Public Employment Search Components Evaluation at

One Stop Job Center

By

Julio C Leon

A Research Paper Submitted in Partial Fulfillment of the

Requirements for the Master of Science Degree

In

Training & Development

Katherine Lui, Ph.D.

The Graduate School

University of Wisconsin-Stout

May, 2011

1

Author:

Title:

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Leon-Martinez, Julio C

Public Employment Search Components Evaluation: At One Stop Job

Center

Graduate Degree/ Major: MS Training & Development

Research Adviser: Katherine Lui, Ph.D.

MonthrYear: May, 2011

Number of Pages: 29

Style Manual Used: American Psychological Association, 6th edition

Abstract

Technology, outsourcing, and economic hardship have changed the demographic

composition of people who seek assistance from Job Centers in their job search activities.

Services provided by the Job Centers have expanded to a more educated population. Public

2

Employment Search Programs, on the other hand, have not changed for decades. The focus of

this paper is to identify which of the Employment Search components are most effective and

adequate, with the current population being served.

This paper exemplifies the purpose of the Job Center, presents a short historical

background, describes Employment Search (ES) components available at the One Stop Job

Center in Wisconsin, and talks about the population that primarily receives those services.

Additionally, a survey is developed and presented to gather data for measuring the effectiveness

of ES components.

The Graduate School University of Wisconsin Stout

Menomonie, WI

Acknowledgments

3

I would like to thank and acknoledge several people that were instrumental in helping

me to complete my research paper. The first one is my wife Agnieszka that has encouraged and

supported me unconditionally at all times and was taking care of everything so I could have

worked on my paper. I also would like to thank Dr. Kat Lui for her suppOli and guidance

throughout the whole program.

I would like to thank my good fried Mr. David Skattum for sharing with me his

extensive experience and for helping me to understand all the intricacies of the Job Center. I also

would like to thank my friend Claire Ramussen for helping me to correct my crazy grammatical

errors, John Danforth and Mr. Jim Erlenborn for their leadership, and suppOli in the project, and

also Cherryl Vann for encouraging me to go beyond a bachelors degree.

Finally, I woullike to thank my Mom, daughter, brothers and sisters that are behind the

scenes, and have always been there.

"The happiest and greatest moments in my life are those I have share with my family and

friends".

4

Table of Contents

.................................................................................................................................................... Page

Abstract ............................................................................................................................................ 2

Chapter I: Introduction .................................................................................................................. 05

Statement of the Probleln ................................................................................................... 07

Purpose of the Study .......................................................................................................... 07

Assumptions of the Study .................................................................................................. 07

Definition of Terms ............................................................................................................ 07

Methodology ...................................................................................................................... 08

Chapter II: Literature Review ........................................................................................................ 09

The Job Center (One Stop Center) ..................................................................................... 09

Who Benefits ..................................................................................................................... 12

Stiglna Attached to Users .................................................................................................. 13

Employment Search Components History ......................................................................... 14

Employment Search COlnponents ...................................................................................... 16

Chapter III: Methodology .............................................................................................................. 18

Introduction ........................................................................................................................ 1 8

Instrumentation Development. ........................................................................................... 18

Limitations ......................................................................................................................... 19

Summary ............................................................................................................................ 22

Chapter IV: Survey ........................................................................................................................ 24

Introduction ........................................................................................................................ 24

Survey ................................................................................................................................ 25

5

References ...................................................................................................................................... 27

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Chapter I: Introduction

Searching for employment in the United States has become more demanding and time

consuming due to a variety of factors that exist in our society today. Some factors include: high

competition, technological innovations, conflicting generational views on work, economic

turmoil, and over or under education. Employers now use far more venues to advel1ise job

openings. Jobs announcements are moving from the printed media, such as newspapers and

journals, to electronic media. This poses an additional challenge for people who have little or no

knowledge of how to apply current tools in the job search. Employers are searching for a more

skillful and experienced workforce. Industry is emphasizing the use of computer technology in

the performance of a job. However, current research suggests that demand for highly educated

workers is increasing due to globalization, technology and population while the current

workforce skills are stagnant or declining (Moore, & Gorman, 2009).

