THE ADULT EDUCATIQN PROGRAM OF THE UAW LOCAL 412 TECHNICAL TRAlNiNG CENTER Thesis for the Degree of Ph. D. MICHiGAN STATE UNIVERSITY Jack F. Zook T965 THESiS LIBRI’RY Michiga.. .5518 UMVL‘ISH)’ This is to certify that the thesis entitled The Adult Education Program Of The UAW Local 412 Technical Training Center presented by Jack F. Zook has been accepted towards fulfillment of the requirements for Ph.D. degree in Administration and Higher Education Date November 9, 1965 0-169 I 2.. 3'... s) w s w. u. .. u. ‘1. I. f... n \ T, A i..-__..'.-. V“ , THE ADULT EDUCATION PRCGRAM OF THE UAW LOCAL ul2 TECHNICAL TRAINING CENTER BY Jack F. Zook AN ABSTRACT CF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DO CTOR CF PHILOSC PHY College of Education 1965 ABSTRACT THE ADULT EDUCATION PROGRAM OF THE UAW LOCAL HIZ TECHNICAL TRAINING CENTER By Jack F. Zook The purpose of this study was to evaluate a unique adult educational prOgram initiated by UAW Local h12, a Detroit la- bor union. This organization, the Amalgamated Engineers, Technicians, and Associates which were based in the engineer- ing division of the Chrysler Corporation, faced the problem that some of its members were to be phased out of their jobs by automated equipment. As a solution to this problem, UAW Local h12 planned an adult education program that was designed to retrain these workers in the saleable skills of clay modeling, graphic il- lustrating and product detailing. Research had shown there existed a demand for workers with these skills in the Detroit metrOpolitan area. In the early planning stages it was learned that the United States government, through the Man- power Deve10pment and Training Act, whuld aid in the selec- tion of trainees, underwrite most of the cost and attempt job placement of the graduates. This has been an examination of the resultant program, the UAW Local 412 Technical Training Center. The study dealt with the background and history of the program, investigated the curriculum and the participants and evaluated the entire Operation. - 3 - JACK F. ZDOK Both the staff and the students were asked to evaluate the training program as it was nearing completion. These data were gathered, tabulated and analyzed for future ref- erence. Later,,three months after the classes graduated, the students were again contacted and asked to relate their training experience to their current employment status. They were also asked to again evaluate various phases of the training program. These data were‘added to that which was gathered earlier and the combination was further anal- yzed. From this analysis, certain observations, conclusions and recommendations were made. It was here that the appar- ent strengths and weaknesses of the program were recorded. Major recommendations for the improvement of this and future programs were made. These suggest that the criteria used in the selection of students for training programs be realistic in terms of the job placement potential and that industry be included as a full and equal partner with gov- ernment and labor if job placement is the goal of such train- ing programs. THE ADULT EDUCATION PROGRAM OF TEL UAW LOCAL 1412 TECHNICAL TRAINING CENTER BY Jack Ff Zook :p E. O) H (I) Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1965 ACKNOWLEDGEMENTS The writer wishes to express his gratitude to Dr. Harold J. Dillon, Chairman of his Guidance Committee, for the help and direction that was extended to him throughout his studies for the doctoral degree. A thank you is also extended to the members of the Guidance Committee: Dr. Clyde Campbell, Dr. John.Useem and Dr. Max S. Smith. The study of the UAW Local h12 Technical Training Center would not have been possible without the c00peration of the staff and members of its administrative board. The coopera- tion and assistance of Joseph V. Tuma, UAW International Union, Ray J. Sullivan, President, UAW Local ul2, and Wayne E. Schultz, Director of the school is gratefully acknowledged. The assistance of W. E. Gleason, Professional Division of the Michigan Employment Security Commission, and the staff and students of the Technical Training Program is appreciated. _ 11 - CONTENTS A CKNOW LEDGEI‘IEN TS o o c c o o o o 0 LIST OF TABLES O C O O O 0 O O O 0 CHAPTER I. II. III. IV. VI. VII. VIII. THE PROBLEM . . . . . . BA CKGROUND INFO RMAT ION HISTORY OF THE PROGRAM TILE UAW LOCAL 14.12 TECHNICAL TRAINING GEN TE R O O O O O O O 0 THE PARTICIPANTS . . . INITIAL EVALUATION OF THE PROGRAM . THE FOLLOW-UP STUDY EVALUATION . SUMMARY, CONCLUSIONS AND RECOMMENDA- TIONS O O O O O O O O O BIBLIOGRAPHY . . . . . . . . . . . APPENDICES I. II. III. PERSONNEL SURVEY . . . INSTRUCTOR SURVEY . . . FOLLOW-UP QUESTIONNAIRE - iii - 18 25 29 38 60 72 8A 87 9h 97 TABLE I. II. III. IV. V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. XVIII. XIX. LIST OF TABLES CHANGE IN EMPLOYMENT, 1960-1970 . RECRUITMENT SOURCE . DEMOGRAPHIC CHARACTERISTICS OF 55 TECH- NICAL TRAINING CENTER STUDENTS EDUCATIONAL LEVEL . THE SELECTION PROCESS . . THE FACILITY AND FURNISHINGS . QUALITY OF SUPPLIES TRAINING RECEIVED VALUE OF TIME AND EFFORT EXPENDED TRAINEES' AREA OF TRAINING FOUND MOST ENJOYABLE BY THE TRAINEES INDIVIDUALIZED INSTRUCTION . QUALITY OF THE GROUP LECTURES THE GRADING SYSTEM . THE INSTRUCTOR RATINGS . . SUGGESTIONS FOR IMPROVING THE T ION O C 0 PLANNING . SUGGESTIONS FOR IMPROVING THE OPERATION UNDIFFERENTIATED DROP-OUT AND GRADUATE COMPARISONS 0 -iv- INSTRUC- MOST DIFFICULT AREA OF TRAINING Page 20 31 35 to Ln 1+2 (”REE—'5 as 1+? us A9 5 o 51 53 SA 57 -V- LIST OF TABLES (Continued) TABLE XX. DIFFERENTIATED DROP-OUT AND GRADUATE COIVIPARISONS O O O O O O O O C O O O O O O XXI. PERCENTAGE OF FOLLOW-UP QUESTIONNAIRES EETUqu-EL O C O O O O C O C O C O C O O O XXII. FOLLOW-UP EVALUATIVE CRITERIA . . . . . . XXIII. RELATIONSHIP OF PRESENT EMPLOYMENT TO TRAININGRECEIVED............ XXIV. WEEKLY WAGE INCREASES . . . . . . . . . . XXV. METHCD CF PLACEMENT. . . . . . . . . . . XXVI. AGENCIES FROM WHICH EMPLOYMENT WAS SOUGHT XXVII. REASONS FOR REJECTING JOB OFFER . . . . . XXVIII. PROSPECTIVE EMPLOYER CONTACTS AND RESPONSES O O O O O O O O O . C O O O O O O Page 59 62 63 61+ 65 66 . e7 . 68 CHAPTER I THE PROBLEM UAW Local 412 is a Detroit based labor union that has conducted an upgrading training program for approximately sixty individuals in skills peculiar to the automotive in- dustry. The program was carried out in an abandoned union hall that was refurbished and renamed the UAW Local 412 - Technical Training Center. It has retrained approximately twenty individuals in the area of product detailing, twenty in graphic illustrating and twenty in clay modeling. This privately promoted adult education program is unique in several important ways. It was promulgated by a labor union that assumed greater r65ponsibility to its mem- bership other than just representing it in labor disputes and contract negotiation with industry representatives. Some of its members were to be "phased out" of their jobs as a re- sult of technological change and it was thought that retrain- ing these individuals in new skills to upgrade them in their work would relieve them of the possibility of unemployment. The new skill areas were selected on the basis that short- ages of workers already existed in the field and new workers would find ready employment. Later, as this idea deveIOped, it became a cooperative venture with the Federal government, who not only co-sponsored - 1 _ _ 2 - the program, but underwrote most of the costs. The agree- ment was carried out through the Manpower Deve10pment and Training Commission, an Act passed by Congress in 1962. The participants were unique for such a program, for they did not come from the ranks of the unemployed, but were under-employed on their existing jobs. The over-riding theme of this program was to upgrade workers whose potential skills were not being fully utilized in their present work. Once these workers were retrained and moved to better Jobs, the void they left, if not eliminated by technological change, would be occupied by those who had less potential. The classroom instruction had a somewhat different em- phasis than that found in many adult education classes. The instructors for all three training areas were men working in industry, practicing the skills they were teaching. All pos- sessed formal teaching experience but the major concern in retaining them was based on their first-hand knowledge of the skills they were to teach in relation to the standards re- quired by industry. Finally, the school is housed in an obsolete union hall that was remodeled and refurbished to approximate the condi- tions and standards demanded by industry. It houses offices, a clay modeling room and a drafting room -- all designed to furnish students with the latest equipment in their field of work. The nature of this study is intended to describe the adult education program of the UAW Local ulZ - Technical - 3 _ Training Center and to subsequently evaluate this program. In so doing, the causative factors, such as research stud- ies and roles played by various agencies will be discussed. Since the Federal government has been so extensively involved, it too, will draw much attention in this section. The following section will discuss the program conducted at the Technical Training Center.' It will include a descrip- tion of the facility, a briefing about the staff and its functions and an examination of the curriculum. Succeeding this will be a chapter devoted to the par- ticipants. Their recruitment and the screening process used to select them including the functions of certain agencies will be discussed. Also to be included will be the demo- graphic characteristics of the students and a discussion of these statistics. The ensuing chapter dwells on an internal evaluation of the pregram. Students and staff were asked to fill out questionnaires requesting them to record their feel- ings about the training received and to offer suggestions for improving the program. A summation and evaluation of the re- turns concludes this seetion. A subsequent chapter concentrates on a follow-up study and, in turn, evaluates the results. It is based on a ques- tionnaire submitted to students three months following grad- uation where an attempt is made to determine if any type of job improvement has accrued as a result of retraining. The final chapter is employed in summarizing the data accumu- lated. -14.. Delimitations: I. The study was confined to describing and evaluat- ing the UAW Local #12 - Technical Training Center which is located at ABSO Conners Avenue, Detroit, Michigan. The school Sponsored an adult education program which was coOperatively financed by UAW Local h12 and the Office of Manpower, Automation and Training, an agency of the United States Gov- ernment under the Manpower DevelOpment and Train- ing Act of 1962. II. The entire study covers a two-year period of time ending in February of 1965. III. The study was limited to conducting an internal evaluation and a follow-up evaluation. The in- ternal evaluation was directed at obtaining Opin- ions from students and staff concerning the value of training and suggestions for improving the pro- gram. These data were collected, tabulated, and evaluated. The follow-up study concerned the oc- cupational placement of graduates from the school and evaluated this in terms of training received. IV. The study is limited to evaluating the Technical Training Center in terms of the drOpouts, recruit- ment and costs of training as related to the in- ternal and follow-up studies. Definitions: ADULT. Any person who has passed beyond the age at which -5- compulsory school attendance laws apply. ADULT EDUCATION PROGRAM. A Sponsored program for adults by the agencies cited in the delimitations of the problem. BUREAU OF APPRENTICESHIP TRAININGLBAT). A division of the United States Department of Labor that is rSSponsible for maintenance of minimum standards in government Sponsored training and apprenticeship programs. DROPOUT. Any trainee who fails to complete the require- ments for graduation from a training pregram. MANPOWER DEVELOPMENT AND TRAINING ACT (MDTA). A Bill passed by the 87th Congress of 1962 which authorizes and sub- sidizes approved training programs in an effort to reduce un- employment. MICHIGAN EMPLOYMENT SECURITIES COMMISSION (MESC). A di- vision of the United States Department of Labor which is re- sponsible for the placement or compensation of unemployed workers. Since the enactment of MDTA, it is responsible for discovering the need for training programs and in turn auth- orizing and screening applicants for them. ON-JOB-TRAINING LQJTl. This is the title of a particu- lar type of training program where the trainee Spends time on the Job learning the Specific skills peculiar to that Job. It is a formalized program under the Manpower Development and Training Act. OFFICE OF MANPOWER, AUTOMATION, AND TRAINING (CMATL. A division of the United States Department of Labor reSponsible for certain phases of the Manpower DevelOpment and Training Act. -6- PARTICIPANT. Any individual who was enrolled in the adult education program described. At various times, through- out the study, he may be referred to as enrollee, student, or trainee to avoid monotonous repetition. SEMISKILLED WORKER. Semiskilled workers are those who have ordinarily received only on-the-job training. Usually they are told what to do and how to do it and their work is closely supervised. SKILLED WORKER. These workers in skilled occupations who have received extensive training. Skills may have been acquired through apprenticeship or other formalized training. TECHNICIAN. A worker whose job requires the use and knowledge oftscientific and mathematical theory with Special- ized training in some aSpect of technology or science. As a rule, they generally work directly with scientists and engin- ears. TRAINING PROGRAM. Any of the three classes conducted at the UAW Local ul2 - Technical Training Center. The classes include clay modeling, graphic illustrating and product de- tailing. UNITED AUTOMOBILE WORKERS (UAW). A labor union whose membership includes workers from the automotive industry and related fields. The UAW is affiliated with the Congress of Industrial Organizations, (CIC). UNDER-EMPLOYED. The description of a worker who is not using the skills he already possesses or the skills he is cape able of possessing at his present employment. - 7 _ UNSKILLED WORKER. Laborers who work in manual occupations which generally require no special training or background. Frequently their jobs involve handling and moVing materials, sometimes requiring heavy physical work. ENTRY POSITION. A position for which an applicant must find employment on some other basis than prior work exper- ience or training. "Although most of the applicants are young people who lack Significant work experience or who have not reached occupational maturity, this group also includes exper- ienced workers who are barred from their former occupations because of technological developments, economic changes, phys- ical handicaps, age, or a disuse of Skills." Hypothesis Tested: I. That there exists a direct, positive relation be- tween the training received and the adult education program at the UAW Local h12 - Technical Training Center and the kind of work secured by graduates following successful completion of the training pro- gram. Procedure and Methodology: I. A search and review of the literature was completed. II. A study of the history and related events was made to understand the rationale for establishing the UAW Local hl2 - Technical Training Center. III. A study was undertaken that describes the factors that account for the adoption of the curriculum for the program to be described. IV. V. VI. - 8 - The program of instruction is described in detail and includes descriptions of the instructors, the curriculum and the administration. The students are described in relation to the pro- cess used to select and screen them. Training and the demographic characteristics that they possess are fully described. An initial evaluation was