THE EDUCATIONAL EXPERIENCES OF FOUR DISPLACED WORKERS --
A Qualitative Study of the Difficulties Encountered by Displaced Workers During Retraining
by Eric B. Lush
submittedto
Memor i alUni v er s ity of Newfound la nd , Schoo l ofGraduateStud ies as par t ia l ful fil me nt ofthe req u ire ments
forthede greeof Master ofEducation
January 26, 19 9 5
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NalionalUbrary ctceoeoe Acquisitionsand Bibliog raphicservicesBranch 395W8lIinglooSlteet OItawa,OnlaOo K1AON4Oirection des acq uisilioosel des servcesbibliOgfaphiqUCS 3!l5.n.oeWellinglon
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Abstract
This qualitativestudyexamined the experiences of four displaced workersas they prepared for, and progressed through,a retraining program. The study's purpose was to identifythe difficulties and barriers encountered by displaced workersduring retraining,and to offer a better understanding of the collegeexperiencefrom the viewpoint of the student.
Qualitativemethodswere chosenbecauseof theexploratoryand emergentnatureof the study. Oral histories were obtainedthroughextensive interviews with four participants.Theseinterviews were audio-taped and from each a first-personnarrativewas produced. The analysisof thesenarratives providedan understanding of the retraining experiences from the participant's perspective.
The findingsindicatethat thegreatestdifficultyencountered by the four participants was academicweakness.Itwas concluded that,with respectto the four displacedworkerswho participated in this study, the systemfailed10 give adequatecounsellingbeforeentranceintocollegeand was not equipped or preparedto address the participant'sacademic deficienciesafter enrolment.
As a resultof this study,the following recommendations are presented as a basis for further investigation.
Recemmendatton1:
Retommen datlon2:
Ret omme nd atlon3:
Recommen dation4:
Recommend allon5:
Recemmendatlen6:
Counsellingservices shouldbeprovided by thefunding agencyto ensure workers makeappropriateprogram selections. Training institutesshouldbemore discriminatingin theiruse of a mature studentadmissionspolicy.
Institutionsshouldconsidermaking programsflexiblefor olderstudents, especiallyintheir firstyear.
Allinstitutions involved withretraining displaced workersshouldofferspecial counsellingservicesto assist individualsin theirfirstyearofstudies.
Traininginstitutions shouldstress the importanceof socialintegration of students,andpromote the involvementof all studentsinextra-curricular activities andevents.
Institutionsshouldpromotethecreationof peergroups amongstolderstudents.
TABLE OF CONTENTS
Page
CHAPTER 1
CONTEXTOF THE STUDY•... . . • .. . . ...
Statementof the Problem .
Focus of Study , , ..,.. , , , . , , , ,, , ResearchQuestions" ." ,. , " . " "
Background, .... .. , ,.., , , , . , . , , . Overviewof theStudy,,., , , ..
CHAPTER 2
LITERATURE REVIEW •... ...••..•..•. .••.••...• . The DisplacedWorkeras an Adult Learner '. . . , ... ..
Cognitive Developmentand CareerRetraining in Older Adults,... . .,., ., ,,. , . . . ... 10 SocialRelations in CollegeClasses with Mixed
Aged Groups,.,.. .. . ,....••.... ..,. 13 The Need for Special SupportCounsellingfor
RetrainingWorkers , . , ,... .. 16 Persistence-Withdra wal , , , .. " . . 20 Recent Findings .. .•. .. ... ... . . 20 Tinto'sModel, ..... . ... ... . .... .. .... 22 Aesearch FindingsApplied to DisplacedWorkers .... " . 29 CHAPTER 3
METHODOLOGICAL ORIENTATION AND RESEARCHDESIGN • 30 The Rationalefor Qualitative Methods ." ,.. 30 Data Collection "" ,.•.•, •.. ,•.•" ." •...... . 32 Selectionof the Participants, , . , ,..,.... . . . .. 33 The Interviews...•... .. ....•. , ... 34
Limjtat?:~: ~~a.I~S.i~
::: : : : ::: ::: : ::: : :::::: ::.:~:
CHAPTER 4
THE ORAL HISTORIESOF FOURDISPLACEDWORKERS. . ..• 41 Abe Johnson .... .. . ...•. ..• .. ... . ... . 41
iii
TABLE OF CONTENTS ICont'dl
Page
The NarrativeofAbe Johnson ..•.•.. • • •. ...• 42 BarryMoore ... ... . ... .• •.... ...• • . .. . .• 49 Narrativ eofBarryMoore '" . .•. .. •.. . . ... 49 ClydeRichards .•....•.. . .•.••. . •.. . .. • ....•• 56 TheNarrativeof ClydeRichards , . . .. 57 Donna Viney.. .•.. ..•.. . ...•.. . ..••. ..,.•• 63 The Narrativeof Donna Viney..•• . .•... . ... " 64 CHAPTER 5
EXPERIENCING THE RETRAINING PROCESS •••••••• •••.• 69 Problems EncounteredDuring Retraining.• ..•....••.. 69 Difficulties andBarriers.•.. ..• . •.•.. ....•.. 69 CounsellingUsedby the Participants .••..•..• . 80 Participant'sViewsof System and Suggestions for
Improvements•. .• •.•. • ... •.... . .... 87 AlternateInterpretationof theFindings.•..•• .• .. .• •. 91 Pre-entryAttributes .... .••.•. • .•.• ...• 91 Institutional Experienc es ....•....• •••• ... 95 Experienc ingthe RetrainingProcess:A Summary 101 CHAPTER6
SUMMARYANOCONCLUSION •...• ..•.•• • •. ..• •104 literatureReview •.. ..•. • .... .••..•.••...•104 Methodology..•••....•.... ... .. . .• .•••••.• • •107 Summary of Findings'" •. ... .. .• .... . .. • . . ..107 Conclusionsand Recommendations .•• .... •..• . . . ••109 REFERENCES•.• . . .•...•... ...•.. ..•.• .•• ...•. • ..1 14 APPENDIXA: Letter of Permission ••. .••• .•••.•.•. •. • ..122 APPENDIXB:Consent Form••.... .••••..••.••. . .•••.•124
iv
TABLEOF CONTENTS (Cont 'dl
Page
APPENDIXC:Conte ntAnalysis ofData•...•...•••... .•. . 126 Abe John son (BusinessManagement).•• . •• •.•. . • • . .127 Abe Johnson (Hu manServices Worker) •.. . .•.•.• •..128 BarryMoore(Elect ron icsEngineeringTechnolo gy) ... ..•129 ClydeRichards(Arc hitec tural EngineeringTechn ology).• .130
Donna Viney(BusinessManageme nt) 131
CHAPTER1 CONTEXT OF THE STUDY
The purposeof thisresearchwas to examineand analyzethe experiencesof four adultlearners who have returned to college for retraining afterbeingdisplacedfrom long-term,stablejobs. Fourparticipantswith varyingbackgrounds were asked to giveoral historiesoftheir educational experiencesas they progressedthrough a post-secondary collegeprogram. The issuesrelated to the difficultiesencounteredby older college studentswere scrutinized, and an alternateinterpretationof the experiencesofeach participantwas developed.
This chapterclarifies the contextof the studyand presentsthe statement ofthe problem,thefocusof the study,the researchquestions,and a description of the backgroundfrom whichtheparticipantswere chosen.The chapterconcludeswitha brief overview.
Sta tement orthe Problem
In Newfoundland,a largenumberofdisplacedworkerswillbeseeking retraininginprovincialcommunitycollegesover thenext three to six years:
manyunderthe sponsorshipof theNorthern COdAdjustmentandRecovery
Page~2~
Program(NCARP)and othergovernmentalprograms. Researchersbelieve thatif theeducationalsystemis to dealeffectivelywiththe needsofthese adult learners,educators should understandand addressthemany problems and difficultiesencountered during retraining(Franz,1983; Bloom,1987; Wojcickiand Kaufman,1990).To achievethis understanding,researchers need to examinethe trainingprocessfrom the viewpointof thetrainee(Munro, 1990).The displacedworkerspresentlyenroledin communitycollege programsin Newfoundland provide educationalresearcherswithan excellent opportunityto gatheressentialinformationfor the designand implementation of futureprograms. Furthermore,theresearchfindingswill add tothe existingknowledge of adultlearners.