As recent as 2008, the Bureau of Labor and Statistics projected that for the years 2008 -

2018: 32 % of the population will need to have some secondary education or on-the-job training

experience, 35 % will need to have some education beyond high school, and 33% of the

population will need to have higher educational degrees (Bureau of Labor, 2009). These

statistics provide an overview of both current and future users of the Employment Search (ES)

services and how education plays a big role. In the past, ES resources were mainly used by low

income individuals, persons of color, recent migrants to the state, people with barriers (criminal

offenders), people with disabilities and older adults. With the recent economic downturn of2008,

the demographic composition of people that use ES services has changed. Dislocated workers

have greatly impacted the job market. Jobs that previously were available to people with little or

minimal skills, are now going to dislocated workers and people with higher education.

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In the state of Wisconsin, almost all of its 72 counties offer ES programs to the general

population. In addition, there are libraries, universities, colleges, churches and some private

institutions that offer employment search services as well. Most of the services are free, though

some require payment of a small fee. The Job Centers of Wisconsin is a public institution that

serves many functions, including: connecting job seekers with employers, training or retraining

the workforce, and providing job seekers with necessary resources. The Job Centers'

Employment Search programs offer workshops on: cover letter and resume-writing, basic

computer skills, interviewing, group and/or professional networking, training on completing an

electronic application, and high school diploma equivalency (HSED) preparation. They also

help job seekers gain work experience, find transitional jobs, and access government training

grants that include a career assessment and up to a two year training program. The main

function of ES programs is to strengthen the workforce, make training available, provide

employment assistance to job seekers, and to work with employers to find and identify

appropriate job aspirants (Depmtment of Workforce Development, 2008).

The job tools used to search for employment have changed significantly over the last two

decades, and are likely to continue to change rapidly into the foreseeable future. With

technologies changing so quickly, are private and government programs keeping pace with these

changes? According to Gloria Cervantes, a veteran Career Adviser at the Wisconsin Job Center

with thiIteen years of experience, the components of the ES programs have not changed

adequately to accommodate the new and old customers G. Cervantes, (personal communication,

December 01,2010).

Statement of the Problem

Public Employment Search Programs employ a variety of methods to assist job

seekers. These methods include: interview workshops, resume workshops, motivational

workshops, work experience, transitional jobs, HSED or GED preparation, group

networking, an electronic ability profiler, and government grants. This research will

focus on identifying which of these components are most effective.

Purpose of the Study

8

This study will develop a survey that measures satisfaction of ES components. The

overall goal of this instrument will be to evaluate the components of ES programs to determine

which ones are effective in assisting costumers in the job search, and which components should

be updated or discontinued.

Assumptions of the Study

One assumption is that while the ES components were appropriate when they first came

to the general public, are they now valuable to consumers in today's marketplace? The survey

research will show that while still appropriate in some cases, some components are not keeping

pace with the advancement in technology, workplace language, and the skills of the consumers.

Definition of Terms

Transitional Jobs-A short term employment situation subsidized by the government to move

people into employment perhaps into a work environment were new skills are learned,

sometimes new technologies are gained and to provide for new entry level workers (WorkSmmt

Come Here First, 2011).

Individual Employability Plan (IEP) - Is a written agreement developed by participants and

their case worker, based on paIticipants' strength needs and preferences (DepaItment of

Workforce Development, 2009).

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GATB - General Aptitude Test Battery - this is an older measure tool of skills still used in

some places. A newer testing and assessment tool is the Ability Profiler located in most Job

Centers in Wisconsin along with a career counselor who can interpret the results (Samuelson,

1956).

Resource Rooms - have evolved greatly since the Job center concept came to Wisconsin. Prior

to the creation of Job Centers in most counties in Wisconsin, individuals would walk into the

State Job Service office in their area and review printed materials. At most of the time would be

able to interact with the staff present. In today's resource rooms there are banks of computers

with accompanying printers. The customer does his/ her own reviews of job leads from their

locale and from all over the state. In fact, they can see job opportunities from across the country.

(D.Skattum (personal communication, November 10, 2010).

Ability Profiler-(AP) is a career exploration tool that helps clients plan their work lives. It helps

individuals identify their strengths and areas that for which they may need more training (O-NET

2002).

Methodology

The main purpose of the study is to create a survey instrument that measures what ES

components are considered more effective and functional.