conducted asking students and staff to report their opinions concerning the entire Operation of the school. The results were tabulated and classified and later used as a basis for evaluation of the program. VII. A follow-up study was made of the students three months after their graduation from the Technical Training Center. It was sought to determine if their present work employed any of the skills gained through training. A positive relation was consid- ered to exist if graduates were working at jobs that required the use or knowledge of the skills they had obtained at the School. VIII.The results of the initial evaluation and the follow- up study were summarized and interpreted. The im- plications resulting from these gathered data are reported in terms of recommendations and conclusions. CHAPTER II BACKGROUND INFCRRATICN In order to fully understand tne adult education pro- gram to be presented here, it is necessary to possess cer- tain knowledge and background information before proceeding with the actual study. The training program was established through the combined efforts of many individuals working with Several private and public organizations. When an aware- ness of the purpose and function of these organizations is held, the balance of the study becomes interesting and more meaningful. Here, too, a contemporary working concept of adult education is developed and applied. It is the purpose of this section to introduce the single elements that, when combined, led to the formation of the training program. In describing the functions of the var- ious agencies and relating them to adult education, it will be shown how the elements dove-tailed to culminate in what is presently known as the UAW Local h12 - Technical Train- ing Center. Adult education may be conceptualized as being an ex- tension or continuation of the formal learning process be- yond the age of compulsory school attendance. If, within this conceptual framework, it is used to continuously edu- cate individuals to perform a useful role in our constantly - 9 - - 10 - changing society, then its function is clearly established. In the past, adult education programs have been sup- ported by various community groups, ccnventionally Sponsored by schools, churches, YMCA'S and occasionally by a Special interest group from within the community. In some cases, private companies or wnole industries have worked OOOpera- tively with public institutions and have Sponsored Special programs. It is the normal procedure to house such programs in a school, church or some other public building. Such is not the case for the UAW Local hlZ - Technical Training Cen- ter. This adult education program is Sponsored by a local labor union and is housed in an unused union hall. The Unemployment Problem: In recent years America has been plagued with both chronic and acute unemployment problems. Its causes are many and var- ied and no one solution has been able to resolve the entire problem. Some workers are unemployed because the market for their Skill is being decreased or eliminated, while others have never possessed a saleable skill. The problem threat- ens to worsen because jobs calling for the work of the un- skilled are rapidly being eliminated. President Johnson noted this in his report to Congress in l96h: Manpower needs are shrinking in declin- ing industries and in those where new machines and methods are replacing work- ers faster than new jobs are being cre- ated by new demand. . . . Occupationally, unskilled jobs are de- clining in importance. Demand is ex- - 11 _ pending most in professional and techni- cal, clerical, and service occupations. Requirements for education and training for employment are increasing steadily. (20:2-3) A type of unemployment that has recently drawn wide- spread attention is that caused by rapid technological change -- automation -- and its impact is felt mostly by the un- skilled worker whose work tasks are usually repetitive or re- quire great strength and endurance. The elimination of an individual's job by automation is termed "phasing out" by in- dustry. The semi-skilled and skilled worker have been little affected by automation at this time. A paradox seemes to be reached, for while the work of the unskilled is being elimi- nated, their number already account for the great numbers of unemployed. The future does not appear bright. Some experts predict that there presently exists enough Skilled workers to satisfy demands well into the 1970's. Reflecting the growth in the service com- ponents of the economy and in the produc- tion of relatively complex technical pro- ducts, the fastest growing occupations during the next decade will be the profes- sional and technical positions -- eSpec- ially engineers, scientists, and technic- ians -- and the white-collar clerical and sales occupations. Among manual occupa- tions, only the most Skilled groups (crafts- men, foremen, etc.) will expand at a rate at least as rapid as total employment. The number of semi-Skilled jobs is expected to increase at two-thirds the rate of growth of total employment, and the number of unskilled jobs will remain about the Same, continuing their long-term relative decline. (23:21) - 12 - Thus, the prOSpects for the unskilled and semi-skilled, even in our expanding economy, are not very hopeful. It can- not be presumed that the unemployment problem faced by these individuals will be solved with the passage of time. UAW Local 412: UAW Local 412, Amalgamated Engineers, Technicians, and Associates (AETA), is a local labor union that represents most of the workers in the Engineering Division of the Chrys- ler Corporation of Detroit, Michigan. It is called an amal- gamated local because it includes some of the salaried and all of the hourly paid workers within that division. Its members number approximately h,OOO in ninety-eight salaried and seventy-one hourly rated classifications. The members work at diversified jobs that range from relatively unskilled to the highly skilled. Its prime function is to protect the rights of its mem- bers and to represent them in labor negotiations with the Chrysler Corporation. This local labor union has, in the past, accepted additional responsibility to its member by Sponsoring adult education classes in blueprint reading, me- chanical drawing and leadership and contract negotiation SkillS. Attention is directed to the Sponsorship of the adult education classes because a relationship exists between them and the ensuing program that will be described. The Manpower Develgpment and Training Act (MDTA): The Federal government has been cognizant of the problem - 13 - of unemployment that has plagued the nation for quite some time. At various intervals it has attempted solution by passing legislation or making public works projects avail- able. In many instances it has relied upon adult education programs to alleviate the problem. In recent years Congress has passed many laws in an effort to relieve unemployment. The 87th Congress passed the Manpower DevelOpment and Train- ing Act on March 15, 1962. This Act is pertinent to the pro- gram to be described and the background of its origin is out- lined as follows: During the post-World War II period, the Secretary of Labor and a growing number of Congressmen and manpower experts have been disturbed by the increasing number of "hard core" jobless workers. Motivated by this concern over the number of those persons who were unemployed Six months or more, Congressional committees held hear- ings on the unemployment problem. These hearings indicated that many per- sons were unemployed because their skills were no longer needed as a result of the introduction of new machines in our fac- tories and offices, changes in manufac- turing processes, the movement of indus- tries from old established areas, and the decline in the importance of some indus- tries and other circumstances. The ex- perts who testified at the Congressional hearings noted that at the same time that many workers were unemployed, a consider- able number of jobs remained unfilled in the very same labor market area, because workers with the necessary skills were not available. (28:1) These hearings and the ensuing discussions prompted the passage of this law. The Bill has since been amended, broad- ening its scope and benefits, but basically providing funds - 14 - to organizations and individuals that engage in training or retraining workers. Its primary purpose is to relieve the unemployment problem by training workers in skills for which employment can be found. It can thus be seen that Congress recognized the critical need to train unskilled workers and upgrade others whose Skills were becoming obsolete. Further, it assumed an obligation for this function by accepting re- sponsibility and authorizing funds for this accomplishment. Section 201 of the MDTA is eSpecially pertinent, for it is here that on-the—job training is Specifically men- tioned, and it is from this that the Technical Training Cen- ter derives its sanction to operate. In carrying out the purposes of this Act, the Secretary of Labor Shall determine the skill requirements of the econdmy, develOp policies for the adequate occu- pational develOpment and maximum utiliza- tion of the skills of the Nation's work- ers, promote and encourage the develop- ment of broad and diversified training programs, including on-the-job training, designed to qualify for employment the many persons who cannot reasonably be ex- pected to secure full-time employment without such training, and to equip the Nation's workers with the new and improved skills that are or will be required. (2h: 2‘3). The United States Department of Labor has the ultimate reSponSibility of guaranteeing that on-the-job training pro- grams meet rigid standards of quality. A division within this department, the Bureau of Apprenticeship Training (BAT), is delegated the responsibility of assuring that appropriate training standards are maintained. -15- The Bureau of Apprenticeship Training was reSponSible for maintaining these Specific standards in en-the-job train- ing programs. Since the Technical Training Center was auth- orized under these sections of MDTA, it consequently was un- der the jurisdiction of BAT. Under the conditions of MDTA, both the Secretary of La- bor and the Secretary of Health, Education, and Welfare are required to submit a yearly report to Congress. In the 1963 Labor Report, John F. Kennedy, then President of the United States, said in reference to our manpower and occupational needs for tomorrow: Growth and change in manpower require- ments vary by industry, occupation, and area, as do changes wrought by technol- ogy and by other powerful forces. Our manpower resources also grow irregularly: Skills, age distribution, and other char- acteristics are in constant flux. Public policies must encourage and facilitate the adjustments made necessary by the ever- changing pattern of job requirements. Pri- vate industry and trade unions must also exercise initiative and reSponSibility to adapt jobs and employment practices to make the fullest use of manpower resources, and to do so in a humane and efficient man- ner. (26:XI-XII) It will be noted here that the President of the United States has charged labor and industry with a reSponSibility too, for help in relieving unemployment problems. In his 1963 report, Anthony Celebrezze, Secretary of Health, Edu- cation, and Welfare, in pointing out the need for occupa- tional training said: -15- The MDTA takes several significant steps in this direction. It provides for the development of national manpower policy. It establishes a pattern of resources for the training and retraining of both the unemployed and under-employed. Moreover, the act also provides for training in any occupation for which demands exist or shall exist as compared to earlier feder; ally-supported programs for specific oc- cupational categories. One of the act's most important contributions is an ex- panding program of labor market data as the basis for planning future occupation- al training. (18:1) The Secretary, then, has pointed out how MDTA fulfillment will relieve the manpower problem facing the nation. It is significant that he notes the broad terms of this Act when contrasted to previous lesgislation.' Consequently, MDTA, with all its implications and ramifications, played a very important part in the formation of the Technical Training Center. The Detroit Metropolitan Area Study: A research study that played an important role in the establishment of the Technical Training Center was that of Dr. Melvin Kavieff. Working under a grant from the National Defense Education Act, and in COOperation with the Detroit Board of Education, he sought out the need for technicians in the surrounding area. His study, The Need for Technicians in the Automotive Manufacturigg Industry in the Detrdit Metro- politan Area, was comprehensive and disclosed a shortage of workers at this Skill level. Using conservative figures, based on regular retirement and normal industrial growth, - 17 - the report estimated the present and future need for techni- cal workers in the automotive industry. It was judged that 6,193 technicians could be absorbed annually in the Detroit labor market. Later it was estimated that the public schools could only be depended upon to train 2,063 technicians annually. Other educational institutions would have to train the bal- ance of h,130 technicians. It was expected that the tradi- tional sources -- adult evening classes, community colleges, vocational schools and colleges and universities -- would be required to train the additional workers. Some of the larger corporations which conducted on-the-job training programs and correSpondence Schools could also be expected to relieve the Shortage. The study also showed that the basic educational standard for technicians varied but the minimum acceptable standard was high school graduation or its equivalent. Many jobs required technical or vocational school diplomas, some expected two years of college attendance and a few required engineering degrees from accredited institutions. Subsequently it will be Shown how this study of technic- ians in the Detroit metrOpolitan area assisted in founding the Technical Training Center. Its revelation of the techni- cian shortage, and disclosure of minimum educational levels, aided materially in instituting the program and setting selec- tion standards for trainees. CHAPTER III HISTORY CF THE PROGRAM‘ UAW Local 412, the labor union representing the clerks in the Engineering Department of the Chrysler Corporation, began searching for ways to alleviate the imminent unemploy- ment problem facing its members. In its search for a solu- tion many ideas were presented, investigated thoroughly, and later rejected as being impractical or impossible to achieve. It must be recalled that this union is an amalgamated local and consequently is in a position to observe first-hand the supply and demand pattern for workers in many occupational areas. A paradox was reached, it seemed, that while some workers were to be relieved of their jobs by automation, other jobs were left unfilled because of a scarcity of skilled work- ers. The engineering clerks who were being phased out of their jobs stood every chance of finding employment in other unskilled job categories. The leadership of UAW Local 412 formed a committee to see if there were any steps that could be taken to remedy this problem for its members. The idea evolved that if un- skilled workers could be retrained in Skills necessary to do the work in occupations presently experiencing shortages, per- haps both the problem of anticipated unemployment and unfilled jobs could be resolved. The union had experienced some suc- cess in Sponsoring training programs in the past when it had - 18 - _ 19 - offered courses in blueprint reading, leadership training and contract negotiations. In these courses the union had set up a program and furnished the instructor and the facility. The past success of these courses led the committee to believe that programs of this nature could