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

Abstract

PURPOSEThis 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.METHODCounselors-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.RESULTSAll 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.CONCLUSIONSThe 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.