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Content This dissertation has been 6 9 - 9 0 2 1
microfilmed exactly as received
GERSTEIN, Martin, 1929-
HOOVER, Donald Richard, 1931-
THE EVALUATION OF AN OCCUPATIONAL
INFORMATION DISSEMINATION SYSTEM FOR
USE IN SECONDARY SCHOOLS.
Both authors received degrees at
University of Southern California, Ed.D., 1969
Education, guidance and counseling
University Microfilms, Inc., Ann Arbor, Michigan
THE EVALUATION OF AN OCCUPATIONAL INFORMATION DISSEMINATION
SYSTEM FOR USE IN SECONDARY SCHOOLS
A Dissertation
Presented to
The Faculty of the School of Education
University of Southern California
In Partial Fulfillment
of the Requirements for the Degree
Doctor of Education
by
Martin Gerstein
Donald Richard Hoover
January 196 9
This dissertation, written under the direction
of the Chairman of the candidate's Guidance
Committee and approved by all members of the
Committee, has been presented to and accepted
by the Faculty of the School of Education in
partial fulfillment of the requirem ent for the
degree of /Doctor of Education.
Date,
7
Guidanf/zjCommtt^e
Chairman
Dean
TABLE OF CONTENTS
Chapter
I. PURPOSE AND SCOPE OF THE STUDY 1
Introduction to the Problem
Statement of the Problem
Background, of the Dissertation
Hypotheses
Definitions of Terms
Importance of the Investigation
Organization of the Remainder of the Dissertation
II. REVIEW OF THE LITERATURE....................... 19
Forward to the Literature
The Process of Vocational Development
Courses and Units in Career Planning,
Secondary and Higher Education Level
Multi-Media Approches to the Presentation of
Career Information
Research in the Decision-Making Process
Summary
III. DESIGN AND METHODOLOGY 61
Introduction
The Developmental Phase of the Study
The Demonstration Phase of the Study
Collection of the Data
IV. RESULTS AND FINDINGS 90
Introduction
Section A
Section B
V. SUMMARY, CONCLUSION, AND RECOMMENDATIONS 129
Summary
Hypotheses and Findings
Conclusions
Re c ommenda t i ons
ii
BIBLIOGRAPHY ......................................... 145
APPENDIXES
Appendix A Occupational Information Questionnaire for
Secondary Students of San Diego County
Student Sample-Percent of Total Responses. . 164
Appendix B 1966-67 Pilot Schools & Enrollments ....... 172
Appendix C VIEWscript Aperture Cards ................ 17 4
Appendix D Immediate Reaction and Evaluation
Questionnaires.............................. 182
Appendix E Career Information Center VIEW Utilization
Questionnaire ............................ 184
Appendix F Alphabetical Listing of Occupations ....... 187
Appendix G Student Use of Various VIEWscripts...........193
Appendix H Index by School Subject .................. 198
Appendix I Questions ............................... 205
Appendix J Twelfth Grade Career Guidance Unit . . . 212
Appendix K The Vocational Development Inventory......... 244
iii
LIST OF TABLES
Table Page
1. Test-Retest Reliability VIAT (Raw Score Data). ... 81
2. VIAT Test-Retest Reliability ..................... 82
3. VIAT Test-Retest Reliability (Male-Female) ........ 83
9. Group 1--High School A View and Course............. 8S
5. Group 2--High School B View.........................86
6. Group 3--High School C Course.......................87
7. Group 9--High School D Control ................... 88
8A. Utilization and Evaluation of "VIEWscript"
Aperture Cards October, 1966-February, 1967
Form I--Before.................................93
8B. Utilization and Evaluation of "VIEWscript"
Aperture Cards October, 1966-February, 1967
Form I--After...................................99
9A. Utilization and Evaluation of "VIEWscript"
Aperture Cards March, 1966-May, 1967
Form II--Before.................................98
9B. Utilization and Evaluation of "VIEWscript"
Aperture Cards March, 1967-May,1967
Form II--After................................ 100
10. Utilization of "VIEWscript" Aperture Cards
October, 1966-May, 1967........................ 103
11. Analysis of Difference of Reactions of
100 Students Using VIEW (Form II--Before and After). 107
12. Later Student Utilization of View Information. . . . 109
13. Hypothesis I Analysis of Covariance Table For
Vocational Development Inventory Treatment Group I
(View' & Unit) vs. Treatment Group 9 (Control). . . . 116
iv
14. Hypothesis 2 Analysis of Covariance Table For
Vocational Development Inventory Treatment Group 1
(View & Unit) vs. Treatment Group 3 (Unit)......... 118
15. Hypothesis 3 Analysis of Covariance Table For
Vocational Development Inventory Treatment Group 2
(View) vs. Treatment Group 4 (Control)............. 120
16. Hypothesis 4 Analysis of Covariance Table For
Vocational Development Inventory Treatment Group 2
(view) vs. Treatment Group 3 (Unit).................121
17. Hypothesis 5 Analysis of Covariance Table For
Vocational Information Achievement Test Treatment
Group 1 (View & Unit) vs. Treatment Group 4
(Control)..........................................122
18. Hypothesis 6 Analysis of Covariance Table For
Vocational Information Achievement Test
Treatment Group 1 (View & Unit) vs. Treatment
Group 3 (Unit)....................................124
19. Hypothesis 7 Analysis of Covariance Table For
Vocational Information Achievement Test
Treatment Group 2 (View) vs. Treatment Group 4
(Control)......................................... 126
20. Hypothesis 8 Analysis of Covariance Table For
Vocational Information Achievement Test
Treatment Group 2 (View) vs. Treatment Group 3
(Unit)............................................128
v
CHAPTER I
PURPOSE AND SCOPE OF THE STUDY
Introduction to the Problem
Organized vocational guidance services can be traced to
the beginning of the twentieth century with the opening of the
Vocation Bureau of Boston, with Frank Parsons as Director and
Vocational Counselor.
Parsons presented his sole report to the Executive
Committee of the Vocation Bureau on May 1, 1908, shortly before
his death. In the report, he described the guidance procedures
used with more than eighty young men and women who had come for
consultation. He ended his report with a prophetic plea that
vocational guidance:
should become a part of the public school system in
every community, with experts trained as carefully
in the art of vocational guidance as men are trained,
today for medicine or the law, and supplied with every
facility that science can devise for testing and senses
and capacities and the whole physical, intellectual,
and emotional makeup of the child. (I1 !: 4-9)
Vocational counselors have worked within the guidance
structure developed by Parsons (142) in his book Choosing a
Vocation, which was published posthumously in 1909. Parsons
identified three factors in the selection of a vocation. These
were:
1. A clear understanding of the self;
2. A knowledge of requirements and conditions of
different lines of work; and
3. True reasoning on the relationship between
these two groups of facts.
These three factors were reiterated for almost a half
century by other writers in the field, by counselor educators and
by vocational counselors. Parsons' factors are referred to by
Barry and Wolf (7) as the methodological theory of vocational
choice. Further, they have formed the theoretical basis for the
development and practice of vocational counseling in public school
systems throughout the nation. Counseling carried on within this
framework came to be considered as primarily a process of measur
ing traits of an individual and matching them against job require
ments. Decision making was a cognitive process. The function of
counseling was to impart information to the individual concern
ing his traits and the types of work which would be appropriate
for him on the basis of these traits. A further counseling func
tion was to provide labor market information about jobs for which
the counselee seemed qualified.
It was not until Ginzberg (37) in 1951 proclaimed that
there was no formal theory of vocational choice that vocational
counselors and vocational psychologists gave very much attention
to the problem of explaining how and why individuals select the
occupations rhey do. In the period following and to the present,
numerous new theories of vocational choice have been formulated.
3
Crites (36) has classified these theories broadly as non-
psychological, psychological and general. The psychological and
the general theories of vocational choice focus more on the
individual as the crucial variable and tend, to de-emphasize the
importance of labor market information and occupational information
in the process of vocational counseling. Each of the psychological
theories proposes that the most significant factor in the making
of a vocational choice is a motivational or process variable.
General theories likewise do not emphasize information as an
important factor in vocational guidance.
A recent study conducted by the California State Depart
ment of Education (2M-) on counselor education in California con
cluded that there is limited emphasis on courses designed to
teach prospective counselors about the nature and. content of
occupational information. All institutions surveyed in this study
offered at least one course in vocational choice theory to meet
the California Standard. Designated Services credential require-
ment~for training in "career and educational planning." However,
an examination of the course content indicated that the psycho
logical theories, particularly those which may be described as
psychodynamic (psychoanalytic, need and self theories) formed, the
basis for most of the instruction. Little emphasis on the use of
occupational or labor market information was found, and
information laboratories at the training institutions were deter
mined to be poorly equipped.
Notwithstanding these findings in the area of counselor
training, publishers of occupational and labor market information,
both public and commercial, have continued to produce material
in enormous volume. They contend that current vocational infor
mation is important. This contention is underscored by the wave
of technological, social and economic changes in American society
during the last twenty years. Federal, state and local government
agencies are issuing an increasing number of publications for
educators and students about developments and trends which have
implication for career decisions.
DuBato indicates, however, that there is:
a mounting array of evidence that much of this basic
information remains "on the counselor's bookshelf" and
is not being utilized by the school counselor in the
counseling and vocational guidance of students, or by
regional occupational educators in program planning
and implementation. (47:1)
DuBato also reports that Robert Hoppock of New York University
decries the lack of attention currently being given to the
dissemination of occupational information in the schools. Hoppock,
in an address to the Virginia Education Association, said:
The visible results of giving educational and occupational
information to students are not always impressive, but we
do have some evidence from carefully controlled experi
ments that high school courses in occupations improve
performance both in college and in employment. It seems
obvious that a student cannot choose a college or a career
that he has never heard of. (49:2)
Research workers are now beginning to study the state of
the art in communicating occupational information to youth. When
career development is placed into a learning theory network it
5
becomes clear that the problem is not whether information is im
portant in vocational counseling but rather how information should
be presented, end in what form it should be presented to provide
the kind, of stimulus that will permit an increase in the motiva
tional levels of students and. create conditions for the learning
of behaviors important to career planning and choice.
Martin's staff studied noncollege bound students in
secondary school vocational guidance programs. They found that
these students are:
exposed mainly to "career days," occasional brochures, and
traditional job descriptions. Occupational information, as
it is usually presented, has become primarily limited to
the printed page with the occasional use of films or film
strips. Guidance materials in existence today lack sensi
tivity to the problems of noncollege youth, and, generally,
have been developed, as an aid. to the guidance counselor
or teacher rather than oriented toward the individual
student. Rarely has guidance considered the design of
occupational information as part of a total instructional
system concerned with the developmental aspects of career
guidance objectives. (123:1)
Statement of the Problem
The basic assumption underlying this study was that the
availability of appropriate occupational information is a neces
sary component of vocational counseling. A further assumption
was that changes in content, form, reading level and quality of
occupational information would, result in material more suitable
for use by counselors and students in vocational decision making
during the decades ahead. A third assumption was that inservice
training of counselors would result in appropriate utilization of
the vocational information system developed as a part of the study.
The purposes of the investigation were:
1. to evaluate a model career information system designed
to collect and convert, and translate when necessary,
up-to-date career and labor market information; and
labor market information; and
2. to determine whether change occurs in student knowledge
of the labor market and in student vocational maturity
as a result of systematic exposure to validated
materials disseminated as one product of a model
career information system.
Background of the Dissertation
The idea to establish a regional career information center
originated with the San Diego County Coordinating Council for
Vocational Education during the 1965-1966 school year. The Council,
made up of representatives from large unified and high school
districts, junior colleges, a state college, the office of the
San Diego County Superintendent of Schools and the California
State Department of Employment, agreed that: (1) the training of
school counselors in the area of career planning was inadequate,
(2) many school counselors were not able to keep up-to-date on
occupational information, and (3) much of the occupation data
being used in the schools were too technical for students to
comprehend. Council members further agreed that the office of
the San Diego County Superintendent of Schools should explore
the feasibility of establishing a model career information system.
7
During the spring of 1965 a grant-in-aid under the
Vocational Education Act of 1963 was received to finance a needs
study conducted by the authors to determine the type of career
information desired by students and counselors. Extensive use was
made of student reactor panels, advisory committees, question
naires and outside consultants.
As a result of the needs assessment, the authors designed
and developed a model system to collect, abstract, synthesize,
produce, store, and disseminate career information based on those
specifications which the student consumers had identified by means
of a questionnaire (Appendix A) .
It was hoped that the model system used during this, the
developmental phase of the study, would, overcome some of the
traditional criticisms of occupational literature. The specific
criticisms focused, upon were:
1. Occupational information lacks authenticity and
realism;
2. Occupational information is not current and. it is
not specific to the local labor market;
3. The filing and. retrieval of occupational information
is difficult; and
9 - . The style and format for presenting occupational
information is poor.
The findings of DuBato (97), Hopke (7 9), Hoyt (90),
Martin (123) , and many others substantiate these related, weakness
es .
Design of the format for presenting occupational informa
tion was the first step in developing the model career information
system. The vehicle selected to store and disseminate occupational
information was the microfilm aperture card. It was chosen because
it is inexpensive, it can be easily updated and filed, and it can
be utilized directly by students and counselors at a school site.
In addition, it was possible to key punch into the card
parameters pertinent to the specific occupation, including such
factors as minimum aptitude levels, sex restrictions, minimum
educational level, special licensing required, and local training
opportunities. Thus it became possible to sort and prepare a
listing of occupations for a particular student.
The main body of information for each occupation was
prepared in a standardized occupational brief format suitable for
conversion into microfilm form. Each brief in its unconverted
form consisted, of four 8% x 11 inch pages. A standardized head
ing was also ohosen--the acronym VIEW (Vocational Information for
Education and Work). Each brief was referred to as a VIEWscript.
Each occupational brief was put into a microfilm aperture card, by
use of a processor camera.
Sources of information used in preparing VIEWscripts
included publications from regional and state offices of the
California Departments of Employment and Education, the U. S.
Bureau of Labor Statistics, commercial publishers, and employers.
From these sources pertinent occupational data were collected,
abstracted and. synthesized.
9
The order of presentation of the information differed
from conventional practice. Each VIEWscript v;as introduced with
a brief statement about the nature of the job and was accompanied
by photographs of local workers on this job. Then followed, a
thorough look at minimum entry employment requirements which
aspirants must meet. These included such items as physical health,
verbal ability, and character. Also included was a description of
the occupation, its advantages and disadvantages, training requir
ed and salary. The order of presentation was based on the notion
that frequently when a student looks at occupational information
material, he does not psychologically get beyond the glamour or
descriptive data to look at those items which may, finally, be
more important in determining whether or not he can enter an
occupational field.
Local information found, in the VIEWscript included a
listing of local training institutions, and a listing of community
resource people willing to discuss their occupations with students.
Following the design of the system, a year was devoted,
to the preparation of VIEWscripts on fifty-five occupations. The
system was piloted, in six schools and, based upon highly favor
able reaction by students, counselors and administrators to the
VIEWscripts in contrast to other occupational literature a
decision was made to continue developmental activities of the
career information system. The number of occupations was increased
to two hundred and the final evaluation of the developmental phase
of the study was initiated.
10
The evaluation was conducted by the authors in San Diego
County during the school year 1966-67. It included evaluation
of the content and utilization of the VIEW cards and VIEWscripts
by students. The evaluation, which was conducted throughout the
final year of the developmental phase of the study, included a
study of the effect of the use of VIEW materials in a regular
twelfth grade guidance program and. in a special twelfth grade
unit in career planning which was conducted during the demonstra
tion phase of the study in Stanislaus County during the period
August, 1967 to December, 1967. A measure of change in student
vocational knowledge and student vocational maturity was obtained
following exposure to VIEW materials. This portion of the
evaluation marked, the conclusion of the demonstration phase of the
study.
Hypotheses
The hypotheses which were tested in evaluating the content
of the VIEW aperture cards during the developmental phase of the
study are stated in research form as follows:
1. There will be a significant difference in student
perception of the helpfulness of occupational infor
mation contained, in the VIEW system as opposed to the
helpfulness of occupational information in general,
in favor of the former.
2. There will be a significant difference in student
perception of the understandability of occupational
information contained in the VIEW system as opposed
to occupational information in general, in favor of
the former.
3. There will be a significant difference in student
perception of the realism of occupational information
contained in the VIEW system as opposed to occupa
tional information in general, in favor of the former
M - . There will be a significant difference in student
perception of the interest value of occupational
information contained in the VIEW system as opposed
to occupational information in general, in favor of
the former.
5. There will be a significant difference in student
perception of the completeness of occupational infor
mation contained in the VIEW system as opposed to
occupational information in general, in favor of the
. former.
6. There will be a significant difference in student
perception of the recency of occupational information
contained in the VIEW system as opposed to occupation
al information in general, in favor of the former.
The hypotheses to be tested in evaluating the change in
student knowledge of occupations and. student vocational maturity
resulting from exposure to the following conditions are stated
below: (1) The VIEW system of occupational information in a
regular High School guidance program, (2) The VIEW system of
occupational information in a formal classroom unit in career
planning taught by a counselor, (3) A formal classroom unit in
career planning taught by a counselor, and (4) A regular high
school guidance program. Regular testing of these hypotheses
was completed during the demonstration phase of the program.
1. There will be a significant difference between the
final mean scores on a measure of vocational maturity
for a student group using VIEW materials in a formal
classroom unit in career planning and for a student
group using traditional occupational information in a
regular high school guidance program, in favor of the
former.
2. There will be a significant difference between the
final mean scores on a measure of vocational maturity
for a student group using VIEW materials in a formal
classroom unit in career planning and for a student
group using traditional occupational information in a
formal classroom unit in career planning, in favor
of the former.
3. There will be a significant difference between the
final mean scores on a measure of vocational maturity
for a student group using VIEW materials in a regular
high school guidance program and for a student group
using traditional occupational information in a reg
ular high school guidance program, in favor of the
former.
There will be a significant difference betweendrhe
final mean scores on a measure of vocational maturity
for a student group using VIEW materials in a regular
high school guidance program and for a student group
using traditional occupational information in a formal
classroom unit in career planning, in favor of the
former
There will be a significant difference between the
final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a
formal classroom unit in career planning and for a
student group using traditional occupational infor
mation in a regular high school guidance program, in
favor of the former.
There will be a significant difference between the
final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a
formal classroom unit in career planning and for a
student group using traditional occupational infor
mation in a formal classroom unit in career planning,
in favor of the former.
There will be a significant difference between the
final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a
regular high school guidance program and for a student
group using traditional occupational information in
14
a regular high school guidance program, in favor of
the former.
8. There will be a significant difference between the
final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a
regular high school guidance program and for a student
group using traditional occupational information in a
formal classroom unit in career planning, in favor of
the former.
Definitions of Terms
Microfilm Aperture Card is a 3% x 7% inch accounting data
card with a rectangular window into which a piece of microfilm is
laminated.
Regular high school guidance program is defined for the
purpose of this study as a program which does not include a
formal classroom unit in career planning.
VIEWscripts are occupational briefs, four pages in length
and illustrated with pictures of workers engaged in a particular
occupation. They are photographed on the microfilm which is
mounted in the microfilm aperture card.
Vocational Maturity was defined by John Crites as be
havior and developmental tasks rather than as one or the other
separately. Conceptually the procedure is:
a. to identify an individual’s developmental tasks
15
life stage from his chronological age, and then
b. to determine his degree of vocational development
within the life stage from his behavior.
Crites has combined the best features of the age- and
point-scales into an optimal measurement model for vocational
maturity which he has named, the Vocational Development Inventory
(VDI) .
For this study vocational maturity is defined as that
which is reflected by scores on the VDI. A greater degree of
vocational maturity is indicated by high scores on the instrument.
Vocational Information Achievement is defined as knowledge
of the labor market and. knowledge of occupations as reflected by
high scores on the Vocational Information Achievement Test (VIAT).
This test was developed by the authors for use in this investiga
tion and a test of the instrument's reliability was conducted.
A claim for content validity can be made for the VIAT. The con
tent of the instrument included items which can be learned by the
systematic study of VIEW materials which in turn reflect know
ledge which authorities say students should possess in order to
make adequate vocational decisions (6, 87, 1M-2) .
Importance of the Investigation
Kaufman (99) in commenting on the present state of
vocational guidance suggests that the advent of NDEA - VA in
1958 with its emphasis on the search for academically able
students was responsible for only cursory attention being given
to development of quality vocational guidance services. As a
result while almost nine out of every ten high schools in the
United States provide academic counseling, the non-college
oriented student can expect to find, vocational guidance services
in only five out of ten high schools. Further, in most cases
where vocational guidance was available, it was inadequate and
was often an extra duty imposed, upon an already overburdened
academic counselor whose interests and professional preparation
were usually foreign to vocational counseling. Only a minority
of the high school graduates who did. not go on to college reported,
receiving any vocational guidance. Interest and aptitude tests so
essential to vocational counseling are typically not used in
high schools, according to Kaufman.
Cote (32) joints out that the federal man-power legislation
of this decade redirects the emphasis of the counseling program on
the vocational aspects of guidance and. on the efforts of counselors
to help the so-called average and below average student. Cote
phrases the overriding implication of this legislation in the
words of John Ruskin, "God intends no man to live in this world
without working; but it seems to me no less evident that He
intends every man to be happy in his work."
Hoyt (90, 91) has indicated that the counselor needs
competence in collecting, organizing and. disseminating vocational
information and. further that counselor competencies in educational
opportunities are very restricted, especially for vocational
training programs. He contends that it is unrealistic, unfair,
17
and. unethical to counsel with high school students about vocational
opportunities, independent of the training required for entry into
those vocations.
This study is important for reasons that go beyond the
fact that federal legislation now mandates a new emphasis on
vocational guidance. A basic tenet of American democracy is the
freedom of occupational choice. Formerly youth had less diffi
culty making choices than youth does today because there were
fewer possible occupations available for consideration. It was
easier to get first-hand occupational information, entry educa
tional requirements were either lacking or simple to meet, and
once an occupation was selected, the possibilities of remaining
in it for a lifetime were reasonably good.
We live today in a highly technological society which
lists more than 35,000 occupational titles and which holds the
promise of hundreds of new, as yet unnamed, occupations tomorrow.
The ability to assess personal qualifications, interests, and.
mental and physical abilities in relation to possible occupa
tions is often beyond the capabilities of those who have the most
difficult time in succeeding in school and. getting employment.
Not only these youth but also those better qualified intellec
tually and mechanically, have difficulty in assessing their
interests and abilities against possible job opportunities.
To make such decisions, help is needed and for such help,
youth and adults should, be able to turn to well-qualified voca
tional guidance counselors and, well-validated occupational
18
information presented in a way that will be meaningful and will
stimulate the process of career decision making.
Organization of the Remainder of
the Dissertation
Chapter II reviews the literature that pertains to research
on formal courses and units in career planning at the secondary and.
higher education level, multi media approaches to the presentation
of career information, and the uses of information, particularly
occupational information in decision making;
Chapter III describes populations studied, the measurement
instruments, methods of data collection, and scoring.
Chapter IV contains the results and. analysis of the data
and the discussion of the findings of the total evaluation of the
study and. the research findings related, to the 1M- hypotheses
stated, in the first chapter.
Chapter V concludes the study and. contains the summary,
conclusions and. recommendations for guidance and. counseling and.
for further educational research.
CHAPTER II
REVIEW OF THE LITERATURE
Foreword to tne Literature
A review of the literature relating to this study divided
itself logically into four principal areas, (1) the process of
vocational development, (2) courses and units in career planning
at the secondary school and higher education level, (3) multi-
media approaches to the presentation of career information, and
(4) research in the decision making process.
Because of the increased complexity of the world and the
explosion of knowledge, it is essential continually to re-examine
the practice of vocational guidance in the schools. Typically,
it is the school counselor who is relied upon to help students
to understand the world of work and aid them in exploring their
place in it. The importance of occupational information as a
counseling aid in performing this task has been emphasized by
many, including Hoyt (90), Hoppock (87), Baer and Roeber (6),
Norris (139) , and Issacson (99). A recent report from the U. S.
Office of Education reminds counselors explicitly that:
To be effective in any guidance program which prepares
students for the world of work, counselors should have
the latest information about: (a) The social and economic
trends of the job market, and its opportunities and
changes, (b) occupations in which there is greatest
19
20
demand, (c) opportunity for advancement, ( d . ) employment
security, (c) fields in which there are shortages of
available workers, and (f) fields in which there are
shortages of competent workers. For lack of the specialty
areas for which training is provided in the high school,
the counselor needs to be informed about (a) job
opportunities, (b) the range of jobs available, (c) related
occupations, (d) occupational hazards, (e) opportunities
for training beyond high school, (f) location of training
programs, and (g) how to make arrangements for the student
to get such training. (lOlilB-l1 ! )
Impellitteri (92) suggested that it is unrealistic to
expect the counselor to gather, sort, validate, and transmit
occupational literature. He points out that it is an impossible
task, ill suited to the counselorTs nature and capabilities.
Additionally, the volume of information is simply overwhelming.
In recent years, many efforts have been made to provide
the student with occupational information by utilizing more
effective and more attractive methods. The use of films, slides,
film strips, tape recordings and radio and television is well
documented in the literature. It is only in the last decade, how
ever, that some guidance specialists have turned, to technology
for systematic support of guidance activities and only very
recently that we have begun to develop communications systems
tailored to educational specifications rather than merely seeking
classroom adaptations of the by-product of industry.
The Process of Vocational Development
Vocational development as a major area of investigation is
young and. vigorous. In a short span, investigations of vocational
behavior have moved from conceptually shallow trait-and-factor
21
approaches to fertile occupational models that encompass the
behavioral sciences.
Some of the characteristics of the newer conceptual
approaches given by Borow (IS) in his succinct analysis of
research on vocational development were (a) production of more
hypothetical constructs, (b) use of both psychodynamics and ego
psychology, and (c) preference for longitudinal research designs.
He calls convincingly for less research on the prediction of
vocational choice and more on vocational striving and the meaning
of work. In another review of research, Super, Tiedeman, and
Borow (181) identified three issues to be resolved: (a) develop
ment of adequate statistical tools for career prediction, (b) con
struction of both theoretical and. operational definitions of
vocational behavior, and. (c) development of comparable measures
of vocational maturity at different age levels.
A major empirical test of some of the hypotheses from
Super's theories was contained in an investigation of the
vocational maturity of ninth-grade boys by Super and. Overstreet
(180) As a result of a study of six indexes of vocational
maturity, they identified, vocational maturity in the ninth grade
as consisting of preparation for choice and. planning ahead. The
authors also found that the preferences of ninth-grade boys were
inadequate as criteria for determining the need for or the effec
tiveness of counseling. Among Super's significant contributions
are his continuing insightful theorizing and. the testing of his
hypotheses through a longitudinal career development study.
22
Roe's theory linking childhood experiences to occupational
interests was the subject of many investigations. Hagen's (67)
results did not generally support Roe's posited relationship be
tween family experiences and later career choice. In a study of
ministerial and chemistry students, Switzer and others (182)
found little in the students' childhoods that was predictive of
occupational choice. In an investigation of four groups of
professional women, Utton (189) found that only one Roe-based
hypothesis was supported: social workers and occupational
therapists manifested a greater altruistic love of people than did
dietitians and laboratory technicians. Generally, the studies
did not support Roe's hypotheses. It is hard to generalize,
however, since restricted samples and retrospective approaches
were used. Perhaps Roe's major contribution to date has been to
offer a series of hypotheses about family influences in career
development which have been a spur to research.
Two studies were related, to Holland's personality theory
of vocational development. Holland. (76) obtained empirical
support for his belief that preferences for occupational titles
are significantly related to a number of personality variables.
Tentative support for Holland's contention that a person's level
of occupational choice and, aspiration is indicative of his evalu
ation of himself was obtained by Schutz and Blocher (161).
Holland’s aim to develop an integrating theory of vocational
choice that is explicit enough to encourage research would seem
to be a desirable and attainable goal.
23
Using Bordin’s theory of occupational choice, Shutz and
Blocher (160) found a significant relationship between vocational
preferences and occupational stereotypes selected as self-
descriptive by twelfth-grade boys. Blocher and Schutz (12) found
that the twelfth-grade students perceived both their self-concepts
and their ideal concepts to be significantly closer to stereo
types of workers in occupations with high claimed interests than
to their equivalent stereotypes of workers in occupations with
little claimed, interests.
Notable research contributions were made by Tiedeman and
his co-workers. Their work encompassed formulation of a psycho
social model, development of new statistical techniques, and
practical application of their findings. An investigation into
clarification of boys' self-concepts was undertaken by O'Hara and
Tiedeman (137). Their results seem to demonstrate that boys'
self-concepts about work values and interests were clarified as
they moved from grade 9 to grade 12. Aptitudes, however, were
found to be relatively poorly perceived, even by able students, in
grades 9-12. It was hypothesized, that there is an interest stage
ending by grade 10 and. a work-values stage extending through grade
12. Cass and Tiedeman (2 9) found that interests were effective
predictors of the selection of high school curriculum and that
aptitudes not only were poor predictors of choice of curriculum
but also were not even well understood until the senior year of
high school.
24
Courses and Units in Career Planning
at the Secondary School and
Higher Education Level
A recent survey of the teaching of occupations was con
ducted by Sinick and Hoppock (164) under the joint sponsorship
of the National Vocational Guidance Association and the Academy of
Teachers of Occupations. In this survey, the person in charge of
guidance services in each of the states and territories was sent
a letter requesting copies of reports of any research done in
thier state on any aspect of the teachings of occupations. The
findings indicate that many school districts throughout the United
States were evaluating the curricular content of the typical
occupation units and courses taught in the ninth and. tenth grades.
The findings generally reflected belief that there was a need for
greater emphasis on occupational information between grades 9 and
12 and that students benefit from more extensive courses in
occupations. Other recommendations included developing a solid,
course in occupations to be offered in grade nine, rather than a
unit within the social sciences, where the emphasis is occupation
al but is meticulously oriented to relevant factors in sociology,
geography, economics, and government.
The authors stated that Illinois reported that its high
school graduates rated, practices closely related, to the teaching
of occupations as exceptional, or good, although it was deter
mined that schools are somewhat equally divided in the matter of
providing organized, classes of instruction dealing with occu
pational and related, information. It was determined, too, that
25
there are conflicting theories of how and. when such information
should be provided, for ind.ivid.uals, and further that it is diffi
cult for many schools to schedule such classes even when the need
is recognized.. Pilot programs were called, for based on various
formats of class organization, material, and presentation,
followed, up with evaluation and appropriate research, in the hopes
of finding an approach to the study of occupational and. related
information which schools can readily accept and use.
Oregon made the following estimates regarding the teach
ing of occupations in 218 senior high schools and 75 junior high
schools: It was found that one school in three offered a two-
week unit at grade nine, one school in seven, a two-week unit at
grade ten, one school in seven, a two-week unit at grade eleven,
and, one school in two, a three-week unit at grade twelve. These
units are offered in a subject-matter class through which all
students of that class level move, such as geography, English,
history, and modern problems.
Vermont indicated the following: the most unusual approach
to the teaching of occupations observed, is the presentation of
subject material by both teachers and. school counselors within
the regular framework of the schools social studies curriculum.
This presentation usually occurs in grade nine.
Missouri reported that at the senior high level many
schools offer specific courses in occupations, but that the number
of these courses is decreasing each year.
26
Sinick and Hoppock concluded that the area of the teach
ing of occupations is ripe for research. The only state which
reported specific plans for research in this study was Illinois.
It was indicated that their vocational guidance service advisory
committee was presenting proposals to the State Board of Voca
tional Education, for funds to finance evaluation and research
relative to group methods of presenting occupational information
to secondary school students, school counselors, and. to school
teachers and administrators.
