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A manual for the operation of a high school placement service
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A manual for the operation of a high school placement service
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Content
A M ANUAL FOR THE OPERATION OF A HIGH
SCHOOL PLACEMENT. SERVICE
A P r o j e c t
P r e s e n te d t o
t h e F a c u lty o f th e S c h o o l o f E d u c a tio n
The U n i v e r s i t y o f S o u th e rn C a li f o r n ia
In P a r t i a l F u l f i l l m e n t
o f t h e R e q u ire m e n ts f o r th e D egree
M a ste r o f S c ie n c e i n E d u c a tio n
by
H a ro ld E . Thomas
Ju ne 1951
UMI Number: EP46612
All rights reserved
INFORMATION TO ALL USERS
The quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscript
and there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
D issertation Rublisttng
UMI EP46612
Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
Microform Edition © ProQuest LLC.
All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.
789 East Eisenhower Parkway
P.O. Box 1346
Ann Arbor, Ml 48106 - 1346
E à ’S) T H S 1
This project report, written under the direction
of the candidate^s adviser and approved' by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Adviser
Dean
11
TABLE OF CONTENTS
CHAPTER PAGE
PART I . STUDENT RELATIONS
H O W TO WIN THE COOPERATION OF THE APPLICANTS
1 . INSIGHT: H O W T O M A K E YOUR SERVICE K N O W N TO THE
STUDENTS...................................................................................................... 2
. 1 . SCHOOL SANCTION: How to r e a c h th e s t u d e n ts
th ro u g h th e f a c u l t y ................................................................ 2
2 . SCHOOL PUBLICITY: How to p la n an a d v e r t i s i n g
p r o g r a m ............................................................................................ 3
3* JUNIOR ASSISTANCE: How to u se th e s t u d e n ts to
s u p p o rt y our p r o g r a m ........................................................... 3
2 . APPLICANTS: H O W TO GET THE STUDENTS TO APPLY FOR
THE JOB THROUGH YOUR S E R V IC E .............................. 9
1 . PERSONAL COMPETENCE: How to c o n v in c e th e
a p p l i c a n t s of y o u r a b i l i t y to h e lp them . . . . 9
2 . COÎIMÜNITY CONFORMITY: How to a d a p t y o u r
p rogram t o th e n eed i n th e s c h o o l ....................................10
3 . CANDIDATE INDUCEMENT: How to a d ju s t y o u r
s e r v ic e to th e i n t e r e s t s of a p p l i c a n t s . . . . 11
PART I I . COM M UNITY RELATIONS
H O W TO WIN THE COOPERATION OF THE EMPLOYERS
3 . PROMOTION: H O W TO PUBLICIZE THE AVAILABILITY OF
i l l
GHAPTîE PAGE
THE PLACEMENT F A C IL IT IE S ........................................................... 17
1 . EEESONAL SOLICITATION: How t o o b t a i n jo b s
by p e r s o n a l v i s i t s w ith th e e m p lo y e rs ....................... 1?
2 . COMMDNITr SUPPORT: How to draw th e c i v i c
c lu b s i n t o th e p r o g r a m ...................................................... 18
3 . PUBLIC AHNOÜNCEMMTS: How t o b u ild y o u r
s e r v i c e th r o u g h a d v e r t i s i n g m e d i a ......................... 19
4 . INDIRECT SOURCES: How to open new c h a n n e ls
o f e m p l o y m e n t ............................. 23
4 . PERSUASION : . H O W TO GET THE EMPLOYERS TO CHAHNEL
THEIR REQUESTS FOE EMPLOYEES THROUGH THE SCHOOL
PLACEMENT O F F IC E .............................................................................. 2?
1 . JOB ANALYSIS : How to m eet th e re q u ir e m e n ts o f
*
e m p l o y e r s ................................................................................... 27
2 . REQUISITION CLEARANCE: How t o h a n d le r e q u e s t s
from e m p l o y e r s ......................................................................... 28
PART I I I . PLACEMENT TECHNIQUES
H O W TO M ATCH APPLICANTS AND JOBS
5 . ADMINISTRATION; H O W TO SET UP THE BEST KIND OF
FORIB, RECORDS. AND PROCEDURES SO THAT YOUR
OFFICE WILL FUNCTION EPEICIEN TLY....................................... 35
1 . PRINTED MATTER: How t o ch o o se fo rm s t o m eet
th e n e e d s f o r y o u r s e r v i c e .............................. 35
i v
C H A PT E R PAG E
2 . REFERENCE FACILITY: How t o k e ep th e r e c o r d s
e a s i l y a c c e s s i b l e ............................................................. 50
3 . OFFICE SUPERVISION: How to d e s ig n a te
r e s p o n s i b i l i t y to y o u r o f f i c e s t a f f . . . . . 51
6 . SELECTION: H O W TO M AKE WISE DECISIONS A M O N G THE
LIKELY CANDIDATES.................................................................. 55
1 . REFERRAL DETERMINATION: How to d e c id e w hich
a p p l i c a n t s w i l l be r e f e r r e d to th e e m p lo y ers
f o r i n t e r v i e w .................................................................. 55
2 . CANDIDATE SSISCTION: How to ch o o se a p p li c a n t s
f o r jo b s t h a t th e y a r e b e s t q u a l i f i e d to h o ld . 56
3 . SPECIAL SUPERVISION: How to m anage s e a s o n a l
p la c e m e n t p r o b l e m s .......................................................... . 58
7 . MORALE; H O W TO BUILD G O O D WILL A M ONG APPLICANTS
AND EM PLOYERS............................................................................ 64
1 . INTERVIEW: How to h e lp th e a p p l i c a n t s and
e m p lo y ers to g e t l i n e d u p .......................... 64
2 . EMPLOYMENT RELATIONS: How to fo llo w - u p th e
a p p l i c a n t s f o r b e t t e r p la c e m e n t and advancem ent
i n t h e f u t u r e ................................................ 66
BIBLIOGRAPHY........................................................................................... 72
LIST OF EXHIBITS
EXHIBIT PA G E
A . PUBLICATION FOR A W ORE EXPERIENCE PROGRAM................... 12
B. A HÎOGRAM OF VOCATIONAL COUNSELING.................................. 20
C. BULLETIN FOR ADVERTISING THE INGLEWOOD HIGH
SCHOOL PLACEMENT SE R V IC E .......................................................... 21
D. FRONT SIDE OF A JOB ORDER FORM........................................... 30
E . BACK SIDE OF A JOB ORDER FORM ............................. 31
F . FRONT SIDE OF A COMPREHENSIVE APPLICATION FORM . . 37
G. BACK SIDE OF A COMPREHENSIVE APPLICATION FORM . . 38
H. APPLICATION FORM FOR PART-TIME EMPLOYMENT . . . . 39
I . FRONT SIDE OF APPLICATION FORM FOR W O R K PERMIT . . 40
J . BACK SIDE OF APPLICATION FORM FOR W ORK PERMIT , . 41
K. THE EMPLOYER'S COPY OF W ORK PERMIT, F O R M ................... 42
L . THE COPY OF W ORK PERIiIlT GIVEN TO THE MINOR . . . . 43
M. THE COPY OF W ORK PERMIT RETAINED BY SCHOOL . . . . 44
N. CARD ISSUED FOR PERMIT TO W ORK AND EMPLOY FOR
WEEK ENDS AND VACATIONS ONLY................................................. 45
0 . REFERRAL CARD . ....................................................................... 47
P . FRONT SIDE, OF FORM FOE EMPLOYER'S REPORT O N STUDENT
WORKER...................................................................................................... 48
Q. THE BACK SIDE OF FORM FOR EMPLOYER'S REPORT ON
STUDENT-WORKER................................................................................... 49
V I
EXHIBIT PAGE
R . FORM USED FOR REQUEST TO BE EXCUSED FROM SCHOOL
TO W ORK . ......................................• .............................................. 60
S . INSTRUCTION aiEET FOR GROOMING FOR THE JOB
(GIRLS) ................................................................................................. 66
T. INSTRUCTION SHEET FOR GROOMING FOR THE JOB
(B O Y S )...................................................................................................... 67
v i l
PREFACE FOR THE GENERAL READER
T h ere i s a n e e d f o r th e p la c e m e n t s e r v i c e i n th e
h ig h s c h o o l. I t i s th e d u ty o f th e s c h o o l to h e lp th e
s tu d e n ts beyond te a c h in g th e fu n d a m e n ta ls f o r g r a d u a tio n
c e r t i f i c a t e s . A s p e c i a l e f f o r t s h o u ld be made to s u p p le
m ent th e fo rm a l e d u c a tio n o f y o u th w ith a p r a c t i c a l w ork
e x p e r ie n c e . T h is m anual was p r e p a r e d to s a t i s f y such a I
n e e d .
i
The a v e ra g e p la c e m e n t s e r v i c e c o o r d in a to r i n th e ;
h ig h s c h o o l i s n o t a llo w e d s u f f i c i e n t tim e , a s id e from
c la ss ro o m d u t i e s , t o d e v e lo p an e f f e c t i v e p ro g ram . T h e re
f o r e , i t i s im p o rta n t to p ro v id e a d e q u a te in f o r m a tio n to
f a c i l i t a t e a b e t t e r s e r v i c e f o r th e l i m i t e d tim e d e v o te d
t o th e p ro g ram .
The p la c e m e n t s e r v ic e c o o r d in a to r u s in g t h i s m anual ■
sh o u ld be g u id e d by th e f o llo w in g c r i t e r i a : (1 ) How d o e s I
t h i s m anual b e n e f i t me? (2) How d o e s t h i s m anual b e n e f i t |
th e s tu d e n ts ? (3) How d o es t h i s m anual b e n e f i t th e
sc h o o l? (4) How d o es t h i s m anual b e n e f i t th e com m unity?
The d e t a i l s in v o lv e d i n th e m anagem ent of th e p la c e m e n t
s e r v ic e a r e s i m p l i f i e d by th e u s e o f o u t li n e d p r o c e d u r e s .
More tim e may be a llo w e d f o r th e d ev elo p m e n t of th e
p rogram when t h e r e a r e d i r e c t i o n s to s u g g e s t th e b e t t e r
ways o f h a n d lin g th e a c t i v i t i e s in v o lv e d . The s t u d e n ts a r e
v i i i
p ro v id e d m ore e f f i c i e n t a s s i s t a n c e i n o b ta in in g jo b s , when
a c c e s s i b le in f o r m a tio n i s a v a i l a b l e . A h ig h s c h o o l w hich
p r o v id e s w ork e x p e r ie n c e f o r th e s t u d e n ts m a in ta in s a
h ig h e r e n ro llm e n t and h a s m ore g r a d u a t e s . The com m unity
r e c e i v e s d i r e c t b e n e f i t s fro m th e young w o rk e r s , i n
a d d it i o n to c o n tr i b u ti n g to th e r e d u c t i o n o f th e d e lin q u e n c y
I
p ro b le m s. T h ere w i l l be m ore t r a i n e d young a d u l t s to j
assum e t h e i r r e s p o n s i b i l i t y a s s e l f s u p p o r tin g c i t i z e n s
1 I
of th e com m unity and a b le t o make m ore w o rth w h ile '
c o n t r i b u t i o n s t o s o c i e t y . ,
The s c h o o l p la c e m e n t s e r v i c e i s a b le t o p ro v id e
' maximum w ork e x p e r ie n c e f o r th e s tu d e n ts o n ly th ro u g h a ;
w e ll o r g a n iz e d and m anaged s e r v i c e . The e f f i c i e n c y o f
th e p la c e m e n t s e r v i c e c o o r d in a to r i s th e b a s i s f o r th e |
advancem ent o f t h e s e r v i c e . The advancem ent of th e !
’ s e r v ic e i s m ea su re d i n d i r e c t p r o p o r tio n to th e s u c c e s s
o f s t u d e n t , f a c u l t y , and com m unity r e l a t i o n s a s m a in ta in e d
by th e p la c e m e n t s e r v i c e c o o r d i n a to r .
T h ere a r e s p e c i f i c a id s i n th e o p e r a tio n o f th e
s c h o o l p la c e m e n t s e r v i c e w h ic h w i l l be p ro v id e d i n t h i s !
m a n u a l. The e s s e n t i a l o p e r a t i o n a l p ro c e d u r e s to be
em p h asized p e r t a i n t o : (1) The a d m i n i s t r a t i o n o f th e
p rogram i n th e s c h o o l. (2) The d ev elo p m e n t o f an
em ploym ent r e l a t i o n s p ro g ra m . (3) The p lac em en t and
I X
fo llo w -u p a s p e c t s o f t h e p la c e m e n t s e r v i c e .
Thanks a r e due t o t h e g r a d u a te s t u d e n ts o f th e
. U n i v e r s i ty of S o u th e rn C a l i f o r n i a f o r t h e i r s u g g e s tio n s
w hich have h e lp e d i n th e f o r m u la tio n o f a p ro b lem m ore
s u i t a b l e to th e p u rp o se f o r w h ich th e m anual was d e s ig n e d .
S p e c ia l th a n k s a r e due to M r. C laude Owen, s u p e r v is o r o f
! '
: t h e w ork e x p e rie n c e s e c t i o n o f th e Los A n g e le s C ity S c h o o ls .
i I t w as th ro u g h th e c o u r te s y o f t h i s o f f i c e t h a t e x te n s iv e '
in f o r m a tio n w as made a v a i l a b l e , and th e s tu d y o f th e |
' p la c e m e n t s e r v ic e i n v a r i o u s h ig h s c h o o ls th ro u g h o u t th e
c i t y made p o s s i b l e . S p e c ia l th a n k s a r e due to Mr. H. 0 . !
S im a r, p lac em en t s e r v i c e c o o r d in a to r o f th e Inglew ood
High. S c h o o l, I t was th ro u g h th e c o u r te s y o f h i s o f f i c e ;
t h a t b a s ic in f o r m a tio n w as o b ta in e d t o make a p r a c t i c a l
a n a l y s i s o f th e p lac em en t s e r v i c e f u n c t i o n i n th e i n d i v i d u a l
s c h o o ls . S p e c ia l m e n tio n i s i n o r d e r f o r th e a s s i s t a n c e
■ r e c e iv e d th ro u g h th e c o u rte s y o f A d m in is tr a to r s o f th e Los ,
A n g e le s A rea o f th e C a l i f o r n i a D ep artm en t o f E m ploym ent.
T h e ir reco m m en d atio n s h av e made p o s s ib le c l e a r i n s i g h t i n t o ;
th e em ploym ent p ro b lem s r e l a t e d t o th e young a d u l t w o r k e r s ,,
The s p e c i f i c d e t a i l s p r e s e n te d i n t h i s m anual a b o u t ;
such p a r t i c u l a r s a s in v o lv e s th e u se o f fo rm s and r e l a t e d
p r a c t i c e s a r e ta k e n from th e p ro c e d u re s now i n e f f e c t i n th e
Los A n g e le s C ity S c h o o ls , and th e In g lew o o d H igh S c h o o l.
