ond, the program of supervision of the training by the department. In preceding sections of this bulletin the agreement has been discussed in detail, the several provisions which ordinarily enter into the agreement having been covered. One of these provisions, it will be recalled, is the matter of supervision as it is to be carried on by the State department of rehabilitation under the terms of the agreement. It was pointed out that it is very important that a clear understanding be had particularly by the training agency as to the nature and extent of the program of supervision which is to be carried on by rehabilitation agents. It was indicated that of primary importance is the understanding by both parties that the rehabilitation department must assume responsibility for seeing not only that the trainee gets proper vocational training, but also that the training objective and program which has been outlined develop suitably to the trainee. A test of the training or job objective in many cases is not possible until some form of "try out " has been carried on.

In this section of the bulletin, in discussing supervision in employment training, there is constantly in mind its twofold function: First, the determination of the feasibility of the program and the susceptibility of the trainee; and second, the determination of the efficiency of the training being given. The various methods of determining these factors and of safeguarding the interests of the trainee, the State department of rehabilitation, and the employer, are covered also in this section.

The primary function of supervision in employment training from the standpoint of civilian vocational rehabilitation is to secure. effective vocational training under employment conditions. It must be recognized throughout this discussion that in no institution which is organized for the purpose of production is it possible to find as ideal instructional conditions as are found in institutions organized for training. In the supervision of employment training this fact must be recognized, and it must be understood also that the chief objective is to secure the greatest possible training values, from a situation which is not primarily set up for this purpose.

In contrasting the objectives of a commercial or industrial establishment with those of a school certain essential differences come readily to mind. The general and primary objective of any industrial establishment is to produce goods at a profit, which means producing a maximum number of units in minimum time at minimum cost. The primary objective of a commercial establishment is to distribute goods at a profit. In both cases all organizations and operations are designed to this end and secondary functions must be subordinated to the main program, although at times these secondary functions may be indirectly of considerable importance. For instance, a manufacturing concern may be forced to establish a

training program within its organization. This action is not based upon philanthropic considerations, but is instituted because the establishment is either in need of trained workers who can not be secured in any other way or is in need of upgrading workers already in its employ. This training program is not developed in such a way as to interfere with production and is always limited to the needs of the particular industry. A different condition obtains in a training institution. It is organized to produce trained people, and if it engages in activities which do not directly contribute to its primary objectives it does so only because they help indirectly in accomplishing these objectives. For illustration, the promotion of athletics and other extra-curricular activities, although in some training institutions considered a part of the general program, is in reality a secondary means of accomplishing the primary objective. Another difference between a commercial or industrial establishment and a training institution is flexibility of administration. An industrial plant is organized to manufacture a certain product according to specifications, under time limitations, because all processes in manufacturing must be synchronized. Any particular process is dependent upon many others which either precede or follow it in a fixed sequence. In a training institution, however, changes, in methods of instruction or in subject matter, or in order of presentation, do not affect conditions outside the particular class in which the changes are made.

A third important distinction between industry and training institutions is the matter of personnel relations. Even casual observation will show the distinction. In the classroom the teacher maintains school discipline under certain rather general rules and regulations established by the school authorities. Within these limitations he exercises a high degree of flexibility in his control. In industry, however, discipline is maintained on an altogether different basis. Workers are left largely upon their own behavior. There are certain controls or influencing factors which operate to bring about good discipline, which workers voluntarily observe because of their economic basis. The fundamental basis for discipline in industry is economic, whereas in the school it is social.

There are other points of difference between situations as found. in industry and in training institutions, but the major factors have been covered. Attention has been called to these differences in order that they may be constantly borne in mind in the discussions which follow regarding the methods of securing effective training in industry and accomplishing a reasonable degree of supervision for the purpose of making that training efficient.

