G-~ ~<600 I~IPI C5~ 19C,Q State Of Georgia Program Evaluation April 1999 CONTINUING EDUCATION AND CUSTOMIZED TRAINING PROGRAMS Department of Technical and Adult Education . Prepared for The Budgetary Responsibility Oversight Committee Prepared by . Office of Planning and Budget Department of Audits ~'." OFFICE OF PLANNING AND BUDGET ROY E. BARNES GOVERNOR April 1, 1999 TIM BURGESS DIRECTOR Honorable George Hooks, Chairman Members of the Budgetary Responsibility Oversight Committee Dear Senator Hooks: Under the provisions of O.C.G.A. 45-12-178, which requires periodic evaluations of all state programs, we have conducted a program evaluation of the Continuing Education and Customized Training Programs in the Department of Technical and Adult Education. Staff from the Office of Planning and Budget conducted this evaluation. The results of our evaluation are summarized in the executive summary and presented in detail in the report. We would like to express our appreciation to the staff of the Department of Technical and Adult Education who assisted in this evaluation. We are available to meet with the Budgetary Responsibility Oversight Committee at your convenience to discuss the contents of this report and address any questions from the committee. Sincerely, ~Burt:~or Office of Planning and Budget TB/CLV/bp OFFICE: (404) 6563820 FAX: (404) 656-3828 AN EQUAL OPPORTUNITY EMPLOYER 270 WASHINGTON ST.,S.W. ATLANTA, GEORGIA 30334-8500 The purpose of these Programs is to provide training to Georgians through a network of technical institutes. The Continuing Education Program typically serves individuals, while the Customized Training Program serves businesses and industry. The findings from this evaluation are best summarized in two areas: effectiveness and program management and oversight. In assessing the Programs' effectiveness, the team found that: . . The majority of employers in Georgia who participated in a statewide survey for the program evaluation was very or mostly satisfied with the quality of the continuing education and customized training services provided by the technical institutes. No companies indicated dissatisfaction with services received. (page 24) Continuing education participants surveyed by the evaluation team expressed overall satisfaction with the content and quality of instruction they receive at the technical institutes. (page 25) In general, the technical institutes offer continuing education and customized training services that address the needs expressed by business and industry. However, the technical institutes should determine if more continuing education courses are needed in areas frequently cited by business and industry as weaknesses in the job preparation of applicants and new employees, such as work ethics and basic writing skills. (page 26) There are a large number of public and private entities that provide similar training services in Georgia, and most companies use two or more providers to meet their training needs. (page 27). The customized training offered by the technical institutes is within the scope of DTAE's mission of workforce development; however, a small percentage of the continuing education courses seems to be more within the scope of the Board of Regents' mission than DTAE's mission. (page 29) . With regard to program management and oversight, the team found that: Lack ofa'dequate financial information at the central office' prevents' the Department fromrnonitoring the Continuing Education and Customized Trai~ing Programs.; (page 31) " B~cause of inaccurate information maintained by the institutes regarding the programs' expenditures and revenues, the Department cannot determine if the programs are operating on a "cost-recovery" basis as required by State Board Policy. (page 32) The Department and technical institutes should continue to improve'the Continuing EduCation and Customized Training Programs' goals, objectives; and performance measures. The Department should establish overall goals for the Continuing Education Program and link Results-Based Budgeting, the' Institutional Effectivemess System, and course evaluations to more adequately monitor performance and effectiveness of both programs. (page 35) DTAE should replace or redesign its student information system for hon-credit programs in order to improve management of the Continuing Education and Customized Traini~g Programs. (page 38)" . DTAE should improve data accuracy and consistency. (page 39). AlthoughDTAE and the University System of Georgia have taken. steps to encourage collaboration between the technical institutes and the Regents' institutions, little collaboration has ~ctually occurred. (pag.e 42) I, '~'; ~~ ".' ,... \. TransmittaI Letter _ . Executive Summary . iii Purpose of the Programs 1 Agency Mission _..................................................................................................................................................................... 1 purpose and Goals....................................................................................................................................................................... 1 Issues Addressed 2 Organization and Staffing 3 Central Office 3 Technical Institutes 5 Background _:..... _................................................................................................... 6 Description of Continuing Education 7 Description of Customized Training Services 13 Continuing Education and Customized Training Enrollment...................... 16 Survey of Georgia Businesses _.............................................. 17 Financial Information 17 Comparison with Other States _ _...... 19 Continuing Education "...................................................................... 19 Customized Training................................................................................................................................................................ 21 Evaluation Methodology _ _ _ _...... 22 Find ing s _ ~ :.. __ ~ _.. 23 Effectiveness 23 The majority of employers in Georgia who participated in a statewide survey for the program evaluation were very or mostly satisfied with the quality of continuing education and customized training services provided by the technical institutes. . -;- _ , - 24 Continuing education participants surveyed by the evaluation team were overall satisfied with the content and quality of instruction they receive at the technical institutes. . _ __ 25 In general, the technical institutes offer continuing education and customized training services that address the needs expressed by business and . industry. However, the technical institutes should determine if more continuing education courses are needed in areas frequently cited by business and industry as weaknesses in the job preparation. of applicants and new employees, such as work ethics basic writing skills - _.~ _ ~: :........................................ 26', There are a large number of public and private entities that provide similar training services in Georgia, and most companies use two or more providers to meet their training needs :.......................................................................................................................... 27 The customized training offered by the technical institutes is within the scope of DTAE's mission of workforce development;,however, a small percentage ofthe continuing education courses seems to be more within the, scope of the Board of Regents' mission than DTAE's mission _ 29 Program Management and Oversight _.............................................................. 31 Lack of adequate financial information at the' central office prevents the Department from adequately monitoring the Continuing Education Program and the Customized Training Program ;..; :- 31 Because of inaccurate information maintained by the institutes on expenditures and revenues for both programs, the Department cannot determine ifthe programs are operating on a "cost-recovery" basis as required by State Board policy. _ : 32 The Department and technical institutes should. . continue to improve' the Customized Training Program's goals, objectives, and performance Measures : :..:................ 35 DTAE should replace or redesign its student information system for non-credit programs in order to improve management of the Continuing Education .and Customized Training Programs. ._ _ : :................ 38 ," ,~,' ... ~.~. ,~~ ., .:;; DTAE should improve data accuracy and consistency. 39 Although DTAE and the University System of Georgia have taken steps to encourage collaboration between the technical institutes and the Regents' institutions, little collaboration has actually occurred. 42 Appendices _ _...................................................................................................................................................... 45 Appendix A: Technical Institute Locations _...................................................... 47 Appendix B: Continuing Education and Customized Training Sites ._ _ _............................................ 49 Appendix C: Survey of Technical Institutes - Continuing Education Program 55 Appendix D: Survey of Continuing Education Course Participants _ _ _.................................................................................... 65 Appendix E: Survey of Technical Institutes Customized Training Program _.........._......._..................................................... 77 Appendix F: Survey of Georgia Businesses 91 Appendix G: Survey of Other States - Continuing Education Program _._ _ Appendix H: Survey of Other States - Customized Training Program _ _ Appendix I: IES Measures for Continuing Education And Customized Training __ _ __ ; _..m 109 119 : 133 Purpose of the Programs The Continuing Education Program and the Customized Training Program (also referred to as Existing Industry Training) are both administered by the Department of Technical and Adult Education (DTAE). All of Georgia's technical institutes provide continuing education and customized training services. Agency Mission According to the Official Code of Georgia Annotated, the State Board of Technical and Adult Education is to provide for a comprehensive program of literacy, career, occupational, and technical education. The comprehensive proQ.ram is to include programs, services, and activities that are "easily accessible to all segments of the adult population who need or can benefit from training, retraining, or upgrade training for employment." (O.C.G.A. 20-4-11) The following miSSion statement has been adopted by DTAE to reflect this statutory mandate. The mission of the Georgia Department of Technical and Adult Education is to contribute to the economic, educational, and community development of Georgia by providing quality technical education, public library services, adult literacy education, continuing education, and customized business and industry training. Purpose and Goals According to the Budget Report Fiscal Year 2000, the purpose of the Programs is to: Promote job growth and economic development by providing customer-driven training to new, expanding and existing businesses through technical institutes .. .. The goals of these programs are to: 1 Identify and meet employers' workforce training needs. Identify and meet individuals' workforce training needs. Issues Addressed Continuing education and customized training services are delivered statewide through DTAE's system of 33 technical institutes and in collaboration with the University System of Georgia's four colleges with technical divisions. This program evaluation addresses only the delivery of these services at the 33 technical institutes. The four colleges with technical divisions were reviewed as part of a separate program evaluation of continuing education in the University System of Georgia. In addition, the evaluation of. the Customized Training Program includes only the portion of traininQ delivered directly by the technical institutes and not training provided through DTAE's Quick Start Program. This program evaluation addresses the following issues: .i To what extent does DTAE have a. mission, goals, and objectives to guide con~inuing education and customized training? Are participants and employers satisfied with the content and quality of instruction received. in continuing education courses at the technical institutes? Is customized training meeting the needs of the employees for whom it is intended and for the sponsoring businesses or. industry? Are the Programs adequately coordinated, monitored, and evaluated by the Department of Technical and Adult Education and the technical institutes? What is the role of the Continuing Education and Customized Training Programs .as compared to other workforce development efforts in Georgia? 2 How do DTAE's continuing education and customized training efforts compare to those by similar agencies in other states? Are the Continuing Education and Customized Training Programs financially self-supporting? Organization and Staffing The State Board of Postsecondary Vocational Education, now known as the Department of Technical and Adult Education, was created to administer state postsecondary education and technical training at less than the baccalaureate degree level. DTAE is governed by the State Board of Technical and Adult Education. In FY 1999, the system was made up of 32 state-governed technical institutes and one locally governed technical institute. Four colleges with technical divisions also provide occupational programs through an agreement between the Department and the University System of Georgia. The map included as Exhibit 1 shows the locations of the 33 technical institutes, the four colleges with technical divisions, and the other colleges and universities of the University System of Georgia. Appendix A provides more information about each technical institute and college with a technical division, including its location, the year each location opened, and the year each institute came under state governance (if applicable). Central Office The Assistant Commissioner for the Office of Economic Development Programs has administrative responsibility for both Programs at the state level. No central office staff is assigned to the Programs full-time. However, in addition to their other duties, a few of the central office staff handle tasks related to the Programs, such as collecting and compiling enrollment data. 3 Exhibit 1 Location of DTAE's Technical Institutes and Regents' Colleges and Universities * Technicallnstitute College with Technical Division ~ College or University Source: DTAE and Board of Regents' Records 4 Technical Institutes The Continuing Education Program and Customized Training Program are offered at each of the 33 technical institutes. At most technical institutes, the Vice President of Business and Industry . Services/Economic Development administers the Programs. The following paragraphs briefly describe the organization at the technical institutes. Instructional Staff - The technical institutes utilize a combination of full-time and part-time instructors. During FY 1997 the Continuing Education Program had seven full-time and 545 parttime instructors statewide each quarter. On average this is less than one full-time instructor and about 17 part-time instructors per institute. Although detailed staffing information is not available for the Customized Training Program, it also reported using full-time and part-time staff. Non-Instructional Staff - The technical institutes reported that about 80 non-instructional staff work at least part-time on each of the Programs. The staff is divided about equally between administrative, managerial, or professional positions and clerical or support positions. Since many of the non-instructional staff work on both Programs, this figure includes some duplication. However, it should also be noted that some of the technical institutes did not count all staff members who spent at least part of their time working on the Programs, such as the Vice Presidents of Business and Industry Services/Economic Development. Number of Training Sites - The State Board assigns a service area to each technical institute and college with a technical division. The service area "defines the counties, or portions thereof, for which each iflstitute has responsibility and accountability for delivery of training services to business and industry via on-campus or in-plant training." The Board requires each institution to "... maintain an active non-credit instructional program throughout its respective service area." The State Board considers both continuing education and customized training part of a non-credit 5 --- .._------ --- - - - instructional program. Appendix A provides a detailed list of the counties or portions of counties included in each service area, According to a survey of the technical' institutes, continuing education is offered at each of the main campuses of the 33 technical institutes, and customized training is provided at 30 of the 33 main campuses. While the other three institutes do not serve customized training customers at their main campuses, they do offer training at other off-campus facilities or sites, provided by customers. During our evaluation,one or both services were provided at 105 other sites (excluding main. campuses) around the state, including on-site at customers' facilities. From these sites, ,the technical institutes offered continuing education and/or customized training in 87 (55%) of Georgia's 159 counties. Appendix B provides a listing of the sites at which each technical institute reported offering continuing education and/or customized t~aining services. Background According to' various publications, business, education, and government leaders all recognize that there is a critical need to train a workforce that can compete in the global economy. For businesses to successfully compete in this environment, their workers must be able to think critically, learn quickly, make decisions, and work in teams. As companies seek to succeed in this competitive environment, they are investing in training to improve employee performance, productivity, product quality, and company profitability. Employers are somewhat reluctant to establish and maintain their own large-scale training programs due to high costs, the fear of losing trained employees to competitors, and continued reliance on established operating systems and processes. Due to these cost 6' ": and competition factors, employers are now placing more pressure on the traditional