Follow up; a study and evaluation of training provided clients by the Georgia Division of Vocational Rehabilitation

a study and evaluation of training provided clients by the Georgia Division of \Tocational Rehabilitation

SPOnaore-:1 by
~~ited States Vocational Rehabilitation Administration and
orgia Department of Education I Office of Vocational Rehabilitation

Services I Atlanta

C3a .

~ I Project Director
~I E. R. BUICE
Georgia Division of Vocational Rehabilitation
Project Consultant
THOMAS F. McDONALD, Ph.D. Director~ Testing and Counseling Department
Georgia State College

L

SUPERVISORY COMMITTEE VOCATIONAL REHABILITATION ADMINISTRATION REGION IV
LOUIS R. SCHUBERT Regional Assistant Commissioner
GLENN B. CALMES Assistant Regional Representative
GEORGIA DIVISION OF VOCATIONAL REHABILITATION
A. P. JARRELL Assistant State Superintendent of Schools
In Charge of Rehabilitation Services OTIS DYER
Supervisor of Case Standards Program R. G. McCANTS
Supervisor of Guidance, Training, & Placement
UNIVERSITY OF GEORGIA
JOHN R. BARRY, Ph.D. Consultant in Research Professor of Psychology CAMERON FINCHER, Ph.D. Associate Director, Institute of Higher Education

ACKNOWLEDGEMENTS
This study was made possible through the efforts and cooperation of many people. It is impossible to give adequate credit to all who have contributed and no effort is made here to mention by name the numerous individuals who have given freely of their time and energy. However, the director wishes to express his appreciation to the sponsoring agencies, those who have served on the supervisory committee, the Georgia Vocational Rehabilitation Staff, clients of the Georgia Division of Vocational Rehabilitation, the training institutions and facilities, and the employers of the DVR clients, who helped to make the completion of the study possible.
The recording, processing, and tabulation of data for the study were greatly facilitated by the Computing and Data Processing Centers of the Georgia Department of Education and Georgia State College.
A special note of thanks is due Dr. A. P. Jarrell, Assistant State Superintendent of Schools, in charge of Rehabilitation Services, for his full support and help, and to Dr. Thomas F. McDonald, Head of the Testing and Counseling Department, Georgia State College, for his special interest, counsel, and encouragement.
E. R. BUICE Project Director
v

TABLE OF CONTENTS

PAGE

TITLE.....................................................

i

ACKNOWLEDGEMENTS ......................................... .

v

LIST OF TABLES............................................ viii

INTRODUCTION ............................................. >

X

Chapter I. PERSPECTIVE ..................................... .

Need For The Study .............................. .

l

Objectives, Part I ............................. ..

l

Objectives, Part II ............................. . 3

Purpose Of The Study ............................ . 4

11. DESIGN .......................................... .

s

Sample .......................................... .

..,
I

Instrumentation ................................. . 8

Client Interview Schedule .................... . 8

Counselor Interview Schedule ................. . 9

Employer Interview Schedule .................. . ll

Trainer Interview Schedule ................... . ll

Procedure ....................................... . 12

Ill. FINDINGS RELATED TO OBJECTIVES OF PART I ........ . 15

Incidence Of Training By Kinds................... 15

Length Of Training By Kinds...................... 18

Incidence In Use of Resources.................... 19

Client Characteristics And Kinds Of

Training ..................................... . 25

Changes In Client Characteristics And Kinds

Of Training From Year To Year ................ . 28

Costs Of Training By Kind ....................... . 29

Effectiveness In Terms Of Client Satisfaction ... . 31

)

Economic Status Improvement ..................... . 34 Vocational Adjustment ........................... . 39

Stability Of Employment ......................... . 40

Other Bene its .................................. . 44

Incidence Of Training By Referral Source ........ . 46

Types Of Disabilities And Kinds Of

Training ..................................... . 48

Sequence Of Jobs ................................ . 52

Case Development ................................ . 54

Use Of Facilities ............................... . 57

Kinds Of Training Resources ..................... . 59

vi

Chapter Ill. (Continued)

PAGE

Types Of Employment And Weekly Earnings.......... 61 Placement Services........ . . . . . . . . . . . . . . . . . . . . . . . 65 Characteristics And Mobility..................... 68 Reasons For Extending Training................... 70
IV. FINDINGS RELATED TO OBJECTIVES OF PART II ....... . 72
Kinds Of Training Provided Clients............... 72 Kinds Of Training Facilities Being Used.......... 77 Reasons For Difficulty And Dropout............... 79 Variations In Cost And Course Length............. 81 Training Programs Completed...................... 81 Training Discontinued, Reasons And
Rehabilitation Outcome........................ 83 Employed Consistent With Training................ 85 Employed Inconsistent With Training.............. 88 Placement Services To Employed Clients........... 88 Counseling And Case Development.................. 89 Failures And Poor Achievements................... 91 Adequacy Of Training.. . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
v. SUMMARY AND CONCLUSIONS ......................... . 94
Summary Part I...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Summary Part II.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Conclusions .................. ,................... 108
Appendix A. CLIENT INTERVIEW Operational Definitions ....................... 114 Rating Scale....... . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Sch~dule...................................... 119
B. COUNSELOR INTERVIEW Operational Definitions ....................... 122 Rating Scale.................................. 125 Schedule................. . . . . . . . . . . . . . . . . . . . . . 128
C. EMPLOYER INTERVIEW Operational Definitions....................... 134 Rating Scale.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Schedule.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
D. TRAINER INTERVIEW Operational Definitions ....................... 141 Rating Scale.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Schedule........ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

vii

- - - - - - --~--------

TABLE 1 2
3
4
5
6
7 8
9
10
ll
12 13 14 15 16 17 18 19 20 21 22

TITLE

LIST OF TABLES

Incidence of Training by Kinds

Incidence in Use of Training Resources
(Senior Colleges & Universities)

Incidence in Use of Training Resources (Junior Colleges)

Incidence in Use of Training Resources (Public Vocational School)

Incidence in Use of Training Resources
(Private Vocational Sch. & Individuals)

Incidence in Use of Training Resources (Business School)

Client Characteristics and Kinds of Training

Client Satisfaction

Effectiveness of Training in Employment

Earnings in Three Months Before Acceptance by Kind of Training

Kinds of Training by Earnings Group During Week Before Closure

Vocational Adjustment

Stability of Employment

Other Benefits

Incidence of Training by Referral Source

Types of Disabilities and Kinds of Training

Clients Using Training

Adequate Case Development

Use of Facilities

Types of Employment

Occupations

Major Placement Services

PAGE l7 20
22
22 23 24 26 33 35 37 38
41 43 45
49
SJ
58 63 64 66

viii

TABLE 23 24 25
26
27 28
29
30
31
32 33

TITLE
Placement Services Provided Placement Services Available Characteristics and Mobility Training Extended
Training Discontinued
Characteristics and Kinds of Training (Samples Completing Training)
Characteristics and Kinds of Training (Samples Not Completing Training)
Characteristics and Kinds of Training Related to Use of Training Case Development Cases Not Completing Training Clients Not Completing Training
Reasons for Failures and Poor Achievement

PAGE
66 67 69 71
80 82
84
86
90
90 92

ix

I NT R0 DUCT i 0 N

The Georgia Division of Vocational Rehabilitation has been pro-

viding training services for more than forty years. Policies and

practices foliowed in the provision of those training services were

developed to meet needs as needs arose. During those years, a wide

range of training services were provided rehabilitation clients. The

services of many institutions, both public and private, as well as

individuals, have been purchased and utilized in the training of many I

.I
'I

thousands of disabled persons since the origin of the Georgia agency

'I

\

in 1920. In order to insure a quality training program for clients

in as many vocations as possible, the agency sought and evaluated

institutions and individuals engaged in training. Fees to be paid

for training clients were determined and agreed upon. Time requir~d

for completion of courses and other relevant information were com

piled and provided counselors for each institution that had been

approved for use in training clients. However, there were no criteria

for evaluating training situations. It was necessary to make sub-

jective evaluations and approvals in each individual case. The task

of compiling data, evaluating, and approving trainers has become much

more difficult due to the rapidly changing and expanding range of the

occupational structure, the increasing number of training facilities,

inc~easing costs, and efforts on the part of many institutions to

upgrade training services both in quality and range of servic~s.

During the past decade, fees paid for training rehabilitation

clients have continued to increase and time required for completion

of programs has been extended. It has been noted that these and other

factors vary between the different trainers without explanation, though services and quality of training appear to be similar. Mr. Otis C. Dyer, Supervisor of Counseling, Guidance, Training, and Placement, Georgia Division of Vocational Rehabilitation, found in a study of business schools (1962, unpublished) that rehabilitation clients who were trained by one school received an average starting weekly wage of $10 more than those rehabilitation clients trained by another school in the same city, while the fees were higher at the latter school.
To be sure, not all rehabilitation clients that were provided training services completed their programs. Failures can be attributed to many conditions, and causes. In an effort to eliminate many of these, counselors have been given authority to purchase other professional services to assist them with the vocational evaluation of clients. In addition to purchasing medical and physical evaluations, psychological and psychiatric evaluations, the counselors have received special training in the administration of tests and the use of both public and private appraisal and evaluation centers. It has not yet been determined whether maximum use of this assistance has been realized for all clients in making adequate vocational evaluations.
The Georgia Vocational Rehabilitation Agency continues to strive for quality in training and the provision of training services for its clients. It seems vital at this time to attempt to determine methods of improving these services. In order to facilitate improvements, it is essential to know strengths and weaknesses in both policies and practices, as well as the kinds and quality of training being provided Vocational Rehabilitation clients. In recognition of this need, the
xi

Georgia Division of Vocational Rehabilitation has conducted a followup and evaluation study of client training.
Xii

GRAPHIC OVERVIEW
FOLLOW-UP STUDY AND EVALUATION OF THE TRAINING PROVIDED VOCATIONAL REHABILITATION CLIENTS BY THE GEORGIA DIVISION OF VOCATIONAL REHABILITATION

Effectiveness of Training

Part II Effectiveness of Current Training
1965 - 1966

CHAPTER I
P E RSP ECT I VE
In 1964, the U. S. Vocational Rehabilitation Administration and the Georgia Division of Vocational Rehabilitation agreed to support a follow-up study and evaluation of training being provided clients by the Georgia Agency. The agreement was based upon a proposal submitted to the Federal Office by the Georgia Agency in which needs for improving training services were recognized. The study proposed to examine strengths and weaknesses in the policies and practices, as well as the kinds and quality of training being provided clients. The approved budget provided a full-time director and stenographer with a part-time research consultant. The Georgia Division of Vocational Rehabilitation agreed to conduct the study and both agencies provided representatives to serve on a supervisory committee. Preliminary work began on November 2, 1964, and the study continued for two and one-half years.
The study consisted of two parts that ran concurrently. Part I was a follow-up study of all cases having received any vocational training and closed by the Georgia Vocational Rehabilitation Agency during fiscal years 1961 - 1963. Part II was an evaluation of vocational training currently being provided Vocational Rehabilitation clients during fiscal years 1965 - 1966.
The objectives of Part I of the study were: 1. To determine the incidence of training by kinds. 2. To determine the length of training by kinds. 3. To determine the incidence in use of. training resources.
4. To determine characteristics of clients for different

kind of training. 5. To determine whether there is any change in the above items
from year to year. 6. To determine costs of different kinds of training. 7. To determine effectiveness of training in terms of client's
satisfaction, improvement in economic status, vocational adjustment, stable employment, etc. 8. To determine benefits of training to clients other than job placement. 9. To determine the incidence of training cases by referral I sources and any change from one year to the next. I 10. To determine whether there is any relationship between types
I I
of disabilities and kinds of training engaged in. ll. To learn sequence of jobs following closure. 12. To study results in terms of:
a. Kind of case development. b. Use of rehabilitation facilities. c. Kinds of training resources used. d. Types of employment and weekly earnings at closure. e. Kind of placement services rendered or placement agency. 13. Comparison of characteristics and results by amount of mobility of clients, such as: a. Any serious restriction in travel. b. Housebound. c. Capable of activities outside of home with help of
another person. d. Capable of activities outside of home without help
of another person.
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14. To learn the incidence and reasons for extension of training. To obtain these objectives, a study was made of data recorded on
all training cases closed during the period 1961 - 1963, a total of 2,159 cases. In addition, a skilled interviewer made a follow-up on a random sample of those cases with face-to-face interviews, using standardized schedules with the client, counselor, trainer, and employer.
The objectives of Part II were to determine: l. Kinds of training provided clients. 2. Kinds of training facilities being used. 3. Causes of training difficulties and dropouts. 4. Reasons for variations in training costs, course
length, etc. 5. For those who have completed or stopped training.
a. The percentage and characteristics of clients who follow the initial program to completion.
b. The percentage and characteristics of clients who discontinue their training before completion; also the reasons and eventual outcome in terms of rehabilitation.
c. The percentage and characteristics of clients who secure employment consistent with the training and receive compensation comparable to other workers in the same area.
d. The percentage and characteristics of clients who took employment inconsistent with training, and evaluation of rehabilitation outcome.
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e. The percentage and characteristics of clients who require special assistance in placement.
f. The types of placement assistance provided cases already placed.
g. Counseling procedures used in cases who did not complete training.
h. Reasons for failures in training cases and reasons why some cases did poorly in training, including an assessment of the adequacy of training provided.
During the first 12 months of the study, all cases in training during 1964-65 were studied using coded data from case records. During the second 12 months, all cases in training during 1965-66 were studied in the same manner. Approximately 3500 cases were involved over this two-year period. As in Part I, the follow-up interview was conducted with a random sample of approximately 10% of these cases.
The results of the study are being used by the Georgia Agency for program improvement and are made available to other agencies. Specifically, the Georgia Agency is using the findings in:
1. Improving counselor performance. 2. Selecting training facilities. 3. Improving quality of training. 4. Improving supervision of clients. 5. Improving placement services. 6. Planning expansion of training opportunities.
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CHAPTER II
Several meetings of the research committee were held to formulate plans and procedures t6 be followed in the conduct of the study. It was decided that the study should be conducted in two phases. Phase one to be a study of the data already recorded in the data processing center on all those clients who were provided vocational training services by the Georgia Division of Vocational Rehabilitation and whose cases were closed during the fiscal years 1961 - 1963. The same study was to be made of the data recorded on those clients who were currently receiving the training services during the fiscal years 1965 - 1966. Random samples were selected from each of the five years and interviews conducted, using standardized schedules.
First, a printout of all data that had been recorded on cases closed rehabilitated during fiscal year 1961 was secured to ascertain the data available from that source, as well as to determine and identify the cases to be included in the study. The printout listed 912 cases closed rehabilitated during the fiscal year ending June 30, 1961, for which training services of some type had been provided. However, 90 of these were shown to have received no vocational training and 207 were shown to have received 11 other11 training. It was necessary that these 297 cases be investigated in order to determine whether any or all of them should be included.
The investigation revealed that almost all of the 297 cases had received speech training, orientation and adjustment, prosthetic limb training, etc., except for a very few cases of coding errors on the closure forms. These were not considered to be a sufficient number of cases to .g:ffect the results of the study. Therefore, it was decided

to include only those cases that were shown to have received vocational training.
The project proposal was reviewed and studied in order to determine data needed to fulfill the stated purposes of the study. Certain of the required data were found to be already available in the Department of Education data processing center records. Certain other data were identified to be secured through face-to-face interviews with clients, counselors, employers, and trainers. Data were obtained from the data processing center on the 1961 cases closed rehabilitated and comparison tables prepared.
Since the data processing center had no record of those cases closed unemployed other than a report of the total number, it was necessary to go to the closed case files and search out those cases which were provided vocational training and then closed unemployed. For the year 1961, only 26 of these cases were found to have received vocational training, 61 of the 1962 cases, and only 62 of the 1963 cases. Due to the small numbers, it was decided that these cases should be sampled separately rather than combined with the larger number of cases closed rehabilitated each year.
Considerable consultation and discussion were held regarding the preparation of interview instruments to be used in the interviews. Several rating scales and schedules were prepared, pre-tested, revised and retested for each of the four different interviews.
In view of the apparent time and cost, it was determined that a sequential sampling procedure be utilized to determine a minimum number of sample cases which would yield information
- 6-

representative of the total groups. As a result of this procedure, a random sample of 62 cases from each of the five years was selected.
S AMP L E
The study included all clients of the Georgia Division of Vocational Rehabilitation that had been provided vocational training and whose cases had been closed rehabilitated and non-rehabilitated by the agency during the fiscal years 1961-63. Included also were those clients that were currently receiving the training services of the agency during the fiscal years 1965 and 1966.
The data processing center had recorded considerable data on all cases that had been closed employed or rehabilitated during those years that were included in the study. Therefore, it was decided that the total number of cases would be used in the case study part of the project. However, certain other data and follow-up data were needed. In order to secure the additional information, interviews with the client, his counselor, trainer, and employer were required. Due to the large number of cases involved, it was necessary to select a sample for the interviewing program.
In order to make desired observations, it was necessary to group the cases by year and by type of closure in the study of closed cases for the years 1961-63. Since the study of the current training cases concerned itself with the active cases, these were grouped by years studied (1965- 1966).
The closed rehabilitated case record cards in the data processing center were grouped as stated and shuffled. The cards were then run and a list printed from the shuffled cards. The names were numbered in numerical order. Random numbers were selected from
-7 -

a table of random numbers and these numbers applied to the numbered list to select the sample cases for interviewing.
I N S T R UME NT AT l 0 N
The study plan required interviews with clients, counselors, trainers, and employers, as well as an evaluation of each of the interviews. The committee decided that an appropriate schedule consisting of pertinent and relevant items should be used in the interviews and a rating scale developed for use by the interviewer in his evaluation of the interview. This required the development of four schedules and four rating scales. The four rating scales contained the items used in the respective schedules with scales to be used by the interviewer in his evaluation of responses.
The items for each instrument were selected from the Georgia Division of Vocational Rehabilitation Manual of Policies, as well as questions designed to obtain information needed to answer questions stated in the objectives of the study. Each instrument was prepared and presented to the committee for review. The instruments were revised by the committee and finalized by a trial study under the supervision of the project consultant. Copies of the instruments are placed in the appendix.
Client Interview Schedule The schedule used in interviews with clients was constructed
in two parts. Both parts I and II were used in interviews with clients who had either completed training or dropped out and who had become employed. Part I only was used in interviews with
-8-

L

clients who were currently in training or had not attained an employment situation.
Part I included items designed to obtain information from clients that would indicate the different services received from both the Georgia Agency and the trainer or training institution, as well as the client's evaluation of and satisfaction with those services.
Part II contained questions designed to identify and evaluate benefits received by the client resulting from training, both directly and indirectly, from the standpoint of effectiveness of the training, (improvement in economic status, work adjustment, etc.) and other benefits such as social adjustment, self-esteem, etc.
Counselor Interview Schedule The schedule used in interviews with counselors dealt
with six areas: (a) the information available to the counselor regarding the training facility, (b) assistance the counselor received in the vocational evaluation of the client, (c) factors involved in providing adequate supervision of clients, (d) reasons for client dropout and failures in training, (e) client employment, and (f) services utilized in the placement of clients. The instrument was designed to indicate whether services were available, adequate to meet client needs, and whether the counselor considered these to be essential in each case. Items were selected from the Georgia Agency's Manual of Policies, and known services of training facilities.
Area I contained items designed to elicit "yes" or "no"
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responses regarding whether the counselor had available, information of the services available to his client at the training facility (a) to meet the clients physical needs, (b) to provide his client a complete program, (c) to provide quality training, (d) to provide adequate supervision of the client, and (e) to provide adequate placement services.
Area II was constructed similarly to that of Area I, insofar as respbnses were concerned, and contained items that would indicate the sources and types of assistance utilized in the vocational evaluation of the client in the areas of (a) physical capacity, (b) intellect, (c) emotions, (d) background, (e) motivation, and (f) home situation.
Area III was composed of a check list of probable factors (personal and geographic) that might be involved in the supervision of the case by the counselor.
Area IV was composed of a training status classification (training: (a) interrupted, (b) discontinued, (c) in progress, (d) completed), and a check list of reasons for discontinuing or interrupting the training before completion.
Area V contained questions designed to secure information that would indicate (a) the degree to which the employed client was using his training in employment, (b) the suitability of the job, (c) job security, and (d) the vertical mobility.
Area VI was composed of a check list of agencies normally providing placement services for Vocational Rehabilitation clients.
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L

Employer Interview Schedule The schedule used in intervie\Vs with employers was constructed
of items vlith provision for "yes or nno 11 responses ::J.nd contained items that would provide information in three areas: (a) inform&tion the employer had received regarding the client, (b) the employers satisfaction with the client, and (c) any special consideration given due to the cl1ent 1 s impairment.
Area I contained items designed to determine whether the employer had received information regarding the clients (a) training, (b) physical capacities, (c) work history, and (d) relations with Vocational Rehabilitation.
Area II contained items designed to indicate the employer 1 E satisfaction with the clients (a) attendance and promptness, (b) quality of work, (c) quantity of production, and (d) personal and work adjustment.
Area Ill was constructed of a check list of adjustment that, due to severity and/or nature of the clients impairment, may have been made in (a) equipment, (b) working conditions and time, and (c) special supervision.
Trainer Interview Schedule The schedule used in interviews with trainers was co1
structed to provide for 11 yes 11 or 11 no responses and to show whether the trainer considered the items essential in each case. The items contained in the schedule were focused on four areas: (a) information received by the trainer, (b) cooperation of Vocational Rehabilitation, (c) services available to clients at the school, and (d) factors used to determine costs and length
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of courses. A check list of reasons of courses in regularly allotted time was included.
Area I contained items that would indicate whether the trainer had received (a) medical information, (b) psychological information, and (c) information of client's character.
Area II contained items that would indicate whether the trainer had received (a) adequate help from the counselors with problems, (b) adequate counselor supervision of the client, and (c) any other rehabilitation services.
Area Ill was constructed to provide "yes" or "no" responses and to show whether the trainer believed the v&rious services to be essential for the individual client. It contained items designed to give indication of services available to meet client's needs while in training, regarding (a) physical, (b) medical, (c) social, ldJ instruction, (e) counseling and guidance, (f) environment, and (g) job placement.
Area IV contained a check list of factors considered to be relevant in determining the length of time required for the completion of the course and the CJst of the course.
P R0 CE DURE
Since the data processing center had recorded no data other than names for those clients whose cases were closed not-rehabilitated, it was necessary that the case files of the state file storage center be sorted and the data tabulated by individual case study. These data were combined with those of the closed rehabilitated cases which were secured from the data processing
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center. Using the interview instruments, the interviewer gathered
considerable data from interviews with clients, counselors, employers, and trainers involved in the sample cases. In order to complete the interviews, an extensive program of locating clients and scheduling was required. The name of the county in which the client had lived at the time services were provided was secured with the data from data processing. The names of clients were listed by counselor serving the case and this list forwarded to the district supervisor under which the counselor worked. A letter was attached to explain the need for the information and to request that the counselor now serving the county try and secure information that would be helpful in locating the client and in scheduling an interview. In most cases, the supervisors and counselors were most helpful and cooperative in this endeavor. In some instances, however, the addresses of clients at the time of closure were given and in most of these cases the clients had moved. The interviewer then found it necessary to seek out information from past employers, neighbors, relatives, references, etc., in order to determine whether an interview might be possible in a given case.
It was learned that many of the clients had moved out of state. In those cases, as in cases that attended out of state training institutions. explanatory letters were written and copies of the instruments attached and mailed to the clients and training institutions.
Lists were made by district so that the interviewer could
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schedule all interviews within a given area. The lists of counselors, trainers, and employers showed the name or names of clients for whom the interviews were to be scheduled, so that the interviewer could schedule as nearly as possible all interviews during one trip. These lists were kept as current as possible, in order to keep up with moving clients, counselors, and case records, as well as trainers and employers who had gone out of business or moved to new locations. Clients, especially, and many counselors were found to be quite mobile.
It was necessary to compile new lists for the second part of the study. However, less difficulty was encountered in locating and scheduling interviews. Probably, this was because these cases had not been closed as long as those of the first part of the study and had more recent follow-up contacts by counselors.
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CHAPTER III FINDINGS RELATED TO OBJECTIVES OF PART I
It is expected that the reader will raise many questions while reading this report and observing the data presented. These questions will vary with the interests of the individual and many will probably relate to causal factors. Since this is a descriptive study, no investigation was made into causal relationships. Therefore, no effort is made to identify or discuss causal factors in this report.
Though continuity of related matter may be desirable in some instances, the presentation in this chapter is by objective and follows consecutively the list of objectives presented in Chapter I of this report.
Part I of this study includes clients who were provided training services by the Georgia Division of Vocational Rehabilitation and their cases closed either rehabilitated or not rehabilitated during the fiscal years 1961, 1962, and 1963. There were 641 of these cases in 1961; 714 in 1962; and 804 in 1963. There was an increase of 11 percent in 1962 over 1961 and 12 percent in 1963 over 1962. Since the data obtained through interviews includes the sample cases for all five years, these clients are included when reference is made to these data.
Incidence of Training by Kind The Georgia Division of Vocational Rehabilitation has grouped the kinds of training into four catagories for recording purposes: (l) college training; (2) public vocational school; (3) private vocational school; and (4) business school. This same grouping
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was used in the study because much of the data was taken from the records in the Data Processing Center. These data are shown in ~ Table l.
The frequency of training by kind shown in Table I for this three year period reveal some slight variations from year to year. Forty-two percent of the cases were provided college training, 27 percent public vocational school training, 16 percent private vocational school training and 15 percent business school training. The percentage of college training cases declined from 44 percent in 1961 and 1962 to 38 percent in 1963, while the public vocational school cases increased from 22 percent in 1961 and 23 percent in 1962, to 37 percent in 1963. The private vocational school cases declined from 16 percent in 1961 and 19 percent in 1962, to 12 percent in 1963. The percentage of business school cases has declined from 18.5 percent in 1961 to 14 percent in 1962 and to 13 percent in 1963. These data suggest a decline in college training cases, private vocational school cases and business school cases, while the public vocational school cases increased considerably during this three year period.
The data reveal that during this three year period 2010 clients were closed rehabilitated and 149 clients were closed not rehabilitated, or 93 percent were closed rehabilitated and 7 percent not rehabilitated. Four percent of the 1961 cases were closed not rehabilitated. This increased to 9 percent in 1962 and 8 percent in 1963. These data suggest an increase in the number of cases closed not rehabilitated over this 3 year period. A further breakdown of the data shown in Table l reveals that 68 percent of the cases that were closed not

r--

TABLE l

INCIDENCE OF TRAINING BY KINDS

-

Year

I TOTAL CASES N=2159

1961

1962

1963

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Total'

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PERCENTAGES

1961

1962 1963

Totals

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.w .w

rl

..,..; rl

r-1

.--1.--1

rl

rl rl

..0

..0 ..0

ttl

ttl ('j

..C

.W ..C ..C

c:a>J:: zQc:>(:l:): ~(!)

