evaluation of the workways...

EVALUATION OF THE WORKWAYS PROJECT

Report prepared for:

University of Missouri Outreach and Extension/St. Louis121 South Meramec, Suite 501

Clayton, Missouri 63105July, 2000

EVALUATION OF THE WORKWAYS PROJECT

Sue Treffeisen

Report Prepared by:

Research & Training Associates, Inc.11030 Oakmont, Suite 200Overland Park, KS 66210

(913) 451-8117July 2000

TABLE OF CONTENTS

List of Tables ii

Introduction 1

Description of the Work Ways Project 2

Initial and Revised Evaluation Plan 3

Responses to Interview Questions 5

Project Outcomes 18

Appendix A: Study Instruments

Appendix B: Interview Questions

-i-

LIST OF TABLES

Table 1. Percent of Respondents Describing Their Lives Prior, During, and AfterWorkWays Graduation 6

Table 2. Percent of Respondents Describing a Typical Day 7

Table 3. Percent of Respondents Providing Graduation Day Perceptions 7

Table 4. Percent of Respondents Reporting the Most Helpful Learning 8

Table 5. Percent of Respondents Describing Goals for the Future Prior to WorkWays... .9

Table 6. Percent of Respondents Describing Goals for the Future Upon Graduation fromWorkWays 9

Table 7. Percentage Comparison of Goals for the Future Before and After Work Ways. 10

Table 8. Percent of Respondents Describing the Effect of WorkWays on Goals for theFuture 11

Table 9. Percent of Graduates Describing Goal Status 12

Table 10. Percent of Respondents Describing the Use of WorkWays Learning withFamily 13

Table 11. Percent of Respondents Describing Changes in Community Life 14

Table 12. Percent of Respondents Describing of Plans the Week Following theInterview 15

Table 13. Percent of Respondents Describing Plans for the Month Following theInterview 15

Table 14. Percent of Respondents Describing Plans for the Year Following theInterview 16

Table 15. Percent of Respondents Describing the Most Useful WorkWays Learning... 17

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INTRODUCTION

In 1998, the University of Missouri Outreach and Extension/St. Louis staff members andrepresentatives from partnering organizations (Regional Commerce and Growth Association,United Way, Lutheran Ministries, Normandy School District, and Prince Hall Family Center)developed WorkWays1, an educational welfare-to-work transition program. The MissouriDepartment of Social Services awarded the University of Missouri Outreach and Extension/St.Louis a grant in 1998-1999 to pilot the program at two centers—one in south St. Louis City andthe other in north St. Louis City. The grant specified that the St. Louis Division of FamilyServices (DPS) office be the referral source for WorkWays.

The University of Missouri Outreach and Extension's efforts to assist Temporary Assistance toNeedy Families (TANF) recipients in their transition from welfare to work is in keeping with itsmission to provide quality educational programs on issues of high priority to citizens of the state.

Current research indicates that welfare recipients are poorly positioned for entry into the labormarket.2 On average, they have lower levels of education and less work experience than adultswho do not receive public aid. Burlett (1995) estimates that in 1991 fewer than 55 % of womenreceiving Aid to Families with Dependent Children (AFDC) had a high school diploma,compared with 85 % of all women aged 25 to 34. Among welfare recipients hi their mid-twenties—those most likely to have children under age six at home and thus to have the strongestdependency on welfare—approximately half had not completed high school and fewer than 13 %had completed any schooling beyond high school. A lack of basic skills leaves welfarerecipients unqualified for all but entry-level employment. Only 69 % of the AFDC populationhas the skills possessed by women who are employed in the occupations with the lowest skilllevel—the manual operative occupation (Maynard, 1995).

Welfare recipients also bring relatively little work experience to the job market. Eighty percentof those receiving AFDC have worked fewer than two years in their lives, and only 4 % haveworked more than four years (Maynard, 1995). Child care responsibilities and geographicisolation from employment centers combine to limit employment opportunities that could giveAFDC parents more work experience and improve their position in the labor market.

Employment and earnings prospects for workers holding less-skilled, entry-level occupations aremixed at best. Occupations traditionally dominated by women—such as retail clerking,waitressing, and child care—are experiencing a growth in employment but opportunities pay lowand stagnant wages. Typical pay in these less-skilled jobs is close to minimum wage and has notincreased in real terms since 1979. Hours worked are often erratic and seldom full time. As aresult, earnings are typically low, which makes self-sufficiency extremely difficult for workerswith families. The problem of low earnings is compounded by limited opportunities foradvancement that might offer workers higher incomes in the future.

Part-time and temporary jobs are two of the most rapidly growing types of employment in theeconomy. Between 1979 and 1989, total U.S. employment increased by roughly 16 million jobs,

1 University Outreach and Extension/St. Louis. (1999). Welfare-to-work transition program, flyer. St. Louis, MO:Author.2 Carlson, V.L. and Theodore, N.C. (1995). Are there enough jobs: Welfare reform and labor market reality, apaper prepared for the Illinois Job Gap Project, December 1995.

1

of which nearly one fourth were part-time jobs (Appelbaum, 1992). Low-skill contingent jobstend to pay lower wages than similar full-time positions. As a result, this job growth has notbrought with it greater opportunities for less-skilled workers to obtain stable, livable-wage jobs.The growth of the contingent labor force does little to aid welfare recipients looking for jobs thatlift themselves and their families out of poverty. Cost-cutting measures on the part of employersand growth in contingent jobs that do not provide fringe benefits to less-skilled, entry-levelworkers have contributed to loss of fringe benefits by low-wage workers. Such losses haveshifted a greater share of health, pension, and other costs to low-wage workers, thus furtherreducing their net incomes. Welfare recipients, who have multiple labor market barriers, face ajob market that has little use for their qualifications. Individuals who are able to obtainemployment often do so at the low end of the labor market in jobs that are unstable and lowpaying. This explains, in part, why welfare recipients tend to move from job to job and in andout of the welfare system (Spalter-Roth, 1994).

During the first year of WorkWays implementation, the primary DPS referral source was theFutures program. Futures graduates referred to WorkWays have multiple barriers toemployment that include inability to complete a job application, poor communication skills, lackof knowledge about how to conduct oneself at a job interview and the expectations of employers,illiteracy, and poor interpersonal skills.

DESCRIPTION OF THE WORKWAYS PROJECT

The primary goals of WorkWays is to use a holistic approach to assist welfare recipients improveskills necessary to be successful in the work environment and to meet the resulting challenges ofhome, family, and community. The two expected outcomes are:

1. Program participants will increase learning necessary to achieve job-readiness, transitioninto the community of work, and retain long-term employment.

2. Program participants will improve key skills leading to self-sufficiency as individuals,family members, employees, and members of the community.

