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'1i.',1'4 1141 11111.1. 1, , 1. 111111 1.11811" 11' I 111 1 1' "'1'" " '1 '1' "11"" 1111111 "44'1".”1'.11....1'111'1‘11 , "1'" ' ' '1;1.-1”.1'1' . 1 1,. 111.441 11'1'1'11' 1111' 1 4,1141 . 1' 1'." ”" " 'v 111' _ 11 1' 1 111111111 1" 111111111 1 “2' 1' .1. 111111111113.41.1111.-14.111 1:" :1 ' " ”'1 -' ‘-'-' 1'" 424151.151 '.' '1', . 1 1'1 14: «4.1444. '41 ~" ‘ "' 1 1 ””1"" ””145"," 1 ' . .1111 1‘1 . "1'1 '1" 4" 1 4'15: .-"'1'"h' ' '1' 1” ' 1'11 . '1 ' ”1 "411'1'1 1': 1 14 ..11' 1 ”1'11""111'111' ""14"1'111 1” “”11 111111 "'1"' "'1'1' . ' 44:4" 1" " '11 111111 11 1141411111 1 111111'" ' “1111111111 4.4'1111'1 1,14 ".1'" 11"111 1"..11'11111111 t' 11' 1 . 1 4' —-.——.—: —— Wu W M .——-—r 5—- ‘— —-—-__ “~— '1' a. THESIS Date lllllllllllllllllllllllllllllfllllllllllllllllllllll 1293 10382 3831 This is to certify that the thesis entitled A NEEDS ASSESSMENT TO DETERMINE TRAINING NEEDS FOR I.C.B.S presented by JOHN c. GRAVES has been accepted towards fulfillment of the requirements for Ph.D. Curriculum and degree in Secondary Education fag/M ( a Major professor . May 22 , I981 0-7639 MSU w RETURNING MATERIALS: Place in book drop to LIBRARJES remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. Wm; «was a “fibre! _,I-nU ‘7/" ABSTRACT A NEEDS ASSESSMENT TO DETERMINE TRAINING NEEDS FOR ICB'S By John C. Graves The purpose of the study was to determine the per- ceived training needs of the Executive Directors of Colla- borative Councils in the State of Michigan in order to have a sufficient data base for organizing and developing appro- priate professional development models. The study yielded answers to the following research questions: I. II. III. IV. What demographic factors need to be considered in working with Executive Directors of Colla- borative Councils? Which Human, Inter-Personal, Technical and Conceptual Skills are considered most impor- tant by Executive Directors in the perfor- mance of their jobs? Which Human, Inter-Personal, Technical and Conceptual Skills, do Executive Directors perceive a need for most assistance? What perceived preferences do Executive Dir- ectors of Collaborative Councils in the State John C. Graves of Michigan have in regards to training methodologies? V. What perceived preferences do Executive Dir- ectors of Collaborative Councils in the State of Michigan have in regards to training sessions length, format and setting? Methodology of the Study The instrument was constructed in such a manner that allowed it to be keyed for computer analysis. The Statis- tical Package for Social Sciences was utilized to treat the data. The instrument was mailed to the 32 Executive Directors of Collaborative Councils in the State of Michigan. The data was stratified according to the particular demographic item in the questionnaire. Job skills were ranked according to category (human, conceptual, and techni- cal) according to perceived importance of the particular skill. Conclusions The t0p priority areas I.C.B. Directors consider the most important focus on developing communication, cooperation and facilitating linkages with their constituents. Enlist- ing the private sector's support was the most important skill Directors identified. Working effectively with their Collaborative Council was the second most important skill perceived by Directors. John C. Graves There appears to be a consistent theme in the perceived needs of I.C.B. Directors in regards to the most important skills necessary to fulfill their responsibility. The theme clearly relates to the "process they should utilize" in their planning to encourage and perpetuate a greater degree of understanding and cooperation between groups. ACKNOWLEDGEMENTS Grateful appreciation is extended to Dr. Cas Heilman, Chair of my Guidance Committee, without whose support and technical assistance, I would not have attained this aspect of my educational goals. I would also like to acknowledge Dr. Larry Borosage for insight, encouragement, and above all, his friendship over the years. TABLE OF CONTENTS Page List of Tables ......................................... V CHAPTER I IDENTIFICATION OF THE PROBLEM .................. 1 Purpose of the Study ........................... 8 Significance of the Study ...................... 9 Limitation of the Study ........................ 9 Definition of Terms ............................ 9 Preview of Subsequent Chapters ................. 15 II REVIEW OF THE LITERATURE ....................... 17 Background ..................................... l7 Collaboration: The Concept ..................... 28 The Michigan Collaboration Initiations ......... 33 Summary ........................................ 39 III DESIGN OF THE STUDY. ........................... 41 Instrumentation ................................ 42 Data Collection ................................ 48 IV FINDINGS ....................................... 49 Data Analysis .................................. 50 Demographic Data ............................... 50 Research Question II ........................... 66 Research Question III .......................... 81 Research Question IV ........................... 83 Research Question V ............................ 86 v CONCLUSIONS AND RECOMMENDATIONS ................ 89 Research Question I ............................ 90 Research Question II and III ................... 94 Research Question IV and V ..................... 96 iii APPENDIX A Letter to Executive Directors of Collaborative Councils ................. .... B Collaborative Council Training Needs Assessment ............................... .. C Summary of Total Frequency Response for Each Item .................................. BIBLIOGRAPHY ........................................... iv Page 100 101 118 127 TABLE II III IV VI VII VIII IX XI XII XIII XIV XV XVI XVII XVIII LIST OF TABLES How Long Have You Been A Council Director? ...... Number of Persons Supervised .................... Recent Work Experience .......................... Prior Career Experiences Related to Present Position as Council Director .................... Educational Level of I.C.B. Directors ........... I.C.B. College Graduate's Major Field of Study.. Other Occupational Background Indicated by Directors ....................................... Areas Served by I.C.B. Directors ................ Council Area .................................... Employment Condition in Council Area ............ Number of School Districts Councils Work With... City Governments Directors Work With ............ Relationship Between the I.C.B.s and Prime Sponsors ........................................ Council Director's Description of Past Experiences Directors Part-Time or Full-Time ................ Percent of Time Committed to Council Director's Role...... ...................................... Summary of Director Responses to All Items in Rank Order of Importance, and Identified by Category ........................................ Director's Responses to Statements Regarding the Importance of Human/Interpersonal Skills Rank Ordered by Differences Between Importance and Training Needs .................................. V Page 51 52 53 54 55 56 57 57 58 S9 60 61 62 63 64 65 67 73 TABLE Page XIX Director's Responses to Statement Regarding the Importance of Conceptual Skills Rank Ordered by Differences Between Importance and Training Need. 75 XX Director's Responses to Statements Regarding the Importance of Technical Skills Rank Ordered by the Differences Between Importance and Training Needs ............................................ 77 XXI Comparisons of Overall Mean Responses by Category 80 XXII Directors' Perceptions of the Major Skills They Consider Mbst Important in the Performance of Their Job and Areas They Desire Assistance ...... 82 XXIII Director's Preferences for Instructional Methods for Training .................................... 84 XXIV Director's Preference for Instructional Session Formats ......................................... 86 XXV Director's Preference for A Setting for the Training Sessions. .............................. 87 XXVI Director's Preference for When Sessions Should Be Held ......................................... 88 CHAPTER I IDENTIFICATION OF THE PROBLEM In 1980, the Michigan Departments of Labor and Educa- tion, using the CETA-Education Linkage Initiative outlined in the Special Governor's Grant, presented local education agencies and prime sponsors with a three-year period of financial support to develop linkages to bridge the gap between education and work. This effort was to be accom- plished by Interagency Collaborative Bodies. These Bodies were formed for the purpose of developing better cooperative linkages between community-based organizations, industry, labor, government, and education. Their major goal was to combat unemployment through identification of barriers that prohibit smooth transition between education and work, and to develop programs to alleviate related problems. In order to conceptualize the role of ICB'S, a historical background that leads to their inception and their focus on "The Transition of School-to-Work" is necessary. The history of cooperation and collaboration used to bridge the gap-between education/training and work is both long and complex. It is a history of national growth from an agrarian to an industrial economy, and of institutions challenged to prepare our youth and adults to become pro- ductive members of the work force. The beginning of a l 2 national worklife training policy is commonly traced to the 1860's when the nation began moving from a primarily agri- cultural to non-agricultural workforce. (Mangum, p. 32) World War I accelerated this transition and the Smith-Hughes Act of 1917 sought to foster the cooperation of employers and labor in programs of vocational education to counsel and train students in the skills needed by the new labor market. A decade later the depression brought great hardship and need to the American worker. A national employment system, the United States Employment Service, was developed under the Wagner-Peyser Act of 1933 to aid in welfare and relief projects. The enormous manpower demand of WCrld War II reiterated the need for a trained workforce and made cooperation between industry, government, and education more acute. Local "industry-education councils" arose during this period to help coordinate the needs of industry and education. (Robert Guttman) I Following the war, the Servicemen's Readjustment Act (G.I. Bill) helped cushion the impact of returning service- men and women re-entering the civilian labor market. A new urgency for cooperation between educators and industry to train teachers, engineers, scientists and other specialists was spurred, when in 1950, the Soviet Union launched Sput- nik, the first satellite to orbit the earth. The National Defense Education Act of 1958 provided for the education of this "new generation." 3 By the 1960's there was growing awareness of the unmet manpower needs of large groups in the pOpulation as the recession of the late 1950's did not simply fade away. Several legislative initiatives were enacted to ease these manpower difficulties. Among these were: The Area Re— development Act of 1961, to provide for economic development activities, the 1962 Manpower Development and Training Act (M.D.T.A.) to provide training for persons unemployed due to structural industrial changes, the Economic Opportunity Act (E.O.A.) of 1964 establishing new manpower and human development programs, the Vocational Education Act (V.E.A.) of 1965, the Concentrated Employment Program (C.E.P.) initiative of 1967, and the Cooperative Manpower Planning System.(C.M.P.S.).