-had only three months of employment, it may be anticipated that the results of training in terms of earnings may best be-appraised when the trainees have participated in the labor market for equal lengths of time. Occupational Status Ho-2D -- Rejected. There is a difference between the occupational statuses of trainees and controls at the three-month period that is highly significant at the .01 level. Table 4~5 shows clearly that trainees far exceed controls at the professional (largely semi-professional) and managerial levels, 14.18 per cent to 2.99 per cent. It also may be seen that there is a higher percentage of trainees (14.93) in the skilled occupaticns than there are controls (5.97)} and there are far fewer trainees (6.72 per cent) listed as unskilled than controls (20.15 per cent). Fewer trainees are in service occupations and fewer trainees are unemployed. In the last occupational category, not employed or employed at entry level job, only one control was at an entry level job. The remainder of the trainees and controls in this category were unemployed. The data in Table 4-5 presents evidence that 107 .sesnm mean ca muowmumo mafia ea venom muomhnsm mmdwmuu mo owners mew Mom macflmcoemoo mauoeno.oem omaaoeo hose aoesz How macequSUUo mfiu concucm 0&3 momdemuu nousefioo poo momeemuu ompsz Hmoauooum lull: oo.oofi mom mm m¢.mfi mm oo.wH on m¢.oH mm om.m ma H oo.ooH qma oo.oo~ qma mN mH.ON 5N H¢.>H «N hm.m w oq.h OH em Nn.o m o¢.mH 0N mm.cH ON mn.m m Hm.mN mo wm.w mm kuoa mm.mN Nm ma.N q Hoeueoo mH.mN am wH.qH ma moeemee N Z emuoa Zm>oH hence -emsfleess N Z R Z N Z N Z poHHmedb onHme vmgafixm mowpumm [Hamm N z .s. 2 memm anaemwcemz can H can Hmoeuofio Zecoemmmmoyw weeewmeu Rooms moumum Hmsoeuoeoooo Houueoo com omeHmHH mic mgmoH zuuom oogaflxmob ooaaexm ooaawxm moe>nom moamm Homeowners cozoamaoon -HEom Hmofiuoao Hmooemmomoum nooucu om mHouuooo cocoons Macro com wdflowmuu wouoHQEoo weapon cocoa ocs woodman“ mo moumum HchHumgsooo 0H-q manta 124 TABLE 4-17 Sociability status of trainees who completed training and their matched controls at three-month period High Medium Low Total N Z N Z N Z N Z Trainees 28 29.17 41 42.71 27 28.13 96 100.00 Controls 24 25.00 28 29.17 44 45.83 96 100.00 Total 52 27.08 69 35.94 71 36.98 192 100.00 controls. There is a significant difference at the .05 level between those completing training and their controls that is similar to the difference between all trainees who entered training and their controls that is shown in Table 4~10b. Clearly, those who entered training, whether they completed the programs they entered or not, ranked higher in sociability at the three-month period than their controls who elected not to enter training. Section Summary While there were no differences between the employment statuses of trainees and controls at the three-month period, there Were significant differences in the job satisfactions and occupational statuses of trainees and controls. Trainees had greater job satisfaction at the three-month period and they held higher occupational statuses. There was a difference between the hourly wages of trainees and controls that was significant at the .10 level. Trainees were better paid in all hourly earnings categories except the highest. It is postulated that perhaps the reason more controls were in the highest earnings category was because of the longer time in.which they participated in 125 the labor market, thus having greater opportunities for wage advance- ment. Only when trainees have participated for equal lengths of time will it be possible to truly evaluate the effects of MDTA programs on earnings. Six scales comprised the correlate of socio—psychological status. A difference between trainees and controls was found on only one scale, Sociability. Trainees ranked significantly higher in sociability than did the controls. When trainees who successfully completed training and those who did not were compared with their matched controls, it Was seen that there were no significant differences betWeen those who dropped out of training and their controls. Thus, the differences between all trainees who entered training and their controls can be attributed to differences between trainees who successfully completed training and their controls. It seems evident that MDTA training is beneficial when trainees are compared with matched controls who elected not to enter training; when those who completed training and those who dropped out are com- pared with their controls, it also appears that it is the successful completion of training that brings the benefits, not the mere entrance into training. 11. Pre-training and post-trainin status com arisons of those who entered training This section is concerned with the analysis of the data identifying the statuses of all those who entered training, before they entered training and after the training programs they entered had been 126 completed. The null hypothesis to be tested is: There is no significant difference in socio-psychological status between trainees before they enter training and three months after the training programs they entered are completed as measured by the five correlates of socio-psychological and socio-economic status. Employment Status Ho—lA -- Not utilized. The null hypothesis employed to test the data concerning the employment statuses of trainees before and after training could not be utilized because Table 4-18 contained two or more cells with an expected frequency of less than 5. An examination of Table 4-18 shows that while only 13.99 per cent of the trainees Were employed (actually under-employed) prior to entering training, 82.52 per cent (118) were employed three months after training. Considerably more than half of those entering training, 59.44 per cent, were involuntarily unemployed before entering training, whereas only 9.09 per cent (13 trainees) were involuntarily unemployed following training. An important gain of individuals in needed work categories in the labor force is shown by the fact that only twelve individuals (8.39 per cent) elected to remain out of the labor force following training compared to the thirty—eight individuals (26.57 per cent) who were voluntarily out of the labor force before training. It can be seen that there would be a significant difference in the employment statuses of trainees before training and after training if cells of the table were combined. HOWever, the cells could not be combined logically. Nevertheless, an examination of Table 4-18 demonstrates the improvement in employment , sud-leullrul .l ‘1‘ III! uhlllll. iii!— . h i lab ‘ ,II I - Mi}; 127 statuses of trainees following training. TABLE 4-18 Employment status of those who entered training -- before and after training Employment status before training Employment status after Under Voluntary Involuntary training Employment Unemployment Unemployment Total A_, N % N % N Z N % Employed 18 15.25 30 25.42 70 59.32 118 100.00 voluntary Unemployment l 8.33 7 58.33 4 33.33 12 100.00 Involuntary Unemployment l 7.69 l 7.69 11 84.62 13 100.00 Total 20 13.99 38 26.57 85 59.44 143 100.00 Job Satisfaction Ho-lB -- Not rejected. There was no statistically significant difference between the amount of satisfaction trainees expressed concerning their last full- time jobs before entering training and the jobs they held at the three- month period. An examination of Table 4-19 shows, however, that a considerably greater number of trainees expressed "very much" satis- faction with the jobs they held after training than expressed this degree of satisfaction with the last full-time jobs held before train- ing, 63 (44.06 per cent) as compared to 27 (18.88 per cent). When the above-average eXpressions of satisfaction are combined, it can be seen that approximately the same percentage of trainees expressed this degree of job satisfaction.before and after 128 training, 56.64 per cent before and 55.95 per cent after. TABLE 4-19 Trainees' job satisfaction before and after training Before training After very' Pretty Not very Not at training Much well So-So much all Total _» N Z N Z N., Z N Z N Z N Z Very much 12 19.05 24 38.10 15 23.81 5 7.94 7 11.11 63 100.00 Pretty ‘well 2 11.76 5 29.41 4 23.53 5 29.41 1 5.88 17 100.00 So-So 6 23.08 12 46.15 3 11.54 5 19.23 26 100.00 th'very mmh 1 25.00 1 25.00 1 25.00 1 25.00 4 100.00 Net at all 7 21.21 12 36.36 6 18.18 2 6.06 6 18.18 33 100.00 Total 27 18.88 54 37.76 29 20.28 13 9.09 20 13.99 143 100.00 The interpretation of the "no satisfaction at all" category demands explanation. The twenty individuals (13.99 per cent) who eXpressed "no satisfaction" before training were actually making a judgment concerning the last full-time jobs they held, whether they were held a year or a week before the pre-training interview. How— ever, because of the manner in.which data concerning job satisfaction Was tabulated from the post-training interview, twenty-five of the thirtybthree trainees (23.08 per cent) who are reported as having "no job satisfaction" were actually unemployed at the three—month period. satisfaction at the time, only eight of them were actually holding jobs they found unsatisfying. While it is true that the trainees were having no job 129 Wage Level Ho-lC ~- Rejected. There is a highly significant difference in the wage levels of trainees before and after training. Table 4-20 presents hourly wage data for the last full-time jobs held by trainees before they entered training and their jobs at the three-month period. Before training, 51.05 per cent of the trainees were earning less than $1.50 an hour. After training, 30.77 per cent (44) were earning less than $1.50 an hour. At the high end of the earnings scale, only 14.68 per cent of the trainees were earning $2.50 an hour or more before training; in their three-month period jobs, 28.67 per cent (41) were earning that amount. Certainly those who