Final report project no. 236, grant no. OE-6-85-059: developing a program of student personnel services for area vocational-technical schools, volume II [Dec. 1968]

FINAL REPORT PROJECT NO. 236 GRANT NO. OE-6-85-059
DEVELOPING A PROGRAM OF STUDENT PERSONNEL SERVICES FOR AREA VOCATIONAL-TECHNICAL SCHOOLS
Volume II
DECEMBER 1968
U. S. DEPARTMENT OF HEAL TH, EDUCATION, AND WELFARE
OFFICE OF EDUCATION BUREAU OF RESEARCH

Final Report
.:..
Project No. 236 Grant No. OE-6-85..;059
DEVELOPING A PROGRAM OF STUDENT PERSONNEL SERVICES IN ARE~ VOCATIONAL-TECHNICAL SCHOOLS Volume II
. James E. Bottoms
Project Director Associate Director of Leadership Services - Gujdance
Frederick L. Otte Assistant Project Director State Supervisor of Occupational Education Research
Division of Vocational Education Georgia Department of Education
Atlanta, Georgia
December 1968
The research reported herein was performed pursuant to a contract with the Office of Education, U. S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy.
U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE
Office of Education Bureau of Research

CONTENTS
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VOLUME I

Topic

Page

A c kn ow1e d gnle nt s

I til

iii

Contents. .............................................. v

List of Tables. . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. vii

Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

BACKGROUND

5

PROCEDURES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 11

PREADMISSIONS ................. 25

ADMISSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 101

RECORDS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 141

COUNSELING

181

INFORMATION . .. . . . . . . . . . . . . . . . . . . . . . . .. 213

VOLUME II

Contents

til

II

iii

List of Tables ...................................... II-v
JOB PLACEMENT ...................................... 263

EVALUATION

. 341

CONCLUSIONS ......................................... 403

DISSEMINATION. ....................................... 421

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CONTENTS

VOLUME II

Topic

Page

APPENDICES

A Model of Preadmis sions A divities for Working With High Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 431

B Calendar of Suggested Preadmissions Information Service Activities for Area Vocational-Technical SchooL....... 435

C Sample News Releases

, 443

D Script and Materials For Use of Counselor in Interpretation of GATE Scores. . . . . . . . . . . . . . . . . . . . . .. ..J-53

E Sample FornI Letters for Admissions Program. . . . . . .. ..J-65

F Processing Routing Slip.............................. ..J-77

G Instructors I Unit on Career Development for A rea

Vocat ional- Technical School Students

" . . . . . .. ..J-t;l

H Instructors' Unit on Developing Interpersonal Relations

and Positive Mental Attitudes

" . " .. . .. .. 503

I Instructors I Unit on Finding a Job. . . . . . . . . . .. . . . . . . . . . 517

J North Georgia Tech Student Handbook. . . . . . . . . . . . . . . . . 549

K September 1966 Work Conference Participants from

other States

, " . .. . .. . . . . . .. 557

L Participants at National Conference on Student Personnel Services in Area Vocational-Technical Schools.. ... .... 559

M Sample of Letters Received After National Conference.. , 575

ERIC REPOR T RESUME. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 581

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LIST OF TABLES

1. Preparatory Programs in Georgia A rea Vocationa1- Technical Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

2. State and Area Vocational-Technical Schools 1968-69

10

3. Admissions Program With Emphasis on Placement Rather Than

Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

108

4. Ingredients of an Effective Admissions Program

109

5. Role of Personnel Specialist, Instructor, and Admissions Committee in Establishing, Maintaining, and Conducting an Admissions Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 112

6. Recommended Entrance Requirements for Area Vocational- Technical Schools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 114

7. Counseling as Related to the Admissions Program ................. 132

8. Permanent Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 149

9. Back of Permanent Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... 151

10. Permanent Record Responsibilities ............................. 153

11. Block for Indicating Student Enrollment Category. . . . . . . . . . . . . . . . ... 156

12. Atlanta Area Technical School Application for Admission. . . . . . . . . . .. 159

13. DeKalb Area Technical School Student Progress Report. . . . . . . . . . . .. 161

14. Informing High School Officials of Vocational- Technical Students. . .. 164

15. Monthly Attendance Report All-Day Trade Programs. . . . . . . . . . . . .. 170

16. Monthly Attendance Report for Short-Term Classes

171

17. Summary Attendance Report for Post-Secondary Programs. . . . . . . .. 172

18. Summary Attendance Report for Short-Term Classes.. ... . . ... ... .. 173

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19. Student Status Card (Front)
20. Student Status Card (Back) ............... -

174 .;..
. 175

21. Personal Traits Observation Report

, .... , .. . .. . .. .. . .. .. 205

22. Responsibilities of Instructors and Student Personnel Specialists.. .. 221

23. Group Guidance Sessions on How to Explore a Career Field

228

24. Group Guidance Sessions on How to Advance in School by Organizing and Planning. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .. 230

25. Group Guidance Sessions on How to Advance on a Job

231

26. Group Guidance Sessions on How to Enter a Career Field. . . .. . .. .. 234

27. Group Guidance Sessions on How to Manage Your Finances......... 235

28. Sample Lesson Outline: How to Evaluate Job Requirements and N a t u r e of J o b . . . 237 o " ' 0 '

29. Sample Lesson Outline: How to Fulfill Military Obligations and

Take Advantage of Opportunities in Military Service

239

30. Sample Lesson Outline: How to Take Notes. . .. . .. . .. .. . .. . .. . . . .. 241

31. Survey of Student Employment Status. . . . . . . . . . . . . . . . . . . . . . . . . . .. 285

32. Registration Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 286

33. Job Vacancy Form ... 0 0

287

34. Techdays Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 293

35. Initial Letter to Employers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 294

36. Brochure for Employers (cover) . . .. .. . ..... .. . ... .. ... .. . .. . . . .. 296

37. Brochure for Employers (content)

....... .. 297

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38_. Georgia Vocational-Technical Schools: Locations, Course Offerings,

and Number of Graduates

~ .. 298

39. Interview Request Form

299

40. Group Discussions Seminar: "How to Get a Job"

304

41. Methods of Arousing Occupational Interest Among Students. . . . . . . . .. 307

42. Letter From Area School Inviting Local Employers to Participate in TECHDAYS Job Interview. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 309

43. Interview Request... ... ... . .. .. .. ... ... .. . ..... .. . .. .. .. .. . . . .. 311

44. Initial Reply From Area Schools to Employers Interested in Interviewing Area School Students During TECHDA YS. . . . . . . . . . . . . .. 312

45. Student Sign Up Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 313

46. TECHDAYS Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 314

47. Letter From Area School Employers Attending TECHDAYS

315

48. A Suggested News Release For Local News Media. .. . .. . .. .. . .. . ... 317

49. Personal Data Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319

50. Employer Evaluation of TECHDAYS .. . . . . . . . . . . . . . . . . . . . . . . . . . . .. 323

51. Form for Student Evaluation of TECHDAYS

327

52. Letters of Application. . ... .. .. . .. .. . .. . .. . .... . .. . .. .. . .. ..... . 331

53. Sample Follow-up Letters of an Interview.. " .. . .. .. . .. . .. . . ... . .. 334

54. Sample Evaluation Report of Job Placement Service.. . .. .. . .. . ..... 337

55. Day Preparatory Student Enrollment Report. . . . . . . . . . . . . . . . . . . . . .. 357

56. On-Campus, Short Term Student Enrollment Report. . . . . . . . . . . . . .. 358

57. Format for Final Day Preparatory Enrollment Report, by School......................................................... 359

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58. Student Questionnaire ..................... '.'

. 361 .>-

59. Alumni Follow-up '.! .

367

60. Cover Letter for Employer Follow-up.. . . ... ... .. ..... . .. ... ... 372

61. Rating Scale for Employer Follow-up. . . . . . . . . . . . . . . . . . . . . . . . . . .. 373

62. Proposed Student Personnel Services Section of Survey Instruments for Area Vocational- Technical School Evaluation. . . . . . . . . . . . . . . . .. 376

63. Goals of Student Personnel Services in Area Vocational-Technical

Schools

406

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Chapter VIII
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JOB PLACEMENT
INTRODUCTION
The success of the area school program. is directly dependent upon both the extent to which students are prepared for and are assisted in planning and im.plem.enting their next step after leaving the area school.
The m.ovem.ent of an individual from. the area school to work is too im.portant to be left to chance. The activities provided by the school to facilitate transition to the next step should be m.ore than a m.eans of m.atching students and em.ployers. They should, rather, as sist each student in the developm.ent of a "m.odel" or "pattern of skills, attitudes and understandings" which will be effective in locating the best job for him., and one in which he will be successful in adjusting to the world of work. Accepting this approach brings into consideration both the depth and the long-range purpose involved in the process of m.ovem.ent from. school to the next step, and includes accepting the responsibility of assisting the student in the clarification of his education-occupation goals, in providing insight about the labor m.arket as related to his job area, in evaluating his qualifications and abilities in term.s of a job opportunity, and in developing the flexibility of adjusting to a fluctuating society. As sisting each individual in m.aking the best possible transition from. school to work will require an organized, total- school effort.
RATIONALE
Should an area school be concerned with the transition of its students from. school to work? If a graduate is to becom.e em.ployed in a position suited to his achievem.ents and personality, he m.ust be assisted toward clarification of his goals, sum.m.arization of his salable skills and personal qualities, and exploration of the possible m.arkets. Only when such help is given through an effective job placem.ent program. has the school taken the final step toward its ultim.ate goal, the linking of a potential em.ployee with em.ploym.ent satisfying to both him. and his em.ployers. An exam.ination of the responsibility of the school, the characteristics and needs of students
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enrolled and the nature and complexity of today' s society reveal the

~eed for an organized and systematic program of job plac ement.

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Re sponsibility of the School
Vocational graduates, left on their own to make a transition from the school into an occupation, often obtain employment which is not commenserate with the training they have received. If it is believed that the purpose of vocational schools is to provide occupational skills needed for an individual to enter the world of work, and to pursue a chosen occupation, it must also surely be believed that establishing a program for bringing students and potential employers together is needed. A strong job placement program can serve as a vital link in the student's completion of successful occupational training and should be pursued by school personnel with the same vigor, organization, and high quality used in the school to provide individual students with specific occupational skills.
The purpose of vocational-technical schools is not merely to prepare a person for specific jobs in business and industry, but to also train people to make their own decisions and to adjust to the future regardless of the changes which confront them. In recent years there have been many reports of workers who had job skills lllt who were unwilling to move to where the jobs were located. Students must be assisted in looking into the future and in examining possible alternatives which may confront them.
Many vocational and public school educators would turn job placement over to some other agency outside of education, but there are several reaSons why an area school should accept the responsibility for job placement. First, it is impossible for area schools to separate a good job placement program from a good vocational program. Something is mis sing if students are provided with an occupational skill but not as sisted in planning and implementing the utilization of that skill to its fullest extent. Second, the area school is more likely to be concerned with the vocational development of the student than is any agency outside education. Vocational development involves assisting the student in focusing on such basic questions as "What do I want in life?" "What do I have to offer? ", and "What can I reaSonably expect in life?" Many vocational educators have said that vocational students do not really need to consider these questions, that students have already made a decision. These educators forget

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that most vocational students enter a vocational program with limited Knowledge of how they can utilize the training they are receiving. .>Furthermore, a job placement program which is part of the school program should be more concerned with assisting the individual student in determining what is be st for him than might an agency outside the school. Third, other agencies are not as well acquainted with students as are the students' own instructors and student personnel specialists. Fourth, agencies outside the school setting cannot provide the needed opportunity for the student to develop a pattern of skills, attitudes, understandings, and knowledge which constitute effective job-seeking behavior. Agencies outside the school should, however, be used by the school as an additional resource to increase the number of contacts that students have with potential employers, but the responsibility for job placement must remain with the school. The school has the responsibility of assisting both graduates and drop-outs in planning and implementing this next step.
Many individuals in society hold an inaccurate concept of the kinds of students enrolled in vocational schools and of the types of students completing vocational-technical programs. In fact, many employers are often unaware of the high quality of students being graduated from such programs. Too often, adequate communication has not been established between vocational schools and employers, and such communication is vital to create an effective image of the quality of vocational graduates and of the scope of the programs from which students were graduated.
The range of job opportunities available to vocational graduates now, and in the future, will depend upon the employer) s knowledge of and his attitude toward area vocational-technical schools. This knowledge will depend upon how effectively vocational schools can establish a means through which their graduates can corne into contact with many potential employers. There is little doubt that, in many instances, vocational education has failed to market its product with the same vigor and professional approach which characterizes promotion practices in the business world. Certainly, the success of a job placement program will depend upon a well-conceived means through which the consumer and product can corne together. In the past, such a means has not been structured and offered on a systematic and organized basis.
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The ultimate success of the vocational school program will be determined by the consumer's evaluation of its product- - by the decision
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which employers make regarding the quality of graduates of area school programs. There is no better way for the potential employer to appreciate the area school program and the high quality of its graduates than by visiting area schools and by being invited to compete with other businesses and industries in bidding for the services of graduates of vocational schools.
Characteristics and Needs of Students Enrolled
The unique characteristics of students enrolled in vocational schools imply that an organized job placement program would better enable these students to become aware of their needs and to be encouraged to take constructive action to meet those needs. For example, 90 percent of the students in Georgia1s Area Vocational- Technical Schools are under 21 years of age; most lack work experience; 66 percent are single, and most male students have not met their mili .. tary obligations (Bottoms, 1965). These facts indicate that they have several important education-occupation decisions to make.
A survey conducted in 1965 by the Vocational Education Division, Georgia State Department of Education, of students enrolled in Georgia I s area vocational-technical schools revealed that over 85 percent of the students interviewed considered it essential that area schools provide them with the following:
a. Results of studies of local employment conditions and job placement opportunities avail~ble at local, state, and national levels;
b. Information on seeking employment;
c. Completion of job application;
d. Suggested preparations for job interview;
e. Information about problems to be encountered in on-the-job situation;
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f. Means for e stablishrnent of good work habits and good eITlploye r-

eITlployee relations (BottoITls, 1966).

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A higher percentage of students reported a desire and need for job placeITlent assistance than for any other student personnel service.

Two of the ITlost significant reasons for structuring an effective job placeITlent prograITl are to ITlotivate students to cOITlplete their education and to deterITline that it is possible to becoITle eITlployed. Too often, educators atteITlpt to ITlotivate students through ITleaningless phrases such as: "You need this because its hard and it ITlakes you think." Students can best realize the need for successfully cOITlpleting subject ITlatter when they reach this decision theITlselves. They can be encouraged to successfully cOITlplete course prograITls by direct involveITlent in ITleaningful experiences such as talking with peer group ITleITlbers who have already recognized this need, and by listening as prospective eITlpJoyers discus s nece s sary qualifications for entering the world of work.

Job placeITlent can help students develop confidence and experience a feeling of security by helping theITl becoITle better acquainted with the world of work, and with the probable future effects of technology on their field. FroITl an effective job placeITlent prograITl, students can develop a greater awareness of what will be expected of theITl on the job. Usually, one has only to recall his own first atteITlpt to obtain eITlployITlent to realize the insecurity and lack of technique which accoITlpanies an area school graduate as he atteITlpts to obtain adequate eITlployITlent. Although there ITlay be a surplus of job openings for which area school students are being trained, ITlany graduates are unaware of the location of these jobs and the fact that accepting one of these jobs ITlay require ITloving froITl one area of the state to another. Paradoxically, one of the first questions asked by potential vocational students is "Will you help ITle get a job when I finish this prograITl? "

Vocational adITlinistrators can no longer overlook their vested responsibility in this ITlatter of the job placeITlent prograITl. If we accept the responsibility for training students, then we ITlust accept responsibility for job placeITlent.

The ITlajor question in job placeITlent is not "Do our students get jobs? II rather, it is "Do our students get the best possible jobs with the training they receive?" This question iITlplies that job placeITlent begins with the student's entrance into the area school. It further

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suggests that a job placement program goes well beyond helping

students to get jobs, but also includes helping students to consider

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how their values, abilities, and desires will affect their future and how

to weigh their assets and liabilities in terms of the many jobs open.

Students who can evaluate job offers and who know the mechanics of searching for and getting a job are the ones who can make plans which lead to maximum vocational maturity. In the past, graduates who have been getting jobs largely on their own efforts have often been underselling themselves, settling for less responsibility and less pay than their ability and training prepared them for. Students will quite possibly get better jobs if systematic job placement programs assist them in making contacts with potential employers in the fields for which they are trained and in helping them to anticipate the job interview and job entry experiences to which they will be exposed.

In addition, a clarification of goals gives the student a basis for evaluating job possibilities. Without this clarification, students will have little need for learning the mechanics of searching for and obtaining a job. Without this backlog of knowledge, they might fare better by having someone else select the job for them. The unfocused graduates can either take the first job that comes along or let someone outside the area school setting help them get their first job.

Do area schools want to graduate students who must depend upon others outside the school for job direction? If these schools do not want to leave this important job placement function to others outside the school setting, they themselves must accept the responsibility for helping students clarify occupation-entry goals as the first step toward being able to independently advance. After occupation-entry goal clarification has been accomplisbed, schools can then lead their students to learn the mechanics of investigating job offerings and of anticipating the experience of getting a job.

The Nature and Complexity of Today's Society
The nature of today's labor market makes it imperative for vocationaltechnical schools to take steps to bridge the gap between a student's graduation from an area school and his entry into his first job.
Most of today's youngsters are isolated from the site and the operations of industry. They have experienced a narrow life of home,

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school and community. A tremendous gap exists between what youth -need to know in order to enter an occupation, and what they actually .>know. Area vocational-technical schools must accept the responsibility for developing a bridge to help youth cross this gap between narrow experiences and wide opportunities.
Because of the constant changes taking place in the occupational structure, curricula in the vocational-technical schools are planned to give students a program of study enabling them to enter work in a certain area and then to specialize on the job. An automobile mechanic may, for instance, perform work of a general nature, specialize in front-end work, rebuild engines, or otherwise specialize. A similar job entry pattern exists in almost all other fields for which vocational-technical schools offer training. But students seeking employment find that, since their education hetS not been directed toward a specific job, they must do more than describe their education if they want to pre sent it to its be st advantage. They must demonstrate their familiarity with the labor market and relate their skills to the needs of various occupations in demand.
The labor market is competitive. When two equally qualified persons apply for a position, who gets the job? Persons who get jobs are those who understand (either from experience of training) the intricacies of job hunting. They clearly define their goals and realize that they are engaged in a competitive endeavor requiring capitalizing on their own II selling points. II They are familiar enough with the labor market to specifically explain their education and work history, l\nd relate these to the employers' job needs. Yet, they are also willing to start at a realistic job entry level, one from which they can advance to positions they might ultimately desire.
The more preferable jobs are never easy to obtain because competition is keen for them, even in times of labor shortage. To get the best jobs possible, graduates need assistance in developing the skill of presenting themselves well. This skill will serve them both in the present and in times of labor surplus.
The technological age has been marked by continuous change in both the social and economic structures. A few years ago, youngsters
were told "finish high school and you will always have a secure job, I'
or "complete college and you will have it made. II Quite recently students may have been heard saying "I will be glad when I get through with this school. I'll never have to go back to school again. 'I
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They assum.e'that, once they finish, learning will not be a continuous pa:rt of their lives. Yet, because of the demands and the requirem.ent~ .:.of technology and automation, learning must certainly be continuous. If students graduated from area schools are to adjust to technology changes, they must see training as a continuous part of their lives and they must continue to train and to upgrade their job skills. 11 Telling alone!' will not make them understand. Students must actively discover for themselves the need for continuous training by visiting industry, by talking with people employed in the field now, by listening in classrooms to resource people explaining to them what changes they see occurring in the field in the future. By actually taking a few case studies and looking at the job entry and education changes which have occurred in a career field during the last ten to fifteen years, an instructor can focus an organized program of job placement on developing this attitude of continuous learning on the part of each area school student.
The mobility of America's work force demands that information be provided to students preparing to enter mobile fields of work. If a student is planning to enter a mobile field, facts related to this mobility must be provided to him before his time, ego, and money are invested and before he is so committed to his training that he cannot change his direction. Many of the occupations for which area vocational-technical schools offer training will be directly affected, for example, by the awarding of large government contracts. As large projects are started or cancelled, people with skills in some of the technical fields may have to relocate in other areas of the country where their skills are in demand.
Because of the nature and complexity of today's society and because of the characteristics and needs of enrolled students, area vocationaltechnical schools must accept the responsibility for assisting each individual in the transition from school to his next step.
OBJECTIVES
The Job Placement Service seeks to establish an organized and systematic job placement program in the area vocational-technical school in order that:
1. Students will acquire a pattern of skills, attitudes, understandings, and knowledge which will help them to:
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a. Effectively "locate a good job;
b. Make an easy transition from. school to work;
c. Successfully adjust to the world of work;
d. Achieve their greatest possible degree of vocational developm.ent;
e. Understand what will be expected of them. by supervisors, peers, and subordinates in the world of work;
2. Students will m.ake the contacts with potential em.ploye rs which perm.it them. to:
a. Gain a realistic knowledge of the labor m.arket which will serve as a sound basis for vocational decisions;
b. Use their education to the fullest extent and avoid underem.ploym.ent;
c. Develop a pattern of job- seeking behavior which will be useful in sim.ilar situation in the future;
d. Make specific plans regarding their next vocational steps.
PROCEDURES
Cooperative Approach
There are at least three strategies which should be considered in the establishm.ent of a job placem.ent program.: centralized; decentralized; and co-operative. Because of the characteristics of Georgia's area program., the cooperative organizational pattern seem.s to be m.ore adaptable than either the centralized or decentralized approach.
In a centralized job placem.ent program., a placem.ent office perform.s m.ost of the work connected with placing graduates on jobs and usually the work of following-up alum.ni. This approach would require increasing student personnel staffs to a greater extent than is presently
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possible. Further, the centralized job placement program would tend

to place more emphasis on the mechanical aspects of job placement

...

and would probably ignore the development of appropriate attitudes

and understanding s on the part of students ..

The decentralized job placement approach would give instructors and department heads complete responsibility for the job placement program. Often, that which is the responsibility of all turns out to be the re sponsibility of no one. There are many individual vocational instructors who will claim they have a good job placement program, but closer examination reveals that this is not always the case. For example, a follow-up study of area school graduates (Bottoms, 1966) found that approximately 50 percent took the first job they were offered, indicating a lack of knowledge of ways of seeking employment and a lack of skills in evaluating a job in terms of training. It is pos sible for students to get jobs under a decentralized program. But will students under a decentralized plan ha ve acquired skills necessary to obtain another job in the future?

Under the co-operative job placement strategy, student personnel specialists and instructors share in the responsibilities for providing an organized and systematic job placement program. The instructors provide experiences and activities designed to enable students to develop understandings and attitudes needed to enter and adjust to the world of work in a chosen field. The student personnel specialist co-ordinates the total job placement effort; provides leadership, resources, and consultative as sistance to instructors; and provide s counseling and other assistance as needed to students. Cooperative job placement has the following advantages for the area school setting: first, it makes possible centralization of placement records within a school and avoids confusion by providing a central source of contact for all potential employers; second, it permits instructors to develop a sense of professional responsibility for the reputation of their department and to maintain close contact with industries located in their communities; and third, it utilizes instructors I knowledge of students and enables these instructors to receive far greater satisfaction from their work.

Guidelines for a Cooperative Job Placement Program
Adopting a cooperative pattern for a job placement program does not, in itself, insure success. There are certain assumptions which must be in operation in order for the program to be effective.
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The job-placeITlent s-ervice does not stand alone, but utilizies extensively other student personnel services in assisting students _>to ITlake an appropriate transition froITl school to work. It is through the inforITlation service that students deveJop III understanding of the nature of the world of work, and through counseling that students are able to relate their desires, values, and skills with the alternatives available and ITlake decisions regarding their next step.
In the co-operative approach, the entire population of the school including adITlinistrators, personnel workers, instructors, and students, ITlust direct their efforts toward the goals of the job placeITlent prograITl if they are to be accoITlplished.
It is essential that each understand and carry out certain responsibil,. ities. The student personnel specialist ITlust take the responsibility for coordinating those activities which bear upon the job placeITlent service. This will require regular ITleetings with instructors for the purpose of planning and evaluating the prograITl. A cooperative systeITl invites area school instructors to becoITle partners in the job placeITlent prograITl, and draws upon their knowledge of students I abilities. Both student personnel specialists and instructors ITlust constantly seek opportunities to discus s future plans with students. The area school, ideally, should create an atITlosphere that clearly cOITlITlunicates a set of positive attitudes toward work habits such as dress, housekeeping, punctuality, initiative, diligence, skill, and quality of workITlanship. Through such activities as encouraging students to take hOITle projects cOITlpleted at school; by pointing out habits such as shop orderliness, which can be observed on visits to actual work situations; and through orienting students early in the school year to what will be expected of theITl in eITlployITlent the school can stress pride in workITlanship and produce students who
1. Take pride in doing their job well;
2. Accept the discipline in industry;
3. Understand their responsibilities to eITlployers;
4. Understand the profit ITlotive of industry.
An effective job placeITlent prograITl utilize s various cOITlITlunity resources. The general school advisory cOITlITlittees or the craft
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advisory committee can be used to assist those administering the job placement program in activities such as:
.>-
1. Contacting potential employers;
2. Providing speakers;
3. Providing supplementary mate rials;
4. Aranging field trips;
5. Promoting the job placement program with their associates.
An adequate number of pre-employment experiences with potential employers should be provided to help graduates develop realistic insights into the world of work. Students can develop the se insights through pre- employment experience s if there is a sufficient variety of these experiences to provide a broad education-occupation perspective.
Additionally, job placement activities should be closely related to employment needs of the labor market. Of the Georgia area school students who entered employment during the 1965-1966 school year, 71 percent were employed within 25 miles of their home, demonstrating an effective job placement program in close contact with local labor market conditions as well as with regional and national labor market trends.
In conducting a job placement program, group techniques should be used if appropriate. Much of the information to be communicated to students who are about to seek employment can be transmitted in group situations, offering students the opportunity of becoming personally involved in learning experiences. Quite often, students are more willing to become involved when they seek and find support from their group.
Job placement activities involving students should help them identify with the world of work. The job placement service also contributes to vocational development through activities which involve students in discus sing infromation about the world of work, thus inviting them to evaluate their attitudes. In addition, the Information Service can provide a means of self-help for students needing occupational information if there is a center well stocked with occupation films,
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tapes, and publications which orient students to relationships among .fields and areas of work. Yet, students cannot immediately identify with the world of work nor become knowledgeable of its opportunities" and expectations merely through having -available printed materials. One of the greatest challenges presented by this study to instructors and to student personnel specialists is to plan work experiences which will help students to acquire, through direct involvement, an identification with an occupational field and to become knowledgeable of the opportunitie s and expectations related to that field.
A job placement program should capitalize on student initiative. The job placement program, ideally, should not be designed merely to place a student on a job. It must challenge students to aspir.e to the greatest possible degree of vocational development and must provide opportunities for them to establish a pattern of job - seeking behavior which will enable them to become self-directed as they complete their area school program and enter the world of work.
Further, the job placement service should promote the vocational development of students through assisting them as they enter a job in which they can be successful. Success at the initial stage of employment often helps the employee to advance rapidly.
Job placement should help students to conceptualize what the assets are that they have to offer to employers.
Several questions arise concerning development and implementation of the job placement program. Answers to the following questions are the contribution of the committee which developed this chapter:
1. Q. What is the area school policy concerning releasing information on grades, class standing, and other recordkeeping items?
A. Information about the student should be released only with the student's authorization.
2. Q. What is the area school's responsibility to area school dropouts? to alumni?
A. The school job placement program has a responsibility to as sist area school dropouts and former students in finding employment.
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3. Q. What will be the attitude of the area school toward employers recruiting students before graduation?
.>-
A. The area school should encourage students to remain in school through program completion. When employers make inquires about potential employees during the school year, they should be told that no students are available for employment at that time, -that a certain number will complete their programs on (graduation date), and that students will be available for employment at that time. The potential of the student for effective employment will be much greater when he completes the program. Therefore, it is in the best interest of students, employers, and the school to have students remain until graduation. Students who are released early will probably not achieve their full potential, and this fact may cause employers to look with disfavor upon the area school.
4. Q. Will area schools attempt to encourage alumni activities?
A. Schools should utilize all such possible means for developing a sense of pride toward the area school program on the part of present and former students.
5. Q. How will the mechanics of interviewing and other job seeking skills be taught?
A. Each area school instructor should make such instruction a part of his regular class program.
Responsibilities for various functions of the job placement program ideally should be clearly identified. Responsibility is shared among students, instructors, and personnel specialists and may be divided into (l) preadmissions responsibilities; (2) new student orientation responsibilities; (3) continuing responsibilities during the school year; and (4) responsibilities beginning about four months prior to graduation.
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ACTIVITIES THROUGH WHICH STUDENT PERSONNEL .>-
SPECIALISTS AND INSTR UCTORS PERFORM
THEIR JOB PLACEMENT RESPONSIBILITIES
Introduction
The process of assisting students in planning and implementing their next step beyond the area vocational-technical school is a continuous process which begins prior to the student's entrance into school and continues beyond program completion. Under the cooperative approach, the student personnel specialist and instructors share the responsibility for providing a continous series of experience designed to enable the student to develop the understanding and attitudes needed to enter into and adjust to the world of work.
Activities to be used for accomplishing the objectives of the job placement program have been organized into four term sequences: prior to enrollment; during orientation; during school year; and four months prior to graduation. Designated responsibilities of student personnel specialists and instructors are presented at each of these four phases. These activities provide a series of experiences that are designed ultimately to result in successful job placement for each student.
Overview of Job Placement Activities
The cooperative approach enables area schools to carry out the two basic objectives of job placement. One objective is providing area school students with those experiences which will enable them to develop a pattern of skills, attitudes, understanding, and knowledge needed to enter the world of work and to adjust to changes in that world. In an attempt to as sist students in developing an appropriate behavioral pattern, several activities are performed. First, prior to enrollment and during orientation, students are given opportunities to learn more about the kinds of jobs toward which training in vocational-technical school might lead. Additionally, they learn about the kinds of skills and insights they must acquire in order to succes sfully transfer from school to work.
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S~cond, thirty-six one-hour group guidance units have been developed

by a committee of area school instructors and student personnel

.>-

specialists dealing with such broad topics as: "Exploring a career

field;" "Advancing on a job;" and "Entering a career field. 11

Approximately three months prior to graduation, the series of units

on "Entering a career field, I' are conducted. These units deal with such topics as: "Getting a job, 11 "Seeking an interview, 11 "Going

through an interview," "Filling out job applications," "Writing

follow-up letters concerning job interviews, 11 "Evaluating a job offer," 'IInvestigating future educational pos sibilities, II "Evaluating personal

conduct on a job, 11 and "Developing effective peer group relationships. 11

Role-playing is an effective technique used in conducting many of these group discussions, the purpose being to assist students in developing the skills and understandings necessary for entering, adjusting, and advancing in the world of work. These units are described in detail in the chapter on the Information Service. In carrying out of these units, the role of the student personnel specialists becomes one of coordination by providing leadership, resources, am consultative assistance to staff. The instructors conduct the group guidance ses sion.

Third, scheduled counseling sessions are conducted by the student personnel specialist to stimulate students' thinking regarding postgraduation plans. In these counseling sessions, the student personnel specialist asks questions to assist students in focusing on job-related decisions they must make. "What are your education- occupation plans? ", "How do you know you can implement them? ", "What steps are you taking to carry out these plans? "

A second aim of a job placement program is to provide those activities which will enable graduate s of area schools to secure employment promptly at the appropriate rank and remuneration for their training and abilities. To accomplish this objective, a procedure must be developed through which employers and graduates can get together. The major means for accomplishing this objective in Georgia has been an annual statewide job placement program, referred to as TECHDAYS. During the months of April and May, each school sets aside a day or days in which representatives from various businesses and industries are invited to interview prospective graduates. Also, a continuous job placement program is provided for students completing or leaving school at odd times.

- 278 -

Activities Leading Toward Job Placem.ent of Students
Job Placem.ent Activities Prior to Enrollment
Objective - Prospective students exam.ine the nature and setting of job possibilities available to graduates of the different curricula offered by the school.
Procedure - The student personnel specialist is prim.arily responsible for conducting those activities designed to assist potential students in exam.ining their abilities, values and interests in term.s of curriculum. offerings of the school and in term.s of possible future jobs.
Activities - Student personnel specialists carry out their preadm.issions job placem.ent responsibilities through such activities as the following:
1. Arranging tours of area school for potential students;
2. Contacting high school counselors;
3. Contacting prospective students;
4. Listing of em.ployers of area school program. graduates;
5. Mapping job location of graduates;
6. Sum.m.arizing area school student follow-up studies;
7. Collecting photographs of graduates at work, at hom.e, and participating in leisure activities;
8. Recording or video taping interviews with graduates.
Instructors provide prospective students and student personnel specialists with other inform.ation needed in order to understand the nature and setting of job opportunities.
Job Placem.ent Activities During Orientation
Objectives - Objectives during orientation of new students are as follows:
1. Students understand the ways in which the area school can assist them. in m.aking the transition from. school to work;
- 279 -

2. Students understand some long range job pos sibilities;
.>-
3. Students begin to understand what will be expected of them in order to enter the world of work;
4. Students begin to see a greater relationship between school and a future job~
Procedure- - The student personnel specialist works with the area school instructional staff in organizing and conducting an orientation program.
Activities - - The student personnel specialist carries out his job placement responsibilities during orientation through such activities as the following:
1. Arranging for new students to tour each occupational area represented in the schooL On an area school tour, the new student should become familiar with the school program and with each occupation offering. Information provided new students on such a tour should include:
a. Nature of occupation graduates train for and enter; salaries; and future trends for the occupation;
b. Special requirements such as certification, union membership; professional organizations membership;
c. Outline of content of curriculum;
d. Sources of additional program information;
'2. Presenting to students a detailed outline of job placement activities through an information sheet prepared for distribution and through the use of the student handbook. This outline should include information on:
a. The methods used to prepare students in the area school to find employment after program completion;
b. The methods used by the area school to maintain a list of job vacancies;
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c. The methods used to invite potential employers to the

school to interview graduating students;

.>-

d. The methods used by instructors and personnel specialists to assist students in preparing a resume, in preparing for a job interview, and in evaluating job offers.

Instructors assist the student personnel specialists by conducting the following activitie s:

1. Reviewing and outlining the area school's job placement service;

2. Inviting qualified speakers to discuss employment possibilities and employer expectations with area school students;

3. Presenting an orientation unit. Some course offerings-business education, cosmetology, practical nursing, among others - -have developed extensive orientation units which may serve as guides. In general, such a unit would have five main objectives:

a. To invite students to take pride in a job well done;

b. To assist students in accepting on-the-job discipline;

c. To involve students in discovering the steps to take in selecting and applying for a job;

d. To relate to students a realistic awareness of the world of work and of job responsibilities in that world;

e. To involve the student in the profit-making enterprise and making him aware that he is valuable to the employer only as his work eontributes to company profits.

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During the School Year
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Objectives -- Obj ective s during the school year are as follows:
1. Students obtain skills and knowledge needed in seeking employment;
2. Students gain greater insight into requirements of various occupations;
3. Students learn to evaluate a job in terms of its suitability to their goals and abilities;
4. Students demonstrate good interpersonal relationships with fellow students, instructors, and the outside public;
5. Students understand what will be expected of them by supervisors, peers, and subordinates in the world of work;
6. Students gain additional knowledge of the labor market;
7. Students consider both short and long range career goals.
Procedure--The series of group guidance units described in the Information Service chapter are used to accomplish the above objectives. The student personnel specialist provides the necessary leadership, resources, and consultative assistance needed to enable instructors to conduct the group guidance units. Also, the student personnel specialist provides counseling and other assistance as needed.
Activities - -Student pers onnel specialists carry out their job placement responsibilities during the school year through such activities as the following;
1. Conducting the necessary in-service programs needed to enable the instructors to perform their roles in the group guidance units.
2. Organizing and conducting regularly scheduled meetings with the instructors for the purpose of allowing them to exchange ideas and experiences regarding group guidance units.
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3. As sisting the instructors in acquIrIng the neces sary resources for conducting the group guidance units such as adequate quantitues of printed materials, speakers, and visual aids.
4. A ssisting the instructors with organIzIng and conducting activities through which students can acquire those concepts identified with the group guidance units. These activities might include: role playing; group techniques; surveys of local employers; panel discussions; and field trips.
5. Assisting the instructor in acquiring those group .skills necessary to elicit student involvement in the group Guidance program as evolving from the group.
6. Working with instructors in evaluating the program.
7. Counseling with those students who need specialized assistance in synthesizing the information into an organized plan of action.
8. Carrying out activities which assist area school instructors:
a. Making available to students and to instructors a complete and comprehensive occupational information service including materials on job placement (see Information Service chapter for lists of resources);
b. Encouraging instructors to invite former area school students and representatives of industry to speak to student groups and, when appropriate, conduct field trips for the students. These activities develop knowledge of the world of work among students and assist them to make effective education-occupation decisions;
c. Receiving job-vacancy notices from employers;
d. Conducting demonstration sessions, if needed, to suggest development of units on ways of securing a job;
- 283 -

e. Offering assistance to instructors in arranging for field trips, speakers, and other activities which will .>enhance the knowledge of students concerning opportunities in the world of work;
. Surveying the nunlber of students who need help in finding employment and the number who are interested in particular types of work, by meeting with students at the beginning of the last quarter prior to graduation and by obtaining from each a completed job placement service registration form; (Table 31 and 32)
g. A ssisting instructors in identifying students who need help in finding employment by again surveying students just prior to graduation; (Table 31)
h. Keeping a file of job requests received from employers. (Table 33) Job requests should be recorded on a Job Vacancy Form and a file of those should be maintained. New files should be started yearly with old requests moved to an I'inactive file, 11 and with "full-time" requests and "part-time" requests being filed separately. Also, personnel specialists will want to make arrangements for acquiring Job Vacancy Forms from instructors when they are contacted regarding job vacancies. Instructors should be given a carbon or photocopy of all job requests received by the school, for they are often able to evaluate the needs of the employer and recommend students to meet these needs;
i. Developing Job Vacancy form;
j. Developing guide for field trips;
k. Developing brief speech outlines for speakers to refer to in developing their speeche s.
Instructors carry out their job placement responsibilitie s during the school year through such activities as:
1. Disseminating information and materials;
2. Conducting an information service which becomes an integral and regular part of the in structional program;
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Table 31 SURVEY OF STUDENT EMPLOYMENT STATUS

Fill in each item. and return it to your instructor im.m.ediately:

NAME

~AGE

SEX: M F

PRESENT ADDRESS - - - - - - - - - - -TELEPHONE- - - -

DRAFT STATUS AFTER GRADUA TION

MARRIED YES ( )

-----

NO ()

NUMBER OF CHILDREN

AREA OF STUDY

_

DO YOU HAVE A JOB AFTER GRADUATION? YES () NO () IF
YES, GIVE YOUR EMPLOYER'S NAME AND ADDRESS - - - - - -

YOUR STARTING SALARY

_

IF YOU DO NOT HAVE A JOB, WOULD YOU LIKE ASSISTANCE IN SECURING EMPLOYMENT? YES ( ) NO () DO WE HA VE YOUR PREMISSION TO RELEASE INFORMATION CONCERNING YOUR SCHOOLING TO PROSPECTIVE EMPLOYERS? YES () NO ( )

INTERVIEWS: DATE

SIGNATURE -------------

PLACE

COMPANY

PLACEMENT: COMPANY

JOB TITLE

STARTING SALARY

- 285 -

Table 32

:::::

.>-

REGISTRATION FORM

Front

NAME ADDRESS

DATE

I

CITY AND STA TE

TELEPHONE

PERMANENT ADDRESS (Your Parents or Wife's Parents)

VETERAN? MARITAL STATUS

BRANCH OF SER VICE

AGE

DATE OF GRADUATION

GRADE POINT AVERAGE

(Over)

Back

EXPERIENCE

INTER VIEWS:

DATE

TIME

FIRM

RESULT*

*CODE: AC, Accepted RE, Refused PE, Pending *Form. used by Southern Technical Institute, Marietta, Georgia
- 286 -

Table 33
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JOB VACANCY FORM

(Name of school) Technical and Vocational School Placement Office

JOB VACANCY FORM

Date -------------

FIRM NAME --------------------------

ADDRESS - -S-T-RE-E-T - - - - - - -CI-TY- - - - - - -ST-A-TE- - - -

TELEPHONE NUMBER

_

TITLE OF JOB AV.AILABLE -------------------
Part or full-time -------
SPECIFICATIONS (Age, Height, Weight, Experience, Education)

PERFORMANCE (Skills needed to perform assigned duties) -----
DATE NEEDED ---------- SALAR Y ----------
(Range - - Beginning)
C LOSING DATE FOR JOB - OPENING - - - - - - - - - - - - - -
NUMBER OF VACANCIES - - - - - - -
TO WHOM WOULD THE PROSPECTIVE EMPLOYEE BE REFERRED?
(This form used with permission of Placement Office, Southern Technical Institute, Marietta, Georgia.)

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3. Planning activities and experiences for students which enable them to gain understanding regarding occupational structure.>,.. potential jobs, attitudes, and study skills. These activities might include as signments, surveys of local industrie s, field trips, speakers, student presentations, and others;
4. Actively involving the students in acquiring information through self-motivation;
5. Referring students who need special counseling to the personnel worker;
6. Sharing ideas and experiences with fellow instructors and seeking out other experiences;
7. Experimenting with new instructional ideas and methods and adopting these if they prove to be effective. Also, discarding outdated and ineffective instructional techniques;
8. Evaluating the Group Guidance Program and suggesting constructive changes to the personnel specialists and director;
9. Organizing field trips to make student aware of the need for making a decision about job selection and entry. A suggested guide for carrying out the field trip-speaker experience during the school year might be one field trip per quarter, two area school program graduate speakers per year, and one related subject speaker at least once per quarter. In connection with a field trip, the instructor will want to:
a. Select and inspect sites which would best motivate student learning;
b. Plan field trips carefully to take full advantage of learning opportunities, assigning students to take notes on each trip.
c. Conduct post-field trip discussions with a question and answer period;
d. Explain dress and conduct required of students on trips;
- 288 -

10. Scheduling' speakers, with the instructor:
.>-
a. Selecting speakers from local companies or businesses; b. Inviting former area school students to speak to present
students; 11. Conducting group discussions concerning employer expecta-
tions, including: a. Personal qualities related to on-the-job success; b. Skills required in specific types of jobs;
12. Simulating a classroom and laboratory atmosphere similar to that which graduates will experience on the job;
13. Including visual aids related to occupational experience; 14. Developing a guide for field trips which
a. Lists field trip locations to visit; b. Identifies purpose of the trip; c. Develops an agenda for field trips; d. Reviews purpose of trip with students prior to the trip; e. Evaluates success of trip with students. 15. Preparing an outline of desirable on-the-job qualities expected by employers; 16. Providing a list of free or inexpensive visual aids depicting various aspects of occupational fields such as rental films, state department films, brochures, posters and transpardes.
- 289 -

Beginning Four Months Prior to Program Completion
.:-
Objectives - Objectives during this period are as follows:
1. .Students make specific plans for next step;
2. Students identify potential employe r s;
3. Students demonstrate job-seeking behavior;
4. Students enter appropriate post-school occupation.
Procedure - In order to as sist vocational students to obtain jobs at the appropriate rank and pay, two procedures are used. First, a state wide job placement program, referred to as TECHDAYS, has been developed and is carried out each year during the month of April.
During that month, each area school sets aside a day, or days, on which representatives from various industries in the state are invited to visit the schools to interview the prospective graduates. Employers are notified of the dates and of the number of graduates in each curriculum by the Division of Vocational Education well in advance of TECHDAYS. Second, in order to provide assistance to students who are not served by TECHDAYS, a continuous job placement program is maintained.
Activities - Activities may be divided into TECHDAYS activities and continuous job placement activities.
TECHDAYS Activities - The purpose of this statewide job placement program in the area schools is to provide a systematic and organized procedure for employers in the state to interview potential area school graduates and to inform them of job opportunities within their own organization. The specific objectives of this job placement program are: (1) to offer employers an opportunity to visit area schools during the months preceding area school graduation for the purpose of conducting job interviews with potential graduates; (2) to establish a day or days in each area school, to be known as TECHDAYS, in which each potential employer can interview area school students selected for graduation; (3) to assist area school students selected for graduation in preparing for such an interview and in understanding the steps involved in obtaining the desired job
- 290 -

for whi-di they are qualified; (4) to communicate a positive image of area schools to potential employees; (5) to conduct a TECHDAYS .;.. publicity campaign utilizing newspapers, radio, television and other media in an effort to inform prospective employers, potential students and the general public of the positive benefits of such a job placement program.
The Vocational Education Division, State Department of Education, plays a coordinating and a supporting role in this job placement project. The tasks which the division staff perform begin six months before TECHDA YS are as follows:
Six months before TECHDAYS the Division of Vocational Education:
1. Plans and conducts a committee meeting to outline job placement procedures;
2. Determines the number of days each area school will need for carrying on the job placement program.
Four months before TECHDA YS the Division of Vocational Education:
1. Prepares recommended procedures to be followed at each area school prior to TECHDAYS and develops a suggested schedule (See Table 34). Each day's interviewing schedule should begin in mid-morning, for the convenience of those employers who must travel some distance to the area schools.
2. Obtains from each school the number of graduates by occupational area and the name of the person in each area school who will coordinate the job placement program at the local level;
3. Compiles a mailing list of employers to be invitied to interview during TECHDAYS;
4. Determines the financial responsibility of each area school.
5. Make a statewide master schedule for the techdays program (See Table 37),.. Assign dates near graduation for TECHDAYS. Avoid scheduling TECHDA YS interviews on Monday for many employers report to their offices on that day;
6 Sends a complete package of TECHDAYS materials to each area school.
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Three months before. TECHDAYS the Division of Vocational

Education:

.>-

1. Mails invitations for interviewing to prospective employers of area school graduates;

2. Includes in the initial mailing to prospective employers:

a. A letter describing TECHDAYS (See Table 35);

b. A brochure on TECHDAYS (See Table 36 and 37);

c. A chart showing area school course offerings, with a listing of current graduates by occupational area (See Table 38);

d. A response form for the prospective employer (See Table 39);

3. Develops posters for the area schools to use in informing area school students of TECHDA YS.

Two months before TECHDAYS the Division of Vocational Education

1. Consolidates employer responses to the initial TECfIDAYS invitation to interviews and notifies area schools of employers who want to interview at their school;

2. Develops statewide news releases for all daily and weekly newspapers and distributes television and radio spots to all stations in the state, including TECHDAYS brochures in all releases.

One month following TECHDAYS, the Division of Vocational Education consolidates evaluation reports from area schools and notifies area schools of the job placement results.

Area school TECHDAYS activities begin approximately four months ahead of time Student personnel specialists and instructors share in the activities.

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Table 34 TECHDAYSSCHEDULE

8:30 - 9:00 Coffee for employer;

9:00 - 9:30 Orientation of employer; (See Note #1)

9:35 - 10:00 First round of group meetings;

10:05 -10:30 Second round of group meetings;

10:35 - 11:00 Third round of group meetings; (See Note #2)

11:05 - 12:30 Interviewing and testing;

12:30 - 1:30

Lunch;

1:30 - 3:30

Interviewing and testing;

EVALUATION: After each employer finishe s his interviewing, he should turn in his evaluation sheet. The coordinator of student personnel services should personally conduct each employer to the door of the area school, thanking him for his time and his interest.

NOTE #1: Included in the orientation session should be such things as:

Day s schedule; Procedures for distributing student data sheets and transcripts; Use of audio-visual equipment; General information on the school.

NOTE #2: Group meetings and testing sessions should be scheduled so as to allow students to attend several interview sessions.

