The Enterprise Team Transitional Housing and Employment Training Program: Client Satisfaction and Success
Capstone Paper
of
Tijwanna N. Williams
for the
Masters of Public Administration degree
Augusta State University
December 5, 2007
Background
Homelessness is a serious problem within the Augusta-Richmond County area and the homeless population is steadily increasing (Sharon DuBose, personal communication, January 23, 2007). Many non-profit agencies within this region such as The CSRA Economic Opportunity Authority, Inc. (CSRA EOA), the Salvation Army, Mercy Ministries, Hope House, and many others have tried to find ways to solve the problem. One aspect of the solution is the need for homeless persons to become self-sufficient or regain self-sufficiency. Transitional housing programs have been established in many non-profit organizations throughout the country in hopes of reaching this goal.
Sharon DuBose (personal communication, January 23, 2007), planner for the CSRA EOA, described the Enterprise Team Transitional Housing and Employment Training program as a pilot program created by the Salvation Army and the CSRA EOA in January 2007 to help homeless individuals obtain permanent housing and employment. The CSRA EOA and the Salvation Army are two different agencies with the same goal of getting the homeless off the streets. Therefore, the agencies decided to come together to form a pilot program to get homeless persons off of the streets and into transitional housing. Sharon Dubose (personal communication, January 23, 2007) suggests that participants can learn how to become self sufficient so that the situation that brought them to homelessness is less likely to happen again.
The program provides life skills training, case management, and on the job employment skills training services to homeless adults to help them achieve economic self-sufficiency. The groups of individuals who are accepted into this program arrive from all different types of circumstances: some have drug addictions, some are veterans, and many have criminal backgrounds and have served in prison (Derek Dugan, personal communication, January 23, 2007).
Derek Dugan, director of the Enterprise Team Program (personal communication, January 23, 2007), explains that a group of 7-12 participants go through this program every 3 months. The participants are homeless persons who have been staying at the Salvation Army that are interested in the program. Participants are screened for possible drug use and those found to have used drugs are asked to through rehabilitation services which are provided at the Salvation Army. Participants are also required to fill out an application and take an interview, which is conducted by staff at the Salvation Army. The purpose of the interview is to find out what led the individual to their homeless situation. The participants are housed at the Salvation Army and are fed three times a day.
Between the hours of 8:00 am and noon, the clients participate in on the job training with different contractors and organizations within the Augusta area. Some organizations that the Enterprise Team has worked with include Fireside Ministries and Kelly McKnight. Activities that the participants are involved in during on the job training include: landscaping, yard work, carpentry, and small motor repair. Participants are supervised during on the job training by a staff member from the Salvation Army. The person who facilitates the training varies from the supervisor of the team to a representative of one of the partner agencies (Derek Dugan, personal communication, January 23, 2007).
Between the hours of 1:00 pm and 4:00 pm, the participants attend life skills training. Life skills classes are provided by a staff member of the CSRA EOA and are taught anywhere from the Enterprise Team’s classroom to the CSRA EOA’s Neighborhood Network Center (Sharon DuBose, personal communication, January 23, 2007). During life skills classes, participants learn about different ways to get their lives back on track. Participants are taught several lessons including financial literacy, credit repair, anger management, job readiness, conflict resolution, health and fitness, and many other life skills trainings. The training also includes the use of motivational speakers who speak on topics such as business ownership, succeeding after alcoholism, and dress for success. It is expected that these lessons will assist the participants in becoming more self sufficient because they are provided skills training on how to buy a house, rent an apartment, maintain a steady budget, find a steady job, resolve conflict and maintain a healthy life.
On Tuesdays and Thursdays, participants may also receive case management during life skills training during a one on one session with their case manager. Currently, the same staff person from CSRA EOA that provides life skills training also provides case management services approximately twice a month per participant. During this time, participants discuss with their case manager their goals and life plans as they work towards completing the program. Some common goals include opening a bank account, maintaining sobriety throughout the program, obtaining state identification cards, job searching and eventually obtaining employment, obtaining permanent housing, and rebuilding relationships with family and friends. The participants discuss with their case managers deadlines for achieving their goals. Deadlines are sometimes altered depending on the situation of the individual. The case manager assists the participants in gaining resources and the right tools to reach their goals and objectives (Sharon Dubose, personal communication, January 23, 2007).
Purpose and Significance
There are two purposes of this study. The first is to evaluate the Enterprise Team Transitional Housing and Employment Training Program and its effectiveness in preparing homeless adults to obtain employment and permanent housing based on the number of participants that actually obtain housing and employment 15 days after exiting the program. The second purpose of the study is to assess client satisfaction with the Enterprise Team Transitional Housing and Employment Training Program as it relates to the success of the program. The study will provide the Enterprise Team with specific data and information to assist them in continuous program improvement and will enhance the impact of the Enterprise Team Program services.
This program is a pilot program and is being implemented in hopes of future development and wide scale implementation. Therefore, this study will aid the director and other staff members to make decisions about the program to help it expand. The expansion of the program both within the organization and in the community will help it to become more successful. This research will help determine support that the program needs as it relates to homeless adults obtaining and maintaining employment and housing. The results of this paper might also be useful to other organizations within the community who are interested in involvement with the program. This can be done by sharing the results from the study at area Continuum of Care meetings, which are held monthly to discuss how to end chronic homelessness.
Literature Review
Meaning of Homelessness
“Homelessness” has been used to portray people who are transient, poor, and socially isolated (Berlin & McAllister, 1992). Homelessness is the condition in society in which people do not have fixed housing because they cannot afford adequate shelter. (Explanation guide, 2007). Homeless persons may also be those whose primary nighttime residence is at a homeless shelter or in an institutionalized temporary residence (Wikipedia, 2007).
In January 2005, there were 744,313 homeless individuals in the United States. Fifty-six percent of homeless persons were living in either transitional housing or shelters, while 44% of homeless persons were unsheltered. Twenty-three percent of homeless persons were chronically homeless, meaning that were homeless for long periods of time repeatedly (National Alliance to End Homelessness, 2007). Between 500,000 and 600,000 people are considered homeless at any given time in America (Thriving Neighborhoods, 2003). The problem of homelessness has been the focus of policy decisions at the federal, state and local levels. Most of the discussion in the policy context revolves around how to assist the homeless most efficiently with the following: earnings and income, housing stability, and family health (Fischer, 2000).