education system to address increasing workforce-training needs. However, the needs of adult workers for enhanced skills are not always effectively addressed by the traditional educational system, since that system is primarily focused on preparing individuals for initial entry into the workforce. To respond to employers' demands, educational institutions have developed numerous workforcetraining programs in recent years. These programs are intended to prepare adults to enter or reenter the workforce with new or additional skills, help others upgrade their skills, and provide continuing education opportunities for those already in the workforce. Description of Continuing Education According to the International Association for Continuing Education and Training (IACET), continuing education is a structured educational and training experience for professional or personal development in which the participants are assumed to have previously attained a basic level of .education, training, or experience and for which no academic credit is awarded. IACET is a membership association for organizations that wish to award Continuing Education Units and individuals interested in continuing education, Types of Continuing Education Courses The continuing education courses offered by the technical institutes can be divided into two main categories: Continuing Education Unit and personal enrichment and professional development. The types of courses offered within these two categories generally fall in the areas of agriculture and natural resources; business; engineering and science; health; industrial technologies; personal enrichment; personal and public services; and recreation. Roughly 40 percent of .the courses offered during the fall 1996 and spring 7 19~7 quarters were concentrated.in computer.:related instruction. Business and personal enrichment and recreation were the next largest areas of course offerings-. Continuing Education Unit (CEU) Courses - The State Board allows the technical institutes to award Continuing Education Units ., . (CEUs) in accordance with the guidelines established by IACET. CEUs are awarded for learning activities that are typically short in duration and not part of an academic degree program. According to IACET, one CEU is "[t]en. contact hours of participation in an. organized continuing education experience under responsible sponsorship, capable direction, and qualified instruction." Exhibit 2 provides examples of CEU courses offered at the technical institutes during the fall 1996 and the spring 1997 quarters~ Advanced: Manicure/Pedicure Continuing Education for Master and Journeyman Plumbers Electrical Contractors License Renewal HVAC Certification . Medical Terminology Pharmacy Calculations . Real Estate Continuing Education "Risk and You" Revisions to the 1996 National Electrical Code "'liaR According .to DTAE enrollment reports, 11 (one-third) of the technical institutes awarded continuing education units during FY 1996. In that year, about 73,600 CEUs were awarded to about 20,100 participants. According to DTAE, most, but not all, CEUs were awarded to participants in continuing education courses (the remainder were awarded to participants in eligible customized training courses). 8 Professional Development and Personal Enrichment Courses Professional development courses are designed for individuals who wish to develop new competencies or improve existing occupational skills. No academic or CEU credit is given for either type of course. Personal enrichment courses provide individuals with the opportunity to explore interests and hobbies. Exhibit 3 provides examples of personal enrichment and professional development courses offered at the technical institutes during the Fall Quarter of 1996 and the Spring Quarter of 1997. DTAE does not require the technical institutes to report enro"lIment in the Continuing Education Program separately from enrollment in the Customized Training Program. Since personal enrichment and professional development courses are offered as part of the Continuing Education" Program, the evaluation team could not determine how many participants were enrolled specifically in these two types of courses. 9 Inventory of Continuing Education Courses For this evaluation, staff compiled an inventory of continuing education courses from the catalogs for the Fall 1996 Quarter and the Spring 1997 Quarter. The evaluation team received information from 31 of 33 institutes for the Fall 1996 Quarter and from all 33 institutes for the Spring 1997 Quarter. The .number of continuing education courses offered varied significantly by technical institute. In the Spring 1997 Quarter, the number of course offerings ranged from less than 15 at four institutes to more than 240 course offerings at DeKalb and Gwinnett Technical Institutes. - More than 2,300 courses were offered statewide by the technical institutes during the spring 1997 Quarter. Additionally, based on the survey of institutes, the courses offered varied in length and standardization. The average continuing education course length varied from "one day to under one week" to "one month to under five months." Some of the continuing education-courses had standardized curricula while other courses did not: depending on the subject matter. For example, the curriculum for an introductory computer course in Excel may be standardized, while a management course in how to manage difficult employees may not be standardized. Continuing Education Participants '. With the' assistance of the. technical institutes, staff conducted a survey of a sample of participants completing continuing education counses. During the spring and Summer Quarters of 1997, participants at 14 of the 33 technical institutes completed 1,273 surveys. The surveys were designed to identify a profile of continuing education' participants and the reasons why the participants were taking the courses. 10 Exhibits 4, 5, and 6 present a synopsis of information gleaned from the surveys. A copy of the questionnaire and a summary of the responses are provided in Appendix D. GED/High School Diploma 475 Technical Certificate of Credit 1 or College Diploma 218 Associate Degree 153 Bachelor Degree 267 Post Graduate Degree 101 39% 18% 13% 22% 8% 11 Full:':time 77% (of 1,273) Part-time 9% (of 1,273) Unemployed 8% (of 1,273) Full or part-time student or retired, 174 14% (of 1,273) ~!r:~U:k1l1FH1MJilK#t#ff11:1iji"l~~ln'~l;:wg'Ulfrmr:leHn*t)frrl~mfnEtmk,"" Manufacturing/Production, Industry 200 18%(of1,101) Professional (medical, legal, engineering, or journalism) 143 13% (of 1,101) Finance, Insurance, & Real Estate Sectors 112 10% (of 1,101) fff!~#~lmi1t.i~f"!ff~~~1~J~1lEN~a~tiuliitNet~~e'f~2iE(i~'tfhFtl(lXlUr'-OrPn.eQl N 25% Ul C'll ...J 20% .E 'C 15% Ql Ul :::l 0~ 10% 5% 0% Tech.lnst. Colleges Consultant Equip. Manf. Other I .. I Continuing Education CCustomized Training I ! Source: Staff Analysis of the Survey of Georgia Businesses In contrast, companies used equipment manufacturers/vendors (35%) and consultants (31%) to meet their customized training' needs more often in the last two years than either technical institutes (13%) or colleges and universities (12%). Furthermore, approximately 30 perc~nt of companies indicated they had used more than one type of provider for either continuing education (112 of 390) or customized training services (118 of 392) in the past two years. 28 i-\, :1' The evaluation team concluded that most companies have access to and are using a variety of providers to meet their training needs. The Department should explore the' reasons (such as cost and quality) why companies selected particular providers for services. Consideration should be given to determining how DTAE, along with colleges and universities, as well as other public providers, can add value in meeting the needs of the citizens and businesses of the state, without engaging in unnecessary competition with other public and private providers. The customized training offered by the technical institutes is within the scope of DTAE's mission of workforce development; however, a small percentage of the continuing education courses seems to be more within the scope of the Board of RegentS' mission than DTAE's mission. Customized training at the technical institutes focuses directly on providing training that meets the needs of business and industry. This training has a direct impact on workforce development in Georgia, because the training has been requested by employers to address identified needs in their workforces. Thus, it benefits people in need of training, retraining, or upgrade training for employment, as specified in DTAE's enabling legislation. Most continuing education courses offered by the technical institutes also have a workforce or occupational application. However, 336 (14%) of 2,338 courses offered by the institutes ,during the Spring 1997 Quarter were categorized by the evaluation team as either personal enrichment, or recreation and hobbies. Furthermore, 147 of the 336 courses (44%) of the continuing education courses that staff categorized as personal enrichment, or recreation and hobbies, have very limited' or no occupational application. Examples of these types of courses are included in Exhibit 16 (on the following page). As part of its continuing education Program, the University System of Georgia also offers personal enrichment and recreation courses. In 1994, DTAE and the University 'System entered into the StudentCentered Collaboration for Public Post-Secondary Education in 29 Georgi~. In this agreement, Georgia's two post-secondary systems ~greed that each system would continue to. offer continuing education focused on areas. appropriate to its distinctive mission. Financial Strategies for Successful Retirement Defensive Tactics for Females Working with Your Teenage Child Basic Car Care Learn to Draw Like a Pro in Four Sessions Butterfly Gardening Fundamentals of Golf Creative Memories - Photo Preservation and Albums Kudalini Yoga Beginning Line Dancing Beginning Canine Obedience Stargazing Travel to Europe The University System's mission is as follows: ... to contribute to the cultural, economic, and social advancement of Georgia by providing first-rate collegiate general education and academic programs, .. .by contributing to leading-edge basic and applied research; scholarship, and arts; and by bringing these resources to bear on committed. public service. . As can be seen, this mission is broader in scope than the mission of DTAE (see page 1). Therefore, it seems more appropriate that the University System rather than DTAE should deliver personal enrichment and recreation courses with no occupational skills. Consequently, as provided for in the agreement, DTAE should continue to focus the .Iargemajority of its continuing education efforts on courses consistent with its workforce development mission. The Department disagrees with this finding. In DTAE's opinion, the institutions are focusing the' large majority of its .courses to areas that address its workforce development mission. The emphasis of the finding, however, is that DTAE should continue to do this and . not offer more courses outside their core mission: 30 Program Management and Oversight Lack of adequate financial information at the central office prevents the Department from adequately monitoring the Continuing Education Program and Customized Training Program. In attempting to determine whether or not the Programs were operating on a "cost-recovery plus" basis as required by Board policy (as discussed in the next finding), the evaluation team had difficulty obtaining complete financial information on the Programs from DTAE's Central Office. Overall, the evaluation team could not reconcile any of the information obtained. Problems encountered included the following: Information from the Fiscal Accounting and Control System (FACS) is only maintained for one year at the central office. In addition, the line items included in the FACS reports are not consistent from institute to institute. Not all institutes have separate fund sources/categories for continuing education and customized education. In addition, only revenue generated by the programs is reported on FACS. Expenditures for the two programs are not maintained separately on any formal report. The Department does not require the institutes to separate revenue and expenditures for the two programs from other programs. Therefore, the institutes. cannot readily provide information on the two programs. As a result, there is no way for the institutes, or the Department, to determine if the programs are operating on a cost-recovery basis. The financial information collected and maintained by the Department on the Programs should be improved so that the Central Office and the technical institutes can better assess whether or not the Programs are operating on a "cost-recovery plus" basis. To improve current accounting and reporting practices, the Department should: Establish a standard and process whereby. both Programs will be accounted for separately from all other DTAE programs. 31 Require all technical institutes to account for and report nonstate revenues and expenditures for each program in a consistent manner. Identify a method by which the technical institutes can account for and report the amount of state funds used for each Program. Maintain' historical information on the Programs' revenues and expenditures for each institute. ,. The Department disagrees with this finding. 'According to DTAE, "each technical institute, where the courses are being held, monitors the programs. It would be cost and time prohibitive for the central office to monitor the financial information of these programs .of which, when combined and without looking at any revenue they , produce, 'makes up for .002 of the total DTAE budget." It should be noted that while continuing education and customized training are 'fee-b~sed programs (and not state funded), they generate approximately $10 ,million annually (about 3.7% of DTAE's total appropriation). Because of inaccuratelincomplete information' maintained by institutes on expenditures and revenues for both programs, the Department cannot determine if the programs are operating on a "cost-recovery" basis as required by State Board Policy. State Board Policy 04-02-10 states that the "pricing structure for the charge to the participant or the company should be calculated on the basis of cost recovery plus" for these programs. Therefore, reventle from participant fees should exceed the expenditures for ' both the Continuing Education and Customized Training Programs. However, due to lack of adequate information as discussed in the previous' finding, the Department cannot determine if the programs are operating on a "cost-recovery" basis. Because of the difficulties with the information available from the Central Office, the evaluation team had to separately request financial information from each of the technical institutes. This information also proved to be inadequate and inconsistently reported. As a result, there 32 was no way for the evaluation team to determine if the Programs were operating on a cost recovery plus basis. When examining the FY 1997 self-reported data provided by the institutes, the following were noted: For the Continuing Education Program: Ten institutes (30%) reported identical revenues and expenditures; Ten institutes (30%) reported revenues exceeded expenditures, ranging from $2, to $152,033; and Thirteen institutes (39%) reported expenditures exceeded revenues, ranging from $270 to $161,000. For the Customized Training Program: Fourteen institutes (42%) reported identical revenues and expenditures; Fourteen institutes (42%) reported revenues exceeded expenditures, ranging from $63 to $80,414; and Four institutes (12%) reported expenditures exceeded revenues, ranging from $1,236 to $51,229. For the three-year period FY 1995 through FY 1997 for the Continuing Education Program, 11 institutes (33%) reported expenditures exceeded revenue all three years, while eight institutes (24%) reported that revenues equaled expenditures for each of the three years. For the Customized Training Program, three institutes (9%) reported expenditures exceeded revenue all three years, while 11 institutes (33%) reported revenues equaled expenditures for each of the three years. Whether reviewing the data in aggregate or on an institute by institute basis, the result is the same. When fee-generated revenue does not cover expenditures, the technical institutes use state funds. For the Continuing Education Program, the institutes indicated that they used state funds for administrators' salaries, support staff salaries, and indirect operating expenses such as rent 33 and utilities. Some of the technical institutes also used state funds to pay the salaries of Program staff. For those instances in which expenditures exceeded revenue for the Customized Training Program, the state is subsidizing training to private companies. The situation is exacerbated because, while some of the institutes may be recouping direct costs through their fee revenue, most of the institutes are not recouping indirect costs for the programs. Less than half of the institutes are including indirect costs such as use of a facility and administrative overhead when they calculate fees. - The types of costs the ,institutes, reported including when calculating fees for bo~h programs are shown in Exhibit 17. To account for all costs when establishing fees, the technical institutes are supposed to follow DTAE's Guidelines for Non-Credit Courses, Seminars, and Workshops: Continuing Education, Salary of Instructor Cost of materials/supplies Use of Institute Facilities Use of Other Facilities Cost of Institute's Administrative Overhead Other 13 (39%) 9 (27%) , 11 (33%) 12 (36%) Business and Industry Services, and Community Services. According to these guidelines, the technical institutes should do the following when establishing a fee structure: Determine overhead costs for non-credit instruction. Overhead expenses are expenses, which, occur whether or '.not revenue is produced. Examples include salaries, 34 telecommunications and utilities expenses, postage, advertising, etc. Estimate number of courses to be offered . and calculate cost per course. Determine direct costs for each course. Factor in indirect costs and profit margin to determine fee for the course. From this information, the institution can identify a program break even point or how many participants are needed to cover program expenses. The State Board is to be commended for its adoption of a costrecovery policy. Furthermore, DTAE's guidelines appear appropriate for implementation. However, the Department should ensure that all technical institutes adhere to these guidelines and require accurate reporting of actual revenue and expenditures in order that they can assess whether or not the Programs are truly operating on a cost-recovery basis. In discussions with the evaluation team, the Department stated a concern that with present reporting practices and systems, this level of accountability would be cost-prohibitive compared to the benefits to be achieved. To address this concern, the Department should consider developing or enhancing systems that would facilitate accounting for continuing education and customized training in a manner that is not cost prohibitive. The Department and technical institutes should continue to improve the Customized Training Programs' goals, objectives, and performance measures. The Department should establish objectives and performance measures for the Continuing Education Program. The Department should also link Results-Based Budgeting, the Institutional Effectiveness System, and course evaluations to more adequately monitor performance and effectiveness of both Programs. As mentioned on page 1 of this report, continuing education and customized training are specifically mentioned in the Department's mission. For FY 2000, DTAE identified an overall programmatic goal with several results measures to determine the Customized 35 Training Program's effectiveness as part. of the Results-Based BUl;fgeting (RBB) process. However, the Department has no reporting mechanism in place. to determine if these results measures are obtained at any institute or on a system-wide basis. 