Focusof Study
This studyfocusesonthe experiencesof four individualswhohave returnedto collegetoretrain for new careersafter severalyears of employment in the fishing industry.Allfour personswere sponsoredby NCARPand attended Cabot Collegeof AppliedArts,Technology and ContinuingEducation in 51.John's,Newfoundland.The participants were extensivelyinterviewed andprovided data concerningtheir personal
Page-3-
experiences from highschoolto their firstyear of college.Particular emphasiswasplaced on the difficultiesexperiencedduring the first semester of college,and the support servicesoffered.
ResearchQuestions
Thestudy concerneditselfwiththree issues, allviewedfromthe displacedworker'sperspective.These issuesare:(1)difficultiesand barriers;
(2)counselling services;and(3)the retrainingsystem ingeneral.Fromthese the following questionsweredevelopedandservedas aguide forthestudy.
I. DifficultiesandBarriers
Whatarethedifficultiesexperiencedbydisplaced workers as they:(I)prepare for training;and(2) commencetraining?
b. Whatare someof theperceived barriers to successful completionof retrainingas influencedbysocietal characteristics?
Whatare some ofthe perceivedbarriersto successful completion of retrainingas influencedby institutional/organizationalcharacteristics?
Page-4-
d. What are some of the perceivedbarriers to successful completionof retrainingas influencedbypersonal characteristics?
2. CQumje!ljng Services.
To whatextentdo displacedworkersconsultwith people otherthanprofessionalcounsellorsduring retraining?
b. To whatextent do displacedworkersconsultwith professional counsellorsduring retraining?
What professionalcounsellingdo trainees find most useful?
3. TheTrainingSystem
a. Whatare displacedworkers'viewsof the present trainingsystem?
b. Whatsuggestionsdo traineeshave for improvingthe presenttraining system?
Background.
The four participants of this studywere selected(rom a group of displacedfishery workers whoattendedCabot Collegeunder the sponsorship
CcnrextofIheStudy Page-5-
ofNCARP between 1991and1994.
For centuriesthe Newfoundlandeconomy had been sustained bythe fishing industry.Thelarge abundanceofcodfisharoundthecoastof Newfoundlandnotonlyprovidedthelocal settlerswithalivelihood, butalso providedthemanycountries who sentfishingfleets10theislandeachyear witha vital food source.Intheearlypartofthiscenturyitwasinconceivable thatthefish stocks couldbedepleted.However,withthedevelopmentof modem harvestingtechnology,anduncontrolledharvestingbybothforeign anddomestic fis.'1ingfleets, theonce abundantfish stockshadbeendecimated bythe late 19805(Chantn.ine,1993).
OnJuly 2,1992thefederalMinisterofFisheriesannouncedatwo-year moratoriumon commercialcodfishing offthecoast of Newfourxlland.The minister also suggestedthatifand whenthefish stocksrecovered,thefishery wouldbeconcoctedonaconsidel'2lJ1ysmallerscale. Thus. some 25,000 Newfoundlandfisheryworkerswere permanently di..placed fromtheirjobs.
Immediatrly followingtheannouncementof the cod moratorium, the Ministerof Fisheriesbegantheimplementation of theNorthernCod Adjustment and Recovery Program(NCARP) toassistfisherpersons,plant workers,andtrawtermeninadjustingto unemployment.Oneofthe major
Page-6-
componentsofthe pr:ogl'3m was to offerdisplaced workers fundingto retrain for new occupations.Although not all would electto retrain, preliminary research by NCARPrevealed that over 90 percent of workersdid not qualify academicallyto enter college programs (NCARP,1993). Furthermore,it was recog nizedthat thesudden influxof students to an alreadyovercrowded communitycollege system required cooperation from boththe Department of Educationand the community colleges.
CabotCollege of AppliedArts,Technology and ContinuingEducation, beingone of themajor provincial educationalinstitutionsin Newfoundland, respo nded immediately by developing a strategy wherebyadditional training seats wouldbemade available.The extraseatswouldbelocated inregular programs,butCabot Collegewas also preparedto provideextracourse sections as needed,particularlyin theAdultBasic Education(ABE)program.
In additionto providing extra training seats, Cabot'sstrategyalso provided bridgingprogramsand a StudentSupport Services Unit.Bridging programs consisted of an orientationcourseofseveral weeks duration for students who did notrequireupgrading,but who had beenabsentfromschool forseveral years.Itincluded career explorationtrainingaswei; asrefresher coursesin academic subjects.The StudentSupportServices Unitwas intended
Ccntext of the~t_~d!..~ .~•. Page-7-
(0provideallpossibleservicesnecessarytoincreasethelikelihood of studen ts achievingsuccessintheirchosenareas. Counsellorswere availabletostudents atany time.and dealt wilh allaspects of thestudent's collegelife.
Two of thefourparticipantsinthisstudy did not meet the academic requirementsforpost-secondary studies. and consequentlywere required to completetheABE program. Theremainingtwo participants, although meeting the academic requirementsfor post-secondarystud y, still electedtoparticipate inthebridgingprogram inprepar;ationfor theirstudies.
OnrvH:WoftheStudy
A preliminaryliteraturesearchwasconducted prior todatacollection andfocused on the ccncepeorolder adultsreturningtocollege. Thefindings assisted theresearche r infocusing the studyanddevelopingtheresearch questions. Followingdata collection, a more elabora tesearchwasundertaken concentra ting on researchpertaining to adultlearnersandpersistence- withdrawalbehaviourofpost-secondarystudents. A review ofthefindings are presented in Chapter2.
The researchmethodologyused for thestudyisoutlinedinChapter3.
The rationaleforchoosingthe designas well as a description of the methods
Contextofthe Stu dy Page-8-
used to collect and analyze the dataarediscussed in detail.
The analysis ofthedata was conducted onthreelevels. Firstly,the recorded interviewsof eachparticipantwere studied and four narrativeswere developed. These are presented inChapter4. Secondly, the narrativeswere subjectedto furthe ranalysis outof whichemerged various constructs reflecting the researchquestions. Thirdiy,a contentanalysis was performedon each narrative usingguidelinesdevelopedfromthe literaturesearch.Theresultsof thisanalysis arepresented in Chapter5.
Chapter6 containsa summaryof the findings,a summaryof the conclusions,andrecommendations for consideratio nbytraininginstitutions an~fundingagencies.
CHAPTER 2 UTERATURE REVIEW
Muchoftherecent researchpertaining to the retrainingof displaced workers isquantitative in nature,and focusesonthe evaluationofprogramsin termsofstudentsuccess in attainingemployment(Bloom, 1984; Kuliket al., 1984; Corsonetal.•1985;Leigh, 1990).These studiesofferlittleinsight into theunderstanding of thedifficultiesfacedbydisplacedworkerswho return to college, nor do theyexplorethereasonswhysomeofthese individualsfailto completea program. Consequently, the literature search (or this study focused on related qualitative studiespertainingto: (a)the displacedworkerin terms of beingan adult learner ; and(b)factorsthat influencestudentstowithdraw from training programsbefore completion(commonlyreferredto aspersistence-
withdrawalbehaviour).Findingsfromtheseareas contributetothe understandingof difficulties encounteredbymature collegestudents.
TheDisplaced Workeras anAdultLeamer Threecentralissueswereexplored inconsideringthe displacedworker as an adultor maturelearner: (I)cognitivedevelopmentand career retraining in older adults;(2) socialrelationsin classesofmixed age groups;and (3) the
LlteratureRev; ,... . . . . Page-16-
need for specialsupport.Ironically,the literature search revealedthat,forthe mostpart,theformertwo areaspresentno difficulties orbarriers 10 adult learning.Withregard10specialsupport for displaced workersas college smdents, researchindicates a widerecognitionof theneed for suchsupport.
