WORKING TOWARD JOBS

The Michigan Opporlunity and Skills Training 
(MOST) Program 
i.1\VICE$' 
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lti'd3a 
OFFICE OF INSPECTOR GENERAL 
OFFICE OF EV ALVA TION AND INSPECTIONS 
MAY 1990  The Michigan Opportunity and 
Skills Training 
(MOST) Program 
Richard P. Kusserow

INSPECTOR GENERAL

OEI-12-89-01325 
MAY 1990  . . . . . . . . . . . . . . . . . ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  ..  
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INTRODUCTION 
. ., 1

. . . 2

PROGRAM PROFILE. 
THE STATE OF MICHIGAN  . 2

THE MICHIGAN  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

AFDC PROGRAM. 
THE MICHIGAN  . . . . . . . . . . . . . . . . . . . . . . . 2

AFDC WORK PROGRAM. 
General Background. . 
Administrative Issues 
. 3

Participation Issues. . 
. 5

Program Activities  . . . 5

Appendix A 
A -
OVERVIEW STATEMENT. 
Appendix B

SAMPLE DOCUMENTS  . B :::
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This technical report is par of a series of 
profies on the Aid to Famlies with Dependent 
Children (AFC) work progrs parcipating 
project.
in the  Working Toward JOBS 
Each profie begis with a categorized 
AFC 
description of the subject  work program, 
which is based on mail guides submitted by the 
progr. 
Appendix A includes an overvew 
statement wrtten by the program manager. It 
describes the program, its goals, philosophy and 
lessons leared. Appendix B is a sample of 
documents used to conduct the program. Each 
progr 
admnistrator was asked to submit 
sample documents which they felt would be 
useful to States and counties develofpingr JOB S 
:::IIi 
Crion fo tlssmdy was done 
Apri to September of 1989. The information in 
::!I::::' 
. I 
requirments. 
ttt 
JOBS legal and regulatory 
Where possible, we have noted the changes the !i:i:i!i:::: 
rs anricipated at the rime 
":a 
:I::::::::::::::I:::::::::::::::::::::::::I::::::I::::::::::::::::::::::I::I ::::Iltt::::::::::::::I:t:::::::::I::::::::::::t:I:::::l:t::::::::::::::::: :::::I:::::  lill1'
Michigan  INTRODUCTION  __I

THE STATE OF MICHIGAN 
Population: 9,240,000 
Main Industres: manufactung, tourism, and agrculture 
Unemployment rate for the first quarer of 1989: 7.2 percent 
Median income for a famly of four: $36,088 
Number of people living below the poverty line: 1,339,800 (14.5 percent) 
THE MICHIGAN AFDC PROGRAM 
For Fiscal Year (FY) 1988:

Total Cost: $34 381 653

Federal share: $20,155, 116; State share $14 226,537

AFC 
cases: 212 686

159,514 are in urban areas; 53,172 are in rural

Client descrptors: 
average age: 31.4

average length of spell on AFC: 37.8 months

Case closures: 94 020

THE MICHIGAN AFDC WORK PROGRAM 
General Background 
Michigan Opportnity and Skils Traiing (MOST) Program 
Name: 
April 1 , 1984
Operating Since: 

Philosophy:  The focus of the MOST program is reflected in their motto, "Seize the 
Opportnity." The purose is to provide employable welfare recipients with the 
opportnities to become self-supportng and independent. The goal of the 
program is to enable parcipants to become self-supportg by assisting them to 
prepare for, seek, obtain and retan unsubsidized employment. The MOST 
program is designed to provide individuals with the servces and assistance which 
would enable them to become competitive in the labor market. 
Michigan  PROGRAM PROFilE  Program Administrator: 
Robert D. Cecil

Director, Bureau of Employment Services 
Michigan Deparment of Social Services 
O. Box 30037

Lansing, Michigan 48909

(517) 373-7382 
Administrative Issues 
Admnistered by the Michigan Deparent of Social Services (DSS). The 
Structure: 
progr 
MOST  operates in each of the State s 83 counties. At the beginning of 
each fiscal year, local offices submit to the State offce their local office MOST 
plan. Withn the parameters of the State policy, local offces are granted 
flexibilty in the design and operation of their MOST programs. This flexibility 
enables each local office to design a program consistent with the needs of their 
local labor market. Each local offce receives an annual allocation to purchase 
services. Local offces contract for the purchase of a varety 
of specific services 
tailored to meet their client s specific needs. 
Program funds in FY 1988 totalled: $35, 180,823. Transportation funds funded 
Funding: 
by AFC tota $8,004 088. Day car expenditure information is not available. 
There are 378 full-time equivalent position services workers in local offces who 
Staff: 
dict 
provide  services to clients. These positions are all filled with MOST case 
managers. There ar 37.8 full-time equivalent position supervisors. 
Michigan measures MOST' s success by tracking the number of 
Success Measurements: 

clients having their AFC reduced or cases closed due to employment, monthly 
AFC 
savings, and number ofAFDC served by the program. 
MOST keeps records on the following issues: welfare savings by 
Recordkeeping: 
MOST component, welfare savings by MOST status, welfare savings, MOST 
caseload status, closurs by MOST component, MOST cases closed during the 
month, MOST status of clients, post closure assistance and payment status over 
time, and demographics by age, race and grant amount. 
The MOST program permts local and distrct offces to select 
Provision of Services: 

appropriate employment and trning services for parcipants based on needs 
described and quantified in local offce MOST plans, which are reviewed and 
approved by the centr office. Local offces may provide some services directly, 
such as job search, conttact for them, or obtain them without cost in the 
community. If a purchase-of-service conttact is used, a competitive bidding 
procedure may be required. Contracting must be conducted in accordance to the 
Michigan  PROGRAM PROFILE  Deparent of Management 
guidelines and standads established by the Michigan 
and Budget, with additional criteria provided by DSS. An objective rating 
procedur is required when the competitive bidding process is utilized. 
Michigan is working toward an integrated employment and training 
Outside Resources: 