be adapted to retrain the engineering clerks. The first step was to conduct an exact- ing survey within the Engineering Division of the Chrysler Corporation. The investigation disclosed that definite Short- ages of workers existed in some of the skilled occupational areas. The evidence confirmed earlier indications and it was then decided to broaden the scope of this survey by determin- ing if such shortages existed outside the Chrysler Corporation. The Detroit Metropolitan Study: In his study, The Need for Technicians in The Automotive Manufacturing Industry in the Detroit Metrgpolitan Area, Dr. Kavieff definitely confirmed a Shortage of skilled technical workers in the Detroit metrOpolitan area. Further, it dis- closed the educational and training levels desired by indus- try for technicians. The conventional training sources were discussed and it was determined that the public schools could only be expected to furniSh one-third of the annual require- ment for technicians. Additional Sponsors for such training were needed to supply the annual requirement of 6,163 tech- nically-trained workers in the Detroit area. This report confirmed the early indications as viewed by the UAW Local 412 committee that there was a wideSpread - 20 - Shortage of skilled workers. Further, it substantiated that there was even a shortage of training facilities, for the pub- lic Schools could only be eXpected to supply 2,063 workers an- nually. The Michigan Employment Security Commission: It was decided by the committee to consult with the MESC, an affiliate of the United States Employment Service, to con- firm the findings of Kavieff's report. The MESC verified what Kavieff had found. The need for trained technical and Skilled workers was expected to grow and the demand for un- skilled workers would continue to diminish. Their research revealed the following statistics: TABLE I. CHANGE IN EMPLOYMENT, l960-1970_(By Per Cent)* WWW Occupation Per Cent) Professional and technical workers +41% PrOprietors and managers +24 Clerical and Sales +27 Skilled workers +24 Semi-Skilled +18 Service workers +25 Unskilled workers 0 Farmers and farm workers -17 *Source: Michigan Employment Security Commission. Manpower In MIcHigan, (Detroit: Michigan Employment Security Commis- sion, 19627. - 21 - These figures provide a basis for predicting future oc- cupational needs. The fact that 41 per cent more professional and technical workers and 24 per cent additional skilled work- ers will be needed by 1970 is important. The demand for un- skilled workers, it shows, will be no greater in the future than at the present time. This repert, concerned about the future employment problem in.Michigan, also suggests retrain- ing programs as a solution for displaced workers. The MESC confirmed that skilled workers were in short supply by indi- cating they were unable to fill the great number of requests for workers from this category. The accumulated evidence caused the committee from UAW Local 412 to weigh all the data supporting a proposed train- ing school. Their first-hand observation within the engin- eering division at Chrysler Corporation, Kaviefffs report about the shortage of skilled workers in the Detroit metro- politan area, and the evidence supplied by the MESC bore out the contention that a retréining program would alleviate the problem of displaced workers. After much deliberation it was decided to prepose a training program to educate workers in the fields of Clay Modeling, Graphic Illustrating, and Product Detailing. Many factors, however, had to be considered and inves- tigated before an undertaking this large and encompassing could be embarked upon. First, it would have to be approved by the local union membership and later sanctioned by the - 22 - UAW International. To be successful it would have to receive financial support and in time accreditation or recognition by governmental, industrial and educational organizations. If the idea for a training program for displaced workers was accepted by members of UAW Local 412 further support for it could be sought elsewhere. In the course of investigation committee members and officers of the union had become strong supporters for the training program. It was felt that their influence with members would, in turn, gain support for the plan. The engineering clerks, those who were to be displaced, naturally were in favor of the preposal. Workers had to be convinced that retraining would not ad- versely affect them and cause them to lose their jobs. This was a difficult indoctrination process and was only accom- plished in subtle fashion and over a long period of time. In- itially a word-of-mouth campaign was waged by committee mem- bers and officers of the local among the members. It was hoped that they could generate enough support that would even- tually lead to full acceptance. Announcements concerning the work of the committee were made at the regular monthly meet- ings and finally news releases appeared in the Local's monthly newspaper. By this time the preposal for a training pregram was be- ing widely discussed by members at work and at regular month- 1y meetings. It was then that the'Union's executive board authorized the expenditure of up to $8,000 to conduct the - 23 - training program for workers who would soon be displaced. This amount represented more than ten per cent of the Local's annual budget. However, the membership accepted the obliga— tion with no serious Opposition. The local support received for the proposition prompted the committee to seek approval and backing from the UAW In- ternational Union. Although local unions function almost autonomously, major decisions are usually submitted to the parent organization for its sanction. In this case the UAW International not only sanctioned the action but promised to render assistance where it could. It had long been cognizant of the unemployment problems caused by technological change and automation, and had deveIOped a national policy to re- lieve the situation. The UAW International had gone on record as advocating a shorter work-week, doubling the rate for overtime work, and promoting early retirement of older workers. All were policies designed to create a need for workers and in turn alleviate unemployment. The UAW International, being headquartered in Detroit, had recently placed a member of its staff on the local com- mission that suggested and approved programs under MDTA. It was a new Act and the International union suggested that the Local seek approval and funds to operate its program from this agency. The committee from UAW Local 412 submitted its preposal for approval in September of 1963. The application was under the on-the-job training of the MDTA, but actually did not - 24 - meet these criteria fully because it was not sponsored by an employer group. The plan is what has come to be known as a "coupled" program where the actual on-the-job phase of the training is expected to occur when the trainee has gained an entry position in the field of training. Since the proposal asked for the program to be carried out in its own facility, the labor union had to obtain a statement from a State Vocational Education official saying that neither funds nor a training facility were available at that time. This requirement was fulfilled in a letter from the Vocational Director of the Michigan Department of Public Instruction. A statement was also required from a prominent local employer attesting to the fact that a shortage of work- ers existed in the preposed areas of training, and that stu- dents from such a program would be given due consideration in job placement upon graduation. A letter from the Chrysler Corporation fulfilled this obligation. When these criteria were met, a formal proposal for acceptance was submitted to the BAT. In November of 1963, the approved preposal was re- turned to UAW Local 412 in which it was granted an operating budget of $16,231.00. More exacting and detailed plans needed to be formulated, and the first classes were not sched- uled to betin until January, 1964. CHAPTER IV THE UAW LOCAL 412 TECHNICAL TRAINING CENTER A grant of $16,241.00, in addition to the $8,000 pro- vided by UAW Local 412, was allocated for the training pro- gram and plans were laid for obtaining a training facility and initiating the program. An unused union hall was fur- nished by the UAW International Union for use as a school. Volunteers from the local and International unions offered their services in the renovation of the building. The 10- cal union used its funds to purchase drawing tables, tools, and equipment and various other supplies. The Chrysler Corporation contributed three heavy-duty clay modeling tables. All other equipment was purchased, donated, or built on the premises by union members. Although the enrollment of the school was relatively small, there still remained the many administrative functions that must be given careful consideration regardless of size. The administrative board attempted to establish clear-cut policies to assure successful operation of the school. The actual enrollment of students in the program was not the function of the Technical Training Center. Although it ac- cepted applications and referred students, it was the re- SponSibility of MESC to do the actual enrollment. The school accepted only those students who had gone through the screen- ing process and were enrolled by MESC. -25- -26- The thorough screening process offered some assurance that students would make satisfactory progress. However, provision was made for a grading system that allowed for in- dividual differences while still maintaining minimum stand- ards. When a student failed to produce at a satisfactory level he was placed on a probationary period until his work returned to a satisfactory level. If a student did not re- turn to this level, notification was sent to BAT with the recommendation that the student be drOpped from training. Quarterly tests were administered and it was the prerogative of the administrative board to conduct achievement tests at their discretion. The course work was designed according to time-modules spent in various skill areas and therefore very accurate at- tendance records were maintained. Each absence and tardi- ness was recorded and monthly attendance records were sent to BAT. Absentees were allowed to make up work they had missed by making arrangements with the instructor at his dis- cretion and convenience. A permanent file was maintained for each student at the training center. It is intended to maintain these files permanently so that the records will always be available to employers who wish to use them in placing or upgrading grad- uates on a job. A formal counseling service was available to trainees during his training at MESC. Moreover an informal counseling _ 27 - service was offered to students at their convenience at the school. Trainees who were experiencing difficulty were encouraged to discuss their problems with the Instructor and/or the School Di- rector. Individual counseling is for the purpose of encouraging and assisting the trainee in his studies. (16:8) The administrative board actively sought a faculty that would be able to fulfill the unique needs of trainees en- rolled in the Technical Training Center. The committee had learned from past experience, with training programs that it had Sponsored, that often individuals who were qualified to instruct had lost contact with the current practices within the industry. Consequently, trainees received instruction in obsolete skills and processes that they were unable to use profitably. In an effort to prevent this from occurring at the Technical Training Center, criteria for instructors included current work experience and skill in the subject area to be taught. HOpefully, they expected to find indi- viduals who, in addition, possessed formal teaching exper- ience. The men they found for instructors closely approached the established criteria. The instructors all had a technical secondary educational background and each was thoroughly eXperienced in his field of teaching. It was felt by the administration that the in- volvement of the instructors in designing the facility and organizing the course of study had served to heighten their -28- interest in the program, resulting in a more meaningful ex- perience for students. Each of the areas of training had its own course of study which was deve10ped in terms of the anticipated needs of indus- try. The instructors, board of administration, and MESC staff were involved in designing the course content. Each area was allotted 240 hours of instruction time which was broken down into Specific training units of skill development. The graduates from each of the courses were encouraged to keep a portfolio of the work they had completed at the school. It was anticipated that this representative work could be presented to prOSpective employers when seeking a position with them. The clay modelers, except in the case of the c00peratively built three-eighths scale model automo- bile, kept the models they had built. CHAPTER V THE PARTICIPANTS Whenever a program of this nature is established it is extremely difficult to ascertain in advance the desireable characteristics a candidate Should possess. While the orig- inal idea was fostered by a labor union in an effort to re- lieve the imminent unemployment of some of its members, the nature of the initial design had changed. Now it had not only a reSponSibility to its own members, but since it was receiving Federal support, it was obligated to the larger community. Through efforts of UAW Local 412 and MESC, an extensive recruitment drive was conducted. However, it must be remembered that since the program was being Operated un- der the MDTA, the MESC had the ultimate reSponSibility for placing trainees in the program. The selection process in- eluded: (a) The Secretary Of Labor shall pro- vide a prOgram for testing, counseling, and selecting for occupational training under this Act those unemployed or under- employed persons who cannot reasonably be expected to secure apprOpriate full- time employment without training. . . . (b) The Secretary of Labor shall deter- mine the occupational training needs of referred persons, provide for their or- derly selection and referral for train- ing under this Act, and provide counsel- ing and placement services to persons who have completed their training, as well as follow-up studies to determine - 29 - - 3o - whether the programs provided meet the occupational training needs of the per- sons referred. (24:4-5) Applicants were attracted to the training program in several different ways. Recruitment took the form of a double-pronged attack carried out by both the MESC and the labor local. Each publicized and recruited for the program through the avenues and approaches with which they were most familiar. The total effort resulted in more than double the number of applicants who could be accommodated in the school. Recruiting had actually occurred within the local dur- ing the time it was seeking approval from the membership for funds. Through this, many members had become interested in the program and were ready to apply as soon as the pro- gram was approved. However, an organized and more formal recruiting process was undertaken when the prOposal was ap- proved by the MDTA Commission. An active campaign was outlined and posters were printed and distributed to the engineering divisions within the Chry- sler Corporation and the Ford Motor Company. The posters were designed to arouse interest by posing questions concern- ing the reader's present position in the job hierarchy and suggested further training at the Technical Training Center might enhance his present position. The class Offerings were described, necessary qualifications were stated, and direc- tions for application were given. Recruiting done by the MESC was accomplished in a some- what different manner through channels that already existed - 31 - within this organization. It is standardized procedure, when- ever new programs are announced, to relay this information to all branch offices and to every vocational counselor. In turn, it becomes the reSponSibility of individuals within the agency to notify likely prOSpects whom they encounter in the course of their regular work of the likelihood of such a training program. If the prOSpect shows an interest, he is asked to fill out a preliminary application requesting such training. These forms are channeled to a central clearing office in the MESC where they await further processing. The portion of the questionnaire submitted to students designed to gather demographic characteristics contained a question concerning recruitment. The respondents indicated through which agency, MESC or Union, by which they were no- tified about the program of offerings. The "other" category refers to recruitment by means of receiving information about the program from a friend or relative. TABLE II. RECRUITMENT SOURCE Recruiting Clay Graphic Product Combined Agency Modeling Illust. Detail. Totals ‘No. Per No. Fer No. For No. Per Cent Cent fiCent Cent MESC 0 00.0 a 21.1 7 M3.8 11 20.0 'Union 19 95.0 12 63.2 8 50.0 39 70.9 Other 1 5.0 3 15.8 1 6.