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Table 35 INITIAL LETTER TO EMPLOYERS

~

JACK P. NIX

'lATE SUPERINTENDENT 01' SCHOO~

1 H. TITUS SINGLETARY. JR.
ASSOCIATE STATE SUPERINTENDENT 01' SCHOOLS

~tate J0epattment of Qtbucation
~ibi~ion of t9otatfonaI cztllutation
~t&l1da. <lenrgia 311334
February 15, 1967

GEORGIE W. Ml.fLLlNG
STATE DIRECTOR VOCATIONAL EDUCATION

Leaders of Business and Industry Throughout the State of Georgia
Gentlemen:.
Here is your opportunity to select from the best that Georgia has to offer in well-trained personnel.
We are pleased to announce a state-wide job placement program for Georgia's area vocational-technical schools to take place in Spring, 1967. This state-wide coordinated effort in which prospective employers are being invited into each school on certain designated days to interview students for employment is a first for Georgia. It is called TECHDAYS. Your company is invited to participate. Details of this state-wide program are outlined below.
Twenty of Georgia's twenty-three area vocational-technical schools located throughout the state are opening their doors to you to select from their students through interviews conducted by your employment representatives. These schools offer training in a variety of technical, skilled, and office occupations. They were organized to develop the skills, work habits, attitudes and understandings needed today in business and industry. Ninety percent of the students enrolled in area schools are high school graduates and 95 percent are between the ages of 18 and 21. More than 3,000 students will be graduating this year.
The TECHDAYS programs will be organized so that company representatives may meet with interested students both in groups and for individual interviews. A professional counselor witl coordinate the program at each school. Students will have individual resumes and testing facilities will be made available for your use.
TECHDAYS in Georgia will cover a period of six weeks beginning the last week in March and extending through the first week in May. The TECHDAYS programs will be conducted on staggered dates according to geographical location so that company representatives may follow the program across the state, interviewing at each school if they so desire.
- 294 -

Table 35

(Continued)

.--

Leaders of Business and Industry Throughout the State of Georgia Page 2 February 15, 1967

A brochure describing the state-wide job placement program and g1v1ng additional information concerning the area vocational-technical schools is enclosed. Other enclosures include an Interview Request Form and a chart showing the number of students graduating from each course at the participating area schools. Please consult the chart wh~n deciding which schools to visit.
If your company desires additional copies of the brochure or additional copies of this letter for distribution to branch plants or branch offices of your company, please advise us and we will be glad to send them to you, or if you would rather have us mail them directly, please supply us with the names and addresses.
Plans are now in progress for setting up this program so we need to hear from you as soon as possible. Please indicate your choice to participate by completing the enclosed Interview Request Form and returning it to:
Dr. Gene Bottoms Vocational Education Division State Department of Education Atlanta, Georgia 30334
The schools at which you indicate a desire to interview graduates will then be notified by this office, and they will write you a letter confirming the date.
This is a service provided for you by the Vocational Education Division of the State Department of Education. There is no charge involved either for participation in the program or for employing a graduate.
Sincerely yours,
6~~&-?
State Director Vocational Education Division
GWMIcj Enclosures

- 295 -

BROCHURE FOR EMPLOYERS

(Cover)

COURSES OF STUDY (All special izations are not offered at every school)

Techn ica I Occupations (l to 2 years)

Chemical Engineering Technology
Civil Engineering
Technology
Drafting and Design Technology

Electrical Engineering Technology
Electronic Engineering
Techno logy
Mechanical Engineering Technology

Skilled Trades and Service Occupations (l to 2 years)

Auto Body Repair Automotive Mechanics
Aviation Mechanics Brick, Tile and Stone
Masonry Carpentry and Cabinet
Making Commerc ia I Art Cosmetology Diesel Mechanics Electrical Appliance
Servicing

Electrical Construction and Maintenance
Farm Equipment Mechanics Heating and Air Conditioning
Machine Shop Mechanical Drafting
Office Machine Repair Photog raphy Printing Radio and Television Repair Shoe Repair Watch Repair
Welding

Office Occupations (l to 2 years)

Secretarial Science

Punch Card Accounting

Clerical

Accounting

Data Processing Technology

Hea Ith Occupations (l to 2 years)

Dental Assistant

Medical Office Assi stant

Dental Technology

Practical Nursing

Medical Laboratory Ass istant

FILL YOUR

.>-

VACANCIES

WITH

SKILLED

GEORGIANS!

1967 TECHDAYS SCHEDULE
Places and times set aside for interviewing your prospective employees

S. Georgia N. Georgia Albany Athens Atlanta Augusta Columbus DeKalb Lanier Griffin

April 4,5 April 24,25 April 11 April 26 March 31 May 1,2 April 6 March 27,28 April 27 March 29

Troup Macon Cobb Moultrie Coosa Valley Swainsboro Upson Thomas Valdosta Waycross

April 7 April 3 April 18,19 April 12 April 20,21 May 3 March 30 April 13 April 14
May 4

,-,

I I ),r:~~

I

I

.I . l:I

JACK P. NIX ST ATE
SUPERINTENDENT OF SCHOOLS

GEORGE W. MULLING STATE DIRECTOR OF
VOCATIONAL EDUCATION

STATE DEPARTMENT OF EDUCATION
VOCATIONAL EDUCATION DIVISION A rlanla, (jeorgia 30334

fitting skilled Georgians to Georgia's jobs

- 296 -

Table 37
BROCHURE FOR EMPLOYERS
(Content)
TRAINING AND SKIL-LS MATCH YOUR NEEDS
WHEN YOU MAKE TECHDAYS A PART OF YOUR EMPLOYEE RECRUITING PLAN. HERE'S THE STORY N BRIEF. ..

THE PURPOSE OF TECHDAYS Georgia's Area Technical Schools turn out large numbers of graduates each year; highly trained technicians and skilled workers for the crafts, service and hea Ith occupati ons and .offi ce jobs. Thes e graduates have received outstanding instruction in the schools and are prepared to enter employment as productive workers. The school must also fulfi II -its obi igations to taxpaying Georgia firms who want to employ these graduates. For that purpose, an interviewing program called TECH DAYS has been initiated, TECHDA YS is both an opportunity for you and for the students. It is your chance to take a good look at the current crop of graduates, many having the specific skills you are seeking for more efficient use of your labor dollar. These are people who have made an occupational commitment and have taken the first giant step towards a successful career through formal education. It is a well-earned opportunity for students to meet with various prospective employers in order to more intelligently decide on a job which would be most challenging to them.
THE PURPOSE OF GEORGIA'S AREA TECHNICAL SCHOOLS
Georgia's statewide network of Area Technical Schools is fulfilling a long-standing need for quality programs of occupational education at the post-high school and adult levels. Through these programs, high school graduates and others receive preemployment training, and employed adults receive training designed to update their skills and job knowledge.

e area school program makes it possible for Georgians to acquire modern skills with a minimum of expense and relocation. Modern equipment and facilities, coupled with highly qualified instructors, assure quality instruction. Making the grade in this highly specialized progrom requires much of its partic ipants!
AMONG AREA TECHNICAL
SCHOOL STUDENTS
The average age is 19 upon entry. The majority are high school graduates. (A
diploma is required for technical courses admission.) Approximately 20% have attended college. Approximately 70% .go to work within two weeks of graduation. Approximately 71% are employed in the occupation in which trained. 97% express satisfaction with jobs acquired after graduation.

PROSPECTIVE EMPLOYEES (BY SKILL)

Numbers of students graduating this year throughout Geargia by occupational fields are as follows:

Technical Occupations 477 Office Occupations 1,122

Skilled Trades and

Health Occupations 334

Service Occupations 1,349

All programs are designed to meet the needs of bus iness and industry by preparing the student to use the actual tools and equipment provided in work situations. The 23 Area Technical Schools have an investment of over $50,000,000 in modern facilities and instructianal equipment.

- 297 -

- 862 -

1~
Zc
S

0"
(1)

>i
en
.....

i:l
.0.....
n

III
ri(1)

A

;c:l
S

o
C >i
Ul

0"

(1)

(1)
>i

.o....

.o....

Cl M

TECHNICA L OCCUPA TrONS Data Processing Technology Drafting & Desgin Technology

n~oO~8
~:J>

Electrical Technology Electronic Technology Mechanical Technology

oMwn<O
>rJ:J>

.....
;:l III

Optical Technology Research Laboratory A ssit.
SKILLED OCCUPA TrONS

~ HM>rJ>O ZH-J Z:J>

'0 III
>i
r..i.-..
n C...... III
>i

Air Conditioning & Heating Automobile Body Repair Automobile Mechanics Aviation Mechanics Brick, Tile & Stone Masonry

.CWlI>l-'J
:zJ>nM
tJ:I:

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OJ
.0....".
(1)

z;S w

n
o
C >i

Carpentry & Cabinet Making Commercial Art

~n

00

~:J>

tpl'

en
(1)

Cosmetology

MW
~n

Diesel Mechanics

0::::

Electric al A pplianc e Se rvicing >rJg

Electrical Construction & Main. Farm Equipment Industrial Electricity Machine Shop Mechanical Drafting Office Machine Repair Powe r Sewing Printing

C~l~l' :J> tJl'
~O
:J>o >-J:J> MW>H-J
0
ZW

Radio & TV Repair

Shoe Repair

Small Gasoline Engine Repair

Upholstery

Watch Repair

Welding

Barbering

OFFICE OCCUPA TrONS

Busines s Educ ation

HEA L TH OC C UPA TrONS

Dental Assistant

Dental Technician

Medical Laboratory Assist

Medical Office Assistant
IPr"rtir"l Nllrsina

Table 39
INTERVIEW REQUEST FORM

After completing this form, please return it to: Dr. Gene Bottoms Vocational Education Division State Department of Education Atlanta, Georgia 30334
Name of Company Address

Date

Name of Representative Title Address

Please give a brief description of your company indicating the nature of your business:

.>-
_ _ _
_ _ _

Number of Employees

Please circle the course areas from which you are interested in interviewing graduates:

Course areas TECHNICAL OCCUPATIONS: Data Processing Technology; Drafting and Design Technology; Electrical Technology; Electronic Technology; Mechanical Technology; Optical Technology; Printing Technology; Research Lab. Asst.

SKILLED OCCUPATIONS: Air Conditioning and Heating; Auto Body Repair; Auto Mechanics; Aviation Mech2nics; Barbering; Brick; Tile and Stone Masonry; Carpentry and Cabinet Making; Commercial Art; Cosmetology; Diesel Mechanics; Electrical Appliance Servicing; Electrical Construction; Fabric Maintenance; Farm Equipment; Industrial Electricity; Machine Shop; Mechanical Drafting; Office Machine Repair; Photography; Power Sewing; Printing; Radio and TV Repair; Shoe Repair; Small Gasoline Engine Repair; Upholstery; Watch Repair; Welding

OFFICE OCCUPATIONS: Accounting; Secretarial Science

HEALTH OCCUPATIONS: Dental Assistant; Dental Technician; Medical Laboratory Assistant; Medical Office Assistant; Practical Nursing

Please indicate which schools you would like to visit for interview purposes by making a check mark in the right column after the schools. Programs will begin at 8:30 a.m. and end at 3:30 p.m. on the dates designated below:

SCHOOL AND LOCATION

CHECK HERE DATES

SCHOOL AND LOCATION

CHECK HERE

March 27-28 March 29 March 30 March 31 April 3 April 4-5 April 6 April 7 April 11 April 12

DeKalb Area (Clarkston) Griffin-Spalding (Griffin) Upson County Area (Thomaston) Hoke Smith Area (Atlanta) Macon Area (Macon) South Georgia (Americus) Columbus Area (Columbus) Troup County Area (LaGrange) Albany Area (Albany) Moultrie Area (Moultrie)

April 13 April 14 April 18-19 April 20-21 April 24-25 April 26 April 27 May 1-2 May 3 May 4

Thomas Area (Thomasville) Valdosta Area (Valdosta) Marietta-Cobb Area (Marietta) Coosa Valley Area (Rome) North Georgia (Clarkesville) Athens Area (Athens) Lanier Area (Gainesville) Augusta Area (Augusta) Swainsboro Area (Swainsboro) Waycross Area (Waycross)

Please Note:
The chart on the next page lists all of the area schools participating in TECHDAYS and gives the number of students graduating from each particular school according to the course area. Please consult this chart when selecting schools 9t which to interview students. Then detach the chart and retain it for future reference.

- 299 -

Beginning about four months before TECHDAYS .;;.. 1. Student personnel specialists should
a. Study all materials pertaining to TECHDAYS;
b. Report number of graduates in each course of study to the Vocational Education Division, State Department of Education;
c. Establish a steering committee to help plan and carry out planning objectives for TECHDAYS;
d. Establish a steering committee to include the Coordinator of Industrial Training who will encourage local employers to participate and determine assets and liabilities of employment in occupation areas;
e. Plan meeting with area school faculty to implement TECHDAYS program. Make specific plans prior to TECHDAYS for instructors to conduct classes on finding a job. Material on this topic may be found in the chapter on the Information Service;
f. Notify program chairmen of civic clubs that the area school director and other staff members are available to speak about TECHDAYS at civic meetings; and
g. Conduct group discussion sessions for students. An outline for conducting this session may be found in Table 40.
2. Instructors should
a. Study all materials pertaining to TECHDAYS;
b. Begin building student interest (See Table 41);
c. Plan schedule for teaching students how to find a job. (Refer to Information Service chapter and appendices for material).
- 300 -

About six weeks before TECHDAYS, instructors should submit a list to the Coordinator of Student personnel Services of local and out-of.... state employers to be invited to TECHDAYS.
About five weeks prior to TECHDAYS, student personnel specialists should:
1. Begin the publicity program within the school, urging all graduating students to participate. Use posters supplied by the Vocational Education Division of the State Department of Education to promote the TECHDA YS program.
2. Compile a list of employers to invite to the TECHDA YS program from names suggested by the area school Job Vacancy File, suggestions by instructors, classified and commercial telephone directories listing firms specializing in certain activities or services, civil service announcements, advertisements for "help wanted" in local newspapers and magazines, news items of expanding businesses and major personnel changes, lists furnished by the Chamber of Commerce, lists published by county or municipal development organizations, and lists published by departments of industry and trade such as the Directory of Georgia Manufacturers;
3. Invite local employers and others to participate in the program. Include representatives from the armed forces. A sample letter which may be sent to local employers is included in Table 42, Table 43 being a suggested Interview Request Form designed to accompany the same letter. As replies are received from local employers and from those who respond to the statewidemailing.aninitial reply should be sent to their responses. (See Table 44).
4. Plan for each area school student to be interviewed and to fill out personal data sheets for each employer who interviews him.
5. Plan with each department in area school to have personal data sheets on all students in the department file for employers use in interview sessions.
- 301 -

.>-
6. Determine a plan for distributing student 'transcripts; pos sibly one of the following plans will be applicable;
a. During TECHDAYS, students needing transcripts request the area school office to send these transcripts to employers who interview them.
b. After scheduling interviews with employers, each student may go to the school office and pick up a transcript to give to the interviewer. These transcripts may either be prepared ahead of time or reproduced at the time the student requests them, depe:p.ding upon the type of equipment the school has and upon the cost.
c. The transcripts can be assembled prior to TECHDAYS and provided to employers.
Note the following concerning transcripts:
a. Area school staffs preparing for TECHDA YS may want to determine the number of employers requiring student transcripts and then determine the be st methods to follow in preparing them.
b. No transcript should be furnished to an employer without signed authorization from a student.
About four weeks prior to TECHDAYS, student personnel specialists should:
1. Post an announcement about TECHDAYS and invite students to sign up for the program. For a sample announcement see Table 45.
2. Prepare a TECHDAYS schedule similar to the one suggested in Table s 34 and 46.
- 302 -

About three weeks before TECHDAYS
1. Student personnel specialists should
a. Send letters to employers who will attend TECHDAYS. Enclose a copy of the TECHDA YS schedule, a school brochure, course outlines in which employers may be interested, and a reply form if motel reservations or audio-visual equipment are to be arranged for the area school staff. Also, the number of students who signed up to be interviewed by a particular company should be included in the letter. For a sample, see Table 47.
b. Release early publicity to local news media. A suggested news release is given in Table 48.
2. Instructors should
a. Collect personal data sheets from students, in final form, for duplication purposes. (See Table 49 for sample. )
b. Collect information on various companies for student examination. Material collected might include company brochures, pictures of area school graduates employed by the company at work on the job, pictures taken of plant tours, and follow-up reports from area school graduates employed in firm.
About two weeks before TECHDA YS, the student personnel specialist should collect information to be furnished to employers: personal data sheets in final form, transcripts, and evaluation sheets to be used by employers when reacting to TECHDA YS. The evaluation sheet will be found on Table 50.
About one week prior to TECHDA YS
1. Student personnel specialists should
a. Inform the entire faculty of the TECHDAYS schedule. Also, determine the employers coming to area schools to interview, arrange for parking spaces, arrange to have coffee prepared and served, and make plans
- 303 -

Table 40
.>-
GROUP DISCUSSIONS SEMINAR: "HOW TO GET A JOB"
1. Objectives
A. To orient each student to the job placement function of the area school's program and system;
B. To acquaint each student completing area school programs with the steps to take in finding a job related to his training by explaining the function of the instructional staff, the role of placement officer, and the studentl s role.
C. To have each student complete and return the following material to the Student Personnel Office;
1. A registration card;
2. A resume or personal data sheet;
D. To acquaint each student with the procedures followed by the school in aiding the student in finding a job;
E. To acquaint students with information procedures used in informing prospective employers of the availability of area school graduates for employment;
F. To acquaint students with the procedures used to schedule job interviews, and to announce jobs available for interviews.
G. To create a relationship which will encourage the area school student to feel free to seek job seeking assistance when he needs it;
H. To discourage students from accepting first job offer they receive.
II. Topics
A. Locating job openings: 1. Yellow pages in telephone book;
- 304 -

Table 40 (Continued)
.>-
2. Want ads; 3. Employment service; 4. School placement office; 5. R elatives and friends;
6. Letters of application; 7. Phone calls;
8. In-Person interviews; B. Preparing for an interview:
1. Develop an effective resume; 2. Investigate the characteristics of the company and of
the interviewer; 3. Anticipate job related questions which may be asked; 4. Insure attractive personal appearance; 5. Bring pen and note pad to inte rview~ C. Applying for the job: 1. Appear on time for interview; 2. Fill forms out neatly and accurately; 3. Project positive image of self at the interview;
a. Acknowledge all introductions; b. Remain standing until invited to sit; c. Look directly at interviewer; d. Speak distinctly;
- 305 -

.>-
1 ~ble 40 (Continued) e. Speak honestly and sincerd y, . A'1pea ... agreeably confident. 4. Follow-up of an application and intprview: a. Write a letter thanking the int<rviewer for his time; b. Return if invited.
- 306 -

Table 41
METHODS OF AROUSING OCCUPA TIONAL INTEREST AMONG STUDENTS
Most instructors want their students to be interested in the occupation they are about to enter. Students who are interested in their educational and occupational opportunities are likely to become good workmen.
The following list of items might prove helpful in motivating students to become excited about their education and occupational opportunities (Hoppock, 1963, pp. 223-229, 303-333):
1. A bulletin board displaying items of current occupational interest;
2. A scrapbook including pictures of people working in an occupation related to the students, charts, graphs, statistical information, and articles from newspapers and trade journals;
3. Classroom library containing occupational information;
4. A bibliography indicating book titles and magazine articles concerning the occupational area are available;
5. Films borrowed from industry or through an educational film library on the particular occupation;
6. Filmstrips or slides on related phases of the occupation;
7. Field trips to related commercial industry;
8. Guest lecture by employers in related occupational firms;
9. Guest speakers by former area school students, area school graduates, experienced workers, and labor and management teachers;
- 307 -

Table 41

.>-

(Continued)

10. Trade journals and publications related to occupational a leas for use in student reports;
11. Smnmary of names of local employers who hire employees trained in related occupations for which student is preparing;
12. Application forms from several different companies;
13. Practice sessions of job interviews in the form of roleplaying;
14. Review of resume form and content.

- 308 -

Table 42

LETTER FROM AREA SCHOOL INVITING LOCAL EMPLOYERS TO PARTICIPATE IN TECHDAYS JOB INTERVIEWS

(Letterhead)

Superfire Distributing Company 8341 Exchange Street Macon, Georgia

Gentlemen:

We are pleased to announce that on (month, date, year), (name of school) will be graduating students in our area school program. The purpose of this early notification is to invite representatives from businesses, plants, and industries in Georgia to interview area school graduates for job openings in your business. This job placement program, TECHDAYS, will be carried out in all of the area schools in Georgia on a staggered schedule so that employers can interview graduates in all parts of the state.

TECHDA YS at (name of school) will be held (month, day), and your company is invited to participate. The TECHDA YS program will be organized so that company representatives may meet with interested students in groups and in individual sessions. The area school counselor will coordinate this job placement program at the local level.

Students involved in the program will present employers with an education-occupation resume. In addition, facilities will be available fo! testing should you need spare time for such activity.

Although the area school graduating class this year is relatively small, the quality and potential of our graduates should not be underestimated. The following listing shows the number of students graduating from each course this year.

OCCUPATIONAL AREA

NUMBER OF GRADUATES

Since plans are now in progress for setting up this program, we would like to hear from you about your plans to interview in this program as soon as possible. Please indicate a desire to participate

- 309 -

>-
Ta ble 42 (Continued)
in the program by completing the enclosed Interview Request Form and by returning it to me at the above address. There is no charge involved in this program, either for interviewing or for employing a gradua,te.
.
TECHDAYS programs will begin at 8:30 a. m. each day of the program and be completed at 3:30 p. m. Please know how much your attendance at this interview program would. mean to the graduate of area schools who are pl1xious to contribute their skills to the best interest of your firm.
Sincerely yours,

JS:ers Enclosure

John Sm.ith, Director Student Personnel Services

- 310 -

Table 43 INTERVIEW REQUEST
(School Name)

TECHDAYS INTERVIEW REQUEST FORM

Name of Company

Date -----------
_

Address -------------------------------

Name of Representative

_

Title -------------------------------Addre -ss --------------------------------

Please give a brief de scription of your company indicating the nature of your business:

Number of Employees

_

Please list the course areaS from which you are interested in interviewing graduates. If possible, indicate the number of openings available and the salary ranges. (This information may have some influence on the number of graduates who sign up for interviews with your company representative. ):

Course Area

Openings

Salary Range

----------- Mail form to:
Services (School Address)

, Director, Student Personnel

- 311 -

\ I

Table 44

.>-

INITIAL REPLY FROM AREA SCHOOLS TO EMPLOYERS INTERESTED IN INTERVIEWING AREA SCHOOL STUDENTS DURING TECHDAYS

(Letterhead)

(Date)

(Inside Address)

Dear Mr. ----
It was with great pleasure that we learned you plan to interview our area school students stated for graduation during the Techdays prograITl. Two weeks prior to Techdays, I will send you a ITlaster schedule, curriculuITl outlines, and other ITlaterials.

Our students want to know ITlore about the nature and the scope of your (business, industry, or plant). Prior to your interview sessions with students, please send ITlaterials concerning your (firITl, etc) to~our school so that our students can becoITle better acquainted with your operations. And if you have other suggestions for acquainting the students with (naITle of business, COITlpany, or institution), please let us know. We are anxious to cooperate with you.
When you receive the Techdays schedule, please notice the tiITle alloted to prospective eITlployers for group discussion ITleetings with students. We would like you to use this tiITle to explain iteITls of a general nature. During the interview sessions which follow, you will have an opportunity to work in individual ses sions with one student at a tiITle.
Sincerely yours,

- - - - - - -, Director
Student Personnel Services

- 312 -

Table 45
.>-
STUDENT SIGN UP SHEET

TECHDAYS ANNOUNCEMENT AND SCHEDULE FOR STUDENTS

TECHDAYS AT THE SOUTH GEORGIA TECHNICAL- VOCATIONAL SCHOOL

Introduction

During the week of (

) there have been several companies

invited to this school to interview (

) graduates. On exam-

ination of the Schedule Sheet for TECHDAYS, you will find listed

information on firms that will be here to interview graduates during

the career week. Under each companies name, you will find the

occupational area in which they will have a group meeting and inter-

view with area school students interested in their company. In order

for you to be interviewed by a company you should sign-up for an

interview in the office of the Director of Student Personnel Services.

Purpos e of TECHDAYS

To provide an opportunity for students to learn about employment opportunities in their field and be interviewed by potential employers for jobs with their companies.

Preparations students must make for TECHDAYS

L Sign interview sheet.

2. Provide a copy of your resume for each employer interviewing you.

JOB INTERVIEW SHEET

NAME OF COMPANY

TIME

STUDENTS' NAME COURSE

Southern Bell (etc. )

9:30 (etc. )

John Smith (etc. )

Bus. Ed. (etc. )

- 313 -

Table 46

TECHDAYSSCHEDULE (NaITle of School)

MASTER SCHEDULE FOR TECHDA YS

(Date)

MONDAY, June 20, 1967

GR OUP SESSION

FIRM

LOCATION OF GROUP GRADUATES INTERVIEW FACULTY

TIME

FIRM REPRESENTATIVE SESSION Al'ID INTER VIEW

OF

TIME

SPONSOR

8:30 - 9:00

Southern Mr. John SITlith Bell

Electronic s Building

Business Ed. 9:15 - 3:00 Electronics

Mr. ThoITlas

.w.....

8:30 - 9:00

Dodge City Mr. Fritz Chrysler Auto Shop

of:>

Motors

Auto Mechanics 9:15 - 11:00 Auto Body Rep.

Mr. Jones

9:00 - 9:30

Western Electric

Mr. Joe Jones

Business Ed. Bldg.

Business Ed. Electronic s Radio & TV

10:15 - 3:00

Mrs. Brown

TUESDAY, June 21, 1967

(Etc. )

i'

Table 47

LETTER FROM AREA SCHOOL TO EMPLOYERS

.>-

..,"'.
ATTENDING TECHDAYS

(SCHOOL LETTERHEAD)

Name and Address of Participating Company

ATTENTION: Mr. (Representative1s name)

Gentlemen:

Plans are now well under way for TECHDAYS at (name of school) to 'be held on (date). We are happy to know that you will be corning to our school to interview students on that date.

Our students have been informed of your plans to attend and have been given the opportunity to sign up for interviews with you. Numbers of students signing up to interview with you during your visit include the following:

Course Area

No. of Students Desiring Interviews

With several weeks yet to go before TECHDAYS, we anticipate the number of students signing up to interview with you to increase.
We are enclosing a copy of our TECHDA YS schedule, a copy of our area school brochure, and a copy of an outline of occupational courses which relate to the nature of your business.
In order that you might meet a maximum number of students during your interview sessions here, we have scheduled group interviews for you with students at our school interested in your firm. In addition, we have also scheduled individual interviews for you with students. Our students have been advised that few jobs will be offered to them during these interview sessions and that job offers will be more conveniently agreed on at a date and time following TECHDAYS, preferably at the employer's convenience.

- 315 -

Table 47 (Continued)

.>-

Thus, we have worked to effectively structure TECHDAYS for the employer ' s convenience and the student's intere st. 1 we can be of further assistance to you in arranging for motel reservations or audio-visual equipment, please let us know. We have reserved parking places set aside for you near the ent:tance to our school. Until TECHDAYS, we send you our warmest thanks for your interest in our program and ask that you let us know if we can be of service to you.
Sincerely,

, Director
~---~-
Student Personnel Services

- :Dl6 -

Table 48 A SUGGESTED NEWS RELEASE FOR LOCAL NEWS MEDIA
For Immediate Release GEORGIA'S EMPLOYERS MAY PICK FROM
THE BEST DURING TECHDAYS Local Program is Part of State-wide Job Plac~ment Activity

The Vocational Education Division of the State Department of Education recently announced a program which will provide an outstanding opportunity to business and industry in recruiting qualified new employees.

Called TECHDA YS, the state-wide job placement program for

Georgia's area vocational-technical schools is to begin this spring. It

is a coordinated effort in which prospective employers are being invited

to each of the area schools throughout the state on designated dates to

interview graduating students for possible employment. TECHDAYS

will take place on (dates)

at (Name of school)

Each graduating student desiring to be interviewed during TECHDA YS will prepare a comprehensive resume of his qualifications and experience, and these will be made available to interested employers who participate in the program. Area school facilities are available to employers who want to conduct individual interviews as well as to conduct group interviews. A counselor from the area school staff will coordinate the interviewing session arrangements. Testing facilities are also being made available.

TECHDAYS in Georgia will cover a period of six weeks, beginning in March and ending in May. Programs at the twenty-three schools are being conducted on staggered dates according to geographical location, so that employers can follow the program across the state, interviewing at selected area schools or at all area schools if they desire.

This program is a service provided to Georgia busine sse s and industries at no charge, fulfilling, in part, a continuing desire of vocational education to serve not only the diligent vocational-technical student but the quality of Georgia as well.

- 317 -

Table 48 (Continued)
.>-
Fields of training graduating skilled potential employees this Spring include: chemical technology; civil te<;hnology; data processing; drafting; electrical technology; electronic technology; mechanical technology; air conditioning; auto body repair; automobile mechanics; aviation mechanics; masonry; cabinetmaking; art; cosmetology; diesel mechanic s; electrical appliance servicing; power mechanic s; machine shop; office machine repair; photography; printing; radio and TV repair; welding; watchmaking; business education; dental technology; medica11aboratory assistant; practical nursing; optical technology; textile science; research laboratory assistant; instrumentation technology; and others.
- 318 -

Table 49 PERSONAL DATA SHEET NOTE TO INSTRUCTOR OR STUDENT PERSONNEL SPECIALISTS This table contains sample student personal data sheets. A personal data sheet is a collection of vital information about you related to your work and school experience. In preparing a personal data sheet, remember to include the following information. 1. Include all of the vital information needed to acquaint a prospe<;tive employer with your job qualifications; 2. Include personal information, vital statistics, education, experiences, and references. An example of a well-prepared resume is given here for you to study.
- 319 -

Table 49
.>-
{Continued}

Name

FORM FOR PERSONAL DATA SHEET

_

Position Applied For

A - ddress ------------
City, St - ate ---------T - elephone -----------
EDUCATION:

EXPERIENCE: PERSONAL: REFERENCES:
- 320 -

Table 49 (C ontinued) SAMPLE PERSONAL DATA SHEET

RESUME of
Jane Doe 1913 18th Avenue Rockford, Illinois

>:< POSITION SOUGHT: Office-Data Processing Department Key Punch Operator

>:< VITAL STATISTICS:

Date of Birth: Marital Status: Social Security No. :

June 15, 1942 Married 342-36-0404

Height: 5 feet 7 inche s Weight: 117 pounds Health: Excellent

':< EDUCATION:

Rockford East High School, Rockford, Illinois Year of Graduation: June, 1962

Significant Courses: 1. English 2. Government 3. Mathematic s

Coahoma Jr. College, Clarksdale, Missouri

Significant Courses: 1. Social Studies 2. Literature

Rockford School of Automation, Rockford, Illinois Date of Graduation, June 15, 1965

Significant Courses: 1. IBM #024-026 Key-punch to include ProgramITling and Alternate Programming
2. IBM #056 Verifier 3. IBM #082 Sorter

- 321 -

Table 49 (Continued) .>-

* EXPERIENCE:

Vacation employment at Rockford Dry Goods, Rockford, Illinoj.s Green Giant, Belverdere, Illinois Coiffures by Mr. Lawrence, Rockford, Illinois
* REFERENCES:

Mrs. E. G. Roberts Mrs. Lucille Howard Mr. Thomas Jones

705 Indiana Avenue School Board Nurse

1137 Bruce Street Secretary

601 Kent Street

Beautician

- 322 -

Table 50 EMP LOYER EVALUATION OF TECHDAYS

Date ----------
- - - - - - - -Tech
PARTICIPATING EMPLOYER'S EVALUATION OF TECHDAYS

Evaluation of Program

1. Was your visit to the school worthwhile? Yes

No

2. Was the time allowed for interviews adequate? Yes

No

3. Were the facilities for interviews adequate? Yes

No

4. Were the group meetings adequate? Yes

No

5. Was the information you received on TECHDAYS adequate? Yes No

6. Did the date of the program suit your needs? Yes

No

7. Were you successful in hiring any graduating students? Yes No

Evaluation of School

1. Did the students have apparent and sufficient knowledge of the

vocation? Yes

No

2. Did the students display acceptable attitudes toward their vocation?

Yes

No

3. Did the students show acceptable attitudes toward you as a prospective employer? Yes No

4. Did the personal appearance of the students meet the requirements of your company? Yes No

- 323 -

Ta ble 50 (Continued)
5. Was the conversation of the students acceptable? Yes No Please evaluate the program and students in general. (Continue on back of this sheet if necessary).

Evaluator's signature Title

Comp - any _---:._----Add - ress - - - - - - - - - - - - - - -

- 324 -

to acquaint them with the building. Ask Coordinator of

Industrial Tr~ining to summarize advantages and

.>-

disadvantages Of employment in occupational areas with

student involved in TECHDA YS.

b. Provide student with information about the company. (Brochures, pamphlets, etc.)

2. Instructors should

a. Study the TECHDA YS schedule and instruct students about their participation, stressing the importance of corning to group sessions and to individual interviews on time, and stressing the need to expect few job offers during school interviews.'

b. Complete instructional units related to the occupational area on finding a job.

c. Ene ourage students to inve stigate several job opportunities before they make a final choice.

On TECHDAYS

1. Student personnel specialists should

a. Make arrangements for a school representative to meet employers and escort them to their assigned locations.

b. Supply each employer representative with copies of the TECHDA YS schedule.

c. Make arrangements for employers to be taken on a planned tour of the school.

d. Provide employers with copies of occupational course outlines.

e. Make arrangements for employer representatives to interview students in group sessions and individually. Proposed schedules are given in Tables 34 and 46.

- 325 -

. Encourage employers to arrange for students they wish to interview further to visit them at their plants or .>businesses at a later date.
g. Insure that evaluation sheets of the TECHDAYS program are collected from employers. During the TECHDA YS orientation session, request that employers turn in evaluations before they leave the area school. Ask student guides to help in collecting these evaluation reports. The success of TECHDAYS at any given school depends largely on how well the school has made its preparations for a successful program.
2. Instructors should
a. Carry out activities assigned by the area school Steering Committee.
b. Be available to assist students and employer rep re s entative s.
After TECHDAYS
1. Student personnel specialists should
a. Send a letter of appreciation to each employer representative who interviewed on TECHDA YS.
b. In order to improve the job placement program, interviewing employers and students interviewed are asked to evaluate the TECHDAYS program and to make suggestions for improvement. Specific instruments for this evaluation are included as Tables 50 and 51. Each coordinator of student personnel services is asked to use these forms and to make a report to the Vocational Education Division, State Department of Education, for the purpose of planning the next year's job placement program. Area school officials are also asked to make recommendations for the following year's program.
- 326 -

Table 51

FORM FOR STUDENT EVALUATION OF TECHDAYS

- - - - - - - -Tech

Date- - - - - - - - - -

STUDENT EVALUATION OF TECHDAYS

1. Do you feel that the placement program was worthwhile? Yes No

2. Was the date of the program properly timed? Yes

No

3. Was there sufficient time allowed for interviews? Yes

No

4. Did you have any job offers? Yes

No

5. If yes, how many - - -, and from what company or companies?

6. Did you accept a job? Yes

No

7. With what company?

8. Did the representative of a company set a date for an additional

inte rview? Yes

No

9. Was the position offered or accepted in the field for which you were

trained? Yes

No

10. What was the salary of the job offered if accepted?

- - -Below 50

50-70

70-90

90 or over

11. Why did you not accept the job that was offered? _ _ _salary too

low,

- - - - - geographic location of company,

already

have a job,

Other (Please designate)

- 327 -

Ta,ble 51 (Continued)

.>-

12. Were you able to determine whether the jobs you were interviewed

for were adequate for your training?Yes

No

13. Were you properly prepared for the interview? Yes

No

- - - 14. If not, why?

improper dress,

lack of knowledge or

- - - vocation,

insecure,

lack of practice in being inter-

- - - viewed,

lack of prior knowledge of the company.

Please give any suggestions that will improve the program fpr future graduates. (Continue on back of this sheet if necessary).

Student's Signature- - - - - - - -
Course Co - mpleted - - - - - - - -

- 328 -

c. Determine the employment status of students interviewed after the TECHDA YS program has been carried out i.!). the area school and then again survey their job status just prior to graduation: A form for this purpose is given in Table 32.
2. Instructors should
a. Examine the consolidated report from their school and make recommendations to the coordinator of student personnel services. Special notice should be taken of such items as length of group sessions and of interviews. Recommendations should include the ideas of instructors as well as those gathered from evaluation reports.
b. Work to assist students until they are employed or make plans for experience other than employment, such as military service or marriage.
c. Assist students to evaluate job offers.
Continuous Job Placement Activities - Students begin and complete prcgrams in area schools at different times, and not all area school students are scheduled to graduate at one time during the school year. Thus, job placement is not a once -a-year programmed activitiy, but in some ways is a continuous activity through the school year.
To provide job placement assistance to students who are not graduating in time to be included in TECHDAYS activities, student personnel specialists should maintain files of students completing area school programs and seeking employment, and of employers with job openings. Table 33 depicts a form which is useful for student personnel specialists to use in keeping a record of local job openings of interest to area school students, while Table 31 is a registration card for students desiring job placement assistance.
Provisions for offering continuous job placement service to graduating area school students can be made through student personnel specialists carrying out the following procedures:
1. During orientation of new students, student personnel specialists explain job placement services available to area school students. A student handbook should be distributed
- 329 -

which outlines steps area school students will want to take to

receive ITlaxiITluITl benefit froITl the assistance available;

.>-

2. About six weeks prior to the end of each area school year, instructors should request graduating students to register for job placeITlent with the student personnel specialist; (See Table 31)

3. FroITl the registration forITls, a notice is prepared and ITlailed to eITlployers, stating the nUITlber of area school students graduating in each occupational area;

4. When eITlployers inforITl the area school of job openings, the student personnel specialist records the inforITlation on the Job Vacancy ForITl (Table 33);

5. The student personnel specialist posts the Job Vacancy ForITl in appropriate departITlents of the area school;

6. He also conducts a group ITleeting w.ith graduating students,
telling theITl of assistance which will be given in helping theITl prepare their letters of application for the jobs of their choice (Table 52); letters following-up an interview (Table 53); and personal data sheets (Table 49). If the student personnel specialist can offer this service, he often conducts units on finding a job (see chapter on the InforITlation Service);

7. He also arranges for students who have registered for job placeITlent assistance to report their job status to the student personnel office. These occasions help generate opportunities for job counseling between the student and the personnel specialist.

EVALUATION OF JOB PLACEMENT

Provision should be ITlade for evaluation of the job placeITlent prograITl to provide the basis for iITlproveITlent. Much iITlportant inforITlation of an evaluative nature can be derived by tabulating the nUITlber of eITlploy.ers interviewing students du!'ing the TECHDAYS prograITls, the nUITlber of interviews arranged by the area school staff, and the nUITlber of

- 330 -

Table 52 LETTERS OF APPLICATION
Some Suggested Guide-Lines for Writing a Letter of Application Use the sales approach by arousing an interest in yourself, creating a desire for your services, convincing the employer that you are the worker he needs, and inviting the employer to make an appointment for you for a job interview. In a short, interesting first paragraph, identify the job you are applying for stating the way you learned of the opening. If you are answering a want ad, respond to all the items outlined in the ad, including other items such as willingness to work, promptness, reliability, and good health. Use tact and common senSe and above all, tell the truth. Include age, education, experience, the name of three or more persons to contact for personal reference, home phone number, and request for an appointment for an interview. Relatives should not be included in references. A usual practice is not to state salary requirements unless the advestisement requests applicants to state salary desired.
General Suggestions Type your letter if possible. If not, write neatly and legibly in blue or black ink. Use only one side of the paper and leave generous margins. Write in the general style and with the word choice you would use when talking, using standard English.
- 331 -

Table 52
.>-
LETTERS OF APPLICATION (C ontinued)
Sam.p1e Letter of Application #1

Gentlem.en:

I should like to apply for the position of

advertised in

the

__ In answer to your requirem.ents, I can offer the

following qualification:

Age

Education

Experience
Special Assets

References ---------------------------
I shall be glad to call at your office for a personal interview at any tim.e that is convenient to you.

- 332 -

Ta ble 52

LETTERS OF APPLICATION

.'"

(Continued) .

Sample Letter of Application #2

213 North College Avenue Salem, California May 23, 1966

Mr. Ralph King, Personnel Manager Perkins .. Nash Engineering Company Salem, California

Dear Sir:

Mr. Lawrence, who is in charge of placement at

Area

Vocational-Technical School, has told me that there is an opening in

your organization for a machinist with pre-employment training. I

would like to be considered as an applicant.

I have completed two years of training in a state-approved program for

machinists. Last summer, I worked full time as a vacation replace-

ment in the

Machine Company under its apprentice ship

program. I enclose the names of three people who will discuss with

you my training and experience.

I have enjoyed my work as an apprentice machinist and feel confident that if given a chance, I will do all that I can to adequately fill your vacancy. I can be ready to start work after July 29, 1966. My telephone number at horne is 736-5384 and I am at that number after 3:30 p. m. each day. I will look forward to hearing from you about an interview at your convenience.

Sincerely yours,

- 333 -

Table 53
.;;..
SAMPLE FOLLOW -UP LETTERS OF AN INTERVIEW
Dear Thank you for talking with me recently about the vacancy in your
---- department. You provided me with an excellent insight into
what would be expected of the employeee who qualifies for this position. I am very much interested in the job you have available and feel that my training and experience during the past two years will prove a definite asset in qualifying me for these duties. Enclosed please find a completed job application form and related job information requested. Further, I have requested that the director of my area school send you a transcript of my area school record.
Sincerely Vnlll'"
Dear Thank you for your interest in me during our recent interview. The brochures that you gave me very clearly and accurately described the opportunities available in your firm. I will be anxious to hear from you concerning your decision at your earliest convenience.
Sincerely yours,
- 334 -

graduates placed in OJ obs related to their training. Data for evaluating the Job Placement Service may be gathered from the following sour~es:
1. Student evaluation of TECHDAYS (Table 51);
2. Employer evaluation of TECHDAYS (Table 50);
3. Student registration forms (Table 31);
4. Follow-up of students completing area school programs and of their employers (see Chapter IX).
Annual reports summarizing such data should be prepared in a clear and concise form, such as the one in Table 54 for each department in the school.
ACKNOWLEDGEMENTS
The following persons served on a committee which developed ideas and materials incorporated into this chapter:
Mr. James Spradlin, Chairman, Coordinator of Student Personnel Services, South Georgia Technical- Vocational School, Arne ricus, Georgia
Mr. Coye Williams, Recorder, Director, Academic Skills Clinic, Paine College, Augusta, Georgia.
Dr. Helene Cook, Guidance Counselor, Atlanta Area Technical School, Atlanta, Georgia.
Mr. Jim Higdon, Shop Supervisor, North Georgia TechnicalVocational School, Clarkesville, Georgia.
Mr. John Ledwitch, Jr., Coordinator of Student Personnel Services, Albany Area Vocational-Technical School, Albany, Georgia.
Mr. Paul Lowery, President, Area XI Community College, Aukeny, Iowa.
- 335 -

Mr. E. G. McCants, :Qirector, Upson County Area Vocational-

Technical School, Thomaston, Georgia.

.>-

Mr. John Smith, Assistant Director, Columbus Area VocationalTechnical School, Columbus, Georgia.

Mr. Steve Sylvester, Coordinator of Industrial Training, DeKalb Area Technical School, Clarkston, Georgia.

The project director particularly appreciates the contributions to this chapter of Dr. Robert Hoppoch, Professor of Education, New York University, New York, New York.

The following consultants contributed important suggestions, reactions, and materials to this chapter:

Dr. George Gazda, Professor of Education, University of Georgia, Athens, Georgia.

Mr. William C. Howard, Head, Manpower Resources Branch, Industrial Development Division, Georgia Institute of Technology, Atlanta, Georgia.

Dr. Eugene Mc Laughlin, Assistant Director, Department of Guidance, Counseling and Teaching, Georgia Institute of Technology, Atlanta, Georgia

Mr. Paul Smith, Placement Director, Southern Technical Institute, Marietta, Georgia.

Mr. Robert Smith, Manager, Wrenn Brothers of Atlanta, Inc., Atlanta, Georgia.

Mr. Jim Whichard, Test Technician, Employment Security Agency, State Department of Labor, Atlanta, Georgia.

REFERENCES

Hoppock, Robert. Occupational Information. Second edition: New York: McGraw Hill, 1963.

- 336 -

Table 54 SAMPLE EVALUATIVE REPORT OF
JOB PLACEMENT SERVICE

PLACEMENT REPOR T

. Fiscal year July 1, 1966 through June 30, 1967

Dental Laboratory Technology Department

Lincoln County Area Technical School

city, state

Total who left school Graduates Withdrawals

50 38 (760/(') 12 (240/c)

Sought placement assistance . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 (800/c)

Through TECHDA YS only. '

. 30 (607d

Through school placement office only

. 5 (lOo/c)

Through TECHDA YS and school placement office. " .. 5 (lOo/d

Placed primarily through school assistance

30 (600/c)

TECHDA YS .. . . ..

25 (500/1:')

School placement office

" 2 (40/c)

TECHDA YS and placement office. . . . . . . . . . . . . . . . . .. 3 (60/c)

Number employed Full time in field Self employed Employed for others Full time in related field Part time and continuing school Part time only In unrelated field

. 45 (900/c) . 41 (830/c) . 4 (80/d . 37 (720/c)
. 3 (60/1:') . 1 (2o/c)
.o
. 1 (20/c)

Job satisfaction reported by those employed full-time in field

Very satisfied. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Well satisfied

, 25

Satisfied. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. 10

- 337 -

Table 54 (Continued)

->-
Not quite satisfied .................... '0 1

Very dissatisfied

-............. o

Number in military service

0 0 0

5 (lOO/c)

Number unemployed ................................... o

Salaries per week

Low

Full-time in field

$80

Full-time in related field $75

Median $98 $85

High $135 $105

Average number of job offers received before accepting

first job

0 0 0



4

Student Response to TECHDA YS

Number participating .... 0 0 0

30

Considered it worthwhile

0

Well timed .......................... 0 0

of sufficient duration

o

24 (80%) 27 (90%) 20 (67%)

Received job offers ..... 0 0 o

at weekly salary of $70- 90 o 7

of over $90

0 0

8

15 (50%)

Accepted jobs. 0 0 0

10 (33o/c)

Gave as reason for not accepting:

Salary too low

0 0

2

Geographical location

0 0 0 0

2

A lready employed. 0 0 0 0 0 0

1

Set dates for additional interviews . . . . 0 0 0 15 (50%)

- 338 -

Table 54 (Continued)

Employer Response to TECHDA YS

Number participating

. . . . . . . . . . . . . . . . . . .. 5

Considered it worthwhile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Considered interview time adequate. . . . . . . . . . . . . . . . . . . . . . . .. 3

Considered facilities adequate

4

Considered group meeting adequate. . . . . . . . . . . . . . . . . . . . . . . . .. 2

Considered information received adequate. . . . . . . . . . . . . . . . . . .. 2

Considered data suitable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 5

Hired graduate s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3

Rated student knowledge of field of sufficient. . . . . . . . . . . . . . . . .. 5

Rated student attitude s toward vocation as acceptable. . . . . . . . .. 5

Rated student attitudes toward interviewer as acceptable. . . . . . . 5

Rated student appearance as suitable. . . . . . . . . . . . . . . . . . . . . . ... 5

Rated student conversation acceptable

"5

Employer Response to Performance Of Graduates on the Job
Num.ber surveyed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10 Number responding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10 Number of graduates involved. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 41
(See table next page)

- 339 -

Table 54 (Continued)
.>-

High, nnedian, and low ratings received:

~

0"'

0

CIJ
~ 'Ij
ro
I..'.i..
0
I'i

<ro:
~
<ro:
I'i PJ O'Q

<r~o
I'i PJ
Or'Qo

ro

t:Jj
ro
~
0
~

~

<ro:

I'i

PJ

1:)

O'Q
ro

0 0

I'i

1 2 3 456 7 8

9

:J ob Unde rstanding :Job Skill Reliability Punctuality nitiative Productivity Safety Practices Housekeeping Appearance Quality of Work Leadership Ability Learning Ability Adaptability Ability to Work With Others Overall Potential Ability to Follow Instructions Observance of Connpany Policies Need for Supervision Motivation Willingness to Learn Pride in Work Self Confidence

XXX)! xxxxxX KXXX xxxxX}! xx xxxXx xxx:Kx:: xxx:: xxx~xx xx xxxxX xxx
XX}! xXxxxx xx ~xxxxX}!XxxxxxX}
xxxxxx ~xxxxx xxx ~xxxxX}!Xxxxxxx
xxx ~xxxXxxxiX xxx ~xxXX}!xxx
x O{xXxx:x. xxxxx xxxxX:xxxxxx
KXXXXX xxxx xxxxx xxxXX}!xxxxxx
xxx O{XxxX}! xxxXx:: x
x xxxXX}!x xx PcXxxX}! xx ~xXxx
xxx ~xxXxxxx

- 340 -

Chapter IX
EVALUATION
RATIONALE
The proposing of objectives for student personnel services and of the procedures for accomplishing them is not enough. A means of systematic and continuous feedback of data to determine the extent to which the procedures used are accomplishing the proposed objectives is needed to assure an effective program of student personnel services. Such an approach increases the probability that student personnel services remain sensitive to the needs of students, enabling these services to make a maximum contribution to the educational effort of the vocational-technical school.
The most important evidence that the purposes of student personnel services are being accomplished is found in the live s of students. Gathering such evidence requires answering four questions: first, what is the behavior expected of an individual as a result of student personnel service in an area vocational-technical school? Second, what are the criteria for determining whether or not students exhibit such behavior? Third, how can identified criteria be combined into data-collecting instruments within the restraints and resources of the institution? Fourth, how can collected data be analyzed and reported to insure greatest use?
An evaluation system should be built upon objective data which characterize the final product of the school and which indicate needed improvements. In the past, there has been a reluctance on the part of education to objectively evaluate its program. Too often, the focus of evaluation programs has been directed at the process of education rather than at the end product. Before considering the focus and approach for evaluating student personnel services in vocational-technical schools, attention must first be given in detail to the "why" of evaluating student personnel service s in vocational-technical schools. The "why" may, in part, indicate the "how".
Serving the best interest of the student is the best for business and industry in the long run because they must employ individual students. If busine s s and industry urge the sc hool to follow practices which are not conducive to the best personal development
- 341 -

of the student, the student personnel worker must be able to

r~cognize such pressure and explainto the school administrators

why such practices should not be followed. The student personnel

.>-

specialist must assume that the school administration and busine ss

will respect him for protecting the student's right to become a self-

directed individual. The student personnel specialist must also

as sume that the school administration and the busine ss community

are interested in long-term development of the individual.