entered training were better off in terms of hourly earnings on their post-training jobs. TABLE 4-20 Trainees' hourly wage level before and after training Before training After $1.49 or $1.50- $2.50 or training less 2.49 more Total _11 g, N Z- N % N 1 N % $1.49 or less 31 70.45 11 25.00 2 4.55 44 100.00 $1.50 - 2.49 33 56.90 18 31.03 7 12.07 58 100.00 $2.50 or more \0 21.95 20 48.78 12 29.27 41 100.00 _ Total 73 51.05 49 34.27 21 14.68 143 100.00 130 Occupational Status Ho-lD -- Not utilized. The null hypothesis employed to test the data concerning the occupational statuses of trainees before and after training could not be utilized because Table 4—21 contained two or more cells with an expected frequency of less than 5 and the logic of the test Would not allow the combining of adjacent cells. An examination of Table 4-21 is so meaningful in understanding the changes in occupational statuses that trainees made from their last full-time jobs before entering training to the statuses their three-month period jobs brought that the data in Table 4-21 will be briefly summarized. Before training After training Occupational status N Z N . Z Professional and managerial l 0.70 19 13.29 Clerical and sales 38 26.57 32 22.38 Service 29 20.28 5 3.50 Skilled 2 1.40 24 16.78 Semiskilled 30 20.98 28 19.58 Unskilled 40 27.97 10 6.99 Never employed before or not employed after 3 2.10 25 17.48 Clearly seen is the great increase at the three-month period of those in the prefessional and managerial occupations and the skilled occupations. Just as clearly seen is the decrease of thOSe who are unskilled and those who are in the service occupations. It is readily apparent that those who entered training have improved their occupational statuses. {.1 11.. .31 an n- 1? fit-IE1; "111-1111'. dial-1,3“! 131 oo.oo~ meg OH.N m no.5N ca mm.ON om oq.H N wN.ON NN mm.mN mm om.o H Hmuofi oo.ooH mm oo.e a oo.o~ m oo.oa a oo.w~ s oo.mm w possum races m as pomoamEm uoz oo.ooH OH oo.om m oo.ON N Qo.oH H oo.ON N omaaflxmcb oo.ooH wN mm.mm mg qH.Nm m mN.¢H q poHHHXmHEom oo.ooH qN om.nm m N©.Hq 0H mm.w N om.NH m poHHflxm oo.ooH m oo.oo m oo.oq N oofl>nom oo.ooH Nm mN.o N mm.m m mN.© N wm.¢m NH mo.oq ma mH.m H moamm pom Hmofiuoao oo.ooH mH an.m~ m mN.mH m qw.om N mm.Hm o Hmwumwmdmz pom Hmdoammomoum HwN z N z N z N z N z N z .. N. z N z HmuoH cohofimem poHHmecD pofiafixm pmHwam mowpumm mogmm Hmanowodmz Ho>oz uflaom pom pom wdflowmufl Hmowuoao “msowmmomoum Houm< msuoum Hoseaummsooo wcflswouu ouommn msumum Manoeummmooo wcaogmuu “sumo pom ouomofl nu woadwmuu pououdo 0:3.omocu mo msumum HmsONummsooo HN-q mqmssm ssasm assoasssmosm uoz IwEom can can Hmoauoao Hmwummmdmz . xmm kn waacflmuu Hmumm wcflcwmuu commune 0:3 mmonu mo maumum HmcoHummsooo omua mamn madmaonp nopma wcfiswmuu commune 0&3 mmosu Mom mnuwum Hmdoaummnooo mm:q MHm N z N z N z z N Z N z N z N Z Hmuoa Ho>oH poHHmecb onHme coHHme ooH>umm mmHmm HmHuommcwz. mmmooom Nance no nHEom can use mo common mohoHQEo uoz HmowumHo Hmcoammomoum mcwcwmuu Momma maumum HmGOHummaooo an wnfinwmuu mo mmmoosm 0min mammm Bouuom mwcmNum NNNEmm no oumum no custom was oumNomEEN Emumonm huoEHN< Nmuopom wo>NumNmm uuommam No ouhaom 174 shows that 33.33 per cent of the subjects relied upon their immediate families for their second source of support. Second in position as a source of support was Federal or State Aid with 32 per cent listing this as their first source and 19.05 per cent listing this as their second source. The question was worded in such a way that the subject could interpret it as asking "How did you get along while unemployed?" That is why three subjects gave as their second way of getting along the reduction of spending. (See Table 4-52) Controls were questioned regarding their earnings during the interim. Because of job changes of one type or another they were asked . to state their highest and lowest hourly pay. A total of 127 complete and usable replies were received. Table 4-53 presents this data for the highest pay and Table 4—54 presents this data for the lowest pay. Only one control, a control for the Nurse Aide-Orderly program in labor market C, earned less than a dollar an hour. (See Table 4-47) No female control made as much as three dollars an hour while 26 males made that much or more. (See Table 4-53) Controls for the welding program in labor market A received the highest hourly pay. An exam— ination of Table 4—53 shows that 85.71 per cent of them received $2.50 or more an hour. Other high hourly pay programs in which subjects earned $2.50 or more an hour ranked as follows; Body Shop, 83.33 per cent; Auto Mechanic, 70 per cent; Automatic Screw Machine, 66.67 per cent; Computer, 66.66 per cent; General Machine Operator - B, 65.21 per cent; and General Machine Operator — A, 60 per cent. The degrees of satisfaction controls stated that they felt about their jobs was presented in the section on trainee—control status comparisons. However, another question that is close to the heart of ".1. 1| .41 in. 1 “a“. 175 m 00.00N NNN N¢.ON 0N mo.NN wN Nw.NN mN No.MN om mo.NN wN NMNOH oo.ooN m 00.0 o 00.0N N 00.0 o 00.0 o 00.0w ¢ NNNowHosowN< mmuoz oo.ooN dN 00.0 o 00.0 o dN.N N Nm.wN q oN.qo a uwthhlxuoNo oo.ooN N 00.0 o mN.¢N N mN.¢N N NN.Nm d oN.qN N umnmouwom twosompwoooum 00.00N NN 00.0 o 00.0 o mm.w N No.00 m oo.mN m NoammumocmumtxuoNo 00.00N oN oo.om m oo.om m 00.0N N 00.0N N 00.0N N < Nauosoo .u0umuomo chsomE 00.00N N «N.Nm a Nm.wN N 00.0 o mN.¢N N oo.o o mstNoz oo.ooN o oo.om m No.oN N No.oN N No.0N N 00.0 o ooNNomz sokom oNumEoud< 00.00N m 00.0 o om.NN N om.Nm m oo.mN N oo.mN N o,wmuoz NmoNuuwum oo.ooN oN 00.0N N oo.om m 00.0N N oo.o o 00.0N N oNamaooS oud< 00.00N o mm.mm N oo.om m 00.0 o No.0N N 00.0 o Noam hwom oo.ooN MN wN.¢m w m¢.om N co.mN m «o.MN m oN.w N m Nmumcww .NOumuomo ocNNQNZ oo.ooN N 00.0 o 00.0 o oo.o o mm.N¢ m aN.Nm ¢ < amusz NmoNNomum oo.ooN NN mm.mm N mm.mm a No.0N N No.0N N oo.o o NousmEoo N z N z N z N z N z N z N309 fies 00N 3N 00N 3N afiwosm No oo.m Ion.N noo.N nmm.N loo.N 176 00.00N NNN NN.wN 0N 00.0N 0N NN.NN 0N 00.NN 0N 00.NN mm 0N.0 Nmuoa 00 00N 0 00.0 0 00.0N N 00.0 0 00.0 0 00.00 m 00.0N NNNmatoumaNa mausz 00 00N «N 00.0 0 00.0 0 00.0 0 00.NN m N0.0N NN 00.0 umNamezxumNo 00 00N N 00.0 0 0N.eN N 0N.sN N 00.Ns m N0.0N N 00.0 cmammummm rumaawumoooum 00.00N NN 00.0 0 00.0 0 00.0 0 N0 00 0 00.00 a 00.0 “maamumoamumuxumNo 00.00N 0N 00.0N N 00.00 0 00.00 m 00.0N N 00.0N N 00.0 a Nmumcmo .NOumummo mdwsomz 00 00N N 00.Ne 0 N0.0N N 0N.sN N 0N.¢N N 00.0 0 00.0 waN0Nmz 00 00N 0 00.00 N N0.0N N 00.0 0 00.00 N 00.0 0 00.0 maNaomz Bouom oNumEOus< 00.00N 0 00.0 0 00.0 0 00.Nm 0 00.Nm m 00.0N N 00.0 0 omunz NNUNNUNNN 00.00N 0N 00.0N N 00.00 a 00.0N N 00.0 0 00.00 m 00.0 0Namaomz obsa 00.00N 0 00.00 N 00.00 m 00.0 0 N0.0N N 00.0 0 00.0 Noam Neom 00.00N 0N 0e.0m N 00.0N 0 00.NN a 00.0N m «0.0N 0 00.0 m Narmamo .Noumuomo oaNaowz 00 00N N 00.0 0 00.0 0 00.0 0 0N.aN N NN.00 0 00.0 a amuse NNUNNumNN 00.00N NN .00.00 a 00.00 a N0.0N N N0 0N N 00.0 0 00.0 Nausaaoo N z N z N z N z N z N z N . Nuuoa ones 00.N 00.N 00.N 0¢.N mmmN amcmosm so 00.0 -00.N -00.N -00.N :00.N no 000 Harlan. Elwin...“ 177 job satisfaction was asked controls. They were asked whether or not they would or would not look for a job (if unemployed) or another job in the near future. A total of 140 usable replies are presented in Table 4-55. Exactly an equal number stated that they would and would not look for a job—~another job in the near future. However, when Table 4—55 is examined, it is interesting to note the differences in desire to look for a job—-another job among the controls for the various programs. The greatest expression of a desire to look was stated by the Welding controls in labor market A, 85.71 per cent stating they would look. Only 11.11 per cent of the controls for the Nurse . Aide—Orderly program in labor market C stated a desire to look. When it is recalled that 77.78 per cent of the Nurse Aide-Orderly controls were unemployed at some time during the interim and only 44.44 per cent of these controls sought work during the period, the stated ex- pression of so few to look for a job——another job raises the question of their serious intent to actively participate in the labor market. Why the Welding controls indicate a desire to look for other work when they are the recipients of the highest hourly pay of all controls raises many interesting questions. Certainly it would seem to validate the literature reviewed in Chapter II on job satisfaction; factors other than monetary earnings bear the greatest weight in determining how satisfied an individual is with his work and his proclivity to change. The controls elected not to enter MDTA training. It seemed to be a point of some interest to determine how they felt about MDTA pro- grams at the time of the final interview, which according to the par- ticular program could be between four and fifteen months from the time 178 TABLE 4-55 Controls who will or will not look for another job in the near future---statement at 3-month period Program Will Will not look look Total N Z N ' l a Computer 4 33.33 8 66.67 12 100.00 Practical Nurse A 4 44.44 5 55.56 9 100.00 Machine Operator, General B 13 56.52 10 43.48 23 100.00 Body Shop 1 16.67 5 83.33 6 100.00 Auto Mechanic 6 60.00 4 40.00 10 100.00 Practical Nurse D 5 55.56 4 44.44 9 100.00 Automatic Screw Machine 4 50.00 4 50.00 8 100.00 Welding 6 85.71 1 14.29 7 100.00 Machine Operator, General A 8 80.00 2 20.00 10 100.00 Clerk-Stenographer 8 61.54 5 38.46 13 100.00 Stenographer— Refresher 5 62.50 3 37.50 8 100.00 Clerk~Typist 5 31.25 11 68.75 16 100.00 Nurse Aide-Orderly l 11.11 8 88.89 9 100.00 Total 70 50.00 70 50.00 140 100.00 179 they chose not to enter training. They were asked to state whether they felt favorable towards MDTA, neutral towards, or critical towards. A total of 138 controls replied to the question. The replies are sum- marized in Table 4-56. An