} 5_ 9.1 The recruiting efforts of these two organizations re- sulted in approximately 150 applications being received. - 32 _ Since classes were limited to a maximum of 66 students, a screening process had to be devised to select only the most promishing of the candidates. Selective Criteria. In an effort to assure that maxi- mum benefits would be derived by trainees in the program, certain selective criteria were deve10ped. These criteria were c00peratively established by the MESC and the Union. They are described in a Special bulletin published by the UAW and reads in part as follows: Applicants must be willing and able to adapt themselves to training in one of these three engineering trades. They should have a high school or equivalent education, or experience on a related job with some knowledge of blueprint reading. They may be able to qualify from any of the following employment categories: 1. Presently employed but due to be displaced by automation. 2. Presently employed but in a non-skilled or lower skilled job. 3. Presently unemployed due to a lack of technical skills. The Michigan.Employment Security Commis- sion will conduct aptitude testing and counseling to determine an applicant's fitness for this specialized training. Enrollment forms may be secured through your Local Union no later than November 1, 1963. Applicants who are accepted for testing and counseling will be noti- fied of the time and place. The testing, counseling and training will involve no time lost from your regular job. (17) - 33 - The MESC sent a letter to all those applicants that it had recruited and those who had been referred to it by the Union whom it was decided had met the initial criteria. The letter notified candidates of a testing and interview sched- ule and further noted that those selected for training would begin on or about January 6, l96h. A screening process was devised that consisted of apti- tude testing, interviewing by a vocational counselor, and final selection by a screening committee. The testing por- tion involved the use of the General Aptitude Test Battery (GATB), a standardized test used by the MESC. In this in- stance only the following portions of the test battery were used: Test G -- Intelligence factor (100) Test 8 -- Spatial apptitude factor (100) Test P -- Form perception factor ( 90) Test F -- Finger dexterity factor ( 80) Interviews. The personal interviews were conducted by vocational counselors from the MESC. The counselors used special criteria forms that had been develOped within the local agency as guides for interviewing candidates. The ap- plicants wbre informed about the employment outlook, desire- able skills, and working conditions on the Job. The selectees were a representative sample of a cross- section of citizens from the Detroit metrOpolitan area. They included both sexes, individuals from minority groups, and union and non-union members. The higher percentage of them were working in the skilled and semi-skilled categories - 34 - of employment, with the unskilled area not being represented at all. A number of them came from Jobs classified as cler- ical with only a few from the service occupations. Among the occupations represented were janitors, clerks, production workers, moi-makers, draftsmen, etc. These demographic char- acteristics appear statistically in Table III. The age figures also prove to be of interest. Only nine of the trainees fall within the 19-21 age bracket and only one was in the hS-plus age category. The greatest number of the trainees, approximately 82 per cent, fall in the 22-hu age brackets and, of this group, about as per cent of them were between 22 and 3h years of age while the remaining number were in the 35 to an age category. The apparently high maturity level of the trainees becomes a factor when the program is evaluated in terms of placement on training-related Jobs. The "grade level achieved" may appear rather high con- sidering that this is a program of retraining. However, it must be recalled that the selective criteria asked that the selectees possess a high school diploma or its equivalent to be enrolled in this program. It should be noted that seven of the trainees had undergone formal educational training be- yond their high school years. The category, "Training beyond high school" has little significance at this time other than indicating that 72.7 per cent of the trainees had enrolled in training beyond that level. The question was asked to obtain an indication of the m.:o mm m.mo mH m.mm NH o.OOH om ”echoHaem mecoppso ~.m~ o: w.~m :H ~.m~ mH o.oo NH “.nom anm ecewom mchsta m.~ : m.o H w.0H m m.m| H omOHHoo no .meh m m.m n m.mH m 0.00 o o.m H NH eeoaom e.m~ o: m.mo 0H :.mo MH o.mm AH NH m.:H m m.mH m H.Hm : o.m .H HH-o «co>oanod Ho>oq mcwnu ~.m~ o: mdmo 0H :.mo [NH o.mw NH «eHonomsom no esom 1M.m~ o: m.mo oH :.mo mH o.mw NH emHzeez m.mm :H m.~m o m.om m o.mH m oneHm “museum HmpHsmz m.H H m.o H 0.00 o 0.00 o msHmum: 3.0m om m.>m 0 :.~: o o.mm m ::-mm m.m: mm o.mm : :.>s o 0.00 NH :m-mm :.oH o m.Hm m m.m H o.mH m Hm-mH "om< o.m m 0.00 o m.OH m 0.00 o mHaEmm :.oo mm o.OOH 0H m.om NH o.QOH om oHoz «New name .02 paoo .oz psoo .oz moapmahopomamno nom nom nom . mmmo nomxsonasz .HHmpon .pmsHHH mcHHoeoz mmmpme-emcmmsoo posmopm oHnaene :mmw; mazmQDBm mmazmo manage Q¢OHE~DE mm mo moHBmHmmBod‘mgo UHmmdmwozma .HHH mqmde -35- AHNV .mmeHa stoapmadooo Ho hawnoapowa on» Ca smegma hon» mm mnoapwoamHmmmHo no comma ohm moprMopmo QOn omega * m.~m ma m. m 0 0.0m . sedans» ca oaans.mmnwno now N.~w m: m.~w m! m.m~ ma, o.mo 0H "seemonm no pampm pm omhoagsm 0.00 0 0.00 0 0.00 0 0.00 0 coaaaxmap 0.0m Ha N.Hm m w.mH m 0.mH m coaaaxmnHSom m.:m om 0.0m m N.mo NH 0.0m OH eoHHme m.m m 0.00 0 0.00 0 0.mH m mow>aom o.ON HH m.wH m o.HN : o.ON : monm was HaoHsoHo upcoshoagsm no makes pnoo nomwaoQSdz some .02 pneo .oz pcoo .oz moanmapopowamno ammv pom pom .HHmpom .umeHHH mcHHoeoz mewoa wocwmsom poscoan ownnmnw hsao Avoscapnoov .HHH mgmda - 37 - attitude of students toward education and if there had been a previous interest in adult education programs. At the time of the survey (October of 196A), 9h.§ per cent of the trainees were employed. At the start of the pro- gram (January, l96h), 87.25 per cent were employed. A net , change of 7.3 per cent was registered. This change, however, is not significant. Greater significance may be attached to the series of statistics related to "Job change while in training" which showed 27.5 per cent of the trainees under- going some sort of job change while engaged in the training program. CHAPTER VI INITIAL EVALUATION OF THE PROGRAM Through the use of two different evaluative instruments the merits of the program, the facility and the administra- tion are rated. A later analysis of the program is made in terms of the number of drop-outs and the cost of the Opera- tion. The Evaluative Instruments. The evaluative instruments were designed with the 000peration and assistance of the ad- ministrative board of the Technical Training Center along with staff members from the Bureau of Educational Research, Michigan State University. The first instrument asked the students to rate various features of the program, criticize aspects they found deficient and offer suggestions for im- provement. The questions were generally framed in such a manner to elicit a channeled, or limited, reSponse. However, if the presupposed answer was found too restrictive or inap- prOpriate, a category for "other" or "comment" was provided for the reSpondent to elaborate on his answer. The evaluative instrument for the staff was designed in the same manner and was co-extensive as much as possible so comparisons could be drawn. It must, however, be remembered that the nature of the two reporting groups precludes the use of the same type of questions. _ 38 - _ 39 - Method of Procedure. Through the c00perative efforts of the school's administrative board, time was allowed to be taken from classes on two different occasions for the re- searcher to conduct the survey. Each group was confronted personally and the reason for the study was explained, ques- tions were answered and finally students were requested to complete the questions contained in the evaluative instru- ment. The reSpondents were assured that anonymity would be retained and questions should be answered freely and honestly. The instructor of the class, or the director of the school, accepted the reSponSibility for getting instruments to absentee students. Self-addressed envelOpes were fur- nished so the completed returns could be mailed to the re- searcher. The director of the school and the instructor from each class were also requested to fill out a question- naire in the same manner. Through the use of this system, a 100 per cent return was received from the 55 students and four staff members. PrOgram Evaluation by_the Students: When all the re- turns were received they were assigned code numbers according to the area of training, the sex of the student and his al- phabetical rank within the particular class. Following this initial procedure, the data were transferred to IBM cards which were then processed by computer. From the computer, lists were prepared that contained tallies and percentages arranged by training class and later as a total group. At -)+0- that time an analysis of the data was made and is the subject of this section of the report. Educational Level: It was the intent of this question to get a more exact determination of the educational level of the students than what was shown in the demographic char- acteristics. Although that information did include the grade level achieved by students in the prOgram, it did not disclose whether they had graduated from high school. Table IV records the answers to this question. TABLE IV. EDUCATIONAL LEVEL Number of students and High School Graduate Class in.which enrolled Yes No Clay Modeling (20) 19 1 Graphic Illustrating (19) 16 3 Product Detailing, (16) 12 4 Totals 5) 7 8 It is seen that the educational level is quite high, and that only eight students failed to graduate from high school. The Student Selection Process. This question was de- signed to elicit answers from students concerning their feel- ings toward the student selection process. It was anticipated that since they had gone through such a rigorous procedure of testing and interviewing, that strong feelings about the pro- cedure may have deve10ped. Such was not the case. Of the Sh respondents who replied, h8 ranked the criterion in the "excellent" and "good" categories, while only six said it was -ul- "fair." There were not selections in the "poor" category and none of the reSpondents chose to made comments. TABLE V. THE SELECTION PROCESS NEEE3§=§T—Student§ and Excel- fl==‘ _“‘L' Comj= Class in which enrolled lent Good Fair Poor ment Clay Modeling (20) 7 10 O 3 0 Graphic Illustrating (l9) 5 12 O 2 0 Product Detailing* (16)_, j 7 O l 0 Totals 5 19_:_+_gg Q_fi__6ji_ O Perusal of the table reveals that there was no estab- lished pattern other than that a higher percentage of clay modeling students ranked the criterion in both the "excel- lent" and the "poor" categories than did the other two groups. The Facility,_Equipment and Supplies. These criteria were established so that the physical aSpects of the training program could be evaluated. While direct questioning fur- nished much of the information included, various other sec- tions of the study revealed information pertaining to this section of the evaluation. Wherever this has been the case, the data obtained from these sources are also recorded in this section. These criteria were evaluated through direct question- ing and the results appear in Table VI. It can be seen that the majority of the students felt the facility and the £23; nishings were adequate. However, the reSponse pattern of * One student failed to respond. -uz- the clay modelers is worthy of notice. It shows that this group was dissatisfied with the criteria in question with twelve of them rating it as "fair" and three rating it as "poor." None of the respondents chose to comment at this time. However, in a subsequent section they did voice their criticism. TABLE VI. THE FACILITY AND FURNISHINGS Wtudents W flax: Class in which Enrolled lent Good Fair Poor ment Clay Modeling (20) 1 h 3 12 0 Graphic Illustrating (19) 11 8 O O 0 Product Detailing (16) 10 6 O O 0 Totals (55) 22 18 3 12 O In the Suggestions for Improving the_Qperation section, 17 clay modelers noted that there was a shortage of equip- ment, ten said the building was inadequate, and one noted that more tables were needed. Supplies. This section deals with the evaluation of both the quality and quantity of supplies furnished to the students in the program. An appraisal of how they consid- ered the quality of supplies was obtained by a separate ques- tion pertaining to the criterion. These results are shown in Table VII. The clay modeling students have again ranked the criter- ion much lower than the other two groups. It is not possible to pinpoint the reason for this ranking from the data, as none of the reSpondents chose to comment at this time. - 43 - TABLE VII. QUALITY OF SUPPLIES Number—3? Students and ExceI: ‘Com- Class in.which Enrolled lent Good Fair Poor ment Clay Modeling (20) 1 S 2 12 0 Graphic Illustrating (19) 9 10 O O 0 Product Detailing__ (1614 12 4g, 0 O 0 Totals L 1551 22 19 2 12 0 T Some insight is gained about the amount of supplies re- ceived from the Suggestions for Improving the Operation sec- tion. Here seven clay modeling students and two from each of the other two groups indicated that more supplies were needed. Student Attitude Toward Training. The students' atti- tude toward the prOgram was measured through questions de- signed to elicit reSponses that were indicative of their feelings toward the training received, the time and effort expended, the difficulties that had been encountered, and the various aSpects of training that they had found enjoy- able. It was attempted through this question to obtain from students the recorded reSponse of their feelings about the training they had undergone. The data show that clay modelers ranked the criterion in the upper three areas of response, while those in graphic illustrating restricted their answers to the upper two eche- lons. The product detailers grouped their reSponses in the upper two categories but did include one "poor" and one "com- ment" selection. The comment was made by a student who said -m- he would like reserve judgment until after placement on a training related job. TABLE VIII. TRAINING RECEIVED Class in which Enrolled lent Good Fair Poor :22; Clay Modeling (20) 6 ll 3 O 0 Graphic Illustrating (l9) 2 17 O O 0 Product Detailing_ (16) 7 7 O 1 1 Totals (552 15 35 3 1 .i. Time and Effort Expanded. It was attempted to find out if any reSpondents were disappointed with the amount of time and effort they had expended for the training. Only one re- Spondent failed to answer this question in the affirmative. TABLE IX. VALUE OF TIME AND EFFORT EXPENDED W Class in which Enrolled Of Value Value Comment Clay Modeling (20) 20 O 0 Graphic Illustrating (l9) 19 O 0 Product Detailing (16) 15 l 0 Totals (55) 54 1 O Mgst Difficult Area of Training. An attempt was made to anticipate the various types of reSponse by providing a check- list for the reSpondents' choice. The categorical reSponse "other" was included to obtain answers that were not included -15- among the pre-supposed reSponses. The tabulation of the re- sponses is shown in Table X. TABLE X. TRAINEES' MOST DIFFICULT AREA OF TRAINING WW Evaluative Criteria Mod. Illus. Det. Totals Amount of work assigned. 