system designed to serve public assistance and non-assistance clients alike. 
Currently, State level staf provide technical assistance to local offces in 
developing and maintaining interagency linkages, while local level staff work out 
the system which best suits the needs of their offce. Three agencies which are 
ar: 
widely used in providing services to MOST paricipants 
1. The Job Traig Parership Act (ITA) provides progrs of specialized
trng 
and remediation for parcipants though the 26 service delivery 
areas of Michigan s JTA progr. The JTA focus is on trning for 
available and futu jobs and the puruit of unsubsidized employment. 
2. The local community schools thoughout the S tate serve as a resource not 
only for genera education but also vocational training and job clubs. The 
Michigan Deparent of Education provides financial aid to local school 
distrcts to target servce to MOST parcipants who have not attained a high 
school education. These services are provided to MOST paricipants through 
a non-fmancial interagency agrement. 
3. The Michigan Employment Securty Commssion (MSC), the State 
employment servces agency, serves as a major provider for Job 
DevelopmentIlacement servces. 
Contracts for provision of services ar tyically performce-based contracts 
wrtten with private and public contractors to purhase servces when those 
servces are not locally available without cost to MOST parcipants. Formulas 
ar 
for payment and reimbursement  clearly stated as are the achievement of 
expected outcomes. If expected outcomes ar not achieved, the full value of the 
contrct is not paid. 
The DSS conducted an evaluation, concluded in May 1989, which states " 
Evaluations: 
appears that: 1) the MOST program may have a positive impact (albeit not 
statisticaly significant) on welfar dependency, and 2) the MOST program has a 
statistically significant impact on a parcipant s abilty to find and retain 
employment. " 
Michigan  PROGRAM PROFILE  Participation Issues

As of August 1989, there were 205,337 registrants. MOST 
Participant Descriptors: 

requires parcipation of parents when the youngest child in the grant is at least 6 
months of age. In FY 1988 , 108,242 people paricipated beyond registration. 
181 live in urban areas. 27 055 live in rural areas. Average age is 29. 
average age of youngest child in grant is 6 months, average length of spell on 
AFDC is 9 months. 
MOST tagets long-term welfare recipients who have received assistance 
Target Groups: 

for 2 years or more. They receive the following special services designed 
specifically for their needs: literacy tutorig, stress reduction, life skils training, 
early childhood development programs for 
parnts, substance abuse treatment 
motivational trning, and services to handicapped. 
Mandatory Activities/Sanctions:  All non-exempt AFC recipients must take par in
registration, orientation and assessment. In FY 1988 4 471 sanctions were 
imposed on clients who did not comply with the mandatory activities. 
Volunteers:  All applicants for AFC, at the time of application, are given a brochure on 
the MOST program which tells them about the program and what it can do for 
them. 
The Deparent has provided the local offices with posters that may be placed in 
the waiting rooms to apprise clients of the program s existence. There are other 
brochures, including one called "Mothers at Work 
" available for use in 
recruitment. 
Employment Placements:  There were 15 448 full-time placements resulting in the 
closure of an AFC case in calendar year 1988. Slightly less than 30 percent of 
parcipants whose AFC case was closed due to employment in FY 1988 have
retued to AFC. 
Program Activities 
MOST considers job club and individual job search to be the most cost effective 
Models: 
of its program activities. One such job club is described 
below. 
progrs 
We asked each of the  profied to select and describe model practices 
and procedures. MOST has provided information on three of the local office 
programs which help meet State program goals. 
Michigan 
PROGRAM PROFILE  Kent County Job Club 
The Kent County DSS MOST program is built around their job club. Paricipants 
spend the fIrst two weeks inventorying their past job skils and abilities, exploring 
job interests, learning job-seeking techniques, overcoming any baniers to 
program paricipation and beginning to develop employer lists. Strct attendance 
and punctuality standards are imposed during this intensive instructional phase. 
The next three weeks are used to further develop job leads, telephone potential 
employers to arange interviews, go on interviews and, for some, accept jobs. 
The job club maintains a 35-50 percent obtaned employment rate. 
Those not employed afer completing job club, as well as those excused from job 
club due to emotional problems are assigned to a week long education/vocational 
assessment component provided by the Grad Rapids Community Schools. 
Assessment includes testing of skils, academic abilties, aptitude and 
achievement and the identifIcation of physical and emotional barers. 
Assessment results are tured over to an employment development plan 
counselor, a function funded by contract with Grand Rapids Area Employment 
and Training Council (GRATC). The counselor fIrst determines if a registrant 
An employability plan is 
goals are consistent with his or her education and skils. 
then developed in cooperation with the registrant. Kent DSS receives a copy of 
the plan to assist in assignment and progress monitoring. 
Registrants lackig job skills ar referrd to GRATC for training using ITPA 
funds. Women with low self-esteem are referrd to a special3-week program 
called "Women in Relationship," designed to help them develop happier and 
healthier life-styles and relationships. 
Hospital Based Training in Medical Fields 
In the Detroit Metropolita ara, MOST sponsors parcipants in training 
progrs 
with area hospitas, pharacies and nursing homes. One of the most 
progrs 
successful of such  is run by the Willam Beaumont Hospital, in 
conjunction with the Academy of Health Careers. Since there is a high demand 
for pharacy technicians and phlebotomists (technicians who draw blood) 
specifIc trning is provided in these fIelds. 
The classroom porton of this trning is provided at the Academy, a medical 
career vocational school. Tuition for this trning is provided though the MOST 
progr. The practical hands-on clinical portion of the trining is conducted in 
the laboratories at Beaumont hospital. Durng their progrm 
training, clients 
receive no wages. Some of the progrm s grduates ar hired as Beaumont 
Hospital employees. All program graduates have the training and experience 
necessar to find jobs in these medical professional fields. 
Michigan  PROGRAM PROFILE  Women in Transition 
In 1987 DSS entered into a contract with Mid-Michigan Community College to 
provide an educational and training program for AFC single parents from Clare, 
Gladwin and Isabella Counties. "Women in Transition " is a three-semester 
training program that allows paricipants to gain work experience along with 
college credits. The fIrst semester is designed to enable them to upgrade basic 
skils in math, English and reading, as well as gain knowledge in basic life skils. 
The second and third semesters allow each 
paricipant to design an individualized 
currculum usually combining eight credits of on-campus academics related to the 
field of interest, and 12 hour per week of on-the-job traiing at a local business 
progr 
or industr. Successful completion of the  results in grduation, a 
dict 
certficate of achievement, and  link to employment. 
Figu 
1 shows the genera sequence of activities followed by paricipants 
Sequencing: 
in the MOST program. 
What follows is a listing of the general program activities the 
Program Activities Listing: 