overwhelming majority, 86.96 per cent, expressed favorable feelings towards MDTA. Only 10.14 per cent were critical of MDTA, four males and ten females. Criticism of the programs then certainly was not the major factor in the election of controls not to enter training. Section Summary A total of 38.73 per cent of the controls were unemployed at some time during the interim. Of this number, 8.45 per cent-~all females—- were voluntarily unemployed. Females were involuntarily unemployed to a greater degree than males also. Nearly one-half of the controls, 48.59 per cent, never sought work at any place other than the MESC. Sixteen controls, fifteen fe— males and only one male, held no jobs during the interim. One male and four females of the fifteen actively and unsuccessfully sought work during the interim. For those unemployed, the immediate family and Federal or State Aid provided the chief sources of support. Only one female control earned less than a dollar an hour on a job held during the interim. Twenty-six males earned three dollars an hour or more with Welding controls receiving the highest hourly pay. The controls were equally divided in their intentions to seek or not to seek a job-~another job in the near future. The stated intention of the highly paid Welding controls to seek work indicated again that . main; 180 TABLE 4-56 General feeling of controls about MDTA---statement at 3-month period Favorable Neutral Critical Program Towards Towards Towards Total N Z N Z N Z N % Computer 10 90.91 0 0.00 1 9.09 11 100.00 Practical Nurse A 7 77.78 0 0.00 2 22.22 9 100.00 Machine Operator, General B 19 82.61 1 4.35 3 13.04 23 100.00 Body Shop 3 100.00 0 0.00 0 0.00 3 100.00 Auto Mechanic 10 90.91 0 0.00 1 9.09 11 100.00 Practical Nurse D 10 100.00 0 0.00 0 0.00 10 100.00 Automatic Screw Machine 5 62.50 0 0.00 3 37.50 8 100.00 Welding 6 85.71 0 0.00 1 14.29 7 100.00 Machine Operator, General A 6 60.00 3 30.00 1 10.00 10 100.00 Clerk-Stenographer 13 100.00 0 0.00 0 0.00 13 100.00 Stenographer- Refresher 8 100.00 0 0.00 0 0.00 8 100.00 C1erk~Typist 14 87.50 0 0.00 2 12.50 16 100.00 Nurse Aide-Orderly 9 100.00 0 0.00 O 0.00 9 100.00 Total 120 86.96 4 2.90 14 10.14 138 100.00 4..qu u... I .1. £1.11 181 earnings was but a single—~not a major—-contributor to an individual's job satisfaction.’ Controls generally felt favorable toward MDTA programs as ex- pressed by them at the time of the final interview. A minority of about ten per cent were critical of MDTA. This expression of favor towards MDTA indicated that criticism of MDTA was not a major deter- minant in the decision of the controls not to enter training. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary This is an evaluative study of the effects of training under the Manpower Development and Training Act on the socio=psychological and socio-economic statuses of 151 selected trainees who entered 13 training programs offered in four standard metropolitan statistical labor market area locations in Michigan. Certain types of programs that outranked all other programs in terms of enrollment nationally at the time this study was undertaken were purposively selected and trainees who entered these programs and either completed training or withdrew from training during the two—year period between August, 1963 and July, 1965 were the principal subjects of this investigation. Training under MDTA is a relatively new but a tremendously important form of adult education. The magnitude of the training offered under MDTA throughout the nation warranted a study of the effects of such training on those who entered training programs. The chief purposes for which MDTA is offered are to reduce unem— and to increase the number of workers avail- ployment and_under~employment able for particular occupations in which critical shortages exist. The purposes most frequently cited for which adult education in general is offered are to develop and increase vocational efficiency, vocational security and selfasatisfaction. It can be seen that the achievement 0f the purposes for which MDTA programs and adult education in general are offered should be reflected in the socio—psychological and 182 : his. 3.. ; ... walls. 183 Lo-economic statuses of those who are successful in the MDTA programs I enter. It is to this major purpose of evaluating the socio-psychological socio-economic effects of MDTA training on trainees that this study iirected. In order to keep MDTA training as a significant variable in this fly, two comparative methods were employed. 1. A comparison of the socio-psychological and socio-economic :uses of the trainees before training and three months after the . Lning programs they entered were completed was made. 2. A comparison was made between the trainees‘ socio-psychological socio-economic statuses and the socio-psychological and socio-economic :uses of paired controls three months after the training programs the Lnees entered were completed. The control group consisted of subjects who displayed an interest Enrolling for the particular course-—or a similar course offered at same time-—that the trainees actually did enter. Those in the :rol group met the same entrance requirements established by MDTA Michigan Employment Security Commission regulations as the trainee 1p; thus both groups were equally qualified to enter training. For 2 reason, the controls elected not to enter training. The control group and the trainee (experimental) group were :hed on the following crucial variables: sex, ethnicity, age, educa— l, marital status, General Aptitude Test Battery scores, interest in same programs, and being in the same labor market location. As ely as it was possible to do so, they were also matched on the 184 tber of dependent children they have. A comparison of the pre-training ires of trainees and controls on the six selected socio-psychological lles showed that there were no significant differences between the Iber of trainees and controls who were assigned to high, medium and I categories on any of the six scales. The data were gathered from three sources. Preliminary data was ;ained from MESC records in local labor market area locations. The or amount of the data was obtained through two structured personal .erviews (one before training and one after training) with the trainees l their matched controls. At the time of the personal interviews the >jects were also administered a socio-psychological instrument com= .ed of six selected socio—psychological scales. Finally, a short 'sonal interview was held with the instructors of the selected programs which time an evaluation of the quality of each trainee's work in the Igrams was obtained. The statistical method employed was the Chi-square test. Although i .05 level of confidence was chosen, it seemed consistent with the ,ure of this study to discuss certain relationships and tendencies ch existed at the .10 level of confidence. The problem of comparing groups in this study was approached by ting the groups on selected correlates of socio-psychological and io—economic status. The general null hypothesis for each sub—test There is no difference in the socio—psychological and socio- economic status benwfin groups under examination as measured by the correlates of socio~psychological and socio—economic status. 185 In addition to the before and after training comparison of :rainees and the post-training comparison of trainees and controls, :rainees identified by the selected personal variables of sex, race, :ourse completion or drop, and degree of success of training achieved were compared on the selected socio-psychological and socio-economic rariables at the three-month period following training. Also considered to be of interest to this study was the labor zarket participation of the control group during the time the matched :rainees were taking training. Because of the critical pairing of :rainees and controls, it was postulated that had the trainees also elected not to enter training, their labor market bahavior during the ;ame interim would have approximated the labor market behavior of the :ontrols. The conclusions were derived exclusively from the findings ‘evealed by the data in this study. Due to the limited size of the Lample, several tests could not be utilized because of too few rxpected frequencies in table cells. However, the sample size is :onsidered adequate to support the acceptance of the conclusions. The choice of the variables is not a complete description of ocio-psychological and socio~economic status; but even these few ariables make a contribution to an understanding and evaluation of he effects of MDTA programs on trainees and suggest certain avenues or research which may prove profitable. Conclusions On the basis of the findings from the data comparing trainees and heir paired controls three months after the training programs the .431...- m .a Lilla. 186 inees entered had been completed, the following conclusions may drawn: 1. There is no difference in the employment statuses of trainees controls. While there are slightly higher percentages of trainees are employed and who are voluntarily unemployed, and a slightly her percentage of controls who are involuntarily unemployed, the ferences are not significant. 2. Trainees found their jobs more satisfying. Nearly half of trainees (46.27 per cent) stated that their jobs offered them "very h" satisfaction; only 29.85 per cent of the controls were satisfied that degree. While some members of both groups were unemployed and 5 obtained no job satisfaction and some held jobs that they found atisfying, controls exceeded trainees in the category of having no satisfaction by more than 5 per cent. The difference between the satisfaction of the trainees and the controls is significant at the level. 