"d "d

(!)

(j)

.w .w

ttl ttl .w .w

rl rl

.--1...--1

rl rl

..0 ..0 ttl ttl .W,.C ..C

zQ~ (l) ~aJ

"d "d

(!)

(l)

.w .w

ttl ttl .w .w

rl

..,..;

M.--1

rl

rl

..0 ..0

ttl ttl .W ..C ..C

zQ(cl:>):: ~(!)

"d
Q)
.w

('j
.w

rl

.--1

rl

..0 ttl .W ..C

Q
:-o:;

(~l )

Q)
CJ)
ttl
..4-J
c

c::

Q)
u

ttl H

~CalJO.J

College Training 277 5 310 7 288 16 875 28

43 l 43 l 36 2 41 l

42 1

,,1--M

Public Voc. Sc:h. 128 10 131 31 264 28 523 69

20 2 18 5 33 4

24 3

I
27 I

Private Voc. Sch. 95 8 117 16 90 9 302 33

15 1 17 2 ll 1 14 2 16

Business School 115 3 95 7 100 9 310 19

18 .5 13 1 12 1 14 1 15

-----------~----- --------- --------- --------- ------------ --------- -------- ------------------- -----

Totals Combined Tot,ls

1 615 26 I 653 61

641

714

742 62 804

2010 149 2159

96 4 100

91 9 100

92 8 100

93 7 100

-

rehabilitated were provided vocational school training (public and private) with the larger number (46 percent) being public vocational school cases. Nineteen percent of the cases not rehabilitated were provided college training and 13 percent were provided business school training.
Length of Training by Kinds There are many factors that effect the time that a client is involved in a given kind of training. In many cases, a complete program was not planned, i.e. some clients had programs planned to meet only the minimum training requirement for a given job. These requirements range from one year or less of college training to eight years or more for degrees in medicine. A course in auto mechanics, in both public and private vocational schools, is often broken down so that a client may complete requirements for a given vocational objective such as motor tune-up only, in six weeks, or he may attend twenty four months for the complete course. On the other hand, some courses require a given length of time in order to satisfy license requirements (barber, beautician, etc.). In some cases, a drop-out may become employed as an aid or helper with only a part of the time in training required for a license. A program may be planned to give a client just enough traini~g in a given vocation to enable him to enter the vocation as an apprentice, aid, or helper. Since the range in the length of training was found to be so broad, and because of the myriad of situations and circumstances which determine the length of training, measures of central tendency and dispersion would afford little, if not misleading information.
- 18 -

Incidence in Use of Training Resources The Georgia Division of Vocational Rehabilitation has been using a large number of facilities, institutions, and individuals in the provision of needed training services for its clients. Data related to the incidence in use of training resources is shown in Tables 2, 3, 4, 5, and 6. Since the Data processing center did not have these data recorded for all the clients, the information was obtained through interviews with clients and counselors of the sample cases selected for face-to-face interviews and includes the samples for all five years of the study (Part I and Part II). Table 2 is a list of the senior colleges and universities both in Georgia and Out-of-State, that were used during the five years studied and the number of clients attending each by year. These data reveal that there were 104 of the 291 samples who were provided college training in Senior Colleges and Universities. Ninety-one of these attended 22 institutions that are located in Georgia and thirteen attended 9 out-of-state institutions. The 13 clients who were provided college training in outof-state institutions represent approximately 10 percent (9.5) of the total college training cases. This may appear to be a large percentage considering that there are many accredited and reputable institutions in Georgia that are providing a wide range of training programs. The question then arises: why train clients in out-of-state colleges and universities at a higher cost when high quality training is available at institutions within the state. However, as pointed out by Fincher in a Survey of Supply and Demand of Nurses and Paramedical Personnel
- 19 -

TABLE 2 INCIDENCE IN USE OF TRAINING RESOURCES
SENIOR COLLEGES AND UNIVERSITIES (Interview Samples Only)

GEORGIA
Albany St. College Berry College Clark College Emory University Ft. Valley St. College Ga. Inst. of Tech. Ga. Southern College Ga. State College LaGrange College Medical College of Ga. Mercer University Morris Brown College North Georgia College Oglethorpe University Paine College Piedmont College Savannah St. College Shorter College Spellman College University of Georgia Valdosta St. College West Georgia College
Totals

1961 1962 1963 1965 1966 Total

0

2

0

1

1

4

0

1

0

0

0

1

2

0

0

0

0

2

1

2

1

1

1

6

0

0

0

2

1

3

0

2

0

1

1

4

2

2

1

2

3 10

0

0

1

0

4

5

0

0

0

1

2

3

0

0

0

1

0

1

1

1

0

1

1

4

0

0

0

2

0

2

1

1

0

0

0

2

1

0

0

0

1

2

2

0

0

0

0

2

0

0

0

1

0

1

1

1

1

l

1

5

0

0

0

0

1

1

0

1

l

0

0

2

2

6

3

9

5 25

1

1

0

0

0

2

0

1

2

0

1

4

14

21

10

23

23

91

OUT OF STATE

1961 1962 1963 1965 1966 Total

Auburn University

1

0

0

1

0

2

Benedict College

0

1

0

0

0

l

Furman University

0

1

0

0

0

l

Gallaudett College

0

0

1

0

2

3

Princeton University

0

0

1

0

0

l

Queens College

0

0

0

1

0

l

Stillman College

0

1

0

0

0

l

University of Chattanooga 0

1

0

0

l

2

University of N.C.

0

0

0

1

0

l

Totals - Out of State Totals - Georgia Combined Totals

1

4

2

3

3 13

14

21

10

23

23

91

15

25

12

26

26 104

- 20-

in Georgia, December 1962, some special types of training such as training in physical therapy, occupational therapy, and dietetics are not available in Georgia. Also there are many varying reasons why an individual client might be provided training in an out-ofstate institution.
No client was provided college training in an out-of-state junior college. There were, however, 32 of the sample cases who were provided college training in junior colleges which are located in Georgia (Table 3). Table 2 and Table 3 reveal that a total of 136 clients of the samples were provided college training services.
Data in Table 4 reveal that a total of 63 clients of the samples were provided training services in 17 public vocational schools, all of which are located in Georgia. Included in this number are two public facilities, the Academy for the Blind at Macon, Georgia, and the Vocational Rehabilitation Center for the Mentally Retarded at Augusta, Georgia.
Data in Table 5 reveal that a total of 51 clients of the 291 sample cases were provided training services by 34 private vocational institutions and individuals. These data include correspondence schools and one out-of-state rehabilitation center, the Woodrow Wilson Rehabilitation Center in Fisherville, Virginia.
The data (Table 6) reveal that 41 clients of the 291 sample cases were provided business school training in 16 business schools, all of which are located in Georgia.
- 21 -

,..... TABLE 3 INCIDENCE IN USE OF TRAINING RESOURCES JUNIOR COLLEGES (Interview Samples Only)

GEORGIA

1961 1962 1963 1965 1966 Total

Abraham-Baldwin Andrew College Augusta College Brewton Parker DeKalb Jr. College Ga. Southwestern Middle Ga. College Reinhardt College South Ga. College Truett-McConnell Young Harris College Southern Tech

0

1

0

0

0

1

0

1

1

0

0

2

0

0

0

2

1

3

0

0

0

1

0

1

0

0

0

0

1

1

1

2

1

0

2

6

0

1

0

1

2

4

0

2

0

0

0

2

1

1

0

0

0

2

0

1

1

0

1

3

2

0

0

0

1

3

0

0

3

0

1

4

Totals

4

9

6

4

9 32

TABLE 4

INCIDENCE IN USE OF TRAINING RESOURCES

PUBLIC VOCATIONAL SCHOOLS

(Interview Samples Only)

