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University
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8224462

Mansfield, Jack Allen

THE ACTUAL AND DESIRED ACTIVITIES OF THE SECONDARY
SPECIALIZED OCCUPATIONAL ADVISORY COMMITTEE IN M ICHIGAN

Michigan State University

University
Microfilms
International

Ph.D.

300 N. Zeeb Road, Ann Arbor, MI 48106

1982

THE ACTUAL AND DESIRED ACTIVITIES OF THE
SECONDARY SPECIALIZED OCCUPATIONAL
ADVISORY COMMITTEE IN MICHIGAN
By
Jack Allen Mansfield

A DISSERTATION
Submitted to
Michigan S t a t e U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t o f t h e re quire m ents
f o r t h e degree o f
DOCTOR OF PHILOSOPHY
Department o f A d m i n i s t r a t i o n and Curriculum

ABSTRACT
THE ACTUAL AND DESIRED ACTIVITIES OF THE
SECONDARY SPECIALIZED OCCUPATIONAL
ADVISORY COMMITTEE IN MICHIGAN
By
Jack A lle n Mansfield

This d e s c r i p t i v e study was an i n v e s t i g a t i o n t o determine th e
a c t u a l and d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d oc c u p a t io n a l
ad v iso r y committee in Michigan as viewed by s e l e c t e d s e c o n d a r y - l e v e l
v o c a t io n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l
directors.
1.

The o b j e c t i v e s o f t h e s tudy were t o :
Determine th e a c t u a l and d e s i r e d a c t i v i t i e s o f

th e

secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee i n Michigan.
2.

I d e n t i f y any s i g n i f i c a n t r e l a t i o n s h i p s in t h e a c t u a l and

d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a tio n a l ad v is o r y
committee in Michigan as viewed by s e c o n d a r y - l e v e l v o c a t i o n a l t e a c h e r s
and v o c a tio n a l a d m i n i s t r a t o r s .
3.

Provide a composite l i s t o f t h e a c t u a l and d e s i r e d a c t i v i ­

t i e s o f t h e se co nd ary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee in
Michigan w ith r e s p e c t

to se le c te d a c t i v i t i e s .

The d a t a f o r th e study were c o l l e c t e d thro ugh t h e use o f a
q u e s t i o n n a i r e t h a t was mailed t o 507 p a r t i c i p a n t s .

The p o p u la t io n

in c l u d e d 10 p e r c e n t o f a l l s e c o n d a r y - l e v e l v o c a t i o n a l t e a c h e r s , a l l

Jack Allen Mansfield
a r e a c e n t e r p r i n c i p a l s , and a l l l o c a l v o c a t i o n a l d i r e c t o r s i n Michigan.
The q u e s t i o n n a i r e c o n t a i n e d 40 a d v isor y- com m it tee a c t i v i t i e s t h a t
could be performed by th e sec ondary s p e c i a l i z e d o c c u p a ti o n a l ad v is o r y
committee under e i g h t g e n e r a l - f u n c t i o n s h e a d in g s .

An o v e r a l l res ponse

r a t e o f 73 p e r c e n t was a c h ie v ed .
Responses to each a c t i v i t y on t h e q u e s t i o n n a i r e were analyzed
f o r a l l groups i n d i v i d u a l l y and c o l l e c t i v e l y , with t h e frequency and
p e r c e n t a g e being shown f o r each a c t i v i t y .

The h i g h e s t t e n and lowest

t e n a c t u a l and d e s i r e d a c t i v i t i e s in each r esp o n d en t group were
s e l e c t e d t o be p r e s e n t e d i n both n a r r a t i v e and t a b l e form.

Selection

was based on t h e h i g h e s t and lo w es t p e r c e n ta g e o f t h e t o t a l p o p u l a t i o n
who s t r o n g l y ag re ed with t h e ad viso ry -com m ittee a c t i v i t y .
Included in t h e study was a composite l i s t o f t h e a c t u a l and
d e s i r e d a c t i v i t i e s , with r ank in gs o f t h e 40 a c t i v i t i e s f o r t h e second­
a r y s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee.

ACKNOWLEDGMENTS

The co mpletion o f t h i s s t u d y was dependent on th e a s s i s t a n c e
and c o o p e r a t i o n o f many p e o p le .

The w r i t e r i s deeply indebted t o h is

w i f e , Lorene, f o r her a s s i s t a n c e , encouragement, u n d e r s t a n d i n g , and
p a t i e n c e , and t o h i s c h i l d r e n , Betsy and C a r o l , who s a c r i f i c e d many
hours o f f a t h e r l y companionship.
The w r i t e r wishes t o extend h i s s i n c e r e thanks t o P r o f e s s o r
George F e r n s, who, as Committee Chairman, provided t h e n e c e s s a r y
encouragement and guidance to en ab le t h e a u t h o r t o complete t h e s t u d y .
A p p r e c i a t i o n i s a l s o extended t o Dr. Melvin Bushman, Dr. Cas Heilman,
and Dr. Robert Poland, who, as members o f th e Guidance Committee,
provided encouragement and p r o f e s s i o n a l a d v ic e .
A lso, t h e w r i t e r wishes t o thank Dr. L e s l i e H. Cochran, who
provided r e s o u r c e m a t e r i a l s and encouraged t h e w r i t e r t o under tak e
th e s tu d y .
F i n a l l y , t h e w r i t e r wishes t o extend h i s than ks t o t h e many
s e c o n d a r y - l e v e l v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and
lo c a l v o c a t i o n a l d i r e c t o r s who took t h e time t o complete t h e ques ­
t i o n n a i r e t h a t provided t h e d ata base f o r t h i s s t u d y .

ii

TABLE OF CONTENTS

Page
LIST OF T A B L E S ......................................................................................................

v

Chapter
I.

II.

III.

IV.

BACKGROUND AND GENERAL DESCRIPTION OF THE STUDY ..................

1

Introduction . . . . . . . . . . . .
....................................
Background o f t h e S t u d y ..................................................................
S tatem en t o f t h e Problem ..............................................................
Need f o r t h e S t u d y ...........................................................................
Purpose o f th e Study ................................................. . . . . .
Research O b j e c t iv e s and Questions ............................................
O b j e c t i v e s .............................................................. ..........................
Questions .............................................................................................
M e th o d o l o g y ............................... ........................................................
Assumptions .............................................................................................
D e l i m i t a t i o n s o f th e Study ..........................................................
D e f i n i t i o n o f Terms ...........................................................................
..............................................................
Summary and Overview .

1
2
3
4
5
6
6
6
7
8
9
9
10

REVIEW OF RELATED LITERATURE

..........................................................

13

Introduction .
................................................................................
H is to r y o f Vocational Advisory Committees .................. . .
P e r t i n e n t R e la t e d L i t e r a t u r e .....................................................
Summary......................................................................................................

13
13
16
20

METHODOLOGY.................................................................................................

22

I n t r o d u c t i o n .........................................................................................
The P o p u l a t i o n ....................................................................................
P r e p a r a t i o n o f t h e Q u e s t i o n n a ir e .............................................
Data C o l l e c t i o n ....................................................................................
Methods o f Analyses ...........................................................................
Summary......................................................................................................

22
23
24
27
28
29

ANALYSIS AND PRESENTATION OF DATA.................................................

32

I n t r o d u c t i o n ................................................
D e s c r i p t i v e C h a r a c t e r i s t i c s of Respondents

iii

.......................

32
32

Page

P r o f e s s i o n a l Work Experience .................................................
Levels o f Formal Education . . . . . ................................
Ex perien ce With Advisory Committees ....................................
Formal Advisory Committee T r a i n i n g ....................................
Research Questions ...........................................................................
Research Question 1 ......................................................................
Research Question 2 ......................................................................
Research Question...3 ......................................................................
Research Question 4 .........................
Summary o f Ch apter I V .......................................................................
Comparison Rankings f o r Secondary-Level Vocational
Teachers and A d m i n i s t r a t o r s .................................................
V.

32
33
35
35
36
37
44
50
58
65
65

SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS,
AND IMPLICATIONS................................................................................

69

I n t r o d u c t i o n .........................................................................................
Summary.......................................
Research O b j e c t i v e s and Questions . . . . .
......................
F i n d i n g s .................................................................................................
Research Question 1 .......................................................................
Research Qu es tio n 2 .......................................................................
Research Question...3 ......................................................................
Research Question...4 ......................................................................
C o n c l u s i o n s .............................................................................................
Recommendations and I m p l i c a t i o n s .............................................

69
69
70
72
72
74
75
77
79
81

APPENDICES...................................................................................................................

83

A.

SELECTED EXPERTS IN VOCATIONAL-TECHNICAL EDUCATION

. . .

B.

LETTER TO SELECTED EXPERTS

................................................................

86

C.

QUESTIONNAIRE..............................................................................................

88

D. LETTER TO RESPONDENTS.............................................................................

93

E.

FOLLOW-UP LETTER TO NONRESPONDENTS

..............................................

95

F.

ACTUAL SECONDARY SPECIALIZED OCCUPATIONALADVISORY
COMMITTEE ACTIVITIES .......................................................................

97

G. DESIRED SECONDARY SPECIALIZED OCCUPATIONALADVISORY
COMMITTEE ACTIVITIES .......................................................................

112

SELECTED BIBLIOGRAPHY .................................................................................................

iv

84

127

LIST OF TABLES

Table
3.1.

4.1.
4.2.

4.3.

4.4.
4.5.

4.6.

4.7.

4.8.

4.9.

Page
Local Vocational T e a c h e r s , Area Cen ter P r i n c i p a l s , and
Local Vocational D i r e c t o r s Forming t h e P o p u la ti o n f o r
t h e S t u d y ..................................................................................................

28

P r o f e s s i o n a l Work Experience o f Vocational T e a c h e r s ,
Area Cen ter P r i n c i p a l s , and Local Vocational D i r e c t o r s .

33

Level o f Formal Education A t t a i n e d by Vocational
T e a c h e r s , Area Cen ter P r i n c i p a l s , and Local
Vocational D i r e c t o r s ............................................................................

34

Years o f Experience in Working With Advisory Committees
f o r Vocational T e a c h e rs , Area C en ter P r i n c i p a l s , and
Local Vocational D i r e c t o r s ..............................................................

35

Formal T r a i n i n g P r e p a r i n g Respondents t o Work With
Vocational Advisory Committees .....................................................

36

The Hig hest Ten Actual A c t i v i t i e s of t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational T e achers , Area C en ter P r i n c i p a l s , and
Local Vocational D i r e c t o r s ..............................................................

38

The Lowest Ten Actual A c t i v i t i e s o f t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational T e a c h e rs , Area Cen ter P r i n c i p a l s , and
Local Vocational D i r e c t o r s ...............................................................

41

The Highes t Ten Desired A c t i v i t i e s o f t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational T e a c h e rs , Area C en ter P r i n c i p a l s , and
Local Vocational D i r e c t o r s ...............................................................

45

The Lowest Ten Des ired A c t i v i t i e s o f t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational T e a c h e r s , Area Cen ter P r i n c i p a l s , and
Local Vocational D i r e c t o r s ...............................................................

48

The High es t Ten Actual A c t i v i t i e s o f t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational A d m i n i s t r a t o r s With Comparison Responses
From Vocational Teachers ...................................................................

51

v

Page

4.1 0 .

4 .1 1 .

4.1 2 .

4 .1 3 .

F .l.

F.2.

The Lowest Ten Actual A c t i v i t i e s o f t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational A d m i n i s t r a t o r s With Comparison Responses
From Vocational Teachers ...................................................................

55

The Highes t Ten Desired A c t i v i t i e s o f t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational A d m i n i s t r a t o r s With Comparison Responses
From Vocational Teachers ...................................................................

59

The Lowest Ten Desired A c t i v i t i e s o f t h e Secondary
S p e c i a l i z e d Occupational Advisory Committee as Viewed
by Vocational A d m i n i s t r a t o r s With Comparison Responses
From Vocational Teachers ...................................................................

63

Rankings of t h e Actual and Des ired A c t i v i t i e s o f t h e
Secondary S p e c i a l i z e d Occupational Advisory Committee
in Michigan as Viewed by Vocational A d m i n i s t r a t o r s
With Comparison Rankings o f Vocational Teachers . . . .

66

The Actual A c t i v i t i e s o f t h e Secondary S p e c i a l i z e d
Occupational Advisory Committee in Michigan as
P erceived by Vocational T e a c h e r s , Area Center
P r i n c i p a l s , Local Vocational D i r e c t o r s , and
Vocational A d m i n i s t r a t o r s ..............................................................

98

The Desired A c t i v i t i e s o f t h e Secondary S p e c i a l i z e d
Occupational Advisory Committee in Michigan as
P erceived by Vocational T e a c h e r s , Area Center
P r i n c i p a l s , Local Vocational D i r e c t o r s , and
Vocational A d m i n i s t r a t o r s ..................................................................

vi

113

CHAPTER I

BACKGROUND AND GENERAL DESCRIPTION OF THE STUDY
Introduction
Since th e e a r l y y e a r s o f v o c a t i o n a l e d u c a t i o n , t h e need and
im portance f o r o c c u p a tio n a l a d v i s o r y committees has been c i t e d as
an i n t e g r a l a s p e c t o f an e f f e c t i v e v o c a t i o n a l program.

Even though

some programs have e x p e r ie n c e d v a rying degr ee s o f s u c c e ss w i t h o u t
t h e i r u s e , programs have t y p i c a l l y e x p e r ie n c e d b r o a d e r s u p p o r t and
e f f e c t i v e n e s s with t h e i n i t i a t i o n and use o f an a d v is o r y committee.
The impetus f o r q u a l i t y v o c a t i o n a l - t e c h n i c a l e d u c a tio n and f o r
th e use o f o c c u p a t io n a l a d v i s o r y committees can be l o c a t e d i n th e
Federal Rules and R e g u l a tio n s gover ning t h e use o f funds a l l o c a t e d t o
s t a t e s under t h e Vocational Education Amendments o f 1976, P u b l i c Law
94-482 (U.S. Congr ess, P u b l i c Law 9 4 - 482).

Moving toward t h e a c h i e v e ­

ment o f q u a l i t y v o c a t i o n a l - t e c h n i c a l e d u c a t i o n programs i n Michigan,
t h e Michigan Department o f E d u c a t i o n ' s V o c a tio n a l- T e c h n ic a l Education
S e r v ic e developed Program Stan dar ds o f Q u a l i t y , which a r e in te n d e d t o
be accomplished du rin g a normal school y e a r beginn in g i n September and
co ncluding i n June.

There a r e f i v e d i s t i n c t s ta n d a r d s in t h e Program

S ta ndards o f Q u a l i t y , i n c l u d i n g a d v i s o r y c o u n c i l s , competency-based
e d u c a t i o n , annual and l o n g - r a n g e p l a n n i n g , v o c a t i o n a l - t e c h n i c a l
placement and f o ll ow -up a c t i v i t i e s , and a d m i n i s t r a t i v e r e g u l a t i o n s

1

2

(Michigan V o c a tio n a l- T e c h n ic a l Education S e r v i c e , 1978).

This s tudy

examined t h e f i r s t s t a n d a r d o n l y - - a d v i s o r y c o u n c i l s .
Background o f t h e Study
The Education Amendments o f 1976 mandated t h a t a l o c a l educa­
t i o n agency o r p o s ts e c o n d a r y i n s t i t u t i o n t h a t r e c e i v e s f e d e r a l funds
" s h a l l e s t a b l i s h a l o c a l ad v is o r y co uncil on v o c a tio n a l e d u c a t i o n . "
The l o c a l a d v i s o r y co uncil s h a l l be composed o f r e p r e s e n t a t i v e s o f
b u s i n e s s , i n d u s t r y , and l a b o r .

The l o c a l a d v i s o r y coun cil must a l s o

have "an a p p r o p r i a t e r e p r e s e n t a t i o n o f both sexes and an a p p r o p r i a t e
r e p r e s e n t a t i o n o f t h e r a c i a l and e t h n i c m i n o r i t i e s found in th e p r o ­
gram a r e a s , s c h o o l s , community, or r e g io n which t h e l o c a l ad v i s o r y
cou nc il s e r v e s . "
For t h e f i r s t ti m e , l o c a l a d v i s o r y committees were r e q u i r e d by
f e d e r a l law f o r t h o s e d i s t r i c t s r e c e i v i n g a s s i s t a n c e under t h e s e
amendments.

The s p e c i f i c language i n r e s p e c t t o l o c a l ad v is o r y com­

m i t t e e s i n t h e Act was as f o llo w s :
1.

Each e l i g i b l e r e c i p i e n t r e c e i v i n g a s s i s t a n c e under t h i s Act
t o o p e r a t e v o c a t io n a l e d u c a t io n programs s h a l l e s t a b l i s h a
l o c a l a d v i s o r y co uncil t o pro vide such agency with ad v i c e on
c u r r e n t job needs and on t h e r e le v a n c e o f courses being
o f f e r e d by such agency in meeting such n eeds . Such l o c a l
a d v i s o r y c o u n c i l s s h a l l be composed o f members o f t h e general
public, esp ecially of representatives of business, industry,
and l a b o r , and such l o c a l a d v i s o r y c o u n c i l s may be e s t a b l i s h e d
f o r program a r e a s , s c h o o l s , communities, o r r e g i o n s , whichever
t h e r e c i p i e n t determ ines b e s t t o meet t h e needs o f t h a t r e c i p i ­
ent.

2.

Each S t a t e Board s h a l l n o t i f y e l i g i b l e r e c i p i e n t s w i t h i n t h e
S t a t e o f the r e s p o n s i b i l i t i e s o f such r e c i p i e n t s under t h e
p r o v i s i o n s o f paragra ph ( I . ) , and each S t a t e a d v is o r y co uncil
s h a l l make a v a i l a b l e to such r e c i p i e n t s and t h e l o c a l ad v i s o r y
c o u n c i l s o f such r e c i p i e n t s such t e c h n i c a l a s s i s t a n c e as such
r e c i p i e n t s may r e q u e s t t o e s t a b l i s h and o p e r a t e such c o u n c i l s .

3

According t o Cochran, P h e lp s , and Cochran (1980),
Experience r e v e a l s t h a t a d v i s o r y committees a r e o f t e n dys fu nc­
t i o n a l and do not accomplish t h e purposes f o r which th ey were
e s t a b l i s h e d due to t h e f o ll o w in g r e a s o n s : (1) many a d m i n i s t r a t o r s
do not r e c o g n i z e th e valu e o f an a c t i v e f u n c t i o n i n g ad v is o r y com­
m i t t e e , (2) most e d u c a to r s do not have time nor t h e e x p e r t i s e to
communicate w ith a d v i s o r y co mmittees, (3) a l a r g e number o f edu­
c a t o r s do not po sse ss th e a b i l i t y a d e q u a t e ly t o f u l f i l l l e a d e r s h i p
r o l e s r e g a r d i n g t h e development and u t i l i z a t i o n o f a d v i s o r y com­
m i t t e e s , (4) members o f a d v i s o r y committees do not un derst an d
t h e i r f u n c t i o n i n t h e development o f e d u c a t i o n a l programs, and
(5) both t e a c h e r s and a d m i n i s t r a t o r s a r e u n f a m i l i a r w ith t h e i r
r o l e and r e s p o n s i b i l i t y on an ad v is o r y committee.
S ta tem ent o f t h e Problem
Although a t l e a s t one comprehensive needs asse ssm en t on th e
use o f v o c a t i o n a l a d v i s o r y committees in Michigan has been c a r r i e d
out (Cochran, P h e l p s , Skupin, & Yabu, 1974), r e s e a r c h s u g g e s t e d t h a t ,
t o d a t e , t h e r e has been no exam ination o f th e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y committee, p a r t i c u l a r l y a t t h e l o c a l l e v e l .
Recent l e g i s l a t i o n (U.S. Congress, P u b l ic Law 94-482, 1976)
r e q u i r e s t h e use o f lo cal a d v is o r y committees f o r ever y r e c i p i e n t o f
f e d e r a l funding f o r v o c a ti o n a l e d u c a ti o n programs.

Practical experi­

en ce, r e s e a r c h , and th e demonstrated success o f t h e e f f e c t i v e use o f
v o c a tio n a l a d v i s o r y committees have emphasized t h e im p o r t a n t r o l e o f
a d v i s o r y committees in t h e v o c a ti o n a l e d u c a t i o n program.

This study

examined t h e a c t i v i t i e s v o c a ti o n a l e d u c a t o r s b e l i e v e t h e secondary
s p e c i a l i z e d o c c u p a tio n a l ad v i s o r y committee " a r e " and "should be"
performing i n t h e v o c a ti o n a l e d u c a t io n d e l i v e r y p r o c e s s .
The problem was t o conduct an i n v e s t i g a t i o n t o det er m in e th e
a c t u a l and d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d occupa­
t i o n a l a d v i s o r y committee in Michigan as viewed by s e l e c t e d

4

s e c o n d a r y - l e v e l v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and
local vocational d i r e c t o r s .

This s tu d y measured t h e a c t u a l and

d e s i r e d a c t i v i t i e s o f th e secondary s p e c i a l i z e d o c c u p a tio n a l ad v i s o r y
committee, which c o u l d , in t u r n , be used by v o c a t io n a l t e a c h e r s , ar ea
c e n t e r p r i n c i p a l s , and l o c a l v o c a tio n a l d i r e c t o r s in de te r m in i n g t h e
r o l e t h e secondary s p e c i a l i z e d o c c u p a t io n a l a d v is o r y committee could
pla y i n t h e o v e r a l l d e l i v e r y system f o r v o c a t i o n a l - t e c h n i c a l ed uca­
tion.
Need f o r th e Study
At p r e s e n t , t h e r e has been no s p e c i f i c r e s e a r c h completed
conc er ning t h e a c t u a l and d e s i r e d a c t i v i t i e s o f th e secondary s p e c i a l ­
iz e d o c c u p a tio n a l a d v is o r y committee i n Michigan as p e r c e i v e d by
v o c a t i o n a l e d u c a t io n t e a c h e r s , ar ea c e n t e r p r i n c i p a l s , and lo cal voca­
tional d ire c to rs .

As a r e s u l t , as mentioned e a r l i e r i n t h i s s t u d y ,

a d v is o r y committees a r e o f t e n d y s f u n c t i o n a l and do n o t accomplish t h e
purposes f o r which they were formed.

The Michigan Department o f Edu­

c a t i o n , V o c a tio n a l- T e c h n i c a l Education S e r v i c e , does p r o v id e examples
o f d u t i e s f o r l o c a l a d v i s o r y c o u n c i l s in t h e A d m i n i s t r a t i v e Guide f o r
Vocational Education i n Michigan Handbook, b u t lo c a l school d i s t r i c t s
and a r e a c e n t e r s a r e f r e e t o i n t e r p r e t t h o s e examples in whatever
manner th ey wish (MV-TES, 1978).

This w r i t e r g a t h e r e d , a n a l y z e d ,

and s y n t h e s i z e d d a t a conc er ning th e a c t u a l and d e s i r e d a c t i v i t i e s
o f th e sec ondary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee in
Michigan.

5

Purpose o f t h e Study
I n v e s t i g a t i o n by t h e r e s e a r c h e r , i n c l u d i n g an ERIC s e a r c h ,
concluded t h a t t h e r e a r e no c u r r e n t d a ta a v a i l a b l e conce rning t h e
a c t u a l and d e s i r e d a c t i v i t i e s o f t h e se co ndar y s p e c i a l i z e d occupa­
t i o n a l a d v i s o r y committee in Michigan as p e r c e i v e d by v o c a t i o n a l
t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l d i r e c t o r s .
T h e r e f o r e , t h e purpose o f t h i s study was t o determine th e a c t u a l and
d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y
committee i n Michigan as viewed by s e l e c t e d v o c a t i o n a l t e a c h e r s , a r e a
c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l d i r e c t o r s .

Through exam ination

o f t h e s e a c t u a l and d e s i r e d a c t i v i t i e s , i t w i l l th en be f e a s i b l e f o r a
lo c a l e d u c a t i o n agency, a r e a s k i l l c e n t e r , o r t h e Michigan Department
o f Education t o a s s e s s t o what e x t e n t t h e s e d e s i r e d f u n c t i o n s a r e ,
in f a c t , be ing e f f e c t i v e l y used.
The w r i t e r i d e n t i f i e d r e l a t i o n s h i p s between t h e a c t u a l and
d e s i r e d a c t i v i t i e s as th e y were viewed by v o c a t i o n a l t e a c h e r s , ar ea
c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l d i r e c t o r s .

This i n f o r m a t i o n

r e v e a l e d t h e r e l a t i v e i n t e n s i t y and p r i o r i t y w ith which t h e s e voca­
t i o n a l a c t i v i t i e s were held by s e l e c t e d i n d i v i d u a l s .
This s tu d y should be o f val ue t o t h e V o c a tio n a l- T e c h n ic a l
Education S e r v ic e s o f th e Michigan Department o f Education by p r o v id i n g
a composite l i s t o f t h e a c t i v i t i e s a s s o c i a t e d w ith t h e major v o c a ti o n a l
f u n c t i o n s o f t h e secondary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee
with r e s p e c t t o what s e l e c t e d v o c a t i o n a l e d u c a t o r s f e l t t h e i r a c tu a l
r o l e i s and what i t sho uld be.

The V o c a tio n a l- T e c h n i c a l Education

S e r v ic e has r eco g n ized th e importance o f t h e se co ndary s p e c i a l i z e d

6
o c c u p a t io n a l a d v i s o r y committees and s p e c i f i c a l l y s t a t e d t h a t lo c a l
a d v i s o r y c o u n c i l s be e s t a b l i s h e d and used (MV-TES, 1978).
I t was a n t i c i p a t e d t h a t t h e f i n d i n g s o f t h i s stu d y would a s s i s t l o c a l
e d u c a t io n a g e n c i e s , a r e a s k i l l c e n t e r s , and t h e Michigan Department
o f Education in f u l l y u n d e r s t a n d in g t h e r o l e o f t h e secondary s p e c i a l ­
i z e d o c c u p a t i o n a l a d v i s o r y committee i n r e l a t i o n s h i p t o v o c a tio n a l
e d u c a tio n in Michigan.
Research O b j e c t i v e s and Questions
Objectives
This stu d y was s t r u c t u r e d t o :
1.

Determine t h e a c t u a l and d e s i r e d a c t i v i t i e s o f t h e second­

ary s p e c i a l i z e d oc c u p a tio n a l a d v i s o r y committee in Michigan.
2.

I d e n t i f y any s i g n i f i c a n t r e l a t i o n s h i p s in th e a c t u a l and

d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a t io n a l a d v is o r y
committee in Michigan as viewed by s e c o n d a r y - l e v e l v o c a ti o n a l t e a c h e r s
and v o c a tio n a l a d m i n i s t r a t o r s .
3.

Provide composite l i s t s o f both t h e a c t u a l and d e s i r e d

a c t i v i t i e s o f t h e s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee in
Michigan.
Questions
The purpose o f t h e s tu d y was r e a l i z e d by answering t h e f o ll o w ­
ing q u e s t i o n s :
1.

What a r e t h e a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l ­

i z e d o c c u p a tio n a l a d v i s o r y committee i n Michigan as p e r c e iv e d by

7

secondary v o c a ti o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
vocational d ire c to rs ?
2.

What a r e t h e d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­

iz e d o c c u p a ti o n a l a d v i s o r y committee in Michigan as p e r c e iv e d by
secondary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
v o c a tio n a l d i r e c t o r s ?
3.

What a r e t h e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f

v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d i n g t h e a c t u a l
a c t i v i t i e s of t h e secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee
in Michigan?
4.

What a r e t h e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f

v o c a t i o n a l t e a c h e r s and v o c a tio n a l a d m i n i s t r a t o r s r e g a r d i n g th e
d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d oc c u p a tio n a l a d v i s o r y
committee in Michigan?
Methodology
D e s c r i p t i v e s t a t i s t i c s were used t o provid e answers t o qu es ­
t i o n s r e l a t e d t o t h e r e s e a r c h q u e s t i o n s co nc er ning t h e a c t u a l and
d e s i r e d a c t i v i t i e s o f th e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y
committee i n Michigan.

Responses t o each item on t h e q u e s t i o n n a i r e

were analyz ed i n d i v i d u a l l y and c o l l e c t i v e l y .
cen tag e were shown f o r each a c t i v i t y .

The f re quen cy and p e r ­

For t h e f i r s t two r e s e a r c h

q u e s t i o n s , t h e h i g h e s t t e n and lo w e s t t e n a c t u a l and d e s i r e d a c t i v i ­
t i e s were s e l e c t e d f o r p r e s e n t a t i o n i n both t a b u l a r and n a r r a t i v e form.
S e l e c t i o n was based on the h i g h e s t and low es t p e r c e n ta g e o f re sp o n d ­
e n t s who s t r o n g l y agr eed with t h e a c t i v i t y .

For Research Questions

8
3 and 4 , th e h i g h e s t t e n and low es t te n r es po nses o f t h e v o c a t io n a l
a d m i n i s t r a t o r s were compared t o t h e v o c a t i o n a l t e a c h e r s in both t a b u ­
l a r and n a r r a t i v e form.
Assumptions
Five main assumptions were made in t h i s s tu d y :
1.

Given a l i s t o f s e l e c t e d a c t i v i t i e s f o r secondary s p e c i a l ­

i z e d o c c u p a ti o n a l a d v i s o r y co mmittees, v o c a ti o n a l t e a c h e r s , ar ea
c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l d i r e c t o r s can i d e n t i f y th e
a c t u a l a c t i v i t i e s th e y b e l i e v e a r e being performed by th e committees.
2.

Given a l i s t o f s e l e c t e d a c t i v i t i e s f o r secondary s p e c i a l ­

ize d o c c u p a ti o n a l a d v is o r y comm ittees, v o c a ti o n a l t e a c h e r s , ar ea
c e n t e r p r i n c i p a l s , and l o c a l v o c a t io n a l d i r e c t o r s can i d e n t i f y th e
d e s i r e d a c t i v i t i e s th ey b e l i e v e should be performed by t h e committee.
3.

An a c c e p t a b l e degree o f s i m i l a r i t y e x i s t s between th e p e r ­

c e iv e d view o f v o c a ti o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
v o c a t io n a l d i r e c t o r s r e g a r d in g th e a c t u a l and d e s i r e d a c t i v i t i e s of
t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee t o perm it
t h e use o f t h e same q u e s t i o n n a i r e w it h each group.
4.

The e i g h t major f u n c t i o n s and e n a b li n g 40 a c t i v i t i e s t h a t

should be performed by t h e sec ondary s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y
committee have been a c c u r a t e l y i d e n t i f i e d by t h e Michigan Department
o f Education.
5.

Vocational t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and lo cal

v o c a t io n a l d i r e c t o r s a r e c o n s id e re d t h e v o c a t i o n a l a u t h o r i t i e s i n a
p o s i t i o n to i d e n t i f y t h e a c t u a l and d e s i r e d a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee i n Michigan.

9

D e l i m i t a t i o n s o f t h e Study
The s tu d y and i t s f i n d i n g s a r e s u b j e c t t o t h e f o ll o w in g
delim itations:
1.

The stu d y was l i m i t e d t o v o c a ti o n a l t e a c h e r s , ar ea

c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l t e a c h e r s in Michigan.
2.

The stu d y was l i m i t e d t o t h e e i g h t major f u n c t i o n s and

40 a c t i v i t i e s t h a t could be performed by a d v i s o r y committees f o r
v o c a t io n a l programs in Michigan (Cochran, P h e l p s , & Skupin, 1974).
3.

The s tu d y was l i m i t e d t o th e secondary s p e c i a l i z e d occu­

p a t i o n a l a d v i s o r y committee.
4.

The f i n d i n g s o f th e s tu d y may not be g e n e r a l i z e d t o o t h e r

a d v is o r y groups t h a t do n o t f i t th e d e f i n i t i o n o f th e secondary
s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee as d e f i n e d in t h i s s tu d y .
5.

The study was l i m i t e d t o th e s t a t e o f Michigan.
D e f i n i t i o n o f Terms

The f o ll o w i n g terms a r e d e f in e d as th ey a r e used i n t h i s
s tu d y :
Advisory committee a c t i v i t y —The 40 a c t i v i t i e s i d e n t i f i e d as
being n e c e s s a r y t o perform th e e i g h t major f u n c t i o n s t h a t should be
performed by a d v i s o r y committees f o r v o c a t i o n a l programs i n Michigan
as d e s c r i b e d i n A Guide f o r t h e E f f e c t i v e U t i l i z a t i o n o f Advisory
Committees (Cochran, P h e lp s, & Skupin, 1974).
Advisory committee f u n c t i o n —The e i g h t major f u n c t i o n s t h a t
should be performed by ad v is o r y committees f o r v o c a tio n a l programs
in Michigan as d e s c r i b e d in A Guide f o r E f f e c t i v e U t i l i z a t i o n o f
Advisory Committees (Cochran, P h e l p s , & Skupin, 1974).