3. There is a difference between the wage levels of trainees controls that is significant at the .10 level. More controls than inees were earning less than $1.49 an hour, 38.81 per cent compared 30.60 per cent. Trainees exceeded controls in all other hourly pay egories except the highest, $3 or more an hour. It is postulated t more controls were in the highest pay category because of the roved labor market conditions in Michigan that made employment ilable to the controls at the time or soon after the time that they :ted not to enter training. During the time that their paired inees were taking training, the controls were participating in the Ali dun-flu... ' M 187 ibor market with the opportunity to earn advancement. Though rainees had training as an aid in obtaining jobs and advancing ierein, successful trainees had only three months in the labor arket in which to reach the hourly pay earnings that were compared ) the earnings of their controls. Thus it would seem that the results ‘ F training in terms of earnings may be best appraised when the trainees ave participated in the labor market for equal lengths of time as their >ntrols. 4. Trainees far exceed controls at the professional (largely emiprofessional) and managerial levels, 14.18 per cent to 2.99 per cent. lere is a higher percentage of trainees in the skilled occupations .4.93) than there are controls (5.97); far fewer trainees (6.72 per ant) are listed as unskilled than are controls (20.15 per cent). ewer trainees are in Service occupations and fewer trainees are unem- ‘oyed. The difference between the occupational statuses of trainees yd controls is highly significant at the .01 level. That trainees re in better occupational statuses than their controls is clearly own and this would seem to validate the conclusion that given addi- onal time in these positions, trainees should achieve higher earnings all levels than their matched controls. 5. There is a slight difference between the socio-psychological atuses of trainees and controls. Socio~psychological status was termined by the use of six socio-psychological scales: responsibility, Lf acceptance, well being, sociability, security and rigidity. There a difference that is significant at the .05 level on the socia- .ity scale. This is the only scale on which any difference was found. 188 cainees ranked higher on sociability with 32.52 per cent of the rainees and 24.39 per cent of the controls in the high category. Nearly alf of the controls, 44.72 per cent, were in the low category compared 0 27.64 per cent of the trainees. Because of the possible intervention of unknown variables during he time of training and in the three months following training, it is ot possible to say that training alone was the cause of trainees anking higher in sociability than their controls. However, trainees re clearly identified as being significantly different in sociability tatuses from their matched controls and the difference can be seen to e in the direction of greater sociability. In an effort to determine whether trainees who did not complete raining might or might not have learned enough while in training to mprove their socio-psychological and socio-economic statuses, those who ntered training but did not finish were compared to their controls at he three-month period. Trainees who successfully completed training ere compared to their controls also. The following conclusions may be rawn: l. The data indicates that there is no difference between those 10 dropped out of training and their controls on any of the socio- sychological or socio-economic correlates. This demonstrates that itering training and completing some portions of the programs did not iprove the statuses of dropouts beyond the level of their controls who 1d the benefits of no training. 2. There is a significant difference between those who com- eted training and their controls on four tests of status: job fil',_,‘ ’q'a._‘u 189 :isfaction (.01 level), wage level (.01 level), OCCUpational status )1 level), and sociability status (.05 level). These are the same Jr tests on which there were differences between all the trainees who tered training and their matched controls. This shows that the dif- rences between all trainees and all controls is attributable to the fferences between successful trainees and their controls. Clearly, is demonstrates the value to trainees of completing the MDTA programs ey enter. On the basis of the findings from the data comparing the socio~ ychological and socio-economic statuses of those who entered training fore they entered training and three months after the programs they tered were completed, the following conclusions may be drawn: 1. The employment statuses of trainees were greatly improved llowing training. While only 13.99 per cent of the trainees were ployed (actually under~employed) before entering training, 82.52 per at were employed three months after training. Involuntary unemployment ior to entering training was high for trainees as 59.44 per cent were tively and unsuccessfully seeking work. Following training only )9 per cent were involuntarily unemployed. One of the purposes of MDTA was to draw individuals into needed :upational areas in the work force. An important gain of needed workers shown by the fact that before training 26.57 per cent of the trainees ‘e voluntarily unemployed. After training only 8.39 per cent were untarily unemployed; and personal interviews with a sizable number of .emakers gives evidence that they planned to enter the labor market make use of their training as soon as they were able to arrange for 190 1e care of their children. Many of the females were interviewed during 1e summer and they stated that they would take work in the fall when [air children returned to school. Only a follow-up survey will attest . their apparent sincerity when stating this. 2. A considerably greater number of trainees expressed "very lCh" satisfaction with the jobs they held after training than eXpressed .is degree of satisfaction with the last full-time jobs held before -aining, 44.06 per cent compared to 18.88 per cent. However, when the nove average eXpressions of satisfaction are combined, approximately e same percentage of trainees expressed this degree of satisfaction fore and after training. There are no statistically significant dif- rences in the trainees' eXpressions of job satisfaction before and ter training. 3. Trainees were definitely better off in terms of hourly rnings following training. On the last full-time jobs they held before tering training, 51.05 per cent of the trainees were earning less than .50 an hour. After training, 30.77 per cent were earning less than .50 an hour. At the high end of the earnings scale, only 14.68 per cent the trainees were earning $2.50 or more an hour before training while .67 per cent were earning that amount on their three-month period jobs. e difference in wage levels between trainees before and after training 5 highly significant at the .01 level. 4. Those who entered training improved their occupational atuses. There was a great increase in the number of trainees who were the professional and managerial occupations and the skilled occupations. ere was decrease in those who were in unskilled and service OCCUpations. 191 .mprovement in OCCUpational status is considered of great importance pccupation in American society is the most significant status- . nl erring role. 5. When the socio-psychological statuses of trainees were Ired before and after training, it was found that: a. There was a tendency for trainees to move toward statuses of :er reSponsibility. b. Trainees exhibited an increase in self acceptance after ming. c. There was a slight movement of trainees out of medium well- ; statuses into the high and low categories of the well-being scale, approximately the same movement into these two categories. d. Trainees were much higher in sociability following training. e. The insecurity of trainees decreased considerably following f. Trainees showed a tendency to decrease their rigidity and toward greater flexibility following training. The differenbes between trainees before and after training on of the six socio-psychological scales comprising the socio- iological correlate were highly significant at the .01 level. An ination of the marginal N5 and percentages shows that changes in a-psychological statuses did occur. However, it must be noted that nigh level of significance of differences between trainees before and lWilbur B. Brookover and Sigmund Nosow, "A Sociological Analysis ocational Education in the United States," Education for a Changing d of Work, Appendix III (Washington, D. C.: U. S. Department of th, Education and Welfare, 1963) p. 46. 192 er training is probably attributable to inter-cell movement of subjects. 3 observation indicates that the conclusions reached concerning socio- 'chological statuses are valid, but the stated high levels of sig— 'icant differences should not be regarded as accurately describing the -unt of overall status changes. An evaluation of socio-psychological .tus change may be more safely made by an examination of the marginal and the percentages. To detennine whether certain crucial personal variables might 'luence the effects on trainees of MDTA programs, three selected 'iables were chosen for analysis: sex, race and course completion or up. According to the findings of the study, the following conclusions ' be drawn concerning the effects of MDTA on trainees at the three- 1th period who were identified by the selected variables: 1. There is a difference between the employment statuses of .es and females that is significant at the .01 level. More than 90 ~ cent of the males were employed while little more than 73 per cent the females were employed. More than five times as many females as .es were voluntarily unemployed with 14.93 per cent of the female [inees choosing not to participate in the labor force. It has been :ed that many females indicated the intention to seek work when they re able to arrange for the care of their children. A follow-up study determine whether they fulfill this intention seems necessary if >gram planners are to be in a position to know whether the large >enditures involved in the training of homemakers with the hOpe of :urning them to the labor force is justified. 