Program Development - Final Paper

Running Head: EMPLOYMENT PREPARATION 1
Employment Preparation
Preparing for Success in the Workplace
Cara A. Comer
John Brown University

EMPLOYMENT PREPARATION 2
Preparing for Success in the Workplace
The Dilemma
As the world continues to evolve into a technology driven universe and advance into a
service centered economy, education has become more important to the success of individuals
from every realm. Globalization challenges every society to produce a better product and a more
knowledgeable workforce. As a result, job seekers require the skills necessary to make a good
impression and show a comparative advantage.
In order to establish a comparative advantage in any industry it is imperative that
applicants present themselves in a professional manner. Professionalism can take on many facets
including personal attitude, time management, dress, communication skills, and the ability to
provide excellent customer service (Anderson & Bolt, 2011).
An important opportunity for any job seeker to demonstrate a professional persona is
during his or her initial contact with a prospective employer. A resume and good interview skills
are determining factors for employers when selecting potential employees. Unfortunately, even
educated individuals sometimes lack the skills necessary to persuade managers and human
resource personnel that they have what it takes to effectively fill vacant positions (Anderson &
Bolt, 2011).
Although every company searches for different skills and experience while recruiting
new employees, it seems as though being an expert in the field at hand is no longer enough. The
text, Professionalism, Skills for Workplace Success, suggest that there are certain “soft skills”
that every potential new hire should possess (Anderson & Bolt, 2011).
Soft skills can be described as people skills or qualities, attitudes and social behaviors
that enable people to work well with others. These types of skills are vital in the workplace.

Research suggests that most companies find soft skills to be just as important as experience and
technical skill in relation to workplace performance (Anderson & Bolt, 2011).
According to Anderson and Bolt (2011) the ten most common traits that employers look
for in new employees are strong work ethic, an optimistic attitude, the ability to communicate,
the ability to work well with others, time management, self-esteem, flexibility, the ability to
work under pressure, problem solving skills and the ability to accept criticism.
Unfortunately, managers often complain that new employees lack good work ethic, fail to
show up for work, argue with supervisors and often leave with little notice; barely making it
worth the employers time and financial burden to recruit and train them. These issues affect
employers, as well as, inexperienced individuals who are looking for good jobs (Anderson &
Bolt, 2011).
Many people possess the vocational skills required to perform basic job requirements, yet
lack the interpersonal skills that employers find so valuable. According to Anderson and Bolt
(2011) this lack of social skills is partially due to the increasing diversity among workers, their
social customs, and the employer’s perception that their demands and expectations are common
sense. In reality, these demands and concepts may be foreign to someone with minimal
experience in a professional setting (Anderson & Bolt, 2011).
To say that individuals lack the skills necessary to provide a positive impression to
employers does not imply that they lack the intelligence to do so. Instead, it suggests that they
require an example to be laid before them so that they may open their minds and expand their
horizons.

Addressing the Problem
One way to introduce job seekers to the fundamental skills needed to create better career
opportunities is by implementing an employment preparation program in a higher education or
an adult education setting (Anderson & Bolt, 2011). The program will be designed so that
students learn the soft skills needed to survive in any workplace, as well as, resume building and
interview skills.
The goal of the program will be to increase the likelihood that individuals will possess
the soft skills necessary to obtain a job, as well as, the skills needed to retain employment. Some
of the topics that will be addressed throughout the program include:
 Attitude, Personality & Goal Setting
 The Importance of Time Management
 Proper Etiquette and Dress
 Communication at Work
 Teamwork and Accountability
 Dealing with Conflict and Criticism
 Job Searching
 Building & Interview Tips Resume
By offering such a program at the Adult Education Center in Fort Smith Arkansas, the
center would be providing the Fort Smith community with a better opportunity for success in the
workforce. It would also be in compliance with the Fort Smith Public Schools mission to serve
the community by providing every student a comprehensive education of the highest quality in a
safe and nurturing environment (Schools, 2012).