State MOST program requires local MOST programs provide. Parcipation 
figues are for FY 1988. 
Michigan  PROGRAM PROFILE  Job Search 
To provide job-ready registrants with a strctured program of job leads and 
Activity: 
job-seekig skills development to enable them to test their employability in the 
labor market. 
Job search may be conducted through individual, self-instrctional 
How Provided: 

programs of skills learing or strctured group programs of classroom instrction 
Gob clubs) utilizing a currculum and regimen that aids registrants in seeking, 
obtaining, and retaining employment. Provided by contractors, public schools, 
MESC, profit and non-profit placement agencies. 
29,907; especially appropriate for young parents 16-24 years old and 
Participants: 
long-term recipients on assistance 31 of the last 60 months. 
On-the-Job Training 
To provide an opportunity for MOST registrants to secure employment in an 
Activity: 
occupation requirng hands-on training. The training is done while the registrant 
is employed. The employer receives a subsidy, usually based upon the 
employee s rate of pay, to make up for the new employees training time, more 
than average supervsion and material loss. 
Contractors, private/public vocational training agencies, private/public 
How Provided: 
job placement agencies. 
671; appropriate for all. 
Partcipants: 
Community Work Experience Program 
Activity:  To provide clients with work experience opportnities to enable them to secure, 
maintan or upgrade job skills, to gain a better understandig 
employer-employee relationships, to develop good work habits, attitudes, and to 
gain recent work experience while performing useful public service. The 
parcipant is not considered an employee of DSS or the 
paricipating agency. 
Public/private non-profit agencies under agrement with DSS. Work 
How Provided: 
arged 
experiences are  by MOST case managers in one-on-one meetings with 
parcipants. 
695; recommended for young parents and long-term recipients. 
Participants: 
Michigan  PROGRAM PROFILE  Case Management 
The case manager s role is to serve as a managerlbroker of services to 
Activity: 
parcipants and their familes. The case managers functions include: assessing 
the problems and needs of the family; developing a plan identifying appropriate 
services to meet the paricipant s needs; aranging for services; monitoring the 
provision of services; evaluating the outcomes of the services provided; and 
assisting in the mobilizing of services in an integrated system in order to 
maximize the delivery of services to clients. 
Through meetings with clients. 
How Provided: 

All MOST parcipants are assigned a case manager. 
Participants: 
Michigan  PROGRAM PROFILE  Appendix A

STATE OF MICHIGAN JOBS PROGRAM 07/01/89 to 09/30/90 
Part I: 
The State of Michigan wil implement a JOBS progr on July 1, 1989 accordig 
to this plan and following approval by the Secrta of the Deparent of Health 
Hum 
and  Servces. The plan will be reviewed by the Michigan Job Training 
Coordiatig Council (MICC). A 60 day public comment period has been 
provided. Sec. 483(a)(1)(2). 
progr 
The State is authoried to admnister the JOBS  under the Famly Support 
Act of 1988 (p.L. 100-485), which expands and replaces authority curntly 
contaed in Title IV-A and the IV-C of the Social Securty Act. Sec. 
482(a)(D)(ii)(2). 
The JOBS program wil be admnistered at the State level by the Michigan 
Deparent of Social Services, hereafter referrd to as the Deparent, by 
integrting the resources of the ITA SDAs, Michigan Deparent of Labor 
(:MOL), and the Michigan Deparent of Education (MOE). The authority to 
progr 
operate the  is delegated to the Deparent s local offces in the State 
83 counties. Each local offce, within the pareters of State and federa policy, 
progr 
wil mody/adapt its  to the demands of its labor market and the needs of 
the community as may be arculated by the individual county s Social Services 
Boards. 
Name of Program, Program Purpose
A. 
progr 
Michigan s JOBS  is the Michigan Opportunity and Skills Training 
(MOST) Program. Operating as a JOBS program, the purose of the MOST 
Prgram is to assure that needy famlies with childrn obtan the education 
tring, 
supportve servces and employment that will assist and permt them to 
avoid long-term welfare dependence. Sec. 481(a). 
A.l 
Michigan  OVERVIEW STATEMENT  Legislative Requirements
B. 
1. Legislative and regulatory authority. 1) Famy Support Act of 1988, Public 
Law 100-485, Title II. 2) Social Security Act, Public Law 74-71 as amended, 
Title IV-F. 3) FSA-IM-89-3, "Preliminar Information for States Interested 
in Implementing JOBS prior to Issuance of Federal Regulations," Januar 19, 
1989. 
progr, 
Pror to implementation of Michigan s JOBS  this plan 
State plan. 
of operation is to be approved by the Secretar of the Deparment of Health 
and Huma Services (DImS). Following approval of the initial plan, the 
State, in accordce with regulations of the Secreta, wil update its plan for 
approval. Sec. 482(a).