2. There are great differences in the occupational statuses of I... a; El 193 an and women as would be expected because of the types of occupations for iich they trained. However, there is one finding that is somewhat sur- rising. More females than males were in professional and managerial :cupations following training. Since both the male computer pro- ramming program and the female practical nurse programs prepared ‘ainees for entry into professional and managerial occupations, it In be seen that the practical nursing program was more successful. 3. Male trainees were much better paid following training than emales. Over half of the males were earning $2.50 an hour or more. is difference between them is highly significant at the .01 level. 4. Females were much more satisfied on their three—month period bs. Only one female actually held a job that was described as unsatis- ing. Seven males held jobs so classified. About 63 per cent of the males stated that their jobs were "very satisfying." Only 28 per cent the males felt this degree of satisfaction. The difference between a job satisfactions of males and females is highly significant at the . level. 5. There was a difference in the responsibility statuses of es and females that is highly significant at the .01 level. Females e definitely shown to rank higher in responsibility status. 6. Males were somewhat more self accepting than females. There a difference between males and females on the self acceptance scale is significant at the .10 level. 7. White trainees were somewhat higher than nonwhite trainees 1e responsibility scale. The difference between them is significant e .10 level. Ill-.1! {Ii ..-.I..-.. 8. The sociability statuses of nonwhite trainees were higher the sociability statuses of white trainees. The difference between es and nonwhites on the sociability scale is significant at the .05 1. 9. There is a definite difference between the occupational uses of trainees who completed training and those who dropped out. ropouts are in the managerial and professional occupations while 6 per cent of the successful trainees are. There are higher per- ages of the dropouts in the unskilled and unemployed categories. . s only in skilled and semiskilled categories that a slightly greater entage of dropouts is found. When the importance of occupational us is weighed, it can be concluded that successful trainees gained important asset that those who dropped from training did not. However, essful trainees and dropouts do not differ significantly on any of other socio-psychological and socio-economic correlates. The Success of Training scale was constructed to identify the yes of success trainees achieved. Trainees did differ in this ‘vement. It was considered important to this study to determine ocio-psychological and socio-economic statuses of trainees who ved different degrees of success. The findings relevant to this ieration allow the following conclusions to be drawn: 1. There is a highly significant difference in the hourly pay by trainees achieving different degrees of success. The most sful trainees did not receive the highest pay but fewer of them I the lowest pay category than those achieving other degrees of The highest percentage of trainees receiving less than $1.50 195 1 hour were those classified as not successful. Trainees classified a successful were clearly in the best earnings position. There ertainly was no direct relationship between the degree of success :hieved and wage level. 2. There are great differences in the occupational statuses of rainees who achieved different degrees of success. No trainees who are successful or very successful were unskilled or unemployed. The are successful the trainee, the greater his chances of being in an nproved occupational status. 3. There are no significant differences in the socio—psychological tatuses of trainees achieving different degrees of success. No partic- lar pattern of socio-psychological status allocation can be found. averal interesting observations can be made however. A directly inverse elationship exists between degree of success of training and sociability ,th successful trainees being lowest in sociability and the unsuccessful ainees being highest in sociability. Also noteworthy is the finding at trainees classified as successful were the most insecure group, th 50 per cent of them in the low security category. These findings 11d appear to warrant further investigation. 4. When the degree of success of training scale was tested at three-month period by trainees identified by the selected personal iables of sex, race and course completion or drop, only sex proved to ;ignificant. Females definitely achieved greater degrees of success raining than males. There is a difference between the degrees of ess achieved by males and females that is significant at the .05 196 The interim labor market participation of the controls was analyzed ecause it was felt that the critical pairing of trainees and controls ed to the formation of two groups that were extremely similar on crucial ersonal variables and it could be assumed that had the trainees not lected to enter training their labor market behavior might have approxi- ated that of the controls. If this assumption is valid, it may be ancluded that during the interim period, trainees--if they were not in raining--would have demonstrated the following labor market behavior, He behavior demonstrated by the controls: 1. Almost 39 per cent would have been unemployed at some time Jring the period, with about 8 per cent being voluntarily unemployed. iemployment would be much greater for some individuals than others; ver 21 per cent would have been unemployed for a month or more and ver 12 per cent would have been unemployed for three months or longer. 2. Females would have been unemployed to a greater extent than ales; all of the subjects voluntarily unemployed would have been emales. Females in the Nurse Aide—Orderly program in labor market C ould have had the highest per cent of involuntary unemployment. None f the males in the Computer program in Labor market A would have been nemployed. 3. Half of the subjects would have never sought work or job nprovement elsewhere than in the offices of the MESC. However, the ther half that was actively seeking work would have averaged almost wo and a half job searches per subject. Only one male, in the General achine Operator program in labor market B would have been unsuccessful n obtaining employment of any kind during the interim. um. PIT]? m. 4 .. 1.1.9 197 4. Those who were successful in obtaining employment during the terim would have averaged about one and a half jobs each during that me. Again, those in the Computer program would have the best work cord. Only one subject would have held two jobs, the remainder in the ogram holding only one job throughout the interim. 5. For those who were unemployed, the immediate family and deral or State Aid would have provided the chief sources of support. 6. Only one female would have earned less than a dollar an hour a job held during the interim. Over 20 per cent of the males would ve earned more than $3 an hour on their best paying jobs. No females uld have earned that much. For about 18 per cent of the males, $3 more an hour would have been the lowest pay they earned at any time ring the interim. 7. At the three-month period the subjects would have been ually divided in their stated intentions to start to work if not rking or seek another job if they were working. 8. While the subjects would have elected not to enter training, ey would have generally felt favorable towards MDTA programs; only .14 per Cent would have been critical of MDTA. This would indicate at the reasons that prompted subjects to elect not to enter training re not based on a critical attitude toward MDTA. .R_._._e commen. stings The following recommendations come not only from the findings vealed by the data but are also strongly influenced by the writer's periences during the interviews and by visits to MESC offices and TA sites. ill-“i; 198 1. Studies that are longitudinal in nature are needed to gain tter understanding of the effects of MDTA training. 2. Studies such as the present one should be replicated in erent labor market areas and with trainees from different types of rams. 3. Further study is needed in the development of the tools and niques for measuring socio-psychological and socio-economic status. 4. Further study is needed to determine why individuals in icular socio-psychological statuses are or are not successful in ning programs and in their labor market participation. 5. Utilization of manpower resources is so vital to the nation there should be a national clearing house for manpower research and ications. 6. The criteria established to serve as a screening device for admission of individuals to training should be carefully examined and it is determined to be suitable, it should be adherred to and not ed in certain cases because there would not be a sufficient number of ified individuals to warrant the establishment of a class. 7. There should be an employment security commission counselor ach MDTA training site who would offer vocational counseling and ement services as they are needed. This counselor should be trained elp trainees with personal problems and should work in close coopera— with local social welfare agencies. 