10

Area c e n t e r p r i n c i p a l —The p r i n c i p a l a d m i n i s t r a t o r in a
s p e c i a l i z e d s e c o n d a r y - l e v e l school used e x c l u s i v e l y o r p r i n c i p a l l y
f o r th e p r o v i s i o n o f v o c a t i o n a l e d u c a t i o n t o persons who a r e a v a i l a b l e
f o r s t u d y in p r e p a r a t i o n f o r e n t e r i n g t h e l a b o r market (MV-TES, 1982,
p. 3 ) .
General v o c a t i o n a l a d v i s o r y co mmittee--A group o f i n d i v i d u a l s
s e l e c t e d from th e community o r d i s t r i c t t o pro vide ad v ic e r e g a r d i n g
t h e o v e r a l l v o c a t i o n a l e d u c a t io n program (Cochran, 1976, p. 3 ) .
Local v o c a t i o n a l d i r e c t o r —An i n d i v i d u a l who i s employed by
a lo c a l e d u c a t io n agency and has d i r e c t r e s p o n s i b i l i t y f o r ad m in is ­
t e r i n g th e v o c a t i o n a l e d u c a ti o n programs.
Secondary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee—A group
o f i n d i v i d u a l s s e l e c t e d from t h e community o r d i s t r i c t t o provid e
ad vice r e g a r d i n g i n s t r u c t i o n a l programs in s p e c i f i c t r a d e s , occupa­
t i o n s , o r c l u s t e r s o f o cc u p a tio n s (Cochran, 1976, p. 5 ) .
Vocational e d u c a t i o n —Organized e d u c a t i o n a l programs t h a t
a r e d i r e c t l y r e l a t e d t o th e p r e p a r a t i o n o f i n d i v i d u a l s f o r pai d o r
unpaid employment o r f o r a d d i t i o n a l p r e p a r a t i o n f o r a c a r e e r r e q u i r ­
ing o t h e r th a n b a c c a l a u r e a t e o r advanced degree (MV-TES, 1982, p. 7 ) .
Summary and Overview
In t h i s c h a p t e r , t h e r e s e a r c h e r p r e s e n t e d i n f o r m a ti o n r e g a r d ­
ing th e se co nd ary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee.

The

Michigan Department o f E d u c a tio n , V o c a tio n a l- T e c h n ic a l Education
S e r v i c e , d i c t a t e s t h a t a l l s t a t e - r e i m b u r s e d v o c a tio n a l e d u c a tio n
programs must have a d v i s o r y committees (MV-TES, 1974).

The major

11

f u n c t i o n s o f th e s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee have
been pro vide d by t h e s t a t e (Cochran, 1976).
Because v o c a t i o n a l e d u c a t i o n e n r o llm e n ts in Michigan remain
a t a high le v e l and because o f t h e mandated use o f a d v i s o r y commit­
t e e s in v o c a tio n a l e d u c a t i o n programs i n Michigan, t h e problem o f
t h i s s tu d y was to determine t h e a c t u a l and d e s i r e d a c t i v i t i e s o f t h e
s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee in Michigan as p e r c e iv e d
by v o c a t i o n a l d i r e c t o r s .

Although t h e advisory-com m it tee f u n c t i o n s

have been provided by t h e S t a t e Department o f E d u c a tio n , t h e r e has
been no r e s e a r c h completed conce rning t h e a c t u a l and d e s i r e d a c t i v i ­
t i e s o f t h e s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee in Michigan
as p e r c e iv e d by v o c a t i o n a l t e a c h e r s , ar ea c e n t e r p r i n c i p a l s , and
local vocational d i r e c t o r s .
In t h i s s t u d y , f o u r r e s e a r c h q u e s t i o n s were a s k e d , which d e a l t
with t h e a c t u a l and d e s i r e d a c t i v i t i e s o f secondary s p e c i a l i z e d occ u­
p a t i o n a l a d v i s o r y committees as viewed by v o c a t i o n a l t e a c h e r s , ar ea
c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l d i r e c t o r s .

Basic assumptions

were made r e g a r d i n g th e use o f t h e same q u e s t i o n n a i r e f o r a l l groups.
A ls o , d e l i m i t a t i o n s r e g a r d i n g t h e resp ondents who p a r t i c i p a t e d , t h e
major a c t i v i t i e s o f a d v i s o r y co mmittees , and t h e f i n d i n g s were made.
Major terms used t h ro u g h o u t th e s tudy were d e f i n e d .
In t h e n e x t c h a p t e r , Review o f R e la te d L i t e r a t u r e , th e
r e s e a r c h e r determ ine s what has a l r e a d y been r e s e a r c h e d con ce rn ing
th is topic.

The review o f l i t e r a t u r e s u p p l i e s i n f o r m a ti o n t h a t

more m i nute ly and a c c u r a t e l y d e s c r i b e s th e problem and h e lp s t o b r i n g
i t i n t o b e t t e r f o c u s.

12

In Ch apter I I I , Methodology, th e i n v e s t i g a t o r p r e s e n t s the
o b j e c t i v e s and r e s e a r c h q u e s t i o n s t o be s t u d i e d .

Methodology c o n s i s t s

o f t h e s y s t e m a t i c pro ce dures by which th e r e s e a r c h e r t r a v e l e d from
t h e i n i t i a l i d e n t i f i c a t i o n o f t h e problem t o i t s f i n a l c o n c l u s i o n s .
In Ch apter IV, A n a ly s is and P r e s e n t a t i o n o f Data, d e s c r i p t i v e
s t a t i s t i c s a r e used t o p r e s e n t th e d a t a g a t h e r e d by t h e i n v e s t i g a t o r .
The r e s e a r c h e r p r e s e n t s i n t a b u l a r and n a r r a t i v e form th e d a ta r e l a t e d
t o t h e d e s c r i p t i v e c h a r a c t e r i s t i c s o f t h e r e spondents and th e f o u r
research questions.

These d a t a a r e p r e s e n t e d e x a c t l y as g a t h e r e d by

the in v e s tig a to r .
In Ch apter V, t h e i n v e s t i g a t o r p r e s e n t s (1) a summary o f the
problem, p r o c e d u r e s , and f i n d i n g s o f t h e s t u d y ; (2) c o n c lu s io n s t h a t
were d e r i v e d from th e d a t a ; and (3) recommendations and i m p l i c a t i o n s
based on t h e c o n c l u s i o n s .

CHAPTER I I

REVIEW OF RELATED LITERATURE
Introduction
In review ing r e l a t e d l i t e r a t u r e , i t was deter mined t h a t no
s t u d i e s have been conducted o r r e p o r t e d concerning t h e a c t i v i t i e s o f
t h e secondary s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee in Michigan.
There have been, however, numerous s t u d i e s r e g a r d i n g ge neral voca­
t i o n a l a d v i s o r y comm ittees, which ad d r e ss secondary and posts ec ondar y
v o c a tio n a l programs in t o t a l .

Even though t h e secondary s p e c i a l i z e d

o c c u p a tio n a l a d v i s o r y committee i s d i f f e r e n t from th e ge ner al voca­
t i o n a l a d v i s o r y committee, enough s i m i l a r i t y e x i s t s between t h e two
types o f committees t o perm it th e review and p r e s e n t a t i o n o f r e l a t e d
l i t e r a t u r e t h a t p e r t a i n s t o t h e general v o c a ti o n a l a d v i s o r y committee.
There has been one comprehensive study on t h e v o c a t io n a l
a d v is o r y committee i n Michigan,

Vocational Education Advisory Com­

m i t t e e s : Needs Assessments on t h e use o f Vocational Advisory Committees
in Michigan

{Cochran, P h e l p s , Skupin, & Yabu, 1974).

That study d e a l t

s p e c i f i c a l l y with th e general v o c a t io n a l a d v i s o r y committee and did not
examine t h e secondary s p e c i a l i z e d o c cu p atio n al a d v i s o r y committee.
H i s to r y o f Vocational Advisory Committees
Even though v o c a ti o n a l a d v i s o r y committees a r e n o t new, t h e i r
use has expanded s u b s t a n t i a l l y i n r e c e n t y e a r s .
13

I t has been e s t i m a t e d

14

( B u r t , 1967) t h a t some 20,000 new v o c a t i o n a l a d v i s o r y committees a r e
o r g a n i z e d each y e a r by v o c a tio n a l and t e c h n i c a l e d u c a to r s and s ch ools
in an e f f o r t t o in v o lv e i n d u s t r y people in h e lp in g develop p u b l i c school o c c u p a ti o n a l e d u c a tio n programs.

This growth has been more

than a m u l t i p l y i n g o f numbers, f o r i t has been accompanied by major
changes in p u r p o s e , f u n c t i o n , r o l e , and emphasis.
Even though t h e need f o r and t h e valu e o f v o c a ti o n a l a d v iso r y
committees were a p a r t o f th e e a r l y philosophy o f v o c a t io n a l educa­
t i o n , i n p r a c t i c e th e y tended t o be used i n f r e q u e n t l y .

The f i r s t

f e d e r a l l e g i s l a t i o n a u t h o r i z i n g v o c a t io n a l ad v is o r y committees was
t h e George-Deen Act (U.S. Congress, P u b lic Law 7 4 - 673).

The P r e s i d e n t

o f t h e United S t a t e s , in s ig n i n g t h e George-Deen Act in 1937, s t a t e d
t h a t he d id so with some r e l u c t a n c e and i n d i c a t e d t h a t he would
ap p o i n t an a d v i s o r y committee on v o c a t io n a l e d u c a tio n to make a study
o f f e d e r a l l e g i s l a t i o n r e l a t e d t o v o c a tio n a l e d u c a t i o n and o t h e r mat­
t e r s ( R o b e r t s , 1971).

The r e p o r t a l s o emphasized t h e need f o r funds

f o r general e d u c a t io n and sugges ted t h a t f e d e r a l a p p r o p r i a t i o n s f o r
v o c a ti o n a l e d u c a t io n should n ot be in c r e a s e d u n t i l a r e l a t i v e l y
generous p r o v i s i o n o f f e d e r a l funds f o r ge ner al e d u c a tio n was made.
The George-Deen Act a l s o a u t h o r i z e d , on a c o n t i n u i n g b a s i s , annual
a p p r o p r i a t i o n o f appr oximate ly $14 m i l l i o n f o r v o c a ti o n a l educati on
i n a g r i c u l t u r e , home economics, t r a d e s and i n d u s t r y , an d, f o r th e
f i r s t ti m e , d i s t r i b u t i v e occu p ati o n s ( C r a i g , 1976).
Even though t h e r e was much l e g i s l a t i o n passed t h a t funded
v o c a tio n a l e d u c a t i o n , i t was n o t u n t i l th e s o c i a l upheaval o f th e
1960s t h a t t h e r e a l need f o r p u b l i c involvement in t h e ed u c a ti o n a l

15

process began t o a p p e a r i n f u l l f o r c e .

In 1961, need f o r review and

r e e v a l u a t i o n o f v o c a tio n a l e d u c a tio n was made c l e a r as P r e s i d e n t
Kennedy formed t h e P r e s i d e n t ' s Panel o f C o n s u lta n t s o f Vocational
Educ ation .

The r e p o r t i s s u i n g from t h i s panel (U.S. O f f i c e o f Educa­

t i o n , 1963) and a s ubs eq uen t r e p o r t ( Vocational E d u c a t io n , 1968) from
t h e National Advisory Council o f Vocational Education pro vid e d t h e
framework f o r t h e Vocational Education Act o f 1963 and th e Vocational
Education Amendments o f 1968.

These two p i e c e s o f l e g i s l a t i o n b r o a d ­

ened th e con ce pt o f v o c a t i o n a l e d u c a ti o n t o i n c l u d e t h e p r e p a r a t i o n
and t r a i n i n g in a v a r i e t y o f d i v e r s e oc c u p a tio n s and developed s p e c i a l
programs t o meet t h e o c c u p a t io n a l needs o f a c a d e m i c a l l y , e c o n o m ic a lly ,
or o th e r w i se disa d v a n ta g e d p e r so n s .
The 1968 Amendments e s t a b l i s h e d two major benchmarks (Cochran,
P h e l p s , & Cochran, 1980) i n t h e e v o l u t i o n o f a d v i s o r y committees.
F i r s t , i t provided f o r a permanent National Advisory Council on Voca­
t i o n a l E duc ation, which has s u b s e q u e n tly had an e f f e c t on l e g i s l a t i o n ,
and had numerous co ge nt r e p o r t s recommending improvements f o r voca­
tional education.

Second, i t mandated t h e c r e a t i o n o f s t a t e a d v i s o r y

c o u n c i l s as a c o n d i t i o n f o r r e c e i v i n g funds.

As a r e s u l t , many s t a t e s

reemphasized th e use o f a d v i s o r y committees a t t h e l o c a l l e v e l .

The

Michigan Department o f E d uc atio n, V o c a tio n a l - T e c h n ic a l Education
S e r v i c e , s t a t e d (MV-TES, 1977) t h a t each e l i g i b l e r e c i p i e n t ( t h a t i s ,
each l o c a l e d u c a t i o n a l agency o r e d u c a t i o n a l i n s t i t u t i o n t h a t r e c e i v e s
s t a t e o r f e d e r a l a s s i s t a n c e f o r v o c a t i o n a l - t e c h n i c a l e d u c a tio n programs)
s h a l l e s t a b l i s h l o c a l a d v i s o r y c o u n c i l s on v o c a t i o n a l e d u c a t i o n .

16

The s p e c i f i c language in r e s p e c t t o l o c a l a d v i s o r y committees
in th e Education Amendments o f 1976 (U.S. Congress, P u b l i c Law 94-482)
s t a t e s th e f o l lo w in g :
Sec. 105 (g) (1) Each e l i g i b l e r e c i p i e n t r e c e i v i n g a s s i s t a n c e
under t h i s Act t o o p e r a t e v o c a t i o n a l e d u c a tio n programs s h a l l
e s t a b l i s h a l o c a l a d v i s o r y coun cil t o provid e such agency with
ad v ic e on c u r r e n t j o b needs and on t h e r e le v a n c y o f course s
being o f f e r e d by such agency i n meeting such nee ds. Such l o c a l
a d v is o r y c o u n c i l s s h a l l be composed o f members o f t h e general
p u b l i c , e s p e c i a l l y of r e p r e s e n t a t i v e s o f b u s i n e s s , i n d u s t r y ,
and l a b o r , and such l o c a l a d v i s o r y c o u n c i l s may be e s t a b l i s h e d
f o r program a r e a s , s c h o o l s , communities, o r r e g i o n s , whichever
th e r e c i p i e n t deter m ine s b e s t t o meet th e needs o f t h a t r e c i p ­
ient.
(2) Each S t a t e board s h a l l n o t i f y e l i g i b l e r e c i p i e n t s w i t h i n
t h e S t a t e o f t h e r e s p o n s i b i l i t i e s o f such r e c i p i e n t s under t h e
p r o v i s i o n s o f paragraph ( 1 ) , and each S t a t e a d v i s o r y council
s h a l l make a v a i l a b l e t o such r e c i p i e n t s and t h e l o c a l a d v i s o r y
c o u n c i l s o f such r e c i p i e n t s such t e c h n i c a l a s s i s t a n c e as such
r e c i p i e n t s may r e q u e s t t o e s t a b l i s h and o p e r a t e such c o u n c i l s .
P e r t i n e n t R el at ed L i t e r a t u r e
Even though v o c a ti o n a l a d v i s o r y committees were n o t r e q u i r e d
by law u n t i l 1968, most e x p e r t s i n v o c a t i o n a l e d u c a t io n have agr eed
t h a t t h e s e committees have been b e n e f i c i a l t o v o c a t i o n a l e d u c a t i o n .
Mason and Haines (1965) s t a t e d t h a t a l l programs us ing th e work e n v i ­
ronment to pro v id e v o c a tio n a l e x p e r i e n c e s need v o c a t i o n a l a d v is o r y
committees t o h elp pr ovid e d i r e c t i o n and make b e s t use o f r e s o u r c e s .
They f e l t t h a t th e or g a n iz e d and i n t e l l i g e n t use o f a d v i s o r y groups
was a v i t a l f a c t o r i n s t i m u l a t i n g community p a r t i c i p a t i o n , which
r e s u l t e d in b e t t e r u n d e r sta n d in g o f t h e v o c a t i o n a l e d u c a t i o n programs
and t h e i r c o n t r i b u t i o n s and i n b e t t e r s e r v i c e t o t h e community.
Dunham, Simmons, W hitten, H a r r i s , and Gentry (1978) f u r t h e r s t a t e d
t h a t v o c a t i o n a l ad v is o r y groups a r e e s s e n t i a l to v o c a ti o n a l e d u c a t i o n ,

17

among o t h e r re a so n s because o f th e dynamic changes t a k i n g p la ce in
t h e n a t i o n ' s oc c u p a t io n a l s t r u c t u r e .
Sin ce t h e s c h o o ls e x i s t f o r t h e purpose o f meeting t h e needs
o f t h e community, i n c l u d i n g i t s i n d u s t r i e s , em ployer s, and employees,
i t is l o g i c a l t h a t communication among t h e s e elements o f t h e community
be continuous and d i r e c t .

Such a r e l a t i o n s h i p pr ovide s a j u s t i f i c a t i o n

f o r th e e d u c a t i o n a l program in t h e community.

Fur th erm ore, l e a d e r s

i n a l l p a r t s o f government, b u s i n e s s , and i n d u s t r y c a l l upon e x p e r t s
t o a s s i s t them in f o r m u l a t i n g p o l i c i e s and p r o c e d u r e s .

I t i s only

r e a s o n a b l e t h a t v o c a t i o n a l e d u c a to r s a v a i l the mselves o f a d v i s o r y
per so nn el from t h a t segment o f s o c i e t y t h a t employs th e work f o r c e
(Dunham e t a l . , 1978).
Burt (1967) viewed t h e e f f e c t i v e n e s s o f th e involvement and
p a r t i c i p a t i o n o f i n d u s t r i a l r e p r e s e n t a t i v e s as t h e d e te r m in a n t o f t h e
e f f e c t i v e n e s s o f t h e o c c u p a t io n a l program f o r develop ing manpower
resources.

In meeting th e manpower needs o f t h e community, e f f e c t i v e

use o f an a d v i s o r y committee i s e s s e n t i a l .

No number o f e d u c a t i o n a l

a d m i n i s t r a t o r s can accomplish t h e advantages gained by t h e use o f an
a d v i s o r y committee.

Bull (1973) p o in t e d o u t t h a t laymen "w il l t a l k

and th e y w i l l e v a l u a t e , whether they a r e informed o r n ot" (pp. 28 - 2 9 );
t h e r e f o r e , l o c a l v o c a t i o n a l e d u c a t i o n a d v i s o r y committee members
should be in volv ed s i n c e th e e d u c a t i o n a l process b e n e f i t s from both
t h e p u b l i c s u p p o r t and involvement and i n p u t l a y people o f f e r .
Two major types o f a d v i s o r y committees a r e commonly a s s o c i a t e d
with v o c a t i o n a l e d u c a tio n programs a t th e l o c a l l e v e l .

These a r e t h e

ge ne ral v o c a ti o n a l e d u c a tio n a d v i s o r y comm ittee, which i s used f o r t h e

18
t o t a l v o c a t i o n a l program, and t h e s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y
committee, which i s used t o guide each i n d i v i d u a l oc c u p a ti o n a l program.
The Michigan Department o f E d u c a tio n , in t h e Key Concepts in Vocational
Education (Cochran, 1976), d e f i n e d t h e ge ner al v o c a t i o n a l ad v is o r y
committee a s :
a group o f i n d i v i d u a l s s e l e c t e d from th e community o r d i s t r i c t
t o pro v id e ad v ic e r e g a r d i n g t h e o v e r a l l v o c a t i o n a l e d u c a t i o n p r o ­
gram. The committee i s concerned w ith problems o f t h e develo p­
ment and e v a l u a t i o n o f o v e r a l l v o c a tio n a l c u r r i c u lu m . The
committee meets p e r i o d i c a l l y t o review t h e v o c a t i o n a l e d u c a ti o n
programs being o f f e r e d and t o a d v is e on d i r e c t i o n s and p r i o r i ­
t i e s . U s u a l l y , t h i s committee i s concerned with programs p e r ­
t a i n i n g t o t h e development and e v a l u a t i o n o f t h e o v e r a l l
v o c a t i o n a l program, (p. 3)
The s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee, on t h e o t h e r
hand, was d e f i n e d a s :
a group o f i n d i v i d u a l s s e l e c t e d from t h e community o r d i s t r i c t
t o pro v id e a d v i c e r e g a r d i n g i n s t r u c t i o n a l programs in s p e c i f i c
t r a d e s , o c c u p a t i o n s , o r c l u s t e r s o f o c c u p a t i o n s . While some­
times c a l l e d la y ad v i s o r y co mmittees, c r a f t a d v i s o r y committees,
o r j o i n t a p p r e n t i c e s h i p co m m ittee s, th e oc c u p a ti o n a l ad v is o r y
committee should be formed f o r each v o c a t io n a l program. For
example, t h e r e should be s p e c i a l i z e d committees f o r v o c a t i o n a l
a g r i c u l t u r e , d a t a p r o c e s s i n g , h o r t i c u l t u r e , d i s t r i b u t i v e ed uca ­
t i o n , marketing mid-management, h e a l t h r e l a t e d o c c u p a t i o n s , and
o t h e r s , (p. 5)
Even though t h e r e i s l i t t l e d isagreem ent r e g a r d i n g t h e impor­
ta n c e o f v o c a t i o n a l a d v i s o r y committees, t h e r e i s concern f o r what
v o c a tio n a l a d v i s o r y committees a r e and should be doing i n t h e i r
present capacity.

The Michigan Department o f Education p u b li s h e d

A Guide f o r t h e E f f e c t i v e U t i l i z a t i o n o f Advisory Committees (Cochran,
1974), which d e s c r i b e d t h e e i g h t major f u n c t i o n s t h a t should be p e r ­
formed by v o c a t i o n a l a d v i s o r y committees i n Michigan a s :

19

1. Oc cu pationa1/Community S u r v e y s . Surveys which measure
employment o p p o r t u n i t i e s , c o o p e r a t i v e work s t a t i o n s , s t u d e n t
i n t e r e s t , p a r e n t i n t e r e s t , and l a b o r supply can pr ovid e s o l i d
j u s t i f i c a t i o n f o r o f f e r i n g a program. Occupational a n a l y s i s can
i d e n t i f y what should be in clu d ed i n t h e program. Advisory com­
m i t t e e s can pl ay a major r o l e in t h e planning and a n a l y s i s o f
surv ey s which a tte m p t t o d e f i n e program needs and c o n t e n t .
2. Course Content Advisement. A primary concern o f th e a d v i s o r y
committee i s t h e e s t a b l i s h m e n t o f p r a c t i c e s which w i l l keep th e
i n s t r u c t i o n a l program p r a c t i c a l and f u n c t i o n a l . The committee
can engage i n planning o r r e s e a r c h a c t i v i t i e s which focus on
improving co u r s e c o n t e n t .
3. S t u d e n t Placem ent. This i s an i m p o rt a n t f u n c t i o n which f r e ­
q u e n tl y i s used as a measure o f su c c e ss o f t h e v o c a t io n a l program.
The a d v i s o r y committee can become invo lv ed in a c t i v i t i e s i n t h i s
a r ea r a nging from reviewing follow-up s t u d i e s t o a c t u a l l y employ­
ing co-op s t u d e n t s and g r a d u a t e s .
4. Community P u bli c R e l a t i o n s . This i s a c r i t i c a l f u n c t i o n which
s e rv e s t o develop community awareness as well as being th e s t i m u ­
l u s which i n t e r e s t s o t h e r i n d i v i d u a l s in v o c a t io n a l e d u c a t i o n .
This a c t i v i t y should pro v id e continuous communication between th e
program and th e community and helps c i t i z e n s a p p r e c i a t e t h e e f f e c ­
t i v e n e s s o f t h e i r v o c a t io n a l program.
5. Equipment and F a c i l i t i e s . Obsolescence o f equipment and
f a c i l i t i e s i s a c o n t i n u i n g problem f o r a l l v o c a t i o n a l programs.
The committee can be o f s i g n i f i c a n t a s s i s t a n c e i n h e lp in g to
s e c u r e equipment, making recommendations, and f in d i n g s o l u t i o n s
t o a l l e v i a t e problems r e l a t e d t o f a c i l i t i e s .
6. Program S t a f f i n g . This f u n c t i o n pr o v id e s an o p p o r t u n i t y f o r
committee involvement in review ing t e a c h e r s e l e c t i o n c r i t e r i a ,
s u g g e s t i n g r e c r u i t m e n t p o l i c y , and s c r e e n i n g p o t e n t i a l c a n d i d a t e s .
A d m i n i s t r a t i v e c a r e must be demonstrated in t h i s a r e a t o en s u re
t h a t committee r e s p o n s i b i l i t i e s a r e c l e a r l y d e f i n e d .
7. Program Review. This i s one o f t h e most common a r e a s o f
ad v is o r y committee a c t i o n . I t s i n p u t , however, i s only one o f
many sourc es t h a t can be u t i l i z e d as a p a r t o f program e v a l u a t i o n .
The e n t i r e range o f a c t i v i t i e s encompassed by t h e program may come
under review by th e ad v is o r y committee. These may range from com­
paring s t u d e n t accomplishments with program o b j e c t i v e s t o i n d i ­
vidual review o f v a r io u s p a r t s o f t h e program.
8. Community R e s o u r c e s . I d e n t i f y i n g community r e s o u r c e s i s
a n o t h e r common a d v i s o r y committee f u n c t i o n . Typical a c t i v i t i e s in
t h i s a r e a i n c lu d e p r o v id in g ad vice f o r f i e l d t r i p s , a s s i s t i n g in

20
o b t a i n i n g i n s t r u c t i o n a l m a t e r i a l s , i d e n t i f y i n g per sonnel and
s e r v i n g p e r s o n a l l y as a community r e s o u r c e .
In 1974, a needs as sessment was conducted (Cochran, P h e lp s ,
Skupin, & Yabu, 1974) p e r t a i n i n g t o the prec ed in g e i g h t major f u n c t i o n s
t o determine how a wide sample o f secondary and posts eco n d ar y voca­
t i o n a l d i r e c t o r s , community c o l l e g e oc c u p a tio n a l d e a n s , school s u p e r ­
i n t e n d e n t s , and community c o l l e g e p r e s i d e n t s p e r c e iv e d t h e use o f th e
general v o c a t i o n a l e d u c a tio n a d v i s o r y committee in Michigan.

After a

c a r e f u l a n a l y s i s o f t h a t needs a s s e s s m e n t, a comprehensive ERIC
s e a r c h , and a review o f r e l a t e d l i t e r a t u r e , i t was found t h a t t h e r e
was no study o r r e s e a r c h a v a i l a b l e t h a t s p e c i f i c a l l y ad dres sed th e
r o l e o f t h e se co nd ary s p e c i a l i z e d oc c u p a tio n a l a d v i s o r y committee as
i t r e l a t e s t o t h e e i g h t f u n c t i o n s i d e n t i f i e d by t h e Michigan D e p a r t­
ment o f Education as p er ceiv ed by l o c a l v o c a t io n a l d i r e c t o r s , a r ea
c e n t e r p r i n c i p a l s , and s e l e c t e d secondary v o c a ti o n a l t e a c h e r s in
Michigan.

This stu d y f i l l s t h a t void and should provid e t h e s e t h r e e

groups and t h e Michigan Department o f Education w it h t h e a c t u a l and
d e s i r e d a c t i v i t i e s o f th e secondary s p e c i a l i z e d oc c u p a t io n a l ad v iso r y
committee in Michigan.
Summary
In review ing t h e r e l a t e d l i t e r a t u r e , i t was found t h a t th e
need f o r t h e v o c a t io n a l ad v is o r y committee i s f a r to o g r e a t f o r them
to be dis m is s e d as e x i s t i n g only because th ey a r e r e q u i r e d by f e d e r a l
law.

Vocational programs a r e in a unique p o s i t i o n because t h e i r

s ucc es s i s openly dependent on t h e degree t o which th e needs and
require m en ts o f t h e community, as well as th e needs and i n t e r e s t s o f

21
t h e s t u d e n t s , a r e met.

Programs must be a t t u n e d t o what th e commu­

n i t y , t h e em ployer s, and t h e gener al p u b l i c want.

The community, in

t u r n , has a s h a r e d r e s p o n s i b i l i t y t o en s u re t h a t t h e s e goals a r e
accomplishe d.

The a d v i s o r y committee thus s e r v e s as a v e h i c l e f o r

e d u c a t o r s to gain p u b l i c s u p p o rt and un d e r sta n d in g w h ile a t t h e same
time p r o v id in g a framework f o r s h a r i n g i n t h e e d u c a t i o n a l p a r t n e r s h i p
e s s e n t i a l f o r t h e v i a b i l i t y and e f f e c t i v e n e s s o f t h e program.
I t was a l s o found in th e r e l a t e d l i t e r a t u r e review t h a t t h e r e
have been numerous s t u d i e s r e g a r d i n g t h e ge ne ral v o c a t io n a l a d v is o r y
committee a t both th e secondary and pos ts econdary l e v e l s .

I t was

d i s c o v e r e d , however, t h a t no s t u d i e s have been conducted o r r e p o r t e d
con ce rn ing th e a c t i v i t i e s of t h e secondary s p e c i a l i z e d o c cu p atio n al
a d v is o r y committee i n Michigan.

There has been one comprehensive

stu dy on th e v o c a t i o n a l a d v i s o r y committee in Michigan (Cochran,
P h e lp s, Skupin, & Yabu, 1974), but t h a t stu d y d e a l t s p e c i f i c a l l y with
th e general v o c a tio n a l a d v i s o r y committee and did n o t examine th e
secondary s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee.
This stu d y was i ntended t o a s s i s t secondary v o c a t io n a l t e a c h ­
e r s , a r e a c e n t e r p r i n c i p a l s , l o c a l v o c a t io n a l d i r e c t o r s , and t h e
Michigan Department o f E duc ation, V o c a t io n a l - T e c h n i c a l Education
S e r v i c e , by p r o v id in g them w ith t h e a c t u a l and d e s i r e d a c t i v i t i e s o f
th e secondary s p e c i a l i z e d oc c u p a ti o n a l a d v i s o r y committee in Michigan.

CHAPTER I I I

METHODOLOGY
Introduction
In t h i s c h a p t e r t h e i n v e s t i g a t o r p r e s e n t s t h e o b j e c t i v e s and
r e s e a r c h q u e s t i o n s t h a t were s t u d i e d .

Methodology c o n s i s t s o f th e

s y s t e m a t i c proce dure s by which t h e r e s e a r c h e r t r a v e l e d from t h e
i n i t i a l i d e n t i f i c a t i o n o f t h e problem t o i t s f i n a l c o n c l u s io n .
The o b j e c t i v e s o f t h i s stu d y

were t o :

1.

d e s i r e d a c t i v i t i e s o f t h e second­

Determine t h e a c t u a l and

a r y s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee i n Michigan.
2.

I d e n t i f y s i g n i f i c a n t r e l a t i o n s h i p s in t h e a c t u a l and

d e s i r e d a c t i v i t i e s o f t h e s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee
in Michigan as viewed by s e c o n d a r y - l e v e l v o c a t i o n a l t e a c h e r s and voca­
tional adm inistrators.
3.

Provide a composite l i s t o f t h e a c t u a l and d e s i r e d a c t i v i ­

t i e s o f t h e s p e c i a l i z e d o c c u p a t io n a l
The purpose o f t h e stu d y was

a d v i s o r y committee

in Michigan.

r e a l i z e d by answering t h e f o l l o w ­

ing r e s e a r c h q u e s t i o n s :
1.

What a r e t h e a c t u a l a c t i v i t i e s o f th e secondary s p e c i a l ­

i z e d o c c u p a t io n a l a d v i s o r y committee i n Michigan as p e r c e iv e d by
secondary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
v o c a ti o n a l d i r e c t o r s ?

22

23

2.

What a r e t h e d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­

i z e d o c c u p a ti o n a l a d v i s o r y committee in Michigan as p e r c e i v e d by
seco ndary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
vocational d ire c to rs ?
3.

What a r e t h e r e l a t i o n s h i p s between t h e p e r c e i v e d views o f

v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d i n g t h e a c tu a l
a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y commit­
t e e in Michigan?
4.

What a r e t h e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f

v o c a t io n a l t e a c h e r s and v o c a tio n a l a d m i n i s t r a t o r s r e g a r d i n g the
d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a t io n a l a d v is o r y
committee in Michigan?
The P o p u la tio n
The p o p u l a t i o n s e l e c t e d f o r t h i s s t u d y in c lu d e d s econdary l e v e l v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l voca­
tional d ire c to rs .

These i n d i v i d u a l s were s e l e c t e d because o f t h e i r

d i r e c t r e l a t i o n s h i p and mandated use o f a d v i s o r y committees a t th e
secondary l e v e l .

The v o c a t i o n a l t e a c h e r i s t h e program r e p r e s e n t a t i v e

a t th e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee m eeting.
The a r e a c e n t e r p r i n c i p a l and l o c a l v o c a t i o n a l d i r e c t o r a r e th e
a u t h o r i z e d i n d i v i d u a l s who must v a l i d a t e f o r th e Michigan Department
o f Education t h e i r compliance r e g a r d i n g th e use o f a d v i s o r y committee
meetings and program review on t h e s t a t e Report Form 4483-D.

The

v o c a t i o n a l t e a c h e r s s e l e c t e d f o r th e stu d y were a 10 p e r c e n t (353)
random sample o f a l l v o c a t i o n a l t e a c h e r s (3,530) in t h e s t a t e .