The Audience
The target audience for the employment preparation program will consist of adults over
the age of eighteen in the Fort Smith and surrounding area. According to the United States
Census Bureau, the population in Fort Smith was 86,209 in 2010. Out of this number, 74.5%
were eighteen years or older and 21% lived below poverty level (United States Census Bureau,
2012).
The annual unemployment rate for the Fort Smith metropolitan area was 8.2% in 2010.
This number represents a group of diverse individuals, from different backgrounds, which can
benefit from a basic understanding of what professionalism means in any workplace (United
States Department of Labor, 2012).
Although the program will be designed to aid in the preparation of both traditional and
non-traditional students for employment opportunities, the focus in this case will lie on non-
traditional students; individuals who have completed little to no college coursework, as well as,
individuals that are currently unemployed. Precedence for enrollment in the workshop will be
given to individuals currently affiliated with the Next Step Day Room located in Fort Smith,
Arkansas.
The Next Step Day Room is a non-profit organization that provides refuge to individuals
facing homelessness in the Fort Smith community. Its services include individual case
management, life skills training, bicycle rentals, budgeting classes, phone access and hot meals,
as well as a variety of other services focused on those in crisis (Room, 2012).
This type of program could prove to be especially helpful to this particular audience as
they may have never been exposed to the professional demands of the workforce, or may not
have been exposed to it in recent years. It is the belief that providing these adults with such

fundamental workplace skills would benefit the individual, local businesses, the community, and
the economy as a whole.
With the dignity of each individual in mind, educators have a responsibility to provide
society with the knowledge they have at hand. Therefore, it is important to leave no person
behind.
For the many individuals associated with the Next Step Day Room, a steady paying job
can offer more than just a paycheck. In fact, a job could bring a sense of purpose back into a
person’s life allowing them the opportunity to regain their pride.
Programming Needs
Without the help of concerned citizens, educators, churches and local businesses that
support and promote the well-being of the surrounding community, the Next Step Day Room
would not be possible. As part of the funding requirements necessary for the employment
preparation program, donations will be collected from the parish of St. John’s Episcopal Church
in Fort Smith, Arkansas along with other participating organizations that support the Next Step
Day Rooms cause.
The Fort Smith Adult Education Center will provide the use of a room at its
establishment at 501 South 20th
Street in Fort Smith, Arkansas. The room must be large enough
to facilitate a classroom of twenty to twenty-five adult learners. The use of a projector and
blackboard will be required, as well as, notebook paper, pens and pencils.
The facilitator will develop the program with the use of the text 100% Externship
Success. Assessments and various worksheets will be copied and utilized throughout the course.
Therefore, some of the budget will be used for printing and distributing materials for in class
assignments and activities. Students will also be provided with folders which contain copies of

PowerPoint slides on which they are encouraged to keep, take notes on, and refer to for future
reference.
The program will be designed so that it will take place over a three day period. Classes
will be held between 6 p.m. and 10 p.m. Monday through Wednesday. Snacks and drinks will be
provided by the members of St. Johns Education for Ministry Program.
The following is a detailed list of direct and indirect needs necessary for the success of
the program:
Direct Costs Indirect Costs
Classroom Facilitator ●
Classroom capable of holding twenty to twenty-five students ●
Restroom Facilities ●
Electricity ●
Water ●
Overhead Projector ●
Whiteboard ●
Tables and chairs ●
Desk ●
Use of Computer lab ●
Copy Paper ●
Printer Ink ●
Internet Capability ●
Trash Receptacle ●
1 Text Book for Facilitator ●
Handouts for assignments and activities ●
Sample Applications ●
Sample Employee Orientation Handbook ●
PowerPoint presentation with copies ●
Folders ●
Name tags ●
Notebook paper ●
Pens ●
Pencils ●
Dry Erase Markers ●
Tape ●
Stapler ●
Staples ●
Hole Punch ●
Ice Chest ●
Ice ●
Cups ●
Plates ●
Napkins ●
Various Snacks ●
Employment Preparation Program Needs

Internal and External Environments
Continued education for adult learners can be initiated by several internal and external
factors. For many students the pursuance of education is to fulfill financial or physical needs, to
create a change in one’s lifestyle that accompanies personal values.
According to Dr. David R. Wetzel, an adult education instructor, there are common
threads surrounding the need for adults to seek advanced education on a continuous basis. These
internal and external forces are categorized by the way adults learn new material and their
particular career field (Wetzel, 2009).
A SWOT analysis will describe the strengths, weakness, opportunities and threats
associated with the adult learning environment in order to evaluate specific program
development needs.
Strengths - Internal Environment
Mission Statement:
“The mission of the Employment Preparation Program is to aid members of the Fort
Smith and surrounding community by nurturing a constructive learning environment where adult
students can obtain the soft skills necessary to establish and maintain employment. With hard
work and dedication we believe that every individual can succeed and prosper in today’s
workforce.”
Goals and Values
The programs goals and values envelop societies need for self-preservation and
endurance. Without the foundational skills necessary to find and maintain employment, many
lack the self-worth and drive that it takes to continue on their own pursuit of happiness.