While the homeless population is made up of about 60% men, families constitute about one third of the entire homeless population and are the most rapid growing group among the homeless (Thriving Neighborhoods, 2003). Seventy percent of the homeless live in central cities. However, the problem of homelessness is hidden in rural cities with families being homeless for a shorter period of time. The fact remains however, that it is still a problem and often results from domestic violence (Thriving Neighborhoods, 2003).
Factors that Influence Homelessness
Homelessness continues to be present as a result of many complex influences such as poverty, limited affordable housing, unemployment, substance abuse, and domestic abuse issues (Washington, 2002). Income, mental health, and substance abuse are problems that have stronger relations to homelessness than demographic characteristics such as race, ethnicity, education and marital status (Hartwell, 2002). Harwell (2002) suggests that while certain transitional housing programs are more successful than others, homeless persons with drug and mental health problems stay more vulnerable to homelessness than homeless persons in extreme poverty.
It is argued that welfare state, drugs, and alcohol are not the primary cause of homelessness, but market economics is (Fosl, 1998). This suggests that many people have become homeless due to increasingly higher-priced housing as its supply has declined (Fosl, 1998). To some extent, homelessness in America increases because many urban areas remain economically depressed, housing costs have drastically increased in the past decade, and wages for lower skilled workers have remained stable (Thriving Neighborhoods, 2003). Shinn, Weitzman, Stojanovic, and Knickman (1998) state that four variables contribute to homelessness: persistent poverty, behavioral disorders, impoverished social networks, and loss of affordable housing.
Approaches to Solving the Problem
To address the needs of the increasing homeless population, many organizations have shifted their focal point from providing emergency shelter to providing prevention programs. This shift is mostly a result of the McKinney Homeless Assistance Act of 1987, providing funding for homeless assistance programs (Thriving Neighborhoods, 2003). Transitional housing programs have been created over the last twenty years as a result as well (Washington, 2002). The programs are intended to empower homeless persons by teaching them the skills that they require to live self-sufficient and independent lives (Washington, 2002) as well as to assist them in obtaining a permanent and stable living arrangement.
Transitional housing provides a temporary place for the homeless to reside while they wait for permanent housing to become available. It may also serve as a shelter for homeless who are not yet able to live in permanent housing due to severe substance abuse problems or mental illnesses. Services in transitional housing often include education, job training, homeownership counseling and employment counseling (Thriving Neighborhoods, 2003).
For some time, supportive housing agencies and government policies have treated homeless people as a homogeneous population who are victims of their hardships. Society has been reluctant to provide sufficient services, particularly transitional housing and employment training (Lemos & Bacon, 2006). However, Lemos and Bacon (2006) suggest that organizations should work with homeless persons to encourage them to identify their interests and talents and use them to build their self-confidence, meet new people and set new goals. They go on to add that homeless people can take charge of their future by striving for their social and emotional aspirations, which will lead them to meet their long term goals for housing, career development, and employment needs. More communities should involve local governments because the homeless usually qualify for different kinds of public assistance. Public agencies should coordinate services and refer clients to homeless programs (Thriving Neighborhoods, 2003).
The U.S. Department of Labor’s study of on the Job Training for the Homeless Demonstration Program provided that extensive arrays of services are considered necessary to help homeless individuals obtain and keep employment (Fischer, 2000). The function of aftercare-type services, once an individual has exited a transitional housing program, may play a critical role in the ability for them to accomplish longer-term success (Fischer, 2000). Meaningful work for homeless persons can produce a sense of self-respect, a way to meet new people and establish a sense of hope for the future (Lemos & Bacon, 2006). Employment in an area where one feels comfortable will bring a new sense of self-respect and hope for the future with a new set of possible friends and acquaintances (Lemos & Bacon, 2006).
For a while, social agencies focused primarily on the provision of housing and not the extent of care. More recently, however, the focal point has been more on ideas of ‘independent living’ and ‘empowerment’ which may be more supporting approaches (Lemos & Bacon, 2006). While many families are able to see positive changes in their lives during and after partaking in housing programs, for some coming out of homelessness is still extremely difficult (Fischer, 2000). Even for the most thriving families who have secured employment, housing and other social support systems, the escape from homelessness is very difficult. They have escaped homelessness but not the impact.
Factors Hindering Success
According to Burger (1996), most homeless programs are unsuccessful because they protect lifestyles that create homelessness, but ignore the moral and spiritual means to overcome it. With the exception of the Salvation Army, numerous shelters are afraid of crossing church-state lines, and do not introduce the homeless to religious and faith based communities that could offer support (Burger, 1996). Government regulations continue to hinder the most innovative programs from being effective with labor laws, zoning issues, and licensing requirements, Burger (1996) implies.
Some homeless persons who identify potential benefits of treatment do not take advantage of it because of past experiences with clinicians and case managers or because treatment demands sharing personal information that may stir up powerful feelings such as shame, guilt and anger. Because of past experiences, many homeless individuals often prefer not to share such personal details and strong feelings with someone they do not know or trust (Levy, 2004). Homeless people often feel negative about themselves and when forced to constantly explain their life story to social workers, they begin to feel that they may never be more than the sum of their failures (Lemos & Bacon, 2006).
This can lead to narrow choices and prohibit them from making long-term decisions to improve their conditions and situation in life. Therefore, support agencies should make homeless people feel positive about themselves. They should provide a welcoming, growth oriented, non-judgmental environment in which homeless persons may feel safe in setting and working toward personal and self-sufficiency goals.
Social workers should create positive relationships with the homeless individuals to promote trust and prevent isolation (Levy, 2004). Developing a common language is the foundation for good communication as is fundamental to the advancement of homeless outreach and engagement (Levy, 2004).