(Robert Guttman) In 1973, the Comprehensive Employment and Training Act became law. Its purpose was to help alleviate the frag— mentation of the 1960's and increase the flexibility of manpower programs. C.E.T.A. decentralized a significant part of the national manpower effort by placing considerable responsibility and flexibility for planning, administering and operating manpower programs in local C.E.T.A. prime sponsor areas. (C.E.T.A.: Manpower Programs under local control, Washington, D.C. National Academy of Science, 1978, pp. 202-204.) This decentralizing of government con- trol was supported by governors and mayors who had felt that programs, such as M.D;T;A. and the E.O.A. were infringing on the rights of local self determination. During the 1970's 4 the manpower and education communities began to look at the overall problems of the relation between education and work for the individual youth, mid-career adult and older per- sons. This comprehensive viewpoint was given visibility when President Ford gave his "World of WCrk and Education" speech at Ohio State University in 1975, in which he urged greater cooperation between public agencies, private industry, and labor,in the manpower and education fields. In 1975, Willard Wirtz, former Secretary of Labor and President of the National Manpower Institute (now the National Institute for Work and Learning) completed a book, The Boundless Resource: A Prospectus for an Education/WCrk Policy. Written in consultation with a council of business, education, labor, and community service leaders, the book argued for an overall education-work policy using public and private action. With a central doctrine focusing on the value of collaborative efforts, the book first focused on youth employment, career education, career experience, guidance, counseling and placement. It proposed the expansion of community education-work councils. For adults, the book explored the attitudes toward work and the history of adult education. It made recommendations to keep educa- tional options open to adults throughout their working years and in retirement. Work-education councils have currently been establish- ed in 20 states and Puerto Rico, and represent state-wide, urban, rural and suburban communities. No two councils are 5 exactly alike. Each has evolved from interests and problems specific to its community. Generally, council membership is made up of representatives of education, business and industry, labor unions, government, service agencies, youth organizations, the professions, parents, and youth. Work education council budgets are a combination of labor depart- ment contract monies and other funds from membership dues, contributions, state support, and in-kind services. Each has an Executive Director (also referred to as director) who usually is the prime source for leadership of the council and its direction. If there is a single vision that binds the councils together, it is their belief that local problems--even if they are shared by other communities-~require local solu- tions. With funding from the U.S. Department of Labor, a national consortium of local collaborative work-education councils was created in 1976-77. The Consortium provides a forum for sharing the information, experience, and exper- tise existing within the Consortium communities, and high- lights those effective policies and procedures that improve local education-work relationships. Members of the Consor- tium include local and statewide councils with names which range from Education-Work, Industry-Education, and Industry- Education-Labor Councils, to Community Careers, Career Development, Career Education and Community Councils. Although the focus of most councils is on the transition 6 of youth from education to work, there is a growing emphasis on similar services for adults. The Youth Employment Demonstration Projects Act of 1977, and the C.E.T.A. re-enactment of 1978, both recognized the need for more and stronger interagency collaboration. In the 1980's, Michigan has become the first state in the country to adopt a joint policy and funding support from state wide departments of labor and education for local collaborative initiatives involving leaders from all sectors. This is the C.E.T.A. - Education Linkages' Projects. It calls for the establishment of work-education councils, called Interagency Collaborative Bodies, in the 23 prime sponsor and 10 balance-of—state prime sponsor geographic areas across the state. Each Collaborative Body (ICB) has an Executive Director and a Board of Directors composed of representatives from business, labor, education, community- based organizations and government. The stated purpose of these councils is: To develop, maintain and support colla- boration within local communities among educational agencies and institutions, C.E.T.A. prime sponsors, service organiza- tions and the private sector which lead to the maximum utilization of community resources to enhance the transition of youth and adults into the work of work. (Michigan Department of Labor Position Paper, Michigan Interagency Collaborative Initiative Research, Bureau of Employment and Training, 1980.) An overview of the literature generally identifies functions of the Executive Director as broad in scope; and encompassing the following functions: 7 1. To assist the Council in submitting recommenda- tions regarding program plans, goals, policies, and procedures. 2. To assist the Council in monitoring and objec- tively evaluating employment and training pro- grams in the prime sponsor's jurisdiction. 3. To assist the Council in providing for critical analysis of employment and training needs. Generally speaking, however, the role of the Execu- tive Director is an amalgam of human e.g. communication, conceptual e.g. understand C.E.T.A. regulations, and technical e.g. funding procedure's skills. Further, sound exercise of each skill area requires constant inservice and on-the-job training. Consequently, this research proposes to survey Executive Directors to determine their training needs. ' The effectiveness of these programs must begin with the effectiveness of the people who manage, direct, and assist in program delivery. The skills of these pro- fessionals need to be honed and implemented just as do those of the client population. A review of existing literature indicates that there has not been an organized effort to train managers of collaborative efforts, now or in the past. It is crucial, if this effort at institutional change is to be effective. on a long-range basis, that an assessment of the needs of those formally charged with program implementation be completed. 8 This research will address the needs of those who are responsible for managing, overseeing and monitoring Inter— agency Collaborative programs throughout the State of Michigan. Purpose of the Study The purpose of the study will be to determine the per- ceived training needs of the Executive Directors of Colla- borative Councils in the State of Michigan in order to have sufficient data base for organizing and developing appropri- ate professional development models. The results of this study will have immediate impact on the Michigan Employment Training Institute, who has the primary responsibility for I.C.B. training. Pursuit of this purpose will yield answers to the following research questions: I. What demographic factors need to be con- sidered in working with Executive Directors of Collaborative Councils? II. Which Human, Inter-Personal, Technical and Conceptual Skills are considered most impor- tant by Executive Directors in the performance of this job? III. Which Human, Inter-Personal, Technical and Conceptual Skills, do Executive Directors perceive a need for most assistance? IV. What perceived preferences do Executive Dir- tors of Collaborative Councils in the State of Michigan have in regard to training methedologies? 9 V. What perceived preferences do Executive Directors of Collaborative Councils in the State of Michigan have in regards to training sessions length, format and setting? Significance of the Study This study has immediate practical implications for Executive Directors of Collaborative Councils in terms of upgrading their skills and operational delivery systems of programs at the local level, through systematic professional and educational growth. Further impact may be realized on both a regional and national basis inasmuch as it has been determined by the Institute for Work and Learning, formerly the National Manpower Institute, as well as the National WCrk Education Council Consortium, that the identification of training needs is a national problem for all such colla- borative bodies. Limitation of the Study This study is limited to the perceived training needs of Executive Directors of Collaborative Councils in the State of Michigan. Other states may wish to interpret the results of this study in relationship to training needs in their respective areas. Definition of Terms The terms used in this study cross over several Speci- fic professional areas of discipline. Each area has its own special definition and acronym. The attempt here will 10 be to boil down the different terms from.business, labor, education, and Comprehensive Employment Training Act (C.E.T.A.)to assist the reader in understanding the study. Barriers to Linkage Refers to any real or perceived obstacle or block which is capable of preventing or delaying an individual or group in their effort to gain a specific goal. Career Resource Center Students and teachers use print, audio-visual material and career counseling staff to get information about careers, career values, and career decision-making. The Center for Education and WOrk at the National Institute for Education and WOrk (formerly N.M.I.) Is concerned with the development and implementation of education-work policy and practices. C.E.T.A. Comprehensive Employment and Training Act, the federal legislation which authorizes funding for a wide range of employment and training services to youths and adults. Title II - A,B,§J - the basic authorizing legislation for the programs of C.E.T.A. which provide for services to the disadvantaged unemployed through classroom training, on-the-job training, work experience and other employment and training activities (including upgrading programs). 11 Title II - D - a Public Service Employment Program which authorizes transitional full-time employment opportunities for the economically disadvantaged in the public sector. Title IV - authorizes a broad range of coordinated employment and training projects for youth age 14 to 21. Title VI - authorizes the providing of fully federally funded public sector jobs in times of high unemploy- ment to individuals unemployed or economically dis- advantaged. Title VII - authorizes the Private Sector Initiative Program, which is designed to demonstrate the effec- tiveness of a variety of approaches to increase the involvement of businesses in employment and training activities under C.E.T.A. Title VIII - establishes programs to train and employ youth in useful conservation work (Y.A.C.C.). Collaboration The process of representatives from differing sectors of the community sharing equally in the responsi- bility for identifying and cooperating in removing barriers that hinder the transition of youth and adults from educa- tion/training to work. Collaborative‘Councils Neutral turf where community, needs, resources and strategies can be discussed and acted upon by community. 12 leaders in positive ways to eliminate unemployment by bridging the gap between education and work. Educationiwork Council or Committee Refers to the structural mechanism used to develop an agenda of activities to address youth and adult transi- tional problems. (See Collaborative Councils) Education/WOrk Initiative Refers to the process used to stimulate and/or pool resources of the community to impact on transition from school/training to work. Interagency Collaborative Bodies (See Work/Education Council) A term used to define an organization whose members represent community-based organizations, business, education, government and labor. They use the process of collaboration to help bridge the gap between education/training that exists for youths and adults. Linkage Refers to the relationship established between agencies and groups to accomplish jointly what cannot be achieved singly. National Alliance of Businessmen (N.A.B.) Management association that is a national (Title VII) contractor for C.E.T.A. services. 13 National Institute for Education and Work A private non-profit institution based in Washington, D.C., which supports its activities through grants, con- tracts, and private contributions. Planning or Advisory Councils Composed of members representative of different seg- ments of the community. The Council identifies local needs, advising on policy, recommends programs, reviews prime sponsor plans, and monitors program operations. Members of the Council are appointed by the prime sponsor and their input is advisory only, as the prime sponsor has the final local decision on activities. Prime Sponsors Units of local government with at least 100,000 resi- dents, such as large cities or countries, or combinations (consortia) of local units, as well as the state. Prime sponsors plan, design and operate local employment and training programs with grants received from federal C.E.T A. funds. 