WorkWays consists of three components: The Education Program, Community MentoringProgram, and the Workplace Liaison Program. TheEducation Program uses a holistic integrated curricula thatis an adaptation of Bronfenbrenner and Dunst's ecologicalmodel of family resiliency as a conceptual base. Thecurriculum integrates five key skill areas: 1) self attitude,2) responsibility, 3) communication, 4) problem solving/decision-making, and 5) taking action. The interactive handson classes focus on participants' real life issues. Classes areconducted in 13 sessions for three weeks per session. Eachsession consists of five days per week, five hours per day;class capacity is 15-20 participants per session. Additionally.

"The WorkWays Program isoutstanding. The three weeksjust flew by. The programmission is to transition ussmoothly into employment.But it is flexible enough toassist the people who want togo to college." 1

!:

the program offers counseling and referral services for those needing assistance that is beyondthe scope of the program and follow-up support groups for participants in community serviceprograms and those who can obtain work-release time.

The Community Mentoring Program offers one-on-one mentoring as follow-up to the EducationProgram (available for up to six months), and support groups to assist participants in making asmooth transition into the world of work. The focus is to work through issues relating to workand the ensuing issues relating to home and community. Individual counseling, referrals tocommunity agencies for additional services, and referrals to education programs andopportunities within the community are provided.

The Workplace Liaison Program provides opportunity for dialogue between the worker and theemployer. Participants have an opportunity to learn effective workplace behaviors, voiceconcerns, explain situations, and feel empowered. The workplace liaison is responsible forcontacting employers who have expressed interest in hiring former welfare recipients and fordesigning a plan appropriate for both the employer and employee.

INITIAL AND REVISED EVALUATION PLAN

Research & Training Associates, Inc. (RTA) was awarded the contract for the evaluation of theWorkWays project by the St. Louis office of the University of Missouri Outreach and Extensionin September 1999. RTA staff met with the program director and WorkWays staff members toobtain input on the development of a research design that contributes to the long-term study ofWorkWays as well as the short-term study of the impact of WorkWays on second yearparticipants. The program director emphasized the formative nature of the study so thatWorkWays staff members could get feedback and technical assistance to improve the quality ofthe project and use information for planning purposes.

The evaluation plan included a review of instruments used for the first year evaluation to developor modify instrumentation for the project year 1999-00 and develop baseline data collectionstrategies and procedures for the Community Mentoring Program and the Workplace LiaisonProgram. Various data collection strategies to obtain qualitative data include conducting focusgroups and interviews with participants and observing some of the Education Program sessions.Interviews and/or surveys would be conducted with the program director, project coordinator,and selected staff members.

Instrumentation

To provide a basis for measuring efforts in the WorkWays project, RTA developed instrumentsto assess change hi participants' knowledge, beliefs, and practices and for staff members torecord observations of participants at the end of the first week and at the end of the trainingsession (see Appendix A). The participant surveys consist of items reflecting the content of theEducation Program curriculum. These instruments include the following:

WorkWays Questionnaire at the Beginning of Week One—describes participants' beliefs,knowledge, and practices about general self-attitude, communication, problem solving/decision-

making, and preparing for the workplace and how frequently they use a variety of life skills atthe beginning of Work Ways participation.

WorkWays Questionnaire At the End of Week One—describes participants' beliefs,knowledge, and practices regarding self, family well being, involvement in school andcommunity, responsibility, and problem solving/decision-making as well as how frequently theyuse a variety of strategies at the end of the first week of WorkWays participation.

WorkWays Questionnaire At Program Exit—surveys participants' beliefs, knowledge, andpractices upon completion of the Education Program component of WorkWays.

Staff Observation Record At the End of Week One—describes, for each participant, theteacher's perception of barriers to participation, strengths, and needs and/or concerns relative tocompleting the WorkWays Education program.

Staff Observation Record At the End of the Session—describes, for each participant, teacher'sperception of participant's strengths, needs and/or concerns, additional services received duringthe three-week program, and follow-up plans relative to participants' needs and WorkWaysoutcomes.

Revised Evaluation Plan

In February 2000, after RTA reviewed first year instrumentation and developed participantsurveys and staff observation record instruments, the program director and RTA significantlyrevised the research design. Due to DPS reorganization efforts and the decline of the Futuresprogram, very few referrals were made in the second project year. The referrals were so few thatthe program director decided to curtail operation of the Education Program effective June 30,2000. There were not enough referrals in the second year to conduct an evaluation study.

The revised scope of work consists of analyzing two sets of first year participant telephoneinterviews to measure the impact of the WorkWays Education program on 53 participants. Theinterviews were conducted following the participants completion of WorkWays. All theinterviews were recorded and transcribed. The interview tapes and transcriptions are availablefrom the program director.

The first data set was obtained from telephone interviews conducted with a sample of eightparticipants in April through June 1999. A graduate student employed by University of MissouriOutreach and Extension/St. Louis developed the interview questions as part of her graduatework. The initial strategy was to select a sample of 12 participants stratified on location of theWorkWays Education Program's two sites and on the participants' status in the Futures program.Due to disconnected telephones, relocation, or unavailability of participants in the sample, a newstratified sample was drawn. The second sample consisted of 12 individuals—four Futuresparticipants and five participants who were not in the Futures program from the north St. LouisCity site and two Futures participants and one participant who did not participate in the Futuresprogram from the south St. Louis City site. WorkWays teachers at both sites called the selectedinterviewees to obtain agreement to be part of this study. Eight of the 12 individuals agreed tobe interviewed.

The initial intention was to interview all of the first year participants. However due toparticipant mobility and inconsistent access to telephones, the interviewers were able to contact45 individuals who agreed to be interviewed. These participants were interviewed in June 1999(108 individuals participated in the Work Ways Education Program during year-one). Theprogram director and two of the Work Ways educators developed the interview questions and onestaff member conducted the interviews.The questions for each set of interviews were similar. Questions developed by the graduatestudent focused on WorkWays in general and how lives were affected through participation inWork Ways. (See Appendix B for both sets of interview questions.)

The questions developed by the program staff focused on the Education Program in particularand on the WorkWays project in general. The curriculum augments life skills necessary to retainemployment and enhances coping skills related to family life and community involvement. Itencompasses five key content areas:

• Self-Attitude• Responsibility• Communication• Problem Solving/Decision-Making• Preparing for the Work Place

RESPONSES TO INTERVIEW QUESTIONS

This section of the report consists of two parts. The first part describes responses provided bythe eight participants agreeing to be part of a graduate student's study. The second part describesresponses of the 45 participants agreeing to be interviewed by a WorkWays staff member.

