The Effectiveness of the Transition Assistance Program at Hurlburt Field, Florida

Transcription

1 The Effectiveness of the Transition Assistance Program at Hurlburt Field, Florida 2008 Prepared for Hurlburt Field s Airman & Family Readiness Center Director Prepared by: Elizabeth Hanssen Capstone Research Project for Masters in Public Administration Program School of Business and Public Administration University of Alaska, Anchorage Spring 2008

2 Acknowledgements This capstone project fulfills the final requirement for the Master in Public Administration program offered by the University of Alaska, Anchorage. I would like to thank the following people for their support and help in my academic journey and the completion of this project: Capstone & Academic Advisor and Professor Greg Protasel Professor Steve Aufrect Hurlburt Field s Airman and Family Readiness Center (AFRC) LaVonne Vasquez, TAP Program Admistrator, Hurlburt Field AFRC A very special acknowledgement to Eric Hanssen for providing encouragement and support during this ever so long journey. Hanssen 2

3 Executive Summary The purpose of this study was to determine the effectiveness of the Transition Assistance Program workshop at Hurlburt Field, FL. The effectiveness of Hurlburt Field s Transition Assistance Program was evaluated in terms of the degree to which TAP prepared its military participants for transition to a civilian career. This study sought to ascertain program effectiveness by collecting data on several different fronts, including the following: A written survey of TAP participants at the conclusion of the course Interviews of separated Air Force members who had participated in TAP at Hurlburt Field and were now fully transitioned from military to civilian life An interview of the TAP program administrator at Hurlburt Field An interview of the TAP program administrator at Elmendorf Air Force Base, Alaska. Based on the qualitative and quantitative findings, we can conclude that Hurlburt Field s TAP is an effective program based on its ability to successfully prepare separating personnel for transition from the Air Force. While only a handful of negative feedback and constructive recommendations from TAP participants was uncovered during the course of this study, the overwhelming majority of data and anecdotal feedback obtained indicated participant satisfaction with TAP. There was very little evidence suggesting that TAP was anything but effective in adequately preparing military personnel for successful transition to the corporate world and life beyond the military. This study also found that there is no substantial evidence pointing toward major changes that need to be made to Hurlburt s existing TAP course. Hanssen 3

4 However, it is recommended that Hurlburt Field s Airman and Family Readiness Center should continue to offer the Transition Assistance Program in its current form, and give consideration to a the following recommended adjustments: offer greater access to individualized training and coaching; increase communications with other TAP programs around the nation; and improve the approach to following-up with TAP participants after they have transitioned. In addition, due to the ever-changing military and civilian sectors that separating personnel must deal with, Hurlburt Field s TAP should be continually re-evaluated in order to seek potential improvements and maximize program effectiveness. Hanssen 4

5 Table of Contents Acknowledgements 2 Executive Summary 3 Statement of Problem 6 Background and Literature Review 7 Overview of Hurlburt Field s TAP 15 Methodology 16 Analysis & Discussion 20 Conclusion 32 Recommendations 33 Endnotes 36 Appendix 1 38 Appendix 2 39 Appendix 3 40 Appendix 4 41 Hanssen 5

6 Statement of Problem The mission of the Airman and Family Readiness Center (AFRC) at Hurlburt Field, Florida is to support military personnel and their family members by helping them adapt to the demands of Air Force life. The AFRC designs, develops, and conducts quality of life programs according to base and community needs and capabilities. One of their programs is the Transition Assistance Program (TAP). This program provides individual counseling, workshops, and seminars to active-duty members who are separating or retiring from the Air Force as they transition into a second career. Many Airmen join the Air Force immediately after high school and have not had the opportunity to gain a clear understanding of the civilian job market. Also, many have little or no experience in seeking employment, as job placement within the Air Force is often an automatic process. Recognizing the value of transition assistance, the AFRC has made a significant commitment to institutionalize and continuously improve the program since it was implemented in The AFRC provides active duty personnel with the resources and training to assist them in marketing their unique military skills and experiences successfully in the civilian sector. The transition information, benefits, and employment assistance provided through the AFRC is recognized as an integral element of the Air Force s personnel readiness programs. Consisting of two primary components, Pre-Separation and TAP Workshop, TAP is specifically designed to provide consistent delivery of professional transition services. The initial step, pre-separation counseling, is provided to all separating Airmen to ensure full understanding of transition benefits and available services. Pre-separation counseling Hanssen 6

7 is mandatory for separating Air Force personnel and must be accomplished no later than 90 days prior to separation or retirement. The second and complimentary component, TAP workshop, provides additional information resources as well as employment assistance training for individuals who seek specific job acquisition assistance. These three-day TAP workshops are conducted by professionally trained facilitators. Participants learn how to write effective résumés and cover letters, gain proper interviewing techniques, and are taught the most current methods for successful job searches. The seminars also provide information on labor market conditions, assessments of individual skills and competencies, information on licensing and certification requirements for certain career fields, and up-to-date information regarding veterans benefits. Information addressing the special needs of disabled veterans is also available. The purpose of this study is to determine the effectiveness of the Transition Assistance Program workshop at Hurlburt Field, FL. In order to provide comprehensive TAP services, characteristics of a successful transition must be identified. The primary measure of effectiveness that will be considered in this study is TAP s ability to enhance the knowledge and skills of separating Air Force personnel and enable separating members successful attainment of post-military career goals. Background and Literature Review The Transition Assistance Program was established by Congress in 1991 during a time of military downsizing in order to help men and women in uniform return to civilian life. 1 The law noted that many service personnel specialized in critical skills, such as Hanssen 7

