.3: £51.12. 201$!!! 91:1 . butt-5...!- 1.. LIBRAR Y Michigan State University This is to certify that the thesis entitled A PROCEDURE FOR THE IDENTIFICATION AND VERIFICATION OF PUBLIC SERVICE MODULES IN COMMUNITY COLLEGE CURRICULA PREPARING STUDENTS FOR PARAPROFESSIONAL PUBLIC EMPLOYMENT presented by Douglas Nathan Crawford has been accepted towards fulfillment of the requirements for Ph.D. degree in Higher Education WW‘EL Major professor DateM 0-7 639 OVERDUE FINES ARE 25¢ PER DAY PER ITEM Return to Book drop to remove this checkout from your record. A PROCEDURE FOR THE IDENTIFICATION AND VERIFICATION OF PUBLIC SERVICE MODULES IN COMMUNITY COLLEGE CURRICULA PREPARING STUDENTS FOR PARAPROFESSIONAL PUBLIC EMPLOYMENT BY Douglas Nathan Crawford A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1978 ABSTRACT A PROCEDURE FOR THE IDENTIFICATION AND VERIFICATION OF PUBLIC SERVICE MODULES IN COMMUNITY COLLEGE CURRICULA PREPARING STUDENTS FOR PARAPROFESSIONAL PUBLIC EMPLOYMENT BY Douglas Nathan Crawford The major purpose of this study was that of using and assessing a procedural model for identifying and veri— fying public service modules. The modules identified and verified could be implemented in one or more curricula at Lansing Community College or used as a point of departure for a similar procedure at another community college. The assessment of the model should serve as a guide for its modification and use subsequently at Lansing Community College or at another community college. The problem addressed by this study was that of preparing community college students possessing specific occupational skills for paraprofessional employment in publicly funded and controlled agencies. The procedural model for the identification and verification of public service modules (expressed as goals and objectives) involved three stages: conceptual- ization, verification, and modification. The conceptual— ization stage included the generation of public service goals based on a critical review of literature and public Douglas Nathan Crawford service curricula at a few community colleges. The veri- fication stage involved a measurement of the degree of consensus of support within the staff, paraprofessional, and employer respondent groups affiliated with each of seven public service curricula offered at Lansing Commun— ity College. The modification stage involved the organ— ization of public service modules dependent on the degree of consensus of support across public service curricula. A formative assessment of the procedural model was made. This assessment involved the perceptions of interviewees in the pilot phase toward the purposes and procedure of the study. It also involved a measurement of the degree of agreement expressed in a questionnaire by respondents with the statements that (l) the purposes of the study were important, (2) the goals and objectives were clearly stated, (3) the goals and objectives were sufficiently comprehensive, and (4) the proper respondents were selected. The population for the pilot study (semi-structured interviews) consisted of thirteen staff members (department Chairpersons, program directors, and faculty members) affiliated with the seven public service associate degree curricula at Lansing Community College and seven parapro- fessionals and employers in public agencies served by these curricula. The population for the field verification consisted of the Lansing Community College staff and paraprofessionals Douglas Nathan Crawford and employers in the two largest public agencies at the local level of government served by Lansing Community College. The survey instrument for the field verification was an ordered option questionnaire with a Likert scale. Data gathered from the use of this instrument were an— alyzed by an ordinal consensus statistic and a determin- ation of the percentages of agreement and strong agreement from the respondents. The major findings of this study included the , following: 1. Widespread support was reflected for goals and objectives that were organized into the following public service modules. a. Effective Communication in the Public Service. b. Report Making in the Public Service. 6 c. Coping with Crisis Situations in the Public Service. d. Effective Decision—Making in the Public Service. e. Ethical Standards in the Public Service. f. Public Personnel Procedures. 9. Role of Paraprofessionals in the Public Service. h. Organizational Structure of Governmental Agencies. i. Inter-Agency Relations in Government. 2. The results of the pilot study and field verifica- tion reflected sufficient support for the purposes Douglas Nathan Crawford of the study and proper selection of respondents but less than sufficient support for the clarity and comprehensive- ness of the goals and objectives. ACKNOWLEDGMENTS The writer wishes to acknowledge the guidance and support of the guidance committee chairman, Dr. Max Raines and the committee members, Dr. Walter Johnson, Dr. Rex Ray, and Dr. Charles Cnudde. Although too numerous to name, the administrators who assisted in the dissemination and collection of ques— tionnaires in several public agencies were very cooperative. The encouragement, help, and tolerance of my wife, Lois, and children, Nathan, Andrea, and Kimberly is especially acknowledged. ii TABLE OF CONTENTS LIST OF TABLES . . . . . . . . . LIST OF FIGURES. . . . . . . . . Chapter I. GENERAL DESCRIPTION . . . Introduction. . . . . Nature of the Problem. Purposes of the Study. . . . Research Questions. . . . . . . Assumptions . . . . . . . . . Definitions . . . . . . . . . Procedure. Delimitations Limitations . . . Setting Educational Significance. . . . Summary . . . . . . . . . . II. REVIEW OF LITERATURE SECTION A--OCCUPATIONAL EDUCATION IN COMMUNITY COLLEGES . . Overview . . Descriptions of State— —wide and. Institutional Programs . . . . . . . . Congressional Testimony . Occupational Curriculum Development and Evaluation. . . . . . Career Education . The Future of Occupational Education in Community Colleges . . . . . . SECTION B--PUBLIC SERVICE PROGRAMS IN COMMUNITY COLLEGES. . . . . Page vi viii 30 3O 33 35 35 37 39 4O Chapter III. IV. Overview. . . . . . . . . . . . Role of Community Colleges. . . . . . Models and Existing Disparate Programs. Existing Integrated Public Service Programs and Core Courses . . . . . . . . SECTION C--CURRICULUM DEVELOPMENT . . . Overview of Curriculum Design Models Design of Modular Instruction. . . Competency—Based Instruction . Goals and Objectives. . . . . . Synthesis and Conclusions . . . . Summary . . . . . . . . . METHODOLOGY . . . . . . . . . Overview. . . . . . . . . Nature of Population. . . . . . . . Procedural Model for Gathering Data. . . Conceptualization . . . . . Verification. . . . . . . Modification. . . . . . . . Formative Assessment. . . . . . Summary . . . . . . . . . ANALYSIS OF DATA. . . . . Overview. . . . . . . . . -. . . General Description of the Populatlon Summary of Interviews . . . Goals and Objectives for Development of Public Service Modules . . . . . . Findings Regarding Formative Assessment—- Pilot Study . . . . . . . . Questionnaire Construction and Distribution. . . . . . . . Analysis of Response. . . . _. .fi . Presentation and Analysis of Quest1onna1re Data . . . . . . . . . . . . Personnel Procedures . . . . . Functional Descriptions . . . . . . Ethical Standards . . . . . . . . Decision—Making. . . . . . . . . Communication . . . . . . . . . Organizational Structure. . . . . . Career Development. . . . . . . . iv Page 103 106 107 110 112 113 117 119 121 121 126 126 Chapter Page Crisis Situations . . . . . . . . 129 Public Policies and Political Action. . 129 Formative Assessment . . . . . . . 133 Organization of Public Service Modules. . 139 Summary . . . . . . . . . . . . 162 V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER RESEARCH. . . . . . . . 164 Summary of Purpose and Procedure. . . . 164 Summary of Results . . . . . . . . 167 Pilot Study . . . . . . . . . . 167 Field Verification. . . . . . . . 167 Formative Assessment . . . . . . . 168 Conclusions. . . . . . . . . . . 170 Formative Assessment . . . . . 170 Curriculum Development at Lansing Community College . . . . . 171 Curriculum Development at Other Community Colleges . . . . . . . 174 Implications for Further Research . . . 174 APPENDICES A. Public Service Core Component of the American Association of Community and Junior . Colleges' Model Public Service Assoc1ate Degree Program (Korim, 1971) . . . . . 178 B. Descriptive Results of Interviews . . . . 181 C. Semi-Structured Interview Schedule. . . . 211 D. Draft of Field verification Questionnaire Prior to Validation . . . . . . . . 214 E. Cover Letter for Questionnaire . . . . . 219 F. Questionnaire Submitted to All Respondents after Validation . . . . . . . . . 220 G. Indices of Support for Goals, Objectives, and Assessment Items. . . . . . . 225 BIBLIOGRAPHY . . . . . . . . . . . . . 260 Chapter Crisis Situations . . Public Policies and Political Action. Formative Assessment . Organization of Public Service Modules. Summary . . . . . . V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER RESEARCH. . Summary of Purpose and Procedure. Summary of Results . . Pilot Study . . . . Field Verification. . Formative Assessment . Conclusions. . . . . Formative Assessment . Curriculum Development Community College . Curriculum Development at other Community Colleges . Implications for Further APPENDICES A. Public Service Core Component of the American Association of Community and Junior Colleges' Model Public Service Associate Degree Program (Korim, 1971) B. Descriptive Results of Interviews Research C. Semi-Structured Interview Schedule. D. Draft of Field verification Questionnaire Prior to Validation . . E. Cover Letter for Questionnaire F- Questionnaire Submitted to All Respondents after Validation . . . at Lansing G. Indices of Support for Goals, Objectives, and Assessment Items. . BIBLIOGRAPHY . . . . . . . Page 129 129 133 139 162 164 164 167 167 167 168 170 170 171 174 174 178 181 211 214 219 220 225 260 Chapter Crisis Situations . Public Policies and Political Action. Formative Assessment . . . Organization of Public Service Modules. Summary . . . . . . . . . . V. SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER RESEARCH. . . . Summary of Purpose and Procedure. . . . Summary of Results . . . . . . . Pilot Study . . . . . . . . . Field Verification. . . . . . . . Formative Assessment . . . . . . . Conclusions. . . . . . . Formative Assessment . Curriculum Development at Lansing Community College . Curriculum Development at Other Community Colleges . . . . . . . Implications for Further Research . . APPENDICES A. Public Service Core Component of the American Association of Community and Junior Colleges' Model Public Service Associate Degree Program (Korim, 1971) . . . B. Descriptive Results of Interviews . C. Semi—Structured Interview Schedule. D. Draft of Field verification Questionnaire Prior to Validation . . . . . . . . E. Cover Letter for Questionnaire . . . . . F- Questionnaire Submitted to All Respondents after Validation . . . . . . . . . G. Indices of Support for Goals, Objectives, and Assessment Items. . . . . . BIBLIOGRAPHY . . . . . . . . . . . . . Page 129 129 133 139 162 164 164 167 167 167 168 170 170 171 174 174 178 211 214 219 220 225 LIST OF TABLES Table Page 1. Summary of Interview Results . . . 101 2. Questionnaire Response Rate for Each Subpopulation . . . . . . . . . . 111 3. Consensus of Support for PERSONNEL PROCEDURES . . . . . . . . . . . 115 4. Consensus of Support for FUNCTIONAL DESCRIPTIONS. . . . . . . . . . . 118 5. Consensus of Support for ETHICAL STANDARDS . 120 6. Consensus of Support for DECISION—MAKING . . 122 7. Consensus of Support for REPORT PREPARATION . 123 8. Consensus of Support for PUBLIC COMMUNICATION . . . . . . . . . . 125 9. Consensus of Support for ORGANIZATIONAL THEORY. . . . . . . . . . . . 127 10. Consensus of Support for AGENCY RELATIONSHIPS . . . . . . . . . . 128 11. Consensus of Support for CAREER PATTERNS . . 130 12. Consensus of Support for CRISIS SITUATIONS . 131 13. Consensus of Support for PUBLIC POLICIES . . 132 14. Consensus of Support for POLITICAL ACTION. . 134 15. Consensus of Support for Evaluative Items. . 135 Gl. Indices of Support for PERSONNEL PROCEDURES . 225 G2. Indices of Support for FUNCTIONAL DESCRIPTIONS. . . . . . . . . . 229 vi Table G3. G4. G5. G6. G7. G8. G9. G10. G11. G13. Indices Indices Indices Indices Indices Indices Indices Indices Indices Indices Indices of Support Support Support Support Support Support Support Support Support Support Support ETHICAL STANDARDS . DECISION-MAKING. . REPORT PREPARATION. PUBLIC COMMUNICATION ORGANIZATIONAL THEORY. AGENCY RELATIONSHIPS CAREER PATTERNS. . CRISIS SITUATIONS . PUBLIC POLICIES. . POLITICAL ACTION . Evaluative Items vii o Page 231 233 236 238 242 245 248 250 253 255 257 10. 11. 12. Figure 1. 100 11. 12. LIST OF FIGURES Procedural Mode1——Development of Public Service Modules . Formative Assessment of Procedural Model Public Service Modules Recommended for All Public Service Curricula. . Public Service Modules Recommended for Human Service Curricula (Child Develop- ment and Social Work) . . . . . . Public Service Modules Recommended for Educational Service Curricula (Teacher Associate and Library Media Technology) Public Service Modules Recommended for the Child Development Curriculum Public Service Modules Recommended for the Social Work Curriculum . . Public Service Modules Recommended for the Teacher Associate Curriculum Public Service Modules Recommended for the Library Media Technology Curriculum Public Service Modules Recommended for the Law Enforcement Curriculum . . . Public Service Modules Recommended for the Fire Science Curriculum . . . Public Service Modules Recommended for the Property Valuation/Assessment Administration Curriculum. viii v Page 76 77 141 143 145 147 150 152 154 156 158 CHAPTER I GENERAL DESCRIPTION Introduction For the past several years the writer has observed the growth of various programs at Lansing Community College (Michigan) and other community colleges designed to prepare students for paraprofessional positions in public or private non-profit agencies. Included in this growth have been programs in social work, teacher education, child develOp— ment, public administration, library media technology, judicial administration, law enforcement, fire science, urban planning, etc. These programs have often been viewed as disparate curricula preparing students for jobs in distinct occupa— tional or professional categories. For example, students are being prepared for social work technician positions, teacher aide positions, and administrative technician positions within the respective professional categories of social work, teaching, and public administration. The common characteristic of public service is often overlooked by Students, directors, and clientele affiliated with these programs. The interrelationship of services performed by government which are represented by these programs is usually overlooked. However, a broader conceptualization of public ser- vice curricula has been developing. A national advisory committee to the Public Service Occupations Curriculum Project Sponsored by the U.S. Office of Education has identified eight major occupational groups within the con- cept of public service. That committee defined public service occupations as follows: Public service occupations are those civilian occupa— tions, excluding those requiring an apprent1cesh1p, pursued by persons performing the functions necessary to accomplish the missions of local, county, state, and federal government. These missions reflect the ser— vices desired or needed by individuals and groups ',' and are performed through arrangements or organ1zations established by society, normally on a nonprofit baS1s and usually supported by tax revenues (Californ1a State Department of Education, 1972). Under that definition, all of the above-mentioned community college programs would be included within the generic con- cept of public service. The scope and nature of public service curricula have been recognized by the leaders of the California Com- munity College System in their creation of a position as Consultant in Public Service Occupations. Two broad cate- gories have been identified by the Consultant as falling Within the concept of public service; human services and municipal services. Services delivered directly to indi- Viduals: such as teacher assistance, child care, and counseling, are labeled as human services. Services providing for the general welfare of society; such as com- munity planning, city management, and recreational leader— ship are labeled as municipal services (Institute for Local Self Government, 1969). In both categories, however, employees are providing services requested by the general public through elected representatives at public expense. Assisted by an American Association of Community and Junior Colleges' Task Force on Public Service Career Edu— cation, Korim has identified eight career families in public service: (1) community development, (2) educational services, (3) government agency management, (4) human services, (5) judicial services, (6) public finance, (7) resources management, and (8) transportation. According to Korim, these career families represent the major functions of government. Paraprofessional positions in government and private nonprofit agencies within these career families include planning technician and building inspector (com— munity development), teacher assistant and library assistant (educational service), personnel management aide and junior administrative assistant (government agency management), child care aide and social service aide (human services), property tax assessment officer and internal revenue service technician (public finance), water pollution technician and fire service technician (resources management), and traffic engineering technician (transportation) (Korim, 1971). DeSpite the conceptualization of genericxpublic service occupations and educational programs by the American ar. an vi Ka. Stl Se: SUI; man Sev. Stu: care Association of Community and Junior Colleges, the U.S. Office of Education, and the California State Department of Education, few community colleges or other higher educational institutions have followed that school of thought. Some exceptions exist, however. Contra Costa Community College (California) has recognized public service education as encompassing their curricula preparing students to be edu— cational aides, environmental control technicians, library technicians, research associates, social service aides, and urban planning technicians in public agencies (Institute for Local Self Government, 1972). The Public Service Institute of the Loop College in Chicago, Illinois has recognized several categories of public service occupations, including administrative services, educational services, engineering and technical services, health services, social services, and public safety (Murray and Crego, 1972). A Public Ser- vices Careers Development Center has been organized at Kalamazoo Valley Community College (Michigan) preparing students for positions in public agencies such as community service assistant, law enforcement official, and recreation supervisor (Kalamazoo Valley Community College, 1976). Although few higher educational institutions have manifested the generic nature of public service programs, several colleges have clustered programs designed to prepare students for the "helping professions" into human service career programs. Typical of this trend has been the human services technician program at Kellogg Community College me se 39 Se. in cm ce; We as Vic gen Pro; Pom (Battle Creek, Michigan) which has been designed to prepare students to "enhance the social well—being or functioning of persons" in such public paraprofessional occupations as mental health, gerontology, child care, teacher aide, rehabilitation, general social services, and youth services (Steely, 1975). For purposes of this study, the writer views human services and educational services as two career families within the generic base of public service occupations. Nature of the Problem According to Korim, students who enter public employ- ment have often not been prepared specifically for government service; especially below the B.A. level. Civil service agencies have often obtained personnel from the private sector. The question; "Do you want to prepare for a career in government?" is rarely asked by high school or college counselors (Korim, 1971). Therefore, the lack of a per— ception of governmental service as a career; rather than preparation for a specific career within government, such as teaching or social work, poses a problem to public ser— vice curriculum developers and employers seeking potential generalists from the ranks of paraprofessionals. Although his study is somewhat dated, Sheppard projected a need for trained manpower in the public sector of the economy to 1980 by a survey of 130 cities with populations exceeding 100,000. Assuming budget and other fe fi p0 Pr We. r9( P111 The Se] 00m ref Wit constraints were removed, almost 280,000 additional jobs were projected. The four functional areas projecting the greatest needs were education (over 84,000), police (over 37,000), health and hospitals (over 34,000), and welfare (over 27,000) (Sheppard, 1969). The need for additional manpower in the field of education may also be indirectly reflected in the projected increases of state and local governmental expenditures in that field from 1968 through 1980. An average annual in- crease of 2.5 percent for elementary and secondary education was projected by the U.S. Department of Labor (Korim, 1971). For purposes of this study of seven (7) parapro- fessional curricula in a community college, Sheppard's findings related to nonprofessional public service job possibilities in these 130 cities is of particular interest. Projected were over 39,000 in education, over 18,000 in welfare, and over 3,000 in library service (Sheppard, 1969). The need for paraprofessional personnel has been recognized by various levels of government and specific public agencies in their creation of new job classifications. The U.S. Civil Service Commission has established the classi— fication of Junior Federal Assistant (Institute for Local Self Government, 1969). The State of Michigan Civil Service Commission has established the position of Social Services Technician (Steely, 1975). Other classifications sometimes referred to as paraprofessional or subprofessional exist Within the Michigan Civil Service system; usually requiring two pos in! clué vice empl of p ment COIL hunt of p1 have fOr 6 tion, Servi desig Versi dude, deVelt quesu‘ cOnsti two years of college for entry level. The paraprofessional position of Library Technical Assistant has been established in many learning resource centers and has been advocated by several authorities on learning resource centers, in- cluding Kenneth and Loren Allen (Allen and Allen, 1973). Assuming a need for additional trained public ser— vice manpower in general and paraprofessional public employees in particular, the problem of the location and type Of pre-service and/or in—service education remains. Govern— mental employees have been increasingly turning to community colleges as locations for this education. Over three hundred community colleges in the U.S. offer various kinds of public service programs (Korim, 1973). Controversies have dealt with the question of the best type of curriculum for each career program, however. Should the major focus of a curriculum center on narrow occupational skill prepara— tion, broad career family skill preparation, generic public service education, or general education? Should courses be designed for transferability to four—year colleges and uni— versities? Should work experience or internships be in— cluded as part of the curriculum? Should the curriculum be developed primarily for pre—service or in-service education? The nature of the curriculum, particularly the questions of the desirability of generic public service modules and how to identify and verify such modules, will constitute the major problem addressed by this study. Should community college paraprofessional curricula include the Still rea: UsHa teem the development of skills and knowledge desirable for students primarily preparing for public service careers? This problem is significant for the following reasons: 1. Many graduates of paraprofessional programs do not find entry—level employment in the exact public service career field for which they were prepared. 2. Many entry—level employees seek upward or lateral movement within the public service; athough it may be across career family categories. 3. Many community college students are unaware of the variety of occupations within public service. 4. Paraprofessional public employees are not only servants of specific clientele (individuals or groups) but also servants of the public in general. 5. The public sector of the economy places expectations and demands on employees which are different to a degree from those of the private sector but common to all career families within the public service. 6. The identification of common public service modules by national advisory committees have not involved a systematic institutional—based curriculum develOp— ment approach. Public service curricula in community colleges usually are developed along the lines of most vocational/ technical curricula. That is, the curriculum is divided "“ 01 90 ti Pu de. Sk; into three major components; general education, technical courses, and supportive courses. General education con— sists of courses common to most programs at a community college. The humanities, social sciences, biological sciences, physical sciences, literature, and communications often comprise a general education core. Technical courses prepare students with skills and knowledge necessary for entry-level employment usually in a specific occupational category. Supportive courses usually provide basic skills and knowledge prerequisite to or concurrent with the develop— ment of technical skills. Mathematics, science, technical report writing, or interviewing may constitute supportive courses. Whereas that curriculum format addresses the need for entry—level marketability and breadth of general knowledge, it may fail to prepare students to move upward or laterally within a career family or the public service in general. Furthermore, students may not be prepared to cope with routine matters and emergencies in a public setting and may not understand public personnel procedures, the concept of the "public interest," and the concepts of governmental organization. Therefore, different levels of technical or occupa- tional skill courses might be desirable in paraprofessional public service curricula. One level may consist of courses designed to develop specific public service occupational skills. Another level may consist of courses generic to a am is 10 career family. A third level may consist of courses generic to the public service. This third level constitutes the major focus of this study. The public service associate degree program recom- mended by the above—mentioned A.A.C.J.C. Task Force on Public Service Career Education recognizes each of these occupational skill levels, in addition to supportive courses and general education. The public service component con— sists of courses in the "Effective Delivery of Government Services" and "Public Personnel, Organization, and Operating Procedures." The career family component consists of an .ntroduction to one of the career families (community levelopment, education services, government agency manage— ent, human services, judicial services, public finance, ’esources management, or transportation) and a block of upervised work experience in one of the career families Korim, 1971). Besides the issue of what courses to require or ecommend in a curriculum, the question of which knowledge 1d skills are developed in the form of modules for each nurse and the program in general is faced by any curriculum :veloper. Agreement between faculty, curriculum developers, d employers as to which knowledge and skills should be veloped in a curriculum is difficult to reach. Public service modules may be derived from course pics in the above-mentioned A.A.C.J.C. recommended public 11 vice associate degree program. The need for these ules is determined in this study. Purposes of the Study The first purpose of this study is the development use of a procedural model for the identification and ification of goals and objectives for public services ules at a community college. The development of this e1 is based on a synthesis and modification of various riculum development models. The use of this procedural model involves the identi— ation and verification of goals and objectives for public lice modules in seven (7) associate degree curricula ered at Lansing Community College which prepare students paraprofessional employment. These curricula are sified within five of the eight career families in the C.J.C. recommended program. Included as public service curricula are social work child development (human services career family), aer associate and library media technology (educational Lces career family), law enforcement (judicial services 3r family), fire science, (resources management career .y) and property valuation/assessment administration ic finance career family). A transportation management culum is also offered at Lansing Community College would appear to be within the public service career y of transportation. However, the major employers of 12 uates from that program are private trucking firms. efore, in that curriculum, students are not being ared for a government career in transportation. The identification and verification of these goals objectives provides program directors at Lansing Com- ty College a "bank" of widely acceptable public service es from which to choose for inclusion with existing 'cula, assuming they are not already included. Also, identification and verification provides curriculum opers at other community colleges with a point of ture for a similar procedure. A formative assessment of this procedural model con— tes the second purpose of the study. The importance e study and the soundness of the procedure will be mined. These purposes reflect the following recommendation :im: Colleges with existing curriculums in areas service such as human services, judicial community development, or educational ser- ces may find it valuable to incorporate the concept a public service base . . . by substituting the blic service base courses for less pertinent courses, e curriculums may be converted to provide a sounder eparation for employment in government agencies orim, 1971). It should be stressed that this study constitutes a mmunity public rvices, formative assessment of a procedure for curriculum ment at Lansing Community College which may result gas at that institution or be applied to other com— colleges offering various public service career programs. 13 Research Questions The following research questions are addressed in e study: 1. Do staff members affiliated with the seven (7) public service associate degree curricula at Lansing Community College support the idea of identifying public service modules? Do staff members affiliated with the seven (7) public service associate degree curricula at Lansing Community College support the procedure used for identifying and verifying public service modules? Do paraprofessional employees in the type of posi— tions for which students prepare in the seven (7) public service associate degree curricula at Lansing Community College support the idea of identifying public service modules? Do paraprofessional employees in the type of posi— tions for which students prepare in the seven (7) public service associate degree curricula at Lansing Community College support the procedure used for identifying and verifying public service modules? Do employers overseeing the type of positions for which students prepare in the seven (7) public ser— vice associate degree curricula at Lansing Community College support the idea of identifying public service modules? 14 Do employers overseeing the type of positions for which students prepare in the seven (7) public service associate degree curricula at Lansing Com— munity College support the procedure used for identifying and verifying public service modules? What public service goals and objectives are identified as desired by staff members affiliated with the seven (7) public service associate degree curricula at Lansing Community College? What public service goals and objectives are identi- fied as desired by paraprofessional employees affiliated with the seven (7) public service associate degree curricula at Lansing Community College? What public service goals and objectives are identi- fied as desired by employers affiliated with the seven (7) public service associate degree curricula at Lansing Community College? Assumptions Each of the sources in the study indicates the desirability of public service modules, regardless of the extent to which they are currently included in community college curricula. Each of the sources in the study places the curri— culum with which he or she is affiliated in the general context of public service employment. 15 Each of the sources in the study identifies public service goals and objectives desired for both entry—level performance and lateral and/or upward mobility within the public service. The Options of strongly agree, agree, undecided, disagree, and strongly disagree in the Likert scale constitute a decreasing order of support; but do not necessarily constitute equal or proportional inter~ vals. Definitions The following definitions are used in the study. ay differ from those used in other educational re— , educational literature, or Good's Dictionary of ion (Good, 1973). Public Service. Service rendered to individuals, groups, or the general public by publicly funded and controlled agencies on a nonprofit basis. Public Service Occupations. Identifiable non— elected, non—partisan positions for personnel within publicly funded and controlled nonprofit agencies providing services to individuals, groups, or the general public. Human Service. Service rendered directly to indi— viduals to meet basic economic, social, and psy- chological needs by publicly funded and controlled agencies on a nonprofit basis. 16 Human Service Occupations. Identifiable non—elected, non-partisan positions for personnel within publicly funded and controlled nonprofit agencies providing services to individuals to meet basic economic, social, and psychological needs. Educational Service. Service rendered to individuals to develop knowledge, skills, and attitudes by publicly funded and controlled agencies on a non- profit basis. Educational Service Occupations. Identifiable non- elected, non-partisan positions for personnel within publicly funded and controlled nonprofit agencies providing services to individuals to develop know— (ledge, skills, and attitudes. Judicial Service. Service rendered to individuals, groups, and the general public related to the enforcement of laws, adjudication of legal disputes, and provision of correctional assistance by publicly funded and controlled agencies on a nonprofit basis. udicial Service Occupations. Identifiable non- lected, non-partisan positions for personnel within ublicly funded and controlled nonprofit agencies roviding services to individuals, groups, and the eneral public related to the enforcement of laws, djudication of legal disputes, and provision of orrectional assistance. 17 Public Finance. The assessment and calculation (following constitutional and statutory authority), collection, and distribution of public revenue as a service to the general public by publicly funded and controlled agencies on a nonprofit basis. Public Finance Occupations. Identifiable non— elected, non—partisan positions for personnel within publicly funded and controlled nonprofit agencies providing services to individuals, groups, and the general public involving the assessment and calcula- tion (following constitutional and statutory authority), collection, and distribution of public revenue. Resources Management. Service rendered to indi— viduals, groups, and the general public by publicly funded and controlled agencies on a nonprofit basis involving the management and protection of natural and physical resources. Resources Management Occupations. Identifiable non— elected, non-partisan positions for personnel within publicly funded and controlled nonprofit agencies providing management and protection of natural and physical resources on behalf of individuals, groups, and the general public. Fransportation. Service rendered to individuals, groups, and the general public involving the movement 18 of people and physical items out of necessity or for pleasure. Transportation Occupations. Identifiable non- elected, non-partisan positions for personnel within publicly funded and controlled nonprofit agencies providing the movement of people and physical items out of necessity or for pleasure. Occupational Curriculum. A systematic group of courses required for the development of knowledge, skills, and attitudes required for entry or mobility within an occupation. Although widespread disagree- ment may exist, occupational and vocational are used synonymously in this study. Core Component. One or more courses within a curriculum which develop the basic and common knowledge, skills, and attitudes required of all students pursuing that curriculum. Public Service Core Component. One or more courses within a curriculum which develop the basic and common knowledge, skills, and attitudes required of all students pursuing that curriculum. nodule. An instructional unit consisting of learning goals and objectives, criteria for achievement of abjectives, outline of content, learning modes, and resources all of which constitute a single con— :eptual unit of subject matter. 19 Public Service Module. An instructional unit in— volving knowledge and skills required for entry— level and mobility within and between many public service occupations. Paraprofessional. An employee performing duties which assist or relieve a professional, such as a registered social worker or licensed teacher, for which educational preparation beyond high school but less than a baccalaureate level is usually required. Community College. An educational institution devoted mainly to meeting the post—secondary and continuing educational needs of a particular com- munity by offering general education, vocational education, and four—year college or university arallel curricula; along with special programs and ommunity services. Public Employment. Employment within a publicly funded and controlled nonprofit agency. Employer. A public administrator with authority to amploy and/or supervise paraprofessionals in the ublic service. Typically, he or she would be in harge of a department, bureau, division, or other ublic agency. gaff. Faculty members, program directors, and epartment Chairpersons at a community college eaching and/or administering public service Jrricula. 20 Public Service Career Family. A group of related occupational positions within publicly funded and controlled non-profit agencies providing a Specific type of service to individuals, groups, or the general public; such as human service or educational service. Goal. A general statement of a desired student oriented educational outcome. A goal includes several objectives. Objective. A specific statement of a desired student oriented educational outcome. It constitutes a precise measureable statement without including performance indicators. Procedure The procedure for conducting the study involves sic stages; (1) conceptualization, (2) verification, modification. The conceptualization stage involves lopment of a procedural model. This development is a synthesis and modification of curriculum develop- ls used for similar purposes; at least the portions models related to the generation of goals and s. This stage also involves the generation of ls from topics and goals recommended by the and other sources in the literature of public ograms in community colleges. The A.A.C.J.C. d program is presented in a topical format, 21 than modular with goals and objectives. The public e core component of this program includes two courses: tive Delivery of Government Services and (2) Public el, Organization, and Operating Procedures" (Korim, The second stage is that of verification. Semi- red interviews with Lansing Community College staff and a few employers closely affiliated with the f paraprofessional public employment are conducted fy the goals generated from the literature on public and identify other desirable common goals for public curricula. Since these interviews are semi— red, the depth of answers provides input for the ion of a few objectives for each goal deemed desirable. tion, feedback is obtained related to the soundness nrocedure. These semi-structured interviews consti— a pilot study phase of the verification stage. Based on results from the semi—structured interviews, . of public service goals and objectives are drafted ected to the second phase of the verification stage. ed questionnaires are then constructed, including 5 related to the desirability of the proposed com— ic service goals and objectives and the soundness :ocedure used for identifying, verifying, and I these goals and objectives. These questionnaires are validated and sent to three [t groups for each of the seven (7) public service 22 ate degree curricula at Lansing Community College. respondent groups include Lansing Community College (faculty members, programs directors, and administra- ffiliated with the public service associate degree 1a), employees (public servants, including former Community College students, holding positions for raduates of the seven (7) public service curricula Lng prepared), and employers (direct supervisors and ;trators one echelon higher in public agencies employ- 'aprofessionals). Results from these questionnaires indicate a level ptance for each of the goals and objectives and the to which the procedure used is perceived as useful nd. The public service modules (including goals and ves) are then modified to include only those with an ale level of support. The module "bank" conceptualized, verified, and is therefore available for faculty members and directors to insert into existing public service a; assuming they are not already included in those a. Delimitations everal delimitations to this study should be d. First of all, it does not represent an attempt ping a new curriculum preparing students for ns different than those targeted by the seven (7) 23 ing public service curricula. Instead, the question ich public service modules (including goals and tives) should be included in these existing curricula ked. Therefore, a needs assessment for each curriculum d not be required. It is assumed that each of the rate public service curricula is needed. Secondly, the existing curricula are examined only respect to the desirability of including goals and tives of public service modules. The desirability or nce of career family core components (such as human e or judicial service courses or modules) or specific tional/technical skill components (such as those Jped in social work or law enforcement courses) is not lined. In the third place, only goals and objectives in the hive and psychomotor domains (knowledge and skills, as d to attitudes) are conceptualized and verified. The ive domain is left to other curriculum developers and :hers. In the fourth place, only goals and objectives Lly appropriate for public service curricula are >ed. General knowledge, such as rhetoric or mathe- for example, is not included, unless it is oriented (the public service than private sector employment. In the fifth place, the administrative structure which these existing curricula are housed is not ed. i 24 In the sixth place, the feasibility of public service 5 within current public service curricula at Lansing Lty College is determined only on the basis of con— or context evaluation. That is, the question of ' or not the concept is theoretically sound is asked. :ion of product or output could be performed only mplementation of the modules. Finally, the scope of this study is limited to the ng seven (7) curricula currently offered at Lansing ty College: Child Development, Associate in Arts Degree (Human Services career family); Social Work, Associate in Arts Degree (Human Services career family); Teacher Associate, Associate in Arts Degree (Edu— cational Services career family); Library Media Technology, Associate in Business Degree (Educational Services career family); Law Enforcement, Associate in Business Degree (Judicial Services career family); Tire Science Technology, Associate in Science Degree (Resources Management career family); >rcperty Valuation and Assessment Administration, .ssociate in Business Degree (Public Finance career amily). 