Much of the early research on the teaching of occupations
indicated rankings of various techniques, according to the extent
of their reported, use. The author's review of the literature
revealed few studies prior to 1960 which attempted to measure
the effectiveness of courses or units in occupations in schools
or which utilized an experimental design.
In an early study, Byrn (21) determined that, of a number
of practices employed in public high schools in Missouri, reading
of occupational books and pamphlets was the only one which showed,
"a significant positive relationship" with high scores on an
occupational information test.
A study was conducted, by Edmiston and. Scrivner (49) on
different methods of instruction about occupations. Four
techniques were rotated so that four high school classes used
each method, once. One hundred forty-four pupils were tested, on
information learned about vocational fields covered in the unit.
Statistical measures Indicated significant differences between the
27
sample means after the different methods of instruction. The
order of efficiency of methods was: (1) speakers, (2) visitations,
(3) pamphlets, and (4) films.
Bruch (19) used four comparable classes of tenth-grade
students in a high school in San Jose, California during a three-
week, fifteen-hour experimental period. One group sepnt six hours
taking interest and ability tests and recording the results, and
nine hours in varied activities geared for the acquisition of
information about occupations. A second group spent the full 15
hours on occupational study. A third group had little discussion,
only two hours devoted to occupational material and thirteen hours
of taking tests and recording results. A control group was in
cluded in which no vocational material was used. Before and after
the experimental period group, recorded interviews taped, the
educational and. vocational experimental period group, recorded
interviews taped, the educational and vocational plans of the
subjects. On the basis of these recordings and of school records,
three counselors with the aid of a 7-point, 15-item reading scale
assessed the appropriateness of students' plans. Bruch then com
pared the before and after ratings of all four groups on each of
the fifteen items using the critical ratio statistic. A number
of significant differences at the .05 level were found. Intellec
tual understanding of the actual nature of jobs and. the advantages
offered by particular occupations were judged, to have been altered,
more in all experimental groups than in the control group. The
control group, however, generally was judged to have altered plans
28
in the direction of greater appropriateness. Bruch concluded that,
apparently, alteration of intellectual understanding may occur
without accompanying changes in appropriateness of plans. Three
weeks of study may not be a sufficient time period for such a
major change of plans as the design of this experiment implied.
Another study conducted by Dobberstein (44) randomly
divided. 150 eighth-grade girls and boys into three groups of equal
size. One group received no occupational orientation, one group
read six Science Research Associates occupational briefs and a
third group listened to six tape recordings covering the materials
in the briefs. This study was conducted during regular class
periods, and each reading or listening session was followed by dis
cussion, guided by the same outline for both experimental groups.
Before and after the experiment, all pupils took a test of occu
pational information based on the materials in the briefs and.
recordings and. made a statement of vocational choice. In occupa
tional information acquired, both experimental groups significantly
surpassed the control group and both experimental groups showed,
significantly greater change in vocational choices.
Walker (193) taught a course in occupations to 122 students
in a high school for girls in San Antonio, Texas. This experi
mental group was equally distributed through all four grades and
was equated with a control group on age, grade, intelligence, and
socio-economic background,. For eight weeks, five days a ;week,
forty-minutes a day, the experimental group was exposed to twenty
films on occupations, teacher lectures, class discussions and
29
group, plus individual interpretation of test results. Before
and after the experimental period, both groups took the Kuder
preference record, a scale of attitudes towards vocations and a
questionnaire asking for the three vocations most preferre as a
possible future career, the three least preferred, and. the degree
of certainty regarding the first choice. Significantly, more of
the experimental group changed their first, second, and third
choices and gained in certainty of first choice.
Another study by Cuony and Hoppock (38) reported a follow-
up five years after an experimental group of high school seniors
had taken a course in job-finding and job-orientation. When com
pared with an equated control group, those who had the course were
better satisfied with their jobs, suffered less unemployment and
earned, more money.
Rubinfeld (152) followed up students of Newark, New Jersey
secondary schools who remained in school at least one year after
entering ninth grade. Eight hundred eight former students re
sponded. Of this group, 6 93 were graduates and 115 were drop
outs. A questionnaire sought their reactions to an occupations
course required of all ninth graders. Eighty percent of both
groups favored a required course. The graduates had divided
feelings about moving the course from the ninth to an upper grade.
The drop-outs strongly favored retention in the ninth year.
Retention of a required course in occupations was strongly sup
ported by 99 percent of both graduates and drop-outs.
30
A study by Carlin (27) in which 500 college freshmen were
surveyed, revealed that less than 4-0 percent had. studied the world-
of-work in a systematic manner while in high school. Of 122 who
had received instruction through an occupations unit contained in
a regular subject, 48 percent said they were helped by it. Of 68
who took a one-semester occupations course, 41 percent said they
were helped. A considerable number of students suggested that
their present vocational plans stemmed from the deeper insight
developed through their study of occupations in high school.
Leonard (113) reported, a one-semester course offered to
26 tenth and eleventh graders at a Long Island, New York high
school. These students were selected by the guidance staff as
failing because of unrealistic career goals or lack of purpose.
The course stressed personality and career determinants, school-
student reciprocal responsibilities, self-evaluation, and intensive
study of three occupations per student. Questionnaires completed
the first meeting of the semester and. again, the last meeting of
the semester, revealed far greater certainty regarding individual
occupational choices. A total of 18 students changed their
career choice. A follow-up, a year later, found only 4 of the
26 still failing in school.
Payne (144) taught a one-semester course in occupations
to 175 students in a high school in Alabama. The course utilized
an occupational information text, career representatives, field
trips, other practical experience, and discussion. Before and
after the course, occupational choices were determined through a
31
questionnaire, and vocational interests through the Lee-Thorpe
Occupational Interest Inventory. Before the course, every
student made an occupational choice. After the course, only 66.3
percent made definite choices. Of these, 75.4 percent changed
from their original choice, 85.6 percent of the changes were in
keeping with their measured interests.
Toporowski (187) had. 150 non-college bound high school
seniors, in Massachusetts, taught an eleven-lesson unit on occu
pations by three social studies teachers in three different schools.
A control group of 150 from these same schools was matched on
teacher, grade, course, number, and intelligence as measured by
the Otis. At the beginning and end. of the experimental period,
both groups completed the Lee-Thorpe Occupational Interest Inven
tory and a questionnaire on occupational plans. A follow-up six
months after graduation found, significant at the .01 level that
the experimental group was more independent in job choice and
earned, more money per month, and at the .05 level of confidence,
that more experimental group members were employed, more were sat
isfied. with their jobs, and fewer had experienced unemployment.
At the .10 level of confidence it was found that the experimental
group's jobs were closer to their measured interests.
A study by Guerra (62) involved two classes of ninth-grade
boys enrolled in an introductory shop orientation course as part
of the industrial arts program in a Chicago suburban school.
During the nine-week period., one class was taught a special occu
pational information unit covering nine categories: drafting and
32
related fields, electrical work, telephone and communications
work, law enforcement work, and social work. The control group
was not given instruction in occupational information.
At the beginning and end of the nine-week period., both
groups completed a test measuring occupational knowledge and.
the California Study Method Survey, a measure of study habits
and school attitudes. The occupational knowledge of the experi
mental group increased 138 percent over the first testing while
the control groups dropped. 23 percent. No improvement in study
habits and. attitudes was noted, however, as a result of this ex
periment. Guerra suggests that habits and attitudes developed
over a period of years are not likely to be changed over a nine-
week period.
A study by De Vault (M-l) Involved 62 students in grade
eleven divided into two groups of 31 each matched, by age, sex and
measured intelligence. The experimental group took part in a
vocational planning unit consisting of ten twenty-five minute
lessons taught by a counselor during an activity period and a
one-hour counseling session. The control group did not take part
in the planning unit. Appropriateness of vocational choice in
relation to vocational interests and academic aptitudes was
determined for both groups at the beginning and end of the plan
ning unit. The experimental group was found, to have improved
significantly in appropriateness of vocational choice with the
improvement influenced, more by the individual counseling sessions
than by the group sessions.
33
Furman (52) described a career guidance program which was
developed and implemented at a high school in New York City. In
this program, activities both in and out of class were provided at
all four grade levels. Included were: (1) large assemblies
directed, at each grade level, including such things as presenta
tions by the counselor, the employment service, representatives
from the junior college; (2) voluntary afternoon career guidance
meetings which Involved the counselor and also consultants from
various businesses; and. (3) work in recitation classes, for
example, tenth-grade English, social studies, secretarial studies,
mostly involving the use of guest speakers from industry. Teacher
and student evaluation of this program In relation to their per
ception of its effectiveness indicated, that the career guidance
meetings held, in the afternoons on a voluntary basis were most
effective.
Steeb (173) called, for the use of occupational guidance
material and. information in teaching. He pointed, out that in
recent years, the guidance movement has shifted, back to its
original concern--the choice of occupation-- and indicated, that
the traditional approach to vocational counseling was to present
information and to administer tests. He reported on a plan to
put guidance into each classroom and, to develop an integral
relationship between the counselor and the teacher. The counsel
or's job is simplified if the student who comes to him for
counseling has already been made aware of occupational informa
tion by the teacher. Numerous occupational guidance techniques
34
were listed, which can be carried out in a classroom, including
lectures, class discussions by the counselor and teacher, as a
team. Steeb, who is a consultant for industrial arts in the
Florida State Department of Education, recommended, a special
teaching unit on occupations as a part of the regular course of
study in the industrial arts programs in Florida.
Another unique program is reported by Selber and Paskell
(162). The program entitled, "Project III," was operated, by two
teacher-counselors at a vocational high school in New York City.
The program had the following goals: (1) to prepare students for
employment in twenty sessions, (2) to help students obtain clear
and realistic vocational goals, (3) to screen students for
further guidance and referral, (4) to assist in the student's job
adjustment, and. (5) to return as many students as possible to the
regular education program. The offering was operated, for 16-year-
old drop-outs, and the program was found to be very successful, as
indicated, by the fact that of 145 boys accepted, for the program,
only three of those eligible for employment did not secure jobs,
26 returned to fulltime school after counseling and before the
start of thr program, 14 returned, to fulltime school during the
course, and. 13 others returned, to fulltime school after completion
of rhe course. Forty-five of the boys were placed on jobs by the
counselors at the conclusion of the course, and two boys were
placed, on jobs by the New York State Employment Service, at the
conclusion of the course.
35
Multi-Media Approaches to the Presentation
of Career Information
The increasing demands for counseling services, coupled
with an insufficient pool of professional manpower, suggest that
present practices of presenting occupational information need to
be considered critically. A promising area of innovation is the
use of multi-media and automation for the transmission of infor
mation. While much research remains to be done on the effects of
multi-media usage, the potential exists for finite amounts of
professional manhours to reach far larger numbers of individuals
than those now being reached, through traditional information and
vocational guidance services.
Morman (128) has reported on the fact that automation
is beginning to have as great an impact in the fields of educa
tional and vocational counseling as it does in business and
industry. Automation is defined by Morman as:
any device employed to replace a portion of man’s
physical or motor and mental functions, or both. (128:59*4)
The impact of and. need for automation is traced historically by
Morman. He did not foresee, however, the automation of occupa
tional information. The counseling implications which he empha
sized were:
1. Counseling to live in a changing economic milieu
as a result of automation; and
2. Counseling for careers in the field, of automation.
Magoon (121) was one of the first to report innovative
uses of audio and audio-visual media for the transmission of infor-
36
mation in counseling. He suggested that innovation in any field,
is symptomatic of a dynamic self-criticism and search for improve
ment through change. The greatest deterrent to innovation is
inertia, typified, by a comfortable acceptance of yesterday’s
habit patterns for tomorrow’s work. According to Magoon, differ
ent and novel developments are occurring because:
1. There is limited professional manpower;
2. Counseling is invested with an expectation and
potency it cannot live up to;
3. The gap between adolescent and adult sub-cultures
is increasing.
These prospects have stimulated many developments, only one of
which is the use of other media in counseling. Magoon believes
that there are vast potentialities for counseling to communicate
through other medial.
Since students who present themselves for information
often have only a mild, degree of motivation, Magoon suggests the
following:
1. The media of communication should be maximally
vivid to the reciever;
2. The materials should be located with reference
to optimal absorption by student recipients;
3. Content should be readily available on demand, that
is, when the individual is most ready to absorb it;
M - . Content should be repeatedly available for recurrent
use by the mildly motivated;
37
5. The form of presentation should stimulate the
individual to explore further resources and provide
guidance in this direction;
6. The form of presentation should, provide for some
means of recording objectively the frequency with
which different materials are used.; and
7. The form of presentation should, allow for criticism
by the user so that revision and extension of the
materials he has covered can be effected.
Magoon described the use of the jukebox for presenting
synthesized occupational brief material on records for student
use. He felt that counselors are on the threshold of a new era
where, partly due to their own creativeness, and partly due to
extreme pressures, the traditional concepts of the counselor’s
role warrants creative re-examination. The effects of the new
use of new media remains a question to be answered by investiga
tion of these new developments.
DuBato (47) reported that the chief objectives in the
development of automated systems for vocational guidance appear
to be:
1. To free the counselor from having to keep up
with an increasing volume of occupational
information; and
2. To enable the counselor and. student to test
self-concept against the realities of job
demands.
38
The major problems identified in the development of auto
mated systems have been classified, by DuBato into four main areas:
(1) Technologies, (2) Strategies for Acceptance, (3) Counseling
Procedures, and (4) Content.
The vital question of the function of the automated
system in the vocational guidance process is not answered. It has
been resolved, however, into the following parts: (1) should, the
system provide information only, or, (2) should the system try to
restructure behavior and motivate individuals based on a learning
process built into that automated system?
The recent work of Martin (123) was concerned with using
information to motivate students to consider realistic career
choices. The work of Impellitteri (92) and Tiedeman and his
associates (185) has been concerned with utilizing computer
storage and information retrieval systems to assist the counselor
with the information function of guidance and counseling. It is
likely that both concerns must be considered in long-range compre
hensive planning for occupational information dissemination. At
the same time, it is necessary to recognize the need to concen
trate on developing more realistic and up-to-date sources of
occupational information, as well as better methods of disseminat
ing this information to the student.
Impellitteri (93) described a computer based occupational
information system under development at the Pennsylvania State
University. The system individualizes the presentation of the
information to the student by first storing up-to-date information
39
about an occupation and then selectively presenting it to the
student by means of a typewriter printout, tape recordings, and
slide projections. The material presented to the student is
based upon his GATB profile. Impellitteri contends that the com
puter provides the function of information giving, and that this
in turn frees the counselor to concentrate on understanding the
world of work and its relation to individual goals and aspirations,
and how this might be communicated to the student. Impellitteri
pointed out the advantages of flexibility and storage capacity,
and further, he pointed, out the limitations of traditional media,
that is, films, filmstrips, tapes, etc., in that the same career
information is presented to all of the students involved. For
example, the lower ability student is submitted to a period of
boredom when occupations such as surgeon, engineer, research
chemist, are being described. The computer system which he has
developed is able to select information based on student variables.
Tiedeman (185) is developing and. testing an "Information
System for Vocational Decision (ISVD) to be operational early in
196 9. The computer will not make decisions for the student, but
will help him make his own career decision by giving him a better
background, of information and sharper analytical tools.
The computer will contain information about careers, jobs,
industries, courses, suitable schools and expenses. Additional
information about the students likes, dislikes, aptitudes, etc.,
will also be fed into the computer. When the student consults
the machine, the answer will come back by typewriter or earphones
40
or such visual devices as TV, films, or even cartoons. When the
system becomes operational, the researchers will try to determine
how students make their choices by monitoring the students' con
versation with the computer.
Martin (12 3) conducted a project, entitled, "A Multi-
Media Approach to Communicating Occupational Information to Non-
College Youth." The project had, as the central purpose of the
research effort, a concentration on:
1. The placing of career development of non-college
bound youth in a learning theory framework;
2. The communication with, and motivation of, the
non-college bound; and
3. The development of materials and techniques designed
to provide a kind of stimulus that would permit an
increase in the motivational levels of students, and
create conditions for the learning of those behaviors
important to career planning and. choice.
Martin found that students in present vocational guidance programs
are exposed mainly to career days, occupational brochures, and
traditional job descriptions, and. that occupational information as
it is usually presented is limited to the printed page with the
occasional use of film or filmstrip. Briefly, Martin found that
very little attention has been directed, towards new types of
guidance materials and new instructional approaches centering
upon the educational vocational aspirations of students, particu
larly the non-college bound and. the culturally disadvantaged.
m
Martin engaged in a number of research activities to learn
more about the attitudes, values, and vocational awareness of the
student groups important to the projects concern, and to discover
better and more effective ways of communicating with these groups.
Her research findings indicated that non-college subpopulations
could be described in terms of a list of behavioral elements. A
model was developed on which to base guidance materials. The
model included three components considered, in conjunction with one
another and dependent upon one another. These components were:
1. An informational component;
2. A behavioral component; and
3. A media component.
The informational component recognized that the student must be
knowledgeable about himself, the role of education and training,
and the real world of work. The behavioral component indicated
that the learning sequences of the information needed to be
structured to assist the individual student in planning and mak
ing decisions for his future. The media component of the model
was predicated on the assumption that media must be designed on
the basis of the type of informational imputs that must be com
municated in connection with the type of learning to be acquired
as specified by the other two components. It was further hypoth
esized that audio-visual presentations could serve as stimulus
material to bring about a greater degree of awareness on the part
of the student. Martin concluded that, as a technique for
increasing the awareness of self, education, or work, the audio-
M-2
visual stimulus reinforced by group discussion, may well accom
plish for a group what otherwise may take hours of individual
guidance.
Martin's project designed and produced sample film
modules and. slide tapes for grades 8-12. Although these materials
are still in an experimental draft form, it was reported by Martin
that students who have not been reached, by traditional methods of
guidance and, counseling and to whom the concept of decision making
is foreign, would be assisted, in the problem of shaping their
career aspirations. In order to obtain some conclusive evidence
that the conceptual scheme on which the individual media elements
were based was reliable and valid, Martin selected certain audio
visual presentations to be shown to various groups of students and.
job trainees representing culturally disadvantaged, advantaged,
ghetto, and slum populations. The findings were as follows:
(1) regardless of personal, socioeconomic, or situational factors,
a positive response was obtained from approximately 90 percent
of all those viewing the presentations; and (2) reaction to the
presentation was immediate, although no prestructuring of the
session was done, and it was obvious that verbal exchange and
interchange occurred without benefit of teacher or counselor
intervention.
Martin tape-recorded the group discussions following
many of the film presentations. A content analysis of the tran
scripts further confirmed the hypothesis on which the structured
audio-visual stimuli were designed. Specifically, students and
1+3
job trainees discussed in very similar behavioral terms, individ
ual differences in the way the film subjects were coping with the
requirements of an adult environment. They identified with the
film subjects representing their own environment. Through dis
cussion, they arrived, at like conclusions regarding the subjects
aspirations, motivations, values toward education and work, im
portance of situational factors, and. reasons and motives for
getting a job. Feedback from classroom teachers provided even
further evidence of the affective value of the media. Teachers
reported that students exhibited long-term recall of the infor
mation presented by the audio-visual stimuli, by applying at a
later date, incidents in the film to appropriate learning situa
tions .
Martin anticipates the end result of the project’s efforts
to be instructional sub-systems of communication media designed
to become part of an educative process that will develop appro
priate planning behavior in the individual student.
The literature includes numerous other early studies which
utilize one or another concept of media presentation of career
development information.
Beaumont and Larson (10) reported, on an unprecedented
documentary film produced by college placement services to help
allay the suspicion and. overt doubt about the reality of new career
opportunities for negroes. Negroes employed by major equal
opportunity employers, were interviewed on the job, live, with no
script. The purpose of the film was to provide information to
44
students on the accomplishments and attitudes toward work of
successful negroes. No research regarding the effectiveness of
this motivational film in counseling has been carried out.
Gutsch and Logan (66) investigated the utilization of news
media to introduce occupational information. They studied the
amount and type of career information published in twenty-four
newspapers, the readability of the occupational information, and
the suitability, in terms of NVGA criteria. Seventeen hundred
and. sixty-one editions of the most widely circulated newspapers
in the United States were examined,. Some fields were under-
emphasized as compared with others. Much of the material was
classified by the investigators as hard to read on the SRA read
ability scale. Sentences were considered too long, and the words
had too many syllables. Much of the information was vague,
inadequate, and generally not suitable for persons seeking useful
career information. The investigators offered suggestions to
newspaper publishers for improvement of their reporting of career
information.
Sanchez (159) reported on the use of radio broadcasts in
which an employer (company recruiter) is interviewed by the dir
ector of placement for the school district. The purpose of this
was to explore the interviewing process in detail and to point
out how the student can prepare himself for an on-oampus inter
view. Another purpose was to give students a general picture of
a career in the interviewer's field of speciality. Unfortunately,
no data to prove the value of the technique was gathered.
45
In discussing the use of the computer in counseling,
Cooley (31) claimed that the goal of sounder interpretation of
test scores can be achieved by the use of the computer, methods
of multi-variant analysis, and results of continuous, normative
longitudinal studies. While not ready to be installed, in schools
tomorrow, the parts are all clearly discernible and. feasible
according to Cooley. The relationship to career guidance is not
a system where the student’s test scores are the input and. pre
scribed. career is the output. Rather, input is test scores,
grades, biographical (including family information), and. the
student’s school and career plans. Output would, include infor
mation regarding students who appear to have high risk plans.
Cooley pointed, out that students are willing to plan in
terms of probabilities; ’ ’ With my grades, what are my chances of
becoming a physicist?” "Do boys like me tend, to go into law?”
This is data which a computer measurement system can provide.
W.ease (197) reported on the use of closed, circuit
television by counselors at a high school in Indiana. A weekly
15-minute telecast was presented., the purpose being to disseminate
basic information to large groups of students. For example, one
telecast was entitled, "Occupational Information, How to Use It,
and Where to Find It in the School.” The author pointed out that
all students had a front row seat for viewing a guidance resource
center. Another telecast was entitled, Job Opportunities of the
60’s." An employment service speaker was featured. Follow-up
programs using charts and. graphs to discuss the information more
46
specifically, and to discuss the outlook for certain occupations
was provided. The overall series, according to Wease, was well
received by students, faculty, and administration, but no experi
mental study of the effectiveness of television in occupational
information dissemination was done.
Walz (194) reported, on new media conferences demonstrat
ing the application of electronic technology to instruction. He
warned that many of the technologies require expensive and special
preparation, and. time, which facts rule them out for most school
systems. He also described a program of guidance via TV, offered,
by North Dakota State University. The program was unique in that
it involved staff without previous television experience, it
operated, on a shoestring budget, and. it had unforeseen and reward
ing results. The obvious advantages of the guidance program via
TV are personal convenience, superior instruction, and effective
demonstrations. Although this program was used for teacher in-
service, many parents and students watched and found it helpful
for vocational planning. No objective evidence was included, in
the study.
Beachley (8) cautioned counselors and others that meticu
lous preparation is required for the use of TV as an educational
medium. The study described a six-year experiment carried on by
the public schools of Washington County, Maryland, using weekly
telecasts prepared for voluntary viewing by appropriate student
groups. Career planning was one of six areas covered. Career
telecasts were best attended, and this was especially true when
m
a guest speaker geared his presentation to specific fields of
work and job opportunities. Telecasts covered, a great variety of
occupational fields each year. The study presented a format for
programming based upon six years of experience. The author believ
ed strongly in the television potential for improving and clarify
ing vocational concepts.
The literature seems to suggest that although media are
being utilized, to present information, there remains a need to con
centrate on developing more realistic and. up-to-date sources of
occupational information, as well as better methods of disseminat
ing the information to students. Further, there is a real lack of
hard, data which statistically documents the value of media as a
method, of presenting occupational information.
Research in the Decision-Making Process
Recognition of the fact that vocational development
involves the making and implementing of decisions is not new.
Ziller (202) using concepts derived from gain theory, suggested
that vocational choices could be studied, in terms of their utility
for risk for the individual. Tyler (188) explored the nature of
decisional patterns in individuals, especially relating them to
the vocational choice process. Tiedeman (180) utilized a decision
making model in his conceptualization of the vocational exploration
and implementation process. Gelatt (56) suggested that a sequen
tial decision-making conception of vocational development could
provide counselors with a consistent workable frame of reference.
Hilton (75) reviewed five decision-making models (attribute-
matching, need-reduction, probable-gain, social structure, complex
48
information processing) and. offered a model of career decision
making which utilized, mainly the last of these as triggered by
a variant of cognitive dissonance.
All of these models, or part models, have much to con
tribute to the conceptualization of vocational decision-making.
However, they all focus to some degree on the antecedents, con
comitance, and sequelae of single decisions in the course of
vocational development.
Ziller (202) proposed that vocational choice is a decision-
making situation in which risk plays a major role, and. therefore,
individual risk-taking tendencies determine, in part, occupational
choice. He suggested that a stochastic model of individual
decision-making behavior in a vocational choice situation be
developed, to admit both economic and psychological variables.
In the decision-making process, the price (what the individual
stands to lose) is compared, with the prize (what the individual
stands to gain) under the condition of probability of success—
although the decision is not made on a purely probability basis—
a parameter may be liking to gamble or willingness to take a risk
(utility for risk). It is this latter variable which Ziller
studied..
It was found, that students planning careers in sales had.
the highest index of risk performance. Lowest scores were
obtained by those undecided about career choice. Few generali
zations were drawn, but the theory was supported, and. further
research was encouraged..
49
Tiedeman (184) developed a paradigm of decision making
and. vocational development. He endorsed. Super’s writing about
vocational development as "a clear outline of its process and. its
investigation." (184:15) Tiedeman called for an explicit state
ment of the process of decision in vocational development. For
each decision, the problem of deciding is divided into two periods
which Tiedeman called.:
1. The Period of Anticipation; and
2. The Period of Implementation or Adjustment.
Tiedeman further divided the periods into stages. During the
Period, of Anticipation, the decision maker goes through stages
of exploration, crystalization, choice and specification. During
the Period, of Implementation and Adjustment, the stages are in
duction, transition and maintenance.
Several decisions may occur at the same time. Tiedeman,
therefore, defined vocational development as self-development
viewed in relation to choice, entry, and progress in educational
and. vocational pursuits. The process occurs over time in man who
is capable of anticipation, experience, evaluation and memory.
The paradigm enables the reader or researcher to consider a pro
cess of evolving and of acting upon a conception of self as it is
expressed, through vocational behavior. In order to research the
process of decision, Tiedeman called for tuning in more on
people’s thoughts about themselves in relation to study, work and.
life. Finally, Tiedeman suggested a new criterion In the
investigation of vocational development, work history. The geno-
50
typic elements of a work history are through:
1. The kinds of positions chosen;
2. Their sequence;
3. The duration of stay in each.
Tiedeman concluded:
The work history then is the reality with which we must
relate the considerations of career as career is under
stood through dependent decisions about school and work.
This spreading of a life across the record of work history
is the vocational development about which we must always
strive to formulate definite and verifiable propositions.
(184:21)
Gelatt (56) developed a conceptual frame of reference for
counseling which he labeled decision-making. Gelatt felt that all
decisions in school guidance have essentially the same character
istics. That is, there is the individual about who a decision is
required and. there are two or more possible courses of action to
be taken. The decision is to be made on the basis of information.
Gelatt pointed out:
The implications of this sequential decision-making
process as a framework for counseling and. guidance practice
are impressive. First, one basic assumption is required:
the collection and. utilization of relevant and reliable
information is essential for realistic decision-making.
Second., the broad, general purpose of secondary counsel
ing would, be to utilize decision-making opportunities
for developing the student’s capacity for subsequent
decision-making. This would require that counselors
help students learn to clarify alternatives; to pick
out pertinent data, to use these data in their decisions
and. to take responsibility for the decisions. Third, it
seems generally agreed that one of the most frequent
problems encountered by guidance personnel is the inability
of students and parents to assess accurately the probabil
ities of given alternatives and/or lack of knowledge of the
complete range of possible alternatives. (55:240)
51
Hilton (75) reported that career development can be
described as the accretion of a chain of decisions. The ability
to make appropriate decisions then, becomes of key importance,
but precisely how individuals resolve decision-making conflict
efficiently is, according to Hilton, an open question. The
process has received little direct attention. Hilton proposes
five possible models of the process. These are:
1. The attribute-matching model;
2. The need-reduction model;
3. The probable gain model;
M - . The social structure model; and
5. The complex information processing model.
Each of these was found, to have some useful emphases, but
most of them involved assumptions not consistent with available
research findings or informal observations. Hilton drew mostly
from the comples information processing approach to human problem
solving and from interviews with subjects in the process of
decision-making to present a tentative model of the decision
making process. In it he incorporated Festinger’s theory of
cognitive dissonance. Hilton proposed that the reduction of
dissonance among a person’s beliefs about himself and his environ
ment is the major motivation of career decision-making. The
decision-making process is instigated by inputs from the environ
ment which raise dissonance to an intolerable level and terminate
when the individual succeeds in reducing dissonance.
52
Hershenson and Roth (72) contended that the value of the
decisional model for vocational development was as much in its
implication for the overall process of vocational development as
in its contribution to the understanding of individual decisions
within the process. They suggested, therefore, several implica
tions of the decisional process for vocational development
theory. It is their contention that vocational development may
be conceived, of as a decision-making process which creates two
trends: (a) narrowing the range of possibilities, and (b)
strengthening the possibilities which remain. It is through the
successive refinement of these trends that events are experienced,
construed, and, acted upon until a career choice is arrived at.
Hershenson and Roth called for research on factors which influence
the decisional process. One possible factor which they suggested
is information.
Krumboltz and Schroeder (110) asked the question, "What
can counselors do to encourage young people to base the crucial
decision of vocational choice on ample knowledge?" If the
basic objective of guidance is that of helping students to learn
how to make wise decisions, then, they contended, one of the
basic assumptions of a sequential decision-making frame of
reference, is that the collection of information relative to a
decision is essential to good decision-making. Krumboltz and
Schroeder pointed out that an effective way to learn how to make
sound decisions within the high school setting is to engage in
such a procedure in connection with ones own vocational and edu
53
cational plans. They reported, a study designed to determine the
relative effectiveness of two counseling procedures derived from
social learning theory in helping students to explore educational
and vocational opportunities. One of the counseling procedures
was termed, "reinforcement" counseling; the second was termed
"model-reinforcement" counseling. The purpose of the study was
to test experimentally the effectiveness of the two procedures
in increasing the exploration behavior of high school students
with a vocational or educational decision problem.
Fifty-four eleventh grade volunteers for educational and.
vocational counseling were randomly assigned to three treatments:
(a) "reinforcement" counseling (information seeking responses re
inforced.) , (b) "model-reinforcement" counseling (tape-recording of
a male counselee played, to each client prior to "reinforcement"
counseling), (c) control. Krumboltz and Schroeder found, that
experimental groups engaged in more information seeking behavior
outside the interview than the control. They also found that
"reinforcement" counseling produced significantly more external
information seeking behavior than control for females, but not
males, and that "model-reinforcement" counseling produced sig
nificantly more external information seeking behavior than control
for males, but not females. The ratio of information seeking
responses to other responses in the interview was positively
correlated with external information seeking behavior. They
suggested that reinforcement and. modeling procedures may be effec
tive means of changing later behavior outside the counseling
54-
interview. While they pointed out that learning to gather infor
mation needed to make vocational or educational decisions is a
worthwhile behavioral goal, if is obvious that a multitude of
other behavior changes, including those termed emotional and
personal, are desired by many counselees. They called, for con
tinuing innovation and. experimentation in the area of "reinforce
ment" counseling with desired observable behavioral objectives
forming the criterion against which the guidance procedures are
evaluated.