0 O O O Kind of work assigned. 2 O 1 3 Number or hours required. 1 0 1 2 Time schedule. 5 3 h 12 Developing study habits. 2 6 3 11 Understanding instructor. 1 O O 1 Amount of outside work. 0 O 1 1 Other 6* 8** 35%* 17 The time schedule had the most reSponses with "DeveIOp- ing Study Habits" second. There were a total of 17 "other" replies and a great number of these referred to the fact that the school had been conducted in the summer months and to the time schedule in one manner or another. A total of five re- spondents chose to list the difficulties they had encountered as "none." *Lack of equipment - summer school - None (2) - distance too great - learning new skills. **Staying alert after a day's work - None (2) - not hav- ing a clear idea of the program - not enough time (2) - start- ing time too early - inadequate background - work is tedious. 66-26-23- Not enough time - no summer school - none. -L;.6 - Area of Training Found Most Enjpyable. Reaponses at- tempted to indicate which aSpects of the training had been most enjoyable to the trainees. Categorical reSponses were pre-supposed along with an area for "other" comments. The intention of the method of response was misinterpreted and many students used it as a checklist, choosing several areas in which to reply. Therefore, the total number of responses are much higher than the number of students replying. TABLE XI.. . AREA OF TRAINING FOUND MOST ENJCYABLE BY THE TRAINERS OIay Graph. Prod. Evaluative Criteria Mod. Illus. Det. Totals Type of Work 1h 9 13 36 The Instructor 3 u S 12 Fellowship 3 h S 12 Learning New Skills 17 16 7 40 Other (Comments) 2* 3** 1*** 6 The most p0pular area of reSponse was the "Type of Work" followed by "Learning New Skills." The replies in the section for comments did not deve10p a pattern, although many students chose this section to praise the program. * Learning to create objects with my hands - all of it. ** Relearning forgotten skills - everything (2) - fur- thering my knowledge. *** Discussions with the instructor. -m- The Instruction. The instruction involved in the pro- gram was evaluated by the use of several different criteria. The amount of individual help as well as the quality of the group lectures were included as direct questions. Students were also asked to rate the grading system and their individ- ual instructor. An evaluation of a different type was ob- tained when students were asked to offer their suggestions for improving the instructional aspect of the program. Data about individualized instruction was gained when a direct question was asked and again when it was contained as one of the categorical reSponses under the section regarding suggestions for improving the instruction. Information from the direct question is contained in Table XII. TABLE XII. INDIVIDUALIZED INSTRUCTION Help Received Mod. Illus. Det. Totals More than enough 1 u S 10 Enough 12 15 10 37 Less than enough A O O h Too little 3 O 1 A Other 0 O O It can be noted that A7 of the respondents ranked the criteria in the two most favorable categories. Only eight responses were found to be in the less favorable categories and seven of these were elicited from among the clay model- ing students. -48- Group Lectures. Trainees were asked to reate the quality of this criterion directly and later they evaluated the number of group lectures they had received. The recording of their answers in reference to the quality of the lectures appears in Table XIII. TABLE XIII. QUALITY OF THE GROUP LECTURES - _: Number ETIStudents and Excel- III, II 'Com- Class in which Enrolled lent Good Fair” Poor ment Clay Modeling (20) 7 A 7 2 O Graphic Illustrating (19) 5 12 l O 1 Product Detailing, (l6) 3 7 l 2 2 Totals (55) 15 23 9 4 3 The reSponses to this question varied. Thirty-eight of the reSpondents ranked it in the upper two classifications. Seven clay modeling students rated it only "fair" while two others placed it in the "poor" category of reSponse. One student enrolled in graphic illustrating felt the lectures were only "fair" and another commented by saying "The lec- tures are too few." One product detailing student ranked the criterion in the "fair" column while two others indicated it to be "poor." Two students from this same class said that no lectures were given. One noted that this was because of the "differences in knowledge among the students." When the number of group lectures was evaluated in the "Suggestions for Improving the Instruction" section, 17 of the respondents felt the number should be increased while -ug- none of them thought they should be reduced. The clay mod- elers again led with eight of their number suggesting that this criterion be increased. Four students in graphil il- lustrating and five in product detailing offered the same suggestion. It is known that the grading system received very lit- tle emphasis in the Operation of the prOgram. The attention, rather, was on the acceptability of the work performed and of meeting the standards before the next project was assigned. Nevertheless, the question concerning the grading system was included to see if any of the students held strong feelings about the subject. The information is tabulated in Table XIV. TABLE XIV. THE GRADING SYSTEM NEEEEE-ST-Students and ‘Excel- 535:- Class in which Engglled lent Good Fair Poor ment Clay Modeling (20) 3 l6 1 O 0 Graphic Illustrating (19) 5 IA 0 O 0 Product Detailing, (l6) 7, 6 3 O 0 Totals _p_» 5 15 36 O O The data seem to substantiate the premise made. Students do not appear to have very many negative feelings toward the criterion. Fifty-one of the responses are in the upper cate- gories with only four students rating it as low as the "fair" position. There is other evidence that the grading system was of little concern to the students. In not one other place throughout the study was the grading system mentioned. -50- Each individual instructor was evaluated by his own stu- dents on his ability to impart knowledge and skills in his particular subject area. This was accomplished by direct questioning. Later, under the "Suggestions for Improving the Instruction" section, a category was included that was entitled "Better Preparation," and students could further evaluate their instructor. The data obtained from the di- rect questioning are contained in Table XV. TABLE XV. THE INSTRUCTOR RATINGS Number ontudfind JET—831- “W Class in which Enrolled lent Good Fair Poor ment Clay Modeling (20) 7 8 5 O 0 Graphic Illustrating (19) 13 6 O O 0 Product Detailing, (16) 11 g 1 O 0 Totals (55) 31 18 6 O 0 The pattern of reaponse here was most high. The reSpond- ents ranked this criterion completely in the t0p three cats- gories of choice. None of the graphic illustrating students ranked their instructor as low as "fair," and only one prod- uct detailing student made this his choice to rate his in- structor. However, the reSponse pattern is somewhat differ- ent for clay modelers where seven of them rated their in- structor as "excellent," eight as "good," and five of them as only "fair." Five members from this same group say that there should be better preparation in the suggestions for instruction improvement. Only two other trainees, both graphic illustrating students made the same comment. -51- Suggestions for Improving_the Instruction. Much of the data found through this method of evaluation were included in the appraisal of particular criterion as they appeared earlier throughout this section. Therefore, only responses referring to "assignments" and the "comments" will be dis- cussed at this time although the balance of the data are re- corded here. TABLE XVI. SUGGESTIONS FOR IMPROVING THE INSTRUCTION W Criterion Mod. Illust. Detail. Totals More individual help 11 3 l 15 Less individual help 0 2 1 3 More lectures 8 u 5 l7 Fewer lectures O O O 0 More assignments 1 7 h 12 Fewer assignments O O O 0 Better preparation 5 2 O 7 Other (comments) 2% 7** S*** 14 The data show that a total of twelve students felt the num- ber of assignments should be increased. Seven of the graphic * Fewer students in the class - lecture every night. ** Cover more material 4 have exhibits - more class dis- cussion and blackboard work - greater depth of coverage in all areas; skills, technique, use of equipment - greater con- tinuity - longer classes - better discipline - use models with strings to show projections. **% More class discussions - different, more extensive assignments - no summer school - offer advanced courses - in- struction was excellent. -52- illustrating students made this suggestion along with four product detailers. Only one clay modeling student reacted to this choice in the same manner. The other comments are somewhat general in nature but do offer some suggestions that should be evaluated if future prOgrams are to be offered. It is prOposed that classes be smaller, greater use be made of aids and devices, the courses be longer and more comprehensive and more class discussions held. The Administration. Students were asked to evaluate the training they had received in relation to the field of work in one question and later, they were asked to offer sugges- tions for improving the Operation. Some of the replies in the latter category, however, were pertinent to evaluation of various other criteria and so were included with them in earlier sections. Planning. Evaluation of the planning involved in the utilization of the facility, the implementation of the pro- gram and the availability of supplies_and equipment was ex- amined. Here it was shown that those enrolled in graphic illustrating and product detailing rated the criterion quite highly, with all of their reSponses falling within the fa- vorable categories. The clay modeling students reacted to the criterion much differently. Although only one member Of this group chose to comment that "The area was too small," twelve others ranked the criterion as "fair" and one rated it as "poor." TABLE XVII. PLANNING Class in which Enrolled lent Good Fair Poor ment Clay Modeling (20) l 6 12 O 1 Graphic Illustrating (19) ll 8 O O 0 Product Detailing, (l6) 9 7 O O 0 Totals 55 21 21 12 1 1 Suggestions for Improving the Operation was the last question included in the initial evaluative instrument that was issued to students. It was intended to obtain informa- tion of an evaluative nature about the administration of the operation while providing a place for students to freely criticize the program. This information is shown in Table XVIII. From the information recorded in the table and the suggestions appearing under "comments" a rather complete pic- ture of the Operation, including its strengths and weaknesses, was obtained. Since the school was located on the far east side of Detroit, it was felt that this would be of concern to some students. Apparently this was not as great a handicap as was supposed. Only six of the respondents felt strongly enough about it to note it in this evaluation. The criterion, "hours Of training" received attention from twelve of the respondents. All of them felt the hours of training should be increased, while none of them noted that the hours should be decreased. -SL1- TABLE XVIII. SUGGESTIONS FOR IMPROVING THE OPERATION Clay Graphic Prod. Criterion Mod. Illust. Det. Totals More equipment 17 O l 18 More supplies 7 2 2 11 Better quality materials 2 1 O 3 Better building 10 O O 10 Better location 2 h 0 6 Increase training hours 2 8 2 12 Decrease Training hours 0 O O O Other (comments) 3* h** 7**% 1g The comments section shows some new insights. Only those comments that are pertinent here are given attention. It is noted that "summer school" appears to be an area of concern for some, while "indoctrination" and "special mater- ials" concern only one or two. Progpam Evaluation by the Staff. The four staff mem- bers of the Technical Training Center were asked to evalu- ate the training program in terms of the criteria as they appear in the evaluative instrument prepared eSpecially for that purpose. The instructors, along with the director, * More tables - no summer school (2). ** Brochure for indoctrination - Specially prepared ma- terials - exercise more discipline - excellent program. *** Have a day school program - involve participation from industry - term too long - no summer school - more classes- offer advanced courses - more group lectures and discussions - enjoyed the training. -55- appraised the program and Offered their suggestions for im- proving the variously different aSpects of the entire Oper- ation. Since this section of the evaluation contains the re- sponses of only four individuals, the resulting data were not tallied and tabulated, but instead were treated non- quantitatively and are reported in that manner here. All were in agreement that the program of the Technical Train- ing Center fulfilled the needs for which it was established. There was agreement, too, that some aspects of the program lent themselves more to the lecture method while others re- quired more personal contact with the trainee. Faculities and equipment were rated as good. Proggam Cost Analysis. One aspect of the evaluation was to analyze the costs involved in administration and Op- eration. In the case of the Technical Training Center, it is a relatively uncomplicated task because the fiscal costs were not extensive. The expenditures were basically for remuneration of personnel and rental charges for the use of the facility and equipment. The Operation was conducted as an on-the-job training program and as such, funds were not needed to reimburse the trainees. The greater number of trainees were employed at jobs and earned regular weekly wages. Thus, they did not qualify for subsidization. Moreover, funds were not needed to reimburse employers since this was what has come to be -56- called a "coupled" program where the actual on-the-job part of the training occurs at a later date. When the school terminated its initial program upon the graduation of its first class on October 10, l96h, there re- mained $1,504.20 in unexpended funds from the original MDTA grant of $16,2u1.00. Therefore, the total expenditure Of MDTA funds amounted to $14,736.80. This figure was used to analyze the costs of various aSpects of the training. Cost per Student. During the training program, 71 train- ees were involved in the Operation. Some of these became drOp-outs and some were replacements for drOp-outs from the program. However, since only 55 students remained to grad- uate, the lower figure was used for computational purposes. Thus, the cost of training amounted to $267.9h per graduate. Drop-Outs. 