Programs that have worked
A study was done on Estival Place, a transitional housing program in Tennessee, evaluating the comprehensive services offered at the transitional housing program through qualitative interviews of 10 successful former residents of the program. These services included education, job development and training, life skills training, financial counseling, leadership skills, resources and referrals (Washington, 2002). The results from the study were that the participants were empowered by the program’s informal and formal comprehensive services (Washington, 2002), with the most helpful services being focused on budgeting, job training and leadership skills.
Estival Place, also known as the Metropolitan Inter-faith Association, is designed particularly for homeless families. The program has expanded from eight homes in 1984 to over 100 homes currently. Residents contribute to their own success by maintaining employment, paying rent, abiding by the program’s rules, and attending life skills classes. Upon completion of the program, families are provided with furniture for their transitional housing apartments and seed money to start over, the money they have paid as rent that refunded back at the end of the program (Metropolitan Inter-faith Association, 2007).
This support system is how the Metropolitan Interfaith Association (MIFA) achieves its success, allowing homeless persons to have an actual chance. The program now serves 180-230 families per year and has added components such as case management, healthcare, and domestic violence counseling. This is the type of program that is needed for a population overwhelmed with extreme poverty, elevated levels of domestic violence and little or no experience with structure and accountability (MIFA, 2007).
Once entered into the program, clients are immediately assessed for background in housing, employment, finances, education, health, relationships and substance abuse. Life skills curriculum is then developed for each client, with individual objectives that vary from person to person. However, the overall goals are to increase the clients’ knowledge of financial literacy to prepare for obtaining and keeping successful employment, prepare for home ownership and offer information about healthy lifestyle choices. Residents can remain in the program for up to one year, and in this time their life skills curriculum must be completed (MIFA, 2007).
The program receives volunteer and financial support from local businesses, which have employees volunteer to teach money management practices, assist in mentoring in parenting education, domestic violence instruction, job readiness, early-childhood development, and sexual awareness classes (MIFA, 2007).
The International Union of Gospel Missions, whose employees most times have been homeless before, has helped thousands of homeless persons achieve self-sufficiency through their spiritual and faith based program (Burger, 1996). Many of their clients come into the program as alcoholics, drug addicts, prostitutes, criminals, or veterans who cannot adjust to civilian life (Burger, 1996).
This organization treats the familial and moral aspects of the client’s life by offering education, job-training, relational principles, and other skills through an ethical and religious foundation (Burger, 1996). The purpose of their education and employment track is to assess the needs of its clients and provide education and training opportunities to meet those needs, as well as promote communication and cooperation between clients (Association of Gospel Rescue Missions, 2007). The organization’s shelter programs last for a number of months so that it gives their clients time to free themselves of their addictions as well as build a foundation of faith, education and social skills (Burger, 1996).
In 2006, the Missions graduated more than 14,000 homeless persons into productive living through case management practices, helped more than 13,000 people complete a GED or other educational diploma program through their education and employment track, provided more than 200,000 families with furniture and other homecare items, and conducted more than 1,200,000 counseling sessions. The Missions also welcomed over 400,000 volunteers (Association of Gospel Rescue Missions, 2007).
A pilot project was designed in Toronto, Canada to provide housing and employment-training opportunities for the homeless. It provided life skills training which involved: setting goals, conflict resolution, anger management, budgeting and workplace conduct (Bridgman, 2001). Also provided was on-site construction training in carpentry, painting, tiling, drywall and taping skills, workplace safety and cardiopulmonary resuscitation (Bridgman, 2001). The methodical documents, assessment, and dissemination of this pilot project suggest that these are beneficial approaches to addressing poverty and helping the homeless (Bridgman, 2001).
It can be concluded from these programs that transitional housing programs that offer education, job training, life skills training, financial counseling, leadership skills and referrals for other services are successful programs and greatly benefit the homeless population. Participants should be expected to play a part as well to show responsibility by maintaining employment, paying rent, abiding by rules and regulations, and attended the appointed classes. If participants are able to show this responsibility upon exiting the program, the participant may have a better chance of being successful on their own.
Summary
In summary, transitional housing programs are beneficial because they are directed at homeless persons to increase knowledge and skills necessary for accomplishing survival tasks through skills training, job referrals, and job training (Washington, 2002), allowing them to become empowered with the tools they need to secure employment, other forms of financial support, and permanent housing. A limitation to this approach may be obtaining funding and advocacy for funding to offer and maintain comprehensive services within these programs (Washington, 2002). If we can understand why people first become homeless, it would be easier to reduce homelessness (Shinn, et al., 1998). Without first understanding the causes of homelessness, it will be difficult for any program to be effective in addressing the problem of homelessness.
Methodology
Research Design
The research design used for this project is a longitudinal study. The Enterprise Program is a three month program. Every three months, there are approximately 7-15 participants enrolled in the Enterprise Program. During this study there were 45 homeless people who participated in the program. Out of 45 participants, 13 dropped out, leaving 32 participants who stayed in the program. In March, 15 participants started the program and 10 participants finished in May, being Group one. Group two consists of 15 participants starting in May and ending with 10 participants in August. Group three consists of 15 participants starting in August and 12 participants exiting in November. With this project, follow-up information was given 15 days after the participants exited the program by the director on whether the participants had obtained a job and/or permanent housing. Surveys were given to participants on the last day of the three month period for three Enterprise Team groups. Copy of the survey is presented in Appendix A. This was the best time to distribute surveys because it was the day in which participants exited the program.
The study measures the participants’ satisfaction with the Enterprise Team Transitional Housing and Employment Training Program as well as the success of the program. Success for this program is defined in either of two ways: (1) Participants who have obtained employment at least part time in a temporary or permanent position and/or (2) participants who have obtained permanent housing, either subsidized, non-subsidized, or with a relative. If a participant has obtained housing but not employment, this is still defined as successful and vice versa. The program will be labeled as successful if at least a third of the participants from each group have obtained a job and/or obtained permanent housing within 15 days after their graduation date.