Third, a systematic evaluation of student personnel services is needed in order to assist local officials in identifying problems which student personnel services can help solve. For example, one of the functions of personnel specialists is to provide information to potential students about the area vocational-technical school. A problem facing vocational education administrators is determining how effectively such information is communicated to the different sub-populations the school is designed to serve. Effective communication means that potential students for whom. vocationaltechnical education is appropriate corne to perceive vocational education as a valid vocational choice. Therefore, evaluation of student personnel services should produce evidence regarding whether or not the student personnel services program has communicated equally well to the different sub-populations for whom the school might be appropriate.

Another goal of the student personnel service program is to assist students in formulating logical reasons for attending the vocationaltechnical school. An evaluation of student personnel services should produce evidence as to how effective the program has been in assisting students to formulate logical reasons for enrollment. Research has shown that students who have logical reasons for enrolling in vocational-technical schools are more stable and more likely to finish their programs than are students who do not have such reasons (Hoyt, 1966).

Also, evaluation of the student personnel service program should help to determine whether the school is bringing out the best in each person. For example, do the graduate s feel the need of improvement in themselves as persons? Feeling such a need is fundamental to self-development. If the school can communicate to the student that education is a life-long process, the school will be making a significant contribution toward each person's reaching his highest potential.

- 342 -

The fourth purpose of evaluation should be to determine which

activities contribute most toward the solution of a problem.

For example, many area schools are conducting various

.>-

activities to enroll potential students in their programs. A great

deal of time and energy could be saved if local vocational-technical

schools knew which activities contributed most to the enrollment

of students. Some recent data collected on a student questionnaire

(Bottoms, 1966) indicate that more pre-admissions activities should

be concentrated on current students, high school counselors and

newspapers. About 90 percent of the area school students currently

enrolled found out about the program from these three sources.

In terms of who influences students to enroll in vocational-technical

schools, concentration should be on parents, the peer group, and

the high school counselor, in that order, since they most influenced

current students.

Evaluation should also produce evidence as to the adequacy of certain instruments used by the personnel worker. For example, the General Aptitude Test Battery is currently being used for entrance testing in area schools, but there is need to determine its adequacy for this purpose.

A fifth major reason for evaluation is to help establish professional identity for student personnel specialists. Just as vocational education has been referred to as a "twilight zone" in education, so the student personnel specialist is not well understood by people within or outside the school. Too many people still view the student personnel specialist merely as a sophisticated clerk. Only through a systematic program of evaluation over a period of years can student personnel specialists show that they are contributing to the development of students in such a way that these services can be considered an essential part of the school program.

Sixth, there is a need for vocational education to develop a systematic evaluation approach for their program. Such efforts would enable vocational education to take an offensive strategy regarding their programs rather than a defensive one in which their energy is spent in defending the status quo and in criticizing other agencies for performing the job that was supposed to be theirs.

- 343 -

OBJECTIVES
.>-
The most direct way of measuring what we expect of students is to directly state the behavior expected as a result of student personnel services. For example, there are some simple things we want to know. Did the student choose to come to the vocational-technical school? Does he know why he chose to enroll in this program? It is hoped that personnel services will help students understand what they want and why they want it. The goals of personnel services are in some ways broader and in some ways narrower than those of the entire schooL Student personnel services help the student become someone while the school helps him become something. The student personnel service is concerned with helping him develop a sense of worth, self-respect, self-determination, and the ability to make decisions. There is difficulty in attempting to relate the objectives of vocational-technical schools to student personnel services functions and the possible indices of success which can be used to evaluate the extent to which thes e functions have been carried out. The problem is that various student personnel services are not distinct in operation. If we attempt to define student behavior in cause and effect terms, we discover that any given behavior may have a multiciplicity of causes. For example, it is almost impossible to separate influences in the classroom and influences from student personnel services outside the classroom. For this reason the goals of student personnel services are stated in terms of desired student behavior. It is assumed that the role of the student personnel service program is to create a desirable climate through the use of both direct contact with students and indirect contacts with teachers and administrators and through other means in which desired student behavior patterns may be developed.
The goals toward which the student personnel service strives have been stated throughout this report in terms of desired behavior at four major choice points.
Objectives of the Evaluation Service have been stated as functions of student personnel specialists.
- 344 -

Goals of Student Personnel Services

for Vocational- Technical Schools Stated in Terms of

Desired Student Behavior

.>-

Before Enrollment, Students

1. Understand and accept the nature and role of area vocational-technical schools in American society;

2. Perceive area vocational-technical schools as possible educational alternatives for themselves;

3. Understand the nature and value of the occupations for which area vocational-technical schools offer training;

4. Project themselves into a future occupational setting while considering the area vocational-technical school;

5. Relate their abilities, interests, and values to the opportunities in area vocational-technical schools;

6. Explore problems which may be obstacles to enrolling, but problems which they plan to solve, such as finances, transportation, selection of curriculum, housing, physical limitations, values, family, and personal interests;

7. Either accept or reject the area vocational-technical school avenue as being reasonable for them.

A t Time of Enrollment, Students

1. Explore problems which may be obstacles to enrolling but which they plan to solve: finances, housing, transportation, or personal considerations.

2. Relate their experiences, values, motives, and aptitudes to the vocational-technical curriculum.

3. Relate themselves to a specific curriculum.

4. Select a specific program and complete s the admis sions process of making application, taking entrance tests,

- 345 -

having interviews, making a course deposit, and registering for classes.
.>-
During Enr ollment
1. Students are able to state decisions which they must make; seek occupational, educational, and personalsocial information to use in making the decisions; and develop skills and understanding necessary for implementing their decisions.
They gain an awareness of:
a. The decisions they may face;
b. Purposes of the school;
c. Alternatives among which they may choose at each decision point;
d. Their own characteristics;
e. Educational opportunities offered by the area vocational-technical school;
f. Other educational opportunities;
g. The relationships among the decisions they face, the alternatives among which they may choose at each decision point, and their own characteristics.
2. They increase: a. Understanding of their own values; b. Understanding of their own desires;
c. Understanding of employer expectations;
d. Knowledge of proper work-related attitudes;
e. Knowledge of methods for seeking jobs;
- 346 -

f. Ability to plan for continued occupational development;
g. Ability to manage money;
h. Ability to make wise use of leisure time;
i. Knowledge of sources of assistance for solving difficultie s;
j. Ability to plan for continued educational development;
k. Ability to plan for continued personal development.
3. They understand:
a. The need for further education in their field of study and of where such education may be required;
b. Their military obligations, if any, and information about opportunities therein;
c. That specific choices of jobs in their field should be kept tentative until they have sufficient information about the world of work and about themselves to make a wise decision.
4. They learn to use study skills needed in the area vocational-technical school.
5. They develop:
a. Intangible attitude s and understandings that enable them to enter into, and progre ss in, the world of work;
b. Understandings of the dynamics of interpersonal relationships;
c. A "modell' or "pattern of skills, attitudes, and job understandings l' which will enable them to be effective in locating the right job and in successfully adjusting to the world of work.
- 347 -

When Leaving School and Entering Employment
.>-
1. They accept responsibility for making plans for the transition from school to employment.
2. They identify with the world of work in the specialty for which trained.
3. They enter an appropriate post-school occupation.
4. They feel the importance of a chosen occupation-who they are and what they have to offer.
Functional Objectives of Student Personnel Specialists
The functions which student personnel specialists should perform in the evaluation service are as follows:
1. An enrollment report is prepared annually and submitted to the State Supervisor of Vocational Guidance.
2. A student characteristic s report is prepared annually and submitted to the State Supervisor of Vocational Guidance.
3. An alumni follow-up report is prepared annually and submitted to the State Supervisor of Vocational Guidance.
4. An employer follow-up is conducted.
5. Research studies are undertaken to determine the effectiveness of various student personnel practices.
6. The school cooperates in state-wide research studies when they are conducted.
7. The entire student personnel program is evaluated during the periodic total school evaluation.
8. Reports on the results of evaluation studies (each of the above) are made regularly to the staff and faculty of the school.
- 348 -

Possible Indices for
Measuring Whether or Not Students Exhibit Desired Behavior .>-
Once the expected behavior has been established, what are some possible incides or criteria to determine whether or not the student exhibits such behavior? It is difficult to find criteria for which points of absolute good or bad can be established- -criteria that indicate, for certain, a given degree of succes s in carrying out objectives. Establishing evaluation criteria still requires much discussion and experimentation. The problem at hand revolves around reaching agreement on what to use. To do this requires discussion of such questions as: Is it generally true that a small number of dropouts is good and a large number is bad? Are there some instances in which a student should leave a program? How are such instances to be determined? What of the students who are "trying out" a program and decide that another would be more suitable?
An attempt has been made to identify possible criteria to be used in determining the degree to which the objectives are being achieved; the criteria are listed as "indices of success", An index of failure, then, should be the opposite of a given index of success.
1. Number of students enrolled is equal to school capacity.
2. Potential students can pass a test on knowledge of occupational opportunitie s pos sible through education at the area vocational-technical school.
3. Potential students can pass a test on knowledge of curriculum offerings at the area vocational-technical school.
4. An increasing percentage of the applicants apply for curricula appropriate to their ability as indicated by GATB results.
5. Applications are received from all potential students in the area served by school.
6. An increasing percentage of applicants and students have a positive attitude toward school as measured by the attitude inventory on Student Questionnaire.
- 349 -

7. An increasing percentage of students find out about

the area vocational-technical school from their school

counselor and an increasing percentage discuss

.>-

attending the school with their school counselor.

8. An increasing percentage of applicants corne for pre-admission counseling.

9. An increasing number of applicants applying for "inappropriate" curricula as measured by the General Aptitude Test Battery voluntarily change to llappropriate" ones as a result of counseling and test interpretation designed to assist the applicant in relating his abilities to curricula offered.

10. An increasing percentage of applicants enroll in appropriate curricula as measured by GATB.

1]. An increasing percentage of students remain until graduation.

12. An increasing percentage of students pass course work.

13. Reduction in number of applicants who fail to enroll for stated financial reasons.

14. Reducation in number of students who withdraw from school stating financial reasons.

15. An inc rea sing percentage of students needing financial assistance receive financial assistance.

16. Students can pass a test on knowledge of student services offered by the school and how to obtain these services.

17. Students can pass a test on basic facts about school rules.

18. Perception by student of curriculum in which he is enrolled as worthwhile to society as indicated by score on rating scale completed by student.

- 350 -

19. Favorable student evaluation of work of classmates as shown on rating scale developed for this purpose.
20. Favorable student evaluation of students in other curricula as shown on rating instrument developed for this purpose.
21. The graduate understands the rank and remuneration reasonable for his training and abilities.
22. Rating by instructor of student's adjustment to procedures, ethics, and personal relationships in the school.
23. Rating by employer of graduates adjustment to procedures, ethics and personal relationships on the job.
24. Instructor rating of students' ability to do group work on assignments.
25. Students can pass a test of knowledge on the different occupational areas they might enter as a result of their training.
26. An increasing number of students make plans for entering employment and subsequently carry out those plans.
27. Awareness by students of immediate and ultimate opportunities availab Ie to them as a result of their training or capabilities in last quarter.
28. Students measure up to acceptable standards of appearance as measured by the instructor.
29. Correlation of graduates reporting satisfaction in employment with rating by counselor of their information- reality level prior to leaving school (rating sheet would have to be developed).
30. High instructor rating on reality level of graduates.
- 351 -

31.. An increasing number of graduates investigate several

job openings before accepting a job.

..

32. An increasing percentage of en.rolled students report satisfaction with housing, etc.

33. An increasing percentage of students having difficulties with receiving and executing orders seek help and overcome the problems.

34. An increasing percentage of students initially identified as having difficulties with interpersonal relationships seek help and resolve these difficulties.

35. An increasing percentage of students, identified as having difficulty, give credit to counselors for assistance.

36. All graduates planning to go immediately from school to work are employed within four weeks following graduation.

37. An increasing percentage of students identified as having had appearance or conduct problems seek help and correct the situation.

38. The graduate accepts employment in the job offering the greate st opportunity for vocational and personal development according to estimates he makes and gives to instructor prior to accepting job.

39. Improved instructor rating of ability to do group work.

40. Improved instructor rating of ability to communicate appropriately.

41. High student awareness of proper appearance and conduct.

42. An increasing percentage of graduates evaluated by employers as having pride in their work.

43. An increasing percentage of graduates evaluated by employers as being adequately trained for their work.

- 352 -

4.4., EITlployer.s interviewing graduates report favorable

iITlpressions of graduates perforITlance and appearance

during the interview.

.--

45. An increasing percentage of students eITlployed in field for which trained.

46. Salaries of graduates are appropriate for their training, abilities, and location of job.

47. An inc reasing percentage of students indicate satisfaction with job.

48. An increasing percentage of students receive ITlore than one job request.

49. An increasing percentage of graduates obtain eITlploYITlent in jobs considered appropriate by instructor.

50. An increasing percentage of graduates discuss possibilities for eITlployITlent with instructor or counselor.

51. An increasing percentage of students receive direct assistance froITl school in finding eITlployITlent.

52. Eighty-five percent return on follow-up questionnaires froITl graduates.

DEVELOPMENT OF DA TA -COLLECTING INSTRUMENTS
It is often difficult to develop evaluation instruITlents to obtain data to ITleasure whether or not the desired goals are being accoITlplished. Anyone developing an evaluation prograITl ITlust realize that it is iITlpossible to develop irnm.ediately a total evaluation of student personnel services. The prograITl recoITlITlended is a ITliniITluITl prograITl which should be iITlproved year- by-year.
The aITlount of tiITle available for evaluation deterITlines the scope of the evaluation to be conducted. However, every school has enough tiITle to conduct SOITle type of evaluation even if it is ITlerely a short questionnaire subITlitted to students asking whether or not they found the services adequate. FurtherITlore, care ITlust be

- 353 -

taken in designing the evaluation to insure that the data collected

can be used to recommend changes in the program. If the type of

a-nswers given to a particular question asked of graduates or

.--

employers do not recommend either contirlUing or changing a

specific student personnel practice, the question is useless. In

developing a program of evaluation, it is difficult to originate

neat, precise, data-collecting instruments. The instruments

recommended will go through a process of change during the next

several years and may, at first, seem rather awkward and

inefficient.

APPROACH FOR COLLECTING DATA FOR EVALUAT~ON
Several approaches can be used in collecting data for evaluating student personnel services. These include faculty and student opinions, opinions of experts, a log of activities, measurement of what happens to students, and others. Another way of evaluating personnel service s is to list the services offered and then obtain expert opinions as to which are desirable. The list of services which are considered desirable by experts then become s a check list against which existing student personnel services may be evaluated. Still another method of evaluating student personnel services is to ask students, instructors, graduates, and employers what they think of the services offered. The approach recommended here is to collect data on students which tend to reflect whether or not they have acquired the desired behavior expected as a result of personnel services. The instruments shown in the table s to follow were prepared to reflect as many of the criteria previously mentioned as possible at the time they were constructed. The following plan is a first step toward evaluation.

EVALDATION PLAN
Evaluation of student personnel services in area vocationaltechnical schools in Georgia follows this plan:
1. Data are regularly collected from each school in the State and compiled by the State Supervisor of Vocational Guidance for the following reports:

- 354 -

,A. EnrollIl1ent report

B. Student characteristics report

...

C. Alumni follow-up report

II. The State Supervisor of Vocational Guidance meets with vocational education administrators and student personnel specialists to discuss implications of the data for program improvement.
m. Schools are encouraged to conduct employer follow-ups.

IV. Student personnel specialists are encouraged to undertake research studies to determine the relative effectiveness of various student personnel practices.

V. State-wide research studies of specific student personnel practices are planned and conducted as needs arise and as resources can be organized.

VI. The use of a survey instrument for evaluating student personnel services is included in the plans for periodically evaluating the total program of each area vocational-technical school in the State.

EVALUATION PROCEDURES
Reports Prepared by State Supervisor of Vocational Guidance
The mechanics of operating the plan can best be described by considering each part separately. The first part of the plan involves the preparation of three reports by the State Supervisor of Vocational Guidance. Each of these reports can be explained in terms of the data which is collected, the manner in which it is collected and tabulated, and the questions which can be raised as it is examined.

Enrollment Report
The Enrollment Report deals with both preparatory and short-term students. For preparatory students, schools are asked to report the number enrolled in each course of study and how tnany

- 355 -

subsequently: remained in school, changed program of study, transferred to a part-time status, transferred to another vocational-technical school, graduated, left school for employment .-related to their program of study, left school for unrelated employment, or left school and became unemployed. Those who left school are classified according to their rating at the time of entrance as acceptable, borderline, or not acceptable for the course of study they pursued. Circumstances at the time of their withdrawal are also reported. For short-term students, schools are asked to report the number enrolled at the beginning of the fiscal year, number enrolled during the year, number who transferred to another course of study, number who transferred to a preparatory program, number who completed the course, number who withdrew, and the enrollment at the end of the fiscal year.
Data are collected through the use of four forms which cover the following categories: day preparatory students; night preparatory students; on-campus, short-term students; and off-campus, short-term students. Forms for day and night preparatory students differ only in the title of the form. The forms for on-campus and off-campus, short-term students are likewise similar, differing only in the title of the form. The Day Preparatory Student Enrollment Report is shown in Table 55, the On-Campus, Short- Term Student Enrollment Report in Table 56.
The State Supervisor of Vocational Guidance has the forms printed, and he mails them to the schools with a request that they be returned as soon as possible after the end of the fiscal year. When the forms are returned, a statistical analyst in the Research Coordinating Unit of the Division of Vocational Education assists the State Supervisor of Vocational Guidance in tabulating the results. A report is prepared which gives enrollment figures by schools and by curricula. Table 57 shows the format of this report.
The State Supervisor of Vocational Guidance then discus se s the results with vocational education administrators and student personnel specialists during regular meetings. These discussions of data on enrollees, graduates, transfers, and dropouts may lead to identifying aspects of student personnel services, or of total programs, which need improvement.
- 356 -

'\

School Number" 1

"~
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S
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0

C

"0

~

~

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E f-<

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Cm

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C
::5

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0
U

I

'Course of
Study Title

x xx

Table ':>5

DAY PREPARATORY STUDENT ENROLLMENT REPORT

School'

Signature of Director'

F 1 Y ~

~----~

~ --~.

2

3

4

56

7

8

9 10

11

12 13 14

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u

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3:;; -- a " - - a " "a " " Z. ~ .0 0..0 E ~'" ->- m0
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0

.

o~

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.0-'"

a ~

o."d
Q;

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Other withdrawals classified aecording to circumstance of withdrawal that was listed by student as most important factor. (See codes at bottom of page.) (Codes ll1atch Student Status Card.)

M N 0 p Q RS T UW X Z&

- 00
';;j
a ~
" - ... '"

'0 "d
S
00

,,;
". 0
~~

-.'00 . ';;j-

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'0 .00
:~ ""7 ~

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Uc

w~

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C '"

2 8- 2~

m<l) ~ " ~ .0

o
" " f-<

a....
"

c0 f-<U

(1~

Other withdrawals (thos e reported in Column 11 as they were classified at entrance by GATB Scores or by a combination of GATE Scores and other criteria: ) Li~t Criteria: I. GATB 2. 3. 4. 5.

Acceptable (15)

Border-

Not Accept-

Criteria Unavail-

line (16) able (17) able (18)

xx xxx xxx xxx xxx xxx xxx xxx xxx xx xxxx xx xxxx x xx xx xx xx Ixx xx xx xx xx

xx

xx

xx

xx

ren
M

Total s

Codes for circuITIstance at withdrawal (Col. 11)

M. Involuntary withdrawal: Academic N. Ipvoluntary withdrawal: Disciplinary
O. Entered rn.ilitary service P. Withdrew while fa iling

Q. Withdrew planning to nlarry .~. Stated desire to seek ernploYnlent S. Stated financial difficulty T. Stuted health problems

U. Stated family ha rdship W. Confirmed etnployITIent in related field X. Confirmed employment in unrelated field Z. Deceased

&. Other or unknown

Table 56

ON-CAMPUS, SHORT TERM STUDENT ENROLLMENT REPORT

.--

School Number:

~
V
.D
S z~

>-

"0

~
V

~
!il

.D

o4-;

"Z
v
j

v
"~'
o~ U

t;::

Course of
Study Title

School:

Signature of Direc;tor:

Fiscal Year:

2

4 5 1 6 171

v
~

,

Q)

H r..:

ttl

r./)

;:::l

-.0

0..

1.1 0

0

0'

0)

u..c

u - ......

I-!

'0 .5:: E g o~ 0-

m r.n 0

o..c ('I')

ro

ttl 'Zv '::~Q) .B

Z 0 ; .:::

....... ~

. . '"~0 C ~C

'1~J

~t; ~1-1~J;H ~~

~~2_~ lO~:~:l ~"0 N~~'00

E-.oS~ tH2~t ::l-::l~"1',.,~COH

.: ... .: _~ "8 ~ " :: u ~
2_2~uE~2:g8

fO -' ;....j, f:-':l..c.., :.;~ ::Z:lo~ f<-' t_;::Zl

8
Other withdrawals classified according to circumstance of withdrawal that was listed by student as most important factor. (See codes at bottom of page.) (Codes match Student Status Card.

9 110 II

~

U

~

oJ

o

~

U

~

.D

~~"'

"0
-"~0

-~
(J)

oJ "H0

00

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~U ~

S-
.-l \.f)
"0 S

~l-;IC~"~O~_.H::O

~t~~~S

ttl 0 ro ~ (/J og.or-~o

f-' ~ f-' --D p., U

"'"'>"

~7~T

~T~

Totals

Codes for circumstance at withdrawal (Col. 8)

M. Involuntary withdrawal: Academic

N. Involuntary withdrawal: Disciplinary

O. Entered military service



P. Withdrew while failing Q. Withdrew planning to marry

R. Stated desire to seek employment

S. Stated financial difficulty T. Stated health problems U. Stated family hardship W. Confirmed employment in related field X. Confirmed employnlent in unrelated field Z. Deceased &. Other or unknown

- 358 -

.\

School Number-

"v
,D

Z
a>-
o
"Ia ... v ~
,D '"
gv 00
.SvI g"
>-1 U

Course of
Study Title

xxlxx

Table 55

DAY PREPARATORY STUDENT ENROLLMENT REPORT

School'

Signature of Director'

Fiscal Year:

4

7

8

9 10

11

12 I 13 14

v

..o..

suo

a'; .~

v
00
:~:J cO

so

~
"0

00

'8

a ;) Ul
~ ] ~ E ~ g " a o

rn
......-l..... '"0 (J)

'"

0 00

(l)_<+-~i ::J

.,t '"0 0

a
~

M

0 [/)

(j) ....c:

I-) I (J) U

~" ~ .""....~ s:::

,",::J C ,....,

'"' l-l

+0.>

oN ~ ~
...., (J,)....c: "0 Ul ....... .j-l

~

~ ~~~~~ g '" (J) oJ)

~c

~ '0 ~

s0o0

a o '" '" ..o-..D..o-...DoCli o

u ~ ro

" "0 0 ~ ~ I-l

..j.,,>

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~ ~~I: " " c

~c

_ .....

....
ill v

0 0

C 't1 !-l ....,

<t; (J,)

Q) ( l ) _

v

a -~-_-~~ .... ~v.E .o

00 ~
::J

-u"
00

......... -..0
~~.

I1l 0 ,D
~~

z 8 z z ,z ~~~,;~

o
u

so
.~

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~

~ ::J

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'8

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v ~'

'1vJ

v0

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~ 00 ~

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..r:: ~" (\) Q)"""'" <l)

..0

0..0

'0 ~

~~

iI

so

.3'''0

v

o" a>- '1vJ

...... - c

a /-l0- .....

0.

~

<t: Q) ..j-l

~av

~::J ..0

-u"
.......

"-~" .Sc -~"
v ~v a~
,D~""
a 0. '1J
::J c; z u;.;:;

Other withdrawals classified according to circulTIstance of withdrawal that was listed by student as most important factor. (See codes at bottom of page.) (Codes match Student Status Card. )

Other withdrawals (those reported in

til

'"0

~~

'0
5

tr1 Column 11 as they were classified at

.

entrance by GA TB Scores or by a

rJi J.-, :::: C..t:
:'1J S~~:Ev ~

~ ~ U.5 "~'0~o8~~

of :)

'"0
2

'2
:s:

~
""

(;.)C ~-;...0

combination of GA TB Scores and other criteria:) List Criteria: I. GA TB 2. 3.

.j-< 0H2...~.- ~. :OJ o""' o ill :J 0 H ;j

4. 5.

..... ~ ..... U il< ~Ir------'---

~----~j

Accept-

MINIOlpIQIR/siTlulwIXizl&

able (15)

xx I xxx xxx

I IXX1 xxxi xxx xxxi xxx xxx I xxx xxI xxlxxlxx I xxi xx r xxi xxI xxI xx xx xx t xx

ren
'"

II I

II

I I I I I I I I I I I I I I I I I II I I I I

I

I

Total ~

Codes for circumstance at withdrawal (Col. 11)

M. Involuntary withdrawal: Academic N. Ipvoluntary withdrawal: Disciplinary
O. Entered military service P. Withdrew while failing

Q. Withdrew planning to marry -H. Stated desire to seek employment S. Stated financial difficulty T. Stdted health problems

U. Stated family hardship
W. Confirmed employment in related field X. Confirmed employment in unrelated field
z. Deceased

&. Other or unknown

Table 56

ON-CAMPUS, SHORT TERM STUDENT ENROLLMENT REPORT

...

.. .......... ..... ~

~~~

... ~~

~'-...

1

a~

:$

Z>] ~~
U)

E..0 4-; 0

;::l

(l)

Zm

~~

;:l -3

I x IxX'

Course of
Study Title

.. ~_

~~....

. ........ ~---

23

4 5 67

wv

,

(j)

H r-=

rtI

(J)

;j

-..0

p.,

o .5: uJ,...i.Oc

g 8u 0_ 0-' o

Q) H
0..

~

% Ul 0
~~

~~M ~ '-+-< (/J

~
.....,

e~

~ ~.;;; ].5 ~ '"2 ~

d ~ ~ ... ~ 0 t:;::l

~

~ U~

.v.0-.0..0v ~

q '000)

'm ~

"+0 ->~-Q

;

Sa
ro

J

8 .': "ro

~. _ N "

"

(1jOjI:<

g g - c1:'f;.~:\c:-;O ~"1<..!.-.t.H ,CoLiI-'!<-~l.O .,O ~u J-l...cCOJ-llo-'l-l
_ - __-~J;o~u1:c~

i ~~2>.uE~2:gEoE
~ ~ ~ ~ .5 i oS ~ .:5- i ~ M

.~~ ~~~

.-------.
8

._- - -

...... ~-

9 10 II

Other withdrawals classified according to circumstance of withdrawal that was listed by student as most important factor. (See codes at bottom of page.) (Codes match Student Status Card.
N 0 P Q R STU W X Z &
I~. ~~

r.Il

~

-

(1j

0

H

U'"d-g....,

~~~

~-

~ co rn C

't:l. ,...,

..c :';::

_l
0

'

l~l

~~-
;::: Ul

E ~
I-

lUd

"

~
'O-

s

~
::

0

(1) .... ...c:0'

H

"'c1:l:;:"'O(L)<.,...; O(j)~CdO
_t_ro(j)-

2&2r-:~~
~ ~ ~ ",' P: u

Totals

Codes for circumstance at withdrawal (Col. 8)
M. Involuntary withdrawal: Academic N. Involuntary withdrawal: Disciplinary O. Entered military service P. Withdrew while failing Q. Withdrew planning to marry R. Stated desire to seek employment
- 358 -

S. Stated financial difficulty T. Stated health problems U. Stated family hardship W Confirmed employment in related field X. ConfirITIed eITIployrrlent in unrelated field Z. Deceased &, Other or unknown

Table 57 .\
FORMAT FOR FINAL DAY PREPARATORY ENROLLMENT REPORT, BY SCHOOL

School
North Ga. TVS South Ga. TVS

~~

00 0

~0

~
OIl
C"
~
u
~
v 0-
Ool
o0-
~
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o f-'

o
00
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o
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c o
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V .0'"
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3::c~ ~
o~ f-''';

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~
r-
,

C'"

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~o U

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c

>v

(l) ';;;

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~ ~u o~ f-' v

o~ .uc
u 00

.8 .S

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v 00

~~

..v~,

~
u0

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b'" -5ov
~C

lE; 'E"
~0
z..':

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r- v ~

~ '"
o
~ '"

00 0

~
o~

..0uc

u 00

'" E o c o .~

~
'"d

~v
.., 00

2 '"d ~ V~
'0 ~ 0

c~
v

~u ~~

J'l
o f-'

"c00 ..~c
~ ~0
f-' ~

17.7 1439 1533

19 1991

19

16.9 1389 1448 26 1863 26

.:c
OIl
C

o

2 '"d

v~ '~"
~ OIl

..V,

0
~

~ 0.

'~"
~

.>~:;-

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2.0
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Z

0'"v
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-5~ o0
C0
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~ 00

'" '"d~
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~ .~
ivi;-5c

'"c ~
, ~ ~

~-,;;

~c

E.v0

0
.~

';;j

~
Z

u~

,~
~~
E 3:!
~ 1:

Other withdrawals classified according to circumstance of withdrawal that was listed by student as most important factor. (See codes

oa

at bottom of page.) (Note codes on preceding

'"d : ~

page.)

2
"~
'"d
'~"
OIl

.~ ~ P< .3""0
]...., o~...l~ll

~
v

~ ttl::

.0
E

E..0

..o..c
c.~

z~

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Z ~~ M

17 1559 14 1339

24 17 12 I 14122

33

4 I 5113

2

18! _ I - I 17

2 13 13

6

~

J::

8..

~

~
;

~
'~"

ro '"'

'~"

= ~

'"d
-5

.~ ~ .~

~0
..... U ac

2
c

&

f-' .~

f-'

Withdrawals as classi-

fied at entrance by

GATB Scores or by a

combination of GATB

c~ Scores and other

~ criteria.

'0

c~

v

v :D

C
v

P'".

,

cv p.

,;

~
u

V

u

00

~

vu

~

u

P< <t:

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P1

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v
~

0.0

Z '"

d
~ v
".~ .~0
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U '"

116 735 1256 62 34 20 73 485 1378 35 30

Albany AVTS Athens AVTS Atlanta AVTS Augusta AVTS

140.71282 1673 I - 1955 I 9 I 4 I 10 1414 1271 I 5 1 - I 171 8 I 9 I 11 I 5 I 4 I 4 I - I - I - 32 190 Is03 [1"2 180 48 12 15

. 129.0 119 1225 I 4 1248 I 6 III 1- 163 115 12 I -I 61 3 1 41 7 I - 151 41 - 12 i - I 7 140 1135 1113

24

4

118.911266 1502 I 4 1772 I 4 \ - I 1 1206 I - \ 37 I 1 I 71 - I 2 \ - I 4 III I 2 112 I 2 I - 1 63 1141 1352 1420 43 75 16 31

130.91461 168 I 13 1542 I 12 114 1 3 1189 I 22 1 5 I 6 I 2719 112 127114 I 4 I 4 I 1 I - I - I 8 1117 1357 1185

68 31 14 12

ColuITlbus AVTS

130.01193 1389 I 13 1595 I 13 116

6 1231 I 24 116 I 5 11011 I 7 1 9 I 4 113 I 4 I 6 I 6 I - 1 39 1120 1410 1185

45 42 31

Coosa Valley AVTS 126.41146 1223 1 6 1375 I 2 118 I - 1180 I 3 I 3 I 3 I 14117 I 1 1 11 I - I 4 I 5 1 6 1 4 I - I 8 176 1279 196

66

9

DeKalb AVTS

126.7 1402 1518 1 15 1935 I 24 I 2 I 2 1526 I 18 142 I 9 1 35113 1 7 I 22 I 4 114 I 16 I 1 I - I - I 41 1204 1776 1159 169 36

Griffin AVTS

144.0 I 19 1265 I 9 1293 I 14 I 8 I 6 172 I 18 I 8 I 1 1 914 I - I 1 1 5 113 I 8 I 2 I 6 I 1 1 25 183 1201 192

52 23

CO' >n co
2

Lanier AVTS

128.51112 1 - 1 - 1112 1 - 1- 1 - 157 1 1 12 I I I 212 I 21 - I - I l l 1 1- 121-118131 189123

Macon AVTS

127.61189 1440 I 11 1640 114 15 14 !z50 118 114 I -I 6110 14 i 17 132 1719113 114 141 6 113' 1427 1213 157 t 67 11

Marietta-Cobb AVTS 136.9 1244 1486 I 11 1741 1 21 I 15 I 7 1360 1110 131 I 3 I 81 b 114 1 3 I 2 113 I 8 I 2 110 I 1 I 20 ~21 1634 1107 I 59 I 33

4

Moultrie AVTS

129.3 179 [149 I - 1228 I - I 2 I - 172 I 6 I - I 2 I 13110 I 3 I 7 I - I 5 I 3 I 3 I - I - I 13 I S9 1139 I 89 I 74 I 23

Savannah AVTS

120.9 I 39 1242 1 1 1282 I - I - I - 144 I 2 I - I - I 513 I 3 115 I 5 1 7 I 3 I 4 I - I - I 12 157 1103 1179 I 35 I 18

Swainsboro AVTS

122.5 187 1165 I 1 1253 I 1 I - I 2 1128 I 6 1- I 2 I 9 I - I 2 I 2 I - I 6 I - I - I - I - I 27 148 1180 168 I 33 I 12

ThoITlas AVTS

130.7 116_8 JZ80 I 8 1456 I 7 I 11 I 6 Q61 1 24 I 2 I 2 I 13 110 I 4 I 2 117 I 6 I 10 I 3 1 8 I - I 15 192 1301 1155 I 46 I 25 21

Troup AVT;S Upson AVTS Valdosta AVTS

136 8 I 8 1105 I 1 1114 I 1 I 2 I 1 131 I 14 I 4 1 3 I 51 4 I 1 I - I 1 I 1 I - I - I - I - I 5 124 173 141 I 30 I 3

I 1,7 6l26_1159

8 JZ3 18 113 I - 178 I 6 1- 112111 11 I 2 I - 1 3 I 3 I 4 I - 12 I - I 34 172 Q77 186 I 26 I 9 112 131

121.1 Jlm 1204 I 3 1308 \ 3 I 2 \ 1 a83 I 7 I 1 I 2 \ 6 \ 9 I 4 \ 1 \ 3 I 4 I 5 I - 113 1 - \ 4 \ 52 1248 160 I 28 I 18 I 5 I 1

Walker AVTS

1

Waycross AVTS

24

TOTALS

2g.3 1380216365 165 1103321 196 I 125 81 268 719 1203 I 73 t 2271147 I 72 1149 1127 1152 1103 I 58 I 87 I 6 437 11861 17196 13136 11166 I 576 164 1129

Cbdes for circumstance at withdrawal (Column 11)

M. Involuntary withdrawal: Academic N; Involuntary withdrawal: Disciplinary O. Entered rrlilitary service P. Withdrew while failing

Q. Withdrew planning to marry R. Stated desire to seek ernployrnent S. Stated financial difficulty T. Stated health pro'>leITls U. Stated faITlily hardship

::~The d'ropout rate was computed by dividing the number of withdrawals (not including graduates) by total enrollITlent 6/30/67.

W. Confirmed employment in related field X ConfirIT1ed employment in unrelated field Z. Deceased &. Other or unknown

The Enrollment Report gives only a general indication of the effectiveness of student personnel services because the dropouts
.>-
may not give their real reasons for leaving school.
A summary report is prepared for the state. Information obtained from the enrollment report permits the identification of problems in relation to the following questions:
1. How effectively have student personnel specialists assisted applicants to increase their knowledge of occupational opportunities available at vocationaltechnical schools?
2. Are students enrolling in curricula appropriate to their abilities as indicated by GATB results, high school grades, and other criteria?
3. Are students able to fulfill goals they establish for themselves? In other words, are they able to succeed in the curriculum they choose and to solve any practical problems which could interrupt their schooling, or do they drop out?
Student Characteristic s Report
A second report prepared by the State Supervisor of Vocational Guidance is the Student Characteristic s Report. Data are collected in the following categories: personal information, home and family background, work experience, educational background, financial and housing situtation, and general information.
The State Supervisor prints a Student Questionnaire (see Table 58) which contains 77 items and sends it to student personnel specialists who administer it to a 10 percent sample of Students enrolled in preparatory programs during the fall quarter. Data process students in an area vocational-technical school tabulate the results. A report is prepared and distributed to all area vocational-technical schools, and arrangeTIlents are made for discussing the report with vocational education administrators and student personnel specialists.
- 360 -

Table 58 S'TUDENT QUESTIONNAIRE

Check (x) Correct Space

A. Personal Data

7. A ge (Check)

(I)

16-18

(2)--19-21

(3)

22-24

(4) _ _25-27

(5) __28-30 (6) __30 or over

8. Sex (Check one) (1) _ _Male (2) _ _Female

9. Marital Status

(1) _ _Single

(2) _ _Married

(3)

Divorced

(4) _ _Separated

(5) __Engaged

10. A re you a veteran? (1) _ _ Yes (2) _ _No

B. Home and Family Background

11. Did you live on a farm while you were

attending high school?

(1) _ _Yes (2)

No

School

.>-

'"--

Code No,

(1- 3)

Course Name

Code No. _,.-,.-_ _ (4-6)
_

FT

PT

Day

Night_ _

15. What is/was (if deceased or separated)

the educational level of your father or tnale

guardian?

(1)

No father or male guardian

(2)

Elementary school

(3) ---Some high school

(4)

High school graduate

(5)

Vocational- Technical School

(6) ---Some college

(7) _Other (Specify)

_

16. What is/was (if deceased or separated) the

educational level of your mother or female

guardian?

(1)

No ITlother or female guardian

(2)

Elementary school

(3) ---Some high school

(4) _High school graduate

(5)

Vocational-technical School

(6) ---Some college

(7) -Other (Sp.ecify)

_

12. Where are you living now?

(1) _ _With my parents or guardians

(2) _ _With relatives other than my parents

(3) _ _In a house lawn

(4) _ _In a house I rent

(5)

In an apartment I rent

(6)

I rent a rQOITl in a private house

(7) _ _In a hotel or motel

(8) _ _In a YMCA or YWCA

(9) __In some housing owned and operated

by the school

(10) _ _Family living in community with you

13. '.\That is the size of the town in which you attended high school? (I) _ _Less than 1, 000 people (2) _ _At least 1, 000 but less than 5, 000 people (3) _ _At least 5, 000 but less than la, 000 people (4) _ _At least la, 000 but less than 20, 000 people (5) _ _At least 20, 000 but less than 50, 000 people

14. Which of the following categories best

describes the occupation of the head of your

iamil y?

(1) _ _Professional

(2) _ _Proprietor or Manager

(3) _ _Sales (other than Sales Manager or

Administrator)

(4) __Clerical

(5)

Skilled worker

(6) --Semi-skilled worker

(7) --Service worker

(8) =Unskilled worker

(9) _ _Farrner or farm worker

(10)

Others (Specify)

_

17. Were any of the following persons working

in the occupation that you are studying?

(1)

Parents

(2)

Relatives

(3)

Brothers

(4)

Sisters

(5)

Other Adults

(6)

Friends

C. Work Experience

18. Number of previous full-time jobs.

(1)

None

(2)

One

(3)

Two

(4)

Three

(5)

Four

(6)

Five

(7)

More

19. Numbe r of previous part-time jobs.

(1)

Nune

(2)

One

(3 )

Two

(4)

Three

(5 )

Four

(6)

Fi\./e

(7)

More

20. Have you held a previous full-time or part-

time job related to the course you are

currently taking at the this school?

(1)

Yes

(2)

No

21 Are you currently employed?

21. Are you currently employed')

(1)

Yes, full-time

(2)

Yes, part-time

(3)

No

- 361 -

Table 58 (Continued)

22. If you are currently employed, is your job

32. Science courses (Check the following

related to the c our se you a re enrolled in?

completed in high school.

(1)

Yes (2)

No

(1)

General Science

.>-

(2) --Chemistry

23. If you have a paid job now, about how many hours a week do you work?

(3) --Physics (4) --Biology

(1)

Les s than 10 hours a week

(5)

General Health

(2) - - - A t least 10 but less than 20 hours a week

(3) ---1't least 20 but less than 30 hours a week (4) ---At least 30 but less than 40 hours a week (5) ---At least 40 hours a week

33. Social science (including history, civics,

geography, etc.

(1)

None

24. If you have a paid job now, how did you get it?

(2)_One

(3)

Two

(1)

I had it bef ore starting at this school.

(2) ---People running the school helped me

(4)=Three

(5)

Four

get this job.

(3)

Friends going to school here with me

(6)_More

helped me get this job.

(4)

I found this job by myself after I started

34. Foreign language (1) _ _None

to school.

(2)

One

(5)

Friends outside of the school helped me

(3)_Two

get this job.

(4) _ _Three

(5) _ _Four

25. If you have a job now, about how much do you

(6)

More

make a week?

(1)

Less than $20 a week

35. Vocational Agriculture

(2) ---At least $20 but less than $30 a week (3) ---At least $30 but less than $50 a week

(1)

None

(2)-One

(4) ---At least $50 but less than $100 a week

(3)

Two

(5)

At least $100 a week

(4) -Three

D. Educational B-,,:Js.g!.~~

(5)

Four

(6)

More

26. How many years has it been since you graduated

or left high school?

(1)

1 year or less

(2) --2-4 years

(3) --5- 9 years

(4) --10-14 years

(5) --15-19 years

(6)

20 years or more

27-

28. Level of education completed. (Check one and

circle only the highest grade completed. )

(1)

Elementary school 1 2 3 4 5 6 7 8 years

(2) ---High S,hool 1 2 3 4 years

(3) ==G. E. D. graduated? (1)

Yes

(2)

No

(4)

~siness school 12 years

(5) ---Vocational-technical school 1 2 years

(6) _College 1 2345 years

29. Was there a guidance counselor in the high

school you attended?

(1) _ _Yes (2)

No

Courses completed in high school. (Check the number

that indicates the number of years you had in a course.)

30. Math (including general math, algebra, etc.)

(1)

None

(2) --One

(3) --Two

(4) --Three

(5) --Four

(6) --More

31. English (including literature)

(1)

None

(2)--One

(3)==Two

(4)

Three

(5)

Four

(6) ---More

36. Industrial A rts (drafting, woods, metals,

electricity, graphic arts, and power

mechanics)

(1) _ _None

(2) _ _One

(3)

Two

(4) =Three

(5)

Four

(6)

More

37. Diversified Cooperative Training (D. C. T. ) (1) _ _None

(2)

One

(3) --Two

(4) =Three

(5)

Four

(6) --More

38. HOITlemaking

(1) _ _None

(2) __One

(3)

Two

(4) --Three

(5) --Four

(6) --More

39. Business Education (including typing,

shorthand, office practice, V. 0. T. )

(1)

None

(2)--One

(3)--Two

(4) --Three

(5)---F our (6)---More

40. If you graduated from high school, about

how many students we re in your grade

who graduated with you?

(1) _ _Less than 50

(2)

At least 50 but less than 100

(3) --At least 100 but less than 300

(4)

At least 300 but less than 500

(5) _ _At least 500

- 362 -

Table 58 (Cont!rmed)

41. If you graduated from high school, where did you

rank in your grades?

(1)

Top quarter of high school graduates

(2) --Second quarter of high school graduates

(3) --Third quarter of high school graduates

(4) --Bottom quarter of high school graduates

(5) --I graduated by taking a correspondence

course or GED tests; so I canlt say.

42. If you went to high school, do you think you have

to work harder here?

(1)

Yes, I have to work harder here.

(2) --No, I had to work harder in high school.

(3)

No, this is about the same as high school.

43. How long ha ve you been a student in this school?

(1)

1 trimester

(2)

2 trimesters

(3)

3 trimesters

(4)

4 trimesters

(5)

5 trimesters

(6) --6 trimesters

(7) =Longer, how long?

4951. Using the above list, indicate by letter
the subjects that have been the least helpful to you in this school. (1) (2) (3)

52. If you quit school before high school

graduation, what was the most

important reason why you quit?

(1) _ _School subjects were not

interesting to me.

(2)

I ran into arguments with teachers

and/or other school officials.

(3)

My grades were too low.

(4)

My friends weren't in school and

I wanted to be with them.

(5) _ _I had to quit in order to earn

money.

(6) _ _I had to quit for health reasons.

(7) _ _I WdS expelled from school.

(8) _ _My main reason for quitting was

44. In which area of training are you enrolled?

(1)

Skilled Trade

(2) --Health Occupation

(3) --Office Occupation

(4) --Technical Occupation

(5) --Other, Course enrolled in

_

45. In which type of program. are you enrolled?

(1)

Full-time preparatory (day student)

(2) --Part-time preparatory (night student)

(3) --Extension course for employed personnel

(4) --Full-time seniors

46-

48. In general, which three high school subjects

have been the greatest help to you in this

school? (From the list of subjects below,

indicate the order of thci r importance by

writing the letter of the subject in the

appropriate blank. )

(1)

Most helpful

(2) --Very helpful

(3)

Somewhat helpful

High School Subjects a. General Math b. Business Math c. Algebra I d. A Igebra II e. Geometry f. Adv. Algebra, Trig. g. Anal. Geom., Calculus h. Industrial Arts i. Meeh. Drawing I j. Mech. Drawing II k. General Science 1. Chemistry m. Biology n. Physics p. Typing I q. Typing II r. Bookkeeping s. Accounting t. Shorthand I u. Shorthand II

E. Financial and Housing Information

53. How are you paying your way through

school?

(1) _ _Your personal savings

(2)

Your parents are paying your way.

(3) =The Manpower Development and

Training Act

(4) _ _Vocational Rehabilitation Division

is paying for my schooling.

(5) _ _Work Study is paying for my

schooling.

(6)

Borrowed money

(7)

Working my way through school

54. Are your school costs taken care of, in

part, by some kind of scholarship

received from the school?

(1) _ _Yes (2)

No

55. About how much do you think it is going

to cost you (including everything) to get

through this school?

(I)

Less than $500

(2) --At least $500 but less than $1,000

(3) --At least $1,000 but less than $1,500

(4) --At least $1,500 but less than $2,000

(5) --At least $2,000 but less than $3,000

(6)

At least $3,000

56. How much trouble are you having getting

enough money to make it through this

school?

(I)

No trouble

(2) _ _It's a little hard but I'm making

it O. K.

(3)

It's very hard but I can do it.

(4) _ _It's so hard I may not be able to

finish.

(5) _ _It's so hard I think I'm definitely

going to have to quit.

57. How did you find a place to live when you

came to this school?

(1)

I already had a place to live.

(2)

People here at the school helped me

lTIe find a place to live.

- 363 -

Table 58 (Continued)

(3)

Some other study at the school helped

me find a place to live.

(4) _ _F riends in town here helped me find a

place to live.

(5) _ _I just looked around myself until I

found a place to live.

58. How much trouble did you have finding a place

to live?

(1)

No trouble at all.

(2)

Not much - I found a place in just a

while (less than 1/2 day).

(3) _ _Some trouble - 1 had to look around

a day or so to find a place.

(4) _ _Quite a bit of trouble - I thought for a

while I might not find a place.

59. How is transportation arranged to school?

(1)

Drive personal car

(2) --Ride with someone else

(3) --Walk

F. General Information

60. Did you ever visit with a counselor about

pos sibilities of attending this school?

(1) _ _Yes, I visited with a high school

counselor.

(2) _ _Yes, I visited with a U. S. Employ-

ment Service counselor.

(3)

Yes, I visited with a Vocational

Rehabilitation counselor.

(4) _ _Yes, I visited with a counselor

from the area school.

(5) _ _Yes, I visited with a Veterans

Adrninistration counselor.

(6) _ _No, I never visited with any

counselor.

61. Who do you think influenced you most to

attend the area school? (Place a 111 11 by

the most important.

