Western Governors University Teachers College Capstonekathyhammonds.com/wp-content/uploads/2016/04/Work... · Running head: WORK ETHICS AND ATTITUDES Work Ethic and Attitudes in At-Risk

Western Governors University Teachers College

Capstone

Running head: WORK ETHICS AND ATTITUDES

Work Ethic and Attitudes in At-Risk Youth: An Instructional Framework for Workforce

Development Professionals

Kathaleen A. Hammonds

A Capstone Presented to the Teachers College Faculty

of Western Governors University

in Fulfillment of the Requirements for the Degree

Master of Education, Learning and Technology

March 1, 2017

Work Ethics and Attitudes in At-Risk Youth 2

Abstract

The purpose of this research is to identify critical employment skills and explore how work ethic

instruction for workforce development professionals may impact the employment resiliency of

at-risk youth served in one-stop employment centers. The target population is workforce

development professionals providing case management, employment training and mentoring to

at-risk young adults. A phenomenological study gathered qualitative data and confirmed the

importance of non-cognitive skills (attendance and punctuality, communication, motivation,

work habits, critical thinking and problem solving) as a predictor of employment resiliency. An

action research study clarified that the professionals have the opportunity but lack the ability and

education to teach non-cognitive skills. The study also highlights that a lack of non-cognitive

skills increases program costs and prevents job seekers from transitioning to permanent

unsubsidized employment; impacting employment resiliency and ultimately, self-sufficiency.

Employment programs that teach and model non-cognitive skills have an important role in the

employment success and eventual self-sufficiency of participants and the outcome of the study,

Work Ethic and Attitudes in at Risk Youth; an Instructional Framework for Workforce

Development Professionals, is an intervention that provides professionals working in one-stop

employment centers with the tools they need to teach and model non-cognitive skills to at-risk

youth.


Table of Contents

Chapter 1 - Topic and Problem ................................................................................................... 5

Topic ............................................................................................................................................... 5

Problem Statement........................................................................................................................ 9

Problem Background ................................................................................................................... 9

Problem Causes ......................................................................................................................... 13

Research Questions ..................................................................................................................... 15

Topic and Problem Conclusion ................................................................................................. 16

Chapter 2 - Review of the Literature ........................................................................................ 17

Overview of the Literature ......................................................................................................... 17

Non-cognitive skills and employment resiliency ...................................................................... 17

GED Completion and employment resiliency .......................................................................... 20

Teaching non-cognitive skills ................................................................................................... 22

Summary ...................................................................................................................................... 23

Chapter 3 - Research Methodology ........................................................................................... 25

Research Design .......................................................................................................................... 25

Research Questions ..................................................................................................................... 26

Participants .................................................................................................................................. 26

Data Collection Instruments and Methods ............................................................................... 27

Data Security and Confidentiality ............................................................................................. 27

Summary ...................................................................................................................................... 28

Chapter 4 - Results...................................................................................................................... 30

Results Overview ......................................................................................................................... 30

Data Analysis ............................................................................................................................... 31

Answers to the Research Questions........................................................................................... 35

First Research Question: How will Work Ethic Instruction for Workforce Development

Professionals impact the employment resiliency of WIOA Youth participants? ....................... 35

Second Research Question: What are the most critical gaps that hiring manager’s see in

candidates for employment?...................................................................................................... 36

Chapter 5 - Discussion and Conclusion .................................................................................... 37


Overview ...................................................................................................................................... 37

Problem Solutions ....................................................................................................................... 38

Strengths and Weaknesses ......................................................................................................... 39

Influential Factors ....................................................................................................................... 40

Further Investigation .................................................................................................................. 40

References .................................................................................................................................... 42

Appendix A .................................................................................................................................. 44

Lesson Plans .............................................................................................................................. 45

Class Hand-Outs ........................................................................................................................ 50

Appendix B .................................................................................................................................. 55

Surveys ...................................................................................................................................... 55

Interview Questions................................................................................................................... 75

Appendix C .................................................................................................................................. 76


Chapter 1 - Topic and Problem

Topic

The topic selected for the study is Work Ethic and Attitudes in At Risk Youth; an

Instructional Framework for Workforce Development Professionals who are preparing young

adults for the workplace. Educators and workforce development professionals are challenged to

produce a demand-driven workforce that meets the needs of employers, benefitting local

economies and society in general. The professional setting to be studied is a One-stop Youth

Employment Center run by the Spokane Workforce Consortium, a local workforce development

agency in Eastern Washington. The center serves low income young adults (16 – 24 years old)

and provides GED completion classes, career skills and vocational training, and community and

employment resources.

Participants struggle with one or more barriers; low-income, homelessness or housing

insecurity, parenting teen, criminal background, high school dropout, mental and physical

disabilities including learning disorders, personal or family history of substance abuse and lack

of work history. Many are survivors of childhood trauma and adverse childhood experiences

(ACES). What they have in common is that they all need a job and come to the center to prepare

themselves for the world of work. The goal of the center is to develop workers who possess both

essential (literacy, numeracy, job readiness and soft skills) and technical (vocational, industry

credentials) skills; thereby benefitting the customers of the center, the businesses who require a

trained and ready workforce pipeline.

Many of the youth served have not been successful in traditional education and are

initially referred to the center for its GED program and basic skills (literacy and numeracy)


training. The service delivery model aligns resources and effort, engaging youth and building

essential and technical skills, supporting transition to the workplace and ultimately; the long-

term employment resiliency and self-sufficiency of youth participants. The model is broken

down into three phases which are Engagement, Essential Skills and Transition Services.

Workforce development professionals at the Center facilitate, support, guide, direct and

redirect youth toward achieving positive outcomes. The young adults are expected to build skills,

learn goal setting and develop greater ownership and commitment to the educational and

employment goals they established. Pursuant to this goal, engagement and essential skills make

up the first two phases of a youth’s employment program at the Center. Youth are connected

with employment resources (employer mentors, work based learning, job shadows, and industry

tours) in the third phase of their employment program. The focus of the third phase is the

successful transfer and practical application of essential and technical work skills into the

workplace. Career specialists review progress, identify additional skills attainment, and provide

coaching and redirection as needed.

The youth and career specialist work together to develop a detailed employment plan and

problem solve any anticipated challenges but data analysis at the Center reveals that 44% of

participants do not complete paid work experiences. Partner employers have reported problems

which include poor attendance, unprofessional behavior in the workplace, and a lack of respect

for people and property; in general, a lack of work ethic and professional attitudes and

demeanors.

As a result of this problem, paid work experience agreements are terminated early and

participants are not offered permanent, unsubsidized employment, which is the goal of the one-

stop center. Relationships with employer partners may be damaged and participants become


discouraged by their lack of success. Remedial effort may be required in order to redefine roles,

responsibilities and acceptable workplace behaviors supportive of goal attainment; at additional

cost to the program and at a phase when the youth should be transitioning to employment.

The research states that non-cognitive skills are as important as technical skills for

human capital development and workforce success. The term non-cognitive skills are used to

describe the personal attributes not thought to be measured by IQ tests or achievement tests.

These attributes go by many names in the literature, including affective work competencies,

work ethic, soft skills, personality traits, non-cognitive abilities, character skills, and socio-

emotional skills. (Kautz, Heckman, Diris, ter Weel, & Borghans, 2014).