The primary goal of the program is, to model acceptable behaviors in the workplace and
to demonstrate basic skills that will provide individuals with the courage, self-esteem and
encouragement to seek a positive future.
Student Demographics
Within the adult learning environment the student population varies greatly in age, sex,
education level, socioeconomic status, personal goals, personality, learning style and
motivational factors. This wide array of characteristics brings diversity to the learning
environment, allowing students to learn new perspectives, recognize needs and respect their
individuality.
Student Attitudes
Most adult students have a particular goal in mind. For instance some adult learners are
continuing their education in order to receive a bachelor’s degree. Other students may be
pursuing a general education degree or seeking basic skills such as math, reading, computer or
professional development training. These students are working to fulfill a need. Whether that
need is education driven, career driven, or merely a personal goal, students who strive to meet
goals create a motivational and competitive atmosphere.
Weaknesses – Internal Environment
Budget
One of the primary weaknesses for adult education centers everywhere is a tight budget,
which is slowly recovering in today’s economy. In August of 2011 the Southern Regional
Education Board issued a report calling sixteen states, including Oklahoma and Arkansas to do
more to fund adult education programs. The board estimates that 10 million people regionally are
without a diploma or a GED (Southwest Times Record, 2011).

Flexibility
The Fort Smith Adult Education Center lacks flexibility for the needs of the employment
preparation program as its classrooms are occupied and utilized for other purposes and programs.
This limits the time frame in which the program can take place, eliminating the opportunities for
various individuals to attend.
Opportunities - External Environment
According to Dr. Wetzel, two main forces drive adult students into continuing education
programs. These forces include the tendency for occupations to become obsolete over time and
the changing of personal lifestyles (Wetzel, 2009). These factors could prove to be opportunities
for the success of such a program in the Fort Smith area.
Occupational Changes
Over time, it seems as though it is inevitable that many occupations change or ultimately
become obsolete. As developments in technology, knowledge, and techniques change, people
become less capable or half competent to perform jobs they had anticipated doing for years to
come. To keep a competitive edge, employees must seek continuing education programs
(Wetzel, 2009).
Lifestyle Changes
Many people continue their education to make themselves eligible for more prominent
positions within their current organizations. This need for promotion is commonly associated
with a desire to have a higher paying job and to live a more comfortable lifestyle (Wetzel, 2009).

Threats – External Environment
Social Attitudes
Because the employment preparation program will be geared towards the homeless
community and other unemployed adults, social barriers could present resistance for the cause.
Often society’s perception of the homeless is that of an unwarranted stereotype.
Unfortunately, many people perceive the homeless and under employed as unmotivated
individuals who have little determination to seek employment. According to the Department of
Health and Human Resources these accusations are far from the truth. For most people,
unfortunate circumstances cause homelessness and unemployment. Individuals at a higher risk
for homelessness include those with addictions, medical conditions, victims of domestic abuse,
and those who lack education or job related skills (Center, 2010).
Economic Conditions
Economic conditions could affect the advancement of program planning as funding is
based primarily on the contributions of the surrounding community. Local churches, businesses
and individuals could find themselves in financial hardship, preventing them from fulfilling their
sponsorship of the program.
Competition
Another external factor that might affect the success of the program is that of similar
programs in the area. Career readiness programs such as the Workforce Alliance for Growth in
the Economy or WAGE program (Education, 2010) offers skills training to adults age 18 and
older who are unemployed or dislocated workers.

Learning Outcomes
As a result of completing this three day employment preparation program, adult learners
should anticipate a better understanding of professional skills that will prepare them for entry
into the workforce. At the end of the three day period participants will be evaluated on the
following learning outcomes.
 The participants will list and explain the importance of ten elements associated with
interpersonal skills that are appropriate for the work environment.
 The participants will define work ethic, and identify 3 characteristics of work ethic, such
as time management, reliability, and initiative.
 The participants will summarize the importance of teamwork and accountability in two to
three paragraphs.
 The participants will analyze 3 hypothetical workplace situations and demonstrate their
recognition of constructive criticism.
 The student will identify 3 job search resources, demonstrate resume building skills and
employ interview skills in a practical setting.
Program Design
A directive approach will be taken in designing the employment preparation program as
the planner will initiate which methods, techniques and devices will be used in order to clearly
communicate the programs purpose (Rothwell & Cookson, 1997).
The programs major goal is to equip unemployed adults or displaced workers with
professional development skills that aid them in obtaining and retaining employment. With the
programs goal in mind, the following criteria will apply.