X
PREFACE TO THE PLACEMENT SERVICE COORDINATOR
D id you e v e r s t a r t a new job w hich r e q u i r e d t h a t
e v e ry d e t a i l be w orked o u t b e f o r e you c o u ld a c c o m p lish th e
work a ssig n m e n t e x p e c te d o f you? Do you rem em ber th e h o u rs
t h a t you s p e n t t r y i n g to g a th e r a l l o f th e in f o r m a tio n
w hich w as n e c e s s a r y t o c a r r y o u t th e p a r t i c u l a r p h a s e s o f
y o u r program ? I t w ould h av e made y o u r jo b much e a s i e r ,
' i f you c o u ld have had a few d i r e c t i o n s to sa v e t h e expended ,
I
' e n e rg y a s w e ll a s to h av e p ro v id e d th e groundw ork f o r y o u r
p ro g ra m .
To su c ce ed i n t h i s h ig h ly s p e c i a l i z e d f i e l d o f
, em ploym ent, you n e e d n o t j u s t t r a i n i n g a lo n e b u t th e u se o f ■
sim p le d i r e c t i v e s to h e lp you a s w e l l . You have th e
' o p p o r tu n ity t o g iv e th e h ig h s c h o o l bo y s and g i r l s a chance
to p r e p a r e th e m s e lv e s f o r f u t u r e jo b s th ro u g h a p r a c t i c a l
: w ork e x p e rie n c e r e c e iv e d w h ile in s c h o o l. You m ust be w e ll >
p re p a re d to p ro v id e su ch a s e r v i c e . |
U se t h i s m anual a s an e s s e n t i a l g u id e f o r a l l p h a s e s ■
o f y o u r p ro g ram . D o n 't f o r g e t y o u r p rim a ry p u rp o se a s ;
you fo llo w t h e s e p ro c e d u re s w r i t t e n f o r y o u . You a r e
o p e r a tin g th e s c h o o l p la c e m e n t s e r v i c e f o r a v e ry w o rth y
c a u s e .
Good luck*. May y o u r p e r s o n a l s e r v i c e t o th e boys
and g i r l s o f y o u r h ig h s c h o o l grow .
1
PART I . STUDENT RELATIONS
H O W TO WIN THE COOPERATION OF THE APPLICANTS
E ach s p e c i f i c p h a se o f t h e t o t a l o p e r a tio n of th e
sc h o o l p la c e m e n t s e r v i c e i s e s s e n t i a l to p ro v id e a w o rth
w h ile s e r v i c e . I f any one o f t h e s e p h a s e s i s n e g le c te d ,
th e u l ti m a t e aim s of y o u r p rogram w i l l n o t be f u l f i l l e d .
W ould you l i k e t o be w e l l p r e p a r e d to assum e th e
r e s p o n s i b i l i t y o f d e v e lo p in g th e p la c e m e n t s e r v i c e i n
y o u r s c h o o l? T h is m anual was d e s ig n e d to h e lp you s u c c e e d
i n a l l p h a s e s o f y o u r s e r v i c e . I n t h e f i r s t p a r t o f th e
m an u a l, t h e r e a r e s u g g e s tio n s t h a t w i l l h e lp you o r g a n iz e
y o u r program i n t h e s c h o o l. U nder th e p ro b lem s s t a t e d ,
t h e r e a r e s o l u t i o n s w hich w i l l h e lp y o u o b t a i n th e co
o p e r a tio n o f t h e f a c u l t y and th e s t u d e n t s . T h ere a r e
a id s t o h e lp you a v o id m is ta k e s t h a t c o u ld c a u se th e
l o s s o f e n th u s ia sm f o r y o u r s e r v i c e . And m ost o f a l l ,
t h e r e a r e a id s to h e lp you g e t th e s t u d e n ts to f i l e
a p p l i c a t i o n s f o r jo b s th ro u g h y o u r s e r v i c e .
W ould you l i k e to be th e m ost p o p u la r member o f th e
f a c u l t y ? You h av e t h a t o p p o r tu n ity th ro u g h y o u r p e r s o n a l
s e r v i c e .
2
CHAPTER 1 . INSIGHT
H O W TO M AKS TOUR SERVICE K N O W N TO THE STUDENTS
A. MOTIVATION : The re w a rd s t h a t w i l l come to y o u by y o u r,
m aking w ise d e c i s i o n s r e g a r d in g th e p u b l ic i z i n g o f y o u r
s e r v ic e t o t h e s t u d e n t s .
1 . APPROVAL OF YOUR SERVICE: The c a r e f u l c o n s id e r a
t i o n o f p la n n e d o b j e c t i v e s i n o r g a n iz in g f a c u l t y
s u p p o rt p ro m o te s m u tu a l a g re e m e n ts , and i n t u r n
e n h a n c e s y o u r o p p o r t u n i t i e s .
2 . SOLID FOUNDATION: The so u n d n e ss o f y o u r p r o j e c t
i s a s s u r e d when y o u r a p p e a l to th e s t u d e n t s i s
g o v e rn e d by g e n u in e e f f o r t to h e lp them .
3 . EASE IN LATER STEPS: A w e ll p la n n e d p ro c e d u re
.f o r y o u r f i r s t a d v e r t i s i n g d r iv e p r o v id e s a b a s is
f o r y o u r f u t u r e a p p ro a c h .
4 . PROMOTIONAL ASSISTANCE: The a c t i v e p a r t w hich th e
s tu d e n ts a r e g iv e n i n p la n n in g y o u r a d v e r t i s i n g
p rogram f a c i l i t a t e s th e advancem ent o f y o u r
s e r v i c e .
B. DIRECTIONS: Some s u g g e s tio n s t h a t w i l l h e lp you make
y o u r s e r v i c e known to th e s t u d e n t s .
1 . SCHOOL SANCTION: How to r e a c h th e s tu d e n ts
th ro u g h th e f a c u l t y .
a . Win th e c o o p e r a tio n o f th e a d m i n i s t r a t i v e
3
o f f i c e r s .
(1) O b ta in c o n s e n t f o r th e p ro g ram .
(2) Keep th e p r i n c i p a l w e ll in fo rm e d .
(3) A bide by th e r e g u l a t i o n s o f th e s c h o o l.
(C o n s u lt w ith th e p r i n c i p a l when i n
d o u b t. )
b . S e l l th e f a c u l t y .
(1) E x p la in th e p u rp o se o f y o u r a c t i v i t i e s .
(2) F a m il i a r i z e ev ery o n e w ith your p e r s o n a l
s e r v i c e .
(3) E s t a b l i s h m u tu a l a s s e n t f o r p ro v id in g
w ork e x p e rie n c e f o r th e s t u d e n t s .
(4) D evelop c o n fid e n c e .
(5) S o l i c i t re c o m m e n d a tio n s.
(6) G ain r e s p e c t by f r i e n d l y r e l a t i o n s .
c . Form a f a c u l t y a d v is o r y c o m m ittee . ( S e le c t a
r e p r e s e n t a t i v e from e a c h d e p a r tm e n t.)
(1 ) D r a f t a p la n to keep t h e f a c u l t y
s y m p a th e tic w ith th e p la c e m e n t s e r v i c e .
(2) S c h e d u le r e g u l a r m e e tin g s .
d . N o te : Win th e c o o p e r a tio n o f th e v o c a tio n a l
g u id a n c e c o u n s e lo r .
2 . SCHOOL PUBLICITY: How to p la n an a d v e r t i s i n g
p ro g ram .
4
a . D r a f t a w r i t t e n an n o u n cem en t. ( I n v i t e t h e
s tu d e n ts t o come i n f o r f u r t h e r i n f o r m a ti o n .)
(1) C i r c u l a r i z e th e in f o r m a tio n to r e a c h
e v e ry o n e .
(2) P u t a copy i n th e h a n d s of e ac h home
room t e a c h e r .
b . Make a s u rv e y o f th e s c h o o l. (Send o u t a
q u e s t i o n n a i r e . )
(1) F in d o u t how many a r e w o rk in g .
(2 ) F in d o u t how many w ant jo b s .
0 . G ive t a l k s a t s t u d e n t a s s e m b lie s .
d . P la n a c o n tin u o u s a p p e a l f o r a p p l i c a n t s
th ro u g h t h e s c h o o l p a p e r . (D o n 't m e n tio n th e
nam es o f e m p lo y e rs who a r e r e q u e s tin g
em ployees th ro u g h y o u r s e r v i c e . )
(1) W rite a t t r a c t i v e e d i t o r i a l s ab o u t y o u r
a c t i v i t i e s .
(2) A t t r a c t new a p p l i c a n t s by l i s t i n g h e lp
w ant e d .
(3) U se p h o to g ra p h s show ing s t u d e n ts w orking
on th e jo b .
e . P la n a b u l l e t i n b o a rd f o r y o u r o f f i c e . (Use
f r e e l y f o r p o s tin g in f o r m a tio n a b o u t jo b s
a v a i l a b l e .)
5
f . Have a t t r a c t i v e p o s t e r s m ade. (P u t them i n
c o n sp ic u o u s p l a c e s .)
3 . JUNIOR ASSISTANCE: How to u se th e s tu d e n ts to
s u p p o rt your p ro g ram .
a . O rg a n iz e a s tu d e n t a d v is o r y c o m m itte e . ,
(1 ) Choose good l e a d e r s .
(2) S e l e c t two r e p r e s e n t a t i v e s fro m e a c h
g r a d e .
(3) P la n y o u r a d v e r t i s i n g program w ith t h i s
c o m m itte e .
b . A p p o in t a s tu d e n t i n each home room to
r e p r e s e n t y o u r o f f i c e .
c . S e l e c t s t u d e n ts t o h e lp i n y o u r o f f i c e .
(1) D o n 't p ic k a l l o f them fro m th o s e en
r o l l e d i n b u s in e s s c o u rs e s .
(2) P ic k th o s e who a r e d e p e n d a b le .
d . A rra n g e to have em ployed s t u d e n t s a d d re s s th e
s tu d e n t b o d y . (R e q u e st t h a t th e y t e l l a b o u t
t h e i r w ork e x p e r ie n c e s .)
C. TRIAL PERFORMANCE; P r o j e c t s t o h e lp you make y o u r
s e r v i c e known to th e s t u d e n t s .
1 . P la n an d i n i t i a t e an a d v e r t i s i n g cam paign q u a l i f i e d
by e a c h o f th e fo llo w in g c o n d it i o n s :
a . A d m in is tr a tiv e a p p r o v a l.
6
b . A s s e n t fro m t h e f a c u l t y .
c . J o i n t l y p la n n e d w ith th e s tu d e n t a d v is o r y
c o m m itte e .
2 . C a rry o u t p u b l i c i t y p ro g ra m s and a c t i v i t i e s
i n c l u s i v e o f th e fo llo w in g a s p e c t s :
a . G e n e ra l a p p e a l t o a l l t h e s t u d e n t s .
b . S p e c if i c a p p e a l t o s tu d e n ts o f v a r io u s g ra d e
l e v e l s .
c . S p e c i f i c a p p e a l to s t u d e n ts of v a r io u s
i n t e r e s t s , a b i l i t y , an d s c h o o l t r a i n i n g .
d . S p e c i f i c a p p e a l t o t h e g i r l s .
e . S p e c i f i c a p p e a l t o t h e b o y s .
D. EVALUATION: Sam ples o f e v a l u a t i o n t e c h n iq u e s .
1 . TRUE-FALSE: P la c e a n % i n th e c o r r e c t s p a c e f o r
tr u e o r f a l s e .
T F
a . ( )( ) I t i s w ise f o r you to u se a p p e a lin g
i n v i t a t i o n s t o a t t r a c t i n t e r e s t e d
s tu d e n ts t o y o u r o f f i c e .
b . ( )( ) You s h o u ld n e v e r em p h asize th e a s s i s t
an ce t o be p ro v id e d by y o u r o f f i c e .
2 . BIST ANSWER: P la c e th e num ber o f th e b e s t an sw er
i n t h e p a r e n th e s e s .
a . ( ) To p r e p a r e y o u r p u b l i c i t y , you s h o u ld :
7
(1) Ig n o re th e r e g u l a t i o n s o f th e s c h o o l.
(2 ) C o n sid e r o n ly th e im m ed iate dem ands
f o r y o u r s e r v i c e . (3) O b ta in a s s i s t a n c e
fro m th e s t u d e n t s . (4 ) R e q u e s t t h e '
f a c u l t y t o p la n th e a d v e r t i s i n g f o r y o u . :
b . ( ) To o b ta in t h e b e s t r e s u l t s f o r y o u r
p u b l i c i t y , you s h o u ld : (1) C onvince
th e p r i n c i p a l o f th e s c h o o l. (2) O b ta in
th e c o o p e r a tio n o f th e v o c a t io n a l g u id
an ce c o u n s e lo r . (3) A p p eal to th e
i n t e r e s t s o f th e s t u d e n t s . (4) Make
ann o u n cem en ts a t a sse m b ly p ro g ra m s.
3 . RATING SCALE: G ive 0 f o r p o o r, 1 f o r f a i r , 2 f o r
a v e ra g e , 3 f o r g o o d, 4 f o r e x c e l l e n t on e a c h ite m
a c c o rd in g to how w e ll y o u r p ro m o tio n p la n s m eet
th e r e q u ir e m e n ts .
a . ( ) Does y o u r p la n have a d m i n i s t r a t i v e
a p p ro v a l?
b . { ) I s th e f a c u l t y w h o le h e a rte d ly b e h in d i t ?
c . ( ) I s y o u r p ro g ram p la n n e d j o i n t l y w ith th e
s tu d e n t a d v is o r y co m m ittee ?
d . ( ) D oes i t in c lu d e a l l o f th e b e s t a d v e r t i s
in g m ed ia i n th e s c h o o l?
e . ( ) D oes y o u r p u b l i c i t y a p p e a l to a l l o f th e
6
s tu d e n ts ?
( ) T o t a l .
CHAPTER 2 . APPLICANTS
H O W TO GET THE STUDENTS TO APPLY FOR
THE JOB THROUGH YOUR SERVICE
. I
I
A. MOTIVATION; R ew ards t h a t w i l l coias t o you by y o u r '
i n s i g h t r e g a r d in g th e f i l i n g o f a p p l i c a t i o n s th ro u g h j
y o u r s e r v i c e .
1 . A LASTING IMPRESSION: I f y o u r h e lp t o th e s t u d e n ts
i s s i n c e r e , y our o f f i c e w i l l r e c e i v e p a tr o n a g e .
2 . FULFILLMENT OF GOAL: I f th e jo b s e e k e r s r e c e i v e
y o u r p e r s o n a l a t t e n t i o n , th e y w i l l become a p p l i - |
i
c a n ts f o r p la c e m e n t th ro u g h y o u r o f f i c e .
3 . A CLINCHING ENTHUSIASM: I f th e w ork o p p o r t u n i t i e s
o f f e r e d t h r o u ^ y o u r o f f i c e a r e i n v i t i n g , y o u r
s e r v i c e w i l l be r e c e iv e d m ore f a v o r a b ly by th e
a p p l i c a n t s .
4 . GENIAL RELATION: I f p l e a s a n t d i s c u s s i o n s a r e
p u rs u e d , th e r e s p e c t o f th e a p p l i c a n t s f o r y our
f r i e n d l i n e s s w i l l be m u tu a l.