A growing body of empirical research shows that non-cognitive skills rival IQ in

predicting educational attainment, labor market success, health, and criminality. Both IQ and

non-cognitive skills predict scores on achievement tests but non-cognitive skills predict

outcomes above and beyond their effects in predicting scores on achievement tests. Non-

cognitive skills are universally valued across all cultures, religions and societies. (Heckman &

Kautz, 2012).

Non-cognitive skills are a broad set of skills, competencies, behaviors, attitudes, and

personal qualities that enable people to effectively navigate their environment, work well with

others, perform well, and achieve their goals. These skills are broadly applicable and

complement other skills such as technical, vocational, and academic skills (Lipman, Ryberg,

Carney, & Moore, 2015).

The demographic served by the employment center struggle with socio-economic status

and challenging home environments. There is a great deal of research on negative life outcomes

including educational achievement, labor market outcomes, health and criminality suffered by


this population; but the literature also suggests that adolescent remediation is possible for

children who grow up in disadvantaged environments in their early years.

The most promising adolescent interventions are those that target non-cognitive skills

as well as programs that offer mentoring, guidance and information. Workplace-based programs

that teach non-cognitive skills appear to be effective remedial interventions for adolescents. They

motivate acquisition of work relevant skills and provide for disadvantaged youth the discipline

and guidance which is often missing in their homes or high schools (Kautz, et al, 2014).

Non-cognitive skills (work ethic and attitudes) predict and produce success in

employment. Workforce center professionals generally address work ethics as situations arise

but may not have the training or curricula to teach it effectively during the employment program.

Other determining factors such as a lack of success in traditional education; and the lack of non-

cognitive skill development in formative years, may impact the employment resiliency of the

youth served by the employment program. As a result of these factors, the youth learn how to

get a job, but not how to keep it because they may lack the non-cognitive skills that are necessary

for workplace success.

The researcher offers that employment programs that teach and model non-cognitive

skills have an important role in the success and eventual self-sufficiency of participants. This

paper explores the topic Work Ethic and Attitudes in at Risk Youth; an Instructional

Framework for Workforce Development Professionals; designing an intervention for career

specialists responsible for developing and training the emerging workforce to meet the needs of

business and industry.


Problem Statement

Permanent, unsubsidized employment, and self-sufficiency of low-income youth with

barriers, is the goal of one-stop youth employment centers run by the Spokane Workforce

Consortium. Youth are connected with employers through subsidized (paid) work experiences,

enabling young job seekers to practice and apply essential and technical skills; while providing

business partners with the ability to develop new industry talent.

Workforce development professionals have the opportunity to teach non-cognitive skills

(work ethic and attitudes) during the engagement and essential skills phases of the employment

program but lack the training or curriculum to teach it effectively. Data analysis at the local

center showed that 44% of the participants who started paid work experiences for the one year

period beginning October 1, 2015 did not complete the contracted number of work hours. A lack

of non-cognitive skills increases program costs and prevents transition to permanent

unsubsidized employment; and these young adults will face a constant struggle with employment

resiliency and ultimately, self-sufficiency.

Problem Background

The learning environment is a youth employment center located in Spokane, Washington.

The center is run by the Spokane Area Work Force Development Council (SAWDC) and is

funded by the Federal Work Force Innovation and Opportunity Act (WIOA). The center serves

young adults (16 – 24 years old) and provides GED completion classes, career skills and

vocational training, and community and employment resources and is the only one-stop youth

employment center in Eastern Washington. The center seeks to identify and fill gaps in the local


economy and develop a pipeline of skilled talent, the emerging (youth) workforce, to meet

regional business needs.

A staff of workforce development professionals works with the youth one-on-one and in

group settings, using trauma informed practices to help participants achieve their educational and

occupational goals. The first phase of participation, Engagement, is designed to build rapport,

identify education and career goals, determine essential and technical skills required by potential

employers and assess and identify skill gaps of the participants.

The focus of the second phase, Essential Skills, is the building of workplace skills

through participation in the 21st Century Skills Academy. During the three week Academy,

youth can earn industry recognized credentials, practice soft skills, create a resume, develop a

cover letter, and acquire lifelong job readiness skills. Additionally, participants are matched with

a work force development professional (career specialist) who provides one-on-one case

management which includes career advising, professional mentoring and wrap around supportive

services. If the participant needs additional job skill development, or if skill gaps were

previously identified, the career specialist will determine participant interest in pursuing skill

acquisition and make recommendations for additional training.

Once a participant has completed the essential skills phase, they move into the final

Transition Phase of the employment program. In the transition phase, effort and resources

are aligned to build on the skills developed during the essential skills phase and actively move

the youth towards employment. The transition phase is also dedicated to business services and

the career specialist is tasked with matching the right job seeker and skill set with the needs of

local employers. Youth work with their career specialist to arrange paid work experiences and

on-the-job training (wages subsidized by the program), job shadows, industry tours, and


meetings with mentors. Wrap-around supportive services are also provided throughout this

phase, including the purchase of interview attire and work clothes, tools and equipment;

assistance with transportation through the purchase of bus passes or gas, haircuts and other

purchases deemed necessary to ensure the success of the participant in their employment goal.

In spite of these intensive educational and employment services, many youth struggle

with the transition to employment. Participants who do not complete subsidized work experience

agreements, 44% for the one year period ending October 30, 2016, have more trouble

transitioning to unsubsidized employment, strain the caseloads of career specialists and negatively

impact program return on investment. Exit interviews with partner employers reveal a lack of

non-cognitive skills including poor attendance, unprofessional behavior in the workplace, and a

lack of respect for people and property; in general, a lack of work ethic and professional attitudes

and demeanors. Business partners and career specialists agree that the most critical gap in

candidates for employment is a lack of soft or non-cognitive skills (attendance, attitude, ability to

get along with co-workers, motivation, enthusiasm and initiative).

A lack of non-cognitive skills increases program costs and prevents transition to

permanent unsubsidized employment; and these young adults will face a constant struggle with

employment resiliency and ultimately, self-sufficiency. Participants may not have been taught

that work is worthwhile and even satisfying; and many lack positive, adult mentorship before

coming to the Center. Partner employers are willing to teach technical skills but generally do not

have the time or inclination to teach work ethics so it is incumbent upon the workforce

development staff to model and teach non-cognitive skills in the essential skills phase and prior

to transitioning the youth to employment.

Roger B. Hill (Hill, 2016) conducted twenty years of research at the University of


Georgia on work ethic as a component of 21st Century Work Preparation. Hill and Rojewski

(2014) upheld that all preparation for work should explicitly include career navigation, work

ethic and innovation. Technical and professional content changes but dependability, taking

initiative and most importantly interpersonal and communication skills are always relevant. Hill

(2016) writes that career and technical education courses often include content that allows

students to develop skills in this area, but greater emphasis and purposefulness is needed to focus

on work ethic components.

James Gregson (Gregson, 1991) assessed attitudes and values as to whether they

contributed to producing a compliant labor force; and established that no discussion on youth

workforce development is complete unless it addresses the topic of work ethic and the

development of an acceptable and practical pedagogy. Gregson (1991) surveyed technology

education instructors in Virginia and identified work values and attitudes that they perceived as

being important. These "affective work competencies" included dependability,

conscientiousness, and cooperation, ability to follow directions, workmanship, and carefulness.

Affective domain competencies are generally absent from workforce development curricula;

which focus on teaching technical skills, career and post secondary exploration and job seeker

readiness such as resume writing, portfolio development and job interviewing skills.