8. Many mediums should be employed to inform potential trainees 1e availability of MDTA programs. Schools should be asked to it the names of dropouts to employment security commission offices 1r: ll I 199 at drOpouts can be encouraged to consider MDTA. 9. Trainees who have only themselves to support should receive allowance while in training other than a possible transportation ance. Lack of funds to maintain themselves while in training was f the principal reasons given by single trainees for leaving training. 10. The Federal Government should offer subsidy payments to in trainees who have successfully completed training programs but entry level earnings would be less than they might receive in al or State aid. It would seem wise to offer a subsidy of, say, month to an individual who would otherwise remain out of the labor t and receive as much as $180 a month in aid payments. 11. There is a need for the c00peration of unions to aid in the btion of skilled trainees who have opportunities barred from them though they have successfully completed training. 12. Even though much of the subject matter taught in MDTA programs ch that it does not require a professionally trained educator to the material, MDTA teachers should have on-the-job training work— in such areas as instructional methods and materials, theories of ing, and the psychology of human behavior. The variance in the ing capabilities of MDTA instructors is greater than would be found y other instructional programs or institutions. 13. Institutions of higher learning interested in adult vocational ;on should give careful consideration to the development of programs Lcally designed for the preparation of individuals who may become .y engaged in programs such as MDTA. ll" APPENDIX A Distribution of the Sample 200 201 llbo.ooH wm.mH mm.ofi Hm.mm dm.mfi ¢N.HN 03 HH OH oo.ooH No.3m wm.mo oo.ooH oo.ooH mm mm oo.ooH HN.MN no.0H HN.MN no.0H on Ma Ma 1 Hence snumenonaana magma. “mammanxumao umfimmummMIumfimmquQmum Hannahwosmumlxnmao maneams mdwaowz Bmuom oeum80u5< owdwfiooz.oud< norm seam m Hmumfimw .MOumumao mnfisomz 4 Hmuodmw .uOumnonc dawned: a mmudz Hmowuomum < mmuDZ Hmoauomum umuzdfioo N N & :ofiumooq m¢.HN N Smumoum 202 00.003 HmH em.¢q no No.mm 30 Hence 1. -oo.ooH a 00.003 m7 masseuoaoan< mmnsz oo.ooH an oo.ooH an umnasenxnmno 00.003 0 00.003 0 umsmmummmlumnmmuwoamum oo.oo3 m3 oo.coH m3 nasaaumoaaumlxumflo oo.ooH a oo.ooH a wanenaz 00.03 0 00.03 0 955083 393m owumfiougw 00.03 3 00.03 .3 Summons ous< oo.ooH m oo.ooH w scam seem 00.03 mm 00.03 mm 0 13250 .HOUmummo 95303.3 00.03 3 00.03 mH < 38.3de .uoumummo mangoes 00.03 3 00.03 3 0 $82 Hmoflomum 00.003 0 00.003 m < mmuaz Hmonuomum 00 .03 3 mm .0 H 3 Am 3 nmusmsoo N z N z x 2 £3.08 m3 mamm wawz gomnw I, ' MCI-S ) ’I" .1’ li’n-ulallln-u 1:131.) 33:4. 203 00.003 3m3 qw.m~ om m3.05 m33 3mu0H 00.003 0 05.55 5 NN.NN N 53umpu01m03< mmusz 00.003 53 m0.53 m mm.mw a3 um3mhylxno30 00.003 0 00.003 0 nmsmmumwm:umfidmuw0dmum oo.oo3 m3 mm.m3 N No.sw 33 panamnwoamum-xum3o oo.oo3 a 33.33 3 mm.mm m ma3e3m3 00.03 9 mm .mm m 50.00 0 magnum: 3.98m. 03333» 00.03 33 35.3 m 5N.5N m 35:82 33. oo.oo3 w oo.OO3 m norm seam 00.003 mm 00.003 mm m 3mumcmw .uoumuwmo mfiwfiomz 00.03 3 05.5 3 omdm N3 3.. 33980 .noumnmao mnEomz 00.003 03 00.0m m 00.05 5 0 mmudz 3wo3uomum 00.003 0 00.003 0 < mmudz 3803uomum 00.003 N3 00.003 N3 umusaeoo 5 z 5 z 3 z 3o 03:03 33:03 00:00 30:00 0NI0N 3N10N news: 2300033 van 0cm .mhh 00 mw< .mum 03 1 mwm vfim Emuwoum an m3aEMm msu mo a03u=33uum30 3t< mAm330m ucm8003m>mn d03umoswm 3mumdmo Ho mmum30200 033wduom mkuoa 00.003 303 00.0 5 00.0 0 5N.00 00 00.0 03 00.5 N3 0N.5 33 00.0 0 30000 00.003 0 00.00 0 33.33 3 NN NN N 33.33 3 53uaauouaa3< amusz 00.003 53 00.0 3 00.0 3 0N.00 03 303053-00030 00.003 0 o0.N3 3 00.50 5 ~030000001n0300uwoamum 00.003 03 30.N0 N3 00.5 3 panamnwoamumuxum30 00.003 0 33.33 3 33.33 3 NN.NN N 00.00 0 NN NN N 0030303 00.003 0 33.33 3 00.00 0 00.30 a 33.33 3 ma3goaz.3auum 033090000 00.003 33 00.0 3 00.00 0 5N.5N 0 03.03 N o3aanomz.ous< 00.003 0 00.0N N 00.50 0 00.50 0 0030 0000 00.003 0N 05.0 N 00.53 33 05.0 N 00.03 0 05.3N 0 0 3000000 .uouwuwmo ma330mz 00.003 03 30.30 0 00.5 3 00.03 N 00.5 3 00.5 3 < 3000000 .Houwummo md3fiomz 00.003 03 00 03 3 00.05 5 00.0N N 0 000:2 300300000 00.003 0 33.33 3 33.33 3 00.00 0 33.33 3 33.33 3 < 000:2 300300000 .00.003 N3 00.0N 0 50.03 N 00.00 5 pmuaaaoo 5 z 5 z 5 z 5 z 5 z 5 z 5 z 5 z 300 000 w0m0 0033 0303 .0300 0.0030000 0000 030000 00 0000 00030 000 %0m|x 0000 00020 .00330003 000 .0033030300 .0000300000 03 0000 .005000ml3303 .03533 30030 030033 203 Go .00000300m .03533 30300 030033 203 mN .m030%H .00003300X0 00030>3dd0 30 000003000 00 w030%0 30 300% 000 30 505303zm 0300303 00000 000 003m3> 00000000 0000000 0002 035 00 0000 00005030003 w03300005 0w: 3 .00000000 0030005 00 0000330000 0.000% 0000 00003300x0 0303 5053035 000005 0030B 0005330300 3303 00 00 03003 00030 000 0000 00 00030 000 00 0 00003500 0303 000050330000 5053035 000000 000 0000 30303 000000 03000 0305 30 000 0033 00003030 3030>0m0 00 033000 0002 .005003w13303 00 0002 30 00330003 00000 3003m%00 5303300 00 0300 00 000 0030000300 .000 .03003300 .w0w00w 03000503 00 3033300 000 m030003 00300 0030 30 0w003300x 0033 .303000w 0530 30 0003300 m003 303 0003 00 w030000m 30 0300000 000 m03300000 0000 00 00020 H 0300w30 30 300% 000 000030030 90 mm ow ow w 00 w3 00% m0% 0%330000n0034 00002 000 000 000 30 0N0 mm. 30 oz 003 . 0000301000000 0N3 m0 w3 oz 00% w300m00300n300000w0000m 000 000 000 30 00 00 00 003 003 00000000000000-0000 ow mm om ow 03 w mm w3 oz 00% 3m030303 ow om mm om w ow 3N oz 00% 00030002 3000m 030050000 mm mm mm 03 mm w3 oz 00% 003000002 0004 30 30 30 0 om 00 oz 003 000m 30000 ow om mm om w om w3 oz 00% 00 3030000 .30000000 003000: ow mu mm w 00 w3 oz 00% < 303000w .00003000 0030002 om om om om 03 mm m3 m0% 00% 00 a < 0deZ 300300030 00 000 3N0 300 0N0 om 00 003 003 00000000 00 .0 v0 0 0 m z > 0 00050 0030.0 0 0.0 %MMHH0 000000 03000 000 0002 00303 000 0500w000 00000 %00 000 000 000050030000 00000000 0003 000000 03000 mH 003303303 000 00 000300 0030 03000000 000 0000300H .3 «0.003 03.03 Nm.mO3 qo.qo3 00.003 No.003 mo.mm 00.33 om.mo3 03.33 00.00 03000000 30.003 00.00 30.303 30.003 om.¢o3 00.003 3o.mm 00.003 03.3o3 00.33 3N.am mmma3wu0 z .3 V3 0 m m z > 0 730306350 000 . 723333 35303 Nmzzn>0 .S. E Time Completed Interviewer A '“WWM_.‘_3 1 223 Post—training Schedule # Name Address Time Started Date of Interview Hello. I‘m . I'm working for Michigan State University. We're doing our follow-up interview to find out What you’ve been doing since you completed your retraining. This interview is short and shouldn’t take more than one—half hour of your time. WMMMBkav’cfi‘k T* 1. When did you complete training? (Date) T 2a. Did you have a job at the time you completed training? No (Go to Question 3a, p. 2) Yes C 2a. Did you have a job at the last time we interviewed you? No (Go to Question 3a, p. 2) . Are you still there? Yes Yes No ___....___ TC 2b. Where were (are) you working? . Name of company and City 2bb. What does the company do? TC 2c. Was (is) it fulltime or part—time? ‘ ou been employed there? TC 2d. How long were you (have y ) years 300......— months 4 ed of Trainees. C, questions asked of Controls. ! d Controls. ‘ l *T, questions ask f both Trainees an TC, questions asked 0 i 77“ TC TC TC TC TC TC TC TC 2e. 2f. 2g. 2h. 23'. 21. 2m. 224 What did (do) yOu do? (Title of job if there was one and job description of what was actually done). What was (is) your hourly rate of pay? (weekly salary,etc.) How many hours did (do) you usually work a week? (If over forty hours, ask about overtime pay). Did (do) you get a paid vacation? No Yes 2i. How long was it? ___—._—————— Did (do) you get any paid holidays? No Yes 2k. How many? Did you get any other benefits? How did you get the Job? Newspaper Ad _______________ Friends At company employment office M.E. s. c.____________ Other (specify) . Would you say you liked this job: Very much Pretty much So—So Not very much Not at all 20. (Probe) Are there any things you specifically liked about it? 29. Are there any things you specifically disliked about it? T 3d. Turn to next page and complete . Have you been unem T 4a. C 4a TC 4b. 225 TC 2q. Have you ever had any different jobs with this company? (Probe for transfers, up—grading, or promotion). No Yes 2r. Find out titles of jobs and job descriptions, whether fulltime or part-time, and reasons for moves. . After you completed training did you start looking for a new job immediately? Yes (Go to Question 3b on next page). No 3c. What did you do? Have you looked for work (other work)? Yes (Go to 3b on next page). No 3e. Why not? **=‘: Job Information Sheet * * * How have you been getting along financially since you completed training? (Since you lost your last job?) ployed at any time since we interviewed you? No How did you get along financially? Yes 4aa. Has you wife (husband) worked during this tine? No le and 4c. What type of work? (Tit . description) Yes 4d. Wages (indicate hourly, weekly, per month) . 4e. Hours per week (If over 40, ask about over) AHEAAMUXWLW 226 .mummfl 0.3.03. @MUQQQ 0.3.93 00 5003 0300 30 00w00 %005 00 2 "00oz 0003 0300 0003 30300 %00 00% 00 %03 ~0300 %00 00% 00% 030 303 300%0305000 3%03 03303 %3303000033 00300035009 3000 000 00 3030300 00 %03 N003 0300 m03000w 03 0w0005 00% 030 303 30 0003 w030300000 000% 003 3030300 w030300000 000% 003 i ; # m ZOHHUMm 00030000 x3\00m 0 00300300003 000 0003 00 0530 0530 00300003 %000500 003 000 300 0000 0w03 03033 000 0000000 0003 :0003 -3303 00%03053 00003 300 30033 I 0 ZOHHUMm "3003 333 000000 m.mz< «.mZOHHUMm 23 3333 33330330 300 33 003 02 «00030 non 3o 00%0 %000500 003 000003 0000 03 0003 00300003 A.xo0mm00003 0003 03 00030 % 003 0003 00 om 00% 030 00003 .0m UH TC 227 4f. Have you received welfare? No __________——————— Yes 4h. What type? Dates-Duration 5a. (You mentioned using M‘E.S.C.- Michigan Employment office) Did you go to the M.E.S.C. to try to get a job since we last interviewed you? Yes 5b. Did they help you get a job? Yes ______.