B. DIRECTIONS; Some s u g g e s tio n s on how t o g e t th e
s tu d e n ts to a p p ly f o r jo b s th r o u g h y o u r s e r v i c e .
1 . PERSONAL COMPETENCE: How to c o n v in c e th e a p p l i
c a n ts o f y o u r a b i l i t y to h e lp th em ,
a . Take tim e to d i s c u s s th e p la c e m e n t s e r v ic e w ith
th e a p p l i c a n t s . (Ju d g e th e n eed f o r c o u n s e l by
10
th e i n d iv i d u a l p ro b le m s p r e s e n t e d .)
(1) C l a r i f y th e a n n o u n ce m e n ts i n th e s c h o o l
p a p e r .
(2 ) S u g g e s t th e b e s t ty p e s o f jo b s a v a i l a b l e .
b . U se sound judgm ent when h e lp in g th e a p p l i c a n t s
w ith t h e i r p ro b le m s .
(1) D ev elo p t h e a r t o f p a t i e n c e .
(2) Keep an i m p a r t i a l p o in t o f v ie w .
(3) B u ild c o n fid e n c e by f a i r p la y .
c . H old s m a ll g ro u p m e e tin g s .
(1) D is c u s s th e jo b o p p o r t u n i t i e s a v a i l a b l e .
(2) E x p la in your program f u l l y .
2 . COIMUNITT CONFORMITY: How t o a d a p t y o u r p ro g ram to
th e n eed i n th e s c h o o l.
a . C o n sid e r th e ty p e o f e d u c a tio n a l program
o f f e r e d .
b . C o n sid e r th e t o t a l e n r o llm e n t.
c . C o n sid e r th e incom e l e v e l o f th e com m unity.
d . View th e g e o g ra p h ic a l a r e a .
(1 ) I s i t r u r a l ?
(2) I s i t u rb a n ?
(3) I s i t i n d u s t r i a l ?
(4) I s i t r e s i d e n t i a l ?
(5) I s i t a g r i c u l t u r a l ?
11
e . C o n sid e r th e t r a n s p o r t a t i o n f a c i l i t i e s of th e
com m unity.
f . G ive s p e c i a l a t t e n t i o n to s t u d e n ts i n th e
t e n t h , e le v e n th , an d t w e l f t h g r a d e s .
g . P ro v id e em ploym ent to m eet th e n e e d s o f a l l
s tu d e n t s .
(1 ) Some a r e i n t e r e s t e d i n e a r n in g t h e i r way
th ro u g h s c h o o l.
(2) Some a r e a n x io u s to t r a i n f o r p o s t s c h o o l
o c c u p a ti o n s .
(3 ) Some a r e i n t e r e s t e d i n p r a c t i c a l e x p e r
ie n c e w h ile i n s c h o o l.
(4) O th e rs w ant sp e n d in g m oney.
(5) T h ere a r e some who w ould r a t h e r h a v e a
jo b th a n fo rm a l s c h o o lin g .
3 . CANDIDATE INDUCEMENT: How t o a d j u s t y o u r s e r v i c e
to t h e i n t e r e s t s o f a p p l i c a n t s ,
a . P la n a w ork e x p e rie n c e p ro g ram . (S ee E x h ib it
A .)
(1) R e q u ire th e s tu d e n ts t o a t t e n d s c h o o l
fo u r h o u r s , and w ork fo u r h o u rs d a i l y .
(2) G ive g r a d e s f o r th e w o rk .
(3) A llow c r e d i t to w a rd g r a d u a tio n r e q u i r e
m e n ts .
12
HOW STUDENTS BENEFIT BY
WORK-SCHOOL PROGRAMS
W ork Experience is an authorized course offered to
senior high school students in the Los Angeles City
School District. It is offered on an equal basis with other
school subjects, and the work period is administered as
p art of the regular school day. Students usually go to
school four hours and work four hours.
W orking students are expected to meet adult stand
ards of performance and are graded every ten weeks on
the job by the employer and a representative of the
schools.
School credit is granted for work experience which
is approved, programmed and supervised if the work
performance of the student is satisfactory. When these
conditions are met it has been proved that work expe
rience becomes a practical part of the student’s educa
tion with the following advantages :
1. Provides a realistic understanding of free en
terprise in action.
2. Affords an added opportunity to gain self-
reliance while acquiring maturity.
3. Develops respect for the dignity of work, a
sense of craftsmanship, desirable work habits,
cooperation and productive team work.
4. Arouses latent vocational interests and in
creases respect for school offerings by prac
tical demonstration.
5. Decreases the number of students who pre
maturely leave school.
6. Enables students to budget for post-high
school education.
7. Provides a chance for adjustment to full-time
employment under school-employer guidance.
HOW EMPLOYERS PROFIT BY
SHARING IN THE STUDENTS EDUCATION
In July, 1949, the National Industrial Conference
Board reported a study of the attitude of several hun
dred of their members toward work-school programs.
These employers represented some of the most im port
ant commercial and industrial enterprises in the United
States. Their reaction to student advantages in the pro
gram was much the same as the statement on the
preceding page. Their summary of advantages to the
employer is as follows:
1. The student starts his industrial or business work
at an age when he still has an adolescent curiosity
and has no prestige to maintain. H e doesn’t hesi
tate to ask elementary questions, while the gradu
ate is disinclined to admit lack of knowledge.
2. W ork experience which is gained by following a
planned industrial or business practice program
during the school career has more value than that
which is gained only during summer vacation
periods. Better experience makes better employees
of students who decide to continue with the spon
soring employer after graduation.
3. If employed by the sponsoring company after
graduation the student will have already com
pleted the usual orientation period and will be
prepared to enter immediately into a more pro
ductive position.
4. The employer has the opportunity to select pros
pective employees earlier and to guide and stim
ulate their interests while in school.
5. The employer becomes acquainted with the per
sonal characteristics and abilities of prospective
employees before making definite commitments
as to permanent employment. Both parties have
the advantages of a “preview.”
FOR INFORMATION ABOUT THIS PROGRAM AND FOR STUDENT-WORKERS OR GRADUATES, FULL OR PART TIME. FOR OFFICE, STORE, FACTORY, LABORATORY, SHOP, STUDIO, SALES, STOCK, SHIPPING,
SERVICE, TRANSPORT ERRANDS, FARM, NURSERY, GARDEN, CALL CENTRAL EMPLOYMENT SERVICE, LOS ANGELES CITY SCHOOLS, PRocpect 3 9 2 5 , OR DROP A POST CARD ADDRESSED TO
1601 SOUTH OLIVE STREET, LOS ANGELES 15.
The
13
b . P ro v id e p a r t - t im e jo b s f o r a f t e r s c h o o l and
S a tu r d a y .
c . P ro v id e C h ristm a s v a c a tio n jo b s .
d . P ro v id e E a s te r v a c a tio n jo b s .
e . P ro v id e summer v a c a ti o n jo b s .
f . P ro v id e jo b s a t th e s c h o o l.
g . P ro v id e jo b s f o r th o s e who h a v e s p e c i a l
t a l e n t s .
h . P ro v id e jo b s f o r th o s e Wio h av e d e v e lo p e d
s k i l l s .
i . P ro v id e jo b s f o r th o s e who h av e c l e r i c a l
t r a i n i n g .
j . P ro v id e m is c e lla n e o u s jo b s ,
k . P ro v id e w ork t h a t a p p e a ls to th e b o y s.
1 . P ro v id e w ork t h a t a p p e a ls t o th e g i r l s .
C. TRIAL PSRFQPMAEGE; P r o j e c t s to h e lp you g e t th e
s tu d e n ts to a p p ly f o r th e jo b s th ro u g h y o u r s e r v i c e .
1 . C onduct m e e tin g s and i n te r v ie w s , a d a p te d to th e
n eed i n th e s c h o o l, t o g e t th e s tu d e n ts to make
a p p l i c a t i o n f o r th e f o llo w in g :
a . F o u r -fo u r p l a n .
b . P a r t- tim e a f t e r s c h o o l a n d S a tu rd a y jo b s .
c . S e a s o n a l jo b s .
d . Summer v a c a tio n jo b s .
14
2 . G arry o u t y o u r b e s t te c h n iq u e s f o r g e t t i n g
a p p l i c a n t s i n th e fo llo w in g s i t u a t i o n s :
a . O f f ic e i n te r v ie w s w ith boys o r g i r l s .
b . S m a ll g ro u p m e e tin g s w ith boys and g i r l s .
c . S m a ll g ro u p m e e tin g s w ith b o y s.
d . S m a ll g ro u p m e e tin g s w ith g i r l s .
e . In fo rm a l m e e tin g s i n t h e s c h o o l.
D. SÎVALUATION: S am ples o f e v a l u a t i o n t e c h n iq u e s .
1 . TRUE-FALSE: P la c e a n % i n th e c o r r e c t sp a c e f o r
t r u e o r f a l s e .
T F
a . ( )( ) You sh o u ld n e v e r em p h a size th e b e n e f i t s
to be d e riv e d fro m w ork e x p e rie n c e when
t a l k i n g w ith p r o s p e c tiv e a p p l i c a n t s .
b . ( )( ) I t i s w ise f o r y o u to e x p la in y o u r
s e r v i c e to th e a p p l i c a n t s .
2 . BEST ANSWER: P la c e th e num ber o f th e b e s t answ er
i n t h e p a r e n t h e s e s .
a . ( ) I n a s s i s t i n g th e a p p l i c a n t s , w hich one
o f th e f o llo w in g w ould you a v o id : (1)
I m p a tie n c e . (2) Good ju d g m e n t. (3)
F a i r p l a y . (4) A c c u ra te in f o r m a tio n .
b . { ) To a d a p t y o u r program t o th e n e e d i n th e
s c h o o l, w h ich one o f th e fo llo w in g w ould
1 5
you n o t c o n s id e r : (1) E d u c a tio n a l
p ro g ram . (2) Em ploym ent o p p o r t u n i t i e s .
(3 ) G e o g ra p h ic a l l o c a t i o n . (4) P r e v io u s
e n r o llm e n ts .
3 . BATING SCALE: G ive 0 f o r p o o r, 1 f o r f a i r , 2 f o r
a v e r a g e , 3 f o r g o o d , 4 f o r e x c e ll e n t on e a c h ite m
a c c o rd in g to how w e ll y o u r program f o r s ig n in g
up a p p l i c a n t s q u a l i f i e s .
a . ( ) D oes y o u r p rogram conform t o th e n e ed
i n th e s c h o o l?
b . ( ) I s i t e x p la in e d f u l l y to t h e s t u d e n ts ?
c . ( ) A re th e r e q u ir e m e n ts t o r e c e iv e a s s i s t
a n ce th ro u g h y o u r s e r v ic e c l e a r l y s t a t e d ?
d . ( ) I s a s s i s t a n c e p ro v id e d f o r a l l s t u d e n t s
r e q u e s tin g in f o r m a tio n a b o u t job o p p o r
t u n i t i e s ?
e . ( ) D oes y o u r program p ro v id e an e q u a l
o p p o r tu n ity f o r a l l s tu d e n ts to f i l e
a p p l i c a t i o n s f o r jo b s th ro u g h y o u r service^
( ) T o t a l .
16 I
I
PART I I . COM M UNITY RELATIONS '
H O W TO WIN THE COOPERATION OF THE EMPLOYERS '
H ere i s y o u r g o ld e n o p p o r tu n ity to make y o u r
1 in f lu e n c e f e l t b y t h e s c h o o l and com m unity. The e x te n t
to w h ic h you d e v e lo p t h i s p h a se o f y o u r p ro g ram e i t h e r
i n c r e a s e s o r d e c r e a s e s y o u r p e r s o n a l s e r v i c e to th e
a p p l i c a n t s . You h av e s o ld th e s t u d e n ts on t h e id e a o f
f i l i n g a p p l i c a t i o n s f o r jo b s th ro u g h y o u r s e r v i c e . Now
you m ust f u l f i l l y o u r p ro m ise t o them .
I t i s t r u e t h a t many jo b s a r e r e a d i l y a v a i l a b l e ,
I ho w ev er, t o make y o u r s e r v i c e m ost s u c c e s s f u l , you c an n o t
I
, a f f o r d t o o v e rlo o k any p o s s i b i l i t i e s . T h is may o n ly be
I a c c o m p lish e d th ro u g h a s tr o n g p u b lic r e l a t i o n s p ro g ram , ,
w hich n o t o n ly dem ands y o u r p e r s o n a l e f f o r t b u t r e q u i r e s
j th e u t i l i z a t i o n o f c iv i c l e a d e r s h i p i n a c o o rd in a te d
I e f f o r t t o keep t h e e m p lo y e rs a c q u a in te d w ith y o u r s e r v i c e .
I T h ere a r e a d v a n ta g e o u s p r o c e d u re s o u t li n e d i n t h i s p a r t
^ t h a t w i l l h e lp you d e r i v e th e g r e a t e r b e n e f i t s f o r y o u r
e f f o r t s .
17
CHAPTER 3 . PROMOTION
HO W TO PÜBLIGIZ1 THE AYAIIABILITY OF
THE PIAOEMENT FACILITIES
A. MOTIVATION; The rew ard s t h a t w i l l come t o you by
your w is e d e c is io n s r e g a rd in g th e a d v e r t is in g o f th e
p lacem en t f a c i l i t i e s .
1 . OOMMUNITT SUPPORT: Your c a r e f u l s e l e c t i o n of
b i v ic l e a d e r s i s t h e e s s e n t i a l b a s is f o r th e
f u t u r e s p o n s o rs h ip of yo ur s e r v i c e .
2. SUCCESSFUL CONTACTS: Your p e rs o n a l s u c c e s s w i l l
depend on p u b lic r e l a t i o n s , and w e ll p lan n e d
in te r v ie w s w i l l i n c r e a s e y o u r o p p o r t u n i t i e s .
3 . PUBLIC RECOGNITION: A c l e a r l y s t a t e d p u rp o se f o r
y o u r program w i l l g a in th e endorsem ent of new
c l i e n t s , and a w e ll p lan n e d p u b l i c i t y cam paign
w i l l in c r e a s e your s e r v i c e .
B. DIRECTIONS : Some s u g g e s tio n s t h a t w i l l h e lp you to
mold th e p u b l i c i t y f o r your s e r v i c e .
1 . PERSONAL SOLICITATION: How to o b ta in jo b s by
p e rs o n a l v i s i t s w ith th e e m p lo y ers.
a . S e t a s id e a d e f i n i t e amount o f tim e f o r
v i s i t s w ith th e e m p lo y e rs.
b. L earn th e a r t o f i n te r v ie w .
c . Remember t h a t you a re n o t a s k in g f o r c h a r i t y .
18
(T h is w ould s p o i l your prog ram .)
d . Make an appo intm ent w ith th e c h ie f e x e c u tiv e
or m anager of th e b u s in e s s .
(1) D isc u ss th e p la n o f th e s c h o o l placem ent
s e r v i c e .
(2) S e l l y o u r s e r v ic e upon th e m e r i ts o f
a p p l i c a n t s to h o ld jo b s .
(3) Give a c l e a r p i c t u r e o f th e t r a i n i n g
r e c e iv e d in s c h o o l.