11 112

by

the

next

most

important and so on for 3, 4, 5, and 6. )

(1)

Friends

(2) --Teachers

(3) --Parents

(4) --Counselor

(5) --Area school representative

- - - - - - (6) --Other (Please list)

62. How long before entering this school did you decide to go into the occupation for which you a re now training? (1) _ _I really didn't decide until I had been in school here for a while. (2) _ _I decided just before CODling here to school (within a month). (3) _ _I decided more than one month but less than six months before I came here. (4) _ _I decided more than six months but less than one year before I came here. (5) _ _I decided at least one year before I carne here.

63. Did you ever vi3it the area school before you

decided to attend?

(I)

Yes (2)

No

64. Do you know what abilities are needed for a

person to be trained in the area in which you

are now enrolled?

(1)

Yes

(2)

No

(3)

Uncertain

- 364 -

65. Do you feel that before enrolling you

were aware of the opportunities in the

occupation that you are studying at this

....

area school? (Such as nUITIber of jobs

. available in the field, $alary, working

- condition s, etc.)

(1) _ _Yes

(2)

No

(3) _Uncertain

66. When did you first consider enrolling in

the area vocational-technical school?

(1)

A fter leaving high school

(2) --Senior year, 2nd half

(3) --Senior year, 1st half

(4) --Junior year

(5) --Sophomore year

(6) --FreshITIan year or earlier

(7)=Other

67. How satisfied are you with the area

school program?

(1)

Very satisfied

(2) --Satisfied

(3) --Quite dissatisfied

(4)

Very dissatisfied

68. Now you are here, what do you think of

this school?

(1) _ _it's better than I thought it would

be.

(2)

It's about what I expected.

(3)

It's not as good as I thought it

would be.

69. How would you rate this school to a

potential student?

(1)

Very good - I think it is among

the best in the country.

(2) _ _Good - It's better than most.

(3) _ _Fair - It's probably no better nor

war se than most.

(4) _ _Poor - Most other would probably

be better.

70. How hard do you have to work in this

school in order to get along?

(1) _ _Not hard at all. If you show up for

classes you are O. K.

(2)

We keep busy but none of the work

is really hard.

(3) _ _You have to work hard at least half

of the time to get along.

(4) _ _You have to work hard almost

all the time to get along.

71. Do you have to study after school in order

to keep up he re?

(1)

No, we do all our work he re at school.

(2) --Sometimes, but not often.

(3)

I usually study for a while but not

as much as an hour.

(4) _ _I usually study for at least an hour

after school.

(5) _ _Yes, I always have to study after

school to be ready for the next day.

72. How Dluch of what you are learning here is

new information for'you?

(1)

All of it is new. I didn't know

anything about it before coming here.

(2)

Most of it is new information.

(3) =--About half of it is new information

and about half isn't.

(4) __Less than half of it is new

information.

(5)

Hardly any of it is new. I knew it

before 1 came here.

Table 58 (Continued)

73. What happens here if you are late to school?

(1)

I don't know.

(2) --Nothing - you just go on to class.

(3) --They make a record of it but do nothing.

(4)

You ITlust make up the time you

miss.

(5) __Your grades are lowered.

(6)

Other (Explain):

74. 1 you are OFTEN late, what happens here?

(1)

I don't know.

(2) --Nothing.

(3) --They make a record of it but do nothing.

(4) --You may be put out of school.

(5) --You will be put out of school.

(6) _Other (Explain):

_

75. What happens here if you are sick and canlt

COITle to school?

(1)

I don't know.

(2)

You are excused without having to make

up work.

(3)

You have to make up the work you missed

but get instructor! 5 help in doing so.

(4) _ _You have to make up the work you missed

on your own.

76. What happens here if you skip a day and just

donlt COITl to school?

(1)

I don't know.

(2) --Nothing.

(3) --They make a record of it but do nothing.

(4) --You may be put out of school.

(5) --You will be put oul of school.

(6) --You have to make up the work you missed.

(7) _Other (Explain):

77. What do you think your chances are of finishing

the whole course?

(1)

Excellent - I'm sure I will finish.

(2) --Good - I think 1 will probably finish.

(3)

Fair - I ITIay or may not finish depending

on what comes up.

(4)

Poor - 1 probably will not finish.

(5)

Very poor - I definitely plan to quit as

soon as I can finel a job.

78. How interested are you in the occupation for

which you are now training?

(1) _ _Very interested - it's exactly what I want

to do for a living.

(2) _ _Interested - I think I will like it lTIore than

lTIost things I lTIight do.

(3)

Mildly interested - I think it will be 0. K.

but no more so than many other things.

(4) __Little interested - there are other things

I would rather be learning but this was all that

was available to me.

(5)

Not interested - I don't like it but there

isn't lTIuch else for me to do now.

79. What are your chances of getting a job when you

finish?

(1) _ _Excellent - I already know where I will be

working.

(2)

Good - this school places their graduates

with little or no trouble.

(3) _ _Fair - it seeITlS some graduates get jobs

but others do not.

(4)

Poor - I guess it's strictly up to me to

find my own job.

(5) _ _1 don't know - nobody has said anything

a bout it.

80. About how much money do you expect

to earn a week on your first job after

leaving this school?

(1)

I don't have any idea.

(2) --Less than $50 a week

(3)

At least $50 but less than $75 a

week

(4) _ _At least $75 but less than $100 a

week

(5) _ _At least $100 but less than $150 a

week

(6) _ _At least $150 but less than $200 a

week

(7) _ _At least $200 a week

81. From whom did you find out about the

area vocational-technical school? (Check

the one that applies to you)

(1)

Parents

(2) --High school counselor

(3) --Teacher

(4) --Friend

(5) --ForITler area school student

(6) --A rea school representative

(7) --Radio

(8) --Television

(9) --Newspaper

- - - - - (10) --Others (Please list)

The questions below can be answered with a few words. Write in the answers.

82. What subjects do you think would be a

help to you in this school that were not

offered in your high school?

(1)

(2)

_

(3)

_

83. If you did visit this area school, who sponsored your visit?

- 365

Of the 77 items on the que stionnaire, 14 can be used to obtain a

student evaluation of student personnel services. Questions such

as the following can be answered to some extent:

...

1. Are opportunities at the school being communicated to the community and to surrounding high schools?

2. Is sufficient occupational information presented to applicants in a manner that permits them to make a vocational choice before enrolling?

3. Do applicants receive help with planning finance s and living accomodations?

4. Are students adequately oriented to school regulations?

5. Are students realistically aware of what to expect following graduation?

Alumni Follow-up Report
The third report prepared by the State Supervisor of Vocational Guidance is the Alumni Follow-up Report. Each graduate is surveyed in the fall following graduation and again five years later. He is asked to indicate his employment status, which may be employed full-time or part-time, unemployed, seeking employment, in military service, or in school. He also answers multiple-choice questions concerning his first job and its location. Other responses concern the number of job changes he has made since leaving school, his present duties, the degree of his satisfaction with his present job, its relation to his former training, the length of time he has been employed in it, and his salary. He also gives his general opinion of the school, his feelings regarding the balance of clas s and laboratory work at the school, and his opinion of the degree to which the school gave him preparation for interpersonal relationships encountered on the job. Open-ended questions on the back of the form ask for suggestions for improving the school. (See Table 59)
Procedures for conducting the follow-up consist of six steps. First, student personnel specialists and instructors talk with

- 366 -

Table 59 FOLLOW-UP OF ALUMNI

School Course Name COITlplete mailing address

Code No. (1- 3)

C ode No. -:-:---::7-(4-9)

.Date

_

_

Check (x) Correct Space

10. Did you attend full time Or part time?

(I)

Full time (2)

Part time

11. Did you attend day or night classes?

(I) _ _Day

(2)

Night

12. Sex (I)

Male (2)

Female

13. Did you graduate?

(I)

Yes (2)

No

14. Number of quarters completed (Circle one. ) 0, I, 2, 3, 4, 5, 6, 7, 8, 9, or more

15. A re you in A "!TIed forces? (Check one)

(I) _ _Yes (2)

No

16. A re you employed full-time'?

(I) _ _Yes (2)

No

17. A re you employed part-time?

(I) _ _Yes (2)

No

18. A re you continuing education full-time?

(I)

Yes (2)

No

(Give name of school)

(Location)

(Course)

19. Are you unemployed?

(I)

Yes (2)

No

20. If unemployed, are you currently seeking employn1ent?

(I)

Yes (2)

No

21. Is your current job related to the training you

recei ved ')

(I)

Yes, the kind of work for which I am trained

(2) ---Yes, related to my area of training

(3) _No, in a different occupation

22. Current weekly salary before deductions

(I)

Under $60

(2)---$61 to $80

(5)

$121 to $140

(6) ---$141 to $160

(3)---$81 to $100

(7) ---$161 to $180

(4)

$101 to $120

(8)

$181 Or more

23. Length of time in present job:

(1)

Less than three months

(2)---More than three but less than six months (3)---More than six but less than ~ine months

(4)---More than nine but less than twelve months

(5)---More than one year but less than two

(6)---More than two years but less than three

(7)

More than three years but less than four

(8)

More than four years but less than five

(9)

More than five years

- 367 _

24. How satisfied are you with the job?

(I)

Very satisfied

(2) ----Well satisfied

(3) ----Satisfied

(4)----Not quite satisfied

(5)

Very dissatisfied

25. Do the things you learned in school help

you on your present job?

(I)

Yes, they help a lot.

(2)==Yes, they are of same definite

help.

(3)

No, they don't help much if at

all.

26. How many major job changes have you had since graduation (Circle one. ) 0, I, 2, 3, 4, 5. 6, 7, 8, 9, or more

27. I was assisted most in obtaining my

first job after leaving school by (Check

one,)

(I)

Someone working for the school

(2)

Friends or relatives

(3)

An ad in a newspaper or

magazine

(4)

An employment agency

(5)

A previous employj::!r of mine

- - - - - (6) ---Other (Explain):

28. How long after leaving the school did you

actually begin work on your first job?

(1)

There was no wait; I went to

work the next day

(2)

More than one day but less than

two weeks

(3)

At least 2 weeks but less than 5

weeks

(4)

Five weeks or more

(5)

1 havenrt had a job since leaving

the school

29. My first joh is (or was)

(1)

Within my hometown or community

(2)---Not lTIOre than 25 miles from my

hometown

(3)

Between 26 and 100 mIles of my

hon1etown

(4)

More than 100 miles from my

hometown

3 O. How ITlany job offers were received before you accepted }'our first job? (Circle one.) I, 2, 3, 4, 5, 6, 7, 8, 9, or more

31. How would you rate this school? (Check

one. )

(I)

Very good

(2)

Good

(3)

Fair

(4)

Poor

32. Should the school have given more

instruction time to

(I)

Laboratory

(2) = = Theory

(3)

Neither (Specify):

_

TABLE 59 (Continued) (Back of ForTI1)

33. To what extent did the school prepare you to work with your supervisors, co-workers, and

.>-

subordinates?

(1)

Excellent preparation

(2) ---Adequate preparation

(3)

SOTI1e preparation

(4)

Little preparation

(5)

No preparation

34. Are you self eTI1ployed? (1) _ _Yes (2l _ _No

35. Date last attended this school:

Month

Year

36. Title of present job

_

37. Tasks

_

38. Name and address of firm employing you

39. If you are unernployed or if you are not employed in the field for which trained or related fieidl why?

40. When I started to work I was least prepared

_

41. To improve the training in the field I studied I suggest

42. To help individual students in the school through the admissions, counseling or job placement

programs, I suggest

_

43. To improve the school as a whole I suggest

_

44. What contact have you had with the school since you left?

45. What type of courses would you like to have the school offer for graduates?

- 368 -

students before they graduate or at the time they withdraw to enter employment. The importance of the follow-up is explained to them. This first step) this orientation to what will follow, is quite important. Second, the .State Department of Education prints the follow-up forms and the cover letters and distributes them to the schools. Third, instructors sign the cover letters. 1 Fourth, the Coordinator of Student Personnel Services in each school mails out the forms and the cover letters during the fall. He makes such further contacts as are needed to get an adequate return. Fifth, results are tabulated locally for each curriculum. Sixth, returns are tabulated state -wide in the office of the State Supervisor of Vocational Guidance.
The State Supervisor of Vocational Guidance discusses results of the follow-up with vocational education administrators and with student personnel specialists to identify program improvements needed. Results of the follow-up are also used for four other purposes:
1. Reporting to state and federal governments,
2. Informing prospective students of opportunities the school offers,
3. Assisting enrolled students to understand what is ahead or them,
4. Gaining the interest and support of the public.
The three reports described are one part of the total plan for evaluating student personnel services. Another part concerns the manner of using the data obtained through the reports.
1Steps one and three are important in securing a good return of follow-up forms. Experience in Georgia has shown that schools in which students have no opportunity to discuss the follow-up before graduation and schools which have someone other than instructors to sign the cover letter usually get a smaller return than those which do.
- 369 -

Method of Using Data From Reports

The various reports are descriptions of selected attributes

.>-

of students before, during, and after enrollment. Vocational

education administrators and student personnel specialists

can picture what is happening to students and make judgment

concerning the acceptability of the situation. When the State

Supervisor of Vocational Guidance meets with them and presents

one of the reports, he provides an occasion for these persons

to use their collective wisdom in the analysis of what is happening

to students. A typical presentation involves giving a quick

overview of the results, pointing out statistics which reflect

credit upon the various programs, and then asking if other data

call for closer scrutiny and suggesting possible problem areas.

Taking a close look at certain parts of any given report requires that the State Supervisor list, perhaps on a blackboard, all of the possible factors to which the difficulty can be attributed. Once these alternatives have been specified, the combined judgments of the persons present can isolate factors which are the most probable cause of the problem. If the factors are related to student personnel activities, ways of attacking the problem and of improving that part of the student personnel program can be immediately suggested. A commitment to a tentative plan of action can be obtained, and the State Supervisor can move into developmental activitie s without he sitation.

This approach to the analysis of data can be used with groups of vocational education administrators or student personnel specialists at either state -wide or regional meetings. It can also be followed within a local school by the school director, the Coordinator of Student Personnel Services, the Coordinator of Instructional Programs, or a visiting State Supervisor. The method is simple, direct, capable of being applied by educators with little training in research, and useful for calling attention to both achievements and problems.

Employer Follow-ups
To supplement the data gathered by the means previously mentioned, schools are encouraged to conduct employer follow-ups. Several schools in Georgia are conducting such

- 370 -

studies annually using the cover letter and form. shown in Tables 60 and 61.
The form. currently used in the em.ployerfollow-up includes item.s which m.ay be classified as work habits, job knowledge, and personal habits. The form.er student is rated by his im.m.ediate supervisor on a nine point scale.
The em.ployer follow-up attem.pts only to identify broad problem. areas. For exam.ple, it can indicate a graduate I s inability to work with others, but it does not show whether supervisors, co-workers, subordinates, or custom.ers are involved. Neither does it show whether supervisors, co-workers, subordinates, or custom.,ers are involved. Neither does it show whether the trouble originates with the alum.nus or with a co-worker, supervisor, or custom.er.
If em.ployer follow-up resuls are perplexing, or if problem.s need to be defined m.ore closely, the Coordinator of Student Personnel Services should attem.pt to get m.ore inform.ation.
One difficulty with reports which have been described is that specific student personnel practices cannot be connected, with any degree of assurance, to outcom.es indicated by the data.
Local Research
So, another dim.ension is needed in the plan of evaluation, and student personnel specialists are encouraged to undertake studies to determ.ine the relative effectiveness of various student personnel practices. One student personnel specialist in Georgia becam.e interested in evaluating his effectivenes s in counseling with students about to graduate. After talking with a person from. the State Departm.ent of Education and with a counselor educator who volunteered assistance in designing the study and analyzing the results, he narrowed his study to the following question: Can I counsel with students in such a m.anner as to get them. to investigate several job openings instead of accepting uncritically the first job offer they receive? Plans were then m.ade for selecting experim.ental and control groups, and a counseling technique was worked out in sufficient detail to insure that all students in the experim.ental group received equivalent counseling Finally, a system. for recording and analyzing the results was developed. When sim.ilar studies are conducted in a num.ber of schools
- 371 -

Table 60

...

COVER LETTER FOR EMPLOYER FOLLOW - UP

(School Letterhead)

(Company Name) (Address)
Re:

Employee

Dear

In order to aid both our school and your company, we are requesting that the enclosed employee rating sheet be completed and returned to us at your earliest possible convenience.

We would like to sugge st that the form be directed to the employee I s immediate supervisor, and that the employee be compared with other employees of similar work experience.

Our school is making a sincere effort to provide business and industry with well trained employees. You will be doing us a great favor by completing the form. Only through evaluation of our graduates by their employers will we be able to do our best job.

Sincerely,

(Signature)

(Name) Coordinator of Student Personnel Services

Enclosure

- 372 -

Table 61 RATING SCALE FOR EMPLOYER FOLLOW -UP
EMP LOYEE RATING SHEET

NAME OF EMP LOYEE COMPANY JOB TITLE DUTIES (TASK)

C/}



~ 'Ij (D

~
(D

o<0"

"...i..

"i (D

:P
<
1!1)
"i

0

ill

ill

"i

(JQ

0'0

(D

(D

1 23 4 5 6

Job Understandin2" Job Skill Reliabilitv Punctuality Initiative Productivity Safety Practices Housekeeping Appearance Quality of Work Leadership Ability Learning Ability Adaptability Ability to Work With Others Overall Potential
"A bility to Follow Instruction
Observance of Company Policies Need for Supervision Motivation Willingnes s to Learn Pride in Work Self Confidence

ttl (D f-'
<0
(D ~
"i

1j
0 0

ill

"i

0'0

(D

78 9

- 373 -

- tL -

3:LVQ

3:'1LIL

:SLN3:WWO:J

'!?y different counselors with similar results, counselors can use the counseling technique which was developed with some assurance of'-its probable results.
Statewide Studie s
Local studies have limitations, however, because few student personnel specialists in local schools have the time or the background for planning and conducting complex research. For example, a study was conducted in Georgia in the area of admissions testing. A new aptitude battery was validated on students in area vocational-technical schools. Expectancy tables were developed, a manual was prepared for high school. This undertaking required the technical knowledge and facilities of Educational Testing Service, as well as the cooperation of student personnel specialists and instructors in local schools.
Such statewide studies are a vital dimension of an effective plan of evaluation. Difficulties encountered locally can be overcome through the cooperation of student personnel specialists and other local school personnel on a statewide basis and through assistance either provided or secured by the State Department of Education.
Research can lead to improved practices if technical assistance is made available for constructing instruments, for analyzing data through statistical procedures, for using data processing equipment, and for other consultative help (Hoyt, 1964, pp. 125-127) and if leadership is provided to initiate and organize research projects.
Many of the problems which need such attention in order to improve the various student personnel services have been listed at the end of appropriate chapters in this report. Statewide attention to these problems should be a maj or part of evaluation efforts.
Survey Instrument
A further dimension which can be part of the evaluation of student personnel services is the use of a survey instrument as part of a plan of evaluation for total school programs. An instrument has been developed for this purpose. (See Table 62.) It is a revision of instruments which were used during the spring of 1965 to determine
- 375 -

Table 62
.;;..
PROPOSED STUDENT PERSONNEL SERVICES SECTION OF SURVEY INSTRUMENT FOR AREA
VOCA TIONA L- TECHNICAL SCHOOL EVA LUATION
STUDENT PERSONNEL SER VICES

A. Provisions and Facilities

The administration makes adequate provision for

3 2 1 5 4 1. a counseling office that is accessible to students and offers privacy during counseling;

1 5 4 3 2 2. testing large (up to 100) and small (less than 10) groups of students;

4 32 15

3. office equipment and supplies needed such as a desk, telephone, bookcases, filing facilities, and other necessary materials;

2 1 5 4 3 4. clerical assistance in carrying on correspondence activities and other related jobs;

5 4 3 2 1 5. an adequate record system to serve administrative, instructional, and guidance purpose s;

3 2 14 3

6. funds for puschasing informational materials such as a complete file of occupational materials related to the courses offered in the area vocational-technical schools;

15 4 32

7. funds for developing printed materials such as a catalogue, visual, audio-visual materials to be used in the preadmissions program;

4 3 2 1 5 8. funds for purchasing aptitude tests (such as GATB) and other testing material needed in the admis sion program;

2 15 4 3

9. funds for purchasing professional materials such as basic tests in tests and measurement, and current periodicals in guidance and vocational education.

- 376 -

-The Director provides leadership

....

**

10. by employing a professional counselor with a fifth year

certificate in counseling for each 400 full-time students

or the equivalent, to serve as a student personnel

specialist;

5 4 3 2 1 11. in helping the student pe rsonnel specialist decide what student personnel services are in greatest need of development at present;

3 2154

12. in assigning the student personnel specialist to.those responsibilities which would be conducive to effective professional relationships with pupils, teachers, and community agencie s;

5 142 3 13. through a discussion with the staff and student personnel specialist in formulating mutually agreeable means by which the staff refers students to a counselor;

15 4 32

14. in assisting the student personnel specialist in making necessary out- of- school contacts with State employment personnel, local civic and school groups, employers, and others;

4 3 2 1 5 15. in clarifying responsibilities where more than one student personnel specialist is employed;

2 1 5 4 3 16. in establishing a student personnel services advisory committee composed of faculty members and the student personnel specialist to formulate, for the total staff approval, policies and procedures to be followed in the different student personnel services;

5 4 3 2 1 17. to clarify to the school staff, in an organized and systematic manner, the responsibilities of the staff and student personnel specialist in carrying out the student personnel program; (Research Project 236, subsequent revisions and other pertinent research to serve as guideline s. )

- 377 -

1 3 5 4 2 18. through continued evaluation and revision of student personnel services program;

...

4 3 2 1 5 19. by encouraging the student personnel specialist to engage in professional development activities.

The Director rec ognize s that
3 2 1 5 4 20. the student personnel specialist does not evaluate instruction;
5 4 3 2 1 21. the student personnel specialist does not function as a disciplinarian.

'!he student personnel services staff maintains close cooperative relationships with other faculty and staff members by

2 1 5 4 3 22. establishing effective lines of communication with faculty and staff to involve each member's special compentencies as they focus on the student;

5 4 3 2 1 23. assisting the faculty and staff to continously evaluate the effect that the school has on the student;

3 2 1 5 4 24. assisting each faculty and staff member to recognize his role and responsibility in the total student personnel services program;

154 32

25. assisting the faculty and staff to recognize the student personnel specialist as a fellow professional who is related directly by communication and a helping relationship with every student in the school.

The Student Personnel Specialist focuses his work on the individual student by
4 3 2 1 5 26. accepting and expressing the llCounseling attitude of care for the individual" by establishing a helping relationship with every student in the school;

- 378 -

2I 54 3

27. relating to the administrator by lines of communicatiqn and advice, as well as resp onsibility and control;

54 321

28. skillfully and adroitly involving the administration and faculty in tasks that require their cooperation;

32I 54

29. defining for the administrator and faculty the nature of confidential information insuring that it is used;

I 54 32

30. relating to the staff in a meaningful way valuable information which he may acquire by the nature of his job.

B. Student Personnel Services Pre-admission services

Information is provided by the student personnel specialist in an organized and systematic way to 1he surrounding high schools at designated intervals about

2I543

31. the area vocational-technical school program, course offerings, facilities, and equipment;

32I 54

32. the admissions requirements, procedures, entrance tests, tuition, and expenses;

5 3 2 I 5 33. the job placement service provided students;

54 32I

34. the performance of their former students enrolled in the area vocational-technical school. For example, this could be done at the end of the first quarter in the area vocational-technical school on a standardized form developed for this purpose;

4I2 3 5

35. the success of area vocational-technical students on the job following completion of area vocational-technical training. For example, a summary of follow-up studies of former area vocational-technical students could be given to high school counselors and students;

- 379 -

5_4123 3 54 21 13 542

36. employment opportunities and trends in the .;;... occupations for which training is offered in the area school;
37. characteristics needed by students for successful achievement in the cours es offered by the area vocational~technicalschools;
38. weaknesses of students enrolling in the area school program and suggesting useful pre-technical courses that might be taken in high school.

Organized visits are developed for groups to tour the area vocationaltechnical school including

2 3 4 5 1 39. parents of high school students;

3 4 5 1 2 40. students in surrounding high schools;

4 512 3

41. school officials, counselors, teachers, visiting teachers, principals, and curriculum directors;

5 12 3 4

42. other interested groups in the community (representatives from industry and civic groups).

Planned visits for the purpose of discussing the area vocationaltechnical school program and objectives and to present information about opportunities in vocational-technical education are made by the student personnel specialist to

1 2 3 4 5 43. surrounding high schools on college and career days;

512 3 4

44. surrounding high schools to talk with groups of students and with individual students;

4 5 1 2 3 45. state employment office;

3 4 5 1 2 46. prospective employers;

- 380 -

2 3 4 5 1 47. industry to talk to groups of employers;

.>-

1 2 3 4 5 48. PTA's and other civic or-ganizations.

The Student Pers onnel Specialist works with high school teachers to assist them in gaining a knowledge and understanding of the vocational-technical school as a post-secondary educational opportunity by

5 1 2 3 4 49. arranging tours and open hmuse for high school teachers;

4 5 1 2 3 50. participating in curriculum planning clinics;

3 4 5 12

51. participating in large group as semblies in high school and following -up the meetings by talking with smaller interest groups;

2 34 51

52. arranging meetings of high school teachers with area vocational-technical school teachers.

Effective use of mass news media to inform Georgia citizens of area vocational-technical school purposes and opportunities is accomplished by

12 3 4 5

53. releasing information about entrance data, programs of study, and performance of former students to local newspapers and radio stations;

5 12 3 4

54. assisting the high school counselor in planning activities for students enrolled in grades 8 through 12 to orient them to the educational. and occupational opportunities offered by the area school;

3 4 5 12

55. producing and disseminating quality informational publications, such as catalogues, course brochures, and school brochures;

4 512 3

56. constantly developing and up grading informational materials so that they remain current and of high quality;

- 381 -

2 34 5I 5I2 34 12 3 4 5

57. working directly with surrounding high school

officials through a committee to study means of

.>-

improving cooperation between the area vocational-

technical school and the high schools;

58. sending bro~hures to employment counselors, vocational rehabilitation counselors, and other individuals in a position to refer prospective students

59. serving as a resource agency concerning Georgia's area vocational-technical school system, including specific information regarding course offerings in other schools.

Admissions Service

A Student Personnel Specialist has been designated by the school to

5 4 3 2 I 60. be responsible for the admission program;

4 32I5

61. work, through an admissions committee, with instructors in developing admission criteria for different courses, designating the educational level needed for entrance into each course, and the minimum aptitudes, reading skills, math skills, and other characteristics needed.

An organiz~d procedure for processing applications from initial contact to enrollment has been developed that includes

2 3I 54

62. responding appropriately and positively at every stage of the admissions process;

3 I 5 4 2 63. establishing and publicizing early testing dates;

1 2 3 4 5 64. regularly auditing applications on file;

5I2 34

65. providing applicants an opportunity to learn as much as pos sible about occupational training offered.

- 382 -

Each applicant for admission to the area vocational-technical school i.$ required to

4 512 3

66. have an interview with the person in charge of admissions;

3 4 512

67. take a battery of aptitude tests for guidance purposes to assist the individual in acquiring a clear understanding of his aptitudes, abilities, interests, and limitations;

2 34 51

68. to appear at a designated testing center on a. scheduled date, prior to enrollment, to take entrance tests;

3 2 1 5 4 69. provide the school with a copy of his high school record;

4 32 15

70. meet specific admission standards for a course such as specific scores On aptitude, reading and :math tests, completion of the required number of years of formal education before he is accepted into the course;

54 3 21

71. meet with the student personnel specialist prior to enrollment for the purpose of selecting a course that appears to be most realistic in keeping with the applicant's own abilities, interests, and limitations.

The student personnel specialist in charge of admissions is responsible for

3 4 512

72. having entrance tests scored prior to the applicant's acceptance into the school;

2 34 51

73. interpreting entrance test results to applicants prior to enrollment;

5 12 3 4

74. determining whether the applicant meets the criteria that have been established for the particular course;

- 383 -

4 5I2 3 3 4 5I2 2 34 5I I2 34 5
**
:>~

75. developing and supplementing means for assisting the applicant who fails to qualify for his choice to find:pos sible alternatives;
76. consulting with admissions committee and instructors with respect to admission of borderline and unqualified applicants;
77. screening those students who need remedial works in reading or math and scheduling classes as they are needed;
78. providing a student temporary admission to a course where the student meets part of the admis sion requirements allowing him to prove his capabilities for passing the course;
79. assuring that the school adheres to the '!placement within limits!! concept;
80. providing a procedure for late applicants.

Personnd Records Service

Personnel records ' are initiated, maintained, and controlled by the student personnel specialist who is responsible to the Director for
their use.

A permanent personnel folder is developed for each prospective student which includes

*::lc

81. an application form, entrance tests, high school

records, health form, interview notes, and other

pertinent admis sion information;

A permanent record is maintained for each student enrolled and contains, as a minimum, the following information

:::c*

82. identifying data such as name, sex, date of birth, and

student number;

- 384 -

**

83. marital status;

84. address - local and home including telephone numbers;

85. name and occupation of spouse, as applicable;

86. name and address of parent or guardian;

87. social security number;

88. veteran claim number if applicable;

89. high school address and date of graduation or termination;

90. other post-secondary school attended, date graduated or withdrew;

91. employment record;

92. military service dates;

93. health data;

94. school achievement record including date entered, withdrew, reentered, graduated, transferred;

95. program in which enrolled;

**

96. courses taken and grades earned;

97. attendance record;

98. statement of student's future plans (immediate and long range);
99. placement information;

100. standardized test data;

101. special interest, abilities, attitudes, licenses;

**

102. remarks and instructors evaluation with comments.

- 385 -

After the student enters the area vocational-technical school other .>instrum.ents are 'Used in securing info;rm.ation for the student's personnel folder such as

12 3 4 5

103. ratings by instructors, grades, com.m.ents and observations;

2 34 51

104. standardized te sts that are adm.inistered to the student as need for inform.ation occurs;

3 4 5 12

105. a questionnaire designed to obtain inform.ation about the student when he drops out or leaves school;

4 5 1 2 3 106. follow-up inform.ation of form.er students' succe ss.

Instrum.ents used to collect data on students are designed so that

**

107. each is an integral part of the whole personnel recoll'd

system.;

*~:<

108. codes and m.arking system.s are carefully explained on

each form. and are uniform. (for exam.ple, all shops

use the sam.e codes in reporting grades);

**

109. form.s are com.pact and data are easily and accurately

recorded, checked, and filed for later use;

- - ::~* *

110. form.s are dated before being filed;
111. form.s contain a blank space for adding pertinent inform.ation in the future that is not specified at this tim.e.

Procedures are developed for

5 12 3 4

112. m.aking personnel records easily accessible for professional use;

12 3 4 5

113. the student personnel specialist to control confidential inform.ation such as counseling interview notes and personality test scores;

- 386 -

- 2 34 5 1

114. checking all entry, as signm ent, withdrawal, and transfer records;

3 4 5 12

115. filing personnel information in sequential order so that relationship and progres s can be easily traced;

4 512 3

116. providing in an organized and systematic way facilities and equipment needed for maintaining records after the student leaves;

512 3 4

117. instructing the staff in the use of personnel records through periodic in-service activities;

12'345

118. auditing personnel folders and discarding useless data at specified intervals;

5 1 2 3 4 119. maintaining permanent record forms indefinitely.

Personnel records on students are used by

4 512 3

120. the student personnel specialist to assist prospective students in selecting a course of study;

3 4 512

121. the student personnel specialist to assist students during their enrollment;

2 34 51

122. the student personnel specialist to assist students in planning their next step after graduating from the area vocational-technical school;

12 3 4 5

123. the student personnel specialist to facilitate counseling inte rview s;

5 412 3

124. the student personnel specialist to evaluate the effectiveness of the student personnel services program;

154 32

125. the student personnel specialist to conduct research designed to strengthen the total educational program;

- 387 -

54 321

126. the student personnel specialist to collect and disseminate pertinent information to designated and .>interested agencies;

154 3 2

127. the school to send appropriate information about students to employers;

215 4 3

128. faculty members to facilitate the instructional program.

Information Service
i
Information about the school program is provided for new students during the first week by means of

**

129. a conducted tour of the school in which they are

given an opportunity to meet school personnel and

become familiar with the physical plant of the

school;

**

130. group meetings in which they can become familiar

with the purposes, objectives, and opportunities

of different courses and the different services

provided by the school

**

131. a handbook or mimeographed copies of rules, policies

and regulations.

Procedures have been developed for the establishment of a cooperative information service program designed to provide information about

**- - - -
**

132. study skills; 133. personal habits;

**

134. getting along with others;

**

135. career development;

*

136. military obligations;

- 388 -

*

137. post vocational-technical school education;

*

138. the decision-making process;

**

139. job exploration;

**

140. job application and beginning work;

**

141. review and follow-up survey purposes.

Procedures and activities have been developed for accomplishing the information service by

1 2 3 4 5 142. one hour guidance units taught by each instructor;

5 12 3 4

143. one or more planned field trips to industries where students can observe work situations;

4 5 12 3

144. group discussions with former students, employees, and employers;

3 4 5 1 2 145. a unit on "How to Find Employment. "

Provisions are made for making the following types of information available for students' use

2 34 51

146. a file of occupational materials and books related to the courses offered at the area vocational-technical school;

**

147. written reports of follow-up studies of former students

and their success;

**

148. results of local employment conditions and job

opportunities available on local, state, and national

level;

**

149. report of apprenticeship and union requir<ements;

- 389 -

**

150. copies of the current edition of the Occupational

Outlook Handbook;

.--

**

151. Dictionary of Occupational Titles;

**

152. information regarding state and federal labor laws;

*

153. materials on the improvement of reading and study

skills such as pamphlets and study guides;

*

154. a file on military service obligations and opportunities;

*

155. information about community and state resources

(health, rehabilitation, welfare and other services);

*

156. college catalogues (especially colleges in Georgia).

Adequate quantities (at least five copies) of publications are provided for students I use on

**

157. seeking employment;

**

158. writing letters of application;

**

159. completing job applications;

**

160. preparing for a job interview;

**

161. problems encountered in the job situation;

**

162. good work habits and good employer-employee

relations;

**

163. self improvement such as dress, manners, health

habits, and the value of desirable personality traits;

*

164. recreational opportunities available in the community.

- 390 -

Counseling Service

A professional counselor is available for assisting students

**

165. who have recently enrolled in school and have

adjustment problems;

**

166. who have financial pro,!?lems related to educational

and occupational planning;

**

167. who have difficulties in their relationships with

students and staff members;

**

168. who have personal problems;

**

169. who need to gain a better understanding of themselves,

their abilities, interests, motivations, and limitations;

**

170. who need information regarding military service and

other special problems related to educational-

vocational planning;

**

171. in developing and carrying out post-school plans;

*

172. in making wise choices of leisure time activities.

A professional counselor is available before enrollment to assist students in

12 3 4 5

173. accepting vocational-technical concepts and to perceive a vocational-technical specialty as valuable to him;

512 3 4

174. exploring problems which may be obstacles to enrollment and examine possible solutions;

4 512 3

175. relating his experiences and aptitude s to vocCJ,tionaltechnical curriculum;

3 4 5 1 2 176. relating himself to a specific occupational choice.

- 391 -

A professional counselor is available during enrollment to assist the ...
student

2 3 4 5 1 177. in understanding school policies as applicable to him;

12 3 4 5

178. in developing positive attitudes towards himself, the school, his program, prospective employer, and vocational-technical training.

2 34 51

179. in developing good interpersonal relationships with fellow students, instructors, and outside public;

3 4 5 12

180. in judging his present knowledge, defining gaps in it, finding sources, selecting information he sees as pertinent, and incorporating the new knowledge in order to further clarify his vocational direction.

A professional counselor is available when students leave school to assist them

4 512 3

181. in accepting responsibility for making plans for transition from school to employment;

154 32

182. in identifying with the world of work in the specialty for which trained;

5 4 3 2 1 183. in entering an appropriate post-school occupation;

2 15 4 3

184. in feeling the importance of his occupation, i. e. who he is and what he has to offer.

Personal conferences with a professional counselor are scheduled for all all students who

*

185. have just enrolled in school (an introductory type of

interview) ;

**

186. are failing and/ or having learning difficulties;

- 392 -

**

187. have irregular attendance;

*

188. withdraw from school;

**

189. desire to transfer from one course to another;

190. have special needs which require referral to an a appropriate agency.

Joint procedures have been worked out between the student personnel specialist, staff, and administrator

**

191. on methods to be followed in referring students to the

counselor.

Job Placement Service

A cooperative job placement service is coordinated by the student personnel specialist who

**

192. works with instructors to develop forms to be used in

the job placement service, such as job request form,

job referral form, and other forms as neces sary;

193. maintains files, records, and organized arrangements of job requests received from employers;

194. works with instructors to develop procedures and forms used by instructors for reporting job requests received to the placement office.

The student personnel specialist assists students in preparing for TECHDAYS and other job interviews by

**

195. surveying local employers in determining job openings;

196. utilizing state employment office, employers of former students, and others in locating job openings for current students;

- 393 -

- - - **

197. making a list three months prior to graduation of

.;...

students seeking employment after graduation and

their preference as to location;

**

198. arranging for employers to visit the school to

inte rview students;

**

199. actively supporting TECHDAYS program and promotes

activities such as TECHDA YS.

As an integral part of the job placement service the student personnel specialist

**

200. assists students in preparing for job interviews;

**

201. maintains a record of area vocational-technical school

dropouts seeking employment;

**

202. assists students in finding employment after

completing a course of study;

**

203. assists students withdrawing from school to obtain

employment;

*~<

204. assist former students in finding employment;

**

205. assists students in finding part-time employment;

**

206. assists students in making the transition from

school to employment more effectively.

Evaluation Service

Regular and periodic follow-up studies are conducted of

**

207. all graduates to determine their progre ss and

adjustment on the job;

- 394 -

**

208. all school dropouts to determine their progress and....

C}djustment on the job;

**

209. all graduates and dropouts to determine reactions toward

towards the training that they received and pos sible

changes they feel should be made in the training

program;

**

210. selected groups of employers to obtain their

suggestions for improving programs and their

ratings of employed graduates;

**

211. all graduates from the previous fiscal year;

**

212. all non-graduates who left during the previous fiscal

year and who had sufficient training to become

employed in the field for which trained;

**

213. other non- graduates who left during the previous

fiscal year;

**

214. all graduates from the fiscal year five years previous

to the last fiscal year;

**

215. all non-graduates who left during the fiscal year

five years previous to the last fiscal year who had

sufficient training to bec orne employed in the field

for which trained;

**

216. other non-graduates who left during the fiscal year

five years previous to the last fiscal year.

Information obtained from follow-up studies is summarized by

217. a member of the school staff or a committee to show changes that former students and employers feel should be made in their training program;

**

218. factual information about job success of area

vocational-technical school students.

- 395 -

Information obtained from follow-up studies is used by
.;

12 3 4 5

219. administrator and faculty for discussion and possible implication for changes in the school program;

2 34 51

220. the school and employers to study placement and adjustment problems of students;

3 4 5 12

221. the student personnel specialist to study the effectiveness of admission criteria.

Procedures are developed for

4 512 3

222. objectively evaluating student personn~l services by students and faculty.

Procedures are developed for annually preparing a summary of enrollment statistic s for day preparatory students to show

*

223. current enrollment;

*

224. number who enrolled during the year into each

curriculum;

*

225. number who transferred internally into each

curriculum;

*

226. number who transferred internally from each

curriculum;

*

227. number who transferred from day to night program;

*

228. number who transferred to another area vocational-

technical school;

*

229. number who graduated;

*

230. number who left prior to graduation, but for work in

field;

- 396 -

231. number who left for other (specified) reasons;

.>-

232. number of those withdrawing for other reasons who were classified as acceptable, borderline, or not acceptable for the curriculum in which they enrolled.

Procedures are developed for reporting to the staff and faculty

1 2 3 4 5 233. results of any special studies conducted;

5 1 2 3 4 234. illustrative case reports;

4 512 3

235. responses made by faculty and students to the Schedule of Student Personnel Services;

3 4 5 12

236. responses of the administrative staff to the Criterion Check Sheet;

2 34 51

237. a statistical summary, monthly, by curriculum, of applications received and of applications accepted for the corning school year.

Procedures are developed for annually surveying a sample of employers to learn how alum.ni are rated on

**

238. job knowledge;

**

239. work habits and personal traits, such as appearance,

leadership ability, ability to work with others, and

other qualities.

Procedures are developed for

*

240. annually compiling a profile of student characteristics.

- 397 -

what student personnel services were desired by area vocational-

technical school administrators, instructors, and students and to

.--

determine what services were being provided (Bottoms, 1966). A

system for rating responses has been developed, and the instrument

can be used to arrive at some general statements concerning the

provisions made for student personnel services in an institution.

The instrument may also be used in new schools as a checklist for planning the implementation of student personnel programs. Various items can be assigned priorities and organized into a developmental plan.

SUMMARY OF PLAN OF EVALUATION

This plan of evaluation for student personnel can be summarized in four statements:
1. Various types of data are regularly collected by the State Supervisor of Vocational Guidance and discussed with vocational education administrators and student personnel specialists to initiate improvements of the student personnel program.
2. Schools are encouraged to conduct eomployer follow-ups and to develop re search methods for comparing the relative effectiveness of various student personnel practices.
3. As needs arise, and as resources can be organized, statewide research is initiated and conducted by the State Supervisor of Vocational Guidance in cooperation with student personnel specialists in area vocational-technical schools.
4. As part of the system of periodic evaluation for each schools I total program, a survey instrument is used which gives a numerical ra~ing for the student per sonnel services of the school.

- 398 -

CONCLUSION
Changes in student behavior which are expected as a result of student personnel services should be clearly stated. Instruments for measuring the degree of change among students in each behavioral area should be constructed. Regular studies should be made of enrollment, student characteristics, alumni, and employers of alumni. Only when a systematic and continuous feedback of such information is achieved can school personnel know the extent to which student personnel services are accomplishing their objectives.
ACKNOWLEDGME NTS
The ideas and materials in this chapter were developed by a committee composed of the following persons:
Mr. John Lloyd, Chairman, State Supervisor of Technical Programs, A rea School Programs, State Department of Education, Atlanta, Georgia.
Mr. Alton Salter, Recorder, Coordinator of Student Personnel Services, Thomas Area Vocational- Technical School, Thomasville, Georgia.
Mr. Ed Bodenhamer, Jr., Associate State Director of Vocational Education for Area School Programs, Division of Vocational Education, State Department of Education, Atlanta, Georgia.
Mr. H. O. Carlton, Director, North Georgia TechnicalVocational School, Clarkesville, Georgia.
Mr. David Farrior, Coordinator of Student Personnel Services, Augusta Area Technical School, Augusta, Georgia.
Mr. Allen Stiles, Assistant Director, Upson County Area Vocational-Technical School, Thomaston, Georgia.
- 399 -

The following consultants contributed suggestions and reactions which .; have been incorporated:
Dr. George Gazda, Professor of Education, College of Education, University of Georgia, Athens, Georgia.
Dr. Kenneth B. Hoyt, Professor of Education, University of Iowa, Iowa City, Iowa.
Dr. Thomas Quigley, Professor of Trade and Industrial Education (Retired), Georgia Institute of Technology, Atlanta, Georgia.
Dr. Emeliza Swain, Professor of Education, College of Education, University of Georgia, Athens, Georgia.
REFERENCES
Bottoms, James E. 'IFollow-up of 1965-66 Graduates of Georgia Area Vocational- Technical School, " 1966, unpublished.
Experimental Designs Committee of the Association for Counselor Education and Supervision. Research Guidelines for High School Counselors. New York: College Entrance Examination Board, 1967.
Fordyce, Joseph W. "Criteria For Evaluation of Student of Student Personnel Programs in Public Junior Colleges," in MaxR. Raines (Conference Coordinator), Conference to Plan Reseach on Junior College Student Personnel Programs. Flint, Michigan: Flint Community Community College, 1964.pp 199-200.
Goff, Maurice L. Selected Techniques for Formulating the Questionnaire, Mechanics, and related Materials of a Follow-up Procedure Dealing With Post-Secondary Vocational-Technical Graduates. Cheyenne, Wyoming: Research Coordinating Unit, 1966.
Hoyt, Donald P. "Student Personnel Work in Junior Colleges: Research Needs, " in Max R. Raines (Conference Coordinator), Conference to Plan Research on Junior College Student Pers onnel Programs. Flint, Michigan: Flint Community Junior College, 1964. pp. 98-129.
- 400 -

Hoyt, Donald P. "Research Needs in Junior College Student Personnel Work, t1 in (T. R. McConnell, Chairman), A Repert To Carnegie- .:Corporation of New York from the National Com.m.ittee for Appraisal of Junior College Student Pers onnel Programs. November, 1965. (Publication data are not given, but report is available through American Association of Junior Colleges, Washington, D. C.)
Hoyt, Kenneth B. "Behavior of Area School Personnel Specialists in Working with Surrounding High School Counselors: Relationships, Activities, and Materials, II Conference on Ways the Area School Personnel Worker and the High School Counselor Can Work Together. Atlanta: State Department of Education, 1966. pp. 19-30.
- 401 -

Chapter X
CONCLUSIONS.
Vocational schools have been evolving gradually throughout the history of this country. Since 1940 considerable growth has taken place through the development of area vocational-technical schools. Dispite this growth little effort had been made to relate the goals, functions and approaches of guidance to the vocational school setting. The central purpose of this project has been to develop a program of student personnel services for area schools based upon the unique needs of these schools and upon the characteristics of area school students.
The present study has used the term "student personnel services" rather than "guidance" because a student personnel services program includes activities much broader than those normally assigned to a high school counselor. High school guidance is generally conceived as encompassing the areas of analysis of the individual, information, counseling, placement, and follow-up (Erickson and Smith, 1947; Hatch and Stefflre, 1958). By contrast, student personnel services, as discus sed in this report, include preadmis sions information, admissions, student records, counseling, information, job placement, and evaluation.
This organization of student personnel services mayor may not have merit for all states at all times. These particular services were developed in Georgia because in 1965 area school staffs and students indicated that these services were needed in that state's emerging area school system (Bottoms, 1966). Since that time, however, this pattern of services has been studied by vocational educators from many parts of the country, and only minor adaptations seem to be needed to adjust it for other parts of the country.
In this report student personnel services have been defined as those services which assist each student in making decisions required at certain choice points to successfully enter the area school and progress through it into the world of work. The student is aided to (1) perceive realistically his own potentialities, values, and interests, (2) understand those educational and occupational opportunities available to him after program completion, (3) organize this informat ion into a plan of action, and (4) implement the decisions made.
- 403 -

NEED FOR STUDENT PERSONNEL SERVICES
.>-
This report has concluded that vocational educators are more likely to have capable, committed students if each student is given the assistance he needs in making key decisions regarding his occupational/ educational future and the support he needs in carrying out his decisions. A survey of applicants who did not enroll in post- secondary area schools (Bottoms, Holt, and Collier, 1965) found that they did not enroll because either (1) they lacked accurate, high quality information regarding the area school; (2) they lacked knowledge of the type of students who can best profit from attendance at an area school; (3) they lacked money, transportation, or housing; (4) they were influenced by America I s prestige structure which assigns less prestige to occupations such as those for which the area schools offer training; (5) they were influenced by a negative stereotype which many individuals in America hold toward vocational schools; or (6) they lacked a strong aspiration to continue their education after high school. Some students, in order to remain enrolled, need as sistance in identifying with the school, in gaining a commitment to their occupational areas, and in devdoping appropriate attitudes and skills for working with other people. Student personnel specialists help such students by inducing them to verbalize their reasons for wanting to attend the area school.
That some students should encounter difficulties in pursuing vocational education is not surprising, in view of the complexity of America IS society, the broad range of occupational/educational opportunities open to students, and the general isolation of youth from the world of work. All of these factors mean that without student services, the area schools will not be used for the benefit of the maximum number of students.
Only through enrolling students who are able and willing to remain in school until they complete their training can vocational educators insure that the costly equipment and the highly trained personnel of area schools will get maximum use by students who need it.
GOA LS OF STUDENT PERSONNEL SERVICES
This entire report has been huilt around the overall goal of assisting students to make those decisions which are necessary in order to enter the area school, to make progress while there, and then successfully
- 404 -

to enter work. This large goal can be subdivided. The item.s shown in Table I are subordinate goals of student personnel services in area .__ schools at designated intervals of the student's growth. They are expressed in term.s of desired student behavior and shown in three phases. In the first phase the student personnel specialist is concerned with assisting the student in exam.ining the area school as a suitable avenue for reaching his occupational goal and in assisting the student in choosing an occupational curriculum. m.ost suited to his abilities, desires, values, and intere sts. In the sec ond phase the goal of the student personnel specialist is to assist the enrolled student in progressing within the school setting. In the third phase the student personnel specialist attem.pts to assist the student in planning and im.plem.enting his post-school plans.
All of these goals are related to the concern of vocational educators to enroll students who "need, desire, and can profit from." vocational program.s.
APPROACHES USED TO ACCOMPLISH THE GOALS OF STUDENT PERSONNEL SER VICES
In the program. of student services described in this report the goals of assisting students to m.ake decisions and to develop productive behavior patterns are pursued by student personnel specialists both directly and indirectly - -directly through contacts with students, and indirectly through influencing the environm.ent in which they live, work, and study.
- Direct Methods
Although student personnel specialists use a wide variety of direct m.ethods with area school students to as sist them. in achieving their goals, the m.ajor m.ethod is the one-to-one counseling relationship with the area school students. Counseling is the process of assisting students to focus what they have learned upon decisions they m.ay face. Counseling has two prim.ary goals: first, that the students will resolve their im.m.ediate concerns by m.aking som.e decisons they are willing to act upon; and, second, that the students will m.ake progress in
- 405 -

Table 63 GOALS OF STUDENT PERSONNEL SERVICES IN AREA VOCATIONAL-TECHNICAL SCHOOLS

BEFORE ENROLLMENT

1. He accepts vocationaltechnical concept.

2. He perceives a vocationaltechnical specialty as valuable to him.

3. He explores problems which may be obstacles to enrolling but which he plans to solve.
I

*0'"

a. Financial

0"-

b. Transportation

c. Program choice

d. Housing

e. Physical

4. He relates his experiences and aptitudes to the vocationaltechnical curriculum.

5. He relates himself to a specific course.

6. He selects a specific program and completes the admis sions process of making application, taking entrance tests, having interviews, making a deposit, and registering for classes.

