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Withdrawal/Redaction Sheet
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. list
Public/Private Ventures list re: salaries (1 page)
n.d.
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Shirley Sagawa
OA/Box Number: 24334
FOLDER TITLE:
Commission on National and Community Service [Folder 1] [1]
2013-0124-S
rc1153
RESTRICTION CODES
Presidential Records Act - |44 U.S.C. 2204(a)]
Freedom of Information Act - 15 U.S.C. 552(b)]
P1 National Security Classified Information [(a)(1) of the PRA]
b(1) National security classified information [(b)(1) of the FOIA)
P2 Relating to the appointment to Federal office |(a)(2) of the PRA]
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute |(a)(3) of the PRA]
an agency |(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute |(b)(3) of the FOIA]
financial information |(a)(4) of the PRA]
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA|
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy |(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes [(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions |(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells |(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
OA 24334
Office of the First Lady
Files of Shirley Sagawa
Commission on National Community Service
National Service Floor Book
National Service Transition
Commission on National + Community Service
Commission on National and Community Service
Drafting Materials-Nat'l Service
Sharon
Establishment of Corporation
Comments on draft-read
SS' notes & to do lists
Mission Statement
Personal
[Unfoldered Material]
To:
Executive Committee
From:
Catherine Milton
Subj:
Discretionary Grant Recommendations
Date:
June 7, 1993
The Commission has reviewed three additional concept papers for projects we
are recommending to the Committee for approval. They are each described
below. We will arrange a conference call to discuss them before the Board
meeting and prepare a recommendation to the full Board. The three proposals
are from:
Public/Private Ventures
$ 175,000
Center for Policy Research
42,000
National Organization for Victim Assistance
55,000
$ 272,000
Public/Private Ventures. Public/Private Ventures(P/PV) has worked for several
years with the youth corps community and managed the Urban Corps Expansion
Project, a national demonstration through which P/PV provided technical
assistance and evaluated the start-up and operation of 10 new urban youth corps.
Through this project, they developed extensive materials for urban corps. Their
complete proposal to the Commission is attached. They are planning to adapt
the Practical Education for Citizenship and Employment curriculum (PECE) for
use by rural and statewide youth corps and provide extensive technical assistance
to two programs in implementing this education component. P/PV has
extensive experience in this area and the necessary staff to provide high quality
assistance to the programs.
The education component tends to be the weakest link in a corps. Most youth
corps struggle to develop a comprehensive, individualized education program
for their corpsmembers and this project would provide some extensive and
much-needed resources to them.
Recommendation: Approve a grant of up to $175,000 pending satisfactory
responses to the issues raised on the Staff Summary attached to the full proposal.
Center for Policy Research. This is a project from Dr. Amatai Etzioni to prepare
four case studies of community action. Dr. Etzioni discussed this originally with
Catherine and Dick and sent the attached letter to Catherine. Since then he has
submitted the same letter to the Ford Foundation and is expecting the
Foundation to support three case studies. The Foundation will make its decision
some time in June or July. Topics for the case studies the Foundation may
support are:
Community Action in a Housing Project: a case study of a housing project
in New York City in which a very diverse population of people have been
able to live together and support community action in harmony for some
thirty years.
Community Policing in New Haven: a case study of an interracial
community policing program that has been very successful.
The Orange Caps: a case study of a very successful interacial anti-drug
patrol in Washington, DC.
Each case study will depict the way people from different backgrounds and walks
of life, join together to make their lives better, largely out of civic commitment.
The studies would be used to reach those not yet initiated to community action.
We have discussed the preparation of a case study on service-learning with Dr.
Etzioni. He would be an objective observer and could prepare a study that would
describe the trials of getting going, the role of leadership and various
implementation strategies as a resource for those implementing new service-
learning programs. Dr. Etzioni is amenable to an approach that would tie
Commission funding to his receipt of a grant from the Ford Foundation - our
funding would be contingent on a Ford contribution.
This project would represent our first partnership with a foundation - another
important area of outreach and coalition-building we need to develop to support
a strong infrastructure for the field. Dr. Etzioni's strength as a national policy
analyst and important thinker in social research is a good investment for the
Commission.
Recommendation: Approve a grant of up to $42,000 contingent upon a
Ford Foundation contribution to the project to complete at least three case
studies.
National Organization for Victim Assistance (NOVA): NOVA is proposing to
work with the criminal justice system to increase awareness of the concept of
restorative community justice, research community service sentencing in laws
in three states and prepare a white paper on changing the term "community
service" in sentencing to some other term, probably "restorative community
justice." The full proposal is attached.
This would be the first step in addressing the confusion in the criminal justice
and volunteer networks over the use of the term "community service." By
working with NOVA we will be able to work within the criminal justice system
and, hopefully, create change from within.
Recommendation: Approve a grant of up to $55,000.
Discretionary Grant Recommendation
Category:
Knowledge Transfer
Organization:
Public/Private Ventures
Philadelphia, PA
Amount Requested:
$225,000
Amount Recommended:
$175,000
Project Summary: Public/Private Ventures(P/PV) is requesting Commission
support to adapt their urban corps educational program, Practical Education for
Citizenship and Employment(PECE), for use in the wider corps community and
to provide training and technical assistance to a group of selected corps to
implement the program and serve as "laboratories" in PECE for other corps. The
materials were developed originally as part of the Urban Corps Expansion
Project(UCEP). Education has been identified as a primary area of weakness for
most corps. Few materials and approaches exist for educational strategies that
meet the needs in the unique context of a corps: work/service site, non-formal
education that meets the individualized needs of different corpsmembers. PECE
is an attempt to fill this gap in the urban corps network. The program is in use in
several of the UCEP sites and program staff are enthusiastic about it.
Strengths: P/PV has a long history of providing technical asistance to the corps
community and developing high quality materials and training programs. They
have the staff in place to manage this process and provide the technical
assistance. Education components in corps programs are the weakest link to date
and one of the areas in need of extensive technical asistance. This project would
meet that need and provide a much more solid base on which to build.
Weaknesses: One of the primary objectives is to adapt PECE materials for use in
the wider corps community, but it is unclear why the materials need to be
adapted and what adapting them involves. Why can't they be used as they are?
The budget seems high and is not substantiated with a narrative that explains the
costs. P/PV mentions coordination with the NASCC technical assistance project
CNCS is funding, but it is unclear what that coordination will be and why this
project cannot simply be part of the NASCC TA project. The first stage of
providing TA will be to give presentations on PECE at two regional conferences,
only one of which is a conference at which corps staff would be present. The
proposal does not explain how P/PV will get corps staff to the second conference
to provide them with the first level of PECE information. The proposal indicates
that two states will become "anchor" states for PECE development, but does not
describe what the commitments of those states will be.
Frequently, implementation of education components in corps is hampered
because many corps do not have the resources to hire the staff necessary to
manage the education component. This TA project assumes an education person
is on the staff. It is unclear in the proposal whether a staff person is indeed on
the staff in the target corps and how the materials could be used without such a
staff person.
The budget is very high and does not track well with the activities identified in
the proposal.
Recommendation: This project would help meet one of the greatest priorities in
the corps community - innovative education programming which grapples with
the substantive issues of teaching and learning within the unique context of a
corps program. It will fill a real gap in corps development. We recommend that
the Board give the Commission staff authority to discuss the issues stated below
with P/PV and, upon satisfactory responses to them from P/PV, approve a grant
of up to $175,000 with the approval of the Subtitle C Committee.
Be more specific about how the materials will be adapted for use beyond the
UCEP corps. Why is adaptation needed? Can't they be used without
adaptation?
What is the nature of the coordination with NASCC? Be more specific about
the partnership with NASCC and what role the circuit riders will take. It is
essential that the NASCC relationship be clarified so that the Commission
funded technical assistance is well coordinated and integrated.
How will P/PV get corps staff to the Oregon conference when corps
programs have very limited travel funds?
Describe the commitments needed of Montana and Maryland in the project
and what their responsibilities will be.
How will P/PV ensure that the staff needed to develop a solid education
program and use the PECE materials is in place in corps that receive technical
assistance?
Be specific about the responsibilities of consultants. What is their role in
relationship to P/PV staff?
Public Private Ventures
WORKING COPY
PPV
Expanding Practical
Education for
Citizenship and
Employment (PECE)
in Youth Service
Corps
A Proposal to the
Commission on National
and Community Service
June 1993
Expanding Practical
Education for
Citizenship and
Employment (PECE)
in Youth Service
Corps
A Proposal to the
Commission on National
and Community Service
June 1993
I.
OVERVIEW
Public/Private Ventures (P/PV) requests $225,000 over 18 months from the Commission
on National and Community Service (CNCS) to more widely disseminate and facilitate
use of an education model designed specifically for youth conservation and service corps
and the young adults they serve. During the period of this grant, P/PV would coordinate
activities with the National Association of Service and Conservation Corps (NASCC) to
develop Practical Education for Citizenship and Employment (PECE) in two states of
concentrated corps activity-Maryland and Montana--which would then become anchor
states for implementation of PECE.
PECE was developed by P/PV with considerable input from corps practitioners. It is a
byproduct of P/PV's more than a decade experience in researching and assisting the
youth service corps field and in developing specialized curricula. (P/PV's corporate
qualifications are described in Appendix A.)
In research on corps nationwide-specifically that reported in our studies Youth
Conservation and Service Corps (1987) and Youth Corps Profiles (1986)--P/PV
identified education as a primary area of weakness for most corps. Corps instituted
education components that were largely informal; were understaffed; had trouble
balancing education with their demanding work agendas; and lacked the expertise to
meet individual corpsmembers' highly diverse educational needs. As a result, education
classes at many corps lacked focus and had problems with corpsmember absenteeism.
Thus, when P/PV undertook the Urban Corps Expansion Project (UCEP)--an effort to
establish exemplary youth service corps in cities across the country-education was a
primary concern. Over the past two years, PECE has been implemented and refined in
the corps that began operations as part of the UCEP network and a number of other
corps. More recently, it has been implemented in employment and training summer
youth programs.
We believe PECE, with its focus on practical education through life experience, fits well
with the Commission's key goals of providing service learning and leadership
opportunities for young adults. It is also flexible enough to meet the diverse education
needs of the corps models that have been established across the country.
Until now, we have focused our efforts primarily on corps in the UCEP network. The
development and implementation of PECE to date have been supported by DeWitt
Wallace/Reader's Digest Fund, The Annie E. Casey Foundation and Exxon Corporation.
However, there has been no funding for intensive, widespread dissemination of the
program in the corps community.
1
A grant from CNCS will allow us to capitalize on the entire corps field's substantial
interest in innovative education programming. Our goal is to establish PECE as a
respected, dynamic education model that is practitioner-led and grapples with the
substantive issues of teaching and learning within the unique context of corps.
2
П.
THE PECE MODEL
PECE PRINCIPLES
Central to PECE is the idea that youth should perceive and experience learning as a
natural and lifelong process. This approach is drawn from the tradition and theories of
John Dewey, a pioneer in experiential education, as well as from the most current
research on learning and literacy for out-of-school students, such as that conducted by
Lauren Resnick at the University of Pittsburgh.
PECE promotes corpsmember leadership through an experiential, learner-centered
approach in which corpsmembers take responsibility for making decisions about their
learning. Life skills workshops, central to PECE, enable corpsmembers to identify and
practice skills associated with successful work, family life and a sense of personal
efficiency. And, perhaps most important, PECE seeks to help staff and corpsmembers
integrate learning that occurs on the worksite and in community service projects with
learning that occurs in the classroom.
Throughout PECE, the knowledge, life experience and perspectives of corpsmembers are
the starting points for learning. Through teaching approaches, program structure and
relations between instructors and the youth, corpsmembers are challenged to take an
active role in determining what they need to learn and how to go about learning it, and
in assessing their own progress. A key goal of the PECE approach is to help
corpamembers see that learning is not limited to the classroom-that it can be part of
work and life in the community-and that knowledge is not limited to answering the
questions on the GED test-that they construct knowledge by reflecting on their
experiences and obtaining and understanding information in books, magazines, the media
and from individuals in their community.
Given these PECE principles, we believe that the broader dissemination of PECE
throughout the corps community will facilitate the Commission's goals of youth learning
through service and youth development.
PECE DESIGN
The PECE model provides a curricular framework with four primary components:
Life Skills Education-Corpsmembers identify, practice and apply skills critical to
healthy, productive adulthood. Among the life skills issues addressed are personal
relationships, parenting, citizenship, employability and sexuality.
Basic/Higher Education-Depending on each corpsmember's needs, this may
include basic literacy, GED preparation, college-level courses, English as a
Second Language, pre-apprenticeship education or other educational supports.
3
Pol 000
VENTURES d d
6900 592 215 11:6 £6,80 'NOC
Work/Learning Integration (Service Learning)--Corpsmembers reflect on and
learn more about the tasks, usefulness and broader context of the work/service
projects in which they are involved. Work/service-based learning happens
through team and community meetings, "teachable moments" at the worksite and
applied learning in the classroom.
Authentic Assessment-Supplementing standardized testing, authentic assessment
provides opportunities for corpsmembers to document, display and use their new
skills and knowledge in contexts that approximate "real-life" situations. Among
the assessment strategies used are portfolios, oral presentations, journals, work
reports, exhibitions, resumes and performance evaluations.
A key to PECE is its developmentally appropriate calendar. PECE organizes a corps
program calendar into phases that give corpsmembers increasingly greater opportunities
for self-initiative and decision-making. During the first phase, corpsmembers set and
work toward critical life skills and academic goals; during the remainder of their stay,
corpsmembers pursue educational goals and prepare for the transition to work or further
education through increasingly varied and challenging activities such as internships,
cofacilitating education activities and tutoring their peers.
Another key to the implementation of PECE is an adequate staffing configuration. The
PECE requirements of a full-time education coordinator and a 15:1 corpsmember-to-
teacher ratio, as well as the cooperation of all other corps staff in furthering
corpsmember educational development, makes PECE central to the operation of corps
and to the overall corps experience.
PECE MATERIALS
PECE aims to create educational programs that are engaging, empowering and relevant
to the young women and men who participate. Critical thinking, problem-solving,
teamwork, reading, writing, oral presentation and listening are vital skills corpsmembers
develop in PECE through hands-on learning activities, small-group discussions, computer
use, journal-writing and team meetings.
To operationalize this philosophy of experimental, learner-centered education, we offer a
comprehensive package of instructional materials, tailored staff training and technical
assistance to support corps in developing their own uniquely configured programs.
PECE training, technical assistance and print materials are not "teacher-proof." While
detailed, PECE materials allow practitioners to be flexible and creative. They primarily
suggest staff communication, goal-setting, teaching and planning strategies, as well as
provide supplemental learning activities for corps to consider as they implement PECE.
Below are the core materials central to implementing PECE:
4
Corpsmember Learning Activities (CLAs)-Scripts for 40 workshops--usually 60 to
90 minutes long--are organized into three themes: Employment, Community
Participation and Personal Development. These interactive workshops include
ideas for authentic assessment, facilitator resources and extensions to other
education and corps activities. (The rationale for CLAs and several sample CLAs
are included in Appendix C.)
PECE Planning and Resource Guide-This comprehensive implementation guide
helps practitioners develop a PECE program that builds on--and builds in--
effective, motivating educational practices. It includes ideas and practical
resources for corpsmember goal-setting and assessment, work-based learning, life
skills and learner-centered literacy instruction.
Work Project Learning Guides-These guides detail 16 learning activities that help
program staff recognize opportunities for work-related learning and develop
creative ways to capitalize on them. Using examples from two different types of
work situations-working with the elderly and rehabilitating buildings--the activities
illustrate how youth can develop literacy, communication and problem-solving
skills as they learn to handle situations on the job.
PROFESSIONAL DEVELOPMENT
In developing PECE, P/PV recognized that educators' creativity and interest in
innovative education practices would be essential to fueling a corps' education program.
We also recognized that, because the PECE approach is antithetical to the current
remediation approach to education offered by many employment and training programs
and public school systems, corps practitioners would need training, professional
development and support in order to implement PECE successfully. Key to this
professional development is technical assistance from P/PV staff and consultants that
includes:
Hands-on training in key areas, such as life skills instruction and work/learning
approaches;
Feedback on program and instructional practices; and
Site-specific assistance to corps staff in planning education programming.
In addition, as part of this strategy to support education and other corps staff in working
with PECE, we also facilitate and encourage:
Networking with peers through cross-site visits and conferences and by phone;
Developing program-specific curriculum and assessment strategies; and
5
Planning education programming collaboratively with other corps staff, such as
managers, crew supervisors and counselors.
6
III.
PECE IMPLEMENTATION EFFORTS
Implementation in UCEP Corps
PECE is currently being implemented in all UCEP corps, each of which has received
PECE curricular materials and has staff that participated in training at national
UCEP/PECE conferences. While practitioners in sites that have implemented PECE or
components of PECE have reacted enthusiastically to its practices and underlying
principles, PECE has not yet been formally evaluated. P/PV currently plans to evaluate
the PECE strategy as part of the larger UCEP research effort--an evaluation that will
include an intensive assessment of PECE implementation issues.
We are currently working to establish two to four UCEP corps and the Los Angeles
Conservation Corps as PECE Lab Sites. As Lab Sites, these programs will be the focus
of research on PECE implementation, and will serve as "model" PECE sites that
interested corps practitioners can visit.
To date, the UCEP experience indicates that:
It is important to view PECE implementation along the continuum of program
implementation. Corps that have had difficulty fully implementing PECE
practices generally report external barriers to overall program implementation,
such as unstable funding, inadequate staffing or restrictive service delivery
contracts with outside education providers, such as school districts.
PECE has had a significant impact on the amount of education offered in corps.
UCEP corps offer between nine and 17 hours of education per week, significantly
more than many corps.
Work/learning integration and life skills instruction are the two components of
PECE that UCEP corps practitioners have most actively embraced.
P/PV's policy report on the UCEP demonstration, Urban Corps Expansion Project
(UCEP): Lessons Learned, to be released this summer, is the most current
documentation of PECE in UCEP corps.
Implementation in Non-UCEP Programs
In addition to UCEP, P/PV has provided PECE training and materials to other corps,
such as Civic Works, Philadelphia Youth Service Corps, YouthBuild, Montgomery
County Conservation and Service Corps, City Volunteer Corps, San Francisco
Conservation Corps and Pennsylvania Conservation Corps.
7
Last year, PECE was also adapted for and piloted in three summer youth employment
programs for in-school adolescents. This year, 15 additional sites will join the "Summer
PECE" initiative, offering a six- to eight-week service learning program for 16- to 18-
year-olds. Two UCEP corps (Milwaukee Community Service Corps and the Albany
Service Corps) are among the program operators for this year's summer sites. We see
this initiative as a promising link between corps and K-12 service programs.
8
IV.
THE STRATEGY FOR PECE DISSEMINATION IN THE CORPS FIELD
To establish PECE more widely in the corps field, we propose a two-pronged strategy
involving broad dissemination and intensive professional development. This strategy,
which is coordinated with the technical assistance strategies of NASCC, will permit us to
expose a large number of corps to PECE, as well as to identify a smaller number of
corps interested in a more intensive professional development process for their staff.
Coordination with NASCC
We intend to coordinate PECE technical assistance with technical assistance provided by
NASCC through its "Circuit Riders" (i.e., practitioners who provide information and
assistance to corps in the NASCC network). PECE technical assistance and NASCC's
Circuit Rider program will coordinate in at least two ways. First, NASCC will arrange
for Circuit Riders who have expertise in PECE-related topics to collaborate in
facilitating technical assistance. Second, Circuit Riders will be called on to assist in
PECE on-site workshops and technical assistance site visits. We believe this will be an
effective way to share knowledge and expertise between veteran and newer corps, and
between corps that have strong education components and those that have just begun to
upgrade education.
The Regional Approach
To facilitate the implementation and support of PECE in the field, we will also
coordinate our technical assistance with NASCC's "eight state" strategy, which it is
undertaking with support from the W.K. Kellogg Foundation. To do so, we will employ
an approach involving two regions: an Eastern region based in Maryland and a Western
region based in Montana. Among the eight states in the NASCC strategy, Maryland and
Montana seem best suited to our needs. Significant staff development resources will be
invested in both states; in turn, they will serve as lead states for PECE dissemination,
training and technical assistance in their regions.
In Maryland, we have provided the PECE curriculum and staff training to two corps:
the Montgomery County Conservation and Service Corps and Civic Works (Baltimore's
new urban corps). In a coordinated effort with NASCC, we would add a third, rural
corps-the Maryland Conservation Corps--to our Maryland base. From this base, we
would "reach out" to selected other corps in the Eastern region--primarily West Virginia,
another NASCC technical assistance state.
In Montana, our base would be the Montana Conservation Corps, a multisite program
with experience in environmental education and strong ties to the state's network of
Human Resource Development Councils, which administers job training services. Our
work with the Montana Conservation Corps will provide a foundation for PECE
implementation among corps in the West, including the NASCC technical assistance
9
states of Colorado, Washington and Oregon. In supporting the Western region, we
would also draw heavily on our ongoing collaboration with the Northwest Regional
Educational Laboratory (NWREL). NWREL has collaborated with P/PV in a number
of curricular efforts, including PECE, and we will rely on their expertise to help sustain
local support for corps' education programs.
We believe that this regional approach will reduce travel for technical assistance and
training workshops, and will help establish regional "PECE networks"--as well as
exemplary sites within those networks that can support the implementation of PECE in
additional corps once this initiative is completed.
We will do everything we can to include all corps that are particularly interested in
innovative corps education and in implementing PECE in our intensive professional
development strategy. Corps outside of the two designated regions will learn about
PECE through NASCC conferences and other networking activities, and will be invited
to obtain PECE materials and to participate in the nearest regional training; additional
assistance and telephone follow-up will also be provided.
The Technical Assistance Strategy
A series of workshops and on-site training and technical assistance sessions of various
levels, beginning with an introduction to PECE and progressing through intensive
training, will take place over the 18-month period. The series is designed to gradually
expose a large number of corps practitioners to PECE principles, then focus training and
technical assistance on a smaller number of corps that are particularly interested in an
intensive staff development process.
Level I: PECE Introductory Sessions-These two-hour to half-day workshops are
aimed at exposing corps executive directors and education coordinators to
essential PECE concepts, such as work/learning integration and interactive life
skills education. One introductory session will be provided in each region.
Depending on notification of support from the Commission, the initial
introductory session will be held in the Eastern region in July 1993 at the annual
NASCC national conference in Washington, D.C. Approximately 25 corps will
attend this conference; with NASCC assistance, we would encourage all attending
corps to take part in this session. The initial Western region orientation will be
held in November 1993 at the annual conference of NWREL in Portland, Oregon.
As a result of this workshop and follow-up contact with PECE staff, corps interested in
pursuing PECE would sign up for the next level of training activity.
10
Level II: Regional PECE Planning Conferences--A two- to three-day planning
conference geared primarily toward education coordinators and instructors.
Executive directors would have a one-day workshop within this conference, and
would also be invited to participate in the other days' workshops. At registration,
each participant would receive the full set of PECE curricular materials--i.e., 40
Corpsmember Learning Activities; the PECE Planning and Resource Guide; and
two Work Project Learning Guides. The conference will ground participants in
the four components of PECE, and will help them begin planning their own
education programs.
During the first year of this project, one planning conference will be held in each
region, most likely in the lead states-Maryland and Montana. We expect that 10
to 15 corps will be represented at each conference. Corps from this group that
show particular interest in further training will then be offered the next level of
training.
Level III: On-site workshops--These one- to two-day workshops would be held at
a corps site and would involve as many direct-service staff members as possible--
including crew supervisors, teachers, counselors and corpsmembers in leadership
roles, as well as the administrative staff. These workshops will provide
opportunities for hands-on training, practice and feedback in the interactive
teaching strategies described in the CLAs and work/learning guides. One to
three corps with similar education goals and approaches could participate in each
workshop. We expect to provide two to three on-site workshops per year in each
region--coordinated through the Maryland or Montana corps network.