8 combat arms, which would not easily transfer to the civilian workforce. Transition assistance, including employment and job training services, was established to help service members make suitable educational and career choices as they readjusted to civilian life. 2 Since its inception, TAP workshops have provided job-search assistance to well over one million separating and retiring military members. 3 This program is administered through coordinated efforts of the Departments of Defense (DOD), Transportation (DOT), Labor (DOL) and Veterans Affairs (VA) with each branch of the military. The law directs each service to provide pre-separation counseling to all military personnel no later than 90 days prior to their separation or retirement from the military. Pre-separation counseling must include information about education and vocational rehabilitation benefits, selective reserve options, medical and dental benefits, counseling on the effects of career change, and financial planning. Separating service members must complete a pre-separation counseling checklist indicating they have been informed of the services available to them, and on this checklist, they are to indicate the services they wish to receive, including if they wish to participate in the Transition Assistance Workshop. 4 The DOL is responsible for providing transition assistance workshops, which are generally three-day training sessions focusing on résumé-writing, proper interviewing techniques, and the most current methods for successful job searches. The workshops also assess participants individual skills and competencies, and provide information on labor market conditions, licensing and certification requirements for certain career fields, veteran benefits, and special needs for disabled veterans. 5 Hanssen 8

9 In order to meet the needs of today s military mission, each branch of service has flexibility in the design, implementation, and delivery of their Transition Assistance Programs. 1. Army The US Army refers to their transitioning program as the Army Career and Alumni Program (ACAP). Unlike the other branches of service, delivery of the Army s transition program is outsourced and provided by trained contractors at sites called Job Assistance Centers (JACs) which include laptop based portable sites that can be found at any Army post. This automated system allows individuals to work on their own pace and schedule while providing state-of-the-art pre-separation counseling, interactive video workshops and research tools. The Army believes that many of its separating soldiers need additional employment-related assistance and more individualize attention. A large number of the Army s separating service members have held combat related jobs, which provide skills that have limited transferability to jobs in the civilian world. Therefore, the Army incorporated one-on-one counseling and interactive job training assistance to their ACAP program. 6 The program consists of three primary components: Pre-separation counseling, Transition Assistance Referral, and Employment Assistance Training. Pre-separation counseling is first provided to all separating soldiers to ensure full understanding of transition benefits and available services. The second component, Transition Assistance Referral, introduces eligible individuals to a wide network of Army installation service providers. These include the Army Continuing Education System for education benefits and Army Community Services for relocation and financial Hanssen 9

10 management assistance. 7 The final component involves Employment Assistance Training for individuals who seek specific job assistance. It is within the Employment Assistance Training stage that the Transition Assistance Program Workshop is offered. After the completion of TAPs, the ACAP Home Page serves as the customized portal for direct access to carefully selected job search and transition-related information, as well as links to transition-oriented websites created by the government and private sector. 8 The Army Research Institute (ARI) conducted a study of the effectiveness of ACAP employment services. Their conclusion indicated that ACAP did indeed benefit both the Army and separating soldiers. ARI specifically cited that the estimated average difference in yearly earnings between soldiers who attended an ACAP workshop and those who did not was $7, Navy The US Navy s Transition Assistance Workshop assists sailors in making an effective transition to civilian life. It is also used as a recruiting and retention tool. To meet the challenges of the 21 st Century, the Navy adjusted the structure of the program to better address the needs of today s sailors. The Navy added one day to the three-day workshop in an effort to provide more detailed information on military benefits. The Navy has shifted its emphasis from solely sailors leaving the Navy to all sailors educating and assisting them at various stages of their careers. The Navy s transition program is designed to be a career-long process. In 2001, the Navy began a project to examine the correlation between TAP workshop attendance and retention. Initially believing all TAP workshop participants would separate, the study examined workshop participant rosters from various field sites Hanssen 10

11 to validate this belief. The study concluded that early participation in the TAP workshop increases the probably of retention. Of the 25 sites reviewed, 2,360 attended more than 90 days prior to separation. 37 percent or 878 continued to serve beyond their expiration of enlistment date, remaining on active duty. 10 The Navy believes sailors must explore all options before making a decision to return to active duty. The study shows that TAP workshop participants are seeing their best employment option may be with their current employer. To coincide with the belief that the program is a career-long process, the Navy designed the Career Options and Navy Skills Evaluation Program (CONSEP). The mission of CONSEP is to increase retention and mission readiness by providing professional career development resources to the military community through the career life cycle. 11 CONSEP involves three phases of training throughout a Sailor s military life cycle: New Accession Course of Instruction (entry into military); Mid-Career Course of Instruction (6-12 years); and Senior Course of Instruction (17-18 years). Each phase focuses on personal and professional development, with a strong emphasis on career planning and personal financial management. 3. Marine Corps The US Marine Corps Transition Assistance Management program (TAMP) enables separating Marines and their families to make a smoother transition to civilian life. TAMP is fully implemented at 18 Career Resource Management Center (CRMCs) with dedicated and professional staff known as Unit Transition Counselors (UTC). The Marines published a new Marine Corps Order in 2002, mandating attendance at TAMP workshops. 12 Also available, but not mandated by law are workshops and information on Hanssen 11