Descriptions of Life Prior, During, and After WorkWays Graduation

Prior to WorkWays more than one-third of interviewees described their life as depressing andfull of conflict and crises (see Table 1). Half of respondents reported being on welfare and beingunemployed. One individual didn't know how to describe what her life was like prior toWorkWays and another reported that it was "basically okay." During the WorkWays trainingtwo interviewees described their lives as difficult and having to prepare oneself to be on aschedule. For another individual, it was difficult because her children's grandparents died. Theremaining five respondents each described their life differently. One reported life being easierdue to the discussions about problems and circumstances of everyday life and another couldn'trespond to the question. An interviewee reported that she was learning how to control anger andthat there is more than one solution to a problem, having a positive attitude was the response ofanother interviewee.

"I left thisprogram withsome wonderfullife skills thatwill stay withme forever." m

After graduating from WorkWays, two interviewees reported being atpeace, happier than they had been in some years, and with increased self-confidence. Deciding where to go to school and which program to takewas reported by about one-fourth of respondents. About one-third ofinterviewees responded differently. One individual had her ownapartment, was going on job interviews and spent more time with her

children. Another had many medical problems, the third interviewee was attempting to arrangejob interviews.

Table 1. Percent of Respondents Describing Their LivesPrior, During, and After WorkWays Graduation3

(N=8)

Depressing — full of conflict and crises

Unemployed — receiving Public Assistance

No Response

All Right

Difficult to be on a schedule

Two deaths in family

Easier due to class discussions about everyday

life and problems

Controlling anger more effectively

Changing from confrontational negative attitude

to a more positive attitude

Happier than have been in some years

Deciding where to go to school

Obtained own apartment

Immobilized by medical problems

Prior to

WorkWays

38

50

13

13

0

0

0

0

0

0

0

0

0

During

WorkWays

0

0

13

13

25

13

13

13

13

0

o0

0I

After

Graduation from

WorkWays

0

0

0

0

0

0•J0

0

0

25

25

13

13Arranging job interviews 0 0 25

A Typical Day at WorkWays

About two-thirds of interviewees described a typical day at WorkWays to include a great deal ofgroup discussion about the topic of the day and how personal characteristics and situations affectone's life (see Table 2). Two respondents reported that work sheets usually precede discussionsand one interviewee reported that a typical day was fun and relaxed. WorkWays was exciting

1 The total is greater than 100 because some interviewees reported more than one response to the questions.

and was a growing and learning process reported an interviewee; another said that throughdiscussions and sharing problems everyone worked together and became a team.

Table 2. Percent of Respondents Describing a Typical Day4

(N=8)

The teacher leads discussions on the topic of the day and personal issues. 63

Worksheets are completed on the topic of the day. 25

The teacher values everyone's opinion 1 3

Class members work together as a team. 1 3

The day is fun and relaxed. 13

WorkWays is an exciting growing and learning process. 1 3

Graduation Day

When asked to talk about graduation day, about one-third of interviewees were sad to be leaving,indicating that the program wasn't long enough, and one reported it being the "happiest time I'vehad." Two respondents reported they all went out to celebrate and another described how "[we]all planned it together and everyone had a responsibility — it all worked out great." Anotherinterviewee reported, "It was great. [We] had a chance to reflect on what we did (see Table 3).The thing that's unique about WorkWays was that we were learning these things andexperiencing these things and we didn't realize it because of the way it was done." Oneindividual reported that it was a nice day because the routine is over and another that that theyreceived a certificate.

Table 3. Percent of Respondents Providing Graduation Day Perceptions(N=8)

It is sad to be leaving everyone 38

It is the happiest time I've had. 1 3

Everyone planned the event and had a responsibility. 1 3

Everyone received a certificate. 13

We reflected on what we gained. 1 3

We ate together. 1 3

It was a nice day because the routine is over. 13

4 The total is greater than 100 because most interviewees reported more than one response to the question.5 The total is greater than 100 because most interviewees reported more than one response to the question.

The Most Helpful Learning

Having learned to change one's attitude from confrontational and negative to open and positive isthe most important skill learned at WorkWays for about one-third of interviewees (see Table 4).Two individuals reported learning to control anger as the most significant skill they learned.Learning time management skills, how to write a resume, and learning about oneself through theMyer-Briggs assessment were each reported by one interviewee.

Table 4. Percent of Respondents Reporting the Most Helpful Learning(N=8)

To have a positive attitude 38

To control anger 25

Time management 13

Self understanding 13

Writing a resume 13

Respondents provided additional comments:

• "I'm glad I was selected for WorkWays because it changed my life by leaps and bounds."

• "I miss everyone at WorkWays."

• "Three weeks is not long enough. I walked away with a lot more than I came here with.And that is going to keep me going for the rest of my life because now I know how tohandle certain issues that I didn't know how to deal with before."

Future Goals Prior to and Following Participation in WorkWays

Prior to participation in WorkWays, about one-third of interviewees reported they had a generalgoal to obtain employment. About one-fourth had specific employment goals (e.g., office work,teacher, case manager, social worker, establish own business, home childcare provider, andcomputer programmer). Of the interviewees whose goal it was to obtain an education, aboutone-fourth identified they wanted to enroll in a GED program. About 6% wanted to obtain acollege degree, attend cosmetology school, and or complete computer and food service training(see Table 5). Approximately one-fourth of interviewees described no goals prior to theirparticipation in WorkWays.

Table 5. Percent of Respondents Describing Goals Prior toParticipation in WorkWays

(N=45)

General employment goals 3 1

Specific employment goals 22

Obtain GED 20

Specific education goals 6

Long term education goals 6

No goals 29

All respondents identified goals for the future after they completed WorkWays (see Table 6).Only half of respondents articulated employment goals prior to their participation in WorkWays,but almost all had employment goals at the end of their participation. About half of intervieweeshad both specific and general employment goals, an increase of 25%. About half of intervieweeshad specific education goals upon graduation from WorkWays, but about half of intervieweeshad specific goals in addition to employment and/or education. These goals includedmaintaining a budget, improving their parenting skills, improving their housing, and obtainingtransportation. Less than 20% had specific education goals prior to WorkWays.

Table 6. Percent of Respondents Describing Goals for the Future UponGraduation from WorkWays7

(N=45)%

General employment goals 44Specific employment goals 47General education goals 16Specific education goals 42Other goals 44

Improved housing 18Improved parenting skills 13Maintain a budget 8Obtain transportation 4

Specific employment goals reported by participants include obtaining a computer job(programmer, data entry, etc.), doing office work, establishing a restaurant, owning a retail shop,or owning a family day care center. Others described they wanted to become a veterinarian,singer, medical assistant, long distance truck driver, teacher, and DPS case manager.