The

24

a r e a c e n t e r p r i n c i p a l s were a l l persons (43) l i s t e d as "Area Center
A d m i n i s t r a t o r s " in t h e Michigan Department o f E d u c a t i o n ' s D i r e c t o r y
o f Vocational A d m i n i s t r a t o r s (1 979-8 0).

The d i r e c t o r s s e l e c t e d f o r

t h e study were a l l persons (111) l i s t e d as "Vocational D i r e c t o r s " in
t h e Michigan Department o f E d u c a t i o n ' s D i r e c t o r y o f Vocational Admin­
i s t r a t o r s (1979-80).
These t h r e e groups were i d e n t i f i e d as having d i r e c t i n v o l v e ­
ment with th e secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee
and were i n c l u d e d i n t h e s tudy as f o l l o w s :
1.

Three hundred f i f t y - t h r e e s e l e c t e d sec ondary v o c a tio n a l

t e a c h e r s (10 p e r c e n t random sample).
2.

F orty-three area cen ter p r in c ip a ls .

3.

One hundred ele v en lo c a l v o c a ti o n a l d i r e c t o r s .

Thus, a t o t a l o f 507 resp ondents was i d e n t i f i e d f o r t h i s
r e s e a r c h s tu d y .

The 507 resp ondents in c lu d e d a 10 p e r c e n t random

sample o f a l l v o c a tio n a l t e a c h e r s i n Michigan, a l l a r e a c e n t e r p r i n ­
c i p a l s i n Michigan, and a l l l o c a l s t a t e - r e i m b u r s e d v o c a t i o n a l d i r e c t o r s
in Michigan f o r th e 1980-81 school y e a r .
P r e p a r a t i o n o f th e Q u e s t i o n n a ir e
In s tu d y i n g r o l e e x p e c t a t i o n s and a c t u a l and d e s i r e d a c t i v i ­
t i e s , one o f t h e more e f f e c t i v e means f o r g a t h e r i n g d a t a t o be used
i s t h e q u e s t i o n n a i r e ( S a r b i n , 1954, p. 186).

This p a r t i c u l a r form o f

i n q u i r y was used s i n c e i t i s among t h e more e f f i c i e n t methods o f
o b t a i n i n g i n f o r m a t io n from t h e t a r g e t p o p u l a t i o n group.

25

The r e s e a r c h e r used f o u r b a s ic s te p s to develop th e q u e s t i o n ­
naire.

F i r s t , e i g h t major f u n c t io n s o f ad visory committees with 40

a c t i v i t i e s l i s t e d under th e major fu n c t io n s t h a t have been i d e n t i f i e d
by the Michigan Department of Education {Cochran, P hel ps, & Skupin,
1974) as being important f o r t h e e f f e c t i v e use o f advisory committees
were s e l e c t e d f o r s tu d y .

The next s t e p was t o develop a proposed

questionnaire.
The t h i r d s t e p involved su b mittin g t h e proposed q u e s t i o n n a i r e
to a group o f persons from the t h r e e population groups (Appendix A)
f a m i l i a r with th e v a r i a b l e s under s tudy and i n a p o s i t i o n t o make
value judgments about the in s t r u m e n t .

These i n d i v i d u a l s were asked to

f i l l out and r e t u r n th e q u e s t i o n n a i r e t o help th e r e s e a r c h e r to
i d e n t i f y m isu n d er stan d in g s , a m b i g u i t i e s , u s e le s s it e m s , mechanical
d i f f i c u l t i e s , and d i f f i c u l t i e s with th e d i r e c t i o n s f o r completing the
q u e s t i o n n a i r e (Wiersma, 1975, p. 141).
The f o u r t h s t e p was to r e w r i t e th e q u e s t i o n n a i r e with th e
n ec es sa ry r e v i s i o n s based on th e r e s u l t s o f th e p i l o t run.

Based on

the recommendations o f th e p i l o t group, the e i g h t major fu n c tio n s with
40 a c t i v i t i e s were l e f t as p r e s e n t e d , the d i r e c t i o n s t o respondents
were completely r e w r i t t e n in a more conc is e and c l e a r manner, the
format was r e v i s e d , and a d d i t i o n a l demographic in fo rm at ion on th e
respondents was c o l l e c t e d .
The q u e s t i o n n a i r e was d ivided i n t o two major s e c t i o n s .
Sec ti on I co ntained th e 40 a c t i v i t i e s t o be performed by t h e secondary
s p e c i a l i z e d occu pa tion al adviso ry committee under th e headings o f the
fo llowing e i g h t major f u n c t io n s :

26

1.

Occupational Surveys

2.

Course Content Advisement

3.

S tu d e n t Placement

4.

Community P ublic R e l a t i o n s

5.

Equipment and F a c i l i t i e s

6.

Program S t a f f i n g

7.

Program Review

8.

O btainin g Community Resources

A L i k e r t - t y p e s c a l e was used in S e c t io n I t o h e lp t h e resp o n d ­
e n t s r a t e t h e a p p r o p r i a t e n e s s o f each a c t i v i t y f o r both a c t u a l and
desired a c t i v i t i e s .

The s c a l e allowed t h e resp onden ts to s e l e c t one

o f t h e f o llo w in g f i v e r e s p o n s e s :
1.

S t r o n g l y Agree

2.

Agree

3.

Undecided

4.

D is ag re e

5.

S t r o n g l y Disagree

S e c tio n I I asked th e r e spondents th e f o ll o w i n g :
1.

Years o f e x p e r ie n c e in p r e s e n t p o s i t i o n ?

2.

Years o f t e a c h i n g e x p e r ie n c e i n secondary e d u cati o n ?

3.

Years o f a d m i n i s t r a t i v e e x p e r ie n c e i n secondary e d u c a t io n ?

4.

Hig he st l e v e l o f formal e d u catio n ?

5.

Years working with a d v i s o r y committees?

6.

Formal t r a i n i n g p r e p a r i n g them t o work with ad v is o r y
committees?

27

A f t e r a l l r e v i s i o n s , c o r r e c t i o n s , and changes had been made,
th e q u e s t i o n n a i r e was p r o f e s s i o n a l l y p r i n t e d and mailed out on May 5,
1981.

The q u e s t i o n n a i r e {Appendix C) was p r i n t e d i n b o o k l e t form and

s e n t with a c o v e r l e t t e r (Appendix D) e x p l a i n i n g t h e s t u d y ' s p u rpose,
w i th a s e l f - a d d r e s s e d , stamped r e t u r n e nvelope.

The co v e r l e t t e r s

and r e t u r n envelopes were on Flu sh in g Community School l e t t e r h e a d
station ery.
Data C o l l e c t i o n
The q u e s t i o n n a i r e s with cove r l e t t e r s o f e x p l a n a t i o n were
mailed to 507 p a r t i c i p a n t s .

All o f t h e q u e s t i o n n a i r e in s t r u m e n t s

were coded so t h a t each r e t u r n e d q u e s t i o n n a i r e could be i d e n t i f i e d
with a s tu dy r esp o n d en t f o r r espons e checking o n l y .

In t h e cover

l e t t e r o f e x p l a n a t i o n , a quick res po nse r a t e was r e q u e s t e d , and a
stamped, s e l f - a d d r e s s e d envelope was e nclo s ed t o encourage t h e r e t u r n
o f th e q u e s t i o n n a i r e by p a r t i c i p a t i n g r e s p o n d e n t s .
A f t e r t h r e e weeks, a reminder l e t t e r (Appendix E) was mailed
t o each non r esp o n d en t, r e q u e s t i n g them t o r e t u r n t h e completed ques ­
tionnaire.

I f t h a t r e q u e s t f a i l e d , t h e i n v e s t i g a t o r a tte m p t e d t o

c o n t a c t each nonrespondent p e r s o n a l l y by te l e p h o n e t o d ete r m in e i f
th e i n d i v i d u a l would p a r t i c i p a t e .

In some i n s t a n c e s , new q u e s t i o n ­

n a i r e s were mailed t o nonrespondents who agr eed t o p a r t i c i p a t e b u t
had m isp la ce d t h e i r o r i g i n a l q u e s t i o n n a i r e .
The i n i t i a l m a il in g produced a r e t u r n r a t e o f 54 p e r c e n t .
Subsequent f o llo w - u p a t t e m p t s , which s ec ure d a d d i t i o n a l r e t u r n s ,
b ro ugh t t h e re sp o n s e r a t e t o 73 p e r c e n t .

(See Table 3 . 1 . )

28
Table 3 . 1 . — Local v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and
l o c a l v o c a t i o n a l d i r e c t o r s forming th e p o p u l a t i o n f o r
th e study.
Group

Number
Contacted

Number
Responding

Per ce ntage
Responding

353

247

69

43

35

81

111

90

81

507

372

73

Local v o c a t i o n a l t e a c h e r s
Area c e n t e r p r i n c i p a l s
Local v o c a t i o n a l d i r e c t o r s
Total

The q u e s t i o n n a i r e s were r e t u r n e d t o t h e r e s e a r c h e r from the
resp ondents over a six-week p e r i o d .

Upon t h e r e c e i p t o f a l l t h e

r e t u r n e d q u e s t i o n n a i r e s , they were coded and key punched by Michigan
S t a t e U n i v e r s i t y Computer S e r v i c e s .
Methods o f Analyses
D e s c r i p t i v e s t a t i s t i c s were used t o pro v id e answers t o the
r e s e a r c h q u e s t i o n s r e l a t e d t o t h e a c t u a l and d e s i r e d a c t i v i t i e s o f
th e secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee i n Michigan
as p e r c e iv e d by v o c a tio n a l t e a c h e r s , ar ea c e n t e r p r i n c i p a l s , and l o cal
vocational d ir e c t o r s .

D e s c r i p t i v e s t a t i s t i c s were s e l e c t e d because

in two o f t h e p o p u l a t i o n s being su rv e y e d , a r e a c e n t e r p r i n c i p a l s and
l o c a l v o c a t i o n a l d i r e c t o r s , a 100 p e r c e n t sample was s u r v e y e d , whereas
with t h e t h i r d sample, v o c a t i o n a l t e a c h e r s , only a 10 p e r c e n t random
sample was s u rv eyed.

The r e s e a r c h study d e a l t s t r i c t l y w it h t h e d ata

t h a t were c o l l e c t e d by th e q u e s t i o n n a i r e .
a s p e c i f i c p o p u l a t i o n a t a s p e c i f i c ti m e.

A ls o , t h e s tu d y d e a l t with

29

In answering t h e f i r s t two r e s e a r c h q u e s t i o n s , only t h e
h i g h e s t te n a c t u a l , lo we st t e n a c t u a l , h i g h e s t te n d e s i r e d , and
low es t te n d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d occupa­
t i o n a l a d v i s o r y committee were s e l e c t e d to be p r e s e n t e d i n both n a r ­
r a t i v e and t a b u l a r form.

P r e s e n t i n g th e h i g h e s t te n and low es t ten

a c t i v i t i e s had been deter mined to be an e f f e c t i v e method o f p r e s e n t ­
ing d a t a in t a b u l a r and n a r r a t i v e form when numerous a c t i v i t i e s
( r o l e s ) a r e being examined (Hawkins, 1981).

S electio n of the a c t i v i ­

t i e s was based on th e h i g h e s t and low es t p e r c e n ta g e o f t h e combined
p o p u l a t i o n ( lo c a l s e c o n d a r y - l e v e l v o c a t i o n a l t e a c h e r s , a r e a c e n t e r
p r i n c i p a l s , and local v o c a ti o n a l d i r e c t o r s ) who s t r o n g l y agr eed with
the a c t i v i t i e s .

All 40 a c t i v i t i e s under t h e e i g h t major f u n c t i o n s

a r e i n clu d ed f o r each p o p u l a t i o n group in Appendices F and G.
Only t h e h i g h e s t t e n a c t u a l , lo w e s t t e n a c t u a l , h i g h e s t t e n
d e s i r e d , and low es t te n d e s i r e d a c t i v i t i e s in Research Questions 3
and 4 were p r e s e n t e d f o r comparison in both n a r r a t i v e and t a b u l a r
form.

S e l e c t i o n was based on t h e h i g h e s t and l o w e s t p e r c e n ta g e s o f

v o c a t i o n a l a d m i n i s t r a t o r s who s t r o n g l y agreed with t h e f u n c t i o n s ,
A comparison was th en made between t h e v o c a t i o n a l a d m i n i s t r a t o r s
(combined p o p u l a t i o n o f a r e a c e n t e r p r i n c i p a l s and l o c a l v o c a ti o n a l
d i r e c t o r s ) and v o c a t i o n a l t e a c h e r s f o r t h e same a c t i v i t i e s .

The group

o f v o c a t i o n a l a d m i n i s t r a t o r s was added t o th e composite o f 40 a c t i v i ­
t i e s in Appendices F and G.
Summary
In t h i s c h a p t e r , th e i n v e s t i g a t o r p r e s e n t e d t h e o b j e c t i v e s
and r e s e a r c h q u e s t i o n s o f th e s t u d y .

Those o b j e c t i v e s d e a l t with

30

d eter m in in g th e a c t u a l and d e s i r e d a c t i v i t i e s , i d e n t i f y i n g s i g n i f i ­
c a n t r e l a t i o n s h i p s between v o c a t io n a l t e a c h e r s and a d m i n i s t r a t o r s ,
and p r o v id in g a composite l i s t o f th e a c t u a l and d e s i r e d a c t i v i t i e s
under each f u n c t i o n o f th e secondary s p e c i a l i z e d o c c u p a t io n a l ad v is o r y
committee in Michigan.

To accomplish th e o b j e c t i v e s , a p o p u l a t i o n

made up o f 353 v o c a t io n a l t e a c h e r s , 43 ar ea c e n t e r p r i n c i p a l s , and
111 lo cal v o c a tio n a l d i r e c t o r s was s e l e c t e d because o f t h e n a t u r e of
t h i s s tu d y and t h e i r r e l a t i o n s h i p t o and use o f secondary s p e c i a l i z e d
oc c u p a t io n a l a d v i s o r y committees.
A q u e s t i o n n a i r e with 40 a d v is o r y committee a c t i v i t i e s was
developed by th e r e s e a r c h e r and s u b m itte d t o a j u r y o f e x p e r t s .

They

were asked to e v a l u a t e t h e c o n t e n t and mechanics o f t h e q u e s t i o n n a i r e
f o r v a l i d i t y and s u i t a b i l i t y f o r t h e s e l e c t e d p o p u l a t i o n groups.
A f t e r t h e s uggested changes f o r improvement and c o r r e c t i o n s were made,
th e q u e s t i o n n a i r e , along with an e x p l a n a t o r y co ver l e t t e r and s e l f ad d r ess ed r e t u r n en v e lo p e , was m ailed t o 507 p o s s i b l e r e s p o n d e n t s .
A t o t a l o f 372 (73 p e r c e n t ) r e spondents r e t u r n e d u s a b le q u e s t i o n ­
n a i r e s , which were then coded and pr epare d f o r key punching.
D e s c r i p t i v e s t a t i s t i c s were used t o pr ov ide answers to ques ­
t i o n s r e l a t e d t o th e r e s e a r c h q u e s t i o n s concerning t h e a c t u a l and
d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d oc c u p a ti o n a l ad v i s o r y
committee i n Michigan.

Responses t o each item on t h e q u e s t i o n n a i r e

were an aly zed i n d i v i d u a l l y and c o l l e c t i v e l y .
cen tag e were shown f o r each a c t i v i t y .

The frequency and p e r ­

For t h e f i r s t two r e s e a r c h

q u e s t i o n s , th e h i g h e s t te n and lo w es t t e n a c tu a l and d e s i r e d a c t i v i ­
t i e s were s e l e c t e d f o r p r e s e n t a t i o n i n both t a b u l a r and n a r r a t i v e

31

form.

S e l e c t i o n was based on t h e h i g h e s t and lowe st per c e n ta g e s o f

resp onden ts who s t r o n g l y agreed with th e a c t i v i t y .

For Research

Ques tions 3 and 4 , t h e h i g h e s t ten and lowes t t e n resp o n s es of t h e
v o c a t i o n a l a d m i n i s t r a t o r s were compared t o t h e v o c a t i o n a l t e a c h e r s in
both t a b u l a r and n a r r a t i v e form.

CHAPTER IV

ANALYSIS AND PRESENTATION OF DATA
Introduction
The purpose o f t h i s c h a p t e r i s to p r e s e n t in d e s c r i p t i v e form
th e d ata r e l a t i v e to t h e r es pon ses from v o c a ti o n a l t e a c h e r s , ar ea
c e n t e r p r i n c i p a l s , and l o c a l v o c a tio n a l d i r e c t o r s r e g a r d i n g th e
a c t u a l and d e s i r e d a c t i v i t i e s o f th e secondary s p e c i a l i z e d occupa­
t i o n a l a d v i s o r y committees t h a t were examined in t h i s s t u d y .
D e s c r i p t i v e C h a r a c t e r i s t i c s o f Respondents
In t h i s s e c t i o n , i n f o r m a t io n i s p r e s e n t e d r e g a r d i n g the
r e s p o n d e n t s ' p r o f e s s i o n a l work e x p e r i e n c e , which i n c l u d e s t h e number
o f y e a r s i n t h e i r p r e s e n t p o s i t i o n as well as t h e i r t e a c h i n g and
a d m i n i s t r a t i v e e x p e r i e n c e i n secondary e d u c a t i o n .

Also in c l u d e d in

t h i s s e c t i o n i s in f o r m a ti o n concerning t h e i r l e v e l o f formal educa­
t i o n a t t a i n e d , y e a r s o f e x p e r i e n c e in working w i t h a d v i s o r y commit­
t e e s , and d a t a co ncerning formal t r a i n i n g p r e p a r i n g th e resp ondents
t o work with v o c a t i o n a l ad v is o r y committees.
P r o f e s s i o n a l Work Experience
Table 4.1 shows t h e av erage y e a r s o f p r o f e s s i o n a l work e x p e r i ­
ence by s e l e c t e d c a t e g o r i e s f o r each re sp o n d e n t group.

The t e a c h e r s

averaged 9.87 y e a r s o f e x p e r ie n c e in t h e i r p r e s e n t p o s i t i o n , whereas
t h e p r i n c i p a l s and d i r e c t o r s both had averaged l e s s , with 6.26 and
32

33

8.00 y e a r s , r e s p e c t i v e l y .

P r i n c i p a l s exceeded both t e a c h e r s and

d i r e c t o r s in t h e number o f y e a r s o f t e a c h i n g e x p e r i e n c e i n secondary
education.

The p r i n c i p a l s ave ra ge d 12.56 y e a r s o f e x p e r i e n c e , whereas

t h e t e a c h e r s averaged 11.73 and th e d i r e c t o r s ' av er ag e y e a r s was 11.14.

Table 4 . 1 . - - P r o f e s s i o n a l work e x p e r i e n c e o f v o c a t i o n a l t e a c h e r s , ar ea
c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l d i r e c t o r s .
Work Experience
Category
Years in
present position
Years t e a c h i n g
e x p e r i e n c e in
se co nd ary e d u c a t i o n
Years o f a d m i n i s t r a ­
t i v e experience in
secondary e d u c a ti o n

Teachers
X
(N=247)

Principals
X
(N=35)

Di r e c t o r s
X
(N=90)

9.87

6.26

8.0 0

11.73

12.56

11.14

.88

11.66

9.66

X = mean.

In t h e a r e a o f y e a r s o f a d m i n i s t r a t i v e e x p e r i e n c e in secondary
e d u c a t i o n , th e p r i n c i p a l s were h i g h e s t with 11.6 y e a r s , d i r e c t o r s had
a mean o f 9.66 y e a r s ' e x p e r i e n c e , and th e t e a c h e r s were lo w es t with
an av er ag e o f .88 y e a r s o f a d m i n i s t r a t i v e e x p e r i e n c e .
Levels o f Formal Education
Table 4 . 2 c o n t a i n s d a t a showing t h e number o f res p o n d en ts by
l e v e l s o f formal e d u c a t i o n .

The most common l e v e l f o r t e a c h e r s was

th e m a s t e r ' s d e g r e e , with 33.6 p e r c e n t responding a t t h a t l e v e l .

The

most common l e v e l f o r both p r i n c i p a l s and d i r e c t o r s was more than a

34

m a s t e r ' s b u t l e s s than a d o c t o r a l d e g r e e , with 65.8 p e r c e n t and 75.5
p e r c e n t r e s p o n d in g , r e s p e c t i v e l y , t o t h e s e c a t e g o r i e s .

Only 1.2 p e r ­

c e n t o f t h e t e a c h e r s had d o c t o r a l d e g r e e s , whereas 17.1 p e r c e n t o f th e
p r i n c i p a l s and 7 . 8 p e r c e n t o f t h e d i r e c t o r s had d o c t o r a l d e g r e e s .
None o f t h e p r i n c i p a l s o r d i r e c t o r s had any degre es l e s s than a
m aster's.

Teachers had .8 p e r c e n t w ith no c o l l e g e e d u c a t i o n , 5 . 3 p e r ­

c e n t w i th l e s s th an a b a c h e l o r ' s d e g r e e , 1.2 p e r c e n t w i th a b a c h e l o r ' s
de g r e e , and 25.9 p e r c e n t with more th an a b a c h e l o r ' s b u t l e s s th a n a
m a s t e r ' s de g r e e .

Table 4 . 2 . — Level o f formal e d u c a t i o n a t t a i n e d by v o c a t i o n a l t e a c h e r s ,
a r e a c e n t e r p r i n c i p a l s , and l o c a l v o c a t i o n a l d i r e c t o r s .
Educ ational Level

Teachers
f

%

Principals

Directors

f

%

f

%

2

.8

0

0

0

0

13

5.3

0

0

0

0

3

1.2

0

0

0

0

More than a b a c h e l o r ' s
b u t l e s s th a n a m a s t e r ' s
degree

64

25.9

0

0

0

0

M a s t e r ' s degree

83

33.6

6

17.1

15

16.7

More th an a m a s t e r ' s
b u t l e s s th a n a
d o c t o r a l degr ee

79

32.0

23

65.8

68

75.5

3

1.2

6

17.1

7

7. 8

247

100.0

35

100.0

90

100.0

None
Less th an a b a c h e l o r ' s
degree
B a c h e l o r ' s de gr ee

Doctoral degree
Total
f = Frequency o f r e s p o n s e .
% = Per centage o f r e s p o n s e .

35

Experience With Advisory Committees
Table 4 . 3 c o n t a i n s d a t a co n cerning t h e y e a r s o f e x p e r ie n c e
f o r each re sp o n d e n t group in working w ith a d v i s o r y committees.

The

p r i n c i p a l s had t h e most e x p e r i e n c e i n working with ad v i s o r y co mmittees,
with a mean o f 10.4 y e a r s and a median and mode o f 10.0 y e a r s .

The

d i r e c t o r s were second h i g h e s t w i th a mean o f 9 . 9 y e a r s ' e x p e r i e n c e
i n working with a d v i s o r y committees and a median and mode o f 9. 7 and
10.0 y e a r s , r e s p e c t i v e l y .

The t e a c h e r s had t h e fewest y e a r s o f e x p e r i ­

ence i n working with a d v i s o r y co mmittees, with a mean o f 6 . 2 y e a r s , a
median o f 5 . 6 y e a r s , and a mode o f 5 . 0 y e a r s .

Table 4 . 3 . — Years o f e x p e r ie n c e in working with a d v i s o r y committees
f o r v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and
local vocational d i r e c t o r s .
Teachers
(N=247)

Principals
(N=35)

Di r e c t o r s
(N=90)

Mean

6.2

10.4

9.9

Medi an

5.6

10.0

9.7

Mode

5.0

10.0

10.0

N = number o f r e s p o n s e s .

Formal Advisory Committee T r a in in g
Table 4 . 4 c o n t a i n s d ata co ncerning t h e number o f re sp ond en ts
from each r esp o n d en t group who had formal t r a i n i n g p r e p a r i n g them t o
work with v o c a t i o n a l ad v i s o r y committees.

Local v o c a ti o n a l d i r e c t o r s

were t h e group o f resp onden ts who had r e c e i v e d t h e most formal t r a i n ­
i n g , with 58.9 p e r c e n t r e c e i v i n g formal t r a i n i n g ; 40 .0 p e r c e n t had no

36
formal t r a i n i n g and 1.1 p e r c e n t did not respond t o t h e q u e s t i o n .
The p r i n c i p a l s were e x a c t l y s p l i t with 4 8.8 p e r c e n t i n d i c a t i n g they
had and t h e same p e r c e n t a g e i n d i c a t i n g they had n o t had formal t r a i n ­
ing p r e p a r i n g them t o work with a d v i s o r y committees.

The t e a c h e r s

i n d i c a t e d t h a t 41. 3 p e r c e n t had formal t r a i n i n g , whereas 57.1 p e r c e n t
had n o t r e c e i v e d formal t r a i n i n g p r e p a r i n g them t o work with ad v iso r y
committees.

Table 4 . 4 . --Formal t r a i n i n g p r e p a r i n g resp ond ents t o work with
v o c a t i o n a l a d v i s o r y committees.
_ . .
Training

Teachers
--------------f
%

Principals
----------------

Directors
--------------

f

%

f

%

Have had formal
training

102

41. 3

17

48.6

53

58.9

Have n o t had
formal t r a i n i n g

141

57.1

17

48.6

36

40.0

4

1.6

1

2. 8

1

1.1

247

100.0

35

100.0

90

100.0

No r espons e
Total
f = Frequency o f r e s p o n s e .
% = Per c e n ta g e o f r e sp o n s e .

Research Questions
Only t h e h i g h e s t te n and t h e low es t t e n a c t u a l and d e s i r e d
a c t i v i t i e s o f t h e secondary s p e c i a l i z e d oc c u p a t io n a l a d v i s o r y commit­
t e e were s e l e c t e d t o be p r e s e n t e d .

The o t h e r a c t i v i t i e s were n o t

s e l e c t e d t o be p r e s e n t e d because t h e r e was no i m p o rt a n t d i f f e r e n c e in
th e o p in io n s h e ld by responding gro ups.

All t h e a c t u a l and d e s i r e d

37

a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a ti o n a l committee a r e
p r e s e n t e d f o r each group in Appendix F.
Research Que stion 1
What a r e t h e a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l ­
i z e d o c c u p a t io n a l a d v i s o r y committee in Michigan as p e r ­
ce i v e d by secondary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r
p r i n c i p a l s and l o c a l v o c a t i o n a l d i r e c t o r s ?
The h i g h e s t t e n a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y committee. —The h i g h e s t t e n a c t u a l a c t i v i t i e s o f
t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee (Table 4 . 5 )
were s e l e c t e d t o be p r e s e n t e d i n both n a r r a t i v e and t a b u l a r form.
S e l e c t i o n o f t h e s e a c t u a l a c t i v i t i e s was based on t h e h i g h e s t p e r ­
ce n ta g e o f th e t o t a l p o p u l a t i o n who s t r o n g l y agr eed with t h e a c t i v i ­
ties.

The range o f re sp onses f o r th e h i g h e s t t e n a c t u a l a c t i v i t i e s

o f th e secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee from t h e
combined p o p u l a t i o n who s t r o n g l y ag re ed v a r i e d from a high o f 34.9
p e r c e n t t o a low o f 18.0 p e r c e n t .
The a c t u a l a c t i v i t y r e c e i v i n g t h e h i g h e s t p e r c e n t a g e (34.9
p e r c e n t ) o f r esp onses from t h e combined p o p u l a t i o n who s t r o n g l y
agreed concerned th e need f o r t h e v o c a t i o n a l a d v i s o r y committee t o
Review Equipment and F a c i l i t i e s .
Su ggesting Ways o f Program Improvement was second w ith a
combined r espons e r a t e o f 33.1 p e r c e n t o f t h e t o t a l p o p u l a t i o n s t r o n g l y
agreeing.

The t h i r d h i g h e s t a c t u a l a c t i v i t y was Sugge sting Equipment

Replacement with 28.8 p e r c e n t s t r o n g l y a g r e e i n g .

The n e x t a c t i v i t y ,

I d e n t i f y i n g Occupational Competencies, had a combined p o p u l a ti o n p e r ­
ce n ta g e o f 27.2 p e r c e n t .

The f i f t h h i g h e s t a c t i v i t y , Reviewing

38
Table 4 . 5 . --The h i g h e s t t e n a c t u a l a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee as viewed by
v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
v o c a t io n a l d i r e c t o r s .
P r e f a c e each a c t i v i t y with t h e p h r a s e , "The s p e c i a l i z e d o c c u p a t io n a l
a d v i s o r y committee a t th e se co nd ary l e v e l i s i n t h e p r a c t i c e o f . . ."
Respondents

SA

A

U

D

SD

NR

7
1.9

27
7.3

30
8.1

6
1.6

26
7.0

33
8.9

5
1.3

27
7.3

55
14.8

8
2.2

30
8.1

41
11.0

48
12.9

5
1.3

29
7.8

53
14.2

36
9.7

16
4.3

33
8.9

A c t i v i t y 21: Reviewing Equipment and F a c i l i t i e s
Combined

f
%

130
34.9

156
41.9

29
7.8

23
6.2

A c t i v i t y 33: Su gg es tin g Ways o f Program Improvement
Combined

123
33.1

152
40. 9

35
9.4

A c t i v i t y 23: S ugges tin g Equipment Replacement
Combined

107
28.8

165
44 .4

35
9.4

A c t i v i t y 6: I d e n t i f y i n g Occupational Competencies
Combined

101
27.2

142
38.2

36
9.7

A c t i v i t y 9: Reviewing Performance O b je c tiv e s
Combined

97
26.1

152
40.9

A c t i v i t y 13: Employing Graduates
Combined

72
19.4

162
4 3.5

39

Table 4 . 5 . — Continued.

Respondents

SA

A

U

D

SD

NR

19
5.1

30
8.1

A c t i v i t y 37: Recommending P o t e n t i a l Co-op Work S t a t i o n s
Combined

f
%

71
19.1

174
46.8

44
11.8

34
9.1

A c t i v i t y 11: N o t i f y i n g Teachers o f Job Openings (For S t u d e n t s )
Combined

71
19.1

134
36.0

55
14.8

59
15 .9

24
6.5

29
7.8

15
4.0

30
8.1

13
3.5

29
7.8

A c t i v i t y 7: Developing Program Goal Stat em en ts
Combined

70
18.8

118
31.7

52
14.0

87
23 .4

A c t i v i t y 22: Surveying I n d u s t r y f o r Equipment Uses
Combined

NOTE:

67
18.0

In t h i s and a l l s ubsequen t t a b l e s ,
used:
f = f req ue nc y
SA =
% - percent
A=
U=
D=
SO =
NR =

143
38.4

62
16.7

58
15 .6

t h e f o ll o w in g symbols a r e
s t r o n g l y ag ree
ag ree
undecided
disagree
strongly disagree
no r espons e

Performance O b j e c t i v e s , had a combined p o p u l a t i o n res p onse r a t e o f
26.1 p e r c e n t who s t r o n g l y a g r e e d .
Employing Graduates had a res ponse r a t e o f 19.4 p e r c e n t o f the
t o t a l p o p u l a t i o n who s t r o n g l y agree d t h a t t h i s was an a c t u a l a c t i v i t y o f
th e sec ondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee.

The seve nth

and e i g h t h a c t i v i t i e s , Recommending P o t e n t i a l Co-op Work S t a t i o n s and

40

N o tif y in g Teachers o f Job Openings f o r S t u d e n t s , both had a combined
p o p u l a t i o n res ponse r a t e o f 19.1 p e r c e n t .

Developing Program Goal

Statements r e c e i v e d th e n i n t h h i g h e s t res ponse r a t e w ith 18 .8 p e r c e n t ;
Surveying I n d u s t r y f o r Equipment Uses was t e n t h with 18.0 p e r c e n t .
Of t h e h i g h e s t ten a c t u a l a c t i v i t i e s o f th e secondary s p e c i a l ­
ized o c c u p a tio n a l a d v i s o r y committee, t h r e e o f t h e a c t i v i t i e s ( A c t i v i ­
t i e s 6, 7, and 9) were under t h e g e n e r a l - f u n c t i o n heading o f Course
Content Advisement.

Three o f t h e h i g h e s t te n a c t u a l a c t i v i t i e s

( A c t i v i t i e s 21, 22, and 23) were under t h e g e n e r a l - f u n c t i o n heading o f
Equipment and F a c i l i t i e s .

Two o f t h e h i g h e s t t e n a c t u a l a c t i v i t i e s

( A c t i v i t i e s 11 and 13) came under t h e g e n e r a l - f u n c t i o n heading o f
S tu d e n t Placement.

One each o f t h e o t h e r h i g h e s t te n a c t u a l a c t i v i t i e s

came under t h e g e n e r a l - f u n c t i o n headings o f Program Review ( A c t i v i t y
33) and O btain ing Community Resources ( A c t i v i t y 3 7 ) .

None o f th e

h i g h e s t t e n a c t u a l a c t i v i t i e s came under th e g e n e r a l - f u n c t i o n headings
o f Occupational Surveys, Community P u b lic R e l a t i o n s , o r Program
Staffing.
The lo wes t ten a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y comm ittee. -- The low es t t e n a c t u a l a c t i v i t i e s o f
th e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee (Table 4 . 6 )
were s e l e c t e d t o be p r e s e n t e d in both t a b u l a r and n a r r a t i v e form.
S e l e c t i o n o f th e lo w es t t e n a c t u a l a c t i v i t i e s was based on t h e lowest
p e r c e n t a g e o f t h e t o t a l p o p u l a tio n who s t r o n g l y agreed with t h e a c t i v i ­
ties.