CognitiveDevelopmentandCareerRetnjnjng in OlderAduw Allhough preferring a slowerpace,olderstudentsperform at leastas weltand oftenbetterthen their younger classmates( PerkinsandRobertson- Tchabo,1981;Jacobwittz and Sbanon,1982:Kingston,1982). However, thereisstrongempirical data tosuggestthat, on the average,agingis accompanied by a decline in the ability10process newinformation.(Cauel 1963,1971:Baltes and Labouvie,1973;Labouvte-velf,19'77;Botwinick, 1978) .Researchers arestill debatingthe exact nature and causesof the decline,butmost attribute thedecline to bothbiological and environmental factors.Itis believed thatolderstudentscan make environmentaladjustments that offset the decline incognitive functioning, andthusthe declineisusually considered an insignificantfactorinadult learning.
Researchershaveattemptedto explainthe paradox of why adultsprove tobe good learners,despitethe generallyaccepted notion thatcognitive
Lnerat ureReview
functioningdeclines withage.Therehavebeenseverallaboratory studies indicating olderadultscanimprovetheir performance in problemsolving, reasoning,andothercognitiveskills withinstruction (Schaie,1973;Baltes and Labouvie,1973;Willis,1985).Schaie(1973)found thai peopleoftenmake adjustments forthedeclinein their cognitiveability bytaking advantageof previousexperiences. BaltesandLabouvie(1973)suggested that thecognition level ofanadultat anystage oflifedependson the contextof development, the environment. andexperiences ofthe individual.
McCraryandLong(1980) reviewedtheempirical dataavailable conceming the effects ofenvironmentoncognition and concludedthat thereis little doubt as tothe ••••positiveeffectsof stimulatingactivity and thenegative effects ofdecreasedenvironmentalstimulationoncognitivefunctioning- (1980:
40).Thisposition issupportedby Labouvie-veif(1977)whosuggestedthat -theintellectualdeficitsoften observedin older populationsarein fact subject toimprovementasaresultoftraining,improvedlivingconditionsand raised activity levels"(1977:258).
Life-phase researchalso contributestothe understanding of adultsas learners.For example.lhe developmental slages of childrendescribedby Piaget(1972) has beenexpandedbyotherresearchers(Lowenthal,1975;
LiteratureReview Page -12-
Neugarten,1970)to includespecificstages of adultlife. Sheehy,in her popular book Passages:PredictableCrisisof AdultLife (1976),proposedtnat therearedistinct stagesof adultlife whichare characterized by a crisis for the individual whenpassingfromonestageto another.Shesuggeststhat carter changes arenatural and are sometimespositiveoccurrencesinone'slife.
Earlierresearch byNeugarten (1970)concluded that peoplearc socialized to expecttheirdevelopmenttofollowa normalpredicablepath,and transitionalevents(e.g.,beingdisplaced fromone'semployment)can constituteamajor crisis andhaveanegativeeffectoncognitiveability.
Schaie(1977-78)developedan hierarchicalmodelof cognitive complexitybased on Lowenthal's(1975) analysisofadultlife transition and the concomitant changesin cognitivestagesresultingfromenvironmental influences.The modelhighlights the importanceofecologicalvalid criteria (i.e.,lifecontext) on cognitive functioning, and presents five differentstages of cognitivefunctioningfromacquisitive(i.e,childhoodand adolescence)to reintegrative (i.e.,oldage). The stagedevelopmenttheory of childhood developedbyPiaget(1972)is extended intoadultlife andintegrated with recentresearch onlifecycle development.Themodelemphasizesthe positive effectof cognitiveactivityon cognitivefunctioning.
LiteratureReview Page-13-
Insummary,there is strongevidenceto indicatethat environmental stimulation can offsetthedeclineincognitivefunctioningthatresearchers believe accompaniesaging. Also,itisbelievedthat adultspassthroughlife stages,including stages of cognitive ability.and thedegree ofcognitive functioningateachstage islargely influenced byenvironmental stimulation.
Thus, the decline in cognitiveability accompanyingagedoesnot influence the successor failureof olderadultcollegestudents.
Social Relationsin CollegeClasses withMixedAgedGroups Whenolderadultsareintegratedinto regular college programs with younger students,they areexpectedtoadjustand dealwithcollege lifethe sameas their youngerclassmates.The interactionsof the differentage groups,and theinfluences eachhason theother,have beenstudiedbya numberof researchers. Most agree that theresults of mixingvariousage groupsin collegeclassesare positive.
len.sen-Oskinski, Beidler,andAronscn(1981)examined theeffect of the presenceofolder studentsin the collegeclassroomontheattitudesand performanceofcollegefreshmen.Usingapretest-treatment-posttestformat, researchersexaminedtwo sectionsof a second-semesterfreshmanEnglish
Literature Review Page~14-
class.One sectionwas an intergenerational classcomposed of14college freshmenand10non-matriculating, for-creditstudents 60 years ofage or older,and theotherwas a regularall-freshmanclass.Bothsectionsstudied compositionand literatureusing the life cyclethemeasa central approach. The controlgroupconsistedof three sections of thesame course, all comprised of collegefreshmenwithoutthesuperimpositionof the lifecycle theme. Researchersused a studentopinionquestionnaireto measure participant attitudechanges,Analysisof thedata revealedthat participationinthe intergenerationalclass resultedinyoungerstudentsdevelopinghighlypositive attitudestowardtheirownagingand towardintergenerationalclasses.In addition,rates of participation and generalactivitywerehigher inthe intergenerationalclass.
Ina similarstudy Mishlerand Davenport (1983)studied the attitudesof college faculty towardadultstudentsill classescomprisedof bothadultand traditional-agedstudents.Tenteachersof intergenerationaJ classes atthe GreenBayCampusof theUniversi.ty of Wisconsinwereinterviewedand 259 studentsfromtheirclassesweresurveyed.Basedondata fromthese two sources,itappearedthatboththe youngerandolderstudentsand their professorshave overwhelminglypositiveattitudesconcerninga mixof agesin
Ulera tnrt Re"few Page·15-
thecollegeclassroom. Whenasked about the effect of adult participationin collegeclasses, teacherscommentedthatadultstudentsoften contributedto livelyandsophisticated discussions,providedan addedpersonaldimension basedonreal-life experiences, and possessedahigh motivationand commitmentthatsci hithstandards for all.
Ina case studyonaspecialcourse atMcGillUniversity,Macleanand Marcus (1981) observedthe classroom activity betweenolder and younger students andteachers.Theyreportedthat youngerstudentsweresometimes boredwhen teachersslowlyexplained conceptstoolderstudents. Theyalso commented onteachers' reactiontohavingolder studentsintheclassroom, sayingthatteachers felttheyweretoodeferenttothe older students.Teachers alsofeltolderstudentsweremore interestedin practical and realisticaspects of studies ratherthentheoretic issues. But,despite~somewhatnegative observations,theyreported that mixed-agedclassesappearedtohavepositive overallresults forbolhthestudentsandtheteachers.
Otherresearchers(Jensen-Osinskietat,1981;Mishler andDavenport, 1984) support the conclusionsofthese studies.Long(1980),forexample, suggested thatthepresence ofolderstudentsincollege classesprovidedan incentiveinsomewayforyounger students,andthat bothagegroups learn
Literature Review
some things that are beyondthecoursecontent.
Page·16-
In summary,researchindicates that mixingage groupsin college classesdoesnot createproblemsforeither theyoungerortheolderstudents.
Rather,indicationsarethat mixed-ageclassescanhave a positiveeffecton bothagegroups.
TheNeedforSpecialSupPOrt CounsellingforR:>lrainjngWorkers Aworker faced withlong term unemployment canexperience tremendousturmoiland stress.Wojcickiand Kaufman(1990)suggested that adults who 'have losttheir means ofeconomic supportexpressanger,anxiety, denial,uncertainty,and depression .The lossof one'sjobhas been compared to losingan arm oraleg.-(1990:77)Ironically,it is duringthisdisruptive phaseofIhe individual'slifethat he or she is expected toselectan eppropnate careerchoiceand becomea highly motivatedcollegestudent.