'Accounting for the number of selectees who begin but fail to complete a prescribed training course is another way of evaluating a training program. By definition, as used here, an individual who terminates his training early is termed a "drop-out" and is the subject of this portion of the research. This study will include all those students, who at one time or another, entered the program of the Tech- nical Training Center. Of a total of 71 students who entered training, 55 re- mained to graduate. The drOp-outs amounted to 22.5h per cent. For comparative purposes, a United States Labor Department publication notes previous studies of similar prOgrams: -57- TABLE XIX. UNDIFFERENTIATED DROP-OUT AND GRADUATE COMPAR- ISONS Trainees _g_ Number Percentage Graduates: Product Detailing l6 22.5h% Graphic Illustrating 19 26.76 Clgy Modeling 20 28.17 Drop-Outs: Product Detailing ll 15.h9 Graphic Illustrating 2 2.82 Clay Modeling _3 h.23 Totals: 71 100.00% Less than one-quarter (23.8%) of those who were enrolled under the act in pro- ject sections which had ended by Decem- ber 31, 1963, voluntarily left training or were terminated prior to completion of the course. This prOportion excludes those who left training late in the course to take work related to the course of instruction who are considered to have reached their occupational training objec- tive. (27:35) The drop-out figure of 22.5h per cent, then, compares favorably with other programs of a similar nature. Many of the students in the Technical Training Center prOgram term- inated their training early for various reasons. For ex- ample, some trainees terminated their training to take a job in a related work field, others because conditions of their current employment prevented them from attending classes at night and some because the location of their job was changed. _ 58 - When reasons such as these have caused an individual to drOp out of training early, he is considered a "positively-oriented" drOp-out. When less defensible reasons are given as a motive for drOpping out of training early, the individual is consid- ered a "negatively-oriented" drOp-out. When this differentiation is made between the kinds of drop-outs, the values of the statistics pertaining to this criterion change. These figures show that of the 22.54 per cent who drOpped out of training, lh.09 per cent of them possessed "positively-oriented" reasons and only 8.u5 per cent of them failed to finish because of "negatively-oriented" reasons. The statistics also reveal additional evidence that aids in the evaluation of the Technical Training Center. They show that product detailing, which at one time or another had 27 students enrolled, graduated only 16. The attrition was 11, however six terminated their training for positively oriented reasons. Nineteen graphic illustrating students graduated from the class, having only two positively-oriented drop-outs. The clay modeling class lost only three of its students. Only one was a negatively-oriented drop-out and the other two terminated for positively-oriented reasons. Since the training program Of the Technical Training Center was of forty weeks duration and geared to provide skills to individuals in the upper job categories, its drOp- out rate was favorable in terms of the national averages. - 59 _ TABLE xx. DIFFERENTIATED DROP-OUT AND GRADUATE COMPARISONS Trainees Number Percentgge Graduates: Product Detailing l6 22.5h% Graphic Illustrating 19 26.76 Clay Modeling 20 28.17 Ppsitively-Oriented DrOp-Outs: Product Detailing 6 8.h5 Graphic Illustrating 2 2.82 Clay Modeling, 2 2.82 Nggatively:0riented DrOp-Outs: Product Detailing 5 7.0M Graphic Illustrating 0 0.00 Clay,Modeling l 1.41 Totals:. 71 100.00 CHAPTER VII THE FOLLOW-UP STUDY EVALUATION A follow-up study was conducted in an effort to deter- mine in what ways the training had been effective and in what ways it had proved to be ineffective. The evaluative criteria was based upon the relationship of the respondent's present employment to that of the training received, a change in his wage structure and an expressed evaluation of the training received. The most direct measurement is to deter- mine if the graduate is employed in the area of training and to consider it as a positive or negative correlation. How- ever, when this standard of evaluation is used, the lines of demarcation are quite rigid, with criteria having to be placed in one of two categories. For example, the question often arises as to which cat- egory a respondent's reply shoudl be assigned who is only using "some" of the skills he had acquired in training. In other cases a graduate may have obtained a job in sales or advertising that does not directly require the use of the skill acquired in training but whose only qualification for that type of employment is his knowledge of the skill. In order to avoid this dilemma, the evaluative instrument en- deavored to divide more finely the degree of use a graduate was making of his acquired skills. -60- -6]_- The Evaluative Instrument. An instrument was designed to Obtain information from graduates concerning what had hap- pened to them occupationally since they had begun training. Through this instrument it was sought to determine: (1) if graduates from this program had undergone an occupational change, (2) if such a change was employment in a training- related occupation, (3) methods used in seeking and secur- ing employment, and (h) if an up-to-date evaluation by grad- uates of the training they had received at the Technical Training Center. Method of Procedure. It was initially planned to con- duct the entire survey by mail. However, in later confer- ences with members of the school's administrative board, it was found that previous attempts at correSpondence with grad- uates had encountered very little success. The researcher was advised to explore other avenues of approach in an ef- fort to insure greater participation from reSpondents. A social hour was arranged at the school and each graduating group was invited to attend on separate evenings. A discus- sion period was conducted and those attending were asked to fill out the questionnaires. The former plan of using the mails to Obtain the desired returns would be instituted for those individuals who failed to attend the get-together. It was agreed that greater attendance could be anticipated if the letters of invitation were sent over the signature of the instructor of the particular course. -62- On the first night of these meetings, January 18, 1965, the graduates of the graphic illustration class were invited to attend. From the graduating class Of 19 students in this training area, 15 attended this meeting. The actual results obtained from the evaluated form are reported later. On Jan- uary 19, 1965, the product detailing students were invited toattend. Of the 16 individuals who had graduated from this class, 11 were in attendance. 0n the third night, January 20, 1965, the clay modeling students attended a similar meet- ing. 0f the 20 students who graduated from this class, seven attended. For those students who did not attend these meetings, the evaluative instrument with its enclosures were mailed. Two days after the mailing, each correSpondent was person- ally called on the telephone urging him to answer promptly. From this three-pronged approach, a high percentage of re- turns were received and the results appear in Table XXI. TABLE XXI. PERCENTAGE OF FOLLOW-UP QUESTIONNAIRES RETURNED um er er en er Cen Graduates Returned of Class of Total C1uy Modelers (20) 13 65.00% 23.64% Graphic Illustrators (l9) l7 89.h7 30.91 Product Detailers (16) 15 93.75 27.27 Totals _:£55)_ Lg;__:, .m,;;- ,,é;£.82% The tally and number of returns by class and total in- dicate that those enrolled in the product detailing class had the highest proportional returns with 93.75 per cent, -63- graphic illustrators returned 89.47 per cent, followed by clay modelers with 65 per cent. Forty-five returns were re- ceived from a possible total of 55, or 81.82 per cent return. Data Indicated by the Evaluative Instrument. The data resulting from the evaluative study contains statistics rel- evant to employment, wages, and job stability of graduates. It also reflects the reasons stated for rejecting job offers in training-related fields and later it discloses the re- sults of a final evaluation along with suggestions for im- proving the training program. For the sake of efficiency of space, those questions that simply require a "yes" or "no" answer were grouped together and appear in Table XXII. TABLE XXII. FOLLOW4UP EVALUATIVE CRITERIA CIay GraphIc Product CombIned Criterion Modeling Illust. Detail. Totals IYes No Yes No Yes ONO 'Yes No Presently employed 12 1 l6 1 l4 1 42 3 Job from TTC training 1 ll 4 ll 3 ll 8 33 Weekly wages in- creased 5 7 9 7 8 6 22 20 Increased wages because of TTC 1 4 4 5 2 6 7 15 Non-related job, sought employment 7 2 5 2 5 2 l7 6 Would take addition- al training at TTCl3 C) 17 O 14 1 44 1 Plan to take addi-‘ tional training 10 3 l6 1 15 0 41 3 -64- Employment. Table XXII indicates that all the reSpond- ents, with the exception of three, were employed at the time of the survey. Those who were unemployed included a con- struction worker whose work was seasonal, a clay modeling graduate whose employer had recently lost a military contract, and a housewife who was not seeking employment. It is of interest to note that only eight of those who were working attributed their employment to the training they had received. This figure may be contrasted with those revealed in Table XXIII where an effort was made to deter— mine if employment was in any way related to the training that had been received. TABLE XXIII. RELATIONSHIP OF PRESENT EMPLOYMENT TO TRAINING RECEIVED Directly Closely Indirectly'- 'Unre- Respondents Related Related Related lated Clay Modeling 2 1 l 9 Graphic Illustrat- ing 0 5 5 7 Ppoduct Detailing 5 3 O 7 Totals 7 9 6 23 -L Table XXIII shows that 22 of the respondents were working at jobs which they felt were in some way related to the training program. It may also be noted that only seven respondents felt their work was "directly related" to the training they had received. @2523, Questions pertaining to wages were asked in an effort to determine if this criterion might reflect success -65- of the training program. Reapondents were asked if their wages had increased since they had begun training and, if their reSponse was in the affirmative, if it could be at- tributed to the training. Table XXIV discloses an approx- imation of the amount in various categories. TABLE XXIV. ‘WEEKLY WAGE INCREASES ReSpondent $l-5 $6-10 $11415' $16-20 More Clay Modeling ( 5) 4 l O O 0 Graphic Illustrat- ing ( 9) 7 0 0 0 2 Product Detailing ( 8) 4 O O O ,4_ Tppals (22) ,_;5. l O O 6 While 22 of the reSpondents had received wage increases, only seven of that number felt it was because of the train- ing they had undergone. The weekly wage increases were pre- dominantly in the $l-5 category. However, six respondents reported they had experienced an increase in wages of over $20 a week. Job Changes. Those students who had changed jobs since their training had begun.were asked how they had obtained their new employment. They were requested to respond in pre-arranged categories and space was proVided for them to elaborate on their reSponse if they cared to do so. Table XXV shows that, of the 20 reSpondents who had undergone a job change since the training began, five had been upgraded -55- without union help, and four had changed their position through newspaper advertising and employment offices. Three reSpondents said their course instructor had helped them, two had received aid from a friend or relative, and one at- tributed assistance to the Michigan Employment Service. It should also be noted that none of the reSpondents felt the UAW had assisted them in Obtaining employment. Table XXV reveals the number of individuals from each training area that had undergone job changes. TABLE XXV. METHOD OF PLACEMENT CIay Graphic *Prodfict Kind of Assistance Mod. IlluSt. Detail. Totals 'Union assistance 0 4 l 5 Upgraded - No union assistance 1 3* law 5 Aided by MESC 1 0 0 1 Friend or relative 0 0 2 2 NeWSpaper - Employ- ment Office 0 1 3 4 Aided by instructor 1 0 2 3 Aided by UAW O 0 O O Other 0 O O 0 Job Stability. Those reSpondents who had not undergone a job change were queried in regard to their present occupa- tional status. They were asked to indicate by what means * One temporarily. ** Twice - 67 - they had sought employment related to their field of train- ing. These data are shown in Table XVI and, since some of the reSpondents used more than one approach in seeking em- ployment, the figures reflect a total greater than the num- ber of individuals reSponding. TABLE XVI. AGENCIES FROM WHICH EMPLOYMENT WAS SOUGHT ’Olay Graphic ‘Product Combinedw Criterion Mod. Illust. Detail. Totals (11) (9) (8) (28) Personnel Office - Pres. Employment 6 4 5 15 Personnel Office - ' Other Employment 3 6 4 13 Michigan Employment Service 3 2 3 8 Private Employment Agency 1 O 1 2 Other Methods 1 O O 1 Totals 1 '12 13 39 Data also reveal that reSpondents made a total of 73 at- tempts at being placed with 52 different employers or agen- cies. While the greater number of reSpondents made one or two attempts at placement with one or two different employ- ers, one graphic illustrating student indicated he had applied over ten different times with five different employers or agencies. Rejection of Employment. After having surveyed the dem- ographic characteristics of the students selected for train- ing and noting their relatively older age categories and great -68- number of family obligations, it was anticipated that some graduates would find it difficult to accept an entry posi- tion with its accompanying deterrents. For example, entry- 1eve1 wage scales are low and an individual with family Ob- ligations may find it impossible to undergo a wage decrease no matter how skillful or how interested he is in the type of work. Therefore it was anticipated that these factors may have a bearing on whether a candidate accepted or re- jected an offer of employment. The evaluation instrument was designed to find out this information and the results are recorded in Table XVII. In this category a reSpondent could select one or a combination of reasons that best de- scribed why he had rejected an Offer of employment in his area of training. TABLE XVII. REASONS FOR REJECTING JOB OFFER CIay 'GrapEic Product ComBIned Mod. Illust. Detail. Totals Criterion (4) (6) (8) (18) Starting rate too low 2 6 4 12 New offer unattractive O 1% l 2 Present job improved 0 2 4 6 Future of present job more attractive l 3 3 7 New job inconvenient O l l 2 Other 0 O O 0 Totals 3 13 13 29 * Acceptance would mean a drastic pay cut and loss of sixteen years' seniority. -69- The results disclose that 18 respondents rejected of- fers of employment in a training-related job and that "Start- ing rate too low" was the predominant reason for rejecting the offer. The fact that an individual's present job im- proved elicited six reSponses with the category of “Future of Present Job More Attractive" drawing seven reSponses. Two replies indicated the new job was unattractive for "other" reasons and two indicated it was "inconvenient" because of the hours of employment or the long distance to travel. Evaluation of the Training. The graduates were again asked to evaluate the training they had received. It was felt that the respondents might rate the training differently according to whether they were working in a training-related job or not. Therefore the instrument was so devised to dif- ferentiate the reSponses of the two groups. Most reSpondents regarded the training they had received quite highly, but those who had obtained new positions exer- cised a greater number of ratings in the "excellent" and "good" categories. The clay modelers maintained their relative posi- tion by rating the training lower than that of product detail- ers and graphic illustrators. A related question that was de- signed to determine attitudes toward further training was also asked. The reapondents were queried as to whether they were ‘ taking or eXpected to take additional course work in night school classes or employer-Sponsored programs. The figures showed that 41 of the 44 respondents answered affirmatively. - 7o _ Suggestions for Improvement. The students were again asked to evaluate the prOgram in terms of suggested improve- ments. It was felt that a three-month time lapse might elicit different responses. The students were cautioned to list only those improvements not previously mentioned. Among the suggestions for improvement were: 1. Building should be larger, 2. The training program should be longer, 3. More assignments, broader coverage, i.e., more grids and sections, should be made, 4. Greater cooPeration with industry should be provided, 5. A liason official between companies and Union that would help place graduates should be provided, 6. More equipment and better air conditioning