The importance of measured interests in decision making
was discussed by Astin (4j in a study of career development
during the high school years. This study utilized the project
TALENT data bank, and. was designed, to assess the career expecta
tions of 650 male high school seniors, on the basis of their
personal characteristics when they were in the ninth grade, and. of
selected environmental characteristics of the schools attended.
Astin found that the students measured interests and expressed
career choice at the ninth grade level were the best predicators
of career outcomes at the twelfth grade level. It was determined,
too, that the discriminating power of the test battery improved by
adding selected environmental characteristics of the high schools
attended by the subjects.
Hollender (7 8) studied, the development of realistic
vocational choice which he defined by using individual performances
on a scholastic aptitude test. He evaluated the level of 4,616
individual vocational choices by comparing the level of the choice
55
with the level of scholastic aptitude. Students were from grades
5-12 and intelligence was controlled by grouping. Analysis indi
cated increasing realism with advancing age and grade. The results
supported his hypothesis that vocational choices become more
realistic with advancing age, and also provided inferential support
for Ginzberg’s hypothesis that vocational choices change from a
basis in fantasy to a basis in reality considerations.
Harren (71) conducted a study of the vocational decision
making process among college males. In this study, he examined,
some of the assumptions about the process of vocational choice
which are involved in Tiedeman’s vocational decision-making
paradigm. A structured sample, Q-sort instrument, was constructed
for use with a structural sample. Four stages and two areas of
vocational decision-making were represented in the Q-sort. Stages
included exploration crystalization, choice and, clarification.
Areas of decision making were college major and occupational
choice. Groups of male college students were found, to be at
one or another of the four stages. While most students treated,
choice of major and. choice of occupation as a single problem,
those who did not, either saw the two problems as unrelated or
were at one stage with regard to major and a different stage with
regard to occupation. Harren suggested that the fact that
students at different stages in the vocational decision making
process apparently have different needs or concerns indicates a
rationale for modifying counseling and. guidance services to meet
these varying needs more effectively.
56
Rauner (1M-9) conducted a study of occupational information
and. its relationship to occupational choice and decision-making.
She studied 186 college women, all junior or senior full time
students in a college in western New York state, to determine how
much the students knew about the occupations they planned to enter.
A series of questions were posed to the students regarding their
chosen occupations. An analysis of the results revealed that the
mean score constituted less than a 75 percent knowledge of the
answers to the questions posed. Since the knowledge score in the
study constituted, the measure of realism with which students chose
occupations, it was concluded that there was an indication of a
lack of realistic approach to the choice of an occupation.
Rauner attempted to relate certain factors such as cur
riculum, occupation chosen, class, age, and type of high school
attended to the knowledge score. She found a statistically sig
nificant relationship between the curriculum and the knowledge
scores. A further significant relationship was found betwen
knowledge scores and. the occupation chosen. There was also a
statistically significant relationship between class and knowledge
scores. Seniors achieved better scores than juniors. No sig
nificant relationship was found between scholastic achievement
and occupation chosen,nor between type of high school attended
and knowledge of the occupation. Rauner concluded that students
desire additional information regarding a number of elements of
occupational information, and suggested that the results of the
study have implications for guidance personnel who wish to aid.
57
students In the making of vocational choices.
Katz (98) developed a model of guidance for career
decision-making. The model is in its preliminary stages of devel
opment, however, according to Katz, the need for such a model is
documented. Katz said.:
In passing we may briefly note that this emphasis
on application seems to round out a historical cycle.
The pioneers were primarily practical. In the
"covered wagon" days of guidance they peered into the
wilderness of occupational choice and decided to plunge
in and progress as far as they could with the means
available. Thus Parsons hitched up his famous troika
of practices, put the client aboard, took the reins
firmly in hand, and. made a trail that others could,
follow. . . . Progress has been made, some clients
were conveyed to the promised, land, but the model proved
underpowered, for mass transport. We may say then that
guidance at this early stage consisted of a set of
practices in search of a technology. The technology . . .
became available with the rapid development of psycho
metrics statistical techniques and computers. Thus
guidance by the fifties may be said to have become a
set of practices and. a technology in search of a
theory. Theoretical analysis began to appear with
some frequency. Several of these subjected what had
been going on in the past, e.g. trait and factor
theory to penetrating scrutiny and attack. Recent
theoretical formulations have emphasized vocational
development rather than occupational choice. . . .
Self concept has become a key construct in career
development. . . .
What significance does this current theoretical
orientation hold for guidance practice? Perhaps
we may say that guidance which we earlier described
as a set of practices seeking a technology, and.
then a set of practices and a technology in search
of a theory, has now progressed, to a complex theory
seeking a new set of practices. . . . The new practices
will require an appropriate new technology--to which
we hope the model may help direct our attention.
In brief the model attempts to combine three
systems of data: a value system, an information
system, and. a prediction system. (98:2-3)
58
Katz’ model enables the student to take full cognizance
of the range of values in the culture and. encourages the student
to make his own values explicit. It conveys appropriate infor-
mation about the opportunity or strength of return inherent in
each option. Katz shows how these three systems can be combined,
with predictive data in a rational decision-making process.
In discussing the information element Katz cautioned the
counselor to inform students that the quality of information is
often suspect and. that the counselor must do everything possible
to stimulate and support the collection of better information by
the student. One way to do this, according to Katz, is to demon
strate what is needed and, how it will be processed. Katz suggest
ed. that decision-making may be regarded as a strategy for acquir
ing and processing information . . . the person . . . either does
not know what information he wants, or cannot use what information
he has.
This model spells out answers to the first and. third of
the implied questions. The student, with the counselor's help
knows what information to seek and. what to do with it when he gets
it, but as Katz makes clear we need to recognize that he cannot
at present always count on getting the information. This again
points out the significant need for quality occupational infor
mation.
59
Summary
This review of the literature indicates that there has
been a great deal of attention paid, to the use of courses and
units in the attempt to teach occuational information to secon
dary school students. The lack of hard evidence that the use of
occupational information has resulted in any measurable change in
student knowledge or behavior is resulting, in many school dis
tricts, in the evaluation of the curriculum content of typical
units and courses.
In the few instances where courses have been taught by
counselors, there appears to be some evidence that students so
exposed fare better in their early years in the labor market.
The literature continues, however, to be very critical of
the quality and. the appropriateness of occupational information
which is traditionally available to our youth. Recent concerns
also deal with the related, problem of the storage and retrieval
of increasing amounts of information and. the rapid changes in the
labor market which make much knowledge obsolete before it reaches
the printed page.
Attacks on the storage and retrieval problem, and quality
control of information, are central to the work of researchers at
the present time. Computer applications, which appear to be the
long range solution to many of these problems, are still in the
very early stages of development, with the hardware capability
far in advance of validated softward. applications. It seems,
therefore, that this study, which deals with both the quality of
60
occupational information and the development and promulgation of
an improved, dissemination system using equipment already avail
able in many schools, offers a needed contribution to the
practice of guidance and counseling in the public schools.
The literature which discusses the importance of occupa
tional information in the career decision-making process, offers
corroboration and. reinforcement of the authors contention that
while information per se does not teach, it, nevertheless, is a
key element in the process of decision making, an element which
when lacking or when inadequate causes the process of career
making to falter. The literature suggests that the information
system component of the decision making model requires the same
attention as does the value and. prediction system components of
such a model. This study attempts to provide some emphasis in
this area.
CHAPTER III
DESIGN AND METHODOLOGY
Introduction
Two separate evaluations were employed in the conduct of
this study. During the developmental phase of the study, school
year 1966-67 , an evaluation was conducted, of the content and
utilization of the VIEW cards and VIEWscripts by students in
twelve San Diego County High Schools and Junior Colleges. Six
research hypotheses were developed for testing in the evaluation
of the content of the VIEWscripts. In order to study the hypo
theses projected for the developmental phase of the study, a
design was formulated which made it possible to obtain student
reaction to the VIEWscript materials. During the demonstration
phase of the study, August, 1967 to February, 1968, a measure of
the change in student vocational knowledge and student vocational
maturity was obtained with subjects selected from four Stanislaus
County High Schools. Eight research hypotheses were tested in the
measurement of change in student vocational knowledge and. student
vocational maturity.
During the developmental phase, July 1, 1966 through June
30, 1967, career information was developed and produced by the
authors for all occupations which required less than a baccalau-
61
62
reate degree and for which training was available in San Diego
County- This resulted in approximately 200 eight-page job de
scriptions. This information was disseminated via microfilm
aperture cards to twelve participating schools. An evaluation of
the materials and dissemination procedures was secured from more
than 1700 students in these schools in the course of this study.
The dissemination system utilized the microfilm aperture
card as the storage and transmitting vehicle. A two-card format
was chosen for each occupation with the first card containing four
pages of general information and the second card containing four
pages of local information. Each of the twelve schools in the
study was supplied with a microfilm reader, and a reader-printer
which enabled students to project microfilm copy on a screen and,
if desired, print out hard, copy for subsequent discussions with
counselors or parents. In addition, parameters pertinent to the
occupation, such as aptitudes, length of training, restrictions,
etc., were key-punched into each aperture card.
The main body of information for each occupation was pre
pared in a standardized format suitable for conversion into micro
film. Each brief in its unconverted form consisted of four 8% x 11
inch pages. A standardized heading was also chosen, the acronym
VIEW (Vocational Information for Education and Work), and the
briefs were referred to as VIEWscripts. Each pair of briefs for
an occupation was put on microfilm mounted in an aperture card by
use of a processor-camera. The completed aperture card was refer
red to as a VIEW aperture card.
63
The first four-page VIEWscript which the authors prepared
contained information about the occupation which was generally
applicable throughout the country. The order of information pre
sentation, however, differed from conventional practice. That is,
a thorough look at the criteria which applicants must meet (includ
ing such items as physical health, verbal ability, character,
training required, advantages and disadvantages) preceded any
detailed, description of the job itself.
The second four-page VIEWscript for each occupation con
tained pertinent local information and included a listing of local
training institutions, a bibliography of locally produced studies
and surveys relating to the field, and a listing of community
resource people working in the occupation who had agreed with the
authors to talk about their occupations directly with students.
Use of this two-card format made it possible to prepare
general descriptive data at a central location and to prepare
local information regionally. The possibility of a future card,
exchange system among regional centers was hypothesized.
Immediately before and. after using the VIEW aperture cards
each student was asked to record his reaction on evaluation cards
prepared by the authors and. provided by the counselor. The two
cards elicited from the user his reaction to previous occupational
information he had encountered and, his comparison of it with
occupational information contained in aperture cards.
Other data collected from students by these instruments
included referral source, frequency of VIEW use, grade level in
64
school, high school grades, past vocational exploration, previous
use of occupational information and other user data.
Data obtained by means of these instruments were recorded
in two ways. First, the reactions of students were tabulated,
and. totals and percent of response by category were determined
for each of the questions. Second, a random sample of one hundred
student questionnaires was drawn from the total number of question
naires returned.. The "z" statistic was used to ascertain the
significance of difference in the mean reaction of students to
previous occupational information as compared, with their mean
reactions to VIEW materials.
In early June, 1967, a random sample of student VIEW users
was drawn from the total of all student VIEW users in all of the
twelve participating schools. Their reactions to the VIEW mate
rials and a report of their use of the information was elicited
from this student sample by means of a questionnaire designed for
this purpose. Student responses were then totaled and reported,
in percent form.
The purpose of the demonstration phase of the study was to
measure the acquisition of knowledge about occupations and to
determine attitudinal changes towards vocational concepts. Data
were collected by means of a compromise control group, pre-test,
post-test design with random assignment of treatments to intact
groups.
Pre-tests were administered to the total student sample
prior to application of the treatment. Post-testing was conducted
65
with the total student sample at the conclusion of the treatment
period. The mean differences between pre-test and post-test
results were said to represent change brought about by student
interaction with the treatment (ways of presenting occupational
information) during the period, between the two testings.
The student sample consisted of all twelfth grade students
in four classrooms located in four (9) different neighborhoods in
Stanislaus County. The four classes made up the treatment and
control groups. Thus, four school districts and four classrooms
of twelfth grade students participated in the study. The total
number of students involved, was 112. In addition, 91 twelfth
grade students from two school districts in Stanislaus County
participated, in the study to establish test-retest reliability
for the Vocational Information Achievement Test (VIAT), an
instrument developed by the authors for use in the study. Pre-
and. post-test irteasureing instruments were the attitude subtest of
the Vocational Development Inventory (VDI) developed by John 0.
Crites at the University of Iowa and the Vocational Information
Achievement Test (VIAT) developed by the authors.
The Developmental Phase of the Study
The Department of Education, San Diego County, submitted a
proposal for a pilot project to establish a Regional Career Infor
mation Center on February 1, 1965. Partial funding was provided by
the California State Department of Education under the provisions
of the Vocational Education Act of 1963 (P.L. 88-210). During
the period February 1, 1965 to June 30, 1965, a need, assessment
66
was conducted to determine the type of career information desired
by students and counselors and procedures to disseminate the
information to local schools were developed. Extensive use was
made of student reactor panels, advisory committees, questionnaire
techniques, and outside consultants. At the termination of Phase
One, a model system had been designed to collect, abstract,
synthesize, produce, store, and disseminate career information
to counselors, vocational teachers, advisers, and. school adminis
trators for use with students in the secondary schools of San
Diego County.
The disseminating vehicle selected, was the microfilm
aperture card, an expendable element in the model system which is
inexpensive, easily updated, and filed., and which can be utilized
directly by students and. counselors at the school site. In
addition, it is possible to key punch into the aperture card para
meters pertinent to the specific occupation, including such items
as minimum aptitude levels, sex restrictions, minimum educational
level, special licenses required., and local training opportunities.
During the period. July 1, 1965 to June 30, 1966, career
information on fifty-five occupation in the hospital service field,
requiring less than a baccalaureate degree was prepared, by the
authors and disseminated on a pilot basis to six secondary schools
in San Diego County. Student, counselor, and administrator
evaluation of the information and the dissemination process was
highly favorable and the decision was made to proceed with the
developmental phase of the project.
67
The developmental project conducted during the 1966-1967
school year produced, career information for all occupations re
quiring less than a baccalaureate degree and for which training
was available in San Diego County. This resulted, in approximately
two hundred eight-page job descriptions. An alphabetical listing
of the job titles appears in Appendix F. This information was
disseminated, to twelve participating schools and an evaluation of
the materials and. the dissemination procedures was secured, from
the students.
During the developmental phase each participating school
was supplied a microfilm reader-printer (Filmac 4-00B) and a
reader-scanner (DuKane Model 576-90) . A student could, read the
information contained, on an aperture card, as he projected it on
the viewing screen of the reader-scanner; then, if he was inter-,
ested in the occupation and wished to study it further or discuss
the information with his parents or counselor, he could use the
reader-printer and make a printout of the desired, information.
The number of printouts that can be produced from one aperture
card is unlimited and the cost per copy is modest.
In addition, each school received, all necessary supplies
for operation of four hundred aperture cards (containing two
hundred eight-page occupational VIEWscripts) and several procedures
manuals. Schools included, in the 1966-1967 developmental project
and their respective enrollment figures are listed, in Appendix B.
The main body of information for each occupation was con
tained in two occupational briefs prepared in a standardized for
68
mat suitable for conversion into microfilm. Sources of the infor
mation used to prepare the briefs included publications from the
regional and the state offices of the California Department of
Employment, the Bureau of Labor Statistics, commercial publishers,
and. local employers. From these sources pertinent data were
collected, abstracted, and synthesized into two four-page VIEW
scripts. The first four-page VIEWscript contained information
about the occupation which is generally applicable throughout the
country. The occupationsT s second, four-page VIEWscript contained
pertinent local information.
The use of a two-card format (Appendix C) made it possible
for the more general descriptive data (pink card) to be prepared
at a central location and the local information (green card) to be
prepared regionally with the possibility of exchange among centers.
All aperture cards produced by the processor-camera became master
film cards and. were retained, at the Career Information Center, San
Diego County, along with the master input documents. Using a
card, copier, Uniprinter 086, VIEWscripts were produced from the
master film card on less expensive second generation deplicate
aperture cards for distribution to the school counseling centers.
Additional duplicate aperture cards could be produced from
the second generation cards if a school district decided to supply
each of its schools with the VIEWscripts.
69
Collection., Synthesis and
Dissemination of Vocational Materials
Various occupational materials were identified and col
lected to form a general basis for the VIEWscripts developed by
the Career Information Center. Prior to this, the authors had
surveyed the public post-high school training institutions to
identify those jobs not requiring a college degree, but for
which training was available in San Diego County. An unexpected
result of this survey was the discovery that there were less than
two hundred, vocational curricula in San Diego County. Therefore,
it was necessary to include a number of other occupations for
which training had to be obtained outside of San Diego County.
After these curricula were thoroughly covered with VIEW
scripts, a major concern of the Career Information Center was to
provide students with meaningful job descriptions. To accomplish
this, a close working relationship was maintained with the Depart
ment of Employment’s Youth Opportunity Center in San Diego. The
Department provided, local information and served as a valuable
critic and editor for the VIEWscripts prior to production.
Committees made up of representatives from business, labor govern
ment, and service organizations also served in a similar capacity.
Periodic informal surveys of counselors and students in the twelve
pilot schools provided help in selecting additional jobs to be
presented in the eight-page VIEWscripts.
Evaluation Procedures— VIEW
The evaluation of the materials and their use in the pilot
schools involved several phases, each utilizing a different in
strument. A total of more than 1700 students participated in the
evaluation during the developmental phase of the study. The
phases of the evaluation were:
Immediate Student Reaction Evaluation
Immediately before and, after using the VIEW aperture cards,
each student (N=1700+) was asked to record his reaction on pre and
post evaluation cards provided, by the Career Information Center
(Appendix D). These two cards elicited from the user his reaction
to occupational information he had encountered previously and his
comparison of it with the VIEWscripts relative to the understand-
ability, realism, interest, completeness, and currency of the
information. Other data collected by these instruments included
referral source, frequency of use, grade level in school, high
school grades, past vocational exploration, previous use of occu
pational materials, and other information.
Two modified before-after instruments were used to obtain
the immediate reactions of students using the VIEW files. This
came about as a result of a preliminary totaling of the reactions
of the students at the end of the first semester of the 1966-67
school year. It was found at that time that the student ranking
of the information may have been influenced by the great amount of
pre-publicity given the VIEW project and. VIEW materials in the
pilot schools. It was thought by the authors that this, coupled
71
with the wording of the questions on the original instrument
(Form I), may have influenced the evaluations of the students.
This possibility was especially acute with questions numbered 6
through 11 on the Form I Before questionnaire. Copies of the
Form I questionnaire used during this time period are included
in Appendix D. As may be noted, questions were asked in a prompt
ing vein. For example: "How understandable do you expect the
information to be? How realistic do you expect the information to
be? It was felt, therefore, that the great amount of school
publicity given to the project, coupled with the enthusiasm of
counselors in the pilot schools, may have increased, pre-use
expectations of the students to such a degree that an objective
evaluation would be impossible. Because of this, items 6 through
11 on the Form I Before questionnaire were revised (Appendix D) to
read as follows: "How understandable do you expect . . . ?" to "If
you have used occupational information before: How understandable
was that information? How realistic was that information?", etc.
The revised Form II of the questionnaire also appears in Appendix
D.
Data collected by means of these instruments were recorded
in two ways. First, reactions of the students were tabulated with
total and percent of total response by category reported for each
of the questions. Second, a random sample of one hundred student
questionnaires was drawn from the total number of questionnaires
returned. The ”zT t statistic was used to ascertain any significant
difference in the reactions of the students to other occupational
72
information as contrasted with their reactions to the VIEW
materials.
Later Student Evaluation and Use
In early .June, 1967, a random sample of student VIEW users
(N = 172) was drawn from each of the twelve participating schools
and, using a questionnaire designed for this purpose (Appendix E),
the reaction of these students to the VIEW materials and their use
of the information presented in the eight pages was elicited. The
responses were then totaled and presented in percent of total
response by category.
The Demonstration Phase of the Study
The evaluation (of the VIEW system) during the develop
mental phase of the project indicated that the system was a viable
way to present occupational information. It remained to be deter
mined whether students learn about the labor market, as a result
of using VIEW materials, and whether counseling with the VIEW
materials affects student attitude toward career planning.
During the demonstration phase of the study, VIEW materials
were used, with the twelfth grade students in two experimental
situations: in a formal unit on career planning, at the twelfth
grade level, and in the traditional school counseling program at
the twelfth grade. Instruments were selected and developed for
use with appropriate controls, to determine by means of a pretest-
posttest, one way analysis of covariance design based on simple
linear regression whether or not changes occur in groups of
73
students with respect to their knowledge of occupational facts and
with respect to their attitudes toward the world of work as a
result of using VIEW materials in counseling situations and as a
result of using VIEW materials in structured classroom units
taught by counselors. A third group of students participated in
the classroom career planning unit without accessibility to VIEW
materials and a fourth group which experienced the regular twelfth
grade guidance-counseling program without benefit of the classroom
unit or the VIEW materials was utilized as a central group for the
study.
The groups selected were intact, treatments however were
assigned to groups in randomized fashion, and counselors were
randomly selected from a group of 30 counselors who parricipated
in a summer in-service graduate program in the theory and process
of vocational choice. In selecting the sample and developing
procedures for conducting the study, a design was adopted, which
was practical for use in high schools.
The demonstration phase of the study began on July 31, 1967
and ended December 22, 1967. During the first two weeks in August,
1967, a group of thirty counselors participated in a graduate work
shop in career guidance jointly sponsored by Stanislaus State
College and the Bureau of Pupil Personnel Services, California
State Department of Education. The didactic portion of the work
shop was taught by the counselor education staff of the Graduate
School of Education, Stanislaus State College, and by consultants
from the Bureau of Pupil Personnel Services.
74
The counselors who were chosen to participate in the study
were selected from those counselors participating in the summer
workshop who had a full time counseling assignment and a counsel
ing load which included senior (twelfth grade) students. Coun
selors chosen were identified by means of drawing counselor names
from a box containing the names of all counselors meeting the
aforementioned criteria. Names were replaced after each drawing.
Sine all counselors participating in the study also participated,
in the summer training program, it was felt that the counselor
variable was, to some degree, controlled. A ten-week unit in
career planning accompanied by a ten-week lesson plan outline was
developed, by summer workshop participants. A composite of the
ideas developed, for use in the twelfth grade career guidance unit
appears in Appendix J.
At the conclusion of the workshop on August 11, 1967, the
randomly selected, participants, four counselors in the secondary
schools in districts within Stanislaus County, were presented
with the outline of the study. The counselors were instructed to
select an intact class of twelfth grade students from the total
population of classrooms of students in their school who were
not enrolled, in a four-year college preparatory program. Treat
ments were then randomly assigned, to these classroom groups:
1. One group received instruction in the use of
VIEW materials and. participated in a ten-week
twelfth grade career guidance unit taught in
a formal classroom situation for one hour per week.
75
All instruction was performed by a partici
pating counselor.
2. One group received instruction in the use
of VIEW materials by a participating coun
selor as a part of the regular twelfth grade
guidance and counseling program of their
high school. No formal classroom unit was
offered.
3. One group participated, in a ten-week twelfth
grade career guidance unit taught by a par
ticipating counselor in a formal classroom
situation for one hour per week. There was
no accessibility to VIEW materials.
M - . One group, serving as a control, participated
in the regular twelfth grade guidance and
counseling program of their high school. No
formal classroom unit was offered. There was
no accessibility to VIEW materials but a
participating counselor served, the group as
counselor.
A model of the compromise experimental, Before and After
control group design follows:
Pre-Test Post-Test
GROUP I S 0- l Xx 02
Xp = (VIEW = Career Unit)
GROUP 2 S 03 X2 0^
X2 = (VIEW only)
GROUP 3 S Or X3 06
X3 = (Career Unit)
GROUP 4 S 07 08
(Control)
S = Sample
0 = Testing
X = Treatment
Instruments used in the study were the Vocational Develop
ment Inventory (VDI) of John 0. Crites and a Vocational Information
Achievement Test (VIAT) developed by the authors. Samples of the
two instruments appear in Appendix K.
All groups were pretested with VDI and VIAT during the week
of October 2, 1967.
Beginning in the week of October 9, 1967, and continuing
for ten weeks, the pupils in Group 1 participated in the classroom
career unit and had access to VIEW materials for occupational
information. The unit ended during the week of December 11, 1967.
The pupils in Group 2 did not receive the ten-week unit in
career planning. However, their counselor did utilize VIEW mate
rials in the regular twelfth grade counseling and guidance program
during the ten-week period.
The pupils in Group 3 received a ten-week unit in career
planning. This group, however, did not have access to VIEW
materials.
77
The pupils in Group 4, the control group, participated, in
the regular twelfth grade counseling and guidance program. No
VIEW materials were accessible to Group 4, nor did the group par
ticipate in the ten-week unit in career planning.
VDI and VIAT post-test results were obtained during the
week of December 18, 1967 for all four groups in an attempt to
determine the effect of treatments in the different groups.
Description of Pupil Sample
The student sample consisted of 112 twelfth grade pupils
including 67 male and 45 female subjects. These twelfth grade
pupils ranged, in age from sixteen to eighteen years and were
enrolled, in high school programs other than four-year college
preparatory.
Further, student subjects made up the total student
enrollment of four intact classroom groups with one classroom
located in each of four separate high schools in Stanislaus
County as follows:
Group 1 N = 24 (M = 11, F = 13)
High School A Age Range = 17-18 years of age
Group 2 N = 26 (M = 18, F = 8)
High School B Age Range = 16-19 years of age
Group 3 N = 27 (M = 15, F = 12)
High School C Age Range = 17-18 years of age
Group 4 N = 35 (M - 23, F = 12)
High School D Age Range = 16-18 years of age
Pupils in this sample reside in and attend, high school in
an essentially agricultural area located in the central portion
of the San Joaquin Valley of California.
Instrumentation
The Vocational Development Inventory was prepared by
John 0. Crites at the University of Iowa. It consists of two sub-
tests--the competence test and the attitude test. The competence
test was designed, to measure ’ 'comprehension and. problem-solving
abilities as they pertain to the vocational choice process." The
attitude test was designed to elicit "the attitudinal or disposi
tional response tendencies in vocational maturity which are non-
intellective in nature but which may mediate both choice behaviors
and. choice aptitudes." This project used, the attitude test of the
VDI.
The attitude test of the VDI was developed by both empir
ical and. rational processes. A rational approach advocated by
Flanagan was used, to develop a pool of 1,000 items concerned with
the following phases of adolescent experiences:
1. Involvement in the process of vocational choice.
2. Orientation toward the problem of vocational
choice.
3. Independence in decision making.
• + . Preferences for factors in vocational choice.
5. Conceptions of vocational choice.
Fifty items were selected, on an empirical basis for the
final test from this pool of 1,000 items. An item was selected
for inclusion in the final form of the attitude test if the mean
score of the item was monotonically related, to grade level when
given to a sample of 3,000 male and. female students attending
79
classes in the fifth through the twelfth grade. A true-false for
mat was adopted because it produced, better item discrimination
than a Likert type of rating scale.
The items were keyed according to the responses of twelfth
grade students. If an item was answered true by at least 51 per
cent of the twelfth grade students, then the correct response for
that item was assumed to be true.
Crites reports that differences between schools make only
a negligible contribution to the variance of the aptitude test,
and further that sex is not a significant factor in the maturation
of these verbal reports of vocational development. (35)
The Vocational Information Achievement Test (VIAT) was
developed, for the study by the authors. It consists of 60 scored
items including 50 multiple choice and 10 true-false questions.
A sixty-day test-re-test reliability coefficient for the instru
ment was determined, with M-l twelfth grade pupils, enrolled in
twelfth grade non-college preparatory programs in two Stanislaus
County High Schools. A claim for face validity can be made for
this test. Authorities are reasonably in agreement about what
the content of occupational information materials should be, and.
this content, in the opinion of the authors, is reflected in the
VIAT test items.
Reliability of the VIAT
A coefficient of stability was obtained, for the VIAT as
evidence of its reliability. The coefficient reported will be
for test-re-test reliability.
Reliability data presented here are based on a sample
consisting of 41 twelfth grade students, enrolled in non-college
preparatory programs at two high schools in Stanislaus County.
One classroom of 19 students and. one classroom of 22 students
comprised, the sample which included. 22 males and. 19 females, rang
ing in age from 16 to 19 years.
The VIAT was administered to the sample of 41 students on
October 2, 1967 and again 60 days later to the same sample. One
author served, as examiner for both administrations, to control for
one possible source of error.
Individual student raw scores on the VIAT test-re-test
were correlated by means of the product-moment technique for com
puting coefficients of reliability. Table 1 contains test-re-test
raw scores for each individual in the sample.
Range, means, standard, deviations, standard, error of the
means, and the reliability coefficient for the VIAT are given in
Table 2.
Thus an r^ = .6 92 was obtained as a measure of VIAT
stability over a sixty-day period.. The reliability appears modest
however, it is believed, to have been depressed, by the homogeneity
of the subjects in the reliability group (all non-college prepara
tory program participants) . Since the study would, be concerned,
with group score reliability as opposed to individual score reli
ability, the reliability coefficient was felt to be adequate.
Table 3 presents the means, standard deviations, standard
81
TABLE 1
TEST-RETEST RELIABILITY VIAT
(Raw Score Data)
Student #
Sex
Age
Pre-test Raw Score
Post-test Raw Score
Student #
Sex
Age
Pre-test Raw Score
Post-test Raw Score
1M M 17 37 33 1C M 18 39 90
2M F 17 90 38 2C M 18 30 29
3M M 17 36 93 3C F 17 38 38
9M M 17 39 98 9C F 17 35 32
5M M 17 35 39 5C M 18 38 38
6M M 17 92 93 6C M 17 38 93
7M F 17 39 96 7C F 16 90 39
8M M 18 91 93 8C F 17 23 30
9M M 17 38 35 9C M 17 39 99
10M F 17 91 35 10C M 19 29 29
11M F 17 37 90 11C F 17 39 91
12M M 18 36 37 12 C M 16 33 38
13M F 17 37 39 13C M 17 27 36
19M F 17 39 92 19C M 17 38 92
15M M 17 99 91 15C M 18 29 18
16M F 17 90 90 16C F 18 91 92
17M M 17 39 37 17C M 16 93 37
18M F 16 39 35 18C F 17 33 35
19M M 17 95 97 19C F 18 32 35
20M F 17 35 92
21M F 17 95 92
22M F 17 39 91
Total Male = 22 Age Range = 16-19 years of age
Total Female = = 19 Raw Score Range:
Total N =91 Pre-Test = 23-95
Post-Test = 18-98
82
TABLE 2
VIAT TEST-RETEST RELIABILITY
Number Mean Standard Standard Error Range r^
Deviation of the Mean
41 38.22 5.60 .875 18-48 .692
83
TABLE 3
VIAT TEST-RETEST RELIABILITY
(Male-Female)
No. Mean Standard Standard Error Range r^^_
Deviation of the Mean
Male 22 37.95 6.78 1.44- 18-48 .753
Female 19 38.53 3.99 .916 30-46 .592
84
error of the means, range and reliability coefficients for male
(m = 22) and. female (n = 19) subgroups in the reliability sample.
Collection of the Data
Pre-test
Pre-test data were collected, for both the VDI and VIAT in
four days during the week of October 2, 1967. One author served,
as examiner and conducted, the pre-test administration with all
four groups.
Pre-test administration was completed during one sitting
with each group. All groups were tested during the morning of
their test day. Administration of the VDI was completed by each
group first, and following a rest-break of fifteen minutes, each
was administered, the VIAT. Both the VDI and. the VIAT require one
hour to complete, with fifteen minutes needed for administrative
functions and forty-five minutes alloted. to pupils for actual
test taking.
Results of the testing were obtained, for each pupil and
recorded in raw score form for each measure by classroom group.