As mentioned earlier, this workshop series is part of an overall dissemination strategy to
familiarize large numbers of corps staff with PECE concepts, principles and materials; to
provide a smaller number of corps and their staff with more training and practice in the
essential principles of PECE; and to provide the opportunity to practice new
instructional techniques in a supportive setting. Overall, we expect 30 to 40 corps to be
exposed to PECE through this strategy, and 15 to 20 corps to participate in Level II or
Level III training, thus seeding the development of regional PECE expertise that will
support ongoing PECE activity.
Throughout the grant period, we will provide site visits, phone contact and mailings to
corps taking part in all levels of PECE workshops:
Technical assistance site visits--These site visits will enable us to provide follow-
up assistance after training workshops; learn about the "operational realities" of
various corps in order to tailor training; and to support the staff in program
planning and continued professional development. Three to four site visits will be
made in each region.
11
Phone contact--P/PV staff and consultants will always be "on call" to assist corps
with inquiries about educational practices, curriculum and resources. This phone
contact will be an avenue for providing sites with ongoing support, as well as
information in such areas as computer-based learning, multicultural curriculum,
portfolio assessment strategies, exemplary corps (or other) education programs,
and education program funding.
Resource mailings--Because education is a dynamic field, we will send our
network of corps at least three mailings per year of relevant articles, curriculum
ideas and practitioner-developed materials.
The workshops, site visits, ongoing contact and exchange of materials that make up our
technical assistance strategy are designed to help the corps involved develop their own
capacities. Our intention is to help these programs learn to network within their local
and regional education communities, function as part of a community of educators who
support one another and reflect on and revise practices regularly.
We do not see PECE technical assistance as a one-way street, but rather as a process of
professional development for corps staff. The perspectives and needs of practitioners--
individually, as staff in an organization, and as members of the corps field--are at the
heart of this development process. To encourage this development, these cutting-edge
strategies will be incorporated throughout in our overall technical assistance framework:
Curriculum Development Projects-Corps practitioners will be encouraged and
guided in developing site-based learning materials to meet the needs of their
corpsmembers.
Practitioner Inquiry-Practitioners will be encouraged to conduct their own
research and use reflection to pursue their own questions and interests related to
the provision of education for young adults.
Cross-Corps Networking and Materials Exchange-Practitioners will share their
site-based educational practices and materials with peers at the scheduled
workshops and conferences, and will be encouraged to engage in cross-corps visits,
mailings, etc.
12
V.
TASKS TO BE PERFORMED
A grant from the Commission on National and Community Service would support the
following tasks necessary to carry out this PECE technical assistance and dissemination
strategy over the next 18 months:
Tailoring existing UCEP training designs and materials for the broader corps
field;
Planning and facilitating introductory, regional and on-site training workshops;
Producing existing PECE curricular materials for broad dissemination;
Traveling to and among corps by technical assistance providers and corps
practitioners; and
Preparing a report to the Commission (and for possible publication) documenting
the process and challenges of implementing PECE in the larger corps field.
13
VI.
PROJECT PERSONNEL
The following P/PV staff will be responsible for managing and carrying out the PECE
dissemination and technical assistance strategy:
Bernardine H. Watson, vice president and director of Field Operations, will have overall
responsibility for the implementation of this initiative and production of the final report
to the Commission.
Michael Sack, manager of education services at P/PV and the principal architect of
PECE, will have responsibility for day-to-day management of all project activity including
the development and delivery of all workshops, conferences and other technical
assistance; the production and dissemination of all curricula and other materials;
coordination with the National Association of Service and Conservation Corps; and the
direction of project staff and consultants. Mr. Sack will also participate in selected
workshops and site visits.
Clare Ignatowski, project officer, will develop training materials, participate in training
conferences, plan and deliver on-site workshops, and coordinate mail and phone
technical assistance.
Jim Klasen, a P/PV senior program officer with considerable experience as a corps
practitioner and technical assistance provider, will participate in selected site workshops
and visits.
The resumes of these staff, along with those of key consultants who will be part of the
technical assistance team for this project, are included as Appendix B. Experienced
corps practitioners from corps that are currently implementing PECE (e.g., LACC and
the Durham Service Corps) will also act as workshop trainers, in concert with P/PV staff
and consultants.
14
VII.
PROJECT TIMELINE AND DELIVERABLES
The timeline for this project is also illustrated in Figure 1.
Year One:
July 1993
Eastern Region PECE introductory session at annual NASCC
national conference
August
Follow-up phone contact with corps interested in PECE
September
Eastern Region PECE Planning Conference
Target: Maryland/West Virginia
October 1993
to June 1994
Follow-up site visits and workshops to corps in Eastern region
November 1993
Western region PECE introductory session at annual Northwest
Region Educational Laboratory conference
February 1994
Western Region PECE Planning Conference
Target: Montana/Colorado
March to
December 1994
Follow-up site visits and workshops to corps in Western region
(Continues into second grant year)
December 1994
A report on project outcomes
Year Two:
June 1994 to December 1994
The last six months of the grant will include continued follow-up for all corps that
participated in PECE activity during Year One of this strategy, and, specifically,
continued to Level II and III follow-up technical assistance workshops and site visits in
the Western region. Our experience with PECE and other educational models indicates
that effective implementation of strong educational programming is a multiyear, ongoing
process. We also expect to make ample use of experienced corps practitioners, both
from the first-year technical assistance efforts and from our prior work. At the end of
the grant period, P/PV will provide a report to the Commission that documents:
15
The number of corps that have received PECE materials and training;
The number of sites that have participated in advanced PECE (Level II and III)
technical assistance workshops and training;
The degree to which PECE has been implemented in these corps and influenced
education practice in the corps field; and
Prospects for further PECE dissemination in the corps field and the potential for
corps to play a lead role in disseminating PECE to other youth-serving
organizations.
16
Figure 1: PECE Dissemination and Technical Assistance
Key Tasks and Timeline
1993
1994
JUL
AUG
SEP
OCT
NOV
DEC
JAN
FEB
MAR
APR
MAY
JUN
JUL
AUG
SEP
OCT
NOV
DEC
LASTERN REGION
PECE Introductory Session:
Annual NASOC Conference
Follow-up phone/mail
with interested corps;
X
presentations, meetings as
appropriate
Eastern Region PECE
Development Conference for
Maryland, W. Virginia
Follow-up, on-site workshops
for Maryland, and W.
Virginia
Follow-up phone/mail,
on-site TA to Maryland and
X
W. Virginia Corps
WESTERNREGION
Second PECE Introductory
Session: NWREL Annual
Work/Leaming Conference
(Oregon)
Follow-up phone/mail
with interested corps;
X
presentations, meetings as
appropriate
Western Region PECE
Development Conference for
Montana, Colorado
Follow-up on-site workshops
to Western Region sites
Follow-up phone/mail,
on-site TA to Western
X
Region stites
Final Report to Commission
VIII. BUDGET
Public/Private Ventures
Commission on National and Community Service
Expanding Practical Education for Citizenship
and Employment (PECE) in Youth Sevice Corps
Proposed Budget
Total
Description
Budget
Salaries
$55,404
Fringe Benefits (30%)
16,622
Travel Expenses
32,019
Consultant Fees
32,400
Other Direct Expenses:
Operating Expenses
Office Expense
2,687
Equipment Maintenance
& Rental
2,150
Postage Expense
1,433
Telephone Expense
1,971
Rent & Utilities
7,345
Depreciation
2,329
Printing Expense
12,750
Workshops & Conferences
16,000
Subtotal
183,110
Administrative Overhead (22.88%)
41,890
TOTAL BUDGET
$225,000
18
APPENDIX A
CORPORATE QUALIFICATIONS
PUBLIC/PRIVATE VENTURES
CORPORATE CAPABILITIES AND EXPERIENCE
Public/Private Ventures (P/PV) is a nationally known not-for-profit corporation, estab-
lished in 1977, that designs, manages and evaluates social policy initiatives designed to
help young people whose lack of preparation for the work force hampers their chances
for productive lives.
The corporation's work blends the pragmatism of experienced managers with the rigor of
social science research to find remedies for unemployment caused by limited education,
poor vocational skills or lack of work experience. P/PV's capabilities include:
Designing, operating and evaluating multisite national demonstration programs
that test promising new approaches to providing education and training for young
people at risk of long-term unemployment;
Conducting qualitative and quantitative analyses of demonstration programs and
other education, employment and training projects;
Establishing new institutions;
Designing specialized curricula for use in programs that target at-risk youth and
providing training and assistance in delivering those curricula; and
Providing consulting and technical assistance to public and private organizations
seeking to mount new education and training programs for at-risk youth.
Public/Private Ventures is a 501(c)(3) not-for-profit corporation that conducts its work
on behalf of federal, state and local governments, corporations and private foundations.
During fiscal year 1992, support from 22 foundations and 13 corporations constituted 75
percent of P/PV's $8.7 million budget. P/PV's major funders include: BP America and
Exxon Corporation; Amelior Foundation, The Carnegie Corporation of New York, The
Annie E. Casey Foundation, The Cleveland Foundation, Commonwealth Fund, DeWitt
Wallace-Reader's Digest Fund, The Ford Foundation, The William T. Grant Foundation,
The George Gund Foundation, The William and Flora Hewlett Foundation, Kaiser
Family Foundation, The W.K. Kellogg Foundation, Levi Strauss Foundation, Lilly
Endowment, John D. and Catherine T. MacArthur Foundation, Charles Stewart Mott
Foundation, The Pew Charitable Trusts, The Pinkerton Foundation, Retirement Re-
search Foundation and The Rockefeller Foundation. P/PV also receives funds from the
U.S. Departments of Labor and Agriculture, nine states and local governments and
Corporate Associates who make annual unrestricted contributions.
P/PV's findings are widely disseminated to policymakers, project planners and program
managers in both the public and private sectors. Its work has also been cited in The
New York Times, The Washington Post. The Boston Globe, The Philadelphia Inquirer,
U.S. News and World Report, the Harvard Education Letter, and many others.
From corporate headquarters in Philadelphia, P/PV has conducted research and pro-
gram operations in more than 250 sites. Key past and present projects in the five cate-
gories outlined above include:
Design, demonstration and assessment of Ventures in Community Improvement
(community revitalization coupled with construction training for young adults);
State Employment Initiatives for Youth (a model for coordinating state-funded
local youth-serving programs); the Summer Training and Education Program
(work, basic education and life skills development for young teenagers); the Ur-
ban Corps Expansion Project (establishment of 12 new urban youth service corps);
the Young Unwed Fathers Demonstration (job training and parenting education);
and the Intergenerational Mentoring Project (matching of adults and youth in
juvenile justice institutions).
Assessment of a wide variety of promising youth development interventions in the
following areas:
-
Ten youth service programs, including impact analyses of the California
Conservation Corps and the New York City Volunteer Corps.
- Mentoring programs-Big Brothers/Big Sisters of America (the first
systematic evaluation of this 85-year-old program); I Have a Dream
in Washington, D.C. (the first evaluation of this model); Campus
Partners in Learning, involving college students with at-risk middle-
school youth; and four pioneering intergenerational programs.
-
School/business collaborations-nine that aim to improve the school
chances of at-risk youth; seven that replicate the Boston Compact,
sponsored by the National Alliance for Business; business/foun-
dation-sponsored education improvement activities in Cleveland; 10
collaborations seeking basic education improvement.
Three pioneering summer service-learning programs.
Establishment of new institutions: the Development Training Institute, which
builds the capacities of executives in neighborhood-based community development
organizations; and the Philadelphia Youth Service Corps, which serves its city's
neighborhoods while training its young members in basic, work and service skills;
Development of specialized curricula:
- Practical Academics-basic skills for at-risk 14- and 15-year-olds;
- Life Skills and Opportunities (LSO)-life skills for the same group;
- Student-to-Student (S-2-S)--peer education training for LSO graduates;
- Work Matters-job-readiness for 11th- and 12th-graders;
- Practical Education for Citizenship and Employment (PECE)-integra-
tion of basic, life skills and service learning with work experience;
and
Fatherhood Development-parenting skills and self-awareness.
Replication of proven programs: installation of the Summer Training and Educa-
tion Program (STEP) model in more than 100 communities/school districts na-
tionwide, through intensive technical assistance provided both on site and through
the network; investigation of the potential of replication as a strategy for improv-
ing the delivery of youth services.
The corporation's current agenda of more than 20 demonstration, assessment and repli-
cation projects involves P/PV in 127 communities in 30 states.
P/PV's specific interest and expertise in curriculum development grew from a recogni-
tion that such development would greatly enhance P/PV demonstrations. It does so in
three primary ways. First, it frees program sites from the burden of developing materi-
als. Second, it allows P/PV to offer participants learning opportunities tailored specifi-
cally to their needs and based on "best practices" in education. Third, it helps the orga-
nization meet broader research and policy goals by providing consistency across sites.
One tenet that has guided P/PV's curriculum development efforts is that program sites,
no matter how strong, cannot be expected to deliver a curriculum on their own. Begin-
ning with the STEP curricula, and continuing with each subsequent curriculum, P/PV has
provided extensive technical assistance to education deliverers.
Thus, P/PV began work on the PECE model armed with considerable experience in
curriculum development and training, as well as significant knowledge of the youth
service corps field. This unique position has led to an evolving curricular program that
reflects the best education practices and addresses the specific needs of the youth who
enroll in service corps.
3
APPENDIX C
CORPSMEMBER LEARNING ACTIVITIES:
RATIONALE AND SAMPLE ACTIVITIES
AN APPROACH TO
LIFE SKILLS:
CORPSMEMBER LEARNING
ACTIVITIES
Life skills education is a survival kit for young adults. Collectively, life skills consist of
important things a person should know and be able to do in order to be successful in the
world of adulthood--in the workplace, among family and friends, and in the community.
In PECE. life skills and basic skills are essentially inseparable. During life skills
workshops, the focus is on content, but that content is interwoven with literacy skills
development. (Literacy skills are, in fact, essential life skills.) Similarly, during
individualized basic education, the focus may be on reading, writing and math, but those
skills develop during the process of examining and discussing material that is meaningful
and important to corpsmembers.
Corpsmember Learning Activities (CLAs) are the components of the PECE life skills
curriculum. The goals of the curriculum are straightforward: to help corpsmembers
understand that they can take control over their lives, and to provide them with the
information and skills necessary to make sound decisions as they exercise that control.
More specifically, the goals include helping corpsmembers develop the tools to find and
keep a good job, plan for a career, have healthy personal relationships, and see
themselves as responsible participants in their communities.
To that end, the PECE life skills curriculum is organized to address three themes:
Employment, Personal Development and Community Participation. Each theme is
organized into three topics, and each topic is developed through between three and five
CLAs. Each CLA represents a step in the process of achieving the life skills goals
intended for the thematic materials.
PERSONAL DEVELOPMENT THEME
The at-risk young people who are your corpsmembers are crossing the bridge from
adolescence to adulthood. They are probably feeling the burden of new choices and
social expectations as they enter a period of intense reflection, self-evaluation, and
exploration of their values and goals. In this context, personal development life skills
can be profoundly important in almost every sphere of their lives. They help
corpsmembers begin to define who they want to be and where they want to go. The way
corpsmembers cope with gender stereotypes, for example, can have an impact on their
self-image as a man or woman, their relationships with same- and opposite-sex friends
and partners, the messages they give their children about being male or female, and their
sense of acceptance and accomplishment in the workplace.
There is an almost infinite range of possible life skills topics for this theme. The three
topics ultimately chosen were selected to address the issues and concerns most likely to
confront corpsmembers in their everyday lives at home, at work and in the corps. All
the topics include at least some CLAs that address sensitive subjects that may cause
discomfort for both students and facilitators. Teaching in the area of personal life skills
is challenging, but the alternative to meeting this challenge is to leave corpsmembers
without essential survival skills.
Topic I, Self-Discovery, helps corpsmembers develop greater self-awareness so they can
appreciate their own strengths, identify areas of personal development in which they
need work, and acquire or improve the skills necessary to assume more control over
their immediate lives and their future. After participating in the CLAs in this topic,
corpsmembers should be able to articulate the values they hold and understand how
those values guide their behavior, decisions and future goals; recognize, accept and
respond appropriately to the diversity of people around them; challenge gender
stereotypes in their own and others' lives; and overcome gender-related barriers to their
plans and hopes for the future.
Topic II, Relationships, helps corpsmembers understand the nature and power of their
interactions with others. It focuses on skills--including communication, conflict resolution
and assertiveness--that are necessary to establish positive relationships with peers, sexual
partners, parents, coworkers and supervisors. The topic particularly emphasizes ways
that corpsmembers can build positive, healthy relationships with their children. After
participating in the CLAs in this topic, corpsmembers should be better able to identify
the qualities they seek in a friend or life partner; use effective communication and
conflict resolution strategies in their relationships with peers and other adults, and
provide the nurturing and protection necessary to their children's development.
Topic III, Personal Wellness, helps corpsmembers learn about and practice the behaviors
necessary to ensure their health and safety. Through their work on the CLAs in this
topic, corpsmembers will understand how to modify their behavior in order to avoid
specific risks they may have been taking; make the decisions necessary to achieve their
desired health-related behavioral change; identify and eliminate risks related to their
sexual and reproductive health, and practice safe sex in order to protect themselves from
unintended pregnancy and sexually transmitted diseases, including HIV infection.
EMPLOYMENT THEME
The world of work in America today presents formidable hurdles for youth who leave
school without solid basic skills and who are unprepared for complex workplace
demands. In previous decades, non-high school graduates could work in low-level, often
high-paying jobs, but this is no longer the case. The U.S. Department of Labor predicts
a sharp decline in the share of jobs requiring less than a high school diploma, a slight
decline in those that require high school completion and an increase in jobs that require
at least one year of college.
Today's entry-level workers are expected to make quick decisions, solve complicated
problems, collaborate with diverse coworkers, and be flexible and willing to learn new
skills and new technology. Youth corps are particularly well-positioned to teach these
and the other occupational and workplace skills outlined in the report of the Secretary's
Commission on Achieving Necessary Skills (SCANS) and in Workplace Basics: What
Employers Want, two significant documents in the field of preparing young adults for
employment.
The Employment theme focuses on helping corpsmembers develop the knowledge, skills
and attitudes they will need to function in a workplace that is problem-oriented, flexible
and team-based. Some subjects--for example, job interviews, resume writing and job
applications--are omitted from this employability curriculum because many available
commercial products already provide solid approaches to instilling those skills. The
material included here concentrates instead on the high-performance skills that are in
demand by employers but are often not addressed in the commercial instructional
materials used in employment and training programs.
Since many corps receive funding through JTPA, the Employment binder includes a
matrix that illustrates which CLAs address which JTPA competencies. This matrix is
merely meant to indicate the compatibility of the CLAs and the competencies, not to
imply that completion of a CLA will guarantee competence. The binder also includes a
chart showing the relationship of the CLAs to the skills described in Workplace Basics
The Employment theme includes three topics aimed at preparing corpsmembers to enter,
and succeed in, today's work force. Topic I, Working for a Living, addresses the
question, "Why work?" Corpsmembers are asked to think about the rewards of working
and contributing within the legal mainstream, to come to terms with the skills they must
have to survive in today's work force, to analyze what skills they have or are acquiring
that will be useful in any job or career (their transferable skills), and to know the rights
and face the responsibilities that come with a job. Through their work in the CLAs in
this topic, corpsmembers should be better able to make intelligent decisions about
finding, accepting and staying in a job with opportunities for growth; know what skills are
most valued by employers; and see that skills they are learning in the corps are
transferable to a wide variety of occupational environments.
Topic II, Career Pathways to the Future, focuses on the individual corpsmember, asking
each to take a good look at how he or she fits in to the labor market. Corpsmembers
will ask themselves several key questions: Am I employable? What skills do I have? Do
my skills meet the demands of the local economy? Is a nontraditional career right for
me? As they work on the CLAs in this topic, corpsmembers will assess and articulate
the skills they are best at; evaluate and set goals related to their own employability;
explore the rewards and challenges of working in a nontraditional career; and analyze
factors involved in sexual harassment in the workplace.
Topic III, Job Survival in a Changing Workplace, looks at some of the skills that are
most in demand in today's workplace--including problem-solving, teamwork, and taking
initiative. As they complete CLAs in this topic, corpsmembers will demystify the first
day or week on a job by learning to identify the unwritten rules of a work environment;
develop an appreciation of the rewards and challenges of an increasingly diverse work
force; become skilled at devising creative solutions to solving problems and managing
their time; reflect on the barriers to success faced by minority populations; and develop
strategies for achieving their own personal success.
COMMUNITY PARTICIPATION THEME
This theme builds from the mission of the corps and its value of community: that young
adults can work to improve their communities, and that the corps itself is a community
that supports young adults. "Community" is defined broadly here: it includes, but is not
limited to, geographical neighborhood. People are members of several, often
overlapping communities, which sustain them and to which they have responsibilities.
One central goal of the corps is to foster a service ethic, which depends on empowering
corpsmembers to become active, resourceful members of their communities.
The Community Participation theme helps corpsmembers develop a moral voice, a
deeper understanding of community issues and skills for effective leadership.
Corpsmembers begin by identifying the strengths and needs of the various communities
to which they belong: their cultural groups, neighborhoods and generation. They
examine what is held in common, as well as learn to respect difference and resolve
conflicts.
Collaboration is emphasized; corpsmembers learn to work together, support one another
as a team, and assume leadership roles. These roles rely in part on good interpersonal
communication skills, but they also involve specific abilities, such as creating a task
group, facilitating a meeting, performing a needs assessment, influencing others
appropriately, and researching facts and opinions around community issues.
Topic I, Self and Community, helps corpsmembers develop an awareness and
appreciation of the concept of community and the various communities in their lives.
Corpsmembers reflect on the communities that they have seen or been part of, and those
that currently impact their lives. Through their work on these CLAs, they will develop
skills in team-building; learn about the various constituencies that make up their city;
and consider how they could be and are leaders to others.
Topic II, Building Healthy Communities, examines the differences and inequalities
among people that can threaten the coherence and effectiveness of communities. The
material emphasizes racial and cultural differences and the potential conflicts between
youths and adults. Violence prevention and mediation are introduced. Through their
work on these CLAs, corpsmembers will learn strategies for harmonizing differences and
resolving conflicts in the corps and the broader community.
Topic III, Acting for Positive Change, brings corpsmembers together as a group to
develop initiatives aimed at improving the corps and the community at large. During
their work on these CLAs, corpsmembers will examine the value of the service ethic;
recognize and take on various leadership roles; and collaborate with others to define
problems in and outside the corps. As they design and implement possible options to
help resolve those problems, they learn simultaneously about effective group processes.
A Listing of Life Skills Corpsmember Learning Activities (CLAs)
PERSONAL DEVELOPMENT
THEME
Topic One: Self-Discovery
A.
Examining Values-What's Important to You?
B.
Revisiting Values-How Do They Influence You?
C.
Celebrating Diversity
D.
Challenging Gender Stereotypes
Topic Two: Relationships
A. Healthy Relationships-Good Friends and Partners
B.
Parenting I-Exploring Parenthood
C.
Parenting II-Helping Children Learn (Part A & B)
D.
Parenting III-The Challenge of Discipline
Topic Three: Personal Wellness
A. Acting for Your Well-Being
B.
Essentials of Sexual Health
C.
Meeting the Challenge of HIV/AIDS (Part A & B)
D. Planning Parenthood/Preventing Pregnancy (Part A & B)
E.
Avoiding the Risk of STDs
EMPLOYMENT THEME
Topic 1: Working For A Living
A.
Why Do People Work?
B.
From Corps Success to Future Success
C.
What Do Employers Want From Us These Days?
D. Making Work Work-Rights and Responsibilities
Topic 2: Career Pathways To The Future
A. Knowing My Skills
B.
Finding a Job At A Living Wage-Personal Goals and the Labor Market
C. Non-Traditional Occupations/Coping With Harrassment (Part A& B)
D. Would I Hire Me?
Topic 3: Job Survival In A Changing Workplace
A. Starting a New Job
B.