3. Prgram Parcipation. Individuals determined to be nonexempt are required 
, trning or employment to the extent resources are 
to parcipate in education
guarteed. 
available and appropriate child care is  Sec. 201. 
In addition to continuing servces to other identifiable hard-to-serve 
populations, equal priority wil be placed on: 
Famlies who have received ADC for any 36 months of the preceding 
60 months, or applicants for ADC who have received such aid for any 
36 of the 60 months immedately preceding the most recent month for 
which application was made. 
ADC famlies in which a custodial parnt is under age 24 and has not 
completed high school, is not currently enrolled in high school or an 
equivalent course, or who had little or no work experience in the 
preceding year. 
ADC famlies in which the youngest child is within 2 years of being 
ineligible for ADC because of age. 
Michigan  OVERVIEW STATEMENT  A - 2  4.  progr 
Mandatory  activities. The State curently has in place the 
progr 
prescrbed madatory  activities of equal priority. 
general education including basic and remedial education, high school 
completion or equivalency; 
Job skils or vocational education/ training; 
Job readiness activities to help parcipants prepar for work; 
Job development/placement. Sec. 482(d). 
The State also provides job club, individual job search, OJT under contract, 
post seconda education, CWEP, and Grat diversion (work 
supplementation). 
5. Community linages. The State assures that JOBS activities are coordiated 
with progrs under ITA and other community employment, education and
tring progrs. 
Sec. 483(a).(I). Loal offces are encouraged to 
parcipate in core groups comprised of ITA, MESC, Deparent of 
progr 
Education and other  providers to preview local plans and taget 
resoures to appropriate sub-populations. 
priar 
The  agencies servng MOST Program parcipants are local school 
systems, institutions of higher learing, Michigan Employment Security 
Commssion (MESC), the ITA Servce Delivery Areas (SDAs), and 
Community Action Agencies (CAAs). The goal in the State of Michigan is 
to intensify effort towars an integrted Employment Traning (ET) 
Program. The intent of this integrted effort is to provide equal access for all 
referrs to the system and a grater awarness for parcipants of the range of 
avaiable services. 
6. 
Performance standards. Each MOST Prgram component/activity addrsses 
specific outcomes and timetables for attainment. Systems are in place which 
now report the success of the varous components by achieved outcomes as 
well as the relative cost of service' delivery. 
Michigan  OVERVIEW STATEMENT  A - 3  Addtional system changes ar being planned to report both parcipation 
rates as required by the JOBS legislation and the degree to which the State is 
targeting and delivering services to priority groups. 
7. 
Local offce plans. The administrative rules for the Michigan Opportunity 
and Skils Traiing (MOST) program require each County Board of Social 
Services to develop a proposed MOST plan which documents the manner in 
which the local offces shal implement job clubs, employment, education 
and training, and community work experience progrms. 
The MOST plan is a comprehensive document which describes how State 
MOST policy will be implemented though local procedures. The plan 
reflects the input and efforts of the County Director, the Social Services 
Board, local MOST  employment and trning progr 
staf and other local 
operators. 
The purose of the MOST plan is to identify the way MOST services are 
provided in conjunction with other community efforts. Therefore, the plan 
must be coordinated and integrated with other programs and services in the 
community. 
8. Non-Discriation Statement. Every prited program publication, forms. 
car 
the discrnation disclaier which reads, "The 
and visual aids al 
Deparent of Social Servces wil not discrminate against any individual or 
group because of race, sex, religion, age, national origin, color, martal status, 
handicap or political beliefs. 
Michigan  OVERVIEW STATEMENT  A -4  Part II: PROGRAM OPERATIONS 
Participation Determination 
A. 
Durig the public assistance application process, the department's Assistance 
Payments (AP) unit identifies those individuals who are required to paricipate 
are exempt from MOST/JOBS paricipation. AP wil inform applicants for, and 
recipients of, Aid to Families with Dependent Children of the criteria for 
exemption from parcipation and provide other appropriate information with 
respect to such parcipation. 
AP inorms both exempt and non-exempt recipients of the opportunity to 
volunteer for parcipation and includes a descrption of how to enter the program. 
Sec. 482(c)(5). 
The exempt criteria which follow apply to ADC clients. Sec. 201(c). 
II or incapacitated.

Needed in the home because of illess or incapacity of another member of 
the household. 
3. Parnt or other relative personally providing car for a young child under 
age 1. In ADC-UP cases, this exemption applies to only one parent. 
4. Employed 30 or more hour a week. 
A child under age 16, or a child attending full-time, an elementar, secondar 
or vocational (technical) school. 
A woman who is in at least the second trmester of pregnancy. 
Age 60 years or older. 
Following AP determation non-exempt applicants and recipients and volunteers 
are then identified as potential parcipants in the MOST Program. 
Pror to refeIT to the MOST Services unit, the AP unit wil provide all potential 
parcipants with information and other locally-produced handouts which explain 
the advantages and opportunities avaiable through MOST paricipation. 
Michigan  OVERVIEW STATEMENT  A - 5  Referral of Exempt and Non-exempt JOBS Participants to MOST Unit 
B. 
Referral of all potential parcipants to MOST wil be accomplished using 
deparent forms and computer-generated documents. 
Information provided to the MOST unit includes names of case members, 
mandatory or volunteer status of case members, grant amount, income. Birth 
dates of mandatory parcipant(s), recent work experience, educational level, and 
other famly-specific information. Sec. 48#(b).