12 topics such as job search and employment assistance, résumé-writing, career counseling, web-based job search techniques, networking skills, veterans benefits, federal employment information, local job development, and pre-retirement seminars. Although no study has been conducted to accurately gauge the effectiveness of the TAP workshops, the Marines believe that the program is valuable because it empowers Marines to take a proactive approach to their future, in both career and education development. While program feedback is largely anecdotal, transitioning Marines communicate with the installation TAMP staff about the success they achieved because of TAMP services. Employers contact Headquarters and TAMP personnel with success stories about current employees who are Marines. Employers are pleased with how well prepared Marines are for their transition. 13 In addition to the TAMP program, the Marines Corps created the Marine for Life (M4L) program. This program enables separated or retired Marines to stay connected with other members of the Marine Corps. The program promotes the beneficial connection between the Marines and the larger American society and acts as a force multiplier to TAMP. 14 Through TAMP, the Marine Corps interacts with potential employers and provides Marines with valuable transition assistance tools. M4L improves assistance to Marines leaving active service, sponsors them on their return to civilian life, keeps them connected with the Marine Corps family, and re-emphasizes the value of their honorable discharge. 4. Previous Studies Several studies confirm participant satisfaction with transition assistance, but limited information is available about the overall effectiveness of the TAP workshop. Hanssen 12

13 Evaluation of the effectiveness of these services is complicated by data inadequacies and methodological difficulties. Most of the data currently available is not comparable across each branch of service. 15 In 1994, the US General Accounting Services surveyed service members and their spouses and determined that overall, seminars and employment assistance centers were beneficial in readjusting to civilian life. 16 Those surveyed said they learned about individualized job search techniques and other benefits available to separating personnel. They also reported that their confidence had increased as a result of receiving TAP services, especially in the areas of résumé preparation and job search and interview techniques. Others felt that the workshop was not long enough for them to complete preparing their résumés and develop their job interviewing skills In 1999, the DOL sponsored a study to assess the attitudes and opinions of participants in the TAP workshop. 17 Twenty-one focus groups composed of individuals who attended a transition assistance workshop in the prior month were asked about the structure and content of the workshops and the extent to which they felt their participation helped prepare them for finding civilian employment. Participants generally agreed that the services they received contributed to their knowledge and confidence about transitioning to civilian life. Many participants felt that attendance in the workshop should be mandatory and that receiving the service earlier in an individual s military career would be beneficial. 18 While participants of these studies generally appear to find assistance helpful, much less is known about the ultimate impact of transition services on employment or other outcomes, such as education and retention. 19 An early DOL evaluation required by Hanssen 13

14 Congress assessed the impact of the pilot TAP on service members who transitioned to civilian life in The study compared a sample of those who had attended a TAP workshop with those who had not, in order to analyze whether transition assistance had any effect on post-military job search and employment. 21 Both groups were found to have similar aspirations for jobs, careers and salaries, the results indicated little difference between employability of those who had taken the workshop and those who had not. However, the study noted that service members who received transition assistance found jobs three to seven weeks earlier than those who had not. 22 In 1995, the Army conducted an evaluation of its Job Assistance Centers to determine whether services provided at these centers affect soldiers outcomes. 23 A group of ex-service members who separated were interviewed to determine whether the job assistance services they received affected their post-transition earnings, receipt of unemployment compensation, and ratings of preparedness for the job market. 24 They concluded those individuals who said they received more job search assistance services and those who indicated a greater degree of satisfaction with the services, were more likely to feel prepared for the civilian labor market and were also more likely to have some increase in earnings. 25 Statistics indicating how many service members actually found employment as a result of TAP assistance prior to or just after departing their military branch is not readily available. Currently, only the Army and Navy track the unemployment compensation paid to their service members as an indicator of program effectiveness. Although, a trend over the years shows a decrease in unemployment costs and an increase in TAP Hanssen 14

15 participation, the Army concedes that it would be difficult to attribute the trend to transition services alone. 26 Overview of Hurlburt Field s Transition Assistance Program Hurlburt Field s TAP Workshop is held twice a month throughout the year except for the months of July and December. The workshop is very informal. Attendees are permitted to wear civilian clothing and are not to be referred to by their military rank. This three-day workshop focuses on very deliberate sections geared toward making the transition effective for the entire audience of transitioning personnel. These sections are as follows: DoD and Veteran Affairs (VA) benefits, self-introspection, general jobseeking skills and information for local-specific job seekers. Hurlburt s TAP agenda is found as Appendix 1 of this report. The first focus of this workshop is Department of Defense (DoD) and the Department of Veterans Affairs (VA) benefits. The Department of Veterans Affairs (VA) is responsible for ensuring all veterans receive the support, care and benefits that they have earned. The workshop provides a brief overview of benefits that are provided through the VA and refers attendees to the appropriate contacts. The self-introspection section allows the individual to identify strengths and challenges arising from their military experience, analyze their skills, and determine work preferences based on self-assessments. It also focuses on making career decisions regarding career objectives and financial needs. Attendees are provided with information on how to determine career objectives. Participants are also provided with budget worksheets to help determine their personal financial goals. Hanssen 15