The issue of Work Ethic and Attitudes is significant not only in the youth employment

center studied; but in all One-Stop Employment Centers specializing in workforce development.

21st Century Workforce Development best practices include a holistic approach, targeting and

addressing the overall needs and barriers of the workforce, in order to improve the employability

of the population served. On the business side, employers challenge workforce development

professionals to produce workers who perform at optimal levels and the successful worker will


bring solid non-cognitive and technical skills to the 21st Century Workforce.

Problem Causes

There is no lack of significant research on the long-lasting negative consequences of

chronic childhood adversity. Many studies provide empirical evidence that negative life

outcomes; educational achievement, employment outcomes, health and criminality, result from

an early life of disadvantage and socio-economic barriers. The evidence suggests that successful

intervention occurs during early childhood and elementary school programs. Less is known

about interventions occurring once an individual is past the formative early years, specifically in

adolescent or young adulthood, and at a stage of life when they are exploring higher education or

career goals.

When youth are not successful at obtaining or retaining work in Eastern Washington,

they come to the local one-stop employment center for no-cost educational and employment

services. Low-income youth with barriers are provided intensive employment and case

management services by workforce development professionals, building the essential and

technical skills demanded by potential employers. In spite of intensive services, many of the

youth still struggle with employment and employer partners report a lack of non-cognitive skills.

Two possible and related root causes of this problem is that the young adults come to the

center lacking non-cognitive skills as a result of their disadvantaged backgrounds; and that

workforce development professionals lack the ability and education to teach these skills,

focusing instead on technical skills such as computer literacy.

The available evidence suggests a much greater benefit from programs that target non-

cognitive skills compared to the benefits of programs that mainly target cognition and academic


learning. Work place based programs that teach non-cognitive skills appear to be the most

effective remediation interventions for adolescents. They motivate acquisition of work-relevant

skills and provide discipline and guidance for disadvantaged youth that is often missing in their

homes or high schools (Kautz, et al, 2014).

Another challenge faced by the workforce development professionals in the employment

center studied is that they generally are not trained educators. The intervention will contain a

primer on the cognitive learning theories of Gagne (Gagne, 1985) so there is an understanding of

the different types or levels of learning. Workforce development professionals also may not be

familiar with the moral development theories of Kohlberg, Piaget and others who stressed that

people progress in stages in their moral reasoning, which is the basis for ethical behavior. Non-

cognitive skills (work ethic and attitudes) can be learned at the employment center and the

teaching methods of the career specialists have a direct impact on the development of work ethic

in youth participants. An intervention that targets the career specialists’ instructional and

mentoring abilities may be necessary before the specialists can effectively teach non-cognitive

skills to the youth in the Essential Skills phase of the employment program.

The employment center partners with the state General Educational Development (GED)

Testing Service and many of the youth initially come to the center to complete their GED. Are

these “graduates” truly ready for the world of work and how does GED completion affect

employment resiliency?

A substantial body of evidence states that GED programs do not adequately prepare

“graduates” for work, particularly with regard to the non-cognitive demands of the job. Most

branches of the U.S. military recognize this in their recruiting strategies. Until the war in Iraq,


the armed forces did not generally accept GEDs because of their poor performance in the

military. Despite the fact that GED recipients are screened more thoroughly and must score

much higher on the Armed Forces Vocational Aptitude Battery than a high school diploma

recruit; they are more likely to create discipline problems and as a result are twice as likely as

traditional diploma holders to be dismissed from or quit the military (Laurence, 2008).

Does the ability to pass four tests that that measure proficiency in science,

mathematics, social studies, reading, and writing also demonstrate persistence, reliability and

self-discipline? According to economist James Heckman (Heckman and Kautz, 2012), GEDs are

as ‘‘smart’’ as ordinary high school graduates, yet they lack noncognitive skills. For males,

GEDs have worse noncognitive skills than high school dropouts, although they have the

cognitive ability of high school graduates who do not go on to college. For females, GED

recipients have the same low level of noncognitive skills as dropouts who do not exam certify.

If GED “graduates” lack motivation and self-discipline, they will have poor labor market

outcomes regardless of academic measurements such as test scores and I.Q. This root cause must

be addressed at the center in order to improve the employability of these participants.

Research Questions

How will Work Ethic Instruction for Workforce Development Professionals impact the

employment resiliency of WIOA Youth participants?

What are the most critical gaps that hiring manager’s see in candidates for employment?

The research questions are designed to gather information on the non-cognitive skills

(work ethic and attitudes) that impact the employment resiliency of at-risk youth. The data

collection instrument will collect data on the learner groups, the workforce development

professionals in the center, and will explore their ability to teach non-cognitive skills to at-risk

https://en.wikipedia.org/wiki/Social_studies


youth served by the employment program. The research questions will collect qualitative data

that explores the phenomenon of work ethic and attitudes, describing and exploring the

participants’ ideas, opinions and observations regarding the teaching and modeling affective

work competencies (non-cognitive skills).

The study will also explore emerging themes related to the problem, using a Likert Scale to

quantify qualitative data through the use of numbers representing the participants’ level of

agreement or disagreement with a set of statements regarding critical work skills.

Topic and Problem Conclusion

Non-cognitive skills are as important as technical skills for human capital development and

workforce success. Business partners and workforce development professionals agree that the

most critical gap in candidates for employment is a lack of soft or non-cognitive skills

(attendance, attitude, ability to get along with co-workers, motivation, enthusiasm and initiative).

Employment programs that identify and assess, teach and model non-cognitive skills have an

important role in the success and eventual self-sufficiency of participants; limiting long-term

reliance on public assistance and benefiting the participant, employers, the economy and society

at large.

The project explores the topic Work Ethic and Attitudes in at Risk Youth; an

Instructional Framework for Workforce Development Professionals; and designs an

intervention for career specialists tasked with the development and training of the emerging

workforce, in order to meet the needs of business and industry. This project and the resulting

intervention can be used in education and workforce development; in employment centers

serving youth and adult participants.


Chapter 2 - Review of the Literature

Overview of the Literature

Permanent, unsubsidized employment, and self-sufficiency of low-income youth with

barriers, is the goal of one-stop employment centers run by the Spokane Workforce

Consortium. The first theme of the literature review, non-cognitive skills and employment

resiliency, will identify the relevance and importance of work ethic and attitudes in the

workplace. The second theme addresses the impact of GED completion on long-term

employment resiliency. This topic emerged in the initial literature review and there is clearly

a need for further research. The final theme will explore educational and behavioral research

studies that have been conducted on whether non-cognitive skills can be taught to adolescents

and young adults who have grown up in disadvantaged environments. After a complete

exploration of the three themes, the researcher and instructional designer will be prepared to

conduct action research in the employment center, pursuant to designing the intervention

Work Ethic and Attitudes in at Risk Youth; an Instructional Framework for Workforce

Development Professionals.

Non-cognitive skills and employment resiliency

There is no lack of data on the subject of non-cognitive skills and employment

resiliency. Educators, employers and workforce development professionals agree that non-

cognitive skills may rival technical skills and educational attainment for workforce success;

and those individuals with a poorly developed work ethic will have trouble finding and

keeping jobs. The term non-cognitive skills are used to describe the personal attributes not

thought to be measured by IQ tests or achievement tests. These attributes go by many names

in the literature, including affective work competencies, work ethic, soft skills, personality


traits, non-cognitive abilities, character skills, and socio-emotional skills. (Kautz, Heckman,

Diris, ter Weel, & Borghans, 2014).