(4) Em phasize th e a v a i l a b i l i t y o f a p p l i c a n t s
h av in g s p e c ia l t a l e n t s .
(5) S t r e s s th e im p o rta n c e of q u ic k a c c e s s to
l a b o r .
(6) Em phasize th e red u c ed c o s t t o b u s in e s s .
(7) S t r e s s th e f u t u r e b e n e f i t s r e c e iv e d by
t r a i n i n g y ou th i n th e b u s in e s s .
(8) A ppeal to th e p r id e o f the em plo yer.
(Em phasize th e p r e s t i g e g a in e d by h e lp in g
th e young p e o p le of the comm unity.)
(9) Leave y o u r p e rs o n a l c a r d .
2 . ÜOMMMTFÏ SUPPORT: How to draw th e c i v i c c lu b s
i n t o the program .
a . Form an a d u l t a d v is o ry co m m ittee.
(1) S e l e c t a r e p r e s e n t a t i v e from each s e r v ic e
19
club i n th e community.
(2) Hold m e e tin g s f r e q u e n t l y .
(3) P la n a long ra n g e a d v e r t is in g program .
b. O b ta in th e s p o n s o rs h ip of each s e r v ic e club
f o r a d i f f e r e n t ph ase o f y o u r program .
c. S e t a s i d e a c a r e e r day f o r each sc h o o l y e a r .
(See E x h ib it B.)
(1) A rrange fo r s p e c i a l p ro g ram s.
(2) I n v i t e th e members of s e r v i c e c lu b s to
your s c h o o l. (Have them in te r v ie w th e
s tu d e n ts about th e s p e c i f i c o c c u p a tio n a l
o p p o r tu n itie s a v a i l a b l e .)
3. PUBLIC ANNOUNCEMENTS: How to b u ild your s e r v ic e
th ro u g h a d v e r t is in g m ed ia.
a . D r a f t l e t t e r s to be s e n t to b u s in e s s f i r m s .
(1) Use good s a l e s te c h n iq u e s .
(2) O u tlin e th e q u a l i f i c a t i o n s o f a p p l i c a n t s .
b. E s t a b l i s h f r i e n d l y r e l a t i o n s w ith l o c a l news
p a p er p u b l i s h e r s . (Run a t t r a c t i v e e d i t o r i a l s
o c c a s i o n a l l y . )
c . P re p a re mimeographed b u l l e t i n s a d v e r t is in g
you r s e r v i c e , and have them d i s t r i b u t e d th ro u g h
th e c iv i c c lu b s . (See E x h ib it C.)
d . P la n r a d i o program s. (O b ta in s p o n s o rs h ip from
Career Day
Luncheon, 12:00 to 1:00 Conference Groups, 1:00 to 2:00
20
O C C U P A T IO N .................................R O O M GUEST SPEAKER.......................................... ......................................KIWANIS SP O N SO R S............................................... TEACHER SP O N SO R ....................STUDENT
A ccou n tin g........................................... 8..........................Mr. G lenn M aginnis C .P .A ........................................................... J. R. G rubb.........G . W . Porter................................ Miss C otton .......................................Vickie Inda
A d vertisin g..........................................9 ...........................Mr. Sanford W . Dee, with M cC arthy A dv. C o................ H. P. Baldwin......W . T. Fields.................................. Mr. Nikirk.............................. C harles Johnston
A eron au tics.........................................15......................... Lt. H arold E. C ook.............................................................................R. S. C h ea d le...... H. P. Forman...............................Mr. Jackson................................J o e H olm blad
A gricu lture........................................... 109......................Mr. Kenneth W olfe, D ep. C o. H orticulture lnspector....E. C hristensen C . Funk...........................................Mr. M igliazzo..............................Jim Buchanan
Air Stew ardess ( A ).......................... 4 ......................... Miss Jeanne Folk, Stew ardess.....................................................J. R. Dunn.............. O . H ud gen s..................................Mrs. G erson.................................G loria Panno
Air Stew ardess ( B)............................5..........................Miss N ancy M cG inley, Stew ardess..........................................W . D. Burck...........C . H erdm an.................................Miss M itchell............................ R ebecca Judy
Art, C om m ercial..............................207....................... Miss Clara Brozk, Art Director Jam es S. Marsh & A sso W .F.Schm alzried.A . R. K ellogg..............................Mrs. M cCrary.................................Jim Millard
A u to M echanics ( A ) .......................M.........................Mr. W alter Adam s, Service M anager.................................... J. Schleifer...........H. Dewar........................................Mr. C rawford......................................Frank M iles
A uto M echanics (B )....................... R...........................Mr. Robert Swender, Factory R epresentative........................ H .J . Eisele........... C. E. Ridley...................................Mr. Parker........................... Edward Timbrel!
Building Trade%..............................N ............................. Mr. L. A . Vie................................ ........................................................ O . B enedict......... Dr. Ben G lass.................................Mr. G rossnickle.......................Bob M cD onald
C ivil S ervice....................................... ,18........................Mr. Ed. C . LaFetra, Chm . Civil Service Com m ission.......F. Bonelli................C . A . Bell......................................Mr. Lehnhardt......................................Paul Tavis
C lothing and Dress D esign____ 2 1..........................Mrs. S ergee Rudolph, D esigner.................................................. L. F. Kermode— H. H uber.......................................Miss Lewis........................................Mary Miller
Dentistry............................................... 209.
D rafting................................................ 208..
Drama.................................................... 39...
Engineering.........................................25...
Foods Trades.......................................204..
Forestry................................................. I I I..
H om em aking......................................210..
M l
Dr. Jam es S. Vamvas, O ral Surgeon......................................Dr. A . E. Aull..... Dr. A. L. Everett........................Miss Shanks............................. Arthur Abram s
Mr. John A. A lexander, G en'l C ontractor.........................E. E. Harris............N. M. Kamm...............................Mr. Merrill.................................Richard Kiphen
Mr. David S. Peckinpah, Dir. H.P. C ivic Theatre E. M orrison............ J. P. Bradley...............................Mrs. W edekind ................ Lois Brehm
Mr. Harry Bieber, Austin C o ......................................................J. F. Tyson N. D'Arcy..................................... Mr. Schw iering Jim Newburn
Mr. Robert A . M cEachen, Food Broker............................... D. R itchie................ N. C osta....................................Mr. H endrick Jackie Gillard
Mr. Carl C. W ilson, U.S. Forestry D ep 't........................... R. E. Jam es...........W .C . A nderson..........................Mr. N eander.........................Jerry Tankersley
:........Mrs. Hazel M cEachen.......................................................................B. H. M cEachen..M rs. F. H. Lakey..................... Mrs. M oore................................. Patricia Rehm
Industrial Chem istry......................_JIO..................... Mr. Harold Shepherd o f Shepherd and Kent C o C . W . Roberts......F. J. Bluemie................................ Mr. M orton........................................Bill Schultz
Journalism .............................................29........................Mr. John Denis, Editor H.P. Signal..........................................O . H. Price............Lt. G . S. John ston e..................Mr. H olm -K ennedy.................... G ary H aydis
Lab T echnician...................................113.......................Mr. Alva Adam s, Mission H ospital Staff............................_.C. E. G oeller Dr. A. T. A dam s........................ Mr. Ruth............................... Dorothy Shepley
Legal Profession;...............................37........................... Mr. C . G . H edgco< I c , Former C ity J u d g e .........................W . W . S ch o o lin g J . S. Kem pton..............................Mr. C ulbertson........................ M ichael C ady
M achine Shop....................................38.........................Mr. Earl Lauderdale, Shop Sup't, Lane-W ells C o..........L. E . Lawrence....J . W . C ollins ................. Mr. De Franco......................G erald Marshall
M ed icin e..—........................................I 12.......................Dr. Chas. V. Crowf, Physician......................................................Dr. V. C . CrowL-Dr. J .C . K ildebeck.................Mrs. A b b o tt.................................Keith G illiland
N avy and M arines........................_F...........................G . W . Richtmyer, C h ief Petty O fficer, U .S .N ..................H .T . Davis............R. D. Klinker..................................Mr. A dam s......................... Ronald H athaway
Army and Air Force..................... A ..........................M /S g t. Leonard W heeler, U .S .A .F...........................................D. E. M cG uire......N. Tolies....................................Mr. V anderpoel........................ A lbert Thayer
W acs and W aves..........................2 06.....................Sgt. Alpha R. Styles, W .A .C ........................................................ Cmdr. J.K. Davis.H . E. W alters............................. Miss H asty................................... Diane W ilson
M od elin g.............................................. Libr....................Miss Rita Le Roy, School o f M od elin g.................................... D. Brabant H. G . Frantz................................Miss C ornwell............................. Donna S teele
M u sic-V o ca l......................................2 05.........................Mr. Arthur W m . W olf....................................................................J. N elson................F. C ross.........................................Mr. Breidenthal.............................. Judy Reed
M usic - Instrumental....................... 10..........................Mr. Phil D. M oore, Band Leader............................................... L. D. Crossan.....M. R. Thomas...............................Mrs. W aterbury............... Barbara Solom on
N ursing..................................................D.......................... Mrs. Lucille Dadisman, R.N. L.A. C o. H ospital.............................F. Luce.....FI. E. Hopkins..............................Mrs. Benton........................ M arceline Daigh
O p tom etry......................................... 211......................Dr. Rob't Dundas, O ptom etrist..................................................Dr. H. D. B. Raff............................................................... Miss C hapm an C harles G arabedian
Pharm acy.............................................. 106.......................Mr. Cliff W alburg, Pharm acist.................................................... L.A . Cam eron....Dr. J. R. Brandon......................Mr. M arcy........................................ Paul N oble
Photography...................................... 35..........................Mr. Ed Schaefer, Tech. Advisor, Eastman Kodak C o ..L. F. Barcus...............F. B. Freidel..................................Mr. Tuttle ....................... .....Stuart Hykes
Printing................................................. 202......................Mr. H. E. G othold, Personnel M gr. Pacific Press........ C. R. A dam s............P. G . Perriquey...........................Mr. Lebus................................Kenneth Gillard
Radio Electronics.............................H ................. .Mr. Ellis King, Lecturer, U .S .C .................................................J. R. Strayer M .S . M itchell............................. Mr. W eb b er— ... Charles Allen
R eligious W ork.................................. 108.......................Dr. G eo . N. Reeves, Pres Chapm an C o lle g e Rev. K. K anaga....H . S. W ilkinson..........................Dr. Marsh....................................Evelyn Haschke
Retail Sellin g..................................... 3 6 ..........................Mr. H erbert S. Krumme, Sales M gr.................................... _.J. M. Frasher...... E. A. C am pb ell...........................Miss N inger.......................... Ben Harrington
Secretarial W ork...............................W estover H....M iss F. H enderson, Mr. Q uincy Adam s, L.A. Schools D. M orrison W . L. Sanders.............................Miss Feeley, Mrs. H orst.-M argaret Caron
T eaching............................................... K ...................Mr. C . L. Reeves, A ss't Sup't, L.A. S chools ....... ........V. L. Martins K. L. Stockton .......................Miss A lbert, Mr Reinhardt Maxine Hanson
T elep hone............................................203....................... Mr. J. Cory, Employm ent Mgr., Miss D. Hoffman, Ass't....M . H. Fessenden..J. V /. M iller..................................Miss H uston..................Carol Sue Beckley
W oodw ork...........................................L ..........Mr. A. Potter, V. Pres. & G en'l M gr Brown Saltzman C o ...A . W . Sandberg...C . W . Sh ep herd............................... Mr. H arper................................Donald C op e
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Career Day
HUNTINGTON PARK HIGH SCHOOL
April 27, 1951
A program o f vocation al counseling for th e students o f H untington Park
H igh School sponsored by th e Kiwanis C lub o f H untington Park.
The outstanding success of Kiwanis Vocational Day at
Huntington Park High School is known throughout the Los
Angeles School System and has been an inspiration for other
service clubs to sponsor similar days in their local high
schools.
Due to the close contacts of the Huntington Park Kiwan
is Club with prominent leaders in the business and profession
al world, the Club is able to bring to the school vocational
advisem ent of the highest type. This is an activity of
practical service to youth which is eagerly awaited by the
students o f this school.
They appreciate the program not only for the fine e d
ucational values involved, but because it is evidence of a
keen interest in the school by a service organization which
represents the leading citizens of the community.
Everett B. Chaffee, Principal
Huntington Park High School.
The Kiwanis Club of Huntington Park appreciates the
privilege extended to it by your Faculty and Student Body
of bringing their members to assist you in the choice o f a
career.
America today is about the only country left where an
individual may still choose his or her vocation. In Kiwanis we
have men from many fields o f activity to offer you the fruit
of their experience and guidance in the selection of a career.
F. H. Lakey, President
Kiwanis Club of Huntington Park.
21
YOUTH EMPLOYMENT
Inglew ood High S chool i s i n t e r e s t e d i n f in d in g p a r t
tim e employment f o r s tu d e n ts now i n f u l l tim e s c h o o l. We
a r e a ls o i n t e r e s t e d i n f u l l tim e jo b s f o r g r a d u a te s , and 44
hour p e r week jo b s f o r C o n tin u a tio n School s t u d e n t s .
We have found t h a t (1) jo b s h e lp t o keep many s t u
d e n ts i n sc h o o l by h e lp in g to m eet th e u s u a l f i n a n c i a l
needs o f a h ig h sc h o o l s tu d e n t, and (2) a d e f i n i t e l e a r n in g
s i t u a t i o n i s p r e s e n t i n m ost jo b s from w hich a s tu d e n t p ro
f i t s g r e a t l y . (3) We b e li e v e a s tu d e n t p r o p e r ly p la c e d ,
can be o f r e a l s e r v i c e t o an em ployer.
Inglew ood High School h as s e t up a P lacem ent S e rv ic e
t o m eet th e n eed s o f s tu d e n ts d e s i r i n g jo b s and em ployers
n e ed in g com petent p a r t tim e em ployees.
S tu d e n ts betw een th e a g e s o f 16 and 18 may work i n
g a in f u l o c c u p a tio n s p ro v id e d th e y have t h e i r p a re n ts* p e r
m is sio n and a work p e rm it w hich i s is s u e d by th e High
School Employment O f f ic e . S tu d e n ts may n o t work i n c e r t a i n
h azard o u s o c c u p a tio n s , f o r w hich Work P e rm its a r e n o t i s
su e d , o r b e f o r e 5 :00 a.m . nor a f t e r 10 :00 p.m .
Employment f o r s tu d e n ts may be a rra n g e d u nder s e v e r a l
p la n s a s fo llo w s : j
(a) A f te r S chool and S a tu rd ay : A s tu d e n t u nder 18 may work!
n o t t o exceed e ig h t h o u rs o r work and s c h o o l combined in |
any one d ay . The norm al sc h o o l day i s f i v e h o u rs and s t u - j
d e n ts may t h e r e f o r e n o rm ally work t h r e e h o u rs a f t e r sc h o o l
and e ig h t h o u rs on S a tu rd a y (23 hour w eek ).
(b) V a c a tio n s : Work p e rm its f o r v a c a tio n s c o v e rin g g e n e ra l
employment a r e is s u e d t o a p p l i c a n t s th e week b e f o r e sc h o o l
i s o u t f o r t h e v a c a tio n i n q u e s tio n . S tu d e n ts may work 48
h o u rs p e r week d u rin g any s c h o o l v a c a tio n .