The range o f re sp onses f o r th e low es t t e n a c t u a l a c t i v i t i e s o f

t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee v a r i e d from
a low o f 1.6 p e r c e n t t o a high o f 5.9 p e r c e n t .

41

Table 4 . 6 . —The low es t t e n a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l ­
i z e d o c c u p a tio n a l a d v i s o r y committee as viewed by voca­
t i o n a l t e a c h e r s , ar ea c e n t e r p r i n c i p a l s , and l o c a l
vocational d ir e c to r s .
P r e f a c e each a c t i v i t y w i th t h e p h r a s e , "The s p e c i a l i z e d o ccu p ati o n al
ad v i s o r y committee a t t h e secondary l e v e l i s in t h e p r a c t i c e o f . . ."
Respondents

SA

A

U

D

SD

NR

112
32.8

59
15.9

36
9.7

42
14.0

38
10.2

67
18.0

37
9.9

A c t i v i t y 27: Sugges ting R ec ruitmen t P o l i c i e s
Combined

f
%

6
1.6

63
16.9

86
23.1

A c t i v i t y 15: Serving as a L ia i s o n With M.E.S.C.
Combined

9
2.4

38
10.2

122
32.8

113
30.4

A c t i v i t y 28: Recommending P o t e n t i a l Candidates
Combined

11
3. 0

71
19.1

79
21.2

107
28.8

A c t i v i t y 1: Using th e Michigan Manpower Development Handbook
Combined

13
3.5

56
15.1

139
37.4

26
7.0

39
10.5

125
33.6

24
6.5

59
15.9

120
32.3

105
28.2

39
10.5

99
26.6

A c t i v i t y 20: Developing Promotional M a te r i a l s
Combined

15
4.0

67
18.0

82
22.0

A c t i v i t y 29: Reviewing Teaching A p p l ic a n ts
Combined

15
4. 0

18
4.8

75
20.2

42

Table 4 . 6 . --C ontinued.

Respondents

SA

A

U

D

SD

NR

52
14.0

34
9.1

120
32.3

71
19.1

36
9.7

102
27.4

27
7. 3

37
9.9

26
7.0

37
9.9

A c t i v i t y 24: C a l c u l a t i n g D e p r e c i a t i o n Allowances
Combined

f
%

16
4. 3

31
8.3

112
30.1

127
34.1

A c t i v i t y 26: Reviewing Teacher S e l e c t i o n C r i t e r i a
Combined

17
4.6

43
11.6

85
2 2.8

A c t i v i t y 16: Speaking t o C iv ic Groups
Combined

18
4.8

76
20.4

112
30.1

A c t i v i t y 3: Using t h e Occupational Outlook Handbook
Combined

22
5.9

107
28.8

96
25.8

84
22.6

In t h i s s e c t i o n o f Research Qu es tio n 1, th e low es t a c t u a l
a c t i v i t y i d e n t i f i e d by t h e combined p o p u la t io n was Sugge sting
Rec ruitm ent P o l i c i e s .

Only 1.6 p e r c e n t o f t h e combined p o p u l a t i o n

s t r o n g l y ag re ed t h a t a d v i s o r y committees a c t u a l l y s u g g e s t r e c r u i t m e n t
policies.

The second low es t a c t u a l a c t i v i t y i d e n t i f i e d was Serving

as a L iais on With th e Michigan Employment S e c u r i t y Commission (M.E.S.C.)
with 2 . 4 p e r c e n t s t r o n g l y a g r e e i n g .

The t h i r d l o w e s t a c t u a l a c t i v i t y ,

Recommending P o t e n t i a l C a n d i d a te s , had 3 . 0 p e r c e n t o f t h e combined
p o p u l a t i o n who s t r o n g l y ag r e e d .

The f o u r t h lo we st a c t u a l a c t i v i t y was

Using th e Michigan Manpower Development Handbook, w ith 3 . 5 p e r c e n t

43

stro n g ly agreeing.

Developing Promotional M a t e r i a l s and Reviewing

Teaching A p p l i c a n t s t i e d f o r th e f i f t h and s i x t h lowes t a c t i v i t i e s ,
w it h only 4 . 0 p e r c e n t o f t h e combined p o p u l a t i o n f e e l i n g t h a t t h e
secondary s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committees a c t u a l l y p e r ­
form t h e s e a c t i v i t i e s .

Only 4 . 3 p e r c e n t f e l t t h a t a d v i s o r y committees

a c t u a l l y C a l c u l a t e D e p r e c i a t i o n Allowances.

The e i g h t h lowes t a c t u a l

a c t i v i t y , w ith 4 . 6 p e r c e n t , was Reviewing Teacher S e l e c t i o n C r i t e r i a .
The n i n t h lo w es t a c t u a l a c t i v i t y i d e n t i f i e d was Speaking to Civic
Groups, w ith 4 . 8 p e r c e n t , and t h e t e n t h lo w e s t a c t u a l a c t i v i t y i d e n t i ­
f i e d was Using t h e Occupational Outlook Handbook.

Only 5. 9 p e r c e n t

o f t h e combined p o p u l a t i o n f e l t t h a t t h e se co nd ary s p e c i a l i z e d occupa­
t i o n a l a d v i s o r y committee performed t h i s a c t i v i t y .
Of t h e lo w es t t e n a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l ­
ized o c c u p a ti o n a l a d v i s o r y comm ittee, a l l o f t h e a c t i v i t i e s ( A c t i v i ­
t i e s 26, 27, 28, and 29) under t h e g e n e r a l - f u n c t i o n heading o f Program
S t a f f i n g were i d e n t i f i e d .

Two o f t h e lowest t e n a c t u a l a c t i v i t i e s came

under t h e g e n e r a l - f u n c t i o n heading o f Occupational Surveys ( A c t i v i t i e s
1 and 3) and Community P u b li c R e l a t i o n s ( A c t i v i t i e s 16 and 2 0 ) .

One

o f t h e low es t ten a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d occ u­
p a t i o n a l a d v i s o r y committee came under t h e g e n e r a l - f u n c t i o n headings
o f S tu d e n t Placement ( A c t i v i t y 15) and Equipment and F a c i l i t i e s
(A ctiv ity 24).

None o f t h e lo w es t t e n a c t u a l a c t i v i t i e s came under

the g e n e r a l - f u n c t i o n headings o f Course Content Advisement, Program
Review, o r O b taining Community Resources.

44

Research Question 2
What a r e t h e d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y committee in Michigan as p er ceiv ed by
seco ndary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and
local vocational d ire c to rs ?
The h i g h e s t t e n d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y com mittee. —The h i g h e s t te n d e s i r e d a c t i v i t i e s o f
t h e se co ndary s p e c i a l i z e d o c c u p a ti o n a l advisory committee (Table 4 . 7 )
were s e l e c t e d t o be p r e s e n t e d i n both t a b u l a r and n a r r a t i v e form.
S e l e c t i o n o f t h e s e d e s i r e d a c t i v i t i e s was based on t h e h i g h e s t p e r ­
cen tag e o f t h e t o t a l p o p u l a t i o n who s t r o n g l y ag re ed with t h e a c t i v i t i e s .
The range o f resp o n s es f o r t h e h i g h e s t t e n d e s i r e d a c t i v i t i e s o f th e
secondary s p e c i a l i z e d o c c u p a ti o n a l ad v is o r y committee from t h e com­
bined p o p u l a t i o n who s t r o n g l y agreed v a r i e d from a high o f 55.4 p e r c e n t
t o a low o f 37.9 p e r c e n t .
The most d e s i r e d a c t i v i t y , with 55.4 p e r c e n t s t r o n g l y a g r e e ­
i n g , was Reviewing Equipment and F a c i l i t i e s .

The second most d e s i r e d

a c t i v i t y i d e n t i f i e d by th e combined p o p u l a t i o n , w i th 51.1 p e r c e n t
s t r o n g l y a g r e e i n g , was S ugg es tin g Equipment Replacement.

Identifying

Occupational Competencies was t h e t h i r d most d e s i r e d a c t i v i t y , with
50.3 s t r o n g l y a g r e e i n g .

N o ti f y i n g Teachers o f Job Openings f o r S t u ­

de n t s was t h e f o u r t h most d e s i r e d a c t i v i t y , a t 48.1 p e r c e n t s t r o n g l y
agreeing.

The f i f t h most d e s i r e d a c t i v i t y i d e n t i f i e d was Su gg es tin g

Ways f o r Program Improvement, with 47.6 p e r c e n t s t r o n g l y a g r e e i n g .
Recommending P o t e n t i a l Co-op Work S t a t i o n s was s i x t h , w i th 42.7 p e r ­
cent.

Seventh was Reviewing Performance O b je c tiv e s with 40.9 p e r c e n t ,

whereas Employing Graduates was e i g h t h with 40 .3 p e r c e n t .

The n i n t h

45

Table 4 . 7 . —The h i g h e s t te n d e s i r e d a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d oc c u p a tio n a l a d v i s o r y committee as viewed by
v o c a tio n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
v o c a tio n a l d i r e c t o r s .
P r e f a c e each a c t i v i t y w ith t h e p h r a s e , "The s p e c i a l i z e d oc c u p a ti o n a l
a d v i s o r y committee a t t h e secondary l e v e l should be in th e p r a c t i c e
of. .
Respondents

SA

A

U

D

SD

NR

0
0

0
0

23
6.2

6
1.6

0
0

22
5.9

4
1.1

20
5.4

A c t i v i t y 21: Reviewing Equipment and F a c i l i t i e s
Combined

f
%

206
55.4

133
35.8

10
2.7

A c t i v i t y 23: S ugge sting Equipment Replacement
Combined

190
51 .1

141
37.9

13
3.5

A c t i v i t y 6: I d e n t i f y i n g Occupational Competencies
Combi ned

187
50.3

132
35.5

15
4. 0

14
3.8

A c t i v i t y 11: N o tif y in g Teachers o f Job Openings (For S t u d e n t s )
Combined

179
48.1

135
36.3

18
4. 8

14
3.8

6
1.6

20
5.4

0
0

23
6.2

6
1.6

20
5.4

A c t i v i t y 33: Suggesting Ways f o r Program Improvement
Combined

177
47.6

155
41 .7

13
3.5

4
1.1

A c t i v i t y 37: Recommending P o t e n t i a l Co-op Work S t a t i o n s
Combined

159
42.7

175
47.0

8
2.2

4
1.1

46

Table 4 . 7 . — Continued.

Respondents

SA

A

U

D

SD

NR

20
5.4

16
4.3

5
1.3

22
5.9

31
8.3

10
3.7

9
2.4

21
5.6

1
.3

2
.5

22
5.9

5
1. 3

20
5.4

A c t i v i t y 9: Reviewing Performance O b j e c ti v e s
Combined

f
%

152
4 0.9

157
42.2

A c t i v i t y 13: Employing Graduates
Combined

150
40.3

151
40 .6

A c t i v i t y 38: I d e n t i f y i n g Community Resources
Combined

142
38.2

188
50 .5

17
4.6

A c t i v i t y 22: Surveying I n d u s t r y f o r Equipment Uses
Combined

141
37.9

151
40.6

39
10.5

16
4.3

most d e s i r e d a c t i v i t y was I d e n t i f y i n g Community R e s o u r c e s , with 38.2
p e r c e n t , and 37.9 p e r c e n t o f t h e combined p o p u l a t i o n r a t e d Surveying
I n d u s t r y f o r Equipment Uses as t h e t e n t h most d e s i r e d a c t i v i t y to be
performed by t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee.
Of th e h i g h e s t te n d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­
i z e d o c c u p a t i o n a l a d v i s o r y committee, t h r e e o f t h e a c t i v i t i e s ( A c t i v i ­
t i e s 21, 22, and 23) were under th e g e n e r a l - f u n c t i o n heading o f
Equipment and F a c i l i t i e s .

Two o f th e h i g h e s t t e n d e s i r e d a c t i v i t i e s

were under t h e g e n e r a l - f u n c t i o n headings o f Course Content Advisement
( A c t i v i t i e s 6 and 9 ) , S t u d e n t Placement ( A c t i v i t i e s 11 and 1 3 ) , and

47

O btaining Community Resources ( A c t i v i t i e s 37 and 3 8 ) .

One o f th e

h i g h e s t t e n d e s i r e d a c t i v i t i e s ( A c t i v i t y 13) came under t h e gen er al f u n c t i o n heading o f Program Review.

None o f t h e h i g h e s t te n d e s i r e d

a c t i v i t i e s came under th e g e n e r a l - f u n c t i o n headings o f Occupational
Su rv eys, Community P u b l i c R e l a t i o n s , o r Program S t a f f i n g .
The lowes t ten d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y com mittee. —The low es t t e n d e s i r e d a c t i v i t i e s o f
t h e se co nd ary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee (Table 4 . 8 )
were s e l e c t e d to be p r e s e n t e d in both t a b u l a r and n a r r a t i v e form.
S e l e c t i o n o f t h e s e d e s i r e d a c t i v i t i e s was based on th e lowe st p er cen tag e
o f t h e t o t a l p o p u l a t i o n who s t r o n g l y agr eed with t h e a c t i v i t i e s .

The

range o f r esp onses f o r t h e lo w e s t te n d e s i r e d a c t i v i t i e s o f t h e second­
ary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee v a r i e d from a low o f
8.1 p e r c e n t t o a high o f 15.1 p e r c e n t .

In t h i s p a r t i c u l a r t a b l e ,

S ugg es ting Rec ruitment P o l i c i e s was th e l e a s t d e s i r e d a d v i s o r y committee
a c t i v i t y , with 8.1 p e r c e n t o f th e combined p o p u l a t i o n s t r o n g l y a g r e e ­
ing.

The second l e a s t d e s i r e d a c t i v i t y was Using th e Michigan Manpower

Development Handbook, w it h 8 . 6 p e r c e n t s t r o n g l y a g r e e i n g .

The t h i r d

and f o u r t h l e a s t d e s i r e d a c t i v i t i e s , both with 8 . 9 p e r c e n t s t r o n g l y
a g r e e i n g , were Recommending P o t e n t i a l Candidates and Reviewing Teaching
Applicants.

The f i f t h and s i x t h l e a s t d e s i r e d a c t i v i t i e s , Reviewing

Teacher S e l e c t i o n C r i t e r i a and E v a lu a ti n g Teacher Performance, both had
11. 8 p e r c e n t o f t h e combined p o p u l a t i o n s t r o n g l y a g r e e i n g .

The seventh

l e a s t d e s i r e d a c t i v i t y , a t 12.6 p e r c e n t , was C a l c u l a t i n g D e p r e c i a tio n
Allowances.

S erving as a L ia is o n with th e M.E.S.C. was t h e e i g h t h

l e a s t d e s i r a b l e a c t i v i t y , w i th 13.2 p e r c e n t s t r o n g l y a g r e e i n g .

The

48
Table 4 . 8 . --The lowe st te n d e s i r e d a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee as viewed by
v o c a t io n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l
v o c a tio n a l d i r e c t o r s .
P r e fa c e each a c t i v i t y wit h t h e p h r a s e , "The s p e c i a l i z e d o c cu p atio n al
a d v i s o r y committee a t t h e secondary l e v e l should be in t h e p r a c t i c e
o f . . ."
Respondents

SA

A

U

D

SD

NR

71
19.1

34
9.1

15
4.0

A c t i v i t y 27: S ugges ti ng Recruitment P o l i c i e s
Combined

f
%

30
8.1

142
38.2

80
21.5

A c t i v i t y 1: Using th e Michigan Manpower Development Handbook
Combined

32
8.6

157
42.2

122
32. 8

33
8.9

12
3.2

16
4. 3

56
15.1

35
9.4

16
4.3

78
21.0

91
24.5

17
4.6

49
13.2

14
3.8

82
22.0

18
4.8

A c t i v i t y 28: Recommending P o t e n t i a l Candidates
Combined

33
8.9

159
42.7

73
19.6

A c t i v i t y 29: Reviewing Teaching A p p lican ts
Combined

33
8.9

76
20.4

77
20.7

A c t i v i t y 26: Reviewing Teacher S e l e c t i o n C r i t e r i a
Combined

44
11.8

121
32.5

75
20.2

69
18.5

A c t i v i t y 31: E v a lu a ti n g Teacher Performance
Combined

44
11.8

76
66
20. 4 17.7

86
23.1

49

Table 4 . 8 . --C ontin ued.

Respondents

SA

A

U

D

SD

NR

29
7. 8

18
4.8

23
6.2

21
5.6

A c t i v i t y 24: C a l c u l a t i n g D e p r e c i a t i o n Allowances
Combined

f
%

47
12.6

76
20.4

106
28.5

96
25.8

A c t i v i t y 15: Serving as a L ia is o n With M.E.S.C.
Combined

49
13.2

97
26.1

120
32 .3

62
16.7

A c t i v i t y 32: Using t h e Annual S t a t e Department Review Q u e s t io n n a i r e
Combi ned

51
13.7

117
31.5

125
33.6

37
9.9

17
4.6

25
6.7

10
2.7

35
9.4

A c t i v i t y 20: Developing Promotional M a t e r i a l s
56
15.1

Combined

165
44.4

67
18.0

39
10.5

n i n t h lo wes t d e s i r e d a c t i v i t y o f t h e a d v i s o r y committee, with a com­
bined p e r c e n t a g e o f 1 3 . 7 , was Using th e Annual S t a t e Department Review
Questionnaire.

Developing Promotional M a t e r i a l s was t h e t e n t h lo w es t

d e s i r e d a c t i v i t y o f th e secondary s p e c i a l i z e d oc c u p a tio n a l a d v i s o r y
committee, with a 15.1 combined p o p u l a t i o n p e r c e n ta g e s t r o n g l y a g r e e ­
ing.
Of t h e low es t t e n d e s i r e d a c t i v i t i e s o f t h e se co nd ary s p e c i a l ­
ized o c c u p a ti o n a l a d v i s o r y committee, a l l o f t h e a c t i v i t i e s ( A c t i v i ­
t i e s 26, 27, 28, and 29) under t h e g e n e r a l - f u n c t i o n heading o f Program
S t a f f i n g were i d e n t i f i e d .

Two o f t h e lo w es t t e n d e s i r e d a c t i v i t i e s

50

{ A c t i v i t i e s 31 and 32) came under t h e g e n e r a l - f u n c t i o n heading o f
Program Review.

One each o f th e lowest t e n d e s i r e d a c t i v i t i e s came

under t h e g e n e r a l - f u n c t i o n headings o f Occupational Surveys ( A c t i v i t y
1 ) , S tu d e n t Placement ( A c t i v i t y 1 5 ) , Community P u b li c R e l a t i o n s
( A c t i v i t y 2 0 ) , and Equipment and F a c i l i t i e s ( A c t i v i t y 2 4 ) .

None o f

t h e lo wes t t e n d e s i r e d a c t i v i t i e s came under t h e g e n e r a l - f u n c t i o n
headings o f Course Content Advisement o r O btainin g Community Resources.
Research Question 3
What a r e t h e r e l a t i o n s h i p s between t h e p e r c e i v e d views o f
v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d i n g
t h e a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d occu pa­
t i o n a l a d v i s o r y committee in Michigan?
The h i g h e s t te n a c t u a l a c t i v i t i e s o f t h e se co ndar y s p e c i a l i z e d
o c c u p a t i o n a l a d v i s o r y com m ittee . -- T h e h i g h e s t ten a c t u a l a c t i v i t i e s of
t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee (Table 4 . 9 )
were s e l e c t e d to be p r e s e n t e d i n both t a b u l a r and n a r r a t i v e form.
S e l e c t i o n o f t h e s e a c t u a l a c t i v i t i e s was based on t h e h i g h e s t
p e r c e n ta g e o f v o c a t i o n a l a d m i n i s t r a t o r s (combined a r ea c e n t e r p r i n ­
c i p a l s and l o c a l v o c a t i o n a l d i r e c t o r s ) who s t r o n g l y ag re ed w i th t h e
activity.

The h i g h e s t t e n a c t u a l a c t i v i t i e s t h a t t h e v o c a ti o n a l

a d m i n i s t r a t o r s s t r o n g l y ag re ed with were s e l e c t e d t o show t h e r e l a t i o n ­
s h i p between v o c a t i o n a l a d m i n i s t r a t o r s and v o c a t i o n a l t e a c h e r s .

The

range o f resp o n s es f o r th e h i g h e s t te n a c t u a l a c t i v i t i e s from th e
v o c a t i o n a l a d m i n i s t r a t o r s who s t r o n g l y a g r eed v a r i e d from a high o f
46 .4 p e r c e n t t o a low o f 17.6 p e r c e n t .

51

Table 4 . 9 . —The h i g h e s t t e n a c t u a l a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee as viewed by
v o c a t i o n a l a d m i n i s t r a t o r s w ith comparison re sp onses from
vocational te a c h e rs.
P r e f a c e each a c t i v i t y w i th t h e p h r a s e , "The s p e c i a l i z e d o c cu p atio n al
ad v i s o r y committee a t th e secondary l e v e l i s in t h e p r a c t i c e o f . . ."
Respondents

SA

A

U

D

SD

NR

A c t i v i t y 33: Su gg es tin g Ways f o r Program Improvement
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

58
46. 4

50
40.0

4
3.2

7
5.6

0
0

6
4.8

65
26.3

102
41.3

31
12.6

23
9.3

6
2.4

20
8.1

A c t i v i t y 21: Reviewing Equipment and F a c i l i t i e s
Vocational a d m i n i s t r a t o r s

55
44 .0

51
40.8

6
4.8

4
3.2

3
2.4

6
4.8

Vocational t e a c h e r s

75
30.4

105
42.5

23
9.3

19
7.7

4
1.6

21
8. 5

A c t i v i t y 23: S ugge sting Equipment Replacement
Vocational admi ni s t r a t o r s

44
35.2

64
51.2

4
3.2

5
4.0

2
1.6

6
4. 8

Vocational t e a c h e r s

63
25.5

101
40.9

31
12.6

28
11.3

3
1.2

21
8.5

A c t i v i t y 6: I d e n t i f y i n g Occupational Competencies
Vocational a d m i n i s t r a t o r s

38
30.4

54
43.2

7
5.6

14
11.2

4
3.2

8
6. 4

Vocational t e a c h e r s

63
25.5

88
35.6

29
11.7

41
16.6

4
1.6

22
8.9

A c t i v i t y 9: Reviewing Performance O b j e c ti v e s
Vocational a d m i n i s t r a t o r s

37
29.6

59
47.2

9
7. 2

9
7.2

3
2.4

8
6. 4

Vocational t e a c h e r s

60
24.3

93
37.7

32
13.0

39
15.8

2
.8

21
8. 5

52
Table 4 . 9 . --C ontinued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 11: N o t ify i n g Teachers o f Job Openings (For S tu d e n ts )
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

26
20. 8

59
47.2

12
9.6

14
11.2

6
4.8

8
6.4

45
18.2

75
30.4

43
17.4

45
18.2

18
7.3

21
8.5

A c t i v i t y 13: Employing Graduates
Vocational a d m i n i s t r a t o r s
Vocational t e a c h e r s

n

26
20.8

71
56.8

8
6.4

7
5. 6

2
1.6

8.8

46
18.6

91
36.8

45
18.2

29
11.7

14
5.7

22
8.9

A c t i v i t y 14: Reviewing Follow-up S t u d ie s
Vocational a d m i n i s t r a t o r s

26
20.8

48
38.4

17
13.6

21
16.8

5
4.0

8
6.4

Vocational t e a c h e r s

30
12.1

77
31.2

66
26.7

40
16.2

13
5.3

21
8. 5

A c t i v i t y 8: Reviewing Topical O u t l i n e s
Vocational a d m i n i s t r a t o r s

24
19.2

55
44 .0

16
12.8

19
15.2

2
1 .6

9
7.2

Vocational t e a c h e r s

37
15.0

78
31.6

59
32.9

48
19.4

3
1.2

22
8. 9

A c t i v i t y 37: Recommending P o t e n t i a l Co-■op Work S t a t i o n s
Vocational a d m i n i s t r a t o r s

22
17.6

78
62.4

8
6.4

10
8.0

0
0

7
5. 6

Vocational t e a c h e r s

49
19.8

96
38.9

36
14.6

24
9.7

19
7.7

23
9.3

53

The h i g h e s t a c t u a l a c t i v i t y o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y committee a c c o r d in g to v o c a t i o n a l a d m i n i s t r a t o r s
was S ugg es ting Ways f o r Program Improvement, with a p e r c e n ta g e o f 46.4
f o r v o c a t i o n a l a d m i n i s t r a t o r s and 26.3 f o r v o c a ti o n a l t e a c h e r s s t r o n g l y
a g r e e i n g with t h e a c t i v i t y .

Reviewing Equipment and F a c i l i t i e s was th e

second h i g h e s t a c t u a l a c t i v i t y f o r a d m i n i s t r a t o r s , with 44.0 p e r c e n t ,
whereas t e a c h e r s r a t e d t h i s f u n c t i o n 30.4 in t h e s t r o n g l y ag ree resp on se
category.

The t h i r d h i g h e s t a c t u a l a c t i v i t y f o r v o c a ti o n a l adm inis­

t r a t o r s was S ugg es tin g Equipment Replacement, with 35.2 p e r c e n t s t r o n g l y
a g r e e in g and 25.5 p e r c e n t o f th e v o c a t i o n a l t e a c h e r s s t r o n g l y a g r e e i n g .
I d e n t i f y i n g Occupational Competencies was th e f o u r t h h i g h e s t a c t u a l
a c t i v i t y , with 30.4 p e r c e n t o f t h e v o c a tio n a l a d m i n i s t r a t o r s and 25.5
p e r c e n t o f t h e v o c a tio n a l t e a c h e r s s t r o n g l y ag r e e in g t h a t t h i s a c t i v i t y
should be performed by t h e secondary s p e c i a l i z e d oc c u p a t io n a l a d v iso r y
committee.

The f i f t h h i g h e s t a c t u a l a c t i v i t y was Reviewing Performance

O b j e c t i v e s , with a d m i n i s t r a t o r s and t e a c h e r s s t r o n g l y a g r e e i n g a t p e r ­
cen tag e r a t e s o f 29.6 and 2 4 . 3 , r e s p e c t i v e l y .

N o tif y in g t e a c h e r s o f

j o b openings f o r s t u d e n t s was t h e s i x t h h i g h e s t a c t u a l a c t i v i t y i d e n ­
t i f i e d , with v o c a tio n a l a d m i n i s t r a t o r s s t r o n g l y a g r e e i n g a t a r a t e o f
20.8 and v o c a t i o n a l t e a c h e r s a t a r a t e o f 18.2 p e r c e n t .

The seventh

h i g h e s t a c t u a l a c t i v i t y i d e n t i f i e d was Employing G r a d u a t e s , with admin­
i s t r a t o r s s t r o n g l y a g r e e i n g a t a r a t e o f 20.8 p e r c e n t and t e a c h e r s a t
18.6 p e r c e n t .

Reviewing Follow-up S t u d i e s was t h e e i g h t h h i g h e s t

a c t u a l a c t i v i t y f o r a d m i n i s t r a t o r s , with 20.8 p e r c e n t s t r o n g l y a g r e e ­
ing as compared t o 12.1 p e r c e n t o f t h e t e a c h e r s .

Reviewing Topical

O u t lin e s was r a t e d t h e n i n t h h i g h e s t a c t i v i t y by v o c a tio n a l

54

a d m i n i s t r a t o r s , with 19.2 p e r c e n t s t r o n g l y a g r e e i n g compared t o 15.0
percent of the vocational te a c h e rs.

The t e n t h h i g h e s t a c t u a l a c t i v i t y

i d e n t i f i e d by t h e v o c a t i o n a l a d m i n i s t r a t o r s was Recommending P o t e n t i a l
Co-op Work S t a t i o n s .
The lowe st ten a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y com m ittee. -- The lowest t e n a c t u a l a c t i v i t i e s o f
th e secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee (Table 4.1 0)
were s e l e c t e d t o be p r e s e n t e d in both t a b u l a r and n a r r a t i v e form.
S e l e c t i o n of t h e s e a c t u a l a c t i v i t i e s was based on th e lowes t percentage
o f v o c a t i o n a l a d m i n i s t r a t o r s (combined a r e a c e n t e r p r i n c i p a l s and loca l
v o c a t i o n a l d i r e c t o r s ) who s t r o n g l y ag re ed w it h t h e a c t i v i t y .

The low­

e s t ten actual a c t i v i t i e s th a t the vocational ad m in istrato rs strongly
agr ee d wit h were s e l e c t e d to show t h e r e l a t i o n s h i p between v o c a ti o n a l
a d m i n i s t r a t o r s and v o c a tio n a l t e a c h e r s .

The range o f respons es f o r

th e lo w es t te n a c t u a l a c t i v i t i e s f o r t h e v o c a t io n a l a d m i n i s t r a t o r s who
s t r o n g l y agree d v a r i e d from a low o f .8 p e r c e n t t o a high o f 4 . 8
percent.
The lo we st a c t u a l a c t i v i t y o f t h e se co nd ary s p e c i a l i z e d occu­
p a t i o n a l a d v i s o r y committee i d e n t i f i e d by v o c a t i o n a l a d m i n i s t r a t o r s ,
with .8 p e r c e n t s t r o n g l y a g r e e i n g , was C a l c u l a t i n g D e p r e c i a t i o n Allow­
ances.

Vocational t e a c h e r s responded " s t r o n g l y a g r e e " t h a t a d v i s o r y

committees were performing t h i s a c t i v i t y a t a r a t e o f 6.1 p e r c e n t .
The second low es t a c t u a l a c t i v i t y i d e n t i f i e d was S ugges ti ng R e c r u i t ­
ment P o l i c i e s , with both a d m i n i s t r a t o r s and t e a c h e r s s t r o n g l y ag r e e in g
w i th t h i s a c t i v i t y a t a r a t e o f 1.6 p e r c e n t .

E v a lu a ti n g Teacher

Performance was t h e t h i r d low es t a c t i v i t y i d e n t i f i e d , w i th v o c a ti o n a l

55

Table 4 . 1 0 . —The lo w es t ten a c t u a l a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee as viewed by
v o c a t i o n a l a d m i n i s t r a t o r s with comparison r esp onses from
vocational te a c h e rs.
P r e fa c e each a c t i v i t y w it h t h e p h r a s e , "The s p e c i a l i z e d o ccu p atio n al
ad v i s o r y committee a t t h e se co ndary l e v e l i s in th e p r a c t i c e o f . . ."
Respondents

SA

A

U

D

SD

NR

A c t i v i t y 24: C a l c u l a t i n g D e p r e c i a t i o n Allowances
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

1
.8

16
12.0

29
23.2

54
43.2

18
14.4

8
6.4

15
6.1

16
6.5

83
33.6

73
29.6

34
13.8

26
10.5

A c t i v i t y 27: S ugg es ting Rec ruitmen t P o l i c i e s
Vocational a d m i n i s t r a t o r s

2
1.6

21
16.8

21
16.8

47
37.6

25
20.0

9
7.2

Vocational t e a c h e r s

4
1.6

42
17.0

65
26.3

75
30.4

34
13.8

27
10.9

A c t i v i t y 31: E v a lu a tin g Teacher Performance
Vocational a d m i n i s t r a t o r s

3
2.4

10
8.0

16
12.8

52
41.6

36
28.8

8
6.4

Vocational t e a c h e r s

19
7.7

37
15.0

58
23.5

57
23.1

53
21.5

23
9.3

A c t i v i t y 29: Reviewing Teaching A p p li c a n ts
Vocational a d m i n i s t r a t o r s

3
2.4

5
4.0

15
12.0

47
37.6

44
35.2

11
8.8

Vocational t e a c h e r s

12
4. 9

13
5.3

60
24.3

73
29.6

61
24.7

28
11.3

A c t i v i t y 28: 1Recommending P o t e n t i a l Candidates
Vocational a d m i n i s t r a t o r s

3
2.4

36
28.8

18
14.4

36
28 .8

25
20.0

7
5.6

Vocational t e a c h e r s

8
3.2

35
14.2

61
24.7

71
28.7

42
17.0

30
12.1

56

Table 4 . 1 0 . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 15: S erving as a. L ia i s o n With M.E.S.C.
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

3
2.4

14
11.2

25
20. 0

56
44. 8

15
12.0

12
9.6

6
2.4

24
9. 7

97
39.3

57
23.1

37
15.0

26
10.5

A c t i v i t y 26: Reviewing Teacher S e l e c t i o n C r i t e r i a
Vocational a d m i n i s t r a t o r s

5
4.0

12
9.6

25
20.0

46
36.0

29
23.2

9
7.2

Vocational t e a c h e r s

12
4.9

31
12.6

60
24.3

75
30.4

42
17.0

27
10.9

A c t i v i t y 16: Speaking t o C iv ic Groups
Vocational a d m i n i s t r a t o r s

5
4.0

38
30.4

25
20.0

40
32.0

7
5. 6

10
8. 0

Vocational t e a c h e r s

13
5.3

38
15 .4

87
35.2

62
25.1

20
8.1

27
10.9

A c t i v i t y 20: Developing Promotional M a t e r i a l s
Vocational a d m i n i s t r a t o r s

6
4.8

31
24. 8

19
15.2

40
32.0

10
8.0

19
15.2

Vocational t e a c h e r s

9
3.6

36
14.6

63
25.5

35
34.4

14
5.7

40
16.2

A c t i v i t y 1: Using t h e Michigan Manpower Development Handbook
Vocational a d m i n i s t r a t o r s

6
4.8

26
20. 8

22
17.6

49
39.2

12
9.6

10
8.0

Vocational t e a c h e r s

7
2.8

30
12.1

117
4 7.4

50
20.2

14
5.7

29
11.7

57

a d m i n i s t r a t o r s and v o c a ti o n a l t e a c h e r s ag r e e i n g a t a r a t e o f 2.4
p e r c e n t and 7 . 7 p e r c e n t , r e s p e c t i v e l y .