Workforce development professionals are challenged to produce a demand-driven

workforce that meets the needs of employers, benefitting local economies and society in general.

Employment training programs focus on building the employment skills of unemployed young

adults with barriers, supporting their transition to the workplace and ultimately; the long-term

employment resiliency and self-sufficiency of youth participants. In spite of extensive training

time and dollars spent, and one-on-one case management; employer partners of the center report

problems including poor attendance, unprofessional behavior in the workplace, and a lack of

respect for people and property; in general, a lack of work ethic and professional attitudes and

demeanors.

The problem is not unique to the one-stop employment center studied. In a 2007 survey

of employers in Washington State, about 60% reported difficulty in hiring. They experienced

less difficulty finding workers with adequate reading, writing, and math skills than with

appropriate occupational, problem solving, teamwork, communication, and adaptability skills as

well as positive work habits and a willingness to accept supervision (Washington Workforce

Training Board, 2008).

ManpowerGroup, a world leader in workforce solutions, conducts an annual Talent

Shortage Survey of over 42,000 employers worldwide. In 2013, a soft skills “gap” was noted by

many employers around the world, who report that job candidates lack the soft skills needed to

fill available positions. Nearly one in five employers say candidates lack the required

employability skills or “soft skills”. Employers identified a number of soft skills deficiencies,


including enthusiasm/motivation, interpersonal skills, professionalism (e.g. appearance,

punctuality), and flexibility and adaptability (Manpower, 2013).

The employment center studied provides literacy and numeracy training along with

technical and vocational skills. The effective model for employment resiliency will include the

non-cognitive soft skills repeatedly noted by the literature. The Confederation of British Industry

defines employability as (1) values and attitudes compatible with the work, including a desire to

learn, to apply that learning, to improve, and to take advantage of change; (2) basic skills

(literacy and numeracy); (3) key skills (communication, application of numbers, information

technology, improving one’s own learning and performance, working with others, problem

solving) sufficient for the needs of the work; (4) other generic skills such as modern language

and customer service skills; and (5) job-specific skills and the ability to manage one’s own career

(Kautz, Heckman, Diris, ter Weel, & Borghans, 2014).

Employment training programs must address non-cognitive “soft skills” if they are to be

successful at creating a resilient workforce. This is a challenge when working with at-risk

populations who come from disadvantaged backgrounds but these skills can be developed

through education and training, in ways that benefit young people whose home environments do

not foster the self confidence needed in most workplace settings (Arling, 2012). Arling (2012),

in his EFA Global Monitoring Report for UNESCO, discussed that education was about setting

young people up for life, by giving them opportunities to find decent work, earn a living,

contribute to their communities and societies, and fulfill their potential. Truly, the definition of

employment resiliency.


GED Completion and employment resiliency

It is widely recognized that the population served by the employment program struggles

with educational and employment resiliency. The very purpose of the Workforce Innovation and

Opportunity Act (WIOA) is to increase, for individuals in the United States, particularly those

individuals with barriers to employment, access to and opportunities for the employment,

education, training, and support services they need to succeed in the labor market (United States

Government Publishing Office, 2014, p. 4).

The One-stop Youth Employment Center in the study, funded by WIOA, serves low-

income youth with barriers and for many of the youth; one of their barriers is a failure to

complete high school. The employment center partners with the state General Educational

Development (GED) Testing Service and many of the youth initially come to the center to

complete their GED. They struggle with the transition to permanent, unsubsidized employment;

in spite of receiving the same level, or higher, of intensive employment services and case

management that is provided to other participants. Additional research is necessary to determine

if GED completion is a “super” barrier to employment that workforce development professionals

must address.

A substantial body of evidence states that GED programs do not adequately prepare

“graduates” for work, particularly with regard to the non-cognitive demands of the job. Most

branches of the U.S. military recognize this in their recruiting strategies. Until the war in Iraq,

the armed forces did not generally accept GEDs because of their poor performance in the

military. Despite the fact that GED recipients are screened more thoroughly and must score

much higher on the Armed Forces Vocational Aptitude Battery than a high school diploma


recruit; they are more likely to create discipline problems and as a result are twice as likely as

traditional diploma holders to be dismissed from or quit the military (Laurence, 2008).

Does the ability to pass four tests that that measure proficiency in science,

mathematics, social studies, reading, and writing also demonstrate persistence, reliability and

self-discipline? According to economist James Heckman (Heckman and Kautz, 2012), GEDs are

as ‘‘smart’’ as ordinary high school graduates, yet they lack noncognitive skills. For males,

GEDs have worse noncognitive skills than high school dropouts, although they have the

cognitive ability of high school graduates who do not go on to college. For females, GED

recipients have the same low level of noncognitive skills as dropouts who do not exam certify.

Heckman and Rubinstein (2001) used evidence from the General Education Development

(GED) testing program in the United States to demonstrate the quantitative importance of non-

cognitive skills in determining earnings and educational attainment. They found that GEDs

(high school dropouts who exam certify as high school equivalents) have the same achievement

test scores as high school graduates who do not go on to college yet they earn, on average, the

wages of dropouts. The poor market performance of GEDs is due to their low levels of

noncognitive skills, which are lower than those of high school dropouts who do not get the GED.

Heckman and Rubinstein (2001) concluded from their analysis that the GED is a mixed signal

that characterizes its recipients as smart but unreliable.

Acquiring cognitive skills, those which are measured by psychometrically oriented

educational evaluations such as the GED, is not enough to get good jobs. The literature clearly

demonstrates that employers require workers with cognitive and non-cognitive skills. If GED

“graduates” lack motivation and self-discipline, they will have poor labor market outcomes

regardless of academic measurements such as test scores and I.Q.

https://en.wikipedia.org/wiki/Social_studies


Teaching non-cognitive skills

The evidence suggests that employment programs that target non-cognitive skills, along

with cognitive and occupational skills, are much more successful at preparing young adults

for the needs of the workforce. Cognitive and non-cognitive skills are developed with age

and instruction; and interventions can be designed that are effective for different age groups.

The intervention must begin with the workforce development professional; non-educators

who must be provided with the tools necessary to teach non-cognitive skills to at-risk youth.

Heckman and Kautz (2014), in their discussion paper for The Institute for the Study of

Labor in Bonn, Germany stated that in designing effective human development strategies, it is

essential to discard obsolete views about the origin and malleability of “traits.” What used to

be regarded as traits fixed at conception are now understood to be skills that can be

augmented through guidance and instruction. Raw intelligence is boosted by quality parenting

and by caring environments; and becomes solidified around the time of puberty. Character

skills can also be shaped but compared to raw intelligence; they are more malleable until later

ages. Neuroscience shows that this malleability is associated with the slow development of

the prefrontal cortex. When attempted, adolescent remediation should focus on boosting

character skills.

Heckman and Kautz’s (2014) preliminary work generated discussion that was

substantiated in an Organization for Economic Co-operation and Development (OECD) study.