'In addition, a~though the Department has established results-based budgeting goals and measures for the Customized Training Program, it has not established goals and measures for the Continuing Education Program. DTAE does have two mechanisms in place that could potentially assist the Central Office and the technical institutes in determining the overall effectiveness of the' Programs: the Institutional Effectiveness System (IES) and an evaluation process for noncredit instructional programs. These two systems are discussed below." Institutional Effectiveness System - Both Programs The . Department established the Institutional Effectiveness System to measure the performance of programs' at each institute. However, the current IES measures for the Continuing Education and Customized Training' Programs " do not assist in measuring effectiveness for several reasons. In addition,the RBB measures which have been established are'not reflected in IES. The evaluation team identified 29 specific measures that DTAE applies tothe Programs. These measures can be found in Appendix I. Few of these measures can be used to determine whether the Programs are effectively meeting the' needs of customers. Also, other measures could be used to determine effectiveness, but lack quantification. Measure 1-0-3 states that "the institution meets customer needs by maintaining or increasing community outreach programs' inCluding continuing education." One method to determine effectiveness with a this measure would be to incorporate percentage of . 36 customers indicating satisfaction with the program's courses. Institute Evaluation Process - Continuing Education State Board policy requires that each institute develop an evaluation process for its non-credit .instructional programs. The evaluation team reviewed evaluation forms that are completed by participants for continuing education courses from 30 technical institutes. The forms primarily focus on rating the instructor and course, but do not obtain information that might help determine if the courses provide the types of training necessary to improve participants' employability. Technical institutes would benefit from determining, for example, what motivated participants to take continuing education courses (whether for their work or their own personal development), or if participants have taken similar courses from other institutions and how those courses compared in terms of content and value. The forms presented to the evaluation team do not routinely ask these types of questions. The Department should be commended for developing IES and requiring ~n evaluation process at t~e institute level. In order for this system to be effective, overall measures are needed on each program operated by the Department and the systems already in place should be linked together to gather data, and monitor and track program performance. By linking RBB, IES, and the institutes' evaluation processes, the Department could establish a network that includes the customer at . the course level, the institute through .IES, and the entire Department through RBB with each level feeding the other. For example, DTAE could use standardized course evaluations or require certain questions statewide that would collect the data at each technical institute necessary to track the RBB outcome measures. The IES cOl,Jld be used to collect this information and 37 monitor the desired goals. In order to establish this network, the Department would need to establish RBB program goals, input the RBB program goals into the IES system and track the measures for these goals to the institute and even individual student or customer level. The Department disagrees with this finding. DTAE states that , based on employers' overall satisfaction with these programs, it is their opinion that estab,!shing goals and performance measures is not cost beneficial. DTAE should re'place or redesign its student information system for non-credit progr~ms in, order to improve management of the Continuing Education and Customized Training Programs. , The technJ'calinstitutes are required to report enrollment to DTAE ,~ quarterly on a course by course basis using a student information ,system (BANNER). Rather than track courses as continuing . educ~tion or custp'mized training, the technical institutes categorize and. report enrollment as either continuing education unit (CEU) or non-credit. .. Participants in courses that do not award CEUs are counted in non-credit enrollment, whereas participants in courses that award CEUs are counted as part of CEU enrollment. The student information system has a number of limitations, which precludes DTAE from being able to report accurate, aggregate enrollment information about either' the Continu'ing Education Program or' the Customized Training Program... The following paragraphs dis'cuss some of these limitations. . Because the technical institutes do not separate enrollment in the Continuing Education Program from enrollment in the , Customized Training Program, DTAE can not identify how many ifldividuals were enrolled in each of these programs.'" Since all courses are c1a.ssified as CEUor non-credit, each type of enrollment is reported separately at the institute level and the state level. Because participants may take both CEU and non- 38 ' , '." credit courses in the same year, these two totals must be combined to eliminate duplication. Participation in Adult Literacy, developmental studies, and DTAE's Quick Start Program are reported as part of non-credit enrollment even though State Board policy does not consider them to be non-credit instructional activities. The inclusion of unrelated activities, such as Adult Literacy, limits the usefulness of these enrollment reports. The system does not allow DTAE staff to easily back out enrollment in these unrelated categories in order to isolate enrollment in continuing education and customized training. The Customized Training, New Connections to Work, and Adult Literacy programs also maintain separate reporting mechanisms which are used to generate the official enrollment reports for those programs. This causes duplication of efforts, and the enrollment data from the student information system and the other systems can not be reconciled. DTAE's student information system should be replaced or redesigned in order to improve reporting accuracy and program management. Regardless of which option is chosen, the system should at least isolate enrollment in the various programs (i.~., separate enrollment in the Continuing Education Program from enrollment in the Customized Training Program and other noncredit programs in a non-duplicated form). In addition, each of the various programs should be required to input all enrollment data into the student information system. The enrollment data from the system should be the "official" information and programs should discontinue maintaining separate enrollment reports. This will eliminate duplication of effort and inconsistencies between the various data sources for the non-credit programs. 39 DTAE should improve data accuracy and consistency. During this evaluation, staff found some of the data supplied by DTAE officials to be of questionable accuracy' and lacking consistency. This was true for both of the primary reporting mechanisms for the Programs, the student information system and the existing industry reports. Student Information System Enrollment: As discussed in the previous finding, the technical institutes are required to report enrollment to DTAE using a student information system. The following are examples of the types of inconsistencies the evaluation team found on these enrollment reports: One technical institute did not report any enrollment in the "Non- Credit, Occupational" category that is the primary reporting category for enrollment in the Continuing Education and Customized Training Programs. ( Despite reporting guidelines from DTAE outlining how demographic information should be reported, the institutes did not collect demographic information in a consistent manner. DTAE's guidelines provide for'seven racial/ethnic categories. Yet, the institutes' registration forms vary fromcapturing only two categories to capturing all of the required categories. For example, one institute provides only three categories for race (black, white, and other). For this institute, the "Other" category has the largest enrollment. The guidelines instruct the institutes to report the highest educational level achieved and assign each level a number. The choices different institutes provided to the participants for selection varied widely. Customized Training Enrollment: The evaluation team also identified numerous inconsistencies and inaccuracies in the existing industry reports submitted quarterly to 40 I ~. . the Office of Economic Development Programs by the technical institutes for the Customized Training Program. The technical institutes were not consistent in how they categorized training courses. For example, a course on telephone skills was categorized as productivity enhancement, professional development, and customer service, respectively, by three different institutes. Similarly, one institute categorized Math Fundamentals and English Fundamentals courses as employee involvement rather than basic skills. Information from other programs were inappropriately included on reports: One technical institute included Quick Start courses. Two technical institutes included Continuing Education courses. Annual Report Enrollment Adult Literacy and Customized Training enrollments are reported in various sections of the annual report. Elsewhere in the annual .report is a section on total non-credit enrollment, which is composed of Adult Literacy and Customized Training enrollment, as well as Continuing Education enrollment. However, there is no explanation (footnote) which indicates which programs are included in the non-credit enrollment figure. Therefore, the reader could be misled to think that non-credit enrollment is a separate program. This inflates the total enrollment figure for the Department. Data inaccuracy and inconsistencies should be addressed by DTAE. With regard to the student information system, DTAE should require that institutes report the data in a consistent manner, and it should monitor the data submitted by the institutes to identify inaccuracies and inconsistencies. Data included in the annual report should be accurately defined and specific elements denoted as appropriate to eliminate overstating enrollment. As discussed in the previous finding, multiple reporting systems should be 41 eliminated. Customized training information should/be incorporated into the student information reporting system and this information considered as "official" for the program. This would help to eliminate duplication of effort and problems with reconciling various reporting figures. Although DTAE and the UniversitY System' of Georgia have taken steps to encourage collaboration between the technical institutes and the Regents'institutions, little collaboration has actually occurred. As previously discussed, DTAE and the University System entered into an agreement in 1994 which was intended to encourage collaboration between the two agencies, and their respective institutions. This agreement also specifies that: Institutions generally serving the same population should jointly develop collaborative efforts to meet the education am;l training needs of the area utilizing the strengths of each institution. However, the evaluation teams working on this evaluation and the evaluation of the Continuing Education Program in the University System of Georgia found there was a substantial lack of collaborative effqrt betvieen the institutions of the two agencies with regard to these agencies' continuing education and customized training functions. Several"University System colleges located in the same counties, as DTAE institutes indicated that they did not coordinate, at all with the DTAE institutes and several others provided little or no examples of coordinated efforts. .There. are ' 16 University .~ System colleges (two-year . and four-year colleges) located in the same counties as 14 technical institutes. A~ong these co~located University System colleges and DTAE technical institutes, the Department of Audits found that: - Nine of the 16 colleges (56%) indicated that they did not . coordinate their continuing education activities with the DTAE institute in the same county. ,Explanations of why there was no 42 coordination included comments such as, "we- compete for the training dollar to support our offices," and "we do our own thing, they do theirs." The other seven colleges did indicate that they coordinated their activities with the DTAE institute. However, the examples of the coordination efforts provided by the colleges were guite limited in scope. Examples of coordinated efforts include: referring employers looking for technical training to DTAE institutes, working on one project together, and sharing a staff member. Sir:nilarly, only a small percentage of technical institutes reported that they had partnered with colleges and universities to provide customized training. Of the 33 institutes, four (12%) reported they had partnered with a two-year college to provide training and eight (24%) had partnered with a four-year college or university. In contrast, 22 (66%) of the 33 technical institutes indicated they had partnered with another technical institute to provide customized training, 21 (64%) with state agencies, and 17 (52%) with private training firms. Although it appears the administrators of both of Georgia's postsecondary education systems have recognized the need for more effective coordination, little collaboration is actually being done at the institution level between the two systems in the areas of continuing education and customized training. Better collaboration is needed between the post-secondary institutions to: Ensure serVices are not unnecessarily duplicated; Facilitate other economies such as use of distance learning technologies; Meet labor market demands; and Ensure access to quality workforce development training for all Georgians. DTAE should strongly encourage the institute staff working in the Continuing Education and Customized Training Programs to 43 'estal:>lish,'collaborative' 'relationships withr'their~, counterparts at .,nearbyRegentsI-:institutions. .,. In their response to this firiding, Df?partf!'1nt." c{?pf!borates with., ttlt; appropriate,.. ,. .'~. '/ .. '; DTA'E > indicates that the University System where .