Tables 4 through 7 give pupil pre-test scores for the VDI and.
VIAT as well as the means and. range of scores obtained for each
group on each instrument.
Make-up testing was not necessary as all pupils in each
classroom were in attendance on the day pre-testing was scheduled.
85
TABLE i +
GROUP 1— HIGH SCHOOL A
VIEW AND COURSE
PRE POST
Student No. Age Sex VDI VIAT VDI VIAT
IA 18 M
35 40 37 46
2A 17 F 38 40 45 43
3A 17 M 34 39 37 44
4A 18 F 40 30 44 47
5A 17 F 35 29 34 37
6A 18 M 29 43 32 42
7A 17 F 35 39 38 44
8A 17 M 26 43 35 45
9A 17 F 40 40 39 43
10A 18 M 37 44 42 41
11A 17 F 31 42 37 46
12A 17 M 38 39 41 43
13A 17 F 30 34 33 37
IMA
17 F 37 41 42 45
15A 17 M 38 39 42 41
16A 18 M 37 37 35 32
17A 18 F 26 40 29 42
18A 18 F 34 44 37 48
19A 17 M 39 41 39 38
20A 18 F 33 41 34 44
21A 18 M 42 44 42 40
22A 17 F 40 48 37 49
23A 18 M 36 39 38 39
24A 18 F 39 34 41 37
N = 24 (M = 11 & F = 13)
X=35.25 X=3 9.51 X1=37.92 X1=40.20
Age Range = 17-18 R=21-42
00
zt
1
CD
CM
I I
P 4
R=32-45 R=32-48
86
TABLE 5
GROUP 2--HIGH SCHOOL B
VIEW
PRE POST
Student No. Age Sex VDI VIAT VDI VIAT
IB 17 F 91 97 93 97
2B 17 M 30 31 30 35
3B 17 M 39 38 27 27
M-B 17 F 35 39 39 36
5B 17 M 39 20 37 27
6B 17 F 38 95 36 93
7B 17 M 91 91 39 91
8B 17 F 92 99 37 96
9B 17 F 90 96 91 99
10B 17 M 35 39 39 90
11B 17 M 98 91 99 91
12B 17 M 99 93 31 92
13B 18 F 39 38 91 38
19B 17 F 38 37 39 38
15B 17 M 36 93 39 91
16B 17 F 36 90 90 91
17B 17 F 38 93 37 97
18B 17 M 99 93 99 99
19B 17 F 37 38 33 35
20B 17 M 19 90 23 23
21B 17 F 92 95 36 95
22B 17 M 93 30 31 23
23B 17 F 35 95 35 50
29B 18 M 93 92 91 99
25B 17 M 91 90 95 35
26B 17 M 93 99 92 93
27B 17 M 28 32 30 17
N = 27 (M = 15 & F
= 12) X=38.11 X=39.59 X1=36.30 X1=38.26
Age Range = 17-18 R=19-98 R=20-97 R=23-95 R=17-50
87
TABLE 6
GROUP 3— HIGH SCHOOL C
COURSE
............
PRE POST
Student No. Age Sex VDI VIAT VDI VIAT
1C
; 17 F 90 90 92 50
2C 17 M 93 37 37 39
3C 17 M 29 91 31 99
9C 17 F 39 99 91 93
SC 18 M 36 37 35 90
6C 16 F 36 38 90 99
7C 17 M 39 93 31 96
8C 17 M 33 91 39 92
9C 17 M 95 92 92 97
IOC 17 F 91 95 90 95
11C
16 F 32 91 31 91
12C 17 M 37 29 26 20
13C 18 M 27 29 26 35
1M-C 17 M 39 33 39 33
15C 17 M 39 92 38 99
16 C 17 M 92 92 36 97
17 C 17 M 35 36 26 21
18C 17 M 35 93 39 90
19C 18 M 27 28 28 35
20C 19 M 33 31 28 32
21C 17 M 39 92 38 92
22C 17 M 37 36 92 92
23C 18 M 91 92 35 39
2M-C 17 F 92 33 39 91
25C 17 F 36 90 33 97
26C 17 F 36 99 36 99
N = 26 CM = 18 & F = 8)
X=36.65 X=38.23
on
d-
nn
I t
IX
X1=39.91
Age Range = 16-19 R=2 7-95 R=29-95 R=26-92 R=20-50
88
TABLE 7
GROUP 4— HIGH SCHOOL D
CONTROL
PRE POST
Student No. Age Sex VDI VIAT VDI VIAT
..nr ”17. F 33 38 27 42
2D 17 M 35 38 36 40
3D 17 M 33 41 32 42
4D 17 F 42 43 43 44
5D 17 F 30 34 25 34
6D 16 M 41 43 43 42
7D 17 M 44 44 37 41
8D 17 F 36 38 34 37
9D 17 M 44 35 41 35
10D 17 M 39 46 41 47
11D 17 M 34 36 40 42
12D 17 F 41 40 41 43
13D 17 M 39 46 36 46
14D 18 M
32 39 32 42
15D 17 M 45 46 47 47
16D 17 F 40 44 42 43
17D 18 F 38 36 34 37
18D 18 F 37 43 37 46
19D 17 M 43 41 44 47
20D 17 M 35 42 32 34
2 ID 17 F 33 46 33 44
2 2D 17 M 43 46 48 42
2 3D 17 F 38 43 43 41
24D 18 M 34 34 38 40
25D 18 M 38 42 41 38
26D 17 M 29 38 28 42
27D 17 F 46 42 45 43
28D 17 M 42 41 45 42
29D 17 M 38 43 39 44
30D 17 M 35 41 39 41
3 ID 17 F 41 39 41 33
32D 17 M 44 38 39 39
33D 17 M 42 39 44 42
34D 17 M 44 44 47 44
35D 17 M 44 36 37 37
N = 35 (M = 23 & F
= 12)
X=38.63 X=40.71 X-^38.6 9
0 0
C \ J
1 —1
d-
1 1
ix
Age Range = 17-18
R=2 9-46 R=34-46 R=25-48 R=33-47
Post-test
At the conclusion of the ten-week demonstration or experi
mental period, both the VDI and the VIAT were again administered
to the three experimental groups and the control group. The ex
aminer for the post-test administration also served as examiner
for pre-testing, thus it was felt that some control of variability
due to examiner differences was effected.
In order to reduce introduction of other possible sources
of variability post-testing with groups was conducted, in the same
order with the VDI being administered first and, following a
fifteen minute rest-break, administration of the VIAT was complet
ed. Further, all post-testing was conducted with each group in
one sitting during the morning of a group’s test day.
Post-test data collection was completed in four days dur
ing the week of December 18, 1967.
VDI and. VIAT post-test data for each group are given in
Tables 4 through 7 by pupil. Shown also are the means and range
of scores obtained for each group on each instrument.
Make-up testing was not necessary as all pupils in each
classroom were in attendance on the day post-testing was scheduled..
CHAPTER IV
RESULTS AND FINDINGS
Introduction
The findings of this study are reported in two general
sections. Section A provides a report of findings as they relate
to the developmental phase of the study, October, 1966 through
June, 1967. VIEW utilization and evaluation results and dis
cussions are presented in three subsections:
1. The section using the "original" Form I
utilization and evaluation cards--October,
1966 through February, 1967.
2. The section using the "revised" Form II
utilization and evaluation cards--March,
1967 through May, 1967. (It was necessary
to revise the evaluation questions for the
cards in March of 1967 since, as explained
in Chapter III, it was determined that the
evaluation questions were being asked in a
prompting vein.)
3. A composite report of the utilization of
VIEW by students in the pilot schools--
October, 1966 through May, 1967--and a report
90
91
of a questionnaire administered, in June,
1967 to a random sample of student VIEW
users in the twelve pilot schools concern
ing their reaction to the VIEW materials
after a period, of time had. elapsed since
VIEW was last utilized by these students.
Also included in subsection 3 is a statistical
analyses of the differences of student reactions
based, on a sample of 100 students whose Before
and After reactions were received with resultant
difference scores subjected, to a analysis by the
"z" statistic in a two-tailed test of signifi
cance .
Section B contains the results of the evaluations and,
analysis related, to the demonstration phase of the study conducted
July, 1967 through December, 1967. Pre- and. post-measures of
vocational maturity and vocational information achievement provide
the basis for analyses of 8 research hypotheses presented, for this
phase of the study. Differences in groups Before and After means
were analyzed by the application of a one-way analysis of co-
variance technique based, on simple linear regression to deter
mine the significance of differences found in After group means.
The chapter concludes with a discussion of the findings
reported in Sections A and B.
92
Section A
VIEW Utilization and Evaluation
October, 1966 through February, 1967
Table 8-A suggests that students using VIEW materials dur
ing the first semester of the 196 6-1967 school year were, for the
most part, referred to these materials by a teacher or a counselor
and utilized the VIEW materials just once. Generally student
users were high school students with the greatest percentage of
them in the eleventh and twelfth grades. Most reported receiving
average grades in school. Many of the students had, decided just
recently to investigate the occupations which they viewed in the
aperture card files and. a majority indicated they had seldom or
never used occupational information prior to this use of the VIEW
materials.
Paradoxically, 61 percent of these same students also said
they had done at least some previous investigation of the occupa
tions or occupational areas they were presently investigating
with VIEW. When asked a similar type of question on the After
questionnaire (Table 8-B), 65 percent of the students indicated
they had not used other types of information. These results
might well reflect the fact that students do not have a clear
idea of what occupation information is.
Table 8-B also shows that of those who did indicate they
had used other types of information, over one-half felt the
VIEWscripts to be better than other types of occupational infor
mation. Approximately one-half of the students used both the
93
TABLE 8-A
UTILIZATION AND EVALUATION OF
"VIEWscript" APERTURE CARDS
OCTOBER, 1966-FEBRUARY, 1967
FORM I--BEFORE
*N
**%
Referral Teacher 505 39
Counselor 959 33
Self 212 16
Friends 103 7
Adviser 90 3
Parents 7 1
Frequency of Use First 1105 89
Second 199 11
Third 39 3
More 26 2
Grade Level Ninth 259 20
Tenth 179 13
Eleventh 310 29
Twelfth 315 29
J. C. Frosh. 220 17
J. C. Soph. 28 2
Achievement Level A & B 85 7
B 179 19
B & C 389 30
C 366 29
C & D 237 19
D 16 1
First Decision to Elementary 92 3
Investigate Occupation Jr. High 390 27
Sr. High 629 50
J. C. 86 7
Browsing 162 13
Use of Other Not at all 962 38
Occupational Information Seldom 325 26
Sometimes 288 23
Quite often 123 10
Unequal N1 - between categories relfect the fact that not all
students answered all questions.
In determining percentage, values less than .5 were dropped.
94
TABLE 8-B
UTILIZATION AND EVALUATION OF
"VIEWscript" APERTURE CARDS
OCTOBER, 1966-FEBRUARY, 1967
FORM I--AFTER
*N **%
Equipment Usage Reader-Printer 526 44
Reader 206 17
Both 472 39
Comparison of VIEW Had not used
others 731 65
Not as good. 40 4
Same 131 11
Better 223 20
Cards Used General Card 417 35
Local Card 199 16
Both 588 49
Took Printout Yes 920 81
No 220 19
it S
Unequal N between categories reflect the fact that not all
students answered all questions.
it it
In determining percentage, values less than .5 were dropped.
95
general information (pink) card and the local information (green)
card, while a third of the students used, only the general infor
mation card, and a small percentage viewed the local information
only. The reader-printer received, greater use than did the
reader-scanner and a great majority of the students took printed
hard, copy of the information contained in the microfilm aperture
cards.
March, 1967 through May 1967
Table 9-A presents the results derived from Form II of the
questionnaire used March through May, 1967. During this period., a
total of 501 students completed all or part of the Before question
naire, and 527 answered, some or all of the questions on the After
questionnaire. Percent of self-referrals during this period
increased, from 17 percent to 9-2 percent, while teacher referrals
declined slightly and counselor referrals dropped sharply.
Apparantly, less emphasis was being placed on getting the students
to the VIEW files by counselors. Table 9-A also indicates that a
majority of the students used the VIEWscript aperture cards just
once, and only a small percent returned for either a second or
third time. The greatest percentage of the users during this
March through May period were twelfth grade students. In general,
school students as opposed to Junior College students seemed to
make greater use of the equipment. Again, a majority of the
students reported receiving average grades during their high
school careers and for many, the decision to investigate the
96
occupation or occupations was a recent one.
Approximately one-half of these student users reported
they had. not used occupational information prior to coming to
the VIEW files, yet over three-fourths said they had looked into
the occupation previously. Once more there is evidence indicating
that students may not have a clear idea of what occupational
informa tion is.
In Table 9-B, it is shown that when these students were
asked., after using the VIEWscripts to compare the materials with
other information they had read, most indicated that they had not
used other information. Of those who had. used other types of
occupational information, however, over one-half of them rated
VIEWscript materials as better than the information they had.
previously read. Table 9-B also sbows that approximately one-
half of the students reported they utilized both the general
information (pink) card and the local information (green) card,
while a third indicated they had. used, only the general information
card.. Again, the reader-printer was reported used, by most of the
students. Of the students using VIEW materials during this time
period, over three-fourths of them took a printed hard copy.
Table 9-A presents the number, percentages, and, mean
ranking by students of the occupational information used previously
before using the VIEWscript occupational materials. The wording
of the Form II questions (6-11) differs slightly from that used
in the same questions on the Form I questionnaire utilized during
the October through February evaluation. For example, Form II did.
97
not ask for a student user’s expectations of the materials he was
about to read but instead solicited his evaluation of materials he
had. read, previously. The means presented in Table 9-A when com
pared to the means for comparable items for Table 9-B do show that
in all instances students gave a higher ranking to VIEW materials
than to the occupational materials they had. previously utilized.
Total Sample and. Summary
A VIEW utilization summary for the period October, 1966
through May, 1967 is presented in Table 10. From the results it
would appear that referrals to the VIEW equipment generally came
from a . teacher, a counselor, or the student himself, that a great
majority of these students used the materials only once, and that
users were usually high school students. These students reported,
for the most part that they had received, average grades in high
school. The decision to investigate the occupation was usually
reported as a recent one and the students who used the file were
generally novices at this type of investigation in that many
indicated they had. not used, occupational information prior to
coming to the VIEW occupational files. It would, seem, that the
VIEW dissemination media attracted many students to investigate
career opportunities for the first time. Of those students who
did. have some comparison basis for evaluation of VIEW (i.e. had
used some other types of information), the majority considered
VIEW occupational materials to be better than the occupational
materials they had. used previously. Approximately one-half
98
TABLE 9-A '
UTILIZATION AND EVALUATION OF
"VIEWscript" APERTURE CARDS
MARCH, 1966-MAY, 1967
FORM II— BEFORE
*N * * ° / o
Referral Self 211 42
Teacher 165 33
Counselor 84 17
Friend 32 6
Advisor 5 1
Parents 4 1
Frequency of Use First 381 78
Second 59 12
Third 26 5
More 23 5
Grade Level Ninth 42 9
Tenth 80 17
Eleventh 90 19
Twelfth 183 39
J. C. Frosh. 62 13
J. C. Soph. 13 3
Achievement Level A & B 40 8
B 67 14
B & C 183 38
C 132 27
C & D 59 12
D 4 1
First Decision to Elementary 14 3
Investigate Occupation Jr. High 111 26
Sr. High 190 44
J. C. 43 10
Browsing 71 17
Use of Other Not at all 215 49
Occupational Information Seldom 71 16
Sometimes 83 19
Quite Often 58 13
Very Much 14 3
Unequal N& between categories reflect the fact that not all
students answered all questions.
In determining percentage, values less than .5 were dropped.
99
TABLE 9-A--Continued
The remaining questions were answered on a
1 = Not at all 3 = Moderately
2 = Slightly 9 = Very much
1-5 scale where
5 = Extremely
•
If You Have Used. Other Occupational Information Before:
How helpful was that information?
1 = 19 2 = 32 3 = 76 4 = 81
Percentage (8.1) (13.7) (32.5) (39.6)
5 = 26
(11.1)
X = 3.3
How understandable was that information?
1 = 10 2 = 15 3 = 75 4 = 76 5 = 33
Percentage (4.8) (7.2) (35.9) (36.4) (15.8)
X = 3.5
How realistic was that informtion?
1 = 12 2 = 11 3 = 65 4 = 86
Percentage (5.8) (5.3) (31.4) (41.5)
5 = 33
(15.9)
X = 3.5
How interesting was that information?
1 = 14 2 = 25 3 = 67 4-66
Percentage (6.8) (12.1) (32.5) (32.0)
5 = 34
(16.5)
X = 3.3
How complete was that information?
1 = 12 2 = 21 3 = 70 4 = 70
Percentage (5.7) (10.0) (33.3) (33.3)
5 = 37
(17.6)
X = 3.4
Was that information up to date?
1 = 16 2 = 16 3 = 63 4 = 80
Percentage (7.7) (7.7) (30.1) (38.3)
5 = 34
(16.3)
X = 3.4
100
TABLE 9-B
UTILIZATION AND EVALUATION OF
"VIEWscript" APERTURE CARDS
MARCH, 1967-MAY, 1967
FORM II— AFTER
*N **%
Equipment Usage Reader-Printer 288 55
Reader 98 19
Both 137 26
Comparison of VIEW Had not used
other 231 56
Not as good 15 9
Same 62 15
Better 109 25
Cards Used General Card 157 32
Local Card. 82 17
Both 253 51
Took Printout Yes 370 77
No 110 23
Unequal N between categories reflect the fact that not all
students answered, all questions
In determining percentages, values less than .5 were dropped..
The remaining questions were answered on a 1-5 scale where:
1 = Not at all 3 = Moderately 5 = Extremely
2 = Slightly 9 = Very much
How much did you look into these areas before today?
1 = 95 2 = 97 3 = 120 9 = 83 5 = 27 X = 2.6
Percentage (22.5) (23.0) (28.9) (19.7) (6.9)
How helpful did you find, the information:
1 = 7 2= 23 3= 109 9 = 185 5 = 91 X = 3.8
Percentage ( .17) (5.6) (25.9) (95.1) (22.2)
How understandable did you find the information:
1 = 3 2 = 15 3 = 82 9 = 197 5 = 125 X = 9.0
Percentage ( .7) (3.6) (19-9) (96.7) (29.6)
101
TABLE 9-B--Continued
How realistic was the information?
1 = 6 2 = 11 3 = 72 9 = 197
Percentage (1.5) (2.7) (17.9) (49.0)
5 = 116
(28.9)
X = 4.0
How interesting was the information?
1 - 6 2= 23 3= 93 4= 158
Percentage (1.5) (5.9) (23.7) (40.2)
5 = 113
(28.8)
X = 3.8
How complete did the information seem to you?
1 = 6 2= 19 3= 109 4 = 191 5 = 102
Percentage (1.4) (4.4) (25.5) (44.7) (23.9)
X = 3.8
How up-to-date did the information seem to
1 = 6 2= 14 3= 67 4= 184
Percentage (1.4) (3.3) (16.0) (43.8)
you?
5 = 149
(35.5)
X = 4.0
How well did. you like the overall method of presentation
1 = 7 2 = 13 3 = 67 4 = 184 5 = 149
Percentage (2.0) (3.7) (20.2) (30.7) (43.5)
?
X = 4.0
102
of the students indicated, they had. used both the general and local
information, while a third of the students report using the general
card. only. The reader-printer, either alone or in combination
with the reader-scanner, was used, by over three-fourths of the
students, while only 17 percent of the total sample used the
reader-scanner only. These proportions are emphasized, by the
fact that 80 percent of the students did take a printed copy of
at least some of the materials in the VIEW file.
When students were asked to rank the overall method of
presentation of the VIEW materials, over three-fourths indicated,
they like this method "very much" or "extremely."
In reviewing Tables 8-A, 9-A, and, 10, it is evident that
the amount of counselor referral of students to the VIEW materials
diminished toward the end of the school year. This might be
explained, by the concentration of counselor effort early in the
year when the materials were first being introduced, becoming less
necessary as students and. teachers became aware of VIEW avail
ability. Evidence for this may be seen in the greater number of
self or teacher referrals reported during the period, March, 1967
through May, 1967.
Although it has been previously pointed out the majority
of students using the VIEW materials reported receiving average or
slightly above average grades in high school (B+, B, or C) , it
also should, be noted that just under orie-half perceived themselves
as "C" or below "C" students. Assuming such achievement level
perceptions as accurate, it appears, therefore, that many work-
103
TABLE 10
UTILIZATION OF "VIEWscript" APERTURE CARDS
OCTOBER, 1966-MAY, 1967
*N ** %
Referral Teacher 67i+ 37
Counselor SS6 30
Self 603 22
Friend 137 8
Advisor * +7 3
Parents 11 1
Frequency of Use First 14-91 83
Second 202 11
Third 58 3
More 46 2
Grade Level Ninth 309 17
Tenth 251 14
Twelfth 478 27
J. C. Frosh. 285 16
J. C. S oph. 40 2
Achievement Level A & B 125 8
B 246 14
B & C 560 <32,
C 500 29
C & D 310 17
D 20 1
First Decision to Elementary 56 3
Investigate Jr. High 452 27
Occupation Sr. High 819 49
J. C. 127 8
Browsing 230 14
Use of Other Not at all 668 40
Occupational Seldom 404 24
Information Sometimes 37 4 22
Quite Often 17 9 11
Very Much 48 3
Equipment Usage Reader-Printer 806 47
Reader 302 17
Both 619 36
1 OH-
TABLE 10--Continued
Comparison of VIEW Had not used other 969 63
NPt as good 55 4
Same 190 12
Better 323 21
Cards Used General Card 576 34
Local Card 281 17
Both 839 49
Took Printout Yes 1293 80
No 327 20
Unequal N° between categories reflect the fact that not all
students answered all questions.
In determining percentage values less than .5 were dropped.
105
oriented and. terminal students did not take advantage of the job
descriptions in the VIEW files. Furthermore, a majority of the
student users indicated, minimal prior utilization of any type of
occupational information. Thus, it would appear that, in general,
students who in the past made little use of occupational infor
mation, did tend, to utilize the microfilm aperture card, media of
presenting occupational information lending support to the VIEW
system of disseminating occupation information for student use.
Approximately two hundred, occupational descriptions were
provided, to the schools during the 1966-1967 developmental phase
of the VIEW project. Since these descriptions were being pre
pared continually through May, 1967, not all of the occupations
listed, in Appendix F were available throughout the year. As
students utilized occupational descriptions, a record, was kept of
the specific occupations they selected. The use frequency for
the various job descriptions was tabulated and. is reported in
Appendix G. Appendix H contains a partial listing of occupations
indexed by high school subjects applicable. These school subject
indexes were provided to all schools participating in the project.
Student Evaluation of VIEW Materials
Statistical Analyses
From the large number of students utilizing VIEW mater
ials and. completing Form II Before and After evaluation cards, a
sample of one hundred student evaluation cards was randomly
chosen from all student evaluation cards completed. March, 1967
through May, 1967. Only twelfth grade students indicating they
were using the VIEW materials for the first time and who had used,
other occupational information previous to looking at the VIEW
materials, were included, in this sample. These Form II Before
and After reactions of one hundred students utilizing VIEW between
March, 1967 and June, 1967 were recorded.. A difference score was
computed, for each student’s reaction to the helpfulness, under-
standability, realism, interest, completeness, and currency of
the VIEW materials as contrasted, with other materials he had used,
in the past. The raw data for each of these statistical analyses
is reported in Appendix I. Table 11 contains a summary of the
statistical analysis for each of the questions and reports the
"z" statistic computed, for each question. The level of signifi
cance chosen for each of the analyses was set at .001 to provide
maximum protection against a type II error (accepting a false
hypothesis) , as it was felt that this type of error would, be the
most serious for purposes of the study. The hypothesis under
consideration was the research hypothesis that the difference
between the mean of the Before reaction and the mean of the After
evaluation of these students would not be equal to zero. A two-
tailed statistical test was employed with the specific hypothesis
being the mean of the difference score being greater than zero
(up>0) and the mean of the difference score being less than zero
(uD<0) .
Talbe 11 shows that for all questions the hypothesis of
"a difference" was accepted at the .001 level in favor of the
107
TABLE 11
ANALYSIS OF DIFFERENCE OF REACTIONS
OF 100 STUDENTS USING VIEW
(Form II--Before and After)
D
N = 100
tft z*
Sig.
Diff. P.
Helpfulness + .36 +.1059 +3.3999 .001
Und erstandab ility + .39 +.0952 +9.0966 .001
Realism + .95 +.1192 +3.7751 .001
Interest + .50 +.1235 +9.0986 .001
Completeness + .51 +.1326 +3.8962 .001
Up-to-date + .59 +.1288 +9.5807 .001
*R: z> +3.29 and z<-3.29
108
hypothesis that the difference was greater than zero (up>0) thus
indicating students do find. VIEW materials more helpful, under
standable, realistic, interesting, complete, and up-to-date than
other occupational information they had. looked at in the past and.
supporting each of the hypotheses stated in Chapter I for the
developmental phase of this study.
Later Student Evaluations
In June, 1967, student users in the twelve pilot schools
were randomly sampled, and. administered, a questionnaire concerning
their reactions to the VIEW materials after they had been exposed
to these materials and some time had elapsed, to give them an
opportunity to follow through on the information presented. A
total of 175 students in grades 9 through 12 were included in this
sample and. 172 usable questionnaires were received.. Complete
results are presented, in Table 12. Generally, this survey con
firms that the majority of the students (69 percent) in the school
used the VIEW materials only once or twice, and. when asked the
reason for the limited, use of the materials indicated, that they
were after specific information or information on a specific
occupation and. had. no need to return. Obviously, the majority
of these students were not exploring occupations in general.
Approximately one-half of the student sample had made use of the
sources of additional information provided, in each of the VIEW-
scripts, but of these, most used these sources only once or a
few times.
109
TABLE 12
LATER STUDENT UTILIZATION OF
VIEW INFORMATION
*N **%
Frequency of Use Once 57 33
Twice 63 36
3 to 6 times 90 23
6 to 12 times 11 6
Over 12 times 1 1
Used Sources of Yes 87 51
Information No 83 99
Frequency of Once 36 90
Utilization of Few times 37 91
Sources Quite often 8 9
Every time 8 9
Used Resource People Yes 26 16
No 191 89
Visited with Never 130 80
Counselor about Sometimes 30 18
VIEW materials Usually 3 2
Always 0 0
Discussed. VIEW Never 39 21
Materials with Sometimes 69 92
Parents Usually 31 18
Always 31 18
Took Printout 1 to 2 pages 39 29
3 to 9 pages 56 39
5 or more pages 23 19
Varied 26 15
No 22 13
Pages Printed Out First 102 59
Second 95 55
Third 92 53
Fourth 73 92
Fifth 11 6
Sixth 8 5
Seventh 5 3
Eighth 6 3
110
TABLE 12--Continued.
Effect of VIEW Very much 48 32
On Career Choice Some 64 43
Little 36 24
None 0 0
Unequal Ns between categories reflect the fact that not all
students answered all questions
In determining percentage, values less than .5 were dropped..
111
Resource people in the community who had agreed to talk
about their jobs with students and were listed in the VIEWscripts
were not used, by a large percentage of the students (84 percent) .
The aid. of a counselor in verifying and. utilizing the information
they had, obtained, on the VIEW cards was also generally ignored by
these students. Eighty percent indicated, that they had never
visited, or made an appointment with their counselor after using
the VIEWscripts. Professional utilization of the VIEW materials
in counseling situations with students seems to have been
generally lacking in the schools.
Parents faired better in the utilization of the VIEW
materials. A majority of these students indicated they "sometime^'
or "usually" discussed the VIEWscripts with their parents.
Eighty-seven percent of the students surveyed, indicated
that they did take a printed copy of the information which they
viewed on the microfilm reader or read.er-printer and a majority
of the students limited these print-outs to four pages or less.
The first four pages of information or the general information
were the pages most often printed out by the students. The local
information, or the information contained on the green microfilm
aperture card was printed out by few of the students.
Many of these students did. feel that the information con
tained in the VIEWscripts seemed, to have "some" (43 percent) or
"very much" (32 percent) effect on their choice of a career.
When these last results were viewed, in light of the small per
centage of the students who did. contact the counselor after view-
112
ing this material, it would appear that many of these students
are using VIEW materials for career decisions without the pro
fessional aid. of the counselor. Greater inservice work with
counselors to aid them and to encourage them to work with students
in the vocational guidance area seems called, for. It must be
pointed, out in these inservice meetings that the VIEW materials
and equipment relieve the counselor of much of the information
retrieval and giving, thus allowing him more free time to devote
to counseling with students about career problems, using this
information in the counseling session.
Finally, when these students were asked, which part or
parts of the VIEWscript were of most use to him, a majority of
the students limited, their comments to the information contained
in the first three pages of the general VIEWscript, a fact that is
emphasized since the data also shows these pages to be the ones
which were printed out by the students most often. Such informa
tion as qualifications, training and. schooling needed., and
salaries were mentioned frequently by students in response to this
question. Also mentioned frequently, but not printed out as
frequently as the first four pages, was the value of local infor
mation and sources of additional information. The fact that this
information was readily available to the student at all times was
also mentioned by some of the students as a valuable aspect of
the materials.
In summary, students generally seem to use the VIEW
occupational file only a few times, occasionally use the addi-
J
113
tional sources of information listed., seldom make use of the
resource people listed on the VIEWscripts, and. very seldom contact
their counselor about the information, nor involve their counselor
in the career decision making resulting from their investigation.
Many of the students take printed, hard copy of the vocational
information and. take this home to discuss with their parents.
Pages printed, out usually include the general Information only.
Use of VIEW was perceived, by these students as having some effect
on their current choice of a career.
Section B
VIEW Demonstration and. Evaluation
July, 1967 through December, 1967
The purpose of the demonstration phase of the study was to
determine the acquisition of knowledge about occupations and. to
determine attitudinal changes toward vocational concepts as a
result of student exposure to and utilization of the VIEW system
and. VIEW materials. As previously described in Chapter III, three
experimental groups and one control group served as sources for
data collected on Before and After administrations of the Voca
tional Development Inventory and the Vocational Information
Achievement test. The total number of subjects Included in all
four groups was 112.
Before and After data for each subject along with the
subjectrs age, sex, and group identification were punched Into IBM
cards. Through the use of computer facilities located, at the
114
University of Southern California's Computer Science Laboratory,
Before and After date for groups were subjected to the Bio-Med
D01R program for linear regression which provides analysis of
covariance information in the output on treatment groups with
unequal sample size.
Analyses of the Data
Analysis of covariance was selected, as the technique to
test the eight hypotheses developed for this phase of the study.
The analyses were made using the F statistic to test for differ
ences between final group raw score means obtained on the VDI and.
the VIAT.
Factors determining selection of the statistical treatment
were the need to study intact groups to which treatments had been
randomly assigned and. the need, to test for significance of differ
ences between final group means by taking into account and. adjust
ing initial differences in group pre-test means for the VDI and
the VIAT. These pre-test group means are utilized in the analysis
of covariance as the covariates for the final group means obtained
on the VDI and. VIAT following application of the respective treat
ments during the experimental period. Further, as can be noted,
sample size for the treatment groups ranged from twenty-four for
Group 1 to thirty-five for Group 4. Thus a statistic and program
needed, to be selected which could perform with unequal group
sample sizes.
Results of hypotheses testing are presented, along with the
115
analysis of covariance table pertinent to the hypothesis being
presented. Differences found to be significant at or beyond the
.05 level are accepted, for purposes of this phase of the study as
real differences between the group means being compared. Where
real differences are reported, the level of significance is indi
cated in the table pertinent to the means being studied.