’ EXHIBIT C
MIMEOGRAPHED BULLETIN FOR ADVERTISING THE INGLEW OOD
HIGH SCHOOL PLACEMENT SERVICE
( to be c o n tin u e d )
22;
i
( G) F u ll Tim e; 1 . G ra d u a te s . The Placem ent O ffic e w i l l
a tte m p t to f i n d f u l l tim e employment f o r s t u d e n ts upon ;
, g r a d u a tio n . ,
; I
2. C o n tin u a tio n School ( P a rt Time) s tu d e n ts a r e
th o s e whose p a r e n t s , have g iv e n p e rm iss io n f o r them to
q u i t f u l l tim e sc h o o l f o r em ploym ent, b u t who a r e r e q u ir e d
by law t o a t t e n d sc h o o l 4 h o u rs on S a tu rd a y and to p o ss e s s
, a v a l i d Work P e rm it. ,
I
' Work E x p erien c e (4 -4 ) P la n ; Under t h i s p la n a s tu d e n t ,
; a tt e n d s s c h o o l fo u r p e rio d s o r h o u rs p e r sc h o o l day and
works f o r f o u r h o u rs . The norm al sc h o o l program i s f i v e ,
p e rio d s u b j e c t s . Under t h i s p la n t h e s tu d e n t ta k e s o n ly
fo u r p e rio d s u b j e c t s and s u b s t i t u t e s Work E x p e rie n c e f o r
th e f i f t h . The em ployer i s c o n ta c te d each q u a r t e r and th e
g ra d e i n Work E x p erien c e i s d e te rm in e d b y th e em ployer.
(e ) C h ristm as Employment : Tem porary employment under a
: s p e c i a l a rra n g e m e n t.
' Inglew ood High S chool Employment O ffic e i s alw ays ;
‘ i n t e r e s t e d in s tu d e n t employment and w i l l alw ays be p lea se d :
I to d is c u s s j u v e n i l e employment w ith any i n t e r e s t e d p a r t y . <
I C a ll Inglew ood High School P lacem ent O f f ic e a t ORegon 8-114#
j o r OR. 7 -2 1 7 1 .
! I
I i
EXHIBIT C (C ontin ued)
MIMEOGRAPHED BULLETIN FOR ADVERTISING THE INGLEWOOD
HIGH SCHOOL PLACEMENT SERVICE
23
th e l o c a l b ro a d c a s tin g s t a t i o n s . )
e . Get job o r d e r s by u sin g th e te le p h o n e .
(1) P lan w hat you in te n d t o s a y b e fo re
p la c in g th e c a l l .
(2) Don’t c a r r y on an e x te n s iv e c o n v e r s a tio n
o v e r th e te le p h o n e . (The b u s in e s s men o f
your community have l i t t l e tim e to w a s te .
4 . INDIRECT SOURCES: How to open new c h an n e ls of
em ploym ent.
a . Check w ith th e banks f o r new co n ce rn s e n te r in g
th e community.
b. Check w ith th e p u b lic o f f i c i a l s of your c i t y .
(L earn o f th e new c o n s tr u c tio n p r o j e c t s under
way i n th e comm unity. )
c . Keep a c lo s e r e l a t i o n s h i p w ith th e l o c a l
Chamber of Commerce.
d. D evelop f r i e n d l y r e l a t i o n s w ith the M erchants
and M a n u fa c tu re rs A s s o c ia tio n .
e . Keep a c lo s e r e l a t i o n s w ith the S t a t e
Employment O f f i c e .
f . C o n sid er the a g r i c u l t u r a l developm ent i n your
community.
g . Don’t f o r g e t th e f a c u l t y o f y o u r s c h o o l.
(T here a re many jo b s o b ta in e d th ro u g h th e
24
recom m endations from t e a c h e r s . )
h . Review t h e a d v e r t is in g s e c t i o n of your l o c a l
n ew sp aper.
i . F a m il i a r i z e th e l o c a l c h u rc h e s w ith y o u r
s e r v i c e .
j . Keep th e p a r e n t s p o s te d .
C. TRIAL FERFORMANCE: P r o j e c t s to h e lp you p u b l ic i z e the
a v a i l a b i l i t y of th e placem ent f a c i l i t i e s .
1 . I n i t i a t e an a d v e r t is in g program a p p lic a b le f o r
each o f th e f o llo w in g :
a . P e rs o n a l v i s i t s w ith th e e m p lo y e rs.
b. S p o n so rsh ip of community s e r v ic e c lu b s
c . L e t t e r s , b u l l e t i n s , and c i r c u l a r s .
d . R adio b r o a d c a s t.
e . N ew spaper.
f . T ele p h o n e .
g .
B u sin e ss a g e n c ie s .
h . M u n ic ip a l l e a d e r s .
i . Chur c h .
j .
P a r e n t s .
2 . P la n and i n i t i a t e p u b l i c i t y t h a t w i l l ap p eal to
th e d i f f e r e n t c o n cern s of th e community.
D. EVALUATION: Sam ples o f e v a l u a t i o n t e c h n iq u e s .
1 . TRUE-FALSE: P la c e a n X i n the c o r r e c t sp ace f o r
25
tr u e or f a l s e ,
T F
a . ( )( ) You sh o u ld p re p a re f o r y o u r v i s i t s w ith
th e e m p lo y ers,
b. C )( ) I t i s b e t t e r f o r you t o s e t a s id e a
d e f i n i t e amount of tim e f o r y o u r p u b lic
r e l a t i o n s pro g ram .
2 . BEST ANSIER: P la c e the number of th e b e s t answ er
i n th e p a r e n th e s e s .
a . ( ) To o b ta in job o r d e r s by p e rs o n a l v i s i t s
w ith th e em ployers you s h o u l d : (1) D isc u ss
th e p la n o f th e placem ent s e r v i c e . (2)
T alk about th e t r a i n i n g p ro v id e d in th e
s c h o o l. (3) S e l l your s e r v i c e upon th e ,
a b i l i t y o f your a p p li c a n t s to h o ld jo b s , j
I
(4) S t r e s s th e im p o rtan c e of th e sc h o o l |
placem ent s e r v i c e ,
b. ( ) The fo rm a tio n o f an a d u l t a d v is o r y com
m itte e i s b e s t done by: (1) I n v i t i n g th e ,
I
members of s e r v ic e c lu b s to y o u r s c h o o l.
(2) S e le c tin g a r e p r e s e n t a t i v e from each
s e r v ic e clu b i n th e community. (3) S e t
t i n g a s id e a v o c a tio n a l g u id a n c e day.
(4) A rra n g in g f o r s p e c i a l p ro g ram s.
26
RATING S0AIE: P la c e an X i n th e p a re n th e s e s f o r
each o f your accom plishm ents i n p u b lic iz in g the
sc h o o l placem ent s e r v i c e .
a . ( ) Have you s o l i c i t e d job o r d e r s by p e r s o n a l
v i s i t s w ith th e em ployers?
b. ( ) Have you o b ta in e d th e s p o n s o rs h ip o f each
s e r v ic e club i n th e community?
0 . I j Have you d ev elo p ed p r i n t e d m a tte r w hich
h a s a d v e r t is in g a p p e a l?
d . ( ) Have you w r i t t e n e d i t o r i a l s f o r p u b l ic a
t i o n i n th e l o c a l new spaper?
e . { ) Have you a rra n g e d f o r r a d i o program s?
f . ( } Have you d ev elo p ed a good te le p h o n e
a d v e r t is in g te c h n iq u e ?
Have you m a in ta in e d a c lo s e r e l a t i o n s
w ith b u s in e s s a g e n c ie s ?
h . ( ) Have you m a in ta in e d a c lo s e r e l a t i o n s
w ith m u n ic ip a l le a d e r s ?
1 . { ) Have you k e p t th e p a re n ts w e ll in fo rm ed
about your s e r v ic e ?
Have you f a m i l i a r i z e d t h e church l e a d e r s
w ith your s e r v ic e ?
( ) T o ta l.
CHAPTER 4 . PERSUASION
HOW TO GET THE EMPLOYERS TO CHANNEL THEIR
REQUESTS FOR EMPLOYEES THROUGH THE
SCHOOL PLACEMENT OFFICE
A. MOTIVATION : The re w a rd s t h a t w i l l come to you by your
g e t t i n g em ployers t o r e q u e s t em ployees th ro u g h y o u r
s e r v i c e .
1 . M AXIM UM PLACEMENT OPPORTUNITES: I f you w i l l a c
q u ir e a c c u r a te in f o r m a tio n a b o u t th e job r e q u i r e
m ents b e fo r e making r e f e r r a l s , th e r e w i l l be a
g r e a t e r demand f o r y o u r s e r v i c e .
2. MORE GRADUATES: The g r e a t e r th e work e x p e rie n c e
I
o p p o r t u n i t i e s f o r your a p p li c a n t s th e g r e a t e r a r e '
your chances f o r k e e p in g s tu d e n ts i n t e r e s t e d i n
s c h o o l. I
3 . PERSONAL ATTAINMENT: The em ployers w i l l c o n tr i b u te
more to your s u c c e s s , i f you w i l l p r a c t i c e b u s in e s s
c o u r t e s i e s when h a n d lin g r e q u e s ts f o r y ou r s e r v ic e !
B. DIRECTIONS: Some s u g g e s tio n s on how t o g e t em ployers i
t o r e q u e s t em ployees th ro u g h th e s c h o o l placem ent
o f f i c e .
1 . JOB ANALYSIS: How to m eet th e re q u ire m e n ts o f em
p l o y e r s .
a . L earn th e q u a l i f i c a t i o n s e x p e c te d . |
2 8
(1) What i s th e Job c l a s s i f i c a t i o n ?
(2) What e x p e rie n c e i s r e q u ir e d ?
(3) What knowledge of th e job i s r e q u ir e d ?
(4) I s th e em ployee c lo s e l y s u p e rv is e d ?
(5) I s t r a i n i n g r e c e iv e d on th e jo b?
b . Get a c le a r p i c t u r e of th e b u s in e s s .
(1) What i s th e ty p e of b u s in e s s ?
(2) What m erch an d ise i s h an d led ?
(3) What p ro d u c ts a re m an u fa ctu red ?
(4) What ty p e of s e r v ic e i s re n d e re d ?
c . F a m il i a r i z e y o u r s e l f w ith the employment
p r a c t i c e .
(1) How many p e o p le a re u s u a l ly employed?
(2) What i s th e a t t i t u d e to w ard th e employ
ment o f s tu d e n ts ?
(3) I s th e demand f o r g i r l s o r boys?
(4) When i s th e g r e a t e s t demand f o r h e lp ?
(a) F a l l ?
( b ) Wint e r ?
(c) S p rin g ?
(d) Summer?
(5) What a r e th e wage r a t e s ?
2 . REQUISITION CEEARANCE: How to h a n d le r e q u e s t s
f o r e m p lo y ers.
29
a . H andle a l l r e q u e s ts p ro m p tly .
b. Keep an a c c u ra te re c o rd of job o r d e r s .
(1) Use a job o r d e r form f o r re c o rd in g
r e q u e s t s f o r a p p l i c a n t s . (See E x h ib it D
and 1 . )
(2) Get a l l th e d e t a i l s needed t o p ro v id e
s u i t a b l e a p p l i c a n t s .
c. Check th e a p p li c a t io n s on f i l e fo r l i k e l y
c a n d id a te s .
d . A d v ise th e em ployers o f th e a v a i l a b i l i t y of
a p p l i c a n t s . (D o n 't make d e f i n i t e com m itm ents.
e . Make a s p e c i a l e f f o r t to f i l l a l l job o r d e r s .
G. TRIAL PERFORMANCE: P r o j e c t s to h e lp you g e t th e
em ployers to c h a n n e l t h e i r r e q u e s t s f o r em ployees
th ro u g h th e sc h o o l placem ent o f f i c e .
1 . P r a c t i c e th e fo llo w in g p ro c e d u re s r e q u ir e d f o r
g e t t i n g a jo b o r d e r from the v a r io u s co n ce rn s
of th e community:
a . O b ta in in g in fo rm a tio n a b o u t th e jo b .
b. F i l l i n g o u t th e job o r d e r .
c . C le a rin g th e jo b o r d e r .
2 . O b ta in job o r d e r s from th e fo llo w in g c o n c e rn s ,
a p p ly in g a l l th e te c h n iq u e s f o r good b u s in e s s
r e l a t i o n s :
30
EM PLO Y ER OR FIRM P O S IT IO N O P E N
A D D RESS
A P PL Y TO A D D R E S S
H O W R EACHED
D U T IES SEX A G E RA N G E DURATION
H O U R S
W K LY.
d a i l y
TO
SAT.
S U N .
EDU CATION AND E X P E R IE N C E R EQ U IRED
M j l l M j NATIONALTY
MARRIED LIV E AT W O R K
S IN G L E LIVE O U T
p e r s o n a l i t y , PH Y S IC A L , O TH ER RE Q U IRE M E N T S TIME LIM IT TO F IL L j
O R D ER TAKEN BY DATE j
NO. O F O P E N IN G S N O . T O A PPL Y
NAT U RE O F B U S IN E S S O R PRO D U C T
FORM 3 2 . 9 8 5M 2 —4 7 W O R K -E X P E R IE N C E S E C T I O N , C E N T R A L E M P L O Y M E N T S E R V IC E
EXHIBIT D
FRONT SIDE OF A JOB ORDER FORM
31
R E F E R R A L A N D PLA C EM EN T REC O R D
R ESU LT NAME R E FE R R E D BY
EXHIBIT E
BACK SIDE OF A JOB ORDER FORM
3 2
a . Bank.
b. G rocery s t o r e .
0 . D epartm ent s t o r e .
d . R a ilr o a d shop.
e . A utom obile assem bly p l a n t .
D. EVALUATION; Sam ples of e v a lu a tio n te c h n iq u e s .
1 . TRDE-FALSE: P la c e a n % i n th e c o r r e c t space fo r
t r u e o r f a l s e .
T F
a . ( )( ) You sh o u ld d e te rm in e th e jo b c l a s s i f i c a
t i o n b e fo re making r e f e r r a l s .
b. ( ')( ) I t i s b e t t e r to know th e ty p e of b u s i
n e s s to me e t th e re q u ire m e n ts of the
em p lo y er.
2 . BIST ANSWER: P la c e th e number o f t h e b e s t answer ^
i n th e p a r e n t h e s e s . !
!
a . ( ) You have made a job a n a l y s i s o f th e b u s i
n e s s f ir m s i n y o u r community t o : (1)
L earn th e q u a l i f i c a t i o n s e x p e c te d . (2)
Get a c le a r p i c t u r e o f th e b u s in e s s .
(3) F a m il i a r i z e y o u r s e lf w ith th e em ploy- ;
ment p r a c t i c e s . (4) Meet the re q u ire m e n ts
of th e em ployers.
b. ( ) To h an d le r e q u e s t s from em ployers p ro p e rly ,
3.