GEORGIA

1961 1962 1963

~~~~------------------~~~~~~.

Albany Vocational Sch.

0

2

0

Augusta Vocational Sch.

0

2

2

Coosa Valley Voc. Sch.

0

0

0

Dalton Vocational Sch.

0

0

1

Dudley M. Hughes Voc. Sch. 1

0

2

Georgia Acad. For Blind

0

1

0

Gracewood Rehab. Center

0

0

0

Harris Area Voc. School

1

0

0

Monroe Area Voc. School

0

0

0

North Ga. Tech & Voc. Sch. 11

6

4

Richmond Area Voc. Sch.

0

0

0

Rome Area Vocational Sch. 2

0

0

Savannah Vocational Sch. 1

1

1

Smith-Hughes Voc. Sch.

0

0

2

South Ga. Tech. & Voc. Sch. 2

0

4

Thomas County Voc. Sch.

0

0

0

Waycross Area Voc. Sch.

0

0

1

1965
0 1 0 0 0 0 0
1
0
4 1
0
4
0 1 0 0

1966
0 0
1 0 0
0
1 0 1 0
0 0 0 0 0 1 0

Total
2 5 1 1 3 1 1 2 1
25 1
2 7 2 7 1 1

Totals

18 12 17 12

4 63

- 22 -

TABLE 5 INCIDENCE IN USE OF TRAiliNG RESOURCES PRIVATE VOCATIONAL SCHOOLS AND INDIVIDUALS
(Interview Samples Only)

GEORGIA

1961 1962 1963 1965 1966 Total

Albany School of Beauty

1

0

0

0

0

1

Amer. College of Tech.

1

0

0

0

0

1

Apex Beauty School

1

0

0

0

0

1

Atlanta Barber College

1

3

0

0

0

4

Atlanta School of Art

0

0

0

0

1

1

Augusta Beau t y College

0

0

1

0

0

1

Brooks Sch. of Floral Des. 0

0

1

0

0

1

Brown's Barber School

0

0

0

0

1

1

Carolyn Lynn

1

0

0

0

0

1

Columbus Barber College

0

0

1

2

0

3

Columbus Sch. of Art

1

0

0

0

0

1

Curly Top Beauty Shop

1

0

0

0

0

1

Davison Tech. Sch.

0

1

0

0

0

1

Dell Sch. of Med. Tech.

1

0

1

0

0

2

Duke Academy of Beauty

0

0

0

1

0

1

Fender Motors

0

1

0

0

0

1

Gainesville Barber Col.

0

0

0

1

0

1

Goodwill I ndustries

0

0

0

0

1

1

Griffin Barber College

0

0

1

0

0

1

Gr~fftn Beauty College

0

1

0

0

0

1

Gupton Sch. of Mort. Sci. 0

0

0

1

0

1

Lo111d!se :eittman

0

0

0

0

1

1

Madam Cargo Bty. Sch.

0

1

0

0

0

1

Market-Training Inst.

0

0

1

0

0

1

Moler Barber College

4

1

0

1

0

6

Moler Beauty College

0

0

1

0

3

4

Nat'l. Sch., Heavy Equip.Op.O

0

0

0

1

1

Paris Beauty School

1

0

0

0

1

2

Retail Sales .Train. Inst. 0

0

1

0

0

1

Rome Beauty School

0

0

2

0

0

2

So. Inst. of Graphic Arts 2

0

0

0

0

2

Terrell Beauty College

0

0

0

0

1

1

Walker Voc. & Com. Col . . 0

0

0

0

1

1

Woodrow Wilson Rehab. Ct. 0

0

1

0

0

1

-----------------------------------------------------------------------

Totals

15

8 11

6 ll 51

- 22 -

-
TABLE 6 INCIDENCE IN USE OF TRAINING RESOURCES
BUSINESS SCHOOLS (Interview Samples Only)

GEORGIA

1961 1962 1963 1965 1966 Total

Atlanta Sch. of Business 0

0

1

0

0

1

Blayton Sch. of Acct.

1

0

0

0

0

1

Bolen-Draughon Sch. of Bus. 1

0

1

0

0

2

Bolen's Business Univ.

0

1

0

0

0

1

Business Training Inst.

0

1

1

0

0

2

Clark Cty. Sch. of Bus.

0

0

0

0

1

1

Comptometer School

0

2

0

0

0

2

Edmondson Bus. Sch.

1

0

0

0

0

1

G.A.B. Sch. of Commerce

1

0

2

0

0

3

Ga. Business Inst.

0

0

0

1

0

1

Greenleaf Sch. of Bus.

0

0

2

2

0

4

Jay's Business Sch.

1

0

0

0

0

1

Marsh Business College

5

3

2

1

0

11

North Georgia Bus. Col.

0

0

0

0

1

1

Palmer Bus. College

1

1

0

0

0

2

Perry Business Sch.

2

2

0

2

1

7

Totals

13 10

9

6

3 41

- 24 -

Client Characteristics and Kinds of Training It is believed that the data regarding client characteristics and the kinds of training are more meaningful when expressed in percentages. The breakdown, by percentage, of client characteristics and kind of training by year is presented in Table 7. Since data regarding client characteristics were not available for the not rehabilitated clients, the data presented in this table are based upon the 2010 rehabilitated clients. Possible comparisons afforded by the data presented in Table 7 are too numerous to permit discussion of each in this report. However, some of the more salient findings are listed below: (1) The clients receiving training services and whose cases were closed during 1961, 1962, and 1963, were consistently near 60 percent male and 40 percent female. (2) Breakdown by race reflects 82 percent Caucasian and 18 percent Negro. The state's population, (1960 census) is 71 percent Caucasian and 29 percent Negro. (3) Fifty-five percent of these clients were under age 20 and 80 percent under age 25; 18 percent were between ages 26 and 45; 2.4 percent between ages 46 and 65; and none above age 65. (4) Data regarding education at acceptance reveal that 64 percent of the clients had completed 11 to 12 grades of schooling prior to being accepted for services; 9 percent had formal training beyond the high school level; 22 percent completed 7 to 10 years of formal training, while 5 percent had less than 6 years of prior education. (5) Seventy-three percent of the clients had no dependents
- 25 -

TABLE 7

CLIENT CHARACTERISTICS AND KINDS OF TRAINING

Rehabilitated Clients N ~ 2010 (Percentages)

1961 - N"'615

Sex Race

Age at AcceEtance

Prior Education

Dependents

Ill

Q) Q)

Q)

Q)

bOUl

Q)
~
~ ~

Q)
~
teil
Q) ~

Q)
.u
~


0
N

0

~

~

Q)

b() Q)
z

"c0:: ::::>

lf'l

0

N

C")

I

I

"' 0

N

N

lf'l

lf'l

...;t

C")

...;t

lf'l

I

I

I

"' "' ~

C")

C")

...;t

lf'l
"' I
lf'l lf'l

lf'l
"' Q) > 0
.<0

Q)
c::
z 0

...;t
I ~

"' I
lf'l

CXl
I
r--

0
~ I
0'\

N
~
I
~ ~

~
0 e
I
C")
~

Q)
c::
z 0

C") I
~

~
e 0
~
0
...;t

~ ~ .Ut.,)
c::
Q)~
u ~ ~ .u
Q) 0 P-IE--1

College Training 70 30 84 16 74 14 5 2 3 1 .4 0 0 0 1 0 2 83 14 88 9 3 45

Public Voc. Sch. 65 35 73 27 35 25 9 8 16 6 2 0 0 3 5 33 22 34 3 61 28 11 21

Private Voc. Sch. 53 47 75 25 28 18 13 17 16 7 1 0 1 3 7 32 20 37 0 57 29 14 15

I

N 0'

Business School 34 66 95 5 55 18 6 16 10 4 0 0 0 0 0 4 9 86 1 71 23 1 19
----------------- ------- -------- ------------------------------- -------------------------- ------------ ------

Percent of Totals 60 40 82 18 55 18 7 6 9 3 1 0 .1 1 3 13 10 66 7 74 19 7 100

1962 - N=653

College Training 62 38 81 19 73 20 4 2 1 0 0 0 0 0 0 1 2 83 15 88 10 2 47
Public Voc. Sch. 66 34 72 28 31 27 11 8 16 6 2 0 0 2 12 21 18 46 2 61 26 13 20
i
Private Voc. Sch. 54 46 71 29 34 22 9 14 13 6 2 0 1 3 9 20 30 36 3 56 32 13 18
I
Business School 28 72 95 5 52 19 8 6 12 3 0 0 1 1 1 2 9 75 11 72 24 4 15
----------------- ------- -------- -------------------------------- -------------------------- ------------ -----
Percent of Totals 56 44 79 21 55 22 7 6 8 3 1 0 .3 1 3 8 11 66 9 74 19 7 100
Table 7 continued on page 27

l

TABLE 7 (continued)

CLIENT CHARACTERISTICS AND KINDS OF TRAINING

Rehabilitated Clients N~2010 (Percentages)

Sex Race

Age at Acceptance

Prior Education

Deoendents

<1)

<1)

0

lJ')

:...

H

...<.1..)
m
l::

...Q...)
m
8
<1) ~

Q)
.+...J.


N

0

H

H

<1)

b(J Q)
z

"c0::
:::>

lJ')

0

N

C"')

I

I

"' 0

N

N

lJ') C"')
I
......
C"')

lJ')
-:t
I
"'C"')

-:t
lJ') I
"-:'t

lJ')
"' I
lJ') lJ')

"' <1)
;>
0
.<D

<1)
c::
z 0

-:t
I
......

"' I lJ')

00
I
"

0......
I
0\

.N.....
I
...... ......

0 8
I
.C.."..'.)

<1)
c::
z 0

C"')
I
......

0 8
H 0
-:t

College Training 67 33 86 14 71 25 3 1 .3 0 0 0 0 0 0 .3 1 78 21 86 9 5

Public Voc. Sch. 66 34 80 20 42 44 11 3 0 0 0 0 .4 4 8 17 27 41 4 59 28 13

Ul
m m <b1{) JU<1J)1
~ ul
u<1) '"m""I
H +J <1) 0
P.IE-<
39
36

Private Voc. Sch. 53 47 81 19 32 36 16 16 1 0 0 0 1 4 3 20 26 42 3 60 29 11 12

Business School 35 65 91 9 57 24 13 6 0 0 0 0 0 0 1 3 9 78 9 66 24 10 13

.N..__,

----------------- -------- -------- -------------------------------- --------------------------- ------------ --- - -

Percent of Totals 61 39 84 16 54 33 9 4 .3 0 0 0 .3 2 3 10 14 61 11 71 20 9 100

C001bined Totals

College Training 66 34 84 16 73 20 4 2 2 . 2 .1 0 0 0 .3 1 2 81 16 87 9 3 44

Public Voc. Sch. 66 34 76 24 38 35 11 5 8 3 1 0 .2 3 8 22 23 41 3 60 28 12 26

Private Voc. Sch. 53 47 75 25 32 25 12 5 0 5 1 0 1 3 7 24 26 38 2 57 30 13 15

Business School 33 67 94 6 55 20 9 6 7 3 0 0 .3 .3 1 3 9 80 7 70 24 6 15
----------------- ------~ -------- -------------------------------- --------------------------- ------------ - - - - -
Percent of Totals 59 41 82 18 55 25 8 5 5 2 .4 0 .2 1 3 10 12 64 9 73 19 8 100

at acceptance; 19 percent had 3 or less; 8 percent had 4 or more dependents.
(6) Forty-four percent of all clients receiving training were provided college training, 26 percent public vocational school training; 15 percent private vocational school training, and 15 percent business school training.
(7) Sixty-six percent of those clients receiving college training were male and 34 percent female.
(8) Seventy-three percent of the clients receiving college training were under age 20 at acceptance; 92 percent were under age 25; 6 percent were between ages 26 and 35; and only 2 percent above age 35.
(9) Clients who had four or more dependents composed only 3 percent of the college training group, 12 percent of the public vocational school group, 13 percent of the private vocational school group, and 6 percent of the business school group.
(10) The vocational school trainees, as a group, were generally older, had less prior education, and had more dependents than the college and business school groups.
There are many other comparisons afforded here, some of which would be of more interest to one reader than to another. Therefore, reference is made to Table 7 for additional and individual comparisons.
Changes in Client Characteristics and Kinds of Training from Year to Year
A comparison of the data shown in Table 7 indicates some changes in kinds of training provided clients of certain characteristic groups. Some of those indicated changes are discussed in the following paragraphs.
28 -

Clients who had 8 years or less of prior education composed 41 percent of the public vocational school trainees in 1961, 35 percent in 1962, and 29 percent in 1963.
Those clients with 11 to 12 years of prior education composed 34 percent of the public vocational school trainees in 1961, 46 percent in 1962, and 41 percent in 1963. These same trends are true with the private vocational school trainees.
Since the percentage of the total remains relatively stable for vocational school training, this suggest that fewer clients with 8 years or less of prior education are being provided vocational school training (public and private), while an increasing number of clients with 11 to 12 years of prior education are being provided this kind of training. A possible explanation of this may be the recent upgrading of standards in trade and vocational institutions - both public and private, as well as the development of more highly technical machines, tools and equipment.
Clients having four or more dependents have been provided business school training in increasing numbers. These clients composed only 1 percent of the business school trainees in 1961 but increased to 4 percent in 1962, and to 10 percent in 1963.
There were numerous variations noted; however, most of these are considered to be more or less normal fluctuations rather than trends or changes in client characteristics and kinds of training from year to year.
Costs of Training by Kind There are many factors involved in the determination of costs for a given course or kind of training other than the fees charged by the training institutions and individuals.
- 29 -

Fees for training at an established and accredited school or institution are determined by the individual institution and based upon the several cost factors of each. The state supported or public institutions, colleges and vocational schools, determine fees based upon cost factors not covered by state support. These fees are approved by the appropriate state agency.
Fees charged by private institutions and individuals are based upon cost factors and are agreed upon by the institution or trainer and the Georgia Rehabilitation Agency. These fees vary greatly from one area of the state to another. For example, fees for a course in cosmetology are much lower if the school is located in a rural area, than if the school is located in a large metropolitan or urban center. This is true also, with regards to fees charged by business schools.
There are many factors related to the individual client and his particular needs that effect the total costs of training in the individual cases. It is also difficult to determine, in some cases, the costs of services directly related to training and the costs of services without which a training program would not be possible, i.e. a client who lives near the school or institution may be provided a given kind of training at a much lower cost than a client who lives some distance away and needs to be transported and/or maintained outside the home.
Counselors of the Georgia Rehabilitation Agency are provided a schedule of the fees for the many institutions, schools, etc. which are used for training rehabilitation clients. When the counselor has determined the client's needs, kind of training, and place of training, he is able to estimate accurately the costs of
- 30 -

- - - - - - - - - - - - - - - - - - - ~~~-
the training before giving authorization for the training program. Since there are many factors which vary with the individual
client in the determination of costs of training and many varying factors within individual schools and institutions, a measure of central tendency and/or dispersion would afford little or misleading information.
Effectiveness in Terms of Client Satisfaction The interview schedule used in the client interviews contained questions that were designed to solicit responses that would indicate the client's satisfaction or dissatisfaction with the services he had received from both the Vocational Rehabilitation Agency and the trainer (institution, school, or individual). These responses were evaluated by the interviewer on a rating scale which listed some of the training services known to be provided most clients. There were responses from 42 of 62 clients in the 1961 samples; 39 of 62 in 1962; 42 of 65 in 1963; 49 of 55 in 1965; and 49 of 55 in 1966 samples. There was a total of 221 responses from clients of the sample cases for all five years. There are some variations in the number of responses from item to item due to varying applicability in the individual cases. For example, some of the female clients who were employed as housewives at the time of the interview, responded to all the questions regarding employment, yet they said 11 no11 to the question, "Are you currently working"? This, of course, is only one of several variations. Though some clients failed to respond to some items of the interview schedule, the interviewer was able to evaluate a response to the item on the rating scale from the expletive conversation and remarks of the client during the interview. Also some clients who were not
- 31 -

currently employed did not respond to questions regarding job satisfaction but did indicate to the interviewer their satisfaction or dissatisfaction with the job on which they were placed following training.
The data in Table 8 are computed from responses to the questions of the client interview schedule and the rating scale used by the interviewer. These data reveal that there were only slight variations in responses to items from year to year. Responses to items on the schedule relating to the client's satisfaction with services provided by Vocational Rehabilitation indicate that 98 percent were satisfied.
The data from the interviewer's evaluation of those responses (the rating scale) reveal that 92 percent of the clients were satisfied and 8 percent dissatisfied. This is indication that 2 percent of the clients expressed dissatisfaction while the interviewer believed that approximately 8 percent indicated dissatisfaction with those services during the interview. The client responses and the interviewer's evaluation of the responses to questions related to satisfaction with services provided by the trainer were equal (93 percent satisfied and 7 percent dissatisfied). The 7 percent who expressed dissatisfaction coincides with the 8 percent evaluated by the interviewer as dissatisfied with rehabilitation services. Client responses and the interviewer evaluations both indicate that 11 to 13 percent of the clients were dissatisfied with placement services. Thirteen percent expressed dissatisfaction with jobs while the interviewer's evaluations indicate that only 6 percent were actually dissatisfied with the job itself. The
- 32 -

1

TABLE 8

CLIENT SATISFACTION (Percentages)

Client Interview Schedule

Year

1961 1962

1963 1965 1966

Total

Satisfactory

Yes No Yes No Yes No Yes No Yes No Yes No

DVR Services Trainer Services (Sch.)

98 2 100 0 98 2 94 6 100 0 98 2
i
93 7 95 5 88 12 92 8 96 4 93 7

Placement Services

90 10 86 14 91 9 81 19 100 0 89 11

w w

Job Satisfaction

82 18 95 5 82 18 80 20 100 0 86 14

------------------------------- ------- -------- ------- ------- -------- --------

Interviewer's Rating Scale

DVR Services

93 7 92 8 90 10 90 10 94 6 92 8

Trainer Services (Sch.)

90 10 95 5 85 15 92 8 96 4 93 7

Placement Services, All

85 15 87 13 94 6 81 19 100 0 87 13

Job Satisfaction

92 8 95 5 94 6 90 10 100 0 94 6

interviewer's evaluations indicate that the dissatisfaction with the placement services of rehabilitation and of the trainer was approximately the same (15 percent dissatisfied with rehabilitation and 14 percent dissatisfied with trainer).
It should be pointed out that the 1965 and 1966 samples were selected from the current training cases. Some of them had either completed their training programs or had dropped out and were employed by the time of the interview. There were 20 of the 1965 samples who responded to the items related to placement services and job satisfaction and only 9 of the 1966 samples.
Economic Status Improvement It has been pointed out that a small number of the 1966 samples responded to questions related to employment. Though these data are not meaningful when considered separately, they do not alter appreciably the data from the total responses. For example, the total responses to the question ''Do you feel that training has improved your economic circumstances?", indicate that 87 percent of the clients believed their economic status improved and 13 percent recognized no improvement, while the data from the responses of the 1961, 1962, and ~963 groups reveal that 85 percent believed their economic status improved and 15 percent recognized no improvement. Data from the Interviewer rating scale (Table 9) reveal that the interviewer believed a much larger percent (96 percent) were actually experiencing an improved economic status. Eleven percent of the 1961 cases, 14 percent of the 1962 cases, and 17 percent of the 1963 cases posted earnings during the three months prior to acceptance. There were only 14 percent of the
- 34 -

1

TABLE 9

EFFECTIVENESS OF TRAINING IN EMPLOYMENT (Percentages)

Client Interview Schedule Year

1961 1962 1963 1965 1966

Total

Improved

Yes No Yes No Yes No Yes No Yes No Yes No

Economic Status

82 18 81 19 91 9 90 10 100 0 87 13

Vocational Adjustment

85 15 89 11 86 14 81 19 100 0 87 13

w

Employment Stability

85 15 92 8 91 9 81 19 100 0 90 10

Vl

------------------------------- ------- ------- ------- ------ -------- ----------

Interviewer's Rating Scale

Economic Status

97 3 97 3 97 3 90 10 100 0 96 4

Vocational Adjustment

92 8 97 3 97 3 90 10 100 0 95 5

Employment Stability

92 8 97 3 97 3 90 10 100 0 95 5

r
total group in the three years (2010 casesJ who had earnings during the three months prior to acceptance, while 93 percent of the 1961 cases, 93 percent of the 1962 cases, and 94 percent of the 1963 cases posted earnings during the week prior to case closure. Ninety-three percent of the 2010 cases of Part I of the study posted earnings during the week before the cases were closed, in contrast tv the 14 percent who posted earnings during three months prior to acceptance for rehabilitation services.
Table 10 is a breakdown in percentages by year and kind of training, of the 14 percent who posted earnings during the three
months prior to acceptance. A breakdown of those posting $130
or less (Table 10) reveals that 31 percent were provided college training, 28 percent public vocational school, 30 percent private vocational, and 10 percent business school training. The other end of the scale ($1,040 or more) reveals that 64 percent were provided college training, 27 percent public vocational, 9 percent private vocational, and none business school training. Note is made that, of the 1961 group, none posted earnings of $1,040 or more during the three months prior to acceptance.
Table 11 is a breakdown in percentages by year of kinds of training by earnings group of those posting earnings during the week prior to case closure. The data shown here reveal that 6 percent of those receiving college training posted no earnings, .1 percent of the college cases posted earnings from $1 to $9 per week, .2 percent $10 to $19, 7 percent $20 to $39, 21 percent $40 to $59, 33 percent $60 to $79,and 32 percent $80 and over. Here we note that 65 percent of the college cases posted earnings of $60 and over for the week prior to closure. Only
- 36 -

1

TABLE 10

EARNINGS IN THREE MONTHS BEFORE ACCEPTANCE BY KIND OF TRAINING (Percentages)

Year

w
"

$0 to $130

$130 to $259

$260 to $519

1961

......

lcU::

Q)

0

00

(.) "M

..Q...). ......

"M -IJ ...... lU
.D (.)

u0 ~g

N""70

......

lcU::
Q) 0 -IJ "M lU -IJ
:> lU
-M (.)

rJJ rJJ Q).-<
c:: 0 -Mrn.c0::

~ '"' >0

::J (.) a:IC/l

1962

......

lcU::

Q)

0

00 U-M

..Q...). ......

"M -IJ ...... lU
.D (.)

u0 ~g

N~89

......

lcU::

Q) 0

-IJ -M

:lU>

-IJ lU

-M (.)

~ '"' >0

rJJ rJJ Q).-<
c:: 0 rMn.c0::
::J (.) a:IC/l

1963

......

lcU::

Q)

0

00

(.) "M

Q)
...... ......

"M -IJ ...... lU
.D (.)

0
u

::J 0
~>

N=l23

......

lcU::
Q) 0 -IJ-M lU -IJ
:> lU
"M (.)
~ '"' >0

rJJ rJJ Q).-<
c:: 0 "rMn.c0::
::J (.) a:! (I)

Total

......

lcU::

Q)

0

00

(.) "M

..Q...). ......

"M -IJ ...... lU
.D (.)

u 0

::J 0
~>

N-282

......

lcU::
Q) 0 -IJ "M lU -IJ
:> lU
"M (.)
~ '"' >0

rJJ

rJJ

Q).-<
c:: 0 rMn.c0::

::J (.) I

t:Q(I)

I

I I

40 13 27 20 22 22 48

9 34 41 17

7 31 28 30 10

31 31 23 15 22 39 17 22 35 39 10 16 30 37 15 18
I
25 14 18 43 30 15 35 20 46 30 11 14 35 21 19 25

$520 to $779

44 11 11 33 53 20 13 13 64 29

0

7 55 21

8 16

$780 to $1,039 80

0

0 20 75

0 25

0 40 40 20

0 64 14 14

7

$1,040 and over 0

0

0

0 75 25

0

0 57 29 14

0 64 27

9

0

TABLE 11

KINDS OF TRAINING BY EARNINGS GROUP DURING WEEK BEFORE CLOSURE (Percentages)

Year

1961

.....

cI:l:l

Q)

0

00

u ~

....Q....)..

~ .w ..... Ill
.0 u

u 0

;::1 0
~>

N"'-615

.....

Icl::l
Q) 0

.w ~

I>ll
~

.w
Iull

,... 0

~>

til
til (!) .....
c:: 0
~ 0
u tll..C::
;::1 CQCI)

1962

.....

Icl::l

Q)

0

00

u~

....Q....)..

~.w
..... Ill
.0 u

u 0

;::1 0
~>

N=653

.....

Icl::l

Q) 0

.w ~

I>ll

.w Ill

,.~.. 0u

~>

til
til Q) .....
c:: 0
~ 0
u tll..C::
;::1 CQC/)

1963

.....

Icl::l

Q)

0

00
....Q....)..

u
~

.w~

..... Ill

.0 u

u0 ~g

N-742

.....

Icl::l
Q) 0

.w ~

I>ll
,.~..

.w
I0ull

~>

til
til Q) .....
c:: 0
-~ 0
u tll..C::
;::1 CQUl

Total

.....

Icl::l

Q)

0

00

u~

....Q....)..

~ .w ..... Ill
.0 u

u 0

;::1 0
~>

N-'-2010

.....

Icl::l
Q) 0

.w~

I>ll
~

.w
Iull

,... 0

~>

til
til
Q) .....
c:: 0
~ 0
u tll..C::
;::1 CQCI)

.....

.cw::

cd .w

Q) 0

,u ... ~

Q) ~:
~ 0

w
00

$0 No Earnings 4

10 12

8 7

5

6 12 6 6

4

6 67

7

8

7

$1 to $9

0

0

0

0 3

0 .9

00 0

0

1 . 1 0 .3 .3 .1

$10 to $19

.4

7

5

0 0

4

9

0 .3 4

6

0 .2 5

7

0

2

$20 to $39

9

34 39 19 8 33 34 19 5 26 33 19 7 30 35 19 19

$40 to $59

24

34 26 52 22 41 34 42 18 40 34 45 21 39 32 47 31

$60 to $79

37

13 14 17 36 12

9 24 28 20 14 21 33 16 12 20 24

$80 and over

26

2

4

4 27

6

8

3 43 4

8

7 32 4

7

5 17

20 percent of the public vocational school cases posted earnings of $60 and over, 19 percent of the private vocational school, and 25 percent of the business school cases. These data (Table 11) reveal that the larger group of college cases posted earnings (33 percent) of $60 to $79 per week. The larger group of the public vocational school (35 percent) $20 to $39, and the business school (47 percent) $40 to $59 per week.
There were 1866 of the 2010 cases (93 percent) posting earnings during the week before closure. Eighty-seven percent of the samples interviewed (Table 9) recognized improvement in economic status. The interviewer's evaluation (Table 9) indicates that 96 percent had realized improvement. The data contained in Tables 9, lO,and 11, taken from responses by the clients, the interviewer evaluations and case study data, reveal that more than 90 percent of the clients that were provided training services by the Georgia Division of Vocational Rehabilitation and whose cases were closed during the years studied have realized improvement in economic status. This would indicate that the training services were successful in approximately 90 percent of the cases.
Vocational Adjustment The data shown in Table 9 are taken from the responses to related questions of the client interview schedule and reveal that about 87 percent of the samples believed their work adjustment had improved. They said, in answer to the questions, that they felt more relaxed and at ease on the job, and more confident that they could perform the duties adequately, since receiving training. The interviewer in his evaluation of the client
- 39 -

interviews indicated that 95 percent were adequately adjusted vocationally (Table 9).
The data taken from employer responses to related questions of the employer interview schedule (Table 12) reveal that employers considered 95 percent of the samples adequately adjusted. The employers indicated that 89 percent were adequate in production (quality and quantity) and 11 percent inadequate. Attendance and punctuality were next at 6 percent. The interviewer's evaluations of the employer interviews reveal that the interviewer believed only 4 percent inadequate in production, and 3 percent inadequate in relations (employer and employees) and attitudes (toward job and impairment). The area of production is shown to have the higher percentage of inadequacy in both the evaluations by the employers and by the interviewer. Though the employers indicate that 6 percent were inadequate in attendance, the interviewer in his evaluation, considered only 1 percent to be actually inadequate in this area. These data shown in Table 9 and 12 reveal that approximately 95 percent of all the clients in the sample had attained adequate vocational adjustment.
When all items of Table 11 (attendance, production, relationships, and attitudes) are combined and these data compared by year, it is noted that the employers in their evaluations, indicate adequate adjustment of the clients in more than 90 percent of the sample cases during th~ years studied.
Stability of Employment The data and discussions here deal with the improvement in the client's ability to secure and hold employment rather than
- bQ -

1

TABLE 12

VOCATIONAL ADJUSTMENT (Percentages)

Employer Interview Schedule

Year

1961

1962

1963

1965

1966

'Iotal

Adequate

Yes No Yes No Yes No Yes No Yes No Yes Ne

Attendance

95 5 96 4 96 4 85 15 100 0 94 6

Production
...f..-.
Relationships

84 16 82 18

91 9 96 4 98 2 100 0

85 15 97 3

88 12 88 12

89 11 97 3

Attitudes

98 2 96 4 100 0 97 3 100 0 98 2

Totals

90 10 95 5 98 2 91 9 94 6 95 5

Rating Scale

Attendance

98 2 98 2 100 0 97 3 100 0 99 1

Production Relationships

98 2 96 4

93 7 100 0 94 6 88 12 98 2 100 0 100 0 100 0

96 4 99 1

Attitudes Totals

96 4 97 3

98 2 97 3

96 4 99 1

97 3 97 3

94 6 95 5

97 3 97 3

the durability of a given type of employment, since the stability of the job itself is often determined by economic fluctuations, supply and demand, etc.