Analysis of Final Mean Scores
Vocational Development Inventory.--Each hypothesis being
tested in the measurement of change in student vocational maturity
resulting from exposure to the VIEW system of occupational infor
mation, will be stated in research form and be accompanied by the
analysis of covariance table depicting F test data for the perti
nent groups. A discussion of the hypothesis and. its accompanying
analysis of covariance table will be presented..
Hypothesis 1. There will be a significant difference be
tween the final mean scores on a measure of vocational maturity
for a student group using VIEW materials in a formal classroom
unit in career planning and for a student group using traditional
occupational Information in a regular high school guidance program,
in favor of the former.
From the table we may note that testing of the adjusted
treatment mean square for significance yields an F of 6.0110 with
one and fifty-six degrees of freedom. Since for one and fifty-six
degrees of freedom, F = 4 - . 05 is significant with probability less
than .05, we may accept research hypothesis 1 with certainty beyond
TABLE 13
HYPOTHESIS 1
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL DEVELOPMENT INVENTORY
TREATMENT GROUP 1 (VIEW & UNIT) vs. TREATMENT GROUP 4 (CONTROL)
Source of
Variation
Degrees
of Sums of Squares and Products
Adjusted
Sums of
Degrees
of
Mean
Square
Freedom
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Squares
Post-Treat.
YY1
Freedom Post-Treat
YY1
Between 1 150.71 31.65 6.65 61.44 1
Within 57 1167.79 1037.55 1494.23 572.40 56 61.44
Total 58 1318.50 1069.20 1500.88 633.84 57 10.22
Group 1 Group 4
N = 24 N = 35
F>05 (1,56) = 4.02 F = 6.0110
C D
117
the .05 level. Thus, for this study the student group using VIEW
materials in a formal classroom unit in career planning was found,
to be more mature in its attitudes toward, work at the close of the
ten-week experimental period than was a student group using tra
ditional occupational information in a regular high school program
for the same experimental period.
Hypothesis 2. There will be a significant difference be
tween the final mean scores on a measure of vocational maturity
for a student group using VIEW materials in a formal classroom
unit in career planning and. for a student group using traditional
occupational information in a formal classroom unit in career
planning, In favor of the former.
Testing the adjusted, mean square for significance yields
an F of 10.7 H with one and forty-eight degrees of freedom. For
one and. forty-eight degrees of freedom, significance beyond the
.05 level of probability is found with an F of H.OH. Thus, re
search hypothesis 2 is accepted with certainty beyond the .05
significance level. The student group using VIEW materials in a
classroom unit in career planning was found to be more mature in
its attitudes toward work at the end of a ten week experimental
period than was a student group using traditional occupational
information in a classroom unit in career planning for the same
experimental period. A check of Table 6 in Chapter III and Table
1H above will reveal that Group 3 post-test mean actually regress
ed. below the group mean on the pre-test.
Hypothesis 3. There will be a significant difference be-
TABLE 14
HYPOTHESIS 2
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL DEVELOPMENT INVENTORY
TREATMENT GROUP 1 (VIEW & UNIT) vs. TREATMENT GROUP 3 (UNIT)
Source of
Variation
Degrees
of
Freedom Sums of Sc[uares and Products
Adjusted
Sums of
Squares
Degrees
of
Freedom
Mean
Square
Post-Trea-
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Post-Treat.
YY1 * YY1
Between 1 95.12 -57.62 34.90 137.76 1 137.76
Within 49 1326.29 848.97 1159.02 615.58 48 12.82
Total 50 1421.41 791.35 1193.92 753.34 49
Group 1 Group 3
N = 24- N = 27
F>q5 (1,48) = 4.04 F = 10.74
H
00
119
tween the mean scores on a measure of vocational maturity for a
student group using VIEW materials in a standard high school guid
ance program and for a student group using traditional occupation
al information in a regular high school guidance program, in favor
of the former.
As can be seen from the table, a significant difference
between the final raw score means of treatment Group 2 and treat
ment Group 4 was not found., and research hypothesis 3 must be re
jected for the .05 level of significance.
Hypothesis M - . There will be a significant difference be
tween the final mean scores on a measure of vocational maturity
for a student group using VIEW materials in a regular high school
guidance program and. for a student group using traditional occu
pational information in a formal classroom unit in career planning,
in favor of the former.
A test of the differences in the final raw score means be
tween Group 2 and. Group 3 reveals an extremely slight difference
in favor of Group 2. However, an obtained F at one and fifty
degrees of freedom is .0808 whereas an F of 4.03 at one and fifty
degrees of freedom is necessary for a significance at the .05
level. Hypothesis 4 is rejected, as there would not appear to be
differences in the attitude toward work exhibited by a student
group using VIEW materials in a regular high school guidance pro
gram from the attitudes demonstrated by a student group using
traditional occupational information in a formal classroom unit in
career planning. Final measures of attitudes for both groups were
TABLE 15
HYPOTHESIS 3
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL DEVELOPMENT INVENTORY
TREATMENT GROUP 2 (VIEW) vs. TREATMENT GROUP 4 (CONTROL)
Source of
Variation
Degrees
of
Freedom
Sums of Squares and Products
Adjusted.
Sums of
Squares
Post-Treat
YY1
Degrees
of
Freedom
Mean
Square
Post-Treat
YY1
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Between 1 00
L a J
•
o
-P
136.18 222.34 45.63 1 45.63
Within 59 1325.28 1160.68 1795.51 778.99 58 13.43
Total 60 1408.32 1296.86 2017.85 824.62 59
Group 2 Group 4
N = 25 N = 35
F#05 (1,58) = 4.01 F = 3.3976
H
r\j
o
TABLE 16
HYPOTHESIS 9
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL DEVELOPMENT INVENTORY
TREATMENT GROUP 2 (VIEW) vs. TREATMENT GROUP 3 (UNIT)
Source of
Variation
Degrees
of
Freedom
Sums of Scjuares and Products
Ad justed
Sums of
Squares
Post-Treat.
YY1
Degrees
of
Freedom
Mean
Square
Post-Treat
YY1
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Between
Within
1
SI
99.93
1183.78
37.20
972.11
30.99
1960.30
1.33
823.92
1
50
1.33
16.97
Total 52 1528.72 1009.31 1991.29- 829.75 51
Group 2 Group 3
N = 26 N = 27
F.05 = 4*03 F = -0808
!\J
H
122
obtained at the close of a ten-week experimental period.
Vocational Information Achievement Test.— Each hypothesis
being tested in the measurement of change in student achievement
levels relative to vocational information will be stated in re
search form and be accompanied, by the analysis of covariance table
depicting F test data for the pertinent groups. A discussion of
the hypothesis and its accompanying analysis of covariance table
will be presented.
Hypothesis 5. There will be a significant difference be-
aween the final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a formal class
room unit in career planning and. for a student group using tra
ditional occupational information in a regular high school
guidance program in favor of the former.
The research hypothesis is rejected, at the .05 level of
probability as our obtained. F of 3.2795 with one and. fifty-six
degrees of freedom is less than the F of b.01 required, for signif
icance with the same degrees of freedom. It would appear that
including VIEW with the study of a formal course in career plan
ning did. not significantly Increase the vocational information
gained beyond that gained, by participating In a regular high
school guidance program.
Hypothesis 6. There will be a significant difference be
tween the final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a formal class-
TABLE 17
HYPOTHESIS 5
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL INFORMATION ACHIEVEMENT TEST
TREATMENT GROUP 1 (VIEW & UNIT) vs. TREATMENT GROUP 4 (CONTROL)
Source of
Variation
Degrees
of
Freedom
Sums of Squares and Products
Adjusted.
Sums of
Squares
Degrees
of
Freedom
Mean
Square
Post-Treat
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Post-Treat.
YY1 YY1
Between 1 18.21 -15.77 13.63 35.15 1 35.15
Within 57 878.97 4-72.36 854.12 600.27 56 10.72
Total 58 897.18 4-56.59 867.79 635.42 57
Group 1 Group 4
N = 24 N = 35
F#05(l,56) = 4.01 F = 3.2795
ru
UJ
TABLE 18
HYPOTHESIS 6
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL INFORMATION ACHIEVEMENT TEST
TREATMENT GROUP 1 (VIEW & UNIT) vs. TREATMENT GROUP 3 (UNIT)
Source of
Variation
Degrees
of Sums of Squares and Products
Adjusted
Sums of
Squares
Post-Treat.
YY1
Degrees
of
Freedom
Mean
Square
Post-Treat
YY1
Freedom
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Between 1 .001 -.46 198.15 198.92 1 198.92
Within 49 1372.35 1142.93 2175.14 1223.27 48 25.48
Total 50 1372.351 1142.47 2373.29 1422.19 49
Group 1 Group 3
N = 24 N = 27
F q5(1,48) = 4.04 F = 7 .8056
ro
•P
125
room unit in career planning and for a student group using
traditional occupational information in a formal classroom unit
in career planning, in favor of the former.
The obtained F of 7.8056 exceeds the F of M-.0M- required
for significance at the .05 level of probability with one and
forty-eight degrees of freedom. Thus, research hypothesis 6 is
accepted beyond the .05 level of significance. Students in the
group which had access to VIEW while studying a formal unit in
career planning acquired more information about vocations during
the ten-week experimental period than did a student group which
had access to traditional occupational information while studying
the formal unit in career planning during the same ten-week
period. The difference in the adjusted final mean score was found
to be statistically significant beyond the .05 level of confidence.
Hypothesis 7. There will be a significant difference be
tween the final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a regular high
school guidance program and for a student group using traditional
occupational information in a regular high school guidance pro
gram, in favor of the former.
Research hypothesis 7 is rejected at the .05 level of sig
nificance for as can be seen from the table the obtained F of
.5512 does not equal or exceed the F of 4.01 necessary for signif
icance at the .05 level with one and fifty-eight degrees of free
dom. A slightly higher final adjusted mean for Group 2 may be
indicative of the tendency noted in the analysis of hypothesis 5,
TABLE 19
HYPOTHESIS 7
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL INFORMATION ACHIEVEMENT TEST
TREATMENT GROUP 2 (VIEW) vs. TREATMENT GROUP 4 (CONTROL)
Source of
Variation
Degrees
of Sums of Squares and. Products
Adjusted
Sums of
Squares
Post-Treat.
YY1
Degrees
of
Freedom
Mean
Square
Post-Treat
YY1
Freedom
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Between 1 92.01 48.37 25.42 9.06 1 9.06
Within 59 1209.76 1029.74 1830.02 953.49 58 16.43
Total 60 1301.77 1078.11 1855.44 962.55 59
Group 2 Group 4
N = 26 N = 35
F Q5 (1,58) = 4.01 F = .5512
I —1
ro
cn
127
for student groups utilizing VIEW to have higher occupational in
formation achievement mean scores at the conclusion of the ten-
week experimental period. Nevertheless, the student groups in
this study using traditional occupational information seemed to
attain scores on a test of vocational information achievement not
significantly lower than those scores obtained by a student group
having access to VIEW.
Hypothesis 8. There will be a significant difference be
tween the final mean scores on a measure of vocational achieve
ment for a student group using VIEW materials in a regular high
school guidance program and for a student group using traditional
occupational information in a formal classroom unit in career
planning, in favor of the former.
Research hypothesis 8 can be accepted at or beyond the .05
level of significance. The obtained F of M -.1056 exceeds F of M-.03
with one and fifty degrees of freedom necessary for significance
at .05 level. Based on this study, it would appear that students
who have access to VIEW materials as a part of their regular
guidance program in high school learn more about vocations than do
students studying a unit in career planning and having access to
the traditional types of vocational information. As can be seen
both in Table 6 In Chapter III and. also in Table 20, Group 3 final
mean achievement test scores had regressed somewhat from the mean
achievement level attained by the group on its initial testing.
TABLE 20
HYPOTHESIS 8
ANALYSIS OF COVARIANCE TABLE FOR
VOCATIONAL INFORMATION ACHIEVEMENT TEST
TREATMENT GROUP 2 (VIEW) vs. TREATMENT GROUP 3 (UNIT)
Source of
Variance
Degrees
of
Freedom
Sums of Scuares and. Products
Adjusted
Sums of
Squares
Post-Treat.
YY1
Degrees
of
Freedom
Mean
Square
Post-Treat
YY1
Pre-Treatment
Sum of Squares
XX
Cross
Products
XY
Post-Treatment
Sum of Squares
YY
Between
Within
1
51
24.56
1703.13
-30.01
1700.31
36.66
3151.03
119.35
1453.53
1
50
119.35
29.07
Total 52 1727.69 1670.31 3187.69 1572.88 51
Group 2 Group 3
N = 26 N - 27
F Q5 (1,50) = 4.03 F = 4 - . 1056
ro
o o
CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
The basic assumption underlying this investigation was
that the availability of appropriate occupational information is
a necessary compenent of vocational counseling and career
decision-making. A further assumption was that changes in con
tent, format, reading level and. quality of occupational infor
mation would result in materials more suitable for use by students
and counselors. A final assumption was that systematic exposure
to validated occupational information would result in increased
student knowledge of the labor market and increased vocational
maturity which was defined as improved attitude toward, career
planning.
Summary
There were two phases to this study. Phase I, called, the
developmental phase, was conducted in San Diego County during the
1966-1967 school year. Career information on approximately 200
occupations requiring less than baccalaureate training was devel
oped and disseminated via microfilm aperture cards (the VIEW
system) to twelve participating secondary schools. The materials
were based upon student perception of what occupational informa
tion Is of the most worth. An evaluation of the materials and.
129
130
dissemination procedures was secured from more than 1700 students
in these schools by means of evaluation cards and. questionnaires.
Information was gathered, on such items as source of referral to
the system, frequency of use of the materials and. equipment, use
of other occupational information, comparison with other occu
pational information and the helpfulness, understandability, real
ism, interest level, completeness and. up-to-datedness of the
information in the system. An analysis of the difference of the
reactions of a sample of 100 students using the system was under
taken using the "z" statistical technique. Follow-up information
on later student utilization was also obtained. Data were gath
ered from 172 students concerning utilization of sources, resource
people, follow-up with counselors, discussion with parents and
perception of effect on career choice as a result of using the
information.
At the conclusion of Phase I of the study Phase II, called
the demonstration phase was carried out in four high schools in
Stanislaus County during the 1967-1968 school year. One hundred
twelve twelfth-grade students were assigned to different treat
ment groups to determine whether students learn about the labor
market as a result of using VIEW materials and whether counseling
with the VIEW materials affects student attitude toward the world
of work. Treatments included use of VIEW materials in a special
ten-week counselor taught unit in career planning, use of VIEW
in a traditional guidance program and use of traditional occupa
tion information with the special ten-week counselor taught unit.
131
A control group received the regular guidance program with tradi
tional occupational information.
Hypotheses and. Findings
A number of hypotheses were formulated for use in this
investigation. The following represents a formal statement of
each hypothesis in research form:
Developmental Phase
1. There will be a significant difference in student
perception of the helpfulness of occupational
information contained in the VIEW system as
opposed to the helpfulness of occupational
information in general, in favor of the former.
2. There will be a significant difference in student
perception of the understandability of occupa
tional information contained in the VIEW system
as opposed to occupational information in general,
in favor of the former.
3. There will be a significant difference in student
perception of the realism of occupational infor
mation contained in the VIEW system as opposed to
occupational Information in general In favor of
the former.
H. There will be a significant difference in student
perception of the interest value of occupational
information contained in the VIEW system as
132
opposed to occupational information in general
in favor of the former.
5. There will be a significant difference in
student perception of the completeness of
occupational information contained in the
VIEW system as opposed, to occupational infor
mation in general in favor of the former.
6. There will be a significant difference in
student perception of the recency of occu
pational information contained in the VIEW
system as opposed to occupational infor
mation in general In favor of the former.
Demonstration Phase
1. There will be a significant difference between
the final mean scores on a measure of voca
tional maturity for a student group using
VIEW materials in a formal classroom unit
in career planning and for a student group
using traditional occupational information
in a regular high school guidance program,
in favor of the former.
2. There will be a significant difference between
the final mean scores on a measure of voca
tional maturity for a student group using
VIEW materials in a formal classroom unit
in career planning and for a student group
using traditional occupational information
in a formal classroom unit in career planning,
in favor of the former.
There will be a significant difference between
the final mean scores on a measure of vocational
maturity for a student group using VIEW materials
in a regular high school guidance program and.
for a student group using traditional occupa
tional information in a regular high school
guidance program in favor of the former.
There will be a significant difference between
the final mean scores on a measure of vocational
maturity for a student group using VIEW materials
in a regular high school guidance program and. for
a student group using traditional occupational
information in a formal classroom unit in
career planning, in favor of the former.
There will be a significant difference between
the final mean scores on a measure of vocational
achievement for a student group using VIEW
materials in a formal classroom unit in career
planning and for a student group using tradi
tional occupational information in a regular
high school guidance program, In favor of the
former.
134
6. There will be a significant difference between
the final mean scores on a measure of vocational
achievement for a student group using VIEW
materials in a formal classroom unit in career
planning and for a student group using tradi
tional occupational information in a formal
classroom unit in career planning, in favor of
the former.
7. There will be a significant difference between
the final mean scores on a measure of vocational
achievement for a student group using traditional
occupational information in a regular high school
guidance program, in favor of the former.
8. There will be a significant difference between
the final mean scores on a measure of vocational
achievement for a student group using VIEW
materials in a regular high school guidance
program and for a student group using tradi
tional occupational information in a formal
classroom unit in career planning, in favor
of the former.
Findings related to the hypotheses with shich this inves
tigation was concerned are stated below:
Developmental Phase
1. A positive "z" score of +3.3994 statistically
significant beyond the .001 level of confidence
that students perceive occupational infor
mation presented in the VIEW system to be more
helpful than other occupational information
which they had used, previously.
A positive T t z" score of +4-.0966 statistically
significant beyond the .001 level of confidence
indicates that students perceive occupational
information presented, in the VIEW system to be
more understandable than other occupational
information which they had used, previously.
A positive , T z, T score of +3.7751 statistically
significant beyond the .001 level of confidence
indicates that students perceive occupational
information presented, in the VIEW system to be
more realistic than other occupational infor
mation which they had used previously.
A positive "z" score of +4-.0986 statistically
significant beyond the .001 level of confidence
indicates that students perceive occupational
information presented, in the VIEW system to be
more interesting than other occupational infor
mation which they had. used, previously.
A positive , T zr T score of +3.8962 statistically
significant beyond the .001 level of confidence
indicates that students perceive occupational
information presented in the VIEW system to be
136
more complete than other occupational infor
mation which they had used previously.
6. A positive "zn score of +4.5807 statistically
significant beyond the .001 level of confi
dence indicates that students perceive
occupational information presented in the
VIEW system to be more up-to-date than other
occupational information which they had. used
previously.
Demonstration Phase
1. An F score of 6.0110 was found to be significant
beyond the .05 level of confidence and. indicates
that the student group using VIEW materials in a
formal classroom unit in career planning was
found, to be more mature in its attitud.e toward
work than was the student group which used
traditional occupational information in a regular
high school guidance program.
2. An F score of 10.74 was found to be significant
beyond the .05 level of confidence and indicates
that the student group using VIEW materials in
a formal classroom unit in career planning was
found, to be more mature in its attitude towards
work than was the student group which used
traditional occupational information in a formal
classroom unit in career planning.
An F score of 3.3976 is not significant at
the .05 level of confidence and. the hypo
thesis that the student group using VIEW
materials in a regular high school guidance
program will become more mature in attitude
towards work than the student group using
traditional occupational information in a
regular high school guidance program is
rejected.
An F score of .0808 is not significant at
the .05 level of confidence and the hypo
thesis that the student group using VIEW
materials in a regular high school guidance
program will become more mature in attitude
towards work than the student group using
traditional occupational information in a
formal classroom unit in career planning
is rejected..
An F. score of 3.2795 is not significant at
the .05 level of confidence and the hypothesis
that the student group using VIEW materials in
a formal classroom unit in career planning will
acquire greater knowledge of the labor material
and job fact than the student group using tradi
tional occupational information in a regular
138
high school guidance program is rejected.
6. An F score of 7.8036 was found to be significant
beyond the .OS level of confidence and indicated
that the student group using VIEW materials
in a formal classroom unit in career planning
acquire greater knowledge of the labor market
and job facts than the student group using
traditional occupational information in a
formal classroom unit in career planning
7. An F score of .5512 is not significant at the
.05 level of confidence and. the hypothesis that
the student group using VIEW materials in the
regular high school guidance program will acquire
greater knowledge of the labor market and job
facts than the student group using traditional
occupational information in the regular high
school guidance program is rejected.
8. An F score of M-.1056 was found to be significant
beyond the .05 level of confidence and indicated
that the student group using VIEW materials
in the regular high school guidance program
acquires greater knowledge of the labor market
and job facts than the student group using
traditional occupational Information in a formal
classroom unit in career planning.
Conclusions
From the findings of the developmental phase of this study
it is concluded, that students, when made aware that pertinent
information does exist and. is available to them, will make use of
this information in their decision making. This is supported by
the fact that over 1700 students in the twelve pilot schools did.
take advantage of the VIEW files and. a majority of these students
indicated, that previously they had never or had infrequently used,
information of this type. Apparently the VIEW system motivates
students to use occupational information. Another aspect of the
VIEW materials utilized, by the students is the print-out capability
of the system. These printed, copies were often carried home by
the students for discussions with their parents. The use of the
materials at school in conjunction with a counselor was generally
ignored, by most of the students and. suggests the need, for further
work in the area of staff utilization of the VIEW materials.
The evaluation of the students in ranking the VIEW maters
ials in comparison with other materials of this nature was gener
ally favorable, indicating that the VIEW approach to occupational
information both in the media used and the content and. format of
the occupational information itself is viewed by the students as
being of more value than the information they had. used in the
past. When one adds the favorable reaction of the students to
this material to the fact that the microfilm aperture card facili
tates storage and. retrieval and allows for a continuous updating
of the information, it is evident that the system holds promise
of making a significant impact on the preparation and dissemina
tion of occupational information in the secondary schools.
From the findings of the demonstration phase of the study
it is concluded that the use of VIEW materials in conjunction with
a counselor taught unit in career planning is the optimal way to
present the information contained in the system.
Post-test final adjusted means revealed a significantly
higher score on a test which measures vocational maturity for this
group when compared with the groups using traditional occupational
information in either a unit or regular guidance situation (control
group).
This was true also in the comparison of groups on the test
which measures knowledge of job facts, i.e. the use of VIEW mater
ials in conjunction with a counselor taught unit revealed signifi
cantly higher achievement scores for the group using VIEW plus the
unit as opposed to the group using the unit with traditional
occupational information. There was also a trend favoring the
group using VIEW plus the unit as compared with the control group
although significance was not achieved.
In general the use of VIEW materials in a regular guidance
program (no special unit) do not yield significantly higher scores
when compared with the other treatment groups or the control.
The only instance of significance when comparing the use
of VIEW materials in a regular high school guidance program against
other treatment groups or against the control group occurred, in
the case where VIEW was compared, with the special counselor taught
141
unit using traditional occupational information. In this instance,
the group using View in the regular program scored, significantly
higher on the post-test of knowledge of job facts than did the
group which was exposed to the classroom unit in conjunction with
traditional occupational information.
The findings of the demonstration phase of this study
allow the conclusion that VIEW materials are best utilized when
presented, to students by means of a formal unit in career planning
and. are significantly superior to traditional occupational Infor
mation; that VIEW materials in a regular guidance program tend
to be more effective than traditional occupational information in
a regular guidance program; although statistical significance
was not achieved., that VIEW materials in a regular guidance pro
gram are statistically more effective than the special unit in
career planning which utilized traditional occupational infor
mation.
Recommendations
The study has led, to the discovery of factors which may
be of value to the secondary schools In their roll of preparing
students to make a meaningful transition from school to the world
of work.
Educational Recommendations
VIEW materials should be used as an aid in the implemen
tation of secondary school guidance programs. VIEW materials can
relieve the counselor of the time consuming task of collecting and
142
disseminating occupational information to students. At the same
time these materials provide an increase in information.
Summer workshops for counselors which provide instruction
in vocational guidance is a valuable and worthwhile experience.
It should be offered to an increasing number of counselors.
Specific instruction in the use of VIEW information is appropriate
too, particularly as a bridge to assist the counselors in the use
of VIEW as an aid to them in future interactions with students.
Continuous in-service training of counselors in the area
of career planning is desirable. Counselor enthusiasm for and
promotion of VIEW as a service of counseling leads to a greater
participation by the total school staff in this aspect of the
counseling program. This fact was emphasized in this study by
the increase in referrals from teachers to the VIEW system and
the use of the VIEW service in the classroom by teachers.
It is recommended that more counseling and guidance be
provided for students who do not plan to attend a four-year
college. Many of the students in this study, changed their level
of aspiration after entering their junior college training and
many were not satisfied with the occupation they entered after
leaving their vocational training courses in the junior colleges.
This was emphasized, by the large percentage of students who
received, jobs unrelated, to their training, who changed majors
after once entering the junior college, who felt they were not
using their abilities to their best advantage on the jobs they
held., and who changed jobs within one year after leaving their
1M-3
junior college training.
The need for more counseling was also pointed out by the
large majority of these students who waited until late in their
senior year of high school or just previous to entering junior
college before deciding upon an occupation in which to seek train
ing. This study has also shown that students do make the decision
to attend a junior college while still in high school, often with
out the aid of a counselor. Many of these students do not inves
tigate this training beyond the secondhand information received,
through catalogs and other brochures released by these training
institutions.
It is further recommended that the concept of the use of
microfilm aperture cards to provide occupational information on
occupations requiring less than a baccalaureate degree be ex
panded to encompass occuaptional information about professional
level jobs, financial aid information, and scholarship aid.
information for secondary school students.
Research Recommendations
Further research should, be undertaken to determine the
effect of VIEW materials on the career decision-making process
of secondary school students. Longitudinal studies of the career
patterns of the large numbers of students being systematically
exposed to VIEW materials should be conducted.
Research in the efficiency of developing the VIEW system
of occupational information utilizing computer storage and re
trieval as opposed to the punched aperture card should be con
144
sidered. This is especially true if the concept is expanded to
include information about professional level occupations and
scholarship and financial aid information.
The development of appropriate instrumentation to measure
acquisition of labor market information is needed. The instrument
developed for this study revealed, only modest reliability. Further
research should, be carried out to refine this instrument and. others
aimed at measuring what occupational information is acquired.
A follow-up study of the demonstration phase of this
investigation should be performed for the following reasons:
(1) to determine the stability of changed attitude toward the
world of work, (2) to compare the job entry, job satisfaction and.
job success of students participating in the VIEW studies with
nonparticipants, (3) to study how the stated, vocational choices of
students using VIEW materials are related, to the vocations which
are actually selected..
In conclusion, this investigation has shown that the
providing of occupational information via microfilm aperture card,
provides information which students and counselors feel is viable
and. valuable. It is felt that a more concentrated effort on the
part of guidance personnel working with students is justified, so
that the system can be utilized, to provide a more effective over
all vocation guidance service in the secondary schools.
BIBLIOGRAPHY
145
BIBLIOGRAPHY
1. Allen, James E. Good Guidance and Enough of it.
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2. Adrian, R. S. and Vacchiano, R. D. "Multiple Discriminant
Prediction of College Career Choice," Educational and
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3. Angus, S. F., and Peters, H. J. "New Challenges in the
Riddle of Occupational Information," Vocational Guidance
Quarterly, 13 (Spring, 1965), 179-183.
4. Astin, H. S. "Career Development During the High School
Years," Journal of Counseling Psychology, 14 (March,1967),
94-98.
5. Astin, A. W., and Nichols, R. C. "Life Goals and
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(Fall, 1964), 50-58.
6. Baer, Max F., and Roeber, Edward C. Occupational
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Associated, 1964.
7. Barry, R., and Wolf, B. An Epitaph for Vocational
Guidance. New York: Bureau of Publications, Teachers
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(1960).
Super, Donald E., Tiedeman, David V. and Borow, Henry.
"Some Unresolved Issues in Vocational Development
Research.” Personnel and Guidance Journal, 40
(September, 1961), 11-14.
Switzer, David K. and Others. "Early Experiences and
Occupational Choice: A Test of Roe’s Hypothesis,"
Journal of Counseling Psychology, 9 (Spring, 1962) ,
45-48.
Teeter, B., and Others. "Development of a Dimension of
Cognitive Motivation: Preference for Widely Known
Information," Child Development, 35 (December, 1964),
1105-1111.
161
183. Tiedeman, David V. "Decision and Vocational Development:
A Paradigm and its Implications," Personnel and Guidance
Journal, 40 (September, 1961), 15-21.
184. Tiedeman, David V., et al. An Information System for
Vocational Decisions. Developmental Program, Submitted
to the U. S. Commissioner of Education. Cambridge:
Harvard University, (1965), (mimeographed).
185. Tillinghast, B. S., Jr. "Choice Orientations of Guidance."
Vocational Guidance Quarterly. 13 (Autumn, 1964), 18-20.
186. Toporowshi, Theordore T. "A Critical Evaluation of an
Experimental Information Unit Taught High School
Seniors by Social Studies Teachers." Dissertations
Abstracts 22, No. 6 (1961), 1878.
187. Tyler, Leona, E. "Research Explorations in the Realm of
Choice," Journal of Counseling Psychology, 8 (Gall,
1961), 195-201.
188. Utton, Alden C. "Recalled Parent-Child Relations as
Determinants of Vocational Choice,” Journal of
Counseling Psychology, 9 (Spring, 1962), 49-53.
189. Vairo, P. D. "Occupational Information: Need of American
Youth," Catholic Educational Review, 63 (1965),
468-470.
190. Wagner, William V. "An Evaluation of the Vocational
Counseling Program of the Employment Security Service
in Kanawha County," Journal of Educational Research, 56
No. 7 (1963), 373-375.
191. Walker, Helen M. and Lev, Joseph. Statistical Inference.
New York: Holt Rinehart and Winston, (1953).
192. Walker, Sister Mary Catherine. "The Influence of Instruc
tion in Occupations and Self-Appraisal Activities Upon
the Vocational Preferences, Vocational Interests, and
Vocational Attitudes of High School Girls." Unpublished
Doctoral dissertation, Northwestern University, (1955).
193. Walz, Gary R. "Guidance Via Television," Vocational
Guidance Quarterly, 11 (Winter, 1963), 116-120.
194. _______ "Vocational Development Process; Sources of
Occupational Information," Review of Educational
Research, 33 (April, 1963), 201-202.
162
195.
196.
197.
198.
199.
Watley, D. J. "Student Decisions Influenced by Counselors
and Teachers," Vocational Guidance Quarterly, 15
(Summer, 1966), 3 6-40.
Wease, J. , and Others. "Counselors on Camera," National
Association of Secondary School Principals Bulletin,
97 (Summer, 1963), 27-31.
Williamson, E. G. "Demise of Vocational Guidance,"
Vocational Guidance Quarterly, 13 (Autumn, 1964), 11-17.
________ "Historical Perspectives of the Vocational
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________ Vocational Counseling: Some Historical,
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McGraw-Hill Book Company, (1965).
APPENDIXES
163
APPENDIX A
OCCUPATIONAL INFORMATION QUESTIONNAIRE
FOR SECONDARY STUDENTS OF SAN DIEGO COUNTY
STUDENT SAMPLE--PERCENT OF TOTAL RESPONSES
164-
APPENDIX A
QCC UFATI ON A L INFORMATION QUESTIONNAIRE FOR SECONDARY STUDENTS
OF SAN DIEGO COUNTY
STUDENT SAMPLE - PERCENT OF TOTAL RESPONSES
TOTAL N = 856
General Information
1'. Check One Klale
2 . Check your plans for
after graduation Job
3 . Check your past use
of career or occupa- Little or
tional information no use
Introduction
□ D
521
DU
165
□ 2
292
Fem ale
334
Further educa-
tion and training Undecided J 11;
592" 94
Great deal
Some use [54"| of use
451
f 12!