33
you sh o u ld n o t ; (1) Keep an a c c u ra te
re c o r d o f job o r d e r s . (2) Check th e
a p p l i c a t i o n s on f i l e f o r l i k e l y c a n d id a te s .
(3) Make d e f i n i t e com m itm ents. (4)
Make a s p e c i a l e f f o r t to f i l l a l l job
o r d e r s .
RATING SCALE: Give 0 f o r p o o r, 1 f o r f a i r , 2 f o r
a v e ra g e , 3 f o r good, 4 f o r e x c e ll e n t on each ite m
a c c o rd in g to how w e ll your program f o r g e t t i n g
job o r d e r s m eets th e r e q u ir e m e n ts .
a .
b.
c .
d .
Does your p la n p ro d u ce r e s u l t s ?
I s i t d e sig n e d t o o b ta in com plete i n
fo rm a tio n about th e jo b re q u ire m e n ts ?
Does i t p ro v id e f o r d e t a i l in f o rm a tio n
about th e firm s ?
Does i t f a c i l i t a t e a c l e a r p i c t u r e o f th e
employment p r a c t i c e ?
Does i t p ro v id e f o r a c c u r a te r e c o r d s of
job o r d e rs ?
Does i t p ro v id e f o r prompt s e r v ic e to th e
em ployers?
T o ta l.
34
PART I I I . PLACEMENT TECHNIQUES
HOW TO MATCH APPLICANTS AND JOBS
You have a p p l i c a n t s , Jobs f o r a p p l i c a n t s , and
a p p l i c a n t s w o rk in g on t h e jo b s . You worked h a rd to re a c h
t h i s phase o f your program . I f you a re s u c c e s s f u l now,
your s e r v i c e w i l l grow and be re c o g n iz e d by t h e a p p li c a n t s
and e m p lo y ers. Your e x e c u tiv e a b i l i t y to p ro v id e a d e q u a te
a d m i n i s t r a t io n f o r t h i s im p o rta n t p a r t o f your t o t a l o p e ra
t i o n w i l l a s s u r e u n i ty f o r a l l th e p a r t s .
Would you l i k e t o p r e p a r e y o u r s e lf f o r le a d e r s h ip ?
The ro a d m ark e rs on t h e highw ays g iv e d i r e c t i o n s t o th e
m o to r i s t t h a t he may re a c h h i s d e s t i n a t i o n . They do n o t
g u a ra n te e t h a t t h e r e w i l l be no m otor t r o u b l e s o r t i r e s to
blow out w h ile i n r o u t e . The same i s t r u e in g iv in g
d i r e c t i o n s t o g u a ra n te e p e r f e c t i o n i n th e a d m i n i s t r a t io n
o f y o u r program . I t i s much e a s i e r to manage th e sch o o l
placem ent s e r v i c e , i f t h e r e a r e p ro c e d u re s t o p ro v id e
d i r e c t i o n s , even th o u g h t h e b e s t o f p ro c e d u re s do n o t
p ro v id e in s u r a n c e a g a i n s t m is ta k e s . Would you l i k e to
fo llo w a few d i r e c t i o n s t h a t w i l l h e lp you a lo n g your way
to s u c c e s s ? I f you w ould, th e n re a d th e s u g g e s tio n s
s t a r t i n g on t h e n e x t p a g e.
35
CHAPTER 5. ADMINISTRATION
H O W TO SIT UP THE BEST KIND OF FORMS, RECORDS,
AND PROCEDURES SO THAT YOUR OFFICE
WILL FUNCTION EFFICIENTLY
1
A. MOTIVATION : Rewards t h a t w i l l come to you by your
s e t t i n g up th e a p p r o p r ia te k in d of form s, r e c o r d s ,
and p ro c e d u re s t o a s s u re o f f i c e e f f i c i e n c y .
1 . SUCCESSFUL LEADERSHIP: Your p e rs o n a l s e r v ic e i s
no b e t t e r th a n t h e a d m i n i s t r a t io n of y o u r program .
2. OFFICE CONTROL: I f you f a i l to p ro v id e a d e q u a te
form s, r e c o r d s , and p ro c e d u re s , you may e x p e c t
v e ry l i t t l e c o o p e ra tio n from a p p l i c a n t s , em p lo y ers,
o f f i c e s t a f f , o r th e f a c u l t y o f your s c h o o l.
3. SMOOTH PERFORMANCE : The ch o ic e o f com petent p e r
so n n e l a s s u r e s u n ifo rm ity f o r y o u r o f f i c e f u n c t i o n s .
4 . ELIMINATION OF ERRORS: I f you w i l l g iv e s p e c i f i c
i n s t r u c t i o n s t o c l a r i f y o f f i c e r o u tin e f o r your
s t a f f , m is ta k e s w i l l be a v o id e d .
B. DIRECTIONS: Some s u g g e s tio n s on how to d e v elo p e f f i
c ie n t o f f i c e f u n c t i o n s .
1 . PRINTED MATTER : How to choose form s to m eet th e
need s f o r y o u r s e r v i c e .
a . Choose th e form s w hich a r e m ost a p p r o p r i a te fo r
y o ur s e r v i c e .
3 6
b. Use one com prehensive a p p l i c a t i o n form . (An
a p p l i c a t i o n o f t h i s ty p e sh o u ld be f i l l e d o ut
by a l l a p p l i c a n t s who w ant sc h o o l c r e d i t fo r
work e x p e rie n c e d u r in g th e s c h o o l y e a r .) (See
E x h ib it F and G .)
(1) Use a w h ite c o lo r f o r b o y s.
(2) Use a b u ff c o lo r f o r g i r l s .
G. Use a l t e r n a t e form s a s n e ed e d . (See E x h ib it H .)
d . F ollow a d e f i n i t e p ro c e d u re when i s s u i n g
work p e r m its . .
(1) R e q u ire t h a t an a p p l i c a t i o n be f i l e d fo r
th e p r i v i l e g e . (See E x h ib it I and J . )
(2) I s s u e a v a l i d p e rm it when com pleted and
r e t u r n e d to y o u r o f f i c e . (See E x h ib it
K, L, and M .}
(a) P re p a re i n q u a d r u p lic a te .
(b) R e ta in one copy i n your o f f i c e .
(c) Give one copy to th e a p p l i c a n t s .
(d) M ail one copy to th e e m p lo y er.
(eO M ail one copy to th e S t a t e D epartm ent
of E d u c a tio n .
e . Is s u e work p e rm it c a rd s f o r week end, and
v a c a tio n p e r i o d s . (See E x h ib it N .)
37.
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APPLICATION FOR PART-TIME EMPLOYMENT
N am e............................... Grade....D ate....................
Address............... Telephone —
Age .................................. Weight Height..................
Course ................................... ....................................... ...............
Experience .............................. ............ .......................................
Kind of Work Desired.......................... .................................. .....
Social Security No................................
1. 4.
2 ................ 5.
3 ................ 6.
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45
PERM ITTO W O RK a n d E M PL O Y Date Issued
Dote ExpiresL.
EMPLOYER:
Note Minor's Age and
Proof— THEN read on
back of card:
Ages 12 and 13— H 1
" 14 and 15— T 2
" 16 and 17— 113
ALSO read H 4.
0 V E R —
Name-
To work WEEK ENDS & VACATIONS only.
----------------------------- Sex___
Address- - A g e =
Birthdote- -Proof-
School Nome.
Signature
and Title........
LOS ANGELES CITY SCHOOLS Form 34-EH-19 200M 6-46
F ro n t
T I 1. The Fair Labor Standards Act of ’ l9§8 (F.L.S.A.-1938) prohibits all
employment of minors UINDER 14 years of age in Industries subject to the Act.
It 2. Certain jobs may be held by minors 14 and 15 years old in industries
subject to FLSA-1938 (40 hour week limit). It is the employer's responsibility
to check on legality of jobs. (Also see 113.)
It 3. Industries subject to the F.L.S.A.-1938 may not hire a minor whose
permit does not show one of th e following os proof of age: Certificate of
Birth or Baptism, Insurance Policy, Bible Record, or other old document. Pass
port, or the combination of School Record and Affidavit.
H 4. Minors under 18 may not work more than 8 hours per day or 48
hours per week, nor before 5 A.M. or after 10 P.M.
All occupations dangerous to life and limb or injurious to health or morals
are prohibited for minors UNDER 16 years.
Minor's Signature ___ __________ ____________________ __________
(This cord corresponds to State Vacation Permits)
Back
ûXHIBIT il
CAuB ISJUBD fUti Pli.iiTT TO îv'Oriiv ^ajD li-.PLOY r'OTi
aKDS ABD VACATIONS ÜHLY
46
f . G ive th e a p p l i c a n t s a c a rd o f i n t r o d u c t i o n
when b e in g r e f e r r e d t o e m p lo y e rs f o r i n t e r v i e w s .
(S ee E z h i b i t 0 .)
(1 ) T h is i d e n t i f i e s th e a p p l i c a n t s .
(2 ) I t p r o v id e s you w ith t h e r e s u l t s o f t h e
i n t e r v i e w s .
g . U se a form f o r e v a lu a tin g th e w ork p e rfo rm a n c e j
o f a p p l i c a n t s r e c e i v i n g s c h o o l c r e d i t f o r w ork
e x p e r ie n c e . (S ee E x h ib i t s P an d ^ . )
(1 ) T h is fo im h e lp s you i n g r a d in g th e
a p p l i c a n t s .
(2 ) I t h e lp s you t o d e te rm in e t h e n e e d f o r
a d ju s tm e n ts .
h . C hoose a jo b o r d e r fo rm (a s m e n tio n e d i n
C h a p te r 4) w hich p r o v id e s s p a c e f o r jo b
s p e c i f i c a t i o n s .
(1 ) U se t h e r e v e r s e s i d e o f th e fo rm f o r r e
c o rd in g th e nam es o f a p p l i c a n t s r e f e r r e d .
(2 ) S e l e c t two d i f f e r e n t c o lo r e d fo rm s .
(a ) U se a M iite c o lo r f o r b o y s.
(b ) U se a b u f f c o lo r f o r g i r l s .
(c ) T h is f a c i l i t a t e s q u ic k e r h a n d lin g .
(d) I t c o rre s p o n d s w ith th e a p p l i c a t i o n s
on f i l e .
4 7
[ t h i s s i d e o f c a r d i s f o r a d d r e s s )
E M PL O Y M E N T O FFICE
IN G L EW O O D H IG H SCHOOL
235 SO U T H G R EV ILLEA
BO X 28
IN G L EW O O D , C A L IFO R N IA
F r o n t
CEN TIN EL.A V A L L E Y U N IO N H IG H SCHOOL D IST R IC T
235 S o u th G r e v ille a A v e.— OR. 8-1148 and OR. 7-2171
.19.
To
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2 , RIFERSNGE FACILITY: How t o k eep th e r e c o r d s e a s i l y
a c c e s s i b l e .
a . A rra n g e y o u r f i l e s i n a l p h a b e t i c a l o r d e r .
b . F i l e t h e jo b o r d e r s i n a c a b in e t c o n v e n ie n t f o r
h a n d li n g .
c . Keep a c a rd f i l e on a l l em ployed s t u d e n t s
c le a r e d th ro u g h y o u r o f f i c e .
d . Make c r o s s r e f e r e n c e c a r d s t o f a c i l i t a t e q u ic k
a c c e s s t o in f o r m a tio n .
e . Keep t h e r e c o r d s u p - t o - d a t e .
(1 ) T r a n s f e r th e r e c o r d s t o t h e i n a c t i v e f i l e
when o u t - o f - d a t e .
(a ) T h ere i s o f t e n a n e ed f o r r e f e r e n c e
a f t e r th e s tu d e n ts h av e g r a d u a te d .
(b ) You may be a sk e d t o f u r n i s h a recom
m e n d a tio n .
(c ) The s t a t e em ploym ent o f f i c e s o f t e n
se ek in f o r m a tio n a b o u t fo rm e r s t u d e n ts .
(d ) I t may h e lp y o u r fo rm e r a p p l i c a n t s
g e t j o b s .
(e ) I t may s e r v e a s a p r o t e c t i v e m easure
f o r th e a p p l i c a n t s , e m p lo y e rs , and
th e s c h o o l p la c e m e n t o f f i c e .
51
3 . OFFICE SUPERVISION: How t o d e s ig n a te r e s p o n s i
b i l i t y to y o n r o f f i c e s t a f f .
a . F o llo w o u t l i n e d p ro c e d u r e s to m a in ta in u n i
f o r m ity .
b . H an d le a l l m a t t e r s t h a t r e q u i r e a d m i n i s t r a t i v e
d e c is io n s p e r s o n a l l y .
c . O b ta in th e s e r v i c e s o f a w e ll t r a i n e d s te n o g r a
p h e r .
(1 ) D e le g a te th e r e s p o n s i b i l i t y o f o f f i c e
r o u t in e to h e r .
(2) T r a in h e r th o r o u g h ly i n h a n d lin g th e
s p e c i f i c d e t a i l s o f y o u r o f f i c e .
d . Remember t h a t te le p h o n e c a l l s a r e m o st
im p o r ta n t.
(1) D on’t e x p e c t y o u r a s s i s t a n t t o h a n d le
a l l o f th e c a l l s d u rin g y o u r a b s e n c e .
(2 ) R e q u e s t t h a t th e nam es and te le p h o n e
num bers o f in c o m in g c a l l s be t a k e n .
(T h is i s e s p e c i a l l y u rg e d f o r th e f i r s t
in co m in g c a l l s from e m p lo y e rs .)
e . D e s ig n a te some r e s p o n s i b i l i t y to s tu d e n ts
w orking i n y o u r o f f i c e , ( a s m e n tio n e d i n
t
C h a p te r 1 ) .
(1 ) G ive them b u l l e t i n s to d i s t r i b u t e i n th e
52
s c h o o l.
(2 ) Send th em on e r r a n d s .
(3 ) G ive th em th e job o f k e e p in g y o tir b u l l e t i n
b o a rd i n o r d e r .
(4 ) R e q u e s t them to make p o s t e r s a d v e r t i s i n g
your s e r v i c e .
(5 ) N ever p e rm it th em to h a n d le th e r e c o r d s
o f a n o th e r s t u d e n t .
G. TRIAL PERFORM&NCE; P r o j e c t s t o h e lp you s e t up th e
b e s t k in d o f fo rm s , r e c o r d s , a n d p r o c e d u r e s so t h a t
y o u r o f f i c e w i l l f u n c tio n e f f i c i e n t l y .
1 . Draw up a c o m p le te p la n f o r y o u r o f f i c e m anagem ent
p r o v id in g f o r th e f o llo w in g :
a . A d m in is tr a tiv e p r o c e d u r e s .
b . S u p e r v is io n o f s t a f f .
c . S e l e c t i o n o f fo rm s .
d . S e t ti n g up th e r e c o r d s .
2 . Open th e o f f i c e f o r b u s i n e s s , c a r r y in g o u t a l l th e
a s p e c ts o f y o u r o f f i c e f u n c t i o n s , i n c l u s i v e o f th e
f o llo w in g :
a . U se o f th e fo rm s .
b . K eeping th e r e c o r d s .
c . S u p e r v is io n .
d . F o llo w in g p r o c e d u r e s .