Kautz, et al (2014) reviewed a variety of interventions targeted to different stages of the life

cycle. He found that adolescent remediation is possible for children who grow up in

disadvantaged environments in their early years. Further, the available evidence suggests that

the most promising adolescent interventions are those that target non-cognitive skills as well


as programs that offer mentoring, guidance and information. Workplace-based programs that

teach non-cognitive skills appear to be effective remedial interventions for disadvantaged

adolescents; motivating acquisition of work-relevant skills and providing the discipline and

guidance which is often missing in their homes or high schools.

Lipman, et al (2015) wrote about malleability, which refers to whether a soft skill or

trait can be changed, and more specifically improved, during the ages of 15–29. Malleability

is especially important given the inequality of opportunity experienced by youth in resource-

deprived contexts, including unequal access to high-quality education and exposure to stress

from poverty or violence. It is crucial to know that these skills can be developed among

young people despite a lack of previous opportunities for them to be cultivated.

Neuroscientists agree with psychologists on the malleability of soft skills throughout

early adulthood. While there are critical or sensitive periods for brain development and skill

acquisition, brain plasticity continues throughout one’s life (Davidson & McEwen, 2012;

Guerra et al., 2014; Roskams, 2015).

The evidence shows that non-cognitive skills are not fixed from birth; they are

malleable and can be shaped by guidance and instruction at different stages of life. Further,

interventions that target non-cognitive skills in adolescents and young adults are effective

when combined with work-based training such as that provided in the employment center

described by this paper.

Summary

The literature review investigates the relationship of non-cognitive skills (work ethic and

attitudes) to employment resiliency; and whether these characteristics and traits can be taught to

at-risk youth who face multiple barriers including a lack of academic success. The evidence


clearly demonstrates that non-cognitive skills are critical for workforce success and that

employment programs must include instruction and mentoring in this area. The evidence also

shows that GED completion presents a higher level of risk for poor employment outcomes. In

spite of these barriers, neuroscientists and psychologists agree that non-cognitive skills can be

taught to disadvantaged adolescents and young adults.

Additional investigation is necessary and the researcher proposes that an action research

study be conducted in the youth employment center in order to collect data from the workforce

development professionals. The researcher will explore critical gaps in the non-cognitive skills

of the participants; and in the professionals’ ability to teach and model these skills. The data

collected in the research study will be used to design a framework for instruction for workforce

development professionals working in the center, that will impact employment resiliency of the

youth participants served.


Chapter 3 - Research Methodology

Research Design

The professional setting in the study, a one-stop employment center serving at-risk youth,

is experiencing a problem with employment resiliency of the youth served by the center. Partner

employers have reported problems which include poor attendance, unprofessional behavior in the

workplace, and a lack of respect for people and property; in general, a lack of work ethic and

professional attitudes and demeanors. As a result of this problem, participants are not offered

permanent, unsubsidized employment, relationships with employer partners may be damaged

and participants become discouraged by their lack of success. Remedial effort may be required

at additional cost to the program and at a phase when the youth should be transitioning to

employment.

Two possible and related root causes of this problem is that the young adults come to the

center lacking non-cognitive skills as a result of their disadvantaged backgrounds; and that

workforce development professionals lack the ability and education to teach these skills,

focusing instead on technical skills such as computer literacy. The study will adhere to an action

research design in order to resolve this problem in the professional setting studied. A

phenomenological study is proposed, gathering data that reflects the experiences and perceptions

of the workforce development professionals in the center. The design approach is primarily

qualitative because the study addresses behavioral and engagement issues.

After collecting the data, it will be examined and a set of codes segmented around common

themes will be created using categorical analysis. An inductive approach will be used to identify

themes, assign an appropriate code and summarize the results in a table. A narrative, describing

work ethic and attitudes training on the effectiveness of the workforce development professionals


in the center, will be written that links these themes with Work Ethic and Attitudes in At Risk

Youth; an Instructional Framework for Workforce Development Professionals.

Research Questions

How will Work Ethic Instruction for Workforce Development Professionals impact the

employment resiliency of WIOA Youth participants?

What are the most critical gaps that hiring manager’s see in candidates for employment?

Participants

The target population for the instructional unit is workforce development professionals

providing case management, employment training and mentoring to at-risk young adults. The

required entry skills and prior knowledge for the unit of instruction is experience in workforce

development or education, and meeting the employment center’s guidelines for skills, work

experience and education. There are eight individuals in the target population, seven females

and one male. They have backgrounds in education, workforce development, social work and

business. They have all worked in the center for at least one year and are highly committed to the

success of the young adults that come to the center. Anecdotally, they have a very strong

understanding of the role that work ethic plays in employment resiliency and the overall success

of the one-stop center, and are highly motivated to improve employment outcomes of the youth

served.

Demographic information was collected directly from the individual participants via the

online research product Survey Monkey. Names were not collected or stored with the

demographic information, thereby protecting the privacy of the participants.


Data Collection Instruments and Methods

The first purpose of the data collection instrument is to gather information on the non-

cognitive skills that impact the employment resiliency of at-risk youth. The second purpose is to

collect data on the learner groups, the workforce development professionals, exploring their

ability to teach non-cognitive skills (work ethic and attitudes) during the engagement and

essential skills phases of the employment program.

The data will be collected from career specialists in the On-Stop Employment Center and

the collection instrument will be administered using the online research product Survey Monkey.

The purpose is to collect qualitative data that explores the phenomenon of work ethic and

attitudes. The instrument includes several types of questions; open-ended questions, short

answer questions, multiple choice and Likert Scale questions, in order to triangulate the data.

The open-ended, short answer and multiple choice questions are purely qualitative in nature,

describing and exploring the participants’ ideas, opinions and observations regarding the

teaching and modeling affective work competencies. The Likert Scale questions quantifies

qualitative data through the use of numbers representing the participants’ level of agreement or

disagreement with a set of statements; selecting from a range of numbers from 0 (strongly

disagree) to 100 (strongly agree).

Data Security and Confidentiality

The data gathered from this research study will be kept private and confidential. Raw

data with personal identifiers will only be seen by the researcher and individual participant

names will not be used in reported findings. Information will be assigned a code number and the


list connecting names to codes will be kept in a password protected file. When the study is

completed and the data has been analyzed, the list will be destroyed. Names will not be reported

and data will be reported in the aggregate.

The research population will not include any members of a vulnerable or protected

population; nor will it include any children under the age of 18. The Informed Consent form for

Adults was distributed to participants in the research study and by signing the form, they agreed

to participate in the study. The Informed Consent was been pre-approved by the principle

stakeholders, and is signed by Director of the on-stop employment center where the study will be

conducted. The signed Informed Consent forms will be kept in a locked file and none of the

names on the form will be reported. When the study is completed and the data has been

analyzed, the Informed Consent Forms will be destroyed.

Summary

An action research study is appropriate for the professional setting described in this

paper; to clarify and resolve the identified problem that workforce development professionals

lack the ability and education to teach non-cognitive skills to at-risk young adults served by the

employment center. A phenomenological study is proposed, gathering qualitative data that

reflects the experiences and perceptions of the workforce development professionals in the

center. The qualitative design approach is appropriate for this study because behavioral and

engagement issues will be addressed.

The data will be analyzed and codes segmented around common themes will be created

using categorical analysis. An inductive approach will be used to identify themes, assign the

appropriate code and summarize the results in a table. A narrative describing work ethic and


attitudes training on the effectiveness of the workforce development professionals in the center,

will be written that links these themes with Work Ethic and Attitudes in At Risk Youth; an

Instructional Framework for Workforce Development Professionals.