16 The third portion of this workshop focuses on general job-seeking skills. It is within this section that the participant will learn common job search strategies, completing job applications, writing résumés and cover letters, proper interviewing techniques, and reviewing job offers. Participants are expected to complete a résumé and will participate in an interview workshop where mock interviews will take place. The final portion of this program is geared at providing information to localspecific job seekers. This section focuses on economic trends and labor market information for the Hurlburt Field and Fort Walton Beach area. It is also within this section that representatives from local companies (usually one per class) come to inform the class about their companies hiring and interviewing process. This is also known as the Reality 101 panel. This segment also refers those individuals interested in remaining in Florida to the JOBSPlus State Employment Office and staffing agencies. It also provides information to entrepreneurs on starting personal businesses in the local area. Methodology As noted previously, the effectiveness of Hurlburt Field s Transition Assistance Program will be evaluated in terms of the degree to which TAP prepared its military participants for transition to a civilian career. This study seeks to ascertain program effectiveness by collecting data on several different fronts, including the following: A written survey of TAP participants at the conclusion of the course Interviews of separated Air Force members who had participated in TAP at Hurlburt Field and were now fully transitioned from military to civilian life An interview of the TAP program administrator at Hurlburt Field Hanssen 16

17 An interview of the TAP program administrator at Elmendorf Air Force Base, Alaska. As the first component of this study, a survey of participants was conducted at the end of four separate TAP course offerings over the course of two months in an effort to quantitatively analyze program effectiveness. This survey is simple in nature and asks participants to gauge the value of several facets of the TAP program on a scale of one to five, five being the most favorable (see Appendix 2). Data collected through this survey represents a measure of program effectiveness from the perspective of the program s target audience TAP participants who will soon be separating from the Air Force. This post-course survey also solicited written comments from participants in an effort to better understand how participants viewed their experience. While less quantifiable than the likert scale survey responses, the written comments provided valuable participant insight on the effectiveness of TAP in a more personal and descriptive fashion. In addition to gauging program effectiveness, this survey also provided an excellent avenue for identifying areas of potential program improvement and provided a constructive tool to TAP administrators for developing an even more effective program. The written survey provides a large pool of data to show how prepared military participants feel they are for their transition to the civilian world. Because the survey is conducted prior to the members actual transition, it does not provide full insight into the impact the TAP course has on the actual transition experience. There is a great deal of difficulty in collecting data from military members after their actual separation, due to the quick dispersion of individuals to other geographic locations and new employers. Hanssen 17

18 Conducting a widespread post-transition survey on the same scale as the post-course survey therefore is not possible. The second method of analysis gauges the effectiveness of TAP from a posttransition perspective, by conducting interviews with several individuals who attended TAP at Hurlburt Field and now have transitioned out of the Air Force and into civilian life. Seven individuals from various Air Force backgrounds were interviewed. Each of the interviewees had attended the TAP course at Hurlburt Field and had completed transition to civilian life within the last 12 months. In addition to a general discussion of their transition experience and reflections on what they gained from attending Hurlburt Field s TAP course, the following questions were asked of each interviewee: 1. Did the Hurlburt Field TAP course provide you with information and/or skills that were beneficial to you during your transition to civilian life, and if so, what were they? 2. Were there challenges that you faced during your transition that could have been better addressed by the TAP course? 3. Do you feel that Hurlburt Field s TAP adequately prepared you for transition from the Air Force? The data collected during these interviews will be analyzed qualitatively, with a focus on identifying trends or common themes in interviewee responses. The entirety of feedback from these interviews will be used to evaluate TAP program effectiveness from a post-transition participant s perspective. The third component of this evaluation is to conduct an interview with Hurlburt Field s TAP program administrator. This interview will provide a programmatic, or big Hanssen 18

19 picture perspective of TAP effectiveness, as well as a long-range view of how TAP has evolved at Hurlburt over time. Specifically, this interview will seek to gain information on how the program at Hurlburt Field has changed over time to ensure and even improve program effectiveness. It will also work to identify any perceived challenges or areas of potential improvement from a program administrator s perspective. Finally, this interview will determine if any past TAP participants, who are now transitioned to the civilian sector, have returned feedback on the impact TAP had on their transition. The fourth method of measuring the effectiveness of Hurlburt Field s TAP makes use of a comparison with a corresponding military transition program at Elmendorf Air Force Base, Alaska. Specifically, an interview will be conducted with the program administrator for Elmendorf AFB s TAP course. This interview will seek to identify objectives, techniques and the specific training agenda for TAP at Elmendorf. In addition, it will ascertain how the Elmendorf TAP administrator gauges effectiveness of their program, and determine whether or not they view Elmendorf AFB s TAP program to be an effective means of preparing separating Air Force personnel for transition. This look at the Elmendorf program will also allow a comparative analysis to determine similarities and differences between TAP at the two bases. It will provide yet another perspective from which to gauge the effectiveness of Hurlburt Field s program. This comparative analysis will also serve to identify any improved approaches or content that can be adapted to Hurlburt s TAP in an effort to increase program effectiveness. By employing the above methodology, this study will collect information from multiple sources and perspectives and analyze it both quantitatively and qualitatively in an effort to gauge the effectiveness of Hurlburt Field s TAP. Hanssen 19

20 ANALYSIS & DISCUSSION 1. TAP Participant Survey: Quantitative Analysis Data from the post-course survey of TAP participants was analyzed in order to gauge program effectiveness by measuring perceptions of transitioning Air Force personnel. A total of 79 surveys were collected from four separate TAP offerings. Both quantitative and qualitative methods of analysis were employed to interpret the sum of survey data. First, the numeric survey data was tabulated and analyzed using Microsoft Excel to graphically illustrate participants responses to each survey question. The following bar chart shows the combined summary of survey results averaged from all surveys received: Hurlburt Field TAP Survey Results Combined Offering Averages 5.0 Rating on 1-to-5 Scale Instructor is Dedicated To Transition Readiness 2. Member Feels Better Prepared for Transition 3. TAP Viewed as a Critical Program 4. Guest Speakers & Panel Were Beneficial 5. Overall Rating for TAP Course Survey Question Figure 1 Hanssen 20