6 Percents total more than 100 due to more than one response by some interviewees7 Percents total more than 100 due to more than one response by some interviewees

More than one-third of respondents had specific education goals such as completing a GED;going to a community college; attending a four-year college; nursing school, or trade school; andcompleting an administrative assistant business program.

Table 7. Percentage Comparison of Goals for the Future Before andAfter WorkWays Participation

(N=45)

Future Goals

General employment goals

Specific employment goals

General education goals

Specific education goals

Other goals10

No future goals

Before WorkWays

Participation

31

22

0

20

0

29

After WorkWaysQ

Participation

449

47

16

42

44

0

Interviewees having specific educational goals increased 22% after participation in theWorkWays training program. Specific education goals included obtaining a GED as the firststep in achieving a specific goal and enrolling in nursing school, cosmetology school,community college, university, truck and bus driver training, and computer training. None of therespondents reported other goals prior to WorkWays.

Effect of WorkWays On Goals for the Future

More than 25% of interviewees reported being motivated to actively pursue goals for the future.Changing an attitude from confrontational and negative to positive was reported by 16% ofrespondents (see Table 8). Respondents indicated this change in attitude will help them achieveboth employment and education goals as well as improve interpersonal relationships. Increasedself-esteem and confidence was reported by 13% of interviewees. Eleven percent reported beingmotivated to start school while attending WorkWays.

"Coming to this classhelped me realize thatevery problem has asolution and there is helpavailable if you ask."

About half of interviewees reported WorkWays affected thempositively by obtaining a job, learning about oneself, obtainingpeer support, learning how to set goals, identifying occupationalinterests, experiencing peer support, confirming goals, and learninghow to select childcare. Less than 10% of interviewees reported

8 The total is greater than 100 because 23 interviewees reported more than one response to the question.9 It appears that following participation in WorkWays most respondents report 2 or 3 future goals—many of thosewith general employment goals reported specific education goals.10 See Table 10.

10

that Work Ways was not particularly helpful with achieving future goals.

Table 8. Percent of Respondents Describing the Effect of WorkWays onGoals for the Future11

(N=45)%

Other 44

Started a job 4

Learned about self 6

Experienced peer support <1

Learned how to set goals 4

Identified employment interests 4

Learned to control anger 8

Confirmed goals <1

Learned how to select a childcare program <1

Learned problem-solving skills <1

No affect from WorkWays 0

Became motivated to achieve goals 29

Learned how to obtain employment 16

Changed attitude from negative to positive 16

Increased self-esteem and confidence 13

Started GED program 11

Status of Goal Achievement Since WorkWays Graduation

At the time of the interviews, one-third of interviewees reported they were attending school (seeTable 9). Half of those interviewees were working on a GED, one-third were attending a collegeor community college and two individuals were enrolled in job training programs (bus drivertraining and administrative assistant training). One interviewee was taking a correspondencecourse.

Approximately one-fourth of WorkWays graduates had obtained employment. Occupationsinclude a cook, light fixture assembly, nurse's aide, service station attendant, receptionist,temporary data entry, and office work. About one-fourth had applied for jobs that include homehealth care for the elderly, recreation center, advertising agency photographer, bus driver, andchildcare provider. Only one interviewee had started a job search.

11 Percents total less than 100 because 3 interviewees did not respond to the question. Some interviewees reportedmore than one response.

11

The status of about one-fourth of graduates was varied. Two interviewees were volunteers inhopes of obtaining employment. One of them volunteered at the DPS mailroom and the othervolunteered in the file room at the Veterans Hospital. Four individuals continued to figure outwhat they wanted to do first—school or employment. One interviewee was in the process ofobtaining a student loan and applying to Harris Stowe College and another waited to have ababy.

Table9. Percent of Graduates Describing Goal Status(N=45)

Began an education program 33

GED 17

College or Community College 10

Job Training Program 6

Obtained employment 20

Applied for employment 20

Other 20

Continued job search 8

Volunteers in workplace 4

Continued to decide course of action 8

In process of applying for student loan & college <1

Waited to have a baby <1

Use of WorkWays Learning with Family Members

More than three-fourths of interviewees reported they used information and skills learned atWorkWays with family members. Parenting skills improved for almost half of individualsaccording to interviewee reports. Interviewees made comments such as these:

• "It helped me to keep my family together. I just don't get mad anymore, but try to findout what the problem is and how to solve it."

• "I'm doing more educational things with my kids such as taking them to the library."

• "It taught me how to be a better parent. I spend time playing with my daughter, I didn'tdo that before [WorkWays]."

• "I learned about protecting my kids from abusive situations and strangers."

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• "I learned to deal with my teenagers—not to scream at them but to talk with them andhave understanding."

Interviewees also reported they shared materials and information with family members. Theyshared the process of obtaining employment, stress management techniques, teaching childrenabout motivation and positive attitudes, using the worksheets with children and others, andsimplifying house rules and setting goals for accomplishing tasks (see Table 10).

Table 10. Percent of Respondents Describing the Use of WorkWaysLearning with Family12

(N=45)

Use of WorkWays Learning with Family %

Parenting Skills 47

Control of anger techniques 36

Other Learning 22

Time management techniques 8

Work part-time/school part-time <1

Use of information to find out how to repay school loans <1

Obtain childcare <1

Continued motivation to achieve goals <1

Simplified house rules and set goals for household tasks <1

Continue to maintain a positive attitude 18

Problem-solving techniques 13

Shared specific information with family members 11

Not using information learned with family 16

More than one-third of respondents reported they learned to control their anger and to use stressmanagement techniques such as counting to 10, listening rather than "screaming" and puttingoneself in time-out. An interviewee reported she learned how to handle her children's schoolsituations instead of "...going up there and being confrontational." Less than one-fourth ofinterviewees reported that they maintain a positive attitude and use problem-solving techniques.And fewer than 20% do not use what they learned at WorkWays with their families.

Approximately one-fourth of interviewees reported individual ways they use information tobenefit their families. More effective time management, using information to find a way torepay school loans, working part-time and going to school part-time, being motivated to maintain

12 The total is greater than 100 because most interviewees reported more than one response to the question.13

a focus on goals, and obtaining childcare are ways these interviewees were using what theylearned at WorkWays.

Changes in Community Life

The greatest changes in community life were returning to church (18%) and talking morefrequently with neighbors and other people (11%). About half of interviewees reported nochange in community life or life outside home and work (see Table 11). The remaining 21% ofinterviewees reported volunteering at a church daycare center and at their child's summer schoolprogram, attending AA meetings, going to bed earlier, continuing to work on a GED, receivinghelp at a public school's writing and computer labs, moving to a different home, going to thelibrary, and talking with the principal about their children's school difficulties.