Method
The program will be designed as a workshop with a group of twenty to twenty five adult
learners. There will be one facilitator leading the group through various learning activities. The
group will be broken into smaller groups for certain activities in order for participants to become
familiar with and more comfortable with one another.
The facilitator will lead group discussions from the front of the classroom, as well as, sit
amongst the group during certain activities in order to break communication barriers. The
relationship between the facilitator and the participants should be open and comfortable. Other
activities may require the facilitator to move about the group in order to assess and aid in the
progress of projects, such as resume building.
Techniques
The techniques used throughout the course of the program will be designed so that the
participants learn the soft skills needed to become more successful in the workforce. The group
will be encouraged to share stories, participate in role playing activities and evaluate hypothetical
workplace situations. Some of the tools used throughout that course of the program will be
personality assessments, worksheets, and a final evaluation.
Device
The learning environment will be in a traditional classroom setting, as this is the type of
space available at the venue. Rectangular tables and chairs will be arranged so that the group will
sit around the classroom facing one another, rather than the entire group facing the front of the
room. This sitting arrangement will promote group interaction and provide a sense of equality
among the students.

Venue
The program will be held at the Fort Smith Adult education center in Fort Smith
Arkansas. This venue was chosen because of its long standing commitment to provide continuing
education to the Fort Smith community (Schools, 2012) and its willingness to promote such a
program.
Timing and Schedule
As this program is in the initial stages of its development, the first workshop’s success
will be fundamental for future events. The initial three day workshop will be held Monday
through Wednesday, May 28 through 30. This date has been chosen as many students at the adult
education center will graduate in mid-May. This time frame will allow students to complete their
regular course work prior to graduation and to participate in the program before they begin new
endeavors.
The program schedule is detailed below:
Monday Tuesday Wednesday
6:00:00 PM Topic: Attitude, Personality Topic: Teamwork and Accountability Activity: Resume Building
6:15:00 PM & Goal Setting Activity: Role play & Summarization
6:30:00 PM Activity: Personality Assessment Demonstrate Resume Building
6:45:00 PM 10 Elements of Interpersonal Skills 3 Characteristics of Work Ethics Skills by Outlining Resume Basics
7:00:00 PM
7:15:00 PM
7:30:00 PM Topic: Time Management Topic: Dealing with Criticism Topic: Employment Preparation
7:45:00 PM Activity: Group Discussion Activity: Handouts & Discussion Activity: Mock Interview
8:00:00 PM
8:15:00 PM Topic: Professional Dress Examine Hypothetical
8:30:00 PM Activity: PowerPoint Presentation Work Situations
8:45:00 PM
9:00:00 PM
9:15:00 PM Topic: Communication at Work Topic: Job Search Resources Activity: Progress Assessment
9:30:00 PM Activity: Identifying 10 factors that Activity: Group Discussion
9:45:00 PM do the talking for you ( Group Game) Identify 3 Job Resources Assessment will address
10:00:00 PM learning outcomes
Break Break Break
Break Break Break

Recruitment
As a voluntary program, the employment preparation program will face challenges as it
recruits its participants. In order to effectively reach its target market, special attention will be
given to the prospective audience and their concerns. With the assumption that most participants
will question the advantages of such an endeavor, the recruiting efforts will be influenced by
individual motivation variables, as well as, public relations, marketing and promotional
strategies.
Motivation Variables
According to the website Strategies for Managing Change, the Expectancy Theory
developed by Dr. Victor Vroom, in1964, states that an individual’s efforts are linked to the desire
for a particular outcome and are moderated by the evaluation of the likelihood of success
(Warrilow, 2011).
Therefore, according to the theory, it could be assumed that if potential participants view
the programs outcomes as both realistic and appealing they will become motivated to act in a
way that inspires change. According to Vroom there are three variables that support motivation
in individuals: Valence, Instrumentality and Expectancy (Warrilow, 2011).
 Valence could be described as the value or worth of a particular outcome. For example,
one could ask the question “What’s in it for me?” (Warrilow, 2011)
 Instrumentality supports the idea that to follow through with certain actions, one will
reach a desired outcome (Warrilow, 2011).
 Expectancy demonstrates confidence in one’s own capability to complete the tasks at
hand (Warrilow, 2011).