Variables
To determine the effectiveness of The Enterprise Team Transitional Housing and Employment Training program, there are two dependent variables and three independent variables as it relates to client satisfaction. The two dependent variables are (1) the obtainment of employment of Enterprise Team participants within 15 days of exit from the program and (2) permanent housing within 15 days of exit from the program. Employment as it relates to the Enterprise Team can be temporary employment (part-time or full time) or permanent employment (part-time or full-time). Housing as it relates to the Enterprise Program include: subsidized permanent housing, non-subsidized permanent housing, temporary housing, and living with a family member and/or friend. The groupings of independent variables are satisfaction with job training, case management, and life skills training.
Conceptual Definitions
Case Management.
Case Management is a combination of assessment, development, facilitation and support for services to meet an individual’s needs through resources and counseling to promote gainful outcomes and self-sufficiency. The case manager coordinates the process to ensure that the plan is developed appropriately and monitored for effectiveness (Case Management Society of America, 2007).
Case management is measured by the evaluation of the clients’ satisfaction of services provided with the Enterprise Program. The clients’ perception of the use of intervention, monitoring and evaluation of the client’s self-care capacity and human service needs as it relates to their case manager.
The first eight items of the survey, shown in Appendix A, measure the clients’ satisfaction with case management. The first question asks if the case manager scheduled regular appointments with the client to ensure that needs were met. It is important to know whether clients meet with their case manager on a consistent basis to discuss issues that the client may have. The second question asks if needs that the client has discussed with their case manager have been met within a sufficient amount of time. This measures whether the participants are meeting with their case manager in enough time to get things done before the deadline. The third question asks if the case manager provided opportunities for the client to ask questions. It is imperative that the clients are allowed to ask questions so that the case manager really knows and understands what the clients’ needs are and how those needs can be met.
The fourth question asks the client if their case manager motivated them to reach the goals listed in their case management plan. The case management plan is a list of goals that the client has discussed with their case manager and a deadline in which to reach those goals. The next question asks if the case manager has assisted the client in meeting the goals listed on the case management plan. This measures whether the participants feel as if their goals are being met or not according to assistance from their case manager.
The sixth question asks if the case manager assisted in providing referrals to other organizations to help the client better meet their needs. Many times what clients may need they may have to go to another agency to obtain the resources, resulting in referrals from their case manager. This question measures whether the case manager is providing participants with that assistance. The seventh item asks the clients if they have reached the goals listed in their case management plan. The case manager (October 2, 2007) stated that two goals definitely listed on the case management plan were obtaining a job and permanent housing. It is important to know whether participants are reaching goals on their case management plan because this shows a reflection on how effective the case management plan is. The last question asks the clients if services were provided that was needed. This measures whether needs are being met that the clients feel need to be met.
Job Training
Job training is when organizational goals are set to help employees identify with instructional objectives, trainee readiness and motivation, principles of learning, and characteristics of work ethic and instruction. Employment training allows employees to better handle their jobs, allowing organizations to have a higher retention rate among employees (Schutt, 2001).
The second section of the survey, items 9-15, discusses the clients’ satisfaction with job training. The ninth question asks if the client has learned new skills with the job training that they have received. As stated by the director (October 27, 2007), the purpose of the job training portion is for participants to learn new skills that may be valuable for employment once the clients have left the program. The next question asks if the clients have gained the knowledge and ability that they need to advance and achieve goals in their case management plan. This question measures whether participants feel as if the job training has prepared them to advance to new levels to prepare them for employment. The next question asks if the participants have received certifications for skills that they have obtained.
The 12th item asks if the job training instructor provided opportunities for the participants to ask questions. Just as case management, it is imperative that the clients are allowed to ask questions so that the job training instructor really knows and understands what the clients’ are learning and what areas need to be improved. The 13th item asks if job training has given the participants the opportunity to practice skills that they have learned. This measures whether participants are actually putting to use the skills that they have learned through hands on experience.
The next item asks if the job training has led to employment in the workplace upon exit from this program, which is an ultimate goal of the program. The last question of this section asks the participants if they have learned to be competent about job search and job retention, which will measure how strongly they feel about going out and looking for a job on their own.
Life Skills Training.
Life skills training is the education, experience and skills that one receives to live independently and gain self sufficiency. Life skills as it pertains to the program help people to uphold a tenancy and settle into their community. It also aims to expand the participant’s communication skills, build self-esteem, and establish confidence to live independently with autonomy and self-direction (Precis, 2007).
Life Skills training is measured by the perception of the clients’ life skills training sessions to include job search and job retention skills, reconnection with the community, financial literacy, home ownership, team building and leadership skills, communication skills, anger management, and various independent living skills.
The life skills section of the survey consists of questions 16-29. It basically measures if participants are competent about what they have learned in life skills training. The 16th question asks if the participants have learned to be competent with financial literacy. This measures whether clients feel competent about budgeting their money once the program has been completed. The next question asks if participants feel competent about homeownership. This measures whether participants feel competent about how to purchase a home in their future.
The 18th item on the survey asks if participants have learned to be competent about goal setting, which measures whether clients really understand how to set goals and meet those goals within an appropriate time frame. The next question asks if participants have learned to be competent about stress management, allowing them to handle stress well under pressing conditions. The following item asks if participants have learned to be competent about conflict resolution, measuring whether they feel as if they can deal with conflict in a mature and ethical manner.
The 21st item asks if participants feel competent about credit repair, measuring whether they feel competent about repairing their credit and reestablishing their credit if need be. The next question asks if participants feel competent about organizational skills. The following question asks if participants have learned to be competent about computer skills, measuring whether participants have learned how to use the computer or improved their computer skills.
The 24th question asks if participants feel competent filling out an application, measuring if they feel comfortable going to a job site and applying for that job on their own. Then next item measures whether participants feel competent about filling out a resume. The 26th item measures whether participants feel competent about team building skills, allowing them to work with others. The following item measures whether participants feel competent about leadership skills, giving them the confidence to lead a group. The 28th question asks if participants have learned to be competent with communication skills. The last question measures whether participants feel competent with anger management, allowing them to manage and control their anger.