25 Limitations Several limitations or weaknesses exist in the Some respondents may have preconceptions of the e of human service and public service which are incon— nt with terminology used in the study. Some respon- may not perceive a curriculum as consisting of a s of modules, but rather as courses with topical con- Some respondents may reflect in the nature of their rs a concern for the potential loss of curricula iction; even though they may privately agree with the ity for incorporating public service modules in 'ng curricula. An advantage of the modular approach, r, is the opportunity for the insertion of modules existing curricula; thereby minimizing fears over loss 'ricular jurisdiction. Ideally, as a result of this program administrators and faculty members will public service modules most appropriate for their ular public service curriculum. Other determinants that may affect the nature of ;es on the desirability of public service modules are ows: Employees and employers in public service agencies have been influenced by the nature of their edu— cational background. For example, if they attended Lansing Community College they may simply reflect the priorities and values of the Lansing Community College staff. However, it can be reasonably 26 assumed that job experience, including a desire for mobility, may modify those priorities and values. The nature of responses from employers and employees may depend on their length of time on the job and career patterns. Lansing Community College staff members may base their responses on the nature of goals and objectives they have previously drafted and courses and pro— grams they have implemented. In other words, they may view this study as an evaluation of existing curricula. The fact that the on—the~job performances of students zademic backgrounds in public service concepts and ‘ithout such backgrounds will not be measured and d constitutes another limitation to this study. re as the writer previously emphasized, this study : constitute an example of product or output evalua- The results of this study may be projected only to n (7) associate degree curricula currently offered ng Community College. They may not be appropriate to service curricula at other community colleges or 11 curricula which may be developed at Lansing ' College. Towever, a major purpose of this study is a formative t of a procedure for identifying, verifying and goals and objectives of public service modules. 27 ng the verification stage, this assessment is made. anal observations and responses to questions regarding nature of the procedure is the basis for the formative ssment. Lastly, the lack of respondents completely detached the College and its service area but knowledgeable . public service programs in community colleges consti— a limitation to this study. Setting Lansing Community College, serving a twenty—five radius of Lansing, Michigan, is a comprehensive ively large urban community college. It has an nely diversified set of curricula; particularly in the tonal/technical areas. The close proximity of Lansing 1ity College to federal, state, and local public es has supported the development of several public e curricula. These public service curricula have been developed four separate divisions of the College. The Division ied Arts and Sciences offers an Associate in Science in Fire Science Technology. The Division of Business Associate in Business programs in Law Enforcement and y Valuation/Assessment Administration. The Division ning Resources offers an Associate in Business in Library Media Technology. The Division of Arts ences offers Associate in Arts programs in Social 28 Child Development, and Teacher Associate. In addition, ’icate of achievement programs involving one year or rf coursework are offered in most of these public e fields. Possibly complicating this study is the existence of s titled Public Service (Fundamentals of Public stration, Public Personnel Administration, Public Administration, Public Service Internship, Staff and Relations in Substance Abuse, Public Sector :ive Bargaining and Arbitration, Fundamentals of Man- » ’lanning, and Public Grants-in—aid) which have been I through the Division of Arts and Sciences as part of >ciate in Arts and Certificate Program in Public Career Education. However, that program has been ually different than the A.A.C.J.C. model public program in that the core component was designed to skills in public administration for students 19 occupational skill preparation in such fields as ant administration, gOVernmental accounting, data .ng, office management, and administrative assistance. .ic Service Career Education program at Lansing ;y College has been integrated into a human service program. Educational Significance This study is educationally significant in the g ways: 29 It involves the use and formative assessment of a procedural model for determining the need for public service modules in paraprofessional public service curricula. This procedure may be used for determining such a need in public service programs which may exist at other community colleges or which may be developed at Lansing Community College. It generates public service goals and objectives which may serve as a point of departure for the conceptualization stage when this procedure is used at another institution. It may result in modifications in existing public service curricula at Lansing Community College. Summary This introduction has included a conceptualization ic service; the nature of the problem addressed in dy; the purposes of the study; statements of research ns, assumptions, and definitions; and descriptions of cedure, delimitations, limitations, setting, and onal significance of the study. CHAPTER II REVIEW OF LITERATURE SECTION A——OCCUPATIONAL EDUCATION IN COMMUNITY COLLEGES Overview Occupational education was not an original aspect he community college movement--that is, if the early 3r colleges are considered part of the community college nent. As indicated by Dunbar, the early junior colleges 1e end of the nineteenth century and beginning of the :ieth century were considered "elongations" of secondary culum with the purpose of providing the first two years university education (Dunbar, 1963). In Michigan, occupational programs were first offered D-year colleges in the 19305. However, Bay City Junior Je did offer a course in "industrial engineering" in Technical, business, medical, and non—technical onal programs were established in the 1930s. One of ading two-year colleges in technical programs was Ford Community College in Dearborn, Michigan (Dunbar, 30 31 With the evolution of community colleges in the and 19605 from the original junior colleges, the role :upational education became well established. In 1964, :atus of technical education in community college was .bed by Harris (Harris, 1964). He identified five cores of occupational programs in community colleges; ,1 education, engineering technology, business, health, ,blic service. Harris stressed the need for balance n liberal arts, general education, theory and technical t courses, and specialized skill courses. Definitions of basic terms in occupational education e identification of occupational clusters were pro— in 1967 by Harris (Harris, 1967). Included were as, health, research, engineering—industry, electrical/ )nic, contract construction/civil engineering, public a and personal—service, and agricultural occupations. ed for a balanced occupational curriculum was re— zed in this publication between equal parts of ized skill training, supportive technical and theory , and general education courses. It is significant for purposes of this study of the need for public modules that Harris' public—service and personal— cluster included fireman, fish and wildlife tech- law enforcement occupations, nursery school operator, planning technician, social worker aide, and teacher 32 The issue of curriculum mix was addressed in com— y college literature of the 19605. As indicated by in his review of community college occupational liter- , Brandan developed in 1960 a matrix model reflecting elationship between skills, concepts, and courses for rent technical occupations (Fibel, 1972). As also ibed by Fibel, Fearn discovered in 1969 that adminis~ rs' budgetary considerations determined the mix of an ational curriculum. These considerations are in turn ted by the local labor market. The results of the Fearn study could constitute a ation on this study of the need for public service as. Program administrators may consider specific 5 for immediate employment more important than general age of public service. Fibel also described numerous publications related parate curricula within the field of community college tional education; including forestry, business, ality industries, law enforcement, etc. (Fibel, 1972). The growth of occupational educational programs community colleges was described by Skaggs of the I.C. in 1973. He indicated that the proportion of Lty college students initially enrolling in occupa— programs increased from 13 percent in 1966 to 43 per— 1 1973 (Brown, 1973). Skaggs predicted a continuation . trend. He also stressed the legitimacy of middle- ob education as a function of higher education and 33 community college as an instrument for serving that :tion. Descriptions of State—wide and Institutiona1_Programs Numerous state-wide and institutional descriptive dies of community college occupational education have n published since the mid-19605. One such study was ducted by Harris and Yencso in 1965. In attempting to ermine the optimal high school preparation for college— 31 technical programs in Michigan, these researchers :overed what was described as an educational "disaster ” for "middle—level" high school graduates and strongly 3mmended improved articulation between high schools and iunity colleges (Harris and Yensco, 1965). The scope of community college occupational edu- ,on in Illinois and California was described by the nois State Board of Vocational Education and Rehabilita— in 1974 and Brossman in 1973. A complete directory of pational programs in Illinois community colleges was ided. Of the public service programs, those offered frequently were law enforcement (32 colleges), fire ention and control (20 colleges), and educational tance (19 colleges) (Illinois State Board of Vocational tion and Rehabilitation, 1974). Brossman reported that 3 students were enrolled in California community college 3 service occupations programs in 1972. He also noted 34 :rease in multidiscipline public service programs, ling a human service core program (Brossman, 1973). During the 19708 numerous institutional descriptive [tions have been published. Included have been studies 2 Coast Community College District, California, Mont— ' Community College, Maryland, and Los Angelos City re, California. The consortium in vocational coopera- :ducation of which Coast Community College is a member ascribed and evaluated. Increased learning through a ration of classroom studies and on-the-job experience :ported (Coast Community College District, 1973). The of vocational education programs for the disadvantaged Angelos City College was described by Love in 1970 1970). A descriptive analysis of vocational— cal education at Montgomery Community College, Maryland nducted by Faber in 1972. Her taxonomy of occupational us at that institution included health, business, service, and technological (Faber, 1972). A comprehensive study of occupational needs in the :ins Nebraska Technical Community College Area was ed in 1975 by Boardman and Mendenhall. It is signi— for this study of the need for public service modules ese authors reported "services" as the occupational ( displaying the greatest need (Boardman and Menden- '75). 35 Congressional Testimony The current status and future projections for ipational education in community collges can be reflected aeriodic testimony before the U.S. Congress by leading :ators. Masiko in 1974 described the growth of occupa— nal education in community colleges. The role of a nunity college in providing entry—level preparation as L as career development (a function not always performed single—purpose postsecondary vocational schools) was assed by Masiko (Masiko and others, 1974). The following needs for training programs in emerging rice occupations at the community college level were [tified by Grede during the same session of testimony: l. Paraprofessionals for new human services careers. 6. Training to strengthen employees of local govern— ments. . . 8. Short term preparation of personnel required to implement state and federal standards pertaining to industrial and transportation safety, environ- mental regulation, consumer protection, and related priorities (Masiko and others, 1974). Occupational Curriculum Development and Evaluation The importance of occupational program evaluation mphasized by Harris in 1964. He offered guidelines for evaluation in two categories; (1) meeting community I and (2) administrative "climate" and organization is, 1964). An historical survey of literature on planning (tional programs and a decision—making model for such 36 ,ms was conducted by Hedlund in 1974. As indicated .t publication, the importance of community needs and (ity participation in planning occupational programs lphasized by Bethel and Fields in 1956. Hedlund red the work of Koch and Woolley regarding the problems inning a curriculum for urban planning assistants. curriculum planners noted the problem of persuading :sionals to devote time for curriculum development and ting students (Hedlund and others, 1974). A two—phase decision—making model was developed by d. The "estimation" phase consisted of a preliminary ation of program feasibility. The "precision" phase ed a detailed investigation of whether or not the m should be implemented (Hedlund and others, 1974). odel somewhat corresponds with the conceptualization rification stages of this study to determine the need )lic service modules. As a means of curriculum evaluation, student follow- lies have been conducted. A state—wide follow-up if former occupational-technical students at the a Community Colleges was conducted by Carter in 1976. sponse rates of 73 percent for graduates and 56 per— : non—graduates, that researcher discovered that iree-fourths of all respondents were working in full— )5 related to their community college curricula 1976). 37 Career Education Like the evolution of community colleges from single— pose to multi—purpose comprehensive higher educational titutions, occupational education is evolving into a prehensive career education concept. At least the theory :areer education in community colleges has been promoted iany educators during the 19705. Although preparation for a vocational occupation is keystone of the concept, career education involves an grated educational approach; including career develop— (self-awareness and assessment, career awareness and oration, career decision—making, and career planning and ament) and career preparation (knowledge and skills ad to fulfill the vocational, avocational, citizenship, Family life roles) (Michigan Department of Education, The career education model from a variety of per- ives has been described by Goldhammer and Taylor. authors stress the need for preparation in all the roles addressed by a comprehensive definition of career :ion. Therefore, like Harris, they emphasize the :ance of general education in occupational programs. if the issues identified by Goldhammer and Taylor are able to this study of the need for public service S; particularly the question of the need for career pment, rather than just entry-level vocational edu- (Goldhammer and Taylor, 1972). 38 National legitimization of career education in the f 19705 resulted from the priority placed on it by er U.S. Commissioner of Education, Sydney Marland. His 'ity for career education included the community college . along with other types of higher education. Marland d the early role of higher education in career edu- n (Medieval universities and Harvard) and lamented the tomy which evolved between general education and pre—- ion for the professions (Marland, 1972). Marland ibed the debate within higher education over career :ion between proponents like Theodore deBary of )1a University and opponents like T. H. Fitzgerald of .iversity of Chicago. He cited the "University Direc— II" program at Columbia which provides technical ngs to undergraduates as consistent with career edu- Marland viewed community colleges as embodying the : of career education to a greater extent than the ear colleges and universities. He indicated that the )my between academic and career—related students, , and courses has not taken hold in community 5 (Marland, 1972). A career education model for community colleges in te of Washington was developed by Maxie. Of signi— :0 this study of public service modules was Maxie's >f career ladder and lattices involving an 39 .ntegrated curricula for flexible deployment of students (tween occupational training programs" (Maxie, 1973). The lifelong process of career education within the mmunity college has been stressed by Worthington. He ews career education as a blending of "vocational edu— tion, "general education,’ and "college—preparatory ication' into a new curriculum (Worthington, 1972). The ad for broadening entry-level skill preparation to a ister approach emphasized by Worthington is consistent h the model generated by Maxie. The Future of Occupational Education in Community Colleges Recommendations for future directions of occupa— ial education in community colleges were made in the mid- )s by Gleazer and Harris. Consistent with the more recent .ications by Maxie, Worthington, and others, Gleazer >cated that open—ended, broadly-based occupational pro— .s be devised to allow student maneuverability within or her field as interest and objectives change (Gleazer, ). Harris emphasized the need for "common learnings ired for success and promotion on the job" (Gleazer, I. Although admitting as unrealistic a merger of :ional and academic education in community colleges in century, Cohen advocated open—ended vocational curri— in the 19705. He proposed common courses and favored nsition from a "tracking" route (Cohen and associates, 40 Therefore, the proposals of community college edu— ;ors such as Gleazer, Harris, and Cohen seem to be con— tent with the attempt to develop public service modules all disparate public service curricula at a community lege. SECTION B--PUBLIC SERVICE PROGRAMS IN COMMUNITY COLLEGES Overview The concethalization of public service in this y is that of a broad career category including several er families and numerous occupational specialties. rences to such a broad conceptualization date back to east 1935. Lambie described public service as including reds of different position classifications; such as 1ntants, policemen, public health officers, chemists, ray engineers, auditors, etc. (Lambie, 1935). In pre- .ion for such occupations, Lambie proposed a broad a1 arts education. However, he did report a recommen- n from the 1935 Conference Sponsored by the Public istration Clearinghouse that all students contemplating Lng public service occupations should acquire the ling specific knowledge about the public service at the rraduate level: (1) "social structure in which govern- operates; . . . (2) the structure of government . . incipal operations of administration; . . . and (3) n 'tools' or techni ues desirable for administration, q 41 luding statistics, accounting, oral, and written lish," etc. (Lambie, 1935). As indicated in Chapter I of this study, Korim iculated a broad conceptualization of public service ed on recommendations from the American Association of munity and Junior College's Task Force on Public Service aer Education. Korim expressed various challenges facing .ic service curriculum developers in community colleges; 1 as integrating diverse curricula, improving relatively student interest in many public service careers, and ‘coming existing personnel practices in public agencies im, 1971). A strong emphasis on common knowledge and ls about the public service as a keystone of public ice curricula is made by Korim. The following quotation Korim reflects this emphasis: . . For continued progress, public service edu- :ation in community colleges must lay down a common oundation as an introduction to all public service urricula--a foundation appropriate to the decision— aking that faces an employee at the associate degree evel of employment (Korim, 1971). Three levels of knowledge and skills are identified rim in his analysis of public service education; overall m of government, specific career family, and specific ations (Korim, 1971). The first level, that of the 11 system of government, constitutes the major focus is study of the need for public service modules in all :ula preparing students for public employment. The areas of knowledge and skills which comprise the 42 overall system of government include public personnel pro— cedures, the public interest concept, and the principles of government organization. Appendix A of this study includes course descriptions and topics recommended by the A.A.C.J.C. to provide an orientation to the overall system of govern— ment for all public service curricula within a community college. The national advisory committee to the Public Ser- Jice Occupations Curriculum Project referred to in Ihapter I of this study also broadly conceptualized public service education in 1972. Eight job families are identi— Fied: government agency mangement; social and economic :ervices; educational services; resources management; urban, 'ural, and community development; public safety, corrections nd judicial services; regulatory services and records, and ransportation management (California State Department of ucation, 1972). Assuming the similarity between (social d economic services) and (human services) and the similar— y between (regulatory services and records) and (public nance), these job families are consistent with those nerated by the A.A.C.J.C. as reported by Korim. Public service education is also perceived as a velopmental process by the Public Service Occupations rriculum Project. Consistent with a comprehensive career ucation concept, this developmental process consists of reer awareness (grades K—6), career exploration (grades L0), and career preparation (grades ll—l6). Curriculum 43 omponents during these stages would consist of ". . . work bservation and/or experience, basic curriculum content, ad student learning activities" (California State Department E Education, 1972). Detailed curriculum guides were aveloped during this project for each of the eight job amilies as well as for public service in general. The broad conceptual nature of public service is 1ared by DeNure; however, with some variations. She lentified two broad classifications of public service :cupations; human services and municipal services. Human :rvices programs designed to develop productive members of iciety would include social service, gerontology, library/ dia assistance, instruction, etc. Municipal service ograms designed to promote guardianship, maintenance, and provement of the public domain would include city planning, re science, governmental management, etc. (DeNure, 1973). significance are her reference to public service programs fusions of traditional vocational and academic disciplines 1 her illustrations of multidisciplinary linkages between >lic service programs (DeNure, 1973). Role of Community Colleges The appropriateness of the community college as a ting for public service occupational education has been hasized by Korim, DeNure, and Macy. In fact, the major lasis on public service education by Korim and DeNure :ains to the community college. Korim uses quotations 44 rom executives of the American Society of Planning Offi- ials and the Public Personnel Association, manpower ojection statistics, and recommendations from the National visory Committee on Public Service Education to the A.C.J.C. to substantiate the role of community colleges public service education. DeNure stresses that public rvice programs in community colleges are not traditional eprofessional programs. Rather, they prepare students as raprofessionals for entry— and mid—level positions. Macy ferred to community colleges (although he referred to them junior colleges) as the primary source for subprofessional d management assistant positions. However, he also ressed that community college education need not be :minal, since students may qualify for entry-level pro— ;sional positions by continuing their education at senior .leges and universities (Macy, 1963)- Models and Existing Disparate Programs Numerous recommended curricula and descriptions of sting curricula have been published for disparate pro— ns within public service. That is, specialized programs as social work, teacher aide, law enforcement, and fire nce are treated in the literature. The somewhat broader ept of human services is also recommended and described. ver, in each of these cases the programs are perceived isparate curricula. The interrelationship of all public ice career families and the comprehensive concept of ic service education are overlooked. 45 Swift describes the diversity of curriculum pproaches used in community colleges for human service rograms from one exclusively consisting of general edu— ation courses to one exclusively consisting of courses esignated for a single human service curriculum. The tter, a career model curriculum, is prOposed by Swift. e suggests an "inverted curriculum" in which career riented courses delivering a specific body of knowledge are ifered during the first two years of college (Swift, 1971). Kassel proposed a three part curricular model for man service entry and mid—level positions. This model is signed for implementation by community colleges in the eparation of human service generalists in such fields as ntal health, corrections, and family services. Included training specific to the human services industry, training acific to the field of work, and training specific to the 3. Therefore, both specific occupational knowledge and .115 and general education are developed. An existing community college human services program New York City has been described by Cohen (1967) and ton (1969). This program has been designed mainly to 7n low income persons for paraprofessional careers in 'ous community agencies; such as hospitals, schools, and 'al service organizations. As these authors indicate, a ege for Human Services has been established in New York offering a core human services curriculum. 46 As indicated in Chapter I, a human service techni— ian program has been developed at Kellogg Community College (Battle Creek, Michigan) preparing students for parapro— essional careers in mental health, gerontology, child care, eaching, rehabilitation, general social services, and youth ervices (Steely, 1975). Although these human service proposed and existing urricula are based on perceptions broader than those for ecific occupational curricula, they do not place human rvice within the context of the public service. There- ore, they do not include courses designed to prepare :udents for public, as opposed to private, employment. A large survey of existing human service curricula 1 community colleges in the U.S. has been conducted by ,ffer and Burns. The handbook containing the results of .15 survey was intended as a guide for human service curri— lum developers in establishing new programs. Their con— ption of human service is almost as broad and comprehen— ve as the conception of public service used in this study the need for public service modules. Included are pro- ms in child day care, library assistance, teacher aide paration, fire protection, public administration, food vice, law enforcement, social work, parks and recreation, (Kiffer and Burns, 1972). A descriptive and evaluative study was conducted of specific human serviCe programs at Lansing (Michigan) unity College, by Jackson. Former graduates of the 47 paraprofessional Social Work and Education programs were interviewed, along with current faculty members and admin- Lstrators associated with those programs (Jackson, 1976). A similar type of descriptive and evaluative study was conducted at Lansing Community College by Steenbergen focusing solely on the paraprofessional Education program. 1e described the career ladder concept of teacher education; relating it to the need in schools for differential staffing. Steenbergen concluded a definite need for a paraprofessional nrogram in community colleges for teacher education (Steen— >ergen, 1972). Other guidelines for community college disparate >ublic service programs have been developed. Lewis surveyed .ibrary technical assistant programs in community colleges and outlined the American Library Association's criteria for uch programs. The A.L.A. criteria emphasized behavioral bjectives and stipulated that half of the programs should onsist of business and office skill courses in library echnology (Lewis, 1975). However, none of the A.L.A. riteria conform with the A.A.C.J.C.'s recommendation for iowledge and skills necessary for public service in gen— :al. Guidelines for fire science and law enforcement have Lso been developed respectively by Favreau and Crockett ‘avreau, 1969 and Crockett, 1968). As in the case of brary technology, these proposed curricula do not include parate courses to prepare students for the broad occupa- onal environment of public service. para inte ist1 was foc rel Ste prc be: r——___, 47 paraprofessional Social Work and Education programs were interviewed, along with current faculty members and admin— istrators associated with those programs (Jackson, 1976). A similar type of descriptive and evaluative study was conducted at Lansing Community College by Steenbergen focusing solely on the paraprofessional Education program. He described the career ladder concept of teacher education; relating it to the need in schools for differential staffing. Steenbergen concluded a definite need for a paraprofessional program in community colleges for teacher education (Steen- bergen, 1972). Other guidelines for community college disparate public service programs have been developed. Lewis surveyed library technical assistant programs in community colleges and outlined the American Library Association's criteria for such programs. The A.L.A. criteria emphasized behavioral objectives and stipulated that half of the programs should consist of business and office skill courses in library technology (Lewis, 1975). However, none of the A.L.A. criteria conform with the A.A.C.J.C.'s recommendation for knowledge and skills necessary for public service in gen- eral. Guidelines for fire science and law enforcement have also been developed reSpectively by Favreau and Crockett (Favreau, 1969 and Crockett, 1968). As in the case of library technology, these proposed curricula do not include separate courses to prepare students for the broad occupa— tional environment of public service. the b Agran his a munit cati with comm in a Publ cour PUbl 48 A proposal to place human service programs within the broader context of public service has been made by Agranoff. Although referring to professional education, his approach is consistent with that held by Korim for com— munity colleges. Upward mobility by human service para- professionals should be enhanced by knowledge of the following topics in Agranoff's "holistic human services training approach." 1. Politics, power structures, and publics in human service policy processes and networks; 2. The methods, procedures, and processes of planning and policy making in human service systems, in— cluding regional planning for individual services and integration of services; 3. Management of the human service enterprise including examination of the changing role of individualized services in integrated human service programs and strategies and methods of organizational change which accompany new modes of delivery; 4. Interagency relationships in multi-service delivery programs and in networks of independent agencies; and 5. Models of delivery in human services programming and alternative delivery systems for the human services (American Society for Public Administration, 1974). Existing Integrated Public Service Programs and Core Courses A review of the literature on public service edu- cation reveals very few integrated approaches consistent with the A.A.C.J.C. model reported by Korim. However, some community colleges have combined two or more career families in a public service curriculum. Also, some examples of core public service courses exist. For the most part, these core courses do not include an orientation to the concept of the public interest, public personnel procedures, and principles ofg the pub] The C011 admi com com rele uses admi int in c how nia. Chan (:11 com Unde betl Cit} 197: Pro: "um. f—y ,1 49 of governmental organization, though, as is recommended by the A.A.C.J.C. Actually, one of the better examples of an integrated public service program is located at a four-year college. The School of Public Service at The Grand Valley State Colleges integrates programs in criminal justice, public administration, and community affairs. Numerous core courses are offered, including a required introductory course in public service. That introductory course stresses relationships among different governmental functions and uses case studies to demonstrate the involvement of public administration, law enforcement, and urban affairs experts ‘ in the implementation of public policies (Ishak, 1973). A statewide commitment to public service education in community colleges is described by DeNure. She described how a Statewide Advisory Committee was assembled in Califor- nia. It was the charge of this Committee to identify common characteristics of various public service jobs, relate "clusters of occupations" to basic career fields, and propose common "core" courses. DeNure emphasized the need for understanding "the intergovernmental relationships among and between varied agencies at the federal, state, county, and city level . . ." (Institute for Local Self Government, 1972). Wixon describes a comprehensive public service program at Contra Costa College within the California com- munity college system. He emphasizes the cluster approach at C cult for core 212- COHC comn thes eigl assc Chi< an : core publ con: and Cre: wit: lev OCc cur (2) (4) Shi h__ 50 at Contra Costa, including the existence of a core curri- culum required for all public service programs (Institute for Local Self Government, 1972). However, the two required core courses, Business III——Intermediate Typing and English 212——Report Writing, do not appear to include the distinctive concepts of the public service. Core curricula for public service in California community colleges are also described by Hilding. However, these core curricula are actually within just two of the eight career families in public service; instructional associate and government management (Hilding, 1975). The Public Service Institute of the Loop College in Chicago referred to in Chapter I of this study has developed an integrated curriculum, including a general education core, a public service core, and a specialization core. The public service core consists of traditional disciplinary courses, however, such as Basic Psychology, Urban Sociology, and Basic Principles of Public Administration (Murray and Crego, 1972). That core does not appear to be consistent with the A.A.C.J.C. recommended public service base. Although not specifically for the community college level, Lynn has developed a guideline for public service occupation preparation. The common core career education curriculum includes nine units: "(1) oral communications, (2) written communications, (3) basic report writing, (4) basic record keeping, (5) good grooming, (6) relation— ships with other people, (7) interviewing skills, (8) of < woul vice not The} prii app] and are Ham: for cur: mun. Man. ori ser‘ Jun Pub Shi vie Val rel C0111 Cou 51 (8) applying for public service jobs, and (9) techniques of decision making" (Lynn, 1973). Most of these units would not be included within the definition of public ser— vice education used in this study, however, since they do not constitute distinctive aspects of public employment. They would be appropriate for either public sector or private sector employment. A somewhat integrated public service educational approach in community colleges has been proposed by White and Hamilton. The keystones to their proposed curriculum are role playing techniques and career ladders (White and Hamilton, 1969). Core courses in public service have been proposed for Rochester State Junior College, Minnesota, and are currently being offered at Kalamazoo (Michigan) Valley Com— munity College (as indicated in Chapter I of this study) and Manchester Community College, Connecticut. Courses in the orientation to public service and the organization of public service agencies have been proposed for Rochester State Junior College (Rochester State Junior College, 1969). Public service core courses involving the interrelation— ship of government agencies and the principles of inter- viewing are required for public service majors at Kalamazoo Valley Community College (1975). As a foundation for a relatively comprehensive public service program at Manchester Community College is an Introduction to Public Service course. This course stresses the development and principles of the decisic 1976). college descril grams a core cc Topics curriCI tion 0: System. Object of Tyl the la been n bEhavi based models tOvard phaSiz 52 of the administrative process; including leadership and decision-making (Manchester Community College Catalog, 1976). In conclusion, several examples of community college public service programs and core courses have been described in the literature. However, most of these pro- grams are not integrated with the type of public service core component as that recommended by the A.A.C.J.C. Topics common to many of the core courses in existing curricula pertain to the interrelationships and organiza— tion of governmental agencies. SECTION C--CURRICULUM DEVELOPMENT Overview of Curriculum Design Models Literature on curriculum development emphasizing systematic design building from specific behavioral objectives dates back to at least 1935 with the early work of Tyler. The body of literature greatly expanded during the late 19605 and throughout the 19705. Included have been numerous sources dealing with goal statements, behavioral objectives, modular instruction, competency- based instruction, curriculum evaluation, and general models of curriculum design. Various systematic approaches toward the design of curriculum have been presented. Gagné has developed a curriculum design model em— phasizing the hierarchy of capabilities required to meet an obj be de: of pre to be statee descri posses can be accorc defin: delive tant a servie only ; that . Withoe culum 0f cu: His f ment (2) a of th SYSte need ]__— an objective. Curriculum content, according to Gagné, must 53 be derived from objectives. He also stresses the importance of prerequisite capabilities. Gagné considers a curriculum to be ". . . specified when (l) the terminal objectives are stated; (2) the sequence of prerequisite capabilities is described; and (3) the initial capabilities assessed to be possessed by the student are identified" (Migidson, 1975). A significant distinction between content and method can be made when educational objectives are defined, according to Gagné (Tyler, Gagné, and Scriven, 1967). The definitions of specific objectives do not restrict the delivery of a given unit of content to any one medium. This distinction between content and media is impor— tant as a premise for this study of the need for public service modules, because these modules will be described only as statements of goals and objectives. It is assumed that an accurate assessment of need can be accomplished without specifying a particular medium of instruction. A very comprehensive guide to the design of curri— culum has been provided by Tracey. Like most recent authors of curriculum development, Tracey uses a systems approach. His fifteen—step flow—chart model of a training and develop— ment system includes three stages; (1) requirements systems, (2) development systems, and (3) validation systems. Some of the steps within the first stage, that of requirements systems, are especially appropriate to this study of the need for public service modules. Included are the fomul traini job da tives. releve measux of tra tives. descri based diffic bility traini interc are al questi method GEVelc mest i a basi oblect 54 formulation of goals and functions, identification of training and development needs, collection and analysis of job data, and the selection and writing of training objec— tives. Also included within the first stage, but less relevant to this study, is the construction of criterion measures and evaluative instruments (Tracey, 1971). Consistent with Gagné, Tracey precedes the selection of training strategies (media) with the writing of objec- tives. The procedure for selecting training objectives described by Tracey includes the analysis of relevant tasks based on ten criteria; including measurement of universality, difficulty, cruciality, frequency, practicability, achieva— bility, quality, deficiency, retainability, and follow-on training (Tracey, 1971). Extensive overviews of questionnaire methodology, interviewing techniques, and content selection and sequencing are also provided by Tracey. His twelve step procedure for questionnaire construction is referred to in the research methodology stage of this study. A three—phase systematic model of instructional development has been described by Douglas. Consistent with most instructional design models, learning objectives are a basic aspect of the first phase of this model. These Objectives are derived by an analysis of student learning needs. Of significance is Douglas' assertion that test h__— J items 5 objecti II o provide major p the ass even wi in the this re Propose only a availal fourth questie cationg is eij rEfiner COllece f0rpm] obligae the 0t] tives' WFl--""""‘_——————_—_-_—_’______’__I’I ‘-=:;§;:r 55 items should be written simultaneously with learning objectives. According to Douglas, this step provides ". . . an instant internal checking device“ (Douglas, 1971). An extensive overview of curriculum design has been provided by Houle. Houle describes five strategies of major program reconstruction. The first strategy involves the assumption that a program reconstruction is necessary even without a survey. According to this strategy, officials in the power structure immediately set forth objectives for this reconstruction. The second strategy involves a detailed proposal of a full—scale survey. The third strategy includes only a recommendation of a survey. Applying some form of available criteria for measuring performance constitutes the fourth strategy. The fifth strategy involves probing questions or detailed suggestions regarding specific edu— cational model components vulnerable to criticism. The use of a survey in order to generate objectives is explained by Houle. However, this identification and refinement of objectives would involve a committee acting collectively; a method not used in this study of the need for public service modules. Houle attempts to strike a balance between the abilities and wishes of students on the one hand and the obligation of the teachers to present academic content on the other hand (Houle, 1972). Noting four common features; (1) behavioral objec- tives, (2) the use of feedback between steps, (3) the use basee desiq Migie munil state ties. both 1975; whicl grap] devej of t] of l: Veri: uses whic] mOdu; for 1 Cogu; f011. 