DURING ENROLLMENT
1. He understands school policies as applicable to him.
2. He develops positive attitudes toward himself, school, program, prospective employe r, and vocational-technical training.
3. He develops good interpersonal relationships with fellow students, instructors, and the outside public.
4. When information is needed in order to further clarify his vocational direction, he judges his present knowledge, defines gaps in it, finds sources, selects information he sees as pertinent, and incorporate s the new knowledge.

LEA VING SCHOOL AND ENTERING EMPLOYMENT
1. He accepts responsibility for making plans for the transition from school to employment.
2. He identifies with the world of work in the specialty for which trained.
3. He enters an appropriate post school occupation.
4. He feels the irnportance of his occupation--who he is and what he has to offer.

i'

learning how to use the processes of decision-ITlaking effectively, .>flexibly, and independently so that they can satisfactorily direct their own lives.
The direct contact of student personnel specialists with area school students, or potential students, includes providing inforITlation individually or in groups. The purpose is to assist the individuals in discovering for theITlselves the decisions they ITlust ITlake and learning the ITlany alternative choices available for theITl to act upon. The process used in such activities is based upon active stm ent involveITlent. It aSSUITles that when students are involved in the learning process they becoITle ITlore concerned about decisions they ITlust ITlake, learn better, and are ITlore likely to seek further inforITlation. Group guidance activities are used by personnel specialists to interpret test scores, to develop skills which students use in getting a job, and to orient prospective students to the operation and activities of the area school.
Indirect Methods
The aITlount of tiITle which student pers onnel specialists spend carrying out activities with students and with potential students is extreITlely liITlited when cOITlpared with the aITlount of tiITle the students are with their instructors, their peer group, their parents, and with others.
The ability of individuals to ITlake sound decisions depends largely upon the attitudes and experiences they are exposed to in their environITlent. Consequently, student personnel specialists ITlust try to fulfill the goals of the student services prograITl, in part, by working through others. For exaITlple, the work of student personnel specialists with high school counselors, principals, and teachers, and with public news ITledia has ITluch to do with whether or not potential students seriously consider the area school. In addition, the student personnel specialists I relationship with the other area school adITlinistrative staff ITleITlbers can do ITluch to establish an atITlosphere conducive to achieving the goals of the student personnel services prograITl. Student personnel specialists cannot overlook the influence of the student peer group in accoITlplishing the goals of student personnel services, for this group has a significant influence upon students in
- 407 -

area schools. Indirect methods of carrying out the goals of the

.>-

student personnel services program areas follows:

1. Creating and distributing to prospective students and high school counselors such printed material as:

Catalogue;

Records;

Brochures;

Te st interpretation sheets;

Applications;

Form letters;

Admission procedures; News releases;

Newsletters to high school counselors;

2. Working with instructors on the committees for:

Admissions;

TECHDAYS

Preadmissions

Attendance;

Guidance;

3. Working with the school Director through'.

Weekly staff meeting;

Enrollment reports;

4. Working with groups of high school counselors in the:

Presentation of slides;

Scheduling of students;

Tours of area school;

5. Working with other student personnel specialists in the total program of student pers onnel services;

6. Working with the instructional supervisor on curriculum revisions;

7. Working with parents;

8. Carrying out research.

- 408 -

SERVICES USED TO ACCOMPLISH THE GOALS OF STUDENT PERSONNEL SERVICES
In the program of student service s which has been developed, direct and indirect methods are combined in each of the services used to accomplish the goals of assisting studonts to make decisions and helping them to develop productive behavior patterns. A minimum of seven student services are required in area schools: Preadmissions Information, Admissions, Student Records, Counseling, Information, Job Placement, and Evaluation Services.
Preadmission Information
Many conditions and trends in our society make it imperative for area schools to perform a Preadmissions Information Service. Technological advancement and automation have created a continually shifting occupational structure. Within it, a broad range of occupational opportunities is available, but the trend toward young people staying m school isolates most of them from the world of work and prevents them from understanding these opportunities. If they do learn of good jobs at skilled or technical levels, stereotyped attitudes toward vocational education held by some of their counselors, teachers, parents, and friends may prevent them from attending area schools in order to enter these jobs.
To overcome these conditions, area school student personnel specialists have the responsibility of informing the general pub! ic of the changes taking place in the work world and of the opportunities for quality training being offered today through area schools. This task requires an aggressive, positive, and objective preadmission information service in order to inform potential students and those who have a direct influence on their decision making. Such a service should not be characterized by undue pressure, a concept of enlistment, or misinformation. Instead, it should be based on the sound guidance principles of providing factual information about the opportunities available through the area school so that potential area school students will gain a better understanding of the opportunities available and be able to select realistic and satisfying goals.
- 409 -

.,. This report has shown that an effective Preadm.ission Inform.ation Service is built around area school stude_nt personnel specialists becom.ing resource consultants to surrounding high school counselors. They should provide inform.ation to them. and as sist them. in planning experiences for individuals which will broaden their concepts of the occupational! educational opportunities available to them.. They therefore should engage in such activities as (1) im.proving the quality of m.aterials on the area school program. provided to high school counselors and prospective students; (2) arranging organized tours of the area school for students, parents, school officials, and other interested groups; (3) speaking to students and adult groups about the area school; (4) arranging for resource people such as em.ployers and successful area school graduates to speak to prospective area school students; and (5) using other m.edia and activities for orienting adults to opportunities available to them. in the area schools.
Adm.is sions
The success of an area school program. is dependent, in part, upon the enrollm.ent of students suited by desire and ability for the program.s offered. An organized Adm.issions Service in the area school should not, however, be justified on the basis of "selecting the best and forgetting the rest." Because students with broad ranges of abilities, ages, education levels, and social backgrounds are served by area schools, the present selection strategy used by m.any institutions of higher learning is not suitable for the area schools. Neither the "selection" strategy, the " p lacem.ent from. the area school's point of view" strategy, nor the "open doo~ policy" offer a suitable adm.issions strategy for area schools.
An acceptable adm.issions strategy for area schools is one which assists applicants in evaluating their abilities, values, and desires in term.s of the courses offered and aids them. in m.aking choices within certain lim.its either within or outside the school. The lim.its within which the area school applicants are free to choose m.ay be set by lim.ited facilities, the range or course offerings, the abilities of the students, or by the educational qackground of the students. Area school student personnel specialists can function as counselors during the adm.ission process by defining lim.its within which the area school applicants are free to choose m.ay be set by lim.ited facilities, the range or course offerings, the abilities of the students, or by the educational
- 410 -

- background of the students. Area school student personnel specialisJs can function as counselors during the admission process by defining limits within which applicants may choose their program and then assisting them in making a choice either within or outside the area school. The limits defined for applicants are broad because of low reliability of admis sion criteria for area schools and the flexible scheduling which enable students to transfer to other occupational areas if they perceive their original choices as inappropriate.
To implement such a strategy, student personnel specialists must effect organized procedures which provide (1) clear admissions policies regarding requirements and procedures for entrance into the area school; (2) systematic procedures for responding to applicants at each step in the admissions process; (3) early testing dates for applicants to take the area school entrance test at the school; (4) opportunities for interpreting test scores to applicants, either individually or in groups, to assist them in making a choice of curriculum; (5) assistance to area school applicants with insufficient abilities or educational backgrounds for the program they desire in examining possible alternatives either in the area school or outside the area school.
Student Records
A well developed system of keeping student records should increase the ability of the area school staff to as sist students in learning occupational skills, in achieving self-understanding, and in developing strong and positive self-concepts. A statewide system of area school record-keeping was developed as part of the project. This system includes student application forms, student status cards, permanent record cards, student history questionnaires, behavior observation forms for instructor use, and grade reports. These forms have been developed specifically for Georgia I s area schools and contribute significantly to the abilities of area school personnel to train skilled workers.
Counseling
Many vocational educators have strongly supported offering counseling services to student prior to their enrollment in the area schools.
- 411 -

.>-
Other vocational educators have requested that counseling services not terminate with the enrollment of the 'student. They base their request on factors with which an area school student needs assistance: (1) selecting an alternate vocational course because of mistaken estimates of ability and interest; (2) developing a positive self-concept; (3) evaluating his present horne and school environment in relation to future job and life plans; (4) making a more realistic choice of an occupational field or an increased commitment to a given field; (5) making future plans for job entry, and (6) accepting responsibility for following through with these plans.
This report has illustrated several steps that can be taken to insure that effective and high quality counseling services are available to area school students. First, the ratio of student personnel specialists to area school students should be maintained at not less than one to four hundred full-time students or equivalent. Second, conduct inservice program for making area school instructors aware of educational/ occupational decisions students must make and to acquaint instructors with ways they can work with student personnel specialists to broaden students' perception of decisions they may need to make. Third, concentrate counseling services at the major decision points facing the area school student: (1) attendance at the area school; (2) the choice of which occupation to enter; (3) course completion; (4) job plans after course completion. Fourth, collected data annually to help determine the effectiveness of the counseling services provided. Each of these steps have been built into the Georgia program.
Information
Evidence was presented in this report that clearly indicates that the characteristics of area school students are such that they are in need of an effective Information Service. The program should be such that students are provided with information revelant to further employment possibilities in such a way so as to motivate them to consider the decision they may face. Students can be encouraged to make educational/ occupational decisions by direct involvement in meaningful discussions with instructors, through contact with peer groups whose members have already recognized this need, and by having prospective employers tell them what qualifications are needed for entrance into certain positions.
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_ The Information Service first makes contact with students throughap orientation program which can as sist them in understanding the school's purposes, objectives, and policies. It also help to develop positive attitudes as they relate themselves to the area school program. This program provides an opportunity for mutual understandings to develop between the area school staff and the new student.
In the student personnel services program described in this report, the entire Information Service, including orientation, is a cooperative program in which both counselors and the instructional staff have designated responsibilities. In an area school Information Service instructors accept the major responsibility for carrying out the service, and student personnel sepcialists provide resources and consultative assistance. The Information Service program is organized into three areas: occupational, educational, and personal-social information. In each section there are major topics to which the behaviors which students are expected to acquire are related. There are also specific acitivities through which students may acquire these desired behaviors. Comprehensive units have been prepared on each of the topics to be used by the instructors in area schools in Georgia. During the 1967-68 school year, a first attempt was made in Georgia to implement this program through the instructors in the area schools.
The units are designed to help students develop the ability to state decisions they must make; seek occupaticmal, educational, and personal-social information to use in decision making; and to develop the skills and understandings required to implement their decisions. Students learn how to explore a career field, to evaluate the requirements and nature of a job, to advance in school through organizing and planning, to advance in a job, to enter a career field, and to manage finances.
The plan being followed is that of asking each instructor to allot one hour per week to the teaching of personal job skills or attitudes. One topic is suggested for each week. Instructors are also requested to reinforce the material through their regular class sessions. For example, if an instructor teachers the students how to take notes, he can then ask them to practice the note-taking techniques during his lectures.
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Job PlaceITlent

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The basic question in the Job PlaceITlent Service outlined in this report was not "did the area school graduate get a job? II Such a question suggests that the purpose of job placeITlent goes no further than job placeITlent, and fails to cOITlprehend both the personal depth and the long range purpose involved. The basic question was rather, "did the student develop a ITlodel or pattern of skills, attitudes, and understandings effective in locating the right job and in successfully adjusting to the world of work"? This question suggests that the Job PlaceITlent Service should assist the student in the clarification of his goals, in becoITling aware of the labor ITlarket as related to his field of work, in evaluating his qualifications and desires in terITlS of a specific job, in developing skills and knowledge in locating a job, and in adjusting to the fluctuating econoITlY. An effective Job PlaceITlent Service provides students with those personal skills and attitudes needed to enter into, and adjust to, the world of work. All of this assistance is based upon the assuITlption that graduates who have ITlade a careful study of theITlselves and the labor ITlarket will have a ITlore realistic expectation of the world of work.

The fir st aiITl of the job placeITlent prograITl, then, is to provide each school student with experiences enabling hiITl to develop a pattern of skills, attitudes, understandings, and knowledge needed to enter into, and adjust to, the world of work. These experiences are provided through both the Counseling and the InforITlation Services and begin with the orientation prograITl conducted when the students enters school. Such a prograITl involves cooperation between area school instructors and student personnel specialists. Both counselors and instructors have specific roles and functions. Counseling sessions are scheduled with each student regarding his post- graduation in order to elicit answers to such questions as "What are your plans?" and "How do you know you can cOITlplete theITl? 11 These questions help the student to analyze his own decision.

The second aiITl of a job placeITlent prograITl is to provide those activities which will enable area school graduates to get a good job soon after course cOITlpletion. To accoITlplish this aiITl, the student personnel specialist ITlaintains files of job requests received froITl eITlployers and takes steps to bring eITlployers into the school. In Georgia a prograITl to assist students in ITleeting eITlployers and in

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making transitions from school to work is called TECHDAYS. It is'" coordinated statewide and in 1968 resulted in approximately 650 employers interviewing area school students.
Evaluation
A follow-up program of area school students is essential if data are to be obtained to enable schools to evaluate and improve programs. A follow-up system was described in the study that provides data which will (1) assist student personnel specialists to determine which services need strenthening, (2) help administrators to determine instructional and curricular needs of the total school program, and (3) provide occupational information to potential area school students. The fOllOWup studies are conducted a few months following graduation and again in five years. The data which are collected are analyzed at local and state levels. The follow-up is a part of a continuous evaluation program. The other parts of the Evaluation Service include a survey of student characteristic s and enrollment reports. Through these reports data are collected annually to determine attitudes, characteristics, and values of students enrolled in the area school program. These data should provide information which will enable the local counselor to evaluate his program and should also give direction to local and state level officials in program planning.
OPERA TING PRINCIP LES
These various services are unified into one program both by their common reliance upon counseling techniques and by common operating principles which are as follows:
Commitment to Students
Each student service has a primary commitment to students. While personnel specialists also have definite commitments to the school and to society, the student comes first. Since the school serves both society and the student, many vocational educators fall into the trap of seeing the major question for the area school as being "How can we serve the needs of business and industry better?" However, this
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Auestion should be of secondary importance, with the major one being 'IHow can we serve our individual students better?" One role of student pers onnel specialists is insuring that the interests of the students are not made subsidiary to the interests of society.
Worth of Persons
Student personnel specialists are the prime advocates of treating the individual student as a worthwhile person. There are many students who enroll in area schools feeling that college bound students are "better" than they themselves. Student personnel sped alists assist the area school student in seeing himself in a positive way- -as one who can take responsibility for himself, for his educational choices, for his occupational choices, and for attending an area school not as a last resort but as an effort to get the best possible education for himself.
Student Involvement in Future Planning
Student personnel work is based on the principle of involving the area school student in planning for his future as well as for his present. Student personnel specialists believe that the area school student who has knowledge of the occupational structure of this country; who has assistance in clarifying his own values, interests, and potentialities; and who has assistance in relating information about himself to the work world is better prepared to make an educational/ occupational choice than if he had no assistance from the student personnel specialist in making his plans.
Productive Attitudes
Student personnel specialists are concerned with assisting area school students not only in acquiring a mechanical skill but also in developing a pattern of attitudes and concepts needed for entry into, and adjustme nt to, the world of work. Often vocational educators place emphasis on the development of a mechanical skill at the expense of development of effective job attitudes and concepts which are important to the students' future life success. Personnel specialists strive to maintain a balance between the tangible and the intangible
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- aspects of the area school program. They work with the instruction:U staff to insure that adequate experience s_ are provided for students to develop effective interpersonal relationships and self-confidence.
High Quality Information
Student pers onnel specialists provide accurate, specific information of high quality to enrolled and potential area school students concerning themselves and the job structure. If persons have worth, then communicating opportunities for increased self-reliance and selfdirection is imperative. Pers onnel specialists would be failing both society and the individual if they did not attempt to arouse interest among these who can profit from the training offered in the vocationaltechnical school. Information provided by student personnel specialists for area school students is both accurate and applicable to the local setting. Further, this information is specific enough for the individual to identify steps, or actions, he must take. The quality of materials provided is such that an accurate image of the subject, rather than a stereotype, is projected.
Cooperation With Other Persons Who Can A ssist Students
Student personnel specialists establish a constructive working relationship with those in and out of the area school who can as sist in achieving the goals of the student personnel services program. Many of the goals toward which the student personnel services progra~ is striving cannot be reached unless specific activities and experiences are built into the school curriculum. Thus, student personnel specialists establish a close working relationship with teachers and others who influence a student's behavior. Instructional staff cooperation is important because the student personnel services program will not be successful without it. Student personnel specialists trys to make sure that the school expresses an attitude of care for the individual.
Appreciation of Individual Differences
Student personnel services are based upon the individual differences of the area school students. Student personnel specialists carry out this
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operating principle when they assist each student in selecting a

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vocational-technical program most appr()priate for him or when they

assist each student in planning and implementing his next step after

leaving school. Student personnel specialists further recognize

individual differences when they encourage development of new

vocational educational programs to provide more appropriate

experiences for the students whose needs are not being met by the

current program.

CONCLUSION

Seven student personnel services have been defined. In performing these seven services, 12 functions have been assigned to the area school student personnel specialist. In three of these functions, there are joint or shared responsibilities between the student personnel specialist and the area school staff. These are: (1) an organized orientation program; (2) collection and interpretation of information to help students know more about themselves and about the world of work; and (3) activities developed to as sist area school students in moving from the area school to employment.
The term "supervise" precedes four of the functions in order to indicate that the student specialist, in most cases, would supervise the clerical personnel in performing these functions and evaluating these programs. These functions are: (1) an organized and systematic admissions program; (2) a student personnel record keeping system; (3) periodic follow-up studies of all students and of selected employers; and (4) financial aid.
There are five remaining functions which are performed primarily by area school student personnel specialists. However, the guidelines for performin'g these functions are established with the total school staff. These functions are: (1) conducting organized and systematic activities for informing prospective students about area schools; (2) assisting students in choosing the most appropriate programs of study; (3) assisting students in solving problems such as housing, finances, and health; (4) assisting students in making the greatest use of their potential; and (5) administering aptitude tests to all prospective students, and interpreting test scores.

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In summary, an effective program of student personnel services in irea schools should become the instrument, or means, through which emphasis is maintained on the needs of the individual as he progresses from a potential worker to an employed and skilled worker.
REFERENCES
Bottoms, James E. Phase I Report, Research Project 236, Developing a Program of Student Personnel Services for Area VocationalTechnical Schools. Atlanta: Georgia State Department Of Education, 1966.
Bottoms, James E., Holt, Fred, and Collier, Clarence "A Survey of Non-Enrollees in Vocational-Technical Schools, II unpublished study for Georgia Department of Education, 1965.
Hatch, R. N. & Stefflre, B. Administration of Guidance Services, Englewood Cliffs, New Jersey: Prentice-Hall, 1958.
Erickson, E. E. & Hatch, R. N."Principles for Programming Personnel Services," In N. B. Henry (Ed.), Personnel Services in Education. Yearbook. National Society for the Study of Education, 1959, Part II.
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Chapter XII
RELA TED DEVELOPMENTS AND DISSEMINATION
This project improved vocational education not only through the development of the procedures reported here, but also through stimulating related developmental activities and through dissemination of the ideas developed during the project.
INFLUENCE OF THE PROJECT IN IMPROVING VOCATIONA L EDUCATION
From this project grew arrangements with the College Entrance Examination Board to develop better aptitude tests for Georgia, a state-wide job placement program, vocational-technical school catalogs, group guidance units for vocational-technical instructors, developmental work with counselors in area vocational high schools, an inservice program for MDTA counselors, and a favorable climate for developmental projects in vocational education.
Aptitude Test Development Project
A project is currently underway in Georgia, in cooperation with the College Entrance Examination Board and the Educational Testing Service, to design a new aptitude test especially for vocational-technical students and to validate it in Georgia. Plans will then be developed to administer this te st on a center basis very much like the College Board. It will be referred to as the" Tech Board Test." Because it will be validated on Georgia students, it will provide high school counselors in Georgia with data to as sist prospective students in planning for entrance into vocational-technical schools.
State-Wide Job Placement Program
A state-wide job placement program, called TECHDAYS was developed as a re suit of the project and operated effectively in Georgia in the spring of 1967 and 1968. It will be continued.
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.;
TECHDA YS involves having the Division of Vocational Education write several thousand employers in Georgia to visit area schools and interview graduate s. Local schools invite employers from their area which are not on the larger state-wide mailing list. This program has already been de scribed in detail in the chapter on Job Placement.
School Catalogs
Another development resulting from Project 236 has been the development of a standardized format based on the project which has brought about a large degree of clarity in the materials presented in catalogs. This is true not only for completeness of content but the project materials have served as a check list to assure that pertinent facts about each school are not left to the student's imagination but are clearly set forth.
The utilization of a publications specialist within the Division of Vocational Education in coordinating catalog publication activities has resulted in the best pos sible use of materials at hand such as paper, typography, photographs, graphic arts materials, and general layout and style. Many catalog covers utilize color, large attractive photographs, school emblems and seals, and other eyecatching materials to give the catalog "package" eye appeal.
Group Guidance Units
The group guidance units which were described in the information chapter have become a project unto themselves. The units are being developed further by various school student personnel specialists and instructors, and the final result will be a booklet of lesson outlines and resources covering the personal skills needed by vocational-technical graduates.
Inservice Training for MDTA Counselors
The various procedures developed for area vocational-technical schools have been adapted by MDTA counselors, along with other materials, in the development of a manual for MDTA counseling.
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Work on the ITlanual has led to a clarification of the work of the MDTA counselor and a ITlore effective counseling prograITl in the Manpower projects.
Training for Area Vocational High School Counselors
Many of the iteITls developed for the area vocational-technical school have also been adapted by area vocational high school counselors in developing prograITls at this level. Regular ITleetings of these counselors have been held by the State Supervisor of Vocat{onal Guidance and the work of these counselors has been outline s in detail.
Use of Project Proce ss
The developITlental process which was used in the student personnel project proved successful. Consequently, it is being followed in atteITlpts to develop other areas of vocational education in the State. A siITlilar approach is being taken with self-evaluation of the area voca tional-technical schools, with curriculuITl development, and with the developITlent of special needs prograITls.
DISSEMINA nON
Throughout the project, atteITlpts were made to disseITlinate ideas as they were developed. InforITlation was ITlade available upon request to other state departITlents. Appropriate personnel froITl nearby states were invited to Georgia when conferences were being held.
High School Counselors' Conference
In the SUITlITler of 1966, high school counselors representing all of the congressional districts in Georgia were invited to ITleet with area vocational-technical school personnel specialists to exaITline ideas developed by the pre-admissions inforITlationcoITlITlittee. High school counselors were selected who were well-known in their
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geographical areas. The conference served two purposes: it

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permitted the area vocational-technical school personnel to refine

their ideas concerning pre-admissions information, and it enabled

high school counselors to become knowledgeable of the proc~duref?

which would be used and to tell other high school counselors of how

area vocational-technical schools could assist them in working with

prospective vocational-technical studen~s.

Work Conferences
In September of 1966, the school directors, e oordinators of instruction, and coordinators of student personnel services of area vocationaltechnical schools met for a two-day work conference to discuss working papers which had beel). prepared for each of the student personnel services. Representatives from nearby states were also jnvited to attend. A list of these participants is given in Appendix K.
Because the conference was scheduled so that small groups of 10 to 12 persons would discuss each of the working papers, these representatives from other states were requested to participate actively in the conference, to raise questions concerning topics which may have been overlooked, and to clarify their own perceptions of the Georgia program.

Dissemination Conference
In October of 1967, a national conference was held in Georgja to disseminate the results of the project. One representative from each state of the continental United States was invited. Bis expenses were reimbursed by the project. A list of participants is given in Appendix L.
Papers read at the conference were as follows:
Conference Overview Gene Bottoms, As sodate Director, Leadership Services Guidance, Division of Vocational Education, Atlanta, Georgia

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The A VTS Program and Project 236

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Ed Bodenhamer, Associate Director, Area School Programs,

Division of Vocational Education',' Atlanta, Georgia

The Pre-admis sions Information Service James Marlowe, Coordinator of Student Personnel Services, North Georgia Technical and Vocational School, Clarkesville, Georgia

The Admissions Service Gene Bottoms, Associate State Director, Leadership Services Guidance, Division of Vocational Education, Atlanta, Georgia
The Information and the Job Placement Services James Spradlin, Coordinator of Student Personnel Services, South Georgia Technical and Vocational School, Americus, Georgia

The Developmental Process of Project 236 Emeliza Swain, Associate Professor of Education, College of Education, University of Georgia, Athens, Georgia

The Counseling Service Jack Gay, Coordinator of Student Personnel Services, Moultrie Area Vocational-Technical School, Moultrie, Georgia
The Records and Evaluation Services Fred Otte, Assistant Project Director, Research Project 236, Division of Vocational Education, Atlanta, Georgia
Opportunities for small-group discussions were interspersed with the presentations of papers. The discus sion se ssions enabled participants to clarify many concepts pre sented in the papers.
Many letters were received from conference participants expressing satisfaction with its re sults. Several of the se are included in Appendix M.

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Articles

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A number of articles relating to the project have been published in professional journals. These articles insure that the project will be listed in educational bibliographies and that counselor educators and supervisors will be aware that the project has been conducted. Articles which have been published are as follows:

Bottoms, James E. "Student Personnel Services Needed in Area Vocational- Technical Schools, " American Vocational Journal, October, 1966.

Bottoms, James E. "Teacher's Role in Vocational Guidance," GEA Journal, May, 1966.

Bottoms, James E. and Oelke, Merritt, "Needed Student Personnel Services in Area Vocational-Technical Schools as Perceived by Students," Vocational Guidance Quarterly, December, 1967.

Bottoms, Jame s E. and Oelke, Merritt, "Students I Opinions of Personnel Services Needed in Area Vocational- Technical Schools, " Journal of Indust:rial Teacher Education, Summer, 1967.

Bottoms, James E. and Swain, Emeliza, liThe Effects of Program Planning on Area Vocational- Technical School Enrollment, " Vocational Guidance Quarterly, July, 1967.

Bottoms, James E. and Swain, Emeliza, "State Supervision: Principles and Process, " Submitted to Counselor Education and Supervision.

Bottoms, James E. and Swain, Emeliza, "The Guidanc e Point of View and Vocational Education, " American Vocathmal Journal, March, 1968.

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Other Publications
Other publications which have developed as a result of the project and which have been :made available to persons from other state s who requested them are as follows:
Bottoms, James E., Counselor's Guide to Georgia's Area Vocational- Technical Schools, Atlanta: State Department of Education, 1965.
Bottoms, Ja:mes E., "Developing Statewide Nor:ms for the Dailey Vocational Tests," Houghton Mifflin Company, Test Service Bulletin, 1966.
Botto:ms, Ja:mes E., Phase I Report, Research Project 236: Developing a Program of Student Personnel Services for Area Vocational-Technical Schools. ,Atlanta: State Department of Education, 1966.
Bottoms, James E., and Otte, Frederick L., Ways the Area School Personnel Worker and Surrounding High School Counselors Can Work Together. Atlanta: State Department of Education, 1966.

Papers

A nu:mber of papers were pre sented on various occasions by the project staff and by project committee chairmen. These papers, listed below, probably were the greatest factor in bringing the project to the attention of state supervisors of vocational guidance, counselor educators, and vocational education leaders across the nation.

American Vocational Association Convention Miami, Florida Dece:mber, 1965

Bottoms, James E. lIStudent Pers onnel Services Needed in Area Vocational- Technical Schools as Perceived by Students and Instructors "

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Student Per sonnel Service s As sociation Conference Hamlet, North Carolina January, 1968

Gay, Jack "Student Personnel Records and Counseling Services"
Corley, George "Information and Job Placement Services"
Otte, Frederick L. "Evaluation Procedures for Student Personnel Services as Developed in Research Project 236"
Marlowe, James "The Pre-admis sions Information Service in Georgia's Area Vocational- Technical Schools"
Otte, Frederick L. "The Admissions Service In Georgia's Area VocationalTechnical Schools"

Institute
An institute for vocational education public information officers was conducted at Georgia State College, Atlanta, Georgia, in the summer of 1967. The work of the pre-admissions information committee of the project was partly responsible for stimulating personnel at Georgia State College to apply for the institute.
University Course
A course taught over five weekends throughout the year was added to the curriculum of the counselor education department of the University of Georgia. "Philosophy of Student Personnel Services in Area Vocational- Technical Schools" provided an opportunity for student personnel specialists to react in detail to working papers which were developed by the various project committees.

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Book on Student Services The major concepts which were developed through the project will be summarized into a much shorter publication than this final report. Hopefully, this document can be published in such a mann~r that it will be available <;l.t very little cost to student personnel specialist~.
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Appendix A MODEL OF PREADMISSIONS ACTIVITIES
FOR WORKING WITH HIGH SCHOOLS
This plan was developed and used by Mr. Don. Wilson, Coordinator of Student Personnel Services, Swainsboro Area Vocational- Technical School, Swainsboro, Georgia.
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GOALS FOR VISITS TO HIGH SCHOOLS

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Make four planned visits per year to high schools within forty miles of Swainsboro Area Vocational-Technical School. Visit schools also upon request; possibly one to three other visits.
Prior to first visit. - Send a letter to each high school counselor who has former students attending vocational-technical school and wish him a successful school year.
During first visit. - (1) Congratulate counsdor on the fine job he is doing in the school. (2) Leave with him brochures, appHcation forms, and catalogs. (3) Attempt to establish a day or days to return to talk with students. (4) Stress the idea that the vocational-technical school student personud specialist is anxious to be of service as a resource person whenever needed.
During second visit. - (1) Visit the principal and the counselor. (2) Establish definite dates to return to talk with students. (Visits one and two may be combined in some instances. )
During third visit. - Talk with groups of students or with individuals. Spend as much time as needed, and as much as counselor and principal want.
During fourth visit. - Talk with counselor during the early summt;lr to identify recent graduates who are potential students for the area vocational-technical school.
Make one planned visit per year to selected high schools farther than forty miles from Swainsboro Area Vocational-Technical School. Visit these schools upon request perhaps one other time.
Prior to first visit. - Send each counselor a letter which informs him of the former students who are attending and wishes him a successful school year.
During planned visit. - (Same as first visit above)
During second visit if requested. - Talk with groups of students or with individuals.

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MODEL OF ACTIVITIES FOR ONE YEAR Last two weeks of September. - (1) Make first and second visits to high schools within forty miles. (2) Make planned visit to other high schools. October. - (1) Finish first and second visits. (2) Begin third visits. November and December. - Finish third visits. January through May. - Visit upon request. June. - Make visit four. July and August. - Make individual contacts based upon list of potential students obtained during fourth visit.
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Appendix B CALENDAR OF SUGGESTED PREADMISSIONS INFORMATION SERVICE
ACTIVITIES FOR AREA VOCATIONAL-TECHNICAL SCHOOLS
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AUGUST .;
1. Participate in pre-planning activities of public high schools, if invited.
2. Plan orientation programs for new students to be conducted before classes begin for returning students.
3. Plan and conduct "Open Houses" for the general public. 4. Make contacts with newspaper editors, reporters, and radio-
television station managers regarding September registration announcements. 5. Utilize the "back to school" issue of local newspapers. 6. Conduct personal visits to prospective students and parents, as necessary. 7. Send bulletins and brochures to potential students. 8. Prepare newspaper articles on the number of applications received.
SEPTEMBER
1. Prepare materials to be presented to high school counselors during an October visit: a. Follow-up information on area vocational-technical school graduates, as available; b. GATB testing schedule for the year and explanation of how a potential student may take this test.
2. Notify high school counselors of desire to be invited to attend their "college night" programs.
3. Set up visitation schedule with high school counselors during October and November.
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-4. Release articles to student~' hometown newspaper regarding their.,.. attendance at your schooL
5. Work with area vocational-technical school student groups such as the student council,
6. Report to the public, via mass media, the courses being offered by the school, the number enrolled, etc.
7. Conduct orientation programs for new students.
8. Release newspaper articles on evening classes.
OCTOBER
1. Participate in llcollege nightl' and "career day" activities. 2. Prepare quarterly newsletter for surrounding high school counselors. 3. Attend professional GASC meeting (District G. E. A. ). 4. Release newspaper articles on your follow-up survey of former
students. 5. Plan and conduct short visits to surrounding high schools for the
purpose of arranging a time to talk to students and a time for high school students to tour your area school.
NOVEMBER
1. Visit industry personnel directors. 2. Continue college and career program activities. 3. Plan visits to high schools in the area to discuss with juniors and
seniors your area vocational-technical school program. Make arrangements to talk with students in grades 8-12 at the time of the visit.
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4.- Release newspaper articles _on the performance of former students..>5. Attend the professional meeting of Geor-gia Association of School
Couns elors. 6. Arrange for surrounding high school students to visit and tour your
school.
DECEMBER
1. Release announcement to news media on courses accepting new students at the beginning of the second trimester.
2. Review and develop informational material such as your school catalog.
3. Release a newspaper article on the GATB testing schedule and admis sion requirements for September (such articles should point out the need for students to apply early.)
4. Develop posters on follow-up results. 5. Continue visiting high schools and talking to students in grades 8-12
regarding your area vocational-technical school. 6. Continue to organize tours for students. 7. Mail a letter and school brochure to all high school seniors in the
area served by the schooL 8. Mail letter to parents of high school seniors.
FEBRUARY
1. Continue to visit high schools and discuss with counselors and students the opportunities available in your area vocational-technical schooL
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2. Prepare quarterly newsletter for school counselors in your area . .;..
3. Continue pATB testing. 4. Attend in-service counselor's meeting (GASC). 5. Release newspaper article on the number of job requests received.
6. Organize tours of your school for high school students.
MARCH
1. Release announcement to news media on courses accepting new students at the beginning of third trimester; mention admission procedure.
2. Visit junior high schools. 3. Schedule high school senior tours of your school. 4. Continue GATB testing. 5. Plan an "Open House" for the general public in April.
APRIL
1. Prepare quarterly newsletter for school counselors in your area. 2. Develop and send out contact letters to students who have been
accepted for next year. (Such letters should include information that maintains their interest in the area school. ) 3. Visit high school seniors. 4. Send letters to high school about to graduate. 5. Continue GATB testing. 6. Arrange for radio and television tapes to be played on local stations.
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.;
7. Organize tours of your school for high school students. 8. Participate in spring college and career day program.
9. Conduct an "Open House" for the general public.
MAY
1. Organize tours of your school for high school students. 2. Continue GATB testing. 3. Schedule time to visit briefly with high school counselors (theRe
visits may be very timely in spite of usual rush of activities at the end of school). 4. Notify surrounding high school counselors of their students which have been accepted for enrollment.
JUNE
1. Work with staff committee on graduation activities. 2. Continue GATB testing. 3. Release information on graduation. 4. Attend Georgia Vocational As sociation meeting. 5. Visit prospective students and their parents. 6. Arrange for radio and television tapes to be played on local stations. 7. Conduct mailings to surrounding high school seniors.
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JULY
1. Continue personal visits with students and parents. 2. Send final instructio~s and procedures for registration to students
who have been accepted for the next quarter.
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j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j
J

Appendix C SAMPLE NEWS RELEASES
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SAMPLE RELEASE FOR NEW CURRICULUM

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NAME ADDRESS PHONE NUMBER TITLE (Not Headline) RELEASE DATE

(DATE OF WRITING)

A new course in Instrumentation Technology will be offered at the Savannah Area Vocational- Technical School beginning in September. This course, offered to high school graduates, is designed to prepare students for employment as technicians in the field of instrumentation te c hnol ogy .
The field of instrumentation technology involves the use, design, and maintenance of measuring devices used in industry. Persons interested in preparing for this field may obtain applications at the school director I s office.
The two-year course will be offered in the daytime for six hours per day, five days per week. At night the course will be offered two or three times per week, lasting for four years.
No tuition is required of state residents. There is a ten dollar trimester supply fee, and students are required to purchase their own books and supplies.
Prerequisites for entering the instrumentation technology course include a high school diploma or a state equivalency certificate and sufficient background in math and science. The course involves formal classroom and laboratory work.
Further information may be obtained from the Director of Student Personnel Services at Savannah Area Vocational-Technical School.

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SAMPLE RELEASE FOR NEW STAFF MEMBER

NAME ADDRESS PHONE NUMBER ORGANIZATION TITLE (Not Heading) RELEASE DATE

(DATE OF WRITING)

_ _ _ _ _ _ _ _ _ _ _ _--:-_ _~-- has recently joined the staff of (Name of new staff member. Do not
include "Mr. II)

(Name of school)

(Name)

was previously employed as a

(Position)

at (Company)

In his new position at the

(Name of school)

experience and training in this field provides him with excellent background.

He is married and has ---- children. The ------- family

(No. )

(last name)

has rec ently moved to- - - - - - - - - -
(Name of town)

NOTE: A feature article on the new staff member, pinpointing his skills, his accomplishments, his educational and vocational achievements, his feelings, his hobbies, his reading interests, his travel experience, his family, his pets, etc., would be an asset to the school.

- 445 -

SAMPLE RELEASE FOR GRADUATION
.>-

NAME ADDRESS ORGANIZA TION TITLE (Not Heading) RELEASE DATE

(DATE OF WRITING)

____________ students, representing

different

(Number written out)

(No. )

occupational areas will be graduated from

on

(Name of school)

(Date)

- - - - - - - - - - The ceremony will be held at

(Location)

at ------
(Hour)

According to the school Director (Name)

, there are
--:---:--
(No. )

men and women receiving school certificates and records of training. "We are extremely proud of this class, II he said. "They have made an outstanding record at our school. It

The largest number of graduates, ---- , have completed their
(No. )

training in (Course)

, and the second largest number,

(No. )

in -----(Course)

MORE

- 446 -

-Add 1 Title

----------:--- will present the certificates. He will be
(Nam.e and position)

assisted by -(N-a-m.-e a-nd-p-os-it-ion-)

and -(N-a-m.-e a-n-d p-o-sit-io-n)-

Invocation will be given by -:-------. (Include here other program. participants and activities. )
Mem.bers of the graduating class and the courses they studied are as follows:
Electronics Technology, (Nam.es of students, hom.etown, etc.) Etc.

- 447 -

SAMPLE RELEASE ON REGISTRATION .;...

NAME ADDRESS PHONE NUMBER ORGANIZATION TITLE (Not Heading) RELEASE DATE

(DA TE OF WRITING)

Day students register for das ses at (Day, time, etc.)

at the

(School)

These students will begin one or two-year programs

leading to careers in business, industry, and health fields.

- - - - - - The

expects capacity enrollments in the following

(School)

curricula: (List curricula). Applications can still be considered for (list curricula).

Students begin registration at

. In order to

(Office, Date, Time)

to register, a person must have made application in advance through the office of the Director of Student Personnel Services.

The ------ is located at -------- It is a public tax

(School)

(Addre ss)

supported institution operated under the supervision of the -:-~:-- _ Public Schools. Most of the day students who register are high school graduates who will attend thirty hours a week. They are preparing for employment in occupations for which there is a great demand in the
--------- area.

- 448 -

SAMPLE RELEASE FOR LOCAL PAPERS ON GRADUATING STUDENTS

NAME ADDRESS PHONE NUMBER OR GANIZA TION TITLE (Not Heading) RELEASE DATE

(DATE OF WRITING)

- - - - - - - - - - - The (Name of school)

has released the names of those students

who will be graduated in -----(Month)

(Name of student)

---------- of ------ of

(Son or daughter)

(Parents)

is a candidate for graduation in the program of -(A-d- dr- es~ s) -

(Name of course)

_ _ _ _ _ _ _ _ _ _, a graduate of (Student's name)

(High school)

served on -------- while pursuing her (A cti vities)

studies at -------(A rea School)

Upon graduation, she plans to accept employment as

_

(Position)

at -(-Em-p-lo-ye-r's-n-am-e-) -

- 449 -

SAMPLE RELEASE FOR LOCAL PA.PER .; ON ACCEPTED APP LICANT

NAME ADDRESS PHONE NUMBER ORGANIZATION TITLE (Not Heading) RELEASE DA TE

(DATE OF WRITING)

- -(N-aI-Tle-o-f -st-ud-en-t)- - -of (HoITletown)

has enrolled in the

- -(N-aI-Tl-e -of -th-e -co-u-rse-) - - at the (NaITle of school)

Vocational-

Technical School.

This

ITlonth course provides specialized classrooITls and

(No. )

laboratory training which will enable hiITl to enter this occupational

field upon graduation.

- -(N-aIT-le-o-f s-tu-de-nt-) - - is the (Relation) of -(P-a-re-nt-s'-na-IT-le-s)-

(Addres s)

He is a

(Date)

graduate of

_

(High School)

- 450 -

SAMP LE RELEASE FOR OPEN HOUSE

.;,..

NAME ADDRESS PHONE NUMBER TITLE RELEASE DATE

(DATE OF WRITING)

----------:--- The (Name of school)

will hold Open House for teacher from

__________ on

.....,..' according to school Director

(Their school)

(Day of week)

(Name)

Faculty members of the area school will conduct a tour of the school for the teachers. They will be shown the classes, the laboratories, the shops, and will be given demonstrations of such modern equipment as business computers, an optical comparator, duplicating equipment, and an electric control and distribution panel. Each instructor will explain to the teachers requirements for his course, job opportunities available to graduates of his course, and salaries being offered these students. He will explain to the teachers the relationship of their subjects to the course he teaches.
The purpose of the tour is to acquaint the teacher with opportunities available to students in the area vocational-technical school. Vocational education specialists in Georgia regard high school teachers as a necessary part of a successful vocational education program. By providing interesting and accurate information to the students, the teacher can assist him in making wise post-high school decisions.
The staff at ----------- hopes that this Open House and others
(Name of school)
MORE

- 451 -

li~e it will serve to clear up misconceptions the public has about vocational education. Changing economic structures in our country .... have placed vocational-technical educationsquarely and necessarily within the educational framework. Vocational education is no longer the "country cousin" of education, but a very worthwhile and a very necessary institution.
- 452 -

.;,..
Appendix D SCRIPT AND MATERIALS FOR USE OF COUNSELOR IN INTERPRETATION
OF GATB SCORES
These procedures are based upon ideas developed by the following persons:
Dr. Jonell Folds, formerly Director, Counseling Center, Augusta College, Augusta, Georgia Dr. George Gazda, Associate Pr<;>fessor of Education, College of Education, University of Georgia, Athens, Georgia Mr. Barnard Holt, Coordinator of Student Personnel Services, Marietta Area Vocational- Technical School, Marietta, Georgia Mr. James Spradlin, Coordinator of Student Personnel Services, South Georgia Technical- Vocational School, Americus, Georgia
- 453 -

THE G. A. T. B. (GENERAL APTITUDE TEST BATTERY)

...

Your General Aptitude Test Battery (G.A. T. B.), when properly interpreted, can help you make wise Career choices. The G. A. T. B. is not meant to make your decision for you, Qut this interpretation is designed to provide you with the basic information obtained from the G. A. T. B. and to offer suggestions which should prove helpful in making your educational and vocational plans.
When you applied for admission to the area vocational-technical school, the G. A. T. B. was administered for the primary purpose of determining the probability of your success in the particular course of study you chose. However, this test can also help you understand your own abilities and the requirements for succe ss in the several occupational fields in which you may secure train~ng.
The G. A. T. B. is really a group of tests which measure your ability to perform nine kinds of tasks. The tests present situations similar to those encountered in many occupations and call for the skills that such work would require.

UNDERSTANDING YOUR SCORES

Before we talk about your scores, I would like for you to recall what the test items were like. Perhaps you would like to look at a few sample questions. (Hand out mimeographed sample items.) (Explain how scores are derived from individual tests. )
Do you recall what the test was like? How did you feel about the test when you took it? If there is any reason (such as becoming ill during the test) that makes you question the validity--that is, the accuracy-of the score you obtained, you should discuss this with your counselor.
What is the difference between aptitude and ability? (Encourage the student to express himself on these questions.) (Define aptitude patterns.) Could a person with a low aptitude pattern for electronic s make higher grades than a person with high aptitude pattern for electronics? Could a person with a very low aptitude pattern (define)

- 454 -

.....
for a course offered at this school learn enough to be employed in the area? Some students achieve lower than their measured aptitude indicates they can achieve. Some students make better grades than their ability tests indicate they might make. This does point up the fact that grades do not necessarily measure ability accurately.
Now, let's look at a test interpretation form. (Pass out forms.) A separate scale is used for each of the nine aptitudes measured by the G.A. T. B. You will notice that the lines are divided into five main parts, and 19 bands.
The middle part is longer than the other divisions since this range represents the scores of about two-thirds of those who have taken the test. Most people score near the middle (average) on each measure. However, your aptitude may not be the same for each of these measures - -for example, you may have more verbal ability than you have ability to see details in clerical work (Clerical Perception). (Pas s out list of definitions).
The definitions which you have been given describe the nine aptitudes measured by the G. A. T. B:
G. General Learning Ability. The ability to "catch on" or understand instructions and underlying principles; the a1:>ility to reason and make judgements. Closely related to doing well in school.
V. Verbal Aptitude. The ability to understand the meaning of words and to use them effectively. The ability to comprehend language, to understand relationships between words and to understand meanings of whole sentences and paragraphs.
N. Numerical Aptitude. The ability to perform arithmetic operations quickly and accurately.
S. Spatial Aptitude. The ability to think visually of geometric forms and to comprehend the two-dimensional representation of threedimensional objects. The ability to recognize the relationships resulting from the movement of objects in space.
P. Form Perception. The ability to perceive pertinent detail in objects or in pictorial or graphic material. Ability to make
- 455 -

.:..
visual comparisons and discriminations and see slight differences in shapes and shadings of figures or widths and lengths of lines.
Q. Clerical Perception. The ability to rapidly and accurately coordinate eyes, hands, and fingers in making precise movements with speed. Ability to make movements accurately and swiftly.
F. Finger Dexterity. The ability to move the fingers and to rapidly and accurately manipulate small objects with the fingers.
M. Manual Dexterity. The ability to move the hands easily and skillfully. Ability to work with the hands in placing and .turning motions.
Before we tell you how you did on the test, we would like for you to estimate your abilities yourself.
First, look at the test interpretation form and find the first scale (General Learning Ability). Read the definition of General Learning Ability on the sheet of definitions.
Second, think about your ability to perform this task. (To learn new material. )
Third, decide how you compare with other adults on this measure.
Fourth, take the Test Interpretation Form and estimate how well you think you compare with others by making an IIX" on one of the 19 bands on the line for general learning ability at the place you think you scored. For instance, if you feel you learn as easily as most people place your x somewhere on the middle part of the line; if it seems more difficult for you to learn than most people, place your x toward the left of the line. If you learn easier than most people, place your x toward the right of the line.
Finally, repeat steps 1 through 4 for each of the other eight measures on page 4. (Wait until all have finished. )
Now, I will give you a Test Interpretation Form with your name on it and with your scores indicated. These are the scores that you actually made on the test. We have marked the range (of three bands) of your score for each test--the scores are reported in this way to indicate our
- 456 -

limit of confidence in them. If, for example, you took this test ten times, you might make ten different scores. We can say with considerable certainty, however, that your score would always fall within the range which is shown.
Now, compare your estimated scores with your reported scores. This will be easy if you will place your estimated x from your Test Interpretation Form on the sheet which contains the range in which your scores actually fell.
If your estimated x does not fall on your obtained range, you may want to read the difinition again and try to determine the reason for the difference. If the difference is great, you may want to talk this over with a counselor. (Pass out admission requirements sheets. )
You are now looking at the admission requirements for this school and for other schools in the state. The first page contains the lowest sc ores on three or more tests which must be obtained to qualify for admission into the courses offered at this vocational-technical school. The second page contains the scores required at other vocationaltechnical schools.
Follow the directions at the top of the page of admissions requirements to find out for which courses you are qualified to enroll.
(Circulate among group and assist them. )
In the event that you are not interested in any of the curriculum areas for which you are qualified you will want to talk with me further individually. If your BCOre is one band below that required for the courses in which you are most interested, there is a chance that you may be admitted after talking with the counselor. An occupation may require many skills, but some have been identified as especially important for each of the training programs offered.
Since the bands reported for each occupational group represent minimal sc ores for that occupation, it may be wise to consider those areas which indicate the highest probability of success.
If the information presented in this interpretation is not clear, or if you need additional information in making your decision, a counselor is available to discuss the test with you. Simply contact the office
- 457 -

of the counselor at the particular vocational-technical school you wish to attend, and make an appointment. For those of you who wish to speak to a counselor after this session, I will be available. Before I answer your questions and before I find out who wants to see me individually, I would like to get you to let me know what you think about these test interpretation procedures by completing an evaluation form. (Pass out forms. ) (End session with a question-and-answer period. Then make individual appointments. )
- 458 -

Name

TEST INTERPRETATION FORM

_

Date -----------

General learning ability
Verbal ability
Numerical ability
Spatial ability
Form perception
Clerical perception
Motor coordination
Finger dexterity
Manual dexterity

Much more difficult
1 I2 1 I2
1 I2
1 I2 1 I2 1 I2
1 I2 1 I2
1 I2

Somewhat more

difficult

I learn as easily as most

Somewhat easier

3 I 4 I 5 6 I 7 I 8 I 9 110 I 11 I 12 113114 15 I 16 I 17

3 I4 I 5

I understand and use words
as easily as most
6 1 7 I 8 I 9 110 I 11 I 12 113114 15 1 16 I 17

3 14 I 5

I understand and perform
math as easily as most
6 I 7 I 8 I 9 110 I 11 I 12 113114 15 I 16 I 17

3 I4 1 5

I perceive form and shape
as easily as most
6 17 I 8 I 9 110 I 11 I 12 113 114 15 I 16 I 17

3 14 1 5

I see errors in writing and
tables as easily as most
6 I 7 18 I 9 110 I 11 I 12 113114 15 1 16 I 17

3 I4 I 5

I see errors in writing and
tables as easily as most
6 17 18 I 9 110 III 112 113114 15 I 16 117

3 I4 1 5

I can perform eye-hand
movement as easily as most
6 I 7 I 8 I 9 110 I 11 112 113 114 15 I 16 117

3 I4 I 5

I can handle small objects
as easily as most
6 17 18 I 9 110 I 11 112 113114 15 I 16 117

3 I4

I5

I perform placing and turning motions with my hands as easily as most
6 I 7 18 I 9 110 III 112 113 114 15 I 16 117

Much more easily
18 I 19 18 I 19 18 I 19 18 1 19 18 I 19 18 I 19
18 I 19 18 I 19
18 r 19

- 459 -

REQUIREMENTS FOR ADMISSION

.--

Use the information in this chart to compare your performance with the performance of successful workers in the various occupational areas. Put one check (x) on the left of the list by. all of the occupations for which all of your highest test band scores are as high or higher than those required for admission into th~. course of study.