The f o u r t h lo w es t a c tu a l

a c t i v i t y i d e n t i f i e d was Reviewing Teaching A p p l i c a n t s , with v o c a ti o n a l
a d m i n i s t r a t o r s s t r o n g l y a g r e e i n g a t a r a t e o f 2 . 4 p e r c e n t compared t o
4.9 percent f o r te a c h e rs.

Recommending p o t e n t i a l c a n d i d a t e s was th e

f i f t h lowest a c t u a l a c t i v i t y , with 2.4 p e r c e n t o f t h e a d m i n i s t r a t o r s
and 3.2 p e r c e n t o f t h e t e a c h e r s s t r o n g l y ag r e e in g t h a t t h i s i s an
a c t u a l a c t i v i t y o f t h e secondary s p e c i a l i z e d o c c u p a t io n a l a d v is o r y
committee.

Both v o c a t i o n a l a d m i n i s t r a t o r s and v o c a t i o n a l t e a c h e r s

s t r o n g l y ag re ed a t a r a t e o f 2 . 4 p e r c e n t t h a t t h e secondary s p e c i a l i z e d
oc c u p a ti o n a l a d v i s o r y committee a c t u a l l y Serves as a L ia is o n With
M.E.S.C.

The sev en th low es t a c t u a l a c t i v i t y i d e n t i f i e d by v o c a ti o n a l

a d m i n i s t r a t o r s was Reviewing Teacher S e l e c t i o n C r i t e r i a , with 4.0 p e r ­
c e n t s t r o n g l y a g r e e i n g compared t o 4 . 9 p e r c e n t o f t h e t e a c h e r s .
Speaking to Civ ic Groups was t h e e i g h t h lowest a c t u a l a c t i v i t y i d e n t i ­
f i e d , w ith 4 . 0 p e r c e n t o f t h e a d m i n i s t r a t o r s and 5.3 p e r c e n t o f th e
v o c a tio n a l t e a c h e r s s t r o n g l y a g r e e i n g t h a t t h e secondary s p e c i a l i z e d
oc c u p a ti o n a l ad v is o r y committee was a c t u a l l y performing t h i s a c t i v i t y .
Vocational a d m i n i s t r a t o r s and v o c a t io n a l t e a c h e r s s t r o n g l y agr eed a t
a r a t e o f 4 . 8 p e r c e n t and 3.6 p e r c e n t , r e s p e c t i v e l y , t h a t secondary
s p e c i a l i z e d o c c u p a ti o n a l committees a c t u a l l y Develop Promotional Mate­
rials.

The t e n t h lowest a c t u a l a c t i v i t y o f t h e se co ndary s p e c i a l i z e d

oc c u p a ti o n a l a d v i s o r y committee i d e n t i f i e d by v o c a t i o n a l a d m i n i s t r a t o r s
with 4 . 8 p e r c e n t s t r o n g l y a g r e e i n g , as compared t o 3 . 6 p e r c e n t o f t h e
v o c a tio n a l t e a c h e r s who s t r o n g l y a g r e e d , was Using t h e Michigan Man­
power Development Handbook.

58
Research Question 4
What a r e t h e r e l a t i o n s h i p s between t h e p e r c e i v e d views
o f v o c a t io n a l t e a c h e r s and v o c a t io n a l a d m i n i s t r a t o r s
r e g a r d i n g t h e d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­
i z e d o c c u p a ti o n a l a d v i s o r y committee i n Michigan?
The h i g h e s t te n d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a t io n a l a d v i s o r y committee. —The h i g h e s t t e n d e s i r e d a c t i v i t i e s o f
th e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee (Table 4.1 1)
were s e l e c t e d t o be p r e s e n t e d i n both t a b u l a r and n a r r a t i v e form.
S e l e c t i o n o f t h e s e d e s i r e d a c t i v i t i e s was based on t h e h i g h e s t p e r ­
ce ntage o f v o c a t i o n a l a d m i n i s t r a t o r s (combined a r e a c e n t e r p r i n c i p a l s
and lo c a l v o c a t i o n a l d i r e c t o r s ) who s t r o n g l y agreed w ith th e a c t i v i ­
ties.

The h i g h e s t t e n d e s i r e d a c t i v i t i e s t h a t t h e v o c a t i o n a l ad m in is ­

t r a t o r s s t r o n g l y ag re ed with were s e l e c t e d t o show t h e r e l a t i o n s h i p
between v o c a ti o n a l a d m i n i s t r a t o r s and v o c a ti o n a l t e a c h e r s .

The range

o f r esp onses f o r t h e h i g h e s t t e n d e s i r e d a c t i v i t i e s from t h e voca­
t i o n a l a d m i n i s t r a t o r s who s t r o n g l y agreed v a r i e d from a high o f 64.0
p e r c e n t t o a low o f 32.8 p e r c e n t .
A d m i n i s t r a t o r s i d e n t i f i e d Reviewing Equipment and F a c i l i t i e s
as t h e most d e s i r e d a c t i v i t y o f t h e secondary s p e c i a l i z e d o ccu p atio n al
ad v is o r y committee a t a r a t e o f 64.0 p e r c e n t , with 51.0 p e r c e n t o f
th e v o c a t i o n a l t e a c h e r s s t r o n g l y ag r e e in g w i th t h i s a c t i v i t y .

S u g g es t­

ing Ways f o r Program Improvement was t h e second most d e s i r e d a c t i v i t y
i d e n t i f i e d by th e a d m i n i s t r a t o r s a t 58.4 p e r c e n t , w ith 42.1 p e r c e n t o f
the teachers stro n g ly agreeing.

The t h i r d most d e s i r e d a c t i v i t y was

I d e n t i f y i n g Occupational Competencies, with a d m i n i s t r a t o r s and t e a c h e r s
s t r o n g l y a g r e e i n g a t a r a t e o f 54.4 and 48.2 p e r c e n t , r e s p e c t i v e l y .

59

Table 4 . 1 1 . —The h i g h e s t t e n d e s i r e d a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee as viewed by
v o c a t i o n a l a d m i n i s t r a t o r s w it h comparison r es pons es from
vocational te a c h e rs.
P r e fa c e each a c t i v i t y with t h e p h r a s e , "The s p e c i a l i z e d o ccu p atio n al
a d v i s o r y committee a t t h e secondary l e v e l sho uld be in t h e p r a c t i c e
o f . . ."
Respondents

SA

A

U

D

SD

NR

A c t i v i t y 21: Reviewing Equipment and F a c i l i t i e s
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

80
64.0

37
29.6

1
.8

0
0

0
0

7
5.6

126
51.0

96
38.9

9
3.6

0
0

0
0

16
6.5

A c t i v i t y 33: Suggesti ng Ways f o r Program Improvement
Vocational a d m i n i s t r a t o r s

73
58.4

42
33.6

2
1.6

1
.8

0
0

7
5.6

Vocational t e a c h e r s

104
42.1

113
45.7

11
4.5

3
1.2

0
0

16
6.5

A c t i v i t y 6: I d e n t i f y i n g Occupational Competenci es
Vocational a d m i n i s t r a t o r s

68
54.5

42
33.6

2
1.6

6
4.8

0
0

7
5.6

Vocational t e a c h e r s

119
48.2

90
36.4

13
5.3

8
3.2

4
1.6

13
5.3

A c t i v i t y 23: Sugges ting Equipment Replacement
Vocational a d m i n i s t r a t o r s

63
50.4

49
39.2

1
.8

4
3.2

0
0

8
6.4

Vocational t e a c h e r s

127
51.4

92
37.2

12
4.9

2
.8

0
0

14
5.7

A c t i v i t y 9: Reviewing Performance O b je c tiv e s
Vocational a d m i n i s t r a t o r s

59
47.2

51
40.8

6
4. 8

1
.8

1
.8

7
5.6

Vocational t e a c h e r s

93
37.7

106
42.9

14
5.7

15
6.1

4
1.6

15
6.1

60

Table 4.11 . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 11: N o tif y i n g Teachers o f Job Openings (For S tu d e n t s )
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

55
44.0

50
40. 0

5
4. 0

5
4. 0

2
1.6

8
6.4

124
50.2

85
34.4

13
5. 3

9
3.6

4
1.6

12
4.9

A c t i v i t y 13: Employing Graduates
Vocational a d m i n i s t r a t o r s

54
43.2

52
41.6

8
6.4

3
2.4

0
0

8
6.4

Vocational t e a c h e r s

96
38.9

99
40.1

23
9.3

7
2.8

9
3.6

13
5. 3

A c t i v i t y 37: Recommending P o t e n t i a l 1 Co-op Work S t a t i o n s
Vocational a d m i n i s t r a t o r s

46
36.8

69
55.2

2
1.6

2
1.6

0
0

6
4.8

Vocational t e a c h e r s

113
4 5.7

106
42.9

6
2.4

2
.8

6
2.4

14
5.7

A c t i v i t y 38: I d e n t i f y i n g Community Resources
Vocational a d m i n i s t r a t o r s

44
35.2

69
55.2

3
2.4

1
.8

0
0

8
6.4

Vocational t e a c h e r s

98
39.7

119
48.2

14
5.7

0
0

2
.8

14
5.7

4
3.2
8
3.2

7
5.6
12
4.9

A c t i v i t y 7: Developing Program Goal Statemen ts
Vocational a d m i n i s t r a t o r s

41
32.8

44
35.2

9
7. 2

Vocational t e a c h e r s

76
30.8

103
41.7

22
8.9

20
16.0
26
10.5

61

The f o u r t h most d e s i r e d a c t i v i t y i d e n t i f i e d by th e a d m i n i s t r a t o r s was
S ugg es tin g Equipment Replacement, w ith 50.4 p e r c e n t o f th e a d m in is ­
t r a t o r s s t r o n g l y a g r e e in g compared t o 51.4 p e r c e n t o f th e v o c a t io n a l
teachers.

Reviewing Performance O b j e c t i v e s was th e f i f t h most d e s i r e d

a c t i v i t y , with a d m i n i s t r a t o r s s t r o n g l y a g r e e i n g a t a r a t e o f 47.2
p e r c e n t and t e a c h e r s a t 37.7 p e r c e n t .

I d e n t i f i e d as t h e s i x t h most

d e s i r e d a c t i v i t y by t h e a d m i n i s t r a t o r s was N o ti f y i n g Teachers o f Job
Openings f o r S t u d e n t s , w it h a pe r c e n ta g e r a t e o f 4 4.0 p e r c e n t and
50.2 p e r c e n t f o r v o c a t i o n a l a d m i n i s t r a t o r s and t e a c h e r s s t r o n g l y
agreeing, resp ectiv ely .

The se ven th most d e s i r e d a c t i v i t y , Employing

G r a d u a t e s , had a s t r o n g l y a g r e e resp ons e r a t e o f 43.2 p e r c e n t f o r
a d m i n i s t r a t o r s and 38.9 p e r c e n t f o r t e a c h e r s .

Recommending P o t e n t i a l

Co-op Work S t a t i o n s was i d e n t i f i e d as t h e e i g h t h most d e s i r e d a c t i v i t y ,
with a d m i n i s t r a t o r s and t e a c h e r s s t r o n g l y ag r e e i n g a t a r a t e o f 36.8
and 45. 7 p e r c e n t , r e s p e c t i v e l y .

I d e n t i f y i n g community r e s o u r c e s was

th e n i n t h most d e s i r e d a c t i v i t y i d e n t i f i e d , with 35.2 p e r c e n t o f t h e
a d m i n i s t r a t o r s s t r o n g l y a g r e e i n g compared t o 39.7 p e r c e n t o f t h e
teachers.

The t e n t h most d e s i r e d a c t i v i t y o f th e secondary s p e c i a l i z e d

o c c u p a t i o n a l a d v i s o r y committee, as i d e n t i f i e d by 32.8 p e r c e n t o f th e
v o c a t i o n a l a d m i n i s t r a t o r s who s t r o n g l y a g r e e d , was Developing Program
Goal S t a t e m e n t s .

Te achers s t r o n g l y agreed with t h e same a c t i v i t y a t

a r a t e of 30 .8 p e r c e n t .
The lo w es t t e n d e s i r e d a c t i v i t i e s o f t h e se co nd ary s p e c i a l i z e d
o c c u p a t i o n a l a d v i s o r y co m m ittee. —The lo wes t te n d e s i r e d a c t i v i t i e s o f
th e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee (Table 4.12)
were s e l e c t e d t o be p r e s e n t e d in both t a b u l a r and n a r r a t i v e form.

62
S e l e c t i o n o f t h e s e d e s i r e d a c t i v i t i e s was based on t h e low es t p e r c e n t ­
age o f v o c a t i o n a l a d m i n i s t r a t o r s (combined a r e a c e n t e r p r i n c i p a l s and
l o c a l v o c a t i o n a l d i r e c t o r s ) who s t r o n g l y agr eed with t h e a c t i v i t y .
The lo w es t t e n d e s i r e d a c t i v i t i e s t h a t t h e v o c a t i o n a l a d m i n i s t r a t o r s
s t r o n g l y ag re ed w it h were s e l e c t e d t o show t h e r e l a t i o n s h i p between
v o c a t i o n a l a d m i n i s t r a t o r s and v o c a tio n a l t e a c h e r s .

The range o f

resp o n s es f o r th e lo w es t ten d e s i r e d a c t i v i t i e s from t h e v o c a ti o n a l
a d m i n i s t r a t o r s who s t r o n g l y ag re ed v a r i e d from a low o f .8 p e r c e n t to
a high o f 12.8 p e r c e n t .
The lo w es t d e s i r e d a c t i v i t y o f t h e se co nd ary s p e c i a l i z e d o ccu ­
p a t i o n a l ad v is o r y committee i d e n t i f i e d by v o c a t i o n a l a d m i n i s t r a t o r s
was Su gg es tin g Recruitment P o l i c i e s .

S tr o n g l y a g r e e i n g t h a t t h i s was

a d e s i r e d a c t i v i t y were .8 p e r c e n t o f t h e a d m i n i s t r a t o r s compared to
11.7 p e r c e n t o f t h e v o c a ti o n a l t e a c h e r s .

The second lo w e s t d e s i r e d

a c t i v i t y f o r v o c a tio n a l a d m i n i s t r a t o r s was Reviewing Te acher S e l e c t i o n
C r i t e r i a , w ith 4 . 0 p e r c e n t o f t h e a d m i n i s t r a t o r s and 15.8 p e r c e n t o f
th e t e a c h e r s s t r o n g l y a g r e e i n g t h a t t h i s was a d e s i r e d a c t i v i t y .
Reviewing Teaching A p p lic a n ts was t h e t h i r d l e a s t d e s i r e d a c t i v i t y f o r
vocational a d m in is tr a to rs , a t a r a te o f 4.8 percent stro n g ly agreeing,
compared to 10.9 p e r c e n t of th e t e a c h e r s .

The f o u r t h l e a s t d e s i r e d

a c t i v i t y f o r a d m i n i s t r a t o r s , with 4 . 8 p e r c e n t s t r o n g l y a g r e e i n g , was
Recommending P o t e n t i a l Candidates compared t o 10.9 p e r c e n t o f th e
v o c a t i o n a l t e a c h e r s who s t r o n g l y a g r e e d .

E v a lu a ti n g Teacher Perform­

ance was t h e f i f t h low es t d e s i r e d a c t i v i t y o f t h e a d v i s o r y committee
as i d e n t i f i e d by 6 . 4 p e r c e n t o f t h e a d m i n i s t r a t o r s and 14.6 p e r c e n t
o f t h e v o c a t i o n a l t e a c h e r s who s t r o n g l y a g r e e d .

The v o c a tio n a l

63

Table 4 . 1 2 . — The lo w es t t e n d e s i r e d a c t i v i t i e s o f t h e secondary
s p e c i a l i z e d o c c u p a tio n a l ad v is o r y committee as viewed by
v o c a t io n a l a d m i n i s t r a t o r s with comparison resp o n s es from
vocational te a c h e rs.
P r e f a c e each a c t i v i t y w it h th e p h r a s e , "The s p e c i a l i z e d oc c u p a t io n a l
a d v i s o r y committee a t t h e secondary l e v e l should be i n t h e p r a c t i c e
o f . . ."
Respondents

SA

A

U

D

SO

NR

A c t i v i t y 27: S ugg es ting R ec ruitmen t P o l i c i e s
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

1
.8

39
21.2

26
20.8

40
32.0

15
12.0

4
3.2

29
11.7

103
41.7

54
21.9

31
12.6

19
7.7

11
4.5

A c t i v i t y 26: Reviewing Teacher S e l e c t i o n C r i t e r i a
Vocational a d m i n i s t r a t o r s
Vocational t e a c h e r s

5
4.0

40
32.0

22
17.6

34
27.2

20
16.0

4
3.2

39
15.8

81
32.8

53
21.5

35
14.2

29
11.7

10
4.0

A c t i v i t y 29 : Reviewing Teaching A p p l ic a n ts
Vocational a d m i n i s t r a t o r s
Vocational t e a c h e r s

6
4.8

14
11.2

19
15.2

42
33.6

39
31.2

5
4.0

27
10.9

62
25.1

58
23.5

36
14.6

52
21 .1

12
4.9

A c t i v i t y 28: 1Recommending P o t e n t i a l Candidates
Vocational a d m i n i s t r a t o r s
Vocational t e a c h e r s

6
4. 8

60
48.0

19
15.2

20
16.0

14
11.2

6
4.8

27
10.9

99
40.1

54
21.9

36
14.6

21
8.5

10
4.0

A c t i v i t y 31 : E v a lu a ti n g Teacher Performance
Vocational a d m i n i s t r a t o r s
Vocational t e a c h e r s

8
6.4

19
15.2

17
13.6

41
32 .8

35
28.0

5
4. 0

36
14.6

57
23.1

49
19 .8

45
18.2

47
19.0

13
5.3

64

Table 4 . 1 2 . — Continued.

Respondents

SA

A

D

U

SD

NR

A c t i v i t y 24: C a l c u l a t i n g D e p r e c i a t i o n Allowances
Vocational a d m i n i s t r a t o r s

f
%

Vocational t e a c h e r s

8
6.4

31
24.8

23
18.4

45
36.0

13
10.4

5
4.0

39
15.8

45
18.2

83
33.6

51
20.6

16
6.5

13
5.3

A c t i v i t y 1: Using t h e Michigan Manpower Development Handbook
Vocational a d m i n i s t r a t o r s

9
7.2

70
56.0

23
18.4

15
12.0

2
1.6

6
4.8

Vocational t e a c h e r s

23
9.3

87
35.2

99
40.1

18
7.3

10
4. 0

10
4.0

A c t i v i t y 15: S erving as a L ia i s o n With M.E.S.C.
Vocational a d m i n i s t r a t o r s
Vocational t e a c h e r s

10
8.0

27
21.6

35
28.0

37
29.6

9
7.2

7
5.6

39
15.8

70
28.3

85
34.4

25
10.1

14
5.7

14
5.7

A c t i v i t y 30: E v a lu a tin g S tudent Performance
Vocational a d m i n i s t r a t o r s

16
12.8

37
29.6

14
11.2

32
25.6

21
16.8

5
4.0

Vocational t e a c h e r s

43
17.4

72
29.1

43
17.4

46
18.6

29
11.7

14
5.7

A c t i v i t y 20: Developing Promotional M a te r i a l s
Vocational a d m i n i s t r a t o r s

16
12.8

54
43.2

16
12.8

22
7.6

4
3. 2

13
10.4

Vocational t e a c h e r s

40
16.2

111
44.9

51
20.6

17
6. 9

6
2.4

22
8.9

65

a d m i n i s t r a t o r s r a t e d C a l c u l a t i n g D e p r e c i a t i o n Allowances as th e s i x t h
lo w e s t d e s i r e d a c t i v i t y * with 6.4 p e r c e n t s t r o n g l y ag r e e in g compared to
15.8 p e r c e n t o f t h e v o c a t i o n a l t e a c h e r s .

Using t h e Michigan Manpower

Development Handbook was t h e se ven th low es t d e s i r e d a c t i v i t y i d e n t i ­
f i e d by a d m i n i s t r a t o r s , with 7.2 p e r c e n t s t r o n g l y ag r e e in g compared t o
9.3 percent of the vocational te a c h e rs.

I d e n t i f i e d by t h e v o c a t io n a l

a d m i n i s t r a t o r s as th e e i g h t h low es t d e s i r e d a c t i v i t y o f ad v i s o r y com­
m i t t e e s , w it h 8 . 0 p e r c e n t s t r o n g l y a g r e e i n g , was Serving as a L ia is o n
With M.E.S.C.

Vocational t e a c h e r s s t r o n g l y agr eed w it h t h i s a c t i v i t y

a t a r a t e o f 15.8 p e r c e n t .

E v a lu a ti n g S tudent Performance was th e

n i n t h low es t d e s i r e d a c t i v i t y , w ith v o c a tio n a l a d m i n i s t r a t o r s and
v o c a t i o n a l t e a c h e r s s t r o n g l y a g r e e i n g with t h i s a c t i v i t y a t a r a t e o f
12.8 and 17.4 p e r c e n t , r e s p e c t i v e l y .

The t e n t h lo w es t d e s i r e d

a c t i v i t y o f t h e secondary s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee,
with 12.8 p e r c e n t o f t h e v o c a ti o n a l a d m i n i s t r a t o r s and 16.2 p e r c e n t o f
t h e v o c a t i o n a l t e a c h e r s s t r o n g l y a g r e e i n g with t h e a c t i v i t y , was
Developing Promotional M a t e r i a l s .
Summary o f Chapter IV
Comparison Rankings f o r SecondaryLevel Vocational Teachers and
Administrators
The comparison r an kings f o r v o c a tio n a l a d m i n i s t r a t o r s and
t e a c h e r s r e g a r d i n g t h e i r p e r c e i v e d views o f t h e a c t u a l and d e s i r e d
a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y commit­
t e e s i n Michigan a r e p r e s e n t e d f o r a l l 40 a c t i v i t i e s in Table 4 . 1 3 .
That t a b l e i s provided t o summarize t h e b a s i c d a t a from th e f o u r

66

Table 4 . 1 3 . —Rankings o f th e a c t u a l and d e s i r e d a c t i v i t i e s o f t h e
secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee in
Michigan as viewed by v o c a t i o n a l a d m i n i s t r a t o r s with
comparison ran k in g s o f v o c a t i o n a l t e a c h e r s .
A ctivity

A dm inistrator
Actual

Desired

Teacher
Actual

Desired

S uggesti ng ways f o r program
improvement

1

2

2

3

Reviewing equipment and f a c i l i t i e s

2

1

1

1

S ugge sting equipment replacement

3

3

3

2

Reviewing performance o b j e c t i v e s

4

5

4

9

Employing g r a d u a te s

5

6

7

10

Recommending p o t e n t i a l co-op
work s t a t i o n s

6

7

6

4

I d e n t i f y i n g o c c u p a tio n a l
competencies

7

4

5

7

I d e n t i f y i n g community r e s o u r c e s

8

8

9

6

N o ti fy i n g t e a c h e r s o f job open­
ings ( f o r s t u d e n t s )

9

9

14

5

Surveying i n d u s t r y f o r e q u i p ­
ment uses

10

14

8

8

Reviewing t o p i c a l o u t l i n e s

11

16

11

23

Comparing accomplishments with
stated objectives

12

12

12

17

Reviewing f o llo w - u p s t u d i e s

13

10

16

14

Obtaining pe rsonnel f o r c l a s s ­
room p r e s e n t a t i o n s

14

15

18

12

Using community survey da ta

15

11

13

15

Using Annual S t a t e Department
Review

16

22

25

35

Obtaining co n s u lta n ts f o r teachers

17

18

21

18

Developing program goal s t a t e m e n t s

18

21

10

19

S o l i c i t i n g equipment don ations

19

19

29

21

P rovid ing i n p u t f o r program
f unding a c t i v i t i e s

20

20

17

16

P r o v id in g i n p u t a t p u b l i c h e a r in g s

21

13

23

20

Making p e r i o d i c r e p o r t s t o
adm inistration

22

25

19

29

67
Table 4 . 1 3 . — Continued.

Activity

Teacher

Administrator
Actual

Desired

Actual

Desired

Using th e Occupational Outlook
Handbook

23

26

20

24

Promoting t h e program v i a th e
medi a

24

17

24

11

Arranging f i e l d t r i p s

25

30

27

22

Conducting a community needs
asse ssm en t

26

24

15

13

Speaking t o c i v i c groups

27

23

30

26

C o n s u lti n g wit h th e Michigan
Employment S e c u r i t y Commission

28

28

22

28

Org an izin g s tu d e n t / e m p l o y e r
co nf ere nc es

29

31

26

27

Developing promotional m a t e r i a l s

30

29

33

25

Using t h e Michigan Manpower
Development Handbook

31

27

28

31

Recommending p o t e n t i a l c a n d i d a t e s

32

32

39

33

E v a lu a ti n g s t u d e n t performance

33

33

32

37

W riting l e t t e r s o f recommenda­
tio n f o r students

34

35

31

36

S ervin g as a l i a i s o n with
M.E.S.C.

35

34

36

30

S ugg es ting r e c r u i t m e n t p o l i c i e s

36

38

35

32

C a l c u l a t i n g d e p r e c i a t i o n a llo w ­
ances

37

37

37

38

Reviewing t e a c h e r s e l e c t i o n
criteria

38

36

38

34

E v a lu a ti n g t e a c h e r performance

39

39

34

39

Reviewing t e a c h i n g a p p l i c a n t s

40

40

40

40

NOTE: Rankings were de ter mined by us in g t h e mean s c o r e s f o r each
r esp o n d en t group.

68
research questions.

The ran k in g s were determined by using th e mean

s c o r e f o r each o f th e 40 a c t i v i t i e s f o r t e a c h e r s and a d m i n i s t r a t o r s
w ith a ra nk in g o f 1 being t h e most d e s i r e d and 40 being t h e l e a s t
desired.
In t h i s c h a p t e r , d e s c r i p t i v e s t a t i s t i c s were used t o p r e s e n t
t h e d a t a g a t h e r e d by t h e i n v e s t i g a t o r .

P r e s e n te d in n a r r a t i v e and

t a b u l a r form were t h e d a t a r e l a t e d t o t h e d e s c r i p t i v e c h a r a c t e r i s ­
t i c s o f th e r e sp o n d e n ts and t h e f o u r r e s e a r c h q u e s t i o n s .

These d ata

were p r e s e n t e d e x a c t l y as g a t h e r e d by t h e i n v e s t i g a t o r .
In t h e n e x t c h a p t e r , Chapter V, t h e i n v e s t i g a t o r p r e s e n t s
(1) a summary o f t h e problem, p r o c e d u r e s , and f i n d i n g s o f t h e s t u d y ;
(2) c o n c l u s io n s t h a t were d e r i v e d from th e d a t a ; and (3) recommenda­
t i o n s and i m p l i c a t i o n s .

3

CHAPTER V

SUMMARY, FINDINGS, CONCLUSIONS, RECOMMENDATIONS,
AND IMPLICATIONS
Introduction
In t h i s c h a p t e r , t h e i n v e s t i g a t o r p r e s e n t s (1) a summary o f
t h e problem, p r o c e d u r e s , and f i n d i n g s o f th e s t u d y ; (2) c o n c l u s io n s
t h a t were d e r i v e d from t h e d a t a ; and (3) recommendations and i m p l i ­
cations .
Summary
This s tu d y was an i n v e s t i g a t i o n t o d ete r m in e t h e a c t u a l and
d e s i r e d a c t i v i t i e s o f the secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y
committee i n Michigan as p e r c e iv e d by secondary v o c a t i o n a l t e a c h e r s ,
a r e a c e n t e r p r i n c i p a l s , and l o c a l v o c a tio n a l d i r e c t o r s .

The d a t a

g a t h e r e d i n th e study measured the r e l a t i v e i n t e n s i t y and p r i o r i t y
w ith which t h e s e v o c a t io n a l a c t i v i t i e s were held by t h e s e l e c t e d
individuals.
The data f o r t h i s r e s e a r c h study were c o l l e c t e d th rough th e
use o f a q u e s t i o n n a i r e t h a t was d evise d by t h e i n v e s t i g a t o r .

The

q u e s t i o n n a i r e was su bmitted t o a j u r y o f e x p e r t s f o r t h e i r e v a l u a t i o n
as t o i t s v a l i d i t y and s u i t a b i l i t y f o r th e s e l e c t e d p o p u l a t i o n .
q u e s t i o n n a i r e was d i v id e d i n t o two major s e c t i o n s .

S e c t i o n I con­

t a i n e d 40 a c t i v i t i e s t o be performed by t h e secondary s p e c i a l i z e d
69

The

70

oc c u p a t io n a l a d v i s o r y committee under t h e headings o f e i g h t major
functions.

These g e n e r a l - f u n c t i o n headings were:

1.

Occupational Surveys

2.

Course Content Advisement

3.

S tu d e n t Placement

4.

Community P u b lic R e l a t i o n s

5.

Equipment and F a c i l i t i e s

6.

Program S t a f f i n g

7.

Program Review

8.

O btainin g Community Resources

The second s e c t i o n asked t h e resp ondents to p r o v id e info rm a­
t i o n r e g a r d i n g t h e i r p r o f e s s i o n a l work e x p e r i e n c e , l e v e l s o f formal
e d u c a t i o n , e x p e r i e n c e in working with v o c a t i o n a l a d v i s o r y comm ittees,
and t h e amount o f t r a i n i n g th ey had in p r e p a r i n g them t o work with
v o c a tio n a l a d v i s o r y committees.

A fter refinem ent, the questionnaire

along w ith a co ver l e t t e r and r e t u r n - a d d r e s s e d , stamped envelope
was mailed t o 353 s e l e c t e d secondary v o c a t i o n a l t e a c h e r s , 43 ar ea
c e n t e r p r i n c i p a l s , and 111 lo c a l v o c a t i o n a l d i r e c t o r s .

Of t h e 507

p o s s i b l e r e s p o n d e n t s , 372 (73 p e r c e n t ) r e t u r n e d u s a b le q u e s t i o n n a i r e s ,
which were then coded and pr epare d f o r key punching.
Research O b j e c t i v e s and Questions
The o b j e c t i v e s o f t h i s s tu d y were s t r u c t u r e d t o :
1.

Determine t h e a c t u a l and d e s i r e d a c t i v i t i e s o f the

secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee i n Michigan.

71

2.

I d e n t i f y any s i g n i f i c a n t r e l a t i o n s h i p s in t h e a c t u a l and

d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v iso r y
committee in Michigan as viewed by s e c o n d a r y - l e v e l v o c a t i o n a l t e a c h e r s
and v o c a ti o n a l a d m i n i s t r a t o r s .
3.

Prov ide a composite l i s t o f t h e a c t u a l and d e s i r e d a c t i v i ­

t i e s o f t h e s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y committee in Michigan.
The purposes o f t h e s tu d y were r e a l i z e d by answering th e
f o ll o w in g r e s e a r c h q u e s t i o n s :
1.

What a r e t h e a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l ­

i z e d o c c u p a ti o n a l a d v i s o r y committee in Michigan as p e r c e i v e d by
secondary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and l o c a l voca­
tional d ire c to rs?
2.

What a r e t h e d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­

i z e d o c c u p a tio n a l a d v i s o r y committee in Michigan as p e r c e i v e d by
s econdary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and lo c a l
vocational d ire c to rs ?
3.

What a r e t h e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f

v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d i n g th e a c t u a l
a c t i v i t i e s o f t h e se co ndary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y committee
i n Michigan?
4.

What a r e t h e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f

v o c a t i o n a l t e a c h e r s and v o c a t io n a l a d m i n i s t r a t o r s r e g a r d i n g t h e
d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y
committee i n Michigan?

72

F indings
The f i n d i n g s in t h i s r e s e a r c h s tu d y a r e p r e s e n t e d f o r each
research question s e p a ra te ly .
Research Qu es tio n 1
What a r e t h e a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a t i o n a l a d v i s o r y committee i n Michigan as p e r c e iv e d by
se co nd ary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and
local vocational d ire c to rs ?
In t h i s s t u d y , t h e r e s e a r c h e r s e l e c t e d only t h e h i g h e s t te n
and lowes t t e n a c t i v i t i e s p e r c e i v e d as a c t u a l l y being performed by
th e secondary s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y committee.