56 of a procedural flowchart, and (4) the revision of curricula based on a recyling process; Migidson reviewed curriculum design models. Using a modification of the Herrscher model, Migidson evaluated part of a curriculum at an urban com- munity college. This modification included an identification of student needs and interests, followed by a rationale, statement of objectives, pretest, alternate learning activi— ties, and posttest. A revision step based on feedback from both the pretest and posttest is also included (Migidson, 1975). A strategic planning model for a community college which establishes linkages between individual needs (idio— graphic View) and community needs (nomothetic View) has been developed by Raines. Of particular relevance to this study of the need for public service modules is the identification of linkages between individual and community needs and the verification of those linkages. However, the Raines model uses transactional analysis (interaction of various groups) which is not used in this study (Raines, 1977). Design of Modular Instruction Essential as a basis for the specific design of modular instruction is Bloom's Taxonomy of Educational Objectives. Particularly relevant to this study of the need for public service modules is the knowledge sectiOn of the COgnitive domain. These modules should include at least the following categories of knowledge identified by Bloom: knowl knowl princ and s ceptt early of tt go at haste role infox testi strue John: son ] He i1 leare is t1 Selee Stud. ian PIOp. Ofo are 57 knowledge of terminology, knowledge of trends and sequences, knowledge of classifications and categories, knowledge of principles and generalizations, and knowledge of theories and structures (Bloom, 1956). , Individualized modular instruction has been con- ceptualized and implemented since the 19605. One of the early advocates of this approach was Keller. Major features of the Keller model are (1) the flexibility of time (students go at their own pace), (2) mastery learning (students must master one unit to proceed to the next, (3) the motivational role of lectures (rather than a role as critical sources of information), and (4) the use of proctors for immediate testing, feedback, and personal—social support (Keller, 1968). Recent guidelines for the design of modular in— struction have been provided by Russell and Stuart and Rita Johnson. Russell initially provides an extensive compari— son between modular and conventional instructional design. He indicates that in modular instruction the emphasis is on learning (rather than teaching), the role of the teacher is that of a resource person, instructional materials are selected to help students in achieving the objectives, students proceed at their own rate, and students are actively involved with the instructional materials. The model for the design of modular instruction Proposed by Russell is prefaced on an exact specification of objectives or terminal behavior. Included in his model are four stages; input (students entry behavior), system L‘,, (the 1 test) termi stand. crite 1974) parat indiv Johns istic to th Place and i instr aPPro eXpec acqui on th aCt 0 baSed ROUeC as a Varie 58 (the modular unit of instruction), the standard (a criterion test), and output (the achievement of the objectives or I terminal behavior). Also, a feedback loop connects the standard with the system stage. If the student fails the criterion test, he or she must repeat the module (Russell, 1974). A very detailed step—by—step approach to the pre— paration of audio—visual materials as media for modularized individual instruction has been offered by Stuart and Rita Johnson. Included are principles of selection, character— istics of audio—tutorial lessons, and a nine step sequence to the preparation of materials (Johnson and Johnson, 1970). Competency—Based Instruction During the past few years a great emphasis has been placed on competency-based instruction in the literature and in practice. Although similar to other forms of modular instruction in its inclusion of objectives, alternative media approaches, criteria, etc., it is somewhat unique in its expectations of students. Students must demonstrate the acquisition of knowledge and skills that will be required on the job or in a future course. The emphasis is on the act of demonstration. Roueche has described the theory of competency— baSed instruction as applied to a community college setting. Roueche emphasizes the desirability of holding achievement as a constant (based on mastery learning) and permitting a variation in time. According to Roueche the critical h___z aspeC' of the to ace based Tyler scree: the ST learn. by RO' ments prese: (Roue. by fe. requi devel. betWe other learn 1976) VOCat Stude of co: 59 aspect of competency—based instruction is the demonstration of the mastery of objectives, regardless of the time needed to acquire that mastery. Roueche stresses the need to design instruction based on inputs from different sources. He refers to Tyler's three sources of objectives scrutinized through two screens. The sources include the learner, the society, and the subject matter. The screens include the psychology of learning and the philosophy of education. The model of competency—based instruction posited by Roueche includes five phases; analysis of course require- ments, development of objectives, preparation of instruction, presentation of instruction, and evaluation validation (Roueche and others, 1976). All of these phases are linked by feedback. The first phase, that of analysis of course requirements, would constitute the input needed for the development of objectives. Advanced agreement on performance expectations between instructors and students, according to Roueche and other advocates of competency—based instruction, makes learning a cooperative enterprise (Roueche and others, 1976). A handbook for the development of competency—based vocational education modules has been authored by Fardig. Students are held accountable for achieving minimum levels of competency in performing essential occupational tasks. Components of each module include a title, an introduction, direct and 51 learni ment c evalua (Fard: membei school the Mi for ar Of Sig module Progre goals descri Outcon PrOgrg Since State develC deal E goals n8ed 1 _[—__7 6O directions, objectives, a series of learning activities, and special learning materials. Numerous suggestions for learning activities are offered, procedures for the develop— ment of slide—tape presentations are outlined, and an evaluation system for competency-based modules is presented (Fardig, 1975). In an attempt to aid program directors and faculty members in converting vocational-education courses in high schools and community colleges to competency—based education, the Michigan Department of Education has developed materials for an in—service program on competency—based education. Of significance to this study of the need for public serviCe modules is the distinction made in these materials between program goals and performance objectives. Although both goals and objectives are behavioral, student oriented, and describe desired outcomes, the former describe longer range outcomes of a program consisting of two or more courses. Program goals are not designed to be precisely measured, since they do not include conditions and criteria (Michigan State Department of Education, 1978). Goals and Objectives Although most of the literature on curriculum development refers to goals and objectives, some sources deal exclusively with the derivation and/or writing of goals and/or objectives. Krathwohl, e.g., stresses the need for several levels of objectives, based on their degree 01 for these tion of t stating 1 He notes levels, 1 specific I Objective Research this derj Significe modules j Obtained Visors or for Resee of Object SPECifici fie): lev educatiOn short- te: 61 degree of generality or specificity. Among other reasons for these various levels, Krathwohl claims that the examina- tion of the interrelationship of objectives necessitates stating the objectives at different levels of abstraction. He notes that agreement is easier to reach at abstract levels, but that significant differences occur at more specific levels (Krathwohl, 1965). Preparatory steps for the derivation of instructional objectives have been outlined by the American Institutes for Research in the Behavioral Sciences. Two sources used for this derivation are job descriptions and task analysis. Of significance to this study of the need for public service modules is their suggestion that task analysis data be obtained from both employees in the target job and super— visors one step above the target job (American Institutes for Research in the Behavioral Sciences, 1976). The kinds of objectives (cognitive, affective, and psychomotor), specificity of objectives (global, intermediate, and Speci- fic), levels of objectives (planning, informational, and educational), and time frame of objectives (immediate, short—term, long—range, and life goals) are specified by the American Institutes (American Institutes for Research in the Behavioral Sciences, 1976). As in the case of Krathwohl's reference to several levels, this multi— dimensional taxonomy is significant for this study of the need for public service modules; since they are at a higher level tional perfor Scott Scott, subjec world. the fi by the develc as "or in con good " Yelon occur: goal, by anc 1970). Bailey Perfol Michig they C object Staten 62 level of abstraction and somewhat longer range than occupa- tional or career—family skills and knowledge. Detailed guidelines for writing goal statements and performance objectives have been provided by Yelon and Scott and Bailey, Bland, and Brown. According to Yelon and Scott, general goal statements should be related to the subject matter and be important for survival in the real world. The writing of general goal statements constitutes the first step in the curriculum development process outlined by these two authors. The second stage in the curriculum development process described by Yelon and Scott is labeled as "out-of-class performance statements." They correSpond in concept to performance objectives. The criteria for good "out-of-class performance statements,‘ according to Yelon and Scott, include references to student behaviors occurring outside the class, achievement of part of the goal, measurable performance, (measured in the same manner by another teacher) and justifiability (Yelon and Scott, 1970). Based on Mager's three part instructional objective, Bailey, Bland, and Brown have prepared guidelines for the Performance Objectives Development Project sponsored by the Michigan Department of Education. Like Yelon and Scott, they distinguish general goal statements from performance Objectives. According to these authors, general goal statements are "general, non-behavioral statements of desired educational outcomes agreed upon by appropriate L__‘_i instru< Perform specif: in com That i or oug Howeve variab exists object public PUblic vocatf sourc. Nebra Publi not 1 Nebr; Clus for Pr0g the PUb lea 63 instructional planners" (Bailey, Bland, and Brown, 1973). Performance objectives used in these guidelines include specification of the performance, conditions, and criteria. Synthesis and Conclusions The aforementioned studies of occupational education in community colleges are mainly descriptive or normative. That is, the types of occupational curricula which do exist or ought to exist in community colleges are explained. However, little research has been conducted on identifying variables which may explain why a particular taxonomy exists. In fact, in most cases the common goals and objectives which link programs within a cluster (such as public service) are not identified. However, a consistency in identifying the need for public service programs and the desire for open—ended vocational/technical curricula is found among the various sources. Grede's testimony and the study by Mid~Plains Nebraska-Technical Community College conclude the need for public service programs. However, Grede's testimony does not refer to systematic research and the scope of the Nebraska study is limited. Public service as an integrated cluster is emphasized by Harris and Faber. Maxie's model for the deployment of students between occupational training programs and Cohen's open—ended vocational curricula imply the necessity for a common core within a cluster, such as PUblic service. Harris also stresses the need for "common learnings." Harris to ide: catego: parapr. His ca' corres; popula- as pre ceptua. sidera' Currier tion t. knowle. for ups many 0: most 0 munity disPar. Servic. human . are ma: and ha‘ 0f cdm 64 The developmental and evaluative plans offered by Harris and Hedlund relate to the procedure of this study to identify and verify public service modules. Harris' category of "meeting community needs" corresponds to the paraprofessional and employer subpopulations of this study. His category of "administrative climate and organization" corresponds to the Lansing Community College staff sub— populations. Hedlund's two-phase decision—making model, as previously indicated, somewhat corresponds to the con— ceptualization and verification stages of this study. The identification and validation of budgetary con— siderations as determinants of community college occupational curriculum mixes by Fearn provides the basis for a limita— tion to this study. Respondents may identify primarily knowledge for immediate employment rather than knowledge for upward or lateral mobility. However, it is likely that many of the respondents have broader vision. As in the case of occupational education in general, most of the literature on public service education in com— munity colleges is descriptive and/or normative. Existing disparate programs, career family clusters, and public service generic programs are described. Proposals for human service and public service core courses and programs are made. Evaluations have focused on disparate programs and have not addressed the identification or desirability of common public service modules. betwe goals usual A.A.C Korim are p colle core cedur ident expla goals Publi Besid 0ther Inenta Opera 65 Common among many sources is the relationship between various public service programs. However, the goals and objectives which link these programs are not usually identified. One exception, however, is the A.A.C.J.C. proposed public service curriculum described by Korim. Common knowledge is identified and two core courses are proposed. In addition, Korim recommends that community colleges develop a public service core using these proposed core courses as a point of departure. However, the pro— ) cedure (beyond discussion by a national task force) for 5 identifying and verifying this common knowledge is not explained. The courses are described as topics rather than goals and objectives. Topics common to many of the existing and proposed public service core courses include the following: 1. interrelationship between various agencies of government; 2. the organization of government; 3. decision-making within the frame-work of govern- mental organizations and regulations; and 4. effective communication within the public service. Besides these topics, the A.A.C.J.C. proposes numerous others which relate to the effective delivery of govern— mental services, public personnel, organization, and operating procedures. Based on the literature of public service, the recognition of the commonality of public service and the demon servi stron goals empha devel ident is co ment study betwe Proce modul Krath Behav objec of pr objec Oh oh targe Subpc this is b 66 demonstration of a procedure for identifying common public service goals and objectives is justified. However, a strong theoretical foundation for testing a specific set of goals and objectives is lacking. The derivation of content from goals and objectives emphasized by Gagné is consistent with most of the curriculum development models reviewed. Therefore, the approach of identifying goals and objectives of public service modules is consistent with these models. Each of the common features of curriculum develop— ment models identified by Migidson are included in this study. Behavioral objectives are identified. Feedback between steps is used in modifying these objectives. A procedural flowchart is followed. The public service modules are revised. The procedures for deriving goals and objectives by Krathwohl and the American Institutes for Research in the Behavioral Sciences are significant. The several levels of objectives identified by Krathwohl relate to the conception of program, career family, and public service goals and objectives. The importance placed by the American Institutes on obtaining task analysis data from both employees in target jobs and supervisors one step above relates to the subpopulations of paraprofessionals and employers used in this study. The drafting of goals and objectives for this study is based on the format outlined by Yelon-and Scott and Baile Mager forma forma servi strat conse proce study Of oc tiona withi secti PrOgr of Cu ducti trend PUbli ViCe model Publi devel desig baSed 67 Bailey, Bland, and BrOWn. Each of those sources relies on Mager's three-part instructional objective, including per— formance, conditions, and criteria. However, only per— formance is used in this study of the need for public service modules. The concept of establishing linkages in Raines' strategic planning model is consistent with the emphasis on consensus within and between various subpopulations; a procedure described in detail in the research design of this study. Summary This review of literature has included an overview of occupational education in general, public service occupa— tional education in particular, and curriculum development within community colleges. The occupational education section includes descriptions of State-wide and institutional programs, summaries of Congressional testimony, explanations of curriculum development and evaluation models, an intro— duction to career education, and a projection of the future trends in community college occupational education. The public service section includes an overview of public ser— vice programs in community colleges and descriptions of models and existing disparate programs, existing integrated public service programs, and core courses. The curriculum development section includes an overview of curricular design models, an introduction to modular and competency— based instruction, and an examination of goals and objectives. l mental aI Sectional The majO] aProcedi (in the j desirable Public SE Lansing ( made to C Ships I Va the deSi] 0f the p] cOnceptue °f Public serViCe I COnsiste( CHAPTER I I I METHODOLOGY Overview The research design for this study is nonexperi- mental and descriptive (Gay, 1976). It involved a cross— sectional examination of a population at one point in time. The major purposes are the use and formative assessment of a procedural model for identifying public service modules (in the form of goals and objectives) which are deemed desirable by a cross section of respondents affiliated with public service associate degree curricula offered at Lansing Community College. While no formal attempt was made to control variables or measure statistical relation— ships, various research questions were addressed regarding the desirability of the goals and objectives and the quality of the procedure. Three major stages were included within the design; conceptualization, verification, and modification. The conceptualization stage involved the generation Of public service goals; each representing a potential public service module. Input for the generation of these goals consisted of the "public service base" component of the 68 A.A.C progr. collec the p1 a mod. field for e. Lansi: emplo; quest. was u; goals those SUppo; accep SeIVit pr0C84 feedb. regul. of thl 69 A.A.C.J.C. recommended public service associate degree program and other literature in the field of community college public service education, as previously reviewed. The verification stage involved a pilot study of the public service goals conceptualized in the first stage, a modification of goals and generation of objectives, and a field test of goals and objectives. The degree of support for each of the public service goals and objectives among Lansing Community College staff and paraprofessionals and employers in varous public agencies was measured. A questionnaire with Likert scale and consensus measurement was used. The modification stage involved revisions of the goals and objectives of the public service modules. Only those goals and objectives receiving an acceptable level of support in the verification stage were maintained. The acceptable goals and objectives were arranged in public service modules; based on various categories of support. Throughout the study a formative assessment of the procedure was conducted. This assessment was based on feedback from the semi—structured interviews (pilot study), results of the field verification, and personal observations of the writer. Nature of Population The population of this study includes personnel involved in teaching and administering public service associat performi istrativ are prep are incl 1. the SeVe: Lansing . 70 associate degree curricula at Lansing Community College and performing paraprofessional, supervisory, and higher admin— istrative functions in public agencies for which students are preparing. Specifically the following subpopulations are included: 1. All full—time faculty members and administrators at the departmental level who teach courses in and/or administer the seven (7) public service associate degree curricula at Lansing Community College. 2. All paraprofessional employees at the levels targeted by the seven public service associate degree curri— cula at Lansing Community College in the two largest public service agencies within local units of govern— ment served by that College. Local units of govern- ment include cities, counties, townships, villages, and school districts. Included as public service agencies would be departments (county departments of social services, city police departments, and city finance departments, etc.) and specific schools (elementary schools within a school district); and 3. All direct supervisors and administrators one level above the direct supervisors for each of the above— mentioned paraprofessional employees. Since these subpopulations were studied for each of the seven public service associate degree curricula at Lansing Community College, a total of twenty-one separate subpopul these su College mental l educatio group in teaching been inv committe ment Opp identify fOrmativ also in While 5 direct e 0f the n Vice age some cur SErviCe collEge. fess i011 a thEir br 6 better 71 subpopulations comprise the population. However, most of these subpopulations are quite small. The rationale for including the Lansing Community College staff (faculty and administrators at the depart- mental level) is the knowledge they have acquired based on educational methodology, student interaction, and advisory group interaction. They have been involved in develOping, teaching, and revising public service curricula. They have been involved with organizing and interacting with advisory committees, supervising internships, and identifying employ- ment opportunities. These personnel are in positions to identify desirable public service goals and objectives and formatively access the procedure of this study. They are also in positions to modify curricula for inclusion of public service modules. Paraprofessionals were included because of their direct experience. They have day-to—day working knowledge of the nature of paraprofessional functions in public ser— vice agencies. Included among the paraprofessionals are some current students and graduates of the seven (7) public service associate degree curricula at Lansing Community College. Direct supervisors and administrators of parapro— fessional employees were included not only because of their knowledge of paraprofessional functions, but also because of their broader vision of public service. They should be in a better position than paraprofessionals to identify the A, knowle< upward breadtl since : the pul tional several pilot Collegt profes: and pa; Was su: Was us. the He does m COnfid local ‘ a Stra Varian, area 0 greatlj SeleCt 72 knowledge required to perform effectively and to move upward or laterally within the public service. This breadth of vision is particularly important for this study, since it involves an examination of knowledge and skills of the public service in general, rather than specific occupa- tional knowledge or skills. In the initial phase of the verification stage, several members of the population were interviewed as a pilot study. Included was the entire Lansing Community College staff defined above and a few employers and para— professionals in public agencies. Most of the employers and paraprofessionals were selected based on recommendations of Lansing Community College staff interviewees. In the verification stage, the entire population was surveyed. No samples were taken. The entire population was used because of its relatively small size and because the nature of the measurement device, ordinal consensus, does not permit the determination of sampling variation. Confidence intervals cannot be established. The two largest local public service agencies within local units of government were selected, rather than using a stratified random or cluster sample, because of the variance in size of agencies and the indefinite service area of the College. Agencies served by the College vary greatly in terms of number of paraprofessional positions. Selecting a few employees at randOm from a number of differ— ent agencies or selecting two or three agencies at random gm__l:__il might I represe measure determ: determi served of the served serve a jurisdj to the curricx tant a1 College COmHlUnj that Cc l. 73 might not result in a representative sample. In fact, the representativeness of the sample could not easily be measured. The ordinal consensus design does not permit the determination of sampling error. Even if it did permit this determination, the boundaries of the general population served by the College could not be easily identified. Some of the curricula Serve state—wide agencies that are also served by other community colleges. Some of the curricula serve agencies beyond the traditional twenty-five mile jurisdiction of the College. By confining the population to the two largest local public service agencies for each curriculum, in depth analyses can be made of the most impor- tant and definitive clientele organizations served by the College. The population of this study was confined to Lansing Community College and the public service clientele groups of that College for the following reasons. 1. A major purpose of the study is the use and formative assessment of an institution-wide curriculum develop— ment/modification model. This model could be used at other community colleges with various disparate public service curricula. Therefore, the generali— zability of this study beyond the defined popula— tion relates more to the process model rather than the curriculum content. 2. The A.A.C.J.C. proposed public service curriculum is designed for a single institution; rather than c01flm0n tiVes i 74 a state—wide system of community colleges. Since one of the sources of input in the conceptualiza— tion stage of this study is that proposed curriculum, it is appropriate to confine the population to a single community college. 3. Most community college curricula in Michigan are developed at the institutional level. Curriculum content recommended at the State level is usually adopted at an institutional level only after some type of community-based developmental process. 4. A multi-institutional study would not control for parochial preconceptions various reSpondents may have regarding the nature of public service and desirable goals and objectives. The idiosyncracies of one area would only be compounded by the idio- syncracies of other areas. 5. Lansing Community College has many disparate public service curricula. It has been recommended by the A.A.C.J.C. that community colleges with many public service curricula adopt a public service core. This study of the need for public service modules empirically tests that recommendation. Procedural Model for Gathering Data The procedural model for identifying and verifying common public service modules expressed as goals and objec— tives is based on components of models developed or reviewed by Tr syste cular matio modif recon four revie (2) t proce based betwe commu viewe the c senst vious ceduz Objec illue mOde] 75 by Tracey, Houle, Migidson, and Raines. The requirements systems stage from a fifteen—step flowchart model, parti— cularly the interview and structured questionnaire infor— mation gathering techniques, are provided by Tracey. A modification of Houle's second strategy for major program reconstruction, that of a full—scale survey, is used. The four common features in the curriculum development models reviewed by Migidson are included; (1) behavioral objectives, (2) the use of feedback between steps, (3) the use of a procedural flowchart, and (4) the revision of curricula based on a recycling process. The establishment of linkages between institutional (Lansing Community College staff) and community (paraprofessionals and employers in the field) views is based on Raines "Strategic Planning Model." In the case of this study linkages are based on ordinal con- sensus, rather than transactional assessment, as was pre— viously indicated, See Figure l for a flowchart illustrating the pro— cedural model for developing public service goals and objectives used in this study. See Figure 2 for a flowchart illustrating the procedure used to formatively assess this model for developing public service goals and objectives. Conceptualization Based on a derivation from synthesis of the A.A.C.J.C. recommended public service base, public service literature, mainly from Macy, DeNure, White and Hamilton, 76 Conceptualization Critically Review Modules for Public Service All Public Service (‘1 Literature Curricula \L Modules for Service Goals . . Career Families Verifi-\l/ cation Pilot Study Modules for - Curric la Interv1ews u \l/ Screen Conceptualized Goals, Identify Addi— tional Goals, and ‘ Specify Objectives Construct and Validate Structured 9 enerat P ' G e ublic One or More 6—— < Semi-Structured One or More §—— Questionnaire Institutional View Community View Paraprofessional Employees Community Determine College Staff Consensus of Support Modifi— cation Public Agency Employers Organize Fppdhapk Desirable Goals and Objectives into Modules Figure 1. Procedural Model-Development of Public Service Modules. Pigur 77 Conceptualization Critically Review /' Public Service Literature Verifi- cation Pilot Study—Semi—Structured Interviews Perceive Value of Purposes and Quality of Procedure Field Verification Institutional View Community View Community Determine Parapro— College Consensus of _ /' feSSlOnal Staff Support Employees for Purposes and Procedure of Personal Study Observations Public Agency of Employers Researcher Fppdhack / \ Figure 2. Formative Assessment of Procedural Model. and int Grand V College describ generat l. 78 and integrated public service programs and courses, such as Grand Valley State Colleges, Kalamazoo Valley Community College, and Manchester Community College as previously described, the following public service goals were generated: 1. Prepare the student to describe public personnel procedures. 2. Prepare the student to describe the organizational structure of public agencies. 3. Prepare the student to describe the role of para— professionals in public agencies. 4. Prepare the student to explain the meaning of the "public interest." 5. Prepare the student to describe the ethical stan- dards expected of paraprofessional public employees. 6. Prepare the student to identify causes of employee discontent and militancy in public agencies. 7. Prepare the student to describe career patterns within public employment. 8. Prepare the student to explain the rights and reSponsibilities of public employees within the framework of public sector collective bargaining. 9. Prepare the student to make effective decisions within the framework of governmental ordinances and regulations. 10 ll 12 14 Verii menti lite: objec Semi. time mentg teacl dEgrg finest trad; Was deSi: 79 10. Prepare the student to effectively communicate with citizen clients. 11. Prepare the student to cope with unexpected inci- dents in public agencies. 12. Prepare the student to formulate and present effec- tive reports in public agencies. 13. Prepare the student to describe the relationship between the delivery of public services, revenues, and the budget-making process. 14. Prepare the student to describe the relationship between various public agencies addressing similar problems and/or providing similar services. Verification For purposes of initially screening the above— mentioned public service goals conceptualized from the literature, generating additional public service goals and objectives, and formatively assessing the procedural model, semi-structured interviews were conducted with all the full- time faculty and administrative staff members at the depart— mental level at Lansing Community College who primarily teach or oversee one or more of the public service associate degree curricula. This approach facilitated follow—up questions and probing necessary for the generation of non— traditional ideas. As the personal interviewer, the writer was able to focus on consideration of knowledge and skills desirable for the public service in general, rather than speci gener whett able inter study inter forms the t of it quest quest inter Staff agenc numbe IunE and E defir Vice goal: tiVes \ 80 specific occupational knowledge and skills or knowledge generic to all occupations involving human interaction, whether in the public or private sector. The writer was able to observe the degree of commitment and enthusiasm each interviewee has toward the purposes and procedure of the study. An interview guide was prepared and given to the interviewees prior to the interview. For the purpose of formative assessment, open-ended questions were asked at the beginning and end of the interviews. For the purpose of identifying desired goals and objectives, structured questions were initially asked, followed by open—ended questions for probing in-depth (Gay, 1976). All of the interviews were tape recorded. During these interviews of Lansing Community College staff members, a list of the two largest public service agencies within local units of government in terms of the number of appropriate paraprofessional positions were requested. Other interviews were held with paraprofessionals and employers in the public service agencies within the defined pOpulation. Based on these interviews, a series of public ser— vice modules were identified and described in terms of goals and objectives. The format of the goals and objec— tives was largely based upon Yelon and Scott (1970) and B revie fied or ha scale ordin lity relat is co state shoul Quest the s was a publi as a each 0r di Optic agree 0f th retur 81 and Bailey, Bland, and Brown (1972) as described in the review of literature. The public service goals and objectives were veri— fied by an ordered option structured questionnaire mailed or hand carried to all members of the population. A Likert scale was used on the questionnaire. A measurement of ordinal consensus was used to determine levels of acceptabi— lity of each of the goals and objectives. Each ordered option item on the questionnaire relates to only one public service goal or objective. This is consistent with the principle of educational research stated by Gay that each item on a structured questionnaire should deal with a single concept (1976). Additional questionnaire items pertain to the value of the purposes of the study and quality of the procedure. Each respondent was asked to indicate to what degree he or she believes a public service goal or concept is desirable or undesirable as a requirement in a public service curriculum. Also, each reSpondent was asked to indicate a degree of agreement or disagreement toward a few assessment statements. Five options provided on a Likert scale were offered; strongly agree, agree, undecided, disagree, and strongly disagree. A cover letter was drafted explaining the purposes Of the survey, degree of confidentiality, and requested return date. Each respondent was asked to identify the mat emp let ide nam spe exp reg the t0- gue req sen IES‘ Pri. com] An . res] rel. 3119: and env. 82 nature of his or her position and the length of time employed. As explained to the respondents in the cover letter, questionnaires were coded only for the purpose of identifying the location and level of employment. However, names of respondents were not requested. Information from specific questionnaires is confidential. Initially, the questionnaire was given to three experts in public service with a request for feedback regarding clarity and length. It was expected that each of the questionnaires should take no more than thirty minutes to complete. After revisions based on this initial feedback, questionnaires were sent to all members of the population, requesting return within one week. Reminder post cards were sent to members of those agencies in which 100 percent response rate had not been achieved within a week. Permission was obtained from executives with appro- priate authority in each of the public service agencies comprising the population to distribute questionnaires. An attempt was made to acquire home addresses of each of the respondents. However, because of the sensitivity of releasing such information, some of the agency executives suggested distribution through their respective offices. Consequently, a variety of means of distribution and return were used. Letters with self-addressed stamped envelopes were sent to the homes of respondents within a %_l cit (as ant rel pr< Lil deg on St] in< 83 city assessor's office and county equalization department (assessment administration paraprofessionals and employers), respondents within two elementary schools (teacher associate paraprofessionals and employers), some respondents within the Head Start Program (child development paraprofessionals), and all the respondents within the Lansing Community College staff. Letters with self—addressed envelopes were sent to the offices of some respondents with the Head Start Program (child development employers) and all the respondents within the city library (library media technology paraprofessionals and employers). Questionnaires were distributed and returned through the office of an executive official in the probate court, the friend of the court, the State of Michigan Library, the two city fire departments, the city police department, and the county sheriff's department. A goal of 70 percent response rate for each sub— population was set (Gay, 1976). The Likert scale used on this questionnaire is ordinal. There is a definite order of responses. From strongly disagree to strongly agree is an order of increasing support. However, it is not a ratio or interval scale, since the intervals between the options are unknown. Assumptions about proportional or equal intervals would be highly questionable (Gay, 1976). However, a statistical procedure for measuring degree of consensus for an ordinal scale has been developed by Le on th It do makes simplj avail. the c. dispe: A sta' In co: minim' in a : whEre figurt Eithe; 0f the the n' maxim. examp. reSpOl equal (stro1 and l 84 by Leik. The measure of ordinal consensus is not dependent on the size of the sample or the number of choice options. It does not measure central tendency or variability. It makes no assumptions about intervals between options. It simply measures the degree of dispersion over a set of available options; the smaller the dispersion, the greater the consensus. The pr0cedure involves a measurement of diSpersion as a proportion of the total possible dispersion. A statistic of 0 dispersion would reflect maximum consensus. In contrast, a statistic of 1.00 dispersion would reflect minimum consensus. The formula for deriving the degree of dispersion in a study using an ordinal scale is as follows: ZZdi D = m—l where Edi equals the sum of the differences between each figure in the cumulative relative frequency distribution and either 0 or 1, whichever is the smaller difference for each of the cumulative relative frequencies, and m represents the number of ordered options. D is the proportion of the maximum dispersion possible across available options. For example, if five respondents chose strongly agree and five respondents chose strongly disagree, the statistic D would equal 1. The cumulative relative frequences would be .5 (strongly agree), .5 (agree), .5 (undecided), .5 (disagree), and 1.00 (strongly disagree). Since the difference between .5 an and l l-D, Howev: cumul. optior sus i: this 5 made a Likert tions of nev SUppOI a reSt Cate n if all direct levels first -66 Or least OptiOn 85 .5 and either 0 or 1 is .5 and the difference between 1.00 and 1.00 is 0, the Zdi=2 and D=l.00. Since consensus equals l-D, the measurement of consensus in that case would be 0. However, if all ten respondents chose strongly agree, the cumulative relative frequencies would be 1.00 for each of the options. In that case, ZD=O and the measurement of consen— sus is 1.00 (maximum) (Leik, l966). The measure of ordinal consensus is appropriate for this study because (1) no assumptions can justifiably be made about equal intervals or ratios between options in the Likert scale and (2) widespread consensus within subpopula— tions should exist before recommendations for the adoption of new instructional modules are made. However, widespread consensus may not reflect strong support. Consensus on indecision may exist. For example, a result in which all respondents mark undecided would indi— cate maximum consensus. Also, maximum consensus would result if all respondents mark strongly disagree. Therefore, the direction of the consensus must be measured. For purposes of this study, two criteria and two levels of support within each subpopulation were used. The first criterion is a measurement of ordinal consensus of .66 or higher. The second criterion is the inclusion of at least 66 percent of the respondents in the strongly agree Option or at least 66 percent of the respondents in either the strongly agree or agree options. Meeting a consensus of agJ sum re: W01 sul de: ag: li. de th in di su 0f wh mo 01‘. Cr 86 of .66 with 66 percent of the respondents in the strongly agree option would be categorized as "consensus of strong support." Meeting a consensus of .66 with 66 percent of the respondents in either the agree or strongly agree options would be categorized as "consensus of moderate support." A separate measurement of ordinal consensus and level of support was made within each of the twenty—one respondent groups in this study. The respondents from each subpopulation constitute a respondent group. These respon— dent groups include Lansing Community College staff, public agency paraprofessionals, and public agency employers affi— liated with each of the seven public service associate degree curricula offered at that College. Modification Based on the results of the questionnaire responses, the public service modules generated (identified as goals) in the conceptualization stage were modified. Those which did not meet the criteria for “consensus of moderate support" for at least two of the respondent groups for any of the public service curricula were discarded. Those which did meet the minimum criteria were placed in one or more of twelve categories. The twelve categories are based on the degree of consensus and support across respondent groups within separate curricula and across curricula. Criteria for each category are as follows: 87 Criteria for inclusion in modules for all seven curricula: l. "Consensus respondent 2. "Consensus two of the of strong support" within each group of all seven curricula. of strong support" within at least three respondent groups for each of the seven curricula. "Consensus respondent "Consensus two of the of moderate support" within each group of all seven curricula. of moderate support" within at least three respondent groups for each of the seven curricula. Criteria for inclusion in modules for at least one career family. 