The data shown in Table 13 are taken from responses to relevant questions of the interview schedules used in the interviews (clients, ~ounselors, and employers) and from the rating scales for each, which was used by the interviewer to evaluate each of the interviews. These data reveal that 90 percent of the clients believed they were better able to secure and hold jobs, while the interviewer considered 96 percent to be adequately stable in employment. The counselors considered there to be adequate stability of employment in 97 percent of the cases, while the interviewer, in his evaluations of the counselor interviews, rated 93 percent with adequate stability.
The data from the employer interview schedule and from the interviewer's rating scale (Table 13) are based upon responses to the following items, which are considered relevant to stability of employment.
(1) Attendance and punctuality (2) Quality and quantity of production (3) Relations with employer and employees (4) Attitudes toward job and impairment The employers, in their evaluations of the clients in the above, indicated adequacy in 91 percent of the cases. The interviewer indicated adequacy in 97 percent of the cases. The interviewer did not consider some of the matters of which the employer complained to be of such severity to indicate that the employer would or intended to terminate the employment.
- 42 -

l

TABLE 13

Year Adequate

STABILITY OF EMPLOYMENT (Percentages)
1961 1962 1963 1965 1966
Yes No Yes No Yes No Yes No Yes No

--
Total
Yes No

Client Interview Schedule

85 15 92 8 91 9 81 19 100 0 90 10

Rating Scale

95 5 97 3 97 3 90 10 100 0 96 4

.p..
w
Counselor Interview

Schedule

98 2 95 5 100 0 100 0 86 14 97 3

Rating Scale

89 11 93 7 98 2 94 6 86 14 93 7

Employer Interview Schedule

89 11 93 7 96 4 82 18 88 13 91 9

Rating Scale

96 4 96 4 100 0 94 6 100 0 97 3 i

Since job security or stability of employment, as considered here, is believed to be most dependent upon efficiency in production, note is made that the employers, in their evaluation of client production (Table 12) indicated adequacy in 89 percent of the cases and in 91 percent of the cases in their overall or total evaluations in Table 13. These data indicate adequate stability of employment in 90 percent or more of the cases.
Other Benefits The benefits other than improvement in job placement (economic, vocational adjustment, and employment stability) which were investigated were social adjustment, self esteem, attitude toward work and impairment, and the family esteem. These data are shown in Table 14 and reveal that, of the clients in the samples, 60 percent believed their social status improved while 40 percent recognized no improvement. However, 87 to 88 percent indicated improvement in self esteem, attitudes, and family esteem, by their responses to related questions of the interview schedule. The interviewer in his evaluation indicated that 93 percent had improved in social adjustment, 96 percent in self esteem, 91 percent in attitudes, and 95 percent in family esteem. It is noted that the area of attitudes shows the smaller percentage of clients who improved. The clients' evaluations indicated that 87 percent improved in attitudes and the interviewer indicated that 91 percent showed improvement. The data contained in Tables 9 through 14 indicate that about 90 percent of the clients have made improvement in the following areas: (1) Economic status
- 44 -

I I i! I ....
~
\J1

Client Interview Schedule Year Improved Social Adjustment Self Esteem Attitudes Family Esteem Rating Scale Social Adjustment Self Esteem Attitudes Family Esteem

TABLE 14
OTHER BENEFITS (Percentages)

1961 1962 1963 1965 1966 Yes No Yes No Yt=s No Yes No Yes No
65 35 51 49 54 46 71 29 78 22 91 9 84 16 86 14 86 14 100 0 85 15 89 11 89 11 81 19 89 11 85 15 92 8 86 14 81 19 100 0

Total Yes No
60 40 88 12 87 13 88 12

89 11 95 5 89 11 95 5

95 5 97 3 95 5 97 3

94 6 97 3 89 11 89 11

90 10 toO 0 95 5 89 11 90 10 100 0 90 10 100 0

93 7 96 4 91 9 96 4

(2) Vocational adjustment (3) Employment stability (4) Social adjustment (5) Attitudes (6) Self esteem (7) Family esteem
Incidence of Training by Referral Source The data shown in Table 15 is a breakdown in percentage by year of the kinds of training by referral source. These data reveal that 39 percent of the clients for the three years included in Part 1 of the study (1961, 1962, and 1963) were referred to the Division of Vocational Rehabilitation by educational institutions. The next highest was 19 percent referred by interested individuals. There were 11 percent self referrals, 8 percent each, from physicians and welfare agencies, 7 percent from other health agencies, 4 percent from hospitals and sanatoriums, 3 percent from other sources, and 1 percent from the Bureau of Old Age and Survivors Insurance. A further observation of the data in Table 15 reveals that 55 percent of the college training cases were referred by educational institutions, 23 percent of the public vocational, 19 percent of the private vocational, and 39 percent of the business school trainees. Note is made also, that about 35 percent of the vocational training cases (public and private) were referred by welfare agencies and interested individuals. The percentages are consistent from year to year with the percentages of the totals and maintain the same proportionate positions in almost every instance. These data (Table 15) reveal that the incidence of training by referral source remained rather constant with no changes from year to year.
- 46 -

,--

TABLE 15

INCIDENCE OF TRAINING BY REFERRAL SOURCE (Percentages)

Year
Referral Source Ed. Institutions

1961

u u

Q)
M

> 0

> 0

Q)

.......

....... ..0 .u

u 0

::l t:ll

:>
t:ll

N;;_615

..uc z

(/)

.......

(lj

CIJ

.u

::l

0

a:)

~

1962

u u

Q)
M

> 0

> 0

Q)

.......

.......

..0

.u

u 0

::l

:>

t:ll t:ll

N~653

..c
u

z

(/)
.......

(lj

CIJ

.u

::l

0

a:)

~

1963

u

Q)
M

> 0

Q)

.......

....... ..0

u 0

::l t:ll

N;;_742

u
> 0

..uc
(/)

z
.......

(lj

.u

CIJ

.u

:>

::l

0

t:ll

a:)

~

Total

u

Q)
M

> 0

Q)

.......

....... ..0

u 0

::l t:ll

N"--2010

u
> 0

..uc
(/)

z
.......

(lj

.u

CIJ

.u

:>

::l

0

t:ll

a:)

~

57 21 16 46 41 55 24 23 32 40 54 23 19 39 37 55 23 19 39 39

~
-...J

Hospitals & Sans.

1 4 5 3 3 1 9 4 9 4 3 6 13 7 6 2 6 7 6 4

Other Health Agencies 5 11 7 4 6 5 9 12 3 7 5 8 10 11 7 5 9 10 6 7

Physicians

6 14 8 8 9 4 6 15 11 7 7 7 11 12 8 5 8 12 10 8

O.A.S. I.

0 2 1 1 1 0 2 1 0 1 .3 1 1 0 1 .1 1 1 .3 1

Work. Comp. Agencies

0 0 0 0 0 0 1 0 0 .2 0 0 0 0 0 0 .2 0 0 .05

Welfare Agencies

2 11 16 6 7 3 14 17 5 8 .3 18 8 6 8 2 15 14 6 8

Artificial Appl. Co.'s 0 0 0 0 0 0 0 2 0 .3 .3 .3 0 0 .3 . 1 .2 1 0 .2

Interested Individuals 18 18 32 18 20 21 26 14 22 21 17 20 20 13 18 18 21 21 18 19

Self Referrals

10 16 8 13 11 10 8 9 13 10 11 11 12 8 11 11 11 10 11 11

Other Sources

13 60 21 245 2 15 643 14333

Total N

45 21 15 19 100 47 20 18 15 100 39 36 12 13 100 44 26 15 15 100

1
Types of Disabilities and Kinds of Training The data in Table 16 are broken down to show the kinds of training provided clients of the different disability groups. These data indicate that 36 percent of the clients included in this part of the study (N=2010) suffered orthopedic impairments. Next, was the blind and visual impairments making up 14 percent of the total group. Twelve percent of the total group suffered disabilities other than those cl~ssified and shown in the table. Tuberculosis and other pulmonary diseases were the major disabling impairments in 9 percent of the cases while mental illness, personality disorders, etc. made up 8 percent of the total group. Hearing defects, speech impairments, cardiac, epilepsy and diabetes each composed 3 to 4 percent of the total group. Since the larger percent in one category is that of orthopedic impairments (36 percent), Table 16 shows a breakdown of this group. These data reveal that 6 percent of the orthopedic group suffered amputation of upper extremities, 5 percent amputation lower extremities, 10 percent orthopedic impairment of the upper extremities (other than amputations) and 44 percent orthopedic impairment of lower extremities. Thirty-five percent of those suffering some type of orthopedic impairment are shown as Other Orthopedic Impairments. The data in Table 16 reveal that the higher percent of the group was provided college training in most instances. Exceptions are in the cases of mental disorders, mental retardation, tuberculosis and other pulmonary diseases. In these instances vocational training (private and public vocational schools) exceeded by far the other types of training. These data (Table 16) reveal that the different disabilities compose approximately
- 48 -

,

TABLE 16

1961

N"-615

College Training

c::
0 ~

.-l )( ~l:Ll

td
~

,_.

;::l Q)

0.0.
E o.
<t:~

57

c::
0 ~

.-l )(

~l:Ll

td
~

,_.

;::l Q)

0E.;3o:
<t:~

70

TYPES OF DISABILITIES AND KINDS OF TRAINING (Percentages)

u
.-l ~
"0 )(
Q)l:Ll
00. ,_.
..c: Q)
~ 0. ,_. 0.
0~
44

u
.-l ~
"0 )(
Q) l:Ll
00. ,_.
..c: Q)
~,_. :03:
0~
46

u
.-l
"0
Q)
,_. 00.
Q),.C:
,_. ..c~
~
00
48

C,_l.l

Q)

..--<

c0::0

",0_.

u

td

,._-.l

;::l

0
Cll

.-l

Cll

td

.-l

"0
Q)

0.

..--< 0 td..C:

"c0::

~~

.-l

0 ,_. ..--<

.-l
>
,_.
Q)
..c:
~

~
td
Q)

Q)
::z:: ,_.
Q)
..c:
~

0

..c: ..--<

u

td

Q)

~

Q)

c::

0.

Q)

E-<0 r:Q 0

0

0

U) ::<:

48 67 70 36 32 43 22

c::

0

.-l

~

;>..

td

u

Cll

..--<"0 td ,_.

td
.-l

0.
Q)

~ c::

td
~

",0_.

..--<
.-l

Q) Q)

td

0.

::<:~

0

l:Ll

0 65 34

,_.

Q)
..c:

~

0

;>..

"0 ,_.

Cll

c:: td

Q)

td c:: ~

0

Q)

E ..0

r:Q..-<

td

;::l

.-l

E-<~

0

25 55

--

"0

Q)

.-l

Cll~

~ .-l
c:: Cll

Q) Cll

,E.... ..t.d..

Cll

.-l 0

..--<

td

td

0.~

~

8 0

0

HZ E-<

51 45

-1>

\!)

Public Voc. Sch.

14 10 15 17 13 15 25 10 18 21 36 50 65 12 19 34 10 15 21

Private Voc. Sch.

7 10 19 20 13 16 8 6 27 16 7 22 35 11 14 21 5 12 15

BusinE.:ss School

22 10 22 17 25 21 0 14 18 31 14 6

0 12 33 20 30 22 19

------------------- ----------------------------- --------------------------------------------------------- ------

Percent of Totals

6

4 12 40 38 38 2 10 2 3 2 5

4 4 3 11 3 12 100

1962

N~653

College Training

85 25 68 45 53 51 64 66 100 39 40 21 10 48 64 22 72 57 47

Public Voc. Sch.

8 19

4 22 14 16 14 14 0 28 20 26 60 13 9 35 11 17 20

Private Voc. Sch.

0 31

7 16 23 17 22 10 0 17 20 23 30 22 27 30 6 13 18

Business School

7 25 21 17 10 16 0 10 0 16 20 30

0 17 0 13 11 13 15

------------------- ----------------------------- --------------------------------------------------------- ------

Percent of Totals

5

7 11 46 30 37 2 12 .3 3 3 9

34 2

9 3 1-3 -1-00 I

Table 16 continued on

page

TABLE 16 (continued)

TYPES OF DISABILITIES AND KINDS OF TRAINING (Percentages)

1963

N=742

College Training

c:

0 ~

~ :<

~w

'"' til

~;a:I.
8

Qaa)..

<::::>

47

c: .
0 ~
~ :<
~w
'"' til
~;a:I. :QJ)
8 0
<...:I
23

u .

~
"0
Qa) .

~
w:<

..0c:
~

'Qa")'.

0'":':::a>.

35

u
~ ~
"0 :<
Qlt;zl
a.

..0c:
~

:'Q"J)'

0'".'...:01

41

u
~
"0
Q)
a.
'Q"' l..C0:
'"' ..c:~
0 ~ 0
42

(/J

'Q")'

......
til

bcO:
-~

"0
'0"'

u

;:I

~

(/J

"0
Q)
a.

>~

't"i'l

(/J
~

Q)

Cl

::X: ..c: ......

...... 0 tll..C:
~~
0 ,_,

"c0:
....~..

..'Qc":)'
~

4-1 til
Q)

..'Qc"):'
~

u

til

Q) Q)
a.

~ c:
Q)

E-<0 "l 0

Cl 0

Vl

~

40 50 51 27 44 55 26

c:

..'Qc":)'
~

0

0

~

:>..

~
til ...... "0

u
til

:>..
(/J
a.

"c0:
til

'ct"i:'l

(/J Q) ~

~ cti:l

t'"il'
~

Q) Q)

~cG

-~
"0
u't"i'l

..Q...).

0 . 8

-wa~.

"l ...... ;:I
E-<0...

Q)
.D til
~
Cl

0 38 19 19 67

"0

Q)

~ (/]4-j

c:~ ~ (/J

Q) (/J

'"'8 til
~u ......

(/J
......

til

til

a.~

~

8 0

0

HZ E-<

48 39

lJ1
0

Public Voc. Sch.

40 46 41 32 38 36 33 36 47 32 17 29 80 27 52 50 4 30 36

Private Voc. Sch. 13

0

6

7 11

9 17 10 13 8 11 20 20 8 15 24 11

9 12

Business School

0 31 18 20

9 15 0 3 13 16 17 25

0 27 15

7 19 13 13

------------------ ----------------------------- ---------------------------------------------------------- ------

Percent of Totals

6

5

7 45 37 33 2 13 2 3 2 11

3 4 4

8 4 12 100

Combined Totals College Training

62 36 51 44 47

46 59 61 36 39 46 23

3 51 32 22 65 52 44

Public Voc. Sch.

21 26 17 24 22 23 25 22 32 27 23 32 68 17 32 39 8 21 26

Private Voc. Sch.

7 15 11 14 16 14 16 9 18 13 14 22 29 13 17 25 7 11 15

Business School

10 23 21 18 15 17 0 8 14 21 17 23

0 19 19 14 20 16 15

------------------- ----------------------------- ---------------------------------------------------------- ------

Total

N~2010

6

5 10 44 35 36 2 12 1 3 3 8

3 4 3

9 3 12 100

the same percent of the total group each year. They reveal also that the types of training have remained relatively constant in the different disability groups each year. For example, the total data of the orthopedic impairments reveal that the higher percent of cases in this group each year were provided college training. This example is true in each of the disability groups with the exceptions mentioned above.
The only indication of any relationship between types of disability and kinds of training would be in the cases of the blind and the mentally retarded groups. None of the blind were provided business school training and the mentally retarded were provided no business school or college training. There is an exception in the case of the mentally retarded. The data reveal that 3 percent of the mentally retarded were provided college training and the other 97 percent were provided vocational training in public (68 percent) and private (29 percent) vocational schools.
The data in Table 16 indicate some possible trends regarding types of disabilities being served. For example, the data indicate a slight decrease in the cases with orthopedic impairments from 38 percent of the total group in 1961, 37 percent in 1962, to 33 percent of the total group in 1963. Noted also is the increase in the number of cases with mental disorders from 5 percent of the total group in 1961 to 9 percent in 1962 and to 11 percent of the total group in 1963.
There are many other comparisons afforded by the data shown in Table 16 some of which may be of varying degrees of interest to the individual reader.
- 51 -

Sequence of Jobs The sequence of jobs following case closure varies widely with the individual client and compiles a long list from which little or no meaningful data may be drawn. However, there are related data which may be of value in an evaluation in terms of the clients use of the training in his job at the time the case was closed and in his job at the time of the interview in this study. The data in Table 17 are taken from the responses to questions of the counselor and the client interview schedules and from the rating scales used by the interviewer to evaluate those interviews. These data reveal that counselors believed 82 percent of the clients were using the training in their work at the time of closure, while the interviewer believed only 77 percent to be actually using the training. The clients also indicated that 82 percent had used the training, while the interviewer, in his evaluations of client interviews, indicated that only 80 percent had actually used the training. Data from the client interview schedules and rating scales reveal that 65 percent of the clients claimed to be using the training in their present work and the interviewer believed 64 percent to be actually using the training in their jobs. An example of the interviewer1 sdiffering with the client regarding the use of training in work, is the case of the college trainee who was no longer working on a job but claimed to be using her college training in her work as a housewife and mother, rearing and training her children. There were others who claimed a very indirect use of the training in unrelated work. These data (Table 17) reveal that about 70 to 80 percent of
- 52 -

l

TABLE 17

-
Year

-----

CLIENTS USING TRAINING (Percentages)
1961 1962

1963

1965

1966

Total

Vw 1

Client Used Training

Yes No Yes No Yes No Yes No Yes No Yes No

Counselor Schedule Rating Scale

79 21 87 13 83 17 72 28 100 0 82 18 68 32 80 20 83 17 72 28 100 0 77 23

Client Schedule Rating Scale

79 21 84 16 88 12 80 20 67 33 82 18 : 74 26 82 18 83 17 77 23 89 11 80 20

Client Still Using Training

Client Schedule Rating Scale

48 52 44 56

76 24 70 30

65 35 71 29
-

65 35 68 32

78 22 89 11

65 35 64 36

the 1961 cases were using the training at the time the cases were closed, while 44 to 48 percent of these same cases were still using the training at the time of interview some four to five years later. This indicates that 30 to 35 percent of those clients who were using the training at closure, through job sequence are no longer using it. It indicates also that, after five years, hardly 50 percent of the clients provided training by the Georgia Rehabilitation Agency are actually using that training in employment. Perhaps some of this drop in percentage of clients still using the training in employment after five years, may be caused by female clients leaving employment to rear families and by others becoming well established as good employees and moving into better positions in other occupations through in-service training and apprenticeship programs.
Case Development The data shown in Table 18 are taken from the responses to relevant questions of the counselor interview schedule and from the interviewer's evaluation of those interviews. The questions were related to the aids the counselors used in the evaluation of the client in areas of physical capacity, intellect, emotional stability, background, motivation, and home situation. The evaluation of adequacy was partially judgmental on the part of the counselor and the interviewer. Judgment of adequacy was based upon the different aids used in each case and whether the aid was considered essential to the adequate evaluation of the client. For example, adequacy in evaluation of physical capacities was based upon whether the following aids were used and
- 54 -

111111

1

TABLE 18

ADEQUATE CASE DEVELOPMENT (Percentages)

Counselor Interview Schedule Year Evaluation Adequate

1961 1962 1963 1965 1966 Total Yes No Yes No Yes No Yes No Yes No Yes No

Physical Restoration

98 2 97 3 98 2 99 1 100 0 98 2

Intellectual

92 8 96 4 91 9 97 3 96 4 94 6

Emotional

Uu-l.

Background

Motivation

Home Situation

98 2 98 2 99 1 100 0 99 1 99 1
100 0 100 0 I 100 0 100 0 100 0 100 0
I 99 1 99 1 99 1 100 0 100 0 100 0 I
I 100 o 1oo 0 100 0 1100 0 100 0 100 0

Rating Scale Physical Restoration

81 19 79 21 95 5 94 6 96 4 89 11

Intellectual

68 32 72 28 68 32 84 16 80 20 74 26

Emotional

90 10 95 5 95 5 100 0 98 2 95 5

Background

100 0 100 0 100 0 100 0 100 0 100 0

Motivation Home Situation

98 2 97 3 100 0 100 0 100 0 99 1
I1100 o !100 0 100 0 100 0 100 0 100 0 I

whether they were considered essential: General Medical Special Examinations Hospital Reports Administrative Consultation District Medical Consultant State Medical Consultant Appraisal Clinic Rehabilitation Center Since the Georgia Agency's Manual of Policies requires that
certain of the above aids (General Medical and Special Examination) be used in all cases in order to determine eligibility, those aids were considered essential in all cases. Others prescribed by the Manual of Policies for given disabilities and impairments (special examinations, consultations, etc.) were considered essential in those cases. Whether some of the aids were considered essential in an individual case was more or less judgmental and based upon severity and multiplicity of impairments.
The data (Table 18) reveal that the counselors believed the clients were adequately evaluated in the above areas in 92 to 100 percent of the cases, while the interviewer indicates that he believed the clients adequately evaluated in only 68 to 100 percent of the cases. Both the counselor and the interviewer show the largest percentage of inadequacies in the evaluation of the intellectual abilities. Both the counselor and the interviewer indicate improvement during the 5 years studied.
The interviewer differed with the counselor most in the evaluation of the client's intellectual abilities. This may be because many counselors implied that school grades were the only aid needed to indicate that the client was capable of success in the planned training program while the interviewer believed that,
- 56 -

in many of the cases, the counselor should have administered some psychological tests or purchased a psychological evaluation by a psychologist to supplement school grades.
Use of Facilities The rehabilitation facilities referred to here are the appraisal clinics and rehabilitation centers used for the evaluation of the client's physical and mental capacities. The clinics used were orthopedic clinics, clinics for epileptics, appraisal clinics for the mentally retarded, etc. The rehabilitation centers used both in Georgia and out of state were comprehensive rehabilitation centers such as the Georgia Rehabilitation Center, Warm Springs, Georgia, Woodrow Wilson Rehabilitation Center, Fisherville, Virginia, etc. Clients were provided either a physical capacity evaluation or a mental capacity evaluation at these facilities. Clients were provided both evaluations while at the clinic or center in many cases. Data in Table 19 were taken from counselor responses to questions relevant to whether the client had received an evalua.tion at either an appraisal clinic or rehabilitation center and whether the evaluation was of physical capacities or mental capacities. The data in Table 19 reveal that 11 percent of the 1961 clients received physical capacity evaluations in appraisal clinics and 5 percent in rehabilitation centers. Eleven percent of these clients received mental capacity evaluations in the appraisal clinics and 7 percent in rehabilitation centers. Since many clients received both evaluations <vhile at the clinic or center, we cannot say that 22 percent received ev~luations at
- 57 -

\I
- B~ -

~

(");:Q

(");J>

t:r:l

0
rt
I..l.l..
c:::
Ul (b

(b ::1

:(b:r

rt Ill

(b 0"

'i .,,............

rt

..... '0 ,....'0 ::1 'i ,....Ill 0 ,....
Ul
I..l.l..

< I..l.l..
~
Ill
r,..t..
0

t-<
(b
Ill 'i

Ill

::1

rt

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0

::1

I

.....
"' \J1

..........

.....

(X)

-....1

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(X)

N

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w N

.....
0

..... w

c:::

(I)
,..,t:r:l

t'tl

(b 0
'i l'%j

> ~

0

ttl

Physical Capacities .....

> (b l'%j
::1

t"' t:r:l

Mental Capacities

\0

rt(")

"'.....

Ill t-1 I)Q t"'

.....
\0

(b t-1

Ul ~

'-' t-1

Physical Capacities .....

t:r:l
(I)

\0

"' Mental Capacities N

N
"' \J1

.N....

Physical Capacities ..... \0

N .....

\0

-....1

.....
N

"' Mental Capacities w

.N.... ~

.....
-....1

Physical Capacities .....

\0

N
"' \J1

.....
\0

"' Mental Capacities \J1

N \J1

..........

.....
~

Physical Capacities .....

\0

w .....

~

(X)

.....
"'

Mental Capacities ""''

N..... \J1

.....
"'

Physical

Capacities

~
0

rt

N .....
"' N

.....
~

Mental Capacities I..l.l..

--

_,

appraisal clinics but rather that the ll percent most probably received both evaluations while at the clinic. The data indicate that 18 percent of the 1961 cases were evaluated in these facilities. The use of these facilities increased to 34 percent in 1966. These data reveal that approximately one-fourth of the clients included in the 5 years of this study received an evaluation of physical capacities, mental capacities or both at these facilities.
Kinds of Training Resources The kinds of training resources used by counselors in the provision of training for clients are mentioned in the discussion of the "Incidence in Use of Training Resources" on page 19. The kind of training is largely descr~ptive of the training resource. For example, in the college training cases, universities and colleges, both in Georgia and out of state, were the resources used. The public vocational school resources were the State Area Technical and Vocational Schools. The resources for the private vocational school trainees were established, private vocational schools, as well as individuals and businesses that were used occasionally for on-job-training. Resources most used for the business school trainees were private business schools with the exception of a few cases in which business school training was provided by one of the state area Technical and Vocational Schools. These exceptions were classified with the public vocational school trainees. There were very few cases identified in which on-job-training was provided by individuals and businesses. These were classified with the private vocational school trainees.
- 59 -

l
Tables 2 through 6 list the different resources used in the provision of training for the clients in the interview samples. Relevant data (Table 1) reveal that colleges were used in 42 percent of the cases, public vocational schools 27 percent, private vocational schools et al 16 percent, and private business schools in 15 percent of the cases. Public resources (college and vocational) were used in 69 percent of the cases. These percentages are changed slightly when only the rehabilitated cases are considered. These data (Table 7) reveal that colleges were used in 44 percent of the cases, public vocational schools 26 percent, private vocational schools et al 15 percent and private business schools in 15 percent of the cases. Here, public resources were used in 70 percent of the cases.
A comparison of results in terms of training resources used is presented in Table 11. These data reveal that 65 percent of the college trainees were earning $60 and over per week at the time the cases were closed; 86 percent of the college trainees were earning $40 or more per week while 85 percent of the public vocational school trainees were earning from $20 to $79 per week at the time of closure. The data indicates little difference in the earnings of the public vocational, private vocational and business school trainees while a large percentage of the college trainees (32 percent) were earning $80 and more per week.
For further study and comparison of the results of training by kind and by resource, reference is made to Tables 2 through 6, 10 and 11.
- 60 -

Types of Employment and Weekly Earnings The data presented and discussed here are taken from the closed case records and are shown in Tables 11, 20 and 21. The data reveal the type of employment, weekly earnings and the occupations of clients at the time of case closure. Table 11 is a breakdown, in percentage, of the kinds of training by earnings during the week immediately preceding case closure. Table 20 is a breakdown, in percentage, of the kinds of training by types of employment and Table 21 is a breakdown, in percentage, of the kinds of training by occupations in which the clients were engaged. The data in Table 11 reveal that the higher earnings were among the college trainees. Next high were business school trainees followed by public vocational school trainees with the private vocational school trainees, only slightly below, in the lowest position. The data (Table 20) reveal that in each group the larger percentage by far were employed as wage and salaried workers; 89 percent of the college group, 76 percent public vocational, 76 percent private vocational and 84 percent business school trainees. Eighty-three percent of all cases closed rehabilitated and not rehabilitated were wage and salaried workers; 5 percent selfemployed, 6 percent homemakers and unpaid family workers, and 7 percent unemployed. A look at the 7 percent not rehabilitated reveals that 2 percent were college and business school trainees and 5 percent were vocational school trainees (public and private). This indicates that the greater majority of cases not rehabilitated were those in which vocational school training was provided
- 61 -

and that these same groups of trainees were earning lesser wages than the college and business school trainees at the time their cases were closed.