Although

they a r e found in t h e a p p e n d i c e s , th e o t h e r a c t i v i t i e s were not
s e l e c t e d t o be p r e s e n t e d .
A b r i e f summary o f th e h i g h e s t te n and low es t t e n a c t u a l
a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a ti o n a l ad v is o r y commit­
tee follows:
H ig h es t Ten Actual A c t i v i t i e s
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

21:
33:
23:
6:
9:
13:
37:
11:
7:
22:

Reviewing Equipment and F a c i l i t i e s
S u gg es tin g Ways o f Program Improvement
S ugges ting Equipment Replacement
I d e n t i f y i n g Occupational Competencies
Reviewing Performance O b je c t iv e s
Employing Graduates
Recommending P o t e n t i a l Co-op Work S t a t i o n s
N o t ify in g Teachers o f Job Openings (For S t u d e n t s )
Developing Program Goal S ta tem en ts
Surveying I n d u s t r y f o r Equipment Uses

Three o f t h e h i g h e s t te n a c t i v i t i e s ( A c t i v i t i e s 7, 6 , and 9)
f e l l under t h e g e n e r a l - f u n c t i o n heading o f Course Content Advisement,
and t h r e e a c t i v i t i e s ( A c t i v i t i e s 21, 22, and 23} were under t h e
g e n e r a l - f u n c t i o n hea ding o f Equipment and F a c i l i t i e s .

Two o f t h e

h i g h e s t te n a c t u a l a c t i v i t i e s ( A c t i v i t i e s 11 and 13) came under t h e

73

g e n e r a l - f u n c t i o n heading o f S tu d e n t Placement.

One each o f t h e

h i g h e s t t e n a c t u a l a c t i v i t i e s came under th e g e n e r a l - f u n c t i o n headings
o f Program Review ( A c t i v i t y 33) and O btainin g Community Resources.
None o f t h e to p ten a c t u a l a c t i v i t i e s came under t h e g e n e r a l - f u n c t i o n
headings o f Occupational Surveys, Community P u b l i c R e l a t i o n s , o r
Program S t a f f i n g .
Lowest Ten Actual A c t i v i t i e s
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

27:
15:
28:
1:
20:
29:
24:
26:
16:
3:

Sugges ting Rec ruitm en t P o l i c i e s
Serving as a L ia is o n With M.E.S.C.
Recommending P o t e n t i a l Candidates
Using t h e Michigan Manpower Development Handbook
Developing Promotional M a t e r i a l s
Reviewing Teaching A p p l ic a n t s
C a l c u l a t i n g D e p r e c i a t i o n Allowances
Reviewing Teacher S e l e c t i o n C r i t e r i a
Speaking to Civic Groups
Using t h e Occupational Outlook Handbook

Of t h e lo w e s t t e n a c t u a l a c t i v i t i e s o f th e secondary s p e c i a l ­
ize d o c c u p a tio n a l a d v i s o r y committee, a l l o f t h e a c t i v i t i e s ( A c t i v i ­
t i e s 26, 27, 28, and 29) under t h e g e n e r a l - f u n c t i o n heading o f Program
S t a f f i n g were i d e n t i f i e d .

Two o f th e low es t ten a c t u a l a c t i v i t i e s

came under the g e n e r a l - f u n c t i o n heading o f Occupational Surveys
( A c t i v i t i e s 1 and 3) and Community P u b li c R e l a t i o n s ( A c t i v i t i e s 16 and
2 0).

One each o f t h e a c t i v i t i e s came under t h e g e n e r a l - f u n c t i o n

headings o f S tu d e n t Placement ( A c t i v i t y 15) and Equipment and F a c i l i ­
t i e s ( A c t i v i t y 24).

None o f t h e lo w e s t t e n a c t u a l a c t i v i t i e s came

under t h e g e n e r a l - f u n c t i o n headings o f Course Conten t Advisement,
Program Review, or Obtaining Community Resour ces.

74

Research Question 2
What a r e t h e d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­
i z e d o c c u p a ti o n a l a d v i s o r y committee i n Michigan as p e r ­
ce iv ed by secondary v o c a tio n a l t e a c h e r s , a r e a c e n t e r
p r i n c i p a l s , and lo c a l v o c a t i o n a l d i r e c t o r s ?
A b r i e f summary o f t h e h i g h e s t ten and lowes t ten d e s i r e d
a c t i v i t i e s o f t h e secondary s p e c i a l i z e d oc c u p a t io n a l a d v i s o r y commit­
t e e f o ll o w s :
Highest Ten Desired A c t i v i t i e s
Activity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

21:
23:
6:
11:
33:
37:
9:
13:
38:
22:

Reviewing Equipment and F a c i l i t i e s
S ugge sting Equipment Replacement
I d e n t i f y i n g Occupational Competencies
N o tif y i n g Teachers o f Job Openings (For S tu d e n ts )
S u gg es tin g Ways f o r Program Improvement
Recommending P o t e n t i a l Co-op Work S t a t i o n s
Reviewing Performance O b je c t iv e s
Employing Graduates
I d e n t i f y i n g Community Resources
Surveying I n d u s t r y f o r Equipment Uses

Of th e h i g h e s t ten d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­
ized o c c u p a t i o n a l ad v is o r y committee, t h r e e o f t h e a c t i v i t i e s ( A c t i v i ­
t i e s 21, 22, and 23) f e l l under th e g e n e r a l - f u n c t i o n heading o f
Equipment and F a c i l i t i e s .

Two each o f t h e h i g h e s t t e n d e s i r e d a c t i v i t i e s

were under t h e g e n e r a l - f u n c t i o n headings o f Course Content Advisement
( A c t i v i t i e s 6 and 9 ) , S t u d e n t Placement ( A c t i v i t i e s 11 and 1 3 ) , and
O b tain in g Community Resources ( A c t i v i t i e s 37 and 3 8 ) .

One o f th e

h i g h e s t te n d e s i r e d a c t i v i t i e s ( A c t i v i t y 13) came under t h e g e n e r a l f u n c t i o n heading o f Program Review.

None came under t h e g e n e r a l -

f u n c t i o n headings of Occupational S urveys, Community P u b lic R e l a t i o n s ,
o r Program S t a f f i n g .

75

Lowest Ten Des ired A c t i v i t i e s
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

27:
1:
28:
29:
26:
31:
24:
15:
32:

S ugge sting Recruitment P o l i c i e s
Using t h e Michigan Manpower Development Handbook
Recommending P o t e n t i a l Candidates
Reviewing Teaching A pp li c a n ts
Reviewing Teacher S e l e c t i n g C r i t e r i a
E v a lu a ti n g Teacher Performance
C a l c u l a t i n g D e p r e c i a t i o n Allowances
Serving as a L ia is o n With M.E.S.C,
Using t h e Annual S t a t e Department Review Ques­
tionnaire
A c t i v i t y 20: Developing Promotional M a t e r i a l s
Of th e lo w e s t t e n d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l ­
iz e d o c c u p a t io n a l a d v i s o r y c o n m i t t e e , a l l o f t h e a c t i v i t i e s ( A c t i v i ­
t i e s 26, 27, 28, and 29) under t h e g e n e r a l - f u n c t i o n heading o f Program
S t a f f i n g were i d e n t i f i e d .

Two o f t h e a c t i v i t i e s ( A c t i v i t i e s 31 and 32)

came under t h e g e n e r a l - f u n c t i o n heading o f Program Review.

One each

o f t h e lowest t e n d e s i r e d a c t i v i t i e s came under each o f t h e g e n e r a l f u n c t i o n headings o f Occupational Surveys ( A c t i v i t y 1 ) , S t u d e n t
Placement ( A c t i v i t y 1 5 ) , Community P u b l i c R e l a t i o n s ( A c t i v i t y 2 0),
and Equipment and F a c i l i t i e s ( A c t i v i t y 2 4 ) .

None o f th e lowest te n

d e s i r e d a c t i v i t i e s came under t h e g e n e r a l - f u n c t i o n headings o f Course
Content Advisement o r O btainin g Community Resources.
Research Question 3
What a r e t h e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f
v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d ­
ing th e a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
oc c u p a t io n a l a d v i s o r y committee in Michigan?
To p r e s e n t t h e r e l a t i o n s h i p s between t h e p e r c e i v e d views o f
v o c a t i o n a l t e a c h e r s and v o c a tio n a l a d m i n i s t r a t o r s r e g a r d i n g t h e a c t u a l
a c t i v i t i e s o f t h e secondary s p e c i a l i z e d oc c u p a tio n a l ad v is o r y committee
in Michigan, t h e r e s e a r c h e r p r e s e n t e d t h e h i g h e s t t e n and lowes t ten

76
a c t i v i t i e s s e l e c t e d by v o c a t i o n a l a d m i n i s t r a t o r s who s t r o n g l y agreed
w i th each a c t i v i t y .

Comparison s c o r e s were then p r e s e n t e d f o r voca­

t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s .

The h i g h e s t ten

a c t u a l a c t i v i t i e s i d e n t i f i e d by v o c a t i o n a l a d m i n i s t r a t o r s were:
H ighest Ten Actual A c t i v i t i e s
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

33:
21:
23:
6:
9:
11:
13:
14:
8:
37:

S u gges ting Ways f o r Program Improvement
Reviewing Equipment and F a c i l i t i e s
Suggesting Equipment Replacement
I d e n t i f y i n g Occupational Competencies
Reviewing Performance O b j e c t i v e s
N o t i f y i n g Teachers o f Job Openings (For S t u d e n t s )
Employing Graduates
Reviewing Follow-up S t u d i e s
Reviewing Topical O u t l i n e s
Recommending P o t e n t i a l Co-op Work S t a t i o n s

Of t h e h i g h e s t te n a c t u a l a c t i v i t i e s s e l e c t e d by v o c a ti o n a l
a d m i n i s t r a t o r s , seven o f th e same a c t i v i t i e s ( A c t i v i t i e s 33, 21, 23,
6 , 9, 13, and 37) were i n th e h i g h e s t ten a c t u a l a c t i v i t i e s f o r voca­
tional teachers.

Both v o c a t i o n a l t e a c h e r s and v o c a ti o n a l a d m in is ­

t r a t o r s s e l e c t e d t h e same h i g h e s t f i v e a c t u a l a c t i v i t i e s , i n d i c a t i n g
a high degree o f r e l a t i o n s h i p between v o c a t i o n a l t e a c h e r s and voca­
tional adm inistrators.
Lowest Ten Actual A c t i v i t i e s
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

24:
27:
31:
29:
28:
15:
26:
16:
20:
1:

C a l c u l a t i n g D e p r e c i a t i o n Allowances
S u gges ting Rec ruitmen t P o l i c i e s
E v a lu a ti n g Teacher Performance
Reviewing Teaching A p p li c a n ts
Recommending P o t e n t i a l Candidates
Ser ving as a L ia is o n With M.E.S.C.
Reviewing Teacher S e l e c t i o n C r i t e r i a
Speaking t o Civic Groups
Developing Promotional M a t e r i a l s
Using t h e Michigan Manpower Development Handbook

Of t h e low es t t e n a c t u a l a c t i v i t i e s s e l e c t e d by v o c a ti o n a l
a d m i n i s t r a t o r s , e i g h t a c t i v i t i e s ( A c t i v i t i e s 27, 29, 28, 15, 26, 16,

77

20, and 1) were s e l e c t e d by v o c a ti o n a l t e a c h e r s as th e low es t t e n
actual a c t i v i t i e s .

Again, a high r e l a t i o n s h i p was i n d i c a t e d among

v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d i n g t h e i r
p e r c e i v e d views o f th e a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y committee.
Research Question 4
What a r e t h e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f
v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d in g
t h e d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d occupa­
t i o n a l a d v i s o r y committee in Michigan?
To p r e s e n t th e r e l a t i o n s h i p s between t h e p e r c e iv e d views o f
v o c a tio n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d i n g th e
d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v is o r y
committee i n Michigan, t h e r e s e a r c h e r p r e s e n t e d th e h i g h e s t t e n and
lo w es t te n a c t i v i t i e s s e l e c t e d by v o c a tio n a l a d m i n i s t r a t o r s who
s t r o n g l y agree d w it h each a c t i v i t y .

Comparison s c o r e s were th en p r e ­

s e n te d f o r v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s .

The

h i g h e s t t e n d e s i r e d a c t i v i t i e s i d e n t i f i e d by v o c a ti o n a l a d m i n i s t r a ­
t o r s were:
H ig h es t Ten D esire d A c t i v i t i e s
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

21:
33:
6:
23:
9:
11:
13:
37:
38:
7:

Reviewing Equipment and F a c i l i t i e s
S u gg es tin g Ways f o r Program Improvement
I d e n t i f y i n g Occupational Competencies
S ugg es tin g Equipment Replacement
Reviewing Performance O b j e c t i v e s
N o ti f y in g Teachers o f Job Openings (For S t u d e n t s )
Employing Graduates
Recommending P o t e n t i a l Co-op Work S t a t i o n s
I d e n t i f y i n g Community Resources
Developing Program Goal S tatemen ts

Of t h e h i g h e s t te n d e s i r e d a c t i v i t i e s s e l e c t e d by v o c a tio n a l
a d m i n i s t r a t o r s , e i g h t a c t i v i t i e s ( A c t i v i t i e s 21, 33, 6 , 23, 11, 13,

78
37, and 38) were s e l e c t e d by v o c a tio n a l t e a c h e r s as t h e h i g h e s t te n
desired a c t i v i t i e s .

A high degree o f r e l a t i o n s h i p was shown between

v o c a t i o n a l t e a c h e r s and v o c a t i o n a l a d m i n i s t r a t o r s r e g a r d i n g t h e h i g h ­
e s t t e n d e s i r e d a c t i v i t i e s o f t h e se co nd ary s p e c i a l i z e d o c c u p a tio n a l
a d v i s o r y committee.
Lowest Ten Desired A c t i v i t i e s
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity
A ctivity

27:
26:
29:
28:
31:
24:
1:
15:
30:
20:

Sugges ting R ec ruitm en t P o l i c i e s
Reviewing Teacher S e l e c t i o n C r i t e r i a
Reviewing Teaching A p p lic a n ts
Recommending P o t e n t i a l Candidates
E v a lu a ti n g Teacher Performance
C a l c u l a t i n g D e p r e c i a t i o n Allowances
Using t h e Michigan Manpower Development Handbook
Serving as a L ia is o n With M.E.S.C.
E v a lu a ti n g S t u d e n t Performance
Developing Promotional M a te r i a l s

Of t h e lo w e s t ten d e s i r e d a c t i v i t i e s s e l e c t e d by v o c a ti o n a l
a d m i n i s t r a t o r s , a l l t h e a c t i v i t i e s ex c e p t one ( A c t i v i t y 30) were a l s o
s e l e c t e d by v o c a t i o n a l t e a c h e r s as th e low es t t e n d e s i r e d a c t i v i t i e s .
Of t h e h i g h e s t t e n a c t u a l a c t i v i t i e s , v o c a t i o n a l adm inis­
t r a t o r s and t e a c h e r s s e l e c t e d seven o f t h e same a c t i v i t i e s .

Of th e

lowest t e n a c t u a l a c t i v i t i e s , both a d m i n i s t r a t o r s and t e a c h e r s agreed
on e i g h t o f th e a c t i v i t i e s .

The same two groups had 80 p e r c e n t ( e i g h t

o f t e n ) agreement on th e h i g h e s t t e n d e s i r e d a c t i v i t i e s and 90 p e r c e n t
( n in e o f t e n ) agreement on t h e lo wes t t e n d e s i r e d a c t i v i t i e s .

This

consensus between v o c a t io n a l a d m i n i s t r a t o r s and v o c a t i o n a l t e a c h e r s
on t h e h i g h e s t te n and low es t t e n a c t u a l and d e s i r e d a c t i v i t i e s
r e v e a l e d t h e high r e l a t i o n s h i p o f agreement f o r t h e two p o p u l a t i o n s '
p e r c e i v e d views r e g a r d i n g th e secondary s p e c i a l i z e d o c c u p a ti o n a l
a d v i s o r y committee.

79

Conclusions
The data c o l l e c t e d in t h i s d e s c r i p t i v e r e s e a r c h s tudy p r o ­
vided t h e b a s i s f o r numerous comparisons o f t h e a c tu a l and d e s i r e d
a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a tio n a l a d v i s o r y commit­
t e e in Michigan as p e r c e i v e d by secondary v o c a t i o n a l t e a c h e r s , a r e a
c e n t e r p r i n c i p a l s , and l o c a l v o c a tio n a l d i r e c t o r s .

The f i n d i n g s

r e l a t e d t o t h e s p e c i f i c r e s e a r c h q u e s ti o n s r e v e a le d nine major conclusions.
1.

The s tu d y allowed t h e r e s e a r c h e r t o i d e n t i f y and rank the

a c t u a l a c t i v i t i e s o f th e se co ndary s p e c i a l i z e d o c c u p a tio n a l ad v is o r y
committee i n Michigan.

The h i g h e s t t e n a c t u a l a c t i v i t i e s can be

l o c a t e d on page 72, and t h e low es t t e n a c t u a l a c t i v i t i e s can be
l o c a t e d on page 73.

A composite l i s t o f a l l 40 a c t u a l a c t i v i t i e s f o r

a l l r e s p o n d e n t groups i s r e p o r t e d i n d i v i d u a l l y and c o l l e c t i v e l y in
Appendix F.
2.

The s tu d y allowed t h e r e s e a r c h e r t o i d e n t i f y and rank t h e

d e s i r e d a c t i v i t i e s o f th e secondary s p e c i a l i z e d o c c u p a ti o n a l a d v is o r y
committee in Michigan.

The h i g h e s t ten d e s i r e d a c t i v i t i e s can be

l o c a t e d on page 77, and t h e lo wes t t e n d e s i r e d a c t i v i t i e s can be
l o c a t e d on page 78.

A composite l i s t o f a l l 40 d e s i r e d a c t i v i t i e s

f o r a l l r esp o n d en t groups i s r e p o r t e d i n d i v i d u a l l y and c o l l e c t i v e l y
i n Appendix G.
3.

There was a high degree o f s i m i l a r i t y between t h e a c t u a l

and d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d o c c u p a tio n a l
a d v i s o r y committee in Michigan as p e r c e iv e d by th e composite p o p u l a ti o n

80
o f secondary v o c a t i o n a l t e a c h e r s , a r e a c e n t e r p r i n c i p a l s , and local
vocational d ir e c t o r s .
A.

In Table 4 . 1 3 , e i g h t o f th e same a c t i v i t i e s were s e l e c t e d by
both t e a c h e r s and a d m i n i s t r a t o r s i n t h e h i g h e s t te n a c t u a l
and d e s i r e d .

B.

In Table 4 . 1 3 , nine o f th e a c t i v i t i e s were s e l e c t e d by both
t e a c h e r s and a d m i n i s t r a t o r s in t h e lo w es t te n a c t u a l and
desired.
4.

There was a high degree o f s i m i l a r i t y between th e p e r c e iv e d

views o f v o c a t io n a l t e a c h e r s and a d m i n i s t r a t o r s r e g a r d i n g th e a c t u a l
and d e s i r e d a c t i v i t i e s o f th e secondary s p e c i a l i z e d o c c u p a t io n a l
a d v is o r y committee.
A.

Of th e h i g h e s t t e n a c t u a l a c t i v i t i e s , v o c a t i o n a l a d m in is ­
t r a t o r s and t e a c h e r s s e l e c t e d seven o f t h e same a c t i v i t i e s
(page 76).

B.

Of th e lowest te n a c t u a l a c t i v i t i e s , v o c a t i o n a l a d m i n i s t r a ­
t o r s and t e a c h e r s s e l e c t e d e i g h t o f t h e same a c t i v i t i e s
(page 76).

C.

Of th e h i g h e s t t e n d e s i r e d a c t i v i t i e s v o c a ti o n a l a d m i n i s t r a ­
t o r s and t e a c h e r s s e l e c t e d e i g h t o f t h e same a c t i v i t i e s
(page 7 7).

D.

Of th e low es t t e n d e s i r e d a c t i v i t i e s , v o c a ti o n a l a d m i n i s t r a ­
t o r s and t e a c h e r s s e l e c t e d nine o f t h e same a c t i v i t i e s (page
78).
5.

Based on t h e o p in io n s o f t h e combined p o p u l a t i o n , th e

r e s e a r c h e r concluded t h a t th e h i g h e s t te n p r i o r i t y a c t i v i t i e s t o be

81
performed by the secondary s p e c i a l i z e d o c c u p a ti o n a l a d v i s o r y commit­
t e e ( h i g h e s t te n d e s i r e d a c t i v i t i e s ) i n c lu d e d A c t i v i t i e s 21, 23, 6,
11, 33, 37, 9, 13, 38, and 22.
6.

Based on t h e o p i n io n s o f t h e combined p o p u l a t i o n , t h e

r e s e a r c h e r concluded t h a t th e lowest t e n p r i o r i t y a c t i v i t i e s to be
performed by the secondary s p e c i a l i z e d oc c u p a t io n a l a d v i s o r y commit­
t e e ( lo w e s t t e n d e s i r e d a c t i v i t i e s ) in c lu d e d A c t i v i t i e s 27, 1, 28,
29, 26, 31, 24, 15, 32, and 20.
Recommendations and I m p l i c a t i o n s
Based on th e r e s u l t s o f t h e s t u d y , th e r e s e a r c h e r made t h e
f o ll o w in g recommendations:
1.

U n i v e r s i t i e s with r e s p o n s i b i l i t i e s f o r v o c a t i o n a l -

personnel development should prov id e p r e s e r v i c e and i n s e r v i c e i n s t r u c ­
t i o n i n the e f f e c t i v e use o f t h e secondary s p e c i a l i z e d oc c u p a tio n a l
a d v is o r y committee, w it h s p e c i a l a t t e n t i o n given t o th e h i g h e s t
a c t i v i t i e s i d e n t i f i e d in t h i s s t u d y .
2.

The Michigan Department o f E d u c atio n , V o c a tio n a l- T e c h n ic a l

Education S e r v i c e , shou ld r e f e r to t h e c o n c l u s io n s o f t h i s s tu dy to
i d e n t i f y t h e most im p o r t a n t a c t i v i t i e s t o be performed by th e secondary
s p e c i a l i z e d o c c u p a t io n a l a d v i s o r y committee and encourage i n s e r v i c e
o p p o r t u n i t i e s f o r v o c a t i o n a l e d u c a t o r s on implementing t h e a c t i v i t i e s .
3.

F u r t h e r r e s e a r c h should be conducted t o determ in e how

secondary s p e c i a l i z e d oc c u p a tio n a l a d v i s o r y committee members view
t h e i r ro le s in the vocational-education d eliv ery process.

82
4.

The no nrespondents should be s t u d i e d t o determine why

th e y did not respond and i f t h e i r resp o n s es could have changed t h e
r e s u l t s of t h e s t u d y .
5.

F u r t h e r r e s e a r c h should be conducted t o de term in e i f

p r e s e r v i c e and i n s e r v i c e e d u c a ti o n i n c r e a s e t h e e f f e c t i v e n e s s o f t h e
secondary s p e c i a l i z e d oc c u p a ti o n a l a d v i s o r y committee.
6.

A study should be conducted t o determ ine i f v o c a tio n a l

programs f u n c t i o n b e t t e r with th e use o f t h e secondary s p e c i a l i z e d
o c c u p a tio n a l a d v i s o r y committee.
7.

The r e s e a r c h e r hopes t h a t t h e r e s u l t s o f t h i s s tu d y w i l l

be o f v alu e t o v o c a t i o n a l e d u c a t o r s and t h a t th e d ata p r e s e n t e d w i l l
he lp p r o v id e a b a s i s f o r t h e more e f f e c t i v e use o f se co nda ry s p e c i a l ­
i z e d o c c u p a tio n a l a d v i s o r y committees.

APPENDICES

83

APPENDIX A
SELECTED EXPERTS IN VOCATIONAL-TECHNICAL EDUCATION

84

85

Ms. G l o r ia Burdoin
Home Economics S p e c i a l i s t
Genesee I n t e r m e d i a t e School D i s t r i c t
Dr. John Doneth
Professor
F e r r i s S t a t e College
Dr. Richard Hawkins
C.E.P.D. V o c a tio n a l- T e c h n ic a l S p e c i a l i s t
G r a t i o t - I s a b e l l a I n te r m e d i a t e School D i s t r i c t
Mr. Richard Loomis
P rincipal
Genesee Area S k i l l Center
Dr. Alva Mallory
C.E.P.D. V o c a tio n a l- T e c h n ic a l S p e c i a l i s t
Genesee I n t e r m e d i a t e School D i s t r i c t
Mr. Ken Matousek
Trade & I n d u s t r y Co-Op C o o r d in a to r
Flu sh ing Community Schools
Dr. Marvin Oberlander
D i r e c t o r o f Vocational Education
Mt. P l e a s a n t P u b l i c Schools
Mr. John Olson
Shared-Time Vocational D i r e c t o r
Carman-Ainsworth & Grand Blanc
Mrs. F r a n c is Roberts
O f f ic e Co-Op C o o r d in a t o r
F lu shin g Community Schools
Mr. Harlon Rose
D i r e c t o r o f Vocational Education
Genesee I n t e r m e d i a t e School D i s t r i c t
Mr. Harold S c o v i l l e
D i r e c t o r of Vocational Education
C l i o P ublic Schools
Mrs. Karen Wells
S t e n o - C l e r i c a l Teacher
Flu sh ing Community Schools

APPENDIX B
LETTER TO SELECTED EXPERTS

86

87

Iftustjing (Eoimnunitti ^ct^oals
M. B. Me D o n a l d . Ed. D ., S u p e r i n t e n d e n t
522 N . M c K in le y R o a d
F l u s h i n g , M i c h i g a n 40 4 3 3 ■ 1399
(3 1 3 ) 6 5 9 -3 1 0 1
i m \ * U I « V : - / . V M M . H i r r [ l n r ,,r
|*rr*4M ini’l fc L.*lu>r H f t f t t u i n *

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Ih '.iru tim n

J A C K A M A S S H tC L M I h r r c t n r n l
I 'o t J i i o n a l & l a r r t r l- ld u c ^ t m n

April 8 , 1981

Dear
Thank you f o r a g r ee i ng t o f i l l out my q u e s t i o n n a i r e and t o hel p me
t o v a l i d a t e my i n s t r u m e n t . Ple as e f e el f r e e t o make any sugges­
t i o n s , changes, c o r r e c t i o n s , o r h e l p f u l h i n t s you f e el would improve
the qu esti onnair e.
A f t e r t h e i n s t r u me n t i s v a l i d a t e d , I w i l l be mail ing i t t o s e l e c t e d
secondary v o c a ti on a l t e a c h e r s , a rea c e n t e r p r i n c i p a l s , and l oc al
v oc a ti on a l d i r e c t o r s t o a s s e s s the a ctu al and d e s i r e d a c t i v i t i e s o f
t h e secondary s p e c i a l i z e d o ccupati onal a d v is or y committee as t hey
p e r c ei v e them. The r e t u r n e d q u e s t i o n n a i r e s w i l l provide me with
th e data t h a t I w i l l use t o w r i t e my d i s s e r t a t i o n .
I would a p p r e c i a t e r e c e i v i n g t h e q u e s t i o n n a i r e with your s ug ge st io n s
f o r improvement by April 22, 19B1. Your help i s a p p r e c i a t e d .
Sincerely,

Jack A. Mansfield
Vocational D i r e c t o r
JAM:lm
Enclosure

ft

APPENDIX C
QUESTIONNAIRE

88

89

T H E A C T U A L A N D D E S IR E D
FUNCTIONS O F T H E SECONDARY SPECIALIZED
O C C U P A T I O N A L ADVISO RY C O M M I T T E E
Q. NO.

Questionnaire
T h i s s t u d y o f t h e s e c o n d a r y s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y c o m m i t t e e Is b e i n g
d o n e to d e t e r m i n e t h e m a j o r f u n c t i o n s w h ic h a r e a n d s h o u l d b e p e r f o r m e d by t h e
s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y c o m m i t t e e . T h e r e s p o n s e s you m a k e will b e h e ld
c o m p le te ly con fidential.
T his q u e s tio n n a ire co n s ists of tw o se ctio n s:
S e c t i o n I is d e s i g n e d to d e t e r m i n e y o u r p e r c e p t i o n of t h e a c tu a l a n d d e s i r e d
f u n c t i o n s o r " r o l e e x p e c t a t i o n s " of t h e s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y
c o m m i t t e e at t h e s e c o n d a r y le v e l.
S e c t io n II is d e s i g n e d t o c o lle c t in f o r m a t i o n on y o u r e d u c a t i o n a l b a c k g r o u n d
a n d w ork e x p e rie n c e .

Section I
D ir e c tio n s - T h e s e c o n d a r y s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y c o m m i t t e e h a s b e e n
I d e n t i f i e d a s a g r o u p of i n d i v i d u a l s s e l e c t e d f r o m t h e c o m m u n i t y o r d i s t r i c t to
p r o v i d e a d v i c e r e g a r d i n g i n s t r u c t i o n a l p r o g r a m s in s p e c if ic t r a d e s , o c c u p a t i o n s , or
c l u s t e r s of o c c u p a t i o n s . T h i s s e c t i o n of t h e q u e s t i o n n a i r e c o n t a i n s d e s c r i p t i o n s of
fu n ctio n s o r " r o te e x p e c ta tio n s " th a t m ig h t b e p e rfo rm e d b y t h e sp ecialized
o c c u p a t i o n a l a d v i s o r y c o m m i t t e e . Y ou a r e a s k e d to i n d i c a t e t h e e x t e n t to w h ic h y ou
a g r e e o r d i s a g r e e t h a t t h e c o m m i t t e e d o e s a n d s h o u l d p e r f o r m e a c h f u n c tio n . P le a s e
w e i g h e a c h f u n c ti o n c a r e f u l l y a n d p l a c e t w o c h e c k s f y
} in t h e b o x e s at t h e r ig h t
of e a c h f u n c ti o n w h ic h b e s t a p p r o x i m a t e s y o u r o p in io n .
P r e f a c e e a c h f u n c ti o n w ith t h e p h r a s e , " T h e s p e c i a l i z e d o c c u p a t i o n a l a d v i s o r y
c o m m i t t e e a t t h e s e c o n d a r y level . .

90

Check o n e "S H O U L D B E ” a n d one
“ IS I N " b o x for e a c h f u n c ti o n .

A.

O ccu pation al S urveys

5. u s i n g c o m m u n i t y s u r v e y d a t a .
B.

C ourse C ontent A d v isem en t

6 . id e n tif y in g o c c u p a t i o n a l c o m p e t e n c i e s .
7. d e v e l o p i n g p r o g r a m g o a l s t a t e m e n t s .
B. r e v i e w i n g to p ic a l o u t l i n e s .
9. r e v ie w in g p e r f o r m a n c e o b j e c t i v e s .
C.

S tu d en t P lac em e n t

10. o r g a n i z i n g s t u d e n t / e m p l o y e r c o n f e r e n c e s .
11. n o tif y in g t e a c h e r s of Job o p e n i n g s . (1or
stu d e n ts)
12. w r i t i n g l e t t e r s o f r e c o m m e n d a t i o n for
stu d e n ts.
13. e m p l o y i n g g r a d u a t e s .
14. r e v ie w in g f o llo w -u p s t u d i e s .
15. s e r v i n g a s a lia s s o n w ith M . E . S . C .
D.

C o m m u n i t y P u b lic R e la tio n s

16. s p e a k i n g t o civic g r o u p s .
17. p r o v i d i n g i n p u t fo r p r o g r a m f u n d i n g
a c tiv i tie s .
18. p r o v id in g in p u t a t p u b lic h e a r i n g s .
19. p r o m o t i n g t h e p r o g r a m v i a t h e m e d i a .

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2. c o n s u l t i n g w ith t h e M ic h ig a n E m p l o y m e n t
S e c u r it y C o m m i s s i o n .
3. u s in g t h e O c c u p a t i o n a l O u tlo o k
H andbook.
4. c o n d u c t i n g a c o m m u n i t y n e e d s
assesm en t.

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" T h e sp e cia liz ed occupatio nal ad visory
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91

C heck on "S H O U L D B E ” an d one
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20. d e v e l o p i n g p r o m o tio n a l m a t e r i a l s .
E.

E q u i p m e n t a n d F a c ilitie s

2 1 . r e v i e w i n g e q u i p m e n t a n d f a c ilitie s.
2 2 . s u r v e y i n g i n d u s t r y for e q u i p m e n t u s e s .
23. s u g g e s t i n g e q u i p m e n t r e p l a c e m e n t .
24. c a l c u l a t i n g d e p r e c i a t i o n a l l o w a n c e s .
25. s o lic itin g e q u i p m e n t d o n a t i o n s .
F.

P r o g r a m S ta f fin g

2 6 . r e v ie w in g t e a c h e r s e le c tio n c r i t e r i a .
2 7 . s u g g e s t i n g r e c r u i t m e n t p o lic ie s .
26. r e c o m m e n d in g potential c a n d id a te s.
29. review in g te a c h in g a p p lica n ts.
G.

P r o g r a m R e v ie w

30. e v a l u a t i n g s t u d e n t p e r f o r m a n c e .
31. e v a l u a t i n g t e a c h e r p e r f o r m a n c e .
3 2 . u s i n g A n n u a l S t a t e D e p a r t m e n t R e v ie w
Q u estio n n aire .
3 3 . s u g g e s t i n g w a y s fo r p r o g r a m
im p ro v e m en t.
3 4 . c o m p a r i n g a c c o m p l i s h m e n t s w ith s t a t e d
o b je ctiv es.
35. m a k i n g p e r io d i c r e p o r t s t o a d m i n i s t r a t i o n .
H.

O b tain in g C o m m u n ity R esources

36. a r r a n g i n g field t r i p s .
37 . r e c o m m e n d i n g p o te n t i a l c o -o p w o rk
statio n s.
38. I d e n tify in g c o m m u n i t y r e s o u r c e s .
39. o b t a i n i n g p e r s o n n e l f o r c l a s s r o o m
p resen tatio n s.
40. o b t a i n i n g c o n s u l t a n t s f o r t e a c h e r s .