Operational Definitions
The operational definitions including satisfaction with case management, job training, and life skills training are measured by the units on the Enterprise Team Evaluation Survey (see Appendix A). Items 1-8 ask questions about satisfaction with case management. Items 9-15 ask questions about satisfaction with job training. Items 16-29 ask questions about satisfaction with skills training. Items 30-31 ask the participants about their current status with employment. Items 32-33 ask participants about their current status with housing.
|
VARIABLES |
ITEMS |
|
Case Management (Independent) |
1-8 |
|
Job Training (Independent) |
9-15 |
|
Skills Training (Independent) |
16-29
|
|
Employment (Dependent) |
30-31 |
|
Permanent Housing (Dependent) |
32-33 |
Hypothesis
It was expected that participants who are more satisfied with the Enterprise Team Transitional Housing and Employment Training Program are more effective in obtaining employment and permanent housing. Within 15 days of completion of the Enterprise Program, participants are expected to have obtained temporary or permanent employment at least part time and have obtained permanent housing; either subsidized or unsubsidized, or living with a relative or friend.
The method to assess client satisfaction for this project consisted of distributing surveys on the last day of the program to the three groups of participants that completed the Enterprise Team Transitional Housing and Employment Training Program in three months. The survey assessed the knowledge and skills participants felt that they have obtained as a result from the program as well as their satisfaction with the various aspects of the program in the areas of job training, case management, and skills training.
The surveys were hand delivered to the participants to ensure a sufficient response rate. Thirty-two participants completed the Enterprise Team Program and all of them filled the survey. The survey (see Appendix A) was administered with Enterprise Team Group one in May 2007, Enterprise Team Group two in August 2007 and Enterprise Team Group three in November 2007. Once participants exited the program, their new contact information is obtained for follow-up purposes 15 days after their program exit through the Salvation Army to see if participants are still working and living in permanent housing, to ensure that they have become self sufficient.
The director of the Enterprise Program as well as the case manager of the Enterprise Program was interviewed in October 2007 to get an overall view of how they feel the program is running. They were asked questions, shown in Appendix E, on what their goals are for the program as well as changes that they intend to make to improve the program. Questions were also asked as to how they go about screening applicants, the success rate thus far, and the overall process for intake into the program. They were asked what they think are the strengths and weaknesses within the program.
A focus group was also held in October 2007. Approximately 3-4 participants from each Enterprise group were asked to come to the focus group to give their input on how the program is running. The participants were selected according to follow-up processes through the CSRA EOA and Salvation Army. Individuals, who successfully or unsuccessfully completed the program and maintained a relationship with the Salvation Army, were eligible to attend the focus group. Eight participants actually attended the focus group. All eligible participants were able to attend. The purpose of the focus group was to get an understanding of what the actual participants think the disadvantages and advantages are of the program so the program can be improved for future participants. They discussed how the program can be improved, what they felt some problems were while they were in the program, and what they think can be done to improve the problems.
Findings and Discussion
The success of the Enterprise Team Program is determined by whether a third of the participants from each group obtained employment and/or permanent housing. Table 1 shows the exact number of participants that completed the program, obtained housing, and obtained employment for each group of participants. This data has been given by the Salvation Army after follow-up status 15 days after the participants exited the program. The Salvation Army does the actual follow-up on participants because they have their contact information once they have exited the program. In Group One, 10 out of 15 participants completed the program. Out of these 10 participants, 7 (70%) obtained housing and 4 (40%) of participants obtained employment. This shows that at least a third of participants obtained permanent housing and/or employment for the first group. This was a successful group for the Enterprise Team program.
In Group Two, 10 out of 15 participants also completed the program with 6 (60%) of the 10 who completed the program obtaining housing and 5 (50%) obtaining employment. This group has also met the requirement and is a successful group for the Enterprise Team Program. Group Three consists of 12 out of 15 participants completing the program, with 8 (67%) of the participants who completed the program obtaining housing and 5 (42%) obtaining employment. This also meets the requirement. Based on the data from the surveys, it does appear that the program is successful.
Table 1
Participants Enrolled in Enterprise Team Program
Started Completed Obtained Obtained
Group Program Program Housing Employment
One 15 10 7 (70%) 4 (40%)
Two 15 10 6 (60%) 5 (50%)
Three 15 12 8 (67%) 5 (42%)
* The percentages are based on the number of participants who completed the program.
Survey Results
The survey was used as an instrument to measure client satisfaction with the services provided by the Enterprise Team program. Client satisfaction has an effect on the success rate of the program. Of the 32 surveys that were given to the participants on the last day of their program term, 32 responded possibly because the surveys were hand given. The surveys were analyzed using frequency distributions, as a tool assessing the overall success of the program. For purposes of this analysis, agree and strongly agree responses were combined into agree. Similarly, disagree and strongly disagree responses were combined into disagree.
Appendix B focuses on the participants’ satisfaction with case management. Out of all 32 participants from all three groups, over 90% of participants agreed that their case manager scheduled regular appointments to ensure that their needs were met. They also agreed that their needs had been met within a sufficient amount of time. All participants agreed that their case manager provided opportunities for them to ask questions. Over 90% of participants also agreed that their case manager motivated them to reach goals listed in their case management plan, assisted them with meeting those goals, and provided referrals to other organizations to help meet their needs. However, the number dropped when participants were asked whether they had actually completed the goals listed on their case management plan. About 34% of the participants reported that they have not completed the goals listed on their case management plans. The majority of participants agreed that the services provided to them were needed. Overall, majority of participants are satisfied with case management practices based on my personal assessment from data collection.
Appendix C refers to client satisfaction with job training. Seventy-one percent of participants agreed that they have learned new skills with the job training that they received. Eighty-seven percent agreed that they have gained knowledge and ability to advance and achieve goals listed on their case management plans. Over ninety-six percent of participants agreed that their job training instructor provided opportunities for them to ask questions. Seventy-four percent of participants agreed that the job training gave them the opportunity to practice the skills that they have learned. On the other hand, 31% of participants disagreed that they have learned to be competent about job search and job retention due to job training exercises.
