Date of Award
11-1-1991
Document Type
Dissertation - NSU Access Only
Degree Name
Doctor of Education
Department
Center for the Advancement of Education
Abstract
The idea of examining the initial orientation of Job Cops students had been discussed at some length by the North Carolina Department of Human Resources (NCDHR) Job Corps staff. It was of primary importance to the Department to do an investigation of this orientation, since it was directly related to the overall adjustment and satisfaction of the students, once they were actually enrolled at a particular: Job Corps center. In order to address the initial orientation, the proposed research study utilized data from several populations in the design and creation of a new formalized model orientation that alleviated disparities which existed between expectation and reality. The research design employed was developmental, with the goal being the development, evaluation, and plans for implementation of an orientation model directed toward improving the overall adjustment of students in Job Corps. The specific research questions addressed in the study were 1. What are the expectations of students who have been through the initial orientation process and are awaiting placement to a specific Job Corps center? 2. What is the actual experience of job Corps students who have been fully enrolled and placed at a Job corps center? 3. How do the expectations end experiences of these two groups compares? 4. What are the recommendations of the community action program directors as to orientation structure and development? 5. What intervention or strategy if any, is recommended to alleviate any discrepancies in the initial orientation process? 6. What are the essential elements that should be contained within an optimum orientation program? First, a survey was conducted of Job Corps students who had established eligibility, been through the initial orientation, and were awaiting placement to a specific Job corps center. Second, a survey was conducted of Job Corps students to had already established eligibility, been through the initial orientation, and had been fully processed, and were placed at a Job Corps center. Three major areas were surveyed. Items were designed so as to correlate concerning similar issues. Factors concerned with orientation and contentment with enrolment, those concerned with the center environment and living conditions, and those concerned specifically with the orientation process wore surveyed. The results of the survey of factors concerned with orientation and contentment with enrollment showed the main reason that most students opted to enroll in the Job Corps vas either educational, vocational, or involvement with situational counseling activities. Choices as to center selection and skill training were indicated as most important in enrollment. There was a difference in the programs recommendation level of Group I and Group II, with the responses of Group Il shoring a somewhat less positive level of recommendation than Group 1. that was bring processed, but had not been placed at a center. The students in Group II also reported less positive responses to questions concerning the program meeting their overall expectations and whether they would have preferred to have enrolled sooner. Also, in this category, things indicated as those most needing change during orientation were the amount of information given, the number of choices available, and the availability or counseling. Concerning center environment and living conditions, the responses indicated that a majority of the students in both groups had received sufficient information regarding the general structure and the living arrangements. Fewer students in Group II did indicate that the center rules and regulations were satisfactory to then. Factors related specifically to orientation showed counseling, vocational, and living environment, as most needing further explanation. Sufficient insight, reinforcement of positive feelings, and sufficiency of counseling, were cited most positively by Group I. Third, a survey was conducted, and personal interviews were held with the directors in the twelve countries in the northwest regional North Carolina Job Corps zone. The results of the Program Directors Survey and ensuing personal interviews indicated a number of positive attributes of a model orientation program concerning goals, steps, and specific recommendations. It was noted that giving a comprehensive overview of program activities was very important, and it was important as well to establish a caring and understanding climate in doing so. The process needed to be as easy as possible for students to understand and their major concerns addressed honestly, openly, and directly. A counseling component needed inclusion as part of the process. Recommendations also included supplying students with a reminder of key program activities and implementation of a short question and answer worksheet as a tool for student feedback. A panel of experts, including a Job Corps counselor, a Job Corps coordinator, and an Employment and Training representative with the North Carolina Employment Security Commission, assisted in the study. The applied results of the project was the development of a model orientation process for students attending Job Corps, presented in Appendix M. It was evaluated by three human resources specialists in three different counties in the northwestern region North Carolina Job corps zone. It was found to be a very positive effort with each of the directors giving a favorable evaluation of the model orientation process. Plans developed for implementation (Appendix O) included instigation of the Job Corps Orientation model in student enrolment for all twelve counties in the northwestern Job Corps zone, dissemination to Human Resources personnel throughout the zone, introduction at scheduled presentations and regional meetings, and evaluation.