» . * ■ * — t
100
Much tim e, m oney, and effort have been devoted to the collection, classification , and d is
tribution of occupational information to stud en ts. People such as you rself often do not utilize
this inform ation. We wish to determ ine why tins is so and what might be done to provide stu
dents with the kinds of occupational information m ost important to them in making career plans.
Your cooperation in com pleting this questionnaire w ill help in this effort to determ ine:
What information about occupations is of the m ost worth to secondary students.
How it can be prepared in the m ost meaningful way for secondary students.
How it can be dissem inated m ost effectively for secondary student u se .
PART I. WHAT INFORMATION ABOUT OCCUPATIONS IS OF THE MOST WORTH TO YOU?
Instructions for filling out Part I of the Questionnaire
Please indicate how important the following kinds of information about occupations are to you.
RATE EACH ITEM ON A SCALE OF 1 TO 5, PLACING A r IN THE APPROPRIATE BOX
WHFRE:
1 = NO IMPORTANCE TO ME
2 = LITTLE IMPORTANCE TO ME
3 - SOME IMPORTANCE TO ME
4 = IMPORTANT TO ME
5 = VERY IMPORTANT TO ME
- 2 -
A. .DESCRIPTIVE INFORMATION ABOUT AN
OCCUPATION
1. History of the occupation
2. Social status of the occupation
3 . Contribution of the occupation to society
4 . Dictionary Of Occupation T itles code
numbers
5. Job duties
6 . Tools, equipment, or instruments used
on the job
7. Other occupations related to the job
8. Opportunities for advancement
9. Where employed— major industries,
kinds of employers
10. Physical setting, including safety factors
11. Social environment
12. Psychological environment and job
satisfaction
13. Hours of work
14. Vacations
B. REQUIREMENTS OF THE OCCUPATION
Personal Requirements for Getting the Job
1. Recommended interest patterns
2. Kinds of aptitudes needed
3 . Kinds of personality needed
«
4. Physical factors needed, ("stamina, "
"normal v isio n ," etc.)
5 . Sex requirements
6. Age requirements
- 7. Grades required in school subjects
PERCENT OF TOTAL RESPONSES
f i t
8 30 36 21 5
5 11 34 39 11
2 6 23 41 28
28 32 24 12 4
1 1 7 38 53
2 4 14 37 43
.1 6 25 43 25
1 1 6 23 69
2 3 12 37 46
2 4 18 42 34
2 5 23 43 27
0 1 9 33 57
.. 2 5 21 44 28
2 7 31 38 20
1 2 3 4 5
1 6 32 40 21
1 2 18 47 32
1 3 18 46 32
1 5 21 42 31
13 15 28 27 17
6 ' 13 29 35 17
2 4 16 37 41
166
- 3 -
Preparation Requirements for
Getting the Job
PERCENT OF TOTAL RESPONSES
^ / v S ' ^ / v
1. General education required
*
2 12 45 41
2. School subjects or course of study required
*
2 9 41 48
3 . Special training or education required. 1 1 6 40 52
4 . Requirements for admission to specific schools 2 4 18 37 39
5 . Cost, duration of special training or education 2 4 18 35 41
6. Financial aids available 4 11 25 31 29
7 . Work experience required 3 5 21 38 33
Special Entry Requirements for
Getting the Job
1 2 3 4 5
J, Special licen ses, certificates, degrees required 2 4 14 36 44
2. Association, membership required, union or
society 9 13 31 30 17
3. Special examinations required 2 6 25 39 28
4. Apprenticeship requirements 7 11 27 34. 21
5; Citizenship requirements 26 16 24 19 15
ECONOMIC INFORMATION ABOUT THE OCCUPATION
Distribution and Outlook for the Occupation
1 2 3 4 5
1. Number of workers in the occupation 10 20 32 25 13
2 . Ratio of men to women in the occupation 23 32 29 10 6
3. Number of workers in the occupation by industry
17
31
33 14 5
4 . Geographical distribution of work force
13 22 32 22 11
5. Chances of getting job after meeting entry
requirements
1 2 9 33 55
■
6. Location of current job openings 2 4 12 32 48
*Less than' 1%
167
4 -
PERCENT OF TOTAL RESPONSES
&
1. Stability of employment
2 1 6 26 65
2. Beginning earnings, salary increases, peak
earnings, lifetim e earnings potential 1 2 7 29 61
3. Potential span of working life in the occupation 1 4 12 36 47
4. Cost to worker for uniforms, tools, equipment,
'instruments, association or union membership,
etc.
8 14 30 30 18
5. Fringe benefits, such as retirem ent plans and
insurance (health and life)
3 4 17 33 43'
GEOGRAPHIC AREA COVERED BY INFORMATION
ABOUT AN OCCUPATION 1 2 3 4 5
1. Information applying to all of San Diego County
4 7 24 32 .33
2. Information applying to Southern California
3. Information applying to the State of California
2 8 24 40 26
3 9 34 33 21
4. Information applying to the western region of
United States
7 19 34 26 14
5 . Information applying to the total United States
12 19 28 19 22
PART II. HOW CAN OCCUPATIONAL INFORMATION BE PREPARED IN A MEANINGFUL
WAY FOR YOU?
Instructions for filling out Part H of the Questionnaire
In utilizing occupational information, please rate each item in term s of how well it
would present occupational information for your use.
RATE EACH ITEM ON A SCALE OF 1 TO 5, PLACING A / i N THE APPROPRIATE BOX
WHERE:
1 = VERY POOR.WAY FOR ME ■
2 = POOR WAY FOR ME
3 = ACCEPTABLE WAY FOR ME
4 = GOOD WAY FOR ME
5 = VERY GOOD WAY FOR ME
E . STYLE AND FORMAT OF THE MATERIAL
- 5 -
Style
1. Use of short, sim ple sentences
2. Use of lengthy, compound sentences
3. U se of words with few syllables
4 . Use of more complex vocabulary
5 . Limited use of technical term s
6. Liberal use of technical term s
• 7. Use of concrete true to life exam ples to
illustrate concepts
8. Use of abstract theoretical exam ples to
illustrate concepts
Format
PERCENT OF TOTAL RESPONSES
6 13 45 25 11
8 27 52 11 2
8 25 53 11 3
4 23 46 21 6
6 16 41 29 8
7 30 38 19 6
2 3 24 39 32
12 29 36 15 8
6 13 34 29 18
5 12 35 32 16
4 9 40 29 18
4 8 38 34 16
9 24 41 18 8
6 16 35 24 19
45 29 18 5 3
1. Use of statistics
2. U se of charts, graphs, and tables
3 . Use of pictures
4 . Narrative presentation
5 . Story presentation
6 . Straight-fact presentation only
7 . Cartoon or comic book presentation
PART III. HOW CAN OCCUPATIONAL INFORMATION BEST BE DISSEMINATED FOR YOU?
Instructions for filling out Part HI of the Questionnaire ' •
Please rate each item in terms of the way in which you would want to receive occupational
information.
RATE EACH ITEM ON A SCALE OF 1 TO 5, PLACING A > /lN THE APPROPRIATE BOX
WHERE:
1 = VERY POOR WAY FOR ME
2 = POOR WAY FOR ME •
3 = ACCEPTABLE WAY FOR ME
4 = GOOD WAY FOR ME
5 = VERY GOOD WAY FOR ME
169
- 6 - PERCENT OF TOTAL RESPONSES
F. MEDIA FOR DISSEMINATION OF OCCUPATIONAL
INFORMATION
1. Books such as career fiction novels
2. Periodicals
3. Single printed sheet
4 . Booklets
5. Film strips
6. Motion pictures
7. Recordings
8. Attending career conferences
9. Speaking with successful workers
10. C lasses on career information
11. Television
12. Radio
13. Employer recruitment literature
25 38 28 7 2
2 8 42 37 11
4 16 44 26 10
1 4 32 43 20
5 13 32 34 16
5 14 34 29 18
8 25 39 21 7
4 12 28 30 26
2 5 20 32 41
5 8 27 32 28
7 18 45 20 10
9 24 43 17 7
6 12 35 29 18
PART IV. IN USING OCCUPATIONAL INFORMATION, HOW IMPORTANT IS EACH OF THE
FOLLOWING TO YOU?
Instructions for filling out Part IV of the Questionnaire
RATE EACH ITEM ON A SCALE OF 1 TO 5, PLACING A ✓'IN THE APPROPRIATE BOX
WHERE:
1 = NO IMPORTANCE TO ME
2 = LITTLE IMPORTANCE TO ME
3 = SOME IMPORTANCE TO ME
4 = IMPORTANT TO ME
5 = VERY IMPORTANT TO ME
X/X X/X
GENERAL INFORMATION ABOUT AN OCCUPATION X y ^ / A / 5
A. D escriptive information about an occupation
*
2 17 43 38
B. Requirements of the occupation
* *
5 36 59
C. Economic information about the occupation
1 1 15 43 40
D. Geographic area covered by information about an
occupation
2 8 29 36 25
E. Style and format of the material 2 10 36 38 14
F. Media for dissemination of occupational information 2 6 37 40 15
COMMENTS:
*Less than 1%
S u p t. o f S c h o o l s , D e p t, o f E d u c .
$ 0 0 D ie g o C o u n ty 6*65
APPENDIX B
1966-67 PILOT SCHOOLS & ENROLLMENTS
172
APPENDIX B
1966-67 PILOT SCHOOLS & ENROLLMENTS
School A .......................................................................................4,258
School B ................................................................................. 902
School C ...................... 4,676
School D ................................................................................. 3,195
School E ................................................................................. 4,025
School F ................................................................................. 900
School G .................................. 1.675
School H ................................................................................ 1.245
School I ................................................................................ 2,356
School J ................................................................................ 2,314
School K ................................................................................ 853
School L ................................................................................. 1,287
Grand Total 27,686
173
APPENDIX C
VIEWSCRIPT APERTURE CARDS
174
APPENDIX C
VIEWSCRIPT APERTURE CARDS
General Card
- - *' "
3M BRAND DUPIICARD, 3M COMPANT, ST PAUL. MINNCSOTA
Local Information Card
APPENDIX C
D .O .T .: 860.381
Revision dale: October, 1967
V ital I n f o r m a t i o n f o r E d u c a t io n a n d W o r k
CARPENTER
(CARPENTER APPRENTICE)
The Carpenter c o n str u c ts, e r e c t s , i n s t a l l s , and r e p a ir s str u c tu r e s and f ix tu r e s o f
wood, plywood, and w allboard, u sin g ca r p e n te r's hand tools and power t o o is , and
conform ing t o lo c a l b u ild in g cod es.
You Must Be Able To:
•C lim b, b alan ce, stoop , k n eel, crouch, crawl
•R each, grasp and hold
• Work o u tsid e and indoors in rough surroundings
•T o le r a te n o ise and dust
• T olerate cu ts and oth er in ju r ie s from sharp t o o ls
• Provide own p r o te c tiv e c lo th in g such as hard h ats and s a fe ty shoes
You Should Know That:
•Y ou may have to purchase p r o te c tiv e c lo th in g , t o o ls , and textbook s as an apprentice
• Carpenters are su b ject t o season al flu c tu a tio n s in employment
• Bad weather w i l l a f f e c t earnings through l o s t tim e
• You may have t o provide your own tra n sp o rta tio n to co n stru ctio n s i t e s
• T o t a l m a teria l c o s ts t o ap p ren tices i s about $275
•H azards are p le n t if u l in th e C arpenter's trade
REQUIREMENTS AND QUALIFICATIONS
You Should Hove These:
Personal Traits Aptitudes Physical Traits
•A ccu rate and p r e c ise
•Work w e ll w ith others
•P r id e in work
•P a tie n c e
•R e lia b le
For an exp lan ation o f • Good p h y sic a l con d ition
•Good sen se o f balance
•Manual d e x te r ity
•Stam ina
•Ave*rage coord in ation
•Normal v is io n and hearing
a p titu d e s, you are urged
to:
• S e e your Counselor or
Advisor
or
• V i s i t an o f f ic e o f th e
C a lifo r n ia Department
o f Employment
(o r corrected )
D.O.T.: 860.381 2
Revision date: O ctob er, 1967
Job title: C arpenter (A p p r e n tic e )
PREPARATION AND TRAINING NEEDED
The Carpenter and Carpenter A pprentice w ill f in d :
•A high sch ool diploma i s d e sir a b le
• Four years o f ap p ren tice tr a in in g or a lon ger p erio d o f o n -th e-jo b tr a in in g i s required
•C arpentry exp erience in m ilita r y se r v ic e may be c r e d ite d t o a p o rtio n o f ap p ren ticesh ip
•Correspondence cou rses or trad e sch ool cou rses are a v a ila b le
The Course o f Study In clu d e s:
• D raftin g • Mathematics • B lueprint reading
• Shop courses •*+ years o f ap p ren ticesh ip • B u ild in g techn ology
tr a in in g
Cost o f T rain in g:
•No t u it io n co st fo r stu d en ts atten d in g p u b lic ju n io r c o lle g e or ad u lt education
program
• Carpenter A pprentice may lea rn trade through on -th e-job ap p ren ticesh ip tr a in in g
• A pprentice Carpenters r e c e iv in g on -th e-job tr a in in g are paid about 50 percent
o f th e journeyman ra te w ith 5 percent in cr ea se s each 6 months
Additional Facts About Training
•A p p ren ticesh ip tr a in in g i s th e most common way o f becoming a Journeyman Carpenter
• I t tak es years o f ap p ren ticesh ip to become a Journeyman Carpenter
• In th e ap p ren ticesh ip program, you must have, in a d d itio n to th e 8,000 hours of
on -th e-job tr a in in g , a minimum o f lUh hours o f r e la te d classroom in str u c tio n
each year
Special Entry Requirements
The Carpenter A pprentice Candidate:
• Must be between 17 to 27 years o f age
• May be required to be a high sch ool graduate
• Must re c e iv e a p a ssin g score on th e Department o f Employment1 s S p e c ific A ptitude
Test B attery fo r Carpenters
• Must be ab le to so lv e a rith m etic problems q uickly and a ccu ra tely
• A fter ap p ren ticesh ip tr a in in g i s begun, w ill be on probation fo r 9° days
• W ill undoubtedly be required to jo in th e trade union
PROSPECTS AND OPPORTUNITIES
Job Opportunities and Distribution
• Employment o f Carpenters i s expected t o in crea se slow ly through 1975
•In c r e a se d use o f p refa b rica ted and precut m a te ria ls and power operated machinery
serves to in crea se p ro d u c tiv ity and can le s s e n th e number o f men needed
• O pportunities are g r e a te st in urban areas
> Carpenters work fo r co n tra cto rs, hom ebuilders, and government agen cies
Opportunities for Advancement
The Carpenter w ith exp erience and a d d itio n a l tr a in in g may be promoted to :
• Journeyman from Apprentice •E stim ator • C onstruction Superintendent
• Foreman • Contractor
D.O .T.: 860.381
Revision date: October, 1967
Job title: C arpenter (A p p ren tice)
Economic Returns
1967/68 Salary Information for California
N o. of Hours Weekly/Monthly Most Workers Starting Usual Starting
per Week Earnings Range Earned Salary Range Salary
San Diego Area uo $123-$215 $205 None
$123
Los Angeles Area 1 + 0 $122-$2ll+ $204 None $122
San F rancisco Area 36 $112-$200 $187 None $112
San Jose Area 1 + 0 $125-$220 $208 None
$125
San Bernardino,
R iversid e Areas 1 + 0 $122-$2ll+ $201+ None $122
San Joaquin Area 1 + 0 $125-$220 $208 None $125
A ll inform ation i s from current union sc a le s fo r Carpenter work c la s s if ic a t io n s
Hours of Work
• 1)0 hour week standard • U sually works from 8:00 a.m. t o 5:00 p.m.
•V ery l i t t l e overtim e
Fringe Benefits
• Paid h olid ays and v a ca tio n s • Pension p lans
• H ealth and w elfare p lan s • S o c ia l S ecu rity
•T here i s a t o t a l o f 58 l / 2 cen ts per hour p aid in fr in g e b e n e fits
MORE ABOUT THE JOB
C arpenters, th e la r g e s t group o f b u ild in g tra d es workers, are employed in alm ost every
typ e o f co n stru ctio n a c t iv i t y . They e r e c t th e wood framework in b u ild in g s, in clu d in g
su b flo o r in g , sh eath in g, p a r t itio n s , f lo o r j o i s t s , studding, and r a f te r s . When th e
b u ild in g i s ready fo r trimming, th ey i n s t a l l m olding, wood p a n elin g , c a b in e ts, window
sash , doorfram es, doors, and hardware, as w e ll as b u ild s t a ir s and la y flo o r s .
A C arpenter:
• Lays out work from b lu e p r in ts and b u ild in g p lans
•A c cu ra tely measures lumber u sin g r u le , framing square, and c a lip e r s
•Saws lumber t o s iz e , w ith hand or power saws, and n a ils i t in to p lace
• S e le c t s s p e c ifie d typ e o f lumber or oth er m a teria ls
•Shapes m a te ria ls t o p rescrib ed measurements
• Uses saws, c h is e ls , and p lan es
•F a ste n s m a te ria ls w ith n a ils , dowel p in s, or glu e
•A p p lies shock-absorbing, sound-deadening, and d eco ra tiv e p an elin g t o c e ilin g and w a lls
•C o n stru cts con crete forms and pouring chutes
•E r e c ts sc a ffo ld in g and lad ders
•May do s p e c ia lty carpenterin g work such as parquetry f lo o r s , f in is h work, or
a c o u s tic a l work
D.O.T.: 860.381 ^
Revision date: October, 1967
Job title: Carpenter (Apprentice)
SOURCES OF ADDITIONAL INFORMATION
Itoited Brotherhood of Carpenters and Joiners of America, 101 Constitution Avenue, N.W.,
Washington DC 20001
RELATED OCCUPATIONS
(Your counselor can help you in finding these)
See D .O .T . Volume II, page 312
For Related Classifications see also:
D rafting and R elated Work (.1 8 1 ; .2 8 l) p . 377
M anipulating ( .88k) p . 322
Cooking and R elated Work (.2 8 1 ; .381) p . 310
P re cisio n Working ( .?8l ) p . 319
VIEWScripts Available in Related Occupations:
Air C onditioning and R efrig era tio n Maintenance M an (H osp ital) 899.381
Mechanic 637.281 Maintenance Mechanic (in d u s tr ia l) 638.281
A ircra ft Loftsman 693-381 M illw right 638.28I
Airframe and Powerplant Mechanic 621.281 Molder and Coremaker 581.381
Appliance Serviceman 723.381 M otorcycle Mechanic 620.281
Auto Mechanic 620.281 O ffice Machine Serviceman 633.281
Automobile Body Repairman 807.381 Patternmaker (Apparel Industry) 78I.38I
Automobile (Hew Car Get- Patternmaker P la s te r -P la s tic
Ready Man) 806.381 (A irc ra ft Industry) 777.381
B rick layer and Apprentice 861.381 Plumber 866.38]
Cable S p lic e r 829.381 Radio and T e le v isio n S ervice
Coin Machine Mechanic 639.381 T echnician 720.281
Darkroom Technician 976.381 R igger, Ship B uilding 806.281
Data P rocessin g Equipment Roofer 866.381
Technician 828.281 Sheet Metal Worker and Apprentice 80k.281
D ental Laboratory T echnician 078.281 S h ip fitt e r 806.381
D ie se l Mechanic 625.281 Shop Learner - Fed. Gov.
— —
E le c tr ic a l Repairman 829.281 Sign P ain ter 973.381
E le c tr ic ia n (C onstruction) 82k.281 Small Appliance Repairman
723.381
E lectro n ic T echnician 828.281 S tru ctu ral and Ornamental
Furniture U pholsterer 780.381 Ironworker 809.381
Instrumentman 710.281 S tru ctu ral and Surfaces
Laborer, General .885
Assem bler--Aerospace 806.381
Lineman 821.381 T a ilo r 785.381
Telephone S ta tio n I n s t a lle r 822.281
REGIONAL CENTER FOR CAREER INFORMATION—SAN DIEGO, CALIFORNIA
L L 't
r 10*
V I EW
SAN DIEGO COUNTY
INFORMATION
D .O .T .: 860.381
Revision date:O ctober, 19^7
Job title: Carpenter (A pp rentice)
PUBLIC SCHOOL TRAINING PROGRAMS
School
Program
Name
Length
Person To
Contact Award
C ity-Evening C olleges
San Diego
Carpentry Up to
2 years
O ffice o f th e
Dean o f Students
A .S . degree
L isted above i s th e program in Carpentry o ffe re d by C ity and Evening C o lle g e s. Those
in approved ap pren tice programs may apply t h e ir tr a in in g towards a A.A. degree
For a d esc rip tio n o f h igh sch o o l and other tr a in in g recommended you should see t h is
VIEWscript, card l,( p in k ) , page 2
Local Employment Inform ation
• There are around L,000 Carpenters and A pprentices working in the San Diego area
• In recen t years C arpenters, as w e ll as other b u ild in g tradesmen, have not had enough
work to employ a l l th o se q u a lifie d
•T he employment p ictu re has improved during the la s t h a lf o f 1967 and p rosp ects for
1968 are for more con stru ction and more jobs fo r Carpenters
•T here are now op p o rtu n ities on a regu lar b a sis to tr a in as an A pprentice Carpenter
in the San Diego area for th ose who can q u a lify
A d d itio n a l Local Facts
• Carpenters in the San Diego m etropoliton area are represen ted by se v e r a l o f fic e s
o f th e Carpenters union. Addresses and telephone numbers o f a l l area lo c a ls
are li s t e d on the fo llo w in g page
•You may fin d out more about o p p o rtu n ities and requirem ents by co n ta ctin g th e union
or by v is i t in g an o f f ic e o f th e Youth Opportunity Center or C a lifo rn ia Employment
Department l i s t e d on th e fo llo w in g page by address and telephone number
•Jobs may be found by a p p lic a tio n to con tractors and through th e union and the
C a lifo rn ia Employment Department
REGIONAL CENTER FOR CAREER INFORM ATI O N -S A N DIEGO, CALIFORNIA
D .O .T .: 860.381
Revision date: October, 1967
title: Carpenter (Apprentice)
LOCAL SOURCES OF ADDITIONAL INFORMATION
The California State Department of Employment
Chula Vista Office Escondido Office San Diego Office
428 F Street 321 East Ohio 1354 Front Street
Chula Vista 92010 Escondido 92025 San Diego 92101
Phone: 427-2656 Phone: 745-6211 Phone: 234-4341
El Cajon Office Oceanside Office Youth Opportunities Center
133 E. Park Avenue 141 Canyon Drive 1025 Twelfth Street
El Cajon 92020 Oceanside 92054 San Diego 92101
Phone: 442-0241 Phone: 722-1544 Phone: 234-4341
SAN DIEGO EMPLOYERS ARE EQUAL OPPORTUNITY EMPLOYERS
INDIVIDUAL PERSONAL CONTACTS
There are persons who are willing to be contacted from time to time concerning this
occupation. They have first hand knowledge of this occupation and may be able to
answer many of your questions. Please consult with your counselor for these resources.
• United Brotherhood of Carpenters
and Joiners of America
Local Union #1490
61+2 Hollister
Imperial Beach, California
Telephone: 1+23-2666
• Local Union #1296
959 23rd Street
San Diego, California
233-7956
•Local Union #1571
3760 Fairmount
San Diego, California
Telephone: 284-1574
R E G I O N A L C E N T E R F O R C A R E E R I N F O R M A T I O N - S A N D I E G O , C A L I F O R N I A
D.O.T.: 860.381
Revision date:October, 1967
Job title: Carpenter (Apprentice)
PERSONAL EVALUATION
Now that you have read the description and characteristics of this occupation
take a minute now to reflect on your own characteristics and self description.
Listed below are some check points to help you to see if your picture of your
self is similar to the occupational description presented in the preceding six
pages. There will probably be many areas that you are not sure of yet as well
as those to which you can definitely give an "0. K. " or "No." This occupational
description is intended to serve as a brief resume—not a complete report. Your
counselor has additional information on both you and this occupation.
O.K. Not
Sure
No
Personality Traits
See page 1, card 1 (pink)
A bilities Needed
See page 1, card 1 (pink)
Physical Traits
See page 1, card 1 (pink)
The subjects I am now taking and plan to take will
allow me to enter this occupation and advance in it
See page 2, card 1 (pink)
Ability to finance this training
See page 2, card 1 (pink)
Opportunities for me in this occupation
See page 2, card 1 (pink)
Suitability of the hours of work, salary, fringe benefits
See page 3, card 1 (pink)
Suitability of the job duties
See page 3, card 1 (pink)
I w ill be able to get training in this field from
a local school
See page 1, card 2 (green)
If you have answered some of these check points "Not Sure" or "No" and you still
wish to leave this occupation in as a possibility, you should
• Make a copy of this page and record the appropriate check m arks, then . . .
« Talk this m atter over with your counselor, and . . .
• Check further into the sources of additional information listed on page 4, card 1
and page 2, card 2
R E G I O N A L CENTER F O R C A R E E R I N F O R M A T I O N - S A N D I E G O , C A L I F O R N I A
APPENDIX D
IMMEDIATE REACTION AND EVALUATION
QUESTIONNAIRES
APPENDIX D
IM M EDIATE REACTION A N D EVALUATION
QUESTIONNAIRES
(October 1966 through February 1967)
BEFORE AFTER
v i e w N? 4421
P ie o s e c o m p le te B E FO R E u s in g the
V lE W S c rip t c c c u p o tio n o l m a te ria ls
1. Who re fe rre d you to th e VIE W e c c u p o tio n o ! in fo rm o tio n ? (che ck)
1 . ____ _ S e lf 4 __________ T ea che r
2. . . P a re nts S. A d v is e r
3- F rie n d f t . _________C ou nse lor
2. How o fte n have you used th e V IE W S crip t o v e rtu re card s?
(c h e ck)
1. F irs t tim e
2 . Second tim e
3 . Whot is your p re s e n t year
H ig h School
1_________9th grade
2 . 10th grade
3________ 11th gra de
i - 12th grade
3- - T h ird tim e
4 . _ _ _ _ _ M ere
\ sc h o o l? (che ck)
J u n io r C o lle g e
5 . _______ Freshm on
f t ________ Sophom ore
7 _________O th e r _______
(P le a s e s p e e ify )
4. A p p ro x im a te ly w h a t is or has kee n yo u r grode ove rag e fo r the
yea rs you have been in sch o o l sin c e e ig h th grade? I am 0
(che ck)
_ A ond B stu d e n t
. B s tu d e n t
. 6 and C stu d e n t
. C s tu d e n t
. C and D stu de nt
. D s tu d e n t
When d id you f ir s t d e c id e to in v e s tig a te the o c c u p o tio n (s )
w h ic h you p la n to loo k ot lod o y? (che ck)
. E le m e n to ry sch o o l 4 . _
. J u n io r h ig h sch o o l 5 ._
. Senior h ig h sc h o o l
. J u n io r c o lle g e
_ Ho p a rtic u la r o cc u p a
tio n in m in d , ju s t
b ro w sin g
C irc le th e num ber
th o t o p p lie
a
0
Z
x
9
e
0
a
0
S
X
3
E
>.
*
>
_>.
e
£
e
UJ
ft. H ow h e lp fu l do yo u e xp e ct th is
in fo rm a tio n to be? 1 7 3 4 5
7. H ow u n d e rsta n d a b le da you exp ect
th is in fo rm a tio n to b e 1 1 2 3 4 5
B. Hew r e a lis tic do you exp e ct th is
in fo rm a tio n to be*1 1 2 4 5
9. How in te re s tin g do you exp e ct th is
in fo rm o tio n to be? 1 2 3 4 5
10. How com p le te do you e xp e ct th is
in fo rm a tio n to be? 1 2 3 4 5
11. Do you e xp e ct th is in fo rm o tio n to be
up to date? 5
12. How o fte n have you used o c c u p a tio n in fo rm o tio n othe r than
V lE W S cript ap e rtu re card s before*’
t . N ot a t a ll 4. Q uite o fte n
2 . Seldom
3 . _______ Som etim es
_ V e ry m uch
v i e w N? 4421
*« l P le o s e co m p le te A F T E R u sin g the
V lE W S crip t o c c u p a tio n a l m o te rio ls
20. I used th e (c h e ck)
1 . _______ R e o d e r-P rin te r
2. . R eoder-S conner
3 ________ Both
Whot o c c u p o tio n (s ) d id you lo o k o t to d o y? (P le a s e lis t by
nom e.)
2 1 -2 3 _______________________________________________________________
2 4 -2 6 _____________________________________________ _______________
2 7 -2 9 _____________________________________________ _______________
C irc le th e num ber
th a t a p p lie s
"0
e
0
Z
>.
X
0*
w ?
X
0
■0
0
S
X
a
E
>.
*
>
1
•
«
Hi
30. How m uch d id you loo k in to these
oreos be fo re to do y? 1 2 3 4 5
31. How h e lp fu l d id you fin d th e
in fo rm a tio n ? 1 2 3 4 5
32. H ow u n d e rs ta n d a b le w as the
in fo rm o tio n ? 1 2 3 4 5
33. How r e a lis tic w as the in fo rm a tio n ? 1 2 3 4 5
34. How in te re s tin g w as th e in fo rm a tio n * 1 2 3 4 5
35. H aw c o m p le te d id the in fo rm a tio n
seem to you? 1 2 3 4 5
36. H ow up to d o te d id the in fo rm a tio n
seem to you? 1 2 3 4 5
37. How w e ll d id y o u lik e th e o v e ra ll
m ethod o f p re s e n ta tio n ? 1 2 3 4 5
38- If you have use d o th e r ty p e s o f o c c u p a tio n a l in fo rm a tio n
how w e lt d id th e V lE W S crip t com pare w ith it? (che ck)
1. _ _ _ _ _ I hove n o t used o th e r ty p e s .
3- N ot a s good os othe r o c c u p a tio n a l in fo rm o tio n .
3. A b o u t th e sam e a s o th e r o c c u p a tio n a l in fo rm a tio n .
4. . B e tte r th an o th e r o c c u p a tio n a l in fo rm a tio n .
39. W hich V lE W S c rip t a p e rtu re cards d id you use ? (che ck)
1. C ard C (p in k ), G e ne ra l In fo r m a tio n
2 . _______ C ord I (gree n), San D ieg o Job In form atio n
3 B oth
40. D id you ta k e 0 p rin t-o u t o f th e Vj EW S cript? (ch e ck)
1 ________ Yes
2 No
APPENDIX D - 2
IM M EDIATE REACTION A N D EVALUATION
QUESTIONNAIRES
(March 1967 through May I967)
BEFO RE AFTER
BE SURE N UM BERS ON W H ITE AN D B L U E CARDS M A TC H
V I Ew N? 11709
P ie ose com p le te B E F O R E u sm g th e
V lE W S cript o c e u p o tic n g l m a te ria ls
1. Who re fe rre d you to th e VIEW e c c u p o tio n o l in fo rm a tio n ? (che ck)
.S e ll
. Porenfs
. F rie n d
. Teo che r
_ A d v is o r
. C ou n se lo r
H ow o fte n hove you u
(che ck)
te d th e V lE W S crip t op ertu re cord s?