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92

Section II
D i r e c t i o n s - P l e a s e c o m p l e t e t h e f o llo w in g in f o r m a t i o n a b o u t y o u r s e lf . B e a s s u r e d
t h a t all in f o r m a ti o n y o u s u p p l y will b e k e p t c o n f id e n tia l a n d n o in d iv id u a l o r d istric t
will b e id e n t i f i e d in t h e r e p o r t of t h i s s t u d y .
1.

H o w m a n y y e a r s of e x p e r i e n c e d o y o u h a v e in y o u r p r e s e n t p o s it io n ?

2.

H o w m a n y y e a r s of t e a c h i n g e x p e r i e n c e d o y o u h a v e in s e c o n d a r y e d u c a t i o n ?

3.

H o w m a n y y e a r s of a d m i n i s t r a t i v e e x p e r i e n c e d o y o u h a v e in s e c o n d a r y e d u c a t i o n s ?

4. H o w m a n y y e a r s of c o l l e g e e d u c a t i o n d o y o u h a v e ? ( c h e c k o n e )
A.

None

B.

Less th a n a b a c h e lo r's d e g re e .

C.

B a c h e l o r ’s d e g r e e .

D.

M o r e t h a n a b a c h e l o r ’s d e g r e e b u t le s s t h a n a m a s t e r ’s d e g r e e

E.

M a s t e r ’s d e g r e e .

F.

M o r e t h a n a m a s t e r ’s d e g r e e b u t l e s s t h a n a d o c t o r a l d e g r e e .

G.

D o ctoral d e g r e e .

5. H o w m a n y y e a r s h a v e y o u p e r s o n a l l y w o r k e d w ith a d v i s o r y c o m m i t t e e s ?
6. H a v e you h a d f o rm a l t r a i n i n g p r e p a r i n g y o u to w o r k w ith a d v i s o r y c o m m i t t e e s ?

7. W o u l d y o u like a c o p y of t h e r e s u l t s of t h i s r e s e a r c h ?
_____________ y e s ____________no

T h a n k you for y o u r t i m e a n d c o o p e r a t i o n .
P l e a s e r e t u r n c o m p l e t e d Q u e s t i o n n a i r e to :

J a c k M ansfield
F l u s h i n g C o m m u n i t y S c h o o ls
5 2 2 N o rth M c K i n l e y R o a d
F l u s h i n g , M i c h i g a n 48 4 3 3

APPENDIX D
LETTER TO RESPONDENTS

93

94

JFLuBt|ln0 (CommunitB g> cljoolB
M. B. Mc D o n a l d , Ed. D., S u p e r i n t e n d e n t
527 N . M c K in le y R o a d
F l u s h i n g , M i c h i g a n <48433* 1399
(313) 659-3181
|I V H > s/ , 1 N S K l . l l i r n u . m l
I ' r i - i i n r . i l ft l . i t l m r f (r l «1 i* i n>

II C H A l l l . K * I I t ! ■t n
I n n in u n i!) K d u i^ 'm n

N liliM lhl.
Ill' ll in Im n

JA( K A M A W

in m lu n il

U r t u r r Ml

'.tw .aliuflil ft < j t h t K im ..’n.fi

May 5, 1981
Dear Vocational Educator:
I am a l o c al v o c ati onal d i r e c t o r f o r Flushing Community Schools and
a d o c t o r a l c a n d i d a t e a t Michigan S t a t e U n i v e r s i t y . I am doing a
r e s ea r ch p r o j e c t t o determine what " f r o n t l i n e " vocat ional e duc at or s
such as y o u r s e l f f e e l r eg ar di ng t h e a c t u al and d e s i r e d f u n c t i on s of
voc at iona l advi sor y committees a t t h e secondary l e v e l .
Hopef ul ly, wi th your i n p u t , we can g e t a handle on what local voca­
t i o n a l a d v is o ry committees a r e and should be doing. The i nf or mat ion
should be hel pf ul t o a l l o f us.
P le as e help me by t a ki ng about 15 minutes o f your time t o complete
t h e a t t a c he d q u e s t i o n n a i r e and to r e t u r n i t t o me i n the envelope
provi ded. I know t h a t i t i s l a t e in t he y e a r and t h a t you a r e very
busy, but I need your help t o make t h e data v a l i d .
Thank you f o r t a ki ng the time t o do t h i s .
very much!

I a p p r e c i a t e your help

Sincerely

Jack A. Mansfield
Vocational D i r e c t o r
P.S.

1K IK

I

I f you would l i k e a copy o f the survey r e s u l t s , pl e a s e note
t h i s when you r e t u r n your completed i n s tr u me n t.

Enclosure
JAM/jal

APPENDIX E
FOLLOW-UP LETTER TO NONRESPONDENTS

95

96

Jftustjing (Eommunitg S cfioala
M. B, M e D o n a l d . Ed. D ., S u p e r i n t e n d e n t
513 N . M c K in le y R o a d
F l u s h i n g . M i c h i g a n 484 3 3 • 1399
(313) 559-3181
t i n \ u .u » w . i s-iM inn ui.r.ii
I'p'rvinni i | |,.ilyirlUlj!i<in'

u n u m 1 - i r n n lutm nroi
I nrr.munit} ^OjinNi.n

H M M U M M J k U M . In rt'tlu ro l
Iri'iru c ln*n

J a i K A M x s s H h l . i ) Ji.t* .
V t - . ^ t i u n i l 4 i « r * v r K fttn ,»tn.n

Dear
Approximately t h r e e weeks ago I mailed you a q u e s t i o n n a i r e t o d e t e r ­
mine your p er c ep t io n s regar ding the a c t u al and d e s i r e d f u n c t i on s o f
t h e secondary s p e c i a l i z e d occupat ional advi sor y conmit tee.
Thus f a r , t h e number o f r e t u r n s o f t h i s s ta t ew id e study i s encourag­
ing and I a n t i c i p a t e t h a t the f i n a l r e t u r n r a t e w i l l be s u f f i c i e n t l y
high to assume v a l i d i t y o f the f i n d i n g s . As o f y e t , 1 have not
r eceived a q u e s t i o n n a i r e from you, which is v i t a l t o the completion
o f t h i s r e se a r c h .
For your convenience, I am e nc losi ng a f r e s h q u e s t i o n n a i r e with t h i s
l e t t e r . Pl ea se complete t h e q u e s t i o n n a i r e and r e t u r n i t i n the
ad d r e ss e d, stamped envelope p r i o r t o June 20, 1981. I f you have
al r e ad y completed and r e t ur n e d the q u e s t i o n n a i r e , thank you.
Your time and c ooper at ion a r e g r e a t l y a p p r e c i a t e d .
Sincerely,

Jack A. Mansfield
Vocational D i r e c t o r
JAM: lm
Enclosure

.r

APPENDIX F
ACTUAL SECONDARY SPECIALIZED OCCUPATIONAL ADVISORY
COMMITTEE ACTIVITIES

97

98
Table F . l . —The a c t u a l a c t i v i t i e s o f t h e secondary s p e c i a l i z e d occupa­
t i o n a l a d v i s o r y committee i n Michigan as p e r c e i v e d by
v o c a t i o n a l t e a c h e r s , a r ea c e n t e r p r i n c i p a l s , l o c a l voca­
t i o n a l d i r e c t o r s , and v o c a t i o n a l a d m i n i s t r a t o r s .
P r e fa c e each a c t i v i t y with t h e p h r a s e , "The s p e c i a l i z e d o c c u p a tio n a l
a d v i s o r y c o n m itt e e a t t h e secondary l e v e l i s i n t h e p r a c t i c e o f . .
Respondents

SA
A.

A

U

D

SD

NR

OCCUPATIONAL SURVEYS

A c t i v i t y 1: Using t h e Michigan Manpower Development Handbook
Vocational t e a c h e r s

f

1

%

2.8

30
12.1

117
47.7

50
20.2

14
5.7

29
11.7

Area c e n t e r p r i n c i p a l s

2
5.7

8
22.9

7
20.0

15
42.9

1
2.9

2
5.7

Local v o c a t io n a l d i r e c t o r s

4
4.4

18
20.0

15
16.7

34
37.8

11
12.2

8
8.9

Vocational a d m i n i s t r a t o r s

6
4.8

26
20.8

22
17.6

49
39.2

12
9.6

10
8.0

Combined

13
3.5

56
15.1

139
37.4

99
26.6

26
7.0

39
10.5

A c t i v i t y 2: C o n s u l tin g With the Michigan Employment S e c u r i t y Commission
15
6.1

55
22.3

80
32.4

51
20.6

18
7.3

28
11.3

4
11.4

14
40.0

4
11.4

12
34.3

0
0

1
2.9

Local v o c a tio n a l d i r e c t o r s

5
5.6

21
23. 3

10
11.1

37
41.1

8
8.9

9
10.0

Vocational a d m i n i s t r a t o r s

9
7.2

35
28.0

14
11.2

49
39.2

8
6. 4

10
8.0

Combined

24
6.5

90
24.2

94
25.3

100
26.9

26
7.0

38
10.2

Vocational t e a c h e r s
Area c e n t e r p r i n c i p a l s

99

Table F. 1 . — Continued.

Respondents

SA

A

U

D

SD

NR

27
10.9

A c t i v i t y 3: Using t h e Occupational Outlook Handbook
V oca tional t e a c h e r s

f

12
4. 9

65
26. 3

85
34.4

41
16.6

17
6.9

4
11.4

19
54.3

2
5.7

10
28.6

0
0

Local v o c a t io n a l d i r e c t o r s

6
6. 7

23
25.6

9
10.0

33
36.7

9
10.0

10
11.1

Vocational a d m i n i s t r a t o r s

10
8. 0

42
33.6

11
8.8

43
34.4

9
7.2

10
8.0

Combined

22
5.9

107
28. 8

96
25.8

84
22.6

26
7.0

37
9. 9

%

Area c e n t e r p r i n c i p a l s

0
0

A c t i v i t y 4: Conducting a Community Needs Assessment
Vocational t e a c h e r s

46
18.6

53
21.5

65
26.3

47
19.0

10
4.0

26
10.5

2
5.7

16
45.7

1
2.9

14
40. 0

0
0

2
5.7

Local v o c a t i o n a l d i r e c t o r s

9
10.0

18
20.0

16
1 7.8

29
32.2

9
10.0

9
10.0

Vocational a d m i n i s t r a t o r s

11
8.8

34
27.2

17
13.6

43
34.3

9
7.2

11
8.8

57
15.3

87
23.4

82
22.0

90
24.2

19
5.1

37
9.9

Area c e n t e r p r i n c i p a l s

Combined

A c t i v i t y 5: Using Community Survey Data
41
16.6

64
25.9

64
25.9

41
16.6

10
4.0

27
10.9

1
2.9

25
71.4

5
14.3

2
5.7

0
0

2
5. 7

Local v o c a t i o n a l d i r e c t o r s

13
14.4

32
35.6

12
13 .3

18
20.0

4
4.4

11
22.2

Vocational a d m i n i s t r a t o r s

14
11.2

57
45.6

17
13.6

20
16.0

4
3.2

13
10.4

Combined

55
14.8

121
32.5

81
21.8

61
16.4

14
3.8

40
10.8

Vocational t e a c h e r s
Area c e n t e r p r i n c i p a l s

100
Table F . l . — Continued.

Respondents

SA
B.

A

U

D

SD

NR

COURSE CONTENT ADVISEMENT

A c t i v i t y 6: I d e n t i f y i n g Occupational Competencies
Vocational t e a c h e r s

f

63
25.5

88
35.6

29
11.7

41
16.6

4
1.6

22
8.9

Area c e n t e r p r i n c i p a l s

17
48.6

14
40.0

1
2.9

1
2.9

2
5.7

0
0

Local v o c a t i o n a l d i r e c t o r s

21
23. 3

40
44.4

6
6.7

13
14.4

2
2. 2

8
8.9

Vocational a d m i n i s t r a t o r s

38
30.4

54
43.2

7
5.6

14
11.2

4
3.2

8
6. 4

Combined

101
27.2

142
38.2

36
9.7

55
14.8

8
2.2

30
8.1

%

A c t i v i t y 7: Developing Program Goal St at em en ts
Vocational t e a c h e r s

52
21.1

70
28.3

40
16.2

55
22.3

8
3.2

22
8.9

Area c e n t e r p r i n c i p a l s

9
25.7

13
37.1

3
8. 6

9
25.7

1
2.9

0
0

Local v o c a t i o n a l d i r e c t o r s

9
10.0

35
38.9

9
10.0

23
25.6

6
6. 7

8
8.9

Vocational a d m i n i s t r a t o r s

18
14.4

48
38.4

12
9.6

32
25.6

7
5.6

8
6,4

Combined

70
18.8

118
31.7

52
14.0

87
23.4

15
4.0

30
8.1

A c t i v i t y 8: Reviewing Topical O u tli n e s
Vocational t e a c h e r s

37
15.0

78
31.6

59
23.9

48
19.4

3
1.2

22
8.9

Area c e n t e r p r i n c i p a l s

12
34.3

15
42.9

4
11.4

3
8.6

0
0

1
2.9

Local v o c a t i o n a l d i r e c t o r s

12
13.3

40
44 .4

12
13.3

16
17 .8

2
2. 2

8
8.9

Vocational a d m i n i s t r a t o r s

24
19.2

55
44.0

16
12.8

19
15.2

2
1.6

9
7.2

Combined

61
16.4

133
35.8

75
20.2

67
18.0

5
1. 3

31
8. 3

101
Table F . l . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 9: Reviewing Performance O b j e c t i v e s
Vocational t e a c h e r s

f

60
24.3

93
37.7

32
13.0

Area c e n t e r p r i n c i p a l s

15
42.9

19
54.3

1
2. 9

Local v o c a t i o n a l d i r e c t o r s

22
24.4

40
44.4

8
8. 9

Vocational a d m i n i s t r a t o r s

37
29.6

59
47.2

Combined

97
26.1

152
40.9

%

C.

39
15.0

2
.8

21
8.5

0
0

0
0

9
10.0

3
3. 3

8
8.9

9
7.2

9
7.2

3
2. 4

8
6. 4

41
11.0

48
12.9

5
1. 3

29
7. 8

25
10.1

0
0

STUDENT PLACEMENT

A c t i v i t y 10: Organizing Student/Employer Conferences
Vocational t e a c h e r s

25
10.1

39
15.8

60
24.3

76
30.8

22
8.9

Area c e n t e r p r i n c i p a l s

5
14.3

9
25.7

3
8.6

16
45.7

2
5.7

Local v o c a t i o n a l d i r e c t o r s

3
3.3

27
30.0

12
13.3

31
34.4

8
8.9

9
10.0

Vocational a d m i n i s t r a t o r s

8
6.4

36
28.8

15
12.0

10
47
37.6 - 8.0

9
7.2

Combined

33
8.9

75
20.2

75
20.2

123
33.1

34
9.1

32
8.6

0
0

A c t i v i t y 11: N o t i f y i n g Te achers o f Job Openings (For S t u d e n t s )
Vocational t e a c h e r s

45
18.2

75
30.4

43
17.4

45
18.2

18
7.3

21
8.5

Area c e n t e r p r i n c i p a l s

13
37.1

16
45.7

1
2. 9

4
11.4

1
2.9

0
0

Local v o c a t i o n a l d i r e c t o r s

13
14.4

43
47.8

11
12.2

10
11.1

5
5.6

8
8.9

Vocational a d m i n i s t r a t o r s

26
20.8

59
47.2

12
9.6

14
11.2

6
4.8

8
6.4

Combined

71
19.1

134
36.0

55
14.8

59
15.9

24
6.5

29
7.8

102
Table F . l , — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 12: W riti ng L e t t e r s o f Recommendation f o r Students
Vocational t e a c h e r s

f

33
13.4

34
13.8

54
21.9

68
27.5

36
14.6

22
8. 9

4
11.4

3
8.6

5
14.3

18
41.4

5
14.3

0
0

Local v o c a tio n a l d i r e c t o r s

5
5.6

7
7.8

20
22.2

36
40.0

12
13.3

10
11.1

Vocational a d m i n i s t r a t o r s

9
7.2

10
8.0

25
20.0

54
43.2

17
13.6

10
8. 0

42
11.3

44
11.8

79
21.2

122
32.8

53
14.2

32
8. 6

%

Area c e n t e r p r i n c i p a l s

Combined

A c t i v i t y 13: Employing Graduates
Vocational t e a c h e r s

46
18.6

91
36.8

45
18.2

29
11.7

14
5.7

22
8.9

Area c e n t e r p r i n c i p a l s

14
40.0

19
54.3

1
2.9

1
2. 9

0
0

0
0

Local v o c a t io n a l d i r e c t o r s

12
13.3

52
57.8

7
7.8

6
6.7

2
2.2

11
12.2

Vocational a d m i n i s t r a t o r s

26
20.8

71
56.8

8
6.4

7
5. 6

2
1.6

11
8.8

Combined

72
19.4

162
43.5

53
14.2

36
9.7

16
4. 3

33
8. 9

A c t i v i t y 14: Reviewing Follow-up S t u d i e s
Vocational t e a c h e r s

30
12.1

77
31.8

66
26.7

40
16.2

13
5.3

21
8.5

Area c e n t e r p r i n c i p a l s

13
37.1

13
37.1

3
8.6

3
8.6

2
5.7

1
2.9

Local v o c a t i o n a l d i r e c t o r s

13
14.4

35
38.9

14
15.6

18
20.0

3
3.3

7
7.8

Vocational a d m i n i s t r a t o r s

26
20.8

48
38.4

17
13.6

21
16.8

5
4.0

8
6.4

Combined

56
15.1

125
33.6

83
22.3

61
16.4

18
4.8

29
7.8

103

Table F .l.- - C o n t in u e d .

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 15: Servin g as a L i a i s o n With M.E.S.C.
Vocational t e a c h e r s

f

6
2. 4

24
9.7

97
39.3

57
23.1

37
15.0

26
10.5

Area c e n t e r p r i n c i p a l s

1
2. 9

6
17.1

5
14.3

19
54.3

3
8.6

1
2.9

Local v o c a t io n a l d i r e c t o r s

2
2.2

8
8. 9

20
22.2

37
41.1

12
13.3

11
12.2

Vocational a d m i n i s t r a t o r s

3
2.4

14
11.2

25
20.0

56
44.8

15
12.0

12
9.6

Combined

9
2.4

38
10.2

122
32.8

113
30.4

52
14.0

38
10.2

%

D.

COMMUNITY PUBLIC RELATIONS

A c t i v i t y 16: Speaking t o C iv ic Groups
Vocational t e a c h e r s

13
5.3

38
15.4

87
35.2

62
25.1

20
8.1

27
10.9

Area c e n t e r p r i n c i p a l s

3
8.6

11
31.4

7
20.0

11
31.4

2
5.7

1
2.9

Local v o c a tio n a l d i r e c t o r s

2
2.2

27
30.0

18
20.0

29
32.2

5
5.6

9
10.0

Vocational a d m i n i s t r a t o r s

5
4.0

38
30.4

25
20.0

40
32.0

7
5.6

10
8.0

Combined

18
4.8

76
20.4

112
30.1

102
27.4

27
7.3

37
9.9

A c t i v i t y 17: Prov iding Inp ut f o r Program Funding A c t i v i t i e s
Vocational t e a c h e r s

26
10.5

73
29.6

59
23.9

52
21.1

11
4.5

26
10.5

Area c e n t e r p r i n c i p a l s

4
11.4

15
42.9

6
17.1

7
20.0

2
5.7

1
2. 9

Local v o c a t i o n a l d i r e c t o r s

5
5.6

37
41.1

14
15.6

20
22.2

5
5.6

9
10.0

Vocational a d m i n i s t r a t o r s

9
7.2

52
41.6

20
16.0

27
21.6

7
5.6

10
8.0

Combined

35
9. 4

125
33.6

79
21.2

79
21.2

18
4.8

36
9.7

104

Table F. 1 . — Continued.

Respondents

SA

A

U

D

SD

NR

27
10.9

A c t i v i t y 18: P roviding Input a t P u b li c Hearings
f

14
5.7

47
19.0

85
34.4

58
23.5

16
6.5

6
17.1

18
51.4

4
11.4

7
20.0

0
0

0
0

Local v o c a t i o n a l d i r e c t o r s

8
8.9

23
25.6

18
20.0

27
30.0

6
6.7

8
8.9

Vocational a d m i n i s t r a t o r s

14
11.2

41
32.8

22
17.6

34
27.2

6
4. 8

8
6.4

28
7.5

88
23.7

107
28.8

92
24.7

22
5.9

35
9.4

27
10.9

Vocational t e a c h e r s

%

Area c e n t e r p r i n c i p a l s

Combined

A c t i v i t y 19: Promoting th e Program Via t h e Media
20
8.1

46
18.6

73
29.6

58
23.5

23
9.3

5
14.3

15
42 .9

2
5.7

11
31.4

2
5.7

0
0

Local v o c a t i o n a l d i r e c t o r s

3
3. 3

26
28.9

18
20,0

29
32.2

6
6.7

8
8. 9

Vocational a d m i n i s t r a t o r s

8
6.4

41
32.8

20
16.0

40
32.0

8
6. 4

8
6.4

Combined

28
7. 5

87
23.4

93
25.0

98
26.3

31
8.3

35
9.4

Vocational t e a c h e r s
Area c e n t e r p r i n c i p a l s

A c t i v i t y 20: Developing Promotional M a te rial
Vocational t e a c h e r s

9
3.6

36
14.6

63
25.5

85
34.4

14
5.7

40
16.2

Area c e n t e r p r i n c i p a l s

3
8.6

14
40.0

2
5. 7

11
31.4

3
8. 6

2
5. 7

Local v o c a t i o n a l d i r e c t o r s

3
3.3

17
18.9

17
18.9

29
32.2

7
7.8

17
18.9

Vocational a d m i n i s t r a t o r s

6
4.8

31
24.8

19
15.2

40
32.0

10
8.0

19
15.2

Combined

15
4.0

67
18.0

82
22.0

125
33.6

24
6.5

59
15.9

105

Table F. 1 . — Continued.

Respondents

SA
E.

A

U

D

SD

NR

EQUIPMENT AND FACILITIES

A c t i v i t y 21: Reviewing Equipment and F a c i l i t i e s
Vocational t e a c h e r s

f

75
30.4

105
42.5

23
9.3

19
7.7

4
1.6

21
8.5

Area c e n t e r p r i n c i p a l s

25
71.4

10
28.6

0
0

0
0

0
0

0
0

Local v o c a t i o n a l d i r e c t o r s

30
33.3

41
45.6

6
6.7

4
4.4

3
3.3

6
6.7

Vocational a d m i n i s t r a t o r s

55
44.0

51
40 .8

6
4.8

4
3.2

3
2.4

6
4.8

Combined

130
34.9

156
41.9

29
7.8

23
6. 2

7
1.9

27
7. 3

%

A c t i v i t y 22: Surveying I n d u s t r y f o r Equipment Uses
Vocational t e a c h e r s

47
19.0

80
32.4

45
18.2

43
17.4

10
4.0

22
8.9

Area c e n t e r p r i n c i p a l s

13
37.1

13
37.0

5
14.3

3
8.6

0
0

1
2.9

Local v o c a t i o n a l d i r e c t o r s

7
7.8

50
55.6

12
13.3

12
13.3

3
3. 3

6
6.7

Voc atio na l a d m i n i s t r a t o r s

20
16.0

63
50.4

17
13.6

15
12.0

3
2.4

7
5.6

Combined

67
18.0

143
38.4

62
16.7

58
15.6

13
3. 5

29
7.8

A c t i v i t y 23: S ugges ting Equipment Replacement
Vocational t e a c h e r s

63
25.5

101
40.9

31
12.6

28
11.3

3
1.2

21
8.5

Area c e n t e r p r i n c i p a l s

20
57.1

14
40.0

1
2.9

0
0

0
0

0
0

Local v o c a t i o n a l d i r e c t o r s

24
26.7

50
55.6

3
3. 3

5
5.6

2
2. 2

6
6. 7

Vocational a d m i n i s t r a t o r s

44
35.2

64
51.2

4
3.2

5
4.0

2
1.6

6
4.8

Combined

107
2 8.8

165
44 .4

35
9.4

33
8.9

5
1. 3

27
7.3

106
Table F . l . — Continued.

SA

Respondents

A

U

D

SD

NR

26
10.5

A c t i v i t y 24: C a l c u l a t i n g D e p r e c i a t i o n Allowances
Vocational t e a c h e r s

f

15
6.1

16
6.5

83
33.6

73
29.6

34
13.8

1
2. 9

3
8. 6

8
22.9

20
57.1

3
8.6

0
0

Local v o c a t i o n a l d i r e c t o r s

0
0

12
13.3

21
23.3

34
37.8

15
16.7

8
8.9

Vocational a d m i n i s t r a t o r s

1
.8

15
12.0

29
23.2

54
43 .2

18
14.4

8
6.4

16
4. 3

31
8.3

112
30.1

127
34.1

52
14.0

34
9.1

oi
to

Area c e n t e r p r i n c i p a l s

Combined

A c t i v i t y 25: S o l i c i t i n g Equipment Donations
Vocational t e a c h e r s

18
7.3

46
18.6

65
26.3

68
27.5

25
10.1

25
10.1

Area c e n t e r p r i n c i p a l s

3
8.6

16
15.7

5
14.3

9
25.7

1
2.9

1
2.9

Local v o c a t i o n a l d i r e c t o r s

9
10.0

38
42.2

13
14.4

17
18.9

6
6.7

7
7.8

Vocational a d m i n i s t r a t o r s

12
9. 6

54
43.2

18
14.4

26
20.8

7
5.6

8
6.4

Combined

30
8.1

100
26.9

83
22.3

94
25.3

32
8.6

33
8.9

F.

PROGRAM STAFFING

A c t i v i t y 26: Reviewing Teacher S e l e c t i o n C r i t e r i a
Vocational t e a c h e r s
Area c e n t e r p r i n c i p a l s

12
4.9

31
12.6

60
24.3

75
30.4

42
17.0

27
10.9

5
14.3

6
17.1

5
14.3

15
42.9

3
8.6

1
2.9

Local v o c a t i o n a l d i r e c t o r s

0
0

6
6.7

20
22.2

30
33.3

26
28.9

8
8.9

Vocational a d m i n i s t r a t o r s

5
4.0

12
9.6

25
20.0

45
36.0

29
23.2

9
7.2

Combined

17
4.6

43
11.6

85
22 .8

120
32.3

71
19.1

36
9.6

107

Table F. 1 . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 27: S u gg es tin g Recruitment P o l i c i e s
Vocational t e a c h e r s

f

4
1.6

42
17.0

65
26.3

75
30.4

34
13.8

27
10.9

2
5.7

11
31.4

6
17.1

15
42.9

0
0

1
2.9

Local v o c a t i o n a l d i r e c t o r s

0
0

10
11.1

15
16.7

32
35.6

25
27.8

8
8.9

Vocational a d m i n i s t r a t o r s

2
1.6

21
16.8

21
16.8

47
37.6

25
20.0

9
7.2

Combined

6
1.6

63
16.9

86
23.1

122
32.8

59
15.9

36
9. 7

30
12.1

Of

Area c e n t e r p r i n c i p a l s

A c t i v i t y 28: Recommending P o t e n t i a l Candidates
Vocational t e a c h e r s

8
3.2

35
14.2

61
24.7

71
28.7

42
17.0

Area c e n t e r p r i n c i p a l s

2
5.7

16
45.7

7
20.0

9
25.7

1
2.9

0
0

Local v o c a ti o n a l d i r e c t o r s

1
1.1

20
22.2

11
12.2

27
30.0

24
26.7

7
7. 8

Vocational a d m i n i s t r a t o r s

3
2.4

36
28.8

18
14.4

36
28.8

25
20.0

7
5.6

Combined

11
3.0

71
19.1

79
21.2

107
28.8

67
18.0

37
9.9

A c t i v i t y 29: Reviewing Teaching A p p l ic a n t s
Voca tional t e a c h e r s

12
4.9

13
5.3

60
24.3

73
29.6

61
24.7

28
11.3

Area c e n t e r p r i n c i p a l s

3
8.6

2
5.7

2
5.7

18
51.4

8
22.9

2
5.7

Local v o c a t i o n a l d i r e c t o r s

0
0

3
3.3

13
14.4

29
32.2

36
40 .0

9
10.0

Vocational a d m i n i s t r a t o r s

3
2.4

5
4.0

15
12.0

47
37.6

44
35.2

11
8.8

Combined

15
4.0

18
4. 8

75
20.2

120
32.3

105
28.2

39
10,5

108

Table F . 1 .--C o n tin u e d .

SA

Respondents
G.

A

U

D

SD

NR

PROGRAM REVIEW

A c t i v i t y 30: E v a lu a ti n g Stu den t Performance
Vocational t e a c h e r s

27
10.9

38
15.4

54
21.9

60
24.3

34
18.2

23
9.3

4
11.4

9
25.7

3
8.6

15
42.9

4
11.4

0
0

Local v o c a tio n a l d i r e c t o r s

3
3.3

16
17.8

12
13.3

31
34.4

20
22.2

8
8.9

Vocational a d m i n i s t r a t o r s

7
5.6

25
20.0

15
12.0

46
36.8

24
19.2

8
6. 4

Combined

34
9.1

63
16.9

69
18.5

106
28.5

69
18.5

31
8.3

Area c e n t e r p r i n c i p a l s

f
%

A c t i v i t y 31: E va lu a ti ng Teacher Performance
Vocational t e a c h e r s

19
7. 7

37
15.0

58
23.5

57
23.1

53
21.5

23
9.3

Area c e n t e r p r i n c i p a l s

2
5.7

6
17.1

4
11.4

17
48.6

6
17.1

0
0

Local v o c a tio n a l d i r e c t o r s

1
1.1

4
4.4

12
13.3

35
38.9

30
33.3

8
8. 9

Vocational a d m i n i s t r a t o r s

3
2. 4

10
8. 0

16
12.8

52
41.6

35
28.8

8
6.4

Combined

22
5.9

47
12.6

74
19.9

109
29.3

89
23.9

31
8.3

A c t i v i t y 32: Using Annual S t a t e Department Review Q u e s tio n n a ir e
19
7.7

31
12.6

97
39.3

56
22.7

19
7.7

Area c e n t e r p r i n c i p a l s

7
20.0

15
42.9

5
14.3

4
11.4

4
11.4

0
0

Local v o c a t io n a l d i r e c t o r s

13
14.4

33
36.7

18
20.0

12
13.3

6
6.7

8
8.9

Vocational a d m i n i s t r a t o r s

20
16.0

48
38.4

23
18.4

16
12.8

10
8.0

8
6.4

Combined

39
10.5

79
21.2

120
32.3

72
19.4

29
7.8

33
8. 9

Vocational t e a c h e r s

25
10.1

109

Table F . 1 .--C o n tin u e d .

SA

Respondents

A

U

D

SO

NR

A c t i v i t y 33: S ugge sting Ways f o r Program Improvement
Vocational t e a c h e r s

65
26. 3

102
41.3

31
12.6

23
9.3

6
2.4

20
8.1

Area c e n t e r p r i n c i p a l s

23
65.7

12
34.3

0
0

0
0

0
0

0
0

Local v o c a t i o n a l d i r e c t o r s

35
38.9

38
42.2

4
4. 4

7
7.8

0
0

6
6.7

Vocational a d m i n i s t r a t o r s

58
46 .4

50
40 .0

4
3.2

7
5.6

0
0

6
4.8

Combined

123
33.1

152
40. 9

35
9.4

30
8.1

6
1.6

26
7.0

f
%

A c t i v i t y 34: Comparing Accomplishments With S t a t e d O b j e c t i v e s
Vocational t e a c h e r s

34
13 .8

87
35.2

56
22.7

31
12.6

18
7. 3

21
8.5

Area c e n t e r p r i n c i p a l s

9
25.7

18
51.4

2
5.7

4
11.4

1
2.9

1
2.9

Local v o c a tio n a l d i r e c t o r s

11
12.2

42
46.7

14
15.6

14
15.6

3
3.3

6
6.7

Vocational a d m i n i s t r a t o r s

20
16.0

60
48.0

16
12.8

18
14.4

4
3.2

7
5.6

Combined

54
14.5

147
39.5

72
19.4

49
13.2

22
5.9

28
7.5

A c t i v i t y 35: Making P e r i o d i c Reports t o A d m i n i s t r a t i o n
23
9.3

62
25.1

68
27.5

46
18.6

20
8.1

28
11.3

Area c e n t e r p r i n c i p a l s

7
20.0

12
34.3

5
14.3

9
25.7

0
0

2
5.7

Local v o c a t i o n a l d i r e c t o r s

9
10.0

28
31.1

15
16.7

18
20.0

12
13.3

8
8.9

Vocational a d m i n i s t r a t o r s

16
12.8

40
32.0

20
16.0

27
21.6

12
9.6

10
8. 0

Combined

39
10.5

102
27.4

88
23.7

73
19.6

32
8.6

38
10.2

Vocational t e a c h e r s

no
Table F . l . — Continued.

Respondents

SA
H.