5. "Consensus dent group of strong support" within each respon— of at least one career family (human services or educational services). "Consensus two of the curriculum "Consensus respondent "Consensus two of the curriculum of strong support" within at least three respondent groups for each within one career family. of moderate support" within each group of at least one career family. of moderate support" within at least three respondent groups for each within one career family. excl cate gori inc four for C011 (Cat Obj. int< Cula cula 88 C. Criteria for inclusion in modules for at least one curriculum. 9. "Consensus of strong support" within each respondent group of at least one curriculum. 10. "Consensus of strong support" within at least two of the three respondent groups of one curriculum. ll. "Consensus of moderate support" within each respondent group of at least one curriculum. 12. "Consensus of moderate support" within at least two of the three reSpondent groups of one curriculum. It should be emphasized that these are not mutually exclusive categories. Goals and objectives in the first category would obviously be found in all the other cate— gories. Those in the second category would also be found in categories 4, 6, 8, 10, and 12. The goals and objectives in categories one through four were organized into public service modules recommended for all public service curricula at Lansing Community College. The particular levels of consensus and support (categories 1, 2, 3, or 4) would be noted. Those goals and objectives in categories five through eight were organized into public service modules recommended for all the curri- cula within at least one of the career families. The parti— cular levels of consensus (categories 5, 6, 7, or 8) were als gor vic CUI ass we: the the sta com a I its on ma: th. Ce] 89 also noted. Lastly, those goals and objectives in cate- gories nine through twelve were organized into public ser- vice modules recommended for at least one public service curriculum. The particular levels of consensus (categories 9, 10, 11, and 12) were also noted. Formative Assessment Four items on the questionnaire pertain to an assessment of the procedure of the study. Respondents were asked if the purposes of the study are important, if they are in appropriate occupational positions for answering the questions, if the goals and objectives are clearly stated, and if the goals and objectives are sufficiently comprehensive. The same criteria of ordinal consensus with a Likert scale as that used for the goals and objectives items were used for the assessment items. The respondent groups reflecting a "consensus of strong support" or "consensus of moderate support" for each of the assessment items were identified. A descriptive formative assessment was made based on the semi—structured interviews, structured question- naires, and personal observations of the writer. Summary This research design has included a description of the population and rationale for its selection. The con— ceptualization stage of the study is described, including the dev: deSt the sta of . pub men des and ass eac 90 the main literature sources for the generation of goals and development of procedural model. The verification stage is described, including the instruments for gathering data and the statistical procedure for measurement. The modification stage is described, including a list of twelve categories of acceptable goals and objectives that are organized into public service modules. The procedure for formative assess— ment is also described. It is emphasized that this is a nonexperimental, descriptive study in which support for public service goals and objectives is measured and the procedure of the study assessed by a cross section of three respondent groups for each of seven curricula. dill fit CHAPTER IV ANALYSIS OF DATA Overview The analysis of data includes the verification and modification stages of the procedural model described in the last chapter. Results of the pilot study phase (semi-structured interviews) of that stage are presented. The deletion of some goals and specification of objectives based on these results are explained. The results of the field verification are presented. Based on these results, the goals and objectives meeting the criteria are classified and organized in public service modules. Included in the results of the pilot study, the field verification, and the writer's general observations is a formative assessment of the procedural model. As explained and illustrated in the last chapter, this model has an initial stage of conceptualization. During that stage, public service goals are generated from a critical review of literature (conventional expertise). The following fourteen goals generated from that review listed below were placed in the pilot phase of the verification stage: 91 10. 92 PERSONNEL PROCEDURES. Prepare the student to describe public personnel procedures. ORGANIZATIONAL THEORY. Prepare the student to describe the organizational structure of public agencies. FUNCTIONAL DESCRIPTIONS. Prepare the student to describe the role of paraprofessionals in public agencies. PUBLIC INTEREST. Prepare the student to explain the meaning of the "public interest." ETHICAL STANDARDS. Prepare the student to describe the ethical standards expected of paraprofessional public employees. EMPLOYEE RELATIONS. Prepare the student to identify causes of employee discontent and militancy in public agencies. CAREER PATTERNS. Prepare the student to describe career patterns within public employment. COLLECTIVE BARGAINING. Prepare the student to explain the rights and responsibilities of public employees within the framework of public sector collective bargaining. DECISION-MAKING. Prepare the student to make effec- tive decisions within the framework of governmental ordinances and regulations. PUBLIC COMMUNICATION. Prepare the student to effec- tively communicate with citizens/clients. sen ado' of int que 93 ll. CRISIS SITUATIONS. Prepare the student to cope with unexpected incidents in public agencies. 12. REPORT PREPARATION. Prepare the student to formulate and present effective reports in public agencies. 13. FISCAL PROCEDURES. Prepare the student to describe the relationship between the delivery of public services, revenues, and the budget—making process. 14. AGENCY RELATIONSHIPS. Prepare the student to des- cribe the relationship between various public agen- cies addressing similar problems and/or providing similar services. Besides reactions to these fourteen goals, the semi-structured interviews (constituting the pilot phase) addressed several questions as an assessment of the quality Of the study. In order to determine the support from interviewees toward the purposes of the study the following questions were asked: 1. Do you perceive a commonality between government careers, regardless of career family or specific job? 2. Do you believe that students should be prepared in an associate degree program for mobility upward within their career family? 3. Do you believe that students should be prepared in an associate degree prOgram for mobility within C0< as: adr 94 government across career families (e.g., from law enforcement to social work)? 4. Should there be a core of instructional units pre— paring students for public (government) employment in general, regardless of career family? In addition, after explanation of the purposes and proce— dural model of the study by the interviewer (the writer), interviewees were asked for an assessment. General Description of the Population The pilot phase of the verification stage involved twenty semi—structured interviews. Included as interviewees were four department Chairpersons, two program directors, and seven faculty members; constituting thirteen full-time employees of Lansing Community College directly affiliated with one or more of the public service associate degree curricula. One chairperson and one program director were responsible for the child development, social work, and teacher associate curricula. One chairperson was responsible for the law enforcement and property valuation/assessment administration curricula. One chairperson and one program director were responsible for the library media technology curriculum. The faculty members taught courses and/or coordinated the child development, social work, teacher associate, law enforcement, property valuation/assessment administration, and fire science curricula. 95 The remaining interviewees were from public agencies which had positions targeted by the seven curricula. Five of these interviewees are classified as employers. That is, they are supervisors or coordinators of paraprofessionals. Two of the interviewees are classified as paraprofessionals. The pOpulation for the field verification consisted of three subpopulations for each of the seven public ser- vice career curricula. The first subpopulation included the same Lansing Community College staff members who were interviewed in the pilot phase. The second subpopulation included paraprofessionals in local public service agencies in the College service area. The third subpopulation included direct supervisors and administrators one level above the supervisors in the same public service agencies. These supervisors and administrators are termed "employers." The public service agencies from which the para— professionals and employers were selected are described as follows: 1. child development; a Head Start program which is part of a federal agency which is locally admini- stered and depends on twenty percent local funds; 2. social work; a Probate Court and Friend of the Court as part of a large county government; 3. teacher associate; two elementary schools (one for the handicapped) in a local school district; 4. library media technology; a city library and the State of Michigan Library; 95 The remaining interviewees were from public agencies which had positions targeted by the seven curricula. Five of these interviewees are classified as employers. That is, they are supervisors or coordinators of paraprofessionals. Two of the interviewees are classified as paraprofessionals. The population for the field verification consisted of three subpopulations for each of the seven public ser- vice career curricula. The first subpopulation included the same Lansing Community College staff members who were interviewed in the pilot phase. The second subpopulation included paraprofessionals in local public service agencies in the College service area. The third subpopulation included direct supervisors and administrators one level above the supervisors in the same public service agencies. These supervisors and administrators are termed "employers." The public service agencies from which the para— professionals and employers were selected are described as follows: 1. child development; a Head Start program which is part of a federal agency which is locally admini— stered and depends on twenty percent local funds; 2. social work; a Probate Court and Friend of the Court as part of a large county government; 3. teacher associate; two elementary schools (one for the handicapped) in a local school district; 4. library media technolggy; a city library and the State of Michigan Library; 96 5. law enforcement; a city police department and county sheriff's department; 6. property valuation/assessment administration; a city assessor's office and a county equalization department; and 7. fire science; two city fire departments. In the selection of these agencies the criteria set forth in the last chapter were followed with some modifications. All of the agencies constitute the two largest agencies within local units of government as identified by the interviewees, except for child development and library media technology. Since privately owned and managed day care centers were not considered part of the public service, only one agency (actually a federal agency) within government was identified as employing child development paraprofessionals. Even though it is not part of local government, the State of Michigan Library was identified by several sources as a major employer of library technicians (paraprofessionals). The titles of paraprofessional employees varied across government agencies housing different government careers. Home start and head start teachers were identified within Project Head Start. Case examiners constituted social work paraprofessionals within the friend of the court. Child welfare workers and shelter home and juvenile home attendants were identified as paraprofessionals within the probate court. Teacher aides in the elementary schools In In (I) (I) 97 represented teaching paraprofessionals. Library technicians were identified as paraprofessionals in both the city and State libraries. Property appraisers were identified as paraprofessionals with the city assessor's office and county equalization department. Patrol officers within the city police department and corrections officers, receiving officers, detectives, deputies, and paramedic deputies with the county sheriff's department constituted the law enforce- ment "paraprofessionals." Firemen less than the rank of sergeant with the city fire departments served in the study as fire science “paraprofessionals." It should be stressed that all of the paraprofes- sionals in the above—mentioned agencies were treated as respondents. No samples within these agencies were taken. Summary of Interviews A perception of commonality among public service curricula was revealed by most interviewees. However, in only a few instances was this commonality across all public service curricula. Those interviewees affiliated with the child development, social work, and teacher associate curricula emphasized the common characteristics of human service or child advocacy. Those interviewees affiliated with the law enforcement and fire science curricula stressed the common characteristic of emergency service. The desirability of preparation for upward mobility was generally supported by the interviewees. However, it 98 was felt that this preparation could not be achieved in the associate degree curriculum. Educational preparation for upward mobility would be met at an upper—division program at a four—year institution or in a community college continuing education program. According to the interviewees affiliated with fire science, upward mobility in that field depends almost exclusively on seniority, rather than education. Although the desirability of lateral mobility was expressed by many interviewees, it was not viewed as across all public service curricula. Lateral mobility between the curricula within the career family of human service exists, according to the respondents in the child development and social work curriculum groups. A mobility exists between property valuation/assessment administration and private sector real estate, according to the faculty member affiliated with the assessment administration pro— gram at Lansing Community College. Based on interviewee responses to the specific fourteen proposed public service goals, ordinal consensus and percentage of agreement and strong agreement calcula- tions were made. Separate indices of consensus and percen— tages of agreement and strong agreement for the inter- viewees affiliated with each of the seven public service curricula were calculated. An ordinal consensus index of at least .66 was used as a criterion for support, dependent 99 on the percentages of interviewees expressing agreement or strong agreement. If at least 66 percent of the inter- viewees affiliated with a particular career field expressed agreement with a particular goal and this support had a consensus index of at least .66, the criteria for moderate support would be met for the curriculum group comprised of those interviewees. If at least 66 percent of the inter- viewees in the same group expressed strong agreement, the criteria for strong support would be met for that group. The following example illustrates these calculations for the group of interviewees affiliated with the child development career field: Child Development Curriculum Group Goal (1), n=4 75% of interviewees strongly agreed. The criterion of 66% in the strongly agree category for strong support is met. Fi=cumulative relative frequency. di—difference between cumulative relative frequency and either 0 or 1, which ever is smaller. FI SA ."7—5 1.00 . 1.00 . 1.00 . Q; i U1 2 0 O 0 0 UUCB’ 1.00 25 100 _ ZZdi D I m—l _ 2( D“ 4 = 0.125 Consensus = l—D = 0.87 Since 0.87 > .66, the criterion of consensus is also met. Therefore, a consensus of strong support for goal (1) exists among the interviewees affiliated with child development. Table 1 illustrates the consensus of support for each goal among each group. The most common response by the interviewees toward the specific goal statements was agreement, but without evidence of strong enthusiastic support. Some of the agreement was qualified. Most of the interviewees assessed the goals based on their importance in the curriculum with which they were affiliated. As reflected in Table l, the goals of PUBLIC COMMU- NICATION and AGENCY RELATIONSHIPS received at least a con- sensus of moderate support from all the groups of inter— viewees. Particularly well supported was PUBLIC COMMUNICA— TION, which received a consensus of strong support from all groups, except law enforcement and fire science. Differences of opinion regarding the importance of goals existed between the interviewee groups regarding .NUH-Jmunmvm 3UH>NUUCH N0 >Nflegmliqfi ”H.415 .mmsouu coflumuumacaEpm ucmEmmwmm<\:Oaum=Hm> >UHomoum can ucufiouu0mcm 3mg 0:» :a povaauca we .m Knbcumd< ce ponauomwu .Azw uwzwfl>uuuce .mHsoanuso such moua>uom5m w: mmsmoomn .mdfiOuu wumfluomm< umzomwe ccm .xuoz Hmauow .ucwEQon>wn bawzu ecu CH pwpzaucfi coco who .m xflbcwmmm :« confluowop .Amv new Auwu5fl .masufluuso wounu Ham wua>uwm=w awnu owsmuwmm Auuommsm ucmqudwuamCHw o Auuommam quHMUOE no msmcwmcouv + Aegean nomumu pouncepca w>onm :uflz coudflaawum mowzuw>uwucfl m:OEd uuommsw acouuw we msmcwmcouw ++ "muou emmmuezH o + o o + + o oHamsm 335;? + + o + o + o masons—am o o oszzuEE + + o + + 550548 mumnnmoomm o + o o o + ++ .26me 902.55% 0 + o + + + a $35 wzmmephm o + o o + + + mmumfi 02352 M + + + o + o + $3395 1 mmmnnmoomm + + o o + + ++ £22093 + + House o + + ++ + .2623 H2495 oneéammmm + + o + + ++ + exodus maanzaem o + + ++ + ++ + .2on5 monemHmommo o + + + + ++ ++ .2202.qu wmmmwonefimm + + + + + ++ ++ wozmo< ZOHB0n uuwm ucofimmwmm< 3mg meow: nuances Hmfloom uHflnU macaw \:0wumsam> ammuan xuuomoum .muflsmom 3ow>uwusH uo aumaEnmII.H wanna 102 several goals. The goal related to the PUBLIC INTEREST was supported only by the social work, teacher associate, and property valuation/assessment administration groups. Both the child development and law enforcement groups provided insufficient support for EMPLOYEE RELATIONS and COLLECTIVE BARGAINING. In addition, EMPLOYEE RELATIONS received insufficient support from the teacher associate group and COLLECTIVE BARGAINING received insufficient support from the social work group. The goal of CAREER PATTERNS was deemed as desirable by the child development, social work, teacher associate, and property valuation/assessment administration groups. In contrast, library media technology, law enforcement, and fire science interviewees provided insufficient support. In the case of the latter group, seniority dictates career advancement, according to the fire science interviewees, as previously indicated. The goal of CRISIS SITUATIONS received moderate support from all the groups, except child development, law enforcement, and fire science. In the cases of the latter two groups, emergency situations are not considered unex— pected, according to the interviewees affiliated with those curricula. A large difference among groups of interviewees existed regarding FISCAL PROCEDURES. Strong support was received from the child development group. Moderate support 103 was received from the social work and property valuation/ assessment administration groups. However, insufficient support was received from the teacher associate, library media technology, law enforcement, and fire science groups. It was indicated by the interviewee from Head Start that paraprofessionals must participate in generating local revenue. By contrast, many interviewees stressed that paraprofessionals are not involved in fiscal procedures. See Appendix B for a detailed description of the twenty interviews. Goals and Objectives for Development of Public Service Modules Based on the individual and summarized results of the semi—structured interviews, along with personal obser- vations of the writer as interviewer, three goals were rejected, one goal was drafted as a specific objective of another goal, two goals were added and between two and five objectives were drafted for each goal. The goals of PUBLIC INTEREST, EMPLOYEE RELATIONS, and COLLECTIVE BAR- GAINING were rejected. The goal of FISCAL PROCEDURES was rewritten as an objective for a newly added goal. A total of twelve modules expressed as goals and objectives were drafted for field verification. Goals XI and XII resulted from suggestions for additional goals during the interviews. The entire list of goals and objec— tives prepared for the field verification phase of the study is as follows: 104 Goal I. PERSONNEL PROCEDURES. The student should be able to describe personnel procedures used in government. 13. Interviewee Skills. The student should be able to present himself/herself positively as an inter- viewee for a position in a governmental agency. Ip. Resumé Preparation. The student should be able to accurately and neatly prepare resumés and appli- cations for positions in governmental agencies. Ic. Examination Awareness. The student should be able to describe the general nature of civil service examinations required for governmental employment. Id. Job Descriptions. The student should be able E5 explain the purpose and nature of job descriptions in governmental agencies. Ie. Conduct/Appearance. The student should be able t5 assume the basic conduct and appearance expected in governmental agencies. Goal II. FUNCTIONAL DESCRIPTIONS. The student Should be able to describe the role and functions of entry-level employees in governmental agencies (including paraprofes— sionals). IIa. Staff Relationships. The student should be abIe to describe the relationship of the entry-level employee (including paraprofessionals) with those in higher or lesser authority and staff personnel in the organizational structure. IIb. Paraprofessional Responsibility. The student Ehauld be able to explain the nature and scepe of authority and responsibility of the entry-level employee (including paraprofessionals). Goal III. ETHICAL STANDARDS. The student should be able to describe and assume the ethical standards expected of govern— mental employees. IIIa. Ethical Conduct. The student should be able to conduct himself/herself in relation to citizens/ clients in a manner consistent with the ethical standards of governmental agencies. IIIb. Ethics Regulations. The student should be able to describe the laws and regulations affecting governmental employee behavior. Goal IV. DECISION—MAKING. The student should be able to make effective decisions within the framework of laws, ordi— nances, and regulations. IVa. Legal Research. The student should be able to locate sources of laws, ordinances, and regula— tions. IVb. Legal Comprehension. The student should be abIe to comprehend laws, ordinances, and regulations. 105 IVc. Information Application. The student should be able to use various sources of information for rational decision-making. Goal V. REPORT PREPARATION. The student should be able to prepare and present effective reports in governmental agencies. Va. Information Gathering. The student should be able to gather and categorize information for reports in governmental agencies. 29. Writing Skills. The student should be able to write with clarity, proper grammar, and a style appropriate for governmental agencies. Goal VI. PUBLIC COMMUNICATION. The student should be able to effectively communicate with citizens/clients. VIa. Listening Skills. The student should be able to listen to a citizen/client in order to understand his/her needs and desires. VIb. Policy Explanation. The student should be able t5_explain to citizens/clients the reasons for governmental decisions and actions. VIC. Needs Identification. The student should be EBIe to identify the needs of a variety of citizen/ client groups. VId. Complaint Response. The student should be abIe to effectively answer a citizen complaint. VIe. Interviewing Skills. The student should be t abIe to effectively interview citizens/clients. Goal VII. ORGANIZATIONAL THEORY. The student should be able to describe the organizational structure of governmental agencies. VIIa. Communication Channels. The student should be able to describe the channels for communication and decision—making in governmental agencies. VIIb. Organizational Behavior. The student should be able to explain and compare at least five theories of organizational behavior. VIIc. Informal Structure. The student should be able to differentiate between formal and informal organizational structure. Goal VIII. AGENCY RELATIONSHIPS. The student should be able to describe the relationships between various governmental agencies addressing similar problems and/or providing similar services. VIIIa. Client Referral. The student should be able to identIfy governmental agencies to which citizens/ clients should be referred. 106 VIIIb. Agency Coordination. The student should be able to describe the relationships of different levels of government addressing similar problems and/or providing similar services. Goal IX. CAREER PATTERNS. The student should be able to describe career patterns within governmental employment. IXa. Promotional Requirements. The student should be able to identify the educational and experience requirements for promotion within a career field in government. £§§° Career Mobility. The student should be able to describe opportunities for moving into other career fields in government or similar occupations in private business. Goal X. CRISIS SITUATIONS. The student should be able to cope with unexpected incidents in governmental agencies. X3. Crisis Reactions. The student should be able to react in a calm and rational manner to irate or disruptive citizens/clients. Xb. Resource Organization. The student should be able to organize resources for solving problems the answer to which he/she does not immediately know. Goal XI. PUBLIC POLICIES. The student should be able to analyze and describe public policies and legislation affec- ting specific governmental program areas. XIa. Budgeting Process. The student should be able to describe the major steps in the budgeting process affecting entry-level employees and the programs with which they are affiliated. Xgp. Rules Analysis. The student should be able to analyze and describe the impact of changes in administrative rules and enabling legislation on the role and functions of entry-level employees. Goal XII. POLITICAL ACTION. The student should be able to use the political process to achieve citizen/client goals. XIIa. Organized Support. The student should be able to organize support for political action. XIIb. Political Timing. The student should be able to identify the proper time, place, and target for political action. Findings Regarding Formative Assessment-- Pilot Stugy The major findings regarding an assesSment of the Purposes and procedure of the study based on the twenty semi—structured interviews were as follows: 107 1. General support was expressed for both the purposes and procedure of the study. However, the degree of support varied among the interviewees. A strong enthusiastic commitment for the purposes was the exception rather than the rule. 2. Most interviewees did not conceptually place the curricula with which they were affiliated within the broader context of public service careers. 3. In many cases an understanding of the broader con— text of public service and support for the purpose of the study developed during the interview. Con- sequently, follow-up interviews may have produced different results, particularly pertaining to the questions asked during the first part of the interviews. Questionnaire Construction and Distribution Based on the results of the pilot phase of the veri- fication stage of this study, closed-ended questionnaires were constructed. A cover letter to the questionnaire des- cribed the purpose of the study and the proposed use of the results. An introductory set of instructions was provided. A statement regarding the anonymity of the respondents was made. Background information about the respondents was requested; including career category, occupational level within that career, and years employed in that career. A 108 section was provided for respondents to indicate SA (strongly agree), A (agree), U (undecided), D (disagree), or SD (strongly disagree) for each of forty-four goals and objec- tives and four evaluative statements of the study. The evaluative statements are as follows: I. Pupposes. The purposes of this study are important. 2. Clarity. The goals and objectives in Section III of the questionnaire are clearly stated. 3. Sufficiency. The goals and objectives in Section III of the questionnaire are sufficiently compre- hensive. 4. Proper Respondents. I am in an occupational posi- tion appropriate for filling out this questionnaire. In addition, respondents were requested to indicate the most important objective within each goal and the most important goal. Respondents were requested to rate each goal and objective based on whether or not it should be part of an associate degree program preparing students for a career in government. An initial draft of the questionnaire and cover letter was reviewed by three experts on government and public service education. The first reviewer, a college instructor in political science specializing in state and local government, stated that the wording was clear and the length appropriate. He suggested that the goals and objec- tives be rank ordered, since strong support for most of the 108 section was provided for respondents to indicate SA (strongly agree), A (agree), U (undecided), D (disagree), or SD (strongly disagree) for each of forty—four goals and objec- tives and four evaluative statements of the study. The evaluative statements are as follows: I. Purposes. The purposes of this study are important. 2. Clarity. The goals and objectives in Section III of the questionnaire are clearly stated. 3. Sufficiency. The goals and objectives in Section III of the questionnaire are sufficiently compre— hensive. 4. Proper Regpondents. I am in an occupational posi- tion appropriate for filling out this questionnaire. In addition, respondents were requested to indicate the most important objective within each goal and the most important goal. Respondents were requested to rate each goal and objective based on whether or not it should be part of an associate degree program preparing students for a career in government. An initial draft of the questionnaire and cover letter was reviewed by three experts on government and Public service education. The first reviewer, a college instructor in political science specializing in state and local government, stated that the wording was clear and the length appropriate. He suggested that the goals and objec— tives be rank ordered, since strong support for most of the 109 items could be anticipated. In addition, he recommended a reduction in the number of evaluative items; some of which appeared redundant. Also suggested by the first reviewer was a change in wording for two of the evaluative statements so they would not seem to reflect upon the worthiness of the respondent. The second reviewer, an experienced exe- cutive in the Michigan Department of Management and Budget, concurred with the observation and recommendations of the first reviewer. He stated that the clarity was sufficient and length appropriate. However, he suggested the specifi- cation of objectives for the last two goals, one of which should deal with public finance and budgeting. This reviewer suggested "appreciation" and "understanding" as alternatives to "describing" as a verb in many of the goals and objectives. He also recommended the insertion of an evaluative statement pertaining to sufficiency or completion of goals and objectives. The third reviewer, an administra- tive analyst specializing in the wording of government communication, approved the questionnaire with no recommen— dations for change. Many of the recommendations of these reviewers were incorporated in the final draft of the questionnaire. Respondents were asked to indicate a priority goal and objective within each goal. Objectives were specified for the last two goals, one of which dealt with budgeting. The evaluative statements were modified. However, it was 110 believed by this writer that the active verb "describe" is more consistent with the concept of behavioral objec- tives than the passive verbs "appreciate" or "understand." Respondents were requested to return the question- naires within one week. After one week, reminder post cards were sent to all respondents. After two weeks, each of the respondents within the two elementary schools was telephoned. Since the response was relatively low from the two schools, an attempt was made to identify non-responders and administer the question— naire over the telephone. However, only one non-responder was identified and interviewed. Analysis of Response The response rate for each subpopulation is illu- strated in Table 2. Satisfactory or close to satisfactory response was received from the child development college staff and employers, the social work college staff and employers, the teacher associate college staff, all three suprpulations for library media technology, the law enforcement college staff, and all three subpopulations for property valuation/assessment administration. Overall, the response was considered satisfactory. The average response rate per subpopulation was 63 percent; which is close to the goal of 70 percent indicated in Chapter III. 111 OHHMCEOflDmODU ma: IcOHpmoDW Hflmbp mo some I .masoflnnso mmunp mo some now uncommon o no copcsoo .casoesuso 03¢ mome>uom5m mnmhfioa mwmuw can mo who mocemh .mHsoHHuDo ommnu mo homo How uncommon m mm coucsoo mopeds .masoflunso munch omH>Hom5m muohfiofi mmmhm ocu mo 03“ mocemm mew S HH mangoeumomonmoumm coflpmnumflsflfipd aom e m mummoamfim pcoammommd wooa N m mmmnm omoaaou muHGSEEOU \coflposam> mpuomoum wmm om NMH mHMGOHmmmmonmonm Mam Hm hm mHoNOHQEm aom H m wmmum omoaaoo mpessafiou cocoeom chem mom MS mom mausoflmmomonmcnmm amm ea Ne mHoSOHmEm wooa m m Qmmmum wmoHHOU thCSEEOU pcofioouomcm 3mg wee ma mm mHmGOHmmomoumwuom wmo ma Hm mumonmEm Smoaosnooe wooa m N wmmpm omoaaoo mpHcsEEoo capo: NHMHQHA wma m we mascoammowoneouwm wmm H m . mammonEm memeoommm wooa m m mmupm omoaaou mpHcSEEOU honomma wmv em as macsOHmmmmoummumm wmn m Ha whoonmEm wooa m m mmmpm omoaaou mpHGDEEou xuoz Hofloom wmm 0 ma mamcoflmmomoumouom web m m mummoamfim ucoEQOHo>mQ wooa m m mmmopm momaaou SpHGDEEOU UHHQU uncommom mo cosmopom w ucom mcoHpmHsmomhsm mmsouw mommucuonom popoamaoo Honssz Edasofluuso Hohasz .coflumHsmomhsm boom mom oumm uncommom oufloccoflpmoSOIu.m magma 112 Actually, if the number of letters returned with address unknown were subtracted from the number sent and the number of questionnaires returned unfilled were added to the responses, the average response rate per subpopulation would be 65 percent. However, the relatively low response rate among child development paraprofessionals, social work parapro- fessionals, teacher associate employers and paraprofes- sionals, law enforcement employers and paraprofessionals, and all fire science subpopulations could be a source of bias. Based on attempts at telephoning teacher associate personnel and conversations with public agency executives, the reasons for non—response are probably unrelated to potential responses. The home start teacher, head start teacher, and teacher aides were on vacation. Some of these paraprofessionals have moved and will not return to their school or agency next year. The firemen in one of the cities are working without a contract and in the middle of arbitration. Employee relations are such that they resent any form sent through the office of an executive official. Among the fire science paraprofessionals and employers (who are also in the bargaining unit), forty—eight ques— tionnaires were returned unfilled. Presentation and Analysis of Questionnaire Data For purposes of presentation and analysis of data, three indices of support were calculated for each of the 113 forty-four goals and objectives and four evaluative items. Separate calculations were made within each of the twenty— one respondent groups (three per curriculum). The first index, that of ordinal consensus, was described in Chapter III. It should be emphasized that it is a measure of the proportion of possible consensus, not necessarily a measure of support. Perfect consensus would be reflected if all the respondents in a respondent group marked the same option (SA, A, U, D, or SD). To measure a consensus of support, calculations must also be made of responses in the SA alternative (second index of support) and the cumulative prOportion of reSponses in the SA and A alternatives (third index of support). The criteria set forth in Chapter III for acceptance of a goal or objective within each of the subpopulations consisted of an ordinal consensus of at least .66 and a cumulative proportion of responses in the SA and A alterna— tives of 66 percent. Meeting these minimum criteria re— flects consensus of moderate support. Meeting the criteria of an ordinal consensus of at least .66 and a prOportion of the responses in the SA alternative of 66 percent reflects consensus of strong support. Bersonnel Procedures These indices of support for PERSONNEL PROCEDURES, Interviewee Skills, Resumé Preparation, Examination Aware- ness, Job Descriptions, and Conduct/Appearance are 114 illustrated in Tables 3 and G1 (Appendix G). A determi— nation of which category of support that goal and those objectives are placed in the modification stage of this study can be made by examining the distribution of ++, +, and 0 across the respondent groups in Table 3. A ++ indicates a consensus of strong support within a particular reSpondent group. A + indicates consensus of moderate support within a particular respondent group. Finally, a 0 indicates insufficient support within a particular respondent group. Interviewee Skills, Resumé Preparation, and Conduct/ Appearance received a consensus of either moderate or strong support within at least two respondent groups of each of the curricula. Therefore, they fall within category 4 (as described in Chapter III) and are included in modules recommended for all public service curricula. Only among fire science employers did Interviewee Skills receive insufficient support. In that particular respon- dent group, 85 percent of the respondents expressed agree- ment or strong agreement. However, the dispersion between responses in the various alternatives from SA though SD was great enough to prevent a minimum ordinal consensus score of .66. Support was expressed, but not a consensus of support. Resumé Preparation received strong or moderate support within each of the twenty-one respondent groups. .mw>wuoonno new mamo : aflmu mucmpcommwu .mmmmu meow HA 0 mnu Ho mace no 0:0 xuaE 0b we ncommwuuou m wandem .c xfipcomm< :A Ho manna nus: m Auuommsm mo mamcmmcoo ucofioauuSmcmv o “upommsm muaumuoz mo mamcmmcoov + . E 0 common no 4m ‘00 pan we no msmcwmcoU Amcflpuo gnawcw " Am m Amwmmoawou k0u:~ mumsomuomm o o + o + + + + + Amazommmm :J “nucv Avncv ANHcV A0mucv Aamucv .anv Anhncv .vaucv .mucv 1L .ouumuma muwaoHdsa mumum .oummumm mum>0495m uumum .oummumm mwoaonsm madam mo>flu00nao 0:0 m 00 1L cofiumuumMCMEfi< ucwEmemm< wucmaum wuwm ucosuou0ucm 3mg Hm + oucmumommc + + + ++ ++ + l ++ o + ++ \uoavcoo macaumauomwo + + + + 0 ++ + + + + . o 0 non mmucoumz< o + + o o + o o + o o + :owumcwadxm ++ ++ ++ + ++ ++ + + ++ + ++ ++ cowumnmmwum wssmum + + ++ + ++ ++ ++ + ++ + ++ ++ maawxw wvzma>umuaH mmzoamoomm l + I o + + + o + + ++ + $228me C Ambuzv .mquzv Amuse Amaze Abuse Amucv Avmucv Axnzv Amuzv Aouzv Awn:. nxmucv 22238 3.3635 CSm Eases—$3 3.3035 33m 25589: 36635 33m 325.83“ 36635 33m Ioummuma IOHQMHMQ «OuamuMd neummumm mm>wuomnno - can mamoo .Nono::uoe mwpmz xuaubflq obmflUOmm< uucomok xuoz fimAUOm ucmammww>oo paflno Emcowumoapm mood>pmm cuss: ."IVHIW"."