53
D. EVALUATION; S am ples o f e v a lu a tio n t e c h n iq u e s .
1 . TRUE-FALSE; P la c e an Z i n th e c o r r e c t sp a c e f o r
t r u e o r f a l s e .
T F
a . ( )( ) You s h o u ld a r r a n g e y o u r f i l e s i n a lp h a
b e t i c a l o r d e r .
b . ( )( ) I t i s w ise t o fo llo w a d e f i n i t e p ro c e d u re
when i s s u i n g w ork p e r m its .
2 . BEST ANSWER; P la c e t h e num ber o f th e b e s t an sw er
i n th e p a r e n t h e s e s .
a . ( ) To choose th e fo rm s to be u se d , y o u sh o u ld :
(1 ) S e l e c t s e v e r a l o f each t y p e . (2)
S e l e c t o n ly one o f each t y p e . (3 ) S e l e c t
th e form s to s u i t th e n e e d s f o r y o u r
s e r v i c e . (4) S e l e c t one ty p e f o r a l l
p u r p o s e s .
b . ( ) To d i s t i n g u i s h betw een th e r e c o r d s o f
boys an d g i r l s , you s h o u ld : (1 ) U se c r o s s
r e f e r e n c e c a r d s . (2 ) Use d i f f e r e n t
c o lo r e d fo rm s . (3 ) U se two d i f f e r e n t
f i l e c a b i n e t s . (4 ) Use d i f f e r e n t ty p e
fo rm s .
3 . RATING SCALE; P la c e a n % i n th e p a r e n th e s e s f o r
e a c h o f y o u r a c c o m p lish m e n ts i n t h e a d m i n i s t r a t i o n
54
o f y o u r o f f i c e .
a . ( ) Have you s e l e c t e d th e m ost a p p r o p r ia te
form s to s u i t th e n e e d s f o r y o u r s e r v i c e ?
b . { ) Have you s e t up t h e r e c o r d s to p ro v id e
a c c e s s i b le in f o r m a tio n ?
c . ( ) Have you d e s ig n a te d r e s p o n s i b i l i t y t o y o u r
o f f i c e s t a f f ?
d . ( ) Have you fo llo w e d o u t l i n e d p ro c e d u re s to
m a in ta in u n ifo rm o f f i c e f u n c tio n s ?
e . ( ) Have you p e r s o n a l l y h a n d le d a l l m a t t e r s
t h a t r e q u ir e d a d m i n i s t r a t i v e d e c is io n s ?
( ) T o t a l .
55
CHAPTER 6 . SELECTION
H O W TO M A K E WISE DECISIONS A M O N G
THE LIKSLT CANDIDATES
A . MOTIVATION; The re w a rd s t h a t w i l l oome to y o u by y o u r
m aking w ise d e c is io n s among th e l i k e l y c a n d i d a t e s .
1 . ASSURANCE OF PLACEMENTS: I f y o u r a p p l i c a n t s m eet
th e r e q u ir e m e n ts o f th e e m p lo y e rs, th e y w i l l be
a c c e p te d f o r em ploym ent.
2 . APPLICANT APPRECIATION; I f y o u r a p p l i c a n t s a r e r e
f e r r e d to e m p lo y e rs who w i l l a c c e p t them f o r em ploy
m ent , th e y w i l l e x p r e s s t h e i r g r a t i t u d e f o r y o u r
a s s i s t a n c e .
3 . RECOGNITION FOR TOUR REFERRAIS; I f y o u r a p p l i c a n t s
a r e q u a l i f i e d to m eet t h e r e q u ir e m e n ts o f the em
p lo y e r s , t h e r e w i l l be a g r e a t e r demand f o r y o u r
p e r s o n a l s e r v i c e .
B. DIRECTIONS; Some s u g g e s tio n s t h a t w i l l h e lp you i n
m aking w ise d e c i s i o n s among th e l i k e l y c a n d i d a t e s .
1 . REFERRAL DETERMINATION: How t o d e c id e w hich a p p l i
c a n ts w i l l be r e f e r r e d t o th e e m p lo y e rs f o r i n t e r
v ie w .
a . Check th e a p p l i c a t i o n s f o r l i k e l y c a n d id a te s .
(1 ) Exam ine th e p r e f e r e n c e s s t a t e d .
( 2) Compare th e j ob re q u ire rn e n t s w ith th e
56
q u a l i f i c a t i o n s o f th e a p p l i c a n t s .
b . Don’ t c a l l i n a l l a p p l i c a n t s who h av e s t a t e d
th e same c h o ic e on t h e i r a p p l i c a t i o n s . (T h is
o n ly l e a d s t o c o n f u s io n .)
c . Send o n ly one a p p lic a n t a t a tim e to th e em ploy
e r f o r i n te r v ie w .
(1 ) F o llo w t h i s p ro c e d u re u n t i l an a p p lic a n t
i s a c c e p te d by t h e e m p lo y e r.
(2) Make e x c e p tio n s a s n e c e s s a r y . ( I f th e jo b
o rd e r c a l l s f o r f i v e a p p l i c a n t s , send f i v e
a p p l i c a n t s . )
(3 ) Send th e one who m e e ts th e r e q u ir e m e n ts o f
th e jo b s p e c i f i c a t i o n s .
(4) D on’t send an a p p lic a n t w h ere you know he
w i l l n o t be a c c e p te d .
(a) Some f ir m s w i l l em ploy o n ly th o s e o f
t h e Caucasian r a c e .
(b ) Such m a t t e r s m ust be ta k e n i n to
c o n s i d e r a ti o n when m aking r e f e r r a l s .
2 . CANDIDATE SELECTION: How t o c h o o se a p p l i c a n t s f o r
jo b s t h a t th e y a r e b e s t q u a l i f i e d to h o ld .
a . D on’t f o r g e t t h a t you a r e n o t d e a lin g w ith
a d u l t s .
b . D on’t f o r g e t t h a t t h e p rim a ry p u rp o se o f y o u r
57
program i s to p ro v id e th e a p p l i c a n t s w ith
t r a i n i n g w h ile i n s c h o o l.
c . Don’t f o r g e t t h a t m o st o f th e jo b s o b ta in e d by
y o u r a p p l i c a n t s do n o t demand a h ig h d e g re e of
s k i l l .
d . Send th o s e who n e e d a d v ise m e n t t o y o u r s c h o o l
v o c a tio n a l g u id a n c e c o u n s e lo r . !
e . C l a s s i f y t h e a p p l i c a n t s p r i m a r il y a c c o rd in g t o
t h e i r i n t e r e s t s .
f . G ive v e r y c lo s e s u p e r v is io n to th o s e r e c e i v i n g i
s c h o o l c r e d i t f o r w ork e x p e r ie n c e .
g . Use th e f o llo w in g q u e s tio n s a s a g u id e i n choose
in g q u a l i f i e d a p p l i c a n t s :
(1
(2
(3
(4
(5
(6
(7
(8
(9
(10
(11
W bat i s th e a g e o f a p p li c a n t ?
I s he p h y s i c a l l y f i t to h o ld th e jo b ?
I s he w i l l i n g to assum e r e s p o n s i b i l i t y ?
I s he a good p ro d u c e r?
Does h e w ork t h i n g s o u t f o r h im s e lf ?
Does he l i k e c l e r i c a l w ork?
D oes he l i k e m e c h a n ic a l w ork?
Does he h av e s p e c i a l t a l e n t ?
W hat a r e h i s h o b b ie s ?
Does he a t t e n d s c h o o l r e g u l a r l y ?
I s he a good s tu d e n t?
. 58
(12) I s h e i n t e r e s t e d i n s c h o o l?
(1 3 ) Does he l i k e to m ix w ith p e o p le ?
(14) D oes h e p r a c t i c e good c i t i z e n s h i p a t
s c h o o l?
(13) I s he a good sp o rtsm a n ?
( l é ) I s he c o u rte o u s ?
(17) I s he f r i e n d l y ?
3 . SEECIAL SUPERVISION : How to m anage s e a s o n a l
p la c e m e n t p ro b le m s .
a . R e c r u i t a p p l i c a n t s f o r C h ris tm a s and E a s t e r
dem ands.
(1 ) S t a r t t h i s s e r v i c e t h i r t y d a y s i n ad v an ce
o f th e r u s h s e a s o n s . (T h ere may be a s
many a s two o r t h r e e h u n d re d p la c e m e n ts
made th ro u g h y o u r o f f i c e . )
(2) I n te r v ie w th e a p p l i c a n t s t o d e te rm in e
t h e i r q u a l i f i c a t i o n s .
(3 ) A rra n g e f o r r e f e r r a l s a t l e a s t o ne week
b e fo r e p la c e m e n ts .
b . Don’ t f o r g e t t h a t t h e s e a p p li c a n t s a r e ex cu sed
from s c h o o l p r i o r t o t h e v a c a ti o n p e r i o d .
(1) You m ust v e r i f y th e work a s s ig n m e n t.
(2 ) You m u st v e r i f y th e w ork p e rfo rm a n c e .
(3 ) You m u st v e r i f y th e a tte n d a n c e f o r th e days
59
e x c u se d fro m s c h o o l t o w ork.
(4 ) D on’t p e rm it anyone to a b u se th e p r i v i l e g e .
(5 ) R e c o g n iz e o n ly th o s e who a r e p r o p e r ly
c le a r e d th r o u g h y o u r o f f i c e . (S ee E x h ib it
R .)
C. TRIAL PERFORMANCE: P r o j e c t s to h e lp you make w ise d e
c i s i o n s among th e l i k e l y c a n d i d a t e s .
1 . S e l e c t q u a l i f i e d c a n d id a te s t o be r e f e r r e d to em
p lo y e r s f o r i n t e r v i e w s a s f o llo w s :
a . S a le s c l e r k f o r a d e p a rtm e n t s t o r e d u rin g th e
C h ristm a s s e a s o n .
b . C l e r k - t y p i s t f o r p a r t - t i m e w ork a t th e l o c a l
b a n k .
c . O f f ic e boy f o r w ork on S a tu rd a y w ith l o c a l
a t t o r n e y .
2 . S e l e c t c a n d id a te s f o r th e f o llo w in g s i t u a t i o n s :
a . The m anager o f th e l o c a l h a rd w are s t o r e h a s
r e q u e s te d a s to c k room boy to w ork t h r e e h o u rs
each a f te r n o o n a n d e ig h t h o u rs on S a tu r d a y s .
b . The p e rs o n n e l d i r e c t o r o f th e l o c a l d e p a rtm e n t
s t o r e h a s r e q u e s te d one c l e r k ( g i r l ) t o a d d r e s s
e n v e lo p e s f o r m o n th ly s ta te m e n ts by lo n g h a n d .
The s e r v i c e s of t h i s c l e r k w i l l be n e ed e d a f t e r
s c h o o l an d S a tu rd a y f o r th e l a s t week o f each
6 0
REQUEST TO BE EXCUSED FROM SCHOOL TO W O R K
S tu d e n ts w i l l b e e x c u se d from c l a s s e s to work i f ^ 1 s ig n a
t u r e s a p p e a r on p e t i t i o n b e lo w , i n d i c a t i n g t h a t h e /s h e i s
i n good s ta n d in g and w i l l b e a b l e t o m a in ta in s a t i s f a c t o r y
c l a s s w o rk . S tu d e n ts a r e t o a r r a n g e m ake-up w ith t e a c h e r s
b e f o r e l e a v in g f o r w o rk .
1 . To be f i l l e d o u t b y STUDENT.
!h ip il* s l a s t name F i r s t Y ear i n b i r t h d a te
s c h o o l
From ;___________________ Toj__________ _______ ____________
D ate o f Wbrk b e rm it
2 . To be f i l l e d o u t b y TEACHERS;
P e r . S u b je c t T ea ch e r P r e s e n t G r. Rem arks
3 . To b e f i l l e d o u t by ATTENDANCE OFFICE;
The a tte n d a n c e o f t h e s tu d e n t w hose name a p p e a rs above
i s c o n s id e r e d n o rm a l.
kfnmwGE Ü W IB Ë BïûiAfüÈi 1
4 . To b e f i l l e d o u t b y PARENT; |
P le a s e p e rm it ___________________________ t o b e a b s e n t from*
c l a s s e s from _______ t o so
5 a t i b a t e
t h a t h e /s h e may w o rk .
( P a r e n t s , p le a s e u n d e rs ta n d when s ig n in g t h i s r e q u e s t
t h a t an y a b se n c e from s c h o o l may n e c e s s a r i l y h in d e r a
p u p i l ’ s p r o g r e s s i n h i s / h e r w o rk .)
EXHIBIT R
FORM USED FOR REQUEST TO BE EXCUSED FROM SCHOOL TO W O RK
6 1
HSEIf’ THTOTfim
5 . The above s t u d e n t h a s m et t h e q u a l i f i c a t i o n s an d h i s
r e q u e s t i s a p p ro v e d .
V IC E PRÏNCIPAL
6 . To b e f i l l e d o u t by EMPLOYER ;
FIRMES N A M È b iR S ’S ÀbbRËSS
From: To:
b a te s s tu d e n t n eed ed H rs . p e r day T elep h o n e No.
Type o f w o rk :
M P ID Y 1 R'>'S' S Ï Ï Ï N i m i --------------------------
Take t h i s c o m p lete d form t o M r. S im a r, i n B ld g . IV , Room
# 2 0 6 , f o r y o u r w ork p e r m it.
APPROVED; _______
H. 0 . SÜCAR, C o o rd in a to r
ll-a -5 0
EXHIBIT R (C o n tin u e d )
FORM USED FOR REQUEST TO BE EXCUSED FROM SCHOOL T O W O R K
6 2
m o n th .
c . The m an ag ers o f th e l o c a l v a r i e t y s t o r e s h ave
r e q u e s te d s e v e n ty - f iv e s a l e s g i r l s to w ork
d u rin g th e C h ristm a s s e a s o n . The a p p l i c a n t s
f o r th e jo b s a r e r e q u e s te d t o r e p o r t f o r w ork
one week b e fo r e th e s c h o o l v a c a t i o n p e rio d
s t a r t s .
D. 1TALÜATI0H; S am ples o f e v a lu a tio n te c h n iq u e s .
1 , TRXJI-FAIj S I : P la c e an % i n th e c o r r e c t sp a c e f o r
t r u e o r f a l s e .
T F
a . ( )( ) You s h o u ld check th e a p p l i c a t i o n s on f i l e
f o r l i k e l y c a n d id a te s .
b . ( ){ ) You s h o u ld alw ay s i n te r v ie w s e v e r a l
a p p l i c a n t s a t th e same tim e .
2 . BIST AHSWIR: P la c e th e num ber o f th e b e s t an sw er
i n th e p a r e n t h e s e s .
a . ( ) You sh o u ld choose a p p l i c a n t s f o r jo b s b y :
(1) D e te rm in in g t h e i r q u a l i f i c a t i o n s .
(2 ) C la s s if y in g them a c c o rd in g to t h e i r
i n t e r e s t s . (3) U sin g a g u id e . (4) S en d in g
them to th e v o c a tio n a l g u id a n c e c o u n s e lo r .
b . ( ) To c h o o se a p p li c a n t s f o r r e f e r r a l to th e
e m p lo y e rs , you sh o u ld f i r s t c o n s id e r :
63
(1 ) P h y s ic a l f i t n e s s . (2 ) S p e c ia l t a l e n t s .