21 Overall, the survey results demonstrate that Hurlburt s TAP course received a high level of approval and was deemed a valuable program by participants. This is evidenced by the fact that each of the five survey questions posted an overall average rating of 4.7 or higher for all questions, and four of the five questions carried combined average ratings of 4.9 or higher. It should be noted that the scale used to define the Y-axis in the above graph has been set between 4 and 5 in an effort to zoom-in on the results and expose any variations between responses to the five survey questions. In doing so, a slightly lower rating on Question 2 As a result of this program, I am more ready to transition to civilian employment is revealed. With each of the other four questions averaging out to the same overall rating (approximately 4.9), this lower result for Question 2 is an unexpected finding. Because Questions 2, 3 and 5 all assess the participants approval or perceived value of the TAP course as a whole, one could expect responses to these questions to align. To investigate whether or not the lower results for Question 2 were skewed by survey responses from one or two offerings, the data was also graphed to show a side-by-side comparison of survey responses from each offering. This comparison of survey results across the four evaluated TAP offerings is seen below: Hanssen 21

22 Hurlburt Field TAP Survey Results By Course Offering 5.0 Rating on 1-to-5 Scale Instructor is Dedicated To Transition Readiness 2. Member Feels Better Prepared for Transition 3. TAP Viewed as a Critical Program 4. Guest Speakers & Panel Were Beneficial 5. Overall Rating for TAP Course Class 801 Class 802 Class 803 Class 804 Survey Question Figure 2 The above graphical analysis verifies the consistency of responses across each of the TAP offerings, and dismisses the notion that combined survey data may be skewed by responses from one or two offerings. Why then was the response to Question 2 consistently lower than responses to each of the other four questions? This result can be interpreted as follows: participants rated Question 2 lower because either 1) they did not feel as prepared as they would have liked after attending TAP, or 2) they already felt prepared for transition prior to attending TAP and did not feel that TAP provided them significant added value. As this report will later discuss, data from the surveys written comments supports this interpretation of participant sentiment. Overall, the consistently lower ratings for Question 2 can be seen Hanssen 22

23 as an indication that there were individual transition needs which TAP could have better addressed. To take this study s quantitative analysis of survey data one step further, a regression analysis was performed to determine whether or not any correlation exists between participant responses. More specifically, this was done in order to shed light on the relationship between how participants rated various aspects of the course (Questions 1 4) and how they rated the course as a whole (Question 5). To accomplish this, survey data from all course offerings was pooled and a regression analysis was run on this data as a single set. The results of this regression analysis, generated through the use of Microsoft Excel, are found in Appendix 3. Unfortunately, the results of the regression analysis reveal that no substantial correlation between responses to Questions 1-4 and responses to Question 5 could be garnered from the pool of survey data. This is due to the fact that the P-Value for the overall regression is extremely low (Intercept P-Value = as seen in Appendix 3). Therefore the regression as a whole is considered significant. This, in turn, indicates that a "multi-colinearity" problem exists with respect to the set of survey data (i.e., the independent variables are highly correlated to each other, making it making it almost impossible to tell how they affect the dependent variable.) 27 This result, and the general difficulty in distinguishing correlation characteristics, is not surprising, as individuals showed little variation in results and tended toward the highest survey ratings (4 or 5). Hanssen 23

24 2. TAP Participant Survey: Qualitative Analysis of Survey Comments The numeric survey data analyzed above showed consistently high ratings from individuals in all TAP offerings, driving the need for greater insight into participants perceptions of Hurlburt Field s program. To achieve this and provide another lens through which to gauge TAP effectiveness, written responses from participant surveys were also evaluated. In all, 66% of the participants surveyed provided written comments, almost all of which were substantive, thoughtful and supplied constructive feedback on Hurlburt Field s TAP. The survey s overall brevity helped to avoid over-burdening participants and made written comments more abundant and thoughtful. This narrative feedback was analyzed to qualitatively draw-out differences in perceptions of TAP that cannot be achieved by a numeric scaled survey alone. The general approach to this qualitative analysis involved reviewing all comments and identifying common themes or patterns in participant responses. In doing so, it became apparent that each of the four TAP offerings produced similar written comments. In other words, no unique theme in feedback was identified for any given course offering, suggesting that Hurlburt s program has been consistent in the content and delivery of the TAP course. As will be discussed below, the written comments received took the form of positive feedback, negative feedback and constructive recommendations for course improvement. As the high numeric survey results suggest, the majority of written comments were also positive or praise-oriented. Positive feedback focused on three primary themes: the high quality of content delivery, value of the tools and information provided, Hanssen 24