. F irs ! tim e
. Second tim r
. T h ird t
_ More
3. Whot is yo u r pre sen t y e o r in sc h o o l? (che ck)
H ig h School
1. - -■ 9th grode
2. _ _ _ _ _ 10th grode
3 . _______ t l t h grode
4 . - 12th grode
J u n io r C o lle g e
5 . ____ Freshm an
6. - Sophomore
7 . O th e r _
(P ie o s e s p e c ify )
A p p ro x im a te ly w hot is o r h o * been y o u r grode ove rag e lo r th e
yeo rs you have been in sch o o l s in c e e ig h th grade? I am 0
(che ck)
. A ond B s tu d e n t
. B stu de nt
. B and C stu de nt
_ C student
_ C and D student
_ D stu d e n t
5 . When d id you fir s t d e cid e to in v e s tig o te the o cc u p o tio n (s )
w h ic h you plan to lo o k o t to d o y ? (c h e ck)
. E le m e nta ry sch o o l 4 ..
. Ju n io r h ig h sc h o o l 5 ..
. Senior h ig h seh oo l
. J u n io r c o lle g e
. N o p a rtic u la r o ccu pa
tio n in m in d , ju s t
b ro w sin g
C irc le th e number
If you hove used othe r oe e u p o tio n o l
in fo rm o tio n be fore:
"3
0
0
z
X
a
a
e
0
S
X
3
E
X
e
>
e
E
e
6 . How h e lp fu l w as th a t
info rm o tio n ? l 2 3 4 5
7. H ow un de rstan da ble w as th a t
1 2 3 A S
8. How r e a lis tic w as thot
in fo rm a tio n ? 1 2 3 4 S
9. How in te re s tin g w os th o t
in fo rm a tio n ? 1 2 3 4 5
10. H ow com p le te w os th a t
in fo rm o tio n ? 1 2 3 4 5
11. W os-thot info rm a tio n
up to date? 1 2 3 4 5
12. How o fte n have you used o c c u p a tio n a l in fo rm a tio n other th an
V lE W S cript op ertu re cords be fo re ?
1 . ______ N ot o f a ll
2 . 5eldom
3 . _______ Sometimes
. Q u ite often
. V e ry much
/sf% v i e w N ? 11709
- I / ' P ie o s e com p le te A F T E R u s in g the
V lE W S crip t o c c u p a tio n a l m a te rio ls
20. I use d th e (c h e ck)
1________ R e o d e r.P rin t er
2. R eoder-Sconner
3. ___Both
W hat o c c u p a fio n (s ) d id yo u lo o k o f t o d a y ? ( P le a s * l is t by
na m e.)
2 1 - 2 3 .
24-24 _
27-29 _
C irc le th e num ber
th o t a p p lie s
9
O
Z
_v
X
0*
7>
"*
0
•
■p
1
X
3
6
>.
0
>
30. How much d id yo u loo k in to th ese
are os b e fo re to d a y? 1 2 3 4 5
31. Hew h e lp fu l d id yo u fin d th e
in fo rm a tio n ? 1 2 3 4 5
32. How u n d e rsta n d a b le w as the
in fo tm o tio n ? 1 2 3 4 5
33. H ow r e a lis tic w as the in fo rm a tio n ? 1 2 3 4 5
34. H ow in te re s tin g w as th e in fo rm a tio n ? 1 2 3 4 5
35. H ow co m p le te d id th e in fo rm o tio n
seem to you ? 1 2 3 4 5
36. H ow up to d o te d id th e in fo rm o tio n
seem to you? 1 2 3 4 5
37. H ow w e ll d id you lik e th e o v e ra ll
m ethod o f p re s e n ta tio n ? 1 2 3 4 S
38. If yo u hove u s e d e th e r typ e s o f occu p o tio n o ? in fo rm a tio n
how w a ll d id th e V lE W S crip t com pare w ith it? (ch e ck)
1________ I ho ve n o t used o th e r ty p e s .
I N at as good os o th e r o c c u p a tio n a l in fo rm a tio n .
3. _ _ _ _ _ A b o u t th e som e os o th e r o c c u p a tio n a l in fo r m e d
4 . _ _ _ _ _ B e tte r th an othe r o c c u p a tio n a l in fo rm a tio n .
39. W hiel V lE W S c rip t ap e rtu re cord s d id you use ? (che ek)
1 ._______ C ord C (p in k ), G e ne ra l In fo rm a tio n
") C ord I (gree n), Son D ie g o Job In fo rm a tio n
3 ________ B oth
40 . D id yo u ta k e 0 p rin t-o u t o f th e V lE W S c rip t? (che ek)
1 --------------- Y e *
2 No
183
APPENDIX E
CAREER INFORMATION CENTER
VIEW UTILIZATION QUESTIONNAIRE
APPENDIX E Career Information Center
VIEW Utilization Questionnaire
To The Student: T his q u estio n n a ire i s an attem pt to ev a lu a te and improve our
v o c a tio n a l in form ation . Your h onest op in ion s w i l l be g r e a tly
a p p recia ted . No names are needed. Thank you.
A. How o fte n d id you use th e VIEW m a te r ia ls (check one)
1 ._____Once on ly k. _____ 6 - 12 tim es
2 ._____Twice 5* _____ Over 12 tim es
3 ._____3 “ 6 tim es
B. I f you answered th e above q u estion 1 or 2 - Why?
C. L iste d in each occu p ation al d e sc r ip tio n are sou rces o f a d d itio n a l in form ation .
(Page ll) Did you seek out and use any o f th e se a d d itio n a l sources? (check one)
1 ._____Yes
2 ._____No
D. I f y e s - how o ften ? (check one)
1 . O n ly once 3- Q u it e o fte n
2 ._____A few tim es k. ____ Everytime I used th e VIEWScripts
E. L iste d w ith niany occup ations are resou rce p eop le to con tact fo r a d d itio n a l
in form ation . Did you co n ta ct any o f th e se people? (check one)
1 ._____Yes
2 ._____No
F. Did you make an appointment t o v i s i t w ith your cou n selor a fte r u sin g th e
VIEWScripts? (check one)
1 ._____Sometimes
2 ._____U sually
3 . Always
I*. Never
APPENDIX E ‘ 2 '
G. Did you d isc u ss any o f th e in form ation on th e VIEWScripts w ith your p arents?
(check one)
1 ._____ Sometimes 3 Alw ays
2 ._____ U su a lly k. _____Never
H. Did you u su a lly ta k e a p r in t-o u t? (check one)
1 . No It. Yes (5 or more p ages)
2 . . Yes ( l or 2 p ages)
5.
Yes (Number o f pages v a ried )
3 . Yes (3 or 1 + p ages)
Which pages d id you u su a lly p r in t out?
Your cou n selor has co p ie s o f th e p ages.
(check more than one i f you w ish ).
1 . Page 1
5.
Page 5
2 . Page 2 6. Page 6
3 . Page 3 7-
Page 7
4 . Page I * 8. Page 8
What e f f e c t did th e in form ation on th e
a career? (check one)
VIEWScripts have on your ch o ice o f
1 . Very much 3 . A l i t t l e
2 . Some It. No e f f e c t
K. What p a rt or p a r ts o f th e VlEWScript were most u s e fu l to you?
Supt o f Schools Dept, o f Educ
San D iego County 5-67
APPENDIX F
ALPHABETICAL LISTING OF OCCUPATIONS
APPENDIX F
REGIONAL CENTER FOR CAREER INFORMATION
SAN DIEGO COUNT!
Index
A
B
A lp h a b etica l L istin g o f O ccupations
F in a l Index 1966-67
Occupation
Accounting C lerk
A dm itting Clerk
A ir C onditioning and R efrig e r a tio n Mechanic
A ir c r a ft Loftsman
Airframe & Powerplant Mechanic
A ir lin e A gent, T ick et and R eservation
A ir lin e P ilo t
A ir lin e Stewardess
Ambulance D river
Animal Keeper
A ppliance Serviceman
A sbestos and In su la tin g Worker
A ssem bler, E le c tr o n ic s
A th le te , P r o fe ssio n a l
Automobile Body Repairman
Auto Mechanic
Automobile (New Car Get-Ready Man)
Automobile P arts M an (Counterman)
Index Card T it le
Account Clk
Admit C lerk
Air-Con M an
A ir e ft Loft
Airfrme Mech
A ir-T ick-R es
A ir P ilo t
A ir Steward
Ambulnce Drv
Animal Keep
Appl S erv ice
A sb es-In su l
Assem (E lec)
A th le te
Auto Body Rep
Auto Mech
Auto New M an
Auto Pts M an
Baker
Bank Clerk
Bank T e lle r
Barber
Bartender
Beach L ifeguard
Beauty Operator
Bellman
Bindery Worker
Bookkeeper
Bookkeeping Machine Operator
Box Boy
B rick layer and B rick layer A pprentice
B u ild in g In sp ector
Bus Boy
Buyer
Cabinetmaker
Cable S p lic e r
C a lcu la tin g Machine Operator (Comptometer Operator)
Camp Counselor
Carpenter (A pprentice Carpenter)
Cashier
C ataloger
Cement Mason
Child-Day-Care Center Worker (Nursery S ch ool-
C hild Care Teacher)
C iv il S erv ice A pprentice
C lerk-T yp ist
Baker
Bank Clerk
Bank T e lle r
Barber
Bartender
B Lifeguard
Beauty Op
Bellman
Bindery W kr
Bookkeeper
Book Mach Op
Box Boy
B rick layer
B u ild In spect
Bus Boy
Buyer
Cabinetmaker
Cable S p lic e r
Calc Mch Op
Camp Counsel
Carpenter
C ashier
C ataloger
Cement Mason
C hild Care W kr
C iv il Ser Ap
C lerk-T yp ist
APPENDIX F
-2
Index
C
D
£
F
Occupation
Index Card Title
Coin Machine Mechanic (Vending Machine Servicem an) Coin Mach Mec
Commercial A r t is t C om m A r tis t
C on trol Boom T ech nician (Radio and TV) C ontrl R ra Tc
Cooks and Chefs Cook-Chef
Copywriter Copywriter
C o u n terg irl (laundry and Dry C leaning) C ou n tergirl
Court R eporter Court Report
C redit Manager C redit Mgr
C ustodian Custodian
D airy Farm Hand
Darkroom T echnician
Data P ro cessin g Equipment T echnician
Data P rocessin g Machine Operator (Computer
Operator)
Date. P ro cessin g Programmer (B u sin ess Programmer
EDP)
D en tal A ssista n t
D en tal H ygien ist
D en tal Laboratory T echnician
Department S tore S a le s Clerk
D ie s e l Mechanic
Dishwasher
Displayman
Draftsman
Drapery Seam stress
D river-Salesm an (Routeman)
Dairy Hd
Darkroom Tec
D P Equip Tech
Computer Op
D P Program
D en tal A sst
D ental Hyg
Den Lab Tech
S a le s Clk
D ie s e l Mech
Dishwasher
Displayman
Draftsman
Seam strss Dr
D river S a les
E le c tr ic ia n (C on stru ction )
E le c t r ic a l Repairman
E lectrocard iograp h Technician
E le c tr o n ic T echnician
E le c tr o p la te r
E n gin eerin g Aid
E le c tr Con
E lec Repair
EK G Tech
E le c t Tech
E lec P la ter
Eng Aid
F ile Clerk
F in g erp rin t T echnician
Fireman (F ir e fig h te r )
F loor Covering I n s t a lle r
F lo r a l D esigner
Food Clerk
F orestry Aid
Front O ffic e C lerk—H otels
F urniture U ph olsterer
F ile Clerk
Finger Tech
Fireman
F lo Cov In st
F lo r a l Des
Food C lerk
F orestry Aid
H otel C lerk .
U pholsterer
Garment C utter
G eneral S ecretary
Groundsman
Guard (Watchman)
Gar C utter
Genl S ecty
Groundsman
Guard
APPENDIX F
-3-
Index
H
I
J
K
L
M
N
0
Occupation'
Index Card Title
Instrumentman
Insurance Agent
Insurance Clerk
In te r io r D esigners and D ecorators
In stru M an
Insur Agent
Ins Clerk
In tr Des-Dec
Junior Accountant
Junior F ed eral A ssista n t
Jr Accountant
Jr Fed A sst
K eypunch Operator
K itchen Helper
Key-punch Op
K it Helper
Laborer—General
Laundry Worker
Lens Grinder (O p tica l)
L ibrary A ssista n t
L icensed V ocation al Nurse
Lineman
L ithographic Cameraman
L ithographic Pressman
L ocal Truck D river
Long-Haul Truck D river
Laborer
Laundry W kr
Lens Grinder
Library A sst
Lie Voc Nurse
Lineman
L Cameraman
L itho Press
Drivr-Loc
L H Trk Drive
M achinist
Maid (Ward or F loor)
M ail C arrier
Maintenance M an (H o sp ita l)
Maintenance Mechanic (in d u s tr ia l)
M edical Laboratory A ssista n t
M edical Record L ibrarian
M edical T ech n ologist
Messenger
M etal Bonding A ssem blers, Aerospace
Meter Reader
M illw righ t
Model
Molder and Coremaker
M otorcycle Mechanic
M achinist
Maid Ward
M ail C arrier
Maint M an
Maint Mech
Med Lab A sst
Med Rec Lib
Med Tech
Messenger
Assmblr-Bond
Meter Reader
M illw right
Model
Molder
Motor Mech
Newspaper Reporter
Nurse Aide
News Report
Nurse Aide
O ffic e Clerk
O ffic e Machine Serviceman
O ffset D u p licatin g Machine Operator
O ffic e Clerk
0 M Servcman
Dupl-Mach Opr
190
APPENDIX F .
-4-
Index Occupation Index Card Title
O perating Engineer Op Engineer
O p ticia n —D ispensing O p tician
Orderly O rderly
Packaging Worker Packaging W k
P a in ter--C o n stru ctio n and Maintenance Phinter-C M
Park Ranger and A ssista n t Park Ranger
Parking Lot Attendant Park Lot A tt
Patternmaker (Apparel In du stry) Patrnmak App
Patternmaker P la s t e r -P la s tic (A irc ra ft Industry) Patrnmak Pla
Peace Corps Worker
Peace Corps
P est C ontrol Worker
P est C ntl W kr
Pharmacy Helper Phar Helper
Photographer
Photographer
P la ste r e r P la ste r e r
Plumber
Plumber
Policeman Policeman
Policewoman
Policewoman
Post O ffic e Clerk Post Of Clerk
P oultry Farm Hand P oultry F H d
Power Truck Operator Power Trk O p
P resser
P resser
P sy ch ia tric T echnician Psych Tech
i
Q
Radio and T e le v isio n Announcer
Radio and T e le v isio n S erv ice T echnician
Radio Operator
R eal E sta te A ppraiser
R eal E sta te Salesman
R ec ep tio n ist
R ecreation Worker (Group)
R eg istered Nurse
R e ta il Meat C utter
R igger, Ship B u ild in g
Rod and Chainman
Roofer
R Announcer
Ra-TV Ser Tec
Radio Oper
R E Apprais
R E Salesman
R ec e p tio n ist
Rec Worker
Reg Nurse
R Meat Cuttr
R igger, Ship
Rod-Chainman
Roofer
S a les C lerk -V ariety S tore
S erv ice S ta tio n Attendant
Sewing Machine Operator (Apparel Industry)
Sheet M etal Worker and A pprentice
S h ip fitte r
Shipping and R eceiving Clerk
Shop L earn er--F ed eral Government
Sign P ainter
Sm all A ppliance Repairman
S ta te T r a ffic O ffice r (Highway P a tr o l)
S a les Clerk
S ta Attend
Sew Mach Op
Sh Met Workr
S h ip fitt e r
Ship-Rec Clk
Shop Learner
Sign P ain ter
Sml Appl Rep
S ta te P o lic e
APPENDIX F
-5-
Index
S
T
U
V
W
X
y
Occupation
Index Card T :
S ta tio n a ry E ngineer
S ta E ngineer
Stenographer
Stenographer
S tock C lerk
Stock C lerk
S tr u c tu r a l and Ornamental Ironworker S tr Ironwkr
S tr u c tu r a l & S u rfaces Assem bler—Aerospace A ssm blr-Air
T abulating Machine Operator (Data P ro c essin g - Tab Mach Op
Operator)
T a ilo r
T a ilo r
Taxicab D river
Taxicab Driv
T ech n ical I llu s t r a t o r
. Tech I llu s
T ech n ical W riter
Tech W riter
Telephone S ta tio n I n s t a lle r
T ele S ta Ins
Telephone Operator
T e l Op
Telephone Industry Frameman
T e l Ind Frme
Telephone S erv ice R ep resen tative T e l Ser Rep
Telephone Supplyman
Supplyman
T eletyp e Operator
T eletyp e Op
T ire V ulcan izer
T ire Vulc
T i t le Examiner
T it le Exam
T ool and Die Maker
T ool-D ie. M ak
T ool Crib A ttendant
T ool Clerk
T ool Grinder Operator
T ool Gr Op
T r a ffic Rate C lerk
Tra Rate Cl
T ravel Agent
T ravel Agent
Tuna Fisherman
Tuna F ish er
W aiter and W aitress W ait-ress
Warehouseman Warehouseman
Ward C lerk Ward Clerk
Welder Welder
X-ray T ech nician X-ray Tech
X
192
APPENDIX G
STUDENT USE OF VARIOUS VIEWSCRIPTS
193
APPENDIX G
STUDENT USE OF VARIOUS VIEWSCRIPTS
RAM PREFERENCE JOB TITLE N U M B E R
1 A ir lin e Stewardess l 8l
2 A ir lin e P ilo t 136
3 Beauty Operator 101
4 F o restry Aid 87
5 Auto Mechanic 71
6 General Secretary 57
7 Draftsman 56
8 Dental Hygienist 55 .
9 Bookkeeper 47
10 C lerk-T yp ist 46
11 Stenographer 44
12 Telephone Operator 42
13 Data P rocessin g Programmer (B u siness Programmer EDP) 39
14 Cam p Counselor 34
15 Photographer 31
Policeman
16 L icensed V ocation al Nurse 28
17 Data P rocessin g Machine Operator 26
D ental Laboratory Technician
Fireman (Firefighter)
M edical Laboratory A ssista n t
18 In te r io r D esigners and Decorators 25
19 Child-Day-Care Center Worker (Nursery School-Child 24
Care Teacher)
20 D ental A ssista n t 23
21 Data P rocessin g Equipment T echnician 22
X-ray T echnician
22 E lec tr o n ic T echnician 21
23 F ile Clerk 19
Welder
194
APPENDIX G
- 2 -
RAM PREFERENCE JOB TITLE
2k Bank Clerk
25 M edical T ech n ologist
26 Court Reporter
D ie s e l Mechanic
Engineering Aid
27 Junior Accountant
Peace Corps V olunteer
28 M otorcycle Mechanic
29 Automobile Body Repairman
P sy c h ia tr ic Technician
T ravel Agent
30 Carpenter (Carpenter A pprentice)
31 Cabinetmaker
E le c tr ic ia n (C on stru ction )
F lo r a l D esigner
Nurse Aide
Operating Engineer
32 Animal Keeper
Newspaper Reporter
O ffice Clerk
R ecreation Worker
33- Bindery Worker
Cooks and Chefs
Key Punch Operator
R ecep tio n ist
S ta te T r a ffic O ffice r (Highway P a tr o l)
Barber
D isc Jockey
M edical Record L ibrarian
Stock Clerk
V eterinary
35 A ir lin e Agent, T ick et and R eservation
T echnical I llu s t r a to r
T echnical W riter
36 Automobile Parts M an (Counterman)
Bookkeeping Machine Operator
C a lcu la tin g Machine Operator (Comptometer Operator)
C redit Manager
Guard (Watchman)
P ain ter
Policewoman
L ife Guard
Post O ffice Clerk
Park Ranger
NUMBER
17
16
15
14
13
12
11
10
9
8
7
6
5
195
APPENDIX G " 3 ‘
PAM PREFERENCE JOB TITUS NUMBER
37 B u ild in g In sp ector ^
Buyer
E lectrocardiograph Technician
M achinist
Pharmacy Helper
R eal E sta te Salesman
S a le s C lerk -V ariety Store
Sign P ain ter
Meter Reader
38 A dm itting Clerk 3
Automobile (New Car Get Ready Man)
B u ild in g M aterial Salesman
C ashier
Carkroom Technician
E le c tr o p la te r
Insurance Clerk
Library A ssista n t
Long Haul Truck D river
Radio and T e le v isio n Announcer
39 Bellman 2
C ataloger
Instrumentman
Maid (Ward or F loor)
Model
Patternmaker (Apparel Industry)
Plumber
S erv ice S ta tio n Attendant
Shipping and R eceiving Clerk
Tool and Dye Maker
T it le Examiner
hO A ppliance Serviceman 1
Busboy
Garment Cutter
D isp lay M an
E le c tr ic a l Repairman
K itchen Helper
Lens Grinder (O p tica l)
M ail C arrier
P resser
Power Truck Operator
Radio and T e le v isio n S ervice Technician
Real E state Appraiser
Sheet M etal Worker
S ta tio n ery Engineer
T abulating Machine Operator (Data P rocessing Operator)
T a ilo r
Taxicab D river
T ire V ulcanizer
W aiter-W aitress
Ward Clerk
APPENDIX G
R A N K PREFERENCE JOB TITLE
0 A ir C ond itioning and R efrig era tio n Mechanic
B rick la y er and B rick layer A pprentice
Cable S p lic e r
Copywriter
M aintenance M an
Maintenance Mechanic
Orderly
Patternmaker P la s t e r -P la s tic (A irc ra ft In d u stry)
Rod and Chairman
Searcher (R eal E state T it le s )
Sewing Machine Operator (Apparel In du stry)
T r a ffic Rate Clerk
Commercial A r tis t
NUMBER
0
APPENDIX H
INDEX BY SCHOOL SUBJECT
APPENDIX H
REGIONAL CENTER FOR CAREER INFORMATION
SAN DIEGO COUKTY
Index by sc h o o l s ubject.
Art
Buyer
Camp Counselor
Child-Day-C are Center Worker (Nursery S ch ool-C h ild Care Teacher)
Displayraan
F lo r a l D esigner
I n te r io r D esigner and D ecorator
P a in te r--C o n str u c tio n s and M aintenance
Photographer
Radio and T e le v is io n Announcer
T ech n ical I llu s t r a t o r
B u sin ess and C le r ic a l
A dm itting Clerk
A ir lin e A gent, T ick et and R eservation
Bank Clerk
Beauty Operator
Bookkeeper
Bookkeeping Machine Operator
Buyer
C a lcu la tin g Machine Operator
C ashier
C lerk T yp ist
Court Reporter
C redit Manager
Data P rocessin g Programmer (B u sin ess Programmer EDP)
D en tal A ssista n t
F ile Clerk
F lo r a l D esigner
General S ecretary
Guard (Watchman)
Insurance Clerk
I n te r io r D esigner and D ecorator
Ju nior Accountant
Key-Punch Operator
O ffic e Clerk
P a in te r--C o n str u c tio n and M aintenance
P resser
R eal E sta te A ppraiser
Real E sta te Salesman
R ecep tio n !st
S a les Clerk
S erv ice S ta tio n A ttendant
Stenographer
Stock Clerk
199
APPENDIX H
-2-
T ab ulating Machine Operator
T a ilo r
Telephone Operator
T r a ffic Rate Clerk
T ravel Agent
Ward Clerk
Eng lis h
A dm itting Clerk
A ir lin e A gent, T ick et and R eservation
A ir lin e Stewardess
Automobile (New Car Get-Ready Man)
Bank Clerk
B u ild in g In sp ector
Buyer
Child-Bay-Care Center Worker (Nursery S ch ool-C h ild ta re Teacher)
Clerk T yp ist
Court R eporter
C red it Manager
Data P rocessin g Equipment Technician
Data P rocessin g Programmer (B u sin ess Programmer EDP)
D ental A ssista n t
D en tal Laboratory Technician
Fireman (F ir e fig h te r )
Food Clerk
Garment C utter
G eneral S ecretary
Guard (Watchman)
Insurance Clerk
Junior Accountant
Long Haul Truck D river
M ail C arrier
M edical Laboratory A s sista n t
M edical Records L ibrarian
Newspaper Reporter
O ffic e Clerk
Policem an
Radio and T e le v isio n Announcer
R eal E sta te Salesman
R ecreation Worker (Group)
S a les Clerk
Shipping and R eceivin g Clerk
Sign P ain ter
Stenographer
T ech n ical W riter
Telephone Operator
T i t le Examaner
T r a ffic Rate Clerk
Ward Clerk
200
APPENDIX H J
Horae Economics
A ir lin e Stewardess
Beauty Operator
Buy er
Child-Day-Care Center Worker (Nursery S ch ool-C h ild Care Teacher)
Cooks and Chefs
Garment C utter
K itchen H elper
L icensed V ocation al Nurse -
Maid (Ward or F loor)
Nurse Aide
Orderly
P resser
Sewing Machine Operator (Apparel In d u stry)
M athematics
A ir C ond itioning and R e frig era tio n Mechanic
A ir lin e Agent5 T ick et and R eservation
A ir lin e P ilo t
A ppliance Serviceman
Auto Mechanic
Autom obile P arts M an (Counterman)
Barber
Bookkeeper
Bookkeeping Machine Operator
B rick la y er and B rick la y er A pprentice
B u ild in g In sp ecto r
Buyer
Cabinetmaker
Cable S p lic e r
C a lcu la tin g Machine Operator (Comptometer Operator)
Carpenter (A pprentice C arpenter)
C ashier
C redit Manager
Data P rocessin g Equipment T echnician
Data P rocessin g Programmer (B u sin ess Programmer EDP.)
Data P ro cessin g Machine Operator (Computer Operator)
D ie s e l Mechanic
Draftsman
F lc c tr o p la te r
Engineering Aid
F ile Clerk
Fireman (F ir e fig h te r )
F lo r a l D esigner
Food Clerk
Instrumentman
I n te r io r D esigner and Decorator
Junior Accountant
E le c tr ic ia n (C on stru ction )
E lec tr o n ic T echnician
201
APPENDIX H
. 1 ) .
Long Haul Truck D river
Machini s t
K ail C arrier
M aintenance Mechanic
Medical Laboratory A ssista n t
M otorcycle Mechanic
Patternmaker P la s t e r - P la s t ic (A ir c r a ft In d u stry)
Radio and T e le v isio n S erv ice T ech nician
Real E sta te A ppraiser
R eal E sta te Salesman
R ecreation Worker (Group)
Rod and Chainman
S a les Clerk
S erv ice S ta tio n Attendant
Sheet M etal Worker and A pprentice
Sign P a in ter
Stenographer
T abulating Machine Operator (Data P ro cessin g O perator)
T ech n ical I llu s t r a t o r
T ech n ical W riter
T it le Examiner
Tool and D ie Maker
Ward Clerk
Welder
Music
Camp Counselor
Child-Day-Care Center Worker (Nursery S ch ool-C h ild Care Worker)
S cien ce
A ir C ond itioning and R efrig era tio n Mechanic
A ir lin e P ilo t
Animal Keeper
A ppliance Serviceman
Automobile P arts M an (Counterman)
Bank Clerk
Barber
Beach L ifeguard
Cable S p lic e r
Data P rocessin g Equipment T echnician
Data P rocessin g Programmer (B u sin ess Programmer EDP)
Data P rocessin g Machine Operator (Computer Operator)
D ental A ssista n t
D ental H ygien ist
D ental Laboratory T echnician
D ie s e l Mechanic
202
APPENDIX H
-5-
E le c lr ic ia n (C on stru ction )
E lectrocardiograph T echnician
E lec tr o n ic T echnician
E L ectroplater
E ngineering Aid
Fireman ( F ir e fig h t e r )
F o restry Aid
Instrumentman
I n te r io r D esigner and D ecorator
le n s Grinder
L icensed V ocation al Nurse
M achinist
M edical Laboratory A ssista n t
M edical Record L ibrarian
M edical T ech n o lo g ist
Nurse Aide
Operating Engineer
P a in te r—C onstruction and Maintenance
Pharmacy H elper
Photographer
Policem an
P sy c h ia tr ic T echnician
Radio and T e le v isio n S erv ice T echnician
R eal E sta te Salesman
R ecreation Worker (Group)
T ech n ical I llu s t r a t o r
T ech n ical W riter
T i t le Examiner
Tool and D ie Maker
X-ray T echnician
S o c ia l S cien ce
A dm itting Clerk
A ir lin e Stew ardess
Beach L ifeguard
Camp Counselor
Child-Day-Care Center Worker (N ursery S ch ool-C h ild Care Teacher)
Court Reporter
Food Clerk
Guard (Watchman)
M ail C arrier
Newspaper Reporter
Policeman
P sy c h ia tr ic T echnician
R ecreation Worker (Group)
Sheet Metal Worker and A pprentice
S ta te T r a ffic O ffic e r (Highway P a tr o l)
Stenographer
203
APPENDIX II
-6 -
Trade and T ech nical
A ir C ond itioning and R e fr ig e r a tio n Mechanic
A ppliance Serviceman
Auto Mechanic
Autom obile P arts Kan (Counterman)
B ric k la y e r and B rick la y er A pprentice
B u ild in g In sp ecto r
Cabinetmaker
Cable S p lic e r
C arpenter (A pprentice Carpenter)
Data P ro cessin g Equipment T echnician
Data P ro cessin g Machine Operator (Computer Operator)
Data P rocessin g Programmer (B u sin ess Programmer EDP)
D en tal Laboratory T echnician
D ie s e l Mechanic
Draftsman
E le c tr ic ia n (C on stru ction )
E le c tr o n ic T echnician
E le c tr o p la te r
E ngineering Aid
F ile Clerk
F o restry Aid
Instrumentman
Lens Grinder
Long Haul Truck D river
M achinist
M aintenance Mechanic
M otorcycle Mechanic
O perating Engineer
P a in te r—C onstruction and Maintenance
Patternmaker P la s t e r -P la s tic (A ir c r a ft In d u stry)
Radio and T e le v isio n S erv ice T echnician
S erv ice S ta tio n Attendant
Sheet Metal Worker
Sign P ain ter
T ech n ical I llu s t r a t o r
T ech n ical W riter
Tool and Die Maker
Welder
S u p t.o f Schools, Dept, o f Educ.
San Diego C o.nty 1-6?