Kieselbackand Svensson(1987) studied thescopeofproblemsthat impingeonworkers'retraining effortsinEurope.Theydiscoveredthat workersoftenexperiencedfeelings of demoralizationwhichwasseen todis- empowerindividualsover time,and impair theeffectivenessof training programs.To counteractand reduce theconsequences of unemployment's
LtterstureRn iew
negativedevelopmental processes, they recommended thattraining effortsbe complimentedwithprofessionalcounselling.
In 1987 theDelaware Departmentof labor sponsored a pilotproject calledRetrainingDelaware'sDislocated Workers.Theprojectwasintended 10 provideinformationto governmentalagenciesfor thedevelopment ofsimilar programsin otherareas. Amongtheservicesprovidedtoparticipantswere individualcounsellingand retraining.The counsellingservice provided clients with assistanceinselectingan appropriateretraining program. Bloom(1987) conducteda processand impactanalysisof theprogram and concluded,among other things,that retrainingis •.. .neitherrequirednorappropriateforall participants...·,andfhat participantscreeningandcareer assessmentshould becomea routinepartof suchprogramsto maximizetheamounlof information available(orretrainingdecisions.Furthermore.counsellorsgiven this responsibilityshould be highlytrainedtoensure that individualsselected for retraining cheeseonly programsforwhichthey have appropriateaptitudes andinterests.
TheHolistic Counselling Model (Wojcickiand Kaufman, 1990),shown in Table2·1, was usedin theJohnstown, Pennsylvania,DisplacedWorker
LiteratureReview Page-18-
The Holi.lje CounlellingModel
r.ORIENTATION"HAS E IlllCrview client
·
Ell.lb~.hc:oun.dlor-client",llt;un ,hip An~.. noedl,.ll~ ud"' ,.nd motiv.liun Explaineoun.cllingprocwn. STATUS REVIEW
AIWlawtlrk hi.lOry,edLICIlion.Illd pcf'loMI~jl~um.taneu O~rmi""needland aupport
",'crclknt10Ipprop na lc l n i.atallCc.gcncics
Ill. EVALUATION PROCESS
·
....,cn .ptilud~I,.bllitICl,lcmpcramCllI,andintcrnll lnlroduc"c:ompukrizodguid.ncc;"(ormalionlylkmrv. CAREERPAnt EXPLORATION
·
Identifylpocificaptitudea,abili tlc••nd inletelll Reviewlpproprialcoccupotiona ElllblithaoolHcnngoab Delermine pre""'luiJiae cdUoCIlion01 WQrk Eltablilhlong-knngoal.·
Qltherplacemenlin rormllionV. QUALIFY CAREER CHOICES
·
Olthcr .upply .nd d"...nc1·
Identify polenlial em ployel'1VI. MAKEraeCAREER CHANG E
·
Applyforandeeee lnining·
ProvidclupportlvccounlSUing AuutproglUlandreferproblem.VII. COMPlETE THECAREERCHANCE
·
Impk mcntlhc jnb aea rch·
Dc:vcloprca ume·
Adclresl interviewandjob aea"h.killa·
Implcrnentllll rtel inglilitegyH2lsi.From·V~ioml-TcchniCiISchoobMUl lImplementa Holiallc CounKllingModel Before RelllIining Adult Lc.men'by11I",nuP.Wojc icki andKiml(aufll\lll,1990,11It)oM' ,", 'ojlndlLllrlDl Ttodl"Ed,"olion,21. p.
34. Co pyright1990 byWojcic:~and Kaufman.
Literature Review Page-J9-
Retraining Project. The purposeof the modelwas to first identifythe worker's specificneeds,then fill thoseneedsby guidingthe worker throughthe whole process.
Itwas intendedthat the clientplaya key role in determining hisor her vocational future,and that thecounsellors wouldprovidesupportservices,technical advice,and guidance. The fifth step in the Holistic Counselling Modelis the trainingitself.
Wojcicki and Kaufman (1990)stress that the client must not be abandoned during this criticalphase. They describethe role of thecounselling serviceat this step in the following manner:
Regularlyscheduled counsellingsessionsshouldbe established to monitorthe client's progressand ensure his or her success.Those sessionsshould includea reviewof each client's progressand performance as wellas any difficulties the client is experiencing.The counsellorwill provideinsightand assistance in identifyingappropriate supportiveaction. (1990:81)
The modelwas first used in 1985and, basedon the first four years of implementation,has successfully servedhundredsof clients.
In summary,research indicatesthat displacedworkersoftenrequire assistance and counselling in selecting an appropriateretrainingprogram. Also, special counselling supportduring the retraining process has showntobeeffectivein helping studentssuccessfully completetrainingprograms.
[.ilt:ratureReview
~rsisten~Wit h drawal
Persistence-withdrawalbehaviour inpost-secondary collegestudents mayalsooffersome understanding into thedifficultiesfacedbyaduill-amers.
Suchstudies attempttoidentifythe many factorsinfluencingcollege students to withdraw fromprogramsbeforegraduation.This sectionpresents abrief review of recentresearch findings,andin particular,the workof Vincent Tinto.Tinto(1987)hasdevelopeda Model of InstitutionalDeparturewhich describesthe variouseventsandsituations leadingtoearly departure from college.
RecentFindings
Traditionallypersistence-withdrawalresearch has focusedonthepre- enrolmentcharacteristicsof the studentandidentifies suchcharacteristics as academic preparedness,individualabilities.goal commitment.personality,and socio-economicstatus (SES) asreliablepredictorsof potentialdropouts (Summerskill,1962;Marks,1967).Inrecentyears researchhastaken the formof complexmultivariatedesignsinvolvingbothpre-enrolment andpost- enrolmentfactors(Munro,1981).Generally,researchersagreethatstudents withdraw earlyfrom collegebecauseof a combination of both pre-enrolment
Literature Review Page-21-
and post-enrolmentfactors. All factorsleadingto a student's decisionto withdrawfrom college are typicallydescribedin terms of adjustment, difficulty,incongruence, and isolation(Tinto,1987).
Adjustmentrefers to how well studentscope with the stress of making the transitionto college life.For somethe stressand sense of isolationcan lead directly to a decisionto withdraw after onlya few weeks (Cutrona, 1982; Blanc, DeBuhr,and Martin, 1983).Interestingly,Byrne (1990)indicatedthat 21%of withdrawals from post-secondary programsat Cabot Collegeduring the 1989/90academicyear occurredin the first semester.Itis reasonable to assume that adjustment-related stresswas a significantcontributingfactor, however, no evidenceexists to supportthis position.
The degree of difficultya studentencounterswith post-secondary studiesoften reflect the individual'slack of academicpreparation. Blanchfield (1971) noted the close association of past schoolperformancewith withdrawal behaviour.A recent study of the high attrition rate at Cabot Collegesupports these findings.Itconcludedthat the mostsignificantfactor influencingthe dropout rate at cabot Collegefor the 1989/90schoolyear was poor academic preparation.Recommendations includedimprovementin selectionprocedures, and remedialprograms for new students.
Literat ure RevieW' Page -22-
Still.academic weaknessdoesnotaccountforallofthestudentswho drop out of collegeeachyear(Marsh,1966).Inrecentyears, focushas shiftedto theinstitutional experiencesof thestudentinattempting to understand persistence-withdrawalbehaviourmore fully.Howwella student integrates into theacademicand socialcommunitiesofthe institutionis seenas a reliable predictorof persistence-withdrawalbehaviour(finta,1981), Absenceofintegration is thoughttobe a functionof incongruenceand isolation.Incongruence refersto the unsuitabilityofa programfora particular student, while isolationdescribesastudent'slackof interactionwithfaculty and peers withintheinstitute. Anyone ofthese factors,ora.combination of both,maylead towithdrawal.
