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Titlethe argus community learning for living program
LanguageEnglish
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Total Pages118
Document Text Contents
Page 1

THE ARGUS COMMUNITY

LEARNING FOR LIVING PROGRAM




REPLICATIONS MANUAL

Page 2

TABLE OF CONTENTS



INTRODUCTION

PERSONAL AND SOCIAL GROWTH 1

Chapter 1 Starting Out in the Program: Outreach, Intake,
Assessment and Orientation 2

Chapter 2 Modalities for Personal and Social Growth: Morning Meeting,
Friendly Forum, One-to-One Counseling, Groups, 10

Chapter 3 Other Program Areas: Recreation; Health Education,
Counseling, Case Management in other Areas 23

Chapter 4 Basic Methods and Processes: How to Ensure That
Your Program Is Effective 31

Chapter 5 Program Phases and Milestones 41

ACADEMIC EDUCATION 45

Chapter 6 Basic Education, GED Preparation, Computerized Learning 46

MAKING YOUNG PEOPLE EMPLOYABLE 49

Chapter 7 Job Horizons: Intensive Training in Preparing for, Getting
and Keeping a Job 50

MEASURING PROGRAM EFFECTIVENESS 59

Chapter 8 Program Outcomes 60

ADMINISTERING A LEARNING FOR LIVING PROGRAM

Chapter 9 Selecting, Training, and Developing Staff:
The Key to Learning for Living 64

Chapter 10 Personnel Practices and the Personnel Manual 67

Chapter 11 Incident Reports 69

Chapter 12 Staff Urine Testing 70

Chapter 13 Enhancing a Learning for Living Program 72

APPENDICES 73

Job Descriptions

Schedules

Incident Report Form

Enrollee Contracts

Additional Resources and Further Reading

Early Evaluation Findings From The Republican

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necessary for advancement, the institutions which provide this training and the availability
of financial aid and scholarships are discussed. Adkins Life Skills opens trainees' eyes to
new career possibilities.

Counseling

The Job Horizons program per se employs a part time Building Maintenance Instructor, a
Job Developer, a part time administrator and provides stipends for trainees. The Board of
Education provides the Computer and Typing teachers and GED preparation. In order to
succeed the program must draw on the resources of Learning for Living, the Primary
Counselor/Case Managers, the Health Educator/Counselor and the Vocational
Counselor/Job Developer. These additional resources from the main body of the program
allow Job Horizons staff to focus on work-related behavior. Thus, Job Horizons is a
collaborative effort involving several funding agencies and the Board of Education.

The Argus Director of Training and Treatment, who oversees Job Horizons, says that all
those who work in Job Horizons have to know how to motivate people. "This means phone
calls, weekly counseling sessions, interviews with family, boyfriends and girlfriends. Young
people can be difficult. Adults must approach them a certain way, or they will react. For
example, if a teenage boy comes in wearing shorts, raging at him is ineffective. You have
to explain: We are getting you ready so that you can get a job. We are doing all we can to
give you an edge. To be the one to get the job, you need something that the other guy
doesn't have. One part of this is dressing in the right way when you go on the interview;
this includes not wearing shorts." Don't humiliate people. They may leave and never come
back. Also, it is important to give kids something to work toward; staff have to explain the
rules and how they can find a job and build a career if they go along with the Leaming for
Living way of doing things.

Many Job Horizons enrollees take pride in their accomplishments and work toward new
goals, both personal and vocational. They learn to deal with life and family issues, express
anger appropriately, leave off self-defeating behaviors and develop problem-solving skills.

"Participants are encouraged to make their own decisions and to be assertive in a
constructive manner. This approach helps to develop confidence and a sense of
empowerment."

Case Management

A Primary Counselor/Case Manager meets with each Job Horizons participant every two
weeks to address barriers to employment. Referrals may be made in a number of areas,
including:

Counseling related to physical and sexual abuse

Counseling and education for teen parents and pregnant women, including referrals
to peri-natal services

Residential drug treatment for significant others who are substance abusers

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Assistance and advocacy with criminal, family and civil court cases

Help with entitlements, housing and transportation

Intensive family counseling

Support groups and 12-step programs

Psychiatric diagnosis and treatment.

The Primary Counselor/Case Manager makes referrals and follows up, maintaining
friendly relations with staff in numerous public and private agencies. This person should
be assertive and enterprising--always in search of new resources and making the best use
possible of whatever is available.

Job Readiness: Preparing Young People for Jobs

In preparing youth for employment, the staff has to take the same position as an employer
and enforce rules in the same way. Both the staff and the employees have to show
acceptable behavior, appropriate to working situations, in language, dress and attitudes.
Staff members need to wear two hats: they have to support the young trainees, and yet be
authoritative. They must set standards of dress and behavior that will help youths find and
keep jobs.

Every activity stresses punctuality, participation and behavior appropriate for the world of
work. In Learning for Living a dress code is in effect and there are the two "dress days" a
week. But in Job Horizons everyone comes dressed as if for a job interview or work:
males in suits and ties; females in dresses or skirts and blouses. Every day is a 'dress
day" and participants are ready at all times to be interviewed for internships or jobs.

