HOLDING A JOB

Evening Star, Issue 21720, 15 May 1934, Page 11 (Supplement)

HOLDING A JOB

CORRECT VIEW OF LIFE FIRST REQUIREMENT VOCATIONAL ABILITY SECOND Holding a job depends more on a correct view of life than on vocational ability. That is the conclusion drawn by William Jowett Riley, head of the vocational guidance and placement department of the Boston (U.S.A.) Y.M.C.A., from twenty years’ study of his field. ’ Recent studies of causes for discharge of factory workers, he says, showed that in GG per cent, of 4,200 cases dropping of employees was due not to lack of skill, but to misbehaviour resulting from wrong philosophies of life held by them. This is true of 90 per cent, of the clerical workers who lose their jobs, according to Mr Riley.' He goes on to state;

“Gaining of skills and knowledge adequate for right living is not trie difficult task. The hard part is developing the attitudes wo should assume when carrying out these various functions in company with others. A GUIDANCE PLAN. Following is a “ life guidance plan ’’ which Mr Riley has prepared and which he uses in advising young men because of his firm opinion that a wholesome philosophy of life is more valuable than technical proficiency:

1. Acquiring of a life philosophy based on the individual's conception of himself as capable of purposive choice and of functioning in a changing civilisation. (“Do good, as Jesus did, rather than merely be good.”) 2. Clearing away of static misconceptions, which govern the actions of individuals in such a way that propet growth does not take place. (“ The idea that one is born lazy, or energetic, a failure, or a success, is a misconception.’’) 3. Detention of acceptable traditions. (“There is grave necessity for a retention of customs and beliefs that have stood the test of social usagei”)

4. Clearing away of unacceptable traditions. (“Such unacceptable traditions have to do with sex, health, religion, citizenship, and so forth. They will not stand up under investigation in the light of increased knowledge, scientific research, and discovery.”)

5. Obtaining knowledge of adequate skills, technical knowledge, social understanding, and requisite attitudes concerning cadi life activity. (“ Adequate growth depends not merely upon skilful functioning, but upon functioning on a top level of ability, and likewise reaches its greatest development when such activity is carried on with a full knowledge of the social implication of the skills in question.”)

6. Opportunity for purposive selfexpression socially in the various activities of life. (“ Not only is it necessary to acquire a worth-while life philosophy, , but it is essential that opportunity be given for adequate social growth, au opportunity for individual and group expression in the various activities carried on by individuals and groups.”) LOOKING FOR BASIC IDEAS. Mr Riley has found that “young men are decidedly interested in a search for basic ideas.” On this account and for the reason that he advocates the Greek slogan, “ Know thyself,” as the greatest of ideals the vocational counsellor often tells the young men who come to see him of his personal experience in developing his own jpiiding principles. He docs not seek to foist his beliefs on others, but declares “ Each must develop his own philosophy, which can be modified from that of another.” In beginning to build Ids philosophy, this Y.M.C.A. man says, he sought a common factor of all life and found it all . gives evidence of growth. After he had determined that he, was a growing personality, Mr Riley avers: “The idea that I had been born this way or that way was no longer tenable. I was not born lazy, nor was I born selfish. I was not born good or evil. These were but ways of growth, or, rather,' modes of functioning.

“ A further thought urged itself for r ward—namely, that growth could take place only as changes ’ took place or were brought about consciously. And, further still, the opposite was true, that, ns changes were made consciously or unconsciously for the better or the worse, consequent growth for the better or the worse took place. My conclusion was, therefore, that not only was I a growing personality, but that I was, by yh’tue of that attribute, a changing personality. “ That I could change from what I bad formerly thought 1 was, was an idea that brought with it great relief. And the further thought that I myself was not merely a passive recipient of changes, but an active bringer about of changes, was. at first, almost overwhelming. If I could bring about changes in myself and in all the elements of my environment, my whole world took on a new significance. TWOFOLD PROBLEM.

“ The problem then seemed to be twofold : first, to take certain steps that I might learn the needed skills, techniques, and social understandings that would enable me to bring about needed changes in myself, and, second, to direct my energies so that 1 might bring about needed changes in those institutions which had been set up to meet not alone my individual needs, but the needs of collective individuals organised into society. “ The attributes so far dealt with defined me as a growing, changing, doing, choosing personality; then the truth was forced upon me that my growth would take place in the direction of the things 1 chose to do, and my character would be made up of my acts of choice. “ I reasoned that I was equipped to live creatively and I could follow in the footsteps of my Maker, if, taking things as I found them and exercising my prerogatives, I changed them for the better.’’ In addition to being afforded the opportunity of learning this pragmatic philosophy the young men seeking vocational light are given tests to aid them in determining their aptitudes. There are visits to industries, consultations with successful men in various occupations, and lectures by leaders in business, industry, and the professions. MANY CHARTS AT HAND. Charts in Mr Riley’s office show more than twenty Boston institutions where training may be obtained, and other pertinent facts. Mr Riley holds the degrees of Master of Education and Bachelor of Arts from Harvard University. The tests are given by Herbert \V. Saul, assistant, who holds the degrees of Bachelor of Business Administration, Bachelor of Science in Education, and Master of Arts, in economics and sociology, from Bpston University. The results of each test are discussed by Mr Riley with the man who takes it. The examinations deal with school capabilities, clerical aptitude, mechanical thinking ability, finger dex-

ferity, facility in using small tools, occupational interests, and personality traits. . . From October to April two-week courses of counselling and lectures are offered by the department. These courses are in the nature °f--com-munity projects, with more than 100 advisers volunteering their services. Announcement periods are contributed by radio stations of this vicinity. Prominent citizens are on a permanent advisory committee. The

vocational guidance is open to men between the ages of eighteen and thirty-five. The charge is one dollar, but iio man is barred if he cannot pay it. Five hundred men took advantage of this privilege of practical aid - last season. ' All were unemployed and some had taken college work. The purpose of the project is to assist men through a * better understanding of their assets and liabilities, educationally, vocationally, and with

reference to personality traits, to determine for themselves the work for which they are best fitted, and to find more readily their job in that field. Many have found work. Formerly they had used wrong methods in seeking jobs, or their morale had been lowered to such a point that they considered themselves inefficient, unwanted, unintelligent, and failures. Those who came with their morale thus lowered either gained or regained an adequate sense of their own abilities.