14 Private Industry Council (P.I.C.'s) Composed of members representing organized labor, business, community organizations, and educational insti- tutions. The P.I.C. and the prime sponsor develop and implement Title VII private sector programs. The P.I.C. is to be consulted in the development of programs and pro- jects for all Title VII plans and agreements. Private Sector Refers to private for profit-making businesses. It refers to the biggest employer of labor in the American economic system. Public Sector Refers to those agencies that provide public services. These groups are financed by local, state, and federal resources . WorkLEducatiOn‘Consortium A network of communities, a national organization, and several federal agencies collaborating to assist youth in their transition from school to work. The Consortium is funded by the U.S. Department of Labor and operates in consultation with representatives from the Departments of Labor, Health, Education and Welfare, and Commerce. The Consortium welcomes information and materials from initia- tives that encourage collaboration among educators, employers, representatives from labor unions, service 15 agencies, and other community organizations to aid young peOple in the transition process. WCrk/Education Initiative The name given the combined efforts of the Department of Labor; Health, Education and Welfare; and Commerce, to find ways of bringing the worlds of work and education more closely together. The ultimate objectives of this initiative is to help young people bridge the gap between school and work. The strategy being pursued is to bring the institutions of government, industry, education and community into a close working relationship to facilitate this transition. It is a federally-led, locally focused, public and private effort. The strategy, as articulated within the Department of Labor, has four major components: 1. Support and encouragement of local initiatives that create linkages between education and work. 2. Review of federal regulations and policy in order to reduce barriers to youth employment and improve transitional services. 3. Improvement of dissemination and utilization of occupational and career guidance information. 4. Research, demonstration and pilot projects. Preview of Subsequent Chapters Chapter II will review the background of the movement to develop institutional and organizational collaborative efforts as they relate to education and training. It will 16 also present an explanation of how collaborative councils came into existance and what their function is, their agendas and how they have emerged as leading organizations in Michigan in bridging the gap between school/training and work. Chapter III includes the design of the study and the instrumentation used in the study. The three major areas from which perceptual information was solicited: (1) Human Inter-Personal, (2) Conceptual Skills, (3) Technical Skills, are elaborated upon for clarification in the interpretation of results. A presentation and rationale for collecting specific demographic data is included. Data collection procedures are also addressed in Chapter III. Chapter IV focuses on the analysis of data for all components of the study. Cross-tabulations of data via SPSS is a major type of treatment used in this chapter. Chapter V contains conclusion and recommedations. CHAPTER II REVIEW OF THE LITERATURE' Background In setting the historical stage on which the develop- ment of collaborative councils was conceived and imple- mented, it is necessary to describe the youth unemploy- ment problem of the early 60's that led to the U.S. Depart- ment of Labor's support for the Work/Education Consortium project. After a bad recession in 1958, a sluggish recovery started in the early 60's. Adult unemployment was easing, but youth unemployment was rising three times the average of all workers. The Kennedy years were the beginning of our country's effort to face and to solve the nation's youth unemployment problem. What emerged immediately after the new administration took office, was a proposed Youth Employ- ment Act with three parts: A Youth Conservation Corp, a Neighborhood Youth Corps, and the Youth Training Program. (Paul E. Barton, Odyssey of "The Transition From School To Work," paper, page 1) This period of the 1960's was one in which almost the entire concern with the youth problem was in the expansion of youth training opportunities for what is now called the "disadvantaged." Training was stressed in the rhetoric, 17 l8 and new models were developed in which training and basic education were given greater emphasis. Schools, concerned with a high drop-out rate, were trying to convince youth to stay in school. James Conant's phrase, "social dynamite," was used to describe youth discontent with what was called the school's non-relevant curriculum. There was also renewed interest in vocational education, resulting from a Presidential Commission, and an amended vocational education law in 1965. In 1967, after much was said about the youth employment problem, the nation was still faced with rising youth unemployment. The public employment service made very little contribution to the process of youth transition from school to work, and education and manpower agencies ignored each other in order to protect their respective turfs. This state of affairs led the Secretary of Labor, Willard Wirtz, to recommend five new national manpower policy directions to President Johnson. President Johnson spoke of these poli- cies in his 1967 Manpower Message to the Congress. The first policy was that "we must bridge the gap between education and work." (Paul E. Barton, Odyssey of "The Transition From School To WOrk," paper) He said that "we pay too little attention to the two out of three young people who do not go on to college and the many others who do not finish." (Ibid) President Johnson called for a broader concept of apprenticeships, more opportunities for students to learn about work, and the need to develop a 19 system in which education and work experience are brought together. He further directed the Secretary of Labor and the Secretary of Health, Education and Welfare "to make a thorough study of the relationship between learning and earning in America." In the study state education and employment agencies, local boards of education, business and labor leaders were to be consulted. Completed in 1968, the study is summarized in the 1968 Manpower Report of the President. (U.S. Department of Labor Manpower Report of the President, 1964-1972, Washington, D.C., U.S. Government Printing Office) The report resulted in five major recom- ‘mendations: l. A joint programming between local school and manpower agencies to expand work experience, pro- vide youth counseling, and job placement. 2. An increase in the involvement of employers in developing educational programs. 3. Year-round schools to accommodate more work experience opportunities. 4. Scholarships and loans for those pursuing work- oriented educational programs. 5. A volunteer service foundation for additional bridges between education and work. Also resulting from the study was a proposed "Earning and Learning Act" which was to be jointly sponsored and run by the Department of Labor and the Department of Health, Education and Welfare. However, the reoccurring 20 problem of turf became an overriding issue and, as a result, the Bill became Part D, Exemplary Programs and Projects, of the 1968 Vocational Education Amendments. The legisla- tion dealing with the school-work transition, the most com- prehensive of its kind ever written, stated as its purposes: (1) To stimulate, through federal financial support, new ways to create a bridge between school and earning a living for young people, and (2) to promote cooperation between public education and manpower agencies. (Paul E. Barton, Community Councils and the Transitions Between Education and worgp Copy 1976, National Manpower Institute (N.M.I.) Since the Department of Health, Education and Welfare did not involve the Department of Labor in this cooperative effort, a decision was made by the White House to assemble a new and more broadly representative group to explore the whole youth transition and to make policy recommendations. The conference, held in May of 1968 at Princeton, was jointly sponsored by the Department of Labor, the Department of Health, Education and Welfare, the Manpower Policy Task Force, and Princeton's Woodrow Wilson School. Attendees were from education, business, government, and labor unions. The purpose of the conference was to discuss the roles and responsibilities of various levels of government in the development of bridges between school and work for non- college bound youth. Background papers were commissioned to provide a briefing for the participants. The papers 21 provided perspectives that considerably increased under- standing. After two days of deliberation and debate, the Princeton symposium called for the following: 1. Lnwa 10. ll. 12. l3. 14. More occupational counseling. ' Better prepared counselors. More and better packaged occupational information. Occupational exploration in the school curriculum” More intimate contact between school counselors, the manpower agencies, and employing institutions. Much more reliance on cooperative education-type approaches. Mare resources for inner city schools to increase their holding power. A closer liaison between the schools and employers. Review of the effects college entrance require- ments have on high school curriculum. Mere resources for schools to improve their facili- tating role. A call to employers to review their hiring criteria and recognize their strategic role. An emphasis on special "training status" wages in collective bargaining contracts rather than a youth differential in the minimum wage. A federal role of initiator or catalyst. A research agenda (Improving the Transition, A Collection of Policy Papers Prepared for the National Commission for Manpower Policy, 1976). 22 Although youth unemployment was still on the rise and answers to the problem still not found, Presidents Kennedy and Johnson had given the national issue a new dimension, namely, a focus on local communities having a role and responsibility in solving the problem. In 1973 the Comprehensive Employment and Training Act became law. Its purpose was to help alleviate the frag- mentation of the 1960's and to increase the flexibility of manpower programs. C.E.T.A. decentralized a significant part of the national manpower effort by placing consider- able responsibility and flexibility for planning, administer- ing and operating manpower programs in local C.E.T.A. Prime Sponsor areas. During the 1970's the manpower and education communities began to look at the overall problems of the relation between education and work for the individual youth, mid-career adult and older person. During President Nixon's first term, the Department of Labor, although expressing interest, did little to foster a joint program.with the Department of Health, Education and Welfare. A significant development emerged from within the Department of Health, Education and Welfare. With the aid of Commissioner of Education, Sidney Marland, and Ken Hoyt, Head of U.S. Office of Career Education, the career educa- tion movement advocated several strategies to infuse a general consciousness about the meaningof work into the curriculum and services. Primarily for elementary and 23 secondary schools, the strategies were also for meeting students' needs at each stage of development in post- secondary situations. In 1974, Congress established the Office of Career Education in the U.S. Office of Education, with counterpart offices in state agencies. Its purpose was to support educational staff in developing students' adapta- bility skills or competencies in the following areas: basic academic skills, work habits, work values, career decision- making, job search and job retention. Career education was designed not as a separately administered program, but rather as an assistance to teachers, counselors, special assessment staff, principals for their own curricula or pro- grams. Cooperative review for these efforts at the local and state level was carried out through Career Education Advisory Committees and Career Education conferences. Career education was launched to prepare better the youth for the world of work. In 1975 the National Manpower Institute under the leadership of Willard Wirtz, former Secretary of Labor under Kennedy and Johnson, wrote a Prospectus for an Education/Work policy, The Boundless Resources. In this prospectus, Wirtz stated that new insti- tutions called Work/Education Councils should be formed to take the transition from youth to adulthood, from education to work, as its responsibility. To be effective, he said, these councils would have to rely essentially on local community initiatives and facilitate the transition of the younger of the community between institutionalized education and whatever is to follow it, although without 24 commitment to the one-way order of experience this suggest. (W. Wirtz, and the National Manpower Institute. The Boundless Resource: A Prospectus far an Education/WOrk Policy, Washington, D.C.: New Republic Book Co., 1975, p. 6) Work/Education Councils were to include all faculties of the community, i.e. labor, business, education, and government, in order to foster the collaborative process at the local level. It was the collaborative process between different sectors of the community that the authors of this concept believed would lead to the development of programs and projects that would build the bridge between education and work. These programs and projects were to include both the rendering of services directly to youth and the brokerage of functions of established institutions--particularly schools, employing enterprises, labor unions, employment agencies, and families.’ (Ibid) Actually, the WOrk/Education Councils and the colla- borative process on which they were built were not origi- nally conceived exclusively to serve youth. Growing national concern about youth unemployment in the 1960's caused federal officials to urge that the demonstration project activities of the councils be focused on youth transition problems. It was during this period that Work/ Education Councils were conceived. The history of these councils is really the history of the application of the principles forwarded in the Boundless Resource and is an 25 example for an experiment for social change to bridge what was perceived as a widening gap between work and education. This Prospectus was the basis for President Ford's major address at Ohio State University in 1975. The address instructed the Departments of Labor and Health, Education and Welfare, and Commerce to explore new ways of bringing the world of work and the institutions of education closer together. The newly formed interagency task force met with the staff of the National Manpower Institute and designed the Work/Education Consortium project for the purpose of demonstrating the concept of local education and work councils. In March, 1976, the Department of Labor awarded a con- tract to the National Manpower Institute to identify 20 communities that could demonstrate some degree of colla- boration between its various sectors that have school-to- work transition responsibilities. Two such communities were found in Michigan: the Livonia Council which grew and became the Work/Education Council of Southeastern Michigan, and the Mid-Michigan WCrk/Education Council. Each Council was awarded $50,000 seed money to begin the task of build- ing bridges between education and work. The American Association of Community and Junior College (A.A.C.J.C.) also entered into a contract with the Department of Labor and selected seven colleges to participate in the Consortium. As Richard A. Ungerer stated: 26 The project design had two notable features--1ocal determination and local independence of any institution. There was no federal design for councils. Their agendas were to be locally deter- mined by their members. (Richard A. Ungerer, paper entitled "Mbve to WOrk and Education Initiative") The second feature Ungerer explained was the status of the councils as independent decision-making bodies. Unlike other local councils such as C.E.T.A. planning councils or advisory councils on vocational education which advised particular institutions or programs, education and work councils were designed to operate as independent com- munity organizations which could influence not one but many public and private institutions to improve local transition services. Education and work councils were to conduct their own activities with their own staff and ultimately their own financial resources. (Ibid) The independence was to be accomplished by the collaborative process. The process and the very existence of the councils were, as Ungerer said, "to be judged is the final analysis on the basic impact they have on youth transition to the work- place." (Ibid) Collaboration was the basic process the councils were to use and develop on several levels, as shown by input and outcome of the council's activities in the community. Rich Ungerer‘warned 27 If a council fails to address an aspect of the planning and execution process, such as the institutionalization of activities, or neglects to develop a part of its overall system, such as facilitating collaboration not just among its members but also among insti- tutions represented by its members, then all other aspects of the process or system will be affected, and the council as a whole will be less effective. (Ibid, p. 6) The primary purpose was to influence groups and institutions to change systems which enhanced the prospectus for improved youth and adult transition from education to work. The Youth Employment Demonstration Projects Act of 1977 and the C.E.T.A. re-enactment of 1978 both recognized the need for more and stronger interagency collaboration. In the 19803, due to the vision of Robert Pendleton, Director of the Bureau of Employment and Training, Michigan has become the first state in the country to adopt a joint policy and funding support from state-wide Departments of Labor and Education for local collaborative initiatives involving leaders from all sectors. The C.E.T.A. Education Linkages Projects call for the establishment of work-educa- tion councils called Interagency Collaborative Bodies in the 23 prime sponsor and 10 balance-of—state prime sponsor geographic areas across the state. Each Colla- borative Body (I.C.B.) has an Executive Director and a Board of Directors comprised of representatives from business, labor,education, community based organizations and government. 28 CollabOration: The Concept The collaborative process on which work education councils are founded involves more than simple cooperation. Ken Hoyt, Director of Career Education, U.S. Office of Education, defines collaboration and distinguishes it from cooperation: Collaboration is a term that implies the parties who are involved share responsibility and authority for basic policy decision—making... Cooperation on the other hand, is a term that assumes two or more parties, each with separate and autonomous programs, agree to work together in making all such pro- grams more successful. To 'cooperate' with another agency or organization carries no implication that one either can or should affect its policies or operational practices. (Kenneth Hoyt, Monographs on Career Education: Community Resources for Career Education, U.S.D.H.E.W. Office of Career Education, Office of Education, 1976, pp. 1-2) The principle of collaboration encouraged by Dr. Hoyt emphasizes "process" over "structure." It emphasizes the collective good over individual self-interests. It empha- sizes the need for change, both in career education acti- vists' policies and practices and in their attitude about sharing responsibility for the policies and operational practices of each other's institutions. Dr. Paul Barton, a senior associate of the National Manpower Institute and former H.E.W. senior staffer, looks at "collaboration from a different perspective. In particular, he envisions a council (a community education/ work council) as a collaborative process. He proceeds to 29 define the structural elements of that process without dis- tinguishing "collaboration" from "cooperation": A rocess of collaboration means the participation of the important insti- tutions and sectors of the community that have the responsibility, resources, and influence to deal with the whole of the transition to regular adult employ- ment... A collaborative process is identi- fied by: -- being an organized activity with an agreed upon policy fEr its conduct. -- the participation of representatives of education, business, labor, parents, the voluntary and service organization sector, the public, Students... or at least a sufficient number of the above to provide the expectation of signifi- cant achievement. -- an involvement in the improvement of the transition arrangements rather than the rest of the group being "advisory" to any one of the represented institutions or sectors. -- the development of, or working on the development of, an agenda of substantive actions, a prioritizing of the items on the agenda, and lannin , toward actually carrying out the agenda. (Paul E. Barton, "Community Councils and the Transitions Between Education and Work," Industry/Education and Work: No. 9, U.S.D.H.E.W., National Institute of Educa- tion, December, 1977, pp. 11-14) These definitions of collaboration seem similar and help one to visualize what a collaborative process looks like in the form of a work-education council. There is, however, some fundamental disagreement. Some, like Hoyt, believe that collaboration requires placing the collective good above individual self—interest. Others, like Barton 30 and Wirtz, believe that collaboration must build a self- interest rather than request a sacrifice of it. The concept of self-interest is critical to an under- standing of the collaborative process, and it was obviously the center of N.I.E.'s definition of collaboration: Collaboration is a participatory decision- making process involving an organized activity in which representatives from vested interest groups within a community give us a portion of their self-interest in creating a new, over-arching identity to achieve a common goal. (N.I.E. RFP-R-78-OO7, p. 11) The framework of collaborative councils set up to per- form this process includes: 1. Council membership that is representative of major sectors in a community; collaborative mechanisms are intended to join and serve the interests of more than two sectors. Councils should be designed to treat education, industry/business, labor, government, and youth service institutions as equal partners. In local practice, the interest and strength of one or two sectors may predominate, but the goal of collaborative councils is to seek a balance of multiple purposes rather than exclusivity. 2. Collaborative councils that are essentially self- organized. Initial sponsorship may come from one sector or even a single organization, but once organized, the council is responsible for its own continuity. Neither membership nor agenda is 31 assigned to the collaborative partners by a single institution. 3. Collaborative councils that are performance-orient- ed, Members and staff develop their own agendas and approaches to community needs. While such councils may choose to play advisory roles in Specific instances, they are designed to perform a variety of roles ranging from fact-finding, to project operation, to program development, to pro- gram.brokering and catalyzing. 4. Most crucially, council members and the institu- tions they represent that share responsibility for implementing the action agenda which brought them together in the first place. Members exer- cise active leadership within their primary con- stituencies and with other sectors and consti- tuencies. Collaboration implies a reCognition of shared self-interests that leads to mutual action. 5. Organization activity that is sustained through formal council organization, with assistance from a staff director or coordinator. In describing the efforts of these councils, Gold, Director for the Work/Education Project, states: Collaborative councils are formed as 'neutral turfs' where community needs, resources, and strategies can be discussed and acted upon in positive ways by community and state leaders. With the education-to-work and work-to-educa— tion transitions of young people and adults as their principal focus, councils find that 32 central questions about education and skill development are linked to other major issues. These include: occupa- tion information; career guidance and counseling; work and service experience; career development and job creation; and concern for the ways all sectors can work together to develop more rewarding learn- ing and work opportunities for all citizens.. (Internal Memorandum, September 1980) The sharing of responsibility for community-wide action distinguishes collaborative councils from ad hoc projects. Typical council members represent education, business and industry, labor, community service agencies, professional groups, young and adult learners, and govern- ment. Frequently, councils have staff directors to help develop councils agendas and assist in program implementation. Justine Rodrequez, in ”The Whole is Greater," said: Work education councils have a unique poten- tial to recreate the spirit of community by exercising one of the most fundamental func- tions of community-developing and socializ- ing young people. The bases for their poten- tial are their local initiative, cross-cut- ing scope, independence, and collaborative 'shared responsibility' approach. (The Work Exchange, Vol. 4, No. 1, Winter 1980) A work/education policy is a community collaboration process designed to increase the communication between business and education. Through the pooling of resources and development of a substantive agenda of activities, mechanisms are established whereby people, at the time of critical career decision-making and/or looking for job opportunities in their communities, have the knowledge and/ or information available to make smooth transitions from one role to the next. 33 The Michigan Collaboration InitiatiOns In 1979 a recommendation was made to Mr. Patrick Babcock, the Director of the Michigan Department of Labor, that the Special Governor Grant monies, (Title II, Subpart D., Section 677.32) be allocated to establish an Interagency Collaborative Body (Work Education Council) in each C.E.T.A. prime sponsorship in the state of Michigan. Under the Michigan C.E.T.A.