“HIIII'IIIIUHIII.M”"IA lll‘".' a. mi: 80mm AMZZOWZBQ HON uuommsm no m:mc0mc00uu.m qude D I h ("H h: ‘ analllvl 116 In addition, it received strong support in at least two respondent groups within the curricula of child development, teacher associate, and library media technOIOgy. In the latter curriculum, strong support was reflected within all three respondent groups. A consensus of strong support existed among the college staff, employers, and parapro- fessionals associated with library media technology that students in an associate degree public service curriculum should be able to accurately and neatly prepare resumés and applications for positions in governmental agencies. Strong support was reflected within at least two respondent groups of a curriculum also for Interviewee Skills and Conduct/Appearance. The college staff and employers associated with the teacher associate curriculum expressed strong support for both Interviewee Skills and Conduct/Appearance. In addition, Interviewee Skills received strong support from the college staff and employers associated with child development and the college staff and paraprofessionals associated with social work. PERSONNEL PROCEDURES, Examination Awareness, and Job Descriptions received support from at least two of the respondent groups associated with at least three of the curricula. Of these items, only Examination Awareness failed to receive strong support within any respondent group. 117 Of the six items pertaining to personnel procedures, those receiving the strongest support relate to skills (Interviewee Skills, Resumé Preparation, and Conduct/ Appearance) rather than knowledge (PERSONNEL PROCEDURES, Examination Awareness, and Job Descriptions). These skills, although stated in reference to governmental agencies, could actually relate to private employment as well as public employment. Functional Descriptions The consensus of support for FUNCTIONAL DESCRIPTIONS, Staff Relationships, and Paraprofessional Responsibility is illustrated in Tables 4 and GZ (Appendix G). Strong support was expressed by the child development and teacher associate employers along with the fire science staff for Paraprofessional Responsibility. In each of the curricula, at least two respondent groups expressed moderate support for that objective. Therefore, like Interviewee Skills, Resumé Preparation, and Conduct/Appearance, it is included in modules recommended for all public service curricula. A consensus of moderate support exists in all the curricula for FUNCTIONAL DESCRIPTIONS, except teacher associate. A similar degree of support exists for Staff Relationships. All but the social work and law enforcement curricula expressed moderate support for that objective. The indices of support regarding Staff Relationshipe for the social work and law enforcement curricula should be 1.1.8 .0 xflocwmm¢ ca No wanna suwz monommwuuoo v wands m IIIIIllilllllllllllllllllirll o + + + + ++ + + + muwawnwm:0dwwm Hmcowmwowoumwudm o + + o + + o o + mmfianOMumHmm wumum + + + O + + + O + WZOHBAHHMUQQD AdZOHBUZDh “page Aqua. Amuse lemucc “amuse lance “mung. Asauac “muss mHmCmemww muo>0aasm uumum mawcoflmmom mu0>onaa mmuum mausodmmmw muaaoamsfl uumum Ioummumm toummumm Ioummuwm mw>wu00nno can mamoo cowumuumficflan4 ucwEwwwmm4 wocwaom muwm unmeouowcm 3mg mudddnawcommum + + + + . . . + + + + ++ 0 ++ + Hmcowwmwmoumwuam madnmcoaumHmm + o o + + o + . . + + + o + mumum mZOHBmHMUme + + + o o + + + + + + + oHao I I u use Amuse amncv Aoucv Amncv Amuc. "C AmHH—hv ANNE—v AQICV afllfis Am Cw AvN mhmwoawmow mumsoflmsm madam wamcowmmwu muwsoamem Human masconmmww mumsoamam mumum mamcowmmwu muwsoaman mumum laummwmm Ioummumm loummudm loumduam mo>wuowflno can mamoo 330563. «.352 >333 330034 $3039 x33 Hmwoom ”.5253ng 320 mwow>umm Hmcoflumospm .monsmHmommo qu0m cuss: 119 explained. Among social work employers, social work para- professionals, and law enforcement paraprofessionals, sufficient consensus exists. However, an insufficient proportion of responses fall in the SA and A alternatives. In those cases a consensus of indecision has been expressed. Ethical Standards Reflected in Tables 5 and G3 (Appendix G), moderate support is shown for ETHICAL STANDARDS and Ethical Conduct by at least two of the respondent groups within each of the curricula. Therefore, that goal and that objective are also included in the modules recommended for all public service curricula. In addition, strong support for Ethical Conduct came from the college staff and employers associated with child development and teacher associate curricula. However, the support expressed by the teacher associate employer may be over-stated and the lack of support from the teacher associate paraprofessionals misleading. Only one of the three employers responded. Two-thirds of the parapro- fessionals expressed agreement or strong agreement (with 33 percent actually in the SA alternative) for Ethical Conduct. However, the responses were greatly dispersed over the various alternatives resulting in insufficient consensus. Ethics Regulations received moderate support from at least two respondent groups associated with each curriculum, except library media technology. In social 120 .0 xflpcmmmd :« mo wanna :uw3 upcommwuuoo m manned o + + + + o + + o meowumaswom avenue + + + + + + + + ++ uosccoo Handcum + + + + + + + + + mnmdnzmam A4UHmfim Ahucc Avncv Amuse Aomncc Aamucv Aancc Amnucv Reduce Amucv mHMcmemou mumaonEm mumum mam:0wmmum muwaodmam uumum mam:0flmmmu mumhoamsm uwmum Ioummumm Ioumwumm Ioumduam m0>fiuoonno can mdmoo GawumuumacwEGa pawsmmmmwd mocwwom ouwm ucofiwUHOMGH 3mg o o o o + + + + + 0 ++ + mcoeumasmmm magnum ++ + + 0 ++ ++ + + ++ + ++ ++ unaccoo Hmowsum + + + 0 ++ + + + + + o + meadoz¢9m AdUHmBu Amaucv finance Amncv Amucv fiance Amncv Avmucv Amucv Amncv Aoucv “Nucv Amncv mamcoflmmwu muo>onsm uumum mamcowmmvu muwaonaw wmmum mam:0wmmmm muwonmafl mwmum mHaconmmw muwhoHQEm mumum Ioumwumm soummumm noummumm Ioummumm . mo>wuownno hmoaozcoma Meow: humunaq manaoommd Honomoe xuo3 Hawoom can madam ucoamoam>wo cause mvua>umm Hmcofiumosvm wmow>u0m amen: m.mom¢az¢am acuHmBm MOM uuommsm mo m:m:0m:09ul.m wanna 121 work, all three respondent groups expressed a consensus of moderate support for that objective. Decision—Making The goal and objectives related to decision making within the framework of laws, ordinances, and regulations are summarized in Tables 6 and G4 (Appendix G). DECISION- MAKING, Legal Research, Legal Comprehension, and Information Application all received moderate support from at least two respondent groups associated with each of the curricula. Therefore, they are included in modules recommended for all the public service curricula. Information Application was particularly well received. Every respondent group expressed at least moderate support for that objective. In addition, strong support was expressed within the college staff and employer respondent groups for the teacher associate curriculum. Eemmunication As illustrated in Tables 7 and G5 (Appendix G), moderate support for REPORT PREPARATION, Information Gathering, and Writing Skills was received from at least two respondent groups within every curriculum. Particularly uniform support was expressed for Writing Skills. All respondent groups expressed at least moderate support for that objective. It received strong support from the college staff and employers associated with both the child develop- ment and teacher associate curricula. REPORT PREPARATION .0 xfipzwmmc :« so wanna sud: mucommwuuou m wandem :oflumuwammt + + + + + ++ + + + coMumEu0ucH :mecwnoumaou + + + + + + + + + H33 + o + + + o + + + couowmoz Ammo; + o + + + + + + + UZHMdSlonmHuma Ahncv Awucv Amuc. Romncv Aamucv Rance Anhucv Avaucv Amncv mflmcoflmmwu muo>onEm mumum mam:0flmmwu wuw>o~mfifl mwmum mam:0wmmmw muwonmEm mumvm mm>auuwnno Ioummunm IOuQMMMm loummumm ucm mamou :ofiumuumacflfivm uszmwowm< wucoaom ouwm unwaoouousm 1mg 64 GA 14 :0wumuaamm4 + + + + ++ ++ + + ++ + + + codumsh0wcu :owmcwnwumfiou + + + o + + + + ++ + + + Ammo: + + + + + + + o + + + + noummmmm Hams o + + + + ++ + + ++ + ++ + OZHMonEm mwmuw udmcoflmmww wuw>oflmfim uumum mHMCOAmmwu wuwxoflmfim uwmuw aoummumm Ioummumm Ioumcuam Ioummudm >moaocsuae mafia: >umuawq waneuowm< Monomme xuoz Hmwuom ucufim0Hw>wQ UHHJU mw>Huownao wauw>hmw am:o«umo=cm 6:6 wamoo mwoq>uwm :mEd: . m.02HM¢:nonmHumo HOM uuommsm uo mswcwmcooll.w wanna 123 .0 xapcwmmd ca m0 manna :ua3 mucommmuuoo h manned + + + ++ + + + maafixm msfluwuz mcfluonumo + + + + + + + + + cowuashouca o + + o + ++ + + + ZOHH¢mwuomnno Ioummnmm Ioummuwm Ioummumm mfim mamo0 cowumuumH:«EU¢ ucwEmmmmm< wucwfiom muwm acoEOOHOMQM 3mg ++ + + + ++ ++ + + ++ + ++ ++ maawxm ocfluauz + + + o + ++ + + ++ + + ++ mcwuwsumu QOHDMEHOMGH + + + 0 ++ ++ + + ++ + + ++ onadmcmmmm Hmommm Amaucv Amaucv Amuse Amucv Aaucv Amucv Avmucv Amncv Amuse Amuse Amucv Amucv mamcowmmwu wuohonEm uwmum mawcoflmmmw muwonmem mumum mamcofimmmu muwwoamam mmmum mamcowmmwm mummonam madam Ioumwumm noummumm noumwumm Ioummumm mw>nuownno hmoHoanowe Mflpmz humuan oumaoowm< uwzomme xuoz HmflUOm ucoamon>wn pawnu paw mHmo0 mwoa>uom Hmcowumoscm wmofl>uom :usam m.ona¢m¢mmmm smegma ace uuommsm mo mamcmmcoonu.n wflnma 124 also received strong support from the teacher associate college staff and employer. Regarding Tables 7 and G5, two observations should be made. First, the strongest support was expressed for the objective that may be considered a basic skill that transcends public service (Writing Skills). Secondly, the college staff and employers were more supportive of the goal and both objectives included in those tables than were the paraprofessionals. The first and second respondent groups stressed effective report preparation more than did the latter. Consistent with the findings in the pilot phase of the verification stage (the semi—structured interviews), PUBLIC COMMUNICATION was very well supported, as illustrated in Table 8 and G6 (Appendix G). That goal, along with each of the objectives under it, received moderate support from at least two respondent groups associated with each curri- culum. In fact, PUBLIC COMMUNICATION and Listening Skills were given at least moderate support by all the twenty—one respondent groups. Particularly strong support was expressed for these two items by the college staff, employers, and Paraprofessionals associated with the social work curriculum. Similar to the findings regarding PERSONNEL PROCE— DURES and REPORT PREPARATION, PUBLIC COMMUNICATION and the accompanying objectives reflect greater support for skills which may transcend the public service than knowledge of public service itself. 1125 .0 xqucwam’m :H 00 manna. suds manommmuuoo m MHDMEM + + + o + + + + + 3wa $33335 + + + o + + + o + wmcommwm yawmAQEOU o + + o + + + + + .8388 3:62 mpmwz + o + + + + + + o :owumcm~axm >64Hom + + + + + + + + ++ waawxm maficwuqu + ++ zOHESHZDZZOU + ++ ++ + + + + UHAmom Ahncv Avucv Awncv Aomncv .Hmncv Raucv Ampucv AVHHCV Amucv mamcofimmow wum>oHQEm uamvm wHNCOMmmmw wuwaoAmEm wumum maw:0flwmou mumaonEfl ummum mw>wuowmno Ioummuam loammumm Ionmmudm can mamoo COHUMHumHCHEU€ uflmemmwww< wocoflom ouflm UEgUNONCH 3NA + + + + ++ ++ + + ++ + ++ ++ maawxm mcflzwfl>uwucH + + + + ++ ++ + + ++ + ++ + uncommon unwmeEou + + o + ++ ++ + + ++ ++ o + nequUAMHucmpH mpwwz + + + + ++ ++ + + ++ + ++ ++ cofiumcmamxm >oqaom ++ + + + ++ ++ ++ ++ ++ + ++ ++ maawxw mcwcmumwa ZOHsfluHZDZZOU ++ + + + ++ ++ ++ ++ ++ + ++ ++ OquDm Amancv finance Awnzv Amnzv Aaucv Amuse Avmncw Amucv Amncv Aousv Amunv Amuse mAmcoMmmww mu0>onEfi wumam wHMCmemwm muw>0HmEm mmmum wamcofimmwu wuw>onEm ummum mam:0wmmwu muw>0aafim uwaum mw>wuomflno leummumm noummnmm Ioummumm Ioummumm pan wamou IIIIIIIIIIIIIIIIIIIIIIIIIIIIIII: >moaoczome Mano: >umnnfla ouMfloomm< uwcomwfi moow>uwm accomumunpm xuo: Hunoom ucwemoaw>oa ufiwno WQUH>HWW Cg: m.ons¢onszzoo qumam non uuommsm uo msmcomcouuu.m menus 126 Organizational Structure However, knowledge about Communication Channels in organizations was given moderate support by at least two of the respondent groups in all the curricula. The degree of this support and that for government organizational theory in general is illustrated in Tables 9 and G7 (Appendix G). Although fairly consistent moderate support was expressed for ORGANIZATIONAL THEORY, Communication Channels, and Informal Structure, almost universal disagreement was voiced for Organization Behavior. Only the teacher asso- ciate college staff and the fire science college staff gave even moderate support for the latter objective. The topic of inter-agency relationships is addressed by AGENCY RELATIONSHIPS, Client Referral, and Inter-Ageney Coordination. As illustrated in Tables 10 and G8 (Appendix G), moderate support within at least two respondent groups for each curriculum was received by Client Referral. Strong support was expressed for that objective by the college staff associated with the child development, social work, and teacher associate curricula, along with the employers associated with the child development, teacher associate, and assessment administration curricula. Qereer Development Most of the respondent groups expressed at least moderate agreement with CAREER PATTERNS, Promotional 127 .0 xflucwmmd :M 50 wanna spa: mpcommvuuou m ednmsm + + + o + + o + + ousuuafim H5585 u0w>mzwm o o o o o + o o o Hm:0wumuwcmmuo mawccmnu o + + + + o + + + conumow:5EEou + + o + umommh. o + + o + .2on EN H.295 Abuse Avncv Amncv Romucv AHNHCV Aaunv Anhncv Avaucv Amucv mamcoflmmou muwhoamafl unmam maacoflmmwu mumeHmEm uwaum mfim:0wmmuu muwaoamsfl uwmuw mm>fluowflno Iouumumm loummumm Ioummuum GEN macaw newumuamwcwsud ucosmwwwmt wocwflum wuflh unwewuu0wnm 3mg o + o o + + o + + + o + ouzuusuuw amEMOucH uca>czwm o o o o o + o o o o o o 3:335:35 waoczmnu + + + + + + + + + + + + cofiumoqc M3053. + + + o + + o o + + + + fionENHEBmo Amancv Amancv Awncv Amuc. Aancv Amuse Avmncv .muc. Amucv Awnzv Amncv Amuzv mam:0wmmou muwhoamem uwmum mHmcoflmmww wuthamfim wumum mamconmwu muwonmEfl uwmum mamcowmmwu muwhoamsm uumum mw>wuuwnao Ioummumm nonmmumm Ioummumm Ioummumm can maaow hmoHocnuoH mace: >Hmunaq quMUOMmt uwgomma mwuwxrhdww HMCOHUMUSB xuoz Hmaoom ucwclon>0a ufiwcu mwufltww ENE—A: m.>m0m=fi diZOHBdNHZdUMO HON uuommsm uO mamflwmcooll.m OHQMH 128 .o x3563 5 mo 638. 5a: mucommwuuoo 3 633.6 coauMCMQHOOU o + + o + o + o + accomtlumucu + ++ + + + + + + + Hmuuwwom ucmflHU o + + + memmonfidqmm + + + o + 52mg :HE Avncv Ann—C Emu”: :NHE SHE Shun: 3T5 Amuzv mHMCOmewu mu0>onEm wumam WHMCOAmmou muwonmfim uumum mdmcowmmmu wuwhonEm wwmum mw>fluuoflno Ioummumm vonmmumm Ioummumw new meo0 :OwuNHJMflCMEud ucoammmmm< wocwfiuw ouwm quEwUHoucm 3MQ + o o + ++ + + + + + + + :oflumcquuooo wucwmdauounu + + o + ++ ++ + + ++ + ++ ++ Hauuouvm unawao + o o 0 ++ + + + + + + + mmHmwonfi02w04 Amancv Amancv Awlcv Amuse Aaucv Amucv Awmnzw Amuse Anncv Awuzv Amucv Anus. mHMCmewmu muwwoamsfl wuaum MAMEOwwmwu mum>onEm mumum mHMCmemmu mnwhonEfl muaum mamcoflmMOM muw>odmsfl wwmum mw>Huuwflno Ioummumm loummumm Ioummumm Ioummumm pan wamo0 hoodocnowe wave: ammunfiq ouwfioommm uwsomwa x33 138 265393 03.6 maow>uow amzoqumospm waH>u0m CUE: m.m&H=w20HB¢Amm >UZNU< HOU uuommflm mo msmnwm:OUlI.OH OHDdB 129 Requirements, and Career Mobility. Particularly consistent moderate support for Promotional Requirements and Career Mobility came from the respondent groups associated with child development and library media technology, as illustrated in Tables 11 and G9 (Appendix G). Crisis Situations As illustrated in Tables 12 and GlO (Appendix G), the goal and objectives involving coping with unexpected incidents received moderate or strong support from at least two respondent groups associated with each of the curricula. Consequently, they are included in modules recommended for all public service curricula. The em— ployers associated with the teacher associate and child development curricula and the teacher associate and social work college staff expressed strong agreement with CRISIS SITUATIONS, Crisis Reaction, and Resource Organization. Public Policies and Political Action Less than widespread agreement was expressed for PUBLIC POLICIES, Budgeting Process, and Rules Analysis, as reflected in Tables 13 and Gll (Appendix G). Only from the child development curriculum was moderate support received for all three items. The employers and parapro— fessionals associated with social work, library media technology, law enforcement, and fire science expressed less than a consensus of support for all these items pertaining to public policies and legislation. .0 xavcvmm¢ :w m0 wanna :uHB wpcommwuuou Ha manned o + + o o + + o + auwaflnoz umwumu mucmfiwufisvmm o + + o + + + + + Hmnofiu050um o + + o + + o o + mzmmehonEQ mwmuw mamcowmmmu muwonmfim uwmum mHM:OHmm0w mumxoflmfim wumum mw>fiuuwmno nonmaumm Ionmmunm leummumm can mamou :ofiumuumfisfifip< ucwEmmmwm< wocmfium wuwm U C OEQUNOH Cm— 3MwH AU 14 w 11 + + + o + + o o + + + + hufiawao: umoumu mucmsmufisvom + + + o + + o o + + + + HMCOMpOEOhm + o + o + + o o + o + + mzmmfiam mmmxeu Amancv Amaucv Amncv Amncv fiance Amucv AVNncv Amuse Amucv Awncv Amuzv Amncv manneqmmwu wuw>0amam umMum mamcoflmmow muw>onEm wwmwm mHMCOMmmwu mumonmEm ummuw mamzoflwmwm mumhonEm mudum w0>wuoonno Ioumwuma Ioummumn IoummuMm Ioummumm van mHmoo mooHocnowa mwuwz >umunHA wumqumm< uwcumoa xuoz Hmwoow ucwfimggwo 330 mmua>uww Hmcoaumuspm ww0fl>H0m EMF—B: m.mzmmafidm mmufido you uuommsm mo mamcwm:OUIl.HH manna 130 .0 wacmmn: :fl m0 MHDMB sue: wpcommwuuou .3 wanmym o + + o o + + o + auaafinoz nowumu muzwfiuuflsvmm o + + o + + + + + Hmcofiuofioum o + + O + + o o + mmefiHkm mum—“<0 :ME SHE ANNE anus: SNHE :ucv 3T5 ASHE SHE mam:0wmmww mum>onEm wwmuw mamcowmmwu muwonmfim wunuw mamEOwwmwu mumaonfim uumum mw>Huuwnno [cummumm loummumm Ioummuwm pad me00 :OHumuuchflevfl ucoemmwmmt mucwflvw wuflm U Cwfiwuhow CH 3M4 + + + o + + o o + + + + 3230: .333 mucmawuflsvwm + + + o + + o o + + + + Hmzowuofioum + o + o + + o o + o + + mzzmyhdm mmmmonEm uwdum mHMCOHmmwu muwonmEm uwmum mamcoflmwwu mumxoamsm uwmam ww>wuummno Ioumwumm noummumm IOHQMHMQ loummndm pan mamo0 >mofiocaow9 mapw: xumuan wumfluowm< uwnomwa xuoz Hmfloom 2.25333 32o mwow>uwm Hm :oflumusvm MOUM>NOW 5:5: m.mzmm99¢m mmmmmo uow uuommsm uo wsmzwmcooll.HH wanna 130 .0 xapzwmmd cw m0 wanna nufl3 upcommwuuou HA wanmem o + + o o + + o + zuflaanoz “woumu mucmfiwuwsvwm o + + o + + + + + Hmcowuosonm o + + o + + o o + mzmmehcm mmmmoAmfim mumum mamc0wmmow muwhonEm uumum mw>auownno Ioumwumm nouQMHmm loummumm can mHmo0 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII sewumuumflcflfiu< ucmfimmwmm< mucwaum wuflm unwawuuowcw 3mg + + + o + + o o + + + + 3330: uwuumo mu:ofiwua:V0m + + + o + + o o + + + + Hm:0wuofioum + o + o + + o o + o + + WZEmahta KHMM¢U Amancv Amancv Amucv Amuse AHHCV Amucv Acmncv Amuse Amuse Awncv amuse amuse mHM:OMmmwu mum>onEm ummum mamcoflwmww muw>onEm mumuw mascofimwww muw>onEm madam mamcofimmvm mummonEm unaum m0>wuomnno nonmwumm Ioummumm noummumw Ioummumm pnm mamoo IIIiIIIIIIIIIIIIIIIIIIIIIIIIIIIII IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII >00H0:5069 mwuwz wumuaqq wumfluomw< uwsomwa xuoz ammoom m00fl>kmm HMSOflHMU—JE ucwfiwoflgwo n35 mwufi>uww cues: m.wzmmaafluuwnno noummumm neummumm noummumm can macaw :Oqumuumficflsn: ucwsmmmmmt wocwqum wufim unwemououcm 304 GOAuMNanmmuo + + + + ++ ++ + + ++ + ++ ++ ouusomom + + + + ++ ++ + + ++ + ++ + :ofiuomvm manquu + + + + ++ ++ + + ++ + ++ + mchE¢DBHm meHmu “maucv Amancv Amuzy Amuse Aanv Anus. Avmucv Amncv Amncv Abuse Amuqv Amuav mam:0wmmwm mkflhOHmfim wwmuw mamcoammwu mum>onEQ uumuw mam:0amw0m mnemonEm mudum mamcofimmww muwaoamam wwmum m0>fluomflno Ioummnmm nonmmudm loummnmm Ioummumm can macaw >wofloccuoe nape: xumunfiq OuMflUOWm< Hwfiumwh. xuoz andoow 52.5338 330 mwofl>Hom Hm=0wumudum WUUHEOW 55:: m.monewuomnbo loummumm [Oummumm Ioummuwm can mamou coflumuumwcaspm ucmsmmwmma mocmwom wuam ucwfimouowam 3mg o o + o o + o o o + + + mamaamcc measm o o o o o + o o o + + o mmmooum mcaummcsm o o o o + + o o + + + + mmHUHQOm UHAmDm Amaucv Amancv .mucv “once “Huey Amuse Avmnqv Amuse Amucv Amuse Amuse Amuse mamcofimmmu muwonmsm wumum mam:0amwmu wum>oadsm uwmum mHMcOAmmmm muwuonEm wmmum mamcofimmmm mum>oamsm uumum mw>fiuownno noummumm Ioummumm toummumm Ioummuwa paw mamoo >moHoccowa «apex humunaq wumeoomm< uwnomwe xuoz Hmfloow ucosmoam>mn pagan mmofi>u0m Hmcoflumospm mmofi>uwm sass: m.mmHUHaom UHAQDQ MOM uuommfim m0 mswcmeOUII.MH OHQMB AC wi go G1 mo af th CE st 133 Mediocre support was also received by POLITICAL ACTION, Organized Support, and Political Timing, all dealing with using the political process to achieve citizen/client goals. This mediocre support is reflected in Tables 14 and G12 (Appendix G). As in the case of PUBLIC POLICIES, POLI— TICAL ACTION and its accompanying objectives were given moderate support by at least two of the respondent groups affiliated with the child development curriculum. However, the strongest support for Political Timipg was expressed by the teacher associate college staff, employer, and paraprofessionals. Formative Assessment The respondents evaluated the study and questionnaire by reacting to four assessment items. As in the case of the goals and objectives, consensus of support indices were calculated. The criteria for a consensus of moderate and strong support remained the same. The consensus of support by each of the respondent groups in the study for these four evaluative items is illustrated in Tables 15 and G13 (Appendix G). Because moderate support is expressed by all respondent groups asso- ciated with at least one curriculum for each of the items, these items are classified in consensus of support cate— gory 11 (as described in Chapter III). However, none of the items has a consensus of moderate support or higher among all the curricula. .o xaccmmm< :a mac «Hams nag: mucommmuuoo vH manmsm hmoHoccooB Mano: >umunaq mumau°wm¢ umcomwe mwoa>uww Hm:0wumu:pm v—HOZ Hflfl UOW mwufi>uwm :MED: ucwamon>wo pascu o + o o o o o o o manage Hmoauaaom o o o o o o o o o uhommsm penwcmmuo o o o o o o o o + ZOHBU< A0amsm wumum mHmcoflwmwu mum>oamsm «mmum mo>auuonno Ioummumm (cummumm leummuma can MAmo0 sewumuumfizflfiw< ucwEfimvmw< wocmwum wuqm unwEwUHOwcm 3mq AW a) 11 o + + + o o + 0 ++ + oceans Hmuauaaoa o o + + o o + 0 ++ + uuommsm pwuflnmmuo o o + + o o + 0 ++ + ZOHEU¢ Q¢UHBHJOA Amanzv Amuse fiance Amnzv Avmncv Amuse Amucv Rance Amuzv Amncv mam:0wwmww mamcofimmmw muo>onEE mwmum wamcoflwmmu wuw>onEfl unnum mamnofimmwu mk0>oamsm mumuw mw> o n -oummuma -oummumm -oudmumm loudmumm an w.no can wamou m.onHU¢ Awuoomno Ioummuwm noummumm noummumm IOHQMHMQ can mamo0 hmoHoczowB nape: managed mumauommd uwnomwe xuoz Hmfl00m ucwsmoam>mo fiasco mmofl>uwm HMCOfiumospm mmoa>uwm cuss: m.mewuH w>HDMSHm>m How unommsm mo wsmcomcouuu.ma mange Li 136 Item 1 (the purposes of this study are important) received a consensus of moderate support from the child development, teacher associate, and property valuation/ assessment administration respondents. In the case of child development, all three respondent groups expressed moderate support. Regarding the curricula from which less than moderate support came, the employers and paraprofessionals provided the disagreement. In each of those cases, the college staff indicated moderate support. Considering all twenty—one respondent groups, Purposes (item 1) received moderate support from eleven and insufficient support from ten. A similar pattern of responses occured for item 2 (the goals and objectives in section III of the question— naire are clearly stated). Moderate support was also ex— pressed by at least two of the respondent groups associated with the curricula of child development, teacher associate, and property valuation/assessment administration. Regarding the last two of these curricula, the college staff and employers provided moderate support, with insufficient support coming from the paraprofessionals. In the case of child development, all three respondent groups provided sufficient support, with strong agreement coming from both employer respondents. An overview of all twenty—one respondent groups also reflects a similar pattern between Purposes (item I) and Clarity (item 2). For the latter, one respondent group 137 provided a consensus of strong support, nine respondent groups expressed moderate support, and eleven provided insufficient support. The fact that eleven of the twenty-one reSpondent groups failed to express agreement regarding the clarity of the goals and objectives justifies further analysis. Of these eleven disagreeing respondent groups, six were paraprofessionals, four were employers, and only one was a college staff. The strongest disagreement came from the social work, teacher associate, fire science, and assessment administration paraprofessionals. In the case of fire science, 70 percent of the paraprofessionals either dis- agreed or strongly disagreed with the statement. However, some of the respondent groups not meeting the minimum cri- teria were very close. For example, 62 percent of the library media technology employers, 65 percent of the library media technology paraprofessionals, 57 percent of the law enforcement employers, and 59 percent of the law enforcement paraprofessionals expressed agreement or strong agreement. Sufficiency (item 3) generated a similar pattern of responses. However, one deviation exists. Moderate support was received from at least two respondent groups associated With library media technology, but not from assessment administration. Overall, strong support was received from one respon— dent group, moderate support from nine respondent groups and 138 insufficient support from eleven respondent groups for Sufficiency (item 3). Although the data do not address the issue, the possibility exists that respondents were answering that question based on occupational skill preparation, rather than a general orientation to government. To paraphrase one employer respondents' comments in the margin, the students should learn what to do on the job. Uniformly greater support was provided for PrOper Reepondents (item 4) than for the first three items. Respondents in fifteen groups agreed that they were in occupational positions appropriate for filling out this questionnaire. Only the fire science curriculum failed to meet the minimum criteria for a consensus of moderate sup- port. A consensus of strong support was expressed by the teacher associate college staff and employer and the child development employers. Considering the responses of all the respondent groups toward the four evaluative items, differences exist between the college staff, employers, and paraprofessionals. Twenty-six instances of consensus of support (++ or +) were received from the college staff. Fourteen instances of consensus of support were received from the employers. Finally, only six instances of consensus of support were received from the paraprofessionals. r;— 139 Organization of Public Service Modules The modification stage of the procedural model for this study involved the rejection of goals or objectives not meeting the minimum criteria during the field verifi- cation and the organization of those remaining into public service modules. Each of the modules is recommended for insertion in one or more of the public service curricula. Some of the modules are recommended for all curricula within a career family, such as human services. Some of the modules are recommended for all public service curricula. Of the forty—four goals and objectives, only one, Organizational Behavior (VIIb), failed to meet the minimum criteria for acceptance by any of the curricula. All the other goals and objectives received consensus of at least moderate support from at least two of the respondent groups of a curriculum. One of the revisions made in the questionnaire, based on a review by public service authorities, was that of asking respondents to indicate a preference for a goal and an objective within each goal. Although it was stated in the instructions, an insufficient number of respondents indicated these preferences. However, a rank ordering of the goals and objectives can be made by calculating a con- sensus of support category for each of the goals and objectives. 140 The categories for consensus of support were opera- tionally defined in Chapter III. Each goal and objective can potentially be placed in one of twelve categories, depending on the scope and level of consensus of support. The organization of goals and objectives into nine modules recommended for all public service curricula is illustrated in Figure 3. The goals and objectives listed in Figure 3 could potentially fall within any of the first four consensus of support categories. However, none of them received strong support in all of the curricula. The modules are rank ordered based on (1) whether or not the goal and all the objectives met the minimum criteria for a consensus of support, (2) the consensus of support category of the goal, and (3) the consensus of support category of the objectives. Modules 6, 7, 8 and 9 in Figure 3 do not have goals, because those respective items failed to meet the minimum criteria of moderate support among all curricula. Figures 4 through 12 illustrate the organization of public service modules recommended for the human service and educational service career families and for specific curricula. One salient finding reflected by Figures 3 through 12 is that the goals and objectives associated with effective communication in the public service received widespread support. Effective Communications in the Public 141 C.S.C. Module l--Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) Listening Skills (VIa) Policy Explanation (VIb) Needs Identification (VIc) Complaint Response (VId) Interviewing Skills (VIe) rb-brbvbww Module 2--Report Making in the Public Service REPORT PREPARATION (V) Writing Skills (Vb) Information Gathering (Va) .5st Module 3--Coping with Crisis Situations in Public Service CRISIS SITUATIONS (X) Crisis Reaction (Xa) Resource Organization (Xb) A604:- Module 4--Effective Decision-Making in the Public Service DECISION-MAKING (IV) Information Application (IVc) Legal Comprehension (IVb) Legal Research (IVa) 43.50043 Module 5--Ethical Standards in the Public Service ETHICAL STANDARDS (III) 4 Ethical Conduct (IIIa) 4 Module 6--Public Personnel Procedures Resumé Preparation (Ib) Interviewee Skills (Ia) Conduct/Appearance (Ie) #550.) Module 7--Role of Paraprofessionels in the Public Service Paraprofessional Responsibility (11b) 4 Module 8--Organizational Structure of Governmental Agencies Communication Channels (VIIa) 4 142 Module 9--Inter-Agency Relations in Government Client Referral (VIIIa) 4 Figure 3. Public Service Modules Recommended for All Public Service Curricula. Code: C.S.C.-—Consensus of Support Category. 1. "Consensus of strong support“ within each respondent group of the seven curricula. 2. "Consensus of strong support" within at least two of three respondent groups for each of the seven curricula. 3. "Consensus of moderate support" within each respondent group of the seven curricula. 4. "Consensus of moderate support" within at least two of three respondent groups for each of the seven curricula. ff 143 C.S.C. Module l--Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) Listening Skills (VIa) Policy Explanation (VIb) Needs Identification (VIC) Complaint ReSponse (VId) Interviewing Skills (VIe) CD\]\I\]O\O\ Module 2--Report Making in the Public Service REPORT PREPARATION (V) Information Gathering (Va) Writing Skills (Vb) \l\l\l Module 3--Inter-Agency Relations in Government AGENCY RELATIONSHIPS (VIII) Client Referral (VIIIa) Agency Coordination (VIIIb) \l\l\l Module 4—-Coping with Crisis Situations in the Public ServICe CRISIS SITUATIONS (x) Crisis Reaction (Xa) Resource Organization (Xb) \l\l\l Module 5--Effective Decision—Making in the Public Service DECISION-MAKING (IV) Legal Comprehension (IVb) Information Application (IVc) Legal Research IIVa) (I)\)\l\l Module 6--Ethical Standards in the Public Service ETHICAL STANDARDS (III) Ethical Conduct (IIIa) Ethics Regulations (IIIb) add) Module 7-—Role of Paraprofessionals in the Public Service FUNCTIONAL DESCRIPTIONS (II) . . _ Paraprofessional ResponSIbility_(IIb) a)“ T_______fi 144 Module 8——Public Personnel Procedures PERSONNEL PROCEDURES (I) Interviewee Skills (Ia) ResuméiPreparation (Ib) Conduct/Appearance (Ie) Module 9-—Organizational Structure of Governmental CDQONCD Code: Agencies Communication Channels (VIIa) 7 Informal Structure (VIIC) 8 Figure 4. Public Service Modules Recommended for Human Service Curricula (Child Development and Socia Work). C.S.C.--Consensus of Support Category 5. "Consensus of strong support" within each respondent group of curricula Within the above mentioned career family. 6. "Consensus of strong support" within at least two of three respondent groups for each of the 1 curricula in the above mentioned career family. 7. "Consensus of moderate support" within each respondent group of curricula Within the above mentioned career family. 8. "Consensus of moderate support" within at leas two of three respondent groups for each of the curricula in the above mentioned career family t ff I45 C.S.C Module l--Coping with Crisis Situations in the Public Service CRISIS SITUATIONS (X) 7 Crisis Reaction (Xa) 7 Resource Organization (Xb) 7 Module 2—-Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) Listening Skills (VIa) Policnyxplanation (VIb) Complaint Response (VId) IntervieWIng Skills (VIe) Needs Identification (VIC) m\l\l\l\l\l Module 3--Report Making in the Public Service REPORT PREPARATION (V) 8 Writing Skills (Vb) 7 Information Gathering (Va) 8 Module 4-—Effective Decision-Making in the Public Service DECISION-MAKING (IV) Legal Research (IVa) Information Application (IVC) Legal Comprehension (IVb) CD\I\ICD Module 5--Career Patterns in the Public Service CAREER PATTERNS (IX) Promotional Requiremenpe (IXa) Career Mobility (IXb) mmm Module 6--Public Personnel Procedures PERSONNEL PROCEDURES (I) Resumé Preparation (Ib) Interviewee Skills (Ia) Conduct/Appearance (Ie) Job Descriptions (Id) mflmm Module 7--Ethical Standards in the Public SerVice_ mm ETHICAL STANDARDS (III) Ethical Conduct (IIIa) 146 C.S.C Module 8—-Organizational Structure of Governmental Agencies ORGANIZATIONAL THEORY (VII) 8 Communication Channels (VIIa) 7 Module 9--Role of Paraprofessionals in the Public Sector Paraprofessional Responsibility (IIb) 7 Staff Relationships (IIa) 8 Module lO--Inter—Agency Relations in Government Client Referral (VIIIa) 8 Figure 5. Public Service Modules Recommended for Educational Service Curricula (Teacher Associate and Library Media Technology). 147 Module l--Effective Communication in the Public Service C .S.C. PUBLIC COMMUNCATION (VI) Listening Skills (VIa) Policy Explanation (VIb) Interviewing Skills (VIe) Complaint Response (VId) Needs Identification (VIc) Module 2—-Report Making in the Public Service REPORT PREPARATION (V) Writing Skills (Vb) Information Gatheripg (Va) Module 3--Inter-Agency Relations in Government AGENCY RELATIONSHIPS (VIII) Client Referral (VIIIa) Agency Coordination (VIIIb) Module 4--Coping with Crisis Situations in the Public Service CRISIS SITUATIONS (x) Resource Organization (Xb) Crisis Reaction (Xa) Module 5--Effective Decision-Making in the Public Service DECISION-MAKING (IV) Legal Research (IVa) Legal Comprehension (IVb) Information Application (IVc) Module 6--Role of Paraprofessionals in th FUNCTIONAL DESCRIPTIONS (11) _ . _ Paraprofessional ResponSIbility (IIb) Staff Relationshipe (IIa) Module 7--Public Policy Making PUBLIC POLICIES (XI) Rules Analysis (XIb) Budgeting Proceee_(XIa) 10 10 10 10 11 12 11 10 11 11 10 11 11 10 11 11 11 11 11 e Public Service 11 11 12 11 11 12 148 Module 8--Career Patterns in the Public Service CAREER PATTERNS (IX) 12 Promotional Requirements (IXa) ll Career Mobility (IXb) ll Module 9--Ethical Standards in the Public Service ETHICAL STANDARDS (III) 12 Ethical Conduct (IIIa) 10 Ethics Regulations (IIIb) 12 Module lO--The Political Process POLITICAL ACTION (XII) 12 Organized Support (XIIa) 12 Political Timing (XIIb) 12 Module ll--Public Personnel Procedures PERSONNEL PROCEDURES (I) 11 Interviewee Skills (Ia) 10 Resume Preparation (Ib) 10 Job Descriptions (Id) 11 Conduct/Appearance (Ie) 12 Module 12--Organizational Structure of Governmental Agencies ORGANIZATIONAL THEORY (VII) ii Communication Channels (VIIa) 12 Informal Structure (VIIC) Figure 6. Public Service Modules Recommended for the Child Development Curriculum. Code: C.S.C.-~Consensus of Support Category " 'thin each 9. "Consensus of strong support Wl ' .- respondent group of the above mentioned curri culum. 10. "Consensus of strong support" within at least two of three respondent groups of the above mentioned curriculum. 11. 12. 149 "Consensus of moderate support" within each respondent group of the above mentioned curri- culum. "Consensus of moderate support" within at least two of three respondent groups of the above mentioned curriculum. C.S Module l--Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) Listening Skills (VIa) Policy Explanation (VIb) Needs Identification (VIC) Complaint Response (VId) Interviewing Skills (VIe) Module 2--Ethical Standards in the Public Service ETHICAL STANDARDS (III) Ethical Conduct (IIIa) Ethics Regulations (IIIb) Module 3--Report Making in the Public Service REPORT PREPARATION (5) Information Gathering (Va) Writing Skills (Vb) Module 4-—Inter-Agency Relations in Government AGENCY RELATIONSHIPS (VIII) Client Referral (VIIIa) Agency Coordination (VIIIb) Module 5—-Coping with Crisis Situations in the Public Service CRISIS SITUATIONS (x) Crisis Reaction (Xa) Resource Organization (Xb) 11 11 11 11 11 11 11 11 11 11 11 11 11 ll 11 11 MOdule 6—-Effective Decision-Making in the Public Service DECISION-MAKING (IV) Legal Comprehension (IVb) Information Application (IVc) Legal Research (IVa) 11 11 ll 12 Module 7-—Role of Paraprofessionals in the Public Service FUNCTIONAL DESCRIPTIONS (II) . . . Paraprofessional ResponSIbility (IIb) Module 8--Public Personnel Procedures PERSONNEL PROCEDURES (I) Interviewee Skills (Ia) ResuméiPreparation (Ib) 11 12 12 10 11 .C. lSl C.S.C Module 9--Organizational Structure in Governmental Agencies Communication Channels (VIIa) ll Informal Structure (VIIC) 12 Figure 7. Public Service Modules Recommended for the Social Work Curriculum. 152 C.S.C. Module l--Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) 10 Listening Skills (VIa) 10 Policy Explanation (VIb) 10 Needs Identification (VIC) 10 Complaint Response (VId) lO Interviewing Skills (VIe) IO Module 2--Report Making in the Public Service REPORT PREPARATION (V) 10 Writing Skills (Vb) 10 Information Gathering (Va) 12 Module 3--Inter-Agency Relations in Government AGENCY RELATIONSHIPS (VIII) 11 Client Referral (VIIIa) 10 Agency Coordination (VIIIb) 11 Module 4-—Coping with Crisis Situations in the Public Service CRISIS SITUATIONS (x) 11 Resource Organization (Xb) i2 Crisis Reaction (Xa) Module 5--Effective Decision Making in the Public Service DECISION-MAKING (IV) ii Information Application (IVc) 11 Legal Research (IVa) 12 Legal Comprehension (IVb) Module 6--Ethical Standards in the Public Service 2 ETHICAL STANDARDS (III) %0 Ethical Conduct (IIIa) 12 Ethics Regulations (IIIb) Module 7-—Career Patterns in the Public Service 12 CAREER PATTERNS (IX) 11 Promotional Requirements (IXa) ll Career Mobility (IXb) 153 Module 8--The Political Process POLITICAL ACTION (XII) Political Timing_(XIIb) Organized Support (XIIa) Module 9--Organizational Structure in Governmental Agencies ORGANIZATIONAL THEORY (VII) Communication Channels (VIIa) Informal Structure (VIIC) Module lO—-Public Personnel Procedures PERSONNEL PROCEDURES (I) Interviewee Skills (Ia) Resumé Preparation (Ib) Conduct/Appearance (Ie) Job Descriptions (Id) Module ll--Public Policy Making PUBLIC POLICIES (XI) Module 12--Organizational Structure in Governmental Agencies Paraprofessional Responsibilipy_(IIb) Staff Relationships (IIa) Figure 8. Public Service Modules Recommended for the Teacher Associate Curriculum. .8. 