Table 11. Percent of Respondents Describing Changes in Community Life13

(N=45)

Changes in Community Life %

No change 51

Attending church 18

Increased communication with neighbors and other people 11

Other 26

Going to the library 4

Moving to a different home 4

Volunteering in community 4

Making friends with a positive attitude <1

Attending AA meetings <1

Continuing with GED <1

Talking with principal about child's school difficulties <1

Receiving help at school writing and computer labs <1

Plans for the Future

Almost 60% of interviewees expected to continue in a GED program, in their job, and in jobsearches a week from the time of the interviews (see Table 12). Less than one-fourth ofrespondents reported continuing in other education programs during the next week. Spendingtime with their children, locating a babysitter, waiting for the birth of a baby, and "not sure" wereadditional expectations interviewees reported for the subsequent week.

13 The total is greater than 100 because interviewees reported more than one response to the question.14

Table 12. Percent of Respondents Describing Plans for the WeekFollowing the Interview

(N=45)

Continuing a GED program 20

Continuing a job search 20

Other 20

Continue volunteering <1

Spend time with the children 8

Locate a babysitter <1

Continue waiting for birth of baby <1

Not sure 4

Continuing the same job 18

Continuing education programs other than GED 16

More than half of interviewees planned to continue working at the same job, and to continue orcomplete work on a GED during the month following the interviews (see Table 13).Approximately one-fourth of interviewees reported individual plans for the next month includinghaving a baby, obtaining a new job and volunteer work, buying a house, continuing a job search,completing a job training program, and in general continue doing what they are currently doing.About 16% were not sure about plans for the following month.

Table 13. Percent of Respondents Describing Plans forthe Month Following the Interview

(N=45)

Continue work at the same job 36

Other 22Obtain new employment 8Continue volunteer work <1Have a baby <1Buy a house <1Complete a j ob training program < 1Continue job searches <1Continue life about the same <1

Continue or complete a GED program 1 8

Unsure of plans for next month 1 6

15

Almost two-thirds of interviewees planned to have the same job or have obtained a job they hadbeen working toward by completing an education program by the end of one year (see Table 14).Interviewees planned to obtain new occupations such as becoming an account clerk, a teacher, anadministrative assistant, a nurse, a singer, truck driver, childcare provider, technology/computerjob, work in a doctor's office, establish a craft shop and establish a retail shop. Less than one-fourth of respondents were not sure what they would be doing in a year. Thirteen percent ofinterviewees had individual plans for the subsequent year that include saving money, purchasinga home and a car, obtaining an apartment, moving to a small town, and going on vacation.

Table 14. Percent of Respondents Describing Plans fora Year Following the Interview

(N=45)

Obtain new career 33

Continue working at the same job 27

Unsure about plans 16

Other 15

To have saved money <1

To have purchased own home 4

To have purchased a car <1

To be living in a small town <1

To have own apartment <1

To go on vacation <1

Continue current education program 11

Most Useful WorkWays Learning

When asked to reflect on what interviewees learned that has proved to be most useful, more thanone-third of respondents reported that learning how to develop a positive attitude and get alongbetter with others was most useful (see Table 15). More than one-fourth of interviewees reportedindividual concepts and skills were most useful. These concepts and skills included improvingparenting skills, being part of a group discussing the future, goals, and problems, having anindividualized education plan, keeping focused on goals, learning how to set goals, identifyingoccupational interests, learning to understand oneself, how to do taxes, budget money, solveproblems, use a computer, handle violence and abuse, and role playing various scenarios relatedto obtaining a job and the workplace.

Less than one-fourth of interviewees reported that increased self-esteem and self-confidence wasmost helpful. Learning how to find and retain employment is reported as being most helpful for16% of respondents. Learning how to complete a job application, dress for an interview, conduct

16

oneself during a job interview, and understand employers' expectations (e.g., arrive on time,complete work, get along with others, and have a high attendance rate) was reported as mostuseful for 16% of interviewees. More than 10% of respondents reported that becomingmotivated to set and achieve goals was most beneficial. One interviewee reported, "It was like Iwoke up from a trance and reentered the living—oh, I can do something to improve mysituation."

Interviewees also reported that WorkWays is the best program they ever attended and they wishit lasted longer than three weeks. About 11% of respondents reported that their teacher was thebest they ever had—she was nonjudgmental, made everyone feel comfortable enough to share,and helped us believe in ourselves and in our capabilities.

Table 15. Percent of Respondents Describing theMost Useful WorkWays Learning14

(N=45)%

Developing a positive attitude and getting long with others 36

Other 27

Being part of a group discussing the future, goals, <1

and problems

Parenting skills <1

Individualized education plans <1

Handle violence and abuse <1

Learning about oneself 4

Identifying occupational interests <1

Using a computer <1

How to do taxes <1

Role playing various workplace scenarios 4

How to budget money

How to solve problems <1

Learning was fun 4

Increased self-esteem 18

How to obtain employment 16

Becoming motivated 13

Best teacher ever had 11

14 The total is greater than 100 because interviewees reported more than one response to the question.17

PROJECT OUTCOMES

It is expected that Work Ways participants will increase learning necessary to achieve job-readiness, transition into the community of work, and retain long-term employment.

"WorkWays taughtme how to get up inthe morning and tobe on time."

Individuals enrolled in WorkWays were beginning a journey to self-sufficiency and long-term employment. For many, the first step wasmanaging their life so as to be on time and at WorkWays every day ofthe three-week session.

Participants experienced many role play scenarios of job interviews and other types of workplaceinteractions and expectations, such as sharing ideas with individuals and in a group, listening toothers, learning to dress appropriately for the work environment, and handling difficultsituations. Participants were increasing their basic skills by working toward a GED or otherdegree or certified education programs.

Interviewees reported they were learning how to conduct a job search on the Internet, toaccurately complete employment applications, and to prepare for entering the workplace byarranging childcare and transportation. The transition process for some interviewees includedvolunteering in the workplace to gain experience; others obtained part-time or temporaryemployment while continuing their education.

For some, a challenge was escaping from violent and abusive situations and obtaining viableliving conditions. Several interviewees had moved; for others, finding better housing was ashort-term goal. Project participants reported that WorkWays enabled them to increase self-esteem and confidence in their ability to solve problems and take action.

"I learned the importance ofresponsibility andcommitment and most of allI learned the importance ofcommunication withpeople."

It is also expected that project participants will improve key skillsleading to self-sufficiency as individuals, family members,employees, and members of the community. Almost half ofinterviewees reported improving parenting skills and relationshipswith their children. More than one-third reported they werelearning to control anger and were developing a positive attitudetoward others rather than continuing to be confrontational andangry. The project curriculum provided many opportunities torole-play and discuss real-life scenarios that allowed practice ofstress management and anger control techniques. Within their

communities, participants more frequently went to church and became involved with churchactivities, they report increased positive communication with neighbors, use of the library, andcommunicating with children's teachers in less confrontational ways.