For recruiting purposes, the notion of the Expectancy Theory will be considered as the
marketing strategies for the program are developed. By implementing the theory, one could
assume that individuals will participate; only if they feel they can succeed, when they understand
that to reach specific goals they must demonstrate hard work and dedication, if they understand
that future job satisfaction is based on performance and if they feel as though they can fulfill a
purpose by obtaining soft skill training.
Public Relations
As a concern for the gap between the skills needed in today's workforce and the skills
exhibited by potential employees, the Employment Preparation Program commits itself to the
need for career readiness and soft skill training. Part of its commitment is to assist individuals in
changing the way they see themselves, the way employers see them, and opening a brighter door
to the future.
Holding that dignity is fundamental to individual well-being and the belief that life-long
learning is a crucial part of today’s society, the program will strive to allow participants to walk
away with a new perspective, regardless of expertise, position or status.
In an effort to bring awareness to the program, in a cost effective manner, the program
planner will ask for assistance from local churches as a way of distributing information to the
public. Other non-profit agencies, such as the Good Samaritan Clinic and The Fort Smith Little
Theater, will also be contacted and asked to display flyers in their windows or on bulletin boards.
Marketing Strategy
The target audience for the program includes adults over the age of eighteen who are
currently unemployed, displaced workers, and in particular, the homeless community in Fort
Smith Arkansas. These individuals, for circumstances unknown, have fell upon hard times and

have a crucial need for stability and self-preservation. Their needs vary by situation, yet in many
cases, one undeniable need is to strive for a more positive future.
According to authors Rothwell and Cookson (1997), adults who are resistant to
participating in planned learning experiences can be fearful of the learning process or the results
of the process, they can be under the perception that the program is not designed for them, or
they may have had a poor experience in a similar situation in the past.
In order to address the fears of participants it is important to develop a marketing plan
that addresses the question. “What’s in it for me?” Human nature seems to orchestrate this
question in everything that we do or partake in. Depending on the person, different concerns may
affect each individual differently.
One example might be a single mother who feels as though she lacks the time and money
to participate in a three day workshop. Cost benefit analysis would prove that over the long run,
learning soft skills that are indefinitely beneficial for employment opportunities outweigh the
costs of employing a baby-sitter for three days. However, the outcome may not be as clear for a
mother in an unfavorable situation.
To market effectively to the target audience it is crucial to illustrate the impact that
learning professional development skills can have on one’s life for years to come. The benefits
could include more opportunities for employment, job retention, financial stability, improved
communication skills and a boost in confidence (Anderson & Bolt, 2011).
Perhaps one of the most significant benefits being employed can offer an individual is
that of importance. A sense of feeling important can stem from being committed to providing for
one’s self, for one’s family or even to those things that he or she is accountable for at work.

Promotion
To reach the target audience, the communication channels will be, primarily, by word of
mouth and by the use of flyers distributed in community buildings such as the Adult Education
Center and the Next Step Day Room.
A personal visit will be made to each facility in order to provide administration, quests
and students with details of the workshop. During this visit flyers will be posted with contact
information. Aside from flyers at the Next Step Day Room, volunteers at the center will be
given information regarding the workshop in which they can provide details to interested guests.
A presentation will also be delivered to each facility prior to the workshop to provide further
information and encourage participation.
During the presentation, the planner will focus on getting the attention of potential
participants by highlighting the programs main focus, employment. Topics to be addressed will
be introduced via PowerPoint presentation. The benefits of learning soft skills will be discussed,
as well as, the importance of properly building a resume and communicating during employment
interviews.
Adequate time will be reserved for questions pertaining to the program after the
presentation and individuals will be encouraged to express their concerns and interest. As an
avenue to appeal to the audience, the planner will focus on the programs non-profit status and its
commitment to life-long learning.
The Facilitator
Based on the LEPP model, a profile for prospective facilitators should be based off of
held competencies that correlate with program objectives. For the program in question
competencies include; A bachelor’s degree or higher in a business related field, at least two years