-Education Linkage Initia- tive, local education agencies, prime Sponsors and others have been presented with a three-year period of support for "collaborative activities." The support will continue until 1982 when current C.E.T.A. legislation must be reauthorized by Congress. During this period, Interagency Collaborative Bodies (under a name and fiscal agent selected locally--such as Work and Education Council or Employment and Training Council) have the responsibility to develop a role of bringing about continuing interactions between educational institutions, particularly at the intermediate level and in vocational programs, prime sponsors, labor organizations, social service agencies, community-based organizations and private employers to improve the employ- ment, education and training system. Interagency Collabora- tive Bodies (I.C.B.s) also have the responsibility for developing continuing forms of local support, whether from prime sponsors, educational institutions, or the private sector, as well as from state sources. The 34 stated purpose of these councils is: To develop, maintain and support collabora- tion within local communities among educa- tional agencies and institutions, C.E.T.A. prime sponsors, service organizations and the private sector which led to the maxi- mum utilization of community resources to enhance the transition of youth and adults into the world of work. (Michigan Depart- ment of Labor, 1981) Michigan's Interagency Collaborative Initiative is now in its second year and has gained national recognition as an ambitious and unique collaborative effort. There are four major roles which the I.C.B. must per— form as a balancing agent that create a climate in which shared responsibility and accountability are possible. They are: 1. To serve as a catalyst that brings established local community organizations, institutions and agencies together to provide activities which enhance the transition of youth and adults into the world of work. To serve as a communication link to improve under- standing among local community organizations as well as the general public. To serve as a change agent which works with local service agencies to assist them in being more responsive to the employment and training needs of youth and adults. To serve as the final decision-making board which determines how linkage funds, presently 35 available to the local community, can provide maximum benefit to the members of the community. (Martin Simon, Michigan Department of Labor) The I.C.B. performs many functions in carrying out these roles. Councils: 1. Identify and bring the responsible community leaders together to develop lines of communica- tion. Assist in the identification of the various target groups that need to be served. These would include the flow of individuals into the area of work, as well as the pool, who are unemployed or require upgrading skills. Assist in determining the extent to which target groups are being served. Mast agencies deal with specific target groups. Assist in the determination of the unique training necessary to serve each group. Assist in the inventory of resources available to best serve the target group. Identify alternative resources to serve these groups and create new resources. Assist in marshalling the resources through mutual planning to provide the necessary programs. 10. ll. 12. 13. 14. 36 Assist in the development of leadership to manage certain functions and activities. Serve as communication mechanism to clarify roles and operational procedures of various community-based organizations. Engage in the encouragement and stimulation of innovative modes since the answers are not all in the maximization of human potential. Seek out funding sources to provide a main- tenance of effort should Department of Labor funds be withdrawn or curtailed. Recommend developmental programs for agency personnel whenever deficiencies are found. These could include many excellent programs provided by the various agencies for their own personnel. Disseminate information about exemplary pro- grams, strategies and procedures that now exist that could raise the knowledge and skill base regarding manpower development. Assist in the resolution of conflict which may develop among various agencies in the commun- ity and make recommendations for improvements of the situation. Encourage and stimulate the establishment of long range, as well as, short range plans. (Dr. Lawrence Borosage, Michigan State University). 37 To facilitate I.C.B. efforts the state has established a management structure. An Executive Steering Committee (E.S.C.) consisting of Michigan Department of Education and Michigan Department of Labor administrators establishes overall policy and direction for the initiative. Staff from Michigan Department of Education and Michigan Department of Labor make up a Project Management and Training Assistance Team (PM-TA Team) to implement the E.S.C. policy directives by developing plans and providing technical assistance to facilitate local collaborative arrangements. The State I.C.B. Advisory Council, composed of selected representa- tives of local collaborating parties across the state, makes recommendations to the E.S.C. and PM-TA Team concerning local needs. 0f the currently established I.C.B.s: About 2/3 of the fiscal agents for the I.C.B. projects have been intermediate school districts, public school systems or community colleges; about 1/3 have been employment and training con- sortia, manpower or work-education councils, or non-educa- tion public agencies. The most identified intended project with the highest degree of priority has been consultation between C.E.T.A. education agencies, community-based organizations, private employers and others about the role of the I.C.B. This was identified by over 2/3 of the I.C.B.s, with most_of them identifying it as their first-described project. (Although I.C.B.s did not place priorities on their projects, this 38 cursory analysis is based on the order and detail of description.) The gecgpd most often identified intended projects come under the category of assistance in planning, design or research to C.E.T.A. or education administrators, planner or faculty on programs or curriculum. This kind of project was also identified by over 2/3 of I.C.B.s but with a lesser priority. The third most often identified intended projects involved the provision of information, support or training to counselors, trainers or other delivery staff. This was identified by about 1/2 of the I.C.B.s. The least often described projects were to provide jobs, training, information or support directly to target population clients. Thus, Interagency Collaborative Bodies have attempted to carve out roles for themselves as a forum for consulta- tion and collaboration between many parties concerned about employment, education and training. They have also felt the need to "do something" for specific audiences of admin- istrators, service delivery staff and the target populations. Collaborative councils are one means through which com- munity leaders are learning how to cope with the real pro- blems and needs of youths, adults and the institutions in which they learn and work. Words such as "turfdom” and "politics" were once accepted as negative, irreducible facts of life (and used as excuses for inaction). Through 39 community councils they are beginning to learn how to turn the self-interest inherent in those words to the advantage of all. Michigan is presently the leader in not only the number of councils and the state's support of them, but also the variety of agencies involved. These collaborative bodies are at the forefront of a social experiment in institutional change, that of interagency linkage to develop coordinated human resource plans under local control. This is a new initiative and those involved need to have the support of updated training with innovative curriculum if we are to see this experiment become successful. Summary Interagency Collaborative Bodies are a result of years of cooperative and collaborative efforts between education and industry in an attempt to bridge the gap that exists between them. They represent the philosophy, presented by Wirtz in The Boundless Resources, that each community has the resources to solve its own problems. They also repre- sent the thinking of the Industry Education Councils of America who believe the changes must take place within the school system itself if employable youth are to be produced. The Councils also address problems with youth and adult transition, and through linking C.E.T.A. and local educa- tion agencies. Michigan is presently the leader in not only the number of councils and the state's support of them, but the agencies they are attempting to address. 40 These collaborative bodies are at the forefront of social experiments of institutional change, that of inter- agency linkage to develop coordinated human resource plans and resources at the local level under local control. This is a new frontier and those involved need to have the support of updated training with innovative curriculum if this experiment is to be successful. CHAPTER III DESIGN OF THE STUDY. This chapter addresses the design of the study, includ- ing instrumentation, data collection, and data gathering techniques. The instrument was designed by the researcher after a review of existing instruments addressing training needs of Department of Labor sub-grantees. Sub-grantees are com- munity-based organizations that deliver services for Com- prehensive Employment Training Administration (C.E.T.A.) to the unemployed and disadvantaged in the State of Michigan. The researcher decided to modify an instrument that was developed by the University of Illinois - Depart- ment of Research for the Manpower Training Institute of Illinois. This instrument has been field-tested and modi- fied three times over the past five years on C.E.T.A. sub- grantees. Collaborative Councils are usually considered sub-grantees of C.E.T.A. local and national operations. This instrument has been piloted by a "Jury" of persons, Directors for the Center for Work and Learning, and the Executive Bodies of the National Consortium of Work Education Councils. This "Jury" of persons are knowledge- able about the Department of Labor's training needs, as well as the goals of Collaborative Councils. 4] 42 The instrument, as modified for this study, has been used to address the research questions: I. II. III. IV. What demographic factors need to be considered in working with Executive Directors of Colla- borative Councils? Which Human, Inter-Personal, Technical and Conceptual Skills are considered most important by Executive Directors in performance of their job? Which Human, Inter-Personal, Technical and Conceptual Skills, do Executive Directors per- ceive a need for most assistance? What perceived preferences do Executive Direc- tors of Collaborative Councils in the State of Michigan have in regard to training methodo- logies? What perceived preferences do Executive Dir- ectors of Collaborative Councils in the State of Michigan have in regards to training sessions length, format and setting? Instrumentation The instrument has a section of demographics which includes experiences, jobs, and education. In determining the needs of Interagency Collaborative Body Executive Dir- ectors, it was believed essential to establish the back- ground of each Director, his/her staff, and the constitu- tents of I.C.B. served. (See Appendix B) 10. 