is needed, 7. The scepe of training should be broadened, 8. Better OOOperation with industry would create an ac- tive interest of prospective employers, and 9. The instructor should make a point of visiting each student rather than Spending time only with those who seek help. The Michigan Employment Security Commission. The follow- up study of the role Of the MESC reveals that it made a great effort toward placing graduates of the Technical Training Center. In November of 1965, a month following graduation, a letter was prepared and sent out to selected prOSpective - 71 - employers by the Professional Division of the MESC. The em- ployers were selected on the basis that they had previously registered with the MESC for workers possessing the skills that had been taught at the Center. The letter notified em- ployers that candidates were available for job placement and included a description of the curriculum and noted it had been conducted under the auSpices of UAW Local 412. Also in- cluded with the letter was a brief résumé of graduates avail- able for placement containing their name, age, education, and paid work experience. The letter asked interested employers to contact the MESC for further information or to make ar- rangements for personal interviews. The letter was sent to a different group of employers for graduates of each train- ing class. Table XVIII shows the number of prOSpective em- ployers that werelcontacted, the number that reSponded, and the number of different candidates for which an interest was expressed. TABLE XVIII. PROSPECTIVE EMPLOYER CONTACTS AND RESPONSES _Clay Graphic Product Combined Criteria Mod. Illust. Detail. Totals Employers sent letters 188 193 312 693 Employers responding 3 l 24 29 Number of candidates 6 3 7 16 Number hired l O 0 l The tabulations indicated that this method of placing candi- dates was not effective. (6) CHAPTER VIII SUMMARY, CONCLUSIONS AND RECOMMENDATIONS There seems to be little need for the further justifi- cation for such training programs as offered by the UAW Local 412 Technical Training Center. The Federal government, after much research, has invested vast sums of money to train and upgrade workers in skills fOr which there is a demand. Purportedly there is a demand for workers in the Detroit area who possess the skills that were taught in this school. In fact this program had only received final approval after it had been determined that a need for the services of its grad- uates would exist. Kavieff's report, along with sanction by the MESC caused the program to be endorsed by the Manpower DevelOpment and Training Commission. Further, other programs such as that mentioned earlier have recently been approved by the Federal government. Evidence of this need is confirmed through the classified "help-wanted" advertising in the daily Detroit newspapers. Further justification is supplied by Dr. John T. Smith, who, in a W. E. Upjohn Institute for Employment Research pub- lication, says: The correct vocational education program for employed adults, therefore, would sup- ply the training in skills and technology needed by society and the training would be offered in late afternoon and evening classes within commuting distance of all - 72 - - 73 - who are eligible to take it. Such classes must be designed for adults, and the teach- ing methods and other techniques used must be geared to adults experienced in their respective trades. (14:40) Smith has recommended action that very closely approximates that taken by the administration of the Technical Training Center. His suggestion of late afternoon and evening classes, easy commuting distances, and teaching skills in current de- mand, are consistent with those of the Technical Training Center. The examination of the data gathered in the study, the studies of needs in the area, verification by governmental authorities, examination Of newSpaper want-ads and, finally, substantiation by a labor authority show that this type Of training was well founded. The prOgram of the Technical Training Center was based upon justifications such as these and many of the suggestions were incorporated into the cur- riculum offered to its students. Selection. The participants in the training offered at the Technical Training Center were recruited by both the union and the MESC. However, the final selection process was the sole reSponSibility of the MESC. The criteria used in this process were very broad and only roughly defined. Candidates were expected to have had a high school education or its equivalent, related work experience or background and the willingness to accept a training-related job at the entry- level. The selection process followed by the MESC included -7“,- testing, personal interviews and selection by a screening committee composed of the unit supervisor and the counsel- ors who conducted the interviews. Although it is not stated that these criteria were con- sidered, it is presumed that attention was given to factors such as age, sex, marital status, family obligations, pres- ent position, salary and job seniority in the final selec- tion of the participants. It was found that 45.5 per cent of this group were in the 22-34 age category and 36.4 per cent were between the ages of 35 and 44. Only 16.4 per cent were under 22 years of age while only one person was over 44 years of age. Ap- proximately 73 per cent of the students were married and were the heads of households. The same number had completed the twelfth grade in school and had engaged in training or some form of education beyond high school. At the time of selection 87.2 per cent were working and later, at the time of the survey, 94.5 per cent were working at various types of jobs. The jobs included were clerical, service skilled, semi-skilled and unskilled. Later, through interviewing, it was found that while some of the participants were clas- sified as being in service occupations, they held jobs as janitors that paid $3.00 an hour or more. The demographic characteristics reveals this group to be mostly males, relatively mature in years, married, and many possessed family obligations as the head of the house- -75- hold. The participants were also found to be relatively well educated and being positively oriented toward education as in- dicated by the amount of training engaged in beyond the high school level. All but three of them were employed at the time of the survey and the remainder were working at jobs requir- ing a high level of occupational competency. The Drpp-Outs. In terms of the number of drOp-outs and their reasons for doing so, the selection process appears to have been effective. When the statistics referring to drop- outs are reviewed, it is found that 22.54 per cent of the se- lectees terminated their training early. ‘When the attempt is made to differentiate the drOp-out as being "positively-or- iented" or "negatively-oriented," only 8.45 per cent of the selectees were considered as having drOpped out of the train- ing program for "negatively-oriented" reasons. Another area of concern develOped when the drOp-out tables were studied. Here it was noted that eleven of the product detailing students out of a total of 27 terminated their training early. When the reasons for doing so were differentiated, the five who drOpped out for "negatively- oriented" reasons was still prOportionately high. This fig- ure has greater significance when it is recalled that of the three areas of training for which students were selected, the MESC possessed the testing norms for only this group of selectees. This is the group about which most was known in advance and they suffered the highest rate of early termina- tions of the three groups studied. It must be presumed that -76- the objective criteria were observed in their selection and the apparent weakness in the selection process was in meas- uring the intangibles such as attitude, motivation, etc., toward the training program. Placement. The placement aspect of this training program was measured by use of the evaluative instrument designed for this purpose. The follow-up study from which this information was gained was conducted three months after the trainees had graduated. It was found that a return of approximately 82 per cent of the questionnaires was received and it was felt that this number was sufficiently large to allow generaliza- tions to be made about the group being studied. Data disclosed that 42 Of the reSpondents were currently employed, eight of them attributed their jobs to the train- ing they had received and 22 had received weekly wage in- creases. However, only seven Of those in the latter category attributed this wage increase to the training they had re- ceived at the Technical Training Center. Data also revealed that the wage increases ranged from $l-15 for fifteen of the reSpondents, and that six others had received increases of more than $20 a week. In examining how graduates related their present job to the training they had received it was noted that only seven reSpondents felt their job was directly-related and 20 felt there was no relationship whatsoever. Fifteen others stated that the relationship between the training and their employ- ment fell somewhere between the two extremes. - 77 - Those who had not undergone a job change since beginning training were asked if they had actively sought employment and, if so, what method they used. It was found that the per- sonnel offices of either their present employer or those of other employers were the most pOpular methods of obtaining employment. The services offered by the Michigan Employment Service for this function ranked third in usage. Students who had obtained a new position were asked how they had obtained employment. Data Show that of the 20 re- spondents, ten had been upgraded on their existing job, five with union help and five without it. Four had responded to newSpaper advertising and three had been aided by their in- structor. While none of the respondents attributed their new employment directly to UAW help, only one attributed his employment status to MESC assistance. A total of 18 respondents said they had rejected job offers in their field of training. The reasons they attrib- uted for this rejection varied greatly among them, but the most frequently stated reason.was that of the starting wage Offer being too low. During the discussion period that was held each time the follow-up questionnaire was submitted to a group, it was acknowledged on several occasions that wage offers were much too low. Some graduates were offered jobs that paid as little as $1.00 an hour as a starting wage. The placement efforts of the MESC met with little suc- cess. Figures disclosed that 693 introductory letters were sent to prOSpective employers that described the graduate, - 78 _ listed his paid work eXperience, and detailed his training. Only 28 employers reSponded, inquiring about only 16 of the graduates. Even after arrangements were made for visitations and interviews, only one graduate was hired. This individual terminated his employment on his own volition to return to his former job where he had seniority and from which he had been temporarily laid off. Conclusions: l. The selection process was effective insofar as main- taining a low drOp-out rate of trainees selected for the program. The selection process may have a weakness in its ability to differentiate among the intangibles such as attitude, motivation, etc., as witnessed by the relatively high drOp-out rate for the product de- tailing students. The selective criteria for students in programs such as these may be too few and too broad in scOpe. A more realistic prognosis for future placement and/ or job change must be anticipated. The candidate's age, present employment, seniority, wage-scale, mar- ital status and family obligations must be weighed against the ultimate goal of successful placement. Twenty-two of the reSpondents had obtained wage in- creases since they had entered training, However, only seven of them viewed this as attributable to their training. lO. - 79 - While 22 of the respondents to the follow-up ques- tionnaire (approximately 50 per cent) saw some re- lationship between the training and their present position, only seven felt it was directly related. Moreover, 22 other respondents saw no relationship whatsoever. Of those respondents who remained on non-training related jobs, there did not appear to be signifi- cant effort at being placed on training-related jobs. The most popular method of placement was with the personnel office of their current employer. The UAW and other unions did not appear to be too influential in Obtaining placement of the graduates. Only five reSpondents attributed their upgrading to union assistance. The MESC, while making a full-scale effort to achieve placement of the graduates, was not effective. Even though it contacted 693 employers, only one graduate was placed. Eighteen of the reSpondents claimed to have rejected job offers. The most frequent reason stated was that the starting wage offered was too low. Although it is not stated as such, the healthy econ- omy which we are presently enjoying, especially in the automotive industry, may have had an adverse ef- fect on the placement of graduates. There has been much overtime, very few lay-offs, and beneficial ll. 12. - 80 - contract negotiations in the industry. This may have created a reluctance on the part of some to attempt a job change at the time. The present follow-up study, which was conducted three months following graduation, may have been premature. An evaluation at a later date may re- veal different results. Placement, which was the ultimate goal of the train— ing program, would have had a much better chance of success if full OOOperation and participation had existed between the union and the governmental agen- cies, the full participation of industry was sorely needed. It is felt that the goal of such training programs will only be reached when industry can be persuaded to become an equal partner. Industry could be influential in establishing and achieving goals, development of realistic selective criteria, and also in designing a practical training program. Later it could play a very important role in the placement of graduates on training-related jobs. lfipcommendations: 1. Students should be selected from among the younger candidates who do not have significant family re- SponSibilities and other obligations that make it practically impossible to accept an entry-level job with its accompanying low wage rates. _ 61 - Students who are selected for training should not come from the upper positions in the job hierarchy unless they have become unemployed or about to lose their jobs. Placement is unrealistic when individ- uals from the upper categories are asked to accept entry-level jobs at much lower remunerations, even if the future appears much more promising in the new position. Some students, even though meeting the stated cri- teria, should not be accepted for training in fu- ture programs. A candidate who is in a lower rank- ing job classification, but is making much more money than he would at an entry-level position, can- not be expected to change positions. This same problem is encountered with those individuals who possess the job security that exists in a job at an established company with many years Of exper- ience and seniority. It can be predicted that very few of these workers would be willing to trade jobs for one that offers lower wages and very little in job stability. More must be learned about measuring the intangi- bles such as motivation, etc., so that students who meet all other criteria will be prevented from terminating their training early for little appar- ent reason. Drop-outs are costly in terms of both time and money. The training Space that was reserved -52- for them could also be utilized by more promising candidates for training. It is recommended that another study he made after a greater lapse of time. The data and files that have been gathered for this study could be made available for further study. BIBLIOGRAPHY And APPENDICES -83- 10. ll, BIBLIOGRAPHY Borow, Henry. ian in the World of Work (Boston: Houghton Miflin Co., 1964). California Department of Employment. "Technical Illus- trator," Occupational Guide, Los Angeles, 1961. Coursey, Claude, Graphic Illustrating instructor, UAW Local 412 Technical Training Center, Detroit. (Personal interview held September 12, 1964.) Crellin, Jack. "Chrysler, U.S. to Train Youths as Me- chanics," The Detroit News, (March 18, 1965). Gleason, W. E., Unit Supervisor, Professional Placement Center, Michigan Employment Security Commission, Detroit. (Personal interview held September 12, 1964 on the selection process.) . (Personal interview held February 2, 1965Ion placement efforts.) Joyce, Andrew, Product Detailing instructor, UAW Local 412 Technical Training Center, Detroit. (Personal interview held August 5, 1964 about personal in- formation.) Kavieff, Melvin C. The Need for Technicians in the Automotive ManuTEEturing Industry,in the Detroit MetrOpolitan Area. UA'research puEIication of the Detroit‘Board of Education, (Detroit, 1962). Kramer, Donald L, Clay Modeling instructor, UAW Local 412, Technical Training Center, Detroit. (Per- sonal interview held August 6, 1964 on personal information.) McNeil, Leo and Walter J., staff members, Professional Placement Center, MESC, Detroit. (Personal inter- views held August 21, 1964 on the selection pro- cess.) Michigan Employment Security Commission. Manpower in Michigan (Detroit: MESC, 1962). - 8A - 12. l3. 