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Chapter II: Literature Review

Unemployment in the United States has increased substantially due to the economic

crises of2008. As a result, Job Centers in Wisconsin serve a more diverse population ranging

from significant groups who are highly educated; to groups whose educational level is lacking in

language, skills, and workplace soft skills. The employment search components and some of the

workshops that the Job Centers offer do not seem to accommodate current users' needs. The

purpose of the study is to develop a survey instrument that will analyze the effectiveness of

employment search components, in order to provide adequate resources to customers. The

literature review is going to cover 1) The Job Center, 2) identification of who benefits from the

services and, 3) the stigma attached to its services.

The Job Center (One Stop Center)

The Industrial Commission was the first Institution that protected workers' rights, and

had instituted programs for the benefit of working people in Wisconsin from 1911 to 1966. This

organization helped to enact several legislations into law that led to the creation of training

programs that benefited industry and society. In 1967, the Kellett Commission recommended to

the State of Wisconsin that it would be more efficient and effective to consolidate different

programs, creating the Department ofIndustry, Labor and Human Relations (DILHR) from the

Old Industry Commission. Under DILHR, several laws were enacted that led to the creation of

several programs and institutions. Almost any state program that had a small pmi of workplace

law or employment fell under DILHR. Under this commission, the first Job Centers opened in

Wisconsin in 1985 in order to consolidate state/county job services programs (Department of

Workforce Development, 2010). Eventually DILHR became DWD to reflect the new image that

the State of Wisconsin wanted to project.

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In 1998 the U.S. Congress passed the Workforce Investment Act (WIA) to consolidate

Employment & Training systems to better serve job seekers and employers into a single system

called the One Stop Center. There are four separate federal agencies that went under the same

umbrella the Department of Labor, Health and Human Services (HHS), Education and Housing

and Urban Development (HUD). According to the General Accounting Office, WIA is designed

to give states and localities flexibility in deciding how to implement the One Stop system,

allowing local centers to try new approaches and tailor their systems to the needs of local job

seekers and employer customers (General Accounting Office, 2003).

The Wisconsin Job Centers provide standardized services, meaning the same rules apply

to anyone who seeks services. All the services can be found at the website called Job Centers of

Wisconsin. Job Centers in Wisconsin are housed in a single facility. In some locations, other

vendors may have a tie-in with the services. At the centers, some vendors provide services but

are not physically located in the actual facility. Not all vendors have offices all over the state.

Example: Forward Service has office space in some Job Centers in Northern Wisconsin, but

does not have a physical presence in most of the Job Centers in the southern counties.

The intent of a Job center is to provide one, synchronized, inclusive system that delivers

resources for people with disabilities, low income individuals, veterans, youth (in and out of

school), offenders, dislocated workers, first-time job seekers or those suffering from economic

down turn. All Job Centers operate based on specific guidelines, and some cost allocation

commitments. However, each individual center's services differ due to the demands of each

specific location. State and Federal funding can also be affected by changes in policies at both

governmental levels. For instance, the federal government allocates a certain amount of funding

for training purposes to the State of Wisconsin. The funds are allocated to the different Counties

depending on their regional needs, and the population that they serve. Dunn County, for

instance, serves a different population than Dane county serves based on the overall

demographics of the county.

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Job Centers all over the state do offer an array of components to individuals that do, or do

not have any education. In the last decade, technology has changed the way we search for, and

obtain employment. It is impOliant for the Job Centers to continue to offer and continually

update its components, so customers have the basic tools that can help them to enter or re-enter

the workforce.

Who Benefits

There are numerous benefits associated with a single location for services. Individuals

can access the services in a single "shop". People can move from one service to another service

within the confines of the center. In cases where people move from one county to another

county; the linkages with computers allow staff from one county, to make the next step for the

individual in their respective employment search.

In theory, this would save the individual's resources and time; the potential user would

learn all the necessary information about the services to make a lmowledgeable decision about

their employment options. When a Job Center is functioning well for the user, the information

about that user is shared between agencies within the center or another center, should the

individual move in a timely fashion, reducing the time needed to move the users through the

process of developing a full employment plan and/or reaching a stated goal in employment. The

user will be connected to the appropriate level of service as their individual stmiing point may be

different. Example: A dislocated worker may need to obtain, or upgrade computer skills to be

competitive in the market place, while someone entering the workplace for the first time may

have the additional requirement of needing to gain work experience to place on a resume or

application.