Appendix D focuses on the clients’ satisfaction with life skills training. Over 90% of participants have learned to be competent with financial literacy, home ownership, goal setting, credit repair, organizational skills, filling out applications and resumes, team building, and leadership skills. Over 80% of participants have learned to be competent about stress management, learned to be competent about conflict resolution, learned to be competent about computer skills, and have learned to be competent about communication skills. However, the number dropped by ten percent when asked about anger management. Only 74.2% of participants feel as if they are competent about anger management practices.
Focus Group Results
Of the 12 clients invited to the focus group held in October 2007, nine participants attended. The focus group was held during their life skills training session at CSRA EOA’s Neighborhood Network Center. The participants were asked a series of questions, listed in Appendix F, about how they felt the Enterprise Team Transitional Housing and Employment Program was being implemented and were encouraged to be honest and give suggestions.
Participants were asked what they thought the meanings of the three independent variables being measured for this research were: case management, life skills training, and employment training. Participants agreed that case management means their case manager assists them in getting a job. This was the first answer that the individuals gave. However, participants went on to describe case management as coming to a middle ground with their case manager to obtain goals. Another definition was that case management is when the case manager provides resources to the participant to help them achieve their goals and speaks on their behalf to other organizations and agencies when needed. Based on the definition of case management and conversations with the case manager, their understanding of case management was accurate.
When asked what life skills training meant to them, the participants simply answered with a preparation for life’s challenges. However, the participants described employment training as it relates to the Enterprise Team Program as manual labor. They went on to say that the work that they performed on a day to day basis mainly consist of landscaping and yard work.
Participants were asked what they thought the strengths of the program were. The participants all agreed that the life skills training classes were beneficial, emphasizing that classes were interesting and well organized. Some specifics that the participants enjoyed about life skills training were banking and financial literacy classes and communication skills training. Participants also stated that some of the employment training was a strength because it provided an opportunity to learn more skills. Some skills that they have learned and felt they benefited included carpentry and small engine repair skills.
The group went on to say strengths of the program include: networking with job and educational prospects, obtainment of resources that would not otherwise be reached without their social workers, and seminars to teach them more about education and employment. They explained that these skills helped them to either gain employment or at least learn how to get a job. The group also agreed that they have learned to be more patient, both with their supervisors and peers, after having to be around the same people everyday.
A weaknesses brought up by the group was too much labor work such as yard work. The participants agreed that they would like to learn more skills that they can perform on a job. They also said that another weakness was that certain training sessions such as their forklift classes were postponed until further notice. The participants went on to explain that the postponement of certain activities makes them feel as if they are not going to happen, hindering them from being certified for future employment purposes. Participants also feel as if they should get an increase in their stipend because they work very hard. They do not think that their stipends of $60 biweekly is enough to help them save for permanent housing after the program.
When asked what else the participants would like to get out of the program, they suggested more employment skills training or education. Specifically they mentioned forklift training, computer classes, truck driving, carpentry, mechanics, plumbing, small engine repair and brick laying. The participants also suggested that the program provide GED classes so that those who did not finish high school can have a better chance at obtaining employment at the end of the program. Many of their goals included permanent employment, permanent housing, and confidence that they can get a job. However, participants admitted that they did not put as much into the program as they would like to get out of it. They commented that they have not done their best and that they could do much better to get more out of the program.
Interview Results
A group discussion was held on October 2, 2007 with the director, case manager and skills trainer, planner, CSRA EOA housing coordinator and grant writer for the Enterprise Team. The questions (see Appendix E) were directed specifically to the director (an employee of the Salvation Army) and case manager (an employee of the CSRA EOA) about the Enterprise Team program. The interview was held at the Salvation Army at a meeting that the staff was having about the Enterprise Team.
Goals for the program.
When asked what the goals were for the Enterprise Team Transitional Housing and Employment Training Program, it was agreed by all staff that giving the participants the opportunity to have the resources to find employment and permanent housing was one of the goals. The case manager elaborated that although you give the participants the resources to find employment, such as time and materials for job search and job readiness training, some participants still do not take advantage of the opportunities.
According to the case manager, the ultimate goal is for participants to gain employment and housing. The case manager also stated that another goal included assisting participants with reaching their goals on their case management plan. Some common goals that are listed on their case management plan include: getting their GED, getting their drivers license reinstated, obtaining a photo identification card, obtaining a birth certificate, and getting a job and permanent housing.
Another goal as stated by the director is to find more affordable housing for the participants once they exit the program. Most participants exit the program and go to stay with relatives or friends. However, because most participants are recovering substance abusers, this may not be the best environment for them because a lot of times this is the place that led them to their substance abuse problems. The director went on to say that they have applied for grant monies to have housing for participants once they have exited the program, however, they have not yet received any.
Weaknesses of the program.
The case manager explained that the program had many weaknesses because it is a pilot program and the kinks are still being worked out. According to the case manager, the program is not well organized. Participants leave or are dismissed from the program for various reasons, but come back within a few days or even a few weeks. This makes it hard to keep a steady and reliable life skills session or even case management plan. Also, the case manager explained that she did not think that the program was long enough. The case manager stated that according to research, most transitional housing programs last one to two years, while this program is only three months. This is not enough time to help homeless persons achieve self sufficiency.
The case manager also feels that communication between the Salvation Army and the CSRA EOA is a weakness. The staffs at both agencies often have so many other responsibilities with their jobs that the Enterprise Team issues sometimes fall on the back burner, due to lack of communication between agencies and not giving the program the attention that it needs. This has posed problems such as cancelled classes, late classes, postponed appointments, and other issues. The case manager stated that the staff need to do a better job at communicating and staying on top of things with the program and its participants.
The director also feels that communication is a weakness and agreed that the staff needs to do a better job at staying in touch and letting each other know what is going on. He also stated that another weakness is work for the participants. The participants should be learning skillful work for future occupations, however, again due to monetary issues, this has not fully been accomplished. Although the participants have received forklift certifications, small engine repair training, and some carpentry training, this is only a small part of what they should be receiving. In the future, the director hopes to gain more grant money to assist in more skillful training.
Strengths of the program.