Cultural Diversity in the Workplace
C. Creative Problem-Solving
D. Managing Your Time
E.
Making Your Way-Transitions and Promotions
COMMUNITY PARTICIPATION
THEME
Topic 1: Self And Community
A.
Bringing Out the Best
B.
Community-Personal Definitions
C.
Leaders in Your Life
D.
Negotiating Neighborhood and City (Part A & B)
Topic 2: Building Healthy Communities
A.
Bridging the Youth Gap (Part A & B)
B.
Promoting Justice/Respecting Difference (Part A & B)
C.
Short-Circuiting Violence
D.
Mediation-A Win-Win Option
E.
Taking on Leadership Roles
Topic 3: Acting For Positive Change
A. Service-Making a Difference
B.
Building A Better Corps
C. Collaboration-Means and Ends
D.
Conducting a Community Survey
E.
Power of Your Vote
1
COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
CLA: Service-Making A Difference
"If you have come here to help me, you can go home
again. But if you see my struggle as part of your own
survival, then perhaps we can work together."
- Australian aborigine woman
Overview Planning Steps Assessment Connections Resources Feedback
Copyright o 1991 Public/Private Ventures.
All rights reserved.
2
COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
OVERVIEW
Purpose
Service is an elusive idea to pin down with a definition, though it
is one of the main forces that make corps unique. The service
ethic enables corpsmembers to see their work, even strenuous
physical work, as meaningful and valuable to the community. In
fact, the desire to contribute positively is a natural outcome of
feeling connected and part of a community--a fundamental goal
of corps. To complement the many ways that service plays out
in the corps program (work projects, community meetings,
signature projects, peer tutoring, etc), this workshop provides a
forum for more concentrated focus on the concept of service.
Summary
In this CLA, you will lead a cluster brainstorm on "service" and
"servanthood," facilitate a discussion around some of the issues
inherent in the concept of service, help corpsmembers develop a
set of criteria for testing if work is service, present case studies to
examine the challenges of helping, and facilitate a role play in
which corpsmembers explain the contribution of the corps to a
community organization or a television producer.
When this CLA is completed, corpsmembers will have:
Deepened their understanding of the concept of service;
Developed criteria for evaluating their work projects in terms
of their service potential and accomplishments;
Exchanged ideas around some controversial issues related to
service, e.g., can you really make a difference?, in whose
judgment?, service to whose community?;
Identified difficulties arising from the "helper" role; and
Expressed how the corps mission of service is manifested in
its actions in the community.
Overview Planning Steps Assessment Connections Resources Feedback
Copyright o 1991 Public/Private Ventures.
All rights reserved.
3
COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
Basic Skills Emphasis
writing
reading
listening
presenting
problem-solving
Format
One-and-a-half to two-hour workshop led by life skills facilitator.
Overview Planning Steps Assessment Connections Resources Feedback
Copyright © 1991 Public/Private Ventures.
All rights reserved.
4
COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
PLANNING
Preparation This CLA is good for orientation, because it presents the hard
work that corpsmembers will be undertaking as valuable and
purposeful. This is also a good workshop to do when
corpsmembers have worked for a while in the corps and are
feeling down or confused about the meaningfulness of their work.
If corpsmembers have kept a journal about their experience
doing human service work (e.g., childcare, care of the elderly,
work in a hospital or a homeless shelter), ask them to bring their
journals to the workshop. They will be used in Step 4.
Materials
Newsprint, markers, handouts "Is This Service?" and
"Challenges of Helping," corpsmembers' journals (optional).
Guide
Reference
Refer to the Guide for information on the following strategies
used in this activity:
cluster brainstorm
role play
Overview Planning Steps Assessment Connections Resources Feedback
Copyright o 1991 Public/Private Ventures.
All rights reserved.
5
COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
STEPS
1
Open this workshop by connecting it to other discussions or
events that have gone on recently at the corps related to service.
For example, maybe you overheard two corpsmembers
complaining that the work project didn't make a difference, or
that the work is "slave labor." Tell the group that the goal of this
session is to take a hard, in-depth look at this idea of service that
is so frequently mentioned at the corps. They will have the
opportunity to develop their own working definition of service
and to apply it to their own work and lives.
To elicit immediate associations, do a quick cluster brainstorm
around the word "service." Write "service" on newsprint and
ask the group to say what comes to mind. Where possible, draw
connecting lines between similar concepts.
Do a second brainstorm around the word "servanthood" or
"slavery." Compare and contrast the associations. Some of the
"gray" areas around the concept of service should arise, though
they do not need to be resolved yet.
Summarize the brainstorms by asking corpsmembers each to
write a personal definition of service--which they may want to
change by the end of the workshop. Assure them that each
definition will be unique, because there is no one set definition
of service. Ask a few volunteers to share their definition.
2
Tell corpsmembers that they will have a chance to run their
definitions through a test. Assure them that there are no right or
wrong answers, and that these questions are meant to get them
thinking, not to undermine their beliefs.
Write "Is your work of service if..." on newsprint. Select from
the following questions or choose your own, depending on
current issues in the corps. Explain to corpsmembers that you
will read each question aloud and that they should reflect for a
moment on whether this consideration changes their opinion of
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
service. Then you will go around the room and give each person
one chance to give their opinion.
"Is your work of service if...
You are paid for doing it?"
You don't really want to do it?"
No one in the community knows that you did it?"
(e.g., you spend all day cleaning up a section of a pub-
lic park that few people use.)
The person you are trying to help doesn't want your
help?"
(e.g., you are responsible for tutoring a third-grader with
a bad attitude; he seems to refuse to listen to you when
you try to tutor him.)
It benefits people you don't know or care about, or peo-
ple that you think don't care about you?"
(e.g., you are doing landscaping in a neighborhood that
is rumored to be racist.)
You can't see any real accomplishment or difference be-
tween before and after the project?"
(e.g., you have tutored a child for several weeks and he
or she can't read or write any better.)
You sacrificed your time and effort."
If any of the issues represented by the questions seem
particularly provocative to the group, return to discuss them, or
plan for a more thorough discussion at another time.
3
Explain to the group that since they have already discussed some
of the issues that are hard or complex, they will now develop
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
their own criteria or guidelines for evaluating whether their work
projects are valuable community service or not.
Write a trigger question on newsprint, such as "How do we
know if the work is service?" or "How do you know whether the
work is making a difference?" Elicit ideas on what makes
valuable service. Help the group come to a consensus on the
most important ones. Then distribute the handout "Is This
Service?" for corpsmembers to fill in and use in evaluating their
work projects.
Examples that corpsmembers might come up with are:
Can see a positive difference in the work area (cleaner,
more functional).
Can see that the person/people you helped are happier,
more capable, and has/have a better quality of life.
People in the community, including the work sponsor,
gave positive feedback.
Made a contribution that others could not afford to do,
or did not know how to do.
The work has long-lasting benefits.
The work inspired others in the community to make a
contribution too.
The work is done at a place that provides a valuable ser-
vice.
After the group has developed the criteria, filled them in on their
handouts, and filled in the names of two or three work projects,
break into small groups, based on crews, so that each group of
four or five has accomplished the same projects. (Or, they can
do this individually, if the group is completely mixed.) Ask
each group to choose two or three work or signature projects to
discuss and evaluate by writing "high," "medium" or "low" next
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
to each criterion. Circulate among the groups to clarify the task
and assess the discussions.
When they are finished, ask the groups to report and explain
how they rated the work overall, in terms of service. If
appropriate, plan a time when corpsmembers can write up the
results of their evaluation to share with the work coordinator
and/or corps director.
Point out that not all service is as formal as a corps work project;
4
small, spontaneous ways that you help your family members or
friends are service too. Ask each person to reflect for a moment
on what they do individually, outside of the corps, that they feel
contributes to the good of their community, be it their
neighborhood, family, friends, or a formal organization (church,
YM/WCA, etc.).' Examples might be driving your sister to
school, fixing your neighbors' car, advising a friend that has a
drinking problem to get help, etc.
Explain to the group that they will look more closely at their
experience helping someone. Point out that it is difficult to be in
the position of helping someone, because sometimes the person
resents your help because it can make them feel powerless.
Sometimes, the people you are helping can become dependent
on your help, so that when you leave, they are even less able to
take care of their own needs. (If desired, you might present the
quote by an Australian aborigine woman: "If you have come
here to help me you can go home again. But if you see my
struggle as part of your own survival, then perhaps we can work
together.")
If corpsmembers have had experience doing a human service
project, ask them to read over their journals and reflect on the
greatest challenges they faced (or are facing). If they did not
keep a journal, ask them to write a paragraph or two about the
challenges of one experience.
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
If the corpsmembers have not had human service experience,
read the case studies from the handout "Challenges of Helping"
with them. Through discussion, help corpsmembers describe
and analyze the challenges of each character's experience trying
to help someone. Help them come up with possible strategies
for coping with the situation. Possible focus questions are:
How did the helper (John, etc.) feel about his or her role?
How did the person being served react to the help?
What could the helper do to help that person in a better
way?
When is ending your role as "helper" the most helpful
thing to do?
To conclude the discussion, write as a group a definition of
"help" that includes the major elements of the discussion. It is
likely that these points will come up:
To help is:
To enable someone to be able to help themselves better
(not to just do it for them).
To learn about what a person needs from their own per-
spective (not just assuming that you know what's good
for them).
To work from that person's strengths and abilities (not
to emphasize their deficits).
To offer what you can, but be aware and open about
your limitations to help with everything that person
needs.
To expect that you have as much to learn from helping
as the person you are serving does.
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
Ask the corpsmembers to refer back to their first definitions of
service (from Step 1). Is there any part they would change or
add to?
5
To conclude the workshop, set up a role play in which
corpsmembers describe in what way the corps is a service
organization. Select from the following scenarios or make up
one of your own:
a) A neighborhood association has heard that the corps is mov-
ing onto their block. They want to know what the corps
will contribute to the neighborhood and its residents. If not,
this group is very influential and might very well fight the
new corps headquarters!
Roles for corpsmembers to act out: corps director,
corpsmembers, president of the neighborhood associ-
ation, potentially irate neighbors.
b) The corps is desperately trying to raise funds to keep the
program going strong. After many requests, the producer of
a local television station has finally agreed to feature the
corps for a five minute spot on prime time. The corps de-
cides to emphasize the good work it does for the commu-
nity. The producer has warned that time on television is
worth an awful lot of money, so the corps' presentation bet-
ter be good!
Roles for corpsmembers to act out: corps director,
corpsmembers, camera operator, sound operator,
television producer.
After the role-play, close the session by acknowledging how
well corpsmembers grappled with a difficult topic, and that
many people in the population at large have never thought about
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
the role of service in their lives and work the way corpsmembers
do in the corps.
Variations
In Step 1, to simplify, you might omit the contrasting brainstorm
around "servanthood" or "slavery."
In Step 2, you might make the activity more active by setting up a
"voting" continuum in which corpsmembers stand under or
between two sites, one marked "service" and the other "not
service." In this way they express their opinion on each of the
questions you read off, and then describe why they decided to
take that position.
You might conduct this workshop in two parts, ending the first
part after the third step and giving the group time to write a report
to the work coordinator about the success of the service
component in their work projects.
Another case study to develop for Step 4 might be about the
situation of helping someone who then becomes overly
dependent. For example, Lillian is responsible for tutoring a
child in a school. In time, the child clings to Lillian and becomes
overly attached. Lillian wonders whether the tutoring is causing
more harm than good.
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
IDEAS FOR ASSESSMENT
The role play (Step 5) is an excellent way to assess how deeply
corpsmembers have thought about the service ethic, and how well
they are able to express it to others.
Corpsmembers' personal definitions of service and their
evaluations of their work projects should be included in their
portfolios, especially the portfolios they prepare for future job or
college admissions interviews.
Corpsmembers' report to the work coordinator is an assessment
opportunity, as well as a way for corpsmembers to have a voice
in the selection of future work projects.
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
CORPS/COMMUNITY CONNECTIONS
The group's consensus definition of service could be prepared as
a poster for the learning center to provide inspiration. Compare
this definition with the corps' mission statement.
If possible, make the role play in Step 5 real. Arrange for an
opportunity for corpsmembers to make an actual presentation to a
local community association or media representative, about the
service contribution of the corps.
In other life skills sessions in the Employment theme,
corpsmembers might research the range of jobs encompassed by
the civil service and the military service. In what sense could
these careers be considered "service?"
Look for short stories, autobiographies, novels, newspaper and
magazine articles about people who accomplished something in
service to others. Try to find material that is realistic about the
difficulties of service, such as Martin Luther King's "Letter from
the Birmingham Jail" or Mahatma Gandhi's autobiography.
Arrange for a guest speaker from a service profession (social
worker, teacher, health care provider) to address the difficulties,
limitations and rewards of their help to others. They might also
speak about how they themselves have been helped by others.
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COMMUNITY PARTICIPATION
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CLA: Service-Making A Difference
RESOURCES
Handouts
Is This Service?
Challenges of Helping
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
CORPS/COMMUNITY CONNECTIONS
Finding facts about valid gender differences can be assigned as a
research project in basic education.
Crew leaders and other corps staff can be interviewed about their
experiences as men or women in the workplace and the impact
they have felt from the gender roles they learned as children.
People identified by corpsmembers during the "Challenging
Stereotypes Scavenger Hunt" can be invited to come to another
Life Skills session or a community meeting at which they can talk
about their experiences in a nontraditional role.
Corpsmembers might interview their parent(s) and grandparents
to find out how gender roles have specifically changed since they
were young adults, and how their parents feel about the changes.
Corpsmembers could research the resources available in their
community related to sex equity by contacting the local Equal
Opportunity Commission, Office of Equity in Education,
women's rights groups, etc.
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
RESOURCES
Handouts
Quiz: The Costs of Being Male or Female
Challenging Stereotypes Scavenger Hunt
Facilitator
Resources
Answers to the Quiz
Case Studies
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
Handout
IS THIS SERVICE?
WORK PROJECTS
1
2
3
CRITERIA
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
Handout
CHALLENGES OF HELPING
#1
John had worked for a year as a janitor in a nursing home for the elderly. One day
his supervisor called him into her office and told him that he had done excellent
work-had always been on time and had followed directions. Now there was a po-
sition open for a care provider that would pay more. John needed the money, so
he accepted the new job without really considering what it would involve. Since
as a janitor he had always worked nights, he had never had any direct contact with
the elderly people. In fact, he didn't think much of elderly people, they were so
frail and seemed stupid.
On the first day of work, his supervisor told him to go spend an hour with Mr.
Burns in room 203, reading him the newspaper. When John greeted Mr. Burns,
he didn't respond. So John sat down and said, "I'm supposed to read the newspa-
per to you." He opened the front page and started reading the first article. One al-
most every line, Mr. Burns corrected John's pronunciation with a gruff voice.
John started to feel self-conscious, so he began to stumble over even words he
knew. Suddenly, Mr. Burns grabbed the newspaper from John and buried his
head in it, reading silently. John didn't know what to do, so he just sat and waited
for the hour to be up, and then said good-bye.
#2
Keisha always wanted to work in a hospital; she thought that it would be great to
help people when they needed it the most. She imagined how exciting it would be
to work where everything is a life or death situation. But she knew she didn't
have the skills to get a regular paying job.
One day Keisha's aunt, Jessie, had a heart attack and was in the hospital for a long
recovery. Keisha's mother worked, so she wanted Keisha to spend at least the bet-
ter part of each afternoon keeping Aunt Jessie company and ministering to her
needs. When Keisha visited her, she found that her aunt was barely capable of
speaking because of the respirator in her mouth. Also, she slept most of the time
and didn't even seem to know that Keisha was there. After several days of this,
Keisha began to get bored; the excitement of the hospital wore off. As she sat
next to her aunt, the more bored she got--and the more guilty she felt about feeling
bored. The hospital began to depress her and she wondered why she had ever
wanted to have a career in medicine. What did this have to do with helping any-
one?
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
(Optional information)
Date
Facilitator name and site
ACTIVITY FEEDBACK
Please fill out the form below after you complete this activity. Your
feedback will help make these materials as responsive as possible to your
needs. Send it to: Public/Private Ventures, PECE Project, 399 Market
Street, Philadelphia, PA 19106-2178
1. PREPARATION- How was the process of preparing for this
activity? Was the information provided adequate and clear?
2. DELIVERY-How did you use the CLA to deliver the workshop?
How did you react to the material?
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COMMUNITY PARTICIPATION
TOPIC 3: Acting For Positive Change
CLA: Service-Making A Difference
3. REACTIONS-How would you describe corpsmembers' reaction to
the workshop?
4. SUGGESTIONS-Would you suggest that this activity be changed
(or added to)? If so, how?
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
CLA: Challenging Gender Stereotypes
Some think that we can't flow
Stereotypes, they got to go
I'm-a mess around and flip the scene into reverse
With a little touch of ladies first.
- Queen Latifah
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
OVERVIEW
Purpose
Established ideas of what a man should and should not be, and
what a woman should and should not be can greatly affect how
men and women feel about themselves; the interests they have;
and the things they feel free to do. Often, these gender roles are
based on stereotypes rather than real differences, and thus can do
great harm. This CLA calls on corpsmembers to examine and
challenge stereotyped attitudes related to gender that can harm
male/female relationships and individual vocational aspirations.
Summary
In this CLA, you will conduct a brief quiz about "The Costs of
Being Male or Female"; have corpsmembers work in small
groups to identify perceived advantages and disadvantages of
being male or female; show a video that portrays the negative
impact of gender stereotypes on young men; and help
corpsmembers identify gender role stereotypes in case studies of
men and women. The fieldwork assignment involves a
"scavenger hunt" for men and women in nontraditional roles.
When the CLA is completed, corpsmembers will have:
Become familiar with some of the psychological, sociologi-
cal, economic, and physical costs related to gender stereo-
types;
Examined their own and other participants' perceptions of
male and female gender roles and characteristics;
Learned new information about gender that can help them dif-
ferentiate between real differences and stereotypes; and
Identified strategies for challenging stereotypes of male and
female behavior.
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Basic Skills Emphasis
writing
reading
listening
\
presenting
problem-solving
Format
Ninety-minute to two-hour workshop, followed by independent
time for corpsmember interviews with men and women in
nontraditional roles.
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
PLANNING
Preparation This CLA addresses the topics of gender roles and gender
stereotypes. Be sensitive to cultural diversity in your corps;
remember that for some groups, prescribed gender roles are a part
of cultural and family tradition and are extremely important.
Thus, while the goal for this CLA is to encourage participants to
see that a broader range of gender role options exist for both men
and women, corpsmembers must feel free to choose more
traditional behaviors without judgement.
Before you conduct Step 2, prepare newsprint for small group
work. You will normally have two small same-gender groups,
but if you have enough participants, there may be four. For each
group, write "Advantages" at the top of one sheet of newsprint
and write "Disadvantages" at the top of a second.
You can obtain the video in Step 5, Another Half, from:
BILL WADSWORTH PRODUCTIONS
1913 W. 37TH STREET
AUSTIN, TX 78731
Before renting the video, see if it is available locally (contact
local school board, state or regional office for Educational
Equity, library, etc.). Be sure to preview the video before using it.
For Step 6, you will need individual case studies to distribute to
small groups. Copy the facilitator resource and separate case
studies, so each group receives one, or write case studies of your
own to distribute. In addition, write the following three questions
on newsprint large enough for corpsmembers to see:
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereorypes
What stereotypes could you identify in your case study?
How did accepting stereotypes cause a problem for the
person/people in your case study?
How could the problem have been prevented?
Materials
Handouts: The Costs of Being Male or Female, Challenging
Stereotypes Scavenger Hunt; Video, Another Half, VCR and
monitor; Facilitator's Resource Case Studies.
Guide
References
Refer to the Guide for information on the following strategies
used in this activity:
Interviewing
Videos
Group Work
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Siereotypes
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
STEPS
1
Tell participants they are going to take a little "quiz" to see how
much they know about today's topic, the effects of gender role
stereotypes on men and women.
Distribute the handout, "The Costs of Being Male or Female"
and make sure everyone has a pen or pencil. Read the questions
aloud if you think some corpsmembers will have difficulty
reading them. Allow about five minutes, then ask for volunteers
to answer each queston. Protect corpsmembers' self-esteem by
pointing out that most people don't know this information. In
fact, you may need to go to the facilitator resource for correct
answers.
As the group learns the correct answer to each item on the quiz,
challenge them to give an explanation for that fact before
moving on to the next item. Encourage discussion at this point.
(The level of discussion here may depend on how much
corpsmembers have thought about gender roles and stereotypes
before this.) Conclude your introduction with a summarizing
statement:
Certain attitudes about male and female roles can be ex-
tremely harmful; and
Only if people stop buying into stereotypes will these
attitudes ever change.
2
Tell participants your reason for conducting this CLA-to give
them an opportunity to examine and challenge their own
attitudes about gender and gender roles because those attitudes
can negatively affect their relationships with others and their
vocational choices. Ask the group to define the following words
as you write them on newsprint, and help them arrive at
definitions similar to those below:
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Gender-whether a person is male or female.
Gender roles-the things a person says or does, con-
sciously or unconsciously, that reflect his maleness or
her femaleness, or more often, what our society teaches
us to expect people to do because they are male or fe-
male.
Stereotype-the belief that all or nearly all people in a
certain group (e.g., ethnic group, culture, age, race, or
gender) think and act alike. Stereotypes in society often
offend or seriously hurt the individuals who are stereo-
typed.
Gender role stereotypes-beliefs about what all males
and females can/cannot and should/should not do be-
cause of their gender.
Tell corpsmembers that they are going to work in same-gender
3
groups to explore gender differences. Remind them of the
ground rules for working together, especially about being
nonjudgemental and not putting other corpsmembers down.
Divide your group into small, same-gender groups (two or four
depending on the number of participants). Have them gather in
separate areas of the room and give each a marker and two
pieces of newsprint, one with the heading "Advantages" and the
other with the heading "Disadvantages."
Tell them their task is to list the advantages and disadvantages of
being the other gender, not their own. Tell small groups they
have about 10 minutes to list advantages and disadvantages, then
circulate among them offering suggestions when necessary.
When groups have finished, have them post their results on the
wall or chalkboard; post men's and women's sheets in separate
areas so they can be differentiated.
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Point out that the purpose of examining the lists men and
women have created is not to challenge each other's perceptions,
but to listen and learn from each other.
Ask for volunteers to read aloud the advantages and
disadvantages of being a woman (without repeating those that
occur on both lists), then use the following questions to guide
the large group's discussion:
Which disadvantages on the list can be overcome?
What do women and men have to do?
Which advantages on the list can also be enjoyed by
men? What do men have to do?
Which advantages of being a woman appear as disadvan-
tages for men? Why do you think that is so?
Are there any advantages or disadvantages of being fe-
male that women would add to the lists?
What does it mean to men and women working together
that women are perceived in these ways? To men and
women who are dating or living together?
4
Repeat the process to address the advantages and disadvantages
of being a man, using the following questions to guide
discussion:
What disadvantages on the list can be overcome? What
do men have to do?
Which advantages on the list can also be enjoyed by
women? What do women have to do?
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Which advantages of being a man appear as disadvan-
tages for women? Why do you think that is so?
Are there any advantages or disadvantages of being
male that men would add to the list?
What does it mean to men and women working together
that men are perceived in these ways? To men and
women who are dating or living together?
Point out that our perceptions of ourselves and others often
affect our behavior, and that only by changing perceptions can
we change behavior.
5
Tell participants that having explored their own attitudes about
being male or female, they are now going to see how attitudes
about gender, especially gender roles, play out in the lives of
two young men in a video titled Another Half. When you
introduce the film, set the stage with the following points:
The video is about two high school friends who have
been friends since childhood-Scott and Rob, whose
nickname is "Fluteman."
In the beginning of the video, Rob is injured and Scott is
at the hospital waiting to see him.
Scott has flashbacks during the video as he remembers
many of the things he and Rob shared while growing up.