During 1999-00, WorkWays staff members have been available for follow-up services andsupport. Participants reported positive feelings about the benefits of the project. Several

18

interviewees made comments similar to this one, "WorkWays is the best program I have everbeen in and I wish it lasted longer." Another comment is "The learning is fun and relaxed."

Based on interviewee reports, indications are that most participants are progressing in theirjourney toward self-sufficiency and employment.

19

APPENDIX A

Interview Questions Developed by a Graduate Student

1. Tell me what your life was like before you attended the WorkWays training.

2. Tell me what your life was like while you were attending WorkWays training.

3. Tell me about a typical day in WorkWays training.

4. Tell me about the day you graduated from WorkWays.

5. Can you tell me some things you learned in WorkWays that you found helpful?

6. Of these things, which do you think have helped you the most?

7. Tell me what your life is like today.

8. Is there anything else you would like to share with me about yourself?

Interview Questions Developed by WorkWays Program Directorand Staff Members

1. What were your goals, if any, before coming to the WorkWays program?

2. Did WorkWays affect your goals positively, negatively, or not at all?

3. Since you left WorkWays, have you used anything that you learned in theprogram at home with your family?

4. Since you've left WorkWays, what has happened in terms of your job or career?

5. Since you've left WorkWays, have there been changes in your community life orin life outside your home and work?

6. What are your goals for the future now?

7. Where do you see yourself a year from now? What are you going to be doing? Amonth from now? A week from now?

8. If you think back to some of the ideas and the concepts that you talked about inthe classroom, what are one or a couple of things that helped you the most?

APPENDIX B

Name

xWQKKWAVS QUESTIONNAIRE

At Program Entry — Week 1

WORKWAYS ID Number Cohort

DIRECTIONS: Read each of the questions carefully,best describes what you do and what you know.

VeryFrequently

(AlmostAlways)

1. I think about how I want my life to be. Q

2. I believe that I have control over my life.

3. I believe that most people are out to get me.4 j-u;.,^ -,„<.:...;., ̂ »t, ,,, , p.u.'r

»

5. I do what easiest for me to do.

6. I feel good about myseif.

7. I stand up for what I know is right.

8. Family members or friends take advantage of me.

9. I work at feeling good about myself.

10. My opinion of myself comes from what I learnedin childhood.

11. I get along with the people I live with.

12. I try new ways of doing things.

13.1 treat others the same way they treat me.

14. I know that I must change my behavior firstbefore the behavior of others will change.

15. I keep appointments.

16. I am on time.

17. I plan ahead to avoid problems.

18. I do what I know is right.

19. I do what it takes to succeed.

20. I choose to be responsible.

21. I do what I say I will do.

22. I am considerate of others.

23. I accept responsibility for my actions.

24. I have good communication skills.

aar~*

aaaaaaaaaaaaaaaaaaaa

then (S) check the box that

Never orAlmost

Frequently Sometimes NeverQ Q aaar->aaaQQQQaaaaaaaaaaaaa

aan

aaaaaaaaaaa.aaaaaaaaa

aai~i

aaaaaaaaaaaaaaaaaaaa

VeryFrequently Never or

(Almost AlmostAlways) Frequently Sometimes Never

25. I communicate with others the way my parent(s)and other important adults communicated withme.

26. I choose how to approach people based on then-body language.

27. In conversation, I think about what I want to sayrather than listening to what is being said to me.

28. The way I act depends on whether I think peoplelike me.

29. I use new words that I have learned.

30. I listen for helpful suggestions when I amcriticized.

31.1 interrupt people when they are speaking.

32. I become angry when things do not go my way.

33. I know how to keep a conflict from getting worse.

34. I let others have their way.

35. I can tell when I'm angry.

36. I express rr.yself in 3 \vay that other people conunderstand.

37. I communicate important messages to othersthrough my body language.

38. I use good listening skills to improve relationshipswith others.

39. I practice good listening skills.

40. When someone listens to me, I fesl I am worthlistening to.

41. I listen to understand what a person is thinkingand feeling.

42. Conflict is a part of my life.

43. I let go of battles not worth fighting about.

44. I can change the behaviors of others.

45. It is natural to feel angry as a result of somesituations.

46. Children copy the behavior of their parents, evenif parents tell them not to.

47. I work to solve the real problem rather than theproblem that is easy to see.

48. I know many ways to solve problems.

49. I'm afraid to make mistakes.

50. I make mistakes and learn from them.

51. I try to find a way to agree with others.

Q

QQQaaaaaaaaaaaaaaaaaaaaaaa

aaaQaaaaaaaGaaaaaaaaaaaaaaa

aaaaaaaaQaaaaaaaaaaaaaaaaaa

aaaQaaaauQQr~*

QQaaaaaaaaaaaaa



52. I stay away from people I think are different fromme.

53. I am willing to work with someone else to gainsomething that helps us both.

54. I make decisions easily.

55. I am happy with the decisions that I make.

56. I start a task a soon as possible.

57. I plan what I am going to do each day.

58. I like doing challenging things first.

59. I think about a problem before I decide what stepsto take to solve it.

60. I break large tasks into small pieces.

61. I hang lists and time schedules in places ! will seethem (such as on the refrigerator or next to thetelephone).

62. I take charge of my life by taking charge of mytime.

63 . My habits keep me from having to think abouteverything I do and how to do it.

64. I look for new ways to do things.

65. I cooperate to get along with others.

66. I work with others because it takes less time andenergy than working alone.

67. I read for my enjoyment or learning.

68. I read things such as books, magazines,newspapers, comic books, and/or recipes.

69. I use the library.

70. I read to my children.

71.1 tell stories to my children.

72. I spend time writing.

73. I look up words ! don't know in the dictionary.

74. I listen to my children.

75. I play with my children.

76. I help my children leam to make choices.

77. I talk with my children about the day's events ormy children's special interests.

78. I talk with my children about what we watch onTV.

79. I praise my children.

QQQaaaaaaQ

aQaaaaQaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaaaaaaaaaQa

aaaaaaaaaaaaaaaaaaaaaaaaaaaa

aaaaaaaaa

- aan

Qaaaaaaaaaaaaaaa



80.1 encourage my children to finish household Q Q Ql Qchores, homework, and other responsibilities.

81.1 get my children's immunizations on time. \\j Q Q

82. I take care of my children's physical needs.

83.1 can change the behavior of my children.

84.1 help my children learn to feel good about Q Q Q Qthemselves.