( 3 ) A g e . ( 4 ) M e ch a n ica l s k i l l .
3 . RATING- SÊAIE: P la c e an X 'i n th e p a r e n th e s e s f o r
each o f y o u r a cc o m p lish m e n ts i n th e s e l e c t i o n o f
l i k e l y c a n d id a te s to be r e f e r r e d to th e e m p lo y ers
f o r i n t e r v i e w s . |
a . ( ) Have you ch eck ed t h e p r e f e r e n c e s s t a t e d on |
th e a p p l i c a t i o n s ? I
b . { ) Have you com pared th e jo b r e q u ir e m e n ts |
i
w ith th e q u a l i f i c a t i o n s o f th e a p p l i c a n t s ? |
c . ( ) Have you a v o id e d d i s c r i m i n a t i o n i n y o u r I
I
r e f e r r a l o f c a n d id a te s ? I
d . ( ) Have you fo llo w e d a g u id e i n c h o o sin g j
q u a l i f i e d c a n d id a te s ? ;
e . { ) Have you e s t a b l i s h e d a d e q u a te p ro c e d u re s |
t o m anage s e a s o n a l p la c e m e n t p ro b le m s? |
I
( ) T o t a l . I
64
CHAPTER 7 . MORAIE
H O W TO BUIID GOOD WILL A M O N G
APPLICANTS AND EMPLOYERS
A. MOTIVATION : The re w a rd s t h a t w i l l come to you by your
i n s i g h t i n b u ild in g good w i l l among a p p l i c a n t s and
e m p lo y e rs .
1 . APPLICANT SATISFACTION: I f you h e lp th e a p p l i c a n t s '
g e t s t a r t e d r i g h t w ith t h e i r e m p lo y e rs, th e y w i l l be
m ore c o n te n t w ith t h e i r w ork a s s ig n m e n ts , and i n
t u r n g iv e b e t t e r p e rfo rm a n c e on th e j o b s .
2 . HARM O NY PERMANENCE: Y our reco m m en d atio n s f o r o n -
t h e - j o b t r a i n i n g w i l l be e n d o rs e d , i f you w i l l
s t i m u l a te i n t e r e s t b y m u tu a l a s s i s t a n c e t o b o th
a p p l i c a n t s and e m p lo y e rs .
3 . RECOGNITION: I f you d e v e lo p good p u b l ic r e l a t i o n s ,
y o u r p lac em en t s e r v i c e w i l l grow and be r e c o g n iz e d
by th e e m p lo y ers o f th e com m unity.
B. DIRECTIONS: Some s u g g e s tio n s to h e lp you b u ild good
w i l l among a p p l i c a n t s and e m p lo y e rs .
1 . INTERVIEW: How to h e lp th e a p p l i c a n t s and em ployers!
to g e t l i n e d u p . ^
a . D on’ t d e v ia te fro m t h e s p e c i f i c a t i o n s o f th e
jo b o r d e r s when m aking r e f e r r a l s .
b . I n s i s t t h a t th e a p p l i c a n t s r e p o r t to th e
65
e m p lo y e rs a t th e d e s ig n a te d tim e .
0 . G ive th e a p p l i c a n t s back g ro u n d in f o r m a tio n a b o u t
th e jo b s .
d . Use th e fo llo w in g a c c e p ta b le s ta n d a r d s of b e
h a v io r when d i r e c t i n g th e a c t i o n s o f th e a p p l i
c a n t s :
(1 ) C re a te a p l e a s a n t a tm o sp h e re a t th e f i r s t
s i g h t o f th e e m p lo y e r.
(2 ) P r e s e n t y o u r r e f e r r a l c a r d .
(3 ) D on’t be s e a te d u n t i l i n v i t e d .
(4 ) D on’t f o r g e t c o u r te s y and good m an n e rs.
(5 ) D on’ t s t a r e a t th e i n t e r v i e w e r .
(6 ) A void lo o k in g a ro u n d th e ro o m .
(7 ) Keep y o u r a t t e n t i o n on th e c o n v e r s a tio n .
e . G ive th e a p p l i c a n t s a few t i p s to h e lp them w ith
t h e i r i n te r v ie w s , su c h a s :
(1 ) R e p ly d i r e c t l y to q u e s t io n s .
(2 ) A void t a l k i n g to o m uch.
(3 ) Ask q u e s tio n s w h ic h r e l a t e to th e jo b .
f . G ive th e a p p l i c a n t s d i r e c t i o n s f o r p ro p e r
g ro o m in g . (S ee E x h ib i t s S and T .)
(1) D re s s a c c o rd in g to th e o c c a s io n .
(2) Be a s w e ll d r e s s e d a s th e p e rs o n y o u e x p e c t
t o m e e t.
o o
— o
CD
6 8
(3 ) W ear s e n s i b l e c l o t h i n g .
(4 ) D on’ t w ear a r e d n e c k t i e .
(5 ) Don’t w ear a fa n c y Sunday d r e s s .
2 . EMPLOYMENT RELATIONS: How t o fo llo w - u p th e a p p l i
c a n ts f o r b e t t e r p la c e m e n t and advancem ent i n
th e f u t u r e .
a . H elp e a c h a p p li c a n t t o su c c e e d on th e jo b .
b . V i s i t th e f ir m s r e g u l a r l y .
c . K eep a c lo s e c o o p e r a tio n among th e a p p l i c a n t s
and e m p lo y e rs .
d . H e lp t h e e m p lo y e rs t r a i n th e a p p l i c a n t s on th e
jo b .
e . R e c e iv e c o m p la in ts w ith o u t b i a s .
f . Make a d ju s tm e n ts p ro m p tly and f a i r l y .
C. TRIAL PERFORMANCE: P r o j e c t s t o h e lp you b u ild good
w i l l among a p p l i c a n t s and e m p lo y e rs .
1 . P r a c t i c e t h e m ost e f f e c t i v e te c h n iq u e s t o p ro d u c e
th e b e s t em ploym ent r e l a t i o n s f o r th e f o llo w in g :
a . A p p lic a n ts t o be in te r v ie w e d by a u to m o b ile
s e r v i c e s t a t i o n o p e r a t o r s , b a n k e r s , to y manu
f a c t u r e r s , and p e r s o n n e l d i r e c t o r s o f d e p a r t
m ent s t o r e s .
b . A p p lic a n ts who h a v e been em ployed a s t y p i s t s ,
e rr a n d b o y s, and m e c h a n ic s .
6 9
2 . C a rry o u t t h e b e s t p ro c e d u re s to h a n d le th e f o llo w
in g s i t u a t i o n s :
a . The m anager o f th e l o c a l w h o le s a le h a rd w a re
c o n c e rn h a s r e q u e s te d t h a t a t y p i s t and s to c k
room boy be r e f e r r e d f o r i n t e r v i e w th e n e x t d a y .
b . The l o c a l d e p a rtm e n t s t o r e h a s em ployed f i v e of
y o u r a p p l i c a n t s , (two boys and t h r e e g i r l s ) .
One o f th e b o y s w orks i n th e w a re h o u se . The
o t h e r one p u ts s to c k on th e s h e lv e s i n th e
l i n e n s a l e s d e p a rtm e n t. One g i r l i s a s a l e s
c l e r k i n th e c h i l d r e n ’ s c lo t h i n g d e p a rtm e n t.
The o t h e r two a r e w o rk in g i n th e o f f i c e a s c le r k -
t y p i s t s . The bo y s a r e em ployed f o r S a tu rd a y
w ork o n ly . The g i r l s a re i^ e e c e iv in g s c h o o l
c r e d i t f o r w o rk e z p e r ie n c e .
D. EVALUATION : S am ples of e v a l u a t i o n t e c h n iq u e s .
1 . TRUE-FAIS2: P la c e a n % i n th e c o r r e c t s p a c e f o r
t r u e o r f a l s e .
T F
a . ( )( ) You s h o u ld d e v ia te fro m th e s p e c i f i c a t i o n s
of th e job o r d e r s w hen m aking r e f e r r a l s .
b . ( )( ) I t i s b e t t e r to g iv e th e a p p l i c a n t s
b ack g ro u n d in f o r m a tio n a b o u t th e jo b s
b e f o r e m aking r e f e r r a l s .
70
2 . BEST ANSWER: P la c e t h e num ber o f th e b e s t an sw er
i n t h e p a r e n th e s e s .
a . ( ) Of th e f o llo w in g p r a c t i c e s i n h e lp in g th e
a p p l i c a n t s t o p r e p a r e f o r t h e i r i n t e r
v ie w s w ith th e e m p lo y e rs , th e one t h a t
i s b e s t i s : ( l ) F o llo w a r i g i d p l a n .
(2) P ro v id e a s s i s t a n c e a p p r o p r ia te t o th e
o c c a s io n . (3 ) D i r e c t th e a c t i o n s o f a l l
a p p l i c a n t s . (4 ) A void g iv in g a s s i s t a n c e .
b . ( ) To b u ild good o n - th e - jo b r e l a t i o n s among
a p p l i c a n t s and e m p lo y e rs , th e b e s t p r a c
t i c e f o r you t o fo llo w i s : (1 ) H elp each
a p p l i c a n t to su c c e e d on th e j o b . (2)
V i s i t th e f ir m r e g u l a r l y . (3 ) Keep a
c lo s e c o o p e r a tio n among th e a p p l i c a n t s
and e m p lo y e rs . (4 ) R e c e iv e c o m p la in ts
w ith o u t b i a s .
3 . RATING SCALE: P la c e an X i n th e p a r e n th e s e s f o r
each o f y o u r a c c o m p lish m e n ts i n b u ild in g good
w i l l among a p p l i c a n t s and e m p lo y e rs .
a . ( ) Have you made r e f e r r a l s a c c o rd in g to th e
s p e c i f i c a t i o n s o f th e jo b o r d e r s ?
b . { ) Have y o u g iv e n th e a p p l i c a n t s background
in f o r m a tio n a b o u t th e jo b s ?
71
c . ( ) Have you fo llo w e d a c c e p ta b le s ta n d a r d s o f
b e h a v io r when d i r e c t i n g th e a c t i o n s o f t h e
a p p l i c a n t s f o r t h e i r i n te r v ie w s w ith th e
e m p lo y ers?
d . ( ) Have you g iv e n th e a p p l i c a n t s d i r e c t i o n s
to h e lp them w ith t h e i r in te r v ie w s ?
e . ( ) Have you g iv e n th e a p p l i c a n t s d i r e c t i o n s
f o r p ro p e f groom ing?
f . ( ) Have y o u fo llo w e d -u p th e a p p l i c a n t s ?
g . ( ) Have you d e v e lo p e d a good em ploym ent
r e l a t i o n s program ?
( ) T o t a l .
72
BIBLIOGRAPHY
A. BOOKS
D o u g la ss, H a rl R ., e d i t o r : E d u c a tio n F o r L if e
The R o n ald P r e s s Company, New Y o rk , 1 9 5 0 . p p . 3 5 6 -3 8 2 .
H am rin, S . A .: C h a ts W ith T e a c h e rs A bout C o u n s e lin g .
M cK night and M cKnight P u b lis h in g Company, B lo o m in g to n ,
I l l i n o i s , 1 9 5 0 .
K its o n , H a rry D ., an d N ew ton, Ju n a B. : H e lp in g P e o p le F in d
J o b s . H a rp e r and B r o th e r s , New Y o rk , 1 9 5 0 .
R ichm ond, Sam uel S . : C a re e r P la y s F o r Young P e o p le . P la y s
I n c o r p o r a te d , B o sto n , 1 9 4 9 .
B. PERIODICAL ARTICLES
B atem an, R ic h a rd M. : **The E f f e c t o f Work E x p e rie n c e on
H igh S c h o o l S t u d e n ts ’ V o c a tio n a l Choice.** O c c u p a tio n s ,
V o c a tio n a l G u id an ce J o u r n a l , 2 7 :4 5 3 -4 5 6 ^ p r i l , 1 9 4 9 ).
B e rg e r, Max: "A Y a r d s tic k F or Y our P la c e m e n t Program.**
O c c u p a tio n s . The V o c a tio n a l G uidance J o u r n a l , 2 3 :1 6 3 -
165 (D ecem ber, 1 9 4 4 ).
D i l l o n , H a ro ld J . : *ni?ork E x p e rie n c e P ro g ra m s .” The
B u l l e t i n o f S eco n d ary S c h o o l P r i n c i p a l s , 3 2 :2 5 0 -2 5 5
(M arch, 1 9 4 8 ) .
F o rk n e r, Hamden L . : ”Work E x p e rie n c e - A M ust i n E d u c a tio n .”
T e a c h e rs Go l i e g e R e c o rd , 4 8 :4 5 3 ^4 5 9 ( A p r i l . 1 9 4 7 ).
73
K its o n , H a rry D. : "W here Can I G et P a m p h le ts on O ccupa
t i o n s ? ” O c c u p a tio n s . The V o c a tio n a l G uidance J o u r n a l .
2 3 :4 1 1 -4 1 2 ( A p r i l , 1 9 4 5 ).
L e S e u r, B ruce L . : " P h i l a d e l p h i a ’ s S c h o o l W ork P ro g ra m .”
O c c u p a tio n s . The V o c a tio n a l G uidance J o u r n a l . 2 3 :3 4 3 -
350 (M arch, 1 9 4 5 ).
M i l l e r , L eonard M. : "S c h o o l Work P ro g ram s Keep Y outh i n
S c h o o l.” O c c u p a tio n s . The V o c a tio n a l G uidance J o u r n a l .
2 9 :2 8 1 -2 8 4 ( J a n u a ry , 1 9 5 1 ).
R em aly, D a le 1 . : " N in th G rad e-Y ear o f D e c i s i o n .”
O c c u p a tio n s . The V o c a tio n a l G uidance J o u r n a l . 2 9 :1 0 3 -
106 (N ovem ber, 1 9 5 0 ).
S c h m a e lz le , 0 . I . : "How A W o rk -lx p e rie n c e P ro g ram O p e r a te s ."
C a li f o r n ia J o u r n a l o f S e c o n d ary E d u c a tio n . 2 4 :1 6 8 -1 7 1
(M arch, 1 9 4 9 ).
W a lk e r, R . N .: "F ollow -U p R e a lly W o rk s." Q c c u p a tio n s . The
V o c a tio n a l G uidance J o u r n a l . 2 9 :3 2 8 -3 3 0 (F e b ru a ry ,
1 9 5 1 ).
Wood, Thomas E . : "A Job A gency i n J u n io r H igh S c h o o l."
O c c u p a tio n s . The V o c a tio n a l G uidance J o u r n a l . 2 1 :1 4 6 -
148 (O c to b e r, 1 9 4 2 ).
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Asset Metadata
Creator
Thomas, Harold E.
(author)
Core Title
A manual for the operation of a high school placement service
School
School of Education
Degree
Master of Science
Degree Program
Education
Degree Conferral Date
1951-06
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
education,OAI-PMH Harvest
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Digitized by ProQuest
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Crawford, C.C. (
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