Limted Parcipation. As resources wil otherwise permt, the following 
parcipant activities may be limited to: 
no more than 20 hours a week of parcipation wil be required of a 
parent who-personally provides car of a child under 6 years of age, 
when child care is guarteed. Sec. 201 (c)(ii)(II). 
a custodial parent under 20 years of age who has not completed high 
requird to parcipate in an education activity. Sec. 
school wil be 
201(E) (ii) (III). 
a parent under 20 wil be required to parcipate in training or work 
activities when parcipation in education or Job Search is deemed 
inappropriate. 
Orientation 
C. 
All non-exempt individuals and volunteers may receive individual or group 
orientation to the MOST Program. Potential parcipants wil be informed of the 
progr 
s education, employment, and training opportunities which are available. 
Supportve services including child care services, trnsportation, health care 
services and special clothing wil be discussed. Notice of the parcipant s rights 
progr, 
and responsibilties, his/her obligations to the  right to an informal 
grevance proess, and the penalties for nonparcipation wil be explained. 
Sec.482( c )(2). 
Informtion wil be provided to potential parcipants on the availabilty and 
location of child car. Assistace is available to help select appropriate child care 
services and to help purchase such services. 
Michigan  OVERVIEW STATEMENT  A -6  Initial Assessment 
D. 
Individuals who are required to paricipate and volunteers wil be provided with 
an initial assessment. The initial assessment wil identify the paricipant 
educational, health, safety, child care, and other supportive services needs of the 
parcipant s family. The parcipant s skils, proficiencies, deficiencies, work 
history and level of employabilty wil also be identified. Sec. 482(b). 
On the basis of this initial assessment, an employabilty development plan (EDP) 
wil be prepared in consultation with the parcipant. The EDP may include the 
requirement to parcipate in a scheduled formal, program-specific assessment. 
Employabilty development plan (EDP) 
E. 
The local offce wil assure that each parcipant has an EDP. The plan shall 
explain the services that wil be provided including child care and other 
supportive services as well as necessar activities which the parcipant wil 
accomplish. The plan shal reflect the preferences of the parcipant while setting 
fort an employment goal. The plan wil be constrcted to address both shon and 
long term goals. The plan wil provide for required plan changes, details of 
parcipant obligations and the penalties for noncompliance. Volunteers wil 
agai be informed that should they later fai to parcipate, their grants wil not be 
afected. Sec. 482(b)(B). 
Signatues of both the MOST worker and the paricipant wil verify that the 
parcipant is aware of and understands "the mutually developed plan for pursuing 
employabilty enhancement and subsequent employment. The plan wil be a 
mutualy derived, dynamic document that outlines agency and paricipant 
responsibilties leading to economic independence. Sec. 482(b)(B)(2). 
Case Management. Each local office wil retain the option of identifying a case 
manager for each parcipant s family. Sec. 482(b)(B)(3). 
Michigan  OVERVIEW STATEMENT  A  SelfInitiated Training 
F. 
The Deparent wil allow individuals to attend an institution of higher education 
or to enroll in a school or course of vocational or technical training if the 
following conditions are met: 
The individual attends an educational institution at least half-time. 
The individual makes satisfactory progress in such institution, school, or 
course. 
The individual is enrolled in an activity that is consistent with her 
employment goals. 
If the above conditions are met, the individual shall be allowed to pursue her 
progr. 
education 
Michigan  OVERVIEW STATEMENT  A.8  Appendix B

Michigan  SAMPLE DOCUMENTS  B-1  THE JOB SEEKER

MOULE VI, GEnllG JOB LEADS 
YOU ARE YOUR BEST RESOURCE 
FOR JOB LEADS. 
YOU ARE SURROUNDED BY THE 
PEOPLE WHO ARE YOUR OWN 
PERSONAL RESOURCES TO

OBTAIN JOB LEADS.

YOU NEED YOUR FRIENDS AND RELATIVES NOW. 
AND, THEY WANT TO HELP. THEY' RE JUST WAITING 
FOR YOU TO ASK. 
FORMER EMPLOYERS ARE A GOOD RESOURCE. 
FORMER CLASSMATES AND CO-WORKERS ARE A 
GOOD RESOURCE. 
COMPLETE THE FOLLOWING PAGES TO DEVELOP 
YOUR LISTS OF RESOURCES FOR JOB LEADS. 
The Department of Social Services wil not discriminate against any Individual or group Deeause
DSS Publication 525-6 (5/82) 
of race, sex. religion. age. national origin. color, marital status. nandlcap. or political Dellels.  ACQUAINTANCES AND FORMER CLASSMATES

classmates, use the 
To help you identify friends, acquaintances and former 
following worksheet. They need not be your "best friends, " so long as you 
know them well enough for them to remember you. Under each activity, list 
as many friends and acquaintances as you can. 
People I have in,rited to my house: 
People who have invited me to their house:

People who belong to the same club as I do:

People I play or watch sports with:

People I know from my neighborhood:

People I send Christmas cards to:
 L 1ST OF FORMR CO-WORKRS
Start
This worksheet is provided to help you recall your past co-workers. 
with your most recent job, and think back to each place where you have worked.
Include volunteer jobs as well as those for which you were paid. Include all
of your past jobs. To help you remember, ask yourself:
Who was working there at the same time I was?"
Who did I carpool with?"
Who trained or helped me when I started working?"
Who did I fill in for?"
'Wo were my supervisors?"
As the names occur to you, write them down. As long as the person is some-
one you knew at least by name, list that person s name even if you weren
best friends. AR 
TELLING PEOPLE WH YOU  LOOKING FOR A JOB 
work. 
Below are some ways of telling people you are looking for 
m looking for a job. 
ll soon graduate, so I'
I have Q job, but I'm not too happy with it, so I'm looking for a

different job.

My compa.ny had a big cutback and I was laid off. so I'm looking for a

job. " 
My kids are all in school now, so I'm looking for a job.

I quit my last job because it didn t pay enough and r10W I'm having dif

ficulty finding another job.

m working part-time now, but I need a full-time job.

I just moved here and I'm looking for a job.

I want to get off welfare so I' 
m looking for a job. 
, so I' 
Ny kids are grown now m looking for a job. 
I quit work when I got married, but now I'm looking for a job.

ow write a sentence which best describes your situation:

sounds 
Practice saying this statement to yourself or even aloud to see if it 
natural. 
Change it if necessary, until it does.  ASKING PEOPLE FOR HELP

Explain to people why you are asking them for help by pointing out what
is special about them. 
This way you are letting each person know why he 
or she may be of some help to you. 
Below are some examples of ways to approach that special person: 
You  ve lived here all of your life and know almost everything that
going on. 
You  re always the first person to hear what s going on. 
You  ve been working on the same type of job I'm looking for, so you 
probably know about job openings.

knw you d help a relative. I need your help. 
ve helped me with so may other things. 
You 
You meet lots of people and hear what is going on. 
'You know better than anyone else what kinds of jobs are open in this 
field. " 
re working. 
d like to work where you  Do you know who does the hiring?" 
Have you heard about any job openings that might be OK for me?"

You know what kind of a worker I am, so you know better than anyone

d be interested in. 
what kind of jobs I'
'You know J;e pretty well and know how I get along with people. 
'You always seem to have good ideas. Maybe you can give me some job 
hints. " 
ve helped each other in the past.  m hoping you can help me now.