Chapter 4 - Results

Results Overview

An action research study was conducted in a One-stop Youth Employment Center run by

the Spokane Workforce Consortium, a local workforce development agency in Eastern

Washington. The study was designed to identify critical skills leading to employment resiliency;

and to explore the benefit of instruction that teaches workforce development professionals how

to identify, model and teach non-cognitive skills, thereby impacting the employment resiliency

of youth served by the employment center.

The data gathered in the qualitative study clearly identified critical employment skills and

demonstrated the value of the instructional unit. Evidence from the study, as shown in Figure 1,

confirmed the importance of non-cognitive skills (attendance and punctuality, communication,

motivation, work habits, critical thinking and problem solving) as a predictor of employment

resiliency. Technical skills, work experience, education and other employment skills were

noticeably absent from the responses to this short answer question, suggesting the greater value

of non-cognitive skills.

The researcher projected in the study prospectus that an intervention targeting the

workforce development professionals’ instructional and mentoring abilities was necessary. The

professionals in the center are not trained educators and lack the training or curriculum to teach

in the affective domain. The instructional unit provided lessons on cognitive learning and moral

development theories; and teaching methods designed to impact the development of work ethic

in youth participants. Table 1 captures the benefits of the instruction that was offered to

workforce development professionals in the employment center. In Table 1, numeric values

represent the level of agreement with each statement on a scale of zero to 100 (strongly disagree


to strongly agree). Respondents were 16% more confident in their ability to teach non-cognitive

skills after completing the instructional unit.

Data Analysis

Study respondents were asked to comment on the critical skills that promote employment

resiliency. The themes that emerged, as shown in Figure 1, represented non-cognitive skills and

supported the evidence that soft skills are as important as technical skills for human capital

development and workforce success.

Figure 1. Critical employment skills.

Participants were surveyed before and after the intervention; and were asked a set of

questions relating to gaps in essential employment skills. Prior to the instruction and as shown in

Figure 2, 40% of the respondents selected “Lack of Soft Skills” as the most critical gap that

employer partners see in candidates for employment. Upon completion of the instruction, the

proportion representing a lack of soft skills increased to 55% (see Figure 3).

Critical Employment Skills

Attendance and Punctuality

Communication

Motivation

Work Habits

Critical thinking and Problem Solving


Figure 2. Figure represents the critical employment skills gaps identified by participants before they

completed Work Ethic and Attitudes training.

Figure 3. Figure represents the critical employment skills gaps identified by participants after they

completed Work Ethic and Attitudes training.


Lack of Work Experience

Lack of Education

Lack of Soft Skills

Lack of Technical Skills

Basic Skills Deficiency (Literacy and Numeracy)


Lack of Work Experience

Lack of Education

Lack of Soft Skills

Lack of Technical Skills

Basic Skills Deficiency (Literacy and Numeracy)


Survey respondents were asked a series of questions and participated in group discussions

and blogs addressing the Research Question “How can work ethic Instruction for Workforce

Development Professionals impact the employment resiliency of the participants they serve?”

Three key areas emerged as shown in Figure 4. The participants valued the skills and tools for

teaching in the affective domain, as it relates to workforce development; as well as the mentoring

skills gained through their participation in the instruction. A new theme emerged regarding

aligning participant’s existing non-cognitive skills to those needed by employers. Several

respondents discussed the non-cognitive skills of at-risk youth and how these skills do not

automatically translate into skills that build employment resiliency. Youth with barriers develop

skills that allow them to survive horrific situations and trauma; such as figuring out where to

sleep if homeless and how to obtain enough food to survive (resourcefulness and grit). The

respondents all expressed a need to learn how to assess and build on these skills.

Figure 4. Participant responses to the Research Question “How can Work Ethic Instruction for

Workforce Development Professionals impact the employment resiliency of the participants they serve?”

Improving Employment Resiliency

Provides skills to teach relevant & replicable tools for workforce success

Align participant's noncognitive skills to employer's needs

Provide positive role models and mentors


Table 1.

Impact of Intervention on Learner Group

Work Ethic and Attitudes in At-Risk Youth

Pre-

Intervention

Post-

Intervention

% of

Change

People learn non-cognitive skills from their parents. 69 82 19%

I learned non-cognitive skills from my parents. 78 91 17%

People learn non-cognitive skills on the job or at

school.

71 78 10%

I learned non-cognitive skills on the job or at school. 76 88 16%

Non-cognitive skills can be taught by individuals who

are not related to the person they are teaching.

84 95 13%

Non-cognitive skills are as important to success as I.Q.

and educational attainment.

85 98 15%

Children from disadvantaged backgrounds generally

do not learn non-cognitive skills at home.

29 47 62%

I know how to teach non-cognitive skills.

58 67 16%

Employers are willing to teach non-cognitive skills to

new employees.

25 35 40%

Employers value technical skills or education over

non-cognitive skills.

20 23 15%

Technical skills or education can make up for a lack of

non-cognitive skills.

18 15 -16%

People who lack non-cognitive skills have trouble

finding and keeping jobs.

87 95 9%

People who have graduated high school have stronger

non-cognitive skills and perform better on the job than

GED graduates.

20 41 105%

Table 1 numeric values represent the level of agreement from strongly disagree (0) to strongly

agree (100).


Participants completed questionnaires before and after completing the instructional unit

and Table 1 compares the impact of the intervention on the learner group. In most cases,

participants’ opinions regarding the development of non-cognitive skills changed as a result of

the intervention and the Likert Scale (Table 1) quantifies this qualitative data. The greatest

percentage of change related to where and how people learned non-cognitive skills, for example

from parents or at school or work. The level of agreement with the statement that children from

disadvantaged backgrounds generally do not learn non-cognitive skills at home reflected a

change of 62%. There was a 105% change in the perception that people who have graduated

high school have stronger non-cognitive skills and perform better on the job than GED

graduates.

Answers to the Research Questions

First Research Question: How will Work Ethic Instruction for Workforce Development

Professionals impact the employment resiliency of WIOA Youth participants?

The first research question explored the benefits of an instructional framework for

workforce development professionals serving at-risk youth struggling with employment

resiliency. The researcher created a ten hour instructional unit on how to identify, teach and

demonstrate affective work competencies (non-cognitive skills) to job seekers enrolled in one-

stop employment centers. The study collected data in a qualitative action study, before and after

the intervention, with a goal of answering the research question; and identifying themes that

linked participants’ ideas, opinions and observations of non-cognitive skills that benefit both job

seekers and the employers served by the employment center.

Several participants blogged at the class website and commented during group

interviews that the intervention would help them develop more intentional youth curriculum that


builds on existing non-cognitive skills; translating those skills into critical employment skills.

The emergent data also emphasized the value of positive adult mentorship and peer role models

in order to build critical work skills that lead to employment resiliency. The evidence clearly

demonstrated, as shown in Figure 4 and Table 1, that the intervention provided the participants

with the skills necessary to teach in the affective domain, providing relevant and replicable tools

for workforce success; impacting the employment resiliency of WIOA youth participants.

Second Research Question: What are the most critical gaps that hiring manager’s see in

candidates for employment?