25 and the course s ability to addresses personal questions and alleviate fears associated with transitioning. Hurlburt s program received high marks on the delivery of their course material from over half of those providing written comments. The instructors, guest presenters and the panel of local employment representatives all drew positive comments. Quality of delivery is critical to the overall TAP program effectiveness for many reasons. The fact that the program is three full days in length drives the need for delivery to hold participants interest if course material is to be effectively communicated. In addition, the program s diversified delivery approach also received positive feedback. Utilizing presenters with different backgrounds and delivery styles, as well as incorporating the guest panel open forum kept the course interesting and catered to the diverse individual participants who may have been more receptive to one delivery style versus another. The fact that the TAP program provided valuable tools and information for transitioning personnel also garnered a great deal of positive feedback. Several responses centered on the multitude of options presented during TAP for individuals to find information on transition topics including, veterans benefits, government civilian employment, US job search websites and databases, résumé writing, salary negation, and interviewing techniques. TAP s ability to address personal questions and alleviate individual concerns about transition was praised in several written comments. There are a great deal of questions on the minds of transitioning Air Force members, because of the uncertainty surrounding leaving the military for a new job and new life. The relaxed classroom atmosphere and interactive style of several TAP components created open lines of Hanssen 25

26 communication between the instructors and the participants, and enabled participants to air their concerns and have them addressed during the course. While the vast majority of written comments were positive in nature, a handful of participants issue negative feedback on aspects of Hurlburt s TAP that they were not fully pleased with. Five negative comments focused on the time commitment required by the program. Some felt that the three-day schedule currently in place could be condensed into a one- to two-day timeframe. Other negative feedback centered on the feeling that TAP created information overload for its participants. Those raising this sentiment added that they felt that the information presented was important, but that not enough time and focus was provided to allow participants to understand the details and digest the material. A final theme in negative feedback focused on the fact that TAP was too general in its approach to preparing a highly diverse audience for transition. Along these lines, the complaint was raised that TAP did not address every individual s situation and transition needs. Only four out of 79 surveys collected expressed this opinion, which is surprisingly low, given the diversity of the backgrounds, personal circumstances and transition gals of TAP participants. The third form of feedback analyzed during the review of written survey comments was constructive recommendations. 16 TAP participants recommended ways in which the TAP course could be improved. Common themes within this constructive feedback were identified and are summarized as the following overall participant recommendations: Enable participants to personalize their TAP agenda by allowing them to choose the course segments/topics they wish to attend. This comments stems from Hanssen 26

27 comments that TAP did not address every concern or question on the minds of all participants. It also stems from the feeling that some participants lost interest in the course material when topics being discussed did not pertain to their personal situation or need. Provide more information and training on job interviews. Job interviews are a source of apprehension for people in general, so it is not surprising that participants desired more attention on this topic. Several hours of the TAP schedule are in fact devoted to interview training and practice, and the AFRC office also offers one-onone interview training for those desiring personalized interview preparation. Paint a clearer picture of the civilian workplace culture and how it compares to that of the military. For some Air Force members in the TAP course, the military culture is the only professional work atmosphere they know. Apprehension exists concerning what the civilian employment world is like and the difficulty in adjusting to a new work culture. Give more attention to participants personal transition situation and needs. With the diversity of situations and goals among TAP participants, it was expected that not every individual concern would be fully addressed by the course. And again, the AFRC office provides personalized training for those seeking individual coaching outside of the three-day TAP course. 3. Interviews With Transitioned Hurlburt Field TAP Participants This study conducted interviews with fully transitioned Air Force veterans who had attended Hurlburt Field s TAP course, in an effort to increase insight into Hanssen 27

28 participants post-transition sentiments about the program. These interviews provided a different perspective than the post-course surveys and added value to the overall pool of data used in evaluating TAP. Seven individuals in all were interviewed. These individuals exhibited diverse Air Force backgrounds as well as individual personal circumstances. Some chose to stay in the area local to Hurlburt Field after leaving the military and some had relocated several thousand miles away. All of those interviewed attended the Hurlburt TAP and transitioned from the Air Force within one year of the interview. As described in the Methodology section of this report, the same three questions were asked of each individual interviewed. These questions were intended to make interviewees reflect on their TAP experience to evaluate its effectiveness and identify what the course could have improved upon. Despite the diversity of circumstances among the interviewees, an almost universal consensus developed in responses to each of these questions. Each interview question and their corresponding participant responses are discussed below. The first question asked of each interviewee was, Did the Hurlburt Field TAP provide you information and/or skills that benefited you during your transition to civilian life, and if so, what were they? All of those interviewed affirmed that they did receive a great deal of valuable information and training during TAP which they put to use while transitioning from the Air Force. Specifically, the topics that provided the most value to these past participants included veteran-specific information (e.g., VA benefit resources and Air Force separation and retirement procedures), information on current job market trends, and advice and training on basic employment-seeking skills. On this last item, Hanssen 28

29 almost all of those interviewed noted that they gained the most value from TAP s focus on résumé writing and interviewing. Being able to focus on these skills, which are not often necessary for job placement within the military, was seen by the interviewees as critical to their ability to get their foot in the door of new employment opportunities. Question 2 asked, Were there challenges you faced during your transition that could have been better addressed by the TAP course? Again there was a clear consensus of opinion among those interviewed. The general sentiment was that some challenges existed, however, none of which were impossible to overcome. One of the challenges mentioned by several interviewees was the need to move to a new location and develop an understanding of their new area s job market. While this concern was only applicable to those leaving the local area upon separation, it does shed light on the fact that TAP does not address all individual circumstances and that physical relocation indeed adds separate and often complex dimension to the transition process. Another common challenge that over half of the interviewees noted was the need to deal with the lack of structure and day-to-day formalities outside military. They mentioned that while TAP had brought attention the different cultural dynamics of the civilian workplace, it was impossible to fully prepare military personnel for how their own behaviors needed to adjust. Rather, this challenge was merely a necessary process, specific to each individual, which was resolved over time after transition. The final question asked of each interviewee was, Do you feel that Hurlburt s TAP adequately prepared you for transition from the Air Force? This last question directly addresses the main criteria used in this study to define an effective transition program. On the whole, the seven interviewees confirmed that Hurlburt s program Hanssen 29