During the training cycle, the Job Developer works closely with enrollees, Counselors and
Instructors to assess each participant's abilities, skills, interests and progress. Attitudinal
growth, attendance and behavior are scrutinized before job referrals are made. Employers
are reluctant to hire any young people and are downright suspicious of highrisk youth. In
World of Work pre-employment groups, enrollees develop skills which will help them to
overcome employer resistance. These skills are reinforced in individual counseling and in
Growth and Learning groups. The Job Developer helps participants prepare for job
interviews, warning them that not all applications and interviews are successful and that
they might not get the job. The Job Developer explains that interviewing in and of itself is a
valuable experience. If they don't get the job, participants are encouraged to try again.

Counselors and Job Developers hold groups and individual sessions with participants to
discuss employment opportunities, qualifi-cations and career goals. The Job Developer
takes trainees on field trips to such places as Chemical Bank, the Fortune Society, New
York Hospital and Memorial Sloan Kettering.

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Early Evaluation Findings From The Replications

The Milton S. Eisenhower Foundation and the Argus Community are replicating Argus in the Model City neigh-

borhood of Des Moines and in the Anacostia neighborhood of Washington, D.C. Funding is from the W.K. Kellogg

Foundation, U.S. Department of Labor, W.T. Grant Foundation and local matches. the three year Foundation evalu-

ation will be completed in 1998.

The Anacostia replication is being undertaken by nonprofit Capital Commitment, Inc., which to date has placed

almost one hundred percent of those who have completed training. The placement is in jobs repairing telecommu-

nications equipment. Telecommunications is a $700 billion industry, yet less than one percent of those employed are

minorities. If the Argus/Capital Commitment replication proves successful, the Foundation will seek to replicate the

hybrid and so expand information superhighway jobs minority dropouts and "welfare" recipients. Some Capital

Commitment graduates have begun their own businesses, so there is an entrepreneurial dimension to the potential job

creation, which the Foundation believes could be expanded to the design of home pages and other information super-

highway employment presently out or reach of American inner city dropouts. The also is at least one international

model which we will draw on, the Center for Research and Training in New Technologies -- in the City of Lille,
France. Working hand-in-hand with local electronics industries, the Center trains and places high school dropouts,

including many youth of North African origin, in computer hardware and software maintenance and electrical equip-

ment installation for businesses.

Figure I and 2 show some of these trends.

Figure 3 and 4 show similar trends for the replication in Des Moines, being run by the YMCA.

Although much more evaluation work must be done, our expectation is that the Argus/Capital Commitment hybrid,

in particular, may offer better retention than existing nationally recognized "welfare" -to-work experiments, like the

Local Investment Commission (LINe) in Kansas City and programs run by Manpower. Inc. and Marriott

International, Inc. Often JTPA trainees and "welfare" recipients pass the technical training needed for employment.

Not uncommonly, however, they don't last long on the job - because of problems with non-technical aspects of work such as not being on
time, missing too many days, dressing inappropriately, using inappropriate speech, relating poorly to supervisors and

being unable to solve workplace conflicts. Argus is strong and cost-effective in the corporate etiquette and life

management skills needed for job retention. Without refinements like Argus, the Foundation concludes that state

''welfare reform" is bound to fail.

If the Argus/Capital Commitment hybrid proves its worth, the Foundation will market replications to state"welfare"

agencies, with the goal of furthering devotion of child poverty reform to the grassroots. This also may be done with

the replication in Des Moines.

The Eisenhower Foundation has completed preliminary analysis for program and comparison group members at

Capital Commitment. Data have been collected for 19 to 32 programs participants (a completion rate of 59%) and for

36 to 49 corresponding comparison group members (a completion rate of 73.5%). (Note that follow-up samples

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above the 50% rate are generally considered satisfactory in studies of at-risk populations, given the high geographi-

cal mobility among inner-city residents.) We now have interviewed each program and comparison youth three times.

The average length time between Time I and 3 is 1.38 years.

There are some encouraging data on employment status, earnings, social/economic integration, and related issues:

Capital Commitment

Comparison Group

Time 1
Time
3

59% 89%

78% 89%

Time 1
Time
3

11% 42%
39% 28%

Capital Commitment

Comparison Group

Time 1 Time 3
......;-
."...:.....

.....:.:,;:;:,,:;:':;:;:;;,;:"':;:;:::;:::>;:::;:::,:;;;::;:::,::,:::::;:::::::,:..':':::: :.:...:.:.(:.:.,;::: .:.:,w y.':':'-::"::'::;-:"" ::::;:::::::::::::x:{:::::::::::::;:::::&::::::::::X::::;::'::::::::;-
:::;::::.;:;::::::::;:;:::::::::



Capital Commitment
1$211.44 1$307.17

Comparison Group I 64.89 1$234.07

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Time 1 Time 3

:: "'. '::::::::::::::::::::W:.:::::::::::::::::::;W:::::::::::::-::;:»:::::;;;::;:::;:;:;::;::::;::;;::::::::::::::'$:::;:::::::;::; )'::::;:;::;:::::::::::::::::::::::@::;;:::::::::::::: :::::::.::::::::::::::::::::::;:::::::::::::::i-::::::::::::m::::::::

Capital Commitment (Difference = 1.12) 13.47 14.59
Comparison Group (Difference = .47) I 15.00 15.47

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