12 11 12 11 11 12 12 10 10 11 12 12 11 12 Mo PE M. 154 C.S.C Module l--Public Personnel Procedures PERSONNEL PROCEDURES (I) 11 Resume Preparation (Ib) 9 Interviewee Skills (Ia) 11 Job Descriptions (Id) 11 Conduct/Appearance (Ie) 11 Examination Awareness (lo) 12 Module 2--Role of Parappofessionals in the Public Service FUNCTIONAL DESCRIPTIONS (II) 11 Staff Relationships (11a) 11 Paraprofessional Responsibility (IIb) ll Module 3--Coping with Crisis Situations in the Public Service CRISIS SITUATIONS (x) 11 Crisis Reaction (Xa) 11 Resource Organization (Xb) ll Module 4--Report Making in the Public Service REPORT PREPARATION (V) 11 Information Gathering (Va) 11 Writing Skills (Vb) ll Module 5--Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) ii Listening Skills (VIa) 11 PoliEy Explanation (VIb) ll Complaint Response (VId) ll Interviewing Skills (VIe) 12 Needs Identification (VIC) Module 6--Effective Decision-Making in the Public Service 12 DECISION-MAKING (IV) 11 Legal Research (IVa) 11 Legal Comprehension (IVb) 11 Information Application (IVC) Module 7--Career Patterns in the Public Service 12 CAREER PATTERNS (IX) 11 Promotional Requirements (IXa) 11 gereer Mobility (IXb) 155 C.S.C. Module 8—-Ethica1 Standards in the Public Service ETHICAL STANDARDS (III) 11 Ethical Conduct (IIIa) 11 Module 9--Organizational Structure in Governmental Agencies ORGANIZATIONAL THEORY (VIII) 11 Communication Channels (VIIa) 11 Module 10--Inter-Agency Relations in Government Client Referral (VIIIa) 12 Figure 9. Public Service Modules Recommended for the Library Media Technology Curriculum. 156 C.S.C. Module l—-Effective Decision-Making in the Public Service DECISION-MAKING (IV) 11 Legal Research (IVa) 11 Legal Comprehension (IVb) 11 Information Application (IVC) 11 Module 2—-Report Making in the Public Service REPORT PREPARATION (V) 11 Information Gathering (Va) 11 Writing Skills IVb) ll Module 3--Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) 11 Listening Skills (VIa) ll Needs Identification (VIC) 11 InterviewingeSkills (VIe) 11 Policy Explanation (VIb) 12 Complaint Response (VId) 12 Module 4--Ethical Standards in the Public Service ETHICAL STANDARDS (III) 11 Ethical Conduct (IIIa) 11 Ethics Regulations (IIIb) 12 Module 5--Inter-Agency Relations in Government AGENCY RELATIONSHIPS (VIII) ii Client Referral (VIIIa) 12 Agency Coordination (VIIIb) Module 6-—Coping with Crisis Situations in the Public Service 2 CRISIS SITUATIONS (x) i1 Crisis Reaction (Xa) 11 Resource Organization (Xb) Module 7-—Public Personnel Procedures 11 PERSONNEL PROCEDURES (I) ll Resume Preparation (Ib) 11 Job Descriptions (Id) 11 Conduct/Appearance (Ie) 12 Interviewee Skills (Ia) C.S.C. Module 8--Organizationa1 Structure in Governmental Agencies ORGANIZATIONAL THEORY (VII) 12 Communication Channels (VIIa) 11 Module 9--Role of Paraprofessionals in the Public Service I Informal Structure (VIIc) 12 FUNCTIONAL DESCRIPTIONS (II) 12 Paraprofessional Responsibility (IIb) 11 Module 10--Career Patterns in the Public Service Promotional Requirements (IXa) 11 Career Mobility (IXb) 12 Figure 10. Public Service Modules Recommended for the Law Enforcement Curriculum. Mu C.S. Module 1--Effective Decision-Making in the Public Service DECISION-MAKING (IV) 11 Legal Comprehension (IVb) 11 Legal Research (IVa) 12 Information Application (IVC) 12 Module 2--COping with Crisis Situations in the Public Service CRISIS SITUATIONS (x) 12 Crisis Reaction (Xa) 11 Resource Organization (Xb) ll Module 3——Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) 12 Needs Identification (VIC) 11 Complaint Response (VId) ll Interviewing Skills (VIe) 11 Listening Skills (VIa) 12 Policy Explanation (VIb) 12 Module 4--Report Making in the Public Service REPORT PREPARATION (V) 12 Information Gathering (Va) 1% Writing Skills (Vb) l Module 5--Role of Paraprofessionals in the Public Service FUNCTIONAL DESCRIPTIONS (II) . . . if Paraprofessional ResponSibility (IIb) 12 Staff Relationships (IIa) Module 6--Ethical Standards in the Public Service 2 ETHICAL STANDARDS (III) i1 Ethics Regulations (IIIb) 12 Ethical Conduct (IIIa) Module 7-—Public Personnel Procedures 12 PERSONNEL PROCEDURES (I) . ll Resumé Preparation (Ib) 12 Interviewee Skills (Ia) 12 Examination Awareness (IC) 12 Job Descriptions (Id) 12 Conduct/Appearance (Ie) 159 C.S.C. Module 8—-Organizationa1 Structure in Governmental Agencies ORGANIZATIONAL THEORY (VII) 12 Communication Channels (VIIa) 12 Informal Structure (VIIc) 12 Module 9--Career Patterns in the Public Service CAREER PATTERNS (IX) 12 Promotional Requirements (IXa) 12 Module 10--Inter—Agency Relations in Government Client Referral (VIIIa) ll Figure 11. Public Service Modules Recommended for the Fire Science Curriculum. 160 C.S.C. Module l--Effective Communication in the Public Service PUBLIC COMMUNICATION (VI) 10 Listening Skills (VIa) ll Complaint Response (VId) 11 Interviewing Skills (VIe) 11 Policy Explanation (VIb) 12 Needs Identification (VIC) 12 Module 2—-Ethical Standards in the Public Service ETHICAL STANDARDS (III) 11 Ethical Conduct (IIIa) 11 Ethics Regulations (IIIb) 12 Module 3—-Inter-Agency Relations in Government AGENCY RELATIONSHIPS (VIII) 11 Client Referral (VIIIa) 11 Agency Coordination (VIIIb) 12 Module 4—-COping with Crisis Situations in the Public Service CRISIS SITUATIONS (X) 11 Crisis Reaction (Xa) 11 Resource Organization (Xb) 12 Module 5--Role of Paraprofessionals in the Public Service FUNCTIONAL DESCRIPTIONS (II) 11 Staff Relationships (IIa) 12 Paraprofessional Responsibility (IIb) l2 Module 6-—Effective Decision-Making in the Public Service DECISION-MAKING (IV) 12 Legal Comprehension (IVb) 11 Information Application (IVC) 11 Legal Research (IVa) 12 Module 7—-Report Making in the Public Service REPORT PREPARATION (V) 12 Information Gathering (Vb) 12 Writing Skills (Va) 12 )1. 161 C.S.C. Module 8—-Career Patterns in the Public Service CAREER PATTERNS (IX) 12 Promotional Requirements (IXa) 12 Career Mobility (IXa) 12 Module 9--Organizational Structure in Public Agencies ORGANIZATIONAL THEORY (VII) Informal Structure (VIIa) CommuniEation Channels (VIIa) Module 10-—Public Policy Making PUBLIC POLICIES (XI) Module ll~-Public Personnel Procedures Interviewee Skills (Ia) ResumEIPreparation (Ib) Conduct7Appearance (Ie) Examifiation Awareness (IC) Figure 12. Public Service Modules Recommended for the 12 11 12 12 11 11 11 12 Property Valuation/Assessment Administration Curriculum. Se] CHI 80' as an VE WE d¢ 162 Service ranked highest as a module for all public service curricula, all human service curricula, child development, social work, teacher associate, and property valuation/ assessment administration. Summary Included in this chapter has been a presentation and analysis of the data gathered and organized during the verification and modification stages of the procedural model of this study. A summary of the twenty semi—structured interviews was made. Based on these interviews, constituting the pilot phase of the verification stage, four goals were deleted (one rewritten as an objective), two goals added, and several objectives drafted from each goal. The revi- sion of these goals and specification of Objectives pro— vided the framework for the field verification. Data from the questionnaires used for field veri- fication were presented and analyzed. An ordinal consensus index was calculated for the reaction of each respondent group to each goal, objective, and evaluative item. Data regarding each goal and objective were presented and analyzed. A formative assessment of the study was made based On semi—structured interviews and questionnaire data. and and cur] 163 The modification stage involved categorizing goals and Objectives based on the degree of consensus Of support and organizing them into modules for all public service curricula, career families, and separate curricula. and fyin veri Lans for 3856 mOdi C01] stuc Lan: in , age] the Wer. Dar CHAPTER V SUMMARY, CONCLUSIONS, AND IMPLICATIONS FOR FURTHER RESEARCH Summary of Purpose and Procedure The major purpose of this study was that of using and assessing a procedural model for identifying and veri— fying public service modules. The modules identified and verified could be implemented in one or more curricula at Lansing Community College or used as a point of departure for a similar procedure at another community college. The assessment of the model should serve as a guide for its modification and use subsequently at Lansing Community College or at another community college. Several research questions were addressed in this study. Included were the questions of the degree to which Lansing Community College staff members, paraprofessionals in agencies served by that College and employers in those agencies expressed support for the purposes and procedure of the study. Also, the questions of which goals and Objectives were deemed desirable by staff members, employers, and paraprofessionals were addressed. 164 verif: and 01 verif inclu criti scree ident of o) fielc cons) empl: PUbl The serv CODE modr in t for Were cur: fie Cur mad Vie 165 The procedural model for the identification and verification of public service modules (expressed as goals and objectives) involved three stages; conceptualization, verification, and modification. The conceptualization stage included the generation of public service goals based on a critical review of literature and public service curricula at a few community colleges. The pilot study involved the screening of conceptualized public service goals, the identification of additional goals, and the Specification of objectives through semi-structured interviews. The field verification involved a measurement of the degree of consensus of support within the staff, paraprofessional, and employer respondent groups affiliated with each of seven public service curricula offered at Lansing Community College. The modification stage involved the organization of public service modules into a "bank" dependent on the degree of consensus of support across public service curricula. Some modules were classified as appropriate for all curricula in the study. Some modules were classified as appropriate for all human service curricula in the study. Some modules were classified as apprOpriate for all educational service curricula in the study. Finally, some modules were classi- fied as appropriate for one or more specific public service curricula in the study. A formative assessment of the procedural model was made. This assessment involved the perceptions of inter— viewees in the pilot phase toward the purposes and procedu: the deg: respond) the Stu clearly ciently selects intervf chairpe affili curric fessio curric 0f the and er local Colleq ment, media of Mi an 01 gathg Ordil 166 procedure of the study. It also involved a measurement of the degree of agreement expressed in a questionnaire by respondents with the statements that (1) the purposes of the study were important, (2) the goals and Objectives were clearly stated, (3) the goals and objectives were suffi- ciently comprehensive, and (4) the proper reSpondents were selected. The population for the pilot study (semi-structured interviews) consisted Of thirteen staff members (department Chairpersons, program directors, and faculty members) affiliated with the seven public service associate degree curricula at Lansing Community College and seven parapro— fessionals and employers in public agencies served by these curricula. The population for the field verification consisted of the Lansing Community College staff and paraprofessionals and employers in the two largest public agencies at the local level of government served by Lansing Community College. Exceptions to this rule included child develop- ment, in which a single federal agency was used, and library media technology, in which one of the agencies was the State of Michigan Library. The survey instrument for the field verification was an ordered option questionnaire with a Likert scale. Data gathered from the use of this instrument were analyzed by an ordinal consensus statistic and a determination of the i percent respond Pilot 5 widesp: RELATII sparse and CO the f i 1y wid betwee fied 2 tion . Field 7% ‘— 167 percentages of agreement and strong agreement from the respondents. Summary of Results Pilot Study Results of the semi-structured interviews reflected widespread support for PUBLIC COMMUNICATION and AGENCY RELATIONSHIPS. In contrast, these interviews reflected sparse support for PUBLIC INTEREST, EMPLOYEE RELATIONS, and COLLECTIVE BARGAINING: all of which were rejected for the field verification. The other goals received moderate— ly widespread support. Based on the pilot study results, twelve goals and between two and five objectives for each goal were speci- fied and included on the questionnaire for field verifica- tion. Field Verification None of the goals or Objectives received a consensus of strong support within each respondent group of the seven curricula (consensus of support category, C.S.C., 1). Similarly, none of the goals or objectives received a con- sensus Of strong support within at least two of the three respondent groups for each of the seven curricula (consen- sus of support category, C.S.C., 2). However, twenty-four goals and objectives received moderate support across all curricula. The goal of PUBLIC COMMUNICATION and the objectives of Listening Skills, suppo (cons REPOR ETHIC withi of th C. S . C press Meg} HIE Comm 168 Writing Skills, Crisis Reaction, Information Application, and Resumé Preparation received a consensus of moderate support within each respondent group of the seven curricula (consensus of support category, C.S.C., 3). The goals of REPORT PREPARATION, CRISIS SITUATIONS, DECISION-MAKING, and ETHICAL STANDARDS received a consensus of moderate support within at least two of the three respondent groups for each of the seven curricula (consensus of support category, C.S.C., 4). The same degree of moderate support was ex- pressed for the objectives of Policy Explanation, Neege Identification, Complaint Response, Interviewing Skills, Information Gathering, Resource Organization, Legal Com~ prehension, Legal Research, Ethical Conduct, Interviewee Skills, Conduct/Appearance, Paraprofessional Responsibility, Communication Channels, and Client Referral. These twenty-four goals and objectives, therefore, meet the criteria for inclusion in modules recommended for all public service curricula in the study. Of the other twenty goals and objectives subjected to the field verification, all but one met the criteria for inclusion in modules recommended for at least one curriculum in the study. Only Organizational Behavior failed to meet these criteria. Formative Assessment The results of the semi—structured interviews during the pilot study reflected moderate support for the purposes and procedu more orien comprehens ‘ cases, the goals and, most cases clearly st be derived interviewer Sui Likert sca number of improving viewees ex In groups pro study and slightly i moderate : of the it( greatest . support w‘ the leasli 'r— 169 and procedures of the study. Most of the interviewees were more oriented to their respective curricula than to the comprehensive concept of public service, however. In many cases, the interviewer observed an increasing understanding and appreciation of the concept of public service on the part of the interviewee as the interview progressed. The pilot study did serve the purpose of screening goals and, to a degree, specifying Objectives. However, in most cases, these objectives were not specifically and clearly stated by the interviewee. Therefore, they had to be derived by the interviewer from general comments by the interviewees. Suggestions for follow-up interviews, a second Likert scale to measure degrees of commitment, and a larger number of paraprofessionals were given by interviewees for improving the procedural model. However, most of the inter— viewees expressed unqualified support for the model. In the field verificatiOn phase, most respondent groups provided moderate support for the purposes of the study and the proper selection of respondents. However, Slightly less than half of the reSpondent groups expressed moderate support for the clarity and sufficiency of the items. Regarding each of these assessment items, the greatest support was expressed by the College staff, less support was expressed by the public agency employers, and the least support was expressed by the paraprofessionals. AS study is cedural m as a poin and propo curricula Formative T] assessmen' l. P‘ ) l 170 Conclusions As indicated in Chapter I, the significance of this study is based on using and formatively assessing a pro- cedural model, generating public service goals and objectives as a point of departure for the subsequent use of this model, and proposing modifications to existing public service curricula at Lansing Community College. Formative Assessment The following conclusions relate to the use and assessment of the procedural model: 1. Public Service modules were identified and verified as commonly desired for all public service curricula at Lansing Community College. Of the nine modules verified, four are complete in terms of each goal and objective receiving a consensus of moderate support. In rank order, these complete modules are Effective Communication in the_Public Service, Report Making in the Public Service, CQping with Crisis Situations in the Public Service, and Effective Decision—Making in the Public Service. 2. The four modules complete in terms of goals and objectives mainly constitute Skills, rather than knowledge. Although phrased in terms of the public service, these skills could transcend the boundaries of public service and closely relate to general education. sup} Obj( cedi 7. For or : but dir vex The 0f the re51 muni ty Coll 171 3. Public service modules were identified and Verified as commonly desired for human service curricula (child development and SOCial work), and educational service curricula (teacher associate and library media technology). 4. Public service modules were identified and verified for each of the seven public service curricula in the study. 5. Most of the support expressed for public service goals and objectives was moderate, rather than strong. 6. A problem resulted from the distribution of the same questionnaire to staff, employers, and parapro- fessionals. The latter subpopulation expressed less support for the proposition that the goals and objectives were clearly stated and that the pro— cedure in general was sound. 7. For many of the modules identified and verified, one or more of the objectives was sufficiently supported, but not the main goal. Consequently, no broad direction for the module has been identified and verified. Qprriculum Development at Egnsing Community College The following conclusions relate to the significance Of the results for curriculum development at Lansing Com- munity College: Publ: inse: curr: fOlL 172 Public service modules should be developed for insertion in courses common to all public service curricula in the study. Included should be the following; 61. Effective Communication in the Public Service. A module designed to prepare students to effectively listen to and understand the needs and desires Of citizens/Clients through inter- views, explain to citizens/clients the reasons for governmental decisions and actions, identify the needs Of a variety of citizen/client groups, and effectively answer citizen complaints. Report Making in the Puplic Service. A module designed to prepare students to gather and categorize information for reports in govern- mental agencies and prepare and present those reports by writing with clarity, proper grammar, and a style appropriate for such agencies. Coping with Crisis Situations in the Public Service. A module deSigned to prepare students to react in a calm and rational manner to irate or disruptive citizens/clients and organize resources for solving problems the answer to which they do not immediately know. Effective Decision-Making in the Public Service. A module designed to prepare students to locate, comprehend, and apply to rational decision— making various sources of laws, ordiances, and regulations. Ethical Standards in the Public Service. A module deSigned to prepare students to describe ethical standards of governmental agencies and conduct themselves in relation to citizens/ clients in a manner consistent with those standards. Public Personnel Procedures. A module designed to prepare students to accurately and neatly prepare resumés and applications, present them— selves positively as interviewees for govern- mental positions, and assume the basic conduct and appearance expected in governmental agencies. In a curr be 6 (tea the In e CUI‘I in . dev aSS 173 Role of Paraprofessionals in the Public Service. A module designed to prepare students to ex- plain the nature and scope of authority and responsibility of entry-level employees (in- cluding paraprofessionals) in governmental agencies. Organizational Structure of Governmental Agencies. A module designed to prepare students to describe the channels for communication and decision-making in governmental agencies. Inter-Agency Relations in Government. A module designed to prepare students to identify govern- mental agencies to which citizens/clients should be referred. In addition to the modules for all public service curricula in the study, the following module should be developed for both educational service curricula (teacher associate and library media technologY) in the study; Career Patterns in the Public Service. A module designed to prepare students to identify educational and experience requirements for promotion in government and to describe oppor— tunities for lateral movement into other career fields in government or similar occupations in private business. In addition to the modules for all public service curricula and for the educational service curricula in the study, the following modules should be developed for the child development and teacher associate curricula; a. Public Policy Making. A module designed to prepare students to describe the major steps in the budgeting process affecting entry-level employees and the impact of changes in adminis— trative rules and enabling legislation affecting these employees. Curriculum D: Other Commun. The of the resul 1. With proc veri 2. The curr depa proc It}: 174 b. The Political Process. A module designed to prepare students to organize citizen/client support for political action and identify the proper time, place, and target for such action. Curriculum DevelOpment at Other Community Colleges The following conclusions relate to the significance of the results of this study for other community colleges: 1. With modifications recommended in this chapter, a procedural model may be used for identifying and verifying public service modules. 2. The modules recommended for all public service curricula in this study may be used as a point of departure for the conceptualization stage of the procedural model. Implications for Further Research Implied from the summary of results and conclusions of this study are various possibilities for further curri— culum deveIOpment and research. In the first place, the modules identified and verified should be fully developed. For many, additional Objectives and goals should be generated and verified by a replication of the procedural model. For all of them con- ditions and criteria need to be specified. Outlines of the content should be drafted. Finally, learning modes and resources should be identified. In addition to the full development of public service modules, they should be tested and evaluated. In t] the differen groups (both and empirica tance may be paraprofessi clarity of t In 1 may be Men For example services, 1 Para-medica human servi associate, In at other C( larger num] would invo; AS Previou Public Ser Study C0111 ualizatior at other C are made; 1- Re 8‘ 175 In the second place, variables which may explain the differences between the perceptions of various respondent groups (both within and across curricula) may be hypothesized and empirically tested. Of particular interest and impor- tance may be the different perceptions of College staff and paraprofessionals toward the procedure of the study and clarity of the items. In the third place, modules for other career families may be identified and verified by a similar procedural model. For example, one career family may be that of emergency services, including law enforcement, fire science, and para-medical. Another career family may be an expanded human service group including law enforcement and teacher associate, as well as child development and social work. In the fourth place, this study should be replicated at other community colleges; particularly those with a larger number of public service curricula. This, of course, would involve perceptions of different clientele agencies. AS Previously indicated, the goal and objectives of the Public service modules identified and verified in this study could serve as a point of departure for the concept- ualization stage. However, for use of the procedural model at other community colleges, the following recommendations are made: 1. Rather than expecting the interviewees in the pilot study to generate specific objectives from goals, reac spec 2. Poll pilc viex con< memfi be 4. The rat the mod acc 5- The cla fes Tw< Is) a . In °f9€nera1 Should be service go approaCh h 88rvice. 176 reactions should be sought from the interviewees to specific objectives conceptualized by the researcher. 2. Follow-up interviews should be conducted in the pilot study; particularly involving those inter- viewees initially unfamiliar with a comprehensive concept of public service. 3. An approximately equal number of College staff members, employers, and paraprofessionals should be interviewed in the pilot study. 4. The questionnaire should include numerous objectives, rather than both goals and objectives. Based on the results, the objectives could be clustered into modules and goals could be derived from the acceptable objectives for these modules. 5. The validation of the questionnaire regarding the clarity of objectives should involve parapro- fessionals, along with employer and College staff. Two or three sets of questionnaires with different levels of abstraction validated for consistency by a team of experts may be required. In the fifth place, an assessment of the relevancy 0f general education to public service career education should be made. As previously indicated, many of the public service goals and objectives identified and verified approach basic skills which transcend the concept of public service. As two of the interviewees suggested, general education me public servi 177 education may be tailored to meet the needs served by public service modules. PUBLIC sum or com Al APPENDIX A PUBLIC SERVICE CORE COMPONENT OF THE AMERICAN ASSOCIATION OF COMMUNITY AND JUNIOR COLLEGES' MODEL PUBLIC SERVICE ASSOCIATE DEGREE PROGRAM (Korim, 1971) APPENDICES PUBLIC SERVI OF COMMUNI ASE Public Serv: Thi strategies the context is placed u relevant tc this course APPENDIX A PUBLIC SERVICE CORE COMPONENT OF THE AMERICAN ASSOCIATION OF COMMUNITY AND JUNIOR COLLEGES' MODEL PUBLIC SERVICE ASSOCIATE DEGREE PROGRAM (Korim, 1971) Public Service 101, Effective Delivery of Governmental Services. This course is designed to give the student basic strategies of problem solving and decision making within the context of the principles of public interest. Emphasis is placed upon developing techniques and operational skills relevant to the first line public employee. Topics for this course include the following: (1) Techniques of conducting first line service routines. (2) Strategies for coping with un (3) Techniques of interaction between the agency representative and the citizen. (4) Strategies for effective decision making within the framework of governmental ordinances and regulations. (5) Procedures for translating general public priorities into daily operational practices. (6) Tools for the analysis of problems of first line government operations. ntation of the associate (7) The ethical orie degree employee. 178 expected incidents. Public Serv Thi mental orga apprOpriate Public ager those princ Within the ToPics for (l (2 (3 (9) 179 Awareness of the impact of public opinion on the system of controls peculiar to the public sector. The logistics of the delivery of public services and the role of the public servant directly confronting the public. A definition of public interest relevant to entry occupations. Relationships between the delivery of services, revenues, and the budget-making process. Public Service 102, Public Personnel, Organization, and Operatinngrocedures. This is designed to analyze concepts of govern- mental organization and public personnel procedures appropriate to first line employees and operations in Public agencies. Special emphasis shall be placed upon those principles that highlight first line functions within the perspective of a governmental delivery system. TOPics for this course include the following: Characteristics of the civil service system. Concepts of job analysis and position classification in public agenCies. Supervisor/subordinate relationships. Differences between public and private employ- ment. Standards of performance in public employment. Methods of evaluating public personnel. Delegation of authority as a tool to mobilize first—line personnel. Job design in public agencies and its impact on the organizational structure. 180 (9) Effective linkage between first-line personnel and the public, fellow employees, the staff hierarchy, and other agencies. (10) An examination of problems of organizing middle and front-line delivery functions. (11) Case studies and field examinations of alternative organizational patterns. APPENDIX B DESCRIPTIVE RESULTS OF INTERVIEWS Inte; Lansing Comm seeing the s associate pr tional and e and theology and has over The Commonaj related to . the desirab mobility, by the prim Daration fc 906:1, accox able cares} 0f develop: ihVleing , particIllar St for the 90 APPENDIX B DESCRIPTIVE RESULTS OF INTERVIEWS Child DevelOpment, Social Work, and Teacher Associate Interviewee "A" is a departmental chairperson at Lansing Community College with responsibility for over— seeing the social work, child development, and teacher associate programs. This chairperson has had an educa- tional and experience background in sociology, psychology, and theology. He has been a chairperson for nine years and has overseen each of the programs since its inception. The commonality of government careers perceived by "A" related to their involvement with people. He expressed the desirability of preparation for upward and lateral mobility. Preparation for mobility is tempered, however, by the primary community college responsibility of pre- paration for entry—level employment. The lateral mobility goal, according to "A," involves preparation for compar— able careers dealing with people. He did view the value of developing a common core of instructional units; involving teaching how governments, and bureaucracies in particular, work. Strong support was expressed by interviewee "A" for the goals dealing with FUNCTIONAL DESCRIPTIONS, 181 PUBLIC INTEREE CRISIS SITUATI and AGENCY RE] for the other major emphasi and conflict In as study, "A" su procedure in Likert scale respondents 1 Likert scale Duri: interviewer) service conc the human se The intervie ilarity beta Inte Child devel: curricula a] "It" With ; elementary as a teache PrOgram dir comonality concepts of 182 PUBLIC INTEREST, DECISION-MAKING, PUBLIC COMMUNICATION, CRISIS SITUATIONS, REPORT PREPARATION, FISCAL PROCEDURES, and AGENCY RELATIONSHIPS. Moderate support was expressed for the other goals, except for COLLECTIVE BARGAINING. A major emphasis was placed by "A" on effective communication and conflict resolution within public agencies. In assessing the purposes and procedure of the study, "A" supported the purposes of the study and the procedure in general. He did suggest the use of a second Likert scale for determining the degree of commitment by respondents to one of the five alternatives on the basic Likert scale. During the interview with "A,“ the writer (as interviewer) observed an understanding of the public service concept, although some responses were tailored to the human service careers family within public service. The interviewee developed a greater awareness of the sim- ilarity between government jobs as the interview progressed. Interviewee "B" is the program director for the child development, social work, and teacher associate curricula and is administratively directly subordinate to "A." With an educational background in the social sciences, elementary education, and higher education and experience as a teacher and public administrator, she has been the Program director for three years. She identified a commonality of government careers and supported the concepts of upward mobility, lateral mobility, and a common core of mobility in at would involve in preparatiox perceived a c< paration for L instructional fessions, rat careers. Regar Proposed goal PROCEDURES, s PUBLIC comm RELATIONSHIPS goals, with 1 mar emPhas: felt would b. Othe for bOth the HOWever’ her to the “help ViCes). She uPwmrd mObi] preparation Inte Sibility £03 Child dEVe 1' 183 common core of instructional units. Preparation for upward mobility in an associate degree program, according to "B," would involve the development of basic knowledge and skills in preparation for transfer to a four-year college. She perceived a commonality between government careers, pre- paration for lateral mobility, and a common core of instructional units from the perspective of "helping" pro— fessions, rather than the full scope of public service careers. Regarding specific reactions to the fourteen proposed goals, "B" lent strong support for PERSONNEL PROCEDURES, FUNCTIONAL DESCRIPTION, ETHICAL STANDARDS, PUBLIC COMMUNICATION, REPORT PREPARATION, and AGENCY RELATIONSHIPS. Moderate support was given to the other goals, with the exception of EMPLOYEE RELATIONS. Parti- cular emphasis was placed on ethical standards which she felt would be particularly important for paraprofessionals. Other goals suggested by "B“ expressed support for both the purposes and the procedure for the study. However, her perception of public service was confined to the "helping"professions (human and educational ser— vices). She viewed the responsibility of education for upward mobility within an associate degree curriculum as Preparation for a four-year program. Interviewee "C" is a faculty member with respon— sibility for coordinating and teaching courses in the child development curriculum. She has an educational background in ment, and psy pre-school te program at La The c desirability ity within tr core of inst: were perceive "C" viewed p1 child advoca. writing was . The FUNCTIONAL D DECISION-MAR REPORT PREPA TIONSHIPS we Moderate 311‘ goals, eXCEE However, muc rather than For exfilflple child relat. Pertain to A c reflected i VlEWee N C ’ u 184 background in history, political science, child develop- ment, and psychology, and experience as an elementary and pre-school teacher. She developed the child development program at Lansing Community College. The commonality of government careers, the desirability of preparation for upward and lateral mobil- ity within the public service, and the value of a common core of instructional units for public service curricula were perceived by interviewee "C," similar to "A" and "B." "C" viewed public service as helping people; particularly child advocacy. The common administrative skill of grant writing was emphasized by interviewee "C." The proposed goals of PERSONNEL PROCEDURES, FUNCTIONAL DESCRIPTIONS, ETHICAL STANDARDS, CAREER PATTERNS, DECISION-MAKING, PUBLIC COMMUNICATION, CRISIS SITUATIONS, REPORT PREPARATION, FISCAL PROCEDURES, and AGENCY RELA- TIONSHIPS were strongly supported by interviewee "C." Moderate support was expressed for the other proposed goals, except EMPLOYEE RELATIONS and COLLECTIVE BARGAINING. However, much of this support was based on a human service, rather than a comprehensive public service perspective For example, ethical standards would relate to teacher/ child relationships and inter-agency relationships would Pertain to all agencies working with children. A comprehensive perspective of public service was reflected in other desirable goals identified by inter- viewee "C," though. Included were knowledge of needs and problems of 8: public policy areas, and th public policy Inter fying common a commonality views child 6 rather than I Rega: "C" recommeni outside the . In r was conducte paraprofessi Proqram most tion, a fede Speech Pathc as a home 31 in'W-“Viewee Prom-am as i federal and home Start day Care Ce fied the de Within gOVe Int 185 problems of specific client populations, an awareness of public policy and legislation affecting specific program areas, and the use of systems to maintain an awareness of public policy. Interviewee "C" supported the concept of identi- fying common goals and objectives, but could not envision a commonality across all public service careers. She views child development employees as child advocates rather than public servants. Regarding the procedure of the study, interviewee "C" recommended interviews with public agency personnel outside the College. In response to that recommendation, an interview was conducted with a coordinator of child development paraprofessionals (home start teachers) in a Head Start program mostly funded by the Community Services Administra tion, a federal agency. With educational background in speech pathology and audiology and experience background as a home start teacher prior to becoming a coordinator, interviewee "D" didn't consider employment in a Head Start program as a career. She noted that the availability of federal and matching funds is unpredictable. Consequently, home start or head start teachers often move to private day care centers as head teachers. That situation modi- fied the desirability of preparation for upward mobility within government in an associate degree program. Interviewee "D" supported preparation for lateral mobility, but The f is limited by policies, and In re viewee “D" e CEDURES, ETHI COMMUNICATIO communicatio communicatio also of effe start teache of the budge paraprofessi positions am match for fe Mode TIONAL THEOE PREPARATION, The or disagreer SUP] during the 1 express any. study. I Int: coordinatim 186 mobility, but within the human service career family. The feasibility of a common core for public service is limited by the frequent change in the nature of jobs, policies, and procedures, according to "D." In reaction to the specific proposed goals, inter— viewee "D" expressed strong support for PERSONNEL PRO- CEDURES, ETHICAL STANDARDS, CAREER PATTERNS, PUBLIC COMMUNICATION, and FISCAL PROCEDURES. Regarding effective communication, like interviewee "C," "D" referred to communication with children. She added the importance also of effective communication with parents for home start teachers. The reason for emphasizing the importance of the budget-making process is that child development paraprofessionals are often in financially tenuous job positions and must be involved in acquiring the local match for federal money. Moderate support was voiced by "D" for ORGANIZA- TIONAL THEORY, EMPLOYEE RELATIONS, DECISION-MAKING, REPORT PREPARATION, and AGENCY RELATIONSHIPS. The other goals caused reactions of uncertainty or disagreement by interviewee "D." Support for the purposes of the study increased during the interview, according to "D." She did not express any concerns about the procedural model of the study. Interviewee "E" is a faculty member teaching and coordinating the social work curriculum. Her educational background is education. H care, psychia general, a co according to ' career famili which she vie educational s ilarity betwe was expresse upward mobil' instructiona emphasis on agencies. Stror with the goal DARDS, PUBLIl AGENCY RELAT standards, 8 cula. Mode the other g< MAKING. Pu] a low prior: effective di ordinances | (rather than, 187 background is in psychology, social work, and adult education. Her employment background includes foster care, psychiatric work, and medical social work. In general, a commonality of government careers exists, according to "E." This commonality involves all the career families of this study, except public finance, which she viewed as greatly different from the human or educational services. She perceived a particular sim- ilarity between social work and law enforcement. Support was expressed by "E" for the concepts of preparation for upward mobility, lateral mobility, and a common core of instructional units. However, she cautioned about the emphasis on specific job preparation placed by state agencies. Strong agreement was expressed by interviewee "E" with the goals of FUNCTIONAL DESCRIPTIONS, ETHICAL STAN- DARDS, PUBLIC COMMUNICATION, REPORT PREPARATION, and AGENCY RELATIONSHIPS. However, in regard to ethical standards, she perceived major differences between curri— cula. Moderate agreement was expressed by "E" with all the other goals, except COLLECTIVE BARGAINING and DECISION— MAKING. Public sector collective bargaining was viewed as a low priority in relationship to other needs. Making effective decisions within the framework of governmental ordinances and regulations was viewed as administrative (rather than paraprofessional) in nature. Addit standing of t and a psycho- In as the purposes cautioned tha hire paraprof In ge of the full of her respo public servi very evident A fa teaching, te served as in “F“ is also national rel counseling. Like affiliated w interviewee careers con- associate, cepts of up core of ins only betwe-.6 i core would I 188 Additional goals identified by "E" were an under- standing of the political process, organizational skills, and a psycho-social understanding of stress. In assessing the study, interviewee "E" supported the purposes and, in general, the procedure. However, she cautioned that supervisors are not always in positions to hire paraprofessional personnel. In general, interviewee "E" had a good knowledge of the full scope of public service. Understandably, many of her responses related to human services as opposed to public service, however, Concern about employability was very evident. A faculty member with an extensive career in teaching, teacher education, and educational administration served as interviewee "F." The educational background of "F" is also extensive; including English, history, inter— national relations, teacher education, social science, and counseling. Like the other respondents interViewed who were affiliated with the educational service career family, interviewee "F" perceived a commonality between government careers confined to human services (social work, teacher associate, and child development). He endorsed the con— cepts of upward mobility, lateral mobility, and a common core of instructional units. Lateral mobility was viewed only between human service careers, however. A common core would be focused on human relations, according to “F“; and woul sector of the In r viewee "F“ l PARATION. H and PUBLIC C In a viewee "F" g likelihood o avoided. Inte service, as A great emph service care A cc with the tea Her educatic exclusively Ser‘ human relat identified of upward m instructior. However , la‘ 189 "F"; and would not necessarily be oriented to the public sector of the economy. In response to the proposed specific goals, inter- viewee "F" lent strong support for PERSONNEL PROCEDURES, FUNCTIONAL DESCRIPTIONS, PUBLIC INTEREST, ETHICAL STAN- DARDS, EMPLOYEE RELATIONS, CAREER PATTERNS, DECISION-MAKING, PUBLIC COMMUNICATION, CRISIS SITUATIONS, and REPORT PRE- PARATION. He greatly emphasized FUNCTIONAL DESCRIPTIONS and PUBLIC COMMUNICATION. In assessing the purposes and procedure, inter- viewee "F" gave positive feedback. He referred to the likelihood of bias in the questionnaire, which cannot be avoided. Interviewee "F" was very oriented to the human service, as distinguished from the public service concept. A great emphasis was placed on communication within human service careers. A consultant with a local school district involved with the teacher associate level served as interviewee "G." Her educational and experience background has been exclusively in education. Service to the community, service to people, and human relations were common threads in government careers identified by interviewee "G." She supported the concepts Of upward mobility, lateral mobility, and a common core of instructional units as goals of associate degree programs. However, lateral mobility is confined to child advocacy (including la develop basic sarily confin Inter all the progr TION, to whi proposed goa TIONAL THEOR EMPLOYEE RE but not the Crea goals identi In a and procedu paraprofessi The the part of enthusiasm : flected an public serv One response tc same schooi herself as affiliated interviewe aides in t 190 (including law enforcement), and a common core would develop basic skills, such as communications, not neces— sarily confined to the public service, according to "G." Interviewee "G" expressed moderate support for all the program goals, except that of PUBLIC COMMUNICA- TION, to which she gave strong support. For many of the proposed goals, such as PERSONNEL PROCEDURES, ORGANIZA- TIONAL THEORY, PUBLIC INTEREST, ETHICAL STANDARDS, and EMPLOYEE RELATIONS, she indicated the need for awareness, but not the ability to describe or explain. Creativity and community involvement were other goals identified by "G" as desired for public employment. In assessing the study, "G" endorsed the purposes and procedure. However, she did suggest interviews with paraprofessionals. The writer observed relatively terse answers on the part of "G," which may have reflected a lack of enthusiasm for the study. In addition, the answers re- flected an educational career, rather than a comprehensive public service career perspective. One of the paraprofessionals interviewed in response to "G"'s suggestion was a library aide in the same school system. Interviewee "H" actually considered herself as a teacher aide; therefore was considered affiliated with the teacher associate program. This interviewee heads a union representing all educational aides in that local school district. Therefore, she probably has library or 1 Inte the goals 0: COLLECTIVE i public pers which minor service exa 10b expecta emphasized bargaining lime in ti 90611 of ef; training, 3 minimal ex; Al eXCept ETH PROCEDURES enter the do not nee A knoWlEdg feasible, Sc11°01 to with the . Since par A 191 probably has a broader perspective than many of the other library or teacher aides. Interviewee "H" expressed strong agreement with the goals of PERSONNEL PROCEDURE, CAREER PATTERNS, COLLECTIVE BARGAINING, and PUBLIC COMMUNICATION. Regarding public personnel procedures, "H" referred to a situation in which minorities are not adequately oriented to civil service examinations and that public servants do not know job expectations without adequate job descriptions. She emphasized the importance of knowledge about collective bargaining in public agencies because of its recent emer- gence in that sector of the economy. Expanding upon the goal of effective communication, "H" emphasized sensitivity training, particularly for those public servants with minimal exposure to racial and ethnic minorities. All other proposed goals were supported by "H,“ except ETHICAL STANDARDS, EMPLOYEE RELATIONS, and FISCAL PROCEDURES. According to "H," teaching paraprofessionals enter the field with a commitment to children; therefore do not need further understanding of ethical standards. A knowledge of causes of employee discontent is not feasible, since employee relationships vary from one school to another, according to "H." She did not agree with the desirability of knowledge about budget-making, Since paraprofessionals are never consulted about it. As additional goals, interviewee "H" referred to basic skills, such as reading and mathematics, along with probl viewe Her 1 to e: depa Libr bacl scie at i var law age the mo] Upi re Co Co la 192 with the ability to cope with children having discipline problems. Based on the observation of the writer as inter- viewer, interviewee "H" was very helpful and courteous. Her perspective of the public service was quite tailored to experiences as an educational aide and union official. Library Media Technology Interviewee "I" serves as a chairperson for the department at Lansing Community College housing the Library Media Technology curriculum. She has educational background in social science, English, geography, library science, and educational administration. She has worked at various levels in library science. The commonality of government careers envisioned by "I" relates to the need for library technicians in various public agencies to organize information; such as law enforcement. The functions of referral to other agencies by library technicians was also referred to by the interviewee as an indication of commonality. Regarding the concepts of upward and lateral mobility, interviewee "I" expressed qualified support. Upward mobility as a goal in an associate program faces resistance from professional librarians and four-year college programs. The library science professionals are concerned about competition for jobs. Preparation for lateral mobility would expand the associate degree program T viewee "I and PUBLI< for all 0 ORGAN I ZAT E structure which add preparat: level. ‘ WI ”6ng 9F mic” gq 241W”; omeISV £0; 9H 0 gflq finBI‘I Manes " I .r 1:6 193 to three years, according to "I." The proposed goals given strong support by inter— viewee "I" included PUBLIC INTEREST, ETHICAL STANDARDS, and PUBLIC COMMUNICATION. Moderate agreement was expressed for all other proposed goals, except PERSONNEL PROCEDURES, ORGANIZATIONAL THEORY, and DECISION-MAKING. Regarding the goal of describing the organizational structure of public agencies, "I" cited a significant point which addresses, in general, the whole question of general preparation for public service at the associate degree level. Technicians, according to "I,' need only a narrow perspective. Graduate students, in contrast, need to develop a broad perspective. Consistent with this reason— ing is her reaction to the goal of making effective deci— sions within the framework of governmental ordinances and regulations. That responsibility is not placed with para- professionals. Paraprofessionals have little latitude in decision—making. Regulations are for the use of administra— tors, according to "I." In assessing the study, interviewee "I" supported both the purposes and procedure. As interviewer, the writer noted a careful reading of each goal by the interviewee. Her reluctance to support some of the goals was based on the use of the verb "describe" which she felt was beyond the expectations of paraprofes- sionals. Interviewee "I" stressed the need for specific skill training for library paraprofessionals. However, she did see t understand th for referral Inter Library Media tional backgr Her employmer dary and com: various libr Litt :10quA I”? we A9110” HP: qgfli §Uq 00 flat ammonia row-fl ”“6 timer" Wag: IUFG gLIgT J: 19E ggq FF nflqeis; 194 she did see the need for library paraprofessionals to understand the services provided by other public agencies for referral purposes. Interviewee "J" is a program coordinator for the Library Media Technology curriculum. She has an educa— tional background in English, history, and library science. Her employment background includes teaching at the secon- dary and community college level, along with working in various library settings. Little commonality between government careers was noted by interviewee "J." Only in a minor way would the library technician program relate to the teacher associate program, according to "J." Preparation for upward mobil— ity would require the completion of a bachelors or masters program. A problem arises in that credits for the Library Media Technology program do not transfer to four—year pro- grams in library science, according to "J." The only lateral mobility envisioned by "J" would be in the direction of a secretarial career in private business. Interviewee "J" did not support the concept of a common core of instructional units for public service careers. Despite her lack of conceptual support for general government career preparation, interviewee "J" gave strong support with little hesitation to the goals of PERSONNEL PROCEDURES, ORGANIZATIONAL THEORY, FUNCTIONAL DESCRIPTIONS, COLLECTIVE BARGAINING, DECISION-MAKING, PUBLIC COMMUNICATION, and REPOR as interv ing of th of the in FISCAL PR disagreed sional li I result of began to careers. 5916513. MW F0 “52”“. O aroygj’ II qragalgsq EIZCVF by U 0! “’6 I 1116 OE ‘Fp as 7u;6;A -m‘F-OE 195 and REPORT PREPARATION. In the estimation of the writer as interviewer, this strong support was based on a tailor- ing of the goals to a library science setting in the mind of the interviewee. Those goals such as PUBLIC INTEREST, FISCAL PROCEDURES, and AGENCY RELATIONSHIPS, for which she disagreed, were considered more appropriate for profes- sional library science preparation. In the course of the interview, particularly as a result of responses to specific goals, the interviewee began to envision some commonality between government careers. She expressed a desire for the modification of general education courses——tailored to specific career programs--as an alternative to a common core of instruc— tional units for public service. One recommendation made by interviewee "J" was that of conducting follow-up interviews after the concept of a common set of goals and objectives is developed in the mind of each interviewee. A supervisor of librarians for a local school district served as interviewee "K." She expressed strong support for several of the proposed public service goals. Included were those dealing with ORGANIZATIONAL THEORY, FUNCTIONAL DESCRIPTIONS, CAREER PATTERNS, COLLECTIVE BARGAINING, PUBLIC COMMUNICATION, CRISIS SITUATIONS, and FISCAL PROCEDURES. A problem with FUNCTIONAL DESCRIPTIONS Cited by interviewee "K" is that all personnel within public agencies do not similarly perceive the role of paraprofess interviewee of credits grams. Th quite limi In COMMUNICAT COMMUNICAT the needs to ask que that the i 196 paraprofessionals. Consistent with the previous two interviewees, "K" referred to the problem of the transfer of credits from associate degree library technician pro- grams. Therefore, descriptions of career patterns may be quite limited and consequently discouraging to students. Interviewee "K" particularly stressed goals PUBLIC COMMUNICATION and FISCAL PROCEDURES. Regarding PUBLIC COMMUNICATION, "K" stressed the need for sensitivity to the needs of clients. Paraprofessionals should know how to ask questions without belittling clients. She noted that the impression of a client toward a public agency is usually based on treatment received upon first contact. Knowledge regarding the relationship between the delivery of public services, revenues, and the budget—making process is important for paraprofessionals, according to "K," even if they are not directly involved in the process. That knowledge will enhance paraprofessional understanding of administrative decisions. Paraprofessionals may develop empathy for the administrators. Moderate support was lent by "K" for all the other goals, except DECISION—MAKING. The fourth interviewee related to the library media technician curriculum was a library technician in the same school system as the previous interviewee. Inter— viewee "L" has been recently hired as a library technician after completing the Lansing Community College Library Media Technology Associate degree program. Her employment TIC val kne "Lb 197 background prior to this recent appointment was exclusively in the private sector of the economy. Strong support was eXpressed by interviewee "L" for the goals dealing with PERSONNEL PROCEDURES, ORGAN- IZATIONAL THEORY, PUBLIC INTEREST, ETHICAL STANDARDS, EMPLOYEE RELATIONS, CAREER PATTERNS, and PUBLIC COMMUNICA- TION. Regarding personnel procedures, "L" emphasized the value of actually filling out job application forms and knowing the types of questions asked during interviews. "L" said this should be covered in the associate degree program. Interviewee "L" gave moderate support for all other goals, except REPORT PREPARATION and FISCAL PROCE— DURES. She stated that REPORT PREPARATION would be impor— tant only for some students. Significantly, she differed from the previous interviewee regarding the value of knowl— edge of the budget-making process. Since paraprofessionals are not involved in that process, knowledge about it is unimportant, according to "L." As an elaboration and expansion of the proposed goals, interviewee "L" suggested orientation visits from personnel representing various governmental agencies. Knowledge about job opportunities and pay scales was stressed by "L." Many of her recommendations dealt with teaching methodology and activities, such as audio-visual presentations, field trips, and guest speakers, rather than goals. Most of the educational needs expressed by llLll men 866 am the af is 198 "L" had a direct impact on the personal and career develop- ment of students. Law Enforcement and Property Valuation/Assessment Administration Interviewee "M" is a departmental chairperson over- seeing the public service curricula of law enforcement and and property valuation/assessment administration. Most of the educational background and some of the employment background of "M" relates to business. He has been affiliated with the law enforcement and assessment admin- istration programs since their inception approximately ten years ago. The existence of commonality between government careers, the need of preparation for upward and lateral mobility, and the desirability of a common core of instruc- tional units were all expressed by "M." According to "M," the commonality of government careers necessitates knowl— edge of American government, state and local government, labor relations in government, management training, and general education. He stressed that general education may Prepare students for lateral mobility. The proposed goals given strong support by inter— viewee "M" dealt with PERSONNEL PROCEDURES, ORGANIZATIONAL THEORY, PUBLIC INTEREST, ETHICAL STANDARDS, EMPLOYEE RELA— TIONS, CAREER PATTERNS, COLLECTIVE BARGAINING, PUBLIC COMMUNICATION, and REPORT PREPARATION. Regarding 0R( che 199 ORGANIZATIONAL THEORY, "M" stressed the need to know the channels for getting things done in public agencies. Knowledge of CAREER PATTERNS is important, according to "M," in order for students to develop realistic goals. That knowledge may avoid subsequent disillusionment. Knowledge about collective bargaining would be important for law enforcement, but not for assessment administration, according to "M." The goal of formulating and presenting effective reports is important because it may be the only impression made by an employee on their employer. The goal related to the role of paraprofessionals, FUNCTIONAL DESCRIPTIONS, would be more appropriate for library media technology than law enforcement, according to "M," because law enforcement officers are not considered paraprofessionals. All other goals received moderate support from interviewee "M." Other desired goals for public service education may deal with management skills, according to "M." He emphasized the value of practical education. Both the purposes and procedure of this study received a positive reaction from interviewee "M." A faculty member with the responsibility of coordinating a large and diversified law enforcement Program served as interviewee "N." This interviewee served as police chief in a medium—sized town for twenty- six years. Totally, he has accumulated over forty years of; pol per tio whi of upw ace prc mol put to am pul ta= 01‘ 811 9X TI 200 of police work. His educational background has included police administration and education. The degree of commonality of government careers perceived by "N" related to organization and administra- tion. He Viewed a similarity between government careers which provide emergency services; such as police and fire. Interviewee "N" was quite dubious about the role of associate degree programs in preparing students for upward mobility and lateral mobility. Upward mobility, according to "N," is better addressed by specialized programs as continuing education. Regarding lateral mobility, police officers usually don't move into other public service careers. A common core of instructional units, according to interviewee "N," should be confined to organization and administration as transcending the boundary of the public sector. General principles of management could be taught to all potential administrators, whether in business or government. None of the specific proposed goals was strongly supported by interviewee "N." Moderate support was expressed fbr the goals of PERSONNEL PROCEDURES, ORGANIZA— TIONAL THEORY, ETHICAL STANDARDS, and PUBLIC COMMUNICATION. Many of the goals should receive brief attention in a short orientation course for public service students, according to interviewee "N." Other goals suggested by interviewee "N“ related 201 to the "power of politics" or the "art of getting things done." This interviewee expressed moderate support for the purposes and procedure of the study. One problem faced by interviewee "N" in responding to the questions dealt with separating an associate degree curriculum from continuing education courses and programs. Also with a long career in the law enforcement field, a faculty member in the law enforcement program served as interviewee "O." This interviewee has an educational background in both police administration and law. Consistent with the previous interviewee, "O" perceived a commonality of government careers only in terms of those involved with emergency services; such as police and fire. He endorsed the idea of preparation for upward mobility, but could not foresee lateral mobility across career fields in government. Also consistent with the previous interviewee, "0" identified organization and supervision as constituting a possible common instructional unit. The only proposed goal strongly supported by interviewee "O" dealt with FISCAL PROCEDURES. However, he pointed out the problem of teaching four or five common budgeting systems. Despite minimal strong support, "0" agreed with all the other goals, except PERSONNEL PROCEDURES and COLLECTIVE BARGAINING. He was uncertain about PERSONNEL PROCEDURES because of the absence of 202 standardized personnel procedures in government. Accord- ing to "O," procedures are constantly changing and cities vary. The rights and responsibilities of public employees within the framework of public sector collective bargain- ing are too extensive to be taught in an entry-level pro- gram. They may be appropriate for those students preparing for the field of labor relations. In assessing the study, interviewee "O" viewed it as a worthy endeavor. However, he voiced some procedural shortcomings. Respondents may vary in their interpretation of goals. Therefore, apparent consensus may actually reflect multiple directions. In addition, "0" noted that all of the goals also relate to the private sector. A training official with a county sheriff's depart— ment served as interviewee "P." He has an educational background in criminal justice and labor and industrial relations. "P" has been a uniformed officer with the sheriff's department for ten years. His responses to proposed goals were greatly influenced by his experience as a part—time instructor in the law enforcement program at Lansing Community College. Preparation for upward mobility was supported by interviewee "P." However, he stressed that not all stu— dents desire administrative positions. This preparation should involve transfer to a four—year program, rather than within the associate degree program. Consequently, many of "P"'s reactions to proposed specific goals were 203 qualified, depending on whether or not students are seeking or already have supervisory responsibility. An example of a qualified answer referred to the goal of PERSONNEL PROCEDURES. Ideally, this would be desirable for all students, according to "P.“ However, students without experience preparing for entry-level could not relate to it. Strong agreement was expressed by interviewee "P" for PUBLIC INTEREST, ETHICAL STANDARDS, EMPLOYEE RELATIONS, DECISION-MAKING, PUBLIC COMMUNICATION, and REPORT PREPAR- ATION. Interviewee "P" gave moderate support for the other goals, with the exceptions of PERSONNEL PROCEDURES, CAREER PATTERNS, COLLECTIVE BARGAINING, CRISIS SITUATIONS, and FISCAL PROCEDURES. Ideally, interviewee "P" emphasized the value of a broad education for associate degree students. However, many of his reservations about broad goals have resulted from his frustrations with teaching abstract concepts to students without experience seeking’jobs as entry-level patrol officers. Interviewee "Q" is a faculty member who coordinates the property valuation/assessment administration program. His educational background has consisted of astronomy, meteorology, and education. Prior to assuming his faculty position, "Q" spent over twenty years in private business. The similarity of government careers perceived by interviewee "Q" pertained to civil service procedures and 204 the need for training in public relations. As with the law enforcement interviewees, "Q" identified a common sub- group of vital services, including police and fire protec- tion. The value of preparation for upward and lateral mobility and the feasibility of a common core of instruc- tional units were supported by interviewee "Q." He explained that lateral mobility would be enhanced by general education and basic business management. A common core of instructional units should consist of applicable general education, public relations, and basic business management courses. In response to the proposed goals, interviewee "Q" expressed strong agreement with PUBLIC COMMUNICATION. He explained that assessors must frequently justify assessment to property owners. The goal would involve providing objective information in a clear manner. Moderate agreement was voiced for all the other goals by interviewee "Q." Interviewee "Q" supported the purposes and proce- dure of the study. Consistent with the response of inter- viewee "J," he developed an understanding and appreciation of the purposes during the interview. He predicted that the results of the study could lead to the development of new courses or a new program to provide an orientation to students seeking public employment. One significant finding during this interview was 205 the relationship between the public sector career of assessment administration and the private sector career of real estate. Lateral mobility, according to "Q," exists between these two fields more than between assessment administration and other public service career fields. An administrative aide and assessor in a small city with experience in both assessment administration and general public administration served as interviewee "R." His education has included the Property Valuation/Assess- ment Administration associate degree and a four-year degree in political science with emphasis on public admin- istration. Prior to his current position he was employed in a city assessor's office and a county equalization department. Interviewee "R" envisioned a commonality of govern— ment careers and was generally in support of preparation for upward and lateral mobility within an associate degree program. In addition, he endorsed the concept of a common core of instructional units for the public service. "R" explained that government careers all involve dealing with People who are demanding services they have prepaid through taxes. In reference to upward mobility, he did express some reservations. Students over-trained for an entry- level position may feel frustration. Common core units identified by interviewee "R" related to finance, budget, and personnel. Particularly strong agreement was expressed by 206 interviewee "R" for the goals of ORGANIZATIONAL THEORY, PUBLIC COMMUNICATION, and CRISIS SITUATIONS. "R" empha- sized channels of communication, the nature of charters, lines of command and authority, and classical organizational behavior as important aspects of ORGANIZATIONAL THEORY. Understanding the distinction between formal and informal communication is particularly relevant for any public agency, according to interviewee "R." The need to explain statutory provisions to citizen/clients and the general necessity for effective communication in public agencies were stressed by "R." Training in dealing with unexpected incidents could be provided through role-playing exercises, according to "R." All other proposed goals received at least moder- ate support by interviewee "R." Other goals suggested by "R" included an under— standing of political decision-making and the political behavior of groups. Interviewee "R" voiced support for both the pur- poses and procedure of the study, with no reservations. More than any other interviewee, "R" reflected a thorough grasp of the comprehensive concept of public service employment. That understanding may have resulted from his educational background in political science and public administration and his current administrative "generalist" position with a small city government. 207 Fire Science The chairperson of the department housing the Fire Science curriculum served as interviewee "S." He has a background of education and employment in industrial arts. Regarding a commonality of government careers, "S" referred to the need for knowledge about government organization; particu- larly for the purpose of eliminating provincial attitudes of police and fire personnel. Interviewee "S" expressed reservations about the function of preparing fire science students for upward or lateral mobility, however. He stated that only a few four— year programs are available for fire science students. In addition, upward mobility is more dependent on seniority than on educational background. He also emphasized that the factor of seniority discourages lateral mobility from fire science to other government careers. Firemen usually begin and end their careers in the same department. Of the proposed public service goals, interviewee "S" expressed strong agreement with PERSONNEL PROCEDURES, PUBLIC INTEREST, ETHICAL STANDARDS, EMPLOYEE RELATIONS, COLLECTIVE BARGAINING, DECISION-MAKING, and FISCAL PROCE- DURES. The appropriateness of causes of employee discon— tent lies with the frequent strikes in fire science, according to "S." Regarding public sector collective bargaining, interviewee "S" stressed the value of inte— grated classes attended by students in all public service Programs. 208 Moderate agreement was voiced by "S" for all the other goals, except CAREER PATTERNS. As previously indi— cated, the main determinant of career patterns in fire science is that of the seniority system. Interviewee "S" expressed strong support for both the purposes and procedural model of this study. More than most of the interviewees, he envisioned common core courses for students in all public service curricula. He had a good concept of the meaning and scope of public service. Interviewee "T" has an extensive employment back— ground in fire science and educational background in vocational education. He served in a fire department of a very large city for over thirty years, rising to the position of assistant fire chief. Interviewee "T" is a faculty member who coordinates and teaches the Fire Science curriculum. With some qualifications, "T" supported the concepts of commonality of government careers, prepara- tion for upward mobility, and a common core of instructional units. Fire science fits into a mold of other "traditional" or "conservative" public service careers, according to interviewee "T"; such as law enforcement. It is a very insulated career field where tradition dies slowly, he emphasized. Education as preparation for upward mobility would enhance self-esteem and improve relationships between fire science officials and college-educated executives in 209 other government career fields. Therefore, educational preparation for upward mobility would be important, even if seniority would be the main determinant for advancement, according to interviewee "T." The common core units identified by "T" fall within the curricular category of general or basic education, such as American government, communication, technical report writing, management, and psychology. The extent of lateral mobility in fire science would be confined to emergency service careers, according to interviewee "T." As indicated by the previous inter— viewee, "T" also cited the seniority system in fire science as a factor discouraging lateral mobility. The only proposed goal given strong endorsement by interviewee "T" was that of REPORT PREPARATION. He stressed the need for skills in technical report writing. "T" referred to the typical situation in which public employ— ees feel threatened when asked by citizens for written statements; mainly because of their lack of writing skills. Moderate support was given by interviewee "T" for the goals PERSONNEL PROCEDURES, FUNCTIONAL DESCRIPTIONS, EMPLOYEE RELATIONS, COLLECTIVE BARGAINING, DECISION-MAKING, PUBLIC COMMUNICATION, and AGENCY RELATIONSHIPS. Regarding the goal of PERSONNEL PROCEDURES, "T" stressed the value of interviewee skills. Students should have knowledge of desired behavior in an interview setting. In addition, students should understand expectations during probationary 210 periods upon entry, according to interviewee "T." The purposes of this study were strongly endorsed by interviewee "T." Generally, the procedure was rated as sound. However, "T" did express concern about the limited scope of the population of interviewees. He felt that other geographic areas may provide different perspectives. Additional interviews with paraprofessionals were recom- mended by "T." APPENDIX C SEMI-STRUCTURED INTERVIEW SCHEDULE APPENDIX C SEMI-STRUCTURED INTERVIEW SCHEDULE I. Purposes of Study A. The formative assessment of a procedure for identifying and verifying the need for instruc— tional units common to all associate degree programs at a community college preparing stu- dents primarily for government employment. Government employment consists of the following eight career families, according to the A.A.C.J.C.: community development educational services government agency management human services judicial services public finance resources management transportation mummthI—I The associate degree programs at Lansing Community College which primarily prepare students for govern— ment employment (including all agencies that are controlled and funded by the federal government, state governments, counties, cities, townships, school districts, and other special purpose dis— tricts) are as follows: 1. Social Work, Associate in Arts Degree (Human Services career family) 2. Child Development, Associate in Arts Degree (Human Services career family) 3. Teacher Associate, Associate in Arts Degree (Educational Services career family) 4. Library Media Technology, Associate in Business Degree (Educational Services career family) 5. Law Enforcement, Associate in Business Degree (Judicial Services career family) 6. .EEW Enforcement, Corrections Officer Option, Associate in Business Degree (Judicial Services career family) 211 IIIIIIIIIIIIIIIIIIIII-ll---::;__________ II. III. IV. 212 8. Fire Science Technology, Associate in Science Degree (Resources Management career family) 9. Law Enforcement, Natural Resources Officer Option, Associate in Business Degree (Resources Management career family) 10. Transportation and Traffic Management, Associate in Business Degree (Transpor— tation career family) B. The identification and verification of the above- mentioned common instructional units at Lansing Community College. Information regarding interviewees A. Names will be kept anonymous in the report of results. Associate degree programs with which affiliated. Years associated with these programs. College majors. . Employment background. MUOW Questions Regarding the General Nature of Associate Degree Programs A. What are the two largest employers within local units of government for each associate degree program? B. Do you perceive a commonality between government careers, regardless of career family or specific job? C. Do you believe that students should be prepared in an associate degree program for mobility upward within their career family? D. Do you believe that students should be prepared in an associate degree program for mobility within government across career families (e.g., from law enforcement to social work)? E. Should there be a core of instructional units preparing students for public (government) employ- ment in general, regardless of career family? Do you strongly agree, agree, disagree, strongly dis- agree, or are undecided about the desirability of each of the following goals for the associate degree programs with which you are affiliated? for all ten programs at L.C.C.? A. Prepare the students to describe public personnel procedures. 213 Prepare the student to describe the organizational structure of public agencies. Prepare the student to describe the role of para— professionals in public agencies. Prepare the student to explain the meaning of the "public interest." Prepare the student to describe the ethical stand- ards expected of paraprofessional public employees. Prepare the student to identify causes of employee discontent and militancy in public agencies. Prepare the student to describe career patterns within public employment. Prepare the student to explain the rights and responsibilities of public employees within the framework of public sector collective bargaining. Prepare the student to make effective decisions within the framework of governmental ordinances and regulations. Prepare the student to effectively communicate with citizen clients. Prepare the student to cope with unexpected inci— dents in public agencies. Prepare the student to formulate and present effec— tive reports in public agencies. Prepare the student to describe the relationship between the delivery of public services, revenues, and the budget-making process. Prepare the student to describe the relationship between various public agencies addressing similar problems and/or providing similar services. What other goals would you identify as desirable in preparing students for employment in public agencies? APPENDIX D -*————'_'—":—_r___‘ - ____ fim .__.—___ ,7, 777 777” i 7 W 7 DRAFT OF FIELD VERIFICATION QUESTIONNAIRE PRIOR TO VALIDATION APPENDIX D DRAFT OF FIELD VERIFICATION QUESTIONNAIRE PRIOR TO VALIDATION Introduction. Please check the appropriate categories of background information. Please respond to each of the goals and objectives by circling SA (strongly agree), A (agree), U (undecided), D (disagree), or SD (strongly disagree), depending on how desirable or undesirable it would be in an associate degree (2 years of college) program as preparation for entry level and advancement within government (including careers in child development, social work, teaching, library science, law enforcement, assessment admini- stration, or fire science). Also, please respond to the last five items regarding the importance and quality of this study. The identity of the respondents will remain anonymous. Please do not sign the form. Although this question- naire has been approved by each of your employers for distribution, filling it out is, of course, voluntary. Thank you in advance for your cooperation. Background Information. Please circle the number corresponding to the appropriate category. A. l§2yernment Career Program(s) with which affiliated. 1. Child development. 5. Law enforcement. 2. Social work. 6. Assessment admin- 3. Teaching. istration. 4. Library science. 7. Fire science. B. Occupational Position. 1. Lansing Community College Faculty or Admin— istration. 2. lst line employee (home start/head start teach— er, case examiner, child welfare worker, home attendant, teacher aide, library technician, patrol officer, appraiser, fireman, etc.). 3. Supervisor or Higher Administrator. 214 III. SA A SA A SA A SA A SA A SA A SA A SA A SA A U D SD 215 Years Employed in Government Career or Affiliated with Associate Degree Program Preparing Students for Government Career. 1. 2. less than 2. 3. between 5 and 10. between 2 and 5. 4. over 10. Response to Educational Goals and Objectives. Please circle SA (strongly agree), A (agree), U (undecided), D (disagree), or SD (strongly disagree) for each of the following goals and objectives, depending on whether or not you believe it should be part of an associate degree program preparing students for a career in government. U D SD Goal 1. The student should be able to describe personnel procedures used in government. Objective a. The student should be able to present himself/herself positively as an interviewee for a position in a governmental agency. Objective b. The student should be able to accurately and neatly prepare resumes and applications for positions in governmental agencies. Objective c. The student should be able to describe the general nature of civil service examinations required for governmental employment. Objective d. The student should be able to explain the purpose and nature of job de- scriptions in governmental agencies. Objective e. The student should be able to assume the basic conduct and appearance expected in governmental agencies. U D SD SD SD SD SD SD Goal 2. The student should be able to describe the role and functions of entry-level employ- ees in governmental agencies (including para- professionals). Objective a. The student should be able to describe the relationship of the entry-level employee (including paraprofessionals) with those in higher or lesser authority and staff personnel in the organizational structure. Objective b. The student should be able to explain the nature and scope of authority and responsibility of the entry—level em- ployee (including paraprofessionals). SD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD IIlIIllllIIIIII-E:T——————————————=+———e=::==:~- 216 Goal 3. The student should be able to de- scribe and assume the ethical standards expected of governmental employees. Objective a. The student should be able to conduct himself/herself in relation to citizens/clients in a manner consistent with the ethical standards of governmental agencies. Objective b. The student should be able to describe the laws and regulations affect- ing governmental employee behavior. Goal 4. The student should be able to make effective decisions within the framework of laws, ordinances, and regulations. Objective a. The student should be able to locate sources of laws, ordinances, and regulations. Objective b. The student should be able to comprehend laws, ordinances, and regula- tions. Goal 5. The student should be able to prepare and present effective reports in governmental agencies. Objective a. The student should be able to gather and categorize information for reports in governmental agencies. Objective b. The student should be able to write with clarity, proper grammar, and a style appropriate for governmental agencies. Goal 6. The student should be able to effec— tively communicate with citizens/clients. Objective a. The student should be able to listen to a citizen/client in order to understand his/her needs and desires. Objective b. The student should be able to explain to citizens/clients the reasons for governmental decisions and actions. Objective c. The student should be able to identify the needs of a variety of citizen/client groups. Objective d. The student should be able to effectively answer a citizen complaint. Objective e. The student should be able to effectively interview citizens/clients. Goal 7. The student should be able to describe the organizational structure of governmental agencies. SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SAAUDSD SA A U D SD SA A U D SD Objective a. The student should be able to describe the channels for communication and decision—making in governmental agencies. Objective b. The student should be able to explain and compare at least five theories of organizational behavior. Objective c. The student should be able to differentiate between formal and in— formal organizational structure. Goal 8. The student should be able to de— scribe the relationships between various governmental agencies addressing similar problems and/or providing similar services. Objective a. The student should be able to identify governmental agencies to which citizens/clients should be referred. Objective b. The student should be able to describe the relationships of differ- ent levels of government addressing sim- ilar problems and/or providing similar services. Goal 9. The student should be able to de— scribe career patterns within governmental employment. Objective a. The student should be able to identify the educational and experience requirements for promotion within a career field in government. Objective b. The student should be able to describe opportunities for moving into other career fields in government or similar occupations in private business. Goal 10. The student should be able to cope With unexpected incidents in governmental agencies. Objective a. The student should be able to react in a calm and rational manner to irate or disruptive citizens/clients. Objective b. The student should be able to organize resources for solving problems the answer to which he/she does not immediately know. Goal 11. The student should be able to explain public policies and legislation affecting specific governmental program areas. Goal 12. The student should be able to use the political process to achieve citizen/ client goals. fr»«-—~~-w~ - - 218 IV. Evaluation of this study. SAAU SAAU SAAU SAAU SAAU D D SD SD SD SD SD 1. The purposes of this study are important. The goals and objectives in Section III are clearly stated. I am qualified to fill out this question- naire. The effort to fill out this questionnaire was worth my time. The results of this study should contri— bute to the field of education for governmental careers. APPENDIX E COVER LETTER FOR QUESTIONNAIRE APPENDIX E COVER LETTER FOR QUESTIONNAIRE 4810 Wainwright Avenue Lansing, Michigan 48910 July 21, 1978 Dear Respondent: I would greatly appreciate your completion and return of the enclosed questionnaire by August 1. The purposes of this questionnaire are (l) to identify desirable educa- tional goals and objectives for associate degree programs at Lansing Community College preparing students for careers in government and (2) to assess the procedure for identifying these goals. The information obtained from these questionnaires will be included in a dissertation for a Ph. D. degree in Higher Education at Michigan State Univer51ty. It should also benefit Lansing Community College and other community colleges with programs preparing students for government careers. Sincerely, Douglas N. Crawford Associate Professor Department of Social Science Lansing Community College Phone: 373-9923 or 882-9102 Enclosure 219 II. APPENDIX F QUESTIONNAIRE SUBMITTED TO ALL RESPONDENTS AFTER VALIDATION Introduction. Please provide the requested background information. Please respond to each of the goals and objectives by circling SA (strongly agree), A (agree), U (undecided), D Tdisagree), or SD (strongly disagree), depending on how desirable or undesirable it would be in an associate degree (2 years of college) program as preparation for entry level and advancement within government (including careers in child development, social work, teaching, library science, law enforcement, assessment administration, or fire science). The goals and objectives are not in order of priority. Please circle the letter of the most important objective within each goal. Please circle the number of the most important goal. Also, please respond to the last four items regarding the importance and quality of this study. The identity of the respondents will remain anon- ymous. Please do not sign the form. The letter code on the back reflects only the place and level of your employment. Although this questionnaire has been approved by each of your employers for distribution, filling it out is, of course, voluntary. Thank you in advance for your cooperation. Background Information. Please circle the number cor- responding to your appropriate category. A. Government Career Program(s) with which affiliated. 