30 prepared them sufficiently for transition to the civilian workforce and life beyond the military. However, there was also a consensus on the opinion that in order to conduct a successful transition, substantial individual effort was also required after completing TAP. Similarly to the responses seen to Question 1, interviewees again reflected that one of the most substantial benefits of TAP was that it provided excellent tools and information needed during transition. They noted that TAP s course material and training activities provided the framework for an effective transition, but that they as individuals had to put that framework into practice after leaving the Air Force. Interviewees also brought to light the fact that it was difficult to focus on their transition and future while still busy with an existing military career. TAP allowed them the important opportunity to step away from work for a few days and focus on planning for transition. Several of those interviewed mentioned that had they simply jumped right into transition without the necessary preparation provided by TAP, they would have faced much greater difficulty in finding employment and entering life as a civilian. 4. Interview With Hurlburt Field s TAP Administrator: An interview was conducted with Ms. LaVonne Vasquez, Hurlburt Field s Transition Assistance Program Administrator, on Thursday, March 27, Ms. Vasquez provided a brief overview of how Hurlburt s program has evolved over time. According to Ms. Vasquez, the program started at Hurlburt in 1991 and was originally administered by the Base Education Office with a focus on education benefits for separating veterans. In 1993, TAP was moved under the AFRC and treated as a more comprehensive program focusing on more than just education it incorporated Hanssen 30

31 employment issues, financial concerns, and veteran benefits. Ms. Vasquez believes the biggest challenge of the program is having the participants leave with an effective résumé. She noted that a well-written résumé is a necessity for transitioning personnel in today s competitive job market. Just recently, an increased focus on interviewing and résumé-writing has been implemented by the Hurlburt program. Although her observations are purely anecdotal, Ms. Vasquez believes the attendees are receptive to the TAP course in its current form, and leave the course with increased transition skills and a large amount of useful information. Currently, there is no method in place to track individuals who participated in the program to determine the impact TAP had on their transition. However, Ms. Vazquez is continuously receiving positive feedback from individuals who have transitioned into the civilian sector. 5. Interview With Elmendorf Air Force Base s TAP Program Administrator: An interview was conducted with Mr. Tom Hertzog, Transition Assistance Program Administrator at Elmendorf Air Force Base, Alaska, on Wednesday, March 12, Overall, the program is very similar to Hurlburt Field s TAP Attachment 4 shows the components of Elmendorf s current TAP course agenda. However, unlike Hurlburt Field s three-day program, Elmendorf s program uses a four-day agenda, with a full day devoted to Veteran s benefits. Not to mention, some TAP sections are optional. Although TAP is generalized for a diverse audience, Mr. Hertzog believes attendees should be given the option to attend particular portions of the course. Although there is no method in place to determine the effectiveness of Elmendorf s program, Mr. Hertzog continuously receives positive feedback from members who have transitioned into the civilian sector. Hanssen 31

32 Conclusions This study sought to determine the effectiveness of the Transition Assistance Program at Hurlburt Field, by investigating participant sentiment concerning TAP s ability to enhance the knowledge and skills of separating Air Force personnel and enable separating members successful attainment of post-military career goals. Overall, it is concluded that Hurlburt Field s TAP is an effective program based on its ability to successfully prepare separating personnel for transition from the Air Force. While a handful of negative feedback and constructive recommendations from TAP participants was uncovered during the course of this study, the overwhelming majority of data and anecdotal feedback obtained indicated participant satisfaction with TAP. There was very little evidence suggesting that TAP was anything but effective in adequately preparing military personnel for successful transition to the corporate world and life beyond the military. This study also found that there is no substantial evidence pointing toward major changes that need to be made to Hurlburt s existing TAP course. In addition, this study finds that the transition which TAP works to prepare military personnel for, involves more than just finding a new job. While job placement is a paramount goal of Hurlburt s TAP, there were several additional transition needs that proved important to separating members during the course of this study. The written survey comments, as well as the post-transition interviews with TAP participants, indicate that many challenges other than finding new employment require pre-transition preparation. Some of the issues brought to light include: physical relocation, veterans benefits, healthcare, financial management, future education and training, as well as adapting to a civilian culture that that is often quite different than the military. Hanssen 32

33 This study also reveals the important fact that every military member s transition is an individual experience. While TAP works to serve the interests of all separating members and prepare all participants for transition to the maximum extent, individuals will invariably benefit from greater focus on certain course topics. For example, some members require more preparation for job interviews, while others may wish to increase their understanding of benefits for disabled veterans. This individual aspect of transition is evidenced by the diverse nature of the TAP participants encountered during this study. Participant comments accompanying the post-course survey, in particular, brought to light the differences in individual TAP experiences and in sentiments toward TAP effectiveness. Through this collection of comments, it becomes clear that participants enter the program with diverse sets of individual Air Force experiences and skill sets. They also bring with them individual professional and employment goals for their transition from the military. And while seemingly obvious, the survey comments also reveal the key role of participants individual personalities, circumstances and transition timelines in their TAP experience. Each of these unique characteristics plays a critical role in how participants perceive program effectiveness. Recommendations Based on the findings in this report, Hurlburt Field s Airman and Family Readiness Center should continue to offer the Transition Assistance Program in its current form, and give consideration to a few recommended adjustments. Due to the ever-changing military and civilian sectors that separating personnel must deal with, Hanssen 33