~. ., .. r . ~ I~ 44 Appendix A Location of the Technical Institutes and the Counties Included in Each Institute's Service Area Technical Institution and Location (City, County) Opening Date Year Came Under DTAE Governance Counties Included in Service Area Albany Technical Institute Albany, Dougherty County 1961 1989(1) Baker, Calhoun, Clay, Dougherty, Early, Lee, Randolph, and Terrell Altamaha Technical Institute Jesup, Wayne County 1989 1989(1) Appling, Jeff Davis, Long, and Wayne Clarke, Elbert,. Franklin, Greene, Athens Area Technical Institute Athens, Clarke County 1958 1986 Hart, Madison, Morgan, Oconee, Oglethorpe, Taliaferro, Walton, and Wilkes Atlanta Area Technical Institute Atlanta, Fulton County 1945 1997 Fulton (South of the Chattahoochee River) Augusta Technical Institute Augusta, Richmond County 1961 1987 Burke, Columbia, Lincoln, McDuffie, and Richmond Bainbridge College Bainbridge, Decatur County 1973 Governed by Regents Decatur, Miller, and Seminole Carroll Technical Institute Carrollton, Carroll County 1968 1987 Carroll, Coweta, Douglas, and Haralson Chattahoochee Technical Institute Marietta, Cobb County 1962 1988 Cobb (South of Hwy. 41 to Barrett Parkway to 1-575 and 1-575 up into Cherokee) and Paulding. Clayton College & State University Morrow, Clayton County 1969 Governed by Regents Clayton and Henry Coastal Georgia Community College Brunswick, Glynn County 1964 Governed by Regents Camden, Glynn, and Mcintosh Columbus Technical Institute Columbus, Muscogee County 1961 1987 Chattahoochee, Marion, Muscogee, Quitman, and Stewart Coosa Valley Technical Institute Rome, Floyd County 1962 1987 Floyd, Gordon, and Polk Dalton College Dalton, Whitfield County 1967 Governed by Regents Murray and Whitfield DeKalb Technical Institute Clarkston, DeKalb County 1961 1996 DeKalb, Newton, and -Rockdale East Central Technical Institute Fitzgerald, Ben Hill County 1970 1990 Ben-Hill, Coffee, Irwin, Telfair, Turner, and Wilcox Flint River Technical Institute Thomaston, Upson County 1963 1988 Crawford, Talbot, Taylor, and Upson Griffin Technical Institute Griffin, Spalding County 1963 1987 Butts, Fayette, Jasper, Lamar, Pike, and Spalding Gwinnett Technical Institute Lawrenceville, Gwinnett County 1983 Locally Governed Barrow, Fulton (North of the Chattahoochee River), and Gwinnett Heart of Georgia Technical Institute Dublin, Laurens County 1984 1984 Bleckley, Dodge, Laurens, Wheeler, and Wilkinson Lanier Technical Institute Oakwood, Hall County 1966 1989(1) Banks, Dawson, Forsyth, Hall, Jackson, and Lumpkin 47 Appendix A Locationofthe Technical Institutes and the Counties Included in Each Institute's Service Area Technical Institution and Location (City, County) Opening Date Year Came. Under DTAE Governance Counties Included"in Service Area Macon Technical Institute Macon, Bibb County 1966 1989 Baldwin, Bibb, Jones, Monroe, Putnam, and Twiggs Middle Georgia Technical Instit~te Warner Robins, Houston County 1974 1986 Dooly, Houston, Peach, and Pulaski Moultrie Area Technical Institute Moultrie, Colquitt County 1964 1988 Colquitt, Tift, and Worth North Georgia Technical Institute Clarkesville, Habersham County 1944 1944 Habersham, Rabun, Stephens, Towns, Union, and White North Metro Technical Institute Acworth, Bartow County 1969 1989 Bartow and Cobb (North of Hwy. 41 to Barrett Pkwy. to 1-575, 1-575 up to Cherokee County) Ogeechee Technical Institute Statesboro, Bulloch County 1989 1989 Bulloch, Evans, and Screven Okefenokee Technical Institute Waycross, Ware County 1965 1989 Atkinson, Bacon, Brantley, Charlton, Clinch, Pierce, and Ware Pickens Technical Institute Jasper, Pickens County 1967 1987 .Cherokee, Fannin, Gilmer, and Pickens Sandersville Regional Technical Institute Sandersville, Washington County 1995 1995(1) Glascock, Hancock, Jefferson, Warren, and Washington Savannah Technical Institute Savannah, Chatham County 1929 1997 Bryan, Chatham, Effingham, and Liberty South Georgia Technical Institute Americus, Sumter County 1948 1948 Crisp, Macon, Schley, Sumter, and Webster Southeastern Technical Institute Vidalia, Toombs County 1990 1990 Montgomery, Tattnall, and Toombs Swainsboro Technical Institute Swainsboro, Emanuel County 1963 1987 Candler, Emanuel, Jenkins, Johnson, and Treutlen Thomas Technical Institute Thomasville, Thomas County 1947 1987 Grady, Mitchell, and Thomas Valdosta Technical Institute Valdosta, Lowndes County 1963 1988 Berrien, Brooks, Cook, Echols, Lanier, and Lowdnes Walker Technical Institute Rock Spring, Walker County 1966 1988 Catoosa, Chattooga, Dade, and Walker West Georgia Technical Institute LaGrange, Troup County 1966 1988(1) Harris, Heard, Meriwether, and Troup Source: DTAE Records (1) These dates are fiscal year dates. All other dates are calendar year dates. 48 Albany Albany Tech - Main Campus Albany Doughtery Yes Yes Albany Blakely Satellite Campus Blakely Early Yes Yes Altamaha Altamaha Tech - Main Campus Jesup Wayne Yes Yes Altamaha Appling County Community School Baxley Appling Yes Yes Altamaha Jeff Davis Community School Hazlehurst Jeff Davis Yes Yes Altamaha Long County Center Not Reported Long Yes No Athens Athens Tech - Main Campus Athens Clarke Yes Yes Athens Walton County Center Monroe Walton Yes Yes Athens Elbert County Campus Elberton Elbert Yes No Atlanta Atlanta Tech - Main Campus Altanta Fulton Yes No Augusta Augusta Tech - Main Campus Augusta Richmond Yes Yes Augusta Burke County High School Not Reported Burke Yes No Augusta Thomason High School Not Reported McDuffie Yes No Augusta Quick Start Training Center Augusta Richmond No Yes ~:3 Carroll Carroll Tech - Main Campus Carrollton Carroll Yes Yes Carroll Douglas County Satellite Center Douglasville Douglas Yes Yes Carroll Douglas County School System - High School Not Reported Douglas Yes Yes Carroll Douglas County School System - High School Not Reported Douglas Yes Yes Carroll Floyd College- Harelson Site Waco Harelson Yes Yes Carroll Harelson Co. High School Not Reported Harelson Yes Yes Carroll Coweta Co. School System - High School Not Reported Coweta Yes Yes Carroll Coweta Co. School System -High School. Not Reported Coweta Yes Yes Carroll Carroll Co. Technical High School Not Reported Carroll Yes Yes Chattahoochee Chattahoochee Tech - Main Campus Marietta Cobb Yes Yes Chattahoochee Paulding Campus Dallas Paulding Yes Yes Chattahoochee South Cobb Technology Center Austell Cobb Yes Yes Columbus Columbus Tech - Main Campus Columbus Muscogee Yes Yes Coosa Valley Coosa Valley Tech - Main Campus Rome Floyd Yes Yes Coosa Valley Calhoun/Gordon County Campus Calhoun Gordon Yes Yes Coosa Valley Polk County Adult Learning Center Cedartown Polk Yes No 49 DeKalb DeKalb Tech - Main Campus DeKalb Covington/Newton Campus DeKalb Dunwoody Campus East Central East Central - Main Campus East Central Douglas/Coffee County Campus East Central Telfair Learning Center East Central Wilcox Learning Center East Central Ashburn, Turner County Campus East Central Pine Street Flint River Flint River Tech - Main Campus _ Flint River - Roberta Center Flint River Talbotton Center Flint River Butler Center Griffin Griffin Tech - Main Campus Gwirinett Gwinnett Tech - Main Campus Gwinnett Roswell Heart of Georgia Heart of Georgia Tech - Main Campus Heart of Georgia Eastman Center Heart of Georgia Dublin High School Lanier Lanier Tech - Main Campus Macon Macon Tech - Main Campus Macon Milledgeville Campus Middle Georgia Middle Georgia Tech - Main Campus Middle Georgia The Flint Building Moultrie Area Moultrie Area Tech - Main Campus MOUltrie Area Tift County High School MOUltrie Area Colquitt County Moultrie Area Worth County High School North Georgia North Georgia Tech - Main Campus North Georgia Tocca Center (at Big A Center) Clarkston Covington Dunwoody Fitzgerald Douglas Helena Rochelle Ashburn Fitzgerald Thomaston Roberta Talbotton Butler Griffin Lawrenceville Roswell Dublin Eastman Dublin Oakwood Macon Milledgeville Warner Robins Warner Robins Moultrie Tifton Not Reported Sylvester Clarkesville Tocca DeKalb Newton DeKalb Ben Hill Coffee Telfair Wilcox Turner Ben Hill Upson Crawford . Talbot Taylor Spalding Gwinnett Fulton Laurens Dodge Laurens Hall Bibb Baldwin Houston Houston Colquitt Tift Colquitt Worth Habersham Stephens Yes YesYes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes 50 Yes No No Yes Yes Yes Yes Yes Yes . Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes No Yes Yes Yes No .No No No Yes North Georgia Stephens Co. High School Tocca Stephens Yes No North Georgia Union Co. High School Blairsville Union Yes No North Georgia Towns Co. High School Hiawassee Towns Yes No North Georgia Shirley Miller Building Blairsville Union No Yes North Georgia Cross Roads Adult Education Eastanollee Stephens No Yes North Georgia White Co. High School Not Reported White No No North Metro North Metro Tech - Main Campus Acworth Bartow Yes Yes North Metro Cartersville CampuslTechnology Center Cartersville Bartow Yes No Ogeechee Ogeechee Tech - Main Campus Statesboro Bulloch Yes Yes Ogeechee Screven Center/Sylvania Campus Sylvania Screven Yes Yes Ogeechee Evans Center/Claxton Campus Claxton Evans Yes Yes Okefenokee Okefenokee Tech - Main Campus Waycross Ware Yes Yes Okefenokee Alma - Alma Adult Ed. Center Alma Bacon Yes No Okefenokee Folkston - CCHS Computer Lab Folkston Charlton Yes No Pickens Pickens Tech - Main Campus Jasper Pickens Yes Yes .... '4 Pickens Cherokee Co. - Adult Literacy Canton Cherokee Yes No Pickens Gilmer Co. - Adult Literacy Ellijay Gilmer Yes No Pickens Fannin Co. - Adult Literacy Mineral Bluff Fannin Yes No Pickens Pickens Co. Jail Jasper Pickens Yes No Pickens Cherokee Co. Jail Canton Cherokee Yes No Pickens Pregnancy Crisis Center Jasper Pickens Yes No Pickens Pregnancy Crisis Center Canton Cherokee Yes No Pickens Child Abuse Council Jasper Pickens Yes No Pickens Head Start Canton Cherokee Yes No Pickens Head Start Jasper Pickens Yes No Pickens Head Start Blue Ridge Fannin Yes No Pickens DFACS Canton Cherokee Yes No Pickens DFACS Ellijay Gilmer Yes No Pickens DFACS Blue Ridge Fannin Yes No Pickens DFACS Jasper Pickens Yes No 51 Sandersville Sandersville Savannah Savannah . Savannah Southeastern Southeastern Southeastern Southeastern South Georgia South Georgia Swainsboro Swainsboro Swainsboro Swainsboro Swainsboro Swainsboro Swainsboro Swainsboro Swainsboro Thomas Thomas Thomas Thomas Thomas Thomas Thomas Thomas Thomas Sandersville Tech - Main Campus Kaolin Road Building Savannah Tech - Main Campus Liberty County/Hinesville Campus West Chatham Technology Center at Pooler Southeastern Tech - Main Campus Glennville Tech. Ed. Center Literacy Center CDL Test Site South Georgia Tech - Main Campus Crisp County Center/Cordele Campus Swainsboro Tech - Main Campus Johnson Co. Adult Ed. CenterlWrightsville Johnson Co. DFACS Jenkins Co. Adult Learning Center/Millen Jenkins Co. DFACS Jenkins Co. High School Careerfare Training Center Treutlen Co. DFACS Swainsboro Tech Welding School Thomas Tech ~ Main Campus Chamber of Commerce . Mitchell Co. Hosptial - Comm. Room Rural Development Camilla/Mitchell Co -Baker High School Pelham High School Pelham Middle School Cairo High School Chamber of Commerce Sandersville Washington Yes Sandersville Washington No Savannah Chatham Yes Hinesville Liberty - Yes Pooler/Savannah Chatham Yes Vidalia Toombs Yes Glennville Tattnall Yes Mt. Veron Montgomery Yes Reidsville Tattnall Yes Americus Sumter Yes Cordele Crisp Yes Swainsboro Emanuel Yes Wrightsville Johnson Yes Wrightsville Johnson Yes Millen Jenkins Yes Millen Jenkins Yes Millen Jenkins No Soperton Treutlen Yes Soperton Treutlen Yes Swainsboro Emanuel No Thomasville Thomas Yes Cairo Grady Yes Camilla Mitchell Yes Camilla Mitchell Yes Camilla Mitchell Yes Pelham Mitchell Yes Pelham Mitchell Yes Cairo Grady Yes Camilla Mitchell Yes 52 Yes Yes No No Yes Yes Yes No No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes . No Yes No No Yes No Yes Yes Thomas City of Cairo Cairo Grady No Yes Thomas Mitchell DFACS Camilla Mitchell No Yes Thomas Mitchell Co. EMC Camilla Mitchell No Yes Thomas Pelham School System Pelham Mitchell No Yes Valdosta Valdosta Tech - Main Campus Valdosta Lowndes Yes Yes Valdosta Valdosta Tech.- East Campus Valdosta Lowndes Yes No Valdosta Cook Co. Chamber of Commerce Adel Cook Yes No Valdosta Brooks Co. Chamber of Commerce Quitman Brooks Yes No Valdosta Brooks Co. High School Quitman Brooks Yes No Valdosta Echols Co. High School Statenville Echols Yes No Valdosta Lanier Co. High School Lakeland Lanier Yes No Valdosta Berrien Co. High School Nashville Berrien Yes No Valdosta Berrien Co. Middle School Nashville Berrien Yes No Walker Walker Tech - Main Campus Rock Spring Walker Yes Yes Walker Ringgold High School Ringgold Catoosa Yes No Walker Chattooga Co. High School Summerville Chattooga Yes No West Georgia West Georgia Tech - Main Campus LaGrange Troup Yes Yes West Georgia Chatt.-Flint River RDC Franklin Heard Yes Yes West Georgia West Point Recreation Facility West Point Troup Yes Yes $.q~!J!l.~l~f(;~n~!*~.irQf!.Hlf[Jfmi!~!QijrR~Q,iit~~i,~I?Y;~t~t~I!1ni[al~Oltlt:Y1~~rc{~ajmil1~~t~!9.g~ngt~$:[tni;ij~1i~g:ij!lt~;~~~4f~11;%~~1!'iJ~ 53 Appendix C Survey of Technical Institutes Continuing Education Program Response Rate=100% (~3 of 33 Technical Institutes) Part I: Continuing Education Program Organization and Staffing 1. At your institution, to whom does your Continuing Education Director directly report? (33 of 33 responding) (A) President (B) Vice President for Business and Industry Services (C) Vice President for Instructional Services (D) Vice President for Administrative Services (E) Vice President for Student Development (F) Other - please specify. valla Total t-'resloem VP for Business and Industry Services/Economic Development VP for Instructional Services Director, Economic Development Programs Division Both VP for Business and VP for Instruction Don't have that position Total Frequency 1U 13 7 1 1 1 33 33 Percent 3U.;;S 39.4 21.2 3.0 3.0 3.0 100.0 100.0 Valid Percent -30.3 Cumulative Percent 30:-3 39.4 69.7 21.2 90.9 3.0 93.9 3.0 3.0 100.0 97.0 100.0 2. Please provide the total number of staff devoted to continuing education at your institute and indicate the source of their salaries by percentage. Example: c~ 40 lOS 90S SUMMARY STAFF INFORMATION INCLUDED ON PAGE 4. 55 OS 100% 100% 100% 100% 100% 100% 100% 100% Appendix C Survey of Institutes - Continuing Education 3. On average, how many instructors does your continuing education program use each quarter? Number full-time instructors (33 of 33 responding) Average: 0.2121 Minimum: 0 . Maximum: 2 ' Number part-time instructors (32 of 33 responding) Average: ,17.03 Minimum: 2 , Maximum:, 43 4. Does your institute's continuing education program op~rate out of facilities devoted primarily to continuing education? This may include warehouse, classroom, and : office fa. cilities for continuing education. (33 of 33 responding) Yes ; - , No~ Please si.'ip to Question 6. valla Total ~es No Total Frequency ~ 30 33 33 Percent l:I,l 90.9 100.0 100.0 Valid Percent 9.1 90.9 100.0 Cumulative Percent l:I.l 100,0 5. ' Where are your continuing education, program's facilities located? (33 of 33 responding) , ' , (A) 'On-campus near the institute's academic programs (8) At an institute satellite location (C) Off-campus at another site ', (0)' Some on-campus and some off-campus valla Missing Total un-campus near institute's academic programs At an institute satellite location Total Not 'Applicable Total Frequency 2 1 3 30 30 33 56 Percent 6.1 Valid " Cumulative -Pe.rcent . Percent , . 66.7 66.7 3.0 33.3 9.1 90.9, 90~9 100.0 100.0 100.0 Appendix C Survey of Institutes - Continuing Education 6. With which other institute programs does your continuing education program share facilities and/or equipment? Please indicate all that apply. (33 of 33 responding) . (A) Credit academic programs (8) Other non-credit and continuing education programs (C) New Connections to Work (D) Quick Start (E) Job Training Partnership Act (F) Other Other non-credit and continuing education programs New Connections to Work Quick Start Job Training Partnership Act Other 19 (58%) 13 (39%) 14 (42%) 9 (27%) 11 (33%) 7. If continuing education is provided at off-campus sites belonging to or leased by the institute, (such as satellite centers) please provide the names and locations of these sites. j:\1::~{J;r;'ljR9ff~mp'lJj;sltlj:;:r:!:;\'\f;\; iij:r;iir~'(~itY:,:~~~fii.Y,k~}J;':;:\\;:\~;;ij:'(qlFi~\~r~j; ["iM:,':; Owned I Leased INFORMATION PRESENTED AS APPENDIX B. Owned I Leased Owned I Leased Owned 1 Leased Owned I Leased Owned I Leased 8. Please indicate all that apply regarding the equipment and facilities used in continuing education at your institute? (33 of 33 responding) (A) The equipment and facilities used in continuing education is all owned by the program or institute. (8) A portion of the equipment and facilities used in continuing education is owned by other institute programs and is borrowed. (C) Some equipment and facilities used in continuing education is donated to the program. . 14 (42%) 11 (33%) 57 Appendix C Survey of Institutes - Continuing Education .Financial Information 9. How are state funds used in the continuing education programs? Please mark all that apply. (32 of 33 responding) . (A) Administrators/Directors salaries and fringes at institution level (8) Administrators/Directors salaries and fring~~ at program level (C) Support staff salaries and fringes at institution level (D) Support staff salaries and fringes at program level (E) . Instructors (F) Capital Outlay for Facilities (G) Direct Operating' Expenses - instructional materials, supplies, etc. (H) .Indirect Operating Expenses - rent, utilities, etc. (I) No direct or indirect state funds used in program (J) Other Administrators/directors salarieslfringes (institution level) Administrators/directors salaries/fringes . (program level) Support staff salarieslfringes (institution level) . Support staff salarieslfringes (program level) InstructorS Capital outlay for facilities Direct operating expenses (Instructional materials, supplies, etc.) Indirect operating expenses (Rent, utilities, etc.) No direct or indirect funds used in program Other- Please specify. 5 (16%) 10 (31%) 4 (13%) 2 (6%) 4 (13%) 2 (6%) 14 (44%) 4 (13%) 1 (3%) 10. Please provide total revenues (separating internally generated funds from .state funds) and, expenditures (including salaries and all operating expens'es) for your continuing education program for the past three fiscal years. FY 1995 ~wl~j~~~tr~1~~j~P:[~l~~'ijilt@m!B!i!n,~~!::~~~:fnM.j~Ji!~ i1fJ':'i~!ie.~1JE"'ri~!ij;j;;mi ;:i,t;j~;L~~1JKu~.~jjii:'i FY 1996 FY 1997 INFORMATION PRESENTED IN EXHIBIT 10. 58 Appendix C Survey of Institutes - Continuing Education 11. Does your institute require that continuing education programs at the institute break-even (at minimum, revenue must pay for the direct and indirect costs of the program) or make a profit? (33 of 33 responding) (A) Institute requires continuing education program break-even. (8) - Institute requires continuing education program make a profit to help fund their continued operations and/or other institution activities. (C) Institute allows continuing education to be subsidized by other institute funds. valla Total Institute requires CE break-even Institute requires CE make a profit to help fund other programs Institute allows CE to be subsidized by other funds Total Frequency 23 8 2 33 33 Percent 69.7 24.2 6.1 100.0 100.0 Valid Percent 69.7 24.2 6.1 100.0 Cumulative Percent 69.7 93.9 100.0 12. What percentage of your program's continuing education is provided under formal, written contract? Choose the one best response. (33 of 33 responding) (A) Less than 10% (8) 11 % to less than 50% (C) 51 % to less than 75% (D) 76% to less than 100% (E) 100% 59 Appendix C Survey of Institutes - Continuing Education valla Total ess than 10% 11% to less than 50% 51%to less than 75% 76% to less than 100% Total Frequency 25 5 2 1 33 33 Percent 75.8 15.2 6.1 " 3.0 100.0 100.0 Valid Percent 75.8 : 15.2 6.1 3.0 100.0 Cumulative Percent 75.8 90.9 97.0 100.0 13. . Which of the following costs does your program include when establishing fees for continuing education courses? Indicate all that apply. (33 of 33 responding) (A) Salary of instructor (B) Cost of materials and equipment (curricula, supplies, copies, computers, equipment, etc.) (C) Use of institute facilities (0) Use of other facilities (E) Cost of institute's and/or program's administrative overhead (President's Office, OTAE Central Office, etc.) (F) Other Cost of materials and equipment (curricula, supplies, copies, computers, equipment, etc.) Use for institute facilities Use of other facilities Cost of institute's and/or program's administrative overhead (president's office, DTAE central office, etc.) Other, please specify , 13(39%) 10 (30%) 13 (39%) 9 (27%) Program Activities 14. What is the average'length of a continuing education course at your institute? (32 of 33 responding) . (A) 1 day to under a week (B) 1 week to under 2 weeks (C) 2 weeks to under 1 month (0) 1 month to under 5 months (E) More than 5 months ,60 -.:r ...:' .