Browsing by Author "Hall, Shirley L."

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    Dislocated office workers: barriers to retraining and reemployment
    Hall, Shirley L. (Virginia Polytechnic Institute and State University, 1989)
    The United States is experiencing continuous technological, economic, and social changes that have resulted in structural unemployment. Between January 1979 and January 1984, 11.5 million workers lost their jobs due to plant closings or relocation, abolition of a position or shift, or slack work. Personal and family economic, psychological, social, and health difficulties arise from sudden unexpected job loss. This study was designed to examine and contribute knowledge of the barriers to retraining and reemployment for dislocated office workers. A purposive sample of 10 dislocated office workers who were laid off in 1982 and 1985 from their jobs in southeastern Indiana was selected. Qualitative research techniques were utilized to obtain detailed interview information from them. An open-ended response instrument was used for personal interviews. The questions were aimed at identifying the factors most associated with barriers to retraining and reemployment of dislocated office workers. The interviews were transcribed Verbatim, then coded and categorized. The data were then compared and contrasted to identify emerging themes that described pertinent experiences and problems encountered by dislocated office workers. The findings were described and discussed through use of Verbatim quotations. Based on the findings, recommendations for removing barriers to retraining and reemployment were prepared. Recommendations for action included: (a) dislocated workers being offered personal counseling; (b) employer-sponsored outplacement centers being available to those facing imminent displacement; (c) Vocational-technical institutes and community colleges instituting special programs for dislocated workers and conducting advertising to inform dislocated workers about the availability of such programs; and (d) state employment security personnel who process claims of dislocated workers receiving sensitivity training. Recommendations for further research included: (a) whether a larger sample or a sample from another employment setting would produce similar findings; (b) how the communities are affected by large reductions in force; and (c) the extent and magnitude of the problem of loss of retirement benefits as a result of plant closings and reductions in force.
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    Information processing instruction in Virginia Community Colleges
    Hall, Shirley L. (Virginia Polytechnic Institute and State University, 1986)
    This was a study of the information processing instruction in Virginia Community Colleges. The purposes of the study were (a) to obtain baseline information about the information processing instruction programs, and (b) to evaluate the information processing programs using the information processing"content" portion of the Standards for Excellence in Business Education. The respondents in the study were secretarial science program directors in the Virginia community colleges. Responses to the survey instrument were received from 22 of the 32 mailed (69%). For the responding institutions, 2314 students were enrolled in courses that involve word processing. Sixty-six percent of the students were younger than 25. There were 57 instructors of information processing in the community colleges; two male and 55 female. Fifteen were full time, 42 part-time. Six of the faculty had doctor's degrees, 42 had master's degrees, six had bachelor's degrees. Of the 419 computers used for word processing, over one-half were IBM compatible. In addition, 106 dedicated word processors were in use. WordStar computer software was used by one-half of the community colleges. Other software most used included WordPerfect and Display Write. Word processing was the most-offered secretarial science course. The secretarial science program directors rated their information processing instruction programs to"meet" or"exceed the standard" in 112 of the 113 items in the"content" portion of the Standards published by the U. S. Department of Education. The one item that was rated"below standard" was an item dealing with data communications instruction. The Standards items were divided into 12 subtopics. The subtopic to receive the highest rating was"Employability Traits and Attitudes." The subtopic to receive the lowest rating was"Computer Programming."