APPENDIX I
QUESTIONS
2 0 5
APPENDIX I
Q UESTIO NS 6 - 31
H elp fu ln ess
A fter B efore
(W hite) (B lu e)
A fter B efore
(W hite) (B lue)
206
-prod \- n -p"OJ .p - V n -p-OJ -p - r o -p -L D -p-VJl _p-\jl -p - -p - _ p - jrU l prco -p -V -H -p - - P " 4r- -p- .p - p - U l
APPENDIX I
Questions 7 - 32
U n d erstan d u b ility
After
(White)
Before
(Blue)
k
i t
k
2
k
b
1
5
3
3
2
i t
b
k
2
b
i t
b
3
3
5
b
b
5
3
1
5
3
b
3
5
3
3
b
3
b
5
5
+1
0
0
+2
0
0
+3
0
+1
0
+2
+1
0
0
+2
0
+1
0
0
+1
0
0
-1
-1
-1
0
+2
-1
+2
+1
+1
-1
0
+1
+1
0
0
0
-1
After
(White)
Before
(Blue)
5
b
5
5
i t
5
5
i t
i t
5
i t
i t
5
5
3
i t
i t
5
3
3
3
3
i t
3
3
5
i t
5
5
5
3
i t
i t
i t
i t
i t
5
i t
5
5
3
3
5
i t
i t
i t
i t
i t
3
i t
i t
i t
3
3
i t
2
i t
i t
i t
i t
i t
i t
3
3
i t
3
i t
3
3
i t
i t
i t
3
2
5
3
3
-1
0
+1
+2
0
0
+1
+1
0
0
+2
0
0
+1
+2
0
0
+2
+1
-1
-1
-1
-1
0
0
0
+1
+1
+1
+2
+2
-1
0
0
+1
+1
-1
+2
+1
After
(White)
Before
(Blue)
i t
3
5
i t
i t
5
3
i t
3
i t
3
5
3
2
i t
i t
i t
i t
3
i t
2
i t
2(+D)
£(-D)
SID
( S T D ) 2
CD2
(2D)2/N
£d‘
2 -
l t
i t
5
3
3
5
3
i t
3
3
i t
i t
3
3-
3
2
3
i t
3
i t
3
i t
0
- 1
0
A ]_
+1
0
0
0
0
+1
-1
+1
0
-1
+1
+2
+1
0
0
0
-1
0
1 s
52
16
+39
1521
lOlt.OO
15.21
88=79
+.39
.8879
. 9 ^ 7 6
APPENDIX I Q U ESTIO N S 8-33
Realism
After
(White)
Before
(Blue)
D After
(White)
Before
(Blue)
D
i t b 0
i t i t • 0
*(+D)
= 66
b 5 -1
i t i t 0
b
3 +1
i t i t 0 S(-D)
21
b 2 +2 5
1 +4
b b 0
2 2 0 S . V
= +it5
b 3
+1
i t i t 0
*p
b 2 +2 3
2 +1 (ID)2 =2025
5 5 0 5
i t +1
p
k 2 +2
i t i t 0 2.D = 161.00
b 3 +1 3 3
0
.p ,
k 2 +2 : 3 5
-2 (2D r/w = 20.25
b b 0
i t
3
+1
. . o
b b 0 3 3
0 £d2 = litO.75
5 b +1 3 3
0
b 2 +2 5
i t +1 D = +.it5
3 5 -2
i t
3
+1
5
b +1 5 3
+2 s2 = l.lt075
b 5 -1 3
i t -1
5 5
0
i t i t 0 s = l.l86it
b 0 +*t 3 3
0
b
5
-1
i t
3
+1
b 4 0
i t i t 0
' 3
b -1
i t 2 +2
5 5
0 3
i t -1
b i t 0 i t
3
+1
i t • i t 0 3
2 +1
b 1 +3 5 3
+2
5
I t +1 5 3
+2
5 3
+2 3 3
0
5 5
0 i t 3
+1
b 3
+1 3
i t -1
b I t 0 i t -
3
+1
3
I t -1 i t i t 0
b 2 +2 ’ i t
5
-1
5
I t +1 5 3
+2
b 2 +2 3
2 +1
b I t 0 i t i t 0
. 5 5
0 i t i t 0
b
5
-1 5
2
+3
b
5
-1 3 3
0
5 5
0 3
I t -1
3 3
0 5 3
+2
5 3 •
+2 3 5
-2
5 5
0 5
i t +1
3
i t -1 i t i t 0
5 5
0 i t i t 0
5 5
0
3
i t -1
3
i t -1
5 3
+2
208
APPENDIX I QUESTIONS 9 - 3 ^
I n te r e s tin g
After Before I )
(White) (Blue)
5 5
0
it
5
-1
b b 0
b 1 +3
b b 0
b b 0
5 l +it
5
b +i
b 2 +2
b
3 +1
2 +2
b
5
+1
b b 0
b b 0
5 3
+2
2
3
-1
5 b +1
3 3
0
2 2 0
b
3
+1
b 0
b it 0
2
5 -3
' b it 0
5 5
0
b it 0
b 1
+3
b
5
-1
b
3
+1
5 3
+2
5 3
+2
5 5
0
b It 0
3 3
0
b
3
+1
b 2 +2
b it 0
b It 0
5 5
0
b
5
-1
5 5
0
b it 0
5 3
+2
5
it +1
b it 0
5 5
0
b it 0
3
it -1
5 5
0
b
3
+1
After Before D
(White) (Blue)
3 3
0
it
it 0
it
3
+1
it 1
+3
it 2 +2
it it 0
3 3
0
5
it +1
it
3
+1
it 2 +2
3 3
0
3 it -1
it 2 +2
3
it -1
it it 0
5 5
0
5 3
+2
it it 0
5 5
0
3 it -1
it
3
+1
3
it -1
5 3
+2
it
5
-1
5
it +1
3 3
0
it it 0
it it 0
5 ■ 3
+2
5 3
+2
3 3
0
3 3
0
3 3
0
it 0 +lt
it
3
+1
it
3
+1
3
it -1
5 3
+2
3
it -1
3 it -1
it
3
+1
5
it +1
5
it +1
it it 0
it
3 +1
3
2 +1
2
5 -3
5 3
+2
3
it -1
it it 0
Z(+D) = 70
^ (-D )
=
2°
ZD = +50
(2D)2 = 2500
ZD2 = 176.00
(2D)2/N
=
25,00
£ d 2
=
151.00
D
+.50
2
S
=
1.5100
s
B
1.288
S
209
appendix j
Q UESTIO NS 10 - 35
Completeness
After Before D
’ White) (Blue)
5 3
+2
I f b 0
I f
3
+1
b
3
+1
b i f 0
k
3
+1
I f 1 +3
5
i f +1
I f
3
+1
b 2 +2
b 2 +2
k
5
-1
b
3
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APPENDIX I
Q U ESTIO N S 11 - 36
U p t o Date
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A fte r B efore
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APPENDIX J
TWELFTH GRADE CAREER GUIDANCE UNIT
2 1 2
APPENDIX J
A COMPOSITE OF IDEAS FOR
USE IN A TWELFTH GRADE
CAREER GUIDANCE UNIT
Compiled by the
Career Guidance Workshop Participants
Duplicated by Courtesy of
The Stanislaus County Schools Office
FRED G. BEVEK, Superintendent
STANISLAUS STATE COLLEGE
Education 692 August, 1967
A Recurring Philosophy
1. Units are guidelines only - flexibility is mandatory.
2. Units are as much a product of the counselor organizing the unit as of the
students taking the unit - all personalities are involved.
3. General Outlines and resource guides are more functional than detailed
lesson plans.
4. All tests that students have taken should be used in career planning.
How This Outline Was Written
1. As each outline was read the salient points were listed in one of ten days.
2. Where there were duplications, the same points were not listed just because
they had been subsequently listed on another day.
3. Activities, Resources, and Discussion Topics were listed in three
appendices.
Hour 1
1. Give the objectives and purposes of the unit: Why are you here? What
do you want?
2. Discuss the philosophy of the school and the counseling department.
3. List many of the vocational-educational opportunities in the community.
4 . Assign a term paper - a systematic approach to the selection of some
vocational objective (a job) that would be realistic for the student
(resume or brochure).
5. Read the school handbook and discuss counseling parts in detail.
6. Have students fill out a Personal Data Sheet.
7. Have students list for five minutes all the jobs they can think of; write
at the bottom of the paper the one job you think you would like and be
successful at.
8. Give a pre-test: Percentage of women workers, jobs needed in the future,
percentage of jobs requiring a college degree, etc.
9. List the reasons you are in school by order of their importance.
10. Develop with the help of a panel all of the opportunities that exist in
clerical and sales occupations.
11. Discuss as a group:
11.1 What do I expect from this course?
11.2 What can I expect from school?
11.3 What can I expect from a counselor?
11.4 What can one expect from life?
11.5 What is a "useful citizen"?
11.6 How does one get the "ability to make a wise decision"?
11.7 Why should an occupation be "suited to one's needs"?
11.8 What affect does a wise vocational choice have on "good physical
and mental health"?
11.9 Why is a broad view of careers necessary?
Hour 2
1. Introduce and discuss occupational classifications: The D.Q-T; Encyclopedia
of Vocations; Occupational Outlook Handbook.
2. Have students select an occupation from VIEW to include in their term
paper.
3. Ask students to poll .the people they know concerning why they work at
what they do.
4. List on the board each item on a VIEW script: Personal Interest, Aptitude,
Abilities, Education, Personality, Prospects and Opportunities, The Job,
and discuss how they relate to job success.
5. Explain why the GATB is a useful tool in career choice; motivate for future
administration.
6. Discuss with the help of a panel all of the opportunities in service
occupations.
7. Explore with students the various ways one may find out about jobs.
8. Explain individual differences in relationship to: geographic location,
ancestry, religion, physical limitations, mental limitations, and
emotionality.
9. Discuss individual differences in relationship to: customs, cultural
influence, locale, home, and family attitudes and values, health and
physical development, heredity.
10. List the three most important decisions in your life! Are they related?
How? Substantiate your answers.
11. Discuss as a group:
11.1 The changes in the world of work during the last 70 years.
11.2 Recent trends in the labor force.
215
11.3 Prospects for jobs in the future.
11.4 Needs and luxuries.
11.5 Satisfaction and self-realization.
11.6 Is there a place for everyone in the world of work?
11.7 How does your job fill economic, physical, social and
psychological needs?
Hour 3
1. Read information concerning work-permits.
2. Invite the school psychologist to discuss:
2 .1 How a "self-respecting person can contribute to society"?
2.2 How are assesses, weaknesses and strengths?
2.3 How does failure contribute to self-acceptance?
2.4 "How one can accept the fact that contributions to a social
group is based upon the mastery of skills explicit in his own
field."
3. Have a speaker - non baccalaureate, perhaps a member of Toastmasters'
International to discuss their work experiences; brief the speaker to
emphasize education and the importance of making realistic choices.
4. Develop the importance of self in relationship to: selecting a vocation,
making plans for future education, making friends and getting along with
people, happiness, success, planning a self-improvement program, leisure
time activities.
5. Discuss as a group:
1.1 In what ways do the courses you take at school determine your
future job?
1.2 When one graduates from high school will one's education cease?
1.3 Are jobs nowadays requiring more or less education?
6. Write a brief paragraph on "Who Am I." Explore your personal values;
assess your past experiences; how have they molded you into the unique
person you are today.
7. Discuss with the help of a panel all of the opportunities in farming,
fishery, forestry, and related occupations.
Hour 4
1. Outline a systematic approach to choosing an occupation.
216
2. Show the slides on job projections from the Bureau of Labor Statistics,
3. Explain what the labor picture might be like 10 years from now.
4. Explain how industries differ in the kinds of workers they employ.
5. Provide a panel to discuss "What Employers Look For in An Employee."
6. Write briefly on "Where Am 1 Going." What are your goals in life; What
is your philosophy of living; YOUit values?
7. Discuss with the help of a panel all of the opportunities in the Processing
Occupations.
8. Discuss as a group:
8.1 Is there dignity in all work?
8.2 How do technical changes affect employment growth?
8.3 Is a college education for everyone?
8.4 Is there more prestige to a white collar job than to a blue collar
job?
8.5 What is work?
8.6 What can jobs do for you?
8.7 What kinds of jobs exist?
8.8 How can you classify jobs?
Hour 5
1. Administer an interest inventory.
2. Administer a value inventory.
3. Have each student develop a 200-300 word employment resume, including:
personal data, strengths and weaknesses, awards, travel experiences, parents
vocational background, personal work experiences, hobbies.
4. Discuss and have available to show students a variety of occupational
information.
5. Students compare scores on all tests taken - in class and from school records.
6. Present hypothetical or real cases (without names) so the class may make an
occupational choice or choices based on the GATB and other test information.
7. Write briefly on "How I Am Going to Achieve My Goals." Be frank; be honest
with yourself; be specific; be detailed; prepare your written reports as
if you were in a face to face relationship with your counselor (Information
will be kept confidential).
8. Discuss with the help of a panel all of the opportunities in the Machine
Trades Occunations.
217
9. Discuss as a group:
9.1 How does one determine "Who I Am."?
9.2 How does one determine "Where Am I Going "?
9.3 How does one determine "How Am I Going To Get. There"?
9.4 How can tests help you?
9.5 What do test results tell you?
9.6 The importance of specific jobs.
9.7 Requirements of specific jobs.
Hour 6
1. Use hypothetical situations and have students make occupational selections
using all of the known data; compare the results in class.
2. Demonstrate VIEW materials and equipment.
3. Take a copy of VIEW material and discuss it with your parents - report
on reactions to the class.
4. With the help of a panel explore all of the opportunities in Bench Work
Occupations?
3. Discuss as a group:
5.1 How do you organize for a job hunt?
5.2 What is the relationship between the job seeker and the job
market?
5.3 How can you make your own job?
5.4 What does an employer expect?
5.5 What can an employee expect?
5.6 What is job loyalty?
5.7 Job habits leading to success?
5.8 Job habits leading to failure?
Hour 7
1. Show how entry occupations lead to other jobs.
2. For each large job field show the entry jobs and future possibilities
for promotion; compare salaries.at each level in each field.
218
3. List for each job field some of the advantages and disadvantages in each
field.
4. Visit the VIEW resource center; if a VIEW script is not available for an
occupation ask them to get information for you.
5. Invite a resource speaker, preferably one from the California Department
of Employment, or the Personnel Director of a reasonably large organization;
brief the speaker to emphasize personality; ask the speaker to discuss
various jobs within the organization, skilled and unskilled; allow for
questions at the end of the period.
6. With the help of a panel discuss opportunities in the structural work
occupations.
7. Discuss as a group your personal concerns about a career choice.
8. After a field trip, choose one title and write on :
"Jobs That Interested Me At ___________
"Types of Jobs Available at ____________
"Aptitudes Needed for Success in Certain Jobs At _____________
or choose your own title.
Hour 8
1. Provide on campus contact with representatives of each occupation desired
by class members.
2. Demonstrate how to use the telephone, newspapers, and other community
resources in helping to select an occupation, a job, or in getting
information.
3. Have a demonstration by the Pacific - Bell Telephone Company on how to
use a telephone properly.
4 . Have a presentation on the importance of good grooming.
5. Explain what business and industry expects of entry level workers.
6. Provide a speaker on apprenticeship programs (MJC - Dan Helm or Parry
Powers).
7. Explore with the help of a panel the opportunities in miscellaneous
occupations.
Hour 9
1. For each student in the class compare his vocational objective with the
educational plan he has completed or intends to complete in high school.
2. Discuss educational and training opportunities in the community for the
vocational selections made by the class.
219
3. Lecture on how to get and hold a job.
4. Have practice job interviews. (Can use Telephone Company representative or
MJC - Director of Educational Placement.)
3. Show students films of certain jobs: discuss in relation to aptitudes,
interests, personality, grooming, skills, etc.
6. Present the possibilities for further education: College: JC - Terminal;
JC - Transfer; Technical and Trade Schools; Business, Nursing, Beauty,
Barber, Apprenticeship, Correspondence, Adult Education, On-The-Job
Training, Self-eo’ ucati.ou; Armed Forces obligations and training.
Hour 10
1. Give each student a written evaluation of his work in the class.
2. Have students complete a standard job application form.
3. Write an essay in class on: "I could be successful as an ___________ ,
because: ".
4 . Encourage individual counseling relative to career choice.
5. Present the possibilities for further assistance: counseling, school
placement, work experience, employment agencies - public and private;
personnel offices.
6. Discuss as a group:
6.1 The value in the career guidance unit.
. 6.2 What it will be like when you go to work.
6.3 Resources available for further study when you need a job.
7. In variou s ways evalu ate the u n it.
220
APPENDIX I
Activities Outside of Class
1. Systematically determine a realistic occupation and show why the occupa
tion is realistic in terms of personal abilities and interests.
2. Develop an employment brief.
3. Discuss the written employment brief with a counselor in a private inter
view.
4. Visit someone on the job who is doing what the student has selected as a
realistic occupation.
5. Arrange for a field trip to show all of the kinds of jobs available in a
m.'jor industry.
6. Visit the library and counseling office to show the kinds of occupational
information that is available.
7. Write a resume1 of a field trip.
8. Select a job from the Want-Ads and then collect information about that job--
use VIEW.
9. A film may be substituted for a field trip providing the film contains
appropriate material.
10. Administer the General Aptitude Test Battery; give each student his aptitude
profile; prepare potential job categories based on the class's profiles.
11. Write an autobiography.
12. Write about a specific occupation, including: a description of the occupa
tion, status of the occupation, employment opportunities and trends, wages
and hours of work, working conditions, training requirements, personal
qualifications, where the jobs are located, a summary of the advantages and
disadvantages, personal conclusions.
13. Prepare "My Own Evaluation of the GATB". Include: areas of strength, weak
nesses, pertinent comments, how the GATB compares with other tests taken,
etc.
14. Study as many as three occupations in depth.
15. Group meetings of parents of youngsters in the class to present "World of
Work" slides and a general discussion of test results (GATB?).
221
Activities Outside of Class (continued)
16. Make appointments with the parents of certain youngsters whom you identify
as needing additional counseling.
17. Have students make oral presentations on their choice of occupations and
what requirements are for the job and what one does in the job.
18. Provide a question box for the shy student.
19. Role play: telephone contact with employer; interviews
20. On the large table in front of the room there is a "Fate Box"--pick a card
from the box and see what blow fate has dealt you! You now have a new
problem situation to face. Spend this period trying to decide how you are
going to solve this problem. Perhaps you will want to consult some refer
ences in the room.
Write down your decisions and the steps you went through. Use at least
three VIEW scripts to help you solve your problem.
222
APPENDIX II
Discussion Topics •
1. The need for making educational and vocational plans.
2. The results of wise educational and vocational selections.
3. The tragedy of poor occupational planning.
4. Common mistakes in making an occupational choice.
5. Barriers to sound occupational choices.
6. The need for providing for self and family.
7. Rendering service to society and to the nation.
8. Factors in job success.
9. Personal happiness and satisfaction and their relationship to work.
10. The effective utilization of the nation's manpower.
11. Jobs and a high standard of living.
12. Jobs and a low standard of living.
13. Determination and industry as factors in job success.
14. . Does the good worker always get the top job?
15. Can friends usually get you a good job?
16. Does every job have advantages and disadvantages?
17. What part does luck play in getting a good job?
18. What is the lure of the glamour occupations?
19. What part do prestige and money play in occupational choice.
20. Can one achieve immediate success?
21. What happens if one specializes too early--in education; in work?
22. What can happen to a worker who has inadequate knowledge about a job?
23. Is overconfidence an asset or liability on the job?
223
Discussion Topics (continued)
24. What are the consequences of quick decisions based on inadequate infor
mation?
25. What factors favor or impair a change of plans or a career choice?
26. What place has mechanization and automation played in the labor market?
27. What place have unions played in the labor market?
28. What effect have government regulations on industry and business?
29. Are opportunities for work more or less than they used to be?
30. How have improved methods of production changed the labor market?
31. What new fields of work are emerging?
32. How has the increase in the number of working women changed the labor
market?
33. What are some of the "fringe benefits" of working?
34. What are some of the seasonal aspects of work?
tiZZ
APPENDIX III
Resources
I
1. Tests
Strong Vocational Interest Test
Kuder Interest Inventory
Allpart-Vernon-Lindsey Study of Values
SRA Kuder Occupational Interest Survey - 1966
General Aptitude Test Battery
Kuder-Personal
Kuder-Vocational
Differential Aptitude Tests
2. Panel Members
Pacific Bell Telephone Company
Safeway Stores
Pacific Gas and Electric
State Department of Employment
Modesto Junior College
Civil Service Worker
California Highway Patrol
Postal Employee
Secretary of the Chamber of Commerce
The Mayor
Mrs. Madeline Craig, Personnel Manager, Sear Roebuck Company,
Modesto (grooming)
Mr. James Morgenson, Personnel Manager, FMC Corporation,
Modesto (grooming)
Hershy Plant
225
3. Books. Pamphlets, and Audio-Visual Aides
Discovering Your Real Interests - Life Adjustment Series
You and Your Abilities - SRA
Planning Your Job Future - Life Adjustment Series
How to Get a Job - SRA
Exploring the World of Jobs - SRA
Planning My Future - N.F. Textbook
Facing Life's Problems, Hanna
"Interview Check List" (Grace Davis High School)
Handbook of Job Facts (SRA?)
The Occupational Outlook Quarterly
Single Concept Loop Films
Career Monographs (Chronicle)
Encyclopedia of Careers
California Department of Employment Occupational Briefs
Modesto Junior College Catalogues
Technical and Trade School Catalogues
Occupational Outlook Handbook
Dictionary of Occupational Titles
SRA Occupational Exploration Kit
Career Index
Directory of National and International Unions in the United States
Forrester's Occupational Literature
Ulrich's Periodicals Directory
New York Times Index
Roster of Human Resources (Stanislaus County Schools)
226
3. gooks, Pamphlets, and Audio-Visual Aides (continued)
How to Get and Hold the Right Job - California State Employment
Service
What Employers Want - James C. Worthy, SRA Guidance Series
How to "Sell Yourself" to an Employer - Oklahoma State Employment
Service
Stay in School Today - U.S. Government Printing Office - 1966
Success Story, Department of Industrial Relations, 455 Golden Gate
Avenue, San Francisco
Exploring Your Personality - SRA
Discovering Your Real Interests - Guidance Filmstrip of the Month
You in the World of Work - If You're Not Going to College - Guidance
Filmstrip of the Month
Preparing for the World of Work - Guidance Filmstrip of the Month
227
I
APPENDIX IV
1. Outline for a Term Paper.
2. A Personal Assessment Form.
3. Factors Important in Occupational Success.
4. Study of An Occupation.
5. Personal Assessment.
6. Descriptions of Kuder Interest Scales.
7. A Classification of Occupations According to Major Interests.
TERM PAPER
MY VOCATIONAL OBJECTIVE
This outline is to guide you in writing your paper. Use it as a guide in your
reading in the vocational literature. If you cannot find adequate materials in
the college library, consult your counselor.
Please use the following sequence of topics, devoting at least a paragraph to each:
1. The correct title, definition, and D.O.T, number ('65 edition) of my
occupation are...................................................
2. The duties, tasks, or functions usually performed during a typical day
are......................... (Discuss the hours, work-week, whether
the occupation is regular or seasonal, and whether it is peculiar to
this or any other part of the country.)
3. The possible disadvantages of this occupation are....................
4. Some of the related activities that accompany the occupation may be....
5. The future of this occupation is..................................
6. The opportunities for advancement are.......... (Discuss initial or
beginning level of job, how promotions occur, and what it takes to ad
vance and achieve seniority.)
7. The qualifications for this vocation are............... (Discuss sex,
marital status, race, organization license required, examination, etc.,
plus the amount and type of education. Discuss the length of and the
types of training necessary--internship, apprenticeship, license certi
fication, etc.--in addition to or in lieu of formal education.)
8. The wage or salary range in this vocation is (Mention the
beginning, the average, and the maximum salary, or wage and how long it
takes to achieve the maximum. Discuss the fringe benefits, such as
insurance, retirement, vacation, sick leave, and security.)
9. The personality characteristics which appear to be related to success
in this occupation are...........................................
10. On the basis of the data I have about myself as a person and about the
vocational requirements, I feel that...................... (Discuss
why you should do well or reach limited success in the vocation.)
11. The books, magazines, and pamphlets which I consulted and the inter
views which I had for my term paper are............................
229
C O U N SE L O R
ADVISER D A T E
C O L L E G E M A JO R
PERSONAL ASSESSM ENT
1. Name Sex
Last F ir st Middle M or F
2. P resen t address
C ity
3. Home address C ity
4.
Date o f Place o f
B irth B irth
R elig io u s
P reference
5. Number o f old er b rothers
Number o f younger brothers
Number o f old er s is t e r s Number o f younger s is t e r s
6. Father liv in g : Yes No F ath er's age
7. Mother liv in g : Yes No M other's age
8 . Name o f fath er or guardian
9. F ath er's t i t l e , p o s itio n , b u sin e ss, or occupation
Name o f employer or firm
10. M other's occupation: p resen t: b efore m arriage
11. Check any o f the ‘fo llo w in g which are a p p lica b le:
Parents s t i l l married Parents d ivorced
Parents separated Father rem arried
Mother remarried
12. M arital sta tu s: S in g le Married Divorced Widowed Separated
13. I f m arried: W ife's name
W ife's occupation Number o f ch ild ren
14. IE not liv in g a t home w hile atten d in g MJC, what are your p resen t liv in g arrangements?
Explain
15. I f a veteran : What se r v ic e branch?
M O S Type o f assignm ent
Have you had sp e c ia l ed u cation w h ile in the serv ice? Where?
16. I f not en terin g M JC d ir e c t ly from high sc h o o l, what have you been doing for the p ast
year?
230
17. Have you attended another co lle g e ?
How long?_________________ .
When? Where?
18. W hy are you in c o lle g e ? Check the appropriate item s:
To g et a lib e r a l ed u cation
To prepare for a v o ca tio n
_For the p r e s tig e o f a c o lle g e
To be w ith old sch ool frien d s
To make frie n d s and h e lp fu l con n ection s '
For s o c ia l enjoyment " c o lle g e lif e "
Without a c o lle g e degree o f tra in in g
th ere i s le s s chance o f g e ttin g a job
E xp lan ation:______________________
19. low many years do you plan to attend c o lle g e ? four years two years , le s s
than two years ?
20. How does your fam ily f e e l about you a tten d in g c o lle g e ? _______________________________
To p le a se my parents or fr ie n d s,
fam ily tr a d itio n .
To learn more o f c e r ta in su b jec t
I t i s th e" th in g to do"
Foregone co n clu sio n , I never
q uestioned why
To be ab le to make more money
To g et a gen eral ed u cation
21. What are your plans for your fin a n c ia l support in c o lle g e : Check appropriate item s
_______Supported by p aren ts Loans
Part-tim e work A ssista n ce from w ife
_Total se lf-su p p o r t _______G. I . B i l l
_Vets R e h a b ilita tio n Training S ta te Aid
S ch olarsh ip
22. How many hours do you exp ect to be employed o u tsid e o f sch ool per week?
23. What r e c r e a tio n a l a c t i v i t i e s , h o b b ies, clu b s, and e x tr a -c u r r ic u la r fu n ctio n s have
you a c tiv e ly p a r tic ip a te d in a t one time or another? L ist as many as you can
think o f; wherever n ecessary g iv e exp la n a tio n s o f ju s t what you did;
24. What su b jec ts or cou rses do you lik e the most?
D is lik e the most?
231
25. What is your p resen t v o c a tio n a l choice?
What other p o s s i b i l i t i e s have you c o n s i d e r e d ? __________________________
26. L ist in order o f p referen ce three occup ations in which you would lik e to
earn your liv i n g . Do not con sid er your a b i l i t i e s or job o p p o r tu n itie s in making
t h is l i s t . Consider on ly whether or not you f e e l you would be happy in the work.
Occupations Reasons for I n te r e s t in These Occupations
1. , _____________________
2. ________________________
3 ._________________________________ ___________________________________
27. When did you make your p resen t ch oice o f vocation ?___________________________________
Give year:________________________
28. W hy did you choose your p resen t v o ca tio n a l o b je c tiv e ?
29. How ce rta in do you f e e l about t h is occupation?
30. What v ocation do (or d id ) your parents want you to f o l l o w ? ________
W hy?
31. What other type o f tr a in in g have you considered b esid es a c o lle g e education?
32. WORK EXPERIENCE:
L ist the jobs you have h eld , in clu d in g a l l p art-tim e job s:
TYPE O F W O R K
(T itle or S p e c ific D u ties)
LENGTH OF
EMPLOYMENT
232
33. Did you lik e any o f these jobs? I f so , which ones?
34. I f you have had any o f the fo llo w in g i l l n e s s e s , p lea se check and e n ter the approxi
mate age:
Age
E n ce p h a litis ___
_ I n fa n tile P a r a ly sis ___
T uberculosis ___
_Chorea (S t. V itus Dance) ____
_Hearing D efects ___
_Eye D efects____________________
S tu tte r in g ___
_F ain tin g s p e lls ____________ ___
_C onvulsions________________ ___
D izz in ess ___
_Pneumonia______________________
_Hay fever _ _
_Asthma______________________ ___
A lle r g ie s (L ist) ___
Age
_Rheumatic fev er
_ S c a r le t fever
_Heart D isease
_Nervousness
_ S le e p le ssn e ss
Exhaustion
_Frequent or p e r s is te n t backaches
_Frequent or p e r s is te n t headaches
D iab etes
_Loss o f A pp etite
_Underweight
JDverweight
_T ingling
Skin D isorders
35. Have you any p h y sic a l d is a b i lit ie s ?
P lease d escrib e b r ie f ly : _____________
Yes No
36. P e r so n a lity t r a it s change from day to day and week to week. However, one may speak
in gen eral about h im self and h is p e r s o n a lity . P lease check th ose t r a it s or con
d itio n s in Columns A and B which you f e e l may be ap plied to you:
Column A Column B
_F rien dly
_Patient
_Calm
_Lack o f s e lf-c o n fid e n c e
_Follower
_ E a sily fatigu ed
_Happy
T actfu l
Accept people
_Poor Health
_Have d if f ic u lt y making d e c isio n s
_Quick to act
_0ften depressed
U nfriendly
_Im patient
_Nervous
_ S e If-c o n fid e n t
_Leader
_Great energy
_Unhappy
Blunt
_Accept oth ers w ith r e se rv a tio n
_Good H ealth
_Have l i t t l e or no d if f ic u lt y making
d e c isio n s
_Slow to Act
_Rarely depressed
233
37. Everyone faces c o n f lic t throughout h is l i f e . Some o f th ese cannot be solved w ithout
h elp . Many tim es they are very e a s ily so lv e d . At oth er tim es they are solved only
a fte r much e f f o r t . Below i s a l i s t o f c o n f lic t s w ith'w hich young people are o fte n
concerned. P lease p lace a check a f te r those which you would lik e to d isc u ss w ith
a cou n selor. This w i l l help us to be o f g rea ter a s s is ta n c e to you:
Check
_______I have d i f f i c u l t y making fr ie n d s.
_______I have too few s o c ia l c o n ta c ts.
_______I do not g et along w e ll w ith my p aren ts.
_______I have inadequate fin a n c ia l h elp .
_______I o fte n have d if f ic u lt y keeping fr ie n d s.
_______I u su a lly f e e l in fe r io r to my a s s o c ia t e s .
1 am unable to g et along w ith my b rothers and/or s i s t e r s .
_______I have been unable to make a s a tis f a c t o r y r e lig io u s adjustm ent.
_______I am not in te r e ste d in my s tu d ie s .
_______I am freq u en tly embarrassed when w ith o th e rs.
_______I do not know i f an education is w orthw hile.
_______I f e e l g u ilt y about som ething I have or have not done.
_______I have trou b le making m yself study.
_______I do not know how to improve my personal appearance.
I have c e r ta in bad h a b its I would lik e to break.
38. Any furth er comments:
r u
uo
APPENDAGE — B
NAME OCCUPATION
Instructions: Certain factors are Important for success In an occupation while
others are relatively unimportant. Please rate yourself on the various factors
listed by checking the appropriate box. Also indicate by a check mark whether
the factor is important for the occupation you have chosen.
1. Academic Record in High School
2. General Knowledge o f Various
S ub jects
3. P ro fic ien cy in Math
4 . P ro fic ie n c y in S p e llin g
5. P r o fic ie n c y in E nglish
Composition
6. P r o fic ie n c y in Reading
7. P r o fic ien cy in the B io lo g ic a l
S cien ces
8. P r o fic ien cy in the P h ysical
S cien ces
9. Knowledge o f the S o c ia l S cien ces
10. Economic Values
11. A esth e tic Values
12. P o lit ic a l Values
13. S o c ia l Values
14. S c ie n t if ic Values
15. R elig io u s Values
16. Computation and Accounting
17. Value Personal R ela tio n sh ip
With People
18. Forming Good Personal R ela tio n
sh ip with People
Importance o
Occupation
f Factor for
al Success
Not
Important Important
Self Rating on Factor
Above
Average Average
Below
Average
1
•
i
1
1
!
,
_______________ ■ ■ n ------1
2 3 5
19. S e lf I n it ia t iv e w ith L i t t le
D ire ctio n from Others
20. A b ility to Accept D irectio n
From Others
21. Acceptance o f C lose S up ervision
22. Strong T h eo r etic a l I n te r e s ts
23. Strong P r a c tic a l In