bobs her hair, or lacks ease in society, or insists on commuting. The social worker's relation to his community is somewhat the same as the minister's to his parish.

If this be granted, and certainly many of us are not prepared to do so, then it is necessary that a social worker be given the equipment to help him in the varied problems he is to meet as a leader in his community. This means that in addition to doing a good piece of family case work, he must have his philosophy in the field of penology, he must know modern methods of dealing with problems of children, of treatment of behavior cases, of industrial problems, and so on, through the whole curriculum of a school of social work. This must include an understanding of his relationship to the community, his responsibility for discovering community needs, helping the public to solve them, keeping his board, his committees, his membership, in the closest relationship to his work. There is his use of volunteers, the amount of responsibility he can delegate, the extent to which he can experiment, his plans for securing public support for well-demonstrated parts of his work. All this is a part of his community organization program.

There would, therefore, seem to be no place in a social work training program for community organization apart from other methods of work. A social worker is of necessity often a community organizer. A community organizer, at least in the field of social work, must almost always use some other technique than that of community organization. General social workers, rather than various highly specialized individuals, are what the professon needs at present.

JOB ANALYSIS IN SOCIAL WORK

Philip Klein, Executive Secretary, American Association
of Social Workers, New York

The idea of job analysis has been in the minds of those concerned with the program of the American Association of Social Workers for some years past. During 1924 the need for a job analysis study was borne in upon the administration of the association by the growing needs of the vocational bureau and as a result of developments in the field of civil service. Early in 1924 social workers in Washington, D.C., who were in close touch with the work of the federal classification board urged the association to draw up and submit to the board a series of job specifications or brief analyses of positions in social work that might be used in determining the relative status of social workers employed by the government and in fixing salary schedules. This suggestion has not been carried out because, without collecting first-hand information concerning what in actual practice positions require in respect to duties and qualifications, it has been felt no authoritative or truly representative information could be given.

The need for job analysis in social work had long been felt in the vocational service and placement work and perhaps just as keenly in the field of training for social work; while the training schools themselves have not exerted any pressure toward effecting such a study, a number of individual representatives of training schools have expressed a deep appreciation of the probable value of such material.

Briefly, it is believed that an analysis of positions in our field will serve the following purposes: first, it will furnish an accurate definition of social workers' occupations which will help in defining the field of social work; second, it will furnish a classification of social workers by means of which to make accurate wage comparisons and establish wage standards and schedules; third, it will furnish standard specifications of jobs for use in placement of personnel; fourth, it will tend to standardize terminology of positions, and to some extent it may be expected to standardize the positions themselves; fifth, it will be used in the training of personnel, both in organizations and in schools of social work, in so far as it will give a more adequate and accurate indication of the duties associated with the typical social work positions.

The study would be expected to yield for each position studied a succinct but detailed enumeration of duties, based upon actual records of performance, with such analysis of these duties as will indicate how they are performed and the necessary equipment for their effective performance.

The analysis proposed is not of the kind that would be required in determining the effectiveness of methods and of the organization of work in particular social work organizations. The results will, however, constitute a type of standard by which individual organizations can measure the content and organization of work in their own positions. Because they will tend to be used for this purpose, it is especially desirable that the study be made on a basis sufficiently broad to represent the general practice of reputable organizations.

It is recognized that a competent study of this type would take several years. We think, however, that a preliminary one-year study is desirable for several reasons: first, that there is somewhat greater need for the contemplated information for some positions than for others; second, that for efficiency in conducting the study it seems desirable to expect completion of it within the period of one year; and third, that because the study of the less frequent positions will require somewhat different conditions of study (though not different kind of study) than the more frequent positions, the expense of studying these positions can be estimated more satisfactorily after experience has been obtained in the one year's study than now.

List of positions.-It is proposed that the twenty or more positions to be studied first be selected from the attached list of positions.

Collection of data. It is tentatively proposed that positions be studied in organizations of approved standing and that the desired information covering each position be obtained by three methods: first, a first-hand investigation

of actual jobs by the person in charge of the study; second, detailed recording of their own jobs by persons occupying positions; third, description of positions by executives of organizations in which the positions occur.

Information from the second of these sources would be obtained only after full explanation of the methods to be followed had been given in person by the person conducting the investigation.

Limitation of area of investigation.—In order to save time and expense it is proposed that the collecting of original data be made within a limited area, probably only in New York and Philadelphia and their immediate vicinities. Positions in numerous organizations in each of these cities would, however, be studied.

Proving the analysis.—On the basis of the original records collected as indicated above, a tentative analysis or description for each position would be drawn up. These would then be sent out widely to social workers occupying the specific positions of the type described, and also to the executives of the organizations in which such positions occurred, for revision. On the basis of these revisions the tentative analyses would be edited and the final analysis prepared.

Personnel required.-It is proposed that the direction of the study be placed in a small committee so constituted that it can exercise immediate supervision of the study. One expert investigator would be required to conduct the study. One assistant would be required to assist with correspondence and in assembling material.