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It is important to remember that users of Job Centers come from varying backgrounds, or

may even lack a work background. The points of access to the Job Center system will vary

accordingly. Currently, people who may have been thinking about retiring have a different

environment to face. What was a good retirement may not be as plentiful, or may not have

sufficient funds for early retirees. However, employers cannot rely on people who are 60 years

of age or more to remain in the labor market. Employers have to look at other populations to fill

that labor pool in 10 - 12 years ("Older workers want," 2007). As baby boomers drop from the

employment ranks, the populations to fill those current jobs or even future jobs will become

more diverse in age, ethnicity, and points of origin. The applicants in 2011 are more diverse and

employers will need to compete for those individuals who need to obtain employment.

The taxpayer also benefits because agencies in a single location share a combined

expense in housing, heating, lighting, and hopefully less paper work (and storage of records).

There is a very subtle benefit that usually does not appear in print. According to the Workforce

Development Board Director Patch Ram stated that if WorkSmmi system cost for six months

$912,998 and if 500 people reentered employment and the average earn after training is about

$14.00 hl'. the return of investment minus system cost will be about $1,205,840 on tax revenue

(P. Ram, personal communication, June 16,2011).

Stigma Attached to Users

There are a lot of stigmas attached to people who use the Job Center services. Some

people make an assumption that because some Job Centers house FoodShare offices or Badger

Care centers, that all users of the Job Centers are welfare recipients. Low income individuals are

usually stigmatized both socially and institutionalized (Williams, 2009). However, as more of the

general population uses FoodShare, badger care, child care, and Job services customers discover

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that most programs have qualifications that must be met. Those qualifications are set by federal

and/or state statutes.

All the current programs at the Job Center have a set of requirements that customers need to

fulfill in order to receive aid. Some of the most common requirements are the following;

I. Dislocated Worker

• Laid-off due to no fault of your own, business closing, down sizing

• Previously self-employed

• Legally eligible to work in the U.S

II. Adult Programs

• Must be 18 years or older

• Legally eligible to work in the United States

• Income eligible

• With or without children depending on the program

• Children need to have age limitations depending on the program

III. Youth Programs - 14-21 years of age, income eligible and at least one of the following:

• Basic skills deficient

• Disability

• Drop-out

• Foster Child

• Homeless

• Offender

• Pregnant/parenting

• Runaway teens

• Other situations based on documentation (WorkSmaIi Come Here First, 2010)

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The aforementioned limitations or requirements have connotations that impact the customers,

employers, and rest of the population.

Some of the negative feelings related to the Job Center, is that people who use the

services are uneducated, lazy and don't have the drive to achieve beyond their comfOltable levels

of life wherever that may be. Although, in certain cases that may be true, the reality is more

complicated due to the existing economic situation.

According to the New York Times, between January of2008 and April of2010 The

United States lost approximately 8.2 million jobs due to the economic downfall (Job Creation,

2010). As a consequence of the recession the Job Service users' demographics have changed

significantly to a broader diverse and more educated population. Even though the majority of the

people currently using the services at the Job Center are striving to improve their employability,

the feelings that employers have toward the Job Center can hinder participant success. To avoid

some of these bad associations, and to provide more adequate services to the current population,

the Job Search components need to be reviewed now more than ever.

Employment Search Components History

In 1985, Governor of Wisconsin Antony Earl, assigned the Department of Industry Labor

and Human Relations (DILHR) the responsibility of developing Employment and Training

programs in all Wisconsin Agencies (Department of Workforce Development, 2010). D ILHR

later evolved into the Department of Workforce Development. The first Job Centers were

opened to merge all state and county social programs. At that time, Job Service Account

representatives worked in coordination with job seekers and employers, submitting job orders

into a central Job Center database and screened job seekers. The applicant would fill out a four

page Job's service application that would have to be entered into the database by clerical staff.

Applicants would meet with their account representative to search the database for 1-3 job leads

16

or referrals. Then applicants would take the refenal to the workshop and fill out an application

and/or interview with an employer. Over time, other community based agencies and

governmental programs located in the Job Centers G. Cervantes, (personal communication,

December 01,2010).

In 1986 the Wisconsin Work Experience & Job Training program required recipients to

get job-search and skill training and employment (Department of Workforce Development,

2010). In 1988 Wisconsin initiated the first resume systems, which then become the number one

service in the nation to link multiple states in professional resume services (Department of

Workforce Development, 2010).