34 Hurlburt Field s TAP should be continually re-evaluated in order to seek potential improvements and maximize program effectiveness. First, it is recommended that Hurlburt s AFRC should tailor the content of its program to meet the unique needs of its TAP participants by offering greater access to individualized training and coaching. The Army, for example, provides specialized, oneon-one training and counseling to many of its separating service members from combatrelated fields, as their job skills may have limited transferability to jobs in the civilian market. By following the Army s approach and incorporating more opportunities for additional one-on-one counseling, Hurlburt s TAP could better assist Air Force members in identifying, marketing, and if needed, building their job skills to improve their success in the civilian labor market. Second, Hurlburt s AFRC should increase communications with other TAP programs around the nation. Each base has flexibility in the design, implementation, and delivery of their Transition Assistance Program. Because of this, unique and creative approaches to transition assistance have evolved all over the country. To capitalize on this vast pool of existing knowledge, program administrators at Hurlburt Field s AFRC should communicate with administrators at other bases to share information and gain new ideas about TAP. In doing so, Hurlburt s program administrator will additionally be able to put service members who are relocating in contact with administrators at member s new geographic location. This will enable separating personnel to a have a local contact at their post-transition destination who can help them better understand their new area s job market. Engaging in information-sharing will be beneficial to the TAP participant by Hanssen 34

35 both incorporating proven TAP techniques in use at other bases, as well as providing them with the networking needed to be competitive in future job-markets. Finally, there is a need to improve the approach to following-up with TAP participants after they have transitioned. Currently, there is virtually no data collected on how participants fare after leaving the military. Gaining better post-transition data from TAP participants is critical to understanding the actual benefits TAP provides participants. It is suggested that the program administrator collect future contact information from TAP participants and send surveys several months after they transition into the civilian sector. Doing so will provide an avenue for valuable feedback on areas of potential program improvement. By incorporating each of these recommendations, Hurlburt Field s AFRC can make beneficial refinements to their already successful TAP course in an effort to maximize program effectiveness. Hanssen 35

36 Endnotes 1 National Defense Authorization Act for Fiscal Year 1991, P.L U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) 3. 3 U.S. Department of Labor, TAP Workshop Participant Manual, (November 2002) 1. 4 DD Form 2648, Pre-Separation Counseling Checklist For Active Component Service Members 5 U.S. Department of Labor, TAP Workshop Participant Manual, (November 2002) 1. 6 U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) 6. 7 McClarin, J. Transition Assistance Program & Disabled Transition Assistance Program, Committee on Veterans Affairs, (July 18, 2002) 3. 8 McClarin, J. Transition Assistance Program & Disabled Transition Assistance Program, Committee on Veterans Affairs, (July 18, 2002) 4. 9 McClarin, J. Transition Assistance Program & Disabled Transition Assistance Program, Committee on Veterans Affairs, (July 18, 2002) Blair, A. Military Transition Assistance Programs, Committee of Veterans Affairs (July ) Blair, A. Military Transition Assistance Programs, Committee of Veterans Affairs (July ) Marine Corps Order 2002, P B, Chapter 4 13 Blair, A. Military Transition Assistance Programs, Committee of Veterans Affairs (July ) Blair, A. Military Transition Assistance Programs, Committee of Veterans Affairs (July ) U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) U.S. General Accounting Office, Military Downsizing: Persons Returning to Civilian Life Need More Help from DOD, (Washington D.C.: 1994). Hanssen 36

37 17 US Department of Labor/Veterans Employment and Training, TAP Focus Group Evaluation Final Report (Washington DC: 2000). 18 US Department of Labor/Veterans Employment and Training, TAP Focus Group Evaluation Final Report (Washington DC: 2000). 19 U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) US Department of Labor/Veterans Employment and Training, Transition Assistance Program: Phase III Impact Analysis (Washington DC: 1995). 21 U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) U.S. Department of Labor, TAP Workshop Participant Manual, (November 2002) Human Resources Research Organization/U.S. Army Research Institute for the Behavioral and Social Sciences, Final Report: Outcome Evaluation of the Army Career and Alumni Program s Job Assistance Centers (Alexandria, VA: 1995) 24 U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) U.S. General Accounting Office, Military and Veterans Benefits: Observations on the Transition Assistance Program, (July 18, 2002) Princeton University (2007). Data and Statistical Services. Retrieved April 5, Website: Hanssen 37

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39 Appendix 2 NAME: TAP CLASS # HURLBURT TRANSITION ASSISTANCE PROGRAM (TAP) Course Evaluation The purpose of this questionnaire is to identify areas of strength and areas that need improvement. Your feedback is critical to our goal in providing the best content possible. If you rate any area on this survey as less than a 5 rating, please be specific about how we can make the Transition Assistance Program better. Rating Scale: 5-Very Satisfied/Agree 4-Moderately Satisfied/Agree 3-No Opinion 2-Dissatisfied/Disagree 1-Very Dissatisfied/Strongly Disagree SUBJECT RATING 1. The instruction is dedicated to ensuring I will be ready for civilian employment. 2. As a result of the program I am more ready to transition to civilian employment. 3. I believe the program is critical and should be continued. 4. I believe the guest speakers and the Reality 101 Panel should be continued. 5. What is your overall rating of this course? Recommendations/Comments: Hanssen 39

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