Fill in the following spaces with the name of a person who you will be ask
ing for help. 
then write in the k nd of statement that you will make to that 
person. As in the previous exercise, repeat the statement aloud and then 
change it, if necessary, until it sounds Datural for you. 
To a brother-in-law.  Name : 
Statement: 
To former co-worker..  Name: 
Statemet: 
To neiahbors.  Name: 
Statemet: 
To persons in your same field of work.  Name:

Statement:

To friends who are working.  Name:

Statement:

To past or present teamtes or club memers.  Name:

Statement:
 ASKING PEOPLE FOR HELP: 
WHEN A FACE-TO-FACE REQUEST FOR HELP IS NOT 
POSSIBLE, THE REQUEST CAN BE MADE BY LETTER. 
GOOD EXAMPLE FOLLOWS:

Dear Mary,

How is everything with you and your family? Time has sure flown by

since we worked together at ABC Company. I t seems only yesterday. I

still remember the fun we had.

As you know, when I left ABC I went to work for Acme. For the past 
three years, things have gone smoothly. Unfortunately, orders have 
fallen off and the plant is closing. I will need another job in two 
months. 
I remember that you had coffee with Judy from Personnel who always 
knows when there are any job openings. I'll always rememer the help 
you gave me when I first started. 
I would like to get back into ABC in a job similar to what I had or

one which could use some of the bookkeeping skills I learned at Acme.

d appreciate any help you could give me on any job openings you

know about at ABC. Do you or any of our old friends at work know of

any openings outside of ABC that could use my skills?

m enclosing a stamped, self-addressed envelope and several copies

of my resume. Would you jot down any job leads that you know about.

Aud. would you please give the personnel manager a copy of my resume?

thanks for your help.

Enclosures

Sinc.erely,
 YELLOW PAGES LIST

Employer  Phone No. 
Notes: 
Employer  Phone No. 
otes : 
Employer  Phone No. 
Notes: 
Employer  Phone No. 
Notes: 
Employer  Phone No. 
Notes: 
Employer  Phone No. 
Notes: 
Employer  Phone No. 
Notes:  THE MICHIGAN EMPLOYMENT SECURITY 
COMMISSION (MESC) 
The MESC is the public employment agency operated by the State of Michigan. The

Job Service division is the unit responsible for helping employers find qual

ified employees. They maintain daily listings of available job vacancies. The

job vacancy lists include jobs which have been called in by employers. Once

these jobs are listed, they are available to anyone who has the necessary train

ing and experience to qualify. Therefore, the competition for these jobs is

keen. 
Job Service is the main referral agent for many of the larger business and

industrial firms in the state. Therefore for these jobs, you must apply dir
ectly with MESC. Job Service offices are often located in the same building 
where you apply for unemployment benefits. 
To use the free services of MESC, you must complete their form listing all the

jobs you have had and tell them the kind of jobs you want. It is a good idea

to check back with them at least once a week to tell them that you re still

looking for work.  call. 
They may know of some new job openings when you 
GOVERNMENT EMPLOYMENT 
Most units of government (local, state and federal) hire a wide variety of 
the jobs go to 
workers to fill both skilled and un killed positions. Usually 
testing. 
those qualified as determined by 
One disadvantage with governent jobs is that many people apply, so the compe

tition is keen. 
Another disadvantage is that it takes a great deal of time from 
application to job hire. If you are still interested, ask your worker for 
information on how to apply 
LOCAL SOURCES 
employers. 
Nearly every local Chamber of Commerce maintains a list of all local 
openings. 
Their lists do not indicate job  However, these lists can be a helpful 
tool in an employment search.

Some schools offer a placement service.  This is most common in technical schools

and colleges, but some high schools also offer this service through the counsel

their bulletin boards are part-t ime or 
ing section. Many of the jobs listed on 
sumer jobs only. 
comunity centers, recre
You can also contact community organizations such as 
ation and social centers, etc. Ethnic programs or services, professional

organizations, bulletin boards in supermarkets, and community centers ar

other possibilities. You can probably think of others.

work. Asking for the he 
As you can see, getting job leads takes a lot of  1 r 

others is a good idea, but even with all your friends, neighbors and re La t i VPS

keeping their eyes and ears open," you will still need to do a lot of tht.'

work yourself.
 --.......
.:.::.:;.:.:.::.::.:::;::.::::::;::.::::;::.::.::::.:
THE JOB SEEKER 
II, 
MODULE  THE JOB INTERVIEW 
TERV 
JOB 
JOB
THE MOST IMPORTANT STEP IN GETTING A JOB. GETTING 
JOB INTERVIEWS MEANS YOUR EARLIER JOB SEEKING 
METHODS HAVE PAID OFF. YOU'VE GOT THIS FAR. HOW 
YOU PREPARE FOR, AND CONDUCT YOURSELF IN THE IN-
TERv  MEAN THE DIFFERENCE BETWEEN GETTING 
THE JOB OR NOT.

THE PURPOSE OF THE JOB INTERVIEW IS TO GIVE THE 
EMPLOYER MORE INFORMATION. THE EMPLOYER NEEDS 
THIS INFORMATION TO DECIDE IF YOU ARE THE BEST 
PERSON FOR THE JOB AND IF YOU REALLY WANT THE JOB. 
PREPARING FOR THE INTERVIEW 
MOST EMPLOYERS ASK THE SAME KINDS OF QUESTIONS. 
BY HAVING YOUR ANSWERS READY, YOU WILL BE AHEAD 
OF THE GAME. 
.n"" 
DSS Publication 525.9 (5/82)	 The Department of Social Services wil not discriminate against satnay tuInsd,i vhiadunadl ico.a p, or gn..''''' 
of race. sex. religion. age, national origin, color. marital  Why did you leave your last jot,'?"

I was let go because the company had to cut back on help.

I t  enj oy more.

was mutually agreed that I leave to find a job I would 
I was hoping to get in at ABC, but they stopped taking applications.

The job was supposed to be an electrician s helper, but it was down

graded to general maintenance and at a lower rate of pay.

'Wat kind of work have you done before?"