The second research question was answered by a series of questionnaires and group

interviews, along with blogs at the class website. Participants were first asked a set of questions

relating to critical gaps in essential employment skills which included a lack of work experience,

education, soft skills, technical skills, and basic skills in literacy and numeracy. Respondents

could select as many critical skills as they felt were relevant to employment resiliency. Prior to

the intervention and as shown in Figure 2, 40% of the respondents selected “Lack of Soft Skills”

as the most critical gap that employer partners see in candidates for employment. Upon

completion of the instruction, the proportion representing a lack of soft skills increased to 55%

(see Figure 3).

The researcher then asked respondents to list the critical gaps that employer partners

(hiring managers) see in candidates for employment. The themes that emerged, as shown in

Figure 1, represented non-cognitive skills, and are in order of importance attendance and

punctuality, communication, motivation, work habits, critical thinking and problem solving.


Chapter 5 - Discussion and Conclusion

Overview

The purpose of the project Work Ethic and Attitudes in at Risk Youth; an

Instructional Framework for Workforce Development Professionals was to explore critical

employment skills that improve employment resiliency; and design an intervention for career

specialists tasked with workforce development and training. In the employment center studied,

many youth struggle with the transition to employment, straining the caseloads of workforce

development professionals and negatively impacting program return on investment. The project

was designed to identify critical employment skills and design an intervention that can be used in

employment centers serving youth and adult participants, increasing the resiliency and eventual

self-sufficiency of participants; limiting long-term reliance on public assistance and benefiting

the participant, employers, the economy and society at large.

The study utilized an action research design in order to resolve the problem in the

professional setting studied, a one-stop employment center serving youth and young adults. A

phenomenological study was used that gathered data reflecting the experiences and perceptions

of the workforce development professionals in the center. The design approach was primarily

qualitative because the study addressed behavioral and engagement issues that the respondents

experience in their work at the center. The researcher also used a Likert Scale, as shown in

Table 1, which quantified participants’ qualitative opinions regarding the development of non-

cognitive skills.

The research study proved that non-cognitive skills are vital for human capital

development and workforce success. The critical employment skills that emerged from the study


were non-cognitive skills and are in order of importance; attendance and punctuality,

communication, motivation, work habits, critical thinking and problem solving. The intervention

also provided participants with the skills necessary to teach in the affective domain, and the

evidence showed a 16% increase in participants’ perceived competency in teaching these skills.

A post-intervention interview with the group found that the center planned to develop more

intentional youth curriculum that builds non-cognitive skills on a foundation of adult mentorship

and peer role models; translating those skills into critical employment skills that lead to

employment resiliency.

Problem Solutions

The research problem in the professional setting studied is that workforce development

professionals have the opportunity to teach non-cognitive skills to youth participants in

employment programs but lack the training or curriculum to teach it effectively. A lack of non-

cognitive skills increases program costs and prevents transition to permanent unsubsidized

employment; and these young adults will face a constant struggle with employment resiliency

and ultimately, self-sufficiency.

The solution to this problem, as evidenced by the data presented in Table 1 and Figures

1-4, is that employment programs that teach and model non-cognitive skills have an important

role in the success and eventual self-sufficiency of participants. The instructional unit Work

Ethic and Attitudes in at Risk Youth; an Instructional Framework for Workforce

Development Professionals; is an effective intervention for career specialists responsible for

developing and training the emerging workforce to meet the needs of business and industry.


Strengths and Weaknesses

A lack of non-cognitive skills is a problem that increases employment program costs and

prevents transition to permanent unsubsidized employment. Job seekers will face a constant

struggle with employment resiliency and ultimately, self-sufficiency if this problem is not

addressed by workforce development professionals. A strength of the project is that the

intervention, designed for the professional setting studied, can be implemented in any one-stop

employment center serving youth or adult participants who struggle with employment resiliency.

A second strength of the project is that the instructional unit Work Ethic and Attitudes

in at Risk Youth; an Instructional Framework for Workforce Development Professionals is

delivered online from www.kathyhammonds.com. The resources and on-line lessons are

designed for busy workforce development professionals who can work at their own pace. The

goal of the instruction is to provide the professional with new knowledge that can be assimilated

and used to modify current case management strategies and workshop curriculum for the job

seekers they serve.

A weakness of the project is that the quasi-experimental design prevents measuring the

causal impact of the intervention on the employment resiliency of youth participants served by

the center. Preliminary research conducted on employment center data before the intervention

showed that 44% of youth participants do not complete subsidized work experience agreements

and have more trouble transitioning to unsubsidized employment. Time constraints of the project

prevent post-testing of employment center data. Further, the youth themselves may not be studied

or surveyed for ethical reasons as the research population excludes members of vulnerable or

protected populations.


Influential Factors

The original participant group of workforce development professionals was made up of

eight individuals. Two participants removed themselves from the study after completing the pre-

survey; and before participating in the intervention and subsequent interviews and post-survey.

This 25% reduction in the target population may have skewed the findings when the researcher

compared the pre-survey data to the post-survey data. The data analysis and reporting excluded

the responses of the two participants who left the group before participating in the intervention.

An insignificant change was made during the project that affected the delivery method of

some of the data gathering instruments. The online research product Survey Monkey was used

instead of Poll Everywhere as proposed in the study prospectus. This change did not impact the

survey results and was made because the researcher found Survey Monkey to be a more robust

product than Poll Everywhere.

Further Investigation

A new theme emerged during the study regarding the alignment of participant’s existing

non-cognitive skills to those needed by employers. Several respondents discussed the non-

cognitive skills of at-risk youth and how these skills do not automatically translate into skills that

build employment resiliency. Youth with barriers develop skills that allow them to survive

horrific situations and trauma; such as figuring out where to sleep if homeless and how to obtain

enough food to survive (resourcefulness and grit). Additional research is necessary in this area

in order to design an intervention that teaches workforce development professionals how to

assess these entry skills and develop more intentional youth curriculum that builds on existing


non-cognitive skills; translating those skills into critical employment skills that are valued by

employers.


References

Arling. M. (2012). Youth and skills: Putting education to work. Paper commissioned for the EFA

Global Monitoring Report 2012: UNESCO.

Davidson, R. J., & McEwen, B. S. (2012). Social influences on neuroplasticity: stress and

interventions to promote well-being. Nature neuroscience, 15(5), 689-695.

Gagne, R. (1985). The Conditions of Learning (4th.). New York: Holt, Rinehart & Winston.

Gregson, J. A. (1991). Work values and Attitudes Instruction as viewed by Secondary

Trade and Industrial Education Instructors. Journal of Industrial Teacher.

Guerra, N., Modecki, K., & Cunningham, W. (2014). Developing social-emotional skills

for the labor market: The PRACTICE model Policy Research Working Paper.

Washington, DC: World Bank.

Heckman, J. J. and T. Kautz (2012, August). Hard evidence on soft skills. Labour Economics

(Volume 19 (4), pp. 451–464.

Heckman, J. J. and T. Kautz (2014a). Fostering and measuring skills: Interventions that improve

character and cognition. Technical report, IZA Discussion Paper No. 7750.

Heckman, J. J. and Y. Rubinstein (2001, May). The importance of noncognitive skills: Lessons

from the GED testing program. American Economic Review 91(2), 145—149.

Hill, Roger B. (2016). University of Georgia. Retrieved from

http://workethic.coe.uga.edu/index.html.

Hill, Roger B. and Rojewski, Jay W. (2014). “Positioning Research and Practice in Career

and Technical Education: A Framework for College and Career Preparation”.

Career and Technical Education Research. 39(2), pp.137-150.