Show the video. Be aware that Another Half may evoke feelings
in its viewers about father/son relationships or the lack of them;
about unintended pregnancy; about what it means to be male;
and about homosexuality. At the end of the video, allow the
credits to play before you turn on the lights. Before you allow
discussion, ask participants to take out their journals and write a
paragraph ending the sentence you have written on newsprint:
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
"Today I met a young man named Rob. I wish you
could meet him because..."
Allow a few minutes for corpsmembers to write in their journals,
then invite anyone who is willing to share what they have
written with the group. Discuss the video briefly with a focus
on stereotyped gender roles that harm men. Ask the following
questions:
Have you ever known a man or woman who didn't "fit
in" because he or she didn't behave like most men or
women behave? Were you friends with that person?
How did you feel about him/her?
Is there something you have done recently that you only
did because it was expected of you as a male or female,
not because you wanted to do it?
6
Explain to corpsmembers that now they are going to take a
closer look at some of the "costs" of gender role stereotypes.
Divide participants into groups of three or four, and give each
group a case study from the facilitator resource. Display the
three questions you have written on newsprint and instruct
groups to have a volunteer read their case study aloud, then
discuss the questions for about 10 minutes.
After 10 minutes, reconvene the large group to discuss each
group's reactions to their case study. Conclude the discussion
by asking:
How realistic were these case studies?
What other harm can be caused by gender role stereotyp-
ing? (Physical/sexual abuse of women, sexual harass-
ment on the job, eating disorders, alcoholism, etc.)
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
7
Conclude the CLA by distributing the handout "Challenging
Stereotypes Scavenger Hunt." Explain that even though they
have discussed gender differences and gender roles, they may
still think in stereotyped ways when it comes to choosing jobs or
careers. One thing that may help is meeting men and women
who are working in nontraditional careers or playing
nontraditional roles in their lives. That is the purpose of this
scavenger hunt.
Ask if anyone can define a scavenger hunt and tell the group
how it works. Then point out that the handout lists a number of
males and females who are in what would normally be
considered nontraditional roles. Ask corpsmembers whether
they can think of other similar nontraditional roles, and add their
suggestions to the list.
Direct corpsmembers to attempt to talk to as many people who
meet the criteria on the handout as they can find, or direct them
to break up the list and to try to find their assigned
nontraditional person. Suggest that they write a paragraph on
each person they find in a nontraditional role based on the
question "how did you come to be a (female construction
worker, male nurse, etc.) You may want to discuss what they
find the next time the group convenes, or you may want to offer
some prize or incentive to the person who comes in with the
most accounts of nontraditional people; you might also consider
a group incentive if the group is able to find some percentage of
the roles on the list.
Variations
If the members of your group are fairly experienced at working
together, you may want to enlist the help of several as you
conduct this CLA. For example, a corpsmember could lead the
discussion of the quiz in Step 1, eliciting answers from other
participants. In Step 2, a corpsmember might take responsibility
for processing the second set of behaviors and qualities, those for
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13
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
females. If there is a behavior over which the group is divided,
you could ask one or more corpsmembers to research that
particular point and report back to the group at the next Life
Skills session.
If there are several ethnic groups represented in your group, you
might group corpsmembers in Step 2 by ethnicity and give them
two different headings to which to respond: "In my culture, men
have the advantage because..." and "In my culture, women have
the advantage because..." Each ethnic group should respond to
both of these headings.
When the male/female makeup of a group is not approximately
equal, the small group activity in Step 2 must be adapted. There
are a couple of alternatives: (1) have two or three small groups of
one gender and only one group of the other gender, but allow the
underrepresented gender equal time to make their points; or (2)
invite other corpsmembers or corps staff of the underrepresented
gender to join the group for the duration of the activity.
You may want to ask a corps staff person of the opposite sex to
cofacilitate this session with you. An alternative to Step 5 is to
show another video that explores gender-role stereotyping. Two
possibilities are:
Stale Roles and Tight Buns, Oasis Distribution, 15 Willoughby
Street, Boston, MA 02135 (617) 782-7769.
Still Killing Us Softly, Cambridge Documentary Films, P. O. Box
385, Cambridge, MA 02139 - (617) 354-3677.
You may want to schedule time to process the fieldwork
assignment, "Challenging Stereotypes Scavenger Hunt" at the
beginning of the next CLA.
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14
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
IDEAS FOR ASSESSMENT
A log of behaviors that demonstrate they are breaking
stereotypes. For example, women asking for a date, calling
someone they want to meet, or being assertive on the job; men
starting a conversation about birth control or taking responsibility
for the care of a small baby or an elderly invalid for a period of
time.
Poster, rap, poem, or essay that illustrates the concept of breaking
gender stereotypes.
Presentation at a community meeting using a video about gender
stereotypes, then leading the follow-up discussion.
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17
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Handout
QUIZ: THE COSTS OF BEING MALE OR FEMALE
Circle the one you think is correct:
1. Death rates from heart disease are twice as high in men as in
women.
True False
2. Women earn only $.70 for every $1.00 men earn.
True False
3. Men are
times more likely than women to be victims of
murder.
Two Three Four Five
4. More than
out of 10 women have no partner and are re-
sponsible for their own support and that of any children they
have.
One Two Three Four
5. Men fall victim to on-the-job accidents at a rate that is
times higher than that for women.
Two Four Six Eight
6. Female high school graduates earn less than men who have com-
pleted only elementary school.
True False
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
7. The rate of successful suicides is times higher for men as for
women.
One Two Three
8.
A large number of women work in
of the most common 440
occupations.
20 40 200 400
9.
Men are
times more likely to be arrested for drunkenness
than women.
Five Seven Eleven Thirteen
10. Women live an average of 8 years longer than men.
True False
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19
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Handout
CHALLENGING STEREOTYPES SCAVENGER HUNT
People in Nontraditional Roles
Female physician (not an OB/GYN)
Male nurse
Male nursery school or elementary school teacher
Women who is a serious football fan
Skilled female athlete who plays competitive sports
Male secretary
Female business owner
Man who considers himself a feminist
Female construction worker
Copyright © 1992 Public/Private Ventures.
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20
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Facilitator Resource
ANSWERS TO QUIZ
1. True
2. True
3. Four
4. Four
5. Six
6. True
7. Three
8. 40
9. Thirteen
10. True
Copyright . 1992 Public/Privese Ventures.
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21
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
Facilitator Resource
CASE STUDIES
(Copy this resource and cut case studies apart for distribution to small groups.)
1.
Luis grew up in El Salvador. His mother took care of the family and his fa-
ther worked to earn money. Now Luis lives in the US with his wife, An-
gela and three children. Angela has never worked but she has been talking
about it for the last year. Luis gets furious every time she mentions the
idea. Luis feels that Angela is really getting out of control. He does not
need or want her to work. The last time Angela brought up the subject of
work, Luis smacked her in the face.
2.
John became a father when he was 16. He and his girlfriend, Marcene,
aren't together any more but John still sees his son at least twice a month.
John does not like the way Marcene is raising their son, John Jr. The boy
can't play ball--all he wants to do is read. John finds that he can't deal
with little Johnny when they are together. John sometimes pushes Johnny
around to try to toughen him up. He's going to have to work hard to turn
around Marcene's softness.
3.
Cheryl and Jeremy have been going out for two months. Cheryl likes Jer-
emy a lot, and he likes her, too. He takes her out to dinner, movies and
shows, and he even bought her a nice present on her birthday. Jeremy is
very protective of Cheryl. When they go out he makes sure he walks on
the outside (closer to the street) and one time he got into a fight with a guy
who flirted with Cheryl. Last night, Cheryl and Jeremy were alone at her
house. They were kissing and touching each other, but then Cheryl said to
stop. Jeremy felt sure that Cheryl wanted to go ahead, thinking that some
women like to be talked into it. Even though Cheryl tried to change her
mind, Jeremy kind of forced her to have sex with him. He felt it was his
right and she owed it to him.
4. Veronica was a great student in elementary school. Math was her favorite
subject. She also loved to play baseball. In 7th grade, things started chang-
ing. Her breasts got larger and she started her period. All of the girls she
hung out with began worrying about how they looked. They started wear-
ing makeup long before Veronica was interested. All they ever did was sit
around and talk or maybe try to hang around the cute boys. They thought
girls who liked to study a lot were weird. It took a while, but Veronica fi-
nally got the message. As she spent more and more time with her friends,
she lost interest in math and baseball. As a senior in high school, Veronica
was very popular. Her boyfriend was the captain of the football team and
Copyright c 1992 Public/Private Ventures.
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22
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA. Challenging Gender Stereotypes
she joined him in the limelight as a member of the cheerleading squad. Ve-
ronica avoided math and science courses as much as she could. She gradu-
ated from high school with a C average, took a typing course and got a job
with the federal government as a secretary. Now Veronica is 25 years old,
earns $15,000 and is still living at home with her parents. Her boss, Ms.
Baker, is an accountant earning $30,000 a year, even though she's only
two years older than Veronica.
5.
Mike lives in a big city. He dropped out of school and started hustling to
earn money. One day Mike got jumped by three guys. He was able to
fight off all three and get away. The guys were mad and started spreading
rumors that they were going to come after Mike with guns. Mike was
scared but didn't want to show it. He decided to get himself a gun and go
to the guys' house and just start shooting when the door opened. Mike
ended up getting shot and killed.
6.
Milton works as a plumber. He earns good money. About five years ago
he started working for himself. He developed a good reputation and busi-
ness started to boom. Milton began to work longer and longer hours, mak-
ing more money for himself and his family. His wife and children
complained but Milton felt driven to do his best with his business. When
he was 40 years old, Milton had a heart attack. It really scared him. He de-
cided to cut back and spend more time with his family. He realized that he
really didn't know his children and that he and his wife had grown apart
over the past five years.
7.
Sandy was crazy about Mark, but he never seemed to notice her. Finally,
they ended up at the same party and they danced together most of the
night. Sandy was thrilled when Mark asked if he could see her the next
night. They met at his friend Jerry's house because Jerry's parents were
away for the weekend. Sandy and Mark went into Jerry's bedroom for pri-
vacy. Sandy thought about the foam and condoms she kept in her bed-
room drawer, but she hadn't expected to have sex. When they started
kissing, Sandy thought about asking Mark to get a condom, but she didn't
want him to think she was "fast" and she didn't want to turn him off. She
said nothing and did whatever Mark wanted. Six weeks later, she found
out she was pregnant. She was too afraid to tell anyone until her mother
guessed after four months. Sandy ended up dropping out of school to take
care of her child. Mark visited the baby a few times during the first year,
but he continued his life without Sandy. He got a high-paying construction
job after graduating from high school, moved into his own apartment and
bought a Datsun 300ZX. Sandy still lives at home with her parents and her
one-year old son. She supports herself on public assistance and small
child-support payments from Mark.
Copyright c 1992 Public/Private Ventures.
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23
PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
(Optional information)
Date
Facilitator name and site
ACTIVITY FEEDBACK
Please fill out the form below after you complete this activity. Your
feedback will help make these materials as responsive as possible to your
needs. Send it to: Public/Private Ventures, PECE Project, 399 Market
Street, Philadelphia, PA 19106-2178
1. PREPARATION- How was the process of preparing for this
activity? Was the information provided adequate and clear?
2. DELIVERY-How did you use the CLA to deliver the workshop?
How did you react to the material?
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PERSONAL DEVELOPMENT
TOPIC 1: Self-Discovery
CLA: Challenging Gender Stereotypes
3. REACTIONS-How would you describe corpsmembers' reaction to
the workshop?
4. SUGGESTIONS-Would you suggest that this activity be changed
(or added to)? If so, how?
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1
EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Wans From Us These Days?
CLA: What Do Employers Want
From Us These Days?
"Don't bunt. Aim out of the ballpark."
- David Ogilvy
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2
EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
OVERVIEW
Purpose
Today's employers want to hire workers with the skills and
flexibility to be successful at a variety of tasks and in a variety
of work settings, rather than workers who are trained for a
specific job that may soon be obsolete. As they enter the
labor market, corpsmembers will find employers eager to
assess their willingness and ability to learn new things, their
ability to function as part of a team, their problem-solving and
decision-making capacity, and their initiative and
self-direction. This CLA helps corpsmembers to understand
the value of these "employability qualifications" and why they
are important in the workplace.
Summary
In this CLA, you will encourage corpsmembers to think about
employability qualifications through the eyes of a boss; lead a
discussion about employability qualifications that are
common to many jobs; help corpsmembers write personal
goal statements; and offer them a chance to survey crew
leaders concerning the qualifications that lead to success in
the workplace.
When the CLA is completed, corpsmembers will have:
Identified employee qualifications that today's employers
feel are essential in employees;
Compared qualifications required for three or four differ-
ent jobs and identified those that are common to all;
Assessed their own personal characteristics in relation to
those demanded by employers; and
Given an oral or written presentation on employability.
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EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
Basic Skills Emphasis
writing
reading
listening
presenting
problem-solving
Format
Sixty- to 90-minute workshop led by life skills facilitator, with
an optional 90 minutes of fieldwork and interviews with crew
leaders and supervisor. Brief follow-up in a community
meeting or workshop.
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EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
PLANNING
Preparation Workplace Basics: The Skills Employers Want (from the U.S.
Department of Labor and the American Society for Training
and Development) is highly recommended for background
reading. A copy is included in The PECE Guide.
Before beginning this activity, inform crew leaders and
supervisors that corpsmembers may be conducting surveys,
and ask for their cooperation.
Materials Newsprint and markers;
Handouts:
"You are the boss..." Job Descriptions # 1-4
Employer Survey Form- "What Employers Want
From Us Today"
Guide
References Refer to the Guide for information on the following strategies
used in this activity:
Interviewing
Group Work
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EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Wans From Us These Days?
STEPS
1
Ask corpsmembers to remember a time they went into a
restaurant, store, gas station, bank or other establishment and
were favorably impressed by the service they received. Ask
them to consider the performance of the person who served them
by answering these questions:
What did the person do or say that you regarded as "pro-
viding good service"?
What skills did the person use to do this?
What knowledge did the person use?
What personal traits-personality, attitude, appearance,
behavior--were part of this "good service"?
Indicate to-the corpsmembers that they were looking at this
person strictly from a customer's point of view. They are now
going to imagine looking at prospective employees from the
point of view of the employer.
Tell corpsmembers that they should imagine that they are now
2
an employer or a boss. Explain that in getting inside the mind of
a boss looking for a good employee, they should be alert for
ways they can strengthen their chances of being hired for jobs
they apply for.
Tell corpsmembers to think in terms of skills, knowledge, and
personal characteristics-employability qualifications-that an
employer looks for in a new hire. Write the following
definitions on the chalkboard or newsprint:
Skill-the ability to perform a certain task.
Knowledge-information or data that a person has
learned, understands and remembers.
Personal traits-aspects of a person that affect their per-
formance and others' view of them-such as attitude, eth-
ics, appearance, and demeanor.
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EMPLOYMENT
TOPIC 1: Working For A Living
CLA: Whas Do Employers Want From Us These Days?
3
Have corpsmembers form groups of three or four people; each
group will represent a group of employers who are looking to
hire an employee. Give each group one of the four handouts
that include "You are the boss" job descriptions, a large sheet of
newsprint, and several marking pens. Give them time to read the
job description and think about it from the perspective of the
boss. Then allow them to work together to identify the
qualifications they want their new employee to have.
Ask each group to appoint a recorder and a reporter. The
recorder will write the employability qualifications the group
identifies on newsprint.
Although some specific skills are mentioned in the job
descriptions, others are only implied or are mentioned indirectly.
It is a good idea to circulate among the groups to help the
corpsmembers see beyond the literal job skills, making sure they
see implied qualifications, such as the ability to follow
directions, a willingness to learn new things, honesty,
friendliness, a cooperative nature, and creativity.
After several minutes of group activity, the whole group will
4
reconvene and the reporters from each group will share their
group's qualifications with the other groups by posting the
newsprint and making a presentation. Reporters should be
instructed to do the following in their presentations:
Describe the job that is to be filled;
Explain the qualifications they have listed on newsprint;
Give reasons each qualification would be important for
this job.
Encourage corpsmembers to ask questions as they listen to
reporters and to challenge the reporter to give substantial reasons
for including specific qualifications.
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EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
5
After reporters from all groups have presented their list, ask the
corpsmembers to examine all lists carefully to determine which
qualifications were mentioned on several or all lists. As
corpsmembers volunteer qualifications that are on all lists, either
circle them on the newsprint lists or compile a new list on the
blackboard or newsprint. After identifying qualifications that all
employers in the exercise would like to see in their new
employee, ask corpsmembers to consider the following
questions:
Which of the characteristics that are on all lists might
also be helpful or necessary for corps projects? For
what other jobs might these qualifications be helpful or
necessary?
Do any of these qualifications seem unreasonable re-
quirements for employment?
Can these qualifications be learned, or must you be born
with them? If they can be learned, how can they be
taught?
6
Distribute the handout "What Employers Want Today." Explain
that the handout presents a list of most desirable employability
qualifications based on the results of a nationwide survey and
reflects the feelings of a majority of employers in our society.
Give corpsmembers an opportunity to compare this list with the
lists that they just composed. There will likely be visible
similarities, indicating that the corpsmembers have accurately
identified some qualifications that are needed to get and keep a
job today.
Ask each corpsmember to write a personal statement comparing
their own qualifications for work with those desired by
employers. They may also be asked to write goal statements for
one or more of the following:
Improving a skill or characteristic;
Over
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8
EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
Learning or acquiring a new skill; and
Helping a fellow corpsmember, friend or family mem-
ber become more employable.
7
Close by suggesting that corpsmembers verify their conclusions
about what employers want by asking their crew supervisors
what employability qualifications they admire in corpsmembers.
Distribute the handout, "Employer Survey Form."
Corpsmembers, working individually or in pairs, can use the
form to interview two or three crew leaders or supervisors in
different kinds of work. Questions you might suggest they ask
include:
What skills/knowledge do you need your employees to
have?
What personal characteristics do you value in an em-
ployee?
How can people who don't have the qualifications you
desire get them?
Encourage corpsmembers to ask any question they feel is
important, and suggest that they alter the form if they find it
helpful.
At a class session during the same week or at a community/team
meeting, give corpsmembers time to report their survey findings
to the rest of the group, and compare those findings with the
conclusions drawn in class. If there is time, conduct a
discussion that focuses on the following questions:
Based on the set of desired employability qualifications
identified by the group, how should young adults pre-
pare to become employable?
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EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
What can you do if your boss wants you to be more cre-
ative, flexible, friendly, etc.?
What should you do if your employer wants you to be
something you don't want to be or feel incapable of
being?
Variations
If you have fewer than 12 corpsmembers, you may use only three
of the four Job Description in Step #3.
In addition to the written assignment in Step #6, corpsmembers
may wish to undertake a group project in which they write an
employee handbook for newly entering corpsmembers.
In place of Step #7, corpsmembers might form groups to prepare
skits that illustrate the importance of specific qualifications. Skits
could be performed during a community meeting; if so, each
should be followed with a short analysis discussion.
Over
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10
EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
IDEAS FOR ASSESSMENT
Employer Survey Forms can be compiled on a computer and
included in the portfolio as demonstration of data collection and
analysis. M.E.C.C.'s program "Polls and Politics" is especially
easy to use for surveys and graphs. It will take the data and
instantly produce bar, scatter plot and pie graphs.
Personal goal statements from Step #6 can be saved and
monitored for progress. Corpsmembers can help monitor each
others progress and write progress reports to each other.
If the Employer Surveys were conducted successfully in pairs this
is a documentable indication of a corpsmember's ability to work
cooperatively.
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11
EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
CORPS/COMMUNITY CONNECTIONS
As situations arise in the classroom and in the field, facilitators,
crew leaders, and supervisors should alert corpsmembers when
desirable employability qualifications are being developed or are
being displayed. For example, when a crew leader or supervisor
gives verbal directions to complete a task, he or she might
mention that this is an opportunity to practice a valuable skill
desired by employers. When pleasant manners and smiles are
called for in dealing with people in the community,
corpsmembers may be reminded that courtesy is highly valued by
employers.
After surveying crew leaders and supervisors on employability
qualifications, corpsmembers may be asked to survey local
employers. Local employers might also be invited to a
community meeting to discuss the qualifications they would look
for in considering someone who had just left the corps.
The "What Employers Want Today" handout could be adapted to
create a large poster for corps headquarters--perhaps by using
computer software.
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12
EMPLOYMENT
TOPIC 1: Working For A Living
CLA: What Do Employers Want From Us These Days?
RESOURCES
Handouts:
JOB DESCRIPTION #1
JOB DESCRIPTION #2
JOB DESCRIPTION #3
JOB DESCRIPTION #4
EMPLOYER SURVEY FORM
WHAT EMPLOYERS WANT TODAY
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13
EMPLOYMENT
TOPIC 1: Working for a Living
CLA: What Do Employers Want From Us These Days?
Handout
JOB DESCRIPTION #1
You are the boss
You are the owner/manager of "Cookies and More," a chocolate chip cookie and
coffee shop. You are seeking a versatile assistant who can work in all areas of
the shop--from baking cookies and brewing coffee to serving customers and
ordering supplies.
The coffee is ground fresh daily and brewed to suit the most "picky" coffee
drinker. The cookies, four varieties, are made from your own secret recipes using
only high quality ingredients, such as real butter and the finest chocolate.
All of your current employees are competent in all areas of the shop and are
prepared to train a new employee. Your employees work as a team; they
determine their own work schedules, participate in marketing and help make
management decisions.
This shop is your dream come true. You want an employee who will represent it
well, one who will please customers and help make the shop a successful
business.
Copyright c 1991 Public/Private Ventures.
All rights reserved.
14
EMPLOYMENT
TOPIC 1: Working for a Living
CLA. What Do Employers Want From Us These Days?
Handout
JOB DESCRIPTION #2
You are the boss
You are a good carpenter with your own remodeling business called "Castle
Creation." You are looking to hire a laborer. For a long time, you have handled
the business with a small team of workers, mostly from your family. Now, due to
your good reputation, business has grown to the point where you need to hire
more help.
Although you'd like your new employee to have some basic carpentry
knowledge, it isn't necessary that he or she have a lot of experience. You have
some manuals for the new employee to read, and can demonstrate and explain
everything he or she needs to know. You would like a person you and your small
crew could easily train to fit into the company.
You have a record of completing projects on time with excellent workmanship.
You want an employee who will maintain this and help your business expand.
Copyright © 1991 Public/Privete Ventures.
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15
EMPLOYMENT
TOPIC 1: Working for a Living
CLA: What Do Employers Want From Us These Days?
Handout
JOB DESCRIPTION #3
You are the boss
You are the director of "FutureMakers," a large urban day care center, and are
looking to hire two additional child care workers. You want the people who work
with the children at your center to be excellent role models and kind, caring
individuals--your reputation and financial future depend on it.
You have an on-the-job training program for new employees based on the best
research in early childhood education. Using readings, videos, and peer
assistance, you teach your new employees the essential skills of quality child care.
Not only do you require employees to work well with the children, you also
expect them to develop good relationships with parents. They must provide
parents with written progress notes on a regular basis and hold personal
conferences with all parents once a month.
Copyright © 1991 Public/Private Ventures.
All rights reserved.
16
EMPLOYMENT
TOPIC 1: Working for a Living
CLA: What Do Employers Want From Us These Days?
Handout
JOB DESCRIPTION #4
You are the boss
You are the manager of "Save the Earth" Recycling Project, which helps get
people involved in recycling. You are currently looking for an assistant manager.
The job is demanding. Because you are scheduled to give presentations on
recycling in many communities, the job will require that your assistant manage
the office and its two other full-time employees when you are gone.
In addition, "Save the Earth" is starting an environmental education program with
a local junior high school and you want the assistant to plan what to teach and
how to teach it. To get this program going, your assistant will need to recruit
teachers as well as parent volunteers to work after school and on Saturdays.
Over 100 junior high school students have already signed up to be in the recycling
program. You know what kind of energy and curiosity that age group has and
your new assistant will be responsible for their education and safety.
Copyright c 1991 Public/Privete Ventures.
All rights reserved.