PROFESSIONAL STANDARDS IN SOCIAL AGENCIES THE VALUE TO THE AGENCY OF STUDENTS IN TRAINING

M. Mabel Berry, Associated Charities, Cleveland

In considering the value to the agency of the student in training we have consulted about twenty representative people, including some from other cities. These people unanimously agreed with Mrs. Glenn when she said: "A student is undoubtedly an asset to the organization." Plans of training differ in the amount of practical work given, but the points in this paper seem generally applicable.

Boston, for instance, supervises the field work of students in Simmons College for two days a week, except at Christmas time, when four weeks of full time are given to the agency. Philadelphia has students for four full weeks in the fall, followed by a period of two days a week, with four weeks in midwinter, again followed by a period of two days a week, completing the year with four weeks of full time in June. In Cleveland the School of Applied Social Sciences, Western Reserve University, offers two courses in case work, one in family welfare in cooperation with the Associated Charities, and one in child caring in cooperation with the Humane Society and Children's Bureau. Both of these

courses extend over a period of twenty-one months. During the first part of the course, four hours weekly are given to a consideration of theory in its relation to practice. This is supplemented by field work under the supervision of the respective agencies. The supervision at first consists of three conferences of one hour each, weekly, and later, of two conferences of one hour each. The supervisor's conference is in close collaboration with the activities of the classroom and assigned reading list. You will note also that only thirty hours' credit is given for twenty-one months devoted entirely to the agency, so that by no means is all of the time spent in the field counted, though this continued period of field work is of vital importance in that it fosters a feeling of responsibility on the part of the student. At the end of the second year those students whose previous preparation meets the academic requirements of the University, who qualify professionally, and have presented an acceptable thesis which makes a slight contribution to family case work are granted a degree of Master of Science in Social Administration. If students are to work toward this goal they must be carefully chosen.

Students accepted by a social agency for training usually fall into two groups: those just graduating from college, and those who come most frequently from teaching, library work, some form of business experience, and a few who have had practical experience in social work but have had no training. Of the first group we have many who, in their ten years since childhood, have been leaders in schools, clubs, and churches. Their lives have been enriched by a study of art in some form, by travel, and by other kinds of cultural life. Having just come from college, they have little to unlearn. They are not bound by prejudices, but present an open mind, ready and anxious to absorb new ideas. The mature trainee who has taught school or been in business should have much to contribute. Her experience has tended to make her independent in thought and action. For this very reason she must be chosen carefully, since her already acquired experience will determine to some degree her interpretation of the problems in case work. If this trainee is to be an asset she must possess outstanding adaptability.

With the varied plans of training in mind, as well as the characteristics of the students chosen, the value to the agency will be considered, first, from the effect on the staff; second, on the client; and third, on the community. All three are closely interwoven, and together suggest value to the agency.

In viewing the effect of the young trainee on the staff it is to be noted that she brings a certain spontaneity with its idealism which purifies the blood of the organization. She has an unclouded vision that permits and urges her to attack problems with real vigor. What older visitor, for instance, does not secretly harbor a feeling of futility in the solution of the problems presented by the feebleminded?

Who is not stimulated by the joyousness of our youthful workers? Such stimulation keeps the older members of the staff young, and makes possible

sympathetic understanding of the student as the basis for training. It also promotes the continued understanding of problems of the clientèle.

A close relationship with the university brings trainees of high qualifications who need specialized training. Modern education provides the agency with students well grounded in sociology. Consequently, the school with good standards of scholarship offering an M.S. degree draws trainees of real merit with genuine altrusitic tendencies. These students come from a wide territory and varied backgrounds. In some instances they even present different racial experiences. The Cleveland Associated Charities in 1924 had sixty-seven different colleges represented on its staff and student body; surely a real contribution of social values and balance to the staff results.

It is conceded that the young college graduate is concerned about what she receives from the school and the organization. She accepts little dogmatically. Yet is not her questioning and consequent testing of the principles of case work of great value and an essential to growth and maintenance of professional standards?

The value of stimulation as a necessary result of trying to train a group of this kind is evident. The instructor must be acquainted with the new points of view in college training. She must keep abreast with new movements and new methods. What supervisor has not gone in search of a book because of the fact that her trainee had read it? If your instructor and supervisor are to inspire and your organization soon dies if they do not-they must keep abreast of the times, and at least a few paces ahead of the trainee. Study of the needs of this group has led to consideration of methods of analyzing students and measuring work which gives promise of greater efficiency to the agency. The contribution of second-year students in their research necessary for a thesis is of real value to the staff.

The trainee whose experience has been that of teaching comes fresh from another field. With her love for children she sees in them the hope of the future, and realizes keenly that they are a vital element in the necessary adjustment of family relationships. She can contribute practical suggestions in their guidance. She is capable of fostering and facilitating cooperation between the school and the agency. She understands the meaning of a day's absence from the classroom, and is able to present this to other members of the staff and to parents. For instance, little John was a serious problem in the home, and his mother had no realization of how to direct his surplus energy. Through the persuasion of the case worker, who had been a teacher, John entered school before his mother had intended he should. He was no longer a problem in the home, and the close relationship between the mother and the school was mutually beneficial to all. The former teacher cooperates closely with the school doctor and nurse, being able to undertake definite steps in upbuilding the family's health. Often she is able to win the confidence and appreciate more readily the point of view of the boy and girl in their teens.