In 1993 the first JobNet electronic job seeker became operational in Wisconsin. The

JobNet touch screen allowed customers to do their own employment search/referrals in a

resource room setting. Touch screens were introduced as new technology with the purpose of

serving the participants in a more effective and efficient way. From 1993 to 2007, workshops

and employment search components were introduced to the general public with most of them

lasting up to 3 hours in duration. Among them were: Career Exploration, Career Counseling,

Cover letter workshops, GATB Interpretation, Goal Setting workshop, Interview Workshop, Job

Search Workshop, Job Search tool kit, Job Seekers Network, Mock Interviews Workshop,

Practice Interview Workshop, Resume Review, Spanish Workshops and government grants that

gave participants the opportunity to go to two year educational institutions (G. Cervantes,

personal communication, December 01, 2010).

Since 1997, the touch screen computers were removed and internet access was made

available to all resource room computers. In 2009, Job Centers introduced instant services to

employers wanting to list their job openings. This instant listing provided a monumental assist to

employers eager to advertise their opening to the labor market. It opened a better environment to

17

job seekers. The workshops and components became more targeted to the changing technology

and the amounts of hours were reduced from three hours to one hour (G. Cervantes, personal

communication, December 01, 2010).

Employment Search Components

There are 10 specific job search components in the Job Center that are important for an

individual to be considered ready to enter or renter the labor market.

A. Cover Letter & Resume Workshops - This workshop helps individuals create or update

cover letters and resumes for a specific target market. It teaches the individual to discover

the elements of an effective resume and cover letter, and highlights the different resume

formats and the advantage of disadvantages of each (Job Center, 2010

B. Networking Group Workshop - This workshop offers the job seeker an 0ppOliunity to

network and share information with others about jobs, internships, new trends and market

conditions. It also helps individuals understand the current employment situation and to

suppOli each other in these hard economic times (Job Center, 2010).

C. Interview Workshop - This workshop helps individuals prepare for possible interviews

regardless of the level of experience, and highlights the most common mistakes of

interviewers. Pmiicipants practice with the most common questions that employers ask

during real interviews, and pmiicipants learn how to answer the most difficult questions

regarding their work history (Job Center, 2010).

D. Ability Profiler- The ability profileI' measures six abilities that are essential for doing well

in most jobs. Knowing your strengths and weaknesses in these six areas can help

participants identify occupations that give the highest chances to use their abilities (Job

Center, 2010).

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E. Transitional Jobs - Short-term, government subsidized jobs that combine on-the-job work

experience with different of SUppOlt services to help participants overcome their barriers to

employment. For example; a transitional jobs program could combine 20 hours of work

per week with additional 20 hours of basic skills, apprenticeships, ESL, or HSED (Job

Center, 2010).

F. Basic Computer Skills - Palticipants learn the functions and use of a computer mouse, and

how to create their own email account (Job Center, 2010).

G. Opportunity Grants - Opportunity Grants and Workforce Investment Act Funds (WIA)

aim to help individuals improves their skills at technical colleges, earn certificates or

degrees and pursue career pathways to better jobs in high-demand occupations, including

registered apprenticeships (Depaltment of Workforce Development, 2008). In order for

clients to use this component, they must fulfill an alTay of eligibility requirements. The

programs offered need to meet the needs of the local area and its employing business

community. Training is primarily provided in occupations where there is a shortage of

qualified individuals. Training is targeted towards those industries where employment will

be sustained and substantial.

H. Work experience or On the Job Training - This is a paid or unpaid on-the-job experience

for participants (Department Workforce Development, 2008).

I. HSED or GED Preparation - High School Equivalency Diploma is like obtaining a High

School Diploma. To earn the GED OR HSED a candidate must pass a series of basic

coursework. This workshop helps individuals to practice and prepare to take the exams in

order to obtain the celiification.

19

Chapter III: Methodology

Introduction

The purpose of this research is to create an instrument that will help measure the

effectiveness of Employment Search (ES) components. The instrument is to be used by

participants and Case Workers at the XYZ Job Center. In this chapter, the researcher will

discuss the instrumentation development process and its limitations. A brief summary will be

provided at the end.

Instrumentation Development

In order to develop an instrument, one must take into consideration the purpose of the

instrument, how it will be used, and who will be the target population.

To develop the instrument, the researcher will perform a needs assessment to understand

the population currently using the Job Center services. The needs assessment is a procedure used

to gather information to improve programs or to correct a deficiency (Tobey, 2005). There are

three phases of a needs assessment process: collect information, analyze results and create a

strategy or plan based on the results. This research project will focus on developing an

instrument that will be used to collect information, the first phase of the needs assessment

process (Kaufman & Oakley, 2003). The main purpose is to learn if the ES components are

adequate for the current population being served or if they need to be updated or expanded to

meet changes in the population and the job market.