The data in Table 21 reveal that the largest group of college trainees (37 percent) were ~mployed in professional occupations, next were the clerical and sales occupations with 25 percent, followed by 12 percent in semi-professional occupations. These three groups include 74 percent of the college trainees. Seven percent were employed as homemakers and unpaid family workers and 7 percent were employed in service occupations. The public vocational school trainees were employed in service occupations (31 percent), skilled occupations (20 percent), semi-skilled occupations (16 percent), and clerical and sales occupations (ll percent). The homemakers and unemployed family workers make up approximately the same percentage of each training group (7 to 9 percent). The private vocational school trainees were employed, for the most part, in service occupations (55 percent), clerical and sales occupations (ll percent) and semi-professional occupations (10 percent). Business school trainees were employed in clerical and sales occupations (73 percent) with 2 to 5 percent in each of the other occupations. The largest percentage of the total group (27 percent) were employed in clerical and sales occupations followed by 20 percent in service occupations and 17 percent in professional occupations.
For further comparisons and observations of data relevant to types of employment and weekly earnings at closure, reference is made to Tables 11, 20, 21.
- 62 -

1

TABLE 20

TYPES OF EMPLOYMENT (Percentages)

Year

1961

1962

1963

Total

"~c":'

c~ :

Ul

c~ :

c~ :

Ul

c~ :

c~ :

Ul

c~ :

~c:

Ul

Q)

0

Oll

(.) .-I

<l)
...... ......

.....-.I.

.w
~

..0 (.)

0

;:1 0

u

~>

Q) 0

.w .-I

> ~

.w
~

.-I (.)
,_. 0

0-1>

Ul Q).-<
c: 0
.-I 0
Ul..C: ;:1 (.) i:QCI)

Q)

0

Oll

(.) .-I

..Q...). ......

.-I .w
...... ~
..0 (.)

0

;:1 0

u

~>

Q) 0 .w .-I

> ~

.w
~

.-I (.)
,_. 0

~>

Ul Q).-<
c: 0
.-I 0
Ul..C: ;:1 (.) j:QCI)

Q)

0

Oll

(.) .-I

....Q......)..

.....-.I.

.w
~

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u 0

;:1 0
~>

Q) 0 .w .-I ~ .w
> ~
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,_. 0
~>

Ul Q).-<
c: 0
.-I 0
Ul..C: ;:1 (.)
j:QCI)

Q)

0

Oll

(.) .-I

...Q..). ......

.....-.I.

.w
~

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u 0

;:1 0
~>

Q) 0 .w .-I

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,_. 0

~>

Ul Q).-<
c: 0
.-I 0
Ul..C: ;:1 (.)
j:QCI)

......
~
.w 0 E-t

w"'

Wage & Salaried 90

75

74

88 89

70

75

78 88

79

79

84 89

76

76

84 83

Self-Employed

5 15

9

2 _~,

6

6 10 2

6

8

3 3

8

7

2 5

Homemakers

3

3 10

8 6

5

7

15 4

5

4

5 5

5

7

9 6

Not Employed

2

7

8

2 2 19 12

7 5 10

9

8 3 12 10

6 7

---

TABLE 21

OCCUPATIONS (Percentages)

Year

.1961

.1962.

.1963

Total

()

()

Cll

()

()

Cll

()

()

Cll

()

()

Cll

Q)
00
Q)
~

>0.

> 0

Cll Q)
c:
...-l

~
ell

Q)
00
Q)
~

~ .

> 0

Cll Q)
c:
...-l

~
ell

Q)
00

> 0

Q)

~

> 0

Cll Q)
c:
~

~
ell

Q)
00

> 0

Q)

~

>0.

Cll Q)
c:
~

~
ell

~
u 0

.0
;::3
Ill

.I.J
>
Ill

Cll
~

.I.J 0
E-1

~
u 0

.0
;::3
Ill

.I.J
>
Ill

Cll
~

.I.J 0
E-1

~
u 0

.0
;::3
Ill

.I.J
>
Ill

Cll
;::3 r:Q

.I.J 0
E-1

~
u 0

.0
;::3
Ill

.I.J
>
0.1

Cll
~

.I.J
0
E-1

Professional

35 2 0 4 17 39 3 2 1 19 39 2 2 1 16 37 2 1 2 17

(J\ ~

Semi-professional

10 2 4 1 6 11 5 10 5 9 13 5 16 3 9 12 4 10 3 8

Clerical/Sales

25 8 8 76 28 25 11 11 71 26 26 13 13 71 26 25 11 11 73 27

Service

7 35 58 3 20 7 33 55 2 20 5 28 50 9 19 7 31 55 5 20

Agricu 1 . & Kindred

3 2 2 1 2 2 6 14 0 5 4 2 0 0 2 3 3 6 0 3

Skilled Semi- skilled Unskilled Sheltered workshops

5 22 4 5 9 4 16 0 1 5 4 21 7 2 10 5 20 3 3 8 4 12 9 2 6 3 13 1 4 5 3 19 4 6 9 3 16 5 4 7 163 2227 00 226 234 26223 00 0000 1000 00 10 000000

Homemakers & unpaid family workers
Total

11 11 10 8 10 7 6 8 16 8 4 6 4 5 5 7 7 8 9 8 45 21 15 18 100 48 20 18 14 100 39 36 12 13 100 44 26 15 15 100
--

Placement Services Table 22 is a breakdown by year of the data from the client interview schedule. The clients in the sample cases gave placement credit to the one source providing the major placement service. That is, the source whose placement service resulted in the client getting the job. Data from those responses are shown in Table 22 and reveal that the clients believed the Vocational Rehabilitation Counselor's placement efforts resulted in employment for them in 20 percent of the cases, the Trainer's placement efforts in 18 percent, the State Employment Service in 6 percent, the client alone in 34 percent, and others (family, relative, friend) in 23 percent of the cases. Many of these clients stated that the Vocational Rehabilitation Counselor et al had tried to help them find suitable employment but that this service or that, helped to get the job in which the client was employed. Vocational Rehabilitation Counselors were asked to give the different sources of placement services used in efforts to place the client in each case. All of the sources were used in some cases and more than one source in almost all of the cases. Data from those responses (counselor interview schedule) are shown in Table 23 and reveal that the Vocational Rehabilitation Counselors tried to help with placement in 60 percent of the total sample cases. The Vocational Rehabilitation counselor knew of efforts toward the placement of the client by the trainer in 37 percent of the cases, the State Employment Service Agency in 10 percent, the client himself in 97 percent, and others in 10 percent of the cases. The trainer was asked whether placement services were
- 65 -

TABLE 22

MAJOR PLACEMENT SERVICES (Percentages)

Client Schedule Year

1961 1962 1963

V.R. Counselor

24

16

15

Trainer Employ. Ser.

30

19

21

State Employ. Ser.

0

3

3

Client Only

21

27

47

Other

24

35

15

1965 35 0 0 60 5

1966 0 0
67 0
33

Total 20 18 6 34 23

TABLE 23

PLACEMENT SERVICES PROVIDED (Percentages)

Counselor Schedule Year

1961 1962 1963 1965 1966 Total

V.R. Counselor

58

69

43

78

67

60

Trainer Employ. Ser.

28

38

39

44

67

37

State Employ. Ser. Client Only Other

7

13

4

22

17

10

98

91

98

1

1

97

9

15

9

11

0

10

- 66 -

TABLE 24

PLACEMENT SERVICES AVAILABLE (Percentages)

Trainer Schedule Year
Services Available

1961

1962

1963

1965

1966

Total

Yes No Yes No Yes No Yes No Yes No Yes No

Placement Department

49 51 44 56 58 42 54 46 57 43 52 48

Local Recruitment

94 6 85 15 94 6 96 4 96 4 93 7

State Recruitment

86 14 85 15 90 10 96 4 92 8 90 10

"'-...j

Region Recruitment

73 27 67 33 48 52 71 29 57 43 63 37

National Recruitment

31 69 39 61 17 83 37 63 22 78 29 71

Employer Interview

84 16 89 11 94 6 94 6 96 4 92 8

Employment Testing

24 76 19 81

0 100 21 79

2 98 13 87

Other Agency Agreement 25 75 13 87

0 100 15 85

8 92 12 881

available and to what extent. Data from those responses (trainer interview schedule) are shown in Table 24 and reveal that trainers had placement services available to the client in 93 percent of the cases. Most of these services were in local recruitment, state wide recruitment and in provision for employer interviews. Approximately 50 percent of the trainers had placement departments with full ti~e personnel, while approximately 50 percent left placement to staff members.
Characteristics and Mobility Data in Table 25 were secured from the case study data on all of the clients (N~3846) of the five years included in the study. The data reveal that at acceptance,l percent of the clients were housebound, 2 percent required help with activities outside the home and 97 percent were capable of activities outside the home without help. The 1 percent was divided 40 percent male, 60 percent female, 50 percent White and 50 percent Negro. The ages were evenly divided as were the levels of education. However, approximately 50 percent had no dependents, 30 percent 1 - 3 dependents, and approximately 20 percent with 4 or more dependents. Approximately 2 percent of the clients required help in activities outside the home. These were divided approximately 50 percent male, 50 percent female, 50 percent White and 50 percent Negro with the other characteristics evenly divided. The 97 percent of the clients who were capable of activity outside the home without help were 57 percent male, 40 percent female, 80 percent White and 17 percent Negro. Approximately 80 percent of the clients were capable of activities outside the home and under age 30. Approximately 90
- 68 -

TABLE 25
CHARACTERISTICS AND MOBILITY
All Clients N~3846 (Percentages)

At Acceetance

Sex

Race

Age at Acceptance

Prior Education

Dependents

Q)

Q)

0

lf"t

~

~

..--<

Q)
......
<d ~

Q)
..--<
<d
8
Q)
rz..

Q)
...w...

N

0

~

~

Q)

bO
zQ)

'"cd::
::J

lf"t N
I
0
N

0
C't") I
\0 N

lf"t

lf"t

...;t

C't")

...;t

lf"t

I

I

I

...... \0 \0

C't")

C't")

...;t

lf"t \0
I
lf"t lf"t

\0
Q)
> ..0c <

Q)
c::
z 0

...;t
I
......

\0
I
lf"t

00
I ('-..

0......
I
0'\

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I
...... ......

0 El
I C't")
......

Q)
c::
z 0

C't")
I
......

0 El
~
0
...;t

.jJ (1j
c:: .w
Q) 0 UE--<
~ Q)<+ol
Cl.l 0

Housebound

.4 .6 .5 .5 .2 .2 . 1 .1 .2 .2 . 1 0 0 .1 .1 .2 .2 . 2 . 1 .6 .3 . 1 1

0'\

\0

Capable of Activity

Outside with Help

1 1 1 1 .6 .2 .3 .2 .4 .2 . 1 0 .2 .2 .3 .2 .2 .8 . 1 1.3 .4 .3 2

Outside without Help 57 40 80 17 51 20 7 6 8 3 1 .1 .3 2 4 9 12 59 11 69 20 8 97

At Closure

Housebound

0000000000000000000000 0

Capable of Activity Outside with Help .5 .5 .6 .4 .4 . 1 .1 .2 .2 .2 . 1 0 . 1 . 1 0 . 1 .2 .4 .1 1 .2 0 1

Outside without Help 58 41 81 18 52 20 7 6 9 4 1 . 1 .6 2 4 9 12 60 11 71 20 8 99
---

percent had above 7 years of formal training. At closure, there was l White female between the ages of 36 and 45 with 9 - 10 years of formal training and l - 3 dependents who was housebound. Only l percent of the clients required help with activities outside the home, 50 percent male, 50 percent female, 60 percent White and 40 percent Negro. Ninety-nine percent of the clients (N~3846) were capable of activities outside the home without help at closure.
Reasons for Extension of Training Data (Table 26) taken from the Counselor Interview Schedule reveal that training was extended in 9 percent of the sample cases. Table 26 is a breakdown of this 9 percent by reasons necessitating an extension of the training program. Counselors state that, of the cases in which an extension of training was necessary, 28 percent were due to client's failure to adjust to the training situation; 24 percent due to the client's lack of ability; 12 percent due to the progression of the impairment; 12 percent due to the client's lack of motivation; and 12 percent due to the family situation at home.
- 70 -

TABLE 26

TRAINING EXTENDED AND REASONS
(Interview Samples Only)

Year

Percent 1961 1962 1963 1965 1966 Total of Total

Responses N=--

62 60 58 52 56 288

Percent Ext ended

2 12 9 19 4

9

Client Inability

0 2211

6

24

Impairment Progressed

110 10

3

12

Other Illness

0 0 100

1

4

Failed to Adjust

0 1150

7

28

Home Situat ion

0 0 1 1 1

3

12

Emotional I nstability

0 10 00

1

4

Motivation Lacking

0 20 10

3

12

Other Reasons

000 10

1

4

Totals
-Pe-rc-en-t -of-Totals

1 7 5 10 2 25

100

4 28 20 40 8 100

- 71 -

CHAPTER IV FINDINGS RELATED TO OBJECTIVES OF PART II
Kinds of Training Provided Clients The Georgia Agency continues to provide training services for its clients in the four catagories mentioned in Chapter Ill of this study. The types of vocations and trades in which training is provided appear to be boundless. College training is provided clients to prepare them for employment in any of the wide range of professional and semiprofessional occupations. Many of these clients have attained a high degree of success in the fields of medicine, education, engineering, social services, business, etc. Clients are provided college training in special areas for which they are strongly motivated and interested and for which they are able to satisfy minimum qualification requirements. College training is provided at both colleges (junior and senior) and universities. Should training in the selected field be available in Georgia; the client is encouraged to attend the Georgia institution. However, if the particular training is not available (eg. dietetics) in Georgia, the training is provided at college and universities of any of the United States that have been approved for use by the local or state rehabilitation agency. No record was found of any Georgia client having been provided training services outside the continental United States. Business school and vocational trade training are provided clients in varying degrees of a wide and expanding range of vocations and trades. Many of these are listed by the
- 72 -

Georgia Agency in a Training Index that is provided for each counselor. The index is a list of available resources (schools, etc.) for a given type of training. For example, under "Auto Mechanics" is listed each vocational school etc. that provides this type of training. Following is a copy of the table of contents which is a list of the types of training currently approved by the Georgia Agency.

Academic - 2 years Acedemic - 4 years Accounting Agriculture Air Conditioning Aircraft and Engine
Mechanics Airlines Training Anesthetist Appliance Repair Architecture Art Auctioneering Automation Auto Mechanics Baking Barber Beauty Culture Blind-Schools Blueprint Reading Body and Fender Repair

Brace Maker, Orthopedic Bricklaying Braodcasting Building Construction Business Cabinetmaking Camera Repair Carpentry Catering Checker-Cashiering. Chiropody Chiropractic Communications Conservation Cooking, Dietetics Correspondence Courses Cosmetology Crime Detection Custodian Deaf-Schools Dental Assistant

- 73 -

Dental Hygienist Dental Lab Technician Dentistry Designing Diesel Engine Mechanic Drafting Dry Cleaning Electricity Electrolysis Electronics Electroplating Engineering Engine Repair,
Sma 11 Gasoline Engraving Equipment (Farm)
Sales & Service Equipment (Heavy)
Operation & Maintenance Farming & Dairying
Floral Designing Food Service Training Forestry Glass Blowing -
Neon Sign Making Graphoanalysis Homemaking Horticulture Hospital Administration Hotel Training

IBM Training Illustrator Industrial Arts Insurance Interior Decorating Jewelry Repair Journalism Keypunch Operator Kitchen Work Laboratory Technology Landscape Laundering Law Leathercraft Library Science Linotype Lip Reading Lithography Locksmith Machine Shop Masonry Mechanotherapy Meat Cutting Medical Assistant Medical Records Librarian Medical Secretary Medical Technology Medicine

- 74 -

Millinery Modeling Mortuary Science Music Nursing Occupationsl Therapy Office Machines Repair Optometry Orthoptic Technology Osteopathy
Painting & Decorating Patternmaking & Grading
PBX Switchboard Operator Pharmacy Photography Photo-Engraver Photofluorography Physical Education Physical Therapy
Piano Tuning & Repair
Plumbing Practical Nursing Printing Radiator Repair Radio Real Estate Refrigeration Religion

Reweaving Salesmanship Secretarial Science Sewing Sheet Metal work Shoe Repair Sign Making Social Work Speech Correction Tailoring Teacher Training Technology Telegraphy Television Theatre Arts Theology
Tool & Die Designing & Making
Truck Driving
Upholstering & Furniture
Refinishing Vari-type Operator Veterinary Medicine Watch Repair Weaving Welding Woodworking Writing X-ray Technology

- 75 -

Many of the listed types of training may be broken down so that a client may be provided training in almost any trade or related trade. For example, a client may be provided training in motor tuneup only or ignition or carburetion without taking the entire course in auto mechanics.
There are approximately 500 schools and training facilities in Georgia that have been approved for use in training Rehabilitation clients. The Georgia Agency accepts those in other states that have been approved by the Rehabilitation Agency of the particular state.
The agency's Supervisor of Counseling, Training, and Placement Services is charged with the responsibility of investigating all of these training facilities and institutions and the maintenance of the currently approved list and pertinent information regarding each. This staff member is charged also with the responsibility for arranging the orientation and training of new staff members, arranging all in-service training for the entire staff, and maintaining individual records of in-service training completed by the staff members. These duties and responsibilities are related only to his supervision of training and are in addition to his responsibilities in the supervision of counseling and placement services.
The magnitude of these duties and responsibilities may imply a need for a re-organization of this office with an addition of personnel to assist in the adequate supervision of these facets of the Agency's Rehabilitation Program.
- 76 -

Kinds of Training Facilities Being Used In order to meet the individual needs of clients in training; help to make it possible for some clients to receive training; and provide quality training in as many vocations as possible, the Georgia Agency has used many facilities of different kinds in the constantly increasing range of training facilities being developed. In some instances, the Agency has developed training facilities to meet particular needs of clients. The kinds of training facilities continue to increase as well as the number of facilities of each kind. The data from all five years studied indicate that 45 percent of all training cases were provided college training. The Georgia institutions were used in 88 percent of the cases with the University of Georgia accommodating 30 percent of the college training cases. The Agency used out-of-state colleges and universities in 12 percent of the cases. Relevant data indicate that the percentage of clients provided college training, remained relatively stable at approximately 45 percent over these five years. Public Vocational School Training was provided at Georgia's only (two) Vocational and Trade Schools for many years. However, Georgia has established several additional Area Technical and Vocational Schools during the past decade. The data (Table 4) reveal that seventeen of these were used to train 21 percent of the clients in the interview samples for the 5 years of the study. Forty percent of these were provided training at the North Georgia Technical and Vocational School. The data (Table 7) reveal that 26 percent of the agency's trainees were provided public vocational school training during the fiscal years 1961, 1962, and 1963.
- 77 -

Relevant data for 1965 and 1966 reveal that the percentage increased to a mean of 31 percent. This is indication of a continuing trend, mentioned in chapter III, toward an increasing use of the public vocational schools. This trend may continue as more Area Technical and Vocational Schools are established.
Private Vocational School Training is provided clients through privately owned and established vocational schools, individuals, and correspondence schools. Some provide training in several vocations while others provide only one type of trade training, such as barber training. Some of the private vocational schools have branches located in different areas of the state. Many individuals in business and industry are used to provide clients on-job-training in a wide range of trades. Correspondence schools are used for training in some cases. However, training through correspondence is least used. The data (Table 4) reveal that 18 percent of the interview samples were provided private vocational school training by 34 such facilities. Data (Table 7) reveal that 15 percent of all the clients included in Part I of the study were provided training through private Vocational Schools, individuals and correspondence schools. Relevant data for the 1965, 1966 cases reveal that the mean dropped to 13 percent during this 2 year period. This indicates that the trend continues toward a decline in the use of Private Vocational Training facilities.
Business School Training has been provided in public and private vocational trade schools, colleges, and private business schools. Data in Table 6 reveal that Georgia used 16 private business schools to train 14 percent of the clients in the sample.
- 78 -

The data (Table 7) reveal that 15 percent of the clients included in Part I of the study 1961, 1962, and 1963 were provided business school training, while the relevant data for 1965-1966 reveal a decline to a mean of 12 percent. This is indication of a continuing trend toward a decline in the use of business school training facilities.
Reasons for Difficulty and Dropout The reasons for training difficulties resulting in the need for extending training and/or discontinuing training are shown in Tables 26 and 27. These data reveal that most frequently clients had difficulty in adjusting to the training situation. Next in order of frequency were the client's inability to learn, a lacking in motivation, the home situation, progressive impairments, emocional instability, and other (intercurrent) illnesses. The data shown in Table 27 were taken from the Counselor Interview Schedule and reveal that training was discontinued in 34 percent of the sample cases. The reason given most frequently for discontinuing training was the client's lacking in motivation, 17 percent. Next in order of frequency were emotional instability, 12 percent; home situation, ll percent; failing to adjust to training situation, 10 percent; impairment progressed, 10 percent; client inability, 9 percent and other reasons, 24 percent. These data reveal that training was discontinued in 42 percent of the sample cases in 1961; 37 percent in 1962; 36 percent in 1963; 33 percent in 1965, and 23 percent in 1966. This is indication that the percentage of clients not completing training was reduced by approximately 20 percent during the 5 years studied.
- 79 -

"1

TABLE 27
TRAINING DISCONTINUED AND REASONS
(Interview Samples Only)

Year

1961 1962 1963 1965 1966 Total

Responses N=

62 60 58 52 56 288

Percent Discontinued 42 37 36 33 23 34

Client Inability

4 210 2

9

Impairment Progressed 1 6 2 0 1 10

Other Illness

0 1229

5

Failed to Adjust

0 2 5 1 2 10

Home Situation

4 1 2 2 2 11

Emotional Instability 5 2 1 3 1 12

Motivation Lacking

5 4 3 3 2 17

Background Other Reasons*

000 10

1

7 4 5 5 3 24

Total

26 22 21 17 13 99

Percent of Totals

26 22 21 17 13 99

Percent of Total
9 10
5 10
11
12 17
1 24 99

*Other Reasons (24%) in Order of Frequency

Reason: To Work

-Per-ce-nt:
8

To Marry

5

Problems at School

3

Financial

3

Changed Objective

2

Pregnancy

2

Drafted

1

- 80 -

Variations in Costs and Course Length Almost all of the privately owned training facilities presented a variety of cost factors upon which fees were based. Most of those factors varied Mith location, (rural, urban, and metropolitan areas). Too, the si~e of the facility effects costs as well as varied costs of maintenance, salaries, taxes, etc. These factors were found to be so varied and numerous that no effort was made to determine a measure of central tendency. The public facility fees were found to be more nearly uniform by kind and si~ of facility. Course length is often prescribed by public law, accrediting units or organizations, materials and operations to be covered, etc. The length of courses are more or less uniform in institutions and facilities which regularly offer those courses in their curriculum. However, parts of courses and modifications to fill the needs of individual clients cause the length of a particular course or period of training to vary with the client's needs, job objective, and planned Vocational Rehabilitation program.
Training Programs Completed The data presented in Table 28 were taken from a case study of records in the agency's central files and from responses to relevant questions of the counselor interview schedule. Table 28 is a breakdown of the data in percentages, by kind of training, client characteristics, and the rehabilitation outcome for those clients of the sample who completed their training programs. These data reveal approximately the same proportional distribution of clients by characteristics and kinds of training as that of the total group in Part I of the study (Table 7). More males and
- 81 -

TABLE 28
CHARACTERISTICS AND KINDS OF TRAINING
Samples Completing Training (Percentages)

OJ N
College Public Vocational School Private Vocational School Business School Totals

Sex

Race

Age at Acceptance

0

N

11"1 0

..Q..).

Q)

0

N 1-<

C"l

..Q..). m
X

m
""'

.iJ ..-I


1-<

Q)

I

bO
Q)
:z:

"::c:0:

0
N

I
\0 N

61 39 84 16 66 23 5

70 30 96 4 52 17 9

59 41 75 25 41 13 9

33 67 94 6 72 17 6

58 42 85 15 57 18 7

11"1

11"1

...j'

C"l

...j'

11"1

I

I

I

..... \0 \0

C"l

C"l

...j'

02 2 9 13 0 9 16 13 60 0 58 4

"0
Q)

m.iJ

"0

.iJ

1-<
Q)
>
0

Q)
m.iJ
.iJ
.....-..I

.....-..I .....mcc-:I

"mc0:

.....mcc-:I

cQ.:): cI :

..!.l..l m
.iJ

11"1 11"1

cQ.:):

z 0

0 E-<

2 100 0 38 0 83 17 20 0 94 6 27 0 94 6 15 1 94 6 100

more Caucasians were provided training, and more males and more Caucasians completed their training programs. However, the data (Table 28) indicate that proportionately, there were slightly more females than males who completed their training programs. The data (Table 28) relevant to the rehabilitation outcome with clients completing training, reveal that 100 percent of the college trainees were rehabilitated; 83 percent of the public vocational school; 94 percen~ of the private vocational school; and 94 percent of the business school trainees were rehabilitated. Ninety-four percent of all samples completing training programs were rehabilitated. It is noted (Table 28) that the largest percentage, not rehabilitated (17 percent) was in the public vocational school group.
Data in Table 7 reveal that the private vocational school trainees composed 15 percent of the total group included in Part I of the study. The data shown in Table 28 reveal that the private vocational school trainees composed 27 percent of the group completing training programs.
Trai~ing Discontinued, Reasons and Rehabilitation Outcome The data shown in Table 29 were taken from the case study
of records in the agency's central files and from responses to relevant questions of the counselor interview schedule. Table 29 is a breakdown in percentages, by kind of training, client characteristics, and rehabilitation outcome, for those clients of the sample who discontinued ~raining before their progTams were completed. These data reveal that the client distribution by kind of training and client characteristic was approximately the same as the totals (Table 7) and for the samples (Table 28) completing
- 83 -

TABLE 29
CHARACTERISTICS AND KINDS OF TRAINING
Samples Not Completing Training (Percentages)

CXl
~
College Public Vocational School Private Vocational School Business School Totals

"0

Cll

.j...)

Sex

Race

Age at Acceptance

t\1

"0

.j...)

Cll

.4

1-<

.j...)

.......

Cll
:>

t\1
.j...)

.4
..0

0 N

1..1"\

0

0

1..1"\

1..1"\

._j-

.4
.......

..tc\1:

Cll

.......

Cll

0

N 1-<

("t')

("t')

._j-

1..1"\

"c0::

.4
..0

Cll
~

en .......

Cll ....... t\1 ~

te\1
Cll !:...

.j...)
.4


1-<

Cll

()I)
zCll

"c0::
:::>

I
0 N

I

I

I

I

t\1 ..tc\1:

c::

t\1
.j...)

\0 N

.......
("t')

\0
("t')

\0 ._j-

1..1"\ 1..1"\

Cll
~

z 0

0 E-<

I

66 34 82 18 66 29 5 0 0 0 0 76 24 40

89 ll 89 ll 45 21 ll ll 7 4 0 54 46 30

69 31 85 15 38 8 8 15 8 23 0 31 69 14

33 67 100 0 40 0 13 20 20 7 0 60 40 16

68 32 87 13 52 19 9 9 6 5 0 61 39 100

their training programs. For example, there were more males who

were provided training, more males completed training, and more

males discontinued training before completion, than females in

either group. However, the data (Table 29) indicate that pro-