14. 15. 16. 17. 18. 19. 20. 21. 22. ‘23. 21+, -55- Michigan Employment Security Commission. "Automotive Draftsmen 0—48," Michigan Job Brief (Detroit: Occupational Research Unit, MESC, 1957.) Michigan Employment Security Commission. "Model Makers 5-17,”(Auto Industry)," Michigan Job Brief (Detroit: Occupational Research'UnIt, MESC, 1958). Smith, Harold T. Education and Trainipg for the World of Work (Kalamazoo: W. E. Uijhn Instituté’for Emponment Research, 1963). UAW Local 412. TOps in Training, Bulletin No. 1 (Detroit: The Office Of EducatiOn, AFL-CIO, October, 1963). . Tpps in Training, Bulletin No. 2 (Detroit: The Office of Education, AFL—CIO, January, 1964). . YOur Job Security Depends on YOui, Special Bulletin (DetrOIt: The Office Of Education, AFL— CIO, October, 1963). U. S. Department of Health, Education and Welfare. Training Activities Under The Manpower Develop- ment and Training Act (WashIngton, D.C.: U.S. Government PrintIng Office, 1963). U. S. Department of Labor. Catalog,of Tests and Mater- ials (Washington, D.D.: U. S. Emponment Service, RevIsed, October 14, 1960). . A Message from the President (Washing- ton, D.C.: U. S. GovernmenEMPrinting Office, 1964). . Dictionary of Occgpational Titles, Part I (Washingthn, D. C.: U.IS. Government Printing Office, 1944). . Dictionary of Occupational Titlep, Part IV (Washingfon, D.C.: U. S. Government Printing OTfice, October, 1944). . Manpower and Trainingg, Trends,,0utlook§, Pro rams (Washington, D.C.: U. S. Government Print- Ing OfTIce, Revised, July, 1963). . Manppwer Develppment and Training Act of 19623—As Amended (42'U.S.C. 257-2620), WaShington, D.C.: U. S. Government Printing Office, 1964). 25. 26. 27. 28. 29. -86- . Manpower Problems and Local Action (Wash- ihgton, DTC.: National Manpower Advisory Commit- tee, U. S. Government Printing Office, 1963). . Manpower Repgrt of the President (Washing- ton, D.C.: U. 5. Government Prihting Office, 19 3). . Manpower Research and Training (Washington, D.C.: U. S. Government Printing Office, 1964). . The Manpower Development and Training Act: ItsMeanIng_Tor Young People and Counselors (Wahh- Ihgton, D.C.: Office Of Manpower, Automation and Training, U. S. Government Printing Office, 1963). . Occupational Outlook Handbook (Washington, D.C.: U. S. Government Prinfing Office, 1963). APPENDIX I PERSONNEL SURVEY (Part I) September 18, 1964 Notice to Students of the Technical Training School: This notice is to introduce Mr. Jack Zook, a doctoral student at Michigan State University, who is doing his work in Adult and Higher Education. He has chosen as his disser- tation topic a study of the UAW Local 412 Technical Training School and its students. He plans to describe the school and the trainees, conduct a follow-up study, and then eval- uate the school in terms of the findings of the study. You are asked to extend your fullest cooperation to him in fill- ing out the enclosed questionnaire and the contents will be treated confidentially. The first part asks for personalized information. How- ever this will never be used in connection with your name but will be treated statistically in relation to average schooling, age, marital status, etc. It may also be used to furnish information to contact you at a later date for a fol- low-up study. The second part asks for information that will be clas- sified in mass and used to evaluate the training, instruc- tion, and the school. It is important that you respond to -87- - 88 - every question in order that enough representative reSponses will be obtained to allow valid conclusions to be drawn. Thank you for your cooperation on this project. You will be welcome to look over the results when they become available by contacting Mr. Zook, 21102 Greenview, Southfield, Michigan. Raymond J. Sullivan, Chairman Dr. Harold J. Dillon Joseph V. Tumi, Sec.-Tres. Professor, Adult and Wayne Schultz, Director Higher Education Michigan State Univ. Date 10. ll. 12. 130 14. 15. - 89 - Course Male Female Part I Personnel Survey UAW Local 412 Technical Training Center Name: 2. Age: Last First Middle Address: Number Street City Telephone Number: 5. Soc. Sec. No.: Marital Status: Single Married Divorced Widow (Or) Are you the head Of a household? Yes No No. of dependents: Please list the name, address, and telephone number of someone who can always reach you: Relationship State the highest grade level you attained in school State any education or training beyond high school Are you presently employed? Yes No If so, what the name of the company for which you work? What kind of work do you do? List the jobs you have held that are related to the train- ing program you are in. - 90 - Company Type of Work Months 16. Were you employed when you entered this training pro- gram? Yes ______ No 17. How did you learn of this training program? Michigan Employment Security Commission (MESC) Union Other 18. Have you made any kind of job change since entering this training program? Yes No If yes, will you please describe. Date - 91 - Course Part II Personnel Survey UAW Local 412 Technical Training Center Did you graduate from high school? Yes No Do you feel the process used in selecting students was: Excellent Good Fair Poor Other Do you feel the building housing the school including the furnishings, heating, lighting, etc., was: Excellent __ Good Fair Poor Other DO you feel the equipment and supplies furnished by the school were: Excellent Good Fair Poor Other Do you feel the planning for the prOgram, the building, and the supplies and equipment was: Excellent Good Fair Poor Other Do you feel the training received in the school for your field of work was: Excellent Good Fair Poor Other Do you feel the time and effort you Spent in the training program was worth it? Yes No Comments: 10. ll. 12. 13. - 92 - What part of the training program do you find the most difficult? The amount of work DevelOping study habits The kind of work Understanding the in- _—— The number of hours structor The time schedule The amount of outside work Other "‘ What do you enjoy most about the training program? The type of work The instructor Associating with other students Learning new skills Other DO you feel that the amount of individualized instruction the instructor gives you is: More than enough Enough Less than enough Too little .Other How do you feel you were graded on the work you produced in the training program? Excellent Poor Good Other Fair How would you rate your instructor in terms of imparting the knowledge and skills necessary for you to become trained in the subject area: Excellent Poor Good Other Fair How do you feel about the group lectures given by your instructor? Excellent Poor Good ' ' Other Fair - 93 - 14. Do you have any Specific suggestions for improving the instruction in the program? More individualized help Less individualized help More lectures Fewer lectures More assignments Fewer assignments Better preparation Other 15. Do you have any Specific suggestions for improving the overall Operation of the school? More equipment More supplies Better quality of materials Better building Better location Increase hours of training Decrease hours of training Other APPENDIX II INSTRUCTOR SURVEY UAW Local 412 Technical Training Center Do you feel the process used in selecting students was: Excellent Good Fair Poor Other (Comments) Do you feel the building housing the school including the furnishings, heating, lighting, etc., was: Excellent Good Fair Poor Other (Comments) Do you feel the equipment and supplies furnished by the school were: Excellent Good Fair Poor Other (Comments) Do you feel the planning for the program, the building, and the supplies and equipment was: Excellent Good Fair Poor Other (Comments) Do you feel the level of training achieved by the train- ees in your field was: Excellent Poor Good Other (Comments) Fair 10. 11. - 95 - Do you feel the amount of time and effort the trainees Spent in the training prOgram was worth it? Excellent Good Fair Poor Other (Comments) What part of the training program do you feel the train- ees found the most difficult? What part do you feel the trainees enjoyed most? The type of work Associating with other students Learning new skills Other If you taught this class again, how would you handle the individualized instruction? Decrease it Leave it as is Increase it Increase it greatly Other (Comments) If you taught this class again, how would you handle the grading system? Leave it as is Improve it some Improve it greatly Revise it completely Other (Comments) __, __ How would you rate the students in terms of receiving the knowledge and skills necessary for them to become trained in the subject area? Excellent Good Fair Poor Other -95- If you taught this program again, how would you handle the group lectures? Leave them as they are Improve them some Improve them greatly Completely revise them Other (Comments) If you taught this program again, what specific changes would you make? More indiVidualized help Less individualized help More lectures Fewer lectures More assignments Fewer assignments Better preparation Prepare differently Other (Comments) Do you have any Specific suggestions for improving the overall Operation of the school? More equipment More supplies Better quality materials Better location Increase hours of training Decrease hours of training Other (Comments) How do you rate the administration of the school in terms of Operating procedures, obtaining materials and supplies, amount of red tape, etc.? Excellent Good Fair Poor Other (Comments) APPENDIX III FOLLOW-UP QUESTIONNAIRE UAW 412 Technical Training Center January 20, 1965. Enclosed you will find the second part of a two-part ques- tionnaire. You will recall that you filled out the first part at the Technical Training Center in October, 1964. Would you please answer the enclosed questionnaire to the best of your ability and return it to me in the enclosed envelope. I am working towards a deadline of January 25, 1965 and would appreciate the return of the questionnaire by that date. The questionnaire is designed to find how valuable you have found the training program you finished at the Technical Training Center and if your job status has changed in any way because of it. The information you furnish will be used anonomously in a general way to provide statistics with which to evaluate the school. To Show how some of the information you gave in the past has been used, a chart describing your group is enclosed. Please keep this chart for your own use. Thanks again for your OOOperation, and remember the informa- tion you provide will probably be used to improve future programs of the nature of the Technical Training Center. Sincerely yours, Jack F. Zook 21102 Greenview Southfield, Michigan Approved: Raymond J. Sullivan, Chairman Dr. Harold J. Dillon Joseph V. Tumi, Sec. Treas. Adult and Higher Ed. 'Wayne Schultz, Director Michigan State Univ. - 97 - - 98 - UAW 412 Technical Training Center Follow-Up Questionnaire A. Are you presently employed? Yes No B. If you are unemployed, what do you feel is the reason for this? (If you answer this, go directIy to QuestionIBAT What is the title or description of your present job? Did you receive your present job as a result of the training you underwent at the Technical Training Cen- ter? Yes No Below - will you please indicate the relationship of your present job and the Skills and/or knowledge that you gained in the training experience at the Technical Training Center? A. Directly related - uses many of the skills learned at TTC B. Closely related - uses some Of the skills learned at TTC C. Indirectly related - uses a few of the skills learned at TTC (Sales work in the field, being able to read a blueprint, etc.) D. Unrelated - use none of the skills learned at TTC A. Has your gross weekly wages or salary increased since you began your training at the Technical Training Center? Yes No B. If yes, do you feel it is because of your training at TTC? Yes No C. If yes, please estimate the gross weekly amount Of increase (Remember this information is treated anonomously). $1-5 t6-10 $11-15 $16-20 More than $20' 7. A. - 99 - If you have changed your occupation to a training related job since you began training, how do you rate the training received at the Technical Train- ing Center? The TTC training was: Excellent Good Fair Poor Other (Comments) If you have not changed your occupation since train- ing began, how do you rate the value of the training received at the Technical Training Center? The TTC training‘was: Excellent Good Fair Poor Other (Comments) If you have had a job change since you began training at the Technical Training Center, how did you get this new job? A. B. Upgraded to another job with the same employer with assistance from the union Upgraded to another job with the Same employer without assistance from the union Received assistance from the Michigan Employ- ment Service (MESC) Friend or relative helped me locate this job Found it myself through newspaper ad, employ- ment office, etc. Instructor from the Technical Training Center helped me locate it Received assistance from the UAW or another union Other (Comment) If you are not working at a training-related job, have you applied for employment in the field for which you were trained? Yes No 10. ll. 12. - lOO - B. If yes was the answer to Question 8A, with what agency did you apply? (Select from choices below) 1. Personnel office of present employer 2. Personnel office of other employers 3. Michigan Employment Service 4. Private employment agencies 5. Other (Comments) C. If you attempted to obtain employment by any of these means, circle the number below as it applies to the question. Attempts at being placed: 1 2 3 4 5 6 7 8 9 10 More Different employers or agencies: 1 2 3 4 5 6 7 8 9 10 More If you have rejected an offer Of a training-related job, indicatedthe reason below. Starting rate too low Future of new job unattractive Conditions of present job improved. (Overtime - upgraded - received a raise - etc.) Future of present job more attractive. (Working hours - distance from home - etc.) New job had inconveniences. (Working hours - distance from home - etc.) - Other (Comments) Would you take further training at the Technical Training Center if it were offered? Yes NO Comments: Are you taking, or do you plan to take, additional course work as it is offered by your employer, night School classes, etc.? Yes No Comments: Since your graduation from the Technical Training Center (approximately three months ago), do you have any addi- tional comments or suggestions for improving the training program that you did not make on the last questionnaire? Yes ___ No Comments: ‘