———— No 5c. Why not? 5d. What type jobs did they refer you to? (Job, company, locality) No 5e. Why not? 6a. Do you think retraining would have (has) done you A great deal of good Some good Not very much good No good at all Undecided 6b. Why do you say this? 7. In looking back at your retraining program, do you have any suggestions which might improve such a prograufl 8a. Have you recommended retraining to anyone since you completed the program? No Yes 8b. How many persons? _______’_————— 8c. Do you know whether they have done anything about it? What? (list each) 9. How does your family feel about retraining now? #— \ 0 , i 228 T 9. How does your family feel about the retraining now that you have been through with it for a few months? TC 10. What do some of your other relatives think about retraining now? TC 11. What do your friends think about retraining now? IF CURRENTLY EMPLOYED _________——————-——'— TC 12a. Do you think you will look for another job in the near future? Yes 12b. What type of job? 12c. Why do you say this? n another city? Yes No TC 13a. Would you look for work i 13b. Why do you say this? (Go to Question 14a.) IF CURRENTLY UNEMPLOYED TC 12a. What is the best kind of job you think you can get nowQ 12b. Why do you say this? i 1 k in another city«—-you 1 TC 13a. Do you think you might look for wor might move elsewhere? Yes No . d ou sa this? 13b Why 0 y y (Go to Question 14a) 229 TC 14a. Is your wife (husband) working now? No Yes 14b. What type of work? (Title and description) 14c. Wages (indicate hourly, weekly, per month) i 14d. Hours per week (If over forty hours, ask about overtime pay) C 15a. If you had it to do all over again, would you: Take the retraining course for which you were C0113 Choose a different type of training. Not go into any training program. 15b. Why do you say this? I C 16a. Have you tried to get into another retraining progranfl 16b. Which program? 16c. Did you start the C 17a. Have you considered getting ' of training? 17b. What type training? 17c. Have you entered the training? Yes idered at the time we first interviewed you. progranfl No____ Yes__‘ into or entered any other type No d.»— . -__.-.-¢._r_ A v .MA-h—_—_m~__ 230 T 15a. If you had it to do all over again, would you: Go into the same training course and the same class. Go into the same training course but a different class. Go into a different type of training. Not go into any training program. 15b. Why do you say this? T 18a. Have you seen any of the people you had in your retraining class since you completed the prograufl 1} No Yes 18b. Where? 1 T 19a. Would you like to visit any of them (any others) socially? l No Yes 19b. Do you think you might in the near future? T. 20a. Have you seen any of your instructors since you completed training? No ____’——-— Yes 20b. What were the circumstances? . ‘ ining? TC 21. All in all, just how do you feel about retra k (Probe) Anything else? Time Completed Interviewer r Comments: I I'W‘IIWII 231 The followin state ' ' or ”no”. g ments are to be answered by checking either "yes' a good answer. YES lllll ||||| Hill I l I III HI III III lll N0 UNDE- CIDED ||| \ll m\l0\ 10. ll. 12. 13. 14. 15. 16. 17. l8. 19. 20. 21. 22. 23. 24. 25. If you are not sure, check "undecided". Every answer is There are 22 rights 9; wrongs. Do you feel sorrow and pity for yourself when things go wrong? Do you feel that you are a success at your work or your job? Do you ordinarily let people see what you are really like? Do you feel that you are not satisfactorily adjusted to life? Do you ordinarily proceed on the assumption that things usually tend to turn out all right? Do you generally feel "good"? Do you get along well with the opposite sex? Do you feel that in general most people can be trusted? Do you feel that you are useful in the world? Do you ordinarily get on well with others? Do y0u spend much time worrying about the future? Do you usually feel well and strong? Do you have the feeling of being a burden to others? Do you have difficulty in expressing your feelings? Do you usually rejoice in the happiness or good fortune of others? Do you often feel left out of things? Do you tend to be a suspicious person? Do you ordinarily think of the world as a nice place to live in? Do you get upset easily? Do you think of yourself often? Do you feel that you are living as you please rather than as someone else pleases? Are you a good conversationalist? Are you troubled with feelings of interiority? Are you ever troubled with an idea that people are watching you on the street? Do you feel that life is a great burden? —"—' 'p—_——... ._ ‘_. 232 This page contains a series of statements. Read each one decide r you feel about it, and then check (./’) your answer in one of the -OW columns at the left side of the statement. If you agree with a state- ment, or feel that it is true about you, check TRUE. If vou disagree with a statement, or feel that it is not true about you, check FALSE. TRUE FALSE 1. I am often the last one to give up trying to do a thing. 2. There is usually only one best way to solve mosr problems. 3. I prefer work that requires a great deal of attention to detail. 4. I often become so wrapped up in something I am doing that I find it difficult to turn my attention to other matters. 5. I dislike to change my plans in the midst of an undertaking. 6. I never miss going to church. 7. I usually maintain my own opinions even though many other people may have a different point of View. 8. I find it easy to stick to a certain schedule, once I have started it. 9. I do not enjoy having to adapt myself to new and unusual situations. 10. I prefer to stOp and t trifling matters. 11. I try to follow a program of life based on duty. 12. I usually find that my own way of attacking a problem is best, even though it doesn't always seem to work in the beginning. 13. I am a methodical person in whatever I do. 14. I think it is usually wise to do things in a conventional way. 15. I always finish tasks I sta very important. 16. I often find myse phrases for days at a time. 17. I have a work and study schedule which I follow carefully. 18. I usually check more have locked a door, p of the sort. 19. I have never don of it. 20. I believe that promptness is a very important personality characteristic. 21. I am always careful about my manner of dress. , 22. I always put on an S in the Same order. hink before I act even on rt, even if they are not 1f thinking of the same tunes or than once to be sure that I ut out the light, or something a anything dangerous for the thrill d take off my clothe I"! .I 233 This page contains a series of statements. Read each one decide how you feel about it, and then check ( v/) your answer in one’of the columns at the left side of the statement. If you agree With a state— ment, or feel that it is true about you, check TRUE. If you disagree with a statement, or feel that it is not true about you, check FALSE. Be sure to answer either TRUE or FALSE for every statement, even if you guess at some. TRUE m 11> I." M F! I enjoy social gatherings just to be with people. I looked up to my father as an ideal man. A person needs to "show off" a little now and then. When in a group of people I usually do what the others want rather than make suggestions. 5. Several times a week I feel as if something dread- ful is about to happen. 6. There‘s no use in doing things for people; you only find that you get it in the neck in the long run. A person who doesn‘t vote is not a good citizen. I have very peculiar and strange experiences. 9. My daily life is full of things that keep me interested. 10. When a person "pads" his income tax report so as to get out of some of his taxes, it is just as bad as stealing money from the government. 11. It‘s a good thing to know people in the right places so you can get traffic tags, and such things, taken care of. 12. I doubt whether I would make a good leader. 13. When I was going to school, I played hooky quite often. 14. It is hard for me to sta strangers. 15. I sometimes pretend to know more than I really do. 16. It‘s no use worrying my head about public affairs; I can‘t do anything about them anyhow. 17. As a child, I used to be able to go to my parents with my problems. 18. Women should not b bars. 19. When someone does me a wrong, him back if I can, just for t thing. 20.' I seem to be about others around me. 21. I find it hard to keep my 22. I liked school. 23. A Windstorm terrifies me. 24. I would disapprove of anyone‘ f intoxication at a party. DwNp—I oo\1 rt a conversation with e allowed to drink in cocktail I feel I should pay he principle of the as capable and smart as most mind on a task or job. 5 drinking to the WM HIHHI l lHHHH \HH HHHH l \HHHH point 0 HM HM! ||| IIHIHHHIHHE FALSE M NH \H HHHHHHH! 