~.~ . -... ~. ~. . Appendix C Survey of Institutes - Continuing Education valla Missing Total 1 aay to under 1 week 1 week to under 2 weeks 2 weeks to under 1 month 1 month to under 5 months Total -1.00 Total Frequency 12 2 7 11 32 1 1 33 Percent 36.4 6.1 21.2 33.3 97.0 3.0 3.0 100.0 Valid Percent 37.5 6.3 21.9 34.4 100.0 Cumulative Percent 37.5 43.8 65.6 100.0 15. Do continuing education courses have standardized curricula? Please mark best response. (33 of 33 responding) (A) All courses' curricula are standardized. (8) Some courses' curricula are standardized, depends on subject area. (Ex: computer courses are standardized while management courses are not) (C) None of the courses' curricula are standardized. valla Total Jo\II courses are standardized Some courses are standardized. depends on . subject area None of the courses' curricula are standardized Total Frequency 1 31 1 33 33 Percent 3.0 93.9 3.0 100.0 100.0 Valid Percent 3.0 93.9 3.0 100.0 Cumulative Percent 3.0 97.0 100.0 61 Appendix G Survey of Institutes - Continuing Education 16. How does your institute review and evaluate continuing education courses and the continuing education program? Please mark all that apply. (33 of 33 responding) (A) Student evaluations of courses (content and instructor) (B) Needs assessment of service area (C) Surveys of general public (D) Surveys of businesses and industries (E) Personal follow':'ups (F) Focus groups (G) . Institutional peer review by other faculty and administrators (H) . Other 27 (82%) 17 (52%) 28 (85%) 24 (73%) 13 (39%) 10 (30%) 5 (15%) 17. How many continuing educationcQursesof each catego,y did you offer during FY 19967 Non-Credit: Occupational (29 of 33 responding) Recreational/Personal Enrichment: Average: Minimum: Maximum: 24.2 0 97 Engineering/Science Technologies Average: 3.2 Minimum: 0 Maximum: 12 Industrial Technologies Average: Minimum: Maximum: 15.6 0 73 Business Technologies Average: Minimum: Maximum: 44.8 0 142 62: ., Appendix C Survey of Institutes - Continuing Education Health Technologies Agriculture/Natural Resources Personal/Public Service Technologies Average: 11.9 Minimum: 0 Maximum: 71 Average: 1.2 Minimum: 0 Maximum: 10 Average: 11.7 Minimum: 0 Maximum: 71 CEU: Occupational (9 of 33 responding) Recreational/Personal Enrichment Engineering/Science Technologies Industrial Technologies Average: 6.7 Minimum: o Maximum: 51 . Average: 2.7 Minimum: o Maximum: 12 Average: 24.7 Minimum: o Maximum: 98 Business Technologies Health Technologies Agriculture/Natural Resources Personal/Public Service Technologies Average: 25.6 Minimum: 0 Maximum: 94 Average: 4.3 Minimum: 0 Maximum: 10 Average: 0 Minimum: 0 Maximum: 0 Average: 7.0 Minimum: 0 Maximum: 47 63 Appendix C Survey of Institutes - Continuing Education Marketing of Continuing Education 18. Please indicate which of the following types of marketing your continuing education program has used. Indicate all that apply. (33 of 33 responding) ,(A) Radio advertisements (B) Newspaper advertisements (C) Television advertisements (0) Brochures and other publications (E) Recruiting by program personnel (F) InternetIWorld Wide Web site (G) Mass mailings to general public (H) Mass mailings to target business and industry (I) Other Radio advertisements Newspaper advertisements Television advertisements Brochures and other pUblications Recruiting by program personnel IntemetIWorld Wide Web site Mass mailings to general public Mass mailings to target business and industry Other- Please specify. 33 (100%) 10 (30%) 33 (100%) 28 (85%) 10 (30%) 26 (79%) 28 (85%) 11 (33%) Part II: Information Request Participant Course Evaluation Form Participant Registration Form Schedule of classes for continuing education for: Fall 96, Winter 97, Spring 97, Summer 97, and Fall 97 (if available) 64 ',I .. ' ~ ',.)'..1 r;1 Appendix D Survey of Continuing Education Course Participants In some 'instances totals will not equal 100% due to rounding considerations. Responses are considered "system missing" if a participant skipped or failed to answer a question. 1. How did you hear about this course? _ _ School catalog _ _ Newspaper supplement _ _ Referred by employer _ _ Referred by friend or relative - - - Radiorrv advertisement - - - Internet search _ _ Other, please specify. valla Missing Total ::icnOOI Catalog Newspaper Supplement Employer Friend or Relative RadiofTV Advertisement Internet Search Other (Open-Ended Responses) Total System Missing Total Frequency 330 142 374 250 6 3 142 1247 26 26 1273 Percent 25.9 11.2 29.4 19.6 .5 .2 11.2 98.0 2.0 2.0 100.0 Valid Percent 26.5 Cumulative Percent 26.5 11.4 37.9 30.0 67.8 20.0 87.9 .5 8,8.4 .2 88.6 11.4 100.0 100.0 2. For what reason are you taking this course? Mark the one response that best describes your interest in this courSe. _ _ To help me do my current job better. _ _ To make me better qualified for another job. ___ For personal development. 65 Appendix D Survey of Continuing Education Participants _ _ As preparation for credit coursework. _ _ Other, please specify. valla Missing Total Helpwltn current job Make better qualified for job Personal development Prep. for credit course work Other (specify) Total System Missing Total Frequency Percent 546 42.9 Valid Percent 44.1 280 22.0 22.6 307 24.1 24.8 37 2.9 3.0 67 1237 36 36 1273 5.3 '97.2 2.8 2.8 . 100.0 5.4 100.0 Cumulative Percent 44.1 66.8 91.6 94.6 100.0 3. Did a supervisor recommend or instruct you to take this course or are you taking it on your own initiative? _ _ Supervisor instructed me to take the course. ~_ Supervisor recommended that I take the course. ___ I'm taking it on my own initiative. _ _ Other, please explain. valla Missing Total s ~upervlsor Instructions Supervisor's Recommendation On Own Initiative other (Open-Ended Responses) Total System Missing Total Frequency 84 168 989 20 1261 12 12 1273 Percent 6.6 13.2 77.7 1.6 99.1 .9 .9 100.0 Valid Percent 6.7 Cumulative percent 6.7 13.3 20.0 78.4 98.4 1.6 100.0 100.0 66 Appendix 0 Survey of Continuing Education Participants 4. Please indicate who is paying for this course. Mark the one best answer. _ _ I am paying for the course in full. _ _ My organization is paying in full up front. ___ My organization will reimburse me upon completion. _ _ My organization will share the cost of the course. _ _ Other, please explain. valla Missing Total I ne stuaent Org.-in full up front Org.-reimburse Org.-share cost Other (explain) Total System Missing Total Frequency 597 557 51 21 37 1263 10 10 1273 . Percent 46.9 43.8 4.0 1.6 2.9 99.2 .8 .8 100.0 Valid Percent 47.3 44.1 4.0 1.7 2.9 100.0 Cumulative Percent 47.3 91.4 95.4 97.1 100.0 5. Why did you select this technical institute to take this course? Mark the one bestresponse. - - - Cost of the course. ___ The location is convenient to my work or home. _ _ The only location offering the course in my area. ,---- Better than other institutions' courses. _ _ Other, please explain. vOSI or me course Location convenient to home or work. Only location for course. Better than other institutions' courses. Other (Open-Ended Responses) Total System Missing Total Total Frequency 99 646 320 112 72 1249 24 24 1273 Valid Percent Percent f.1S . 7.9 50.7 51.7 25.1 25.6 8.8 9.0 5.7 5.8 98.1 100.0 1.9 1.9 . 100.0 Cumulative Percent 7.9 59.6 85.3 94.2 100.0 67 Appendix 0: Survey of Continuing Education Participants 6. What is your overall opinion of this course? Mark the most appropriate response. 1 Excellent 2 Very Good 3 Good 4 Fair 5 Poor valla Missing Total excellent Very good Good Fair/Poor Total System Missing Total Frequency ol;J 491 140 13 1257 16 16 1273 Percent 4/S.2 38.6 11.0 1.0 .. 98.7 1.3 1.3 100.0 Valid Percent 4/S./S 39.1 11.1 1.0 100.0 Cumulative Percent 4/S./S 87.8 99.0 100.0 7. How would you rate your instructor's knowledge and interest in the course material? 1 Excellent 2 Very Good 3 Good 4 Fair 5 Poor valla Missing Total excellent Very good Good Fair/Poor Total System Missing Total Frequency ~4f 236 68 9 1260 13 13 1273 Percent f4.4 18.5 5.3 .7 99.0 1.0 1.0 100.0 Valid Percent fo.L. 18.7 5.4 .7 100.0 Cumulative Percent fo.L. 93.9 99.3 100.0 68 Appendix D Survey of Continuing Education Participants 8. Answer the following statement by circling the most appropriate response for you. "I would recommend this course to friends or co-workers." 1 Agree Completely 2 Agree Somewhat 3 Disagree Somewhat 4 Disagree Completely valla Missing Total Agree Completely Agree somewhat Disagree somewhat Disagree completely Total System Missing Total Frequency 1013 222 21 2 1258 15 15 1273 Percent 79.6 17.4 1.6 .2 98.8 1.2 1.2 100.0 Valid Percent 80.5 17.6 1.7 .2 100.0 Cumulative Percent 80.5 98.2 99.8 100.0 9. Do you agree or disagree that this course provided what you had expected in terms of course content and instruction? 1 Agree Completely 2 Agree Somewhat 3 Disagree Somewhat 4 Disagree Completely valla Missing Total Agree completelY Agree somewhat Disagree somewhat Disagree completely Total System Missing Total Frequency 892 313 45 6 1256 17 17 1273 Percent 70.1 24.6 3.5 .5 98.7 1.3 1.3 100.0 Valid Percent Tr:U 24.9 3.6 .5 100.0 Cumulative Percent ~ 95.9 99.5 100.0 69 - - - ~--- ~-~--~- - - Appendix D. Survey of Continuing Education Participants 10. Please briefly explain why you agree or disagree that the course provided what you had expected in terms of course content and instruction. Open-Ended Responses 11. Do you agree or disagree that this course provided you with instruction and information, which will benefit you professionally currently or in the future? 1 Agree Completely 2 Ag ree Somewhat 3 Disagree Somewhat 4 Disagree Completely Agree c~mpletelY Agree somewhat Disagree someVlihat Disagree completely Total System Missing Total Total Frequency 973 248 18 4 1243 30 30 1273 Percent 76.4 19.5 1.4 .3. 97.6 2.4 2.4 100.0 , Valid Percent 1l:!.3 20.0 1.4 .3 100.0 Cumulative Percent IlS.3 98.2 99.7 100.0 .12. Please briefly explain why you agree or disagree that the course provided you with instruction and information, which will benefit you professionally. Open-Ended Responses 13. What is your highest level of education? Mlgn ;:)cnOOIlI..:lt:u Certificate/Diploma Associate Degree Bachelor Degree Master Degree Doctoral Degree Total System Missing Total Frequency 4(0 218 153 267 89 12 1214 59 1273 Percent 3(.3 17.1 12.0 21.0 7.0 .9 95.4. 4.6 100.0 Valid Percent 39.1 18.0 12.6 22.0 7.3 1.0 100.0 Cumulative Percent 39.1 57.1 69.7 91.7 99.0 100.0 70 Appendix D " Survey of Continuing Education Participants 14. Have you ever taken a credit course at this or any other technical institution? valla Missing Total yes no Total System Missing Frequency 636 604 1240 33 1273 Percent 50.0 47.4 97.4 2.6 100.0 Valid Percent :>1.;J 48.7 100.0 Cumulative Percent :> 1 .;J 100.0 15. Have you obtained or are you working toward obtaining a technical certificate, diploma or degree from this or another technical institution? Mark the one response that most applies. A. Yes, I have completed a: - - - CertificaterrCC _ _ Diploma _ _ Degree B. No, but I am working toward a: _ _ CertificaterrCC _ _ Diploma _ _ Degree C. Neither, skip to Question 17. L;ompletea certlTlcate/l L;L; Completed diploma Completed degree Working toward a certificaterrCC Working toward a diploma Working toward a degree Total System Missing Total Frequency 165 75 97 131 33 51 552 721 1273 Percent 13.0 5.9 7.6 10.3 2.6 4.0 43.4 56.6 100.0 Valid Percent L~:U::f 13.6 17.6 23.7 6.0 9.2 100.0 Cumulative Percent Ll:U:f 43.5 61.1 84.8 90.8 100.0 71 Appendix 0 Survey of Continuing Education Participants 16., From which institution did you receive or are you working toward obtaining this certificate, diploma, or degree? Name of Institution Open-Ended Responses City, State Open-Ended Responses 17. What is the zip code where you reside? Open-Ended Responses 18. What is your current employment status (check all that apply)? _ _ Employed Full-Time Employed Part-Time _ _ Not Employed Full-Time Student - - Part-Time Student Retired Employment Status Employed Full-Time Employed Part-Time Not Employed Full-Time Student Part-Time Student Retired Responses (%) 976 (77%) 115 (9%) 101 (8%) 59 (5%) 61 (5%), 54 (4%) 19. What is your age? - - Under 25 __ 25to35 __ 36to45 _ _ 46 to 55 _ _ Over 55 valla Missing Total unoer~o 25-35 36-45 46-55 Over 55 Total System Missing Total Frequency 152 376 365 249' 103 1245 28 28 1273 Percent 11.9 29.5 28.7 19.6 8.1 97.8 2.2 2.2 100.0 Valid Percent l~.~ 30.2 29.3 20.0 8.3 100.0 Cumulative Percent l~.~ 42.4 71.7 91.7 100.0 72 Appendix 0 Survey of Continuing Education Participants 20. Before taking this course, have you previously taken a continuing education course at this or any oth~r public technical institution, college or university, or private. for-profit institution (either in Georgia or in other states)? Mark all that apply. _ _ At a technical institution. _ _ At a college/university. _ _ At a private, for-profit institution. _ _ No previous continuing education coursework. skip to Question 23. Previous Continuing Education Coursework Technical Institution College/University Private, For-Profit Institution No previous continuing education coursework Responses (%) 522 (41%) 344 (27%) 85 (7%) 422 (33%) 21. At what institution did you take your last continuing education course? Name of Institution Open-Ended Responses City, State Open-Ended Responses Name of Course Open-Ended Responses 22. Why did you take the previous course at that institution and not the technical institute in which you have just completed a course? _ _ I have since relocated to this area. _ _ Only available at the other institution. _ _ Other course was of a higher quality. _ _ The price was better there. _ _ Other, please explain. Kelocatea to tnlS area Since Only available at other inst. Other course was of higher quality Better price Other (explain) Total System Missing Total Frequency 99 128 12 17 146 402 871 1273 Percent 7a10.1 .9 1.3 11.5 31.6 68.4 100.0 Valid Percent 24.6 31.8 3.0 4.2 36.3 100.0 Cumulative Percent 24.6 56.5 59.5 63.7 100.0 73 Survey of Continuing Education Participants 23. Please indicate the employment area in which you are currently employed. Check the one best r~sponse. _ _ Agriculture and natural resources _ _ Construction/building industry _ _ Education _ _ Entertainment/leisure industry (hospitality, restaurant, recreation) ___ Finance, insurance and real estate _ _ Government (excluding education) _ _ Manufacturing and production industry _ _ Professional (medical, legal, engineering, journalism) - - - Retail/wholesale trade _ _ Utilities/communications/transportation (rail/pubiic transit, trucking, ~ water, electric,gas utilities) _ _ Other, please specify. valla Missing Total AgnculIure~NatUralHesources Construction/Building Industry Education Entertainment/Leisure Industry ~" ., Finance, Insurance, Real Estate Government (excludes education) Manufacturing & Production Industries Professional RetaillWholesale Trade Utilities/Communication/ Transportation Other (Open-Ended Responses) Total System Missing Total Frequency 18 ..... 83 98 31 112 73 200 Percent 1.4 6.5 7.7 2.4 8.8 5.7 15.7 Valid Percent l.tl 7.5 8.9 2.8 10.2 6...6 .' 18.2 Cumulative Percent . 1.6 9.2 18.1 20.9 31.1 37.7 55.9 143 11.2 13.0 68.8 78 6.1' 7.1 75.9 74 '5.8 6.7 82.7 191 1101. 172 172 1273 . ' 15.0 86.5 13.5 13.5 100.0 17.3 100.0 100.0 24. Please indicate which job category best des.cribes the type of work you do. Check the one best response. I , _ _ Production/manufacturing _ _'Technical and skilled trades _~ Clerical/administrative support 74 Appendix D Survey of Continuing Education Participants _ _ Executive/managerial/supervisory _ _ Professional (such as medical doctor o~ lawyer) valla Missing Total t-'roauctlon/Manutactunng Technical/Skilled Trades Clerical/Administrative Support Executive/Managerial/ Supervisory Professional Total System Missing Total Frequency ll~ 286 297 Percent ~.;;S 22.5 23.3 Valid Percent 1l.U 26.5 27.5 Cumulative Percent 1l.U 37.5 64.9 239 140 1081 192 192 1273 18.8 11.0 84.9 15.1 15.1 100.0 22.1 13.0 100.0 87.0 100.0 75 .' Appendix E Survey of Technical Institutes Customized Training . Response Rate=100% (33 of 33 Technical Institutes) 1. Does your institute offer customized training for employees of existing business and industry? 33 (100%) Yes, please continue. 0(0%) No, please skip to Question 28. 2. Does your institute offer customized training for employees of new or expanding industry? 33 (100%) Yes, please continue. 0(0%) No, please skip to Question 28. 3. How are customized training contracts generally initiated at your institute? Choose the one response that best represents the most frequent form of contact. Companies contact institute Institute and program staff contact companies Other organizations or agencies refer clients Institute faculty Advisory committees Other, please specify Open-Ended Responses. valla Total company contacts institute institute/program contact company other orgs or agencies refer dklna Total Frequency 13 15 1 4 33 33 Percent 39.4 45.5 3.0 12.1 100.0 100.0 Valid Percent 39.4 45.5 3.0 12.1 100.0 Cumulative Percent 39.4 84.8 87.9 100.0 4. Please provide the total number of staff devoted to customized training at your institute and indicate the source of their salaries in percents. Summary staff information included on Page .~ of the report. 77 Appendix E Survey of Technical Institutes - Customized Training 5.. Please briefly indicate the duties of each of the positions listed above. Open-Ended Responses 6. Does your institute's customized training program. operate out of facilities devoted primarily or completely to customized business and industry training? This may include an open area, classroom, and office facilities for customized training. We use a space primarily devoted to customized training. We use a space completely devoted to customized training. No, please skip to Question 10. valla space primarily" ..devoted to customized no dklna Total Total FrElquency 8 24 1 33 "33 Percent 24.2 72.7 3.0 100.0 100.0 Valid Percent 24.2 72.7 3.0 100.0 Cumulative Percent 24.2 97.0 100.0 . 