85. I keep an eye on elderly family members orneighbors.

86. I use community resources that help with learning. Q Q Q Q

87. . I use community resources that help with needs Q Q Q Q(such as housing, gas and electric, medical, etc.). _______

88. My child's school or daycare center lets me know Qwhen parent-teacher conferences are he!d.

89. I attend parent-teacher conferences. Q Q Q Q

NameY

WORKWAYS QUESTIONNAIREAt Program Entry — End of Week 1


DIRECTIONS: Read each of the questions carefully,best describes what you do and what you know.

VeryFrequently

(AlmostAlways)

1 . I am angry. Q

2. I have good communication skills.

3. I communicate with others the way myparent(s) and other important adultscommunicated with me.

4. I choose how to approach people based ontheir body language.

^ Tr» ^^ -*T -o— -"•>•*•* " -^ T -"-U- — 11- -. Ti ,-. i . -*- --,-t-,O4- T -i •*• o •»•*•*• *-r\/ . Ail WWII V ^,i OU.L*Wi*-, JL tAXlAXA\ tiOWLAt. "-V ixJ.L. JL W Jj.it. i.O

say rather than listening to what is being saidto me.

6. The way 1 act depends on whether T thinkpeople like me.

7. I use new words that I have learned.

8. I listen for helpful suggestions when I amcriticized.

9. I interrupt people when they are speaking.

10. 1 become angry when things do not go myway.

1 1. 1 know how to keep a conflict from gettingworse.

12. 1 let others have their way.

13. 1 can tell when Fm angry.

14. 1 express myself in a way that other peoplecan understand.

15. 1 communicate important messages to othersthrough my body language.

16. 1 use good listening skills to improverelationships with others.

17. 1 practice good listening skills.

aa

ar~>i_j

aaaaaaaaaaaa

then (•/) check the box that

Never orAlmost

Frequently Sometimes Never

a a aaa

a[—>>__i

Qaaaaaaaaaaa

aa

aa

aaaaaaaaaaaa

aa

aa

aaaaaaaaaaaa

18. When someone listens to me, I feel I amworth listening to.

19. 1 listen to understand what a person isthinking and feeling.


21. 1 let go of battles not worth fighting about.

22. 1 can change the behaviors of others.


24. Children copy the behavior of their parents,even if parents tell them not to.

25. 1 work to solve the real problem rather thanthe oroblem that is easv to see.

26. 1 know many ways to solve problems.


28. 1 make mistakes and learn from them.

29. ! stav awav from oeop'e T thir»i<; are differentfrom me.

30. 1 try to find a way to agree with others.

3 1 . 1 am willing to work with someone else togain something that helps us both.

32. 1 make decisions easily.

33. 1 am happy with the decisions that I make.

34. 1 start a task a soon as possible.

35.1 plan what I am going to so each day.

36. 1 like doing challenging things first.

37. 1 think about a problem before I decide whatsteps to take to solve it.

38. 1 break large tasks into small pieces.

39. 1 hang lists and time schedules in p laces Iwill see them (such as on the refrigerator ornext to the telephone).

40. 1 take charge of my life by taking charge ofmy time.

41. My habits keep me from having to thinkabout everything I do and how to do it.

42. 1 look for new ways to do things.

VeryFrequently

(AlmostAlways)aaaaaaaaaaan

aaaaaaaaaa

aaa

Frequentlyaaaaaaaaaaan

aaaaaaaaaa

aaa

Sometimesaaaaaaaaaaan

aaaaaaaaaa

aaa

Never orAlmostNeveraaaaaaaaaaaaaaaaaaaaaa

aaa

43.1 cooperate to get along with others.



a a a a44.1 work with others because it takes less time

and energy than working alone.Q Q a

PLEASE NOTE CHANGE IN RESPONSE FORMAT

DIRECTIONS: Read each of the questions carefully, then (•/) check the boxthat best describes what you think and what you know.

YES

QQaaa

aaaaaaaaaaa

NO

QQaaa

aaaaaaaaaaa

45. 1 look at work as something that gives meaningto my life.

46. 1 think there are jobs that will let me do what Iam good at.

47. 1 think there are jobs that will let me do what Ilike to do.

48. 1 know how to fill out a job applicationcorrectly.

49. 1 have all the information I need to listreferences (names, addresses, and telephonenumbers, etc.).

50. 1 know how to interview for a job.

51.1 know what skills I bring to a particular job.

52. 1 know what questions to ask during a jobinterview.

53. 1 can find training programs that will help meimprove my skills.

54. 1 know how to look for a job.

55. My attitude toward my job determines mysuccess in the workplace.

56. Good career choices depend on thoughtfulplanning.

57. 1 believe opportunities are present in everysituation.

58. Going after my dreams requires planning anddetermination.

59. It is a good idea to arrive 10 minutes early foran interview.

60. After an interview, it is a good idea to send athank you note.

Name

WORKWAYS QUESTIONNAIREAt Program Exit


DIRECTIONS: Read each of the questions carefully, then (V) check the box thatbest describes what you do and what you know.



1. I think about how I want my life to be. Q Q Q Q

2. I believe that I have control over my life.

3. I believe that most people are out to get me.

4. I think positive thoughts.

5. I do what easiest for me to do.

6. I feel good about myself.

7. I stand up for what I know is right.

8. Family members or friends take advantage ofme.

9. I work at feeling good about myself.

10. My opinion of myself comes from what Ilearned in childhood.

1 1. 1 get along with the people I live with.

12. 1 try new ways of doing things.

13.1 treat others the same way they treat me.

14. 1 know that I must change my behavior firstbefore the behavior of others will change.

15. 1 keep appointments.

16. 1 am on time.

17. 1 plan ahead to avoid problems.

18. 1 do what I know is right.

19. 1 do what it takes to succeed.

20. 1 choose to be responsible.

21. 1 do what I say I will do.

22. 1 am considerate of others.

23. 1 accept responsibility for my actions.

Qaaaaaaaaaaaaaaaaaaaaa

aaaaa " ~~aaaaaaaaaaaaaaaaa

aaaaaaaaaaaaaaaaaaaaaa

Qaaaaaaaaaaaaaaaaaaaaa



24. 1 have good communication skills.

25. 1 communicate with others the way myparent(s) and other important adultscommunicated with me.

26. 1 choose how to approach people based ontheir body language.

27. In conversation, I think about what I want tosay rather than listening to what is being saidtome.

28. The way I act depends on whether I thinkpeople like me.

29. 1 use new words that I have learned.

30. 1 listen for helpful suggestions when I amcnticizsu.

31.1 interrupt people when they are speaking.

32. 1 become angry when things do not go myway.

33. 1 know how to keep a conflict from gettingworse.

34. 1 let others have their way.

35. 1 can tell when I'm angry.






41. 1 listen to understand what a person isthinking and feeling.


43. 1 let go of battles not worth fighting about.