Severalmodelsand designsareusedbyresearchersin thestudyof persistence-withdrawalbehaviour(Pascarella,19&J;Spady,1970;Timo, 1987).Theseattempttocxplainthecomplexpatternsof college attrition.The work of VincentTinto(1981)is representativeofthese and isdescribedbelow inmoredetail.
Buildinglargely on earlysociologicalresearch(Van Gennep,1960;
Literature Review
Durkheim,195 1) as wellas recent studiesof collegestudent behaviour (Lenning,DealandSauer 1980; Bianchi andBean,1980;nrubb,J989;
Eckland,O.K.,1964), Tinto(1987) has developed a model of institutional departurewhich attempts to identify allfactorsinfluencing a student'sdecision to persistor withdrawfrom a program (see Figure 2-1).The modelsuggests thatpost-enrolmentfactors suchassocial andacademicintegration within the institution,student'sgoals and commitmentstotheinstitution,and external commitments mayhave greater influence onpersistent-withdrawal behaviour thanthe student'spre-enrolmentcharacteristics.AccordingtoTinto, the modetM•••positsthat, all thingsbeing equal,thelower the degree of one's social andintellectualintegrationintothe academic and social communitiesof the college,thegreater thelikelihood of departure.M(1987:116) He suggests that difficulties encountered by college students come as aresult of negative experiences within theinstitution.
Tinto acknowledgesthe validityof numerousstudies (Demitroff1974;
Astin1975;Moore and Carpenter, 1985; Byrne,1990) whichsuggest that a significantnumberof students drop outofcollege becauseof academic difficulties. But he believesthat inmost instances, the decisionto dropout of college...reflects the characterof theindividual'ssocial and intellectual
Literature Review
experienceswithintheinstitutionfollowing entry.~(1987:53)
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Tintoviews academicintegration as not only being linkedto the match betweenthe individual'sskillsand abilitiesto the level of academiccemand, but also to the formaland informal day-to-dayinteractionswith the faculty.
He acknowledges the directinfluence of the individual'sbackground, such as familyand community background,personal attributessuch as race or age, skills,and educational experienceand achievement, on academicintegration.
But he believesthat,assuminginstitutes have set appropriateminimum entrancestandards, contactwith faculty and staff becomesthemostimportant factorin the student'sacademicintegration.The absenceof interaction
~...resultsnot only inlessened commitments and possiblyloweredindividual
goals,but also in the person'sisolation from the intellectual life ofthe college.~(finlo, 1987: 117) Tlnto suggests thatacademicintegration into the collegecommunitycan be achievedthroughremedialintervention onthe part of the institute.
The social integration described by Tintc involvesthe interactions withinthe institute.Tinto believesthatdaily personalcontactswith other members of the collegewilllesson the stress felt by new students,and will aid in the socialintegrationprecess. He suggeststhat, in manycases, external
Literature Review Pace-26-
assistance(counsellors)maybe necessary 10 ensurethe student'sintellectual and social membershipin the communities of the college.
Themodelplacesa high degreeof importanceon theindividual's intentionsand commitmentswith respecttopersistence-withdrawal behaviour. Intentions reflectthe individual'sdesiresrelative to his orher future occupation,white commitments indicatethe degreetowhichindividualsare committed both to the attainmentofhis or her educational goals,andtothe institution.Each refers to importantpersonaldispositions with which individualsentercollege.Tinto believesthatthese goals and commitments (identified as T,in the model)changeas theindividual progressesthrough his or her studies.The degree towhichtheyare reinforcedand strengthened dependson the degree to whichtheindividual has integratedacademically and sociallyinto thecollegecommunity.Themodel shows that if astudent failsto achievewhatTinto refers to as"personal/normativeintegration",thenIhat person's goals and commitments(identifiedas T,inthe model),are negatively affected.This may resultin a decision bythe studenttowithdrawfrom the institution.
Tintodescribesthe interactionaloutcomesarising from interactions withintheinstitutionin terms of adjustments, difflcnlties, congruenceg.e.,the
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degreeof match betweenthe intellectualorientation of the student with thatof 'heinstitution),andisolation. •Though theseare largelythe resultofevents whichtake placewithin the institutionfollowing entry, theynecessarily also mirrorthe attributes,skills,and dispositionsof the individualspriortoentry, and theeffectofexternal forces on individualparticipationin college."(Tintc, 1987:39) The externalforces to which Tintorefers includefamily rolesand responsibilities,work requirements,and expectationsfromexternal social networks.Evenif studentsaresuccessful in achievingpersonaUnonnative integration,externalforcesmay exertenough pressuretocompel that student to withdrawfromcollege.Ontheother hand,external forces mayalsobe positiveinfluences.
Tintoacknowledges that older studentsface distinctproblems inseeking tobecomeintegratedinto the collegecommunity.He suggeststhatolder studentssometimesexperience an initial sense of being different or out of placein the youthfulenvironmentof theinstitution.Older students mayalso belesswilling to ask for helpwhenacademicproblemsarise,or lesswillingto askfor assistance inmaking thetransitionto college.Integrationintothe collegecommunityby older studentscan alsobehamperedby conflictarising from the individual' sroles outsideof the college. These include being a
Literature Review Pale-18-
parent, head of a household, spouse,and worker.Sometimes these rolesare in conflictwith each other,aswell as with the goalsof the college.
SupportforTinto'smodelof institutional departureis abundant For example,Pascarellaand Terenzini (1983)foundthat bothacademicand social integrationinfluencedthe student'sgoalsand commitments,and thus influences persistence-withdrawalbehaviour. Gilben and Gomme(1986) studiedthe effect of interactionbetweenstudentsandfaculty,andconcluded that it promotedsocialintegration and resultedin alower dropout rate.
Insummary,persistence-withdrawalresearchof post-secondarystudents offerssome understanding of the problemsencounteredby older college students.Itis thoughtthat studentswholeavea program early do so because ofdifficulties encountered due to a combination of pre-enrolmentand post- enrolmentfactors.Tinto's Modelof Institutional Departureattemptsto identifj the wide rangeof problemsencountered by collegestudents.The modelsuggeststhat if appropriateprerequisitesarc met, successmaybe influenced more bypost-enroiment experiences within the collegecommunity, thanthe student'spre-enrolmentcharacteristics. Itis Ttnto'spositionthat when studentsare acceptedintoa program,the institution has a responsibility to assist thatsnudentto integrateinto the collegecommunity,andthis
Uteralure ReyleW'
assistance may takethe form of remedial intervention.
Research findings Applied 10 DisplacedWorkers Page -29-
Research findings suggestthat the effortsbeingmadeto retrain older workersis not a futileone. Indications are that withproper supportsystems, older students havean enhanced successrate. Tinto's model,when viewedin the contextof displaced fisheryworkers,canbeusedto predictthe difficulties a studentmay encounter. Alsoitemphasizes the responsibilities of the institution in providing studentswiththe properinteractions and supportto ensurea positiveintegration of the older studentintothe collegecommunity.
CHAPTER 3
METHODOLOGICALORiENTATlONAND RESEARCH DESIGN
Afterreviewingthe literatureon researchmethodology.and considering theexploratory andemerge-ntnatureof the study,qualitativemethodswere chosen. First-personnarrativeswere collectedfrom each of thefour participants through extensiveindividual interviewing.These narratives.
referredtoas oralhistories, are a formofthe case studymethod.The oral historyapproachwas selectedbecauseitprovidedthebest meansof discoveringthe actualexperiences of eachparticipant.Thischapterpresentsa rationale forthe use ofqualitativemethods anddescribes indetail the proceduresused (errboth collectingandanalyzingthe data.Also.the limitationsofthe study are discussedbriefly.
