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Work-Related Interview Skills Training for Persons Served by Vocational Rehabilitation Agencies in Four States

Work-Related Interview Skills Training for Persons Served by Vocational Rehabilitation Agencies... Purpose This study explored the acceptability and practicality of implementing a Direct Skills Teaching (DST) approach to increase job interview preparation for individuals who were receiving state vocational rehabilitation (VR) services in four states. Method Counselors-in-training facilitated a four-session curriculum teaching “Presenting Qualifications” during job interviews to 137 individuals in 25 groups settings. Pre- and post-group 10-item questionnaires of skill acquisition, and a post-group satisfaction survey with open-ended questions were administered. Descriptive statistics and a nonparametric Wilcoxon signed rank test were used for data analyses. Results All 10 items of the pre- and post-group questionnaire comparisons yielded significant improvement in the skill of “Presenting Qualifications” after group intervention. The satisfaction survey also indicated the positive experiences of participants. Conclusions The findings demonstrate the feasibility of a structured DST curriculum in teaching job interview skills to people with disabilities (including transition age youth) served by state VR agencies. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Rehabilitation Research, Policy and Education Springer Publishing

Work-Related Interview Skills Training for Persons Served by Vocational Rehabilitation Agencies in Four States

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Publisher
Springer Publishing
Copyright
© 2022 Springer Publishing Company
ISSN
2168-6653
eISSN
2168-6661
DOI
10.1891/re-20-23
Publisher site
See Article on Publisher Site

Abstract

Purpose This study explored the acceptability and practicality of implementing a Direct Skills Teaching (DST) approach to increase job interview preparation for individuals who were receiving state vocational rehabilitation (VR) services in four states. Method Counselors-in-training facilitated a four-session curriculum teaching “Presenting Qualifications” during job interviews to 137 individuals in 25 groups settings. Pre- and post-group 10-item questionnaires of skill acquisition, and a post-group satisfaction survey with open-ended questions were administered. Descriptive statistics and a nonparametric Wilcoxon signed rank test were used for data analyses. Results All 10 items of the pre- and post-group questionnaire comparisons yielded significant improvement in the skill of “Presenting Qualifications” after group intervention. The satisfaction survey also indicated the positive experiences of participants. Conclusions The findings demonstrate the feasibility of a structured DST curriculum in teaching job interview skills to people with disabilities (including transition age youth) served by state VR agencies.

Journal

Rehabilitation Research, Policy and EducationSpringer Publishing

Published: Jun 6, 2022

References