Kautz, T. D., Heckman, J., Diris, R., ter Weel, B., & Borghans, L. (2014). Fostering and

measuring skills: Improving cognitive and non-cognitive skills to promote lifetime

success. Cambridge, MA: National Bureau of Economic Research.

Laurence, J. H. (2008). The Military Performance of GED Holders: In The GED and the

Problem of Noncognitive Skills in America. Edited by J. J. Heckman and P. LaFontaine.

Chicago: University of Chicago Press.

Lippman, L.H., Ryberg, R., Carney, R., Moore, K.A. (2015). Workforce Connections. Key

“Soft Skills” that foster youth workforce success: Toward a consensus across fields.

Child Trends Publication #2015-24.

Manpower Group. (2013). 2013 Talent Shortage Survey Research Results. Milwaukee, WI:

Manpower Group.

Roskams, J. (2015). The developing brain: Implications for youth programs. Paper presented at

the Kristin Anderson Moore Lecture Series, Bethesda, MD.

United States Government Publishing Office. (2014). Public Law 113-128. 113th

Congress.

Washington, D.C. Retrieved from https://www.gpo.gov/fdsys/pkg/PLAW-

113publ128/pdf/PLAW-113publ128.pdf.

Washington Workforce Training Board (2008). Washington state employers workforce needs

and practices survey. Statewide report.


Appendix A

The instructional unit created as a result of this capstone project, Work Ethics and

Attitudes in At-Risk Youth, an Instructional Framework for Workforce Development

Professionals, is located at www.kathyhammonds.com.

The website contains all lesson plans, class hand-outs, assessments, resources and

electronic reference tools related to the instructional content. Lesson plans and class hand-outs

may be viewed, downloaded or printed from the website by clicking the menu option Lesson

Plans and Class Hand-Outs, or may be viewed on the pages to follow.


Lesson Plans






Class Hand-Outs






Appendix B

Surveys

The online research program Survey Monkey was used to create and administer three data

gathering instruments which are:

Lesson 1 Introduction to Work Ethic (Entry Skills)

Pre Survey Work Ethic and Attitudes in At Risk Youth

Post Survey Work Ethic and Attitudes in At Risk Youth





















Interview Questions

What do employers and hiring managers see as critical gaps in candidates for employment?

Discuss developmental and socioeconomic factors that impact employment resiliency.

Is GED completion a “super barrier” to employment resiliency?

Why is soft skills development such an important component of workforce development?

Please discuss work ethic and non-cognitive skills as it relates to the employment resiliency of

at-risk populations.


Appendix C

Informed Consent

Adult Participants

Western Governors University - Teachers

College

Master of Education, Learning and Technology

Kathaleen A. Hammonds

Work Ethics and Attitudes in At-Risk Youth: An Instructional Framework for Workforce

Development Professionals

Introduction

Kathaleen Hammonds, a graduate student researcher in the Teachers College of Western

Governors University, wishes to conduct a research study for the purpose of determining

participant’s perceptions of affective work competencies (work ethic and attitudes) that impact

the employment resiliency of at-risk youth. The study will also explore the ability of participants

to teach affective work competencies during the engagement and essential skills phases of the

employment program.

The proposed study has been approved by the Western Governors University Faculty

Evaluation Team. Research will be conducted on the premises of the Next Generation Zone,

located on the WorkSource Spokane Campus. Approval of stakeholders with an interest in the

Next Generation Zone was obtained prior to this announcement. The stakeholders who have

approved the study are:

Dawn Karber, Spokane Area Workforce Development Council

Jessica Clayton, Spokane Area Workforce Development Council

Cami Hanson, Career Path Services

Bob Everett, WorkSource Spokane

Jen Rainey, WorkSource Spokane

Stacey Wells, Next Generation Zone


By signing this consent form, you agree to participate in the study. All data collected will be

reported as aggregated summaries. Individual names will not be used and participation is

voluntary.

Description of the Project

The proposed research is designed to gather data reflecting the experiences and

perceptions of workforce development professionals who serve at-risk youth. The data will be

used to identify themes that link participants’ ideas, opinions and observations of affective work

competencies. The resulting themes will be used to develop “Work Ethic and Attitudes in At-

Risk Youth; an Instructional Framework for Workforce Development Professionals”; an

instructional unit on how to identify, teach and demonstrate affective work competencies to job

seekers enrolled in employment programs at one-stop employment centers.

The research will be conducted at the Next Generation Zone, located on the campus of

WorkSource Spokane, a one-stop employment center in Spokane, Washington. The research

study will be conducted over a four-week period and participants will complete a questionnaire

using the online research product Survey Monkey. Post-survey interviews will be conducted to

further explore, describe and develop the themes that emerge from the questionnaires.

Those participants who chose not to take part in the study will not be required to

complete the data-gathering survey.

Benefits and Risks of the Study

Participants may experience normal test anxiety when completing the survey. However,

all anticipated risks to participation in this study are minimal and no greater than those which

are normally encountered in daily work activities. The researcher will seek to minimize the

anxiety risks by providing detailed information on the research study and resulting instructional

unit. Participants will also be informed that their participation or nonparticipation in the survey

activity will not influence their employment in any way.

Possible participant benefits may include learning more about critical gaps in essential

workplace skills; enabling them to become more proficient at preparing job seekers for the

workplace. Participants will be informed that the study activities are intended to help them

better understand how to guide youth toward positive employment outcomes.

The study may help the researcher, participants and other stakeholders acquire additional

training techniques to facilitate learning.


Confidentiality

The data gathered from this research will be private and confidential. Raw data with

personal identifiers will only be seen by the researcher and individual participant names will

not used in reported findings. Your information will be assigned a code number. The list

connecting your name to this code will be kept in a password protected file. When the study

is completed and the data have been analyzed, this list will be destroyed. Your name will not

be used in any report. Data will be reported in the aggregate.

Voluntary Participation and Withdrawal

Your participation in the study is completely voluntary and you have the right to

withdraw at any time. Participants that choose not to take part in the study will not be

required to complete the data gathering instruments (survey or interview). Participants can

also skip any question in the survey without consequence.

Employment will not be impacted in any way as a result of participation or withdrawal

from this study. Participants may withdraw at any time from survey participation and will

not be penalized for nonparticipation. Participants may also request that their individual

results be excluded from the final report. To withdraw from the study or request that results

be excluded from the final report, the participant must notify the researcher.

Questions, Rights and Complaints

Participants have a right to view the results of the study. If you have questions about this study,

please contact me by calling 509-990-0167 or email [email protected].

If you have questions about your rights or unresolved questions or complaints pertaining to the

study, contact the WGU IRB Chair by email: [email protected].

Consent Statement

By signing this document, the appropriate official grants permission for participant data

collection and reporting necessary for this study.

By signing this document, you agree to participate in the study and have had your study

participation questions answered. You also understand that an online study will be used to

gather data and participation in the online survey constitutes informed consent.

By signing this document, the appropriate official and participant acknowledges that they have

received a copy of this form.

Designated Official Signature Participant Signature

mailto:[email protected]


Title of Designated Official Typed/Printed Name

Typed/Printed Name Date

Date

Documents

Western Governors University Teachers College Capstonekathyhammonds.com/wp-content/uploads/2016/04/Work... · Running head: WORK ETHICS AND ATTITUDES Work Ethic and Attitudes in At-Risk