The Rationaleror QualitativeMethods
The positivistparadigmof inquiry,utilizing quantitativemethods, has beenwidely used in natural and socialsciencesresearch.This hasbeendue, at leastinpart, tothe perceivedobjectivity associated with quantitative methods,particularlywherethe goal of the researchisto testtheories,toshow therelationshipbetween variables,10establishfacts,ortomakeprediclions
30
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(Patton, 1990).However,researchershave recognizedthat quantitative approachesare not entirelyappropriate tit social researchwhere[hegoal isto develop understandingby illuminatingissuesand assessingsocial experience.
Withrespect to certainaspects ofeducational research, this has resulted ina shifttothe opposite endof the paradigmcontinuumtowhatisknown as constructivism,whichemploys more qualitativeoruaruralisuctechniques similar tothoseused in ethnographic studies.Unlike qUc:";Jtativeinquiry,with itspre-specified intent, the openemergent nature ofqualitative inquiryis evolutionary,wilhaproblem statement, acesign,interviewquestions,and interpretationsdevelopingandchangingalong theway (Glesneand Peshkin, 1991).
Qualitative researchis concernedwith the influenceof lnteractivity. Theresearchdata"'mayrepresenttheresearcher'simpressions of whatwas observed aswell as adescription ofactualincidents occurringduringthe observation"(Miller andSeller,1990:305).Quantitativeinquiryimposes constraintson what canbestudied, how it isstudied,and howthe final setof datais analyzed;whereas, qualitativeinquiry imposesno restrictionseither at the beginningor during aninquiry, andall variablesor outcomesmayor may not be considered,dependingonthejudgementofthe researcher(Gubaand
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Lincoln,1981).Furthermore,analysisof data,becauseof its predominantly qualitativeform,is judgement-orientedand notreducedto a statisticalresult.
Participantobservationalongwith the interviewand documentanalysisare the primary meansof data collectionin qualitativeresearch.
Becausethe focusof this study ison theunderstandingof the experiencesof displacedworkersasthey prepare for,andprogressthrough,a retraining program, qualitativemethodswere selectedasthe mostappropriate methcdology.Itprovidesideal techniquesandproceduresfor eliciting the data requiredto achievethegoalsofthestudy.
DataCollection
The case-study, in itsmanyforms,has been used extensivelyin educationalresearch.Where a limited numberof individualsare being investigated(such as in this study),the case studymethodprovidesthe researcher with an opportunityofhavinganintimateknowledgeof the subject'scondition,thoughts, feelings, actions(pastand present), intentions andenvironment (politand Hungler,1978). The case studieswhichform the nucl..usof thisresearchconsistsoffour first-personnarratives developedfrom taped interviewsofthe participants.Essentially,the data are oralhistories of
MethodologicalOrientationand ResearchDesign Page-33-
the experiencesofthe subjects.Supplementary data from discussions with coun sellorsand instructors were usedonly to aid the researcher in the final analysisof the interviews.
Particular attentionwaspaidto the selectionofparticipants to ensure theywere representative ofdisplaced workersundergoingretrainingfornew occupatic ns.Itwasdecidedearlyinthe project that fourparticipants would be used.Although thissmall number placed limitations onthefindings,it was considered10 be adequategiventhestudy'spurpose andscope.
CabotCollege of Applied Arts,Technology,andContinuing Education inSt.John 's ,Newfoundlandwaschosenasthe site for thestudy. Thiswas due largelytothe fact that Cabot College hadbeeninvolvedwith the retrainin g offisheryworkersfrom the inceptionof NCARP,and continuestobeamajor provincialinstitution for the retraining ofworkers. Written permission from the presidentofCabot Collegewas obtained,and the complete list of all NCARP-sponsored students was examined .Usingthe following criteriaalist ofpotential subjectswas made:
(a) All subjectswere10bedisplacedworkers who hadelected tobe
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retrained foranew occupation.
(b) Subjects must have been fully employedin theirprevious occupationforatleastlOyears.Thiswouldtendtonarrowthe study towardsmatureadults.
(c) Subjects must have beenenrolee,eithe rcurrentlyor initially,in apost secondaryprogramoftwo or three years duration.
(d) Subjectsmust have experiencedat teasttwo semesters of college life.
Theinitial list ofpotential subjects consistedof over 100names.Eight of thesenames were chosenrandomly.Itwasintendedthatthese subjectswould becontactedone attime,untilfourstudents were foundwho werewillingto participate.Thefirstfourstudentsfromthe list of eight names expressedan interest in participatinginthestudyand thereforewe re selected,Theother fourstudentswere notcontacted.
Toelicitanarrative fromeach ofthe participantsastructured interview was used.Theintention wastoexposetheSUbjective realities of the participants,andthereby promoteunderstand ingofindividual experiences.
MethodologicalOrientationand Resear ch Design Page -35-
The interview techniqueoffered somedefinite advantagesoverother approachesfor revealing the participant'sfeelingsandviewpoints.Firstly,the interview permitted theresearcherto immediatelyfollow-uponthe participant's responses,allowingrelevant issuesto ba pursuedinmore depth orsimplyclarified.Secondly,the interview was morelikelytoelicit information that theparticipant wouldprobably notreveal underother circumstances(Borg and Hall, 1989). Suehinformationmayinclude negative aspectsof the selfor negative feelings towardsother,s.
To achievefullbenefit from usingtheinterview approachan appropriate rapportwas maintainedandtheparticipant was made to feel comfortable.Theresearcherwrote astatement describing thegeneral purpose of the research,andoutlinedto eachparticipantthe complete research plan.
Based on findingsfrom a preliminaryliterature search, andth~research questions,the researcherccncucted theinterviewin a conversationalmode.
Because each participant appeared tobegratefulfol'an opportunity10tell his orherstory. a rapportwas easily established.Allinterviews were audio-taped and a first-person narrative was producedfrom eachtape.Subsequent meetingsand interviews were lessstructured,and served the purpose of clarification and verificationof thedata.
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Three interv iewswereconductedat thecollege while the fourth interview took place in thesubject' shome. Each began with a10 to20 minute discussion aboutthestudy. Each participant was informed ofthe procedure andsignedaconsentform,whichoutlined theethicalguidelines underwhichthe researcherwas working. Eachinterviewlasted between 60 and 90minutes,andended onlywhen thesubject felt that all information pertainingto hisor her college experiencehad been discussed.During the Interviews,theresearcher observed non-verbalcues of the subjectand made notes accordingly.Aftertheinitial transcriptswereproduced,a more extensiveliteraturesearchwas conducted.Before the finalanalysisof thedata took place,the researcheragainmetwitheach subjectto explore new areas resultingfrom the literature research.Thetimeframeforthewholeprocess, fromconducting theinitial interviews10the final analysis of the data, was approximately 4 months.
The analysis of the data consistedofthree distinctlevels.Firstly,a narrative was producedfrom eachtaped interviewwhichrepresentsthe experiencesof the participantfrom the time he orshe left highschoolto the
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end of the first year of college.Excert for some minor editing and re- arrangingto ensure that the experiencesdescribedby the participantsare in chronologicalorder,the narrativesrepresentthe exact words of the participant, and thereforearewritten in the first-person. Secondly. each narrative was studied for commonalitiesfrom whicha rudimentarycoding and sorting system evolved.Fromthisan organizational frameworkbasedon the research questionswas developed to identify the various problems that Ihe subjects encounteredascollege students.Thirdly,the narratives were analyzedin the context of the findings from the literaturesearch, mainly in terms of Tinto's Model of InstitutionalDeparturedescribedin Chapter 2.
Throughoutthe analysisthe researchergave considerationto maintainingthe internal and external validityof the findings withinthe limitationsof the study.This was accomplished by using the following guidelinesas suggested by Glasne and Peskkin(1990):
(a) The researcher was at all times aware of time spent at each phase of the research project.
(b) The researcherwasalert to the effect of his own biases and subjectivityto the whole process.
(c) The researcher used the assistanceof other researchers, and
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even some of therespondents.
(d) The researcher consideredthelimitations ofthe research.
Externaland internal validityare discussed inmore detail in thenext section.