The results will be used to make improvements in programming and service levels. The

results could be used to eliminate a workshop no longer valued, or create a new workshop on a

topic with more contemporary impOliance. Some results could be used to update technology or

suggest bringing new presenters.

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Although it may appear commonsense to consider the end user of this instrument to be

Job Center participants and Case Workers, demographics of each group are unique and not easily

defined. In recent years, many people with higher education have been displaced from their jobs

due to companies outsourcing work to other countries or due to economic turmoil. As a result,

the already displaced protected populations (persons with disabilities, persons of color,

offenders, homeless, and many others) have been pushed further down the economic ladder. In

order to make the research more comprehensive all populations including people with different

levels of education must be considered in the development of this instrument. To ensure full

presentation of the people using the Job Center, persons with varying ethnicities, ages and

backgrounds are also taken into consideration.

In order to obtain more comprehensive outcomes, Case Managers, who have distinctly

different perspectives than other ES components users, are also included as end users in this

survey.

An instrument will be created with the intent to collect data specifically for the evaluation

of the ES components

Focus groups are familiar methods used by early Job Centers. The groups consisted of

staff from Job Center agencies. They were initially considered in the development of this

instrument. However, focus groups presented significant limitations. Data gathered this way is

more difficult to analyze. It requires carefully trained interviewers, and the interviewer has less

control over interactions between pal1icipants (Krueger, 1994). Conducting a focus group

requires time, which might discourage participants. Due to the above mentioned restrictions,

focus groups were disregarded as a prospective tool for data collection (Holly, 1999).

Surveys are tools used to gather information about people, to describe their knowledge

and feelings. They can be used to make change or evaluate programs and/or obtain information

21

for conducting research. The data gathered can measure attitudes, values and surveys are

inexpensive, easy to administer and analyze. Advantages for using a survey include: a flexible

time line, limited time from participants, and anonymity. Surveys can deliver a diverse range of

answers from a broad section of the community and can accommodate open and closed

questions. Surveys can yield dependable and accurate information if they are done properly

(Fink, 2009).

In light of the advantages mention above, the researcher has decided to use a survey as

the tool for data collection.

Surveys can be administered on paper, by phone, online, or with face to face contact. In

the process of selecting a proper method, the researcher took into consideration that many of the

end users do not have access to phones, computers, or do not have a permanent mailing address.

Consequently, the researcher chose to design a written survey to be handed personally subjects.

The development of the survey will rely on input from staff and Case Managers who

present workshops over the course of a month. Each workshop is runs 1-2 times a month giving

presenters the opportunity to observe the effects of the tools used in their presentations. The

questions will be written at a 6th grade reading level, as most American commercial newspapers

are written at that level (Johns & Wheat, 1984). The language used will be familiar to the target

audience and leading questions will be avoided. Negatively worded questions, if included are

going to be carefully constructed. The survey will consist of 4-5 questions regarding ES

components, asking an individual to rank their imp0l1ance and effectiveness based on a five

point Likel1 scale. A Likel1 scale is a psychometric scale commonly used in surveys. Surveys

can be used to study human attitudes and the reasons that influence them (Likel1 scale, 2011).

Using a five point Likel1 scale on the questionnaire, subjects will specify their level of

agreement. A Likert scale is good because the respondents are asked to evaluate programs,

classes, or other services providing their objective or subjective level of agreement.

22

The respondents will rate the level of importance of the program choosing from the

following answers: (1) not impOliant at all, (2) not impOliant, (3) neutral, (4) important, (5)

extremely important. Two to five open ended questions will be included in the survey to elicit

qualitative data.

The survey will be personally handed to participants. The response from the surveys will

determine what ES components are more important and valuable for the pmiicipants and case

workers. Eventually, feedback will provide the necessary information to establish what ES

components pmiicipants consider useful.

Limitations

In an interview with Jeff Thompson, the Job Center chair of Quality Improvement, the

researcher found out that surveys were often used in the past to measure what consumers val ued

that was already in place; what they would improve on to make the training more valued and/or

pertinent to today's marketplace, and for suggestions on additional resources or workshops.