portionately, there were slightly more males than females and

more Caucasians than Negros who did not complete training programs.

The public vocational school group showed the highest proportional

percentage not completing training and programs.

Data (Table 29) relevant to the rehabilitation outcome with

clients not completing training reveal that 61 percent were reha-

bilitated. Seventy-six percent of the college trainees; 54 per-

cent of the public vocational school; 31 percent of the private

vocational school; and 60 percent of the business school trainees

not completing their training programs, were rehabilitated.

Reasons given by cbunselors for discontinuing training before

programs were completed (Table 27) are listed below in order of

frequency:

Reason

Percent

Lack of Motivation

17

Emotional Instability

12

Home Situation

11

Failed to Adjust

10

Impairment Progressed

10

Client Inability

9

Other Illness

5

Other Reasons

24

Employed Consistent With Training The data shown in Table 30 were taken from a case study of the records in the agency's central files and from responses to relevant questions of the counselor interview schedule. These

- 85 -

TABLE 30

CHARACTERISTICS AND KINDS OF TRAINING RELATED TO USE OF TRAINING (Percentages)

Consistent With Training

Sex

Race

I Male Female White Negro

Yes No Yes No Yes No Yes No

Under 20
Yes No

Age at Acceptance
20-25 26-30 31-35 Yes No Yes No Yes No

36-45 Yes No

46-551 Total Yes No Yes No

College

54 8 34 4 I 78 7 10 5 63 5 18 7 3 0 0 0 1 0 3 0 88 12

Public Voc. Sch.

63 14 17 6 77 14 3 6 47 8 11 3 3 3 8 6 11 0 0 0 81 19

CXl

Private Voc. Sch.

43 14 37 6 57 20 23 0 29 3 9 6 6 0 8 0 17 8 11 3 80 20

"'

Business School

22 14 50 14 I 71 25 0 4 50 14 11 5 4 4 3 3 3 3 o 0 I 71 29

Totals

49 12 33 6 73 14 9 4 50 7 13 5 4 1 4 2 7 2 4 .5 82 18

B-y--C--h-a-r-a-c-t-e-r-i-s-t-ic----,--------1-------r-------1-------r-------~-------~-------~------- ------- ---------------

Consistant

I 81 19 84 16 84 16 70 30 88 12 72 28 75 25 70 30 175 25!86 14 I 82 18

Percent of Total

60

40

87

13

57

19

5

6

9

4

100

data reveal that 88 percent of the college trainees secured employment consistent with the training they had received. Eightyone percent of the public vocational; 80 percent of the private vocational; and 71 percent of the business school trainees, had secured employment consistent with training. Eighty-two percent of the interview samples secured employment consistent with their training. They were 49 percent male and 33 percent female; 73 percent Caucasian and 14 percent Negro; 50 percent under age 20; and 63 percent under age 25. Thirty-seven percent were above age 25 and only 15 percent, above age 30.
These data (Table 30) reveal also, that 81 percent of the males and 84 percent of the females secured employment consistent with training; 84 percent of the Caucasians and 70 percent of the Negros; 88 percent of those under age 20 and 70 to 75 percent of the other age groups except the group from 46 to 55 which show 86 percent consistent with training.
These findings indicate that proportionately more females than males and more Caucasians than Negros secured employment consistent with their training. The group showing the highest percentage employed consistent with training was the college trainee group with 88 percent. The group having the lowest percentage was the business school group with 71 percent. The vocational school groups (public and private) were in between with 81 and 80 percent respectively.
No evidence was found to indicate that rehabilitation clients are employed at other than comparable levels of compensation to other employees on the same jobs and in the same fields.
- 87 -

Employment Inconsistent With Training The data (Table 30) reveal that 18 percent of the clients in the sample, who were employed, accepted employment that was not consistent with the training they had received. The distributions of those clients were, 65 percent male and 35 percent female; 77 percent Caucasian and 23 percent Negro. Nineteen percent of the males and 16 percent of the females; 16 percent of the Caucasians and 30 percent of the Negros accepted employment inconsistent with their training. Thirty percent of the clients in the sample b,etween ages 31 and 35 were employed inconsistent with training while only 12 percent of those under 20 years of age at acceptance were so employed. The group having the highest percentage employed inconsistent with training was the business school trainee group with 29 percent, while the college group show only 12 percent. Here again, the vocational school gr.oups (public and private) were in between with 19 and 20 percent respectively. Though these clients accepted employment not consistent with their training, it is reasonable to assume that their employment met their needs and the compensation was comparable to that of others in the same fields and same geographical areas.
Placement Services to Employed Clients No evidence was found in the interviews with clients of the sample that any placement service had been provided clients who had already been placed in employment. There was little evidence of need for any placement service following training, other than routine services such as referral to jobs, counseling regarding
- 88 -

job adjustment in exceptional cases, etc. The number of clients requiring any special placement service after becoming employed was insignificant.
Data presented in this report support these findings in that they reveal 90 percent of all clients provided training by the Agency, to be satisfactorily and securely employed. The data and these findings attest to the adequacy in quality of training, counseling, guidance, and placement services.
Counseling and Case Development Cases Not Completing Training Program Data shown in Table 31 are taken from responses to relevant items of the Counselor Interview Schedule and include the sample cases for all five years of the study in which the training programs were not completed. These data reveal that the same counseling and evaluative techniques and procedures were used with clients who did not complete training programs as those used with those clients who completed the training. Here, as with the total sample, more inadequacies are noted in the evaluation of intellectual abilities. Data shown in Table 32 reveal that one third of all the samples failed to complete the training programs. The data shown in Table 32 reveal that one third of those clients not completing training were female and two thirds, male, and that only 61 percent of those clients were employed as compared to 93 percent of the total group in Part I of the study.
- 89 -

TABLE 31

_____ ,_ __________ ;_____

CASE DEVELOPMENT CASES NOT COMPLETING TRAINING
(Sample only - Percentages)

Counselor Interview Schedule

Year

1961 1962

1963 1965 1966

Total

Adequate

Yes No Yes No Yes No Yes No Yes No Yes No

Physical Restoration

96 4 95 5 99 l 100 0 97 3 98 2

\.0

Intellectual

0

Emotional

87 13 95 5 95 5 99 1 86 14 94 6 100 0 95 5 100 0 99 1 98 2 100 0

Background

100 0 99 1 100 0 100 0 100 0 100 0

Motivation

100 0 100 0 100 0 100 0 100 0 100 0

Home Situation

99 1 99 1 99 1 100 0 100 0 100 0

TABLE 32

CLIENTS NOT COMPLETING TRAINING (Sample only - Percentages)

Male 67

Female 33

Employed 61

Unemployed 39

Failures and Poor Achievements The data shown in Table 33 were taken from responses to reasons for extending training and discontinuing training given by the counselors in the interview and from responses to the same reasons given by the trainers for clients having not completed training programs in the regularly allotted time. These data indicate that a lack of client motivation was given most frequently for training difficulties and failures. Following closely were client inability to learn, inability to adjust to the training situation, and family situations at home. It is noted that these reasons were given for difficulties and failures in the training programs of approximately one-third of the sample cases. However, this does not indicate failure in the rehabilitation of those clients. Other data presented in this report indicate that above 90 percent of all training cases were rehabilitated and realized improvement in economic status and other areas.
Ad~uacy of Training An assessment of the adequacy of training provided the clients included in this study requires consideration of various data presented in this report. Data shown in Table 8 reveal that 93 percent of the clients expressed satisfaction with the training. Data in Table 9 reveal that 87 percent of the clients recognized improvements in economic status and work adjustment. Ninety percent of the clients felt more secure in employment. Data shown in Table 10 reveal that only 14 percent of the clients posted earnings during the three
- 91 -

TABLE 33

Year

REASONS FOR FAILURES AND POOR ACHIEVEMENT (Interview Samples)

Counselor Schedule Extended Training

Counselor Schedule

Trainer Schedule

Discontinued Training Training not Com2leted

"0

......
\D

(',1
\0

C""'

l/"t

\0 \0

\0 \0

......
cd
.&..)

......
\0

(',1
\0

C""'

l/"t

\0

\0 \0 \0

......
cd
.&..)

......
\0

(',1
\0

C""'

l/"t

\0

\0 \0 \0

......
cd
.&..)

cQ:l
~

..I..l..l

.80

cd
.&..)

.&..)
c:
Ql (.)
~

.0....\.

.0....\.

.0....\.

.0....\.

.0....\.

0 E-4

.0....\.

.0....\.

.0....\.

.0....\.

.0....\.

0 E-4

.0....\.

.0....\.

.0....\.

.0....\.

.0....\.

0 E-4

0 0 UE-4

Ql ~

Client Inability

0 2 2 1 1 6 4 2 1 0 2 9 5 2 4 0 3 14 29 13

Impairment progressed
\D N
Other Illness

1 1 0 1 0 3 1 6 2 0 1 10 0 8 0 1 1 10 0 0 100 10 1220 500 210 3

23 11 9 4

Failed to Adjust

0 1 1 5 0 7 0 2 5 1 2 10 3 0 2 2 2 9 26 12

Home Situation

0 0 1 1 1 3 4 1 2 2 2 11 3 1 4 2 2 12 26 12

Emotional Instability 0 1 0 0 0 1 5 2 1 3 1 12 2 0 1 3 0 6 19 9

Motivation Lacking

0 2 0 1 0 3 5 4 3 3 2 17 5 0 6 3 3 17 37 17

Background

0 0 0 00 0 0 0 0 10 10 10 00 1

2 1

Other Reasons

0 0 0 1 0 1 7 4 5 5 3 24 4 4 7 3 3 21 46 21

Total N

-------

-

--

-----

-

--

25
--

99

-

--

93 217 100

-

-

-

month period prior to acceptance for rehabilitation services, while the data shown in Table 11 reveal that 93 percent of the clients posted earnings during the week prior to the closing of the Vocational Rehabilitation cases.
The data shown in Table 12 reveal that employers are satisfied with the production of 89 percent of the clients and data (Table 13) indicate that the employers believed the clients to be well adjusted in 95 percent of the cases. Data shown in Table 13 reveal that the employers indicated client job security in 91 percent of the cases.
These data indicate that training was adequate with respect to the client's employment in more than 90 percent of the cases, though the data shown in Table 27 reveal that one third (34 percent)of the clients did not complete the training programs.
- 93 -

CHAPTER V SUMMARY AND CONCLUSIONS
Summary Part I The Georgia Division of Vocational Rehabilitation has provided a wide range of training services for clients over a period of many years. Those services have been provided clients in an ever broadeding range of professions, vocations, and trades. Many efforts have been made to maintain a high standard in the provision of quality services and training. However, the rapidly changing and expanding occupational structure, increasing costs of services, increasing number of training facilities, and efforts on the part of institutions to upgrade training both in quality and range of services, have caused the staff of the Georgia Agency to realize a need to investigate its policies and practices in the provision of training services, as well as the quality and kinds of training being provided its clients. The information from the investigation is needed in order to make improvements in training services, methods of providing the services, and to assure clients of quality training programs. The proposed objectives of the study were reviewed and sources of needed data identified. A review of case data recorded by the Data Processing Center revealed the needed case study data available from that source. Other needed data were identified to be secured from face-to-face interviews with clients, counselors, trainers, and employers. Appropriate interview instruments were developed and random samples of cases were selected for interviewing. Samples were randomly selected (62) from the cases of each year studied. The years included were the fiscal years 1961, 1962
- 94 -

1963, 1965 and 1966. There was a total of 310 sample cases and a possible total of 1240 interviews. Clients of the sample were selected from all cases closed rehabilitated and not rehabilitated during the fiscal years 1961 - 1963, in which vocational training services had been authorized, and from all cases in which vocational training services were currently authorized during the fiscal years 1965 and 1966.
An interview schedule and a rating scale were developed for each of the four different interviews to be conducted. The schedules were used by the interviewer in conducting the interviews and the rating scale was used to evaluate the responses. All of the interviews were conducted and evaluated by one interviewer. The instruments contained items selected from the Georgia Agency's Manual and questions designed to elicit information and responses relevant to the stated objectives of the study.
The interviewer visited the different Vocational Rehabilitation Offices of the State to interview the counselors of clients in the sample and to secure information needed to locate clients and schedule interviews. Itineraries were prepared and followed in the interviewing program. The data gathered through the interviews were transmitted to the Data Processing Center for recording, processing, and tabulation. These data and the data recorded from case records were sorted, tabulated and returned for review and comparison. The data were assembled in appropriate tables relevant to the study objectives in preparation of the report.
The findings in this study have been most favorable in that above 90 percent of the clients who received training services from the
- 95 -

Georgia Division of Vocational Rehabilitation were satisfied with those services and have used the training to improve their lives and the lives of their families in many areas. These findings appear to be indication that the Georgia Agency has been providing quality services and that its clients have been receiving quality training in most instances.
The Georgia Vocational Rehabilitation Agency, for recording purposes, has catagorized its training programs into four kinds: (1) College, (2) Public Vocational School, (3) Private Vocational School, and (4) Business School.
College training in many professions was provided approximately 45 percent of the clients in this study at colleges and universities both in Georgia and out-of-state.
Public Vocational School training, in many vocations and trades, was provided in approximately 25 percent of the cases.
Private Vocational School training in many vocations and trades was provided in approximately 15 percent of the cases, through Private Vocational Schools, Correspondence Schools, and individuals engaged in on-job-training.
All clients of the sample cases receiving other than college training, attended institutions and facilities that were located in Georgia with the exception of one case, in which training was provided at the Woodrow Wilson Rehabilitation Center.
Approximately 90 percent of the college trainees (samples) attended senior colleges and universities in Georgia, while 10 percent attended out-of-state institutions. Approximately 25 percent of those attending senior colleges and universities attended
- 96 -

the University of Georgia at Athens. No out-of-state junior college was attended by any.
Approximately 22 percent of the sample were provided vocational and trade training at 17 Public Technical and Vocational Schools, 40 percent of these attended the North Georgia Technical.and Vocational School at Clarkesville.
Approximately 18 percent of the sample were provided vocational and trade training at 34 private institutions and by individuals in on-job-training stations. Twenty percent of these attended Moler Barber and Beauty College in Atlanta.
Approximately 14 percent of the sample were provided business school training at 16 Private Business Schools. Twenty-seven percent of these attended Marsh Business College, 17 percent attended Perry Business Schools, and 10 percent attended the Greenleaf School of Business.
The frequency or incidence of training increased in public vocational school training from 22 percent in 1961 to 23 percent in 1962 and 36 percent in 1963, while a decrease in frequency is shown in the other kinds of training. College training decreased from 44 percent in 1961 and 1962, to 38 percent in 1963. Private Vocational School training increased from 16 percent in 1961 to 19 percent in 1962 but decreased to 12 percent in 1963. Business School training decreased from 18 percent in 1961 to 14 percent in 1962 and 13 percent in 1963.
The training varied in length of time according to individual client goals and planned programs. The range in the length of training was found to be so broad that no effort was made to determine
- 97 -

measures of central tendency and dispersions. Data relevant to client characteristics and kinds of training
reveal that: (1) Approximately 82 percent of all clients provided training
were Caucasian and 18 percent Negro. (2) Approximately 60 percent males and 40 percent females. (3) Fifty-five percent were under age 20; 80 percent under 25;
18 percent between 26 and 45; 2 percent between 46 and 65; none 65 and over.
(4) Nine percent had formal training beyond high school at acceptance; 64 percent had completed 11 and 12 years; 22 percent, 7 through 10; and 5 percent, 6 years or less.
(5) Seventy-three percent had no dependents at acceptance; 19 percent, 1 to 3; and 8 percent, 4 or more.
(6) College trainees were 66 percent males and 34 percent females; 73 percent, under age 20; 92 percent, under age 25; 6 percent, 26 to 35; and 2 percent, above age 35.
(7) Clients having 4 or more depend~nts composed 3 percent of the college training group; 12 percent, public vocational; 13 percent, private vocational; and 6 percent of the business school group.
(8) The vocational school trainees (public and private) were generally older, had less prior formal training, and had more dependents than the college and business school groups.
The data presented in Table 7 afford many similar comparisons, some of which are of more interest to one reader than to another.
The data indicate that some changes or trends have occurred
- 98 -

in kinds of training provided some characteristic groups. Those clients who had completed 8 years or less of formal training composed 41 percent of the public vocational trainees in 1961, 35 percent in 1962, and 29 percent in 1963. As the number of clients in this group declined, the number of clients having completed 11 and 12 years of prior training increased each year. Those completing 11 and 12 years of training composed 34 percent of the public vocational school group in 1961, 46 percent in 1962, and 41 percent in 1963. These same trends are true with the private vocational school trainees.
Clients having 4 or more dependents composed only 1 percent of the business school trainees in 1961, but increased to 4 percent in 1962 and 10 percent in 1963.
There is indication that the age of college trainees (at acceptance) increased during the 3 year period included in Part I of the study. Those clients 20 to 25 years of age composed 14 percent of the group in 1961, 20 percent in 1962, and 25 percent in 1963. The age groups both above and below the 20 to 25 age group reveal declines.
The cost of providing training varies with the individual client and the individual trainer or institution. The costs are based upon the varying needs of individual clients and the cost factors of the trainer in private institutions and with individuals engaged in on-job-training programs.
Fees for training Rehabilitation Clients may vary from regular fees. Fees are agreed upon by each private institution and individual, and the Georgia Agency. Fees charged by public
- 99 -

facilities and institutions are based on cost factors not covered by state support. Those fees are approved by the appropriate State Agency and are more uniform.
Clients in their response to the interviewer indicated satisfaction with Vocational Rehabilitation services in 98 percent of the cases. The interviewer, however, believed that only 92 percent were satisfied and this coincides with the 93 percent who expressed satisfaction with the services of the trainer. Approximately 12 percent expressed dissatisfaction with jobs. Dissatisfaction with placement services was expressed to the same degree with the services of both rehabilitation and the trainer. The total group (samples) indicated that approximately 15 percent were dissatisfied with the placement services of each.
The clients indicated that they recognized improvement in economic status in 85 to 90 percent of the cases. Case study data (2010 cases, 1961 - 1963) reveal that only 14 percent of the clients posted earnings during the 3 months prior to acceptance for rehabilitation services, while 93 percent posted earnings at the time their cases were closed.
The data from the client interview schedule, the interviewer's evaluation of client interviews, and the employer interview schedule, indicate that the clients were adequately adjusted in more than 90 percent of the cases. Quality and quantity in production were given most as areas in which inadequacy existed in 10 to 15 percent of the cases.
Data from interviews with clients, counselors and employers, indicate the clients to be secure in their employment in approxi-
- 100 -

r mately 90 percent of the cases.

The data from the client interviews reveal that the clients

believed their social status had improved in 60 percent of the cases,

and 85 to 90 percent realized improvement in their attitudes, self

esteem, and family esteem.

Clients were referred to the Georgia Rehabilitation Agency by

the following:

1. Educational Institutions 2. Interested Individuals
3. Self Referred 4. Physicians 5. Welfare Agencies
6. Other Health Agencies 7. Hospitals and Sanatoriums
8. Other sources 9. Old Age and Survivors Ins.

39 percent

19

II

ll

II

8

II

8

II

7

II

4

II

3

II

1

II

Fifty-five percent of the College Trainees were referred by Educa-

tional Institutions. These data remained rather constant each year.

The data reveal that the types of training provided the different

disability groups have remained relatively constant. A percentage

breakdown of the disability groups by kind of training allows:

1. All Orthopedic Impairments
2. Blind 3. Other Visual Impairments
4. Deaf 5. Other Hearing Impairments 6. Speech 7. Mental Disorders
8. Mental Retardation 9. Cardiac Impairments 10. Epilepsy
11. T.B. & Other Pulmonary
12. Diabetes 13. Not Classified elsewhere

College 46 59 61 36 39 46 23 3 51 32 22 65 52

Pub. Voc.Sch.
23 25 22 32 27 23 32 68 17 32 39
8 21

Pvt. Voc. Sch.
14 16
9 18 13 14 22 29 13 17 25
7 ll

Bus. Sch.
17
0
8 14 21 17 23
0 19 19 14 20 16

The data relevant to job sequence reveal that approximately 80

percent of the clients were using the training in employment at the

- 101 -

time the cases were closed, while approximately 65 percent were still using the training in employment at the time of the interview. The lower group (48 percent) of those still using their training in employment were found to have longer employment histories (1961 group).
The counselors indicated that they believed sufficient aides were available and used in the evaluation of their clients. They indicated adequate over-all evaluation in above 90 percent of the cases. Most inadequacies were indicated in the evaluation of intellectual abilities. Here the counselors indicated adequacy in 94 percent of the cases, while the interviewer indicated adequate evaluations in only 74 percent.
Rehabilitation Centers and Appraisal Clinics were used in the evaluation and/or training of approximately 25 percent of the clients included in the study.
Clients were provided training in a myriad of professions, vocations, and trades at colleges and universities both in Georgia and out-of-state, as well as in both public and private technical and vocational schools, and business schools. Including all clients, approximately 44 percent were provided college training; 26 percent, public vocational school training; 15 percent, private vocational school; and 15 percent, business school training. Public institutions and facilities were used in approximately 70 percent of the cases.
The data reveal that 83 percent of the clients were wage and salaried workers at the time the cases were closed; 5 percent were self-employed; 6 percent homemakers and unpaid family workers; and 7 percent, unemployed. The college trainees (74 percent) were
- 102 -

employed in professional, semi-professional, clerical and sales

occupations. Public Vocational School trainees (78 percent) were

employed in service occupations, skilled occupations, semi-skilled,

and clerical and sales. Private Vocational School trainees (76

percent) were employed in service occupations, clerical and sales,

and semi-professional occupations. Most business school trainees

(73 percent) were employed in clerical and sales occupations. The

college trainees were receiving the higher incomes, followed by

the business school trainees, public vocational school trainees

and private vocational school trainees in that order.

Clients gave credit for job placement as follows:

1. Client himself 2. Family, Relative, Friend 3. Rehabilitation Counselor 4. Trainer 5. State Employment Service

34 percent

23

II

20

II

18

II

6

II

Counselors rendered some placement service in 60 percent of the

cases. Trainers made placement services available to the clients

in 93 percent of the cases. However, only 50 percent of the

trainers maintained placement departments.

One percent of the 3846 clients, included in the five years

of this study, were housebound at acceptance; 2 percent required

help outside the home, and 97 percent were capable of activity out-

side the home without help. The distribution of the l percent of

housebound clients was 40 percent male, 60 percent female; 50 per-

cent Caucasian, 50 percent Negro while the 2 percent requiring

help with activity outside the home were distributed 50 percent

male, 50 percent female; 50 percent Caucasian, 50 percent Negro.

At closure, only one client was shown to be housebound and only

l percent required help with activity outside the home. Ninety-

- 103 -

nine percent of the clients (N=3846) were capable of activity outside without help.
Training was extended in 9 percent of the sample cases for the following reasons: clients failed to adjust to training situations in 28 percent of those cases; client's lack of ability, 24 percent; impairment progressed, 12 percent; client's lack of motivation, 12 percent; and family situations at home, 12 percent.
Summary Part II The Georgia Division of Vocational Rehabilitation continues to provide many training services for its clients in an ever broadening range of professions, vocations, and trades. Those occupations require training at all levels from on-job-training for the illiterate and/or mentally retarded client to eight years of college in the field of medicine. The Division provides a training index for the counselor and lists approximately 150 different occupations, or types of training in its table of contents. Training is provided at both public and private institutions. The institutions are colleges and universities both in Georgia and out-of-state. Both public and private vocational, technical, and trade schools are used, as well as private business schools, individuals, business and industry. Approximately 45 percent of the clients of this study were provided college training, approximately 42 percent, vocational and trade training (public and private), and approximately 13 percent, business school training. One third of the clients in the sample failed to complete their training programs. Counselors gave the following reasons