17
EMPLOYMENT
TOPIC 1: Working for a Living
CLA: What Do Employers Want From Us These Days?
Handout
EMPLOYER SURVEY FORM
DESIRED EMPLOYEE TRAITS
Skills/Knowledge
Personal Traits
Supervisor name:
Type of work:
Supervisor name:
Type of work:
Supervisor name:
Type of work:
Copyright . I I Public/Private 1
All rights
18
EMPLOYMENT
TOPIC 1: Working for a Living
CLA. What Do Employers Want From Us These Days?
Handout
WHAT EMPLOYERS WANT TODAY
A good employee
1
learns easily
2
reads, writes, and computes well
3
listens carefully and speaks coherently
4
thinks creatively
5
solves problems
6
gets along with others
7
negotiates conflicts
8
works as a team member
9 is organized
10 exercises leadership
11 sets goals
12 self-motivates
13 maintains self-esteem
14 strives for personal and career development
From Workplace Basics: The Skills Employers Want, U.S.
Department of Labor and American Society for Training and
Development
Copyright . 1991 Public/Private Vensures.
All rights reserved.
Guide--96
CHAPTER 5:
USING THE WORKSITE FOR LEARNING
This chapter will help you:
Analyze work projects in order to identify the learning opportunities they
present.
Develop strategies for building work-related learning into life skills, basic
education, and other parts of the corps day.
Coordinate crew supervisors' and teachers' efforts to connect work and
learning, and ensure that work/learning integration is a regular item on the
agenda for staff meetings.
Corpsmembers are cleaning a vacant lot that a community organization is planning to turn
into a neighborhood garden. Their contract calls for them to clear the trash, cover the ground
with plastic, and put up a fence around the lot. They measure the perimeter of the lot so
they will know how much fence to buy, and they calculate the area of the lot so they will
know how much plastic ground cover they need. But they also have larger questions: Why is
the lot vacant? What was here before? Who is using it as a trash dump? Who owns the lot?
How much is it worth? How is the community organization going to ensure that the lot stays
clean - and the crew's work won't be wasted? During a crew meeting, the corpsmembers and
their crew supervisor discuss the questions and formulate plans for finding the answers.
A crew that will be working in a day care center for the elderty prepares for their project by
examining their own preconceptions about how a body ages and about what it feels like to
be elderty. They take a quiz called "What is Your Aging 1.Q?" and discuss their answers.
Then each corpsmember writes a description of an elderty person whom he or she knows. At
the end of the month, when they have completed the project, they will use this material as a
basis for seeing what their work experience has taught them about the elderty.
Guide--97
A crew that will be working on a park renovation project goes out with their crew supervisor,
work coordinator and project sponsor to walk through the site. They do a hazard analysis
and make a list of the tasks involved in rebuilding the park benches, clearing debris,
repairing cracked cement on the walkways and planting several dozen azalea bushes. They
estimate how long it will take to complete the project and list the materials they will need.
Back at corps headquarters, they help staff members complete the "Project Field Review"
form that details project planning and logistics.
Corpsmembers are renovating a room in a public library to turn it into a space for
pre-school children. They think they have been working efficiently, but fall several days
behind schedule. The crew meets to figure out reasons for the problem and to try to come up
with solutions.
These are all examples of ways that urban youth corps can integrate work and learning:
using what goes on at the worksite to stimulate corpsmembers' interest in basic skills,
problem solving, positive work attitudes, and larger community issues. The integration of
work and learning has two goals: to promote corpsmembers' educational development
and to increase the efficiency and quality of the work they perform. These goals, which
are mutually enhancing, reinforce the dual mission of youth service corps.
The purpose of this chapter is to help you plan the integration of work and learning into
the daily operations of your corps-to see where the opportunities exist and to develop
strategies for taking advantage of them. Corps staff members are inevitably pulled by
conflicting demands, by too much to do. But integrating work and learning begins with a
state-of-mind, the assumption that it's important to do and can be built naturally and
relatively easily into the functioning of a corps.
The integration of work and learning is a basic principle underlying education in the
corps; work projects present a significant opportunity to make education meaningful and
effective. People learn best when they are learning in order to meet a concrete need,
when they see a reason for learning and can immediately apply it in some useful way.
Using worksites as a basis for learning means that corpsmembers are learning not just "to
know" but "to do." They build reading, writing and math skills when they are using those
skills for a purpose; they develop problem-solving skills when they solve real problems at
the worksite; they practice oral communication skills as they deal with work-related
issues.
In other words, learning is not an isolated event that takes place in a classroom. It is a
natural part of being in the world:
Guide--98
Learning is immediate and practical. It grows from a felt need to prepare
for an upcoming task or to solve a problem in accomplishing a task at
hand.
There are opportunities to practice new skills.
Learning occurs in cooperation, not competition, with others. Individual
growth contributes to the goals of the entire group.
Just as education in the context of work makes learning more meaningful, work in the
context of learning makes work more meaningful. Even tedious tasks make sense if
corpsmembers can see that they are developing skills that have a value beyond those
immediate tasks. As a result, corpsmembers should become more productive workers.
Making the work/learning connection involves planning for and responding to learning
opportunities on the job; it also means planning for, reinforcing and extending
work-related learning in the classroom. The learning includes a range of skills:
Technical job skills;
Teamwork and work-maturity skills (developing positive working
relationships, negotiating, following instructions, completing tasks, and
accepting constructive criticism); and
Work-related language and math, problem-solving, and
knowing-how-to-learn skills (listening, speaking, reading, writing,
calculating, observing, asking questions, and using on-the-job resources).
In the context of youth service corps, work/learning integration can be as informal as
taking advantage of "teachable moments" at the worksite, or it can be as structured as
creating work-related learning materials for every major work project. Regardless, one
crucial prerequisite is the ability to analyze a work project. The remainder of this
chapter describes ways that a work project can be looked at for its learning potential and
suggests ideas for turning that potential into learning experiences for your corpsmembers.
Looking at Work Projects
Youth corps contain all the ingredients for effective work/learning integration: work
projects, an education component, staff who are committed to corpsmember
development and to the successful completion of work projects, and young adults who
are ready to make some changes in their lives. Still, nothing is going to happen unless
you create a plan for mixing those ingredients, put that plan into action, and make
adjustments as you see what works and what doesn't. Each corps will end up with its own
recipes. But an essential first step is to routinely consider and analyze each worksite as a
potential source of learning. Here is one way to go about the process:
Guide--99
First, make a list of the skills, knowledge and attitudes that corpsmembers need in order
to effectively complete the work project.
The list should include technical skills and job-specific literacy and problem-solving skills.
A crew renovating a building, for example, might have to read instructions, blueprints,
and safety warnings. They will have to be able to understand certain technical terms and
information. In addition, they will be measuring, estimating, and calculating spatial
dimensions. And they may also be writing about the project in their journals or in the
work project log, reflecting on progress made, problems encountered, or simply gauging
the value of their work to the community.
Next, identify other potential learning opportunities in the work project.
There are several ways to think about these potential opportunities. One is to look at the
three phases of a work project-planning/preparation, implementation/troubleshooting,
and evaluation-and identify the learning opportunities in each. During planning, for
example, corpsmembers might perform task analyses, create schedules and calculate the
amount of materials needed for the job. Instead of just giving corpsmembers this
information, crew supervisors can guide them through the process of discovering it for
themselves. Crew supervisors should step back and let corpsmembers look at the project
and raise their own questions about what they are going to be doing and how they are
going to do it.
Similarly, while they are actually working on the project, corpsmembers will probably be
involved in troubleshooting and conflict resolution: learning will occur as problems arise
that must be solved on the spot. In fact, these problems will present some of the best
opportunities for learning everything from technical skills to critical thinking to
negotiating. To help crew supervisors and teachers prepare for dealing with problems at
the worksite while in the classroom, it is useful to think about potential problem areas
and strategies for dealing with them:
-
What technical problems might arise during this project?
-
Could there be problems obtaining materials or completing the job on
time?
-
Are there potential sources of conflict among corpsmembers or between
corpsmembers and other workers at the site? Could there be
gender related or ethnic problems?
-
Will corpsmembers be bothered by the nature of the work? Will they
consider it tedious, dirty or pointless? How might this affect their
productivity?
Finally, evaluation and debriefing are ongoing during a work project, and present an
opportunity for corpsmembers to talk about what they are learning through their work,
the effect it is having on the work, and what more they want to be learning. These
Guide--100
ongoing debriefings also give the crew a chance to apply skills in decision-making and
problem-solving.
The final debriefing at the end of the project presents additional opportunities.
Corpsmembers should, for example, think about their transferable skills--the skills they
have developed through this project that they might be able to use in jobs after they
leave the corps. This is also a time for them to reflect on the project: What went well?
Where were the problems? How do they feel about the process of the work? How do
they feel about the outcome of their work? These are all good topics for discussion and
for journal writing. They can also be the basis for presentations about the project to be
made to the whole corps or to people and organizations outside the corps.
A second way to think about learning opportunities is to consider the larger topics and
issues that could arise from the work. Work projects provide an opportunity to stimulate
corpsmembers' interests in a wide range of subjects; they may be motivated to acquire
information and broaden their perspective. Corpsmembers can also feel motivated and
empowered by seeing their work in the context of larger issues. You want them to
generate their own questions about these larger issues-to ask why they are doing this
work-but you will be able to take advantage of those questions if you think through the
larger issues in advance. These issues might be phrased as questions like:
-
Who will benefit from the work?
-
What would the consequences be if this work were not done?
-
What are some of the social, historical or environmental issues related to
this work?
These kinds of questions are not likely to be fully answered at the worksite. Rather, they
invite research and discussion in other settings: during education time, in community
meetings, and as corpsmembers develop the resources to answer their questions
independently.
Begin to identify where, when and how these skills and larger issues will be
taught and explored.
Is there time during work when these skills-including basic skills,
problem-solving skills, and interpersonal skills-can be addressed? How can
education time be used to teach and reinforce those skills? Are there any
Corpsmember Learning Activities that would tie in well with this work
project?
Identify the growth in skills, knowledge and attitudes that corpsmembers
should be able to demonstrate as a result of their work on this project,
and strategies that corpamembers and staff can use to assess this growth.
Guide--101
What kinds of focused observations will staff want to make of
corpsmembers--what changes will they be looking for? How can
corpsmembers demonstrate and document their change and growth? What
might corpsmembers include in their portfolio that will contribute toward
assessment?
This initial step of thinking through a work project lays the foundation for worksite-based
learning. It provides the information that crew supervisors, teachers, life skills facilitators
and counselors need in order to plan strategies and generate learning activities that can
take place in the corps learning center, at the worksite and during other parts of the
corps day. At the end of this chapter, there is a sample form that can be used to
efficiently analyze the learning opportunities inherent in each work project your corps
undertakes. The next two pages contain a filled-in sample of this form. The form was
completed by a work project coordinator after her or his initial meeting with a
prospective sponsor.
Guide--102
WORKSHEET:
LOOKING AT WORK PROJECTS FOR LEARNING OPPORTUNITIES
1.
Name of project sponsor:
Gannett House
2.
Brief description of sponsoring organization-its purpose and goals:
Relatively new nonprofit organization charged with creating a housing
policy on a countywide basis, Gannett House operates a small
homeless shelter. Gannett House has several funding sources but was
created with a grant from the Gannett Foundation. The director is
familiar with corps and youth employment and training issues.
3.
Description of project:
Having helped with renovation of the shelter (formerly a motel), the
corps has been asked to design and create a vegetable garden to help
offset food costs. Ideally, this effort will also involve the community of
residents at the shelter.
4.
Tasks corpsmembers will be performing:
-
Research urban and community gardens. Identify and collect useful
books, resources and examples.
-
Plan the Gannett Garden. Produce a written plan with a sketch or
"blueprint" of what the garden will look like, what will be planted, a
work schedule, nursery tools and materials needed, etc.
-
Physically lay out garden; erect fence; turn over soil; fertilize; set up
irrigation system; plant seeds and seedlings; maintain garden according
to schedule and need; construct and install plant protection; harvest
ripe vegetables; stake plants at nursery; monitor irrigation; maintain
compost heap; do subsequent plantings as appropriate; clear, maintain
and store tools and materials.
-
Collaborate with and encourage shelter residents to participate in the
gardening project.
Guide--103
5. Learning opportunities related to this work project: career exploration, or larger
issues such as who will benefit from the work and the consequences were it not done?
The social, historical, or environmental issues related to this work. Consider:
-
Horticulture and environmental issues, and careers in these fields.
-
Health and nutrition issues.
-
Food preparation.
-
Homelessness: dealing with persons in crisis, the operation of the
shelter.
-
Community attitudes toward and beliefs about homelessness-myths
and facts.
-
Exposure to, and ideally involvement in, Gannett's efforts to develop a
housing policy statement.
-
Opportunities to network with other urban gardening efforts/movements
in and outside of corps field.
6.
Growth in skills, knowledge and attitudes that corpsmembers should be able to
demonstrate as a result of working on this project:
Skills:
- Planning and designing garden, including calculating layout and
material/tool requirements and their cost.
- Gardening basics: preparing soil, planting seeds, weeding, fertilizing, and
harvesting.
- Using tools, fertilizer and pesticides safely. Performing hazard safety
analysis.
Knowledge:
- Better understanding of homelessness, including causes, conditions, and
options, as well as the immediacy of dealing with persons in crisis.
- Increased awareness of urban environmental issues. Increased knowledge of
vegetable horticulture in an urban setting.
Guide--104
- Basic nutrition.
- Career options and awareness of careers related to project: social work,
horticultural technology; nutrition, urban community development and ecology.
Attitudes:
- Lessened fear and/or hostility toward homeless persons.
- More advanced interpersonal skills dealing with adults and "adult" issues.
- Better teamwork and increased sense of responsibility through delegation of
research and planning tasks.
7.
Strategies for achieving these outcomes-Where, when and how corpsmembers will
develop these skills and knowledge. (for example, during planning,
implementation or debriefing; at the worksite, in the corps learning center):
Planning will start at headquarters well in advance of project start-up.
Research can take place in learning center, but will also require trips to library,
bookstores, community gardens and commercial garden centers as well.
Corpsmembers will often work in teams of two or three to accomplish various
planning pieces.
Reading-books and manuals on gardening, composting, hazards of chemical
fertilizers and pesticides. Research into issues around homelessness, urban
environmentalism, health and nutrition, and other related or interesting topics.
Using reference materials, howto-do manuals, libraries, cooperative extension
pamphlets, bookstores, and so on. Creating a small reference library for the
corps on these subjects for subsequent crews.
Writing-before actually starting work, project planning requires production of
a written plan complete with drawings.
Corpsmembers' visit to Gannett House will occur several weeks before work
begins to survey area, take soil samples, meet shelter staff, etc., . As much as
feasible, corpsmember involvement in the policy side of Gannett's operation
will begin during the pre-implementation phase; much of this preparation will
require collaboration with shelter residents. Documentation including
Guide--105
videotaping throughout the project will be a key function to support Gannett's
policy agenda, not just an educational add-on.
Once implementation is underway, corps will have a real presence at the site
and will need to have an "office" to use for on-site planning, retreat from
weather and debriefing sessions.
During implementation phase, recordkeeping becomes increasingly important:
plantings, weather conditions, watering schedule, fertilization, harvest dates and
information about varieties of plants (successes, early varieties, plants to avoid,
special procedures). Corpsmembers will maintain individual journals, but there
will also be a master journal for dealing with technical issues as well as with
the larger nature of the project.
From planning to implementation, this project demands teamwork. Because of
encouraged interactions with residents, corpsmembers will increase their
sensitivity toward the homeless through guided discussions and troubleshooting
with the shelter's social workers will be essential.
During the course of the project and as a final evaluation, corpsmembers will
present their successes and difficulties to the corps community. They will also
report on the project achievements to various external audiences: the local
neighborhood association and the Gannett House Board of Directors, and
perhaps to the city council. The crew will evaluate the project's overall success
by interviewing the shelter residents and observing how the garden affects their
daily lives. The project might help inspire a news series about this corps'
positive response to an important need in the community or a photo essay that
documents the important aspects of this project.
Capturing the Learning Opportunities
Once you have identified the learning opportunities in a particular work project, you will
probably ask, "Now what?" The completed worksheet "Looking at Work for Learning
Opportunities" contains thoughtful and creative ideas. What happens to that worksheet
once the work project coordinator, perhaps together with someone on the education
staff, has completed it?
You will want to develop a process for turning the opportunities identified on the
worksheet into concrete learning activities-a process that becomes a routine part of your
operations. It will vary among corps, but you might, for example, want to set up an
interdisciplinary group that consists of a member of the education staff, the work project
Guide--106
coordinator, a crew supervisor, and one or two experienced corpsmembers who meet
regularly to review and act on the information on the worksheets. As a step in the
process of turning opportunities into activities, they would want to answer questions that
might include:
What are our intended outcomes for corpsmembers? What are theirs for
themselves?
Which of the ideas on the worksheet should we focus on, i.e., which help
get at the intended outcomes?
When does the project start-that is, when does planning start?
What learning can happen during planning? During the first couple of
weeks?
Are there on-going opportunities for learning that we can foresee?
What about at project completion (or at the crew's completion of work)?
How are we going to develop activities?
Who is responsible for following through on each of these ideas?
For example, in the case of the Gannett House project (worksheet pages 102-105), corps
staff review and discuss the project guided by the worksheet. They decide that this
project offers especially fertile opportunities for math and science learning, including
horticulture and environmental issues. They also want to focus on the reading and other
background work that corpsmembers will do during the planning phase of the project,
and they begin to define more precisely how corpsmembers can document their work on
the garden and with the residents of the shelter. At the end of the meeting, the two
corpsmembers in the group agree to develop a plan for documentation. The learning
center teacher and crew supervisor have already begun to structure some math activities
that can take place either in a classroom or at the worksite. A crew supervisor who is not
a member of this planning group has a background in horticulture, and they decide to
ask him to help create some curriculum for this work project. The work project
coordinator agrees to make a presentation about the project at the weekly staff meeting,
where time is always set aside to discuss work/learning integration.
Roles and Responsibilities
Everyone--corpsmermbers staff and administration-is involved in work-based learning.
While your corps might have a group that specifically does work/learning planning,
everyone in the corps has roles to play and responsibilities to assume. Some of those
roles and responsibilities might be defined this way:
Guide--107
Crew supervisors, teachers and life skills facilitators:
Communicate regularly with each other--at least once a week. The main
requirement for successfully connecting work and learning is coordination
and collaboration among members of the corps staff. Crew supervisors,
teachers and life skills facilitators must communicate regularly about the
nature of work projects; the skills, attitudes and values they are working on
with corpsmembers; and their work with individual corpsmembers. What is
going on at work that can be reinforced in the learning center? What are
corpsmembers learning in the classroom that can be applied at work?
Formal meetings aren't always necessary, but staff members must talk to
each other in order to plan for integration, follow-up and reinforcement.
Take advantage of available opportunities for corpsmembers to reflect on
the value of work. A "word of the week," such as "graffiti," "service,"
"achievement" or "responsibility" may generate discussion about the
meaning of work. Issues that emerge from particular projects might suggest
powerful "words of the week." Some corps do daily readings--a brief
passage that is prefaced by a provocative question-during their morning
program or in the van going to work. The readings and questions can be on
any topic, but some should help corpsmembers reflect on the nature of
work: What is a good worker? What are the range of careers that relate to
this work? Would you rather be a lawyer or a gardener? What is the value
of work?
Get feedback from corpsmembers. Give them opportunities to let you
know what is and isn't working for them. Are they seeing the connections
you are trying to make? What suggestions do they have? You can get
regular feedback in one-on-one conversations, at crew meetings and
community meetings, or by developing feedback forms for corpsmembers to
complete.
Crew supervisors:
Talk informally with corpsmembers each day at the worksite. It's an
opportunity to find out what is going well and where the problems are--
and, in some cases, it will lead to informal teaching and learning.
Hold regular crew meetings. Crews can meet for 15 or 20 minutes before
or during work or at the end of the day to plan, discuss, and evaluate
current or recently completed work projects. As part of the discussion, they
should look at their work from the perspective of what can be, is being, or
has been learned.
Guide--108
Think about yourself as a learning coach, and train yourself to be a sharp
observer and active listener, able to ask good questions and facilitate
discussions.
Regularly talk to other crew supervisors to share ideas and strategies and
provide support.
Teachers and life skills facilitators:
Be willing to try some approaches--for example, using authentic workplace
materials for teaching literacy skills.
Use a few minutes at the beginning of "education time" as a transition or
bridge between work and learning. Encourage corpsmembers to talk about
what happened during work that day (or the previous day, if education
takes place in the morning), what skills they learned or applied, and what
problems they had to solve. Try to arrange for the crew supervisor to be
present in the classroom during this time so he or she can contribute to the
discussion and make the work/learning connection tangible.
Occasionally visit the worksites so you can see how corpsmembers are
working and learning there--and so you can better define their strengths
and needs and your approaches and strategies.
Corpsmembers:
Be involved in generating project ideas and helping to judge whether
staff-generated project ideas are fruitful.
Be involved in the interdisciplinary group that helps refine project ideas
and work/learning ideas from the worksheet.
During the planning process, read and collect information on the
background for projects.
Ask questions.
Provide feedback.
Work project coordinators:
Try to "sell" the idea of work-related learning to the work sponsor--and
then make it a partnership. When negotiating and planning a project, talk
to the sponsor about what corpsmembers could learn at work and how this
Guide--109
can improve the quality of their work. It might be possible, for example, to
encourage the sponsor to enrich the corpsmember job description to
include more responsibilities, to build worksite learning time into the
contract, and to increase sponsor involvement in the orientation of
corpsmembers.
When possible, make the potential for work-related learning one criterion
for selecting or shaping new work projects. Not every work project is going
to lend itself to rich learning opportunities, and corps--especially new
corps-don't have the luxury of being extremely selective about the projects
they undertake. But here are questions to consider when developing new
projects:
Will there be opportunities for corpsmembers to learn on the job?
This doesn't necessarily mean more time, but some flexibility in the
way time is used.
Does the sponsor show evidence of valuing corpsmember
development?
Will the orientation include an opportunity for corpsmembers to
learn about the neighborhood or community in which the work
project is located, or about the people who will benefit from the
project?
Will the orientation include training for corpsmembers?
Will there be technical consultants provided to answer questions
that may be beyond the knowledge and skill level of the crew
supervisor?
Will there be specific opportunities at the worksite for
corpsmembers to learn about the sponsoring organization, its
purpose and structure?
Is there an opportunity through this project for corpsmembers to
have access to something unusually interesting: for example, a
telescope, a wind tunnel, a television recording studio, an electric
generator, a fish hatchery, a manufacturing plant that uses robotics,
a museum, or an historic building?
Guide--110
Directors:
Give crew supervisors regular opportunities to talk with members of the
education staff.
Give staff the chance to see the whole picture. Encourage teachers, life
skills facilitators and education coordinators to visit the worksite.
Encourage crew supervisors to spend time in the learning center and life
skills classroom.
During staff meetings, set time aside to plan and evaluate work-related
learning. The integration of work and learning should be a regular agenda
item for staff meetings. The work coordinator and crew supervisors can
describe current and upcoming projects, and what job-specific and basic
skills (such as listening, speaking and presenting, reading, writing,
computation, using on-the-job resources, analysis, research, and particular
challenges to teamwork) will be needed to succeed in these projects. The
education coordinator and teachers can describe classroom activities that
will help corpsmembers learn these skills, and discuss ways that classroom
strategies and learning materials, CLAs, and instructional software can be
used, created or tailored to match the work tasks or problems. Staff
members may also want to discuss the particular needs of individual
corpsmembers.
Provide staff development workshops on integrating work and learning.
Workshops might, for example, build from case studies. You could begin by
looking back at a work project where there was no attempt to integrate
learning. Staff can think through the learning opportunities that were there,
how those opportunities might have been captured, and what the outcomes
might have been. These workshops are a good opportunity to do
cross-training: teachers and crew supervisors can exchange roles and look
at ways to integrate learning and work from each other's perspective. Other
workshops can be targeted for specific staff members. Crew supervisors, for
example, might participate in a workshop on recognizing and using the
teachable moment; teachers might have a workshop on using authentic
materials to teach basic skills.