A major strength that the program has is the availability of life skills training. Both the case manager and director agreed that the life skills training have gone well. Participants have taken computer classes and have been more knowledgeable about applying for jobs online and surfing the internet. They have also taken financial literacy classes and have learned how to open checking and savings accounts, budget their money, and reestablish their credit. They have had speakers from colleges talk to them about going back to school after completion of the program. Life skills’ training, according to the director, has really allowed the participants to realize that there is still hope for the future.
Case management, as stated by the case manager, has also been a good component for the program. It gives a timeline and deadlines for participants to complete their goals. Even though some goals may not be completed, it allows the participants to think about what they really want to do upon completion from the program and how they want to go about doing it.
Plans for the future.
Some plans for the future as stated by the director include getting more grant money. This will allow the program to obtain GED classes for the participants, obtain more skill training opportunities for their employment training, obtain more housing for participants, and allow more staff to be hired for case management and skills training positions. The case manager also stated that, perhaps in the future, more agencies will partner up with the Enterprise Team, to allow the participants to do more networking and have better chances at obtaining employment and housing.
Recommendations and Conclusion
Success of the Program
The overall conclusion, based on the follow-up data given by the director of the Enterprise Team Program, is that the program is successful. A third of the participants from all three groups were successful in obtaining employment and permanent housing. However, 32 participants is a very small sample which causes a methodological problem, prohibiting accurate determination of the success of the program. A bigger sample would have provided more accurate results.
Satisfaction with Case Management
In the case management portion, participants were at least 90% satisfied with every item except for the question asking whether or not participants felt they had reached the goals in their case management plan. During my interview, it was mentioned by both the director and the case manager that lack of communication has been a problem between CSRA EOA and the Salvation Army. The case manager went on to say that the program is not organized. This may be a reason why goals of the participants are not being met. If the agencies have to work together for goals to be met, then communication must be a top priority.
I recommend that staff at both organizations participating in the Enterprise Team meet at least once a month to discuss the goals of the participants and how they can help them reach the goals listed in their case management plan. If this is done, communication will improve and both organizations can pull their resources to get the participants the services that they need to become more self-sufficient.
Satisfaction with Job Training
The results from the job training portion of the survey also showed at least 70% of the participants were satisfied with all items except for the question that asked if the participants had learned to be competent about job search and job retention. Sixty-eight percent of participants have not learned to be competent about job search and job retention. The results for the job training section had generally lower percentages than the results from the case management section. This may suggest that the job training component may need some work.
During the focus group, participants stated that networking and seminars about employment and education helped them to gain employment or learn how to get a job. Based on this response, I recommend that the participants attend more job fairs as well as free workshops on how to find employment and what skills they need to do so. These type of seminars may not only assist them in finding employment, but will allow the participants to get in depth information about certain companies and organizations that they may want to work for. I also recommend that the organizations find ways to allow the participants to go job hunting both via internet and in person. The Department of Labor is open for job search as well as the CSRA EOA’s Neighborhood Network Center.
During the focus group, participants stated that the on the job training did provide opportunity for them to learn more skills. However, they all agreed that a weakness of the program is that they have to do too much labor work and that they do not learn enough skills to find any type of employment. The director also stated that this was a problem during the interview and attributed it to monetary issues. I suggest that the staff find ways to add more skill to the job training portion by working with contractors throughout the area who are willing to teach the participants some job training skills. Perhaps some organizations will allow the participants to work for them for stipends if contracts are made between organizations that are willing to work with the Salvation Army.
Satisfaction with Life Skills Training
Of 14 items in the life skills training section of the survey, 90% of the participants were satisfied with 10 items. 100% of participants learned to be competent about filling out an application and developing a resume. The percentage of participants satisfied with stress management, conflict resolution, and anger management all fell below 90%. Because these numbers are lower than all other areas, I would recommend that these areas of life skills training be improved. I suggest that the director find someone, perhaps a counselor that specializes in anger management, to teach classes on anger management and conflict resolution. This may also go hand in hand with stress management practices.
Another area of life skills training that fell below 90% was participants being competent about computer skills, with 83.9% of participants feeling that they were competent. The case manger stated that participants have now started attending computer classes at the Columbia County library. I do recommend computer classes. This is more likely to increase the percentage of individuals who feel competent about using computers.
During the focus group, the participants all agreed that life skills training was beneficial to them and well organized. They enjoyed the financial literacy classes, in which 93.7% of participants said they were satisfied on the surveys. Participants also stated that they liked the communication skills training classes, which 89.6% of participants were satisfied with on the surveys.
The participants did mention that they would like for the program to offer GED classes. I recommend that if the program cannot offer GED classes itself, it should find ways to fund GED classes for clients through Augusta Technical College or some other institution that offers it so that the participants can have a better chance of finding employment upon exiting the program. The director stated that due to lack of monies this has been hard to do. However, once grant monies are received, I strongly suggest that this is one of the first issues that are implemented. Because most participants have a criminal background, I think that obtaining a GED would greatly benefit them and increase their chances of finding employment.
Conclusion
Based on the data from the surveys, the participants are satisfied overall with the Enterprise Team Program. Because participants are satisfied with the program, this could be the reason for the program’s success even though it is a small sample. However, as stated earlier, it is hard to determine whether the program is really successful because the sample is so small. I recommend that the Enterprise Team Program find ways to recruit more participants and increase the length of the program to measure how successful the program really is.
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Appendix A
Enterprise Team Evaluation Survey
Purpose: The Enterprise Team Transitional Housing and Employment Training Program is designed to assist Enterprise Team participants in leading towards self-sufficiency. The data gathered from this survey will be used to determine the effectiveness of this program. All answers will be held in the strictest confidence and are not used to disclose the identity of any individual who completes this survey.
Instructions: Please read and answer the questions in each section. Place an “X” in the appropriate blank for the answer you select.