- 104 -

for difficulties and dropouts: (1) client's lacking in motivation in 17 percent of the cases; (2) client's emotional instability, 12 percent; (3) the situation at home, 11 percent; (4) client failed to adjust to training situation, 10 percent; (5) impairment progressed, 10 percent; (6) client inability, 9 percent; and (7) other reasons, 30 percent. The data indicate a decline in the percentage of clients not completing training to approximately onefifth at the end of the five years studied.
Costs of training and the length of courses vary from trainer to trainer and client to client. Factors that are used by the various trainers were found to vary widely and compile a long list. Here, measures of central tendency and dispersion would afford little if not misleading information.
Two thirds of the clients in the sample completed their training programs. The distribution by client characteristics and kinds of training was approximately the same as the distribution of the total group in Part I of the study. Proportionately there were slightly more females than males completing training and the private vocational school group showed the highest proportional percentage of those completing programs. Ninety-four percent of the samples completing training were rehabilitated. All groups (kinds of training) had 94 percent or more rehabilitated except the public vocational school group, which showed only 83 percent rehabilitated.
The distribution by client characteristics and kinds of training of the one third of the samples that did not complete their training, was approximately the same as that of the two
- 105 -

thirds who did complete and that of the total group in Part I of the study. Indications are that, proportionately more males than females and more Caucasians than Negros failed to complete the planned programs of training. The public vocational school group showed the highest proportional percentage of clients not completing training programs. Only 61 percent of the clients in the sample, who discontinued training before completion, were rehabilitated. The private vocational school group dropouts showed the lowest percentage (only 31 percent) rehabilitated.
The clients of the interview sample who were employed consistent with the training they had received, were 59 percent male and 41 percent female; 89 percent Caucasian and 11 percent Negro. More college trainees (88 percent) were employed consistent with training then any other group. The group having the lowest percentage (71 percent), employed consistent with training, was the business school group. The vocational school groups (public and private) were between with 81 and 80 percent, respectively. Proportionately, more females than males and more Caucasians than Negroes were employed consistent with training.
Eighteen percent of the samples were employed in jobs that were not consistent with training. Those were 65 percent male and 35 percent female; 77 percent Caucasian and 23 percent Negro; 12 percent, college trainees; 19 percent, public vocational; 20 percent, private vocational; and 29 percent, business school trainees.
Here,as opposed to those employed consistent with training, proportionately, there were more males than females and more
- 106 -

Negroes than Caucasians, who were employed inconsistent with training.
Placement services provided employed clients of the sample were rare and consisted only of counseling in regards to job adjustment, work habits, etc. in a few exceptional cases.
One third of the clients in the sample failed to complete their training programs. The data indicate that the counseling and evaluative techniques and procedures used were the same as those used with the total sample. However, only 61 percent of those clients not completing training were employed as compared to 93 percent of all clients included in Part I of the study.
Counselors and trainers indicated that failures and poor achievement in training resulted most frequently from the client's lack of motivation. Next in order of reasons given were the client's inability to learn, inability to adjust in the training situation, and family situations at home.
Though approximately one third of the clients in the sample failed to complete the training programs, the success in terms of rehabilitation (more than 90 percent rehabilitated) of all clients, attests to the adequacy of the training being provided the Rehabilitation clients.
- 107 -

CONCLUSIONS The data presented in the report of this study permit several conclusions which are relevant to the policies and practices followed by the Georg~a Division of Vocational Rehabilitation in the provision of training services, as well as the kinds and quality of training being provided Vocational Rehabilitation clients. (1) The degree of success attained in the rehabilitation of clients is indicative of the fact that the Georgia Agency has been aware of the changing and expanding occupational structure, and has provided the needed training services to adequately prepare its clients for secure employment in a competitive labor market. (2) Counselors have been provided extensive in-service training in counseling, diagnostic evaluation techniques, policies, and practices. (3) Successful efforts have been made to assure clients of quality training through the subjective/objective selection of both the public and private training institutions of Georgia for the training of Rehabilitation Clients. (4) The Georgia Agency provides higher academic training through the use of the colleges and universities of Georgia in most training cases. (5) The Georgia Agency provides training services in most professions, vocations, and trades, in a myriad of public and private institutions as well as training situations and stations with individuals, business, and industry. (6) The public Technical and Vocational schools of Georgia have been used to train increasing numbers of Rehabilitation clients.
- 108 -

These schools have increased in number, expanded and enlarged facilities and curriculums, and raised entrance requirements, in an effort to improve the quality of training.
(7) The Georgia Agency has been providing most of its training services to clients under age 35.
(8) The older clients, having more dependents, family obligations, and less formal training, were provided vocational and trade training. However, there is indication of a trend toward increasing use of the public technical and vocatjonal schools in training clients, especially those who have as much as 11 and 12 years of formal training.
(9) Efforts to rehabilitate mentally ill clients resulted in a significant increase in the percentage of mentally ill clients being provided training services.
(10) Efforts have been successful in Satisfactorily meeting both the economic and social needs in the provision of training services for clients, as the needs arose. The economic status, vocational adjustment and stability of employment of clients have been improved.
(11) Employers are well pleased with the training, adjustment, and work output of the trained Rehabilitation Clients.
(12) Clients have benefitted from the training through improved social adjustment, improved attitudes, self evaluation, and a greater feeling of security in the family and in the community.
(13) Most clients provided training services by the Georgia Agency are consistently referred to the Agency by educational
- 109 -

institutions and interested individuals. (14) Kinds of training and client impairments are not related
except in cases in which the impairment may preclude training for and/or employment in a given occupation. For example, the mentally retarded client would hardly be provided college training.
(15) Clients, as they are further removed in time from their training experiences, tend to move into better paying occupations in which they no longer use the specific training provided them by the Rehabilitation Agency. This is interpreted to be a healthy tendency since it reflects the vocational adjustment and flexibility of the clients following their receipt of the Agency's training services.
(16) The vocational evaluation process can be improved by a more adequate assessment of the client's intellectual abilities. This, in turn, should reduce the number of dropouts or failures to complete training programs.
(17) The vocational evaluation process can be improved further by a more extensive use of the aids and resources which are available to the counselor.
(18) There is a tendency toward an increase in the use of public facilities and institutions to train rehabilitation clients, at all training levels.
(19) Rehabilitation clients who were provided college and business school training, earn higher salaries and wages than those who were provided vocational and trade training.
(20) The Rehabilitation Counselor provided some placement service and exerted efforts toward job placement in most cases.
- 110 -

The trainer made placemenc services available to clients in almost all cases. However, the efforts of the clients, their families, and relatives provided most actual job placements.
(21) Rehabilitation services significantly improved the mobility of clients who suffered severe limitations in travel.
(22) The major reasons for poor achievement in training, failures, and dropout are: (1) the client's lack of motivation, (2) the client's emotional instability and failure in adjusting to training situations, (3) the client's problems and difficulties at home. This implies a need for a more continuous counseling relationship in training cases.
(23) The percentage of clients who completed their training programs, increased significantly during the five years studied.
(24) Females tend to complete training programs and use the training in employment more than males. However, sex, race, and age are not variables significantly affecting completion of training.
(25) The college trainees, completing training, have a higher percentage of rehabilitation than those trainees of the other groups who complete training, while the public vocational school trainees have the lowest percentage rehabilitated.
(26) The percentage rehabilitated from the group not completing training programs is significantly less than that of those completing training programs.
In summary, the Georgia Division of Vocational Rehabilitation continues with its efforts to improve in its provision of training services for its clients, through research and experimentation programs. The agency has, from time to time, amended and revised its
- 111 -

policies in order to better meet the changing training needs of the handicapped of the state, and to improve the quality of training and training services being provided its clients. The vocational evaluation process as well as training programs have been broadened and improved through the addition and expansion of programs for an increasing number of special disability groups, as well as the addition and expansion of training facilities, vocational appraisal clinics, and rehabilitation centers. The findings of this study indicate that these efforts have resulted in the attainment of a high degree of success in the rehabilitation of the handicapped. The Agency's clients have benefitted from the training services in improved economic status, work adjustment, job security, social status and adjustment, self evaluation, and acceptance in family and community.
Though a high degree of success has been attained, there are indications that further improvement could be made in the provision of training services through the counselor's more extensive use of available aids and resources in the vocational evaluation process, coupled with a more continuous counselor-client relationship during the training period. These should reduce significantly, the number of failures and dropouts.
The above improvements and others could be facilitated through re-organization and expansion of the office and staff of the Supervisor of Counseling, Training, and Placement Services. This action would enable the office to provide counselors with more detailed information relating to individual schools and trainers, their physical plant, curriculum, etc., and maintain a more
- 112 -

accurate and up-to-date roster of those currently approved for use in training rehabilitation clients. The action would further enable the office to provide closer supervision and insure a continuous counseling relationship with clients during the training period, as well as improve the agency-trainer relationship.
- 113 -

r
APPENDIX

OPERATIONAL DEFINITIONS

CLIENT INTERVIEW INSTRUMENTS:

Appendix A.

The Project Proposal indicates that the information to be obtained from the client in a face-to-face interview, should pertain to the effectiveness of the training in terms of the client's satisfaction, improvement in economic status, vocational adjustment, stability of employment, etc. Items have been selected to include both the rehabilitation services and services at the training facility which would be most applicable in securing the needed data for evaluation. These items are evaluated to determine the degree of satisfaction of the client with each service provided in the individual case. Too, items are listed to indicate the effectiveness of the training in terms of direct benefits related to employment and other benefits related to social status and adjustment. The instruments will show also whether the training was completed, the client has used the training in employment and whether he is currently employed and using the training.
Instrument items are numbered for Data Processing Center convenience.
All interviews are conducted and evaluated by the same interviewer.
CLIENT SATISFACTION:
COUNSELING AND GUIDANCE includes all services related to encouragement and motivation of the client toward a definite vocational goal. This includes any help provided the client in the selection of a vocational objective, the type of training needed to reach the objective, and the selection of a suitable training facility.
FINANCIAL ASSISTANCE to a client is limited by different factors of the case as well as policy regulations. The financial assistance provided in an individual case may or may not be adequate and/or satisfactory. The client may or may not be satisfied with the maximum of financial assistance possible. The objective is to evaluate the satisfaction of the individual client with the financial assistance provided by Vocational Rehabilitation.
HANDLING OF DIFFICULTIES by the Vocational Rehabilitation Counselor involves many factors. In some cases, laxity, whether unavoidable, in handling difficulties may result in additional detering factors such as changes in the client's attitude, motivation, interest, etc. The instruments are intended to secure data and to help evaluate the degree of satisfaction or dissatisfaction with the handling of difficulties.

- 114 -

Page 2
The PROCESSING OF A CASE may require an extended period of time due to many factors including geographic limitations, counselor's assigned territory, client's residence, transportation, scheduling of appointments, etc. However, when the client is made to understand the need for some delays in processing his case he would tend to maintain his interest. The instruments are intended to help evaluate the client's satisfaction with this phase of the provision of Vocational Rehabilitation services.
The COUNSELOR SUPERVISION item is intended to help evaluate client satisfaction with the supervision of the training program as well as other aspects of the case by the counselor. It is intended that this item should indicate whether the clients are satisfied with counselor supervision and to what degree.
PLACEMENT SERVICES may not appear to be needed in many cases where training has been provided. However, most clients will have benefit of some help in securing employment, whether from Vocational Rehabilitation, the training facility, state employment service, other agencies, or other individuals. This item is intended to evaluate the degree of satisfaction of the client with these services as they meet the individual needs.
ORIENTATION AND ADJUSTMENT services provided an individual client at a given training facility, may or may not be planned, organized, or scheduled. However, the general atmosphere and attitudes of the students, faculty and administrative personnel may provide an effective and adequate service. In any event, the client's self-adjustment and adjustment to the training situation would indicate the adequacy of these services available to that individual client at the training facility and also the degree to which the client was satisfied with the services.
THOROUGHNESS OF TRAINING includes factors such as details covered by instruction in the particular course and the relevancy of courses to the selected vocational objective. The client's answers to the questions and oral comments during the interview, should indicate the degree to which the thoroughness of the training was satisfactory to that individual client.
COMPLETENESS OF TRAINING is considered a separate factor here in order to determine whether the client had received a complete course or needed to attend further training before reaching readiness for employment in a competitive field.
HANDLING OF DIFFICULTIES promptly by the training facility is considered to be an important factor in the overall adiustment, success and satisfaction of a client.
- 115 -

Page 3 The PLACEMENT SERVICES of the individual training facility vary.
However, the services provided the individual client, if any, by the facility and the client's satisfaction with these services may be determined during the face-to-face interview.
- 116 -

VOCATIONAL REHABILITATION
FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING

PART I

RATING SCALE, CLIENT INTERVIEW:

NAME-----------------------
ADDRESS__________________
DISABILITY----------------

SCALE: 1. VERY

2. DISSATISFIED 3. SATISFIED 4. VERY

DISSATISFIED

SATISFIED

CLIENT SATISFACTION WITH

VERY

VERY

A. Vocattional Rehabilitation Services DIS. DIS. SATIS. SAT.

31. Counseling & Guidance

1

2

3

4

32. Financial Assistance

1

2

3

4

33. Handling of Difficulties

1

2

3

4

34. Processing Case

1

2

3

4

35. Counselor Supervision

1

2

3

4

36. Placement Services

1

2

3

4

B. Training Facility 37. Orientati::m & Adjustment 38. Thoroughness of Training 39. Completeness of Training 40. Handling of Difficulties 41. Placement Services

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

- 117 -

Page 2 Rating Scale, Client Interview (Cont.)

PART II

SCALE: 1. MUCH

2. REDUCED 3. IMPROVED 4. MUCH

DEMINISHED

IMPROVED

c. Effectiveness of Training

MUCH

MUCH

DIM. RED. IMP. IMP.

42. Economic Status

1

2

3

4

43. work Adjustment

1

2

3

4

44. Job Security

1

2

3

4

45. Client 1 s Job Satisfaction 1

2

3

4

D. Other Benefits

46. Social Adjustment

1

2

3

4

47. Self Esteem

1

2

3

4

48. Attitude Toward Impairment 1

2

3

4

49. Family Esteem

1

2

3

4

50. Completed Training Yes No If No, Why Not

51. worked Consistent \olith Training Yes No If No, Why Not

52. Currently Working Yes No

53. Consistent \olith Training Yes No If No, Why Not

Sequence Of Jobs:

- 118 -

VOCATIONAL REHABILITATION
FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING

PART I

CLIENT INTERVIEW SCHEDULE:
N~E--------------------------------------------------------------------
PLEASE USE REVERSE SIDE OF PAGE FOR ANY ADDITIONAL COMMENTS.

31. Have you received advice or help in the selection of the type of work for which you had training or are receiving training? Yes No
32. If yes, from whom: a. Rehabilitation Counselor: b. School Counselor: c. Teacher: d. Other:
33. Were any tests required for you to qualify for Vocational Rehabilitation training aid: Yes No
34. Did the Vocational Rehabilitation Counselor help with the selection of the school? Yes No
35. Were there any unnecessary delays in the processing of your case?
Yes No Explain-----------------------------------------------------
36. Do you believe the counselor has handled problems and/or difficulties promptly? Yes No
37. Do you think closer supervision by the Rehabilitation Counselor would be helpful? Yes No
38. In regards to financial assistance, do you feel Vocational Rehabilitation provides: a. Too Little: b. Barely Enough: c. All that is needed: d. Too Much:
39. Rate your overall satisfaction with the Vocational Rehabilitation services you have received: a. Very Dissatisfied: b. Dissatisfied: c. Satisfied: d. Very Satisfied:
40. Did you have any difficulty in learning your way around when you first arrived at the school? Yes No
41/42. Were there any difficulties with other students? Yes No With Faculty Members? Yes No
43. Were problems and/or difficulties at the school handled promptly? Yes No
44. In addition, four and four equal sicteen. Yes No
45. Do you feel the training could be improved? Yes No Comments

46. Do you feel you will need additional training? Yes No
Comments------------
- 119 -

Page 2 Client Schedule (Cont.)

PART I

47. Are all phases of subject matter thoroughly covered? Yes No Comments__________________________________
48. Rate your satisfaction with the services of the school and your training: a. Poor: b. Fair: c. Good: d. Excellent

TRAINING COMPLETED: 49. Did you complete the training? Yes No

PART II
If No, Why Not--------

50/51. Did you receive any help in locating or securing employment? Yes No If Yes, From Whom? a.Rehabilitation Counselor: b. School Employment Service: c. State Employment Service: d. Other:
52. Rate your satisfaction with placement services: a. Very Dissatisfied: b.Dissatisfied: c.Satisfied: d.Very Satisfied:
53. Did your job require the type of training you received? Yes No
54. Are you presently using the training in your work? Yes No
Explain (duties)----------------------------------------------------

55. Do you feel the training has improved your economic circumstances? Yes No
56. Has the training helped you to feel more at ease or relaxed on the job? Yes No
57. Are you better able to hold a job since you received the training? Yes No
58. Are you better satisfied with your work? Yes No
59. Do you associate with friends more now than before? Yes No
60. Do you have friends or associates of a higher educational or social level than before? Yes No
61 Do you feel that your own educational and/or social status has improved? Yes No
62. Do you feel as severely handicapped now as you felt before you received Vocational Rehabilitation Services? Yes No
63. In view of your impairment, do you feel your training will better enable you to work and enjoy life? Yes No
64. Does your family seem to take pride in your achievements? Yes No

- 120 -

Page 3 Client Schedule (Cont.)

PART II

65. Do any members of your family seem to enjoy telling others of your achievement? Yes No
66. List the different jobs you have had since your training:

- 121 -

COUNSELOR INTERVIEW INSTRUMENTS:

Appendix B.

The instruments secure data and show the evaluation of information the counselor had regarding the services available to clients at given training facilities, assistance the counselor had in the evaluation of clients and the factors involved in the provision of adequate supervision of clients. Too, the instruments show the degree of consistency with training and suitability of the client's employment, as well as stability and vertical mobility. Shown also is the agency or individual providing placement services.
INFORMATION REGARDING FACILITY:
In order to evaluate the adequacy of the information the counselor had regarding the services available at a given training facility, several items were selected that would include most services required to meet the needs of the client and provide adequate training. The counselor's responses to the questions of the questionnaire plus his comments and remarks during the face-to-face interview, when evaluated and given a rating on the scale, will indicate the adequacy or inadequacy of the information the counselor had regarding the services available at a facility, as the services pertain to meeting the needs of the individual client.
PROVISIONS FOR CLIENT NEEDS include the information the counselor had regarding the physical plant, medical services, social services, housing, and counseling services provided by the facility as required to meet the needs of the individual client.
COMPLETENESS OF TRAINING includes the information the counselor had regarding contents of the course, courses available, orientation and adjustment, and the extra-curricular activities as these factors pertain to meeting the individual client's needs in order to assure a well rounded and complete training program.
QUALITY OF TRAINING pertains to the information the counselor had regarding the success or failure of graduates, the certification and accreditation of the facility, observation of graduates and/or students of the facility, any comparison or other reports of studies that may have been made, or other information that the counselor may have had, that would help him to evaluate the quality of training provided by a given training facility.
SUPERVISION OF CLIENT includes the information the counselor had regarding the supervision of the client, by himself or other rehabilitation counselor, a facility counselor, the instructors, house parents, or others as required to provide adequate supervision of the individual client while attending the training facility.
PLACEMENT SERVICES include information the counselor had regarding the availability and types of placement services provided by the training facility.

- 122 -

Page 2
ASSISTANCE WITH CLIENT EVALUATION:
Several characteristics and factors need to be considered in the social, vocational, and psychologic~ evaluations of a client. The counselor may use any or all of the several evaluations and diagnostic services required and/or permitted by the administrative manual, to assist him in the evaluation of the client. These services include complete medical and psychological evaluations, plus evaluations by one or more of the Rehabilitation Centers and Appraisal Clinics, as indicated by the needs in the individual case.
PHYSICAL CAPACITY evaluations include general medical examination, examination by specialists in the field of the client's disabling impairment, reports from prior hospitalizations and treatment, consultations with administrative and supervisory personnel, District and State Medical Consultants, use of Appraisal Clinics and Rehabilitation Centers.
INTELLECTUAL ABILITY evaluations include the use of school grades, counselor administered tests, psychologist's evaluation, Appraisal Clinic and Rehabilitation Center evaluations, consultations and other agency testing, used to assist the counselor in the evaluation of the client 1 s mental capacity.
EMOTIONAL evaluation requires the counselor's evaluation from his own experiences and interviews with the client, as well as information he may receive from the client's family, family physician, prior hospitalization and/or clinic reports, psychological testing, psychiatric evaluation, and consultations, that would be helpful in an evaluation of the client's emotional condition.
BACKGROUND includes the consideration of information regarding the client's economic and social status, work record, educational achievements, cultural development, family environment, and information provided by referrences and other individuals