After marking those for which you qualify, select the ones of those which you feel would interest you as a possible career choice. Put a second check (x) by them.

The following courses are offered at Marietta Cobb Vocational-Technical School.
~heck For each area, place your here highest test band score here

..st.:l:.Il
s::

J.4
reS

s::

Q)
........ ~

...-l
reS

s:: s:: 0

0

0

.... ....t. .t ...-l
t' ........ ~ ::s ::s ::s ..s..:.: ::s Q)
0 ><P- ~S~ P- S s:: ~.... <..... ~ s:: s:: >< Q)

....
:;l .0

Q) ...-l"t:l
reS .0 ....
J.4 .....
Q)

U
.... J.4 Q)

Q) "t:l
....
',c

Q) ...-l"t:l
reS
reS

...-l ....

reS

o e.

.r~e

Se.
Q)

J.4"t:l

J.4 U

J.4

oJ.4 J.4 Q)
~11l

Q) J.4 ...-l Q)
Ul1l

..o.. ~

0
U0

J.4 J.4 Q) Q)
bO ....
~ .... Q) ~O

...-l ....
reS J.4
Q)
reS Q)
~O

Scores obtained by successful workers in:

Air Conditioning & Heating Automobile Mechanics Clerk- Typist Cosmotology Data Processing Technology Drafting & Design Technology Electrical Tec hnology Electronic Technology Junior Accounting Machine Shop Mechanical Technology Medical Office Assistanct Office Machine Repair Practical Nursing Radio & TV Repair Secretarial Science Welding

- 460 -

REQUIREMENTS FOR ADMISSION TO COURSES OFFERED AT OTHER AREA VOCATIONAL- TECHNICAL SCHOOLS IN GEORGIA
.;....

Check here
Scores obtained by successful workers in:
Aviation Mechanics Automobile Body Repair Babering Brick Tile. & Stone Masonrv Carpentry & Cabinetmaking Chemical Technology Civil Technology Commercial Art Dental Assistant Dental Technician Diesel Mechanics Electronical App, Servicing Electronical Construction & Main, Electronical Drafting Fabric Maintenance Housewiring IBM Punch Card Accounting Industrial Electricity Industrial Sewing Instrumentation Technology Mechanical Drafing Medical Laboratory As sistant Offset Printing Photography Printing Research Laboratory Assistant Shoe Repair Small Gasoline Engine Repair Textile Upholstery
Watch Reoair
- 461 -

....os...:..:,
oj
..s..:.:
..o1..,-1'"010-1 o0
:::Eu

.... EVALUATION OF TEST INTERPRETATION

Name -------------

Address- - - - - - - - - - - - - - - - - - -

Education Complet ed

_

School Attended ---------------

Applying for: Day School

_

Night School

_

- - - - - - - - - - - - Course of Study: First Choice

Second Choice ----------

Date

_

Check ( ) the appropriate responses and feel free to comment.

1. Had you ever taken any other standardized tests--any except the

GATB?

Yes

No

2. Have you ever had your test scores interpreted before? Yes No

3. Did you feel the interpretations were: _____a. Clear and easy to understand

- - - - -b. Not very clear - - - - -c. Too difficult to even attempt to understand - - - - -d. Unfair and unclear

- 462 -

.:;...
4. What effect does learning these test scores have on your educational and vocational plans:
- - - - -(1) No effect whatever.
____(2) The test data supports my plans; thus I feel more self-confident.
_____(3) The test data makes me question the wisdom of my choice.
____(4) Because of the test date I will change my plans.
_____(5) Uncertain--I'm not sure how it will affect my plans until I talk with the counselor.
5. Turn to the back of this sheet and write a few sentences concerning how you feel about these interpretations and/ or suggestions for improvement.
- 463 -

I
j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j j

.>-
Appendix E SAMPLE FORM LETTERS
FOR ADMISSIONS PROGRAMS
- 465 -

TWO SAMPLES OF

.--

INITIAL CONTACT LETTER

1

Thank you for your reque$t for information abQut our school. Enclosed you will filld an application blank, a page of general information, alld a leaflet which we believe will give you the informati,on you request~d.

To insure prompt admittance to our .. chool, please complete the following:

1. Main an application form to: 2. Request that your high sClhoo:l -m-a-il-:tr-a:n:s-cr-i-p-t -o:f -y-o~u-r -g-ra-d-e:s---
to the above address. Or, if you have a high school equivalency certificate,

As soon as your application and transcript have been received, you will be notified of the time and place of the entrance test,

Registration for our next session will be held

. Our

registration date for Mecha.p.ical, Electr~cal or Electronic Technology

is

. In certain courses it would be possible to enter at

an earlier date. This would require a personal interview with the

instructor to show evidence of previous study or of ability and

experience. You are invited to come for an interview at any time

during school hours, Monday through Friday, 8:30 a. m. to 3:30 p. m.

11

Thank you for requesting information about this school. We are happy that you are considering additional training to improve your ability to gain and hold useful employment. It is now essential that an individual acquire basic skills and technical knowhow if he or she is to successfully compete with others for jobs that offer security and opportunities ;011 promotions.

The information you requested is enclosed. I would suggest that you read it carefully, then complete and mail the application form to us at your earliest convenience. Also, please request your high school to mail us a transcript of your grades. Or, if you have a high school equivalency certificate,

- 466 -

Upon receiving your application, we will inform you of the schedufed dates for completing requirements for admission to the school
If I can be of further assistance to you in this matter, please call on me.

THREE SAMPLES OF LETTER ACKNOWLEDGING RECEIPT OF APPLICATIONS

I
According to our records, you have submitted an application for admis sion to enter South Georgia Technical and Vocational School in

The State Department of Education now requires our school officials to give aptitude tests to all prospective students. Final acceptance to the school will be official when the applicant completes ~hese tests.

We have scheduled

as the day for

prospective students to appear at the school for the purpose of the

above testing. You must arrive by 8:00 a. m. on

to begin

your test on time. If you arrive late, it will be impossible to give you

the test on the scheduled day.

If this is a conflicting date, you may take the test on

_

------ with another group. If you decide to follow this plan, you
should notify us by card.

You will be given the U. S. Department of Labor G. A. T. B. test. It will not be necessary for yOll to take the test on the above date, if an official of the Employment Service has given you the test. However, it will be your responsibility to have the Employment Service official send the results of your test to the Employment Office, Americus, Georgia.

Before entrance into school, a copy of your high school transc ript must be sent to the school. If this has already been done, you may disregard this information.

Looking forward to your visit on the above date,

- 467 -

II

.;..

Thank you for your application for admission in our school. The

aptitude test for the course you are applying for will be held at the

Albany Area Vocational- Technical School in

on

_

Enclosed is a postal card for you to please indicate whether you can be present on the appointed test date. Your prompt reply will aid us in reserving the date for you or giving it to another who would like to be tested on that day.

III

We have just received your application and are happy that you have decided to gain additional training through the program of studies offered here.

A pre-entrance test is required for admission to the school. This test is useful in counseling with you and assisting you in determining the nature of any possible difficulties you may encounter in your training. This test will be given here at Upson County Area Vocational-Technical School. The date and hour of the test is listed below.

It is important that you be here to take this test in order that the processing of your admission to the school can be accomplished as soon as possible. If, for any reason, you cannot be here on this date, please notify me so that I may inform you of the next schedule testing date.

We are looking forward to having you with us.

Date of test

_

- time ---------

LETTER TO DELINQUENT APPLICANT

In looking through your folder, it was learned that the items checked below are need to complete your admissions processing:
1. () Completed Application

- 468 -

2. () High School Transcript 3. () Entrance Tests 4. ( ) Interview 5. ( ) Medical Report 6. ( ) Recent pocket- sized photo

Items 1, 2, 3, and 4 must be completed and found to be satisfactory before an official letter of acceptance to this srhool can be mailed to you. (An exception may be permitted regarding item 4 if good reason is given as to why you cannot comply with this requirement. )

Items 5 and 6 may be omitted until a letter of acceptance is received by you, but these items must be i,n. this office and the medical report found to be satisfactory before you, actually enroll in this school.

If items 3 or 4 has been checked, please note the date and hour listed below that is scheduled for you. If this conflicts with your school or work schedule, please contact me so that a suitable day may be arranged.

We are aware that our applicants are anxious to get the requirements for admission completed and receive notification of acceptance as soon as possible. Therefore, this letter is being mailed to you with the hope that it may be of help to you in this regard.

If I can be of assistance to you in completing your entrance requirements, please call on me.

- - - - - - - - - Interview date

Hour ----

Entrance test date- - - - - - - Hour - - - -

TWO SAMPLES OF FOLLOW - UP LETTER TO THOSE WHO DID NOT REPOR T FOR ENTRANCE TEST

I
In checking the roster of those persons scheduled to take the entrance tests, I was sorry to note that you were not here. Since it is possible that something may have happened that prevented your being here at

- 469 -

.;.
the scheduled time, I am reserving the date listed below in order that you may meet this admission requirement without further delay.

If you plan to be here on the new date scheduled for you, please notify me within ten (10)days from the date of this letter so that I may keep your name on the roster. A stamped, preaddressed enve1ppe is enclosed for your convenience.

If you cannot be here or have changed your mind about attending this school, please use the envelope to inform us of your intentions.

If I can be of help to you In any way in this matter, please ca'n on me.

Date of test ----time -----
II

TO:

All Applicants Applying for Admission to the South Georgia

Technical and Vocational School for September, 1966

FROM: Harold E. Moore, Dean of Students

According to our records, you have completed the first step toward admission to South Georgia Technical and Vocational School. This, of course, is filing an application for admission. Since filing your application, we have notified you about taking the school admission test on a specified date at our school. Our records show that you failed to appear for your admission test. Due to the tremendous number of people now wanting to get in school, will you please be kind enough to check the proper block below and return this letter in the enclosed pre-addressed envelope as soon as possible. Thank you for your co-operation.

D

I still wish to be considered for acceptance at South Georgia Technical and Vocational School. Please schedule me for another test.

D

I have taken the G. A. T. B. admis sion test in another area. I realize that it is my responsibility to have my scores mailed to the school.

~ 470 -

o o
o

I have changed plans and do not wish to be considered fo"r acceptance at South GeorgiaTechnical and Vocational School.

I have changed plans and will attend technical school.

vocatiollal..,

I have cha,nged plans and do not wish to be considered for acceptance because of other reasons than those covered above. These reasons are:

FOUR SAMPLES OF FINAL LETTER REGARDING ACCEPTANCE

I

Your application for admission to the area vocational-technical school has been received and processed.

- - - - - - - You have been accepted for study in the

course which

begins ------

Please bring this letter with you when you report for registration. Also, please bring the following fees for the first quarter:

Equipment Deposit Registration Supply Fee (1st quarter)

$10.00 5.00
15.00

TOTAL

$30.00

- 471 -

Pleas"e make all checks payable to: Area Vocational- Technic'al School. .;

We are looking forward to having you with us for the coming year.

II

We are happy to inform you that you have been accepted to Upson County Area Vocational-Technical School. According to our records, you wish to enter this school at the beginning of the quarter listed below.

It is our sincere desire that your educational experiences here will be enjoyable and rewarding. We urge you to enter with the determination to apply yourself to the best of your ability and to be in attendance every day possible.

If we can be of service to you in any way possible before your entrance into this school, please call on us.

- - - - - - - - - - Trimester

Registration Date

_

Time -------------

III

We are pleased to advise that your have successfully met the require-

ments for your course as shown by the General Aptitude Test Battery.

We are looking forward to having you join our

class on

In order to complete your registration, you will need to complete the following:
I.
2. 3.
Keep this letter as your official letter of acceptance. Youwill receive further notice from us concerning your registration instructions and dates.

- 472 -

- We would appreciate a post card advising us if you change your plans;' and will not be able .to attend our schooL This will enable us to give your place to others on our waiting list. If you wish to contact us for other information regardiIlg your acceptance, please feel free to call upon us.

We will be looking forward to having you with us this year.

IV

This is your official acceptance letter for admission to the Valdosta Area Vocational- Technical SchooL Please keep this letter in a safe place, since you may wish to refer to it from time to time between now and your registration date.

You have successfully completed the requirements for and are eligible to enter the course of study,

Current occupational trends indicate that more young men and women in our country need to prepare themselves for careers in the field that you have chosen.

This will be our last correspondence with you until about

_

At that time, we will mail you information regarding registration and

the beginning of the scltool year. If, for some reason your plans

change and you are unable to attend our school, please notify us. It is

necessary for our planning that we have that information.

If you wish to contact us for any information regarding your acceptance or our course of study, or to tell us of another person who would be interested in this school l please do so.
Hope you will continue to have a good year; we will be looking forward to having you with us.

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.;
THREE SAMPLES OF FINAL LETTER REGARDING REGISTRATION

I

Registration for our new quarter will be held

. Please

report to the Albany Area Vocational-Technical School between the

hours of 9:00 a. m. and 4:00 p. m.when registering for day classes or

6:30 p. m. to 10:00 p. m. when registering for night classes.

Our staff and students will be looking forward to working with you.

II

We are happy to inform you that you have been accepted for admission

to the North Georgia Technical and Vocational School in the class for

_ _ _ _ _ _ _ _- beginning

. You are expected to

report for registration and entrance into class on this date. Registra~

tion hours are from 8: 30 a. m. to 3:00 p. m. on the above data.

If you accept our offer of admission, you must notify us to that effect within two weeks after the date of notice.

The enclosure should give you .all the information need concerning your entrance. Should you have questions, do not hesitate to let us know.

It will be a pleasure to have you with us. Please remember to send in the results of your tuberculin skin test before entering school.

III

We are pleased to advise that you have succe ssfully met the require-

ments for your course as shown by the General Aptitude Test Battery.

We are looking forward to having you join our

class on

In order to complete your registration, you will need to complete the following:
l.
2.

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3. Keep this letter as your official letter of -acceptance. You will receive further notice from us concerning your registration instructions and dates. We would appreciate a post card advising us if you change your plans and will not be able to attend our school. This will enable us to give your place to others on Qur waiting list. If you wish to contact us for other information regarding your acceptance, please feel free to call upon us. We will be looking forward to having you with us this year.
,
- 475 -

Appendix F PROCESSING ROUTING SLIP
- 477 -

Name

Date'>-

Curriculum --------------------------------

Dorm

Room ~-------

- - - - - - - - - - - Entered School
Entered Dorm
Withdrew School -----------
Withdrew Dorm -----------

Incoming Clearances

Outgoing Clearances

------------- ----------- 1. Instructor --------- 1. Dorm Advisor
2. Dorm Advisor ------- 2. Instructor

Etc.

Etc.

Notes:

Above form used at South Georgia Technical & Vocational School. Separate form used incoming and outgoing. Final step is business office incoming. Remarks section should be included. Tool deposit may insure that students formally check out.

A. Student should have daily schedule sheet.

B. School may desire to have registration several days before classes begin.

C. One person only should collect fees.

D. One person only should operate cash registers for book sales, etc.

E. Second trimester can be handled in same way or may be only a matter of paying fees.

F. Provisions should be made for late registration according to same standards.

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~egistration Procequres. (To. students) .1. Registration Procedure Sheet Z. Registration Card (Processing routing sheet) 3. Information Card 4. Class sch.edule 5. Orientation program schedule 6. Locator Card (1. D. Card if necessary)
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Appendix G INSTRUCTORS' UNIT ON CAREER DEVELOPMENT
FOR AREA VOCATIONAL-TECHNICAL SCHOOL STUDENTS
This unit was prepared by Dr. WilliaIl1 Hitchcock, ChairIl1an, Counselor Education PrograIl1, Georgia Southern College, Statesboro, Georgia.
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INTR ODUC TION
.>-
The average man on the street is aware of what is happening in the world of work today. Professional people like you who are concerned with the welfare of youth and adults in the work world are more intelligently and specifically informed as to the present happenings, plus the influences these events will have on their future job satisfaction and stability.
Conservative estimates are available which indicate that the worker in the labor market will have five or six jobs during his working life. Career maturity, then, does not terminate with the acceptance of initial employment on the part of the individual worker.
It may be important for us to look briefly at some of the theories of occupational choice in order to give a more adequate perspective in tq.is problem of career development. A number of the major theories follow:
Ginzberg ' s theory contains four elements. (1) Occupational choice is a developmental process which typically takes place over a period of ten years. (2) The process is irreversible: experience cannot be undone, for it results in investments of time, of money, and of ego. (3) The process of occupational choice ends in a compromise between interests, capacities, values, and opportunities. (4). Ginzberg ' s final theoretical formulation is that there are three periods of occupational choice: the period of fantasy choice, the period of tentative choice (age 11-17), end the period of realistic choice (Peters and Hansen, 1966, Pl'. 95-101).
Super l s theory of occupational choice can be stated in ten propositions (Peters and Hansen, 1966, Pl'. 107-108):
1. People differ in their abilities, interests, and personalities.
2. They are qualified, by virtue of these characteristics, each for a number of occupations.
3. Each of these occupations requires a characteristic pattern of
abilities, interests, and personality traits, with tolerances wide enough, however, to allow both some variety of occupations for each individual and some variety of individuals in each occupation.
- 482 -

4. Vocational preferences and competencies, the situation in .; which people live and work and have their self concepts, change with time and experience, making choice and adjustment a continuous process.

5. This process may be summed up in a series of life stages

characterized as those of growth, exploration, establishment,

maintenance,

and decline, and these stages may in turn

be subdivided into (a) the fantasy, tentative, and realistic

phases of the exploratory stage, and (b) the trial and stable

phases of the establishment stage.

6. The nature of the career pattern is determined by the individualI s parental socioeconomic level, mental ability, and personality characteristic s, and by the opportunities to which he is exposed.

7 . Development through the life stages can be guided, partly by facilitating the process of maturation of abilities and interests and partly by aiding in reality testing and in the development of the self c onc ept.

8. The process of vocational development is essentially that of developing and implementing a self concept: it is a compromise process in which the self concept is a product of the interaction of inherited aptitudes, mental and endocrine make-up, opportunity to play various roles, and evaluation of the extent to which the results of role playing meet with the approval of superiors and fellows.

9. The process of compromise between individual and social factors, between self concept and reality, is one of role playing, whether the role is played in fantasy, in the counseling interview, or in real life activities such as school classes, clubs, part-time work, and entry jobs.

10. Work satisfactions and life satisfactions depend upon the extent to which the individual finds outlets for his abilitie s, interests, personality traits, and values; they depend upon his establishment in a type of work, a work situation, and a way of life in which he can play the kind of role which his growth and exploratory experiences have led him to consider congenial and appropriate.

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Roe takes a different perspective and suggests some hypotheses about .>the relationships between early experience and some factors which affect the ultimate vocational selection of the individual. These hypotheses are (Peters and Hansen, 1966, pp. 111-113):
1. The hereditary bases for intelligence, special abilities, interests, attitudes and other personality variables seem usually to be nonspecific.
2. The pattern of development of special abilities is primarily determined by the directions in which psychic energy comes to be expended involuntary.
3. These directions are determined in the first place by the patterning of early satisfactions and frustrations.
4. The eventual pattern of psychic energie s, in terms of attention directedness, is the major determinant of the field or fields to which the person will apply himself.
5. The intensity of these (primarily) unconscious needs, as well as their organization, is the major determinant of the degree of motivation as expressed in accomplishment.
6. Needs satisfied routinely as they appear do not develop into unconscious motivators.
7. Needs for which even minimum satisfaction is rarely achieved will, if higher order, become in effect expunged, or will, if lower order, prevent the appearance of higher order needs, and will become dominant and restricting motivators.
8. Needs, the satisfaction of which is delayed but eventually accomplished, will become unconscious motivators, depending largely upon the degree of satisfaction felt. This will depend, among other things, upon the strength of the basic need in the given individual, the length of time elapsing between arousal and satisfaction and the values ascribed to the satisfaction of this need in the immediate environment.
Tiedeman's theory (Peters and Hansen, 1966, pp. 120-125) of vocational choice is viewed from the standpoint of the decisions a person makes
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_as he m.atures. He thinks of these decisions a s occurring in two definite periods - -the period of anticipation and the period of implementation and adjustment.
In the period of anticipation, four stages are evident. During exploration, the first stage, activities are somewhat random and probably very acquisitive. As patterns begin to emerge in the form of alternatives and their consequences, the second stage, crystallization, emerges. As crystallizations stabilize, choice or decision becomes imminent, the third stage. The fourth stage, specification, occurs when the person has the opportunity to reflect on, elaborate, and perfect the choice that was made.
In the period of implementation and adjustment, three stages are evident. As experience begins, induction, the first stage, occurs. The individual field organized by the personls goal comes into operating interaction with society's related but not identical goal and field. The second stage, transition, emerges when the person ascertains that he is accepted; he "arrives,11 so to speak. As the need for assertiveness subsides, the third stage, maintenance, ensues. Here, status quo reigns as possible. The individual is satisfied, at least temporarily.
Even though there are many additional theorie s of occupational choice having relevance to the topic under consideration, I will mention only one more today. Hoppocks (1957, pp. 74-75) theory relates specifically to the needs of the individual. He presents ten propositions. They are:
1. Occupations are chosen to meet needs.
2. The occupation that we choose is the one we believe will best meet the needs that most concern us.
3. Needs may be intellectually perceived, or they may be only vaguely felt as attractions which draw us in certain directions. In either case, they may influence choices.
4. Occupational choice begins when we first become aware that an occupation can help to meet our needs.
5. Occupational choice improves as we become better able to anticipate how well a prospective occupation will meet our
- 485 -

needs. Our capacity thus to anticipate depends upon our .... knowledge of ourselves, our knowledge of occupations, and our ability to think clearly.
6. Information about ourselves affects occupational choice by helping us to recognize what we want, and by helping us to anticipate whether or not we will be successful in collecting what the contemplated occupation offers to us.
7. Information about occupations affects occupational choice by helping us to discover the occupations that may meet our needs, and by helping us to anticipate how well satisfied we may hope to be in one occupation as compared with another.
8. Job satisfaction depends upon the extent to which the job that we hold meets the needs that we feel it should meet. The degree of satisfaction is determined by the ratio between what we have and what we want.
9. Satisfaction can result from a job which meets our needs today, or from a job which promises to meet them in the future.
10. Occupational choice is always subject to change when we believe that a change will better meet our needs.
A thorough understanding of the se theories should better equip the personnel specialist to assess the thinking an individual has giv~n to his occupational future. It is also felt that these understandings will help the vocational-technical school counselors to help the enrollee, who has made a seemingly final vocational choice, to determine the practicability of his choice.
Another eventuality points up the need for and reasons for an organized career development program in the world of work today. By the late 1960' s and late 1970' s there will be three million young workers entering the labor market annually. One of the faste st growing occupational groups will be in the technical field. An increase of great proportions is experted in the clerical field, among sales workers, and in the skilled craftmen's group. A slight inc rease is expected in the semi- skilled occupational group. No increases are projected in the un- skilled and farm laboring groups.
- 486 -

Gf particular intere st to us today is the m.obility of workers in the work force. The Secretary of Labor estim.ates that thirty days from. today a m.illion and a half workers will be working for a different em.ployer and that 400, 000 workers will be working in different geographical areas from. the ones they are working in presently.
It is thought that autom.ation and/ or technological change is prim.arily responsible for these changes in the work force opportunities and in the m.obility of the em.ploym.ent force. It is felt, however, that autom.ation and/ or technological change is a prim.e generator of progre ss and change in our society. With these developm.ents it is quite evident that career counseling in public and vocational-technical schools is becom.ing m.ore and m.ore im.portant as we m.ove in the latter half of this century.
What are som.e of the m.aj or problem.s that m.ay re sult from. autom.ation which will affect you directly or indirectly?
1. Maintenance of full em.ploym.ent;
2. Training and re-training;
3. Motivational pr 0 blem.s;
4. Placem.ent and the research necessary for placem.ent;
5. Developm.ent of new training program.s;
6. Social and em.otional problem.s;
7. Inform.ation and corn.rn.unications problem..
OUTLINE OF UNIT IN CAREER UNDERSTANDING AND DEVELOPMENT
In conducting a unit for the purpose of helping the student to better understand the occupation he is about to enter a num.ber of item.s should be considered. The following outline is suggested but m.ay be rearranged or adapted to fit the needs of those to be served:
1. What is the history or developm.ent of the occupation? How did it start?
- 487 -

2. Is the job im.portant to society? How does it serve society? .;
3. What is the nature of the work? 4. Num.ber em.ployed in the field. Outlook for th~ future. Present
supply and dem.and generally and geographically. 5. What qualities are needed--general and specific to enter and
succeed in the job? 6. What preparation is required to initially enter and progress in
the field? (cost--apprentice training, etc.) 7. What other occupations are closely related to this occupation?
What additional training would be needed to enter these if the situation so warranted it? 8. How does one enter the field? (License, certificate, etc.)
9. What are the advancem.ent possibilities?
10. What are the rem.unerati ons? 11. What are the m.ajor conditions of work in this job? 12. Where are the job opportunities? 13. What organizations are associated with the field of work in
which one is required to affiliate? (Unions, etc.) Are there organizations associated with the field in which it would be desirable for one to affiliate? 14. What are the placem.ent services offered in the vocationaltechnical school? An exam.ple of such a unit follows:
- 488 -

DEVELOPMENT OF UNIT ON ELECTRONICS TECHNICIAN D. O. T. 5-83, 444
Description of Title
The following definition has been adapted froITl the Dictionary of Occupational Titles: The electronics technician tests, repairs and adjusts electronics equipITlent, assists in electronics research, wires circuits froITl scheITlatic (outline) diagraITls, sets up testing equipITlent and constructs new electronics ITlachines froITl blue prints and wiring diagraITls.
Introduction
Electronic s was originally defined as that branch of science and technology which relates to the conduction of electricity in gase s or in a vaCUUITl. However, today electronics is no longer liITlited to the physics of the electron tube, but includes the physics of devices which contain no tubes yet achieve siITlilar results. One device that is replacing vaCUUITl tubes is called a transistor; another is the crystal diode. The study of such devices is included in the field of solid state physics.
The fast-growing field of electronics provides a broad area of eITlployITlent opportunities, involving a nUITlber of specific jobs that are not ye.t defined sufficiently to indicate job titles and code nUITlbers.
For an idea of a wide variety of opportunities for trained personnel, check the following list which shows only a part of the whole picture. There are ITlany ITlore pos sibilities.
COITlITlercial Electronic s
Installation, sales and service of electronic business ITlachines, dictation equipITlent, inter-coITlITlunication and public address systeITls and ITlaintenance technician.
Industrial Electronics
Electronic s welders and tiITlers, jobs in production and ITlaintenance, installation and ITlaintenance and field service technical representative.
- 489 -

Automation Electronic s
.>-
Computer technician, automation systems designer, installation and maintenance of automation systems.
Communications
Telephone, telegraph, two-way radio maintenance technician, teletype system technician, installation and service, radio operator and dispatcher, microwave system maintenance operator.
Nuclear Instrumentation
Atomic electronics laboratory technician, maintenance and service of electronics instruments used in atomic research.
Electronic s Instrumentation
Manufacture, installation, maintenance and adjustment of metering and measuring equipment, mechanical-to-electrical transducers, oscilloscopes, oscillographs, feedback amplifiers, field service for users of such devices and instruments.
Television and Radio Technician
TV cameraman, radio transmitter operator, technical director, remote control technician, installation, maintenance and operator technician are are just a few.
Research and Development
Designing, testing, maintenance and operation of electronics equipment.
Miscellaneous
Medical electronics technician, inspector, production foreman, electronics instructor, technical writer, and draftsman.
Self Employment
In addition to the above suggested list of opportunities, electronics technicians can go into business for themselves. An individual,
- 490 -

for example, might operate a TV and radio store, a service and repail' shop, or a recording studio.
It is obvious that the field for electronic s technicians is broad, offers many opportunities and requires different levels of training and experience. This monograph is devoted chiefly to those electronics technician occupations which require a background of electronic s theory, science and mathematics for jobs beyond the operation, maintenance and repair levels.
Job Requirements
There appears to be no established mlnlmum or maximum age required, although it is usually difficult for persons under 18 years of age or over 55 years of age to find employment.
Sex
Many electronics jobs are open to women as well as men. Women who qualify as specialists in electronics will find opportunity in research, development, manufacturing and sales.
Physical
This work requires agility, usually two good arms and hands, good finger dexterity, good eyesight including color perception, and good hearing. It is also important to have patience and the ability to use tools. Even though the work does not require unusual strength or vigor, good mental and physical health is es sential.
Experience Required
It is a good idea for persons planning to become electronic s technicians to get as much experience as possible through. science laboratory, electrical wiring, building or repairing radios, and through summer jobs in radio and TV repair shops.
- 491 -

Training Required

.--

Electronic s is a scientific area of work. Pers ons succes sfully engaged in electronics occupations generally pos ses s ability or aptitude along electrical or mechanical lines. More than work experience and aptitude are required for a pers on to qualify for an electronic s job. A background in mathematics and physics as offered in high school is a good beginning. Additional knowledge of electronic s and the fundamentals of electricity may be acquired by taking post-high school training in a good technical or vocational school. These schools usually offer two years of training and award a certificate upon completion of training.

The training in these schools is more intensive and more completely technical. The maj or emphasis is placed upon the development of an understanding and ability to use the practical principles of science, mathematics and technology as applied to modern design, producation, distribution and service. The aim is to prepare students for most of the basic positions in a particular field rather than one specific type of job. This enables the trainee to apply for a wide area of relat~d jobs.

Schools that offer this more intensive training in Georgia are:

South Georgia Vocational-Technical School North Georgia Vocational-Technical School Albany Area Vocational-Technical School Athens Area Vocational-Technical School Atlanta Area Technical School Augusta Area Vocational-Technical School Columbus Area Vocational-Technical School Coosa Valley Area Vocational-Technical School DeKalb Area Vocational-Technical School Griffin-Spalding A rea Vocational- Technical School Lanier Area Vocational- Technical School Macon Area Vocational- Technical School Marietta-Cobb Area Vocational-Technical School Moultrie Area Vocational-Technical School Pickens County Area Vocational- Technical School Savannah Area Vocational- Technical School Swainsboro Area Vocational- Technical School Thomas Area Vocational-Technical School Troup County Area Vocational-Technical School Ups on County Area Vocational- Technical School

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Valdosta Area Vocational-Technical School Walker County Area Vocational-Technical School Waycros s - Ware County Area Vocational- Technical School
Trainees are generally em.ployed directly from. a post-high school training course. These new em.ployees are usually given several weeks of specific training to aid in applying their basic knowledge to the requirem.ents of the job.
Correspondence training is possible but m.uch less desirable than resident vocational school training. The correspondence course cannot provide experience in the use of the m.any kinds of equipm.ent used in industrial electronics, nuclear instrum.entation, electronics instrum.entation, m.anufacturing, com.m.unication, or autom.ation electronics. Also, only a sm.all percentage of those who start correspondence courses have the persistence and will power to com.plete them..
The opportunities for on-the-job training are som.ewhat lim.ited even though som.e of the fields of work are apprenticeable.
In the apprentice ship program., the em.ployee ente rs into a contract with his em.ployer to secure a trade -training course on the job. It is an earn-while-you-Iearn plan, providing for periodic raises in pay as the apprentice acquires additional skills. The training follows standards as established by an apprenticeship com.m.ittee, which is thoroughly versed in the technique of the trade.
It usually requires about four years for a trainee to attain journeym.an (a worker who has learned a trade) standing.
Since m.ilitary operations depend to a great extent upon electronics devices, m.en skilled in repair and use of electronics equipm.ent can advance to higher rank and pay. The training and experience received while in the rnilitary service is valuable to those returning to civilian life and entering the electronics field. Men who have served in the arm.ed forces as electronics technicians are preferred by em.ployers because they can perform. civilian jobs with very little additonal training. Those who supplem.ent their m.ilitary training with a two-year technical institute program. are given first priority.
- 493 -

Abilities and Characteristics

.,..

Some abilities and personal characteristics' that are important to success in this field of work (electronics) are:

a. Ability and desire to be accurate; b. Ability and desire to continue to learn new things; c. Ability and desire for mathematics and science; d. Ability and desire to finish a job; e. Ability to act in an emergency; f. Ability to get along with people; g. Dependability; h. Promptness; j. Inquisitive mind.

Special Interests and Hobbie s
Many times it is possible to determine what it takes to be an electronics technician by becoming a member of a science club, working at amateur radio station operation and TV repairs or experimenting with the construction and operation of electric trains. It also helps to read books, science journals and trade magazines dealing with electronic s.

Related Subjects
The following subjects are helpful to persons planning to become electronics technicians: mathematic s, physic s, chemistry, mechanical drawing and industrial arts.

How To Enter The Occupation
Post-high school training centers should have a placement service where a student can le~rn about available positions and arrange to meet prospective employers. Many times schools help their graduates find a job.

- 494 -

Persons who do not have access to a school placem.ent service m.ay fillfl a job by:
1. Contacting the local office of the Georgia State Em.ploym.ent Service
2. Contacting the local labor union for electronics technicians if there is one in the locality
3. Contacting friends who are working in electronics
4. Checking want ads in newspaper
5. Contacting firm.s who em.ploy electronics technicians

Em.ploym.ent Outlook
Electronic s technicians find em.ploym.ent with radio, television and tele~ phone equipm.ent m.anufacturers, com.m.ercial and private broadcasting system.s, special apparatus m.anufacturers, airplane m.anufacturers, sales and service concerns in electronic m.aintenance and repair. At the present tim.e, industry needs an average of between five to seven technicians for every profes sional engineer. The dem.and for technicians is m.uch greater than the supply.
* The OUTLOOK SUMMARY dated February 27, 1956, showed electronics
technicians were em.ployed in the United States as follows:

Field of Work

Num.ber Em.ployed

Radio and TV Repairm.an Electronic Technicians

80,000 27,000

Outlook Sum.m.ary
* The 1960 Statistical Abstract prepared from. census data reports 91,468
electronic s technicians em.ployed in the United State s. This figure is a large increase over the 1956 report.
*When an asterisk appears, it m.eans to secure the latest inform.ation.

- 495 -

The Georgia Skill Study published in 1963 by the Georgia Department of.;... Labor reported 1,756 electronics technicians employed in the state and 852 more needed by 1967.*
The Occupational Outlook Handbook for 1966-67 predicts a good demand for electronics technicians through the middle of the 1970' s.*
Earnings
The 1960 Statistical Abstract reports median yearly earnings of $5,921.*
A survey of 1964-65 graduates of Georgia's state and area vocationaltechnical schools shows a majority of graduates earning over $100 per week within one year following graduation. The following earnings were reported:*
Earning under $50 weekly, 4% of graduates Earning $50 - $69 weekly, 2% of graduates Earning $70 - $100 weekly, 40% of graduates Earning $101 - $150 weekly, 48% of graduates Earning over $150 weekly, 6% of graduates
Graduates in electrical appliance servicing, industrial electronics, or radio and TV repair typically earn $70-$100 weekly within one year following graduation. Fifteen to twenty percent, $100 - $150 weekly.*
Advancement
Since post-high school training is comprehensive, the graduate is equipped to take anyone of a "cluster" of jobs offering many possibilities for advancement or transfer to another field of electronics. First jobs are usually those closest to the field of training and as experience is gained the worker advances to immediate jobs. The top level positions come only after demonstrations of ability and experience.
For example, a trainee may start out as a tester or inspector and advance to foreman of radio and electronics manufacturing and eventually to a top-level job of supervisor.
- 496 -

Electronics is a new and fast-growing field of work, and each day briIl;gs new developments affecting the future of persons engaged in this field. Because of these changes a good electronics technician must continue his study and training long after he become s a qualified technician. Many firms provide opportunities for further education and eventual advancement to engineer status.
The only ceiling in this profession is the individual's own ability. Much depends upon training, ability to develop new ideas, capacity to work and continue training. Mechanical ingenuity is important.
After working for a few years, and with continued study in night school, it is possible to rise to positions with engineering responsibilities. Young men who wish to become engineers by attending college while working will find research jobs more valuable than other types of electronics experience.
Characteristic s Of A Career In Electronics
Certain characteristics of the occupation are listed here. Some are advantages while others are disadvantages, depending upon the individual considering them. For example, working alone may be considered an advantage by one person, but a disadvantage by another.
1. Electronics is fascinating because of the rapid development in this field.
2. Electronics is fascinating because it is precise and logical.
3. Electronics may be disappointing because many times after long hours and days the project proves a failure.
4. Electronics requires exacting work. It requires continuous study to avoid being left behind.
5. Employment is generally found in large cities.
6. Electronics plants are clean.
7. There is some danger of electric shock.
- 497 -

8. Demand for employees is on the increase. .--
9. Technicians sometimes work alone for long periods of time.
10. Considerable capital is required to establish a business in electronics.
11. Electronics technicians may work as teams.
12. Work in electronics is generally done indoors.
13. The electronic technician must be able to assemble, replace, repair component parts of electronic devices in barely accessible places.
Summary
The work of the electronics technician includes many fields and offers excellent job opportunities to qualified young persons. In order to advance to higher positions and pay, the technician must have a good background in electrical theory, science and mathematics. This makes it pos sible for jobs to be performed beyond the operation, maintenance and repair level.
One of the best ways to get training is to take courses in electronics at a good technical or vocational school. In recent years the training courses in electronics in the armed forces have helped many men qualify for civilian electronics technician jobs. Anyone interested in this field who is planning to enter armed services would do well to check the opportunities for electronics training and work experience.
Comprehensive post-high school training equips the individual to perform anyone of a "cluster" of jobs, offering greater possibilities for advancement or transfer to another field of electronic s.
It is hoped that a number of concepts will be developed and/ or reinforced among staff and students as deeper understandings are gained through a unit and through other activities. Some of these concepts are:
1. Because of the rapid technological development it is always safer for one to prepare himself for a family of occupations rather than for a single occupation.
- 498 -

2. Most of the abilities one has can be employed in a number of .; different occupations.
3. There is a wide range of intelligence represented among the workers in every occupation.
4. Most people can do many thing s equally well.
5. Materials which enable the pupil to see and understand the occupations of his own locality should be available for his use.
6. Our evolving machine age demands more and more worke:rs to manufacture and service machines.
7. Legal controls affecting occupational affiliation and pursuit are being established over more and more occupations.
8. Entrance to more and more occupations is being controlled by labor unions or professional associations of the workers already engaged in those fields.
9. One of the factors to be considered in giving a pupil vocational counsel is the demand for workers in the various fields.
10. The educational and vocational choices of a pupil are deeply influenced by his parents I aspiration for him.
11. Individuals who are succes sful and happy in a given occupation have definite and distinctive patterns of ability.
12. Pupils need training in effective methods of interviewing and applying for a job.
13. Although we are in an open class society where there is opportunity to rise from the lower to the higher classes, the occupational structure of society is such that there is room for only a few on the upper rungs of the ladder.
14. Industrial personnel leaders agree that few people fail to merit promotion because of lack of skill or native intelligence, but rather because of lack of acceptable personality or character traits. (Santavicca, 1955, pp.12-l4).
- 499 -

Experiences And Activities In Which These

.;

Concepts May Be Developed And Reinforced

In addition to the organized unit above, there are other ways of bringing about fuller understandings of the field of work in which the individual is headed. Some of these are as follows:

1. Bulletin boards;

2. Newsletters, news bulletins, etc.;

3. Panels;

4. Role playing;

5. Classroom instruction;

6. Film and film-strips;

7. Interviews;

8. Excursions;

9. Periodical articles;

10. Other publications.

Resource Materials
A partial listing of resource materials available in this area are as follows:
Bellman Publishing Company, P. O. Box 172 Cambridge 38, Massachusetts
1. Vocational Monographs
B'nai Blrith Vocational Service, 1640 Rhode Island Avenue, N. W. Washington 6, D. C.
1. Occupational Briefs 2. Occupational Charts

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Bureau of Labor Statistics U. S. Departm.ent of Labor

.;.

Washington 25, D. C.

1. Q::cupational Outlook Handboo-k

2. Occupational Outlook Quarterly

3. Occupational Outlook Quarterly Reprints

4. Other Labor Departm.ent Publications

5. Dictionary of Occupational Titles

Careers, Largo, Florida or Farm.indale, New York
1. Career Briefs 2. Career Reprints 3. Subject Posters

Chronicle Guidance Publications, Inc. Moravia, New York
1. Occupational Briefs 2. Occupational Reprints

New York Life Insurance Com.pany, 151 Madison Avenue New York 10, New York
1. Career Booklets

Personnel Services, Inc., P. O. Box 306 Jaffrey, New Ham.pshire
1. Occupational Abstracts

Science Research Associates, Chicago, Illinois 60611
1. Occupational Kits 2. Occupational Briefs

Inc.,

259 East Erie Street

The Institute of Research, 537 South Dearborn Street Chicago 5, Illinois
1. Career Research Monographs

U. S. Departm.ent of Health, Education, and Welfare Washington, D. C. 20402 Superintendent of Docum.ents U. S. Printing Office

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Vocational Guidance Manuals, Inc. 212-22 48th Avenue .;
Bayside 64, New York 1. Occupational Title s
In addition to the above mentioned resources of career information, the vocational-technical schools should secure pertinent information in this area of concern from commercial publishing companies and from profe s sional organizations.
REFERENCES Hoppock, Robert, Occupational Information. New York: McGraw-Hill
Book Company, Inc. 1957. 534p. Peters, Herman J. and James G. Hansen, Vocational Guidance and
Career Development: Selected Readings. New York: The Macmillan Company. 1966. 466p. Santavicca, G. Gene, Guidance Concepts Teachers Should Possess. Oxford, Ohio: The Lensan Publishing Company. 1955. 29p.
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Appendix H INSTRUCTORS UNIT ON DEVELOPING INTERPERSONAL RELATIONS
AND POSITIVE MENTAL ATTITUDES
This unit was developed by Dr. George Gazda, Professor of Education, University of Georgia, Athens, Georgia.
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INTRODUCTION
.;
The student who chooses to enter an area vocational-technical school may be more work-oriented than his peers who enter college, and it may be a temptation to offer him the specialized assistance and instruction he seeks without giving adequate consideration to his needs in the area of interpersonal relations and mental health. The area vocational-technical school centers its attention on providing an education environment where technical competencies are developed and the abilities and interests of students are directed toward success in an occupation. In such a situation, it is easy to suppose th~t the individual will make adequate adjustments in his interpersonal relations-to his teachers, peers, and family--and will develop positive mental attitudes. Yet, it cannot be assumed that the guidance needs in th~se areas are met unless someone assumes responsibility for meeting the needs through planned activities and procedures.
This unit outlines activities and procedures designed to insure assistance of a continual and developmental nature to help students resolve personal concerns and secure maximum benefit from the education and social experiences offered by the school. It is recognized that individual differences exist, but most, if not all, students will need some as sistance in their adjustment to the new school situation, to their teachers, to their peers, and to their present and anticipated roles as student and worker.
Most of the activities of this unit are concerned with the present interpersonal relationships of the student. If the student is to understand himself and his attitudes he must analyze actual personal situations. Hopefully, if the student can understand himself in the present he will be able to understand himself and what is expected of him as a worker in f'uture situations. If the student can develop constructive behavio:t- :for rf?Bponding to expectations of parents,: f!~e!'&l
to and teachers, he should ha~~.no great difficulty when responding
expectations of employers.
The subjects dealt with in this unit are quite pe rsonal and require a competent group leader. An accepting atmosphere is imperative for open and free expression of feeling. Therefore, the entire school staff should be cognizant of the objectives of the various parts of this
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guidance unit, and each staff member should give his support and assistance. The staff members cap hinder such guidance functions if they feel threatened by the discussions or are unwilling to make certain adjustments which may be required to perform the activities.
PLAN FOR THE UNITS
This unit is designed to involve each student in group activities and enchance participation through small group sessions, buzz groups, panel discussions, and ~ole-p1aying. Modification and/ or combination of techniques, as well as substitutions, are encouraged. For example, instead of role-playing a situation, a film excerpt may be substituted. The idea is to present the topic to the group and to work with the group in understandi?g and solving conflictua1 situations.
PART 1, MENTAL HYGIENE
ObjeGtives
1. To provide students with information on positive mental health;
2. To inform students of the availability of sources of assistance in resolving personal problems;
3. To assist students in identifying sources of conflict which may require profes siona1 help;
4. To inform students of the reciprocal effects of interpersonal relations.
Activities i
1. From a survey of stlldents' programs based on a questionnaire or a standardized personality measure, such as the Rotter Incomplete Sentence Blank, or the Edwards Per~ona1 Reference Schedule, select topic s on mental health that students wish to explore.
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2. After mental health topics have been selected, utilize lectures by ...
local mental health experts, such as psychiatrists and clinical and counseling psychologists. 3. Use small classroom-size groups, divided into buzz groups, to react to lectures or films shown to a large assembly.
Student References Engle, T. L. Psychology (3rd. ed.) Yonkers-On-Hudson, New York:
World Book, 1957. What is Mental Illness? U. S. Public Health Service. Washington,
D. C.: Government Printing Office, n. d.
PART 2, PEER GROUP RELATIONS
Objectives 1. To assist students in understanding the importance of peer
acceptance in overall adjustment; 2. To develop an understanding of positive and negative effects of peer
group pressures; 3. To assist students with ways and means of achieving peer group
acceptance.
Activities 1. Use group guidance period to plan a social event and have students
evaluate their conduct at this event. 2. Have students anonymously contribute questions or problems
regarding peer groups and have" a student panel and/ or adult "experts" assist in reacting to the questions. (Screen questions and don't encourage Ann Landers-type responses.)
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3. Use sociodrama technique to role-play most common peer problems and ways they rn.ay be dealt with. Include. boy-girl relations. .,
4. Use soliloquy (role-played) to assist students understanding how it feels to be rejected by peers.
5. Show film such as "Feeling Left Out" or "How to Say No, " Break into buzz groups and then discuss the film.
Student References
Billett, R. O. Growing Up. Boston: D. C. Health & Company, 1958. (see pp. 273- 304).
Duvall, Evelyn Mills The Art of Dating. New York: Atherton Fress, 1958.
Kiell, N. The Adolescent Through Fiction. New York: International Press, Inc., 1959. (see especially pp. 89-113).
Menninger, W. C. How to Understand The Opposite Sex. New York: Sterling Publishing Company, Inc., 1956.
Warters, Jane Achieving Maturity. New York: McGraw-Hill, 1949. (see especially pp. 56-77).
Leader References
Mohr, G. J. and Despress, Marian A. The Stormy Decade. New York: Random House, 1958 (see especially pp. 118-126).
Smith, E. A. American Youth Culture. New York: Free Press of Glenco, 1962 (see especially chapters 4, 5, and 6).
Strang, Ruth The Adolescent Views Himself. New York: McGraw-Hill Book Company, 1957, (see especially pp. 286-322).
Strang, Ruth The Role of the Teacher in Personnel Work. New York: Bureau of Publications, Teachers College, Columbia University, 1953.
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Leader Resources

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Playlets or Socio-Guidram.a, Methods and Materials Press, Springfield, New Jersey

1. "Your Friends--Who Chooses Them.." Velm.a Hayden 2. "Tim.id Teens." Willa Norris and B. Stefflre 3. "Too Young To Date." Willa Norris and B. Stefflre

PART 3, PARENT-CHILD RELATIONS

Obj ective s
1. To help students deal m.ore adequately with fam.ily problem.s so that these do not interfere with school work;
2. To provide inform.ation to students which will help them. better understand the dynam.ics operative between adults and their children;
3. To provide references on parent-child relations which will be available whenever authoritative inform.ation is needed by the student;
4. To as sist students in preparing for their future role s as parents.