43 How long have you been a Council Director? How many people (if any) do you supervise? What was your most recent work experience (title), prior to becoming a Council Director? To what extent are your prior career experiences related to your present position of Council Director? Highly Related Unrelated Somewhat Related No prior experience What is the highest level of education you have completed? High School Some College- level Work Bachelor's Degree Some Graduate- Graduate Degree, if level Work yes, what degree? If college graduate, what was your major field of study? Other, (e.g., Journeyman, Management Development, Correspondent Courses). Would you describe your Council Service Area to be? ' ____ Rural ____ Light Industrial ____ Urban _____Agricu1tural ____ Suburban ____ High Unemployment Heavy Industrial Low Employment How many school districts does your Council work with? Presently work with Potentially work with How many city governments do you work with? Presently work with Potentially work with ll. 12. 44 How many prime sponsors do you work with? Presently work with Potentially work with Would you describe your past experiences as being oriented more in the field of: Social Services Business (small) Education Farming Business (large corp) Self Employed Following the initial questions designed to gather demographic information, three sub-group tOpics were deter- mined in regards to assessing the relative importance of specific statements. The three sub-groups were: 1. Human Inter—Personal (e.g., understanding and motivating individuals and groups). Conceptual Skill Areas (e.g., coordinating and integrating all of the organization's activities and interests toward a common objective--the ability to see the enterprise as a whole). Technical Skill Areas (e.g., performing technical activities, proposal writing and budget skills). Under each sub-group, statements were presented to solicit the perceptions of directors in (a) to the impor- tance of a particular skill and (b) the relative degree of which they need developmental assistance. An example of a statement follows: 45 I consider understanding how to work effectively with the Comprehensive Employment and Training Act (C.E.T.A.) Community as: A. Extremely Important Somewhat th Important Important Important B. Priority Need’ Some Need No Need Sample statements in the questionnaire that addressed the Human Inter-Personal section included: 1. I consider understanding how to develop community linkages as: 2. I consider understanding how to work effectively with my Collaborative Council as: 3. I consider understanding how to enlist private sector support for Education-To-Work programs as: 4. I consider understanding how to foster the team approach to solutions of problems as: 5. I consider understanding how to assign responsi- bility and delegating authority to group members on the basis of their skills and ability as: Sample statements in the Conceptual Skill section included: 1. I consider understanding the goals and objectives of the Comprehensive Employment Training Act (C.E.T.A.) as: 2. I understand the economic structure of my Council's Service area as: 46 3. I consider understanding how plans and programs of the Council affect other organizations' efforts to bridge the gap between education and work (e.g , M.E.S.C., C.E.T.A. and C.B O. s) as: 4. I consider understanding the meaning of collabora- tion as it relates to the Education-To-Work tran— sition issue as: Sample statements from Technical include: 1. I consider understanding and pret C.E.T.A. regulations as: 2. I consider understanding how munity in order to determine 3. I consider understanding how borative Council meeting as: 4. I consider understanding how applications as: 5. I consider understanding and Skill section knowing how to inter- to assess my com- its needs as: to conduct a Colla- to develop grant knowing how to analyze and report statistical information as: A total of 53 items were included in the questionnaire: 18 under the Human Inter-Personal section, 12 under the Conceptual Skill Area, and 23 under the Technical Skill area. After I.C.B. Directors responded to the 53 items, they were requested to review the items and rank the five skills they perceived as being the most-important. Dir- ectors were also requested to rank the five skills in which they perceived a need for assistance. 47 Other information included in the questionnaire was for the purpose of determining the type of instructional methods they preferred. The methods suggested in the questionnaire were directed at both group and individual training processes. Following are the types ofgroup and individual methods submitted to the I.C.B. Directors. Group Methods Individual Methods Lecture Case Study Reading Followed by Group Job Rotation Discussion Exchanging Job Experiences Question and Answer Individualized (programmed) Peer Presentation Instruction Group Exercise On-The-Job Training Management and Opera- Observation of an Experienced tional Games Worker Seminar Critique and Review of a Take- home Assignment Small Group Discussion . Film or Video-tape Role Playing Simulation T-Group or Sensi- tivity Training Respondents were then asked to select the three instructional methods they most preferred from the entire list. Preference for the length of the training sessions, i.e. half-day, one-day, two-day or three-day sessions was also included in the instrumentation. Additional data was 48 obtained to determine the days of the week most appropriate for inservice and what type of setting they preferred, i.e., motel/hotel, educational institution, or at their own office. (See Appendix B) Data Collection The instrument was mailed out to the I.C.B.s in the State of Michigan. Follow-up phone calls were made to those Directors who were delinquent in returning the questionnaire. The questionnaire was returned by 23 of the state's Executive Directors. This represents 75 percent return which is considered appropriate and sufficient for analyzing the data from this particular population. The responses to the items on the questionnaire were treated by the Statistical Package for the Social Sciences (S.P.S.S.) This Statistical Package was used to generate percentages for each item, cumulative percentage and cross- tablulations of the data. Chapter IV consists of an analysis of the data, in- cluding the methods utilized in the treatment of the data. Interpretations of the skills of most importance and the need for training as perceived by I.C.B. Directors is also included in Chapter IV. CHAPTER IV FINDINGS The purpose of Chapter IV is to analyze the results of the needs assessment questionnaire responded to by the Executive Directors of Michigan Interagency Collaborative Bodies. The five major research questions addressed in regard to the perceived needs of the I.C.B. Directors are: I. II. III. IV. What demographic factors need to be considered in working with Executive Directors of Colla- borative Councils? Which Human, Inter-Personal, Technical and Conceptual skills are considered most impor- tant by Executive Directors in the performance of their jobs? Which Human, Inter-Personal, Technical, and Conceptual Skills, do Executive Directors perceive a need for most assistance? What perceived preferences do Executive Direc- tors of Collaborative Councils in the State of Michigan have in regard to training methodolo- _gies? What perceived preferences do Executive Direc- tors of Collaborative Councils in the State of 49 50 Michigan have in regard to training sessions, length, format, and setting? Data Analysis The responses to the items on the questionnaire were coded for treatment by the Statistical Package for the Social Sciences (S.P.S.S.). From the S.P.S.S. process, tabulations of the data in absolute frequency, percent and cumulative percent were generated. Demographic Data The first research question captured the demographic factors that reflect the Executive Director population. There are 13 questions of a demographic nature addressed in this section of the study. From the demographic information, cross tabulations of S.P.S.S. generated some additional in- formation in regard to the following three areas: 1. The I.C.B. Director's educational baCkground in relationship to how they responded to each question. 2. The relationship of responses to questions by rural, urban, and suburban area I.C.B. Directors. 3. The responses to questions and corresponding needs as the relate to the size of the I.C.B. staff. The first question on the survey asked, "How long have you been a Council Director?" Eleven Directors are classi- fied as educators as determined from Table VI on page 56. "Others" refers to the remaining segment of the population 51 who responded to the survey. (See Table VI) The results can be found in Table I ITEM #1 TABLE I HOW LONG HAVE YOU BEEN A COUNCIL DIRECTOR? Mbnths as Council Numerical Percent Director Educators Other Frequency Frequency 6 Mbnths or Less - 5 5 21.7 7 to 10 Months 1 4 5 21.0 11 to 12 Months 8 3 11 47.8 13 Months or More 2 0 2 8.7 Total 1 12 23 100% Findings Experience of Directors Of the 23 Directors that responded to the question- naire, 48 percent, or approximately half the total population that responded, have been in the position from 11 to 12 months. Only two of the Directors have had more than one year experience while 10 had 10 months or less experience. The second question determined how many persons the I.C.B. Directors supervised. The responses are found in Table II. 52 ITEM #2 TABLE II NUMBER OF PERSONS SUPERVISED Number of People Numerical Percent Supervised Educators Other Frequency Frequency 0 l 7 8 34.8 1-2 1 5 6 26.1 3-5 5 O 5 22.6 6-19 2 O 2 8.7 20-28 2 0 2 8.7 Total 11 12 23 100% Findings Number of People Supervised Eight of the 23 Directors who responded (35 percent) did not have anyone on staff to assist them. Six Dir- ectors had one or two staff members; five Directors supervised three to five peOple; two Directors super- vised from six to 19 people while two Directors super- vised 20 to 28 staff members. The range of staff members served indicates that some Directors were most likely performing many I.C.B. tasks themselves and had a limited budget. In order to determine the background of I.C.B. Dir- ectors, information was solicited to identify their most recent work experience prior to becoming a Council Director. 53 ITEM #3 TABLE III RECENT WORK EXPERIENCE .Numerical Percent Frequency Frequency Education Administrator 6 26.1 Farmer 5 21.7 Analyst - U.S. Army - Training 2 8.7 C.E.P.D. Specialist 2 8.7 Vocational Technical Specialist 2 8.7 Youth Employment Training Director 3 13.0 Director State/Federal Program 1 4.3 Counselor/Education 2 8.7 Total 23 100% Findings Most Recent WOrk Experience Prior to Becoming A Council DireCtor Six or 26 percent of those responding indicated educational administration as their background followed by five persons or 22 percent who indicated they were farmers. Directors were asked if their previous work experiences were related to their present role as an I.C.B. Director. Table IV indicates the perception of Directors in regard to the relationship of their previous career experiences to their present role. 54 ITEM #4 TABLE IV PRIOR CAREER EXPERIENCES RELATED TO PRESENT POSITION AS COUNCIL DIRECTOR Prior Experience Related to Council Numerical Percent Directors Educators Other Frequency Frequency Highly Related 10 7 17 73.9 Somewhat Related 1 4 5 21.7 Unrelated 0 O O O No Prior Experience 0 1 1 4.3 Total 11 1 23 100% Findings Extent That Prior Career Experiences Related to Posi- tion of Council Director Seventy-four percent perceived their prior career experiences related to their role as Council Director. Five or 22 percent believed their past experiences were somewhat related to their present role as Council Director while only one expressed the opinion that his background did little or nothing in relation to the responsibilities as a Council Director. The educational level of I.C.B. Directors was deter- mined from the questionnaire and is found in Table V. 55 ITEM #5 TABLE V EDUCATIONAL LEVEL OF I.C.B. DIRECTORS Numerical Percent Level of Education Educator Other 'Frequency Frequency High School 0 O 0 0 Some College 0 1 l 4.3 B.A. 1 1 l 8.7 Some Graduate Work 1 5 6 26.1 Graduate Degree 9 5 14 60.9 Total 1 12 23 100% Findings Educational Level The educational background of the I.C.B. Directors is quite impressive. Sixty-one percent have had a graduate degree while 26 percent had "some graduate work." Two had a B.A. degree. Ninety-five percent of the Directors had, at a minimum, an undergraduate degree, and a majority (61 percent) had a graduate degree. All Directors had completed high school, and only one person, who had "some college", did not have a higher education degree. Further demographic data was gathered by determining the major field of study of those I.C.B. Directors who are college graduates. Table VI lists the major field of study of I.C.B. Directors with college degrees. 