I haven t had any paying jobs recently, however, I have helped out

at Park Elemtary 
School. I helped set up their library. It was

good E:xperience. I learnd how to order and catalog books. I was

also in charge of the students while they were in the library.

c i 
I was a clerk at Green s until I got married and since that 
have been a homemker responsible for maaging the househollo. I 
think your store could use the skills I gained at Greens and the ones

I uoed in maaging a household. 
but I actually spent most of the time on 
My application says laborer 

heavy equipment -- bulldozer, front-end loaders, backoes, and drag
lines. I 
also can run a chain saw, skid, and drive a truck. 
When would you be able to start work?" 
m anxious to start work; I could start tomorrow if you like.  When 
'l " 
would you want me to start 
I will need to give my current employer notice. I should give him 
some time to find my replacement. Probably two weeks from today. 
Do you have a car?" 
No, but the bus stops right across the street. 
No, but I' ve already talked to Joe in your set-up department.  He will 
be glad to give me a ride. 
Yes, it is an old car but it runs good.  MY ANSWS TO INERVIEW 
QUESTIONS 
'Wy did you apply with our company?" 
'Tell me something about yourself.

I see you have children.

I see you haven t worked for a long time.

'Wat. ha  bee 'doing since your last job?"  NOT ONLY DOES THE EMPLQYER ASK YOU QUESTIONS 
FOR MORE INFORMATION, BUT HE OR SHE VvILl BE WATCH
ING YOU TO SEE HOW YOU CONDUCT YOURSELF. THE 
FOLLOWING SHOWS YOU WHAT THE EMPLOYER WILL BE 
LOOKING FOR THROUGHOUT THE INTERVIEW: 
YOU ARE INVITED INTO THE INTERVIEWER'S ROOM. GO IN WITH CONFIDENCE. 
IF THE INTERVIEWER EXTENDS HIS OR HER HAND, RETURN A FIRM 
HANDSHAKE. REMAIN STANDING UNTIL YOU ARE ASKED TO SIT DOWN. THEN 
SIT UP STRAIGHT AND LOOK THE INTERVIEWER IN THE EYE. 
THERE IS A SHORT PERIOD OF SMALL TALK. THIS IS DONE TO PUT YOU AT 
EASE. 
THERE IS A seRIOUS EXCHANGE OF INFORMATION. THIS IS THE MAJOR PART 
OF THE INTERVIEW. QUESTIONS ARE ASKED BY THE INTERVIEWER TO OBTAIN 
ADDITIONAL INFORMATION. BEFORE THE CLOSE OF THE INTERVIEW  THE 
INTERVIEWER WILL ALLOW YOU TO ASK QUESTIONS AND ADD ANYTHING YOU 
FEEL MAY HAVE BEEN OVERLOOKED. 
THE CLOSE OF THE INTERVIEW.

AT THIS STEP THE INTERVIEWER IS SIGNALING YOU THAT THE INTERVIEW IS 
COMING TO AN END. AS SOON AS YOU ARE AWARE OF THESE CLUES, SAY 
SOMETHING LIKE, ' 'THANK YOU FOR YOUR TIME. I HOPE YOU WILL CONSIDER 
ME FOR THE JOB AND I HOPE TO HEAR FROM YOU SOON:' 
WHEN YOU RISE TO LEAVE, SHAKE HANDS WITH THE INTERVIEWER AND LEAVE 
IMMEDIATELY. 
PRACTICE THE INTERVIEW 
ROLE PLAY  ACTING OUT THE INTERVIEW IS A GOOD WAY TO BECOME COMFORTABLE IN 
AN ACTUAL INTERVIEW. IT ALSO ALLOWS YOU, TO POLISH YOUR PRESENTATION. THE 
BEST WAY TO DO THIS IS TO ROLE PLAY. HAVE A NEIGHBOR, FRIEND OR YOUR SPOUSE 
PLAY THE PART OF THE INTERVIEWER WHILE YOU TAKE THE ROLE OF THE JOB

APPLICANT. MAKE THE PRACTICE AS REAL AS POSSIBLE. 
ON THE NEXT PAGE ARE INSTRUCTIONS FOR DOING A ROLE PLAY AND CHECK LIST THAT 
CAN BE USED BY THE "INTERVIEWER" TO RATE YOUR PRESENTATION.  RATING THE APPLICANT'S PERFORMCE 
performce. In addition to 
Below rate the applicant s total 
questior.3, did he/she 
how the applicant performed in answering 
maintain eye contact, show enthusiasm and interest, speak 
clearly, and maintain composure? 
General Performnce:  poor  good  very good 
Strong Points

Weak Po inta 
HOPEFULLY, THE PREVIOUS EXERCISE WAS BOTH FUN 
AND EDUCATIONAL. PRACTICE DOING INTERVIEWS UNTIL 
YOU FEEL CONFIDENT ENOUGH TO DO THE REAL THING. 
HERE ARE SOME ADDITIONAL POINTS TO REMEMBER IN 
PREPARING FOR, AND TAKING PART IN, AN ACTUAL 
INTERVIEW: 
RESEARCH THE COMPANY 
IN PREPARING FOR AN ACTUAL INTERVIEW, FIND OUT AS MUCH AS YOU CAN ABOUT THE 
KINDS OF JOBS THEY HAVE AND WHERE YOU CAN BEST FIT IN. LEARN THE STARTING 
PAY RANGES, BENEFITS, AND THE WORK SHIFTS. THE MORE YOU KNOW ABOUT THE 
CDOIMPSANCYU, TSHES B ETSTEPRE PRCEIPAFREIDC Y OUJ WOILBL BSE. TO  TAKE PART IN THE INTERVIEW AND
DRESS PROPERL Y

IN ALL JOB INTERVIEWS YOU MUST DRESS PROPERLY. YOUR CLOTHES SHOULD BE NEAT 
AND CLEAN. YOUR SHOES SHOULD BE POLISHED. HAIR SHOULD BE CLEAN AND NEATLY 
TRIMMED. MAKEUP, IF USED E APPLIED LIGHTLY. 
, SHOULD 
YOUR PERSONAL APPEARANCE SHOULD MAKE A GOOD IMPRESSION ON THE EMPLOYER.  ~~~
'?  /? 
FOLLOW-UP TO THE INTERVIEW