Activities
1. Make a survey (anonym.ously) of the problem.s students are having with their parents and from. the survey, together with the students, decide which problem.s should be studied and discussed. After the several m.ost crucial problem.s have been defined, a student com.m.ittee should be assigned to develop inform.ation and a m.ethod of presenting it to the total class. Special film.s, books, articles could be used as sources of inform.ation. Speakers expert in parent-child relations, e. g., sociolgists, psychologists and certain educators, m.ay be invited to present a lecture on one of two problem. areas identified from. the survey.
2. Sociodram.a and role-playing can also be used to illustrate versions of parent-child confrontations and resolution of problem.s.

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Student References
Archer, J., Loppert, Dixie, What Should Par'ents Expect From Children? New York: P\;1blic Affairs Committee, Inc., 1964. (381 Park Avenue, South. 25f).
Fedder, Ruth You, The Person You Want To Be. New York: McGraw-Hill, (see especially chapter 6 II Living Begins At Home").
Jenkins, G. G. and Newman, Joy How To Live With Parents. Chicago: Science Research Associates, 1950. (From The Life Adjustment Series).
Liebman, S. Emotional Problems of Childhood. Philadelphia: J. B. Lippincott, 1958. (see especially chapter 5, liThe ManC\.gement of Puberty and Sex in Adolescence. II)
Leader References
Baruch, Dorothy W. How To Live With Your Teen-Ager. New York: McGraw-Hill, 1952.
The Adolescent In Your Family. Washington, D. C.: Department of Health, Education, and Welfare, Children's Bureau, 1955.
SYJUonds, P. M. The Dynamics of Parent-Child Relations. New York: Bureau of Publications, Teachers College, Colum.bia University.
PART 4, STUDENT-TEACHER RELATIONS
Objective s 1. To improve understanding and communication between studeI).ts and
teachers;
2. To as sist stUdents in understanding the role of authority figures in our society and the student's present and future relationships with them;
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3. To assist teachers in better understanding their role as

.>-

teacher and model.

Activities
1. Panel volunteers to debate student versuS teacher rights, followed by buzz group reactions.
2. Sociodrama or role-playing involving several problems confronted by the teacher:
a. Written reports, evaluations, grades, equipment, reports, lesson plans versus time for interest in and concern for students.
b. Sociodrama of several students in a bull session, discussing their hypothetical favored and unfavored teachers.

Student References
Detjen, Mary Ford, and Detjen, E. W. Your High School Days. New York: McGraw-Hill, 1947. (see section on pupil-teacher relations and suggested topics for discussion at the end of this section. )
Menninger, W. C. Understanding Yourself. Chicago: Science Research Associates, 1962. 52 pp. (see especially section IIA Look At Yourself. II)

Leader References
Gazda, G. M. Better Discipline. GEA Journal, 1963. 57 pp. 13-14.
Jersild, A. T. When Teachers Face Themselves. New York: Bureau of Publications, Teachers College, Columbia University, 1955.
Lippitt, R., Lippitt, Peggy, and Fox, R. "Children Look at Their Own Behavior." NEA Journal, Sept., 1964. 53: pp. 14-19.

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Wattenberg, W. W. "What Student Think of Teachers." The PTA Magazine, January, 1964. 58. pp. 4-6.
PART 5, SOCIAL EVENTS
Objectives
1. To make the student aware of rule s of social behavior;
2. To assist the student in the acquisition of knowledge concerning dating practices and policies;
3. To help the student develop an understanding of and appreciation for acceptabl e social customs, e. g., rules of etiquette involving behavior at home, school, in public places, etc., and rules regarding proper methods of making introductions, handling correspondence, etc.;
4. To help the student learn proper table manners and the rules of simple table service;
5. To acquaint the student with the qualities of a good guest and host or hostess;
6. To provide the student with sources of information to which he may turn for social information in the present and future.
Activities
1. Select from volunteers a group to discus s their most embarrassing moments.
2. Select volunteer groups to present a skit in which several incidents of improper manners are demonstrated. The remainder of the class could then take a short quiz (and self-score it) on the incident portrayed.
3. Give the group a dating intelligence quiz and build further group se ssions - - skits, films, etc. - -around areas of weaknesses.
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4. -Report on an informal survey of student opinions on such topics as I'going steady," "petting, " 'I smoking and drinking, etc."
Student References Bauer, W. W. Moving Into Manhood. Garden City, New York:
Doubleday and Company, 1963. Bury, Mary. Manners Made Easy. New York: McGraw-Hill, 1954. Betz, Betty, The Betty Betz Party Book. New York: Grosset and
Dunlap, 1947. Boone, Pat. Twixt Twelve and Twenty. Englewood Cliffs, New
Jersey: Prentice-Hall, 1958. Bryant, Bernice. Miss Behavior. New York: Bobbs-Merrell
Company, 1948, (especially for teenage girls). Duvall, Evelyn M. Facts of Life and Love for Teenagers. (Rev.)
New York: YMCA (Association Press), 1956. Jonathan, N. H. Guide Book for the Young Man About Town.
Philadelphia: John C. Winston Company, 1948.
Leader References The Adolescent in Your Family. Washington, D. C.: Department
of Health Education and welfare, Childrenl s Bureau, 1955. Films from Georgia State Department of Education
"Boy Meets Girl" "Date Etiquette" "Going Steady" "Dating Do's and Don'ts"
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PART 6, MARRIAGE AND FAMILY LIVING .--
Objectives 1. To assist students in developing whole some attitudes toward
romance, courtship and marriage; 2. To alert students to the forces which create tension and break
down family ties; 3. To aid students in understanding the role of parenthood.
Activities
1. Use buzz group discussions of topics selected by the group. 2. Role - play (sociodrama) assets and liabilities of "going steady. " 3. Utilize an expert speaker or film on the topic of marriage and the
family and follow the speaker or film with buzz group discussion and feedback.
Student References Cavan, Ruth S. American Marriage: A Way of Life. New York:
Thomas Y. Corwell Company, 1960. Duval, Evelyn M. Facts of Life and Love for Teenagers. (Rev. ed.)
New York: Association Press, 1956. Duvall, Evelyn and Johnson, Joy Duvall. Art of Dating. New York:
Association Press, 1958.
Leader References Basic Approaches to Mental Health, Washington, D. C. American
Personnel and Guidance Association, n. d.
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Burgess, E. W., and Wallis, P. Engagement and Marriage. .>Philadelphia: J. P. Lippincott, 1953.
Butterfield, O. M. Planning for Marriage. Princeton, New Jersey: Van Hostrand, 1956.
Bibliography
Hoppock, Robert, Occupational Informat i on. New York: McGrawHill Book Company, Inc. 1957. 534p.
Peters, Herman J. and James G. Hansen, Vocational Guidance and Career Development: Selected Readings. New York: The Macmillan Company. 1966. 466p.
Santavicca, G. Gene, Guidance Concepts Teachers Should Possess. Oxford, Ohio: The Lensan Publishing Company. 1955. 29p.
Resource Materials
A partial listing of resource materials available in this area area as follows:
Bellman Publishing Company, P. O. Box 172
Cambridge 38, Massachusetts 1. Vocational Monographs
B'nai BI rith Vocational Service, 1640 Rhode Island Avenue, N. W. Washington 6, D. C.
1. Occupational Briefs 2. Occupational Charts
Bureau of Labor Statistics U. S. Department of Labor Washington 25, D. C.
1. Occupational Outlook Handbook 2. Occupational Outlook Quarterly 3. Occupational Outlook Quarterly Reprints 4. Other Labor Depa:rtment Publications 5. Dictionary of Occupational Titles
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Careers. Largo, Florida, or
.:;...
Farmingdale, New York 1. Career Briefs 2. Career Reprints 3. Subject Posters
Chronicle Guidance Publications, Inc. Moravia, New York
1. Occupational Briefs 2. Occupational Reprints
New York Life Insurance Company, 51 Madison Avenue, New York 10, New York
1. Career Booklets
Ellis, A. The Encyclopedia of Sexual Behavior. New York: Hawthorne Books, 1961.
Gurin, G., Veroff, J., and Field, Sheila. Americans View Their Mental Health. New York: Basic Books, 1960.
Jahoda, Marie. Current Concepts of Positive Mental Health. New York: Basic Books, Inc., 1958.
Jersild, A. T. When Teachers Face Themselves. New York: Bureau of Publications, Teachers College, Columbia University, 1955.
Landis, J. T. and Landis, Mary G. (eds.) Building a Successful Marriage. (4th ed.) Englewood Cliffs, New Jersey: Prentice Hall, 1963.
Maquon, F. A. and Maqoun, R. M. Love and Marriage. (Rev. Ed.) New York: Harper and Brothers, 1956.
Peterson, J. A. Education for Marriage. New York: Charles Scribner and Sons, 1956.
Shaffer, L. F. and Shoben, E. J. The Psychology of Adjustment. Boston: Houghton Mifflin, 1956.
Terhume, W. B. Emotional Problems and What You Can Do About Them.
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Tokay, E. The Human Body and Hown Works. New York: Burnes .00-
and Noble, 1944.
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.:..
Appendix I INSTRUCTORS' UNIT ON "FINDING A JOB"
The unit on finding a job was developed jointly by Dr. JaITles E. BottoITls, Associate State Director, Vocational Education, Leadership Services Guidance, Division of Vocational Education, State DepartITlent of Education, Atlanta, Georgia; by Mr. JiITl Higdon, Shor Supervisor, North Georgia Technical- Vocational School, Clarkesville, Georgia; by Mr. Fred Otte, Assistant Project Director, Research Project 236; and by Mr. Coye WilliaITls, Director of Student Personnel Services, Augusta Area Vocational- Technical School, Augusta, Georgia.
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INTRODUCTION

.>-

This unit lists some of the understandings and skills graduates will need to be a credit to the instructor when they begin looking for a job. Each instructor will probably touch upon such topics throughout the school year. Some items included in the unit cannot be taught quickly.
Beginning early in the quarter before a student graduates, however, the instructor will undoubtedly want to begin a more intensive program of preparing him to find a job. Because the student personnel specialist shares the same concern, and because the instructor and the student personnel specialist will be cooperating in the school's part of the job placement process, they will need to jointly conduct a seminar of one or two hours to orient students to job placement activities to be carried on during the last quarter. The student personnel specialist will likely assume the major responsibility for planning the seminar.
Following the joint program, both the student personnel specialist and the instructor will have separate responsibilities in the job placement program. These responsibilities should be explained to students during the seminar.
The arrangements between the student personnel specialist and the instructor will vary from one school to another depending upon: (a) size of school, (b) graduating dates (some schools have students finishing each quarter), (c) facilities, etc. Mr. Jim Higdon, Shop Supervisor at North Georgia Technical-Vocational School, has suggested that either the shop supervisor or the assistant director may teach the unit to all students about to graduate in schools having only a few graduating students scattered among many departments each quarter. In such a situation there will not be enough students in any one department to justify all instructors teachi~g the same unit. The arrangements will vary, but the topics which are listed in the section "Summary of Topics for Unit" should be covered with all graduating students.

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OBJECTIVES OF THE UNIT
All aspects of the unit should be governed by an attempt to carry out the following objectives:
1. Aid each student in developing for himself a pattern of "job finding" behavior at least comparable to his acquired skills. so that he will be able to independently locate the jobs suitable to his ability and training.
2. Acquaint each student with the school competencies necessary to enter into the best job and advance in it.
3. Aid each student in acquiring a senSe of pride and confidence in himself by knowing what steps to take in securing the right job for himself.
4. Provide opportunities and experiences for each student to equip himself with procedures useful in evaluating companies, job offers, and related benefits.
5. Acquaint each student with possible sources of information regarding occupational outlook in the world of work.
RA TIONALE FOR THE UNIT
The fundamental purpose of an area vocational-technical school is to bridge the gap between the potential employee and his potential employment. But that purpose involves more than just getting the potential employee on a payroll. The school is concerned that its graduates have more than mere mechanical skills and related job knowledge. Graduates should have the understandings and skills needed in order to enter employment at the highest level of which they are capable and to progress to the limits of their potential in craftsmanship and leadership.
Almost any young person can get a job at the present time. However, few young persons have the ability to locate without assistance the place in the labor market where they can make their greatest
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contribution to our country and the place which will give them the

.;

greatest opportunity and satisfaction. Youngsters are confronted

by a labor market which increases in complexity daily. Unskilled jobs

are disappearing and skilled and technical jobs are increasing. The

new jobs have come into being while most of the general public was

unaware of the changes taking place. The job titles are almost un-

known, generally, and even the employers are uncertain how to

describe the new positions. Graduating students need help in entering

the complex labor market at a level commensurate with their training.

The problem created by a complex labor market is further complicated by the youthfulness of the majority of area school graduates. Not too many years ago most students in vocational-technical programs were veterans of military service who were more mature and more knowledgeable of the world. Today, the typical student is a boy just out of high school. He is eighteen or nineteen years old and has never been regularly employed on a full-time basis. His past life has not brought him into contact with the working world. The conditions under which men work, the supervision they receive, the demands which are made of them are almost unknown to this typical student.

He has grown up in a world which makes him primarly a consumer, and the "production" side of life is not within his frame of reference. He, therefore, has little basis for evaluating himself or a prospective employer.

Such a student may not be aware that when he begins looking for a job he becomes a ~eller" rather than a "buyer." It may be necessary to point out to him the need for preparing himself to seek employment. Instructors will need to draw upon their own experiences in helping students see the need for adequate planning and thoughtful strategy when locating a job. One possible approach to introducing students to the need for developing job-seeking skills (although with specific examples) may go as follows:

INTRODUCTION OF UNIT TO STUDENTS

"You have the opportunity to do many things when you discuss finding a job. Thinking about the type of job you want will help you to clarify

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your goals in life. Summarizing your saleable skills and related personal qualities is a first step toward being able to state what you can offer an employer. Exploring various job possibilities will give you a chance to learn more about what to expect from various types of employers.
''It is a good investment of time to decide more definitely what you are looking for, what you have to offer, and what you can expect. Remember that once you take a job you automatically shut off a great variety of avenues that were previously open. If you are about to graduate, the decisions you make now are crucial.
"Probably, with a little thought, you will decide that a certain type of job appeals to you more than do other types. Getting the type of job that appeals most to you will require some careful thinking and planning. You will have to present yourself to a prospective employer in the best possible manner because other people will also be seeking the same position. It is never easy to get the job that appeals most to you, the job which most completely takes advantage of your training and experience.
"Remember that you will probably change jobs several times in your lifetime. Now you have the opportunity of getting help from your instructor and from the student personnel specialist in learning how to locate and get a good job. Never again will you have so much assistance.
"Why put so much effort into getting a job? Why not just take the first job which is offered to you? After all, isn't one job as good as another? Stop and think about it. Shouldn't the person with the advantage that good vocational-training give s be able to bargain with employers to some degree? You surely agree that there is no need to jump at the first offer. Yet when the first offer comes, many persons will panic and give a quick "Yes! ". If you have investigated a job thoroughly, you may be able to give an immediate answer when an offer comes. If you have not, you will cause a potential employer to think more highly of you if you respond that you are interested and would like to know more about what the job involves.
liTo accept a job blindly is to invite later dissatisfaction. You need to know whether you will be able to enter wholeheartedly into the employment. Dissatisfaction with a job can Ie ssen your productivity
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and your enthusiasm and will cause you to do less than your best.

.>-

The result will be an inability to advance as rapidly as you could

otherwise.

"When you begin working you are subject to evaluation by supervisors. When you wish to change jobs on some future occasion, these supervisors will be contacted for references. The best way to insure that you are going to have good references when the time cornes is to get into a job which can command your enthusiasm and interest.

"The primary reason that the school is interested in helping you learn how to get a job is that the job you choose will determine to a large degree how you develop as a person in the ensuing years. Your job will have a large influence upon what friends you have, the location of your home and even relationships with your family. When you choose a job, you are choosing the environment with which you will live and from which you will learn in the years ahead. The school is primarily interested in helping you to become what you want to be. Because of that interest your instructor and the student personnel specialist will talk with you about the decisions you will be making shortly.

"You will be deciding what you want in life, what you have to offer, and what you can expect from the world. (You may need to rethink decisions you have already made about these matters.) You will be trying to get an understanding of a complex situation, one which is constantly changing. The complexity of the occupational world you are about to enter complicates the decision process when you ask yourself what you want in life and what you have to offer.

"It is helpful in thinking about what you want and what you have to offer to think in terms of concrete possibilit ies. Do you want to be active and have a strong voice in local politics? If so, what types of jobs will give you the opportunity to make contacts with a great number of people, or the opportunity to be a spokesman for a large group of voters? Do you want to devote a great deal of time to civic work such as helping with a Boy Scout troop? Then, what type, of jobs will permit you to have a good deal of leisure time and to arrange vacation time rather flexibly? Do you want to have a big car and a boat? Find out what types of work pay best. Do you intend to play with a musical group part-time? Get a job that will leave you enough energy. Do want to be relatively independent? Discover what type of job will

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enable you to learn what you need to know in order to go into business for yourself. What type of life do you want to be living ten years from now? Although you probably will notcarry out such plans ex~ctly. it is important that you try to picture yourself ten years from now in order to clarify what you want. Only as you know what you want can you sensibly ask how to begin getting where you want to go.
11 Learning how to prepare a re sume and to write letters of application will help you to decide what you have to offer an employer. Practicing interviews will help you present yourself to an employer in the most impressive manner. Knowing what you have to offer and being able to cOhvincingly present it to a potential employer will help you to get what you want. And that is why you will find the instructor stressing the need for thoroughness in preparing to look for a job. "
SUMMARY OF TOPICS FOR UN! T
1. Evaluating yourself prior to looking for work: your mental and manipulative skills. your ability to adjust to a work environment. and your ability to work in harmony with others;
2. Investigating military requirements and opportunities;
3. Locating job possibilities;
4. Writing a resume ';
5. Writing letters of application;
6. Filling out an application form;
7. Applying by telephone for an interview;
8. Evaluating a company;
9. Building eonfidence prior to an interview;
10. Being interviewed;
11. Evaluating a job;
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12. Following up an interview; .>-
13. Conducting yourself on a new job; 14. Evaluating yourself on a new job; 15. Investigating future educational pos sibilities; 16. Looking for a job (sum.mary).
TOPICS FOR UNIT IN DETAIL
1. Evaluating yourself prior to looking for work: your mental and manipulative skills, your ability to adjust to work environment, and your ability to work in harmony with others: a. Your job knowledge as compared with that of others considered good technicians or craftsmen; b. The rate at which you learn as compared with that of others considered good technicians or craftsmen; c. The manner in which you work with people as compared with that of others considered good technicians or craftsmen; d. The quality and appearance of your finished products as compared with those of others considered good technicians or craftsmen; e. The speed with which you do jobs as compared with that of others considered good technicians or craftsmen; f. The degree of satisfaction you receive from various types of work as compared with that of others considered good technicians or craftsmen; g. The difficulties you typically encounter as compared with those of others considered good technicians or craftsmen.
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- 2. Investigating m.ilitary requirem.entsand opportunities: a. The m.ilitary, and local recruiters, as sources of job opportunitie s; b. The pos sibility of fulfilling m.ilitary obligations while gaining useful experience in your skilled field; c. Em.ployers I attitudes toward m.en who have com.pleted m.ilitary training;
d. Military experience as part of learning to work with people;
e. Procedures for conscientious objectors; f. The pos sibility of advanced ratings upon entry into m.ilitary
service because of training received in the area vocationaltechnical school; g. The procedures for entering officer training program.s. 3. Locating job possibilities: a. Telephone (yellow pages); b. Em.ploym.ent agencies; c. Want ads; d. Instructors; e. Student personnel specialist or counselor; f. Relative s; g. Friends; h. Lists of industries obtained from. Cham.ber of Com.m.erce or from. Labor Departm.ent;
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i. Feature articles on industries, business, and service institutiolTs; k. News articles on new industry, business, or service institutions. 4. Writing a resume': a. Information needed; b. Formats (Review of Samples); c. Guidelines;
(1) Conciseness; (2) Accuracy; (3) T ruthfulne s s; (4) Neatness; (5) Thoroughness; (6) Positive approach to presenting yourself well~ 5. Writing letters of application: a. Information to be included; b. Formats; c. Guidelines; (1) Paper: plain, 8 1/2" x 11"; (2) Envelopes: legal size; (3) Return envelopes; (4) Clear statement of purpose of letter in opening paragraph;
....
(5) Response to all items mentioned if ausw"ei-ing an adver.tisement;
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(6) Requesting action by potential employer, such as granting of

interview;

.:,..

(7) Arousing an interest in the employer;

(8) Conciseness;

(9) Accuracy;

(1O) T ruthfu1ne s s;

(11) Neatness;

(12) Thor oughne s s;

(13) Positive approach to presenting yourself well.

6. Filling out an application form:

a. Legibility;

b. Neatness;

c. Thoroughness (use of "not applicable" when appropriate);

d. T ruthfu1ne s s ;

e. Accuracy (gathering of complete and accurate information likely to be needed on applications prior to writing for blanks);

7. Applying by telephone for an interview:

a. The voice as an index of character;

b. Politeness (telephone manners) identifying yourself, etc.;

c. Pleasantness;

d. Planning;

(1) Time you have available to go for interview;

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(2) Information which may be requested during call; .>-
(3) Questions you want to ask; (4) The timing of your call (when to call, length of call, etc.). 8. Evaluating a company': a. Reviewing company s past success, rate of growth, labor problems, community standing, company rules and policies; b. Contacting and conversing with members of managem,ent and labor; c. Determining, if possible, the company's plans for expansion; 9. Building confidence prior to an interview; ao Learning everything possible about a company; b. Being prepared to use the terminology of the occupation; c. Preparing answers regarding questions certain to be asked; d. Preparing to tell experiences which should lead the interviewer to believe the company needs persons with your knowledge and skilL 10. Being interviewed: a. Appearing promptly; bo Dres sing properly; Co Being well groomed; do Knowing everything possible about the company and interviewer; e. Anticipating questions; f. Entering and leaving cheerfully; go Speaking freely, with enthusiasm and sincerity;
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h. Being courteous;
.>-
j. Being cordial without undue familiarity; ll. Evaluating a job:
a. Considering future possibilities of the job; (1) Amount and frequency of salary increments; (2) Further education; (3) Pos sibilities of transferring to other locations;
b. Considering fringe benefits; (1) Group insurance; (2) Retirement plans; (3) Profit sharing; (4) Vacation policies; (5 ) Bonus or overtime pay;
c. Considering effects of your economic status, hobby interests, civic group membership, politics, religious affiliations, etc. upon working relations and job success;
d. Considering present quality of working relationships among employees and company's attitude toward working relationships among employee s;
e. Considering requirements of organized labor and likely future trends.
12. Following up an interview: a. Writing employer and thanking him for time and consideration; b. Requesting interviews at other places if not accepted.
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.>-
13. Conducting yourself on a new job: a. Responsibilities; (1) Becoming familiar with company policies and rules; (2) Being punctual always and working a full shift; (3) Accepting assigned work cheerfully, whether or not desirable; (4) Being completely honest about spoilage, production, standards, etc.; (5) Showing initiative in learning new skills related to job;
b. Social contacts; (1) Giving full cooperation to supervisors & co-workers; (2) Being always courteous, neatly dressed and considerate; (3) Being wary of joining cliques of workers who may not have the best interest of their job or the company in mind and who may be detrimental to your job progress; (4) Being aware of basis of cliques (similar economic standing, religious affliliation, political sentiment, hobbies, or job prestige) and evaluating whether getting "in" with the group is desirable;
14. Evaluating yourself on the job: a. Asking yourself what contributions or suggestions you have made toward improving quality or quantity of work; b. Asking yourself what effect your suggestions have had; c. Asking yourself what contributions you have made toward keeping harmony among workers and toward encouraging teamwork.
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-15. Investigating future educational possibilities: a. Determining whether present knowledge is adequate for all requirements of present job. for job to which you may advance; b. Determine whether further education could increase social ac ceptance; c. Determining likely changes in your job which could be counteracted or overcome by further education; d. Determining educational possibilities in the community or company.
16. Looking for a job (summary): a. Evaluating yourself. deciding upon type of employment to seek; b. Deciding where to look. evaluating companies, listing prospective employers; c. Deciding whom to contact; d. Submitting applications. resume I s and cover letters; e. Being interviewed; f. Evaluating job offers.
TEACHING ACTIVITIES FOR THE UNIT
1. Mock situations: a. Have personnel men from several cooperating companies receive letters of application, application forms, and resume's from students and evaluate these with the students.
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.-b. Have several personnel men and supervisors interview students
during a class with other students observing; critique the interviews.
c. Have several personnel men or supervisors demonstrate with students before class the way in which telephone requests for interviews are handled.
2. Student projects and reports:
a. Have two students interview recruiting officers of military services and report to class.
b. Have a survey made of job opportunities in a community.
c. Have students evaluate companies and report to class.
d; Have students evaluate job possibilities and report toclass.
3. Displays and student discussion:
a. Set up bulletin board of sample resume's, letters of application, application forms completed correctly and incorrectly, letters following-up interviews, letters accepting employment, etc., and have students discuss what can be learned from display.
b. Set up bulletin board of want ads, feature articles, new articles, etc.; have students discuss what can be learned from such sources and how to evaluate such items.
4. Speakers:
a. instructor may recount experiences he has had or observed which are related to topics being covered.
b. Speakers may be invited to recount their experiences; alumni may be especially useful because their experiences probably are quite similar to what new graduates will encounter.
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c. Representatives from industry, business, and service institutions may be invited to tell the class what they would expect in connection with topics being covered.
5. Commercially prepared audio-visual presentations and student discussion (C onsult list of re sources which follows. ):
RESOURCES FOR TEACHERS, AUDIO-VISUAL AIDS
A DIRECTORY OF 3,660 16 mm.FILM LIBRARIES, Office of Education Bulletin, No. 12, U. S. Government Printing Office Washington, D. C:, 1959.
BLUE BOOK OF AUDIO- VISUAL MA TERIALS, Educational Screen, 2000 Lincoln Park,West, Chicago, Illinois. Published annually.
EDUCATIONAL FILM GUIDE, H. W. Wilson Company, 950 University Avenue, New York 52, N. Y. Annual edition with monthly supplements.
EDUCATORS GUIDE TO FREE FILMS, Educators Progress Service, Randolph, Wisconsin, Published annually.
EDUCATORS' GUIDE TO FREE SLIDEFILMS, Educators Progress Service, Randolph, Wisconsin, Published annually.
FILMSTRIP GUIDE, H. H. Wilson Company, 950 University Avenue, New York 52, New York.
YOUR JOB INTERVIEW (Filmstrip and Record) (Order No. 187K), Guidance Associates, Pleasantville, New York
GETTING AND KEEPING YOUR FIRST JOB (Filmstrip and Record) (Order No. 183K), Guidance Associates, Pleasantville, New York
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.;.
RESOURCES FOR STUDENTS
A TEEN-AGER IS GUIDE TO JOB SUCCESS (1956). Cribben and Sexton Company, 700 N. Sacramento Boulevard, Chicago 12, Illinois.
CAN I GET THE JOB? General Motors Corporation, Service Section, Marketing Staff, Detroit 2, Michigan.
FINDING YOUR JOB. Blnai B'rith Vocational Service, 1640 Rhode Island Avenue, NW, Washington, D. C., 20036.
GETTING AHEAD ON YOUR JOB. B'nai B'rith Vocational Service, 1640 Rhode Island Avenue, NW, Washington, D. C., 20036.
GROOMING FOR THE JOB (1959). Mennen Company, Morristown, New Jersey.
GUIDE TO PREPARING YOUR RESUME'. New York State Employment Service, New York, New York.
HOW TO GET AND HOLD THE RIGHT JOB. U. S. Government Printing Office, 1960, 19 pp., 10f, Superintendent of Documents, Washington, D. C., 20401.
HOW YOU CAN GET A BETTER JOB. W. K. Lasher, American Technical Society..
JOB GUIDE FOR YOUNG WORKERS. U. S. Department of Labor, Washington, D. C. 10212.
JOB KIT, GLAMOUR MAGAZINE. 420 Lexington Avenue, New York 17, New York.
JOB LETTERS. B'nai B'rith Vocational Service, 1640 Rhode Island Avenue, NW, Washington, D. C., 20036.
MAKING THE MOST OF YOUR JOB INTERVIEW. New York Life Insurance Company.
NINE WAYS TO GET THE MOST OUT OF YOUR FIRST JOB. Careers, Largo, Florida.
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SEPARATING THE 'MEN FROM THE BOYS. Motivation, Inc.,

Springdale, Connecticut. 1963.

.;.

VOCA TIONA L OPPOR TUNITY KIT. N~tional Urban League, 1133 Broadway, New York 10, New York.

WHAT EMPLOYERS WANT. Science Research Associates, Inc., 259 East Erie Street, Chicago, Illinois, 60611.

WHO'S HIRING WHO. Pocket Books, Inc., 630 Fifth Avenue, New York, New York, 10020.

WHY YOUNG PEOPLE FAIL TO GET AND HOLD JOBS. New York State EITlploYITlent Service, New York, New York,

YOUR ATTITUDE IS SHOWING. Science Research Associates, Inc., 259 East Erie Street, Chicago, Illinois, 60611.

YOUR FIRST JOB (1958). National Association of Manufactures, 2 East 48th Street, New York, New York.

YOUR FUTURE (1958). National Association of Manufactures, 2 East 48th Street, New York 17, New York.
YOUR JOB-HOW TO FIND IT-HOW TO HOLD IT. B'nai B'rith Vocational Service, 1640 Rhode Island Avenue, NW, Washington, D. C., 20036.

YOUR JOB INTERVIEW. New York Life Insurance COITlpany, Career InforITlation Service, Box 51, Madison Square Station, New York, New York, 10010.

RESOURCES FOR TEACHERS, BOOKS

Baer, Max F. and Edward C. Roeber. OCCUPATIONAL INFORMATION. Chicago: Science Research Associates, 1951.
Baer, Max F. and Edward C. Roeber. OCCUPAT IONAL INFORMATION. Chicago: Science Research Associates, 1958.

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.-Forrester, Gertrude. OCCUPATIONAL LITERATURE: AN
ANNOTATED BIBLIOGRAPHY. New York: H. H. Wilson, 1964. Hoppock, Robert. OCCUPATIONAL INFORMATION. New York:
McGraw-Hill Book Co., 1963. National Vocational Guidance As sociation. NVGA BIBLIOGRAPHY OF
CURRENT OCCUPATIONA L LITERATURE, Fourth Edition. Washington: American Personnel and Guidance Association, 1966. New York Life Insurance. GUIDE TO CAREER INFORMATION. Norris, Willa; Zeran, Franklin R. and Hatch, Raymond N. THE INFORMATION SERVICE IN GUIDANCE Chicago: Rand McNally and Company, 1960. OCCUPATIONAL INFORMATION FOR COUNSELORS: AN ANNOTATED BIBLIOGRAPHY. U. S. Government Printing Office. Shartle, Carroll L. OCCUPATIONAL INFORMA TION, Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1959.
RESOURCES FOR TEACHERS, PERSONS
Alumni Student Personnel Specialist Other Instructors Industrial Representatives Members of Advisory Committee
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EXAMPLE OF DEVELOPMENT OF A TOPIC

Topic: Being Interviewed

Expected outcom.es

Teaching Activities

Evaluation

Facts: Each student should be able to list questions frequently asked.
Attitudes: Increased confidence. Greater awarenes s of im.poratnce of interview and of investigating a com.pany beforehand,
Skills: Ability to dre s s
correctly. A bility to speak
freely, sincerely enthusiastically. Ability to be courteous and cordiaL

1. Have personnel m.an

1. Interview the

from.

Co. interview '1 dem.onstra tor"

two students, one who had student again

investigated his com.pany using about the

and one who had not, and sam.'e questions.

discuss interview with the Have class

das s. (Have students fill m.em.bers write

out application form. and a critique.

resum.es' ahead of tim.e

and send to Mr.

. ) 2. Teacher

rating during

2. After discussion of

pxactice ses-

interview, have Mr.

sions of degree

to explain what he looks

of im.porvem.ent.

for in an interview and to

recount experiences froIn 3. Teacher

the past which have im.pres- rating of guide-

sed him. particularly, both lines for being

favorably and unfavorably. inte rviewed,

3. Give class a mim.eographed list of

written by each student.

questions frequently asked. Have them. practice in pairs an interview situation using the que stions.

4. Instructor judgem.ent of responsiveness of students to the activities.

4. Give class an outline of topics (dress, groom.ing, courtesy, etc.); have each student write him.self guidelines for each topic.

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...
5. Student answers to questions: "Do you now feel differently toward being inte rviewed than you did before? In what ways do you feel different1y? ".
Resources needed
1. Application blanks for students who will be interviewed by company representative.
2. Making the Most of Your Job Interview
3. Your Job Interview
4. List of questions frequently asked by interviewers
5. Outline of topics to be included in guidelines written by students
Preparation needed
1. Schedule company representative for conducting the class demons tration.
2. Have two students to agree to be interviewed.
3. Have students to send application forms and resumes to company representative.
Example of Development of Series of Classes
The following outline covers an entire unit on "How to Get a Job. 11 It was prepared by Mr. Jim Higdon, Shop Supervisor, North Georgia Technical-Vocational School, Clarkesville, Georgia.
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The unit is included here as a sample of how the outline of topic s listed above can be adapted and organized in view of the needs of a particular setting and of the temperament of an instructor and his students.
First Class Session (30 min.)
It is suggested that the instructor conduct the first class as an introduction to the unit (providing any additional information necessary regarding the occupation), review job opportunities on file, and give a general overview of the employment pattern for the occupation.
The instructor will be able to relate to his class interesting personal experiences that only he can tell. He can also discuss experiences regarding specific job problems, their solution, and the variations of the occupation for which the student will be qualified as the result of his training. Students should be informed that cliques exist in the business and industrial world and are composed of workers of comparable economic economic levels, job prestige, community status, hobby interests, or civic activities. For most persons, being accepted into a-clique is very necessary for complete job satisfaction.
Students should be encouraged to take energetic steps toward finding employment in the geographic location of their choice and in the type of industry best suited for their individual temperaments and abilities. This does not imply that the instructor and the personnel worker will not put forth every effort to help students find suitable employment, but rather that the students should take the initiative in deciding the type of work and the location he desires.
The instructor should recognize that many students, even though engaged in learning an occupation, have not established for themselves longrange, definite goals. Many will discover after initial employment that other fields of work are more inviting and will change jobs or pos sibly occupations.
Unfortunately, all graduates are not at the same level of maturity and many will find entering employment for the first time a frightening experience. For many, the job market offers traps, blinds, 'false leads and even mirages which block the way to their goals. The instructor will derive a great deal of satisfaction from coaching and grooming the
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.>-
students as they learn some of the social aspects of the work as well as develop confidence in themselves. A number of years ago the Carnegie Foundation issued a rather surprising statement: "On the basis of our studies we find that technical training counts for only 15 percent in the success of an individual, while personal qualities count for 85 percent." Later studies confirmed the Carnegie findings that personal qualities are more important in first jobs, promotions, and discharges than are the skills required for the job. This point should be emphasized by the instructor since most of the individuals in his class will be accepting soon their first full-time job.
The old adage "first impressions are lasting ones" certainly is more truth than fiction. An act of carelessness or thoughtlessness on the part of a new employee can create in the mind of his employer serious doubts as to the possibility of the person's chances for success. Fellow employees, also, are quick to note any apparent lack of skill or job knowledge but will note quicker any personality deficiencies. New employees should not be overly friendly with their associates on the job but rather should concentrate their attention on carrying out to the letter every detail of their assigned work. Social acceptance will be realized in varying degrees as the new individual proves himself to his supervisor and his fellow employees. A person new on the job should be slow to join in the little inter- and intra-department squabbles which are to be found in any industry. The work agreement signed by the new employee should be honored and complaints should be channeled through the proper persons rather than being aired to co-workers. It should also be said that complaints, especially in the early weeks of employment, should be virually non-existant. Older employees usually resent being asked a lot of questions, especially those of the impertinent type. Many older employees are also indignant when asked to lend personal tools to persons new on the job. New employees have the responsibility of becoming well informed regarding company rules and policies and then in following them without fail.
The preceding paragraphs are merely suggestions that instructors might use, along with ideas and illustrations from their own experience, for the first class session of this unit.
It should be announced that the next session will deal with resume' writing.
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Second Class Session, Writing of Personal ResUIne's

...

First, for the benefit of all concerned; the work resume' should be defined. A resume'is a summary or a short account of ones educational background, work experiences and qualifiecations prepared typically by an applicant for a position. One could also define a resume' as an advertisement designed to catch the eye of a prospective employer.

This lesson deals with the format or form of a good resume--one which presents a clean, uncluttered, attractive appearance. Through this medium one can draw impressive verbal pictures showing proof of the employer's need for the knowledge, skill and experience possessed by the individual. To stress the point, a good resume should show what the applicant can do that would be valuable to an employer, not the countless things he cannot do. Lack of experience on the part of the applicant should be compensated by showing that he has made the most of every available opportunity.

Following is a formula for a resume which should produce good results every time:

1. Show your name. (If leaving military service, leave off any rank or retired status. These will have little or no bearing on your qualifications for a civilian job. )

2. Next, list your address and telephone nUInber.

3. Then, state your objective.

Since the objective is the first item that the employer will read after the name and address, every word should be carefully selected to state your job objective in terms of the employer's interests. The objective should clearly highlight the level and scope of the specific skills or functions you can best perform for an employer but, generally, it should
not cite a specific job title. The objective should not state what you hope the employer can do for you, such as requesting a position which offers opportunities for training and promotion. These things will materialize later. Instead, formulate your objective in terms of the employers desire to expand operations or to increase production, efficiency, quality, income, morale, sales, etc.

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.-After you have satisfied yourself with a concise, carefully worded statement of your objective, educational ach:ievements should be listed if they are your best experience to date in line with your objective. State facts in positive terms. If you failed to complete a course of study, instead of making a statement to this effect state only that you completed a certain portion of time toward a degree or diploma. Do not mention that you did not graduate. All special honors, accomplishments or special courses which enhance your qualifications should be shown in the section on education.
Work experience should be summarized briefly in an interesting, effective manner. Show your best experience first (not necessarily the latest). Talk more in terms of your accomplishments and success than in terms of specific duties performed. Provide brief, interesting examples of problems overcome and of anything which shows how well you performed your job. The account of your experience should lend support to your objective.
It should be mentioned that the preceding instructions for resume' writing are slanted toward students who are faced with preparing a summary of their qualifications for the purpose of landing their first job. A skilled craftsman or a professional person would list his experience before education.
After education or experience (depending upon the experience of the applicant) has been listed, personal data should be shown. Included in this part of the resume should be date of birth, family status, height, weight and state of health.
Any other facts which reflect credit on you as an individual or a citizen should be stated in a way which lends support to your objective.
A basic rule which applies to the entire resume'is: Fact, not modesty, should determine how you describe your personal accomplishments.
As a general rule, one letter size page is long enough for a resume~ If you feel you should include special skills, courses taken, or other back-up information not included on the one page, attach the additional data ta the resume'. If your resume'is more than two pages in length, it is very likely to be ignored by busy employers.
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The resume' should present a

good appearance,

u n c r o. w d e d

with

wide .:;..

margins and plenty of white space showing. Correct typing and

spelling are very necessary. Marginal leads which show the subject

matter at a glance are desirable features.

Some things which should be left out of a resume' are:
i. Personal histories of other family members.

2. Your date of availability, preference of location and salary expectations. (These can be taken up in covering letter or perhaps at the interview. )

3. Your social security number.

4. References.

5. Official documents.

A photogenic person can often improve his chances of employment by including with the resume a passport size photo. The picture should be a relaxed portrait in business dress.

It should be remembered that the aim of a resume is to excite enough interest in your abilities to tempt an employer to invite you for an interview. If it accomplishes this goal, the battle is half won.

The attached format is suggested for use in writing sample resumes. After a thorough discussion regarding the preceding information the students should be required to write a minimum of five practice resumes. Perhaps an assignment sheet covering the most important points in resume writing would be helpful.

Class sessions three through seven should be spent in writing sample resume's. Each class period should be 30 minutes in length. The following sample resume'may be used as a guide:

Thomas J. Gray
2931 Foster Avenue, Todd, Oklahoma 36721 Area Code 718, Jackson 7-4896

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Objective:
Education:
Practical Experience:
Primary Aim: Personal Data:

.>-
Refrigeration service technician in an aggressive service organization or dealership. Special interest in and ability to service latest type commercial refrigeration equipment, especially solid state controls and ultra low temperatures.
Diploma from North Georgia Technical and Vocational School earned for satisfactorily completing a two year course of study on post high school level in Refrigeration and Air Conditioning. This school has certification from the Air Conditioning and Refrigeration Institute.
Worked two summer vacations as service helper and stock room clerk in Amana dealership. Devised new method of reclaiming expensive refrigeration gas while serving as technician helper.
Desire employment which will challenge my skill and knowledge and permit me to demonstrate my sense of responsibility.
Born: May 10, 1945. Marital Status: Single Height: 5'11" Weight: 175 pounds Health: Excellent

Class Session Number Eight, Effective Letter Writing
In a previous Ie sson we mentioned that a good re sume' is the key to the job you want. We could describe the covering letter which calls an employer's attention to your resume' "the hand which turns the key".
The average employe who has a job opening is likely to be swamped with hundreds of applications with accompanying covering letters. Most of these letters will follow a routine form and will in all probability have a common destination--the waste basket. Make your letter different!

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The following rules- should be followed when writing a prospective

employer:

.>-

1. Personalize your letter by addressing it to an individual. You should take the trouble to find the employment manager's name; then be certain to spell it correctly. No letter should begin with "Dear Sir". If a person other than the employment manager is written, addres s the person by his name and title.

2. Your letter should be neatly typed on plain white paper and should not be more than one page in length. Pay particular attention to sentence structure, punctuation, and spelling.

3. Your approach should be original and should reflect some element of your personality and attitudes.

4. Do not apply for a specific job when your training and background qualify you for various phases of an occupation.

5. Your letter should appeal to the personal need ofthe man to whom you are writing. Let him know that hiring you will lead to improved morale, higher production, less waste, etc. You could very well arouse his curiosity to the extent that he would grant you an interview, even if he had no job openings. A carefully worded letter can often inspire an employer to respond favorably to your request for an interview by subtly implying it would be otherwise unfair.

6. If you plan to send letters and resumes to several employers, be sure each is typed individually. Do not try to avoid expense by sending copies.

(The instructor should give students a letter to use as a sample but not as a model. ),
The remainder of class ses sion eight as well as the next two (nine and ten) should be used in practice writing of covering letters and letters of application.

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Class Session Number Eleven, Preparing for the Interview
Taking into consideration the pre sent demands of the job market, obtaining an interview with a prospective employer should be no problem. As we mentioned in a previous lesson, a cover letter attached to a resume' is one of the best methods for gaining an interview. Perhaps the school has as part of the program to talk to several representatives and can arrange an interview at that time. The instructor, friends, relatives and the employment service are also possible avenues to a job interview.
After establishing an interview date, you should consider the following items, which are important for your success.
Advance scouting of the employer can gain for you a great deal of information which will be useful to you during the interview as well as bolster your self-confidence. Find out all you can about the company's products and their problems in areas in which your training or experience would be a definite asset to them. Learn all you can about the person who will be conducting the interview. Be prepared to explain to him in a convincing manner that you have what his company needs to increase production, expand, show higher profits or gain prestige. Review examples in your training to relate to the employer which emphasize your knowledge of problems commonly encountered in the occupation and their solutions.
On the day of the interview, be rested and alert. Again, first impressions are not always correct, but very often we are judged by them. Give careful attention to your dress and grooming. For men: dress as you normally would to go to church. Wear a well-pressed business suit, white shirt, matching tie and so~ks, shoes polished; have a fresh hair cut (not of the extreme type), and clean fingernails. A clean-cut, neat appearance is of utmost importance. For women: wear clothes of simple style and soft color, avoid overdress and exotic hair style s.
Be sure to greet the employer with a warm smile and pronounce his name correctly. Give a firm handshake but don't break his bones. Arrive at the employment office a little ahead of the time of your interview, since many of the companies will request you to fill out an application before the interview. It is of utmost importance that you fol-
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low instructions to fue letter when filling out the application, makiI:lg_ sure it is correct in every respect. This means, of course, that you should carry with you a reliable pen and at least one sharp pencil.
Do not make the fatal mistake of saying to the employer "I don't know what I want to do but hope you can suggest something." "I can do anything if given the chance to learn." Always apply for a specific type of job. If no opening exists, inquire if jobs are available in related areas for which you may also be qualified.
Don't try to do all the talking, but make it easy for the employer to appraise you. A genuine interest in the employer's explanations and alert attention are, of course, important for your success. When you appear for the interview have your qualifications and good points well in mind and be prepared to talk in terms which will convince the employer that it will serve his interests to employ you.
When the salary subject arises you may find it necessary to negotiate to some extent if the initial offer is not what you think you may get elsewhere. You should know before the interview the average wage for comparable services in the area for which you are applying and also in the geographical area.
Finally, when you get home, write the employer a letter thanking him for thetime and consideration given you. This should be done whether you were employed or not. If you did not get the job, such a letter could very well cause the employer to have a change of heart.
Class sessions 12, 13, and 14 should be spent having role playing demonstrations of interviews. Instructors should assign parts to students, assisting them in preparing the script.
BIBLIOGRAPHY
Baer, Max F. and Edward C. Roeber. OCCUPATIONAL INFORMATION Chicago, Illinois: Science Research Association
CAN I GET THE JOB? Booklet published by General Motors Public Relations Staff, Detroit 2, Micigan.
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Hoppock, Robert. OCCUPATIONAL INFORMATION New York: McGraw-Hill 1963.
Lifton. KEYS TO VOCATIONAL DECISIONS. Chicago: Science Research Associates 1964.
Maier, Norman R. PSYCHOLOGY IN INDUSTRY. Boston, Massachusetts: Houghton Mifflin Company 1965.
Spriege1 and Lansburch. INDUSTRIAL MANAGEMENT. New York: John Wiley and Sons.
Sypherd, Fountain and Brown. THE ENGINEERS MANUAL OF ENGLISH. New York: Scott, Foresman and Company.
WHO'S HIRING WHO Pocket Books, Inc., 630 Fifth Avenue, New York, New York 10020 Single Copy price $2.00. Subscription price $6.50 for four issues, published semi-annually by: The Manpower and Management Corporation, 888 17th Street, N. W., Washington, D. C. 20006
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.>-
Appendix J NOR TH GEORGIA TECH STUDENT HANDBOOK
1967- 1968
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MESSAGE FROM THE DIRECTOR

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PURPOSE OF THE HANDBOOK
This handbook is provided to assist new students in becoming acquainted with The North Georgia Technical and Vocational School. It is designed as a guide to orient all students to school functions, organizations, and rules and regulations. Each student should keep this handbook as a ready reference to questions which may arise during the school year. The handbook was originated and prepared by the Student Personnel Office and the Faculty Advisory Committee for Student Personne1 Services.
The North Georgia Technical and Vocational School
Clarkesville, Georgia 30523
Telephone 754-2131

Dear Students:
The Fall of 1967 marks the beginning of the 24th year of operation of The North Georgia Technical and Vocational School. Since its founding, in 1943, North Georgia Tech has had more than twenty thousand students enrolled and has turned out thousands of qualified workers who are now occupying positions of leadership in the industries of Georgia and the South. industry and the business world have learned the value of "North Georgia Tech trained men and women", and the constant demand for our graduates has encouraged us to continue with the highest quality vocational training possible.
To you, our students, I urge you to take advantage of every opportunity afforded you in the classroom and laboratory, and develop your skills to the highest peak of perfection to follow in the splendid tradition which has been the trademark of this institution.
You will find that we have a sincere interest in you as an individual because you, the student, are our business and only business. Our specific goal is to prepare you to get a good job and to live a productive, satisfying life. We are delighted that you have come our way and it is our sincere hope that your days here will be most beneficial in the years ahead.
Sincerely,
H. O. CARLTON
Director

ii

TABLE OF CONTENTS

School Year Calendar

IV

General School Information

1

Administrative Staff Directory

5

Faculty Directory

6

Other Staff

8

Rules and Regulations

9

General Campus Rules

9

General Dormitory Regulations

12

Girls' Dormitory Regulations

13

Boys' Dormitory Regulations

16

Academic Policies

18

General Campus Information

21

Student Government

23

Whom To See About What

24

iii
- 550 -

SCHOOL YEAR CALENDAR 1967-68

August 14

Registration for First Quarter

September 4 Labor Day Holiday

November 16 First Quarter Ends

November 17

Registration for Second Quarter

November 23, 24 Thanksgiving Holidays

December 22 January 2

School ends for Christmas Holidays
Classes resume

March 1

Second Quarter Ends

March 4

Registration for Third Quarter

March 15

School closed for G.E.A.