Be creative. If there is a crew supervisor who is particularly effective as a
worksite teacher, give other crew supervisors a chance to "shadow" him or
her for a day. Videotape crews at the worksite so crew supervisors can see
themselves in action and learn from what they are and are not doing. Keep
alert for learning opportunities for your staff at local colleges and other
institutions. The integration of work and learning isn't just a good strategy
Guide--111
for corpsmember development; it is what allows everyone-including youth
corps staff-to feel themselves growing and find satisfaction in their jobs.
Developing the Habit
There is no "right way" to integrate work and learning. In fact, a certain amount of
work/learning integration takes place naturally in corps: corpsmembers are learning on
the job. But at the same time, corpsmembers and corps staff must develop the "habits" or
practices that will help incorporate work/learning integration into daily corps operations.
The corps schedule is filled with opportunities for teaching a variety of work-related
skills, and you can use a range of strategies and approaches. You don't have to begin by
creating materials or developing formal structures, but simply take advantage of what the
environment offers. The suggestions listed here are organized into two large groups:
general strategies that can be applied to almost any work project, and a process for
developing project-specific learning activities and materials. The ideas are far from
inclusive: they are meant to help you get started as you generate your own approaches
and strategies.
Applying Broad Strategies
Learning can be built into work projects in a number of ways that require minimal or no
materials and little advance planning. Here are examples of effective approaches:
1.
Practice in some work-related skills can be a routine part of the planning and
preparation for each project.
Corpsmembers can regularly:
Perform task analyses: For example, what steps are involved in rebuilding a
broken-down park bench? What steps are involved in preparing the surface
of a room that is going to be painted? What steps are involved in hanging
drywall?
Write up safety/hazard analyses: Corpsmembers can inspect the worksite
for potential hazards and identify what is necessary to do the job safely.
Review instructions and work logs written by a crew that previously worked
on this or a similar project.
Participate in scheduling the work and calculating the materials needed to
complete the project.
Guide--112
2.
You can build skills by taking advantage of the fact that corpsmembers are
working in teams.
Corpsmembers who are strong in particular job-related skills can teach other
members of the crew. If you are hanging and measuring drywall, for example, pair
a corpsmember who is good at measuring and calculating with a corpsmember
who needs help with this skill. As corpsmembers teach, they reinforce their own
knowledge of the skill, improve their ability to communicate, and develop
self-esteem.
Build leadership and self-esteem by assigning special jobs to crew members on a
rotating basis. One crew member might, for example, be responsible for making
sure that the tools are checked in and in good shape at the end of the day.
Another might be responsible for making sure clean-up was completed. Another
might be the quality control inspector.
3.
Corpsmembers can routinely write about their work.
Work projects will be one of the subjects that corpsmembers write about in their
journals. They may, for example, write entries about their problems and
accomplishments at work, or about questions or insights they have concerning a
project. Since journals can be a useful way to communicate about issues that may
be difficult to discuss, corpsmembers should be encouraged to share their
work-related journal entries with their crew supervisors. There should also be a
crew work log for each project. A different corpsmember can be responsible for
completing the log each day. A typical entry might include the goals for the day,
the work that was actually done, what went well, the problems that were
encountered, and how they were resolved. The log becomes a useful resource for
crews that will later be taking over this, or a similar, project.
4.
Have crews make presentations about their work projects to the whole corps and
to groups outside the corps.
Use community meetings for crews to report on work projects completed or in
progress. Corpsmembers might discuss the work they have accomplished, problems
they encountered, and lessons they learned or are learning. They might have
advice for other crews continuing the project or doing similar projects in the
future, and they might talk about what they know now that they wish they had
known before they started. They should also talk about the benefit of their work
to the community. Their presentations could include photographs, "artifacts" from
the worksite, skits, testimony from the project sponsor, and actual products of the
work.
Guide--113
Preparing and making a presentation is an exercise in skill-building. In addition to
the skills needed for the actual presentation, crew members have to work as a
team to collect and organize information and create the form their presentation
will take.
5.
Recognize and take advantage of the teachable moment at the worksite, in the
classroom, and throughout the corps day.
Teachable moments may be triggered by unexpected occurrences and by
corpsmembers' discoveries, questions, assertions, knowledge, skill gaps, and
expressed beliefs and attitudes. They may be as short as a minute: a question
answered, an assertion challenged; or they may grow into longer discussions and
debates. Whatever their form, they are an opportunity to capture the potential
learning that is almost always inherent in work. There are several ways in which
teachers, crew supervisors and others can anticipate, prepare for, and even "plant"
teachable moments:
Familiarize yourself with the naturally occurring signs that a teachable
moment is about to arrive. These include: conflicts and misunderstandings;
changes in the physical environment or a move to a new location; new
people in the environment; changes in routine; emergencies and other
attention-focusing events, including breakdowns, mistakes and other
problems; expressed beliefs or attitudes that are controversial; significant
events taking place in the community, nation or rest of the world; new
tools to master; questions, and discoveries.
Keep a mental list of learning activities that don't require special resources
and that can be done on the spot when an opportunity arises. These
include problem-posing and problem-defining (helping an individual or
group to define the problem for themselves, then refining the definition so
everyone understands it clearly in the same way); developing strategies to
solve a problem; identifying resources (asking "Where can we get answers
to our questions? What information or tools do we need to solve the
problem?"); discussion, reflection and writing; modeling how to do or use
something; and negotiating.
Developing Project-Specific Activities and Materials
You will also want to use work projects as the basis for more structured learning
activities. The following steps suggest a gradual process for using workplace content and
materials to develop activities and, ultimately, to build a curriculum. The process moves
Guide--114
from simple to more complex tasks, and may occur over many months as you develop
work-based curriculum.
1.
Collect materials from the worksite to use in learning activities.
Materials that are written or read at work have potential for work-related learning
activities at the site and in the classroom. It is a good idea to systematically save
these materials, which include guides, manuals, charts, graphs, tables, maps,
blueprints, instructions and directions, reports, printouts, and worksite newsletters
and brochures. Teachers can use these materials as the basis for classroom
learning and find parallel materials that require similar reading strategies. These
authentic materials are a good replacement for workbooks.
2.
Begin to develop learning activities for specific work projects-and develop a
system for writing them down and organizing them.
These activities might take place at the worksite, in the classroom or elsewhere.
They might last for twenty minutes or ninety minutes. Whatever their form, the
activities should help corpsmembers:
Perform effectively on the work project.
Develop skills-including reading, writing, math, oral communication, and
problem-solving skills--as they encounter and attempt to handle situations
that arise on the job.
Appreciate the value of the project by understanding why they are doing
the work and how it will benefit the community.
Consider the connection of the project to their own futures as workers and
learners.
If corpsmembers will be hanging drywall, for example, you can create an activity
that will give them practice in measuring precisely and in figuring out spatial
relationships so they have minimal waste when they cut the drywall. If a crew will
be renovating a building that is going to be a community center for Asian
immigrants, you might develop an activity that focuses on reading maps,
concentrating specifically on Asia. If the immigrants include Cambodians, you can
plan to show and discuss "The Killing Fields." If corpsmembers will be working in
an after-school program for children, you can create an activity that gives them
practice in reading aloud so they will feel comfortable reading to the kids.
There are a variety of ways to write out these activities so they can be used and
modified over time. Some might be brief descriptions, such as:
Task Analysis-Have the crew take 10 minutes to generate a list of the steps
involved in preparing a surface for painting. Then have them use the list to
Guide--115
schedule how long the entire task will take and assign crew members to complete
specific steps.
Some of your activities might be written up in a more structured format. Here is
one example of an activity format:
I.
Introduction: A brief description of the work project theme: for example,
"landscaping," "interior building rehabilitation," "after-school tutoring."
II.
What and Why: A statement describing the activity and its purpose.
III.
When and Where: What is the best time during the project for this activity
to take place? During the planning phase? During implementation? During
the final debriefing? Where will it take place? At the worksite? In the
corps learning center? Elsewhere?
IV.
With What: A list of the materials needed to conduct the activity.
V.
How: Recommended steps and possible variations for the crew supervisor,
teacher or other facilitator to use or adapt as needed.
VI.
Now What: Ideas for assessing the activity's effectiveness and reinforcing
corpsmember learning.
VII.
Handouts, Worksheets and Background Notes (where appropriate): The
reproducible handouts and worksheets are a tool for corpsmembers to help
them increase their understanding of the topic. The background notes
contain information for teachers or facilitators.
Every corps will develop its own system for organizing its growing collection of
materials and activities. You may have a file of activities written on 3" X 5" index
cards. You might accumulate a folder of activities for each work project. These
activities become a permanent resource for your corps, and they move you toward
developing a work/learning curriculum that is specifically tailored to the work
your corps performs and the needs of your corpsmembers.
3.
Produce Work Project Learning Guides.
For some projects, you might want to think about creating a more structured
Work Project Learning Guide, a collection of activities that are derived from or
enhance a particular work project theme and can be used at the worksite, in the
classroom and elsewhere by crew supervisors, teachers and others.
Guide--116
Work projects that best lend themselves to this kind of structured learning
development are those that are stable, ongoing or frequently repeated, and allow
the most time and potential for corpsmember learning. Guides could, for example,
be developed for physical improvement projects such as construction,
environmental work (e.g., recycling), or human service projects that take place in
hospices or daycare centers. As part of the preparation for a work project, the
crew supervisor and teacher would look over the activities in the Work Project
Learning Guide, select those that would be appropriate for crew members, and
adapt others that might be useful with small changes.
P/PV has developed two prototype guides-Elderwork: Learning from Human
Service Work and Rehab: Learning from the Work of Rehabilitating Buildings-that
are organized around the natural stages of a work project: planning,
implementation and evaluation. While materials developed by each corps will all
be a little different, the prototypes can give you a sense of the potential of these
guides and examples of what the activities might look like.
Guide--117
WORKSHEET:
LOOKING AT WORK PROJECTS FOR LEARNING OPPORTUNITIES
1.
Name of project sponsor:
2.
Brief description of sponsoring organization, its purpose and goals:
3.
Description of project:
4.
Tasks corpsmembers will be performing:
5.
Learning opportunities related to this work project. (For example, career
exploration, or larger issues such as, Who will benefit from the work? What
would the consequences be if it were not done? What are some of the
social, historical, or environmental issues related to this work?):
Guide--118
6.
Growth in skills, knowledge and attitudes that corpsmembers should be
able to demonstrate as a result of working on this project:
Skills:
Knowledge:
Attitudes:
7.
Strategies for achieving these outcomes-Where, when and how
corpsmembers will develop these skills and knowledge (for example, during
planning, implementation or debriefing; at the worksite, in the corps
learning center):
Public/Private Ventures
399 Market Street
Philadelphia PA 19106
215/592-9099
Fax 215/592-0069
25
P/PV
Rex D. Adams
June 15, 1993
Chairman
of the Board
Michael A. Bailin
President
Peg Rosenberry
Gary Walker
Commission on National and
Executive
Vice President
Community Services
The Press Club Building
Board of Directors
Suite 452
Rex D. Adams
529 14th Street, NW
William R. Anton
Michael A Bailin
Washington, DC 20045
Angela Glover Blackwell
Roy J. Bostock
Dear Peg:
Alan K. Campbell
Sandra Feldman
Mitchell S. Fromstein
Enclosed is the detailed budget information you requested
David W. Hornbeck
for our proposal to the Commission. I'll be out of the
Harold Howe II
office from June 15th to July 5th, but Mike Sack will be
Siobhan Oppenheimer-
pleased to help you if you have additional questions or need
Nicolau
more information.
Marion Pines
John W. Porter
Harold A. Richman
Thanks for your interest in our work and we look forward to
Eddie N. Williams
hearing from the Commission soon.
Research Advisory
Committee
Frank Furstenberg
Robinson Hollister
Henry Levin
Bernandine Watson
Frank Levy
Bernardine H. Watson
Anita Summers
Vice President
Marta Tienda
and Director of Operations
BHW:cls
Enclosures
cc: M. Sack
P/PV is an equal opportunity employer.
Public/Private Ventures
Commission on National and Community Service
Expanding Practical Education for Citizenship
and Employment (PECE) in Youth Sevice Corps
July 1993 to December 1994
Proposed Budget
Total
Description
Budget
Salaries
$55,404
Fringe Benefits (30%)
16,622
Travel Expenses
32,019
Consultant Fees
32,400
Other Direct Expenses:
Operating Expenses
Office Expense
2,687
Equipment Maintenance
& Rental
2,150
Postage Expense
1,433
Telephone Expense
1,971
Rent & Utilities
7,345
Depreciation
2,329
Printing Expense
12,750
Workshops & Conferences
16,000
Subtotal
183,110
Administrative Overhead (22.88%)
41,890
TOTAL BUDGET
$225,000
Withdrawal/Redaction Marker
Clinton Library
DOCUMENT NO.
SUBJECT/TITLE
DATE
RESTRICTION
AND TYPE
001. list
Public/Private Ventures list re: salaries (1 page)
n.d.
P6/b(6)
COLLECTION:
Clinton Presidential Records
First Lady's Office
Shirley Sagawa
OA/Box Number: 24334
FOLDER TITLE:
Commission on National and Community Service [Folder 1] [1]
2013-0124-S
rc1153
RESTRICTION CODES
Presidential Records Act |44 U.S.C. 2204(a)]
Freedom of Information Act 15 U.S.C. 552(b)|
P1 National Security Classified Information |(a)(1) of the PRA
b(1) National security classified information [(b)(1) of the FOIA]
P2 Relating to the appointment to Federal office [(a)(2) of the PRAJ
b(2) Release would disclose internal personnel rules and practices of
P3 Release would violate a Federal statute |(a)(3) of the PRA|
an agency |(b)(2) of the FOIA]
P4 Release would disclose trade secrets or confidential commercial or
b(3) Release would violate a Federal statute |(b)(3) of the FOIA]
financial information |(a)(4) of the PRAJ
b(4) Release would disclose trade secrets or confidential or financial
P5 Release would disclose confidential advice between the President
information [(b)(4) of the FOIA]
and his advisors, or between such advisors [a)(5) of the PRA]
b(6) Release would constitute a clearly unwarranted invasion of
P6 Release would constitute a clearly unwarranted invasion of
personal privacy [(b)(6) of the FOIA]
personal privacy |(a)(6) of the PRA]
b(7) Release would disclose information compiled for law enforcement
purposes |(b)(7) of the FOIA]
C. Closed in accordance with restrictions contained in donor's deed
b(8) Release would disclose information concerning the regulation of
of gift.
financial institutions |(b)(8) of the FOIA]
PRM. Personal record misfile defined in accordance with 44 U.S.C.
b(9) Release would disclose geological or geophysical information
2201(3).
concerning wells |(b)(9) of the FOIA]
RR. Document will be reviewed upon request.
Public/Private Ventures
Commission on National and Community Service
Expanding Practical Education for Citizenship
and Employment (PECE) in Youth Sevice Corps
July 1993 to December 1994
Supporting Schedule II
PRINTING
Printing
Description
Rate
#
Budget
PECE Curriculum
$85
150
$12,750
WORKSHOPS & CONFERENCES
Workshops &
Est.
Conferences
Description
Cost
#
Budget
PECE Developmental Conference
East Regional
$6,000
1
$6,000
West Regional
6,000
1
6,000
On-site Workshops
East Regional
1,000
2
2,000
West Regional
1,000
2
2,000
Total Workshops & Conferences Budget
$16,000
INDIRECT COSTS
%age/
Total
Description
Rate
Base
Budget
Fringe Benefits *
30.00%
55,404
$16,622
Fringe Benefits are allocated at a rate of 30% of Salaries Expenses and include:
employer's share of FICA, Workman's Compensation, Health & Welfare Insurance,
Pension and other related expenses.
Operating Expenses
8.50
2,107.5
17,915
Operating Expenses are allocated at a rate of $8.50/direct labor hour and include:
Office Supplies, Equipment Maintenance & Rental, Postage, Telephone, Rent and
Utilities, and Depreciation expenses.
Administrative Overhead .
22.88%
183,110
41,890
Administrative Overhead costs include salaries, fringe benefits and operating costs
incurred by the Executive Office, Finance & Administration and Communications
Departments not directly attributable to projects. Also included are the costs for
legal, audit, board of directors' fees, and insurance. P/PV's Board approved
overead rate is 28%; however, a reduced rate is proposed.
#
These Indirect costs rates are approved by the U.S. Department of Labor; a copy
of our "Indirect Cost Negotiation Agreement" is attached.
NONPROFIT ORGANIZATION
INDIRECT COST NEGOTIATION AGREEMENT
ORGANIZATION:
DATE: December 15, 1992
Public/Private Ventures
FILE REFERENCE: This replaces
399 Market Street
the Agreement
Philadelphia, PA 19106
DATED: June 19, 1992
The rates approved in this Agreement are for use on grants, contracts, and other
agreements with the Federal Government to which OMB Circular No. A-122 applies,
subject to the conditions in Section II, A, below. The rate (s) were negotiated
by Public/Private Ventures, and the U.S. Department of Labor in accordance with
the authority contained in Attachment A, Section E.2. (a), of the Circular.
SECTION I: RATES
EFFECTIVE PERIOD
TYPE
FROM
TO
RATE*
LOCATION
APPLICABLE TO
Indirect Costs
Final
10/1/89
9/30/90
26.83% (a)
All
All Programs
Final
10/1/90
9/30/91
26.83% (a)
All.
All Programs
Provisional 10/1/91
9/30/92
22.88% (a)
All
All Programs
Provisional 10/1/92
9/30/93
22.88% (b)
All
All Programs
Fringe Benefits* (c)
Final
10/1/89
9/30/90
28.09% (c)
All
All Programs
Final
10/1/90
9/30/91
29.14% (c)
All
All Programs
Provisional
10/1/91
9/30/92
29.00% (c)
All
All Programs
Provisional
10/1/92
9/30/93
30.00% (c)
All
All Programs
See Special Remarks Section
*BASE:
(a) Total direct cost less major sub-contracts and flow-through funds.
(b) Total direct cost plus 10% of major sub-contracts less flow-through funds.
(c) Total direct salaries and wages including vacation, holiday and sick pay but
excluding other fringe benefits.
Page 1 of 5
Center for Policy Research
2700 Virginia Avenue. NW #1002
Washington. DC 20037
December 11, 1992
Ms. Catherine Milton
Executive Director
Commission on National and
Community Service
529 14th Street NW, Suite 552
Washington, DC 20005
Dear Ms. Milton:
This is to suggest for your consideration that Center for
Policy Research will undertake to prepare anLagreed upon number of
evocative, educational case studies of community action. The cases
would depict, in fine grain, New Yorker style, the way people from
different backgrounds and walks of life, join together to make
their life better, largely. or completely out of civic commitment,
voluntarily. By evocative, educational cases ve sean cases that
can be used to reach those not yet initiated to unity action,
those who have been initiated but whose maitment needs further
firming up, and other citizens who need to support such actions,
even if they themselves do not participate. ("Reach" in the broad
sense, in class room and through the media.)
Selection of the Casest
A small advisory committee will be composed to help select
cases. The cases will range to cover different kinds of activity
(including areas such as healing community conflict, housing,
health care etc.), different kinds of mobilization (by students, by
corporations, by law firms: more informal and more structured,
etc.) and other criteria to be established.
At least one case will deal with service learning because of
the special importance of this criteria.
Each case will be accompanied with a teaching note that will
call attention to the underlying issues.
A typical case will describe the trials and tribulations of
getting going and above all -- keeping going, the role of
leadership, various mobilization strategies, and -- the ennobling
results.
The cases will not be evaluation studies, or formal progress
reports, or PR jobs. They will give a close, honest yet compelling
report of efforts such as training 400,000 citizens of Seattle in
CPR, a law firm that give a large amount of pro bono work and is
learning from it, the 2% and 5% corporate club in Minneapolis and
others.
All cases would be examples of significance and lasting
consequences; not cases of short term visits, allegedly resulting
in miracle turnabouts.
To ensure credibility of the cases, the final selection of the
cases themselves and their content (following initial consultation
with the agency and others designated by it) will be up to the
principal investigator. Center for Policy Research will have
copyright of the resulting cases.
Evaluation of the Cases
A group of select community organizers, volunteers, and select
faculty and others to be designated by the funders, will be given
the cases as well as other teaching materials and be asked whether
or not the cases work better as educational material. (The other
material may well rank higher by other criteria.)
Distribution
Brief versions of the cases will be offered to major magazines
such as The Atlantic Monthly and published in The Responsive
Community. Longer versions will be available to buyers via a
distribution system the Center for Policy Research already has.
Additional efforts will be made to ask those who have large numbers
of cases in their system (e.g. the Harvard Business School) to
include these cases in their listing and distribution. The cases
will be sold for a nominal fee and the proceedings will be used for
future projects.
Authors
The authors of the cases will be recruited among some of the
best writers, such as James Lardner from the New Yorker, Tamar
Lewin from the New York Times and Dennis Farney from the Wall
Street Journal. None of these persons have been approached but the
principal investigator has been successful in the past in inviting
such writers to various projects.
2
Editor and Principal Investigator
Writers need guidance; even the best work with editors.
Editing will be provided in style and "story" matters by an editor,
but with substantive guidance by the principal investigator.
Proprietary Rights
We will spend a great deal of effort in finding appropriate
cases. We ask that these cases be treated as "ours."
Budget
Three background comments:
1. The following may seen costly. Note though that the general
costs are kept down because the principal investigator volunteers
his time and because Center for Policy Research indirect costs are
very low. Second, one cannot get the kind of writers and editing
the project requires at lower costs. Also note that cases Harvard
Business School prepares cost $50,000 and more.
2. We expect an 80 percent or so success rate. Authors of cases
that will be a dud, will be paid a kill fee, but not distributed.
3. While it is possible to do one or two cases, the project would
work much better if we do at least three a year.
Cost per case:
1
Writer fee (include in lieu of fringe benefits)
$20,000
Expenses including per diem at site, travel
7,500
Editorial fees
2,000
Total per case
$29,500
Office costs
Secretarial 20% per year
$ 6,000
Fringe (32%)
1,920
Fax, phone, Xerox, etc.
2,500
Should advisors be paid fees? Travel? Same re evaluators?
Indirect costs of all expenses 18.5%
proposals\natservice.cases
3
AMITAI STOIONI
Cr. Amital Etzioni is the first University Professor of The George
Washington University. In 1987-1989, he served as the Thomas Henry Carroll
Ford Foundation Professor at the Harvard Business School. He served as
Senior Adviser in the White House from 1979-1980. He was guest scholar a:
the Brookings Institution in 1978-1979. For 20 years (1958-1978), he served
as Professor of Sociology at Columbia University; part of the time, as
Chairman of the department.
He founded and was the first president ('89-'90) of the international
Society for the Advancement of Socio-Economics. He is the editor of The
Responsive Community.
He is the author of fourteen books, including A Comparative Analysis of
Complex Organizations, Modern Organizations, Political Unification, The
Active Society, Genetic Fix, Social Problems, An Immodest Agenda, and
Capital Corruption, The Moral Dimension: Toward a New Economics, and most
recently, A Responsive Society, Collected Essays on Guiding Deliberate Social
Change, published by Jossey-Bass, 1991.
Dr. Etzioni's achievements in the social sciences have been acknowledged
by several fellowships, including those given by the Social Science Research
Council (1960-61), The Center for Advanced Study in the Behavioral Sciences
(1965-1966), and The Guggenheim Foundation (1968-69).
Outside of academia, Dr. Etzioni's voice is frequently heard in the
leading news media, in articles in publications such as The New York Times,
The Washington Post and The Wall Street Journal and in appearances on network
television.