leadership experience, the ability to encourage group interaction, the ability to motivate
individuals to perform in a learning environment, the ability to a affectively distribute and
present course material, assist students in building resumes and the willingness to facilitate role
playing activities.
The program planner will work closely with the facilitator in order to prepare program
material and workshop schedules. Training will be minimal as the program is in its initial stages
of development. The facilitator will be encouraged to suggest modifications to the program based
on personal experience and expertise.
As a supervisor, the program planner will evaluate the facilitator throughout the course of
the program in order to assess performance. Performance will be based on said competencies, as
well as, attitude, professional behavior and overall presentation capabilities. Following the
program, the program planner and the facilitator will communicate collaborative efforts to
improve program functions.
Evaluation
In anticipation of fulfilling the purpose of the program two different evaluations will be
implemented at the end of the program. Arden Grotelueschen’s approach to evaluation is
designed to estimate the value of past, present or future programs. A formative and summative
evaluation will be used in the examination of the Employment Preparation Program in order to
analyze its strengths and weakness during and after its completion. Although, the workshop is
not an ongoing program, the program planner will benefit from such evaluations in the planning
of future events (Rothwell & Cookson, 1997).

As a guideline of program issues to be addressed by the program planner during
evaluation, Grotelueschen suggests focusing on the goals, designs, implementation and outcomes
of the program (Rothwell & Cookson, 1997).
Using a formative evaluation, the facilitator will be asked to answer questions on a Likert
scale during the course of the workshop. This will allow him or her to quickly record responses
to specific questions without spending too much time focusing on the evaluation itself during
program time. However, reflecting on specific situations and concerns will also be encouraged to
grasp a better understanding of the situation. This evaluation will be based on the judgments of
the facilitator and will demonstrate his or her opinion on the progress of the program and its
participants.
Because of the unique perspective of the facilitator, his or her judgment can be used to
monitor the compatibility of specific goals and objectives to the ability of participants; or to their
willingness to participate. This evaluation will also be appropriate for determining if the
programs content is fulfilling its overall purpose and meeting expectations.
A summative evaluation will be administered to the participants of the group after the
program ends. This evaluation will consist of open ended questions that express the participant’s
feelings on learning outcomes of the program. The answers to these questions will also help the
program planner to conclude whether or not the program is as effective as anticipated.

References
Anderson, L. E., & Bolt, S. B. (2011). Professionalism; Skills for Workplace Success (Second
Edition ed.). Upper Saddle River, New Jersey: Prentice Hall.
Center, H. R. (2010). Training. Retrieved February 9, 2012, from Substance Abuse and Mental
Health Services Administration: http://homeless.samhsa.gov/Resource/Current-Statistics-
on-the-Prevalence-and-Characteristics-of-People-Experiencing-Homelessness-in-the-
United-States-48841.aspx
Education, A. D. (2010). The WAGE Center. Retrieved February 9, 2012, from Arkansas
Northeastern College: http://www.anc.edu/wage/
Parks, G. (2011, January 17). AOL Jobs. Retrieved October 13, 2011, from AOL:
http://www.jobs.AOL.com
Room, N. S. (2012). Home. Retrieved February 7, 2012, from The Next Step Day Room:
www.nextstepdayroom.org
Rothwell, W. J., & Cookson, P. S. (1997). Beyond Instruction Comprehensive Program Planning
for Business and Education. San Francisco, California: Jossey-Bass Inc.
Schools, F. S. (2012). The Fort Smith Adult Education Center. Retrieved January 6, 2012, from
Fort smith Public Schools: www.fortsmithschools.org
Southwest Times Record. (2011, May 11). Opinion. Retrieved February 11, 2011, from Times
Record Online Edition: http://www.swtimes.com/opinion/we/article_628665cc-7bcd-
11e0-bcb1-001cc4c002e0.html

United States Census Bureau. (2012, January 31). State and County QuickFacts. Retrieved
March 1, 2012, from U.S. Census Bureau:
http://quickfacts.census.gov/qfd/states/05/0524550.html
United States Department of Labor. (2012, March 1). Economy at a Glance. Retrieved March 1,
2012, from Bureau of Labor Statistics: http://www.bls.gov/eag/eag.ar_fortsmith_msa.htm
Warrilow, S. (2011). Process Theories of Motivation. Retrieved February 16, 2012, from
Strategies for Managing Change: http://www.strategies-for-managing-
change.com/process-theories-of-motivation.html
Wetzel, D. R. (2009, February 4). Continuing Education . Retrieved February 11, 2012, from
Suite 101: http://david-r-wetzel.suite101.com/why-is-continuing-education-important-
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