April 15

Easter (Spring Holiday)

June 7

Third Quarter Ends (Graduation)

The School operates on a quarter system with the school year divided into three quarters. Each quarter is 68 days in length, or approximately three months. The School year is from August to June. Classes are conducted five days a week, six hours a day, from 8:25 A.M. to 3:35 P.M.

iv

GENERAL SCHOOL INFORMATION
History and Location - The campus of The North Georgia Technical ~ and Vocational School was originally developed as the campus of the Ninth District Agricultural and Mechanical School. The A and M School was active from 1907 to 1933, and In 1934 the facilities were used by Columbia University as a laboratory for the study of rural education. From 1936 to 1943 the campus was occupied by the National Youth Administration.
The Georgia State Board of Education realizing the need for training for thos~ people of Georgia who would not finish high school or who would not go to college, approved a plan in 1943 for a system of state trade schools. The first school established under this plan was the North Georgia Trade and Vocational School which began operation in the fall of 1943: As the demand for technical training grew, more course offerings were added in this area and the name of the school was changed in 1962 from the North Georgia Trade and Vocational School to "The North Georgia Technical and Vocational School."
The School is located in a picturesque mountain setting at ClarkesviIIe, Georgia, county seat of Habersham County and junction point of five state highways.

ClarkesviIIe is 35 miles north of Gaines-

viIIe and 92 miles from Atlanta on high-

way 23. The School campus is one and one-

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half miles. from town on highway 197.

Objectives of the School-The philoso-

phy of the School embraces the idea that

"learning by doing", supported by the

necessary technical information, is the

most vital factor in vocational education.

Excellent opportunity is provided for

learning vocational skiIIs through class-

room instruction in theory and practical

application of the fundamentals in mod-

ern, well-equipped shops and laboratories.

The major objectives of the School are as follows:

1. To provide certain young people with that education best suited to their needs, their aptitudes, and' their capacities.

2. To provide its students through quality vocational training, .with marketable skills which gain for them useful and profitable eml'loyment.

3. To provide an opportunity for vocational training for those students who live too far from a vocational center to commute.

4. To provide training in the "more rare occupations" where only one training course may be maintained to supply the needs of the s t a t e . -

2

5. To provide re-training opportunities consistent with the emerging skiII demands of the economy for older workers and the unemployed.
It is the continuing policy of The North Georgia Technical and Vocational School to seek new and better ways to further implement these objectives and to be constantly alert to the changing trends of the country's labor problems and demands.
Physical Facilities - The campus contains an administration building and seven buildings which house 22 modern classrooms, shops, and laboratories. There are three dormitories for male students and one dormitory for female students. In addition, there is a spacious dining hall; a laundry and dry-cleaning facility; a gymnasium equipped with game rooms and a large, indoor swimming pool; a canteen; and facilities for many outdoor recreational activities. The school property consists of 364 acres of land with the campus proper located on approximately 30 acres.
Types of Courses: Full-Time Preparatory Courses are offered during the day in four general areas: Technical, Trade, Business, and Health occupations.
Evening Extension Classes are offered two nights a week, three hours a night, designed to meet the particular needs of special employed workers.
3

Part-Time Preparatory Evening Classes in Business Education are offered two nights a week, three hours a night, for persons seeking employment in office occupations.
FacultY-The faculty of the School consists of men and women who possess special qualifications of knowledge and experience in their particular occupational field. Each instructor has additional professional preparation for teaching and specialized schooling to keep him up-todate on the modern methods and skiIIs of his trade.
Advisory Committees - Standards of training are maintained through the assistance of Advisory Committees which are set up by the School. The General Advisory Committee is composed of leaders from the various fields of industry and trade. This committee makes recommendations concerning the entire school program and provides advice for specific courses of study. There are also Craft Committees for each specific course, and these leaders evaluate training and make recommendations for improvement in job standards.
Agency Approval-The courses at North Georgia Tech are approved by the Vocational Rehabilitation programs of Georgia and several surrounding states. Most of the courses are approved by the Veterans Administration for all the educational and rehabilitation programs under its jurisdiction. The Bureau of Indian Affairs has approved most courses for students from the Cherokee Indian Reservation, Cherokee, N. C.
4

- 551 -

ADMINISTRATIVE STAFF

FACULTY DIRECTORY

.;..

DIRECTORY

(By Department)

H. O. Ca rlton James H. Marlowe
J. A. Grant James D. Higdon

Director
Director, Student Personnel Services
(Counselor)
Dean of Students
Instructional Supervisor

Automotive Body Repair Isaac N. Smith Tommy Spencer
Automotive Mechanics A. M. Church Jack R. Crosby Bert E. Voshell

George W. Elrod
Homer A. Brown Louie W. Kennedy

Director, Recreation and Athletics
Business Manager
Maintenance Supervisor

OTHER STAFF PERSONNEL

Helen Davis

Secretary to Director

Phenie Ashe

Secretary to Director of

Student Personnel Services

Marie Kimzey

Secretary to Dean of Students

Beth Black

Secretary to Instr.uctional Supervisor

Mary Helen Mewborn

Cashier

Judy Ellison

Receptionist

Lois Barron Lucille Holleman

Principal Accounting Clerk
Dietitian

Rubye Burrell

School Nurse

Business EdUcation Linda J. Black Polly Ryals Polly Trexler Charles Tyre
Carpentry-Cabinetmaking Homer Tatum
Cosmetology Margaret B. Cruce Willie Mae Whitaker
Drafting William F. Grant
Electrical Appliance Servicing Joe H. Hutcherson J. C. Winchester
Electrical Construction Leon Meeks Albert A. ThraSher
Electronics Technology Boyd M. Anderson Alex M. Crowder George O. Payne

Ruth W. Hartley

Girls' Dormitory Director

Fabric Maintenance Buddy Dawkins

5

II

Landscape Technology Harold Cunningham

Machine Shop
Glenn Mauney George Seay

Masonry Trades Dan A. Dixon Kenneth W. Witcher

Mechanical Technology John F. Dillon, Jr.
Eugene H. Peyton

Medical Laboratory Assistant Sonja D. Bowen
Barbara J. Schick

Photography Louie Dean

Practical Nursing
Cleo Adams Virginia R. Burch

Radio-Television Servicing Roy Chastain
Lamon J. Kinsey

Refrigeration-Air Conditioning W. H. Coe
Robert Z. Hencely

,

Shoe Repair Obhie S. Robinson

Small Engine Mechanics J. H. Wheelus
Watch Repair Julian R. Lindsey

7

CAMPUS SECURITY POLICE

Alton White Sanford Wall Henry Ivester

Chief Patrolman Patrolman

FOOD SERVICE

Jewell C. Erwin Arthur F. Fry George Fry Buren C. Lovell Jesse H. James Arvil (Bud) Allen Lewis L. Ramsey Joseph L. Hunter Elsie Hunter Patrick Coleman

Cook Chief Cook
Butcher Baker Cook Cook
Assistant Baker Chief Cook Cook Custodian

CAMPUS MAINTENANCE

Paul Byers

Warehouse Supervisor

Boyd Sims

Campus Maintenance

Ancel Roach

Campus Maintenance

Jim C. Jones

Campus Maintenance

Edwin Wooten

Campus Maintenance

Dewey Brooks

Painter

Henry G. McAllister

Carpenter

Bertie Langston

Custodian, Girls' Dormitory

Roy L. McIntyre

Janitor

Allen J. Russell

Janitor

Claude H. Eller

Janitor

Kenneth K. Hill

Janitor

Porter Lovell

Farm Supervisor

8

- 552 -

RULES AND REGULATIONS
General Campus Rules-All students are expected to conduct themselves as ladies and gentlemen at all times. Int.oxicating liquors, profane language, gamblmg, and hazing are prohibited.
No firearms are allowed on campus.
Each student is expected to cooperate at all times in keeping the grounds and buildings clean and attractive.
Campus Dress-Students ar~ expected to dress in a manner as prescrIbed and r!!quired by the particular department m which they are enrolled. All students are required to wear proper street clothes to the dining hall. No shorts at any time in dining hall.
Dining Hall - Students must appear promptly for meals and c~mduct t~em selves in a proper manner m the dmmg hall. At the conclusion of the me~l, e.ach student will be expected to carry hIS dIshes to the counter and dispose of them in the manner prescribed. No student may enter the kitchen at any time without permission.
School Clinic-A qualified nurs~ is on duty in the school clinic from 8:00 A.M. to 4:45 P.M., Monday ~hrough F~il;iay. A physician is on duty m the. cllmc. each Tuesday and Thursday mormng prIOr to class hours. All excuses from clas~e~ must be written by either the physIcIan or nurse. Non-boarding students who are absent from class due to illness must provide a written statement from their physician.
9

Boarding students are required to report for medical attention prior to 8:25 A.M., except in emergencies. All cases of .sickness or injury during class hours must be reported to the instructor. Sickness or injury at any "ther time must be reported to the dormitory director or the school nurse. Students excused 'from class because of sickness shall not participate in recreational activities or leave the campus later in the day or night.
Emergency Absences-In cases of emergencies, instructors, house-parents, or the campus security police may grant excused absences provided the student reports the nature of the emergency to the Dean of Students immediately upon his return to the campus. Non-boarding students are required to inform the School if they expect to be absent or, in cases of emergency, inform the School immediately upon their return to class.
Automobiles - Boarding students are permitted to have automobiles on campus. There are certain regulations which must be adhered to by both boarding and nonboarding students regarding the operation and parking of these vehicles. All automobiles must be registered with the proper school official and the parking permit must be displayed in a prominent position on the windshield. Specific regulations are as follows:
1. Boarding students are not to drive cars to shops or classes.
2. Students are not permitted to park in the dining hall area.
3. No parking on street in front of Bryant Hall at any time.
10

4. No parking immediately in back of Bryant Hall at any time.
5. No parking in driveway around Auto Mechanic shop at any time.
6. Students living in dormitories must park in the prescribed areas as follows:
a. LaSSiter Hall reSl(lents WIll parI< in the south parking lot.
b. Bryant Hall resident will park in the lot in front of Auto Body Shop.
c. Holder Hall residents will park in area behind Holder Hall and m gymnaSIUm parl<mg lot.
d. Girls' Dormitory residents will park in lot behind girls' dormitory.
e. Non-boarding students enrolled in Cosmetology, Medical Lab., and Practical Nursing courses may park in back of girls' dormitory. All other day students will use the parking lot in front of the Auto Body Shop.
7. Reckless driving, racing of motors, and loud mufflers are not permitted on campus.
Students who do not abide by these rules will be subject to penalties including fines, having the vehicles impounded, or withdrawal of permit to have the automobile on campus.
11

GENERAL DORMITORY
REGULATIONS
Guests in Dormitories - Students having overnight guests should make arrangements with the dormitory director. Guests are under the same dormitory regulations as students and the host is responsible for the conduct of hIS guest.
Fire Alarms - Any student found guilty of tampering or playing with fire alarms or equipment will be subject to severe disciplinary action.
Telephones-The telephones are placed in the dormitories for the students' convenience. Any abuse of this privilege will result in disciplinary action for the student and/or removal of the telephones.
Damage to Property - Occupants of a room will be held responsible for damage to personal and school property. Willful misuse or damage to student or school property will result in financial remuneration and/or disciplinary action.
Closing of Dormitories - Dormitories will be closed on all school holidays. Students who have a special need to remain on campus during such holidays must make special arrangements with the Dean of Students.
12

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GIRLS' DORMITORY REGULATIONS

pus, which includes where they are

going, with whom they are going,

1. Girls are required to be in the dormi-

time they leave, expected time of re-

tory at 9:00 P.M. except for date

turn, and time they actually return.

nights. On date nights girls must be

in the dormitory at 10:45 P.M. except

7. When leaving campus girls are re-

on Friday and Saturday nights when

quired to wear street clothes. Excep-

they must be in at 11:45 P.M.

tions may be made on special occa-

2. Lights out at 11:00 P.M. on nights

sions.

preceding school days. Lights out at

8. Girls are permitted to wear bermuda

12:00 midnight on Friday and Satur-

shorts (no short-shorts) on campus af-

day nights.

ter school hours during the week and

3. Girls are permitted to have three dates a week: Friday and Saturday
nights and one night preceding a

on Saturdays, however, shorts are not to be worn in the dining hall at any
time.

school day.

9. Quiet hours for study in the dormi-

4. No lobby dates are allowed on nights preceding school days. Lobby dates

tory are from 9:00 P.M. to 11:00 P.M. each night preceding a school day.

are permitted on Friday and Saturday

10. Girls are not allowed to receive tele-

nights and on Sunday from 2:00 P.M.

phone calls, except from' parents, dur-

to 4:00 P.M.

ing the quiet hours for study, and

5. All girls must have permission from

only in emergencies after 11:00 P.M.

parents to leave campus while en-

11. Rooms are to be kept clean and neat

rolled in school. A special form for

by those occupying them, and are sub-

parents to sign is provided at the be-

ject to inspection at all times. Dis-

ginning of the school year which

ciplinary action will be necessary for

states that the girl has general per-

those who do not cooperate in carry-

mission to leave campus when neces-

ing out this regulation.

sary. An exception to this is as follows:

12. Girls are permitted to have radios, record-players, televisions with in-

a. When a girl wishes to be away

side antennas. electric irons, electric

from campus on an overnight vis-

fans, and hair-dryers in their rooms.

it, she must have written permis-

No other appliances are allowed.

sion from her parents on each occasion.

13. Girls must be properly dressed when outside of their rooms. Adequate

6. Girls are required to sign out of the

clothing must be worn in the lobby,

dormitory any time they leave cam-

halls, and recreation room.

13

14

14. Smoking will be permited in the dormitory as long as students do not abuse this privilege by such acts a, throwing cigarette butts on the floor, smoking in bed, and leaving burning cigarettes lying around.
15. Girls are not permitted to visit other student rooms unless the occupant of that room is present.
16. All forms of hazing, scuffling, and horseplay are strictly prohibited.
17. Automatic washers and dryers are available for student use. These will continue to be available as long as students do not abuse the facilities.
15

BOYS' DORMITORY REGULATIONS
1. Quiet hours for study purposes are from 9:00 P.M. to 10:30 P.M. each night preceding school day. and boys are required to be in their rooms with lights out at 11:00 P.M.
2. No student, after being assigned to a room, is permitted to move to another room without clearing the move with the dormitory director.
3. Rooms are to be kept clean and neat by those occupying them and are subject to inspection at all times. Time is allowed before class each morning for students to get their rooms in good condition. Disciplinary action will be necessary for those who do not cooperate in carrying out this regulation.
4. Electrical appliances may be permitted in dormitory rooms within reasonable limits.
5. Students are requested not to leave lights burning when out of their rooms.
6. Students must be properly dressed when outside of their rooms. Some clothing must be worn going to and from shower baths.
7. Smoking will be permitted in the dormitory as long as students do not abuse this privilege by such acts as throwing cigarette butts on the floor, smoking in bed, and leaving burning cigarettes lying around.
16

- 554 -

8. Boys are not allowed to visit other student's rooms unless the occupant of the room is there.

ACADEMIC POLICIES Grading System - The following grad-

9. All forms of hazing, scuffling, and

ing system is used in all courses:

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horseplay are strictly prohibited.

Point Scale

Numerical Value

10. No pictures are to be pasted or taped on the walls.
11. Students leaving campus on weekends must sign out with the dormitory director.

4.0 . .3.0
2.0 1.0 U (Unsatisfactory)

100
90 80 70 Below 70

Grade Reports - A report of grades is

mailed to parents or guardians at the end

of each quarter. If the student is doing

unsatisfactory work, grades are reported

at the end of each month.

Provisional Acceptance - During the admissions process students are occasionally accepted for courses of study on a provisional basis. This means that they are
provided a trial period in that course for at least three months or until there is indication of satisfactory work. Students who do not make satisfactory grades within this period may be subject to dismissal from the course.

Academic Probation - Students making unsatisfactory grades are subject to academic probation for a period of from 30 to 90 days. If satisfactory grades are not
achieved during the probationary period the student is subject to dismissal from the course.

Course Transfer - Students have the privilege of transferring from one course to another while enrolled in school provided:

1. they give sufficient reason.

17

18

2. they have the necessary qualifications for entering another course.
3. there is a beginning class in the other course, or transfer is made within a reasonable time after the course begins.
In most courses a student cannot transfer after the course has progressed more than two weeks. Students desiring to transfer must consult with the School Counselor or the Dean of Students and receive permission to make the change.
Attendance - There are NO allowable unexcused absences. Students who have any absences must arrange with the instructor to make UP the work. Students absent up to six (6) days in any quarter for any reason will not receive credit for units covered unless:
1. Work is made up at the discretion of the instructor.
2. Student repeats units not completed.
Honor Roll - Students who maintain a 3.0 or higher grade point average during any quarter and who are recommended by their instructor are named to the Honor Roll. Students who are named to the Honor Roll at least two of the three quarters prior to their graduation are considered Honor Graduates and special recognition is provided at the graduation exercises.
Graduation - A graduation exercise is held at the end of each school year and all students who satisfactorily meet .the requirements for graduation within that school year are eligible to participate.
19

Diplomas - Upon satisfactory completion of a course of training the student is provided with a diploma. This certificate indicates that the student has satisfactorily met all the requirements in a particular course. Student fee for this diploma is $1.00, and the diploma cover is $2.00. It is the responsibility of the student to pay this fee prior to graduation.
Transcript of Grades - A transcript of final grades, indicating units of instruction, hours of training, and final grades, is provided the student upon request to the Dean's office.
Withdrawal Procedures - All students who graduate or terminate their course of training are required to follow certain withdrawal procedures. The student must obtain a withdrawal slip from the Dean's office and foJ.low the prescribed procedures. The purpose of this procedure is to provide the student with a clean record of clearance f<om the School.
Re-instatement ~ Students who are dismissed from the School for either academic or disciplinary reasons, and who desire re-instatement, must make their request for readmission in writing to the Dean of Students. All decisions regarding readmission are made by the School Admissions Committee.
NOTE: Each department has more specific academic policies. Students are provided with information about policies in their particular department upon enrollment.
20

- 555 -

GENERAL CAMPUS INFORMATION

Business Education building each Tuesday

Mail Service - Student mail is delivered and picked up in each department twice a day during the week. On Saturdays, student mail is provided at the receptionist's desk in the administration

and Thursday at 3:45 P.M. and returns to the campus at 5:00 P.M. Transportation to church is provided. each Sunday with the bus leaving from the Girls' Dormitory at 9:30 A.M. and at 10:30 A.M.

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building between 9:00 A.M. and 11:00 A.M. Student mail is brought to the dining hall during the noon meal on Sundays.

Canteen-The campus canteen is operated in conjunction with the Vocational Rehabilitation Services for the Blind, and

Laundry Servlce-Student laundry and drycleaning must be brought to the School laundry on Mondays between 7:15 A.M. and 8:25 A.M., and picked up on Fridays between 7:15 A.M. and 8:25 A.M., and during the lunch period. Students will be advised regarding the quantity allowed during orientation at the beginning of each

students are urged to cooperate with manager of this facility. It is open for students from 8:00 A.M. to 8:25 A.M., at break-time, during the lunch period, and after school until 9:00 P.M. on week-days, from 8:00 A.M. to 9:00 P.M. on Saturdays, and on Sunday afternoons. No dancing is allowed in the canteen.

quarter.

Book Store-The School Book Store is located in the basement of the administration building. A schedule is set up by department for students to purchase books during registration week in the fall quarter and at the heginning of each quarter. At other times the book store is opened upon request. Students should contact the secretary to the Instructional Supervisor.

Transportation Service-The School bus provides a regular schedule of trips to town each week. The bus leaves from the

21

22

STUDENT GOVERNMENT
The Student Government Organization provides the students a voice in the government of the School and assists the administration in carrying out policies and regulations of the School. It is composed of a President and Vice-President, elected by the student body, and a representative from each department on campus. The representatives are elected by each department. The representatives from each department are the Reviewing Committee, and functions in disciplinary cases referred by the administration.
The Adjustment Committee is composed of students elected by the student body and faculty members appointed by the School Director. This committee has the final voice in all cases except those referred to the Director.

WHOM TO SEE ABOUT WHAT

Student Affairs

Student Personnel Director

Academic Problems Dean or Counselor

Counseling

Counselor

Course Transfer

Student Personnel Director or Counselor

Withdrawal

Dean or Counselor

Insurance and accidents

Cashier

Housing Class rings, pins, etc.

Dean Cashier

Extension Courses

Student Personnel Director

Job Placement

Counselor

Selective Service Information

Dean

Financial Aid

Dean or Student Personnel Director

Textbooks

Secretary to Instructional Supervisor

Automobile Permits

Dean or

Recreation Director

Payment of Fees

Business Manager

~

~

- 556 -

Appendix K SEPTEMBER 1966 WORK CONFERENCE PARTICIPANTS
FROM OTHER STATES
- 557 -

James R. Bishop, State Supervisor, Vocational Counseling, Department of Educatiori, Montgomery, Alabama
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Kearney Campbell, Director, Division of Guidance Services, Department of Education, Commonwealth of Kentucky, Frankfort, Kentucky Arnold Frietag, Program Services Representative, Division of Vocational, Technical, and Adult Education, Department of Education, Tallahassee, Florida Everett P. Hilton, Assistant Superintendent for Vocational Education, Commonwealth of Kentucky, Frankfort, Kentucky Jerry Gaither" State Supervis'.>r of Vocational Guidance, State Department of Education, Nashville, Tennes see George O. Smith, Jr., State Supervisor of Vocational Guidance, State of South Carolina, Department of Education, Columbia, South Carolina
-' 558 -

Appendix L PARTICIPANTS AT NATIONAL CONFERENCE ON STUDENT
PERSONNEL SERVICES IN AREA VOCA TIONAL- TECHNICAL SCHOOLS
October 10 and 11
- 559 -

Dr. Walter Arnold, Director, Division of Vocational- Technical Education

U. S. Office of Education

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Washington, D. C.

Mr. Gary L. Arthur, Counselor DeKalb Area Vocational- Technical School Clarkston, Georgia

Mr. Jim Athen, Consultant, Guidance Services Section Department of Public Education Des Monies, Iowa

Mr. William T. Barnes, Assistant Coordinator of Student Personnel Services, Macon Area Vocational-Technical School Macon, Georgia

Mr. Alex Baranski, Guidance Counselor Marietta-Cobb Area Vocational-Technical School Marietta, Georgia

Mr. Robert L. Bess, Assistant Coordinator of Student Personnel Services, Savannah Area Vocational-Technical School Savannah, Georgia

Mr. James R Bishop, State Supervisor, Vocational Counseling Department of Education Montgomery, Alabama

Mr. Maurice Boatwright, Director Swainsboro Area Vocational-Technical School Swainsboro, Georgia

Mr. Ed Bodenhamer, Associate Director for Area School Programs Division of Vocational Education Atlanta, Georgia

Dr. Warren C. Bonney, Professor of Education College of Education, University of Georgia Athens, Georgia

- 560 -

.Dr. James E. Bottoms, Associate Director for Leadership Services -

Gui'c1at;lce, Division of Vocational Education

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Atlanta, Georgia

Mr. Keyes Bowman, Assistant Coordinator of Student Personnel Services Atlanta Area Technical School Atlanta, Georgia

Mr. Len S. Brenchley, Vocational Guidance Counselor Idaho State University, Area Vocational-Technical School Pocatello, Idaho

Mr. Ben Brewton, Director Macon Area Vocational- Technical School Macon, Georgia

Dr. Clay V. Brittain, Coordinator of Guidance Projects Division of Adult and Vocational Education, U. S. Office of Education Washington, D. C.

Mr. Frank Brown, State Supervisor, Occupational Information &: Guidance Services, Vocational-Technical Education Division Carson City, Nevada

Mr. John Bruton, As sistant Coordinator Area Vocational-Technical Schools Stillwater, Oklahoma

Mr. Niel Carey, State Supervisor of Vocational Guidance State Department of Education Baltimore, Maryland

Mr. Don Cargill, Coordinator of Student Personnel Services Troup County Area Vocational-Technical School LaGrange, Georgia

Mr. Harry Carlson, Dean of Students, Los Angeles Trade-Technical College Los Angeles, California

- 561 -

Mr. LeRoy Cavanar, Guidance Consultant, Vocational Education

."

Sta-te Board for Vocational Education

Denver, Colorado

Mr. Lorran C. Celley, Supervisor of Guidance Services State Board of Vocational- Technical & Adult Education Madison, Wisconsin

Dr. Huey E. Charlton, Professor of Education Guidance Department, Atlanta University Atlanta, Georgia

Dr. B. E. Childers, Director, Adult, Vocational & Library Programs U. S. Office of Education, Regional Office IV Atlanta, Georgia

Mr. Lindell R. Churchill, Director of Admissions Nebraska Vocational- Technical Milford, Nebraska

Mr. James F. Clark, Director DeKalb Area Technical School Clarkston, Georgia

Dr. Ray Cleere, Head, Counselor Education Program Department of Psychology, West Georgia College Carrollton, Georgia

Mr. Carol Coons, Director Savannah Area Vocational- Technical School Savannah, Georgia

Dr. John Coster, Director Center for Occupational Education, North Carolina State University Raleigh, North Carolina

Mr. George A. Corley, Coordinator of Student Personnel Services Columbus Area Vocational-Technical School Columbus, Georgia

Mr. Burl Cowan, Coordinator of Student Personnel Services Lanier Area Vocational-Technical School Oakwood, Georgia

- 562 -

Mr. Jack Cox, Director

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Carroll County Area Vocational- Technical School

Carrollton, Georgia

Mr. Maurice Culberson, Director Coosa Valley Vocational- Technical School Rome, Georgia

Mr. Jack Davis, Director of Student Personnel Services AsheviUe-Buncombe Technical Institute Asheville, North Carolina

Mr. Byron Elmore, Guidance Counselor North Georgia Technical-Vocational School Clarkesville, Georgia

Mr. Reynold Erickson, State Supervisor of Guidance State Department of Education St. Paul, Minnesota

Mr. Bill Estes, Coordinator of Student Personnel Services Waycross-Ware County Vocational-Technical School Waycross, Georgia

Mr. David Farrior, Coordinator of Student Personnel Services Augusta Area Technical School Augusta, Georgia

Mr. Robert Ferguson, Director Atlanta Area Technical School Atlanta, Georgia

Mr. Loran Frazier, Vocational Guidance Dire<;:tor Helena Vocational- Technical School Helena, Montana

Mr. Arnold J. Freitag, Consultant, Vocational Guidance State Department of Education Tallahassee, Florida

- 563 -

Dr. Albeno P. Garbin, Occupational Sociology Specialist, The Center for Research and Leadership Developm.ent in Vocational and Technical .>Education, The Ohio State University, Colum.bus, Ohio
Mr. O. A. Gabriel, Student Services Counselor Vocational-Technical, Adult Education, District 4 Madison, Wisconsin
Mr. Thom.as G. Garrison, Supervisor of Vocational Guidance Departm.ent of Public Instruction Indianapolis, Indiana
Mr. Jack N. Gay, Coordinator of Post Secondary Education and Student Personnel Services, Moultrie Area Vocational-Technical School Moultrie, Georgia
Mr. Joseph D. Godsey, Director, Vocational Program.s Developm.ent, Post-Secondary, Texas Education Agency, Austin, Texas
Mr. Perry Gordy, Director Colum.bus Area Vocational-Technical School Colum.bus, Georgia
Mr. Charles H. Green, Director of Post-Secondary VocationalTechnical Education, State Departm.ent of Education Concord, New Ham.pshire
Mr. Ray F. Greeson, State Supervisor of Distributive Education Area Schools Program., State Departm.ent of Education Atlanta, Georgia
Dr. Norman Gysbers, Associate Professor of Education University of Missouri Colum.bia, Mis souri
Mr. Don C. Hall, Coordinator of Student Personnel Services Atlanta Area Technical School Atlanta, Georgia
Mr. George Hardy, Director Augusta Area Vocational-Technical School Augusta, Georgia
- 564 -

Mr. J. Aubrey Harris, Director

.--

Pickens County Area Vocational-Technical School

Jasper, Georgia

Mr. Doug Harris, Coordinator of Student Personnel Services Macon Area Vocational-Technical School Macon, Georgia

Mr. Kenneth Hay, Area Vocational-Technical School Supervisor, State Department of Education Topeka, Kansas

Mr. Ford Hayes, Director South Georgia Technical- Vocational School Americus, Georgia

Dr. Sidney C. High, Project Officer Educational Resources Development Branch, U. S. Office Education Washington, D. C.

Mr. Harvey C. Hirschi, Occupational & Career Guidance Specialist Utah State Board of Education Salt Lake City, Utah

Dr. William Hitchcock, Chairman Counselor Education Program, Georgia Southern College Statesboro, Georgia

Mr. W. W. Hobbs, Director Moultrie Area Vocational- Technical School Moultrie, Georgia

Mr. Coy L. Hodges, Coordinator of Student Personnel Services Griffin-Spalding Area Vocational- Technical School Griffin, Georgia

Mr. Paul M. Hodgson, Assistant Superintendent, Vocational.. Technical Education & Extended Services, Department of Public Instruction Dover, Delaware

- 565 -

Mr. Don Hogan, Coordinator of Student Personnel Services

Athens Area Vocational- Technical School

.>-

Athens, Georgia

Mr. Shirell Holbrook, Assistant Director and Counselor Pines Vocational- Technical School Pine Bluff, Arkansas

Mr. Wendell Hoomes, Coordinator of Student Personnel Services Carroll County Area Vocational- Technical School Carrollton, Georgia

Mr. Lamar Holloway, Director Valdosta Area Vocational- Technical School Valdosta, Georgia

Mr. Barnard S. Holt, Coordinator of Student Personnel Services Marietta-Cobb Area Vocational-Technical School Marietta, Georgia

Mr. Charles Houston, Guidance Counselor Augusta Area Vocational-Technical School Augusta, Georgia

Dr. Kenneth Hoyt, Professor of Education College of Education, University of Iowa Iowa City, Iowa

Mr. Edward P. Ike, Coordinator of Student Personnel Services Savannah Area Vocational- Technical School Savannah, Georgia

Mr. Wayne Israel, Assistant Coordinator of Student Personnel Services Albany Area Vocational-Technical School Albany, Georgia

Mr. Carlton A. B. Jackson, Assistant Coordinator of Student Personnel Services, Columbus Area Vocational-Technical School Columbus, Georgia

Mr. Delbert R. Jerome, Supervisor of Vocational Guidance Department of Vocational Education Phoenix, Arizona

- 566 -

Dr. Bernard A. Kaplan, Associate Director for Ancillary Service~~ Division of Vocational Education, State Department of Education Trenton, New Jersey
Mr. Allen Delsay, Supervisor, Guidance Services State Department of Education Jefferson City, Missouri
Mr. Charles Kent, Supervisor Guidance & Testing State Departm~nt of Education Richmond, Virginia
Mr. Vincent W. Kidd, Guidance Counselor Hazard State Vocational School Hazard, Kentucky
Miss Bertha King, Stat e Supervisor of Horne Economics Area Schools Program, State Department of Education Atlanta, Georgia
Mr. Johnny Kirby, Assistant Coordinator of Student Personnel Services, Thomas Area Vocational- Technical School Thomasville, Georgia
Mr. E. V. Langford, Director Griffin-Spalding Area Vocational- Technical School Griffin, Georgia
Mr. John W. Ledwitch, Jr., Coordinator of Student Personnel Services Albany Area Vocational- Technical Albany, Georgia
Dr. John W. Letson, Superintendent Atlanta City Schools Atlanta, Georgia
Mr. L. L. Leverette, Director Marietta-Cobb Area Vocational-Technical Marietta, Georgia
Mr. John H. Lloyd, Jr., State Supervisor of Technical Education Area Schools Program, State Department of Education Atlanta, Georgia
- 567 -

Mr. JohnR. Lovegrove,' Program Officer Elementary & Secondary Education, U. S. Office of Education, Regional .... Office IV, Atlanta, Georgia
Mr. E. G. McCants, Director Upson County Area Vocational-Technical School Thomaston, Georgia
Mr. Joe McDaniel, State Supervisor, Vocational Guidance State Department of Education Jackson, Mississippi
Mr. Sylvester McMillan, Guidance Counselor Atlanta Area Technical School Atlanta, Georgia
Mr. Charles Mantooth, Assistant Coordinator of Student Personnel Services, Waycross-Ware County Vocational-Technical School Waycross, Georgia
Mr. James Marlowe, Coordinator of Student Personnel Services North Georgia Technical and Vocational School Clarkesville, Georgia
Mr. R. Gilbert Martin, Guidance Counselor Atlanta Area Technical School Atlanta, Georgia
Dr. Kenneth Matheny, Chairman Guidance and Counseling Department, Georgia State College Atlanta, Georgia
Mr. Seab H. Miller, Coordinator of Student Personnel Services Valdosta Area Vocational-Technical School Valdosta, Georgia
Mr. Harold Moore, Dean of Students South Georgia Technical-Vocational School Americus, Georgia
Mr. Lewis Moorer, Supervisor Area Schools Nashville, Tennessee
- 568 -

Mr. John P. Morine, Senior Supervisor of Vocational Education State Department of Vocational Education Boston, Mas sachusetts
Mr. George W. Mulling, State Director Division of Vocational Education, State Department of Education Atlanta, Georgia
Mr. Michael Murphy, Program Specialist Vocational Industrial Education, State Department of Education Charleston, West Virginia
Mr. Jack P. Nix, State Superintendent of Schools State Department of Education Atlanta, Georgia
Mr. Fred Otte, Assistant Director, Project 236 Division of Vocational Education, State Department of Education Atlanta, Georgia
Mr. Robert Palmer, Dean of Students Portland Community College .Portland, Oregon
Mr. Bob Pardue, State Supervisor of Publications & Public Information Division of Vocational Education, State Department of Education Atlanta, Georgia
Mr. Richard D. Parker, Consultant Guidance & Counseling Services, Department of Public Instruction Pierre, South Dakota
Mr. James Paschal, Assistant Coordinator of Student Personnel Services Augusta Area Vocational-Technical School Augusta, Georgia
Mr. Louis Phillips, Coordinator of Instructional Programs Athens Area Vocational-Technical School Athens, Georgia
Mr. Dea PounderlJ, Director Walker County Vocational-Technical School Rock Spring, Georgia
- 569 -

Mr. David H. Pritchard, 'Vocational Guidance Specialist Division of Vocational-Technical Education, U. S. Office of Education .>Washington, D. C.
Mr. Charles Rice, Coordinator of Student Personnel Services Coosa Valley Vocational-Technical School Rome, Georgia
Dr. Ralph M. Roberts, President Southern Association of Counselors, Educators, and Supervisors Professor of Education, University of Alabama, University, Alabama
Mr. Richard Runyan, Coordinator of Student Personnel Services Upson County Area Vocational-Technical School Thomaston, Georgia
Mr. Alton Salter, Coordinator of Student Personnel Services Thomas Area Vocational-Technical School Thomasville, Georgia
Mr. James Schenck, Industrial Training Specialist Area Schools Program, State Department of Education Atlanta, Georgia
Mr. Marion H. Scott, Jr., Coordinator of Student Personnel Services Dekalb Area Vocational- Technical School Clarkston, Georgia
Mr. Paul Scott, Coordinator of Student Personnel Services Walker County Vocational- Technical School Rock Spring, Georgia
Mr. Paul Sewell, Director Thomas Area Vocational-Technical School Thomasville, Georgia
Dr. Byrl R. Shoemaker, Director of Vocational Education State Department of Education Columbus, Ohio
Mr. Wiley Simpson, State Supervisor of Business Education Area Schools Program, State Department of Education Atlanta, Georgia
- 570 -

Mr. Harold C. Skorpen, Associate in Higher Education Guidance
.;.
State Education Department Albany, New York
Mr. Edward D. Smith, Guidance Specialist Division of Guidance & Counseling, Bureau of Special Instruction Harrisburg, Pennsylvania
Mr. Glenn E. Smith, Chief, Program Operation Section Division of Vocational Education, State Department of Education Lansing, Michigan
Mr. Jerry Smith, Coordinator of Student Personnel Services Pickens County Area Vocational-Technical School Jasper, Georgia
Mr. Jim Smith, Chief, Vocational Guidance Services Vocational Education, Rehabilitation Springfield, Illinois
Mr. John A. Snell, Chief Bureau of Vocational Education, State Department of Education Augusta, Maine
Mr. James E. Spradlin, Coordinator of Student Personnel Services South Georgia Technical- Vocational School Americus, Georgia
Mr. Owen K. Sterner, Coordinator of Student Personnel Services DeKalb Area Technical- Vocational School Clarkston, Georgia
Dr. Merle Strong, Coordinator of Guidance Activities Division of Vocational-Technical Education, U. S. Office of Education Washington, D. C.
Dr. Emeliza Swain, Professor of Education College of Education, University of Georgia Athens, Georgia
Mr. W. E. Thalleen, Assistant State Supervisor of Vocational Guidance State Department of Education Atlanta, Georgia
- 571 -

Mr. Charles H. Tobin, State Supervisor, Vocational Guidance

Department of Education

.>-

Providence, Rhode Island

Mr. Bob Todd, State Supervisor of Vocational Guidance State Department of Education Atlanta, Georgia

Mr. Pat R. Vigil, Counselor Albuquerque Technical- Vocational Institute Albuquerque, New Mixico

Mr. Dean F. Wagaman, State Supervisor, Vocational Guidance and Counseling, Division of Vocational Education, State Board for Vocational Education,Olympia, Washington

Mr. H. D. Waters, Director Albany Area Vocational- Technical School Albany, Georgia

Dr. Charles Weaver, State Guidance Supervisor State Department of Education Columbus, Ohio

Mr. John White Assistant Coordinator of Student Personnel Services Albany Area Vocational-Technical School Albany, Georgia

Mr. William C. Whitman, Director of Vocational- Technical Education Burlington High School Burlington, Vermont

Mr.. Don Wilson, Coordinator of Student Personnel Services Swainsboro Area Vocational-Technical School Swainsboro, Georgia

Mr. Donald Winters, Director Waycross-Ware County Vocational-Technical School Waycross, Georgia

-" 572 -

-Mr. E. F. Womack, State Supervisor of Trade & Industrial Education State Department of Education Atlanta, Georgia Mr. R. H. Wynn, Director Troup County Area Vocational-Technical School LaGrange, Georgia
- 573 -

Appendix M SAMPLE OF LETTERS RECEJVED AFTER NATIONAL CONFERENCE
ON STUDENT PERSONNEL SERVICES IN AREA VOCA TIONAL~TECHNICA L SCHOOLS
- 575 -

~

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~

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...

@tVtjt'bw~~&umWw

~F-"-"j'.7'2:a~-?-:"&;':~',\'~,. ~c~~ ",

182 J,emufll .s;!r,':!' LGJ!on 02111

October 19.. 1967

Dr. Gene Bottoms Associate Director for Leadership Services - Guidance Division of Vocation.&1 Education State Office Building
Atlanta, Georgia 30334
near Gene:
As I am finally getting caught up" I have time to thank you
sincerely for the opportunity to attend the National Conference on Student Personnel Services in Area Vocational-Technical Schools. You
did an explicit job in the arrangement ot speakers and in the
mechanics of the Conferenee. The papers were excellently presented ,and
I have assigned some to a student in Iq class at Tufts UniversitY' Graduate School to report on phases of your Pupil Personnel Services.
I want you to know that I appreciate being a part of the Conference.
Mos t sine erely"
~-r1~ne-J~s-eni""~ "':'""o-r--=s-u-p-erv1~~s-o-rOccupational Information and Vocational Counseling
JRt1:bc

-' 576 -

OKLAHOMA

STATE

aOARD

FRANCIS T. TUTTLE, DIRECTOR

FOR

VOCATIONAL

ISH\ WEST SIXTH AVENUE

Oc tober 16, 1967

EDUCATION
STILLWATER, OKLAHOMA 74074
,:,...

Dr. James E. Bottoms Associate Director Division of Vocational Education State Department of Education Atlanta, Georgia 30310
Dear Dr. Bottoms:
I would like to take the opportunity to congratulate you and your staff for the outstanding conference on Student Personnel Services. The information that has been desiminated will be of great value to the entire program of area vocational-technical centers.
If at any time, we in Oklahoma can be of assistance, please feel free to contact us.
It was a privilege to have been a participant in the conference.
Sincerely,
~~~
JOHN C. BRUTON Assistant State Coordinator Area Vocational-Technical Education
JCB:dc

- 577 -

JI GEORGIA S TAT E COLLEGE

.-'

33 GILMER STREET, S. E . ATLANTA, GEORGIA 30303

October 19, 1967

Dr. Gene Bottoms Assistant State Director Vocational Education Leadership State Office Building. Room 255 Atlanta, Georgia 30334
Dear Gene:
Just a word of congratulations on the recent National
conference on Student Personnel Work. You and your staff
are to be highly commended for an excellent piece of work in
the project. Not only was the project successfully completed,
but the conference program was to the point, hard-hitting, and
represented Georgia Voc-Tech Education in the most favorable
light.

Sincerely,

KBM/rn

Kennetn-1t. Matheny Professor of Education

..: 578 -

M. W. ESSEX SUPERINTENDENT DF PUBLI C INSTRUCTION

STATE OF OHIO
DEPARTMENT OF EDUCATION
COLUMBUS
October 16, 1967

DIVISION OF
GUIOANC~ AND TESTING
751 NORTHWEST BLVD. COLUMBUS, OHIO 43212
PHONE U, A5'O
JOHN G. ODGERS DIRECTOR

Dr. James E. Bottoms Project Director Research project 236 191 Central Avenue, S.W. Atlanta, Georgia 30303
Dear Gene:
I spent most of this afte~noon (Sunday) preparing a report of the First National Conference on Student Personnel in Area Vocational-Technical Schools for the next issue of "Ohio Guidance News and Views." You folks have so much good going for you that I do want to share some of it with our Ohioans. I'm enclosing some information which may be of interest to you, too.
Thank you for the invitation to the well planned and executed conference~ The stay with you Georgians was both inspiring and pleasant.

CEW:bb cc: John G. Odgers enclosure

Charles E. Weaver, Ph.D. State Supervisor Guidance Services

- 579 -

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OE 6000 (REV. 9-66)

DEPARTMENT OF HEAL.TH, EDUCATION, AND WELFARE

ERIC ACCESSION NO.

OFFICE- OF EDUCATION

.>-

(TOP)

ERIC REPORT RESUME

001
100 101 102 103
200
300 310
320 330
340 350 400
500 501
600 601 602 .603 604 605 606
607
800 801 802 803 804 805 806 807 808 809 810 811 812 813 814 815 816
8ll
818 819 820 821 822

CLEARINGHOUSE
P.Al T.Al AC CESSION NUMBER l~ES~~; ~:E81

IS DOCUMENT COPYRIGHTED?
ERIC REPRODUCTION RELEASE?

TITLE

Developing a Program of Student Personnel Services for

Area Vocational-Technical Schools

YES 0 YES (lg

NO 1!9
ND

PERSONAL AUTHOR(S)
Bottoms, James E.

Otte, Frederick L.

INSTITUTION (SOURCE)
Georgia Department of Education,
REPORT/SERIES NO. OTHER SOURCE

Atlanta,

G eorgl.a,

Division of

\T

.1

Education

NO. OTHER REPORT
OTHER SOURCE

'I SOURCE CODE I SOURCE CODE I SOURCE CODE

NO. OTHER REPORT

PUS'L, DATE

1 6RI -De~

CONTRACT/GRANT NUMBER

PAGINATION, ETC.

580 +

OE - 6 - 85 - 05Q

RETRIEVAL TERMS
student personnel services, vocational education, student records, counseling, information service, placement, evaluation, guidance, administering

recruiting, orientation,

admission, job

IOEN Tl FI ERS
ABSTRACT
A developmental project was conducted in the state of Georgia to develop student personnel services for post- secondary area vocationaltechnical schools. The project began with a study of the perception of area school students and staff members regarding the services needed. Based upon data obtained through the survey, committee s composed of area school personnel and consultants designed the following student personnel services: preadmis sion information, admis sions, records, counseling, information, job placement, and evaluation. These services were implemented in each school through monthly staff meetings led by student personnel specialists who discussed one service at each staff meeting.

Of 6000 (Rev. 9-66)

INSTRUCTIONS FOR COMPLETING ERIC REPORT RESUME

The resume is used to identify summary data and information about each document acquired, processed,

and stored within the ERIC system. In addition to serving as a permanent record of the document in the col.

lection, the resume is also a means of dissemination. All fields of the form must be completed in the- allotted

spaces, but inapplicable fields should be left blank. The following instructions are keyed to the line numbers

appearing in the left margin of the form:

.

TOP LINE. ERIC Accession No. Leave blank. A permanent ED number will be assigned to each resume and its corresponding document as they are processed into the ERi C system.
LINE 001. Clearinghouse Accession No. For use only by ERIC Clearinghouses. Enter the alpha code and 6-digit document number. Resume Date. In numeric form, enter month, day, and year that resume is completed. (Example: 07 14 66) P.A. Leave blank. T.A. Leave blank. Copyright. Check appropriate block to denote presence of copyrighted material within the document. ERIC Reproduction Release. Check appropriate block to indicate that'ERIC has permission to reproduce the document and its resume form.
LI NES 100- 103. Title. Enter the complete document title, including subtitles if the y add significant information. Where applicable, also enter volume number or part number, and the type of document ( Final Report, Interim Report, Thesis, etc.).
LI NE 200. Personal Author(s). Enter personal author(s), last name first. (Example: Doe, John J.) If two authors are given,
enter both. (Example: Doe, John J. Smith, Ted). If there are
three or more authors, list only one followed by "and others."
LINE 300. Institution (Source). Enter the name of the organization which originated the report. Include the address (ciry and State) and the subordinate unit of the organization. ( Example: Harvard UnlV., Cambridge, Mass., School of Education.) Source Code. Leave blank.
LINE 310. Report/Series No. Enter any unique number assigned to the document by the institutional source. (Example: SC-1234)
LINE 320. Other Source. Use only when a second source is associated with the document. Follow instructions for Line 300 above. Source Code. Leave blank.

LINE 330. Other Report No. Enter document number assigned by the second source.
LINE 340. Other 'Source. Use only when a third source is ass0ciated with the document. Follow instructions for Line 300 above. Source Code. Leave blank.
LINE 350. Other Report No. Enter document number assigned by the third source.
LINE 400. Publication Date. Enter the day, month, and year of the document. (Example: 12]un 66) Contract/Grant Number. Applicable only for documents gen erated from research sponsored by the U.S. Office of Education. Enter appropriate contract or grant number and its prefix. (Example: OEC-1-6-061234-(033)
LI NES 500-501. Pagination, etc. Enter the total number of pages of the document, including illustrations. and appendixes. (Example: lJ5p.) USE THIS SPACE FOR ADDITIONAL INFORMATION PERTINENT TO THE DOCUMENT, such as publisher, journal citation, and other contract numbers.
LINES 600-606. Retrieval Terms, Enter the important subject terms (descriptors) which, taken as a group, adequately describe the contents of the document.
LINE 607. Identifiers. Enter any additional important terms, more specific than descriptors, such as trade names, equipment model names and numbers, organization and project names, discussed in the document.
LINES 800-822. Abstract. Enter an informative abstract of the document. Its style and content must be suitable for public announcement and dissemination.

U.S. GOYERNMINT ..IINTING O"ICE: IN' 0-231-551