Azm

i Job placement and follow-up ,.7 counseling j.

Employed • welfare clients

Figure 1: Flow chart for skill training and job placement program.

put of this model will be that set of individuals which can contribute to the goals of the program. Further, we can include information relating to the "degree of contribution" of a skill to a task, for example, or information which estimates the degree to which an individual possesses a given skill. To include such information will allow us to find those individuals who will "best" staff our program.

The problem of relating goals to specific tasks was, in this case, trivial; and an incidence matrix was not constructed for this step. The task of "|ob placement" was judged to make a direct contribution to each of the EOSS goals, which had been vaguely defined in any case. All other tasks directly supported job placement.

To develop the relationship between the tasks which must be performed by the EOSS project and the social work skills required to perform these tasks, consider the set of tasks, T,, and the set of skills, Sf. We can find the incidence matrix

A = Kl which is a zero-one matrix defined as follows:

_ J1, if task T,-requires skill S( " [ 0, if task Tj does not require skill S,

The human service skills related to the tasks as defined by the seminar group are: ( 1 ) vocational counseling (individual), (2) vocational counseling (group), (3) placement counseling, (4) teaching, and (5) administration. The group constructed the following array, the elements of which form matrix A.

Matrix A

Skills S,
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