Case Management
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Strongly Agree |
Agree |
Disagree |
Strongly Disagree |
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1) My case manager scheduled regular appointments with me to ensure that my needs were met. |
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2) Needs that I have discussed with my case manager have been met within a sufficient amount of time. |
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3) My case manager provided opportunities for me to ask questions. |
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4) My case manager motivated me to reach the goals listed in my case management plan. |
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5) My case manger assisted me in meeting goals in my case management plan. |
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6) My case manager assisted in providing referrals to other organizations to better meet my needs. |
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7) I have reached the goals in my case management plan. |
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8) The services were provided to me were needed. |
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Job Training
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Strongly Agree |
Agree |
Disagree |
Strongly Disagree |
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9) I have learned new skills with the job training that I received. |
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10) I have gained the knowledge and ability that I need to advance to achieve goals on my case management plan. |
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11) I have received certifications for skills that I have obtained. |
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12) My job training instructor provided opportunities for me to ask questions. |
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13) The job training has given me the opportunity to practice skills that I have learned. |
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14) This job training has led to employment in the workplace upon exit from this program. |
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15) I have learned to be competent about job search and job retention. |
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Life Skills Training
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Strongly Agree |
Agree |
Disagree |
Strongly Disagree |
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16) I have learned to be competent with financial literacy. |
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17) I have learned to be competent about home ownership. |
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18) I have learned to be competent about goal setting. |
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19) I have learned to be competent about stress management. |
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20) I have learned to be competent about conflict resolution. |
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21) I have learned to be competent about credit repair. |
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22) I have learned to be competent about organizational skills. |
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23) I have learned to be competent about computers skills. |
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24) I have learned to be competent about filling out an application. |
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25) I have learned to be competent about developing a resume. |
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26) I have learned to be competent with team building. |
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27) I have learned to be competent with leadership skills. |
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28) I have learned to be competent with communication skills. |
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29) I have learned to be competent with anger management. |
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Employment
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Temporary Part-Time |
Temporary Full-Time |
Permanent Part-time |
Permanent Full-time |
I Have Not Obtained Employment |
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30) I have obtained employment |
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31) I feel as though the Enterprise Team has prepared me for the workplace.
________Yes ________No
Permanent Housing
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Subsidized Permanent Housing |
Non-subsidized permanent housing |
Temporary Housing |
I am living with a relative or friend |
I am homeless |
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32) I have obtained housing |
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33) I feel as if the Enterprise Team has prepared me to obtain permanent housing.
__________Yes ________No
34) What do you think could be done to improve the program through case management, job skills, and life skills? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Appendix B
Client Evaluation and Satisfaction With Case Management
Strongly Strongly Total
Disagree Disagree Agree Agree Percent N
My case manager scheduled regular appointments
to ensure that my needs were met. 0.0% 6.3% 37.5% 56.3% 100.0% 32
Needs that I have discussed with my case 0.0% 3.1% 53.1% 43.8% 100.0% 32
manager have been met within a sufficient
amount of time.
My case manager provided opportunities for 0.0% 0.0% 25.0% 75.0% 100.0% 32
me to ask questions.
My case manager motivated me to reach the 0.0% 6.3% 37.5% 56.3% 100.0% 32
goals listed in my case management plan
My case manager assisted me in meeting goals 0.0% 6.3% 50.0% 43.8% 100.0% 32
in my case management plan
My case manager assisted in providing 0.0% 6.5% 54.8% 38.7% 100.0% 31
referrals to other organizations to
better meet my needs
I have reached the goals in my case 0.0% 34.4% 43.8% 21.9% 100.0% 32
management plan
The services provided to me were needed 0.0% 6.3% 40.6% 53.1% 100.0% 32
* Percentages are rounded up, which may cause them not to add up to exactly 100%
Appendix C
Client Evaluation and Satisfaction With Job Training
Strongly Strongly Total
Disagree Disagree Agree Agree Percent N
I have learned new skills with the job 0.0% 28.1% 59.4% 12.5% 100.0% 32
training that I received.
I have gained knowledge and ability that I 0.0% 12.5% 62.5% 25.0% 100.0% 32
need to advance to achieve goals on my
case management plan.
I have received certifications for skills that 0.0% 9.4% 46.9% 43.8% 100.0% 32
I have obtained.
My job training instructor provided me 0.0% 3.1% 56.3% 40.6% 100.0% 32
opportunities to ask questions
The job training has given me the 0.0% 25.8% 48.4% 25.8% 100.0% 31
opportunity to practice skills I have learned
I have learned to be competent 15.6% 15.6% 34.4% 34.4% 100.0% 32
About job search and job retention
* Percentages are rounded up, which may cause them not to add up to exactly 100%
Appendix D
Client Evaluation and Satisfaction With Life Skills
Strongly Strongly Total
Disagree Disagree Agree Agree Percent N
I have learned to be competent with financial literacy. 0.0% 6.3% 65.6% 28.1% 100.0% 32
I have learned to be competent about home ownership. 0.0% 0.0% 43.8% 56.3% 100.0% 32
I have learned to be competent about goal setting. 0.0% 3.1% 50.0% 46.9% 100.0% 32
I have learned to be competent about stress management. 0.0% 18.8% 37.5% 43.8% 100.0% 32
I have learned to be competent about conflict resolution. 0.0% 12.5% 50.0% 37.5% 100.0% 32
I have learned to be competent about credit repair. 3.1% 3.1% 46.9% 46.9% 100.0% 32
I have learned to be competent about organizational 0.0% 0.0% 40.6% 59.4% 100.0% 32
skills.
I have learned to be competent about computer skills. 3.2% 12.9% 48.4% 35.5% 100.0% 31
I have learned to be competent about filling out an 0.0% 0.0% 25.0% 75.0% 100.0% 32
application.
I have learned to be competent about developing 0.0% 0.0% 31.3% 68.8% 100.0% 32
a resume.
I have learned to be competent about team building. 0.0% 6.5% 45.2% 48.4% 100.0% 31
I have learned to be competent with leadership skills. 0.0% 10.0% 36.7% 53.3% 100.0% 31
I have learned to be competent with communication 0.0% 10.3% 51.7% 37.9% 100.0% 31
skills.
I have learned to be competent with anger management. 6.5% 19.4% 45.2% 29.0% 100.0% 31
* Percentages are rounded up, which may cause them not to add up to exactly 100%
Appendix E
Interview Questions
Appendix F
Focus Group Questions