Consumers wanted tools that required the little time in answering, was anonymous and involved

little contact with staff. Once completed, the results were tabulated and shared with the staff.

However, in the past five years, with loss of staff and funding, surveys became a casualty and

have rarely been administered J. Thompson (personal communication March, 16 2011)

Other possible limitations might be the limited number of programs that particular

participants generally use. The most educated populations tend to use remedial training or take

advantage of similar programs, while less educated populations use services that offer

incentives.

23

Summary

This chapter presents the development of the instrument that will help measure the

effectiveness of Employment Search CES) components. First, the target population is described,

followed by a short discussion of applicable methods and their characteristics. Then, the logic

behind choosing surveys and detailed survey development, as well as its limitations is provided.

In Chapter IV, the researcher will present a survey that could be used to gather data to

improve Employment Search components.

24

Chapter IV Survey

Introduction

In the last decade with technological innovations, outsourcing, and economic hardship

have changed the demographic composition of people that seek assistance of Job Centers in their

job search activities. The services provided at the Job Centers have expanded to a more educated

population. Employment Search programs on the other hand have not changed.

The public Employment Search Programs employ a variety of methods to assist

job seekers. These include: interview workshops, resume workshops, motivational

workshops, work experience, transitional jobs, HSED or GED preparation, group

networking, an electronic ability profiler, and government grants. This research will

focus on identifying which of these components are most effective.

This chapter includes a survey that measures satisfaction of Employment Search (ES)

components. The overall goal of this instrument will be to evaluate the components of

Employment Search programs to detennine which ones are effective in assisting costumers in the

job search and which components should be updated or discontinued.

Survey

Thank you for taking the time to complete the following Workshop evaluation. The information you provide will be used to help us improve the content of the course and monitor the quality of our programs.

1. What is your gender?

Male or Female

2. Please indicate your age range.

16-20 21 -24 36

3. Please indicate your level of education.

Less than High School High School Diploma Some college Technical College or Certification Graduate studies

4. Race/Ethnic Background

37 - 45 46 - 64 65+

The following information is not related to any services you will receive but is useful

25

information to us to report to the community about the citizens that are served at the Job

Center. We thank you for providing it on a voluntary basis! Check all that apply:

African American

Pacific Islander

Other

American Indian or Alaskan Native Asian Hawaiian Native or

Hispanic or Latino White/Caucasian

--------

The following section will ask you to evaluate certain aspects of the program based on the level of imp0l1ance.

How important do you consider the program for you?

Not important at all not important neutral important extremely important

How important is it for you that the program keeps up with business demands?

Not important at all not important neutral important extremely important

How important is the job seeking skill improvement that the program covers?

Not important at all not important neutral important extremely important

26

How impOliant is the use of technology within the program?

Not important at all not important neutral impOliant extremely important

How important and effective is this program for you in order to obtain employment?

Not important at all not impOliant neutral important extremely important

In the next section please provide a brief response.

If you could change any part of the program, what would that be?

What suggestions do you have for the Job Center to help people more effectively prepare for their career search?

In your opinion, what are the three most significant workshops that can influence a person's ability to get a good job? Please list in order of importance.

How can we improve the program in order to better suit your needs?

Please provide us with any additional comments you may have.

27

References

Billitteri, T. J. (2009, March 6). Middle-class squeeze. CQ Researcher, 19, 201-224. Retrieved

November 1, 2010, from CQ Researcher Online,

http://library.cqpress.com/cqresearcher/cqresrre2009030600.

Bureau of Labor and Statistics, BLS. (2009). Overview of 2008 - 2018 projections Washington,

DC: US Bureau of Labor and statistics. Retrieved from

http://www.bls.gov/oco/oco2003.htm#education

Department of Workforce Development, . The U.S Department of Labor, (2009). Workforce

investment act plan modification (DETW-1646). P-1/2009: State of Wisconsin

Department of Workforce Development. Retrieved from

http://dwd.wisconsin.gov/dwdwia/PDF/wia_state_plan_mod_2010_spring.pdf

Department of Workforce Development Timeline History: Wisconsin Department of Industry,

Labor and Human Relations (DILHR). (n.d.). In Department of Workforce Development.

Retrieved from http://dwd.wisconsin.gov/dwd/dwdhistory/year_pages/wis_dilhr.htm

Fink, A. (2009). How to conduct surveys astep by step guide fourth edition. Thousand Oaks, CA:

SAGE Publications, Inc.