Before going into a detailed discussion of supervision in the employment-training program it would be well to reconsider some of

Automobile-body painting is another type of work in which disabled persons are rehabilitated through employment training. A congenital disability of the right arm had limited opportunities for employment for this young man, who as the result of a short period of instruction in industry is now employed as an automobile-body painter

the situations with which the State rehabilitation agent is confronted in attempting to secure training for a disabled person. In an ideal program of rehabilitation disabled persons are inducted into training under the most favorable conditions. This training is given in schools if they are organized to give the particular type of instruction desired in the most efficient way. Supervision of a rehabilitation trainee in a reasonably efficient school is concerned mainly with a determination of the suitability of the training objective and the adaptability of the person to the program. The rehabilitation supervisor is not and can not be expected to be a technical expert in formal educational work. Hence the determination of the efficiency of institutional training is a responsibility which the institution must assume. However, it is a responsibility of the rehabilitation supervisor to keep in touch with the trainee and to determine on a nontechnical basis whether the training objective is or is not being attained. Naturally, where good vocational training is available in public or pri sols which have demonstrated their efficiency by the production of capable workers who have little difficulty in finding employment, the actual training program is left to the training agency. The chief concern of the rehabilitation man is to see that his trainee is able to profit by the instruction and that he makes satisfactory progress.

On the other hand, when institutional training facilities are not available for a particular disabled person, the rehabilitation agent must create the training opportunity, and in so doing he is confronted with an additional supervisory responsibility which does not obtain in the case of institutional training. His responsibility is, first, to locate a suitable organization to provide the training; second, to see that a training program is organized; and, third, to see that the program is carried out. The fact that an agreement is made with an employer to train a disabled person "on the job" is by no means a guaranty that training in terms of the objective will be efficient. The employer is not and has not been in the educational business, and consequently is in need of assistance in carrying out the proposed program. The agreement which the rehabilitation agent enters into with the employer for a program of employment training should cover all the factors which have already been enumerated. Supervision is carried on solely for the purpose of making possible the discharge of two major responsibilities: First, that of determining whether or not the trainee is adaptable to the proposed program and employment; and, second, that of determining whether or not the trainee is receiving proper instruction.

Again, before undertaking a discussion of supervision proper and the methods of accomplishing it, it should be pointed out that it must be thoroughly understood that under the conditions which ob

tain in industry it is not possible for the rehabilitation agent to supervise in fine detail or in accordance with a well-organized formal plan of supervision. It must also be realized that, in view of industrial conditions, supervision must be carried on altogether differently from the plan which is ordinarily followed in supervising institutional instruction. These factors must be constantly borne in mind in the following discussion. In view of the foregoing statements, it should be understood that the particular way in which the following discussion is organized, is only for convenience in treatment, and that it is not set up for the organization of supervision as it is actually carried on in employment training.

DETERMINATION OF SUITABILITY OF TRAINING OBJECTIVE

It has been said that one of the most effective means of determining the suitability of the training objective is through a “try-out' process. Employment training offers a splendid opportunity for such a "try out." It is not difficult for an instructor who is a skilled worker to determine after a reasonable period of time whether or not the disabled person is likely to "make good" in the employment which is chosen. In this respect employment training has the advantage over institutional training. It sometimes happens in school training that a person is carried throughout the entire course and then inducted into employment only to discover that he is unsuited to the job. This would not be likely to happen in employment training because disqualifications for a particular employment would be discovered during the training period in the shop environment. The worker in any situation must be able to adjust himself to his occupational environment. This ability he gets in employment training from the very beginning, and if he is in any way unqualified the fact is quickly determined.

Physical or mental disqualifications for a particular employment objective would soon be brought out in an employment-training program, which might not be the case in institutional training. Generally speaking, the opportunities for determining the feasibility and suitability of the training objective are much greater in employment training than in school training. The methods of obtaining information on the feasibility of the training objective and other factors in employment training are treated in this bulletin, as these methods apply to all factors involved in the program of supervision.

DETERMINATION OF EFFICIENCY OF EMPLOYMENT TRAINING

The rehabilitation agent is faced with an extremely difficult task when he attempts to determine the efficiency of training under employment conditions. In the first place, no rehabilitation agent can