Limitations
The researcherrecognizesthelimitationsofconducting a qualitative investigation into the difficulties encountered by adults entering retraining programs.These limitations arelargely related totheestablishmentof the validityof the study.According toBorg and Gall(1989) the external validity, orthedegree to whichthe findingscan be generalizedto thepopulationfrom which theparticipants aredrawn,hastunfrequentlycriticized . The degree to whichthe participants under investigation representthe population is difficulttoverify.Thisis particularly true forthe case studymethodwhere only a limitednumberof participants are used. Inthisstudy,the subjects were purposelyselected from alimited range of the population,which further narrows the range ofthe results.However,generalizabilily is not one of the objectives ofthis study.The researcher merelywishesto understandthe experiencesof thefour participants,and acknowlerlges that the findings can onlybe generalizedwithextremecaution.
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Critics may also point out thatbecausethe researcher isa vocational teacher at the same institutionwherethe participants werestudents, the data may havebeen tainted bythe researcher' s own particular biases and expectations.However,none of the subjects knew the researcher prior 1:0the initialcontacts.And familiarity with the settingonthe part of the researcher allowed for easy access tosupplementary data through conversationswith instructors,counsellorsand the registrar'soffice.
Qualitative methodsmay also be subject to errors in the data collection process (i.e.,internal validity).Examplesof sucherrors are as follows:(a) the data can sometimesbedistortedbecause the subjectsmayrespondto what theyfeelis expected of them,rather than givingnaturalresponses;(b) participants maytend tochoose specified roleswhile being observed;(c) the measurementin itselfmay induce somechange in the setting;and, (d) the respondentmay tendto always agree with the interviewer(Nachmias and Nachmias,1982).However, these threatsto the internal validity of thestudy canbe offset somewhat bytheresearcher's awareness of the potential problems,and byconductinginterviewsand otherdatacollection appropriately.Inthis study theparticipantswere so willingtotell theirstories thatthe researcher'sjobwasessentially that of a recorder and listener.
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Although occasionally directing the conversation. the researcherwas confident the participantswere beingtotally open and honestin their stories.
The researcheris confident that the findings of this study will contribute to the overall understanding of difficulties encountered by displaced workers while retrainingfor new occupations.
CHAPTER 4
THE ORAL HISTORIES OF FOUR DlSPLACEO WORKERS
Each nerratl,epresented in this chapter represents the oral history of the individual's experiences as heor she made the transitionfrom unemployed fisheryworkerto college student. The narratives are derivedfrom the taped interviews and represent the first level ofthe analysis. Except for some minor editing they are presented in each of the participant's own words. A brief biography of the participant is givenwitheach narrative. The namesgivenare not therealnamesof the participants.
Abe Johnson
Abe Johnsonis 40 years old, and marriedwith six children. Abe completed grade 10,then dropped out of high schoolto goto work.He workedin th:fishingindustry for 15 yearsprior to becoming a studentat CabotCollege.
According to the Cabot Col1ege calender,the three year Business
Management program, in which Abe initiallyenroled,involvesgeneral financial accounting.This is an advanced post-secondary level program requiringa highdegree or math skills.Theprogramprovedtobe100
41
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demanding,and consequently Abe was forcedto withdraw.He subsequently completedthe HumanServicesWorker Program,a10monthcertificatelevel program.HegraduatedinJune,1994.
The researcher madeanappointmentto meetMr.Johnsonatthe TopsailRoad Campusof Cabot College at 2 PM wherea comfortableroom was reserved. ThiswasafterAbehad finishedclassesfortheday.Inan effort to make theparticipant more relaxed and at ease,the researchermade apoint of dressingcasually.However, whenAbearrived he was.dressed smartly ina businesssuit.
The Nam!jye of AbeJo hnxm.
Aftercompletinggradela,I quitschooland foundajobasatinsmith apprentice.That was in1970. Butthat didn't lastbecauseelectric heatwas becomingpopularand there was a decliningdemandfor that sort of work.f then workedatvarious constructionjobsuntilIwent to workin thefishplant in1977.
In the fifteenyears Iworked inthefishery, Imadea good living.
When therewere slowtimesU.1.would takeus throughit.The last year I workedinthe fish plant Imade $30,000;Icouldgetby with that comfortably.
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Althoughmy marriagesplitup, andIwasleft with small children to raise alone,the fact that I had a job,and could affordtolook after my family,made it a little easier.Life wenton. I metmy presentwife soonafter my divorce, and we startedlivingtogether. She also workedat the fishplant and between the two ofus we didOK.
The year beforethefishplantclosed we decidedto move intoa bigger house. Wehad twosmallchildren together,in additionto four children from our previousmarriages.Withbothof usbringingingood salaries,we felt that we couldafford a mortgage.We had a smallhousethatwe owned,but when our familystarted to expand it justbecametoo small.~owithsix boys in a two bedroomhouse,wejust neededa biggerplace.We had no troubleat allin meetingour monthlyobligations.
Andthen the plantclosed permanently.Financiallywe werein big trouble.At the time ourplantdidnot come underthepackagedeal offered by NCARP.This was becauseourplantwas tobeconverted to a shrimp plant, and wastoreopenat a futuredate.But of courseit neverdid.The closure becamepermanent.Eventually, ourunion leaders were successfulin securing NCARPfundingforus.
Ihad some bigdecision.' to make.Basically,Iwas given three
The Oral Histories
or
Four DisplacedWorkers~--- =~ . _ ,,=., _
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Page-44-options: I)retirement;2) training; or3)relocation. Retirementwasnot practical. I am only40years old and Istill havea responsibilityto provide for my family.No,Icouldn' t retirewith smallchildren depending onme.I couldn'traisethem on tne smallpensionIwouldhave received.
I couldn'tsee me relocating.Towhere?Andto dowhat?
The retraining optionlooked very attractive though.So I enroled in a 7 week preparatory courseatCabot. Thiscoursewas intended to ease usback into school life.Wedid some work withmath,English, publicspeaki ng and so on.Itwasextremely helpful, but up tothistime I had not decidedwhat field I wasgoing to go into,and thecourse didnot includecareer exploration.
There wasa lot for meto consider.Itwasnot just a matterof selectingan area thatinterested me, or thatI mayenjoy.I also had to consider that my financialassistance would lastfor the wholetime of the program. So I thought that I shouldselect a three year course.This would ensurefinancial stabilityand allow me to make my mortgage payments,and providefoodand clothing for my childrenfor atleas t threemoreyears. SoI decidedon BusinessManagement. Ihad worked with the union a fair bit,and enjoyed helping people with their taxes.So withoutreally exploringwhat the program was all about I enroled in BusinessManagement,mainlybecause it
The OralHistoriesotFourDisplaced Workers
" -, -,.."
..
,wasathreeyearprogram.
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Nobody gave meany helpwith thisdecision,oreven questionedit.
OnceIdecidedthatIwasgoingtotakeBusinessManagement,theonly criteria wasthaiIhadto get acceptedtotheprogram.AlthoughIdidn'tmeet the academicrequirementsfortheprogramIwasacceptedasa mature student. IhadnoreasontobelievethatIwouldhave any difficulties.
Besides,I didquite wellin theseven-weekorientation programItook priorto starting thebusinessprogram.
However, itdidn'ttakelong to find out thatIwasin over my head.
Along with tryingto fitin and everything,I soonfoundIwas going to have problemswithsome of my subjects. Mymathskills wereextremely inadequate,anddespitehelp fromclassmates (whowere muchyounger than me),and longhours of study,I was startingto fade afteronly a few weeks.
My instructorscouldnot take thelime to go backand clarifysimplethingsthat Ineeded to knowbeforestarting the course,andI foundmyselfhaving the double work of backtrackingon myown,then trying10keep up with what was goingon inclass. Itseemed thatallmytime wasdevotedtostudy.
Furthermore, Iwas beginning10find out what businessmanagement was all about and I was reaching the conclusionthateven if I were nothaving
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diffic ultieswithmy studies, Istill wouldnot enjoyit.