MOTIVATION evaluation may require the assistance of information obtained by the counselor from the client's expressions, industriousness, cooperation with the counselor, family physician, psychological testing, psychiatric, and rehabilitation facility evaluations.
HOME SITUATIONS are evaluated through home visits by the counselor, information from the family physician, public welfare worker, public health nurse, court records, probation officers, and other individuals.
- 123 -

Page 3
FACTORS INVOLVED IN ADEQUATE SUPERVISION:
Many factors may be involved in the provision of adequate supervision of a client. These factors have been divided into two groups for convenience in the tabulation of responses. The first group is comprised of a list of factors which relate to person, and the second group is comprised of factors that relate to time and place. The interviewer will check those factors in each group that required supervision and/or presented a problem in the adequate supervision of the client in order to maintain satisfactory progress in the individual case.
REASONS FOR DROPOUT, FAILURE, OR EXTENDED TRAINING:
A list of what is believed to be the more common reasons for client dropout and failure, is shown. The interviewer will check the one major reason for the dropout or failure in those cases in which the client failed to complete the training program, the training is interrupted, or discontinued. Too, the interviewer will indicate the reason for extending the training period.
EMPLOYMENT:
CONSISTENCY WITH TRAINING will be indicated on the rating scale by an evaluation of the degree to which the client is using the training in the performance of duties required by the job in which he is engaged. The degree of use will be determined by the counselor's response to questions in the schedule and his remarks.
SUITABILITY of employment will be indicated and the degree of suitability determined by the counselor's responses, remarks, and comments regarding the compatability of the work itself, working conditions, etc., when considering the client's personality, physical and emotional conditions.
STABILITY of employment will be evaluated from the standpoint of part time as opposed to permanent employment, client's adjustment to work situation, and client's ability to perform the required tasks or duties of the job.
VERTICAL MOBILITY will be indicated by the counselor's responses to questions and his remarks during the face-to-face interview, as these pertain to the client's opportunity for advancement of wages or salary and the opportunities for promotion.
PLACEMENT SERVICES will be indicated by checking the agency or individual who provided a placement service for the individual client. This part of the scale is not intended to show the individual placement service, such as, arranging employer interviews, recruitment, etc., but rather the agencies and individu~ls who provided placement services.
- 124 -

VOCATIONAL REHABILITATION FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING

RATING SCALE, COUNSELOR INTERVIEW: COUNSELOR______________________
ADDRESS------------------------

CLIENT_______________ DISABILITY___________

SCALE: 1. VERY POOR 2. INADEQUATE 3. ADEQUATE 4. EXCELLENT

A. INFORMATION REGARDING FACILITY

V.POOR INADQ. ~ EXC.

31. Provisions for Client Needs 1

2

3 4

32. Completeness of Training

1

2

3 4

33. Quality of Training

1

2

3 4

34. Supervision of Client

1

2

3 4

35. Placement Services

1

2

3 4

B. ASSISTANCE WITH CLIENT EVALUATION

36. Physical Capacity

1

37. Mental Capacity

1

38. Emotional

1

39. Background

1

40. Motivation

1

41. Home Situation

1

2

3 4

2

3 4

2

3 4

2

3 4

2

3 4

2

3 4

- 125 -

Page 2 Rating Scale, Counselor Interview (Cont.)

C. FACTORS INVOLVED IN PROVIDING ADEQUATE SUPERVISION (CHECK)

Related To Person:

YES

NO

42. Self Adjustment

43. Social Adjustment

44. Personal Appearance

45. Cooperation

46. Family Relations

47. Selection Of Vocation

48. Selection Of Facility

49. Medical Regimen

50. Counselor's Knowledge Of Objective

Related To Time And Place: 51. Geographic Limitations 52. Location Of Facility 53. Facilities For Medical Regimen 54. Client's Residence 55. Counselor's Headquarters 56. Size Of Caseload 57. Compatible Contact Scheduling 58. Placement Opportunities 59. Administrative Provisions

- 126 -

Page 3 Rating Scale, Counselor Interview (Cont.)

TRAINING 60. REASON FOR DROPOUT OR FAILURE (CHECK ONE ONLY) 61. EXTENDED

1. Inability

2. Progressive Impairment

3. Intercurrent Illness

4. Failed In Adjustment

5. Home Situation

6. Emotional Instability

7. Lack Of Motivation

8. Background

9. Other

Explain

( )

SCALE: 1. INCOMPATIBLE 2. UNREALISTIC 3. REALISTIC 4. COMPATIBLE

D. EMPLOYMENT

INC. UNR. REAL. COMP.

62. Consistency With Training 1

2

3

4

63. Suitability

1

2

3

4

SCALE: 1. VERY POOR 2. INADEQUATE 3. ADEQUATE 4. EXCELLENT

64. Stability

V.POOR INADQ.

1

2

~ 3

EXC. 4

65. Vertical Mobility

1

2

3

4

PLACEMENT SERVICE (CHECK ALL THAT APPLY)

66. Rehabilitation

67. GSES

68. Trainer

69. Client 70. Other

Explain____________________________

- 127 -

VOCATIONAL REHABILITATION
FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING

COUNSELOR SCHEDULE: COUNSELOR_____________________

CLIENT---------------------
DISABILITY----------------

Answer the following questions as they pertain to this client. Use reverse side of page for additional comments.

CARD I.

Check the information you had regarding the services available to this

client at the training facility.

SERVICE AVAILABLE ESSENTIAL

A. To Meet Needs Of Client:

YES NO DON'T KNOW YES NO

31/32. Physical Plant

33/34. Medical Services

35/36. Social Services

37 I 38. Housing

39/40. Counseling

B. Completeness Of Training: 41/42. Contents Of Course 43/44. Courses Available
45/46. Orientation & Adjustment
47/48. Extra-Curricular
c. Quality Of Training:
49/50. Success, Graduates 51/52. Certification & Accredi-
tat ion 53/54. Observation 55/56. Study Reports 57 I 58. Other

- 128 -

Page 2 Counselor Schedule (Cont.)

D. Supervision By:

SERVICE AVAILABLE YES NO DON'T KNOW

59/60. Rehabilitation Counselor

61/62. Facility Counselor

63/64. Instructors

65/66. House Parent

67/68. Other

ESSENTIAL YES NO

E. Placement Service:

69/70. Full-Time Placement Personnel
71/72. General Administrative Personnel
73/74. Instructors

75/76. Students

77/78. Other

CARD II.

Check the following assistance you received in the Vocational evalua-

tion of this client.

RECEIVED

ESSENTIAL

F. Physical Capacity:

YES NO

YES NO

26/27. General Medical

28/29. Special Examinations

30/31. Hospital Reports

32!33. Administrative Consultat ion
34/35. District Medical Consultant
36/37. State Medical Consultant
38/39. Appraisal Clinic

40/41. Rehabilitation Center

- 129 -

Page 3 Counselor Schedule (Cont.)

G. Intellectual Abilities:

RECEIVED YES NO

42/43. School Grades

44/45. Counselor Testing

46/47. Psychological Evaluation

48/49. Appraisal Clinic

50/51. Consultation

52153. Other Agency Tests

ESSENTIAL YES NO

H. Emotional:
54/55. Counselor
56/57. Family
58!59. Family Physician 60/61. Hospital or Clinic
Reports 62/63. Psychological Testing
64/65. Psychiatric Evaluation
66/67. Consultation

I. Background: 68/69. Economic Status 70/71. Work History 72/73. Educational 74/7 5. Cultural 76/77. Family 78/79. References

- 130 -

Page 4 Counselor Schedule (Cont.)

CARD Ill. J. Motivation:

RECEIVED YES NO

23/24. Client Expression

25/26. Industriousness

27/28. Cooperativeness

29/30. Family Physician

31/32. Psychological Information

33/34. Psychiatric Information

35/36. Rehabilitation Facility

ESSENTIAL YES NO

K. Home Situation: 37/38. Home Visit 39/40. Family Physician 41!42. D.F.C.S. Worker 43/44. D.P.H. Nurse 45/46. Courts 47/48. Probation Officer 49/50. Individuals

Check the factors involved in supervision of this client. L. 51. Self Adjustment
52. Social Adjustment 53. Personal Appearance 54. Client Cooperation 55. Family Relations 56. Selection of Vocation 57. Selection of Facility 58. Medical Regimen 59. Counselor's Knowledge of Objective
- 131 -

Page 5 Counselor Schedule (Cont.)

M. Related To Time and Place:

60. Geographic Limitations

61. Location of Facility

62. Facilities For Medical Regimen

63. Client 1 s Residence

64. Counselor's Headquarters

65. Size of Caseload

66. Compatible Contact Scheduling

67. Placement Opportunities

68. Administrative Provisions

69. Is the training currently: a.Interrupted: b.Discontinued: c.In Progress: d.Completed:

70. If answer is A or B, above, give reason No. (See Reason Below)
If No. 9, Explain---------------------------------------------------

1. Inability

6. Emotional Instability

2. Progressive Impairment

7. Lack Of Motivation

3. Intercurrent Illness

8. Background

4. Failed In Adjustment

9. Other

5. Home Situation

71.

If If

training training

was was

extended, give not extended,

i

Number of above ndicate with a

zreeraos-o-n--------- -- -

-

-

- 132 -

Page 6 Counselor Schedule (Cont.)

For Employed Client Only. (Circle One)

72. To what degree does the client utilize the training in employment? a.Never: b.Seldom: c.Sometimes: d.Frequently:

73. Considering client's personality, physical, and emotional conditions, do you believe the job to be: a.Incompatible: b.Unrealistic: c.Realistic: d.Compatible:

74. Rate the clients job security as: a.Poor: b.Fair: c.Good: d.Excellent

75. Rate the client's opportunity for advancement as: a.Poor: b.Fair: c.Good: d.Excellent:

Check all of the following services that were utilized in the placement of the client.

76. Rehabilitation

77. GSES

78. Trainer

79. Client

80. Other

Explain--------------------------------

- 133 -

EMPLOYER INTERVIEW INSTRUMENTS:

Appendix C.

The instruments for securing information from the employer of a trained client in a face-to-face interview, will show the evaluation of the information in terms of adequacy and inadequacy. The items pertain to information the employer had or was provided regarding the client prior to or at the time the client was given employment, and the employer's appraisal of the client's adjustment, ability, and attitudes. The instruments will show any special consideration that was given the client by the employer.

INFORMATION REGARDING CLIENT:
The employer will indicate, by response to questions, remarks, and comments, whether he had adequate information regarding the client at the time the client was employed. Different factors have been listed, either, or a combination of which might influence the employer in employing the client, as well as indicate the client's capability and suitability for the particular job for which he is considered.
TRAINING the client has received and the client's level of achievement in training might influence the employer in his consideration of the client. The employer will indicate whether he had information regarding the client's training and the degree of adequacy or inadequacy of the information as the information per-tained to the employer's need for the information in the individual case.
PHYSICAL CAPACITY is often determined by the employer through his requirement for a medical examination of all new employees. However, in considering a client for a particular job or position, additional information may be required in order to determine the client's physical abilities as well as limitations. The employer will indicate the information he had and to what degree the information was adequate or inadequate in meeting his need for the information in the case of that employee.
EMPLOYMENT HISTORY and information regarding a client's prior employment, may be valuable to an employer in his evaluation of a client's work habits, stability, dependability, etc., before the client is employed. He will indicate whether he had this information and the degree to which the information was adequRte or inadequate.
CHARACTER evaluations require information regarding the client's honesty, morals, etc. The employer will indicate whether he had this information and the degree to which he believed the information was adequate; also. whether he believed this information essential.

- 134 -

Page 2
PERSONALITY is considered a complex of characteristics that distinguishes an individual by behavioral and emotional tendencies. Therefore, information regarding a client's personality could be of much value to an employer. The employer will indicate whether he had information regarding the client's personality, the adequacy of the information, and whether he believed this type of information essential.
REHABILITATION SUPERVISION in some cases may be a very necessary service during the client's adjustment in a new or different work situation. It is considered important that the employer be aware of this service and the availability of it. The employer will indicate whether he had information regarding this service and its availability, as well as whether he considered the information essential in the individual case.
CLIENT ADJUSTMENT:
The employer will indicate the adequacy or inadequacy of the client's adjustment by his responses to questions regarding the client's attitudes and industriousness, as well as, by his remarks and comments during the face-to-face interview.
DEPENDABILITY IN ATTENDANCE will indicate whether the client is on the job regularly or whether he is frequently absent and the degree to which the employer is satisfied with the client's attendance.
PUNCTUALITY refers to the client's being on time, both in arriving for work, as well as returning from breaks, etc.
The QUALITY OF WORK refers to whether the client is careful to perform the tasks and with as little waste of time and material as possible in order to produce acceptable products or services. The adequacy or inadequacy will be determined by the employers evaluation of the quality of work and his comparison of the quality with that of other employees.
QUANTITY OF WORK refers to the amount of acceptable work completed by the client.
EMPLOYER RELATIONS refers to the client's attitude toward his superiors and the employer himself, and will be indicated by the frequency or lack of difficulties arising, which involve the client, the supervisory, and personnel staffs.
EMPLOYEE RELATIONS refer to the ability of the client to work cooperatively and amiably with fellow employees.
- 135 -

Page 3 ATTITUDE TOWARD JOB is evaluated by the employer in terms of
adequacy and/or satisfaction to the employer. Client's ATTITUDE TOWARD IMPAIRMENT will be determined by the
extent to which he expects or refuses consideration because of the impairment. ADJUSTMENTS REQUIRED:
In case of some impairments and types of employment, it may be necessary that special arrangements of equipment, working contitions, hours, etc., be made so that the individual client will be able to perform adequately, the tasks required by the given job. The employer will indicate whether any of these considerations were given in order to provide the client with suitable employment.
- 136 -

VOCATIONAL REHABILITATION FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING

RATING SCALE, EMPLOYER INTERVIEW: CLIENT_____________________________ EMPLOYER________________ SCALE: l. VERY POOR 2. INADEQUATE 3. ADEQUATE 4. EXCELLENT

A. INFORMATION REGARDING CLIENT 31. Training

V.POOR INADQ. ~ EXC.

l

2

3

4

32. Physical Capacity

l

2

3

4

33. Employment History

l

2

3

4

34. Character

l

2

3

4

35. Personality

l

2

3

4

36. Rehabilitation Supervision

l

2

3

4

B. CLIENT ADJUSTMENT

37. Dependability in Attendance l

2

3

4

38. Punctuality

l

2

3

4

39. Quality Of work

l

2

3

4

40. Quantity Of Work

l

2

3

4

41. Employer Relations

l

2

3

4

42. Employee Relations

l

2

3

4

43. Attitude Toward Job

l

2

3

4

44. Attitude Toward Impairment l

2

3

4

- 137 -

Page 2 Rating Scale, Employer Interview (Cont.)

c. ADJUSTMENTS REQUIRED

45. Rearranged Equipment

Yes No

46. Modified Or Adjusted Equipment Yes No

47. Provided Ramps, Rails, Etc.

Yes No

48. Adjusted Hours

Yes No

49. Special Work Conditions

Yes No

50. Special Supervision

Yes No

51. Rehabilitation Supervision

Yes No

- 138 -

VOCATIONAL REHABILITATION
FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING
EMPLOYER SCHEDULE:
CLIENT--------------------------------- EMPLOYER----------------------
Use reverse side of page for additional comments.
31. Were you given any information regarding this employee's training? Yes No
32. Did you have any knowledge of grades earned by the employee? Yes No
33. Did the employee receive a diploma or certificate? Yes No 34. Did you require a physical examination for this employee? Yes No 35. Were you given any other information related to the employee's
physical capacities? Yes No 36. Information received regarding the employee's prior work record
was: a.None: b.Little: c.Ample: d.Complete:? 37. Considering all the information you had, did you believe the
employee to be: a.Unreliable: b.Irresponsible: c.Responsible: d.Totally reliable: 38. Did you believe the employee would be: a.Disliked: b.Tolerable: c.Acceptable: d.Liked:? 39. Did you know of the employee's relations with Vocational Rehabi-
litation? Yes No Comments---------------------------------------
40. Were you aware of the availability of the Vocational Rehabilitation
Counselor? Yes No Comments----------------------------------------
41. The employee is absent: a.Frequently: b.Sometimes: c.Seldom: d.Never:
42. The employee is late for work, returning from breaks, etc: a.Frequently: b.Sometimes: c.Seldom: d.Never
43. The quality of work is: a.Poor: b.Fair: c.Good: d.Superior: 44. The quantity of work is: a.Low: b.Low Average: c.High Average:
d.High:
- 139 -

Page 2 Employer Schedule (Cont.)

45. The President of the United States is John Adams. Yes No

46. Does the personnel department have proglems with this employee? a.Frequently: b.Sometimes: c.Seldom: d.Never:

47. Are there difficulties involving this employee and fellow employees? a.Frequently: b.Sometimes: c.Seldom: d.Never:

48. What is the employee's attitude toward his/her work? a.Dissatisfied: b.Dislikes: c.Likes: d.Enthusiastic:

49. Does the employee appear to expect considerations due to his/her impairment? a.Frequently: b.Sometimes: c.Seldom: d.NeverL

50. Is this employee: a.Disliked: b.Tolerable: c.Acceptable: d.Liked:?

Check your answers for the following questions.

To enable this employee to perform on this job, was it necessary to:

51. Rearrange Equipment

Yes No

52. Modify or Adjust Equipment

Yes No

53. Provide Ramps, Rails, Etc.

Yes No

54. Adjust Hours

Yes No

55. Provide Special Work Conditions Yes No

56. Provide Special Supervision

Yes No

57. Have Rehabilitation Supervision Yes No

58. Other

Yes No

Briefly, explain Yes answers.

- 140 -

TRAINER INTERVIEW INSTRUMENTS:

Appendix D.

The instruments used to secure information and to evaluate the information received from the trainer is designed to indicate the adequacy of information the trainer had regarding the individual client and the adequacy of the training services provided the client by the trainer, as the services pertain to meeting the need of that particular client. Too, the instruments will show the factors used to determine both the length and cost of the client's course. The instruments will show also, whether the client completed the training within the regularly scheduled period of time, and if not, the reason for extending the time for completion.

TRAINER SATISFACTION:
The instruments are designed to secure and evaluate data from the trainer regarding information he had regarding the individual client, whether he believed certain information essential, and the adequacy or inadequacy of the information. Too, the trainer's satisfaction with services provided by Vocational Rehabilitation will be evaluated and shown on the rating scale.
MEDICAL INFORMATION includes any information the trainer had regarding the client's general health, major impairment, and/or other health and physical problem that might limit the client's activities or working and living conditions.
PSYCHOLOGICAL INFORMATION includes all information pertaining to the client's mental abilities, emotional maturity and condition.
CHARACTER includes information the trainer had regarding the client's past behavior; honesty, relations with others, social graces, etc.
COUNSELOR'S HELP WITH PROBLEMS includes information the trainer had regarding the availability of the Vocational Rehabilitation counselor to help with the prompt handling of unforseen difficulties and problems that might arise, as well as any service the counselor may have provided in handling problems involving the particular client.
COUNSELOR SUPERVISION includes all services provided by the Vocational Rehabilitation counselor or other Vocational Rehabilitation personnel that may have been assigned or provided any supervisory service in the individual case.
OTHER REHABILITATION SERVICES pertains to any Vocational Rehabilitation service that was provided the trainer to assist him in the provision of adequate training services for the client.

- 141 -

EVALUATION OF FACILITY:

Page 2

In order to evaluate the services provided a client by the trainer or training facility, several areas of services are listed. The areas of services are believed to include all the services needed to adequately meet the needs of all Vocational Rehabilitation clients, from the severely disabled to those with only slight tn no physical limitations.

PROVISIONS FOR PHYSICAL NEEDS include such services as the provision of ramps, rails, etc.; provisions for attendants and transportation.

PROVISIONS FOR MEDICAL NEEDS are those services provided through an infirmary, a clinic, resident nurse, doctor (resident or on call), and an available local hospital.

PROVISIONS FOR SOCIAL NEEDS include the services that are provided by a social worker, recreational facilities, scheduled social activities, organized social groups, and available community facilities such as churches, theaters, swimming pools, etc.

PROVISIONS FOR INSTRUCTION include an adequate number of instructors, library facilities, publications, visual aids, adequate equipment, student counselors, and supervised study periods.

COUNSELING AND GUIDANCE are those services provided by a counseling department, testing service, facility counselor, facility advisor and/or literature and publications.

The ENVIRONMENT will be evaluated on the basis of the adequacy of space, ventilation, equipment, etc.

PROVISION FOR PLACEMENT includes the services of a placement department, as well as the different types of placement services, such as local, state, region, and national recruitment. Too, such services as the arrangement of employer interviews, employment testing, and agreements with other placement or employment agencies, are included.

- 142 -

VOCATIONAL REHABILITATION FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING

RATING SCALE, TRAINER INTERVIEW: TRAINER__________________________ CLIENT___________________ SCALE: 1. VERY POOR 2. INADEQUATE 3. ADEQUATE 4. EXCELLENT

A. TRAINER SATISFACTION WITH

Vocational Rehabilitation Services: V.POOR INADQ. ~ EXC.

31. Medical Information

1

2

3

4

32. Psychological Information

1

2

3

4

33. Handling Problems

1

2

3

4

34. Counselor Supervision of Client 1

2

3

4

B. EVALUATION OF FACILITY

35. Provisions for Physical Needs

1

2

3

4

36. Provisions for Medical Needs

1

2

3

4

37. Provisions for Social Needs

1

2

3

4

38. Instruction (Including Shop)

1

2

3

4

39. Counseling & Guidance

1

2

3

4

40. Environment

1

2

3

4

41. Placement Services

l

2

3

4

- 143 -

Page 2 Rating Scale, Trainer Interview (Cont.)

C. FACTORS USED TO DETERMINE (CHECK ALL THAT APPLY)

Length Of Course:

42. Administrative Regulations

43. Licensing Requirements

44. Accrediting Agency Standards

45. Course Content

46. Type of Instruction

47. Level of Instruction

48. Prerequisite

Cost Of Course:

49. Tutorial Expenses

50. Equipment & Supplies

51. Physical Facilities

52. Maintenance & Utilities

53. Books & Fees

54. Outside Consultant

55. License & Permits

56. Taxes

D. LENGTH OF TRAINING

57. Was training completed within normal time? Yes No

58. If No, Give Reason No.

REASONS:

1. Inability 2. Progressive Impairment 3. Intercurrent Illness 4. Failed in Adjustment 5. Home Situation

6. Emotional Instability 7. Lack of Motivation 8. Background 9. Other

- 144 -

VOCATIONAL REHABILITATION
FOLLOW-UP STUDY & EVALUATION OF CLIENT TRAINING

TRAINER SCHEDULE: TRAINER.___________________

CLIENT____________________ DISABILITY________________

Answer the following questions as they pertain to this client. Use reverse side of page for additional comments.
CARD I.
A. Check the following that applies in this case regarding information r~ceived and Vocational Rehabilitation Services.
RECEIVED ESSENTIAL YES NO YES NO
31/32. Medical Information
33/34. Psychological
35/36. Character
37/38. Counselor's Help with Problems
39/40. Counselor Supervision of Client
41/42. Other Rehabilitation Services Briefly Explain Other ( 41/42.)' I f Yes

43. Rate your overall satisfaction with Vocational Rehabilitation Services: a.Very Dissatisfied: b.Dissatisfied: c.Satisfied: d.Very Satisfied:

B. Check the following services available at your facility in this

case.

AVAILABLE ESSENTIAL

Provisions For Physical Needs:

YES NO YES NO

44/45. Ramps, Rails, Etc.

46/47. Attendant

48/49. Transportation

- 145 -

Page 2 Trainer Schedule (Cont.)

Provisions For Medical Needs: 50!51. Infirmary 52/53. Clinic 54/55. Resident Nurse 56/57. Doctor, Resident or on Call 58/59. Local Hospital

AVAILABLE ESSENTIAL YES NO YES NO

Provisions For Social Needs: 60/61. Social Worker 62/63. Recreation Facilities 64/65. Scheduled Activities 66/67. Social Groups 68/69. Community Facilities CARD II. Provisions For Instruction: 31/32. Instructors, Adequate Number 33/34. Library Facilities 35/36. Professional or Trade Publications 37/38. Visual Aids 39/40. Adequate Equipment
41/42. Student Counselor 43/44. Supervised Study Periods

- 146 -

Page 3 Trainer Schedule (Cont.)

Provisions For Counseling & Guidance:
45/46. Counseling Department 47/48. Testing Services 49/50. Facility Counselor 51/52. Faculty Advisor 53/54. Literature or Publication
Provisions For Environment: 55/56. Adequate Space 57158. Adequate Ventilation 59/60. Adequate Equipment 61/62. Other
Explain----------------
Provisions For Placement: 63/64. Placement Department 65/66. Local Recruitment 67/68. State Recruitment 69/70. Region Recruitment 71/72. National Recruitment 73/74. Employer Interview 75/76. Testing 77/78. Other Agency Agreements

AVAILABLE ESSENTIAL YES NO YES NO

- 147 -

l

Page 4 Trainer Schedule (Cont.)

CARD Ill. Check factors applicable in this case, that are used to determine:

Length of Course: 31. Administrative Regulations

32. Licensing Requirements 33. Accrediting Agency Standards

34. Course Content 35. Type of Instruction 36. Level of Instruction

37. Prerequisite

Cost of Course: 38. Tutorial Expenses
39. Equipment & Supplies

40. Physical Facilities
41. Maintenance & Utilities

42. Books & Fees 43. Outside Consultant
44. License & Permits

45. Taxes

46. Was the training completed within the regularly

allotted time? Yes

No

47. If No, give below reason No.

REASON FOR EXTENDING TRAINING:

l. lnabi l ity 2. Progressive Impairment 3. Intercurrent Illness 4. Failed in Adjustment 5. Home Situation

6. Emotional Instability 7. Lack of Motivation 8. Background 9. Other

- 148 -

Published by GEORGIA STATE DEPARTMENT OF EDUCATION
DIVISION OF VOCATIONAL REHABILITATION OFFICE OF INFORMATION SERVICES H. E. VAN ORDEN, Information Officer
Printed by Puplla Ga. School for the Deaf Cave Sprln~, Ga. 30124



0.. Jock P. Nix, State Su...-lntendont of School'

Georgia Department of Education
State Office Building
Atlanta, Georgia 30334 1967