44. 1 can change the behaviors of others.



aa

aa

aaaauaaaaaaaaaaaaaa

aa

aa

aaaauaaaaaaaaaaaaaa

aa

aa

aaaauaaaaaaaaaaaaaa

aa

aa

aaaaaaaaaaaaaaaaaaa

VeryFrequently

(AlmostAlways)

47. 1 work to solve the real problem rather than Qthe problem that is easy to see.

48. 1 know many ways to solve problems.


50. 1 make mistakes and learn from them.

5 1 . 1 try to find a way to agree with others.

52. 1 stay away from people I think are differentfrom me.

53. 1 am willing to work with someone else togain something that helps us both.

54. 1 make decisions easily.

55. 1 am happy with the decisions that ! make.

56. 1 start a task a soon as possible.

57. 1 plan what I am going to do each day.

58. 1 like doing challenging things first.

59. 1 think about a problem before I decide whatsteps to take to solve it.

60. 1 break large tasks into small pieces.

61. 1 hang lists and time schedules in places I willsee them (such as on the refrigerator or nextto the telephone).

62. 1 take charge of my life by taking charge ofmy time.

63. My habits keep me from having to thinkabout everything I do and how to do it.

64. 1 look for new ways to do things.

aaaaaaaaaaaaQ

°

aaQ

Frequentlyaaaaaaaaaaaaaaa

aaa

Sometimesaaaaaaaaaaaaaaa

aaa

Never orAlmostNeverQaaaaaaaaaaaaQa

aaQ

65. 1 cooperate to get along with others. Q Q Q Q

66. 1 work with others because it takes less timeand energy than working alone.

67. 1 read for my enjoyment or learning.

68. 1 read things such as books, magazines,newspapers, comic books, and/or recipes.

69. 1 use the library.

70. 1 read to my children.

71. 1 tell stories to my children.

72. 1 spend time writing.

a

aQaaaQ

aaaaaaQ

aaaaaaa

aaaaaaa



73. 1 look up words I don't know in thedictionary.

74. 1 listen to my children.

75. 1 play with my children.

76. 1 help my children learn to make choices.

77. 1 talk with my children about the day's eventsor my children's special interests.

78. 1 talk with my children about what we watchon TV.

79. 1 praise my children.

80. 1 encourage my children to finish householdchores, homework, and other responsibilities.

81. 1 get my children's immunizations on time.

82. 1 take care of my children's physical needs.

83. 1 can change the behavior of my children.

84. 1 help my children learn to feel good aboutthemselves.

85. 1 keep an eye on elderly family members orneighbors.

86. 1 use community resources that help withlearning.

87. . I use community resources that help withneeds (such as housing, gas and electric,medical, etc.).

88. My child's school or daycare center lets meknow when parent-teacher conferences areheld.

89. 1 attend parent-teacher conferences.

90. 1 am angry.

91.1 have good communication skills.

92. 1 communicate with others the way myparent(s) and other important adultscommunicated with me.

93. 1 choose how to approach people based ontheir body language.

94. In conversation, I think about what I want tosay rather than listening to what is being saidto me.

95. The way I act depends on whether I thinkpeople like me.

Qaaaaaaaaaaaaaa

a

aaaa

aa

a

aaaaaaaaaaaaaaa

a

aaaa

aa

a

aaaaaaaaaaaaaaa

a

aaaa

aa

a

aaaaaaaaaaaaaaa

a

aaaa

aa

a

VeryFrequently

(AlmostAlways)

96. 1 can tell when I'm angry. Q






102.1 listen to understand what a person isthinking and feeling.


104.1 let go of battles not worth fighting about.

105.1 can change the behaviors of others.



108.1 work to solve the real problem rather thanthe problem that is easy to see.

109.1 know many ways to solve problems.


111. I make mistakes and learn from them.

1 12.1 stay away from people I think are differentfrom me.

1 13.1 try to find a way to agree with others.

1 14.1 am willing to work with someone else togain something that helps us both.

115.1 make decisions easily.

1 16.1 am happy with the decisions that I make.

1 17.1 start a task a soon as possible.

1 18.1 plan what I am going to so each day.

119.1 like doing challenging things first.

120.1 think about a problem before I decide whatsteps to take to solve it.

aaaaaaaaaaaaaaaaaaa-aaaaa

FrequentlyQaaaaaaaaaaaaaaaaaaaaaaaa

Sometimesaaaaaaaaaaaaaaaaaaaaaaaaa

Never orAlmostNeveraaaaaaaaaaaaaaaaaaaaaaaaa

121.1 break large tasks into small pieces.

122.1 hang lists and time schedules in p laces Iwill see them (such as on the refrigerator ornext to the telephone).

123.1 take charge of my life by taking charge ofmy time.

124.My habits keep me from having to thinkabout everything I do and how to do it.

125.1 look for new ways to do things.

126.1 cooperate to get along with others.

127.1 work with others because it takes less timeand energy than working alone.

VeryFrequently

(AlmostAlways)

QQ

QQQQQ

Frequentlyaa

aQaaQ

SometimesQa

aaaaa

Never orAlmostNeveraa

aaaaa

PLEASE NOTE CHANGE IN RESPONSE FORMAT

DIRECTIONS: Read each of the questions carefully, then (Y) check the boxthat best describes what you think and what you know.

YES

QQ

aaa

aaaa

NO

aaaaa

aaaa

128. I look at work as something that gives meaningto my life.

129. I think there are jobs that will let me do what Iam aood at.

130. I think there are jobs that will let me do what Ilike to do.

131.1 know how to fill out a job applicationcorrectly.

132. I have all the information I need to listreferences (names, addresses, and telephonenumbers, etc.).

133. I know how to interview for a job.

134. I know what skills I bring to a particular job.

135. I know what questions to ask during a jobinterview.

136. I can find training programs that will help meimprove my skills.

YES

aaaaaaa

NO

aaaaaaa

137.

138.

139.

140.

141.

142.

143.

I know how to look for a job.

My attitude toward my job determines mysuccess in the workplace.Good career choices depend on thoughtfulplanning.I believe opportunities are present in everysituation.Going after my dreams requires planning anddetermination.It is a good idea to arrive 10 minutes early foran interview.After an interview, it is a good idea to send athank you note.

Thank you for completing this questionnaire!

WORKWAYS

Staff Observation RecordEntry 2—At the End of the Session

Participant's Name Cohort_First name Initial of Last Name

Site StaffMember

Date

Strengths

Needs and/or Concerns

Additional Services Received (Include the service provider)

Follow Up Plans

WORKWAYS

Staff Observation RecordEntry 1—At the End of the First Week

Participant's Name Cohort_First Name Last Initial

Site StaffMember

Date

Barriers to Participation

Strengths

Needs and/or Concerns

evaluation of the workways...

Documents