Soabout two months or sointothecourse, myyoungest son became sic k andwas hospitalizedfor a week. Ifound it impossibleto attendclasses during thistimeand fell behind in my work. In fact.IthinkI waspleased that I had avalid reason for not going to school. WhenIdid return to class.I found that Iwastoo far behind to catchup.The counsellorat Cabot recommendedIfinda tutorto assist me, but I knewthiswasnot what I wan ted10 do. So I dropped out. Thiswas not an easydecision.I gave it a good try. But I neededto devotemy wholelifetothebooksin orderto succeedin that course.AndI had social and familyobligationsin addition10 studies. And besidesI alsodecidedthat I did not enjoythistypeof work enoughtodevote mywholetime to it anyways.
My monthlyassistancedidn'tchangeafter I dropped outof school. So Ihad allwinterto contemplateand considerwhat I was goingto do. Finally inMarch of 1993, a friend whowastaking an upgrading courseat Cabot,told me abouta new program that wasdue 10begin in Septemberof1993.The program wasHuman Services Workers,and involved trainingpeopleto assist invalid personssuchas paraplegics,amputees, orotherwiseinfirm individuals.
The program also offeredan option for similar workers whoprovidedthis
The Oral Histories or Four Displaced Workers Page 47-
service within correctional institutes. After some investigation I knew this was something that I would enjoy doing and so I applied.
Although this was only a 10 month program,Iwas now starting to see thisretraining in a different light. I was starting to hope that Icould find a new career that would support my family for the next 20 years or so, and not just for three.So after clearingthings with the NCARP office,which wasnot difficult,I enroled in Human ServicesWorker.
Itis interesting to note thaiwhenIdropped out there was nobody from NCARP who asked me whyI dropped out. Althougha counsellor from Cabot contacted me, the people who werepaying medidn't seem interested or simply had no time to speak to me about it Noccdyoffered mehelpin finding a new areato study.Icame up withthisnew programthe same way I came up with Business Management: on my own.
I have done reallywellwiththisprogram. It'snot as demanding as the BusinessManagement,and there is no math.There are a few problemswith the course. Forinstance, I am taking the correctional option,and this should involve on-the-jobtraining at the various correctionalinstitutes inthe province.
Butup(0now the programhasnot beenrecognized,and wehave beendenied access10these potential trainingareas. This is,of course, Cabot's problem,
The Oral HistoriesofFour DisplacedWorkers PaKe-48-
but still it affectsmeinthatImaybetakingacoursethat I willno!get touse becauseitisnotrecognized. I believealsothat Cabot did not do the proper PR workin promotingthecourse.Also, because this isa new coursethere seems10bea limitedamount of resourcematerialsavailable.We don't have a text book, and it isdifficulttofindmaterials inthe library. Still, I believeit is averygood program,and I feel I will beready in Juneto go outinto the workforceand perform theskillswhichI havedevelopedover the past few months.Butunless Cabot gets these difficultiesstraightenedoutI will probablybe taking another trainingprogramnext year,hopefullyinanarea related to Human Services.
It' s stillastruggle. But witha less demandingworkloadat schooland an understandingspouse at home(whobyIhe way hasbeentakinga short course herself) I havebeenable10cope muchbetter.Ihave notbeenusing the servicesof theschool counsellorstoo much. However,sometimeswhen things start pilingup, orif I am havinga bad week,I find it extremelyuseful to stopbyand talk to Annabel(one of the counsellors).
The biggest problemIlhink with thisretrainingis thaInobodyoffered me an opportunityto explore the various programs. IfIwere permittedto spenda few weeksexploring thevarious courses Imayhave madea better
The Oral"morie> orFour Displaced Workers
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selection in the first place. But thisdecisionwasleft entirelyup to me, and becauseJwas not givenany help,Imadethe wrongchoice. This could have been prevented.Anotherthing is that NCARPhad all this moneyto throw at us, but didn't use any to ease our concerns and apprehensions.Imay have benefited from a counselling programwhenIfoundout thatIwaslosingmy job.Ican understand why someof my friendsat the planlended up committing suicide. And withouteven knowingthe optionsthat were available 10us.
Barry MOOn!
BarryMoore is32yearsold and is marriedwith two smallchildren. Mr. Moore completed high school,and immediately following went to work as a labourerin a fishplant. He is presently in his third year of a threeyear Electronics Engineering Technology Program.
limitiveof Barry Moore
My motherworkedat the fishplanl and she could have got me a job there before I finished school. Although I was not allowedto quit school, knowing what I was goingtodo influenced whatdirectionI wouldtakein high
Page-51)..
schooL You see there were two programs ofstudy offeredto highschool students in back then:Matriculation,for those planningto go to college,and General Studies,forpeople Hke me whojust wantedto finish.So knowing that I would work at thefishplantafter school ItookGeneralStudies. This meantthat I didn'tdo any sciences such as physics,algebra,trigonometry or anyof the subjects I wouldneed to pursue a technical career.Idid the minimum requirementsthat wouldgive me ahigh schooldiploma,thenwent right to workin theflshplant.
This was a good jobback inthe70s and early 80s.I made good money and feltsomewhat secure.Still, as I maturedI began to thinkthatI wouldlike togoto college. Ieven enroled in some short introductory electronicnight courses at Cabot College.But I was married witha mortgage and a couple of littlegirlsby themid80s.Besides,I was makinga good living.Thingswere quitesatisfactory for several years andI settledintomy job as afishplant worker.
Thenin thelate 80s,I thinkit was 1989, workingconditionsstartedto deteriorate . The re were indicationsthat thefisherymaybein trouble.After severalmonths of uncertaintyourfishplant closed.All the workers were told the shutdown was temporary. Ididn't worry too much becausemy wifewas
The Oral Histories orFour DisplacedWorkers Page·51-
working in anotherindustry, and my unemployment insurance wouldkeep me going untilthe plant reopened.After about six monthsof unemployment insurance we were told that the plant was to berefitted for operationasa shrimpprocessing plant, and onlyworkerswithseveralyears senioritywould be kepton.Becauseof my severalyearsof seniority,Istill wasnot worried and was confidentthatIwouldsoon be back to work. However,several monthswent by and still the plantdid not reopen. Eventuallyour unemployment insuranceranout,and the government gave us a"make-work"
project.This gave us enoughstampsfor anotheryear of unemployment insurance.
Duringthis timeJseriouslyconsideredstarting my own business. There was an organization called the SouthSide Development Corporation that wouldlendyou moneyto start a business.Butafter several months,Ifinally becameswamped with bureaucraticredtape, andgave up on the ideal.
I didn't knowwhatIwas goingto donow. The optionwasthere for me to go back to school.
cae
wouldextendour unemploymentinsuranceit' we were to take certainone year programs,likecarpentry,plumbing,brick layingand so on.This apparentlywasavailablefrom the beginning of the shutdown, but wasnever stressedorrecommended.Therewas a counsellorfrom CEre whocame to talk to workersabouttheseoptions,but as I said previously, at that time I was confidentthe plantwouldre-open.Besides, takinga 10 monthtrade course didn'tappealto me becauseI knewseveral peoplewho had taken these coursesand theycouldn'tfind work either.
Inthe summerof 1992, withmy U.I.about to run outIenroledin(he CollegeOrientation Programat Cabot College.AlthoughI was genuinely interestedin furtheringmy education,Iwas also being practical. Ihad a mortgageand the usual familyexpensesto deal with.This was an eight-week programdeveloped especiallyfor displaced fisheryworkers.
In the monthsbefore I enroledin theorientation program there were rumoursthat our plant may not reopen,and these rumours were confirmed beforeI completedthe program.The blowwaseasedsomewhatbythe fact that we wouldqualify for assistance undertheNCARPprogram.
The orientationprograminvolved basic math, communication,and careerexploration.From attendingthis program Irealized that although I had a grade 11 general studiescertificate,I was not preparedacademically10enter any technologyprograms. Icould probablygetin as a mature student,butI knewthatmy scienceand mathskills weredeficient.The onlyscienceI took inhighschool was geology,andI had virtuallyno mathbackgroundat all.
