Frederick Douglass High School - Survey Yearbook (Baltimore, MD)

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EMPLOYMENT AS AN EDUCATIONAL OPPORTUNITY lt has been said of education, it is not a destina- tion but a continuous journey . . . always we are en- route. According to statistics of the Baltimore School Sys- fem, seventy-five per cent of the graduates of our high schools continue their educatonal journey informally via the route of permanent employment in business, in- dustry, and governmental occupations. Twenty-five per cent travel formally the way of institutions of higher learning. Usually from the latter group our leaders have developed, The size of the former group, how- ever, warrants a consideration of the place of employ- ment in the educational journey. The efforts of employers to meet the problems inci- dent to large employee staffs have resulted in personnel practices worthy of our attention. Keeping in mind the more famiilar experiences as demanded of and pro- vided by formal education, it will prove interesting to consider the practices and experiences encountered by a high school graduate of i944 in the initiation and pursuit of a career in employment. The graduate, having been interviewed, and coun- seled by vocational and placement counselors, is re- ferred to a job of his choice. Although the applicant is a high school graduate, the company must know about him in order to place him effectively in its pro- duction organization. Scholastic records, physical and health records are secured and studied after which the' individual is tested for mental and mechanical poten- tialities. These initial procedures furnish factual data for help in the assignment to suitable tasks. Everything EARL W. TURNER, Placement Counselor being favorable to this point, the graduate becomes an employee and is ready for induction into the life of the organization. A induction is facilitated by a period of training of a non-productive nature designed to supplement and adapt the skills and abilities of the worker to the meth- ods peculiar to the new situation. This period varies ac- cording to the complexity of the job to be done. During the induction, which corresponds to orientation week in organized education, the shock of transition from school to work is cushioned and the new worker is eased from the flexibility of the school environment and adjusted carefully to the regimentation of the work-a-day world. Pre-training having been successfully passed, the work- er is placed on the fIoor and his participation in pro- duction begins. Now prepared for contact with and manipulation of machinery, tools, and materials, he be- gins the series of adaptations and adjustments to fellow- workers, supervisors and others who have achieved ex- perience on the job. The impact of the new worker with a new and strange environment and varied person- alities gives rise to conflicts and problems. Satisfactory adjustment and solution of problems is vital in order that the worker be a strong and smooth cog in the pro-- ductive machinery. Personnel workers of experience and training stand by available to counsel toward adaptabil- ity and efficiency, Out of the solution of these problems, come suggestions and ideas for increasing production and improving supervisory methods for greater effici- ency. Here, in a sense, we have curriculum revision in the occupational world. lContinued on Page 467 4 i l 3 W1 Wan Win lt Bt N, A-wi M Mr E W Turner, the Placement Counselor Interviews a Graduate

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Q P 'Pils f o the Ailtelerqge Gr oup fr-ww-- ting hom M Honor Ro Students W ho Mointa ined an the 1 Ot h Through the 1 2th Grades

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