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 234 Sometimes I cross the street just to avoid meeting someone. Maybe some minority groups do get rough treatment but it‘s no business of mine. ) It is very hard for me to tell anyone about myself. We ought to worry about our own country and let the rest of the world take care of itself. When I get bored I like to stir up some excitement. I usually feel nervous and ill at ease at a formal dance or party. I have at one time or another in my life tried my hand at writing poetry. Most of the arguments or quarrels I get into are over matters of principle. Once a week or oftener I feel suddenly hot all over, without apparent cause. As long as a person votes every four years, he has done his duty as a citizen. I must admit that I often do as little work as I can get by with. I like to be the center of attention. I would like to see a bullfight in Spain. I am fascinated by fire. I can be friendly with people who do things which I consider wrong. I have no dread of going into a room by myself where other people have already gathered and are talking. When in a group of people I have trouble thinking of the right things to talk about. I set a high standard for myself and I feel others should do the same. School teachers comp it seems to me that they lain a lot about their pay but get as much as they deserve. I was a slow learner in school. I am likely not to speak to people until they speak to me. I do not dread seeing or injury. I think I would like to drive a racing car. It makes me uncomfortable to put on a stunt at a party even when others are doing the same sort of things. I seldom or never have dizzy spells. It is all right to get around the law if you don‘t actually break it. I have a tendency difficult problems. I would like to wear a doctor about a sickness to give up easily when I meet expensive clothes. TRUE \HH Hill HHH HHHHHH 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 235 Every citizen should take the time to find out about national affairs, even if it means giving up some personal pleasures. I like parties and socials. My parents have often disapproved of my friends. I should like to belong to several clubs or lodges. I never make judgments about people until I am sure of the facts. I am certainly lacking in self-confidence. When I work on a committee, I like to take charge of things. I would rather go without something than ask for afmmr. I am quite often not in on the gossip and talk of the group I belong to. In school my marks in deportment were quite regularly bad. I can remember "playing sick‘ to get out of something. I would be ashamed not to use my privilege of voting. The most important things to me are my duties to my job and to my fellowman. Once in a while I laugh at a dirty joke. Before I do something I try to consider how my friends will react to it. If given the chance, I would make a good leader of peOple. ' I enjoy a race or game better when I bet on it. I have often found people jealous of my good ideas, just because they had not thought of them first. I very much like hunting. I have frequently found myself, when alone, pondering such abstract problems as freewill, evil, etc. I have never b It makes me angry When been wrongly prevented from voting. At times I have worn myself out by undertaking too much. I love to go to dances. PeOple have a real duty to take care of their aged parents, even if it means making some pretty big sacrifices. I usually expec PeOple pretend to car they really do. It is hard for me to find anything to when I meet a new person. I like to read about history. A person does not need to worry about other people if only he looks after himself. een in trouble with the law. I hear of someone who has t to succeed in things I do. e more about one another than talk about ——--_— —.-.—.- . . .- TRUE FALSE HHHHH illlil || HHHHlll \\\H\\\\\\\\\HHHHHHHIl 83. 84. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. 100. 101. 102. 103. 104. 105. 106. 107. 108. 109. 110. 111. 112. 113. We ought to pay our elected officials better than we do. I can honestly say that I do not really mind paying my taxes because I feel that‘s one of the things I can do for what I get from the community. I am so touchy on some subjects that I can't talk about them. I am a good mixer. When a man is with a woman he is usually thinking about things related to her sex. When prices are high, you can't blame a person for getting all he can while the getting is good. In school I found it very hard to talk before the class. I usually feel that life is worthwhile. We ought to let Europe get out of its own mess; it made its bed; let it lie in it. I think most peOple would lie to get ahead. I am bothered by people outside, on streetcars, in stores, etc., watching me. Sometimes I rather enjoy going against the rules and doing things I'm not supposed to. I have very few quarrels with members of my family. I have no fear of water. If I get too much change in a store, I always give it back. I like to read about science. It is hard for me to act natural when I am.with new people. I have never done anything dangerous for the thrill of it. As a youngster, more times for cutting up. I think I would like to belong to a motorcycle club. I feel that I have often been punished without I was suspended from school one or cause. I would like to be an actor o the movies. At times I have a stron harmful or shocking. I don‘t seem to care w Police cars should be especially marke you can always seem them coming. I am afraid to be alone in the dark. I have nightmares every few nights. I have a great deal of stomach trouble. I have been afraid of things or people that knew could not hurt me. Any man who is able and willing to work hard has a good chance of succeeding. I hardly ever feel pain in the back of the neck. n the stage or in g urge to do something hat happens to me. d so that I 1qu . "YJF TRUE lHHHH HHHH lHlHlHi FALSE HHHH HHHHH \HHHH 114. 115. 116. 117. 118. 119. 120. 121. 122. 123. 124. 125. 126. 127. 128. 129. 130. 131. 132. 133. 134. 135. 136. 137. 138. 139‘. 140. 141. 237 When I was a child, I didn’t care to be a member of a crowd or gang. When I am feeling very happy and active, someone who is blue or low will spoil it all. Everything tastes the same. Much of the time my head seems to hurt all over. My people treat me more like a child than a grown-up. I am made nervous by certain animals. Some of my family have habits that bother and . annoy me very much. No one seems to understand me. I dream frequently about things that are best kept to myself. I have reason for feeling jealous of one or more members of my family. There are certain people whom I dislike so much that I am inwardly pleased when they are catching it for something they have done. My mouth feels dry almost all the time. When I am cornered, I tell that portion of the truth which is not likely to hurt me. Life usually hands me a pretty raw deal. I have one or more bad habits which are so strong that it is no use fighting against them. I am bothered by acid stomach several times a week. I get all the sympathy I should. I have felt embarrassed over the type of work that one or more members of my family have done. I have often felt guilty because I have pretended to feel more sorry about something than I really was. The things some 0 frightened me. My skin seems to be unusually sensitive to touch. I am troubled by attacks of nausea and vomiting. I would have been more successful if people had given me a fair chance. Almost every day something happens to frighten me. My family has objected to the kind of work I do or plan to do. There seems to be a lump in my thr time. Every family owe sidewalks cleare mowed in the summer. I like science. f my family have done have oat much of the s it to the city to keep their d in the winter and their lawn 238 GMAT STUDY SCHOOL OF LABOR & INDUSTRIAL RELATIONS CONFIDENTIAL MICHIGAN STATE UNIVERSITY DR. NOSOW INSTRUCTOR INTERVIEW NAME OF TRAINEE COURSE COMPLETED , NAME OF INSTRUCTOR DROPPED OUT No. of weeks completed Reason for dropping out ____._________._______..__......_ *ABILITY RATING: a__ s__ q__ n__ 3.. Comments: *PERSONALITY RATING: A__ E__ C__ D__ F__ (for getting along on the job) Comments; Is trainee working nowfl Yes No IF YES — Name of employer and location: ___________._______..__.____ What do you think are his chances for success and why? 1e of A—B—C-D—F (fail). * On a rating sca e trainee? how would you rate th APPENDIX F The following items constitute the Flexibility (Fx) Scale of the California Psychological Inventory and are presented for comparative purposes. 1. I often wish people would be more definite about things. 2. It is annoying to listen to a lecturer who cannot seem to make up his mind as to what he really believes. 3. I find that a well-ordered mode of life with regular hours is congenial to my temperament. 4. It is hard for me to sympathize with someone who is always doubting and unsure about things. 5. I often start things I never finish. 6. Our thinking would be a lot better off if we would just forget about words like "probably," "approximately," and "perhapsfl' 7. I never make judgements about people until I am sure of the facts. 8. A strong person will be able to make up his mind even on the most difficult questions. 9. For most questions there is just one right answer, once a person is able to get all the facts. 10. I like to have a place for everything and everything in its place. 11. I don't like to work on a problem unless there is the possibility of coming out with a clear-cut and unambiguous answer. 12. It bothers me when something unexpected interrupts my daily routine. 13. Most of the arguments or quarrels I get into are over matters of principle. 14. I am known as a hard and steady worker. 15- I don't like things to be uncertain and unpredictable. 16. Once I have my mind made up I seldom change it. 17. I am in favor of a very strict enforcement of all laws, no matter what the consequences. 18.. I always see to it that my work is carefully planned and organized. . 19. The trouble with many people is that they don't take things seriously enough. 20- I set a high standard for myself and I feel others should do the same. . 21. People who seem unsure and uncertain about things make me feel uncomfortable. 22. I think 1 am stricter abOut right and wrong than most PeOPle- 239 BIBLIOGRAPHY Books Combating the Dropout Problgm. Chicago: Science Allen, Charles'M. 1956. Research Associates, Inc., New York: The‘MaCMillan Anastasi, Anne. Psychological Testigg. Company, 19542 nd Labor‘MobiliEy a1 Study of Migration a Scripps Foundation Oxford, Ohio: 1952. A‘Methodologic d Ohio in 1941. Papulation Problems, aduates of 1952: A Followtgp ndustrial Education, Bogue, D. J. in Michigan an for Research in Brown,‘w, C. Diversified Occupations Gr Stud . 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