1. Child development. 5. Law enforcement. 2. Social work. 6. Assessment admin— 3. Teaching. istration. 4. Library science. 7. Fire science. B. Occupational Position 1. Lansing Community College Faculty or Adminis- tration. 220 III . SA A SAA SA A SA A SA A SA A SA A SA A SA A 221 2. lst line employee (home start/head start teacher, case examiner, child welfare worker, home attendant, teacher aide, library tech- nician, patrol officer, appraiser, fireman, etc.). 3. Supervisor or Higher Administrator. Years Employed in Government Career or Affiliated with Associate Degree Program Preparing Students for Government Career. 1. less than 2. 3. between 5 and 10. 2. between 2 and 5. 4. over 10. Response to Educational Goals and Objectives. U D SD Goal 1. The student should be able to describe U D personnel procedures used in government. SD Objective a. The student should be able to present himself/herself positively as an interviewee for a position in a govern- mental agency. SD Objective b. The student should be able to accurately and neatly prepare resumes and applications for positions in govern- mental agencies. SD Objective c. The student should be able to describe the general nature of civil service examinations required for govern- mental employment. SD Objective d. The student should be able to explain the purpose and nature of job descriptions in governmental agencies. SD Objective e. The student should be able to assume the basic concept and appear- ance expected in governmental agencies. SD Goal 2. The student should be able to describe the role and functions of entry-level employ- ees in governmental agencies (including para- professionals). SD Objective a. The student should be able to describe the relationship of the entry- level employee (including paraprofession- als) with those in higher or lesser authority and staff personnel in the organizational structure. SD Objective b. The student should be able to explain the nature and scope of author— ity and responsibility of the entry-level employee (including paraprofessionals). SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SA SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD SD Goal 3. The student should be able to describe and assume the ethical standards expected of governmental employees. Objective a. The student should be able to conduct himself-herself in relation to citizens/clients in a manner consistent with the ethical standards of governmental agencies. Objective b. The student should be able to describe the laws and regulations affecting governmental employee behavior. Goal 4. The student should be able to make effective decisions within the framework of laws, ordinances, and regulations. Objective a. The student should be able to locate sources of laws, ordinances, and regulations. Objective b. The student should be able to comprehend laws, ordinances and regu- lations. Objective c. The student should be able to use various sources of information for rational decision-making. Goal 5. The student should be able to pre— pare and present effective reports in govern- mental agencies. Objective a. The student should be able to gather and categorize information for reports in governmental agencies. opjective b. The student should be able to write with clarity, proper grammar, and a style appropriate for governmental agencies. Goal 6. The student should be able to effec- tively communicate with citizens/clients. Objective a. The student should be able to listen to a citizen/client in order to understand his/her needs and desires. Objective b. The student should be able to explain to a citizen/client reasons for governmental decisions and actions. Objective c. The student should be able to identify the needs of a variety of citizen/client groups. Objective d. The student should be able to effectively answer a citizen complaint. Objective e. The student should be able to effectively interview citizen/clients. iii- SAAU SAAU SAAU SAAU SAAU SAAU SAAU SAAU SAAU SAAU SAAU SAAU SAAU SAAU D D D D SD SD SD SD SD SD SD SD SD SD SD SD SD SD 223 Goal 7. The student should be able to describe the organizational structure of governmental agencies. Objective a. The student should be able to describe the channels for communica- tion and decision-making in governmental agencies. Objective b. The student should be able to explain and compare at least five theories of organizational behavior. Objective c. The student should be able to differentiate between formal and in- formal organizational structure. Goal 8. The student should be able to de- scribe the relationships between various governmental agencies addressing similar problems and/or providing similar services. Objective a. The student should be able to identify governmental agencies to which citizens/clients should be referred. Objective b. The student should be able to describe the relationships of differ- ent levels of government addressing sim- ilar problems and/or providing similar services. Goal 9. The student should be able to de- scribe career patterns within governmental employment. Objective a. The student should be able .to identify the educational and experi- ence requirements for promotion within a career field in government. Objective b. The student should be able to describe opportunities for moving into other career fields in government or sim- ilar occupations in private business. Goal 10. The student should be able to c0pe with unexpected incidents in governmental agencies. Objective a. The student should be able to react in a calm and rational manner to irate or disruptive citizens/clients. Objective b. The student should be able to organize resources for solving prob- lems the answer to which he/she does not immediately know. Goal 11. The student should be able to ana— lyze and describe public policies and legis- lation affecting specific governmental program areas. 224 SA A U D SD Objective a. The student should be able to describe the major steps in the budgeting process affecting entry-level employees and the programs with which they are affiliated. SA A U D SD Objective b. The student should be able to analyze and describe the impact of changes in administrative rules and enabling legislation on the role and functions of entry-level employees. SA A U D SD Goal 12. The student should be able to use the political process to achieve citizen/ client goals. SA A U D SD Objective a. The student should be able to organize support for political action. SA A U D SD Objective b. The student should be able to identify the proper time, place, and target for political action. IV. Evaluation of this study. SA A U D SD 1. The purposes of this study are important. SA A U D SD 2. The goals and objectives in Section III are clearly stated. SA A U D SD 3. The goals and objectives in Section III are sufficiently comprehensive (complete) for government career preparation. SA A U D SD 4. I am in an occupational position appro- priate for filling out this questionnaire. APPENDIX G INDICES OF SUPPORT FOR GOALS, OBJECTIVES, AND ASSESSMENT ITEMS APPENDIX G INDICES OF SUPPORT FOR GOALS, OBJECTIVES, AND ASSESSMENT ITEMS Code for Tables G1 through G13: O.C. (Ordinal Consensus) S.A. (Proportion of Strongly Agree responses) . S.A.,A. (Cumulative proportion of Strongly Agree and Agree responses) TABLE G1 Indices of Support for PERSONNEL PROCEDURES CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. o.c. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives en=3) (9.) (e) (n=2) (9.) (e) (n=6) (e) (e) PERSONNEL PROCEDURES 1.00 -- 100 1.00 100 100 90 -- 8O Interviewee Skills .83 67 100 1.00 100 100 .75 50 100 Resume Preparation .83 67 100 1.00 100 100 .75 so 100 Examination 67 -_ SO Awareness .83 —- 67 75 -- 50 . Job Descrip- tions .83 33 100 1.00 -— 100 .83 27 83 Conduct/ 3 67 Appearance .67 67 67 1.00 -- 100 .58 3 _ Us“. -— — _ — _ -- ._‘ - — — — — — —— — -. — — _. _ — _ — — - — — — — -— _ 225 226 TABLE Gl (cont'd) SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%) (%) (n:8) (%) (%) (n=24) (%) (%) PERSONNEL PROCEDURES .67 -- 67 .57 13 63 .67 17 71 Interviewee Skills 1.00 lOO 100 .94 13 100 .84 71 96 Resumé Preparation 1.00 100 100 .88 25 100 .69 50 88 Examination Awareness 1.00 -- 100 .63 -- 38 .69 O4 33 Job Descrip- tions .83 33 100 .69 13 63 .74 O4 63 Conduct/ Appearance .83 67 100 .75 25 75 .76 29 88 TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. o.c. S.A. S.A.,A. Objectives (n=3) (95) (95) (n=l) (%) (%) (n=9) (96) (%) PERSONNEL 7 -- 50 PROCEDURES 1.00 —- 100 1.00 -- 100 5 Interviewee Skills 1.00 100 100 1.00 100 100 .78 33 89 Resume 100 Preparation 1.00 67 100 1.00 100 100 .84 33 Examination __ 56 Awareness 1.00 -- 100 1.00 -- -- .62 Job Descrip- __ 67 tions .83 67 100 1.00 —— -- -73 Conduct/ 73 ll 78 Appearance 1.00 100 100 1.00 100 100 —-————— .——— _——— ——_ ———-————‘ ——— _—_——_ 227 TABLE G1 (cont'd) LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (%) (n=l3) (%) (%) (n=l8) (%) (%) PERSONNEL PROCEDURES 1.00 -— 100 .78 36 91 7O 24 82 Interviewee Skills 1.00 100 100 77 54 100 78 56 100 Resumé Preparation 1.00 100 100 .85 69 100 .84 67 100 Examination Awareness 1.00 —— 100 .75 33 183 .69 O6 56 Job Descrip- tions 1.00 —- 100 75 50 100 80 17 83 Conduct/ Appearance 1.00 —— 100 77 46 100 72 61 89 LAW ENFORCEMENT: Goals College Staff -Employers Paraprofessionals and O.C. S.A. S.A.,A. o.c. S.A. S.A.,A. o.c. S.A. S.A.,A. Objectives (n=3) (%) (%) (n=l4) (%) (%) (n=73) (%) (%) PERSONNEL PROCEDURES 67 —— 67 .83 08 83 .76 l4 81 Interviewee Skills .83 67 100 .86 29 100 .76 45 96 Resume 93 Preparation .83 -— 67 .86 21 93 .78 37 Examination Awareness .67 —— 67 .86 14 57 .71 05 58 Job Descrip— tions 1.00 —- 100 79 07 79 79 03 73 Conduct/ 92 Appearance .83 33 100 68 36 86 .76 39 228 TABLE Gl (cont'd) FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=l) (9s) (8;) (n=21) ($6) (91;) (n=30) (95) (%) PERSONNEL PROCEDURES 1.00 -- 100 .73 20 80 .65 ll 59 Interviewee Skills 1.00 100 100 .65 50 85 .81 31 92 Resumé Preparation 1.00 100 100 .75 55 95 .74 26 81 Examination Awareness 1.00 —— 100 .75 15 75 .67 ll 59 Job Descrip- tions 1.00 -- -- .85 05 80 .69 22 7O Conduct/ Appearance 1.00 100 100 .76 57 95 .65 33 74 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (85) (515) (n=4) (%) (%) (n=7) (9s) (3;) PERSONNEL PROCEDURES 1.00 -- 100 .38 25 50 .60 -— 6O SEEIIZiewee 1.00 100 100 .75 50 100 .86 29 100 :::::iation .75 50 100 .88 75 100 .93 14 100 2:213:23“ 1 . 00 —- 100 . 75 —- 75 . 72 -- l4 :igngescrip- 1.00 —— 100 .63 -- 50 .57 -- 43 ggggzgzéce .75 50 100 .88 25 100 1.00 -- lOO 229 TABLE G2 Indices of Support for FUNCTIONAL DESCRIPTIONS CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (96) (%) (n=2) (25) (9s) (n=6) (96) (915) FUNCTIONAL DESCRIPTIONS 1.00 -— 100 1.00 -- 100 1.00 -- 100 Staff Rela- tionships 1.00 -— 100 .75 -- 50 .83 17 83 Paraprofes- sional Re- sponsibility 1.00 -- 100 1.00 100 100 .83 33 100 SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (56) (35) (n=8) (96) (96) (n=24) (95) ($8) FUNCTIONAL 75 DESCRIPTIONS 1.00 -- 100 .75 13 75 .69 13 Staff Rela- tionships .67 —- 67 .69 —- 63 .69 08 58 Paraprofes- sional Re- 78 Sponsibility .67 -- 67 .82 -- 63 .73_32____ TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (96) (’6) (n=1) (95) (96) (n=9) (96) (95) FUNCTIONAL _— 56 __ 44 DESCRIPTIONS 1.00 -- 100 1.00 -- . Staff Rela- 56 __ 44 tionships 1.00 -- 100 1.00 -- 100 . Paraprofes- SIOnal re- 100 100 .78 -- 78 sPonsibility 1.00 -- 100 1.00 ——————_————._— __——— —_——— 230 TABLE G2 (Cont’d) Goals College and O.C. S.A. Objectives (n=2) (%) LIBRARY MEDIA TECHNOLOGY: Staff Employers Paraprofessionals S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. (%) (n=l3) (%) (%) (n=18) (%) (%) FUNCTIONAL DESCRIPTIONS 1.00 -- Staff Rela- tionships .75 50 Paraprofes- sional Re- sponsibility 1.00 -- Goals College and O.C. S.A. Objectives (n=3) (%) FUNCTIONAL DESCRIPTIONS .67 -- Staff Rela- tionships .83 33 Paraprofes- sional Re- sponsibility .67 ~- Goals College and O.C. S.A. Objectives (n=l) (%) ‘ FUNCTIONAL DESCRIPTIONS 1.00 -- Staff Rela- tionships 1.00 -- Paraprofes- sional Re- sponsibility 1.00 100 ‘-——————————— 100 .74 38 85 .78 22 67 100 .77 38 92 .75 ll 72 100 67 42 83 67 28 78 LAW ENFORCEMENT: Staff Employers Paraprofessionals S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. (%) (n=14) (%) (%) (n=73) (%) , (%) 67 .61 O7 50 .75 10 67 100 .64 O7 57 .74 O3 63 67 79 14 79 87 O4 82 FIRE SCIENCE: Staff Employers Paraprofessionals S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. (%) (n=21) (%) (%) (n=30) (%) (%) 100 .83 10 75 .65 ll 59 100 .86 05 76 .69 O7 59 100 83 O6 78 72 15 7O ———— _.———— ———_—— —— ’— —— ——— 231 TABLE G2 (cont'd) PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (96) (n=4) (%) (95) (n=7) (9s) (96) FUNCTIONAL DESCRIPTIONS 1.00 -- 100 1.00 -- 100 .71 -- 71 Staff Rela- tionships 1.00 -- 100 .75 -- 75 .72 -— 43 Paraprofes- sional Re- sponsibility .75 50 100 1.00 -- 100 .72 —— 43 TABLE G3 Indices of Support for ETHICAL STANDARDS CHILD DEVELOPMENT: Goa1s College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objetiives (n=3) (%) (%) (n=2) (%) (%) (n=6) (%) (%) ETHICAL STANDARDS .83 33 100 .50 50 50 .75 33 83 Ethical Conduct 1.00 100 100 1.00 100 100 .75 33 83 Ethics —- 50 Regulations .83 33 100 1.00 100 lOO._._.;?E ______ SOCIAL WORK: Goals College Staff Employers Paraproieszlinais and o,c, S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S. . . ., . - % Objectives (n=3) (35) (‘35) (n=8) (96) (96) (II-24) (95) () ETHICAL 92 STANDARDS 1.00 -- 100 .94 13 100 .76 33 Ethical 91 ConduCt . 67 67 67 . 81 38 100 . 7o 43 Ethics 81 13 75 .75 17 75 Regulations .67 -- 67 — — — .n- — — — — — ‘— _ — —- — —— _ - __ — — _ — — .— TABLE G3 (cont'd) TEACHER ASSOCIATE: Goals College Staff Employers and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%) (%) (n=l) (%) (%) Paraprofessionals O.C. S.A. S.A.,A. (n=9) (96) (96) ETHICAL STANDARDS .83 33 100 1.00 100 100 Ethical Conduct 1.00 100 100 1.00 100 100 Ethics Regulations 1.00 33 100 1.00 -- lOO LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (%) (n=l3) (%) (%) ETHICAL STANDARDS 1.00 —- 100 .84 33 100 Ethical Conduct 1.00 -— 100 .77 46 100 Ethics Regulations .75 -- 50 .58 23 46 LAW ENFORCEMENT: Goals College Staff Employers and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (9s) (85) (n=14) (96) ($6) ETHICAL STANDARDS .83 33 100 .89 21 100 Ethical Conduct .83 67 100 .89 21 100 Ethics Regulations .50 33 67 .72 21 71 .62 22 67 Paraprofessionals O.C. S.A. S.A.,A. (n=18) (95) (95) .75 56 94 Paraprofessionals O.C. S.A. S.A.,A. (n=73) (96) (96) .70 29 78 TABLE G3 (cont'd) FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (rFflJ (%) (%) (n=21) (%) (%) (n=30) (%) (%) ETHICAL STANDARDS 1.00 -- 100 .76 38 9O .72 19 67 Ethical Conduct 1.00 -- 100 .81 33 95 .73 22 74 Ethics Regulations 1.00 -- -- .88 10 85 .67 19 67 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (96) (n=4) (9s) (96) (n=7) (9a) (%) ETHICAL STANDARDS 1.00 -- 100 .88 25 100 1.00 -- 100 Ethical Conduct .75 50 100 .75 50 100 .86 29 100 Ethics 4 Regulations .75 50 100 .75 25 75 .64 -- 6 TABLE G4 Indices of Support for DECISION-MAKING CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (N=3) (a) (6) (n=2) (%) (%) (n=6) (%) (%) DECISION- MAKING .83 33 100 1.00 100 100 .83 33 100 Legal —- 100 . 0 Research .83 33 100 .75 50 100 1 0 Legal com- 83 17 83 Prehension .83 33 100 .75 50 100 . Info tion 50 100 1.00 —- 100 Application .83 33 100 .75 ———_-— — ——————-—— _ —_——— —— —————————— TABLE G4 (cont'd) SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%0 (%) (n=8) (%) (%) (n=24) (%) (%) DECISION- MAKING .83 67 100 .81 25 88 .75 58 96 Legal Research .83 33 100 .62 -- 63 .67 17 67 Legal Com- prehension .83 67 100 .81 13 75 .90 21 100 Information Application .83 67 100 .69 50 88 .78 43 100 TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (96) (%) (n=l) (96) (96) (n=9) (96) (96) DECI S ION- MAKING .83 67 100 1.00 -- 100 .82 25 88 Legal Research .83 33 100 1.00 -- 100 .89 22 100 Legal Com— 2 56 Prehension .83 33 lOO l.OO -- 100 .67 2 Information Application .83 67 100 1.00 lOO 100 .95 11 100 LIBRARY MEDIA TECHNOLOGY : Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (8) (%) (n=13) (%) (%) (n=18) (%) (%) DECISION- MAKING 1.00 -- 100 .73 15 69 .64 44 83 Legal 8 76 Research 1.00 -— 100 .70 15 69 .70 1 Legal Come 29 82 Prehension 1.00 -- 100 .70 15 69 74 Info tion 85 23 92 .71 53 94 Application 1.00 -- 100 —-—— fl————————_——— ——————__———— TABLE G4 (cont'd) LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%) (%) (n=14) (%) (%) (n=73) (%) (%) DECISION- MAKING .83 33 100 .79 14 79 .78 36 95 Legal Research .83 -— 67 .90 O7 93 .80 36 97 Legal Com- prehension .83 33 100 .97 O7 100 .83 33 100 Information Application .83 33 100 86 21 93 8O 36 96 ; FIRE SCIENCE: Goals College Staff Employers Paraprofes51onals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (%) (%) (n=21) (%) (%) (n=30) (%) (%) DECISION- MAKING 1.00 —- 100 .80 10 80 .76 26 81 Legal Research 1.00 —— -— .83 20 90 .73 22 74 Legal Com— prehension 1.00 —— 100 .85 05 80 74 22 70 Information 85 Application 1.00 100 100 79 38 95 78 30 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. 5.2. S.AégA. Objectives (n=2) (%) (%) (n=4) (%) (%) (n=7) () DECISION- __ 86 MAKING .75 50 100 .50 —— 50 .93 Legal —— 100 Research 1.00 —— 100 .50 25 50 1 00 Legal Com— —_ 71 —- 75 .79 prehension 1.00 -- 100 .75 Information -- 75 .86 29 100 Application .75 50 100 .75 236 TABLE G5 Indices of Support for REPORT PREPARATION Goals College and O.C. S.A. Objectives (n=3) (%) CHILD DEVELOPMENT: Staff Employers Paraprofessionals S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. (%) (n=2) (%) (%) (n=6) (%) (%) REPORT PREPARATION .83 67 Information Gathering .83 67 Writing Skills .83 67 Goals College and O.C. S.A. Objectives (n=3) (%) REPORT PREPARATION .83 67 Information Gathering .83 67 Writing Skills 1.00 100 Goals College and O.C. S.A. Objectives (n=3) (%) REPORT PREPARATION 1.00 100 Information Gathering .83 67 Writing Skills 1.00 100 100 .75 50 100 .75 33 83 100 .75 50 100 .75 33 83 100 1.00 100 100 75 50 100 ————————_——.——————_———— SOCIAL WORK: Staff Employers Paraprofessionals S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. (96) (n=8) (96) (95) (n=24) (35) (96) 100 .69 25 75 .73 25 83 100 75 38 88 77 17 83 100 75 38 88 75 46 96 — ‘———D—_-_————-_——————————n TEACHER ASSOCIATE: Staff Employers Paraprofessionals S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. (%) (n=1) (%) (%) (n=9) (%) (%) 100 1.00 100 100 .56 ll 56 100 l 00 -- 100 56 ll 44 100 l 00 100 100 67 22 75 , — —- — —I — — - —- — — I— — '— c—I- — .- -— u— —— — TABLE G5 (cont'd) LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) 0%) (%) (n=l3) (%) (%) (n=18) (%) (%) REPORT PREPARATION 1.00 -- 100 .75 42 92 .68 29 76 Information Gathering 1.00 -- 100 .75 33 83 .75 25 88 Writing Skills .75 50 100 .71 SO 92 .80 72 94 LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) PM (96) (n=14) (96) (95) (n=73) (95) PM REPORT PREPARATION .67 33 67 .83 21 86 .80 29 89 Information Gathering .83 -— 67 .86 14 93 .86 14 88 Writing Skills .83 33 100 .90 21 100 .80 33 93 FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (96) ($5) (n=21) (96) (95) (IF-30) (96) (35) REPORT 59 PREPARATION 1.00 100 100 .78 10 75 .67 15 Information 1 67 Gathering 1.00 —- 100 .93 05 90 .78 1 Writing 19 74 Skills 1.00 100 100 .78 25 85 .76 _———-——————- ———— _ ————————— _—— ———— -————— TABLE G5 (cont'd) 238 -_1;::::i:f———IIT:T—IIIII PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) ($8) (95) (n=4) (95) (515) (n=7) (96) (%) REPORT PREPARATION .75 50 100 .88 —— 75 .64 —— 57 Information Gathering .75 50 100 .75 25 75 .93 -- 86 Writing Skills .75 50 100 .88 25 100 .86 14 86 TABLE G6 Indices of Support for PUBLIC COMMUNICATION CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. 5.1:. S.A;),A. Objectives (n=3) (%) (%) (n=2) (%) (%) (n=6) (o) (o PUBLIC COM- MUNICATION .83 67 100 1.00 100 100 .75 50 100 Listening 100 Skills .83 67 100 1.00 100 100 .75 50 Policy Ex- .83 17 83 planation 1.00 100 100 1.00 100 100 Needs Iden- .83 67 100 tification .83 33 100 .50 50 50 complaint 83 33 100 Response .83 33 100 1.00 100 100 . Interview— 83 o .75 33 ing Skills 1.00 100 100 1.00 100 10 __.————— ——-——- -— _— —__-—- .——-._—— —-_——n—_———— 239 TABLE G6 (cont'd) SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%) (9s) (n=8) (95) (9s) (n=24) ($8) (96) PUBLIC COM- MUNICATION .83 67 100 .81 75 88 .88 75 100 Listening Skills .83 67 100 .81 75 88 .88 75 100 Policy Ex- planation 1.00 100 100 .75 63 88 .75 58 92 Needs Iden- tification .83 67 100 .81 25 88 .70 61 83 Complaint Response .83 67 100 .75 38 88 .78 33 92 Interviewing Skills .83 100 100 .69 50 88 .75 54 96 TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (9a) (9a) (n=1) (96) (95) (n=9) (96) (96) PUBLIC COM- MUNICATION .83 67 100 1.00 100 100 .78 44 100 :iiiiging .83 67 100 1.00 100 100 .78 44 100 :iiiiiiifi- 1.00 100 100 1.00 100 100 .73 22 78 5:23:35:— . 83 67 100 1. 00 100 100 . 83 11 89 5:256:21: . 83 67 100 1. 00 100 100 . 89 -— 78 Interview- 1 00 100 100 94 —— 88 ing Skills .83 67 100 — - _— —- — — ~— -— .— — —— — __ —. -— c— _ — — — .- —— — — — — — — — — — — _ — TABLE G6 (cont'd) 240 LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (%) (n=13) (%) (%) (n=18) (%) (%) PUBLIC COM- MUNICATION .75 50 100 .79 58 100 .88 76 100 Listening Skills .75 50 100 .79 58 100 .86 71 100 Policy Ex- planation .75 50 100 .71 33 83 .69 39 83 Needs Iden- tification .50 —— 50 .71 25 75 .88 24 100 Complaint Response .75 50 100 75 25 83 68 35 82 Interview— ing Skills 1.00 -- 100 .84 25 92 .67 24 76 LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A;,A. Objectives (n=3) (%) (%) (n=14) (%) (%) (n=73) (%) (.) PUBLIC COM- MUNICATION .83 67 100 .90 21 100 78 55 100 Listening Skills .83 67 100 .86 29 100 .74 48 96 Policy Ex- . 2 25 77 planation .83 -— 33 .79 07 71 7 Needs Iden- .75 19 77 tification .83 -- 67 .68 14 71 Complaint 78 25 84 Response .67 33 67 .72 14 64 . Interview- 88 - 3 .78 32 lng Skills 1.00 -- 100 .86 21 9 —- —— —- — — — —— — u—u- — —- _ — .— I- — — _ —— c— — —- — — — — — —— — — — — — —- 241 TABLE G6 (cont'd) FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (96) (95) (n=21) (95) (%) (n=30) (35) (96) PUBLIC COM- MUNICATION 1.00 -— 100 .85 25 95 .74 41 89 Listening Skills 1.00 —- 100 .71 52 90 .76 37 89 Policy Ex- planation 1.00 -- 100 .78 3O 90 .72 15 70 Needs Iden— tification 1.00 -- 100 .80 -- 70 .70 15 62 Complaint Response 1.00 -- 100 .80 05 75 .69 ll 59 Interview- ing Skills 1.00 —- 100 .80 05 75 .67 ll 56 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (%) (n=4) (%) (%) (n=7) (%) (%) MEEICATIOH— 1.00 100 100 .83 67 100 .86 29 100 Skiliging .75 50 100 .75 50 100 .93 14 100 PI:::Zi::_ .75 50 100 .63 50 75 .86 -- 86 SIIIZaiizz- 1.00 -- 100 .75 25 75 .57 -- 57 gzggiiigt .75 50 100 .75 25 75 .79 -- 71 Interview- .79 __ 71 ing Skills 1.00 -- 100 .75 50 100 ‘L TABLE G7 Indices of Support for ORGANIZATIONAL THEORY CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%) (‘6) (n=2) (%) (%) (n=6) (96) ($5) ORGANIZA- TIONAL THEORY 1.00 -— 100 .75 50 100 .83 -- 83 Communica- tion Channels 1.00 -- 100 .75 50 100 1.00 -— 100 Organiza- tional Behavior .83 -- 33 .50 -- 50 .75 -- l7 Informal Structure .83 -- 67 .25 50 50 .75 -- 67 ————————_—————_ SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (95) (95) (n=8) (95) ($6) (n=24) (96) (95) ORGANIZA- TIONAL THEORY 1.00 -- 100 .75 13 63 .74 08 63 Communica- tion 7 Channels 1.00 —- 100 .81 13 75 .90 08 8 Organiza- tional 3 59 __ 3O Behavior .83 —— 33 .69 —- 1 . Informal 57 Structure .83 —- 67 .69 13 75 .66 04 ——— —‘—— .—-—-— —-—— .————— ———— ——— ——-——————-——— 243 TABLE G7 (cont'd) TEACHER ASSOCIATE: Goals College Staff EmPloYers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (95) (95) (n=1) (95) ($8) (n=9) (95) (95) ORGANIZA- TIONAL THEORY 1.00 -- 100 1.00 -- 100 .67 ll 44 Communica- tion Channels 1.00 -- 100 1.00 -- 100 .78 11 67 Organiza- tional Behavior .83 -- 67 1.00 -— -— .89 -- ~- Informal Structure 67 33 67 l.00 -- 100 67 22 56 LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) “6) (%) (n=l3) (%) (%) (n=18) (%) (%) ORGANIZA- TIONAL THEORY 1.00 -- 100 .84 —- 67 .68 29 76 Communica- tion Channels 1.00 -- 100 .84 -— 67 .78 22 83 Organiza— tional 76 06 29 Behavior 1.00 -- -- 51 08 50 Informal 71 12 59 Structure .50 -— 50 .74 15 77 .— ———-—_ ———— _——— _ ——_———-.— — — -_—————_———_ 244 TABLE G7 (cont'd) LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A.‘ Objectives (n=3) (8) (96) (n=14) (96) (9.) (n=73) (96) (9.) ORGANIZA- TIONAL THEORY 1.00 -- 100 .64 —- 57 .76 O4 67 Communica- tion Channels .83 -- 67 .83 O7 93 .80 O4 71 Organiza- tional Behavior 83 -- -- .64 -— 43 .72 01 21 Informal Structure 1 00 -- 100 79 07 71 68 06 6O FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (%) (%) (n=21) (%) (%) (n=30) (%) (%) ORGANIZA- TIONAL THEORY 1.00 —- 100 .83 05 8O .58 ll 48 Communica- tion Channels 1 00 -- —— .85 10 85 .74 04 7O Organiza- tional __ 67 -- 3O Behavior 1 00 -- 100 75 40 Informal __ 48 _- 5 67 Structure 1.00 -- 100 85 7 — -————— _——— ——— ———— _ ————’— —-—————_——— 245 TABLE G7 (cont'd) PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (96) (96) (n=4) (%) (95) (n=7) (2%.) (96) ORGANIZA TIONAL THEORY 1.00 -- 100 .88 —- 75 .57 —- 43 Communica— tion Channels 1.00 -- 100 1.00 -- 100 .64 -- 29 Organiza- tional Behavior .75 -- 50 .88 -— -- .72 —- l4 Informal Structure 1.00 -- 100 .88 -- 75 .71 -- 71 TABLE G8 Indices of Support for AGENCY RELATIONSHIPS CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. _ 9 Objectives (n=3) (95) ($5) (n=2) (%) (‘35) (II—6) (95) (o) AGENCY RELA- TIONSHIPS .83 33 100 .75 50 100 .90 20 80 Client Referral .83 67 100 1.00 100 100 1.00 - 100 Inter- Agency C ' - oordina 75 50 100 .90 __ 80 tion 1.00 -- lOO —— ——-—— ——__ ——— ——— ——- TABLE G8 (cont'd) SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives 0r=3) (%) (%) (n=8) (%) (%) (n=24) (%) (%) AGENCY RELA- TIONSHIPS .83 33 100 .81 13 75 .83 17 87 Client Referral 1.00 100 100 .88 25 100 .85 30 100 Inter- Agency Coordina- tion .83 33 100 .88 13 88 .73 18 77 TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives hv=3) (%) (%) (n=1) (%) (%) (n:9) (%) (%) AGENCY RELA- TIONSHIPS .83 33 100 1.00 100 100 .73 -- 56 Client Referral .83 67 100 1.00 100 100 .78 22 89 Inter- Agency Coordina- tion 1.00 —— 100 1.00 100 100 .83 -- 78 LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofesgiznais and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. 52$. .(é), . Objectives (n=2) (%) (%) (n=l3) (%) (%) (n—18) AGENCY RELA- 72 TIONSHIPS .75 -- —— .70 15 62 .72 28 Client 89 Referral .50 -- 50 .69 23 92 .81 28 Inter- Agency Coordina— .62 15 54 .83 _- 72 —— ————— ——.——— ————-— ———-— ——-—-— —— ———— _—-—__—-———— 247 TABLE G8 (cont'd) LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives UN=3) (%) (%) (n=14) (%) (%) (n:73) (%) (%) AGENCY RELA- TIONSHIPS .83 -- 67 .79 O7 71 .81 05 75 Client Referral .67 33 67 .93 14 100 .85 22 92 Inter- Agency Coordina- tion .83 -- 67 .79 07 64 .83 04 74 FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (95) (95) (n=21) (95) (95) (n=30) (95) (‘8) AGENCY RELA- TIONSHIPS 1.00 -- -- .83 05 75 .61 -— 52 Client 7O Referral 1.00 -- 100 .86 14 90 .72 15 Inter- Agency Coordina- tion 1.00 -- -- 80 -— 7O .65 04 41 —_—_ a—o——— _——- —.———-—————-‘ —_——————_———— PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. SéA. S.Aé;A. Objectives (n=2) (8) (8) (n=4) (%) (%) (n—7) ( AGENCY RELA— -_ 71 TIONSHIPS 1.00 -- 100 .88 25 100 .79 Client 4 86 Referral .75 50 100 .88 75 100 .79 l Inter- Agency Coordina- .72 __ 43 tion 1.00 -- 100 .88 25 100 —_ 248 TABLE G9 Indices of Support for CAREER PATTERNS CHILD DEVELOPMENT: Goals College Staff EmPloyers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (9s) (96) (n=2) (95) (95) (n=6) PM (95) CAREER PATTERNS 1.00 -- 100 1.00 -- 100 80 -- 60 Promotional Require— ments 1.00 -- 100 1 00 -- 100 .75 17 83 Career Mobility 1.00 -- 100 1.00 -- 100 75 17 83 SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. ObjeCtiveS (n=3) (%) (%) (n=8) (%) (%) (n=24) (%) (%) CAREER PATTERNS .67 -- 67 .63 -- 38 .72 O9 36 Promotional Require— ments .67 —- 67 75 -— 38 .73 O9 64 Career -— 45 Mobility 1.00 —- 100 82 -— 25 69 TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. $9.3. 5.22.9.6), . Objectives (n=3) (9.) (9.) (n=1) (9.) (9a) (n—9) ( CAREER __ 56 PATTERNS 1.00 -— 100 1.00 —- 100 .62 Promotional Require— __ 56 ments 1.00 -— 100 1.00 -- 100 .62 Career 44 1.00 —- 100 1.00 -— 100 ~50 11 Mobility -———— —-——————-— -—-————— c—u— —— _-— ————-—— 249 TABLE G9 (cont'd) LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (%) (n=l3) (%) (%) (n=18) (g) (%) CAREER PATTERNS 1.00 —- 100 .71 08 58 .77 18 71 Promtional Require- ments 1.00 -— 100 71 17 67 78 28 89 Career Mobility 1.00 -- 100 75 17 67 .89 22 100 LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%) (8) (n=14) (%) (%) (n=73) (%) (%) CAREER PATTERNS 1.00 -- _100 68 -- 50 .73 01 60 Promtional Require- ments 1.00 -- 100 86 14 86 .83 14 84 Career Mobility 1.00 -- 100 75 -- 57 .83 08 75 FIRE SCIENCE: Goals College Staff Employers Paraprofessionais and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. Sé?. S.Aé; . Objectives (n=1) (%) (%) (n=21) (%) (%) (n—30) ( CAREER 52 PATTERNS 1.00 —- 100 .85 05 75 .64 07 Promotional Require- 22 63 ments 1.00 —- 100 .86 10 81 66 Career 59 65 .69 11 Mobility 1.00 -- 100 78 05 ————— .————— _——-—— _——— _— —— —.—-———— TABLE G9 (cont'd) 25 O PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (95) (n=4) (95) (95) (n=7) (58) (%) CAREER PATTERNS 1.00 -- 100 1.00 -— 100 .57 -- 43 Promotional Require- ments 1.00 -- 100 1.00 -- 100 .64 -- 57 Career Mobility 1.00 -- 100 1.00 -- 100 .57 —- 43 TABLE G10 Indices of Support for CRISIS SITUATIONS CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (95) (9s) (n=2) (96) (‘6) (n=6) (%) (6) CRISIS SITUATIONS .83 33 100 1.00 100 100 .75 50 100 Crisis Reaction .83 33 100 1.00 100 100 .75 50 100 Resource Organiza- tion .83 67 100 1.00 100 100 .83 33 100 SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. 21);. 8.12:6),A. Objectives (n=3) (%) (%) (N=8) (%) (%) (n—24) CRISIS 39 100 SITUATIONS .83 67 100 .81 38 100 .81 Crisis 61 96 Reaction .83 67 100 75 50 100 79 Resource Or- 91 O .72 57 ganization 1.00 100 100 .81 38 10 —_——-——— ——— ——— ——.— ——-—-—— —-——_—-———————-—-—— 251 TABLE G10 (cont'd) TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (96) (96) (n=1) (g) (96) (n=9) (96) (95) CRISIS SITUATIONS .83 67 100 1.00 100 100 .83 22 89 Crisis Reaction .83 67 100 1.00 100 100 .83 22 89 Resource Organiza- tion 1.00 100 100 1.00 100 100 .83 22 89 LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (95) (96) (n=13) (%) (%) (n=18) (9s) (95) CRISIS SITUATIONS 1.00 -- 100 .77 15 77 .78 39 94 Crisis Reaction 1.00 —- 100 .85 31 100 .72 50 94 Resource Organiza- tion .75 50 100 .81 23 92 72 50 94 LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (9.) (96) (n=14) (96) (9s) (n=73) (96) (96) CRISIS . 19 82 SITUATIONS .75 —— 50 .86 07 86 80 Crisis 90 Reaction .83 33 100 .93 14 100 .74 38 Resource Organiza- 4 94 tion .83 -— 67 90 —- 79 .85 2 ——————— ———— —-—— __—-—-._—¢— ~ _—— _————_——_—— 252 TABLE G10 (cont'd) FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (%) (%) (n=21) (%) (%) (n=30) (%) (%) CRISIS SITUATIONS 1.00 -- 100 .78 10 65 .76 ll 67 Crisis Reaction 1.00 —- 100 .90 15 95 .74 22 74 Resource Organiza— tion 1.00 —- 100 76 05 76 .81 19 81 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) ($6) (96) (n=4) (‘6) (96) (n=7) (95) (95) CRISIS SITUATIONS 1.00 -— 100 1.00 -- 100 .71 —— 71 Crisis Reaction 1.00 -- 100 .75 50 100 .93 14 100 Resource Organiza- tion 1.00 -- 100 .63 50 75 1.00 -- 100 * 253 TABLE Gll Indices of Support for PUBLIC POLICIES CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (%) (95) (n=2) (%) (96) (n=6) (96) (96) PUBLIC POLICIES 1.00 —- 100 .75 50 100 .83 —- 67 Budgeting Process 67 -- 33 l 00 -- 100 .75 -- 67 Rules Analysis 67 -- 67 75 50 100 .75 —- 67 SOCIAL WORK: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (95) ($8) (n=8) (9:) (%) (n=24) (9s) (95) PUBLIC POLICIES 1.00 -- 100 .81 -— 25 .73 O9 50 Budgeting Process 67 -- 33 69 -- -- 66 -- 18 Rules Analysis 67 —- 33 63 —- 38 59 05 41 TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. 5.22;),A. Objectives (n=3) (%) (96) (n=1) (95) (96) (n=9) (96) PUBLIC 22 POLICIES 1.00 -- 100 1.00 -— 100 .62 11 Budgeting 44 Process .67 —- 67 l 00 -- -- .50 11 Rules __ —— 62 -- 33 Analysis 67 -— 67 1.00 I — _ «nu— — _ — —- — —- —— _ — —— — — — — —- — _ .— — —' _— _— — — —- — 254 TABLE Gll (cont'd) LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (95) (95) (n=13) (96) (%) (n=18) ($8) (96) PUBLIC POLICIES .50 -- 50 .66 08 46 .71 06 47 Budgeting Process 50 —- 50 58 08 46 65 06 41 Rules Analysis 1.00 -- 100 77 08 31 68 06 59 LAW ENFORCEMENT: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (‘6) (%) (n=14) (%) (95) (n=73) (96) (%) PUBLIC POLICIES 83 -- 33 .72 —— 36 .67 05 47 Budgeting Process 67 -- 33 72 -- 29 64 04 34 Rules 1 Analysis .83 -- 33 68 -- 43 75 04 4 FIRE SCIENCE: Goals College staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A;;A. Objectives (n=1) (9.) (9.) (n=21) (9.) (96) (n=30) (9.) ° PUBLIC ll 41 POLICIES 1.00 —— -— .70 -— 50 .61 Budgeting __ Process 1.00 -— -- .67 05 38 59 37 Rules 5 56 07 48 Analysis 1 00 -- -- 63 05 4 _——__— 255 TABLE Gll (cont'd) PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and (LC. SJL S.A.JL OJL S.A.ELA.JL OJL S.A.ELA.JL Objectives (n=2) (95) (9s) (n=4) (3:) (95) (n=7) (96) (96) PUBLIC POLICIES 1.00 -- 100 50 -- 50 .86 -- 86 Budgeting Process 1.00 -- 100 .50 —- 50 .67 -- 33 Rules Analysis 1.00 -— 100 50 -- 50 59 -- 50 TABLE G12 Indices of Support for POLITICAL ACTION CHILD DEVELOPMENT: Goals College Staff Employers Paraprofessionals and OIL SJL SJL,A. 0J3 SJL SJL,A. OJL SJL SJL,A. Objectives (n=3) (8;) (96) (n=2) (96) (95) (n=6) (8:) (95) POLITICAL ACTION 1.00 —- 100 1.00 100 100 .67 17 50 Organized SUPport .83 -- 67 1.00 100 100 .67 17 50 Political Timing 83 -- 67 1.00 100 100 67 17 50 SOCIAL WORK: Goals College Staff Employers Paraprofessi nals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.AégA. Objectives (n=3) (9.) (9.) (n=8) <96) (96) (n=24) <96) POLITICAL 50 ACTION 1.00 -- 100 .63 —- 38 .57 14 Organized 14 27 Support 1.00 -- 100 .56 13 38 .55 Political 1.00 30 100 .56 13 50 .50 14 41 Timing —- ——————- #——————— .— ——— -———-l- ‘256 TABLE G12 (cont'd) TEACHER ASSOCIATE: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=3) (95) (95) (n=1) (96) (96) (n=9) (9°) (96) POLITICAL ACTION 83 33 100 1.00 -- 100 .78 ll 56 Organized Support 1.00 -- 100 1.00 -- 100 .67 ll 56 Political Timing 1.00 -- 100 l 00 -- 100 73 22 67 LIBRARY MEDIA TECHNOLOGY: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (%) (N=l3) (%) (%) (n=18) (%) (%) POLITICAL ACTION .50 -- 50 .54 08 45 .60 06 50 Organized Support .50 -- 50 77 08 23 60 06 38 Political Timing 50 —— 50 .66 08 38 57 25 63 LAW ENFORCEMENT: Goals College staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. s. . S.A;;A. Objectives (n=3) (%) (96) (n=14) (96) (35) (n=73) (95) ° POLITICAL ‘ 38 ACTION .83 -- 67 54 —- 21 .64 04 Organized __ 62 O4 30 Support .83 __ 33 65 21 Political 60 08 36 Timing .67 33 33 65 -- 21 ' _—_—.— ——— —-—— ‘— ———_— — ————— ¢——— —-—_—_——_—— 257 TABLE G12 (cont'd) FIRE SCIENCE: Goals College Staff EmploYers Paraprofessionals and . O.C. S.A- S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (95) (95) (n=21) (53) (96) (n=30) (96) (96) POLITICAL ACTION 1.00 —- -- .62 10 43 .64 19 27 Organized Support 1 00 —- -- 41 05 33 59 ll 41 Political Timing l 00 -- -— 59 10 38 65 12 54 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (95) (‘6) (n=4) (96) ($5) (n=7) ($8) (95) POLITICAL ACTION 50 -- 50 75 -- -- 72 -- 43 Organized Support .50 -- 50 .88 -- -— .64 —- 29 Political Timing .25 50 50 .75 -- 75 .57 14 57 TABLE G13 Indices of Support for Evaluative Items CHILD DEVELOPMENT: College Staff Employers Paraprofessionals Evaluative O.C. S.A. s.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Items (n=3) (96) (915) (n=2) (96) (96) (n=6) (9‘) (96) Purposes 1.00 —— 100 .75 50 100 .83 -- 67 Clarity 1.00 -— 100 1.00 100 100 .83 -- 83 -- 83 Sufficiency .83 -— 100 1.00 100 100 .92 Proper Re- __ 100 spondents .83 33 100 1 00 100 100 1-00 — — .— -—— .— — —- I_ — — — __. — -— — — .- _- .— I- — —. ._ — — 257 TABLE G12 (cont'd) FIRE SCIENCE: Goals College Staff Employers Paraprofessionals and . O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=1) (%) (%) (n=21) (%) (%) (n=30) (%) (%) POLITICAL ACTION 1 OO —- -— 62 10 43 64 19 27 Organized Support 1.00 —— -— .41 05 33 59 11 41 Political Timing 1 OO —— —— 59 10 38 65 12 54 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: Goals College Staff Employers Paraprofessionals and O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Objectives (n=2) (%) (%) (n=4) (%) (%) (n=7) (%) (%) POLITICAL ACTION .50 -— 50 .75 —— —— .72 —— 43 Organized Support 50 —— 50 88 —— —— 64 —— 29 Political Timing .25 50 5O .75 —— 75 .57 14 57 TABLE G13 Indices of Support for Evaluative Items CHILD DEVELOPMENT: College Staff Employers Paraprofessionals Evaluative O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Items (n=3) (a) (9.) (n=2) (9.) (8) (n=6) (9s) (‘6) Purposes 1.00 -— 100 .75 50 100 .83 —— 67 Clarity 1.00 -— 100 1.00 100 100 .83 —— 83 Sufficiency .83 —— 100 1.00 100 100 .92 -- 83 Proper Re- spondents .83 33 100 1.00 100 100 1 OO -- lOO 258 TABLE G13 (cont'd) SOCIAL WORK: . College Staff Employers Paraprofessionals Evaluative O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Items - (n=3) (%) (%) (n=8) (%) (%) (n=24) (%) (%) Purposes 1.00 -- 100 .81 —- 25 .67 13 54 Clarity 1.00 -- 100 .69 -- 50 .57 -- 42 Sufficiency .83 -— 67 ' .69 —- 38 .68 -- 35 Proper Re— spondents .83 33 100 .69 13 63 .74 22 74 TEACHER ASSOCIATE: College Staff Employers Paraprofessionals Evaluative O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Items (n=3) (‘6) (%) (n=1) (96) PM (n=9) (%) (96) Purposes 1.00 -- 100 1.00 —— 100 .75 11 44 Clarity 1.00 -— 100 1.00 -- 100 .67 -- 44 Sufficiency .83 —- 67 1.00 -- 100 .78 -- 22 Proper Re- spondents .83 67 100 1.00 100 100 .56 —- 44 —_—_—————————_——————_I—_—‘-— LIBRARY MEDIA TECHNOLOGY: College Staff Employers Paraprofessionals Evaluative O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Items (n=2) (9,) (95) (n=l3) (Se) (96) (n=18) (95) (96) Purposes 1.00 -- 100 .70 15 62 .79 17 50 Clarity .75 50 100 .66 O8 62 .59 12 65 Sufficiency .75 50 100 .77 -- 69 .61 11 50 Proper Re— 67 spondents .75 50 100 85 08 85 56 28 _———-————— ___——— ———-————-——————_ 259 TABLE G13 (cont'd) LAW ENFORCEMENT: . College Staff Employers Paraprofessionals Evaluative O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Items (n=3) (9.) (9.) (n=14) (9s) (9.) (n=73) (9.) (9.) Purposes .83 33 100 .66 -- 38 .68 10 38 Clarity .83 —- 33 .61 -- 57 .66 01 59 Suffi- ciency .83 -- 33 .57 -- 43 .70 -— 43 Proper Re- spondents 83 -- 67 73 15 77 62 15 6O FIRE SCIENCE: College Staff Employers Paraprofessionals Evaluative O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. Items (n=1) (%) Ct) (n=21) (%) (%) (n=30) (%) (%) Purposes 1.00 —- 100 .76 -- 29 .61 03 30 Clarity 1.00 —— 100 .64 -- 48 .55 03 30 Suffi- ciency 1.00 —- 100 .69 —— 43 .59 -- 30 Proper Re- spondents 1.00 —— 100 60 05 33 40 10 43 PROPERTY VALUATION/ASSESSMENT ADMINISTRATION: College Staff Employers Paraprofessionals Evaluative O.C. S.A. S.A.,A. O.C. S.A. S.A.,A. O.C. S.A. S.Aé;A. Items (n=2) (9.) (9.) (n=4) (9s) (‘6) (n=7) (95) -- 3 Purposes .75 50 100 1.00 —- 100 .72 4 Clarity 1.00 -- 100 1.00 -- 100 .57 -- 43 Suffi- —- 43 ciency 1.00 —- 100 .75 —- 25 .72 Proper Re— 86 __ .93 -- Spondents 1.00 -- 100 1.00 100 BIBLIOGRAPHY Books Allen, Kenneth and Allen, Loren. Organization and Administration of the Learning Resources Center in the Community College. Hamden, Conn.: Linnet Books, 1973. Bloom, Benjamin 8.; Engelhart, Max D.; Furst, Edward J.; Hill, Walker H.; and Krathwohl, David R.; Eds. 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