General Accounting Office, (2003). Workforce investment act one-stop centers implemented

strategies to strengthen services and partnerships, but more research and information

sharing is needed (GAO-03-725). Washington, DC: General Accounting Office.

Retrieved from http://www.gao.gov/new.items/d03725.pdf

Holly, E. (Ed.). (1999). The focus group research handbook. Chicago, Ill: Contemporary

Publishing Group, Inc.

Job Center of Wisconsin. (2008). About Us [Data File]. Retrieve from

http://www.wisconsinjobcenter.org/jcw/about_us.htm

28

Job Center of Wisconsin. (2008). Opportunity Grants [Data File]. Retrieved from

http://www.wisconsinjobcenter.org/grants/

Job Center of Wisconsin. (2010, June 29). Workshops [Data File]. Retrieved from

http://www.danejobs.com/workshops.htm

Job Creation Basics. [Editorial]. (2010, April 8). The New York Times. P.30 Retrieved from

EBSCOhost..

Johns, J.L., & Wheat, T.E. (1984). News Paper Redability: Two Crucial Factors. Journal of

reading. Retrieved March 20, 2011, from http://www.jstor.org/stable/40032569

Kaufman, R, & Oakley, H. (2003). Strategic planning for success. San Francisco, CA: Jossey

Bass/Pfeiffer.

Krueger, R. A. (1994). A practical guide for applied research. Thousand Oaks, CA: SAGE

Publications, Inc.

Likert Scale. (2011). In Encyclopædia Britannica. Retrieved from

http://www.britannica.com/EBchecked/topic/1085454/Likert-Scale

Merriam Webster, . (2010). Workshop. Merriam Webster. Retrieved November 12, 2010, from

http://www.merriam-webster.com/dictionary/workshop?show=0&t=1289616551

Moore, R, & Gorman, P. (2009). The impact of training & demographics in wia program

performance: a statistical analysis. Human Resource Development Quaterly, 20(4), 381-

396.Older Workers Want to Stay, but Do Employers Really Want to Keep Them?. (2007).

HR Focus, 84(7), 9. Retrieved from EBSCOhost.

Samuelson, C. O. (1956) The General Aptitude Test Battery in Predicting Success of Vocational

School Students. 03th ed. Vol. 50. N.p.: Taylor & Francis LTD, 1956. 175-82. JSTOR:

The Journal of Education. Retrieved Apr 11, 2011. http://www.jstor.org/stable/27529918

Tobey, D. (2005). Need assesment basics. Alexandria, VA: ASTD Press.

27

References

Billitteri, T. 1. (2009, March 6). Middle-class squeeze. CQ Researcher, 19,201-224. Retricved

November 1, 2010, from CQ Researcher Online,

http://library.cqpress,9Qm/cqresearcher/cqresrre2009030600.

Bureau of Labor and Statistics, BLS. (2009). Overview of2008 - 2018 projections Washington,

DC: US Bureau of Labor and statistics. Retrieved from

http://www.bIs.gov/oco/oc02003.htm#educati on

Department of Workforce Development, . The U.S Depm1ment of Labor, (2009). Workforce

investment act plan modification (DETW -1646). P-1I2009: State of Wisconsin

Depm1ment of Workforce Development. Retrieved from

http://dwd.wisconsin.gov/dwdwialPDF/wia state plan mod 2010 spring. pdf

Depm1ment of Workforce Development Timeline History: Wisconsin Depm1ment ofIndustry,

Labor and Human Relations (DILHR). (n.d.). In Department of Workforce Development.

Retrieved from http://dwd.wisconsin.gov/dwd/dwdhistory/yearpages/wisdilhr.htm

Fink, A. (2009). How to conduct surveys astep by step guide fourth edition. Thousand Oaks, CA:

SAGE Publications, Inc.

General Accounting Office, (2003). Workforce investment act one-stop centers implemented

strategies to strengthen services and partnerships, but more research and information

sharing is needed (GAO-03-725). Washington, DC: General Accounting Office.

Retrieved from http://www . gao. gov Inew .itemsl d 03 72 5. pdf

Holly, E. (Ed.). (1999). The focus group research handbook. Chicago, 111: Contemporary

Publishing Group, Inc.

Job Center of Wisconsin. (2008). About Us [Data File]. Retrieve from

http://www.wisconsinjobccnter.org/icw/aboutus.htm