7. What is the size in square feet of the space your program uses for customized training? If you use only part of a building, indicate the amount your program uses. 10,901 Average Square Feet (8 of 33 responding) 8. Where are your customized training program's facilities located? . On-campus near the institute's academic programs. Off-campus at another site. vallo .. ,.' Total "" on campus near programs' off .. campus on and off campus dklna Total Frequency 7 2 3 21 33 33 Percent 21.2 6.1 9.1 63.6 100.0 100.0 Valid Percent 21.2 6.1 9.1 63.6 100.0 Cumulative Percent 21.2 27.3 36.4 100.0 78 . Appendix E Survey of Technical Institutes - Customized Training 9. Does your program use equipment and supplies owned t>y the institute for use in customized training? Yes, we own our own equipment. No, we have no equipment of our own. valla Total yes, program owns no, own no equipment dklna Total. Frequency 11 1 21 33 33 Percent 33.3 3.0 63.6 100.0 100.0 Valid Percent 33.3 3.0 63.6 100.0 Cumulative Percent 33.3 36.4 100.0 10. With which other institute programs does your customized training program share facilities and/or equipment? Please indicate all that apply. Credit academic programs Other non-credit and continuing education programs New Connections to Work Quick Start Job Training Partnership Act Participants Other, please specify Open-Ended Responses. Other non-credit & continuing ed. programs. New Connection to Work Quick Start Job Training Partnership Act Participants Other, please specify 28 (85%) 12 (36%) 24 (73%) 14 (42%) 10 (30%) 2 (6%) 10 (30%) 5 (15%) 8 (24%) 9 (27%) 79 ----------------~-----~~~----===~----- .Appendix E Survey of Technical Institutes - Customized Training 11. Please provide the number of companies served from each of the following locations in Fiscal Year 1997. ., :;,'j't.~t%~:~i~~~~;~~~:ii~~~~~~i~,~~:.',.; On-campus facilities designed for customized training. 306 Other on-campus facilities also used by academic programs. 522 Off-campus facilities belonging to the institute (satellite or off-campus site) 126 Facilities provided by a customized training client. 366 Other, please specify. 64 15.3 18.6 6.0 12.6 6.0 ".'.',l" ,., .' :0,. :;"'""" 12.lf training is provided. at off-campus sites belonging to or leased by the institute (such as satellite centers). please provide the names and locations of these sites. INFORMATION PRESENTED AS APPENDIX B. Owned I Leased Owned I Leased Owned I Leased Owned I Leased Owned I Leased Owned I Leased 13. Please provide total revenues and expenditures (including salaries and all operating expenses) for your customized business and industry training program for the past three fiscal years. Information for each institute presented in Exhibit ',1:~. 80 Appendix E ~. '1 'Survey of Technical Institutes - Customized Training 14. What percent of your program's customized training isprovided under formal, written contract? Choose the one best response. Less than 10% 10% to less than 50% 51% to less than 75% 76% to less than 100% 100% valla Total less man 10% 10% to less than 50% 51% to less than 75% 76% to less than 100% 100% Total Frequency 3 3 5 15 7 33 33 Percent 9.1 9.1 15.2 45.5 21.2 100.0 100.0 Valid Percent 9.1 9.1 15.2 45.5 21.2 100.0 Cumulative Percent 9.1 18.2 33.3 78.8 100.0 15. What was the average value of formal, written training contracts in your program in Fiscal Year 1997? Less than $5,000 $10,001 to $25,000 $50,001 to $75,000 Greater than $100,000 . $5,000 to $10,000 $25,001 to $50,000 $75,001 to $100,000 valla Total less man $5k $5kto $10K $25,001 to $50K $75,001 to $100K greater than $100K Total Frequency 22 5 2 2 2 33 33 Percent 66.7 15.2 6.1 6.1 6.1 100.0 100.0 Valid Percent 66.7 15.2 6.1 6.1 6.1 100.0 Cumulative Percent 66.7 81.8 87.9 I 93.9 100.0 81 Appendix E Survey of Technical Institutes - Customized Training 16. Which of the following costs does your program include when establishing a cost to clients for providing customized training? Indicate all that apply. Salary of instructor Cost of materials and equipment (curricula, supplies, copies, Computers, equipment, etc.) Use of institute facilities Use of other facilities Cost of institute's administrative overhead (President's Office, DTAE, etc.) Other, please specify Open-Ended Responses. Cost of materials and. equipment Use of institute facilities Use of other facilities Cost of Institute's administrative overhead Other, please specify 33 (100%) 14 (42%) 12 (36%) 11 (33%) 12 (36%) 0 (0%) 8 (24%) 7 (21%) 8 (24%) 7 (21%) 17. Please indicate which of the following services your program may routinely offer clients and for which of these services clients are routinely. charged. Indicate all that apply. Service Provided o o o o o o o o o o o '0 Client Charged o Assessment services (skills testing, etc.) o Workplace literacy (basic reading, writing, and math) o English as a second language o Supervisory, management training o Management science training (TOM, etc.) o Communications skills, interpersonal relations, etc. o Computer literacy, software or hardware training, etc. o . Job-specific technical training o . Courses leading to licensure . 0 . Courses leading to credential o Program consultation with business and industry o . Other, please specify Open-Ended Responses. 82 Appendix E ,'-;0:: :l ~ .. . Survey of Technical Institutes - Customized Training .'" ._ .... "'il' .. , .. : >i.~..,. I"'; "X' ://,'i''!:\'" .\,. f ..... "i:L.:,:;Nijtrlber.'of\Rel:ipQ.l1s~s..." . '" . :'.'; .....,.. ':.: ,,\.~;:~2::' ;;::.~;::,.:.!j.~.'~ffi!~dS,.,::;;..::,.::';.~.,~~~~~'2h~;Jt:~.::; ;:~~~Cj(:~e;~~~~.I;: .s~;:1t~~~t~t~~~rd~~,:] [iri~~i~~i~a\ Assessment Services Workplace Literacy 24 (73%) 20 (61%) 2 (6%) 2 (6%) 3 (9%) 4 (12%) 4 (12%) 7 (21%) English as a second language Supervisory, management training Management Science Communication/ Interpersonal Skills Computer Literacy Job-Specific Technical Training Courses Leading to Licensure Courses Leading to Credential Program Consultation 10 (30%) 27 (82%) 23 (70%) 26 (79%) 27 (82%) 27.(82%) 22 (67%) 18 (55%) 13 (39%) 4 (12%) o o o 1 (3%) o 1 (3%) o 14 (42%) 1 (3%) 6 (18%) 4 (12%) 5 (15%) 5 (15%) 5 (15%) 5 (15%) 5 (15%) 1 (3%) 18 (55%) o 6 (18%) 2 (6%) o 1 (3%) 5 (15%) 10 (30%) 5 (15%) 18. What is the av.erage length of a training job for your program's clients? 1 day to under 1 week 2 weeks to under 1 month more than 5 months 1 week to under 2 weeks 1 month to under 5 months valla Total 1 oay to under 1 week 1 week to under 2 weeks 2 weeks to under 1 month 1 month to under 5 months Total Frequency 10 2 10 11 33 33 Percent 30.3 6.1 30.3 33.3 100.0 100.0 Valid . Cumulative Percent Percent 30.3 30.3 6.1 36.4 30.3 66.7 33.3 100.0 100.0 83 Appendix E . Survey of Technical Institutes - Customized Training 19. Please indicate by size of company (its number of employees) the numberof employees trained in each of the industry type categories below for Fiscal Year 1997. For example: You may have trained 25 employees from the Manufacturing sector who worked for companies of 100 to 249 employees in size and 5 in manufacturing for companies with 1 to 4 employees" " See Exhibit E-1. 20. Please provide the total number of employees your program tra-ined in ,Fiscal Year 1997. Please make sure this is an unduplicated count if possible. 35,538 1,077 Total Number of Employees (33 of 33 responding) Average Number of Employees per Institute " , ,. 21.Which of the types of industries listed in Question 19 was the single largest source of your program's revenue in Fiscal Y~ar 1997? " valla Total manuracIunng public adminstration .and government -' transportation ....(aeros pace) finance, insiJrance. real estate mining dklna Total . ." Frequency 24 2 1 2 1 3 33 33 Percent 72.7 6.1 3.0 6.1 3.0 ",- 9.1 100.0 100.0 Valid Percent 72.7 '6.1 Cumulative Percent 72.7 '.78.8 3.,0 .. - 6.1 3.0 9.1. 100.0 81.8 .. 87.9 90.9 100.0 22. Please provide the total number of companies served in each of the following categories for Fiscal Years 1997. For example: You may have trained employees from 10 companies with 50 to 99 employees in the Government. See Exhibit E-2. 23. Please provide the total number of companies your program served in Fiscal Year 1997 (unduplicated). ' Total Number of Companies (32 of 33 responding) Average Number of Companies per Institute 84 . "~,:?~,,~,,,:,\;;_~f&i~N~~J~i;l~lil~~i'I._llili~'rj~,irl~~~~~la~s;~f;Lr;'~;~i1},~~~~r~f*~' ;~~f:~~~,~~8:!:}\~1'~i~%~~~,;jjrf~c;i:~'~);;;'!~f;~rt~j~tf;~~~~i~~]I:?C'~P;!LY~~~;"'i::;,,\' \;"~~6,I";': i~i~iflf~)~ ,,' ",INDUSTRY/; '. jJ()4 51b 910'to 19, ,20 to 4950.t099 ::100to'249,:250t0499 500,t6999;. 1\000+: Sp~Cified ;,';,:i;;;:;;;"':';,/,:, ..... , . .". . , . e',', , ,. .. . . ' , .' . ., ,' ..', , ..'.". " .. ,' '.,,,.' .:" ".,. '. , . . , " . ' , ' . . . . . . ., , . , ,., ,. ,.",.t ", '." '''' , ,', .,., ..'" ", ;, ; .. , .. Agriculture, Forestry and Fishing o 2 5 7 13 84 64 36 117 104 432 Mining 1 22 4 5 7 31 240 o 599 12 921 Construction/ Contracting Manufacturing Wholesale Trade 26 1 121 181 178 305 o 13 oo 57 149 709 4,441 8 7 o 181 Retail Trade 7 9 63 14 6 354 Finance, Insurance, and Real Estate 4 9 103 183 316 513 110 oo 4 5,775 4,373 3,829 741 o 2 o o 214 o 3 o 340 50 18 71 926 20,087 198 670 1,607 Professional Services 4 22 116 96 254 538 162 102 605 32 1,931 Public Administration/ Government o 17 213 582 1,219 956 672 411 4,628 161 8,859 Business Services, Hospitality and 44 85 86 275 45 39 106 29 205 o 914 Recreation Transportation, Communications, Electric, Gas, arid 230 181 165 137 273 545 201 192 252 924 3,100 Sanitary Services .. ~\.; j1,\::;', i./:;:;:"" . :~~lli~;~~1.~; ~:,;';;,"~;1j ::i!.:I;"j:,~~~: 10~~~~,m.qgg ~;'~:':"':':'i';~G~~~~Q,'t; :f,:;::;~;',~l~~;4;'L~:;;,';.~;1~ :::,:l~j~~,~;~~~:;~.,j;~Jg~~ :I;;:;J~Lj;~;~~~::~,~ ..S,,oc.,.,,.u,r,cc." .,:,,,.,-e-.1.', .:.S..., c..,.t"'a.,ff,.,ac".,"...n.,'";...a'.I,'.v.1.".',s.,I..,,..S.......'.o.".f:...-,I&.n'I.,'o~:',.,,.r:.m," .":.,.a'.... "v""ld': . In'. '.f.."In""s,' . . , . .,.-. . "','" h"""""""i,j' "": ,.... e"~;,;..: '" v . ' :..th:"~,,:.,..s,,u'rv:..".e"'. ,'.'.0 .:.-,-"oc,', ..",.,.". ,I"""'<':""""""""'~':''''''''''~r:;of_~rl1~I,OY~~~F",'~<.,: .. :... ";: ,>,:':'_IHt~4, I "., ..... '".,. ,.'INDU.STRY:;;".:;,,;::,,':tito<4, 5to9 1Jtt9-:1g,:;' ~91q4~:,,5QJ9:,~~; tQqt.p_:~4Q( g~9J(f-4~~r 9g;t9~~.~,1,QQ9::b}:L~E:g~SPj:,: Agriculture, Forestry and Fishing 1 15 ,5 6 4 2 1 2 5 41 Mining 0 0 0 0.111 3 3 0 2 119 Construction/Contracting 2 '5 10 17 10 4 5 3 1 57 Manufacturing1 2 6 19 65 173 152 124 28 570 Wholesale Trade 0 0 0 21 7 2 1 0 13 Retail Trade 4 6 11 2 1 5 2 3 2 36 Finance, Insurance, and Real Estate 2 3 7 14 6 7 3 0 0 42 Professional Services 0 8 14 11 20 13 9 4 3 82 Public Administration and Government 2 1 15 36 42 41 16 15 37 205 Business Services, Hospitality and Recreation 15 12 16 10 o 2 2 2 1 60 Transportation, Communications, Electric, Gas, and Sanitary Services 206 51 26 10 21 19 12 10 11 366 ,":..' ,'. :,. ',.':-":: ", "->'".;:". -:I;,..~~~;;::.19'~ ~:,;;,,;:Jtg;,,;i. ,::J2l, 'L_",:::g811.::~1~1:, .:. :.gf;1 86 Appendix E Survey of Technical Institutes - Customized Training 24. For which of the types of companies listed in Question 22 did your program train the most employees in Fiscal Year 1997? valla Total manufactUring public administration and government professional services tra nsportation...(aeros pace) finance, insurance, real estate mining dk/na Total Frequency 23 4 1 1 1 1 2 33 33 Percent 69.7 12.1 3.0 3.0 3.0 3.0 6.1 100.0 100.0 Valid Percent 69.7 12.1 3.0 3.0 3.0 3.0 6.1 100.0 Cumulative Percent 69.7 81.8 84.8 87.9 90.9 93.9 100.0 25. Please indicate which of the following types of marketing your program has used. Indicate all that apply. Radio advertisements Newspaper advertisements Television advertisements Brochures and other publications Recruiting by program personnel InternetIWorld Wide Web site Other, please specify Open-Ended Responses. Radio advertisements Newspaper advertisements Television advertisements Brochures & other publications Recruiting by program personnel InternetIWorld Wide Web site Other, please specify 12 (36%) 25 (76%) 9 (27%) 32 (97%) 33 (100%) 11 (33%) 9 (27%) 8 (24%) 2 (6%) 9 (27%) 1 (3%) 0(0%) 7 (21%) 9 (27%) 87 Appendix E Survey ofTechnical Institutes - Customized Training 26. With-wt)ich of the following has your program partnered to provide customized training? Indicate all that apply. Technical institutes Two year colleges Four year colleges or universities Private training firms Governmental agencies or programs Cooperative Extension Service Other, please specify. Open-Ended Responses. Program does not pa~ner to provide customized training. ':,'~i::?i:ibi;i~l:;;;;i!::;~;':)~~~,R~~;e,~;~t;{[;i .'" .,,,~";!~~~~".(~J),t!;~;i}I; ;i\~~~:~~Vl~t,(:~i~l~~ Technical institutes Two year colleges .Four year colleges or universities Private training firms 22 (67%) 4 (12%) 8 (24%) 17(51%) 2 (6%) 12 (36%) 9 (27%) 5(15%) Governmental agencies or programs 21 (64%) 7 (21 %) Cooperative extension service Other, please specify Program does not partner to provide for customized training 1 (3%) . 6 (18%r 1 (3%) 12 (36%) 11 (33%) 11 (33%) 27.lf your area of Georgia also supports private firms or consultants that provide similar training as your program, please indicate the types of training these firms provide. Indicate all that apply. ' Assessment services Workplace literacy (basic reading, writing, and math) English as a second language Supervisory, management training __ .Management science training (TOM, etc.) Communications skills, interpersonal ~elations, etc. Computer literacy, software or hardware training, etc, Job-specific technical training Courses leading to licensure Courses leading to credential Other, please specify Open-Ended Responses 88 Appendix E Survey of Technical Institutes - Customized Training Assessment services Workplace literacy English as a second language Supervisory, management training Management science training (TQM, etc.) Communication skills, interpersonal relations, etc. Computer literacy, software or hardware training, etc. Job-specific technical training Courses leading to licensure Courses leading to credential Other, please specify. 16 (49%) 10 (30%) 9 (27%) 25 (76%) 21 (64%) 22 (67%) 25 (76%) 18 (55%) 19 (58%) 16 (49%) 3 (9%) 4 (12%) 8 (24%) 7 (21%) 3 (9%) 3 (9%) 3 (9%) 2 (6%) 3 (9%) 6 (18%) 6 (18%) 11 (33%) 28. Please indicate which of the following you consider an obstacle to customized training at your institute. Indicate all that apply. Opposition or lack of support from institute Inadequate program budget to support training activities Institute accounting and budgeting practices Inadequate facilities to meet training demand Inadequate equipment to meet training demand State budgeting laws or requirements Inability to compete with other institututes Inability to compete with other providers Too many training providers in area More clients than program can adequately serve Lack of training demand in area Lack of training expertise Others, please specify Open-Ended Responses. 89 Appendix E Survey of Technical Institutes - Customized Training s ,.1;~'j~~rl~1~;i;~f~[~~~~,iU1~,'iiJ:\r;;;,;!"r0~~'!iil!.i'i~~J,,;,~1\~J,\i!: Opposition or lack of support from institute .' Inadequate program budget to support training activities Institute accounting and budgeting practices Inadequate facilities to meet training demand Inadequate equipment to. meet training demand. State budgeting laws or requirements Inability to compete with other institutes Inability to compete with other providers Too many training providers in area More clients than programs can adequately serve. Lack of training demand in area Lack of training expertise Others, please specify 16 (49%) 2 (6%) 18 (55%) 17 (52%) 15 (46%) 2 (6%) 1 (3%) 2 (6%) 5 (15%) 5 (15%) 7 (21 %) 7 (21%) ~~~ 11 (33%) 6 (18%) 20(61%) 11 (33%) 12 (3.6%) 3 (9%) 12 (36%) 4 (12%) 12 (36%) 21 (64%) 6 (18%) 10 (30%) 21 (64%) 11 (33%) 20 (61%) 11 (33%) 17 (52%) . 11 (33%) .17 (52%) 18 (55%) 15 (46%) 11 (33%) 8 (24%) 11 (33%) 90 Appendix F Survey of GE!orgiii's Businesses Response Rate = 78.6% (401 of 510 Eligible Businesses) Hello. May I speak to [CONTACT NAME]. This is [INTERVIEWER] calling from the University of Georgia in Athens. In conjunction with the Georgia State Office of Planning and Budget, we are conducting a short study today about the training needs of Georgia Businesses, and we'd like to ask you some questions about training needs for employees at your work site. Do you have about 5 to 10 minutes right now to complete a short survey? 1. Yes [CONTINUE WITH CONFIDENTIALITY STATEMENT 2. No [WHEN IS A BEITER TIME FOR YOU TO COMPLETE THE INTERVIEW?] Great. Before we begin, I want to let you know that all of the information that you provide will be kept strictly confidential. Neither your name nor the name of your company will be associated with the responses provided. Only summary data aggregated across all companies will be reported. The survey is voluntary and we can skip any question you do not want to answer. Finally, my Supervisor may listen to part of the interview to insure quality control. In some instances, percent totals may not equal 100% due to rounding considerations. 01 - To begin, could you tell me how many employees there are in your entire company? Number of Employees in Entire Company valla Total 1 to 4 5 to 9 10 to 19 20 to 49 50 to 99 100 to 249 250 to 499 500 to 999 1000 or more Refused Don't Know Not Ascertained Total Frequency 44 34 31 24 22 63 32 23 74 1 47 6 401 401 Percent 1l.U 8.5 7.7 6.0 5.5 15.7 8.0 5.7 18.5 .2 11.7 1.5 100.0 100.0 Valid Percent 1l.U 8.5 7.7 6.0 5.5 15.7 8.0 5.7 18.5 .2 11.7 1.5 100.0 Cumulative Percent 11.U 19.5 27.2 33.2 38.7 54.4 62.3 68.1 86.5 86.8 98.5 100.0 91 Appendix F Survey of Georgia Businesses 02 - And how many employees are there at your work site? Number of Employees at Site Valid Total 1 to 4 5 to 9 10 to 19 20 to 49 50 to 99 100 to 249 250 to 499 500 to 999 1000 or more Refused Don't Know Total , Frequency OU 53 40 47 43 , 102 35 " 12 6 1 '. 2 401 401 Percent "f5:U 13.2 10.0 11.7 10.7 25.4 8.7 3.0 1.5 .2 .5 100.0 100.0 Valid Percent 15.0 13.2 10.0 11.7 10.7 25.4 8.7 3.0 1.5 .2 .5 100.0 Cumulative Percent ---rs:u 28.2 38.2 49.9 60.6 86.0 94.8 97.8 99.3 99.5 100.0 03 - To begin, what would you say are the three most common weaknesses in job preparation you find in applicants and new employees? '....... : .': .. ,1.', :... " , , ' : " '.' >,. JOb>Preparatio:n;We~knesses Type Work Ethics Other Interpersonal Skills Technical Skills Basic Writing Skills Computer Literacy/Skills Education Level Basic Reading Skills Speaking Skills Team Skills Equipment Familiarization Math Skills Analytical Skills Supervisory Skills Listening Skills Number Responding Yes 171 89 87 80 56 53 48 44 39 34 28 20 13 13 10 ,. ~ " : " .;. , ,.:,.3 .... ,: Percent 42.6% 22.2% 21.7% 20.0% 14.0% 13.2% 12.0% 11.0% 9.7% 8.5% 7.0% 5.0% 3.2% 3.2% 2.5% 92 Appendix F Survey of Georgia Businesses Q4 - In what three areas does your company have immediate training needs? Immediate Training/Needs Type Interpersonal Skills Computer Skills Management Skills Technical Skills Safety Professional Skills Basic Skills Number Responding Yes 146 123 98 92 59 36 22 Percent 36.4% 30.7% 24.4% 22.9% 14.7% 9.0% 5.5% Q5 - In which of your company's positions do you foresee a need for hiring additional individuals or retraining current employees within the next three years? . Open-Ended Responses Q6 - How many employees with technical training are likely to be needed by your company in the next year? Cumulative Cumulative Q6 Frequency Percent Frequency Percent NONE 83 1-4 EMPLOYEES 124 5-9 EMPLOYEES 57 10-19 EMPLOYEES 41 20-49 EMPLOYEES 31 50-99 EMPLOYEES 14 100+ EMPLOYEES 16 DON'T KNOW 24 NOT ASCERTAINED 11 20.7 30.9 14.2 10.2 7.7 3.5 4.0 6.0 2.7 83 20.7 207 51. 