{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80302"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80302","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Military Transition Assistance Programs: Identifying the Needs and Values of Dislocated Workers","abstract":"The results were centered around answering five key questions. The average person attending TAP was a male with a high school education, an E-5 in the Navy with a medical occupational specialty, and leaving active duty voluntarily. The expressed needs of military TAP participants were for knowledge of veterans benefits, negotiating after a job offer is made, and veteran's guide to entrepreneurship. Facilitators attempted to meet the needs of participants by methods based on their own experiences, if they felt they still had control of the class, and class size. The items most valued by participants after going through TAP were knowledge, practice, and resources of getting a job. Satisfaction with TAP as a program was based on whether individual needs had been satisfied or not. The item that had the most satisfaction expressed was the segment on interviews. This segment included class time as well as a mock interview the participant had to prepare for.","abstract_html":"The results were centered around answering five key questions. The average person attending TAP was a male with a high school education, an E-5 in the Navy with a medical occupational specialty, and leaving active duty voluntarily. The expressed needs of military TAP participants were for knowledge of veterans benefits, negotiating after a job offer is made, and veteran's guide to entrepreneurship. 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