The Winning New Jobs (WNJ) Workshop: An Intervention for Teaching Welfare-to-Work Clients Successful Job Search Strategies Amiram D. Vinokur With Shawna J. Lee fn: Jobs4Joyce.ppt Michigan Prevention Research Center Institute for Social Research University of Michigan Ann Arbor, Michigan v “From Art to Technology: The Challenge of Replicating and Disseminating Employment-Related Programs for Low-Income Individuals” March 18-19, 2004

DEPRESSION ALCOHOL ABUSE CHILD ABUSE TRAFFIC ACCIDENTS MARITAL SEPARATION AND DIVORCE VIOLENT BEHAVIOR JOB LOSS & UNEMPLOYMENT LOSS OF SELF ESTEEM & OCCUPATIONAL IDENTITY LOSS OF SOCIAL NETWORK LOSS OF STRUCTURED ACTIVITIES FINANCIAL STRAIN Figure 1

Job-Search Efficacy R 2 = Figure 2. Structural equation model of the effects of baseline psychological and demographics predictors of reemployment at 6- and 12- month (CEP study) or 24-month (JOBS study) followups. Figures in italics and bold are, respectively, for the JOBS and CEP studies. Not shown are the effects of the demographics on the psychological predictors and reemployment (see Table 1). All of the solid line paths are statistically significant at.05 or above. In JOBS,  2 (163, n = 700) = and CEP,  2 (163, n = 1280) = Normed, non-normed and comparative fit indexes are for the JOBS study.91,.92 and.94 respectively, RMSEA =.05, and for the CEP study.93,.92 and.95 and RMSEA =.05. Fn:jcr0.ppt semland.ppt Depressive Symptoms R 2 = Employment at 6 months R 2 = Long-term Employment 12 or 24 months R 2 = (NS) Job-Search Intensity R 2 = Financial Strain R 2 = Mastery R 2 = Job-Search Motivation R 2 = Pretest 6-Month Follow-up Long-term Follow-up 12 or 24 Months (NS)

BEHAVIOR Job-Search Behavior Effective search Persistent search JOBS Intervention CONTENT Major Topics Identifying marketable skills Networking for job leads Thinking like the employer Contacting employers Presenting oneself on application, resume and interview Anticipating barriers and setbacks PROCESS Enabling Conditions Skilled co-trainers Make participants feel comfortable Make participants feel valued Enhance participant’s trust and confidence in the trainers’ expertise Core Processes and Activities Active learning process Enhancing job-search self-efficacy Building inoculation against setbacks Forming implementation intentions OUTCOMES Reemployment Reduced economic hardship Improved mental health Figure 3 PERSON Mediating Processes Job-search skills Job-search self efficacy Inoculation against setbacks Self-esteem

2. Diagnosing solutions for problems and needed activities and skills for implementing them The Diamond Active Learning Intervention Process 6. Practicing skills to overcome barriers and setbacks 3. Practicing skills, for implementing solutions 1. Diagnosing goals, problems & tasks 4. Diagnosing barriers and possible setbacks 5. Diagnosing solutions to barriers and setbacks Barriers and setbacks Goals, problem, and tasks Based on Caplan, Vinokur, van Ryn & Price (1989); Vinokur, Price & Schul (1995) Figure 4

 Techniques that promote effective job search behaviors Highly developed level of group facilitation Mastery of the elements of active learning Credible trainers Mastery of co-facilitation “160 hours of training?” Figure 5

30 individuals were trained as trainers (group facilitators) Training was conducted by Steve Barnaby, MPRC’s master trainer and an Associate from the WNJ project in California Trainers were new hires from the pool of welfare-to-work clients, job-retention specialists, and supervisory staff Training lasted for two consecutive weeks and additional follow-up sessions two months later Training Trainers (group facilitators) at Baltimore County Department of Social Services Figure 6

Strategy B Working with participants to develop ideas and strategies for how to get each task done....compared to... Strategy A Giving the participants specific and detailed instructions on how to get each task done Completely to B Mostly to B Somewhat More to B than to A Equal Amount to A and B Somewhat More to A than to B Mostly to A Completely to A Circle one number on the scale below: Time and effort should be devoted: How much training time and effort should be devoted to Strategy A compared to Strategy B... Develop ideas (vs. detailed instructions) Figure 7

Clients’ motivation In your opinion, how much are welfare-to-work clients motivated to do the following things? Circle one number How much are they motivated to... Not at All Just a LittleSomewhat Quite a Bit A Great Deal a....learn how to find and get a job? b....actually use the job-search skills they learn to get a job?12345 c....work hard and hold on to a job they get?12345 Figure 8

Clients’ ability In your opinion, how much are welfare-to-work clients able to... Circle one number How much are they able to... Not at All Just a LittleSomewhat Quite a Bit A Great Deal a....learn how to find and get a job? b....actually use the job-search skills they learn to get a job?12345 c....work hard and hold on to a job they get?12345 Figure 9

Baltimore County’s Department of Social Services Figure 10. Research Design of the Evaluation of the Winning New Jobs (WNJ) Program in Baltimore County “From the Ground Up” Program for Welfare-to-Work Clients T1: WNJ Workshop 1 week – 5 half days: Baseline first day: N = 1,543 T1: No Show Sample of 213 T2: End of last day N = 1,059 (69%) T3: 4-month follow-up N = 1,031 (67%) T4: 8-month follow-up N = 966 (63%) T3 4-month follow-up N = 139 (54%)

Employment Intention R 2 =.20 Mastery Depressive Symptoms R 2 =.61 Financial Strain R 2 =.04 Job Search Efficacy R 2 = Employment R 2 =.14 Work Barriers R 2 = Effects of baseline predictors on reemployment.  2 (80, N = 989) = 214, NFI =.97, NNFI =.98, CFI =.98, RMSEA =.04. All solid line arrows represent statistically significant paths at.05 or above. Figure Baseline Pretest 4-Month Follow-up