In 1983-1985 Dr. Etzioni served on the Economic Forum of the Conference
Board. Corporations Dr. Etzioni has consulted for, or provided presentations
to, at the corporate level, include Allied Corp., Aetna, AT&T, Bethlehem
Steel, Bristol-Myers, Quaker Oats, Pfizer, and Prudential. He has consulted
widely for government agencies, including the Departments of Health and Human
Services, Labor, Commerce, and the Treasury; for the National Science
Foundation, the President's Commission on the Causes and Prevention of
Violence, and the White House during several administrations. He has
testified frequently before Congressional committees.
He founded the Center for Policy Research, a not-for-profit corporation
dedicated to public policy, in 1968, and has been its director since its
inception.
In 1976, the American Revolution Bicentennial Administration accorded
Dr. Etzioni a certificate of appreciation for his outstanding contribution to
our nation's bicentennial commemoration.
A 1982 study ranked Dr. Etzioni as the leading expert of 30 who made
"major contributions to public policy in the preceding decade." He was
awarded an honorary degree by The University of Utah in 1991.
In 1991 the press started referring to Dr. Etzioni as the "guru" of the
communitarian movement.
ae2\shrtvita.c
JUN 17 '93 02:32PM NOVN HENDQUNRTERS
P.1
NATIONAL ORGANIZATION
1757 Park Road, N.W.
FOR VICTIM ASSISTANCE
Washington, D.C. 20010
(202) 232-6682 ("232-NOVA")
FAX: (202) 462-2255
Peg Rosenbery
The Commission on National and Community Service
Board of Directors
The National Press Building
President
529 14th Street, N.W.
Honerable Within P. Betwnek
Greene County (OM) Pressouting Atterney
Washington, D.C. 20045
Visa.Propidente
Edward D. BARRATE .10 Description
First National Bank of Sente Pe (NM)
FAX: (202) 724-0608
Hen. Paul a. Anderson
Payme county (OK) Dirgist AMOUNTING
Dear Ms. Rosenbery,
Secretary
Hereld 0. Beseevich. Jr. Director
Alemeda County (CA) Virtim Willness Program
Attached are a revised budget for our proposal on Restorative
AMMRIT securery
VM a Sharp, Director
Community Justice and a statement of NOVA's capability.
- county (AS) Vode Wheres Program
Treasurer
Justice Richard Barajes, Court of Appeals
o Pass. TX
with regard to the budget. I reduced the amount allocated for
Assistant
travel and accordingly reduced the number of advisors expected
Brian K. Opena D.M. Director
to be involved in our expert "think tank". I am including a
Moul (11) Vistim/Witzvess Assistance Program
list of the remaining 12 advisors proposed for the project.
FOR PROVIDER
Karen A. MeLoughth:
The budget includes travel monies for only 10 advisors because
Morbie Hand, BA
2 advisors are local and would incur no airfare costs.
Creative Director
A. Young, PR.D., J.O.
I also reduced the amount of airfare for the trips taken by
Hen. Cothorities Alberts, Commissioner
New Yest city Department of Correction
staff members to various professional conferences since I
Joan Besignlupi
Pale Are. CA
expect that some could be coordinated with other travel goals
Marten Bord, Ph.D., Visa Procident (ret.)
and hence more than one project could share the costs.
American Conser Seciety
Clamentine Director
Beve Our Benz and Deughters (SOBAD)
If you have any further questions please do not hesitate to
Detrek, -
contact me or John Stein at (202) 232-6682.
Rev. A. Rebert Dowton, Da.D., Rev. Director
Viatim Assistance Program
Alren, ON
men. perman a carly, Jr.
Denver (co) Blothet Anamay
Kenneth a Feinburg, -
Weshington, be
I E Promot, I i
KT Muthers Against Brunk G
Marlene Sincerely. A. Young, Ph.D., young J.D.
I do biodget Marrington, Ex.
watnut Creek CA
Executive Director
Berbare J. Kendell
Director of Program Development
Soulder County (00) District Allornay's -
Leure Head Knudeen. Administrative
(FL) VisEm/Withees Services
service Program Marager
PA Commission on Orime and
McDardel
Crime Virdm information Other
TX Office of the Attorney General
Davden - Services Geardinator
R. Mothers Agencies Brunk Driving
Jemme P. Mulvid
Assistant NJ Attorney General
Steven Numerous
Visitim efotement Program Manager
MR at Public Satury and Planning
Sherting W, or #, Chief
Special Projects artnen
CA Duper Invered of
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PL Mothers Against Drunk Driving
Betwerd R. UNITED
AN for Visiting of Crime
BL Louis, NO
Michael c. Turpon, line,
Ottahema City. OK
Home John Melha
(Initud States Senator
Beard Member: 1606-1991
Proposal to Develop the Concept of "Restorative Community Justice"
Preface
This proposal could have been framed as follows: to end the competing and
inconsistent uses of the term "community service," those in the corrections
field should be persuaded to reclaim the original, and more descriptive, term
for court-ordered labor of this kind, namely, "community restitution;" to make
that case more appealing to the corrections world, it should be coupled with
an emerging model of community corrections that emphasizes a broadened role of
restitution in criminal sanctioning; to make the same case more appealing to
those in the volunteer/community services arena, the model should involve
participation opportunities for neighbors and others drawn to community
service; and to round out the model, and to open it up for more community
service opportunities, it should incorporate new ideas of "community policing"
and "community prosecution" as well as "community restitution," in an
integrated, holistic model.
While the proposal seeks to achieve these goals, emphatically including the
termination of "community service" from the correctional lexicon, its
presentation is made essentially in reverse order. It would be disingenuous
to argue that, as a means to achieve an important language change, one might
attempt to reinvent the administration of criminal justice, especially in
high-crime, inner-city neighborhoods. A more candid approach would posit
that, as one contribution to help launch an experiment in community-oriented
criminal justice, a nationwide effort to abolish "community service" as a
sentencing term should be undertaken. We have followed the latter path.
Elements of Restorative Community Justice
The constant high levels of crime in the United States, the proliferation of
drugs and weapons, and the consequent victimization of individuals and
communities are among the most dangerous threats to the peace of our nation.
As this country's makers and enforcers of our criminal laws face these
threats, they are looking to revised programs of the past and novel approaches
for possible answers. One option being widely tested is the return to the
concept of "community policing".
At least two cities are going a step farther by establishing "neighborhood" or
"community" prosecutors, backed up with victim advocates working exclusively
in those target neighborhoods.
In New York City, there has been an effort over the last year to establish a
"community court" near Times Square to provide swift and creative justice in
cases of lesser offenses that, in the aggregate, have despoiled that
residential and commercial neighborhood.
The justice system's new interest in neighborhoods especially high-crime,
drug-plagued, inner-city neighborhoods can also be seen in the suggestion
of a Los Angeles Superior Court Judge, Judith Chirlin, to require Neighborhood
Impact Statements in addition to individual Victim Impact Statements to
illuminate sentencing options in certain cases. One of her judicial
colleagues in San Francisco effectively did just that when he ordered the
landlord of a crack house to pay the neighbors some $275,000 in damages due to
the deterioration of their neighborhood.
-1-
This convergence of criminal-justice and neighborhood-development innovations
is erecting a new theoretical and practical framework, one that we call
"Restorative Community Justice". It clearly seeks to be an ally to crime
prevention efforts, and when these fail, it seeks to inject a neighborhood's
interest into the tasks of apprehending and sanctioning lawbreakers, so that,
as examples, certain "nuisance" crimes receive far more attention and
"neighborhood restitution" becomes a common sanctioning option.
The concept is designed to address crime, violence, and victimization in our
nation's communities. It rests on three principles: the accountability of
offenders for damages they cause through criminal behavior; an invitation to
victims to take responsibility of for their own and their community's response
to crime even though they are faultless for their own victimization; and the
obligation of a community to help protect its members and, whenever that
fails, to join in the restoration of just order within the community's
boundaries.
Principles of Restorative Community Justice
As a starting place for discussion, these three principles can be translated
into the following kinds of legislative and programmatic activities.
1.
The accountability of offenders should be illustrated through:
a.
Presumptive orders of full restitution from offenders to all
their victims for individual damages suffered. Such restitution
orders should be made payable through wages earned in prison or
on probation, and the debt should be treated as a permanent
civil lien until it is paid. Restitution should be ordered for
damaged or lost property, money, or wages, medical or therapy
costs, and, where appropriate, it should take into consideration
pain and suffering. Restitution should also be ordered for all
victims who suffered a chargeable offense at the hands of an
offender even if such an offense was dropped in a plea
negotiation, using the principle of the Federal sentencing
guidelines that seek to sanction offenders for the entire
criminal transaction or pattern surrounding their conviction.
b.
Restitution ordered from the offender to the community whose
laws have been violated. Such violation causes damage to the
social fabric that binds community members together and to the
social contract that governs community life. Such restitution
could be discharged through services rendered to the community,
monetary contributions, or in-kind property donations.
C.
Remorse by offenders for their criminal activity. Remorse may
be a critical factor in ultimately distinguishing offenders who
may be redeemable to their community and those who should be
separated from law-abiding citizens through prison or exile.
d.
While the idea of restorative community justice is not developed
as a punitive concept, punishment is not inconsistent with
accountability. Humane sanctions are evidence of enforcement of
social control. Some types of punishment may have little or no
effect on some types of offenders. Yet the use of creative
-2-
sentencing incorporating the idea of sanction as well as
restitution seems to have effect with certain individuals
both as deterrent to future aberrant behavior as well as a
method of enforcing laws. In the restorative community justice
model, creative sentencing options should always seek sanctions
for and in the community that was also victimized by the crime.
2.
The responsibility of victims for contributing to restoration of
individual and community life involves complex factors.
a.
"Victim responsibility" must be carefully distinguished from
concepts of victim guilt or self-blame. It should be defined so
as to avoid engendering victim stigma.
b.
Victim responsibility for restoration is not to be confused with
victim precipitation or responsibility for the crime.
C. Victim responsibility is rather an attempt to encapsulate the
philosophy: "I cannot be blamed for life's circumstances, but I
can be responsible for how I respond to those circumstances.
It also can be conceived of as a variation of standard
techniques of crisis counseling -- to help victims regain a
sense of control over their lives and to empower them to become
actively involved in solving the problems created by the crisis.
d.
"Victim responsibility" in this context is an invitation to get
involved in making things better, not because the victim owes a
personal debt to anyone but because victims, like other
citizens, should voluntarily contribute to restoring and
sustaining community life, and many would be especially
motivated to respond to such an invitation when there are
opportunities to do so through crime-resistence programs.
e.
In the framework of restorative community justice, victims,
survivors, and community members living in fear of crime would
be encouraged to become involved in community service aimed at
three goals:
i.
assisting other victims;
ii. rebuilding community institutions, physically and
emotionally;
iii. preventing future criminal acts and behaviors.
3.
The obligations of the community to all of its members are twofold:
restoration of justice, and protection against injustices. In the
natural order of things, it might seem logical to address protection
first as a preventative measure against crime, violence, and
victimization. However, it is our argument that crime has risen to
such high levels and violence is perceived to be so uncontrollable,
that restoration of a sense of the community's obligation to its
innocent citizens through a fair and equitable dispensation of
justice is a priority.
-3-
a.
That restoration is predicated on the creation of an equal
balance of justice for both offenders and victims. In the end,
such a balance can be sustained only through the maintenance of
constitutionally-protected safeguards for accused and convicted
offenders, and through the establishment of parallel,
constitutionally-protected safeguards for victims and survivors
of crime.
b.
Citizen participation in an impartial justice process, we
believe, will help motivate victims and their neighbors to
invest efforts in protecting their homes, streets, and
communities, and ultimately, in programs of community violence
prevention. The new ingredient here is citizen participation in
the justice system; that restorative community justice model
should be guided by constitutional rights and socials goals but
implemented in the community through community police officers
accompanied by community victim advocates. Further community
participation would be engaged in certain kinds of cases,
notably ones where the offense produces less-than-felony charges
against a community resident but whose effects are nonetheless
destructive of community peace, as in cases of property
desecration or disturbing the peace. Such cases should be
prosecuted by community-based prosecutors and that their trials
are presided over by community based judges. Finally, the
system of offender accountability should be enforced or
monitored by community corrections officers in partnership with
community police and community victim advocates.
It would be utopic to expect this system to work well with offenders who have
committed felonies which mandate prison sentences. But it is suggested that
such a community justice system could go a long way in re-establishing a sense
of community values with young people, first-time offenders, and others at
risk for embarking on a criminal career.
Restorative Community Justice from the Perspective of the Commission on
National and Community Service
"Restorative Community Justice" clearly offers promising ideas to planners in
the U.S. Justice Department, HUD, and their state and local constituencies.
Indeed, it has generated considerable interest not only in those quarters but
also in New Zealand and among those affiliated with the International Crime
Prevention Centre in Montreal. But for at least three reasons, the concept
may be no less promising to planners at the Commission on National and
Community Service:
1.
Its focus on inner-city neighborhoods, and especially on the problems
of violent and predatory crime besetting them, echoes the greatest
challenge to those seeking to foster improved community life.
2.
Restorative Community Justice projects will entail novel uses of
staff in all the criminal justice professions but they will also
depend on volunteer efforts from affected neighbors and from others
who are drawn to community service.
3.
And it opens up the opportunity to end the semantic competition
-4-
between those who use "community service" as a term to describe
certain kinds of volunteer and stipend-supported work, and those in
the justice system who use it to describe a form of involuntary
community servitude. This is no trivial matter; those conflicting
uses of the same term pose problems for both camps, but especially
for those whose efforts to foster true, and voluntary, community
service are undermined by an unsavory, involuntary connotation to the
term. It may be that justice leaders and legislators could be
persuaded to go back to the original term, "community restitution,"
as a sentencing option. The chances are much greater, however, if
one enlisted justice leaders who are drawn to the concept of
Restorative Community Justice and who thereby become invested in
the proper use of "community service" to take the case to their
colleagues and their legislatures.
Fleshing Out the Model of Restorative Community Justice
NOVA is proposing a two-year project to pull together the strands of
Restorative Community Justice into a practical construct. It will expand the
collection of real-life examples of the model, describe legislative and policy
changes needed to promote the model, and flesh out how professionals and
volunteers might implement the model.
The first year will be primarily devoted to creating and promoting Restorative
Community Justice as a jurisprudential model and as set of proposed enabling
laws, guidelines, and policies. It is proposed to accomplish this in the
following manner:
1.
We will assemble a "think tank" of 25 criminal justice and
community/volunteer service experts to expand, through their
experience, our collection of justice innovations at the neighborhood
level. Using this collective knowledge, the group would further
define Restorative Community Justice and such subcomponents as
community restitution, neighborhood courts, neighborhood Crisis
Response Teams, and other salient concerns that might fall within the
construct. The group will seek to resolve the conflicted meaning of
"community service," recommending a formal name change in state
statutes and common usage. It will also help frame the components in
legal and human resource terms, including the role of community
service volunteers in their implementation.
Suggested Advisory Group
Law Enforcement
Neil Behan, Chief, Baltimore County (MD) Police Department
Colonel Clifford Graviet, Superintendent of the Delaware State
Police (and Chair of the Victim Services Committee, International
Association of Chiefs of Police)
Chief Philip Arreola, Chief, Milwaukee, (WI) Police Department
Captain Luis Quijas, Kansas City (MO) Police Department
Victim Services
Doug Beloof, Esq., Deputy District Attorney, Portland, OR, (and
former director of that office's Victim Assistance Program where he
also did legislative and litigation on victim issues, and designed
-5-
the Neighborhood Prosecutor program in that city)
Michaelene McCann, R.N., J.D., Director, Essex County (MA)
Victim Assistance (and an Assistant District Attorney)
John Feinblatt, J.D., Planner, Times Square community court,
former Deputy Director, Victim Services Agency, and former Legal Aid
attorney
Aurelia Sands Belle, Director of the Victim/Witness Assistance
Program, Atlanta, GA, (and designer of specialized victim services
in black communities in Atlanta)
Jeannette Adkins, Director, Victim Services, Xenia, OH (and
President, Ohio Victim/Witness Association)
Judges/Courts
Justice Richard Barajas, Texas Court of Appeals (and inventor of
the use of forfeited real estate as shelter homes for victims)
Dean Robert Payant, National Judicial College, Reno, NV
Judge Pamela Iles, Orange County, CA
Judge Judith Chirlin, Los Angeles County, CA
Prosecutors
Hon. Norman Early, Denver, CO (instigator of a neighborhood
prosecutor project, sponsor of several community service projects)
Hon. Steven Neely, Tucson, AZ
Hon. Norman Wolfinger, State Attorney, Titusville, FL
Hon. John Sarcone, County Attorney, Des Moines, Iowa
Corrections
Prof. Mark Umbreight, Director, Center on Victim/Offender
Reconciliation, University of Minnesota
Sharon English, Assistant Director, California Youth Authority
Hon. Helen Carruthers, U.S. Parole Commission (and Past
President, American Correction Association)
James Rowland, Director emeritus, California Youth Authority and
Corrections Department (and 1973 inventor of the "Victim Impact
Statement," a phrase he also coined)
Volunteer/Community Groups
Clementine Barfield, founder, Save Our Sons and Daughters
(SOSAD), Detroit, MI
John Calhoun, Executive Director, National Crime Prevention
Coalition (and planner/developer, Dorchester community Court
project, Boston, MA)
Ed Stout, Director, Aid for Victims of Crime, St. Louis, MO
Brenda Muhammad, Director, Mothers of Murdered Sons and
Daughters (MOMS)
2.
We will conduct pilot research in three states on the existing law
relating to "community service" (in both senses), sentencing
alternatives, restitution, and the like. We will also attempt to
locate guidelines in various justice agencies that help implement
various components of the model.
3.
We will write a monograph on the results of the "think tank" and
related research. It would be no more than 20 pages long and cover
the issues and the recommendations for change. It would be published
-6-
and distributed throughout the country.
4.
We will also submit articles to relevant journals and magazines
explaining the new concepts and their implementation. Such
publications might include The Police Chief, The Prosecutor,
Judicature, The Judges' Journal, Corrections Today, a law journal,
and a journal reaching the community/volunteer services community.
Publication of these articles will provide the basis for scholarly
and practical adoption of the ideas.
5.
NOVA staff or volunteers would attend a minimum of five professional
conferences to promote the adoption of the new concepts. Workshops
on the subject will be proposed and presented upon request.
The second year will involve promoting the concept as a justice/community
service model. The following is a speculative approach to those activities:
1.
We will complete the legislative/administrative law research for all
fifty states, pointing out needed changes.
2.
We will compile the legal research into a widely-accessible database.
3.
We will provide on request technical assistance and training on the
concept to state legislators, criminal justice officials, youth corps
and other volunteer groups.
4.
We will use the NOVA network to publicize the availability of the
resources, and provide support to victim advocates, correctional
staff, and community service activists seeking to re-institute
"community restitution" (or similar term adopted by the think tank)
to describe the sentencing option.
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JUN 17 '93 02:32PM NOVN HENDQUORTERS
P.2
Project Budget
Year One
Personnel
$ 28,125.
10% Project Director @ $49,845
$ 4,985.
15% Senior Associate @ $47,221
$ 7,083.
30% Project Coordinator $30,000
$ 9,000.
15% Secretary @ $17,600
$ 2,640.
Salarics:
$ 23,708.
Fringe @ 18.63% of salaries
$ 4,417.
Equipment (maintenance of word processing system)
$
420.
$50 per mo. per FTE staff X .7 FTE
Travel
$ 11,235.
Three day seminar for 10 experts:
10 airfare e average $500 per trip
$ 5,000.
3 days per diem for each
participant @ $121 per day
$ 3,630.
Travel for conference presentations:
5 trips @ average of $400 per airfare $ 2,000.
1 day per diem @ 5 trips @ $121 each $ 605.
Supplies
$
420.
$50 per mo. per FTE X .7 FTE
Contractual
$ N/A
Other
$ 10,742.
Telephone
$ 1,722.
Regular @ $55 per mo. x .7 FTE
$
462.
Long Distance @ $150 per mo.
x .7 FTE
$ 1,260.
Rent
$ 2,100.
$20.00 per sq. ft. per annum X 150 sq. ft.
X .7 FTE for 12 months
Reproduction
$ 420.
Regular reproduction @ $50 per .7 FTE
JUN 17 '93 02:34PM NOVN HENDQUORTERS
P.1
Printing
$ 6,000
1
2,000 20-page reports @ $3 each
Overhead @ 16.07% of salaries and fringe
$ 4,520.
TOTAL
$ 54,962.
JUN 17 '93 02: 34PM NOVN HENDQUNRTERS
P.2
Suggested Advisory Group
Law Enforcement
Colonel Clifford Graviet, Superintendent of the Delaware State
Police (and Chair of the Victim Services Committee, International
Association of Chlefs of Police)
Chief Philip Arreola, Chief, Milwaukee, (WT) Police Department
Victim Services
Doug Beloof, Esq., Deputy District Attorney, Portland, OR, (and
former director of that office's Victim Assistance Program where he
also did legislative and litigation on victim issues, and designed
the Neighborhood Prosecutor program in that city)
Aurelia Sands Belle. Director of the Victim/Witness Assistance
Program, Atlanta, GA, (and designer of specialized victim services
in black communities in Atlanta)
Judges/Courts
Justice Richard Barajas, Texas Court of Appeals (and inventor of
the use of forfeited real estate as shelter homes for victims)
Judge Pamela Iles, Orange County, CA
Prosecutors
Hon. Norman Early, Denver, CO (Instigator of a neighborhood
prosecutor project, sponsor of several community service projects)
Hon. Steven Neely, Tucson, AZ
Corrections
Prof. Mark Umbraight, Director, Center on Victim/Offender
Reconciliation, University of Minnesota
Sharon English, Assistant Director, California Youth Authority
Volunteer/Community Groups
Clementine Barfield, founder, Save Our Sono and Daughters
(SOSAD), Detroit, MI
John Calhoun, Executive Director, National Crime Prevention
Coalition (and planner/developer, Dorchester community Court
project, Boston, MA)
JUN 17 '93 03:19PM NOVN HENDQUORTERS,
NATIONAL ORGANIZATION
1757 Park Road, NP.1
FOR VICTIM ASSISTANCE
Washington. D.C. 20010
(202) 232-6682 ("232-NOVA")
FAX: (202) 462-2255
NOVA's Purposes, Activities, and Accomplishments
The National Organizarion for Victim Assistance (NOVA) is a private, non-profit, 501(c)(3)
organization of victim and witness assistance programs and practitioners. criminal justice agencies
and professionals, mental health professionals. researchers. former victims and survivors. and others
committed to the recognition and implementation of victim rights. Each is described in the follow-
ing review of NOVA's four purposes.
National Advocacy
In the public policy arena, NOVA has been the pre-eminent public interest group linked to the
following successes:
1. In 1980 there were 27 victim compensation programs in the United States. In 1991, there
were 49 state programs as well as ones in the District of Columbia and the Virgin Islands.
2. In 1980 there were only a few jurisdictions which took into consideration the impact of the
crime on the victim when determining the offender's sentence. By 1991, virtually every state al-
lowed or required victim imput at sentencing.
3. In 1980 many victim service programs faced shutdowns. Federal funding had dried up and
local funds were diminishing in the wake of an economic recession. But by 1991, local support was
growing and was being supplemented in 33 states with millions of dollars to general victim assis-
tance programs, while 24 states subsidized their rape crisis centers. and 48 helped fund domestic
violence shelters. And the federal Victims of Crime Act was contributing nearly $125 million each
year to state compensation and local victim assistance programs.
4. In 1980 the concept of "victim rights" was merely that-a concept. By 1991, virtually every
state had enacted some form of a bill of rights for crime victims, as had the federal government in
passing the Victim and Witness Protection Act of 1982. In addition, six states had passed a victim
rights constitutional amendment, and many other states had begun to consider such an amendment.
5. In 1980 no President had ever taken a leadership role on behalf of victims. Since then, the
President has proclaimed a National Victims Week nine times, and a Presidential Task Force on
Victims of Crime was established which produced 68 recommendations for improving the treatment
of victims. Among the most notable recommendations that have been acted on is the enactment of
the previously-mentioned Victims of Crime Act.