6 264 65.8 305 76.1 336 83.8 350 87.3 366 91. 3 390 97.3 401 100.0 Q7 - Roughly what percentage of your company's employees have a technical certificate, diploma, or associate degree? Q7 F~equency 10% OR LESS 144 11-25% 70 26-50% 62 51-75% 29 MORE THAN 75% 48 Continued on Next Page Cumulative Cumulative Percent Frequency Percent 35.9 17.5 15.5 7.2 12.0 144 35.9 214 53.4 276 68.8 305 76.1 353 88.0 93 Appendix F Survey of Georgia Businesses Continued from Previous Page Q7 Frequency NONE 14 DON'T KNOW 28 NOT ASCERTAINED 6 Cumulative Cumulative Percent . Frequency Percent 3.5 367 91. 5 . 7.0 395 98.5 1.5 401 100.0 Q8 - Has your company ever hired an individual who attended one of Georgia's Technical Institutes? ,Q8 Frequency YES 207 NO 116 NOT SURE/DON'T KNO~ 75 REFUSED 1 NOT ASCERTAINED 2 Cumulative Cumulative Percent Frequency Percent 51. 6 28.9 18.7 0.2 0.5 207 51. 6 323 80.5 398 99.3 . 399 99.5 401 100.0 Q8x1 - Could you tell me why your company has never hired someone who attended a Georgia Technical Institute? Open-Ended Responses Q9 - Does your company currently have any employees who attended one of Georgia's Technical Institutes? Cumulative Cumulative Q9 Frequency Percent Frequency Percent YES 184 88.9 184 NO 18 8.7 202 NOT SURE/DON'T KNOW 5 2.4 207 Frequency Missing = 194 88.9 97.6 100.0 Q 10 - What is the main reason your company does not employ anyone who attended one of Georgia's Technical Institutes? Cumulative Cumulative Q10 Frequency P~rcent Frequency Percent USED IN-HOUSE TRAINING 2 NONE APPLIED FOR JOBS 4 OTHER 5 Continued on Next Page 11.1 22.2 27.8 2 11. 1 6 33.3 11 61. 1 94 Appendix F Survey of Georgia Businesses Continued from Previous Page Cumulative Cumulative Q10 Frequency Percent Frequency Percent REFUSED 1 5.6 12 DON'T KNOW 1 5.6 13 NOT ASCERTAINED 5 27.8 18 Frequency Missing 383 66.7 72.2 100.0 Q 11 - How does the knowledge and performance of the individuals trained at Georgia's Technical Institutes compare to other employees at your company? Would you say Georgia's Technical Institute students do... ? Cumulative Cumulative Qll Frequency Percent Frequency Percent BETTER THAN OTHER EMPLOYEES 103 49.8 ABOUT SAME AS OTHER EMPLOYEES 73 35.3 WORSE THAN OTHER EMPLOYEES 3 1.4 DON'T KNOW 16 7.7 NOT ASCERTAINED 12 5.8 Frequency Missing 103 176 179 195 207 194 49.8 85.0 86.5 94.2 100.0 Q12 - From which Georgia Technical Institutes have you hired employees? 'cc,' :,,~;;,,:,:> Technical Institutes Albany Altamaha Athens Atlanta Augusta Carroll Chattahoochee Columbus Coosa Valley Dalton College, Tech. Division DeKalb East Central Flint River Griffin Gwinnett Heart of Georgia Lanier Macon Continued on Next Page 13 5.08% Valdosta o 0.00% Walker 9 3.52% West Georgia 7 2.73% 5 1.95% Sub-total for Technical Institutes 5 1.95% 9 3.52% 10 3.91% College/University 3 1.17% Albany State University 0.39% Columbus College 14 5.47% Dalton College 4 1.56% Darton College 2 0,78% Fort Valley State University 3 1.17% Georgia College & State University 20 7.81% Georgia Institute of Technology 4 1.56% Georgia Southern University 7 2.73% Kennesaw State University 9 3.52% Macon College 10 3.91% 0.39% 6 2.34% 200 78.13% 0.39% 0.39% 0.39% 0.39% 0.39% 0.39% 18 7.03% 0.39% 0.39% 0.39% 95 Appendix F Survey of Georgia BUsinesses Continued from Previous Page Middle Georgia 5 Moultrie Area 3 North Georgia 7 North Metro 4 Ogeechee 5 Okefenokee 2 Pickens 2 Sandersville 0 Savannah 7 Southeastern 6 South G~orgia .. 11 Swainsboro 4 Thomas 2 1.95% Medical College of GA 1.17% Middle Georgia College 2.73% Savannah State University 1.56% Southern Polytechnic State Univ. 1.95% State University of West Georgia 0.78% University of Georgia 0.78% Valdosta State University 0.00% Waycross College 2.73% 2.34% Sub-total for CollegeS/Universities 4.30% 1.56% 0.78% Total Hires 1 0.39% 1 0.39% 1 0.39% 18 7.03% 1 0.39% 5 1.95% 1 0.39% 1 0.39% 56 21.88% 256 100% 013 - How often' does your company hire individuals before they. receive a certificate, diploma, or ass'ociate degree from technical institutes? Would you say frequently, often, occasionally, rarely, or never? Cumulative Cumulative Q13 Frequency Percent Frequency Percent FREQUENTLY 70 33.8 70 OFTEN 24 11. 6 94 OCCASIONALLY 52 25.1 146 RARELY 21 '10.1 167 NEVER DON'T KNOW 24 11. 6 191 . 4' 1.9 195 NOT ASCERTAINED 12 . -5.8 207 Frequency Missing 194 33.8 45.4 70.5 80.7 92.3 94.2 100.0- 014 - Does you company ever pay for individuals to complete a certificate, diploma, or associate degree program from technical institutes? I Cumulati~e Cumulative Q14 Frequency Percent .Frequency Percent YES 116 56.0 NO 88 42.5 NOT SURE/DON'T KNOW 3 1.4 Frequency Missing : 116 204 207 194 56.0 98.6 100.0 "m 015 - going to read a list to you of sources where ~mployees might receive training at your company. For each one, please tell me if the source is used by your company to train employees. . 96 Appendix F Survey of Georgia Businesses Q15.1 - Does your company utilize in-house training for employees? Q15Xl Frequency Cumulative Cumulative Percent Frequency Percent YES NO REFUSED 387 96.5 13 3.2 1 0.2 387 96.5 400 99.'8 401 100.0 Q15.2 -' Does your company utilize technical institutes for training of employees? Q15X2 Frequency YES 158 NO 236 DON'T KNOW 6 NOT ASCERTAINED 1 Cumulative Cumulative Percent Frequency Percent 39.4 58.9 1.5 0.2 158 39.4 394 98.3 400 99.8 401 100.0 Q15.3 - Does your company utilize colleges or universities for training of employees? Q15X3 Frequency YES 174 NO 223 DON'T KNOW 3 NOT ASCERTAINED 1 Cumulative Cumulative Percent Frequency Percent 43.4 55.6 0.7 0.2 174 43.4 397 99.0 400 99.8 401 100.0 Q 15.4 - Does your company utilize consultants for training of employees? Q15X4 Frequency YES 165 NO 234 DON'T KNOW 1 NOT ASCERTAINED 1 Cumulative Cumulative Percent Frequency Percent 41.1 58.4 0.2 0.2 165 , 41.1 399 99.5 400 99.8 401 100.0 Q15.5 - Does your company utilize equipment manufacturers or vendors for training of employees? Q15X5 Cumulative Cumulative Frequency' Percent Frequency Percent YES 233 NO 164 DON'T KNOW 3 NOT ASCERTAINED 1 58.1 40.9 0.7 0.2 233 58.1 397 99.0 400 99.8 401 100.0 97 Appendix F Survey of Georgia Businesses Q15.6 - Is their any other source I haven't mentioned from which your employees receive training? . Q15X6 YES NO DON'T KNOW Frequency 62 337 2 Cumulative Cumulative Percent Frequency Percent 15.5 84.0 0.5 62 15.5 399 99.5 401 100.0 Q 16 - In the past 2 years, has your company contracted with any of the following for customized training, training designed to meet your company's specific requirements and delivered exclusively to your organization' employees. Q16.1 - Technical Institutes Q16X1 Frequency Cumulative Cumulative Percent Frequency Percent YES NO DON'T KNOW NOT ASCERTAINED 50 12.6 341 85.9 5 1.3 1 0.3 Frequency Missing 50 391 396 397 4 12.6 98.5 99.7 100.0 Q16.2 - Colleges 'or Universities Qi6X2 Frequency Cumulative Cumulative Percent Frequency Percel').t YES NO . DON'T KNOW NOT ASCERTAINED 46 11.6 343 86.4 7 1.8 1 0.3 . Frequency Missing 46 389 396 397 4 11. 6 98.0 99.7 100.0 Q16.3 - Consultants, Q16X3 Frequency Cumulative' Cumulative Percent Frequency Percent YES, NO DON'T KNOW NOT ASCERTAINED 123 31. 0 268 67.5 5 1.3 1 0.3 Frequency Missing 123 391 396 397 4 31. 0 98.5 99.7 100.0 98 Appendix F Survey of Georgia Businesses 016.4 - Equipment manufacturers or vendors Q16X4 Cumulative Cumulative Frequency Percent Frequency Percent YES NO DON'T KNOW NOT ASCERTAINED 135 34.0 256 64.5 4 1.0 2 0.5 Frequency Missing 135 391 395 397 4 34.0 98.5 99.5 100.0 016.5 - Is there some other source I haven't mentioned that provides customized training to your company's employees? Cumulative Cumulative Q16X5 Frequency Percent Frequency Percent YES NO DON'T KNOW NOT ASCERTAINED 23 5.8 369 92.9 4 1.0 1 0.3 Frequency Missing 23 392 396 397 4 5.8 98.7 99.7 100.0 017 - What was the nature and purpose of the customized training you contracted for at.. .. 017.1 - Technical Institutes 017.2 - Colleges or Universities 017.3 - Consultants 017.4- Equipment ManufacturersNendors 017.5-0ther Source Open-Ended Responses 99 I. _ Appendix F Survey of Georgia Businesses 018 - Which technical institutes, colleges, or universities have you contracted with for customized training in the past 2 years, and please indicate if the training was at the main campus, a satellite campus, or at your company? Coosa Valley -Company Dalton College, Tech. Division - Company Gwinnett - Company Thomas-Company Walker -Company Total at Company Athens -Main Augusta - Main Carroll -Main Columbus - Main Gwinnett - Main Macon - Main North Georgia -Main North Metro -Main Ogeechee -Main South Georgia -Main Thomas -Main Valdosta -Main West Georgia -Main Total at Main Campus Albany - Satellite Chattahoochee - Satellite DeKalb - Satellite East Central - Satellite Heart of Georgia - Satellite North Metro - Satellite Savannah - Satellite Total at Satellite Continued on Next Page 1 1 1 2 1 7 19% 1 2 2 1 2 4 1 2 1 1 1 1 3 22 59% 1 1 1 2 1 1 1 8 22% 100 Appendix F Continued from Previous Page Georgia State University - Company Kennesaw State University - Company University of Georgia - Company Total at Company Albany State University - Main Augusta State University - Main Bainbridge College - Main Clayton State College & Univ. - Main. Coastal GA Community College -Main Georgia College & State Univ. - Main Georgia Institute of Technology - Main Georgia Southern University - Main Georgia Southwestern Univ. - Main Georgia State University - Main Kennesaw State University - Main Southern Polytechnic State Univ. -Main University of Georgia - Main Valdosta State University - Main Total at Main Campus Augusta State University - Satellite Darton College - Satellite University of Georgia - Satellite Total at Satellite Columbus College Dalton College State University of West Georgia University of Georgia Total Non-Location Specific Survey of Georgia Businesses 2 2 1 6 14% 1 1 1 1 2 1 4 2 1 3 2 6 3 30 71% 2 1 1 4 10% o o 1 1 2 5% 101 Appendix F Survey of Georgia Businesses Q19.1 - How satisfied was your company with the content of Technicallnstitute training received - was your company very satisfied, mostly satisfied, somewhat. satisfied, somewhat dissatisfied, or very dissatisfied? Very Satisfied Mostly Satisfied Somewhat Satisfied Neutral Somewhat Dissatisfied Very Dissatisfied Total 28 60.9 14 30.4 3 6.5 1 2.2 0 0.0 0 0.0 46 100 Q19.2 - How satisfied was your company with the quality of instruction of Technical Institute training received? . Very Satisfied Mostly Satisfied Somewhat Satisfied Neutral Somewhat Dissatisfied Very Dissatisfied Total 28 60.9 15 32.6 3 6.5 0 0.0 0 0.0 0 0.0 46 100 Q19.3 - How satisfied was your company with performance improvement of employees following Technical Institute training received? !iResponse";:';:.;~)Y/~~f.;i:,~;':~;B;i:{?i ~::i;\: :',h.,.:FreqlJencY;;i~t;j :i:c:!;:ii"~ll?eji:~nt:;:i>:' Very Satisfied 19 42.2 Mostly Satisfied 17 37.8 Somewhat Satisfied 7 15.6 Neutral 2 4.4 Somewhat Dissatisfied .0 0.0 Very Dissatisfied 0 0.0 Total 45 100 Q20.1 - In the past -2 years,' has your company sent any employees to continuing education courses offered by Georgia Technical Institutes? . Q20X1 Frequency Cumulativ~ Cumulative Percent Frequency Percent YES 83 NO 284 NOT SURE/DON'T KNOW 32 NOT ASCERTAINED 2 20.7 70.8 8.0 0.5 83 20.7 367 91. 5 399 99.5 401 100.0 102 Appendix F .. ".;'-. Survey of Georgia Businesses ,020.2 - In the past 2 years, has your company sent any employees to continuing education courses offered by colleges or universities? Cumulative Cumulative Q20X2 frequency Percent Frequency Percent YES 123 NO 258 NOT SURE/DON'T KNOW REFUSED 17, J.. NOT ASCERTAINED 2 30.7 64.3 4.2 0.2 0.5 123 30.7 381 95.0 398 99.3 399 99.5 401 100.0 020.3 - In the past 2 years, has your company sent any employees to continuing education courses offered by consultants? Cumulative Cumulative Q20X3 Frequency Percent Frequency Percent YES 75 NO 305 NOT SURE/DON'T KNOW 18 REFUSED 1 NOT ASCERTAINED 2 18.7 76.1 4.5 0.2 0.5 75 18.7 380 94.8 398 99.3 399 99.5 401 100.0 020.4 - In the past 2 years, has your company sent any employees to continuing education courses offered by equipment manufacturers or vendors? Cumulative .Cumulative Q20X4 Frequency Percent Frequency Percent YES 87 NO 295 NOT SURE/DON'T KNOW 17 NOT ASCERTAINED 2 21. 7 73.6 4.2 0.5 87 21.7 382 95.3 399 99.5 401 100.0 020.5 - In the past 2 years, has your company sent any employees to continuing education courses by some other source I haven't mentioned? Cumulative Cumulative Q20X5 Frequency Percent . Frequency Percent . YES 29 NO 361 NOT SURE/DON'T KNOW 10 NOT ASCERTAINED 1 7.2 90.0 2.5 0.2 29 7.2 390 97.3 400 99.8 401 100.0 103 Appendix F Survey of Georgia Businesses Q21 - Which technical institutes and colleges or universities have you sent employees to for continuing education courses in -the past 2 years, and please indicate if the courses were held at the main campus or a satellite campus? Albany - Main 1 Athens -Main 3 Atlanta -Main 1 Augusta - Main 1 Carroll-Main 1 Chattahoochee - Main 4 Columbus - Main 3 Dalton College, Technical Division - Main' 1 DeKalb - Main 4 Griffin - Main 1 Gwinnett - Main 14 Heart of Georgia - Main 1 Lanier - Main t Middle Georgia - Main 1 North Georgia -Main 2 North Metro -Main 3 Ogeechee -Main 2 Savannah -:' Main 2 South Georgia -Main 3 Swainsboro - Main 1 Thomas -Main 1 Valdosta -Main 2 Walker - Main 2 West Georgia -Main 6 Total at Main Campus 61 Carroll- Satellite 1 Columbus - Satellite 1 DeKalb - Satellite 1 Gwinnett - Satellite 1 Middle Georgia - Satellite 1 North Metro - Satellite 1 Savannah - Satellite 1 Total at Satellite 7 tJ1Qtal.~ia,(;T;echr.~'al,ln$titutei),;;:~;!;:;;':(~?;:._j!;,::'Ft'.JW;;;''i!!il'n'(:;i5~;;;<;;,;',;:i'-,. Continued on Next Page 90% 10% 104 Appendix F Survey of Georgia Businesses QgM~~~lH[iJ.~~~~!y'),{;;i',~'l;;.,,:,~;t~':'I'~C\\~~'!r;;,fi;j!':<,,:',;,,':~:i,'/~' ",<~;:::,';.7;;<1R9,%~ .c,:, ."::, :r,o~I,:~esponses '(::',:f;,:N':~'{':'; ,:.'... '; .,', '" :;" .","".:" "",:,,;":,";;,: '~,.~'x.i',:rF;1~q ;::;:' ;'," ;"':.""', ,:'::<,(::;;,:~;~t, Please skip to Question 5. valla Missing . Total yes No Total -1.00 Total Frequency 17 10 27 2 2 29 Percent 58.6 34.5 93.1 6.9 6.9 100.0 Valid Percent b;j.U 37.0 100.0 Cumulative Percent b;j.U 100.0 119 Appendix H Survey of Other States - Customized Training 2. What types of businesses does the statewide program serve? Please mark all that apply. (16-of 29 states responded) (A) New businesses locating in state (8) Expanding businesses . (C) Any existing businesses (D) Other - Please specify. &~~g!~~~~~~~2;:~~r0jf'~i~~~~~;'~S!" ?:.:;'~~~{o~diri:i;r~~a New businesses locating in state 16 of 16 (100%) Expanding Businesses 16 of 16 (100%) Any existing businesses 9 of 16. (56.3%) Other 6 of 16 (37.5%) 3. What role does the statewide program play in providing the customized training? (14 of 29 states responded)' (A) Provides funds/grants to companies to do the training. (8) Directly provides the training. (C) Sometimes provides funds/grants for training and sometimes directly provides the training. (D) Other - Please specify. valla Missing Total t-'rovloes funds/grants for training Sometimes provides funds/grants and sometimes training Other' . Total -1.00 Not Applicable Total Frequency 6 6 2 14 5 10 15 29 Percent 20.7 20.7 6.9 48.3 17.2 34.5 51.7 100.0 Valid Percent 42.9 42.9 14.3 100.0 Cumulative Percent 42.9 85.7 100.0 4. Does your agency: oversee this statewide program for customized training? (17 of 29 states responded) Yes No 120 Appendix H Survey:prOther States - Customized Training valla Missing Total yes No Total -1.00 Not Applicable Total Frequency 11 6 17 2 10 12 29 Percent jf.l:I 20.7 58.6 6.9 34.5 41.4 100.0 Valid Percent 04.1 35.3 100.0 Cumulative Percent 04.1 100.0 Customized Training Delivered by the Institutions When responding to the following questions, please consider only customized training delivered directly by the postsecondary institutions and not customized training delivered by any statewide program. General Information 5. Do any of your state's postsecondary institutions provide customized training directly to businesses, industry, labor organizations, or government? (29 of 29 states responded) Yes No=> Please skip to Question 25 valla Total Yes Total Frequency Ll:I 29 29 Percent 1UU.U 100.0 100.0 Valid Percent 1UU.U 100.0 Cumulative Percent 1UU.U 6. What types of businesses do the postsecondary institutions serve through their customized training programs? Please mark all that apply. (28 of 29 states responded) (A) New businesses (8) Expanding businesses (C) Any existing businesses (D) Varies by type of postsecondary institution (E) Other - Please specify. 