56 ITEM #6 TABLE VI I.C.B. COLLEGE GRADUATE'S MAJOR FIELD OF STUDY Major Field of Numerical Percent Study_g Educator Other Frequency Frequency Education General 4 5 9 39.1 Vocational Education 2 2 4 17.4 Political Science 1 2 3 13.0 Business Education 1 2 3 13.0 Economics 2 0 2 8.7 Education Administra- l O 1 4.4 tion No Response 0 1 1 4.4 Total 11 12 23 100% Findings Major Field of Study Seventy-four percent of the I.C.B. Directors' major field of study was in education. The majority of the population's major field was general education (39 per- cent) followed by vocational education (17 percent) and business education (13 percent). Two Directors' educa- tion background was in economics and three indicated Political Science. Some I.C.B. Directors indicated that they had other experiences than those listed in Table III. A list of four occupational areas in which Directors had "other" exper- iences is shown in Table VII. 57 ITEM #7 TABLE VII OTHER OCCUPATIONAL BACKGROUND INDICATED BY DIRECTORS Other Occupations Numerical Percent Listed EduCator Other Frequency Frequency Licensed Builder 1 1 2 8.7 Management Training 1 O l 4.3 Journeyman 0 l 1 4.3 Computer Programmer 0 l l 4.3 No Response 9 9 18 78.4 Total 11 12 23 100% Findings Other Occupational Experiences Some of the Directors stated background experience as a computer programmer (one person), licensed 'builder (two persons), journeyman (one person), and management (one person).The majority of the Directors had no experience other than education. The areas served by the I.C.B. Directors, rural, urban, or suburban are found in Table VIII. ITEM #8 TABLE VIII AREAS SERVED BY I.C.B. DIRECTORS Numerical Percent Council Area Educator Other Frequency Frequency Rural 8 10 18 78.3 Urban 2 1 3 13.1 Suburban l O l 4.3 No Response 0 l l 4.3 Total 11 12 23 100% 58 Findings Council Service Area Eighteen of the areas served by those who responded were rural, three are urban and one is suburban. It should be noted that 78 percent of the respon- dents indicated that their council area was rural. When asked if their council area was heavy industrial, light, or agricultural, the Directors responded in Table IX as follows: ITEM #8A TABLE IX COUNCIL AREA Numerical Percent Council Area Educational Other Frequency Frequency Heavy Industrial 7 4 11 47.9 Light Industrial 2 1 3 13.0 Agricultural O 3 3 13.0 No Response 2 4 6 26.1 Total 1 12 23 100% Findings Council Area in Relation to Heavy Industrial, Light Industfial or Agricultural Eleven Council Directors indicated their service area to be heavy industrial, three indicated light industrial, and three stated their service area was agricultural. The response in this section of the questionnaire seems to be in deference to the fact that 78 percent of the Directors stated their service area was rural. An inference could be made that Emma-d 59 although the majority of the Directors served in heavy industrial areas, they also served a large population of rural constituents. In order to assess the employment conditions in the I.C.B. Council areas, Directors were asked to indicate the present status in regard to working condition. This infor- mation is found in Table X. ITEM #8B TABLE X EMPLOYMENT CONDITION IN COUNCIL AREA Numerical Percent Council Area Educators Others Frequency Frequency High Unemploy- 10 9 19 82 ment Low Unemployment O O O 0 No Response 1 3 4 17.4 Total 11 12 23 100% Findings High vs. Low Employment Nineteen or 83 percent of the respondents indi- cated high unemployment existed in their service area. This finding correlates with the general unemployment conditions existing in the State of Michigan. From the outset, it was known that the I.C.B. Dir- ectors often worked with more than one school district. Indeed, many Directors indicated they were involved with numerous districts. A question was included to determine 60 with how many school districts Directors worked and with how many they potentially'WQrkéd. This information is found in Table XI. ITEM #9 TABLE XI NUMBER OF SCHOOL DISTRICTS COUNCILS WORK WITH Potentially School Districts Work With Percent Work With Percent 0-10 5 21.7 4 17.4 11-18 8 34.8 3 13.0 19-28 5 21.7 2 8.6 29-33 3 13.0 0 0 34 or More 2 8.8 O 0 No Response 0 O 14 61.0 Total 23 100% 23 100% Findings Number of School Districts Served Thirty-five percent of the I.C.B.s presently worked with 11 to 18 school districts. Two I.C.B.s worked with 34 or more school districts while only five I.C.B.s worked with five or less school districts. The number of school districts being "worked with" by the I.C.B. was quite extensive and most likely was a drain on the limited staff. To determine the number of city governments Directors worked with, or potentially worked with, a question was asked to solicit this information; the results are in Table XII. 61 ITEM #10 TABLE XII CITY GOVERNMENTS DIRECTORS WORK WITH Potentially City Governments work With Percent 'Work With Percent 1-3 7 20.5 ' 4 17.3 4-10 4 17.4 4 17.3 15-25 2 8.7 1 4.4 42 or more .1 4.3 2 8.6 Total 23 100% 23 100% Findings Number of City Governments worked With The range of city or municipality governing bodies the I.C.B.s worked with ranged from one to 42. Twenty- one percent of those who responded stated they worked with one to three governing bodies. One respondent stated that 42 governing bodies were presently worked with,while nine persons did not respond to this question. To determine the relationship between the I.C.B.s and prime sponsors in the area, Directors were asked to in- dicate the number of prime sponsors with which they worked and the number of prime sponsors with which they could potentially work. The results can be found in Table XIII. 62 ITEM #11 TABLE XIII RELATIONSHIP BETWEEN THE I.C.B.S AND PRIME SPONSORS Potentially Prime Sponsors WOrk With Percent. Work With Percent l 20 87.0 7 30.9 2 l 4.4 2 8.6 3 l 4.3 0 0 No Response 1 4.3 14 60.5 Total 23 100% 23 100% Findings ‘Number of Prime Sponsors Worked With Twenty I.C.B. Directors, or 87 percent of those responding, stated that they worked with one prime sponsor. One Director indicated his/her I.C.B. worked with two prime sponsors while one other Dir- ector indicated his/her I.C.B. worked with three prime sponsors. The background experience of I.C.B. Directors was determined and this information is found in Table XIV. (Directors were allowed to indicate more than one back- ground experience which resulted in an N or 36.) 63 ITEM #12 TABLE XIV COUNCIL DIRECTOR'S DESCRIPTION OF PAST EXPERIENCE Area of Past Numerical Percent Experience Educator Other Frequency Frequency Social Services 6 O 6 16.7 Business (small) 0 5 5 13.9 Education 11 7 18 50.0 Farming O l l 2.8 Business (large) 0 4 4 11.1 Self-Employed l l 2 5.5 Total l8 18 36 100% Findings Director's Description Of Past Experience This component of the questionnaire (somewhat similar to an earlier section) supported the finding that most of the Directors were in either education or social service work. Sixty-eight percent indicated education and/or social service as their most relevant past experience. Twenty~five percent stated experi- ence in either a small or large business, while two persons had been self-employed. Other "recent work experiences" stated by Direc— tors included Analyst-U.S. Army, C.E.P.D. Specialist, Youth Employment Technical Assistance, Vocational Technical Specialist, Director of state federal pro- grams and counselor/education. Many of those who responded had major responsibilities in jobs other than as Director of the I.C.B. Again, this factor 64 ,must be taken into consideration in planning training needs. The Directors were asked if they were part-time or full-time in the position. Table XV relates the results of this question. ITEM #13 TABLE XV DIRECTORS PART—TIME OR FULL-TIME Director's Time Numerical Percent Given to Job Educator Other Frequency Frequency Full-Time 3 1 4 17.4 Assignment Part-Time 8 ll 19 82.6 Assignment Total 11 12 23 100% Findings Full-Time or Part-Time Committed to Director's Role Fifteen or 65 percent of the Directors served part-time in their role with the I.C.B., while eight or 35 percent were employed full-time as Director. Because of a knowledge that some I.C.B. Directors were not devoting full-time to I.C.B. responsibilities, a ques- tion was asked to determine the amount of time they were devoting, the results are in Table XVI. 65 ITEM #13A TABLE XVI PERCENT OF TIME COMMITTED TO COUNCIL DIRECTOR'S ROLE Absolute Percent of Time Educator Other Frequency Percent 5% l O l 4.4 10% 1 2 1 13.0 15% 2 l 3 13.0 20% 1 0 l 4.4 25% l l 2 8.7 50% 1 4 l 4.3 80% l 3 1 4.3 100% 3 l 11 47.9 Total 11 12 23 100% Findings Percent of Time Committed to Council Director's Role The range of time committed to the role as Dir- ector was from five percent to 80 percent. This factor seems to be in deference to the fact that 65 percent of the Directors indicated they were full-time Directors. However, 11 persons did not respond to this com- ponent of the questionnaire. Nevertheless, the defi- nition of what constitutes a full-time role by the Directors is not clear. (They are reimbursed 100 per- cent by the State of Michigan to perform as full-time Directors of the I.C.B.s) 66 ReSearch Question II The second research question addressed the Directors' perception of the importance and training needs in 53 speci- fic areas. The 53 items included 18 Human Inter-Personal Skills (e.g. understanding and motivating others); 12 Con- ceptual Skills (e.g. coordinating and intergrating the organization's activities and interests toward a common goal); and 23 Technical Skills (e.g. proposal writing, budget/fiscal skills). Directors were asked to indicate on a five-point scale the importance, or lack of importance, of each skill in the performance of their job and the need or lack of need for training in that skill area. In tabu- lating the data to determine the rank importance of the skill areas, the extremely important and important cate- gories were clustered as were the priority need and need categories. Results were then compiled into four tables, numbers XVII, XVIII, XVIV, XX, to illustrate: l) the over- all response to each item, and 2) the overall response to each of the three categories. Human Inter-Personal Skills, (H), Conceptual Skills (C), and Technical Skills (T). Table XVII presents all 53 items in rank order of impor- tance; Tables XVIII to XX present the data in rank order of the differences between importance and need. Table XXI illustrates the summary of the means for each category. It is important to note that the less the numerical difference between importance and need, the greater the actual perceived need. 67 ..... wwgCIOH “coo .mamow ooHHmmo mum mosommu om: DH ma mafiahouoo ou Emuwoua x w.HN m.mm m.mm m oumnam>o on 30; wcHoGMumHoocD mm .mamuuoua Dom DHOQQSm huficaaaoo :Hmw ou Hfioasoo mo mo>wuoonno mam mamow m.¢m N.Ho m.mm oumoaaaaaoo on 305 wawoamumuoocb NH m.m¢ «.mm n.nm .wcwxmBIDOflmflomo moouw wcaocmumuoocm Ha .SDHCDEBOU Gowumoaom onu mo mo>Hu x N.mm m.oo ooa. noonno cam mamow onu wawoamumuooca mm .COHDSHOm cacaou o>oa mam .cowmmoomwo coma mam .cowuwmoa onwnma team .huflamowuomum “Hugo monomao m.¢m N.no OOH mmoow oumuocow ou 30: wawoawumnooc: ma .Hmow oum3ou muooaoa was mmmhoamao n.HN m.mm 00H oum>wuoa ou Boswcfiocmumumocs «a .c0fiuomMmHumm Homemuom waaoa> noun mam mamow m.Hwosoou mo puma w.HN N.wn ooH unwmuum Canada ou Bo: wsflocmumuooco ma .mfimuwoua xuoBIOD ucowumosuo How uuomoam HouUOm oum> n.¢ m.Hm ooH laud umflHno on 30: wcfiocmumuoocb n .Hwocsoo o>fiumnonmaaoo sows hao>wu N.mm w.oo OOH noommm xH03 ou Son wawocmDmuooaa N .huasnafioo wu w.nq N.Nm ooa tommmo xuoz on 305 wawwcmumuoocb H o monouommwo oomz moamuuomSH aouH ucoaoumum amuH wmoom9x mqm¢H ARV Hmoflfinomfl ADV Hmaumoocoo Amv HmcomwomuumucH moans 68 ..... @mDfiHUGOU .mosmmw xuosuouncoau umonoo scoop on wawccmao ucfi0n cw x o.mH m.wn m.Hm muonuo o>Ho>nw OD 305 wcfiocmumuoocp 0H .mommxcHH huwssaaoo x m.em m.om m.Hm aoam>me on 3o; maneamumumeea m .wawocsm ouwnvom ou Hoouo aw HHoqsou onu mo mo>wuoonno mam mamow osu ammoaoum m SH oumowcne o.om o.mo o.mm nEoo Sauwoao OD 303 wawocmumumoab om .Hflocnou mo mHmow tam mo>Huoohno Hamuo>o ou omumaou mamuwoum mam x w.am m.os s.mm mamas aoHa>me on 30; wanecmumumeap ON .