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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
6
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.
7
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).
9
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.
10
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.
11
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.
12
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.
13
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
14
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)
15
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).
18
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.
20
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