Direct Services to Victims
When NOVA first established 2 national headquarters in 1980, it did not offer direct services.
However, requests for help from victims themselves soon made it apparent that in most communi-
ties. local services were either non-existent or limited to certain classes of victims-a situation that
was particularly glaring in Washington, D.C., where NOVA's headquarters were housed. Respond-
ing to the imperative of helping those who seek it out, NOVA now:
1. Has some 10,000 contacts with victims every year, referring most to services near their home,
but serving as the primary counselor and advocate for about 700 victims at any given time.
2. Has established a victim service program, "Project Response," in the District of Columbia,
JUN 17 '93 03:20PM NOVN HENDQUORTERS
P.1
currently relying on the work of trained volunteers, individual donations. and in-kind contributions.
3. Has initiated a national Community Crisis Response Team Project which involves trained
professional counselors, all volunteers, who are sent to help communities which have been trauma-
tized by 2 catastrophe.
4. Has initiated a national project to respond to families and victims of hostage-taking and
terrorism overseas.
Assistance to Professional Colleagues
1. Since 1980, NOVA has provided training to prosecutors, law enforcement officers, nurses,
social workers. judges, clergy members, correctional staff, and victim service practitioners in over
350 state. regional. and national workshops and seminars.
2. In the same time period. NOVA has organized thirty-eight regional conferences and twenty-
six national conferences ranging in size from 50 to 1,000 participants. Its annual North American
Victim Assistance Conference is the oldest continuous reunion of victim advocates in the worldwide
victims' movement. while its rwice-yearly National Crisis Response Team Training Institute has
become the premier educational program for those seeking to bring cornfort to communities stunned
by a mass murder, a airplane crash. a tomado. or other disaster. Participant evaluations of the
training programs and conferences have consistently been excellent.
3 NOVA has translated much of its training experience into written training curricula for seven
professional groups, from law enforcement officers to mental health professionals.
1. NOVA maintains the premier national library and clearinghouse on victim issues and answers
hundreds of requests for information each month.
Membership Services
By 1991, seventeen years after its founding, NOVA has drawn to itself an expanding member-
ship of some 4,000 agencies and individuals who forge within NOVA bonds of fellowship across
diverse professions and interests. Its services to them include the annual conference, its twelve
annual issues of the NOVA Newslener. and other benefits. And their volunteer service to NOVA
has helped to make it a responsible and respected voice for victims.
That respect is reflected by the confidence placed in NOVA by other professional groups with an
interest in victim issues. They have looked to NOVA to serve as an informal umbrella group. and
NOVA has responded by initiating "National Victim Rights Week" (in 1980). and convening the
"National Forum on Victim Rights." both co-sponsored by a dozen or more national organizations
each year.
And NOVA has earned the respect of the nation's political leaders. The lare Senator John Heinz
wrote. "Most of the major reforms of the federal 'Victim and Witness Protection Act' [which he
authored] reflect NOVA's careful research and effective advocacy." Peter Rodino, then chair of the
Judiciary Committee of the U.S. House of Representatives. wrote soon after enactment of the Vic-
tims of Crime Act, "I salute NOVA as the respected leader of the victims' movement, and am proud
of my long association with it,"
And two years later, President Ronald Reagan sent these greetings: "The movement to ensure
fair treatment for innocent victims of crime has made encouraging progress in recent years. I feel
sure that no single group of citizens deserves more credit for that progress than your organization."
United States
GAO
General Accounting Office
Washington, D.C. 20548
Human Resources Division
July 24, 1992
The Honorable Edward M. Kennedy, Chairman
Committee on Labor and Human Resources
United States Senate
Dear Mr. Chairman:
The enclosed materials were prepared at the Committee's request and
summarize information on the federally supported employment and training
assistance available to out of school youth or adults not enrolled in
advanced degree programs. The material includes a chart showing the
executive branch agencies responsible for employment and training
programs (enclosure 1), briefing charts summarizing the information we
compiled (enclosure 2), a table listing the number of employment and
training programs in each federal agency and their fiscal year 1990 and
1991 funding (enclosure 3), and detailed listings of the programs with
their fiscal year 1990 and 1991 funding (enclosure 4). This information
was compiled from the Catalog of Federal Domestic Assistance, fiscal year
1990 and 1991 federal budgets, agency documents, and discussions with
agency officials.
We found 125 federal programs that provide various forms of employment
and training assistance to adults and out of school youth with FY 1991
appropriations of $16.3 billion. Some programs, such as the dislocated
worker assistance program operated as title III of the Job Training
Partnership Act, are counted as 3 programs--one with direct formula
funding to local programs, another providing funds at the governors'
discretion and a third providing funds at the discretion of the Secretary of
Labor. Each is seen from the local level as an independent source of
funding for dislocated worker assistance.
These programs were administered by 14 federal departments or
independent agencies. However, most of the programs and the majority of
the funding were for programs administered by either the Department of
Education (49 programs with $8.1 billion in funding) or the Department of
Labor (30 programs with $5.7 billion in funding). While four of the
programs had funding of over $1 billion each, many programs (72) had
funding of less than $50 million.
GAO/HRD-92-39R, Multiple Employment Programs
Most of the programs have particular target populations such as the
economically disadvantaged, youth, or those with physical or mental
disabilities. And, many of them provide similar services, such as
counseling and assessment, occupational training or job placement
services. In fact, we found many programs provide similar services to the
same target populations. For example, we found 40 programs providing
counseling and assessment to the economically disadvantaged, and 34
programs providing this group with remedial or basic skills training.
This myriad of programs creates the potential for overlapping services and
confusion on the part of local service providers and individuals seeking
assistance. Although multiple programs are an acknowledged problem,
many barriers exist to effective program coordination or the integration of
program services, such as varying target group definitions, differing
administrative rules, and competition between programs. In related work
we found examples of local Job Training Partnership Act (JTPA) programs
coordinating their services with other programs, such as the Job
Opportunities and Basic Skills (JOBS) programs (Job Training Partnership
Act: Actions Needed to Improve Participant Support Services, GAO/HRD-
92-124, June 12, 1992).
If you have any questions or would like to discuss this material further,
please call me at (202) 512-7014, Sigurd Nilsen at (202) 512-7003, or
Robert Rogers at (313) 256-8000.
Sincerely yours,
Cinda M Moua
Linda G. Morra, Director
Education and Employment Issues
Enclosures - 4
2
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 1
Enclosure 1
GAO Executive Branch Agencies Responsible
for Employment and Training Programs
Federal
Independent
Departments
Agencies
Department of
Department of
Department of
Department of
Department of
I 1
Department of
Department of
Department of
Small
Department of
Department of
Action
Office of
ADDREC
Housing and
Education
rearor
Labor
Datense
Commerce
Human
Transportation
Veterans
Summers
Agriculture
Personnel
urban
Alleas
Administration
Agency
Reque
Services
Development
Management
Comme
Office or
Employment
Datense
Food and
Urban Mass
Office of
Office of Small
Veterans
Domestic
Office or
Economic
Family
Elementary
Bureau of
Consumer
Transportation
Public and
Business
indian Allers
and Transing
Logistos
Development
Support
Benefits
Agency
Services
indian
Anti-Poverty
Allernative
Development
Dever
and Security
Administration
Administration
Administration
Administration
Administration
I
Centers
Programs
Recruaing and
Prox
Education
Employment
Office of
Office or
Office of
Office of
Office
Employment
Office of
Form and
Office of
ORIGE of
Volunteers on
Vocations
Treas Services
Economic
a
Family
Number
Rehabitition
1
Service for
and Adult
- Plassment
and Training
Adustment
Grent
Programs
Assistance
Services
Card Rights
and Educament
Development
America
Education
and Travely
Programs
2
Office of
Policy
Linited States
Department
Menorary
Office of Minager
Office of
Post
Employment
at the
Suanam
Small Burness
Management
Community
Secondary
and Budget
Development
and Casser
Service
Any
Services
Education
Agency
I
Diffee - Somet
Office of
Any Career
Office of
- Back
Office of
Office of
Education
Colleges -
Alumn
women's
JOB Corps
Retuges
-
-
Program
I
Resettlement
Services
I
Office
Ownership
and JOB Come
Office of
Office of
Administration
Office of
Education and
Speam
for Children
Veterens
Research
Targement
YOUR and
I
improvement
Programs
!
Office of
Office of
Strature
Office of
I
Human
Procurement
and Pater
I
Development
Service
)
Health
Office of
Work Senes
and Services
Learning
Administration
Office of
Bureau of
Trade
I
Adjustment
I
I
Employment
and Transing
Services
GAO/HRD-92-39R, Multiple Employment Programs
3
Enclosure 2
Enclosure 2
GAO OVERLAPPING EMPLOYMENT
AND TRAINING PROGRAMS
Briefing for
Congressional Staff
4
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO OBJECTIVE: Assess Potential
for Overlap and Confusion
Identify programs with similar
services for similar groups
Identify differing program
definitions
Follow funding channels from
federal to state to local levels
5
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Myriad of Programs Create
Overlap and Confusion
125 programs provide similar
services to similar target
groups
Coordination hampered
by many factors
Coordination difficult because
funding channels resemble a
sieve rather than a funnel
6
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
SCOPE AND METHODOLOGY
Identified federally funded
programs designed to
assist the unemployed
create employment
enhance employability
that provided services to
out-of-school youth
adults not enrolled in
advanced degree programs
7
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
125 Programs Across 14
Federal Agencies
Number of Programs
50
45
40
35
30
25
20
15
10
5
0
//
/
I ////
//
of
i//
AMOUNT /
/ // /
//
Responsible Federal Agency
8
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Programs Spend $16 Billion
Most in Education and Labor
Dollars in Millions
8250
7500
6750
6000
5250
4500
3750
3000
2250
1500
750
0
/ If'll
//
if
Responsible Federal Agency
Based on FY 1991 funding levels for 13 of the 14 federal agencies.
9
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
72 Programs Spend
Less Than $50 Million Each
36 Programs Between $50 and $499
Million Each
6%
72 Programs Less Than $50 Million
Each
30%
43%
4 Programs Over $1 Billion Each
21%
5 Programs Between $500 and $999
Million Each
Note: Distribution is for the 117 programs funded In FY 1991.
10
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Many Programs Serve the
Same Target Groups
70
Number of Programs
65
60
$5
so
45
40
35
30
25
20
18
10
5
0
// / # / / !! &
/
/// / 1
/
II
/ /
Targeted Groups
11
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
And Provide Similar Services
Number of Programs
90
so
70
60
50
40
30
20
10
0
indidal
Employment or Training Services
12
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO Result: Overlapping Services
EMPLOYMENT AND TRAINING SERVICES
Counseling
Classroom
On-the-Job
Job Search
Job
Job
TARGETED GROUPS
and Amountment
Skills Training
Occupational Trug
Training
Training
Placement
Creation
Disadvantaged
40
34
37
A
26
29
27
Youth: Persons Under Z2 yrs old
37
36
27
17
17
23
6
Physical E Mental Disabilities
29
21
21
16
16
22
7
Educationally Disadvantaged
10
22
9
5
5
0
4
Unexployed or Dialonated Workness
20
12
18
13
14
15
19
Vistarans
15
11
8
7
7
9
4
Ethnic/Recrial Groups and
18
6
16
10
a
13
0
Migraut or Seasonal Farm Warkness
0
9
5
3
4
6
3
Older Marknew
9
7
0
5
a
a
5
13
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Differing Definitions Create
Barriers to Coordination
Varying target group
definitions result in
Confusion among programs
serving the same target groups
Exclusion from some
programs serving the same
target groups
14
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Programs Differ in Defining
Economically Disadvantaged
Eligibility based on
Level of income
Ability to pay
Welfare status
Residency in depressed area
15
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Coordination Hampered by
Fragmented Control of Funds
Control lies at many levels
State administrative agencies
Local administrative agencies
Local service providers
Multitude of agencies
deliver services
In contrast, school districts
coordinate Elementary and
Secondary funds and services
16
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Funding Process: More Like
a Sieve Than a Funnel
Flow of Funds
$
$
Federal
$
State
Local
17
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO Other Barriers to Coordination
Differing administrative rules:
planning cycles
accountability
data collection requirements
18
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 2
Enclosure 2
GAO
Multiple Programs
An Acknowledged Problem
Attempts to improve
coordination:
Federal initiatives
coordinating councils
client advocacy programs
State initiatives
agency reorganization
one-stop shopping
client tracking systems
new coordinating councils
19
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 3
Enclosure 3
FEDERAL EMPLOYMENT AND TRAINING PROGRAMS: FUNDING LEVELS BY AGENCY
FISCAL YEAR 1990 AND 1991
Number
Funding Levels
of
(000 omitted)
Percent of Total
FEDERAL AGENCY
Programs
FY 90
FY 91
FY 90
FY 91
ACTION Agency
1
$
3,053
$
6,050
0.02
0.04
Department of
Agriculture
1
137,000
166,000
0.92
1.01
Appalachian Regional
Commission
1
10,000
10,000
0.07
0.06
Department of Commerce
10
255,220
426,546
1.71
2.60
Department of Defense
3
12,442
14,168
0.08
0.09
Department of Education
49
7,681,052
8,139,819
51.40
49.59
Department of Health
and Human Services
11
850,521
968,199
5.69
5.90
Department of Housing
and Urban Development
1
na
340,343
--
2.07
Department of Interior
1
23,379
21,789
0.16
0.13
Department of Labor
30
5,461,183
5,802,105
36.54
35.35
Office of Personnel
Management
1
na
na
--
--
Small Business
7
106,659
89,724
0.71
0.55
Department of
Transportation
1
1,135
1,493
0.01
0.01
Department of Veterans
Affairs
8
402,666
426,853
2.69
2.60
TOTAL
125
$14,944,309
$16,413,089
100
100
Legend: na - funding levels unavailable
20
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
FEDERAL EMPLOYMENT AND TRAINING PROGRAMS
FUNDING LEVELS BY PROGRAM AND AGENCY
FISCAL YEAR 1990 AND 1991
Federal agency
Program name
Funding Level
(000 omitted)
FY 1990
FY1991
ACTION
Literacy Corps
$ 3,053
$ 6,050
Agency
Department of Food Stamp Employment and Training
$137,000
$166,000
Agriculture
Appalachian
Appalachian Area Development Programs
$ 10,000
$ 10,000
Regional
Commission
Department of Minority Business Development Centers
$ 23,714
$ 24,960
Commerce
American Indian Program
$ 1,495
$ 25,00
Economic Development - Public Works Projects
$109,830
$140,825
Economic Development - Business Development
$ 35,000
$150,000
Economic Development - Planning Organizations
$ 23,102
$ 23,102
Economic Development - Technical Assistance
$ 6,613
$ 6,613
Ecnomic Development - Public Works Impact Project
na
na b/
Economic Development - State and Local Planning
$ 4,724
$ 4,724
Sudden/Severe Economic Dislocation and
$ 50,742
$ 24,371
Deterioration
Community Economic Adjustment Assistance Program
$50,000c/
-
Total
$255,220
$426,546
21
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
FEDERAL EMPLOYMENT AND TRAINING PROGRAMS
FUNDING LEVELS BY PROGRAM AND AGENCY
FISCAL YEAR 1990 AND 1991
Federal agency
Program name
Funding Level
FY 1990
FY 1991
Department of Defense
Defense Technical Assistance for
$10,700
$9,000
Business Firms
Military Base Reuse
$1,742
$5,168
Studies/Community Planning
Army Job Assistance Centers
:
na
Total
$12,442
$14,168
Department of Education
Even Start
$23,475
$48,278
Even Start - Migrant Education
$726
$1,493
Women's Educational Equity Program
$2,098
$1,995
Adult Indian Education
$4,078
$4,226
Migrant Education - High School
$7,858
$7,807
Equivalency Program
School Dropout Program
$19,945
$34,064
Adult Education - State
$157,811
$201,035
Administered Programs
Adult Education for the Homeless
$7,397
$9,759
National Adult Education
$1,973
$7,807
Discretionary Program
Vocational Education Program
$359,755
$361,855
Improvement
Voc Ed Opportunities for
$184,061
$185,135
Disadvantaged Individuals
Voc Ed Opportunities for
$83,664
$84,152
Handicapped Individuals
22
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
Federal agency
Program name
Funding Level
FY 1990
FY 1991
Voc Ed Opportunities for Adults in
$100,397
$100,983
Need of Training
Voc Ed Opportunities for Single
$65,824
$63,114
Parents and Homemaker
Voc Ed Opportunities for Sex Equity
$27,104
$25,246
Voc Ed Opportunities for Criminal
$7,744
$8,415
Offenders
Vod Ed - Cooperative
$11,096
$12,970
Demonstration Programs
Voc Ed - Indian and Hawaiian Natives
$13,106
$13,218
Program
Voc Ed - Community Based
$10,850
$11,711
Organizations
Bilingual Vocational Education
$2,959
$2,888
Workplace Literacy
$19,726
$19,251
English Literacy Program
$5,888
$976
Demonstration Centers for Retraining
$491
$500
Dislocated Workers
Consumer and Homemaking Education
$34,176
$33,352
Tech-Prep Education
--
$63,434c/
Student Literacy Corps
$5,042
$5,367
Pell Grants
$1,921,791
$2,149,713h/
Guaranteed Student Loan Programs
$1,895,059
$1,780,724i/
Supplemental Educational Opportunity
$110,076
$124,837i/
Grants
Upward Bound
$106,002
$143,382
Talent Search
$27,115
$46,000
College Work Study
$601,765
$594,689
23
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
Federal agency
Program name
Funding Level
FY 1990
FY 1991
Carl Perkins Loan Program
$12,567
$14,521h/
State Student Incentive Grants
$8,581
$9,212i/
Educational Opportunity Centers
$12,095
$14,000
Veterans Education Outreach Program
$2,801
$2,733
Student Support Services
$90,638
$120,700
Rehabilitation Services - Basic Grants
$1,528,498
$1,632,625
to States
Postsecondary Education for
$6,510
$8,559
Handicapped Person
Secondary Schools Basic Skills
$4,938
$0d/
Programs
National Center for Deaf-Blind
$4,938
$5,367
Youths and Adults
Handicapped Migratory and Seasonal
$1,086
$1,060
Farm Workers
Projects with Industry Program
$18,765
$19,445
Rehabilitation Services -
$32,269
$18,368
Demonstration
Supported Employment - State Grants
$27,630
$29,150
Supported Employment -
$9,876
$10,023
Discretionary Programs
Comprehensive Services for
$12,938
$13,619
Independent Living
Library Literacy
$5,365
$8,163
Library Service Programs
$82,505
$83,898
Total
$7,681,052
$8,139,819
24
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
Federal agency
Program name
Funding Level
FY 1990
FY 199
Department of
Job Opportunities and Basic Skills
$463,038
$600,000
Health and Human
Program
Services
Work Incentive Program/WIN
$20,000
$
Demonstrations
Community Service Block Grant
$80,100
$86,85
Community Service Block Grant -
$23,092
$23,215
Discretionary
Community Service Block Grant
$3,495
$0d
Demonstrations
Refugee Assistance - Voluntary
$54,936
$39,03
Agencies
Refugee Assistance - Social Services
$75,000
$82,95
Runaway and Homeless Youth -
$9,500
$8,00
Transitional Living
Independent Living
$50,000
$60,00
Health Careers Opportunity Program
$27,308
$19,34
Total
$850,521
$968,19
Department of Housing
Operation Bootstrap/Family
na
$340,34
and Urban Development
Self-Sufficiency Program
Department of
Indian Employment Assistance
$23,379
$21,789
the Interior
Programs
Department of
JTPA II-A-Disadvantaged Adults and
$1,360,950
$1,387,21
Labor
Youth (SDA 78%)
JTPA II-A-Education and Coordinator
$139,585
$142,27
(Governor's 8%)
JTPA II-A Older Workers
$52,344
$53,355
(Governor's 3%)
JTPA II-A-Incentive Bonus
$104,688
$106,70
(Governor's 6%)
25
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
Federal agency
Program name
Funding Level
FY 1990
FY 1991
JTPA II-B - Disadvantaged Summer
$686,777
$670,186
Youth (Regular)
JTPA II-B - Disadvantaged Summer
$13,000
$12,726
Youth (Native American)
Dislocated Worker (SDA 50%)
$185,441
$210,794
Dislocated Worker (Governor's 50%
$185,441
$210,794
Discretionary)
Dislocated Worker (Secretary's 20%
$92,721
$105,397
Discretionary)
JTPA Defense Conversion Adjustment
--
$150,000c/
Program
JTPA Clear Air Employment
--
--e/
Transition Assistance
JTPA Migrant and Seasonally
$69,047
$70,288
Employed Farmworkers
JTPA Research and Development
$15,712
$12,927
Projects
JTPA Pilot and Demonstration
$30,467
$36,216
Projects
Federal Bonding Program
$184
$185
JTPA Native American Employment &
$58,193
$59,625
Training
Senior Community Service
$367,013
$390,360
Employment Program
JTPA Job Corps
$802,614
$867,497
Apprenticeship Training
$15,517
$16,051
Trade Adjustment Assistance
$280,024
$269,500
Targeted Jobs Tax Credit
$24,653
$19,518
Employment Service (Wagner Peyser
$701,135
$724,605
7a)
26
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
Federal agency
Program name
Funding Level
FY 1990
FY 1991
Employment Service (Governor's 10%
$77.904
$80,512
Discretionary)
Alien Labor Certification Program
$32,515
$33,554
Interstate Job Bank
$1,648
$1,701
JTPA Veterans Employment Program
$9,345
$9,120
Disabled Veterans Outreach Program
$74,398
$77,170
Local Veterans
$68,532
$71,095
Employment Representatives
Homeless Veterans Reintegration
$1,920
$2,018
Project
Job Training for the
$9,423
$10,705
Homeless Demonstration Program
Total
$5,461,183
$5,802,105
Office of Personnel
Disadvantaged Youth - Summer
na
na
Management
Employment Program
Small Business
Small Business Assistance for
$8,700
$8,700
Administration
Disadvantaged Persons
Small Business Development Centers
$49,338
$30,000
Women's Business Ownership
$2,000
$3,600
Assistance
Veteran's Entrepreneurial Training
$268
$270
Assistance
Service Corps of Retired Executive
$1,599
1,581
Association
Business Development to Small
$18,173
$18,03
Business
Minority Business Procurement
$26,581
$27,53
Assistance
Total
$106,659
$89,72
27
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
Federal agency
Program name
Funding Level
FY 1990
FY 1991
Department of
Transportation Human Resources
$1,135
$1,493
Transportation
Programs
Department of
All-volunteer Force Education
$88,207
$152,81g/
Veterans Affairs
Assistance
Survivors and Dependents
$46,735
$46,478
Educational Assistance
Vocational Rehabilitation for Disabled
$136,780
$120,919
Veterans
Post-Vietnam Era Veteran Education
$59,746
$59,217g/
Assistance
Educational Assistance for the Select
$41,367
$46,967g/
Reserve
Hostage Relief Act Program
$4
$4
Vocational Training for Certain
$443
$450
Veterans on VA Pensions
Veterans Job Training Act
$29,384
--f/
Total
$402,666
$426,853
NOTES
a/Where we could readily obtain necessary information, funding levels estimate the level of funding
directed at out-of-school youth and non-college adults.
b/Public Works Impact Projects: Funding included in Public Works Projects.
c/New program in FY 1991
d/Demonstration program not funded in FY 1991
28
GAO/HRD-92-39R, Multiple Employment Programs
Enclosure 4
Enclosure
e/Clean Air Employment Transition Program: New program, $50 million funding begins 10/1/91
f/Veterans' Job Training Act: Program expired 3/3/90.
g/Veterans programs: Amount based only on funding for associate
non-degree programs.
h/Education grant programs: funding only includes estimated levels
for associate and non-degree programs.
i/Education loan programs; funding levels only reflect cost of program, and does not include cost
of loans. Estimates are only for loans for associate and non-degree programs.
Legend: na = funding information not available
-- = program not authorized
(995253)
29
GAO/HRD-92-39R, Multiple Employment Programs