WITHIN A DAY OR TWO AFTER THE INTERVIEW, YOU SHOULD SEND THE INTERVIEWER 
A THANK YOU NOTE.  HANDWRITTEN  NOTE THAT THANKS THE 
THIS SHOULD BE A 
INTERVIEWER FOR THE TIME, COURTESY  AND INTEREST SHOWN YOU DURING THE 
INTERVIEW. 
SENDING A THANK YOU NOTE IS A MUST. THE NOTE TELLS THE EMPLOYER THAT YOU' 
STILL INTERESTED. YOUR NOTE KEEPS YOUR NAME IN FRONT OF THE EMPLOYER AND 
IT HELPS IMPROVE YOUR IMAGE. IF YOU DID NOT LEAVE A RESUME WITH THE INTER. 
VIEWER , ENCLOSE ONE WITH YOUR NOTE. 
AN EXAMPLE OF A GOOD FOLLOW.UP THANK YOU NOTE FOLLOWS: 
'hA.  !,:z
/h tf

A/tn 
t/.D 
US-
K5 
a.. 
4IlJ 
,,IP
. 4' 
 WaA 
a. 
tL 
FOLLOW-UP BY TELEPHONE  IF YOU HAVEN'T RECEIVED A JOB OFFER FROM THE 
INTERVIEW AND YOU ARE STILL INTERESTED IN THE JOB, CALL THE INTERVIEWER TO 
REMIND HIM OR HER OF YOUR CONTINUED INTEREST. THIS CALL SHOULD BE MADE 
WITHIN ONE WEEK OF THE INTERVIEW. THIS CALL WILL ALSO DETERMINE IF A DECISION 
ON HIRING HAS BEEN MADE. IF NO DECISION HAS BEEN MADE, YOU HAVE ONE MORE 
CHANCE TO SELL YOURSELF. 
EMPLOYERS ARE LOOKING FOR INTERESTED AND MOTIVATED PEOPLE. MANY PEOPLE

HAVE BEEN TOLD THAT THE MAIN REASON THEY WERE HIRED WAS BECAUSE OF THEIR 
ENTHUSIASM, INTEREST, AND PERSISTENCE.  " . 
THE JOB SEEKER

MODULE XI. ON THE JOB 
CONGRA TUI.A TIONS! 
YOU LANDED THAT JOB. YOU 
TH.  OPPORTUNITY 
NOW HAVE 
TO PROVE YOUR WORTH ON 
THE JOB. 
The employer has taken a chance in
hiring you. 
By doing your best, you 
show the employer that they made the 
right decision in hiring you. They 
depending on you now. 
Everyone who starts a new job will agree that the first day is the most diffi
quit. 
cult. At the end of the first day, many new employees are ready to  There 
is just so much to learn. 
Rememer ,  everyone goes through this ordeaL Don' t be afraid to ask questions 
and seek advice. The veteran workers exect it. After all, they also exer
ienced the pressures of the first day.

nie 
Time Management  Most full-time jobs will require  hours of your time each 
work day excluding traveL Therefore, you will need to chane your schedule to 
mae efficient use of your tim. 
With some planning, you should still be able to work and get everything done at

ruing list 
home if you follow these hints: . Keep a  of all the things that
need to be done. 
. Comine tasks whenever possible. . Use your lunch hour to 
handle any personal business you have.  Mae greater use of the telephone by 
famly 
Letting yoluer afi ngers do the walking.  Ask the help of other  members 
ttm 
(children 
by helping out). . Lastly, plan some  for relaxation. You 
need som ttm for 
yourself just to keep going. 
Dav Care  If you have children who aren t 014 enugh t01cae fo.. themselves and 
there is no family meer who can. watch theI whle yo.  a good baby
sitter is critical.  ra
You can  t give your full attention to your new job if you 
are concerned about your children s care. The best way to provide this care is 
your children. 
to have a friend, neighbor, or relative, someone you trut, watch 
Your worker can help you find a good babysitter if you need help. 
Keeping Your Job  More workers lose their jobs because they have failed to 
adjust and for personal reasons than to a lack of skills. Work adjustment means 
fitting in.  Workers who can  t get along wittr others' , '1:A  :ake advice or 
are often late or' absent, spend too muh 
suggestions, don t follow the rules, 
DSS Publication 525-11 (5/82)  time on personal matters, won t take responsibility or assume new duties, and

can  t adjust to change are likely to lose their jobs. 
Workers who are aware of the total demands of the job, the importance of their

role in the organization, and who always do their best are valuable workers.

Valued workers keep their jobs and get promoted.  Good employees are always

in demand.

Changing Jobs  Other companies are always on the lookout for the person who 
is working and doing an outstanding job.

People change jobs for higher pay, better working conditions, promotions,

shorter travel tim 
and for jobs in line with their goals. 
re working, job contacts and opportunities are exanded. 
When you  Because 
you already have a job, you can seek a better job without feeling the 
pressures you felt while unemployed. You can now pick and choose a job that 
best meets your needs and long-range goals. 
Never quit your present job until you have a firm job offer from the new

employer. How you leave your present job is important. Think about the kind 
oqfu rietf.e rIetn ce your present employer will make if you "tell the boss off" and
may not make a difference on your job, if you already have it, but 
it will when you apply for your next. job. 
The best way to leave a job is to tell your present employer that you will be 
leaving and work out a date for your last day of work. Most emloyers expect
at least a twweek notice. 
Always leave in such a way that your employer is 
sorry to see you go and would "hire you back in a minute.  At some time in 
the future you may want to com back. 
Lat 
The  Word 
va 
prepared to help you find a job. 
This material  The material in the modules 
finding field. 
was draw fr08 exerts in the job-
comtmnt 
Along with this material, a  on your part is 88sential in order to find 
a job. The material ca t do it alone. Be sincere, felow the step., aD you 
get that job. 
The Oertment Of Soia 581C wHI not dl8rlmlnate qan. my Inclwk or.- tI..

Of r8Ce. sex. rel",on, 198, nltlona orttln. 
cOlor, mlrttal natul, hlnclc, or DOItIc tIl.,.