A

U

D

SD

NR

OBTAINING COMMUNITY RESOURCES

A c t i v i t y 36: Arran ging F i e l d T r i p s
Vocational t e a c h e r s

29
11.7

45
18.2

46
18.6

71
28.7

32
13.0

24
9.7

Area c e n t e r p r i n c i p a l s

3
8.6

11
31.4

5
14.3

13
37.1

3
8.6

0
0

Local v o c a t i o n a l d i r e c t o r s

4
4.4

32
35.6

14
15.6

25
27 .8

8
8.9

7
7.8

Vocational a d m i n i s t r a t o r s

7
5.6

43
34.4

19
15.2

38
30.4

11
8.8

7
5.6

Combined

36
9.7

88
23.7

65
17.5

109
29.3

43
11.6

31
8.3

f
%

A c t i v i t y 37: Recommending P o t e n t i a l Co-op Work S t a t i o n s
Vocational t e a c h e r s

49
19.8

96
38.9

36
14.6

24
9.7

19
7.7

23
9.3

Area c e n t e r p r i n c i p a l s

8
22.9

21
60.0

1
2. 9

5
14.3

0
0

0
0

Local v o c a t i o n a l d i r e c t o r s

14
15.6

57
63.3

7
7.8

5
5.6

0
0

7
7.8

Voc atio na l a d m i n i s t r a t o r s

22
17.6

78
62 .4

8
6.4

10
8.0

0
0

7
5. 6

Combined

71
19.1

174
46.8

44
11.8

34
9.1

19
5.1

30
8.1

A c t i v i t y 38: I d e n t i f y i n g Community Resources
Vocational t e a c h e r s

40
16.2

91
36.8

42
17.0

39
15.8

12
4.9

23
9.3

Area c e n t e r p r i n c i p a l s

10
28.6

18
51.4

3
8.6

3
8.6

0
0

1
2.9

Local v o c a t i o n a l d i r e c t o r s

10
11.1

56
62.2

10
11.1

5
5.6

3
3.3

6
6.7

Vocational a d m i n i s t r a t o r s

20
16.0

74
59.2

13
10.4

8
6.4

3
2.4

7
5.6

Combined

60
16.1

165
44.4

55
14.8

47
12.6

15
4.0

30
8.1

m
Table F. 1 . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 39: O b tain in g Personnel f o r Classroom P r e s e n t a t i o n s
Vocational t e a c h e r s

f
%

25
10.1

33
13.4

72
29.1

47
19.0

46
18.6

24
9.7

Area c e n t e r p r i n c i p a l s

8
22.9

14
40. 0

7
20.0

5
14.3

0
0

1
2.9

Local v o c a t i o n a l d i r e c t o r s

10
11.1

43
47.8

14
15.6

11
12.2

6
6.7

6
6. 7

Vocational a d m i n i s t r a t o r s

18
14.4

57
45.6

21
16.8

16
12.8

6
4.8

7
5.6

Combi ned

51
13.7

129
34.7

68
18.3

62
16.7

30
8.1

32
8.6

25
10.1

A c t i v i t y 40: O b tain ing C o n s u l t a n t s f o r Teachers
21
8.5

67
27.1

61
24.7

51
20.6

22
8.9

4
11.4

20
57.1

5
14.3

6
17.1

0
0

0
0

Local v o c a t i o n a l d i r e c t o r s

6
6.7

32
35.6

25
27.8

16
17.8

5
5.6

6
6. 7

Vocational a d m i n i s t r a t o r s

10
8.0

52
41.6

30
24.0

22
17.6

5
4.0

6
4.8

Combi ned

31
8.3

119
32.0

91
24.5

73
19.6

27
7.3

31
8.3

Vocational t e a c h e r s
Area c e n t e r p r i n c i p a l s

APPENDIX G
DESIRED SECONDARY SPECIALIZED OCCUPATIONAL
ADVISORY COMMITTEE ACTIVITIES

112

113
Table G . I . —The d e s i r e d a c t i v i t i e s o f t h e secondary s p e c i a l i z e d occu­
p a t i o n a l ad v is o r y committee in Michigan as p e r c e iv e d by
v o c a ti o n a l t e a c h e r s , ar ea c e n t e r p r i n c i p a l s , l o c a l voca­
t i o n a l d i r e c t o r s , and v o c a ti o n a l a d m i n i s t r a t o r s .
Pr e fa c e each a c t i v i t y w ith t h e p h r a s e , "The s p e c i a l i z e d o c c u p a t io n a l
a d v i s o r y committee a t t h e secondary l e v e l should be in th e p r a c t i c e
of. .
Respondents

SA
A.

A

U

D

SD

NR

OCCUPATIONAL SURVEYS

A c t i v i t y 1: Using the Michigan Manpower Development Handbook
Vocational t e a c h e r s

23
9. 3

87
35.2

99
40.1

18
7.3

10
4.0

10
4.0

Area c e n t e r p r i n c i p a l s

2
5.7

20
57.1

6
17.1

4
11.4

0
0

3
8.6

Local v o c a tio n a l d i r e c t o r s

7
7.8

50
55.6

17
18.9

11
12.2

2
2.2

3
3.3

Vocational a d m i n i s t r a t o r s

9
7.2

70
56.0

23
18.4

15
12.0

2
1.6

6
4.8

Combined

32
8.6

157
42.2

122
32.8

33
8.9

12
3.2

16
4.3

f
%

A c t i v i t y 2: C o n s u lt in g With t h e Michigan Employment S e c u r i t y Commission
51
20.6

105
42.5

45
18.2

24
9.7

12
4.9

10
4.0

3
8. 6

15
42.9

8
22.9

6
17.1

0
0

3
8.6

Local v o c a t i o n a l d i r e c t o r s

13
14.4

43
47.8

12
13.3

17
18.9

2
2.2

3
3. 3

Vocational admi ni s t r a t o r s

16
12.8

58
46 .4

20
16.0

23
18.4

2
1.6

6
4.8

Combined

67
18.0

163
43.8

65
17.5

47
12.6

14
3.8

16
4.3

Vocational t e a c h e r s
Area c e n t e r p r i n c i p a l s

114

Table G . l . — Continued.

Respondents

SA

A

U

D

SO

NR

A c t i v i t y 3: Using th e Occupational Outlook Handbook
Vocational t e a c h e r s

49
19.8

109
44.1

50
20.2

20
8.1

6
2.4

13
5.3

Area c e n t e r p r i n c i p a l s

5
14.3

17
48.6

2
5.7

8
2 2.9

0
0

3
8.6

Local v o c a tio n a l d i r e c t o r s

12
13.3

46
51 .1

13
14.4

14
15.6

2
2.2

3
3.3

Vocational a d m i n i s t r a t o r s

17
13.6

63
50.4

15
12.0

22
17.6

2
1.6

6
4.8

Combi ned

66
17.7

172
46.2

65
17.5

42
11.3

8
2.2

19
5.1

f
%

A c t i v i t y 4: Conducting a Community Needs Assessment
Vocational t e a c h e r s

101
40.9

83
33.2

22
8.9

22
8.9

6
2.4

14
5.7

Area c e n t e r p r i n c i p a l s

8
22.9

12
34.3

4
11.4

9
25.7

0
0

2
5.7

Local v o c a t io n a l d i r e c t o r s

20
22.2

41
45.6

9
10.0

11
12.2

5
5.6

4
4.4

Vocational a d m i n i s t r a t o r s

28
22.4

53
42.4

13
10.4

20
16.0

5
4.0

6
4.8

Combined

129
34.7

135
36.3

35
9.4

42 '
11.3

11
3.0

20
5.4

A c t i v i t y 5: Using Community Survey Data
Vocational t e a c h e r s

85
34.4

98
39.7

29
11.7

17
6.9

4
1.6

14
5.7

Area c e n t e r p r i n c i p a l s

9
25.7

18
51.4

4
11.4

2
5. 7

0
0

2
5.7

Local v o c a tio n a l d i r e c t o r s

30
33.3

45
50.0

4
4.4

4
4.4

1
1.1

6
6.7

Vocational a d m i n i s t r a t o r s

39
31.2

63
50.4

8
6.4

6
4.8

1
.8

8
6.4

Combined

124
33.3

161
43.3

37
9.9

23
6.2

5
1.3

22
5.9

115

Table G .l.- -C o n tin u e d .

Respondents

SA
B.

A

U

D

SD

NR

COURSE CONTENT ADVISEMENT

A c t i v i t y 6: I d e n t i f y i n g Occupational Competencies
Vocational t e a c h e r s

119
48 .2

90
36.4

13
5.3

8
3.2

4
1.6

13
5.3

Area c e n t e r p r i n c i p a l s

22
62.9

6
17.1

2
5.7

2
5.7

0
0

3
8.6

Local v o c a tio n a l d i r e c t o r s

46
51.1

36
40.0

0
0

4
4.4

0
0

4
4.4

Vocational a d m i n i s t r a t o r s

68
54.4

42
33.6

2
1.6

6
4.8

0
0

7
5.6

Combined

187
50.3

132
35.3

15
4.0

14
3. 8

4
1.1

20
5.4

f
%

A c t i v i t y 7: Developing Program Goal Stat em en ts
Vocational t e a c h e r s

76
30.8

103
41.7

22
8. 9

26
10.4

8
3.2

12
4. 9

Area c e n t e r p r i n c i p a l s

12
34.3

10
28.6

4
11.4

6
17.1

0
0

3
8.6

Local v o c a t i o n a l d i r e c t o r s

29
32 .2

34
37.8

5
5.6

14
15.6

4
4.4

4
4. 4

Vocational a d m i n i s t r a t o r s

41
32.8

44
35.2

9
7.2

20
16.0

4
3.2

7
5.6

Combined

117
31.5

147
39.5

31
8.3

46
12.4

12
3.2

19
5.1

A c t i v i t y 8: Reviewing Topical O u t l i n e s
Vocational t e a c h e r s

63
25.5

94
38.1

42
17.0

28
11.3

5
2.0

15
6.1

Area c e n t e r p r i n c i p a l s

11
31.4

15
42.9

3
8.6

2
5.7

0
0

4
11.4

Local v o c a t i o n a l d i r e c t o r s

23
25.6

50
55.6

6
6.7

6
6.7

1
1.1

4
4.4

Vocational a d m i n i s t r a t o r s

34
27 .2

65
52.0

9
7.2

8
6.4

1
.8

8
6.4

Combined

97
26.1

159
42.7

51
13.7

36
9. 7

6
1.6

23
6.2

116
Table G. 1 . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 9: Reviewing Performance O b j e c t i v e s
Vocational t e a c h e r s

93
37.7

106
42.9

14
5.7

15
6.1

4
1.6

15
6.1

Area c e n t e r p r i n c i p a l s

17
48.6

15
42.9

0
0

0
0

0
0

3
8.6

Local v o c a t i o n a l d i r e c t o r s

42
46.7

36
40.0

6
6.7

1
1.1

1
1.1

4
4. 4

Vocational a d m i n i s t r a t o r s

59
47.2

51
40.8

6
4.8

1
.8

1
.8

7
5.6

Combined

152
40.9

157
42.2

20
5.4

16
4.3

5
1.3

22
5.9

f
%

C.

STUDENT PLACEMENT

A c t i v i t y 10: Or gan izing Studen t/Em ployer Conferences
Vocational t e a c h e r s

70
28.3

88
35.6

23
9.3

49
19.8

7
2.8

10
4.0

Area c e n t e r p r i n c i p a l s

6
17.1

10
28.6

5
14.3

9
25.7

2
5.7

3
8. 6

Local v o c a t i o n a l d i r e c t o r s

15
16.7

29
32.2

19
21.1

15
16.7

6
6.7

6
6.7

Vocational a d m i n i s t r a t o r s

21
6.8

39
31.2

24
19.2

24
19.2

8
6.4

9
7.2

91
24.5

127
34.1

47
12.6

73
19,6

15
4.0

19
5.1

Combined

A c t i v i t y 11: N o ti f y i n g Teachers o f Job Openings (For S t u d e n t s )
Vocational t e a c h e r s

124
50.2

85
34.4

13
5.3

9
3.6

4
1.6

12
4.9

Area c e n t e r p r i n c i p a l s

19
54.3

11
31.4

0
0

1
2.9

1
2.9

3
8.6

Local v o c a ti o n a l d i r e c t o r s

36
40.0

39
43 .3

5
5.6

4
4.4

1
1.1

5
5. 6

Vocational a d m i n i s t r a t o r s

55
44 .0

50
40 .0

5
4.0

5
4.0

2
1.6

8
6.4

Combined

179
48.1

135
36.3

18
4.8

14
3. 8

6
1.6

20
5.4

117

Table G .l . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 12: W riti ng L e t t e r s o f Recommendation f o r S tu d en ts
Vocational t e a c h e r s

50
20.2

56
22.7

52
21.1

52
21.1

23
9. 3

14
5.7

Area c e n t e r p r i n c i p a l s

4
11.4

7
20.0

3
8.6

14
40.0

4
11.4

3
8.6

Local v o c a t i o n a l d i r e c t o r s

16
17.8

12
13.3

17
18.9

32
35.6

9
10.0

4
4.4

Vocational a d m i n i s t r a t o r s

20
16.0

19
15.2

20
16.0

46
36.8

13
10.4

7
5.6

Combined

70
18.8

75
20.2

72
19.4

98
26.3

36
9. 7

21
5.6

f
%

A c t i v i t y 13: Employing Graduates
Vocational t e a c h e r s

96
38.9

99
40.1

23
9.3

7
2.8

9
3.6

13
5.3

Area c e n t e r p r i n c i p a l s

15
42.9

17
48.6

0
0

0
0

0
0

3
8.6

Local v o c a ti o n a l d i r e c t o r s

39
43 .3

35
38.9

8
8.9

3
3.3

0
0

5
5.6

Vocational a d m i n i s t r a t o r s

54
43.2

52
41.6

8
6.4

3
2.4

0
0

8
6.4

Combined

150
4 0.3

151
40.6

31
8.3

10
2.7

9
2.4

21
5.6

A c t i v i t y 14: Reviewing Follow-up S t u d ie s
Vocational t e a c h e r s

71
28.7

117
47 .4

33
13.4

10
4.0

2
.8

14
5.7

Area c e n t e r p r i n c i p a l s

14
40.0

17
48.6

0
0

0
0

0
0

4
11.4

Local v o c a ti o n a l d i r e c t o r s

25
27.8

49
54.4

5
5.6

5
5.6

1
1.1

5
5.6

Vocational a d m i n i s t r a t o r s

39
31.2

66
52.8

5
4.0

5
4.0

1
.8

9
7.2

Combined

110
29.6

183
49.2

38
10.2

15
4.0

3
.8

23
6.2

118

Table G.l . — Continued.

Respondents

SA

U

A

D

SD

NR

A c t i v i t y 15: Serving as a L i a is o n With M.E.,S.C.
Vocational t e a c h e r s

39
15.8

70
28.3

85
34.4

25
10.1

14
5.7

14
5.7

Area c e n t e r p r i n c i p a l s

3
8.6

6
17.1

11
31.4

13
37.1

0
0

2
5. 7

Local v o c a ti o n a l d i r e c t o r s

7
7.8

21
23.3

24
26.7

24
26.7

9
10.0

5
5.6

Vocational a d m i n i s t r a t o r s

10
8.0

27
21.6

35
28.0

37
29.6

9
7.2

7
5.6

49
13.2

97
26.1

120
32.3

62
16.7

23
6.2

21
5.6

f
%

Combi ned
D.

COMMUNITY PUBLIC RELATIONS

A c t i v i t y 16: Speaking to Civic Groups
Vocational t e a c h e r s

50
20.2

98
39.7

62
25.1

19
7.7

6
2.4

12
4.9

Area c e n t e r p r i n c i p a l s

7
20.0

13
37.1

7
20.0

6
17.1

0
0

2
5.7

Local v o c a t i o n a l d i r e c t o r s

15
16.7

43
4 7.8

20
22.2

7
7.8

1
1.1

4
4.4

Vocational a d m i n i s t r a t o r s

22
17.6

56
44.8

27
21.6

13
10.4

1
.8

6
4.8

Combined

72
19.4

154
41.4

89
23.9

32
8.6

7
1. 9

18
4.8

A c t i v i t y 17: Pro vid ing Inpu t f o r Program Funding A c t i v i t i e s
Vocational t e a c h e r s

70
28.3

108
43.7

45
18.2

11
4.5

2
.8

11
4.5

Area c e n t e r p r i n c i p a l s

7
20.0

17
48.6

5
14.3

3
8.6

1
2,9

2
5.7

Local v o c a t i o n a l d i r e c t o r s

19
21.1

50
55.6

7
7.8

7
7.8

3
3. 3

4
4.4

Vocational a d m i n i s t r a t o r s

26
20.8

67
53.6

12
9.6

10
8.0

4
3.2

6
4.8

Combined

96
25.8

175
47.0

57
15.3

21
5.6

6
1.6

17
4.6

119

Table G . l . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 18: P r ovid in g Inpu t a t P u b l ic Hearings
Vocational t e a c h e r s

f

45
18.2

128
51.8

52
21.1

8
3.2

4
1.6

10
4.0

Area c e n t e r p r i n c i p a l s

11
31.4

19
54 .3

1
2.9

1
2.9

0
0

3
8.6

Local v o c a tio n a l d i r e c t o r s

23
25.6

48
53.3

7
10.0

4
4.4

1
1.1

5
5.6

Vocational a d m i n i s t r a t o r s

34
27.2

67
53.6

10
8.0

5
4.0

1
.8

8
6.4

Combi ned

79
21.2

195
52.4

62
16.7

13
3.5

5
1.3

18
4.8

%

A c t i v i t y 19: Promoting th e Program v i a t h e Media
Vocational t e a c h e r s

90
36.4

107
43.3

25
10.1

5
2.0

10
4.0

10
4.0

Area c e n t e r p r i n c i p a l s

10
28.6

16
45.7

4
11.4

2
5. 7

0
0

3
8.6

Local v o c a t i o n a l d i r e c t o r s

22
24.4

49
54.4

9
10.0

4
4.4

1
1.1

5
5.6

Vocational a d m i n i s t r a t o r s

32
25.6

65
52.0

13
10.4

6
4.8

1
.8

8
6.4

Combined

122
32.8

172
46.2

38
10.2

11
3.0

11
3.0

18
4,8

A c t i v i t y 20: Developing Promotional M a t e r i a l s
Vocational t e a c h e r s

40
16.2

111
44.9

51
20.6

17
6. 9

6
2.4

22
8.9

Area c e n t e r p r i n c i p a l s

55
14.3

16
45.7

3
8.6

7
20.0

2
5.7

2
5.7

Local v o c a t i o n a l d i r e c t o r s

11
12.2

38
42 .2

13
14.4

15
16.7

2
2.2

11
12.2

Vocational a d m i n i s t r a t o r s

16
12.8

54
43.2

16
12.8

22
17.6

4
3.2

13
10.4

Combined

56
15.1

165
44.4

67
18.0

39
10.5

10
2.7

35
9.4

120
Table G .l . — Continued.

Respondents

SA
E.

A

U

D

SO

NR

EQUIPMENT AND FACILITIES

A c t i v i t y 21: Reviewing Equipment and F a c i l i t i e s
126
51.0

96
38.9

9
3.6

0
0

0
0

16
6. 5

Area c e n t e r p r i n c i p a l s

23
65.7

9
25.7

0
0

0
0

0
0

3
8. 6

Local v o c a t i o n a l d i r e c t o r s

57
63,3

28
31.1

1
1.1

0
0

0
0

4
4.4

Vocational a d m i n i s t r a t o r s

80
64.0

37
29.6

1
.8

0
0

0
0

7
5.6

Combined

206
55.4

133
35.8

10
2.7

0
0

0
0

23
6.2

Vocational t e a c h e r s

f
%

A c t i v i t y 22: Surveying I n d u s t r y f o r Equipment Uses
Vocational t e a c h e r s

100
40.5

95
38.5

27
10.9

7
2.8

4
1.6

14
5.7

Area c e n t e r p r i n c i p a l s

15
42.9

14
4.0

2
5.7

2
5.7

0
0

2
5.7

Local v o c a ti o n a l d i r e c t o r s

26
28.9

42
46.7

10
11.1

7
7.8

1
1.8

4
4.4

Vocational a d m i n i s t r a t o r s

41
32.8

56
44. 8

12
9. 6

9
7.2

1
.8

6
4.8

Combined

144
37.9

151
40.6

39
10.5

16
4.3

5
1.3

20
5.4

2
.8

0
0

14
5.7

A c t i v i t y 23: Sugges ting Equipment Replacement
Vocational t e a c h e r s

127
51.4

92
37.2

12
4. 9

Area c e n t e r p r i n c i p a l s

21
60.0

10
28.6

0
0

1
2.9

0
0

3
8.6

Local v o c a tio n a l d i r e c t o r s

42
46.7

39
43. 3

1
1.1

3
3.3

0
0

5
5.6

Vocational a d m i n i s t r a t o r s

63
50.4

49
39.2

1
.8

4
3.2

0
0

8
6. 4

Combined

190
51.1

141
37.9

13
3.5

6
1. 6

0
0

22
5.9

121
Table G. 1 . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 24: C a l c u l a t i n g D e p r e c i a t i o n Allowances
Vocational t e a c h e r s

39
15.8

45
18.2

83
33.6

51
20.6

16
6.5

13
5.3

Area c e n t e r p r i n c i p a l s

1
2.9

4
11.4

11
31.4

15
42.9

1
2.9

3
8.6

Local v o c a t i o n a l d i r e c t o r s

7
7.8

27
30.0

12
13.3

30
33.3

12
13.3

2
2.2

Vocational a d m i n i s t r a t o r s

8
6.4

31
24.8

23
18.4

45
36.0

13
10.4

5
4.0

47
12.6

76
20.4

106
28.5

96
25.8

29
7.8

18
4.8

f
%

Combined

A c t i v i t y 25: S o l i c i t i n g Equipment Donations
Vocational t e a c h e r s

79
32.0

83
33.6

42
17.0

15
6.1

14
5.7

14
5.7

Area c e n t e r p r i n c i p a l s

5
14.3

17
48.6

2
5.7

6
17.1

1
2.9

4
11.4

Local v o c a t i o n a l d i r e c t o r s

23
25.6

46
51.1

9
10.0

7
7.8

1
1.1

4
4.4

Vocational a d m i n i s t r a t o r s

28
22.4

63
50.4

11
8.8

13
10.4

2
1.6

8
6. 4

Combined

107
28.8

146
39.2

53
14.2

28
7.5

16
4.3

22
5.9

F.

PROGRAM STAFFING

A c t i v i t y 26: Reviewing Teacher S e l e c t i o n C r i t e r i a
Vocational t e a c h e r s

39
15.8

81
32.8

52
21.5

35
14.2

29
11.7

10
4.0

Area c e n t e r p r i n c i p a l s

4
11.4

10
28.6

7
20 .0

9
25.7

3
8. 6

2
5.7

Local v o c a t i o n a l d i r e c t o r s

1
1.1

30
33.3

15
16.7

25
27.8

17
18.9

2
2.2

Vocational a d m i n i s t r a t o r s

5
4. 0

40
32.0

22
17.6

34
27.2

20
16.0

4
3.2

44
11.8

121
32.5

75
20.2

69
18.5

49
13.2

14
3. 8

Combined

122
Table G . l . — Continued.

Respondents

SA

A

D

U

SO

NR

A c t i v i t y 27: S ugges tin g Recruitment P o l i c i e s
V o ca tiona l t e a c h e r s

29
11.7

103
41.7

54
21.9

31
12.6

19
7.7

11
4.5

1
2.9

13
37.1

9
25.7

10
28.6

0
0

2
5.7

Local v o c a t i o n a l d i r e c t o r s

0
0

26
28.9

17
18.9

30
33.3

15
16.7

2
2.2

Vocational a d m i n i s t r a t o r s

1
.8

39
31.2

26
20.8

40
32.0

15
12.0

4
3.2

30
8.1

142
38.2

80
21.5

71
19.1

34
9.1

15
4.0

Area c e n t e r p r i n c i p a l s

Combined

f
%

A c t i v i t y 28: IRecommending P o t e n t i a l Candidates
27
10.9

99
40.1

54
21.9

36
14.6

21
8.5

10
4.0

Area c e n t e r p r i n c i p a l s

2
5.7

21
60.0

4
11.4

4
11.4

1
2. 9

3
8.6

Local v o c a t i o n a l d i r e c t o r s

4
4.4

39
43.3

15
16.7

16
17.8

13
14.4

3
3.3

Vocational a d m i n i s t r a t o r s

6
4.8

60
48.0

19
15.2

20
16.0

14
11.2

6
4. 8

Combi ned

33
8.9

159
42.7

73
19.6

56
15.1

35
9.4

16
4.3

Vocational t e a c h e r s

A c t i v i t y 29 : Reviewing Teaching A p p lican ts
27
10.9

62
25.1

58
23.5

36
14.6

52
21.1

12
4.9

Area c e n t e r p r i n c i p a l s

3
8.6

2
5.7

5
14.3

13
37.1

9
25.7

3
8.6

Local v o c a t i o n a l d i r e c t o r s

3
3.3

12
13.3

14
15.6

29
32.2

30
33.3

2
2.2

Vocational a d m i n i s t r a t o r s

6
4.8

14
11.2

19
15.2

42
33.6

39
31.2

5
4.0

Combined

33
8. 9

76
20.4

77
20 .7

78
21.0

91
24.5

17
4.6

Vocational t e a c h e r s

123
Table 6 . 1 .--C o n tin u e d .

Respondents

SA
G.

A

U

D

SD

NR

PROGRAM REVIEW

A c t i v i t y 30: E v a lu a ti n g S t u d e n t Performance
Vocational t e a c h e r s

f

43
17.4

72
29.1

43
17.4

46
18.6

29
11.7

14
5.7

Area c e n t e r p r i n c i p a l s

7
20.0

13
37.1

1
2.9

6
17.1

5
14.3

3
8.6

Local v o c a t i o n a l d i r e c t o r s

9
10.0

24
26.7

13
14.4

26
28.9

16
17.8

2
2.2

Vocational a d m i n i s t r a t o r s

16
12.8

37
29.6

14
11.2

32
25.6

21
16.8

5
4. 0

Combined

59
15.9

109
29.3

57
15.3

78
21 .0

50
13.4

19
5.1

%

A c t i v i t y 31: E v a lu a ti n g Teacher Performance
36
14.6

57
23.1

49
19.8

45
18.2

47
19.0

13
5.3

Area c e n t e r p r i n c i p a l s

3
8.6

7
20.0

8
22.9

8
22.9

6
17.1

3
8.6

Local v o c a t i o n a l d i r e c t o r s

5
5.6

12
13.3

9
10.0

33
36.7

29
32.2

2
2.2

Vocational a d m i n i s t r a t o r s

8
6.4

19
15.2

17
13.6

41
32.8

35
28.0

5
4.0

44
11.8

76
20.4

66
17.7

86
23.1

82
22.0

18
4.8

Vocational t e a c h e r s

Combined

A c t i v i t y 32: Using Annual S t a t e Department Review Q u e s t i o n n a ir e
Vocational t e a c h e r s

26
10.5

61
24.7

102
41.3

28
11.3

12
4.9

18
7.3

Area c e n t e r p r i n c i p a l s

9
25.7

12
34.3

5
14.3

4
11.4

2
5.7

3
8.6

Local v o c a t i o n a l d i r e c t o r s

16
17.8

44
48.9

18
20.0

5
5. 6

3
3.3

4
4.4

Vocational a d m i n i s t r a t o r s

25
20.0

56
44.8

23
18.4

9
7.2

5
4.0

7
5.6

Combined

51
13.7

117
31.5

125
33.6

37
9.9

17
4.6

25
6.7

124

Table G . l . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 33: S ugg es tin g Ways f o r Program Improvement
Vocational t e a c h e r s

f

104
42.1

113
45.7

11
4.5

3
1.2

0
0

16
6.5

Area c e n t e r p r i n c i p a l s

23
65.7

9
25.7

0
0

0
0

0
0

3
8.6

Local v o c a t i o n a l d i r e c t o r s

50
55.6

33
36.7

2
2.2

1
1.1

0
0

4
4.4

Vocational a d m i n i s t r a t o r s

73
58.4

42
33.6

2
1.6

1
.8

0
0

7
5. 6

Combined

177
47 .6

155
41.7

13
3.5

4
1.1

0
0

23
6. 2

%

A c t i v i t y 34: Comparing Accomplishments With S t a t e d O b je c t iv e s
29
11.7

8
3.2

7
2. 8

17
6.9

0
0

0
0

0
0

4
11 .4

53
58.9

8
8. 9

4
4.4

2
2.2

4
4. 4

34
27.2

69
55.2

8
6.4

4
3.2

2
1.6

8
6.4

91
24.5

198
53.2

37
9.9

12
3.2

9
2. 4

25
6.7

Vocational t e a c h e r s

57
23.1

129
52.2

Area c e n t e r p r i n c i p a l s

15
42.9

16
45.7

Local v o c a t io n a l d i r e c t o r s

19
21.1

Vocational a d m i n i s t r a t o r s
Combined

A c t i v i t y 35: Making P e r i o d i c Reports t o A d m i n i s t r a t i o n
Vocational t e a c h e r s

44
17.8

89
36.0

64
25.9

19
7.7

15
6.1

16
6.5

Area c e n t e r p r i n c i p a l s

7
20.0

16
45.7

3
8.6

4
11.4

0
0

5
14.3

Local v o c a t i o n a l d i r e c t o r s

12
13.3

47
52.2

12
13.3

8
8.9

7
7.8

4
4.4

Vocational a d m i n i s t r a t o r s

19
15.2

63
50.4

15
12.0

12
9.6

7
5.6

9
7.2

Combi ned

63
16.9

152
40.9

79
21.2

31
9.3

22
5.9

25
6.7

125
Table G .l.- - C o n t in u e d .

Respondents

SA
H.

A

U

D

SD

NR

OBTAINING COMMUNITY RESOURCES

A c t i v i t y 36: Arranging F i e l d T r ip s
Vocational t e a c h e r s

f

68
27.5

100
40.5

30
12.1

23
9.3

12
4. 9

14
5.7

3
8.6

13
37,1

5
14.3

9
25.7

2
5.7

3
8.6

Local v o c a t i o n a l d i r e c t o r s

14
15.6

42
46.7

12
13.3

12
13.3

6
6 .7

4
4.4

Vocational a d m i n i s t r a t o r s

17
13.6

55
44.0

17
13.6

21
16.8

8
6.4

7
5.6

Combined

85
22.8

155
41.7

47
12.6

44
11.8

20
5.4

21
5.6

%

Area c e n t e r p r i n c i p a l s

A c t i v i t y 37: Recommending P o t e n t i a l Co-op Work S t a t i o n s
Vocational t e a c h e r s

113
45.7

106
42.9

6
2.4

2
.8

6
2.4

14
5.7

Area c e n t e r p r i n c i p a l s

11
31.4

18
51.4

1
2.9

2
5.7

0
0

3
8.6

Local v o c a t io n a l d i r e c t o r s

35
38.9

51
56.7

1
1.1

0
0

0
0

3
3.3

Vocational a d m i n i s t r a t o r s

46
36.8

69
55.2

2
1.6

2
1.6

0
0

6
4.8

Combi ned

159
42.7

175
47.0

8
2.2

4
1.1

6
1.6

20
5.4

A c t i v i t y 38: I d e n t i f y i n g Community Resources
Vocational t e a c h e r s

98
39.7

119
48.2

14
5.7

0
0

2
.8

14
5. 7

Area c e n t e r p r i n c i p a l s

12
34.3

18
51.4

0
0

1
2.9

0
0

4
11.4

Local v o c a ti o n a l d i r e c t o r s

32
35.6

51
56.7

3
3.3

0
0

0
0

4
4.4

Vocational a d m i n i s t r a t o r s

44
35.2

69
55.2

3
2.4

1
.8

0
0

8
6.4

Combi ned

142
38.2

188
50.5

17
4.6

1
.3

2
.5

22
5.9

126

Table G . l . — Continued.

Respondents

SA

A

U

D

SD

NR

A c t i v i t y 39: O btainin g Personnel f o r Classroom P r e s e n t a t i o n s
Vocational t e a c h e r s

81
32.8

118
4 7.8

22
8. 9

4
1. 6

10
4.0

12
4.9

Area c e n t e r p r i n c i p a l s

10
28.6

18
51.4

1
2.9

3
8.6

0
0

3
8. 6

Local v o c a t i o n a l d i r e c t o r s

31
34.4

38
42.2

8
8. 9

5
5.6

3
3.3

5
5.6

Vocational a d m i n i s t r a t o r s

41
32.8

56
44.8

9
7.2

8
6.4

3
2.4

8
6.4

Combined

122
32.8

174
46.8

31
8. 3

12
3.2

13
3.5

20
5.4

f
%

A c t i v i t y 40: Obtaining C o n s u l t a n t s f o r Teachers
Vocational t e a c h e r s

59
23.9

123
49.8

41
16.6

6
2.4

6
2.4

12
4.9

Area c e n t e r p r i n c i p a l s

8
22.9

17
48.6

3
8.6

4
11.4

0
0

3
8.6

Local v o c a t i o n a l d i r e c t o r s

19
21 .1

51
57.7

12
13.3

2
2.2

2
2.2

4
4.4

Vocational a d m i n i s t r a t o r s

27
21.6

68
54.4

15
12.0

6
4.8

2
1. 6

7
5.6

Combined

86
23.1

191
51.3

56
15.1

12
3. 2

8
2.2

19
5.1

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