121 Appendix H Survey of Other States - Customized Training 7. Which of the following types of postsecondary institutions offer customized training at an institutional level in your state? Please mark all that apply. (A) Four-Year Research Universities (28 of 29 states responded) (B) Four-Year Comprehensive Universities/Colleges (28 of 29 states responded) (C) Two-Year Colleges (Pre-baccalaureate/transfer mission) (27 of 29 states responded) (0) Community Colleges (Both pre-baccalaureate/transfer and technical education missions) (27 of 29 states responded) (E) Technical Institutes (Technical education mission) (27 of 29 states responded) (F) Other,. Please specify. (27 of 29 states responded) Four-year research universities Four-year comprehensive universities/colleges Two-year colleges (pre-baccalaureate! transfer mission) Community colleges (both pre-baccalaureate! transfer and technical education missions) Technical institutes (technical education mission) Other 24 of 27(88.9%) 13 of 27 (48.1%) 1 of 27 (3.7%) 8. For which type(s) of postsecondary institutions that deliver customized training does your' agency have oversight responsibility? Please mark all that apply. (A) Four-Year Research Universities (27 of' 29 states responded) (B) Four-Year Comprehensive Universities/Colleges (27 of 29 states responded) (C) Two-Year Colleges (Pre-baccalaureate/transfer mission) (27 of 29 states responded) (0) Community Colleges (Both pre-baccalaureate/transfer and technical education missions) (27 of 29 states responded) 122 Appendix H (E) (F) " Survey of Other States - Customized Training ',.; Technical Institutes (Technical education mission) (27 of 29 states responded) Other - Please specify. (27 of 29 states responded) Four-year research universities Four-year comprehensive universities!colleges Two-year colleges (pre-baccalaureate! transfer mission) , Community colleges (both pre-baccalaureate! transfer and technical education missions) Technical institutes (technical education mission) Other 5 of 27 (18.5%) 6 of 27 (22.2%) 5 of 27 (18.5%) 21 of 27 (77.8%) 9 of 27 (33.3%) 2 of 27 (7.4%) 9. Which of the following statements best describes how your institutions' customized training programs function? (26 of 29 states responded) (A) The institutions provide training designed to meet the specific needs of employers on a variety of topics and using various delivery formats and arrangements. (8) The institutions provide some training that is specifically designed to meet employers' needs, and regular college courses or programs are used for other training. (C) Employees of local business and industry receive training in courses and programs available to all students, but' no training is specifically designed to meet employers' needs. (0) Other - Please specify. vallo Missing Total institutions deliver training designed for employer Institution deliver some training, rely some on reg. courses Total -1.00 Total Frequency 15 11 26 3 3 29 Percent 51.7 37.9 89.7 10.3 10.3 100.0 Valid Percent 57.7 42.3 100.0 Cumulative Percent ' 57.7 100.0 123 Appendix H - Survey of Other States - Customized Training 11. Does this same office or unit also coordinate any of the following types of activities .at each institution? Please mark all that apply. (10 of 29 states responded) '- (A)' (B) (C) (D) ,(E) . Statewide Customized Training Program Continuing Education Economic Development Federal Training Program (ex: JTPA and JOBS) Other - Please specify. , Statewide Customized Training Program Continuing education . Economic Development Federal training program '. Other 124 Appendix H Survey of Other States - Customized Training Statewide PolicieslStandards 12. Does your agency have any statewide standards or policies regarding customized training delivered by the institutions? (26 of 29 states responded) Yes No=> Please skip to Question 14. valla Missing Total Yes No Total -1.00 Total Frequency 7 19 26 3 3 29 Percent 24.1 65.5 89.7 10.3 10.3 100.0 Valid Percent 26.9 73.1 100.0 Cumulative Percent 26.9 100.0 - 13. What topics are included in these statewide standards or policies? Please mark all that apply. (7 of 29 states responded) (A) Types of training to be offered/excluded (B) Financing (ex: recover costs/make profit) (C) Qualifications of instructors/trainers (D) CourselTraining Curriculum Review (E) Standardized Curricula or Programs (F) Program Evaluation (G) Performance Standards/Benchmarks (H) Other - Please specify. \~~R~*:ftt~?f~'mi.;~WS~~~l:1t'~,j~?~:)~r.:'}':K,r .:::::,~~.':~r~~:~F:~~1~~0~~{:::~~i; Types of training to be offered/excluded Financing Qualifications of Instructors/trainers Courseltraining curriculum review Standardized curricula or programs Program evaluation Performance standards/benchmarks Other 6 of 7(85.7%) 70f 7 (100%) 3 of 7 (42.9%) 2 of 7 (28.6%) 0 of 7 (0%) 4 of 7 (57.1 %) 4 of? (57.1 %) 1 of 7 (14.3%) 125 App.endix H Survey of Other States - Customized Training Level of Activity /- 14.' How many employers (unduplicated count) did-your institutions serve through customized training programs during your state's most recently completed fiscal year? Total number of employers served _ Number of States Responding 12 of 29 Minimum Number of Employers Reported by a State;:-_ _-+~25~:__-__i Maximum Number of Employers Reported by a Stat:::.e t--T5,~60~0_ ___i Average 1,541 15. Which industry accounted for the largest number of employers receiving customized training in your state's most recently completed fiscal year? (11 of 29 states responded) (A) Agriculture, Forestry, and Fishing (B) Mining (C) Construction (0) Manufacturing (E) Wholesale/Retail Sale (G) Finance, Insurance, and Real Estate (H) Professional Service (I) Public Administration and Government (J) Business Services, Hospitality, and Recreation (K) Transportation, Communications, and Utilities (L) Other - Please specify. valla Missing Total ManUfactUring Total -1.00 Don't Know/Not Available Total Frequency 11 11 9 9 18 29 Percent ,j(.'d 37.9 31.0 31.0 62.1 100.0 Valid Percent IUU.U 100.0 Cumulative Percent 100.0 126 Appendix H ',' .1 .!'-._, Survey of Other States - Customized Training 16. How many employees (unduplicated count) did your institutions serve through customized training programs during your state's most recently completed fiscal year? Total number of employees served _ Number of States Reporting Minimum Number of Employees Reported by a State Maximum Number of Employees Reported by a State Average 13 of 29 1,292 222,772 50,711 17. Which industry accounted for the largest number of employees receiving customized training in your state's most recently completed fiscal year? (12 of 29 states responded) (A) Agriculture, Forestry, and Fishing (B) Mining (C) Construction (D) Manufacturing (E) Wholesale/Retail Sale (G) Finance, Insurance, and Real Estate (H) Professional Service . (I) Public Administration and Government (J) Business Services, Hospitality, and Recreation (K) Transportation, Communications, and Utilities (L) Other - Please specify. valla Missing Total Manutacturlng Public Administration and Govt Total -1.00 Don't Know/Not Available Total Frequency 11 1 12 8 9 17 29 Percent J(.'d 3.4 41.4 27.6 31.0 58.6 100.0 Valid Percent 'd1.f 8.3 100.0 Cumulative Percent 91.7 100.0 18. What percentage of employees receiving customized training in your state's most recently completed fiscal year were employed by organizations of each size? Total should equal 100 percent. (6 of 29 states responded). (A) - - % (B) - - % Less than 25 employees 26-99 employees 127 Appendix H Survey of Other States - Customized Training (C) - - % (D) - - % (E) % ----: 100 % 100-499 employees . 500-999' employees More than 1000 employees ~~~&~ai~~~~;i~~i1I,,~YI i!1~!~~t~W~W~!i Less than 0% 25 employees 36-99 0% employees 100-499 0% employees 500-999 0% employees More than 1000 0% employees "'I~~~~~Yr:!11;: !,{,I;('~),jij~~9!: 90% 25.5% 63% 24.7% 70% 32.5% 30% 12.3% 20% 4.3% 19. What were revenue and expenditures for customized training delivered by the institutions during your state's last completed fiscal year? (4 of 29 states responded) , FY Revenue $------ Expenditures' $------ Training Topics and Methods of Training 20. Which of the following types of training were provided by institutions to employers during your state's most recently completely fiscal year? Please mark all that apply. (21 of 29 states responded) (A) Workplace Literacy (basic reading, writing, and math) (8) English as a Second Language (C) Supervisory/Management Training (D) Total Quality Management/Continuous Improvement (E) Interpersonal/Communication Skills, (F) Computer Literacy/Software or Hardware Training (G) Job Specific Technical Training (H) Customer Service ' (I) Courses leading to ,Licensure or Certification (J) Courses leading to Academic Credit/Degree. (K) Other - Please specify. 128 Appendix H Survey of Other States - Customized Training Workplace literacy (basic reading, writing, and math) English as a second language Supervisory/management training Total quality management/ continuous improvement Interpersonal/communication skills Computer literacy/software or hardware training Job specific technical training Customer service Courses leading to licensure or certification Courses leading to academic credit/degree Other 19 of21 (90.5%) 16 of21 (76.2%) 21 of21 (100%) 21 of21 (100%) 19 of 21 (90.5%) 21 of21 (100%) 21 of 21 (100%) 19 of21 (90.5%) 17 of21 (81%) 16 of21 (76.2%) 1 of 21 (4.8%) 21. Which of the following types of staff provided the largest number of instructional hours of customized training? (9 of 29 states responded) (A) Faculty as part of regular workload (8) Faculty on supplemental contracts (C) Trainers hired on a contract basis (0) Full-time trainers on staff (E) Part-time trainers on staff (F) Other - Please specify. valla Missing Total r-acultY as pan of regular workload Faculty on supplemental contract Trainers hired on a contract basis Part-time trainers on staff Total -1.00 Don't Know/Not Available Total Frequency 1 2 5 1 9 15 5 20 29 Percent 3.4 6.9 17.2 3.4 31.0 51.7 17.2 69.0 100.0 Valid Percent 11.1 22.2 55.6 11.1 100.0 Cumulative Percent 11.1 33.3 88.9 100.0 129 Appendix H Survey of Other States - Customized Training 22. Which of the following types of facilities was used most otten by the institutions for customized training? (11 of 29 states ,responded) (A) ,- On-campus facilities designed for workforce training (B) _.Regular on-campus facilities as they are available (C) Off.,campus facilities' provided by the institution' ,(0) FaCilities provided by the employers ' (E) Other - Please specify. ,ya~la. Missing Total ,, un-campu,s facilities designed for training Regular on-campus facilities as they are available ,' Facilities provided by employers Total -1.00 Don't Know/Not Available Total Frequency 2 , .. ' 2 ,.",... 7 11 14 .4 ~8 29 Percent 6.9 Valid Percent , '. 18.2 '6.9 '18.2 - 24.1 37.9, 48.3 13.8 62.1 100.0 63.6 100.0 Cumulative Percent 18.2 36.4 100.0 Financial Information 23. Which of the following were used to fund customized training (actual cost of training and administrative overhead) at postsecondary institutions' in your state's last fiscal year? Please mark all that apply. (24 of 29 states responded) (A) State Appropriations (B) State Grants and Contracts (C) Federal Grants and Contracts (0) Other Federal Funds (E) Institution revenue from other activities besides customized training i I (F) Employers I I (G) Other - Please specify. 130 Appendix H Survey 9f Other States - Customized Training . State grants & contracts Federal grants & contracts Other federal funds Institution revenue from other besides customized training Employers Other activities 18 of 24 (75%) 15 of 24 (62.5%) 12 of 24 (50%) 20f 24 (8.3%) 9 of 24(37.5%) 18 of 24 (75%) 1 of 24 (4.2%) 24. Can institutions retain revenue from customized training and carry it forward from one fiscal year to the next fiscal year? (22 of 29 reporting) Yes No valla Missing Total yes No Total -1.00 Total Frequency 15 7 22 7 7 29 Percent 51.7 24.1 75.9 24.1 24.1 100.0 Valid Percent 68.2 31.8 100.0 Cumulative Percent 68.2 100.0 131 Appendix I . 'IES Measures for Continuing Education and Customized Training Measure Criteria for Success Indicator of Success Number Measures Business arid Industry or Required or Continuing Education Not Required Attractiveness to Customers Competitiveness Attractiveness to Customers Opportunities for Lifelong Learning 1-8-1 1-0-1 Continuing education, customized training for business and industry, miscellaneous fees for credit programs, workshops, seminars, etc. are competitively priced compared with those of other providers. The institution meets customer needs for school-to-work linkages by providing a variety of opportunities for instruction such as: work-based diploma and degree programs, apprenticeships, internships, coop programs, tech prep, and mentorships.. 8 and I, CE 8 and I not required not required Attractiveness to Customers Opportunities for Lifelong Learning 1-0-2 The institution provides work to school linkages through training, retraining, workplace literacy and upgrade training for business and industry through Quick Start and/or customized business and industry training to meet customer needs. 8 and', CE required Attractiveness to Customers Attractiveness to Customers Opportunities for Lifelong Learning Positive Reputation, Image Attractiveness to Customers Positive Reputation, Image Comprehensive, High Quality Services Effective Assessment, Program Placement, Enrollment, and Retention Process Comprehensive, High Ability to Identify and Quality Programs Meet Market Needs Accessibility and Quality Comprehensive, High Quality Programs Delivery of Instruction and Training 1-0-3 I-E-2 I-E-3 The institution meets customer needs by maintaining or increasing community outreach programs including: continuing education, literacy services. '- Feedback from employers indicates that students are actively recruited from the technical institute. Feedback from the community indicates that the institution has been instrumental in attracting new business and industry, retaining existing business and industry, and assisting business and industry by retraining employees for changing jobs. II-S-6 The institution sets and achieves local goals for percentage of increase in enrollments/training hours/companies served' with customized training. III-A-2 111-8-1 Annual advisory committee programs of work fully integrate input into program/adult literacy processes, operations, and activities, and progress is documented. Instructional programs, continuing education and customized business and industry training, are provided at locations convenient to the customer 8 and I, CE 8 and I 8 and I B and I, CE B and I 8 and I, CE not required not required required reqUired not required reqUired 133 ,Appendix I I,ES M~asures ,for Continuing Educ,ation and Customized ,Training , Criteria for Success Indicator of Success Measure Number Measures Business and Industry or Required or Continuing Education Not Required Accessibility and Quality Comprehensive, High Delivery of Instruction Quality Programs and Training III-B-4 Economic development programs establish and achieve institutional improvement goals for project dev~lopment, instructional design and delivery, and training services. Comprehensive, High Availability of Quality Programs Appropriate Resources III-C-1 Customers indicate satisfaction with equipment and technology for programs. Include individual students and' companies. Effective Human Competent Personnel Resource Planning and Management .. Sufficient personnel are I3rovided for effective programs and IV-A-1 services, based on customer needs. Effective Human Implementation of annual professional development plans Competent Personnel Resource Planning and IV-A-4 based on annual evaluations results in measurable personnel Management improvement. Feedback obtained from the students indicates that staff Competent Personnel Personnel Improvement IV-B-2 members are routinely courteous and responsive. Administrators, faculty, and staff are involved with the Competent Personnel Personnel Improvement IV-B-3 community through civic and professional organizations. Personnel Performance Competent Personnel and Recognition IV-C-1 Personnel indicate satisfaction that the performance evaluation and recognition system is based on contribution to the institution. Personnel Performance Competent Personnel and Recognition IV-C-2 The institution evaluates its personnel performance assessment instruments and procedures Competent-Personnel Personnel Satisfaction The technical institute has a communication system that. IV-D-2 provides pertinent information and feedback to personnel. The work environment promotes professional growth and Competent Personnel Personnel Satisfaction IV-D-3 0, positive morale among personnel. Quality Improvement, Internal and external customers indicate that the institution's and Purposeful Vision and Creativity V-A-1 programs and activities are in keeping with the institutional Innovation philosophy, mission, and vision. Band I B and I, CE B and I, CE B and I, CE B and I, CE B and I, CE B and I, CE B and I, CE B and I, CE B and I, CE B and I, CE not required not required not required not required not required not required not required not required not required not required not required Quality Improvert:lent and Purposeful Innovation Strategic and ' Operational Planning for Improvement V-C-3 The strategic plan is supported by development and annual updating of appropriate. implementation plans for improvement and used for the development ofoperational plans. B and I, CE not reqUired 134 Appendix I IES Measures for Continuing Educ::ation and Customized Training Measure Criteria for Success Indicator of Success Number MeasLires Business and Industry or Required or Continuing Education Not Required Quality Improvement and Purposeful Innovation Quality Improvement and Purposeful Innovation Quality Improvement and Purposeful Innovation Quality Improvement and Purposeful Innovation Innovative Projects Innovative Use of Information Technology Innovative Use of Information Technology Innovative Use of Information Technology Institutional projects are responsive to internal and external V-D-2 customer needs and ideas. V-F-1 The institution plans/projects information technology necessary to fulfill the institutional mission and vision. EqUipment and information and information technology is V-F-2 conducive to technology transfer to business and industry. V-F-3 The institution develops and implements concepts, curricula and programs, networks, and personnel training to improve use of information technology. B and I, CE B and I, CE B and I, CE B and I, CE not required not required required not required Resource Development and Fiscal Soundness Financial Planning Resource Development and Resource Assessment Fiscal Soundness Resource Development and Resource Assessment Fiscal Soundness Resource Development and Resource Assessment Fiscal Soundness Source: Information provided by DTAE: VI-B-2 Financial analysis of new programs, program expansion, and program update including operating costs, equipment maintenance, support, and teaching personnel are conducted enabling accurate projection of costs for three years. Resource development and grant activities address VI-C-1 institutional needs and meet institutional goals. All programs have cost analysis performed at least annually to VI-C-4 include cost of personnel, number of students, tuition paid, instructional supplies, and cost of classroom space. VI-C-6 Auxiliary enterprises are, at least, financially self-sustaining. B and I, CE B and I, CE B and I B and I, CE required .. " not required not required not required 135 "