«amo mo mm>au x m.om s.mm o.mm -omnno was mHmom waneamumumees ma .oumaHHo cowumuficmwno anamon x w.qm w.oo o.mm ammuaflma Op 305 wcfioamumuooca ma .mcowumuwcmwuo Hmsuo sows mBOHw coaumauomaw mam mcowumowana x 5.3m m.oo o.mm uaoo cflmuawme on 30: wcwoamumuovas 0H .Hwocnou SE awnuw3 mzoam sowumauomcw was economowaofi x H.0N m.mo o.mo nEoo cfimucfimfi on Ben wcwocmumuooca m .huficaaaoo coaumosvo x . w.nq m.m¢ o.mm nufi3 xnoz ou Son mcwocmumhowca q o m mo:onowma9 mooz moamuuomaH aouH ucoaoumum BouH Au.aoov HH>x manna 69 ..... fimDfiHUSOU x m.om H.mN a.m¢ N.HN m.om w.HN 3.0m N.mm H.mm m.Hm m.Hm .ucoammmmmm momma ooumaouuucmahoagao cm moao>oo on 30: wcHoGMumuoocD .masouw HmooH nuflz maoaumaou o>wuoowmo aHmDCme on so: wcwocmumuooaa .Haoaoou o>wumuon anHoo.m can ou nonwovou mHHme m.ucoaowmcme Hmuocow wcwocmumumoas .mcowumoflammm ucmuw moam>mo on so: mcfivamuwuoono .mcowumHDon «Emu uoumuoucw on 305 wowsoax mam wchGMumuoocD .onmmw coauwmamuu xuo3uouuaowumoaoo ou mmumamu DH mm coaumuoanHoo mo wcwamofi mop wcwocmumumvaa .ucmaoouwm How vasoum canoo some» on son wna3oax mam afiooooo ha co maofiumnwawwuo mo maow> ucouommwo onu wcwocmDmHoocD .awamaoaumaou wawxnoz m wcwmoao>oo we so was Hwoabou 80:3 sows manuonuum m.Hfioa:oo moo oowmuoo one cwnuwz noon .mcowumuwamwuo mo mamow HOHME onu wcHoGMumHovaD .oowmuam>ommao haamowaocooo momma Hmwoomm mcwvamumuoocs mm an we am on mm mm cm mocmHoMMHQ emmz mocmuuogaH EouH unmaoumum SouH Au.coov HH>x manna 7O ....omoawucoo .mHoAEoE w.am w.ee o.~w Haocsoo nausea» on 30: massage as .mcconu mam momma poxu 8 Honda m.HN m.oo o.~w ouxamam ou 30: wawocmumuooab we .mmsvaSUDu ucoaowmcma uoHHmcoo panom «.ma N.mo o.~m moao>oo on 303 mcwoamumuoocb He .wnwuooa Hwocaoo o>Humuonmaaoo 3.0m N.Nm o.~w. m uoooaoo ou 30: wcwocmumumoaa oe .maoaumstoH paw moans Hoonom uoumuoucfi e.om N.Nn o.~m on So: mangoes was waaeamumumeea mm .moum ooa>uom m.Hfloqsoo he no x H.0N m.©m o.mw supposuum Hmonuafloa waneaaumumeaa SN .suaaanm was muaaxm mo mamas co hufiawnwmaoamou cam huwuonuam x H.mm m.m¢ o.mm cwwmmm ou 30: wcwocmumuooao NH .woooc mow onwauouoo on scope cw huwcnaaoo m.mH o.mo m.~w he mmommm ou Bo; wawocmumuooaa mm .wcwcwmuu cam unoakofimao H.mm w.m¢ m.ow QOHo>oo on 30: waaocmDmuoocD we .cmHa HHmuo>o osu ousw uam muuommo mu“ one Hwoasou so: can madam maflcwmuu ram uaoahoHQEo mo monommo x n.HN «.mo m.ow owumaewnwouo omoun mnwvcmumuooca 5N u m monouommwn omoz moamuuomaH aouH ucoaouwum BouH Au.coov HH>N manmfi 71 .....ooscaucoo .xno3 new aowumoaoo amo3uon mow omofiun on com: on on muoonono mawcwmuu ucoahoamao x o.ma- o.~m o.mo aoam>me same on 30; manecmumumee: em .mamHQ owamuuwaofl QoHo>oo on x A.HN N.~n o.me 30: weHSoax can waneamumumees me .xuos cam cowumoavm cmo3uon mow owowun ou muuommo .maowu umuflcmwuo Hmnuo wcwuoommm HHocooo onu x 5.x N.mo m.mn . mo mamuwoua cam woman choGMDmuooGD om .Homaoam «Baum «emu can nua3 oomuucoo m uoo sauce one x . H.mm H.mm N.me Cameoaasa on 30: waneemumumeaa as .«Hmo mo mo>au x m.~m o.e~ m.ws -omnno was mamow manaaaumumea: Nu .mooHSOm mow onwauouow ou Hoouo SH huwaoaaoo x w.qm w.Nq o.mw SE mmommm on 305 wawoamumuoocb mm .mamuwoum wawawmhu mam ucoamoamao How mmsoum uowumu x e.Hm N.Hm o.~m amusemea on 3o: waaeeaumumea: mm .aoaumahomcfl Hmowu umflumum uuomou was ouhamam on x H.0N m.om o.~w Bo: wowsonx was wcaoamumuoocs on .oocmahomuoa noon noun HouHcoB mam ouwaam>o ou x m.om H.~m o.~w 30: mangoes was waaeemumuoeaa as H u m oofiouomwwa vooz oocmuuomBH EouH uaoaoumDm BouH Au.coov HH>x manna 72 .uowosn waw uawmnu cam unmahoaaao cm owmcma o.m A.HN m.om was scam>me on 30; meaeemumumeao we .Boumhm mm>wuoonno ho uaoaowmnma m.HH H.¢q o.oo m moao>oo ou 30: wcwocmumuoocs mm .muouomuuaoonnm ao>afi muouomm Ham coo3uon moanmcowumaou wcwxuo3.ocbom H.0N ¢.m¢ n.mo nmfiaomumo ou 36: waaoamumuoops mm monouommwn vooz ooamuuomBH EouH uaoaoumum aouH Au.coov HH>x manna 73 .mEmuwoua ....... moscHuaoo pom uuommsm muHcaano chw ou HHoaoou mo mo>Hu06mno one mHmom m m.¢m N.Ho N.mm oumoHGSEBoo on so: mcwoamumuoocb NH .Hnuasoo as manna: monm cowumauomcw mam mCOHuonQQE w H.0N m.oo o.mm quo aHmuame ou son wawvamumuoocb m .mmooum HmooH nuHS mnoHumHou o>Huoomwo N H.mN N.mo m.om ckuaHma_ou 303 waHocmumuooca m . .mHODUMHucoonsm .<.H.m.u Honuo m.m m.HN s.me ~.mo on mumHmu on So: maaeaaumuoeea o .cOHuomm umHumm Hmcomuoo waHoH>oua mam mHmow m.HHoa:oo mo unmanwmuum m.m w.HN N.wN 00H oquaH on 30: waHoamumuoocD mH .Hmow oucSou muooaoa can moo%0HQEo a N.HN m.wm 00H oum>HuoE 0» 30: wGHoamumnooaD «H .monmmH xuozuoDIGOHumosom names on waHacmHa uaH0n cH muonuo q N.HN m.wm 00H o>Ho>aH on So: wcwvcwumuouco oH .mEoHoowm ou mcowusHOm ou sodommmm N c.0H m.om m.oo ammo Houmom ou 3on wcwoamumuooas m mameOHa xuoz ou uCOHumonom pom DHOQQSm Houoom oum> H N.m m.Hm 00H uHHo umHHam ou Boa wsHocmDmHooaD .N monouommHn mucouommHQ oooz monouHomEH EouH * EouH moxamm . wchHmuH mammz UZHZH¢MB Qz< muzN MHmHD m.sH w.se ~.Nm ooH -uwmmm sues on 30; waneemumumeca H .hanoEEoo aowumodvm m.NH m.mq w.Nq O.mm nuH3 xuo3 ou Box wcHOamumHoOcD q . .mmoooum wamefi OH m.mq N.Nm N.mm iconHooo anonw wcHOcmumuoucD HH .HHonooo m>HumHoanHoo suHB xHo>Hu mH , N.mm w.OO OOH roommo xuos ou 30: maHoamumuoocD N .SDHHHom Ono wHHme mo mHmmn co huHHHonnommoH cam huHHonuam OH H.mm m.me O.Nw cmemm ou Boa wnHOcmumuoOcD NH .mowmxaHH muHasEEoo mm.HH w.qm m.Om m.HO doHo>ov ou 30: waHOcmumuocaD m .oumBHHo coHumNHameo msuHmon mm.HH w.qm m.OO O.mm . chDchB ou 30: wcHOamumHoOcD mH .GOHuoHom OHwBou o>oa Ono cowmmaomHO OmoH was .SOHuHmoa ouHumaadm .huHHmo uHuomum HHonu mmdDmHv .mmoOH mm.HH m.em N.m© oou mumumamw on 30: meneamumumeca mH .mnowumuwamwuo Honuo sows m3on COHumBMomcH mam mGOHumochE OH N.¢m 0.00 O.mm quo chuaHma ou 30: waHOamumuoOca OH monouommHQ oodouommHn mooz moamuuomEH aouH * EouH moxamm wchHmHH Au.:oov HHH>x «Haas 75 ...... UOSCHHCOU .HHocooo mo mHmow mo m0>HD0Onno HHmum>o ou OoumHmH mamuwona mam A w.em m.oo o.mm memHa aon>me on 30: menaamumuaec: om .ucoaoouwm How Osbouw coEEoo comm» ou so: waHsocx was HHocoou he no mGOHuwNHcmwuo no a 4.0m a.os m.Ha mamn> Damummmne men manecmumumeaa mm .monm.oow>umm m.HHocnoo he mo m.e H.©N n.0m o.~w auguosuum HmoauHHoa waaeaaumumeca Hm .monmmH 3H03uouuc0Humo3Om SH Om>Ho>cH whouoom HHm coozuon mmHnmaOHumHoH waHxHoB mason m.s _ H.0N e.ms m.ms nmnananmm on 30: wanecmumumea: om .cmHm HHmHo>o Ono oucH uHm monommo muH Ono HHozdoo 30: was OHOHM waHGHmuu mam uGoESOHQEo mo monommo m N.HN N.mO m.ow oHumaamquHo Omown waHOcmumumOcD NN .onmmH SOHunamuu xhozuou acowumoswm ou moumHon DH mm GOHDMHOQ N m.HN m.mo m.Ha -mHHoo mo museums was wenecmumumea: mm .xuo3 was GOHumonoo cmmBuon amw owOHun ou monommo .mGOHu umNHamwuo moguo waHuoommm HHocbou o£u H N.w N.mO O.mN mo mamuwoum one mcmHa wcHOcmumHoOnD ON monouommHa moaoHOHMHO Oooz mocmuuomEH BouH O EouH Omxcmm waHaHmuH . mammz UZHZHHu NH m.om N.NN o.mm -Dommpo was mHmow weNeaaumumec: NH .moum ooH>Hom m.HHoCDoo he no HH m.Nm ON m.mm ouduosnum oHBoaooo wcHocmumumOaD NN .huHcsaaoo aOHumoooo onu mo mo>Hu m.m N.mm m.OO OOH townoo Ono mHmow osu mcHOcmumHooca MN .mHnmnowumHou waHxHo3 m mcHQOHo>ov mH no mo: HHocboo 8053 now? eunuosuum m.HHocsou can opHmuao Ocm aquHS nuon .maOHumNHamwuo m.m N.NN H.Nm N.Nm No mHmom uons was weaeamumumeca .NN .Oommucm>OMmHO hHHmoHaoaooo w H.mm N.Nm m.Ho momma HMHooam wcHOGMumuoocD ON mocmummmHm moaoHCMMHO Oooz ooamuuoan SouH % EDUH Omxcmm wchHMHH Au.eoov xHx «Home 77 ...... fimDGHuCOU .mocouu mam memos uoxuma NN.N N.HN a.oo o.NN Hoan mNsHmam on 30: meNecaumumeea Ne .mcmHa owcmuuwnOH OOHo>ou mm.m N.HN N.Nm m.mm on 30; wcHzoax Ono wcHOcmumuoocD mq .mGOHumoHHoam umon mm.n N.HN O.mo m.Hm OOHo>oO on 30: wnHOcmumuovnm 03 .waHmHmu Ocom unonm m.m «.mH H.Nm m.mO . mon3 was m3on osu wcHOcmumuoOcD um .mosOchoou udofiowmcma uoHHmaoo m.m a.NH N.me o.NN venom NOHmpme on Son waNeaaumumea: He .muooa . wow wcHGHBHoumO ou Homuo SH huwcoa a m.NH O.OO O.Nm .800 %E mmommm on 30: waHOqumuoOcD mm .Eoumzm mo>Huoohno up unoammmcma m w.HH H.mq 0.00 m QoHo>oo on 30: mnHOcmumHovaD mm .uowosn wchHmuu mam uaoahquao no owmama N O.m N.HN m.om mam OOHm>mo ca 303 wcwwnmumuoma: NO .xuo3 mam SOHumodno Goo3umn now owkun on now: on on muoOmOHa wcwcwmuu acme H NH: O.Nw 0.00 nhOHQEo QOHm>m© ou Bo: mawvcmumnooao Om monouowme monouommwa Oooz monouuomEH BouH *.BouH Ooxcmm wchHmHH mammz UZHZH<¢H Qz< mozo 0D m.OH m.Om H.Nm O.Nw 30: wcHzocx Ocm wcHOameDoOaD OO .mGOHD anstD can moHSD Hoonom DoDmDoDcH m.¢H q.Om N.Nm O.Nw 0D 303 wcH3onx Ocm wcHocmDmDovaD Nm .waHDomB HHoasoo o>HDmuoanHoo m.qH q.Om H.Nm O.Nw m Doawcoo 0D So: wcHOcmDmDmOaD OS .Daoa nmmOmmm mvooc ODDmHoDnDcoahoHoao mH 0.0N ¢.HO m.wm am m0H6>ov oD Bo: waHOcmDmDoOcD mm .DOHDmEDomcH HmoHDmHDmDm Duomou was ommHmcm NH H.0N m.em o.Nw on 30: wcnsocs was checmumumea: on .waHOaam oanvom 0D Dovuo DH HHocoou onD mo mo>HDoonno was mHmow onD Homoaoum w aw oDmoHana HS 0N o.ms o.mo -soo NHDNOHO cusses menacmumuoee: on .Hmow oonHmmO mDH venomou mm: DH «H oaHahmDmo 0D amuwoua OH m.HN O.mn N.mm m DDmDHm>o ou 30: wawoamumuovab mm mononommHa mononomen oomz oocmDDomEH EoDH * aoDH ooxcmm wchHwDH AD.aoov xx mHan 79 w.¢N O.mmNM ¢.OwNM .HHoasou o>HDmuon . umHHoo m cop oD ODDHSODD mHHme NN m.n¢ «.mq m.HO .choaowmcmB Hmnocow wcHocmDmDoOcD Hm .wcHaHmuD mam DGmBSOHQEo m.HN H.mm w.Nq 0.0w m0H0>ov 0D 303 wcHOamDmDoOcD mq .HOmaoom oEHDo .<.H.m.o osD nDH3 DomuDaoo m Dno muumo cam m.HN H.mm H.mm N.NN namesaasa on So: wanecmumumeeo Ne .muoaamfi m.mN N.sm N.Ne o.NN HNuesoo “Nahum“ on So: maNsoeM as .moonnom mDH ocHEDODoO 0D Hocuo GH hDHzaaaoo m.mH m.¢m m.nq O.Nw he mmommm 0D 305 wcHOanmDouca mm .mamuwoua wchHmDD was Dama%0HgEo Dom monoum NH e.Hm N.Hm G.NN umwumu smauemeN on so; meNeemumumeea Nm mocmDOHMHQ monouomeo wooz moamDDomBH EODH * amDH Ooxamm wanHmDH Au.aoov xx oHnaa 3O TABLE XXI COMPARISONS 0F OVERALL MEAN RESPONSES BY CATEGORY N X Importance ‘X Training Need Difference Human/Inter- ' Personal 18 92.3 62.3 50.0 Conceptual 12 87.3 54.3 33.0 Technical 23 80.4 55.6 24.8 Findings Comparisons of Overall Mean Responses by Category Fifteen of 18 or 83 percent of the items that Directors scored 90 percent or over as important were in the Human/Inter-Personal skills category. Eighteen of 23 or 78 percent of the items that were in the Technical Skill category were scored at less than 90 percent importance by the Directors. Seven of the 12 or 58 percent of the items in the Conceptual category were scored at over 90 percent importance by the Directors. Only one item, number 7, how to enlist private sector support for education-to-work programs, reach a high level of importance 100 percent and need for training 91.3 percent. 81 Research Question III From the entire list of 53 items, the I.C.B. Directors were asked to review all items and rank order the top five skills they perceived to be the most important in the per- formance of their job and the t0p five skills in which they desired assistance. Findings Directors' Perceptions of the Major Skills They Con- sider Most Important The top priority' area IJC.B. Directors consider the most important all focus on developing communica- tion, cooperation and facilitating linkages with their constituents. Enlisting the private sector's support was the most important skill Directors identified in the questionnaire. Working effectively with their collaborative council was the second most important skill perceived by the Directors. CloSely related to the first two major priorities was gaining a clearer understanding of how to foster a team approach to the solution of problems. There appears to be a consistent theme apparent in the perceived needs of I.C.B. Directors in regards to the most important skills necessary to fulfill their responsibility. 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NH N4 N N N OH N H 30: NcHNcmHNHmNa: HNNHNaoo H NN "mm Howaoam QBHHQ mv ou N N N NH O N N NH H so; NchcmuNHmNas HNNHNaoo H NN ”mm wchHmnu tam quBNOHQEm m0H0>mU ou N N N N N HH N H H 3o: NaHucmumHoNc: HNNHNaoo H NN “mm mumnama HHossoo annooH N N N N o N NH N H on 30: NcHsoaH HNNHNcoo H NN vmwz vmmz vmmz NuH usmu uamu ucmu pawn umo amuH * amuH uoz maom uHOHHm uuogaH uHOQEH uuomaH nuomaH uoz maom amuuxm ummz mocmuuomaH vanmmm< 126 ”mm mmousommu muH mGHBHmumv ou Hmvuo GH Nuchano he mummmm cu m m N N H m m OH H 30: wchamumHmucD Hmvaaoo H mm ”mm mamuwoum wchHmHu vcm uchNOHQBm How manouw ummnmu NHHucmvH OH 305 N N NH N H N NH N H NHHNHNHNHNNH: HNNHNaoo H NN "mm HHocsoo m>HumHon umHHou m can on vaanmH mHHme unmamwmcme Hmuwcmw N HH m N o N mH w H wsHUGmHmHmuas Hmvaaoo H Hm vmmz vmmz Umwz NHH HHMH ucmu Hamu ucmu umo EmuH * amuH uoz «Bow uHOHHm uHomBH nHomaH nHOQEH IHOQEH uoz maom Emuuxm wmmz mocmuHOQBH vacmag< BIBLIOGRAPHY BIBLIOGRAPHY Barton, Paul E., Oddyssey of "The Transition From School to Work," Paper. , Communitngouncils and the Transitions Between Education and work, NationaI'Manpower—Institute . , c0py 6. - , "Community Councils and the Transition Between Education and Work," IndustEy/Education Community Councils: NIE Papers on Educati0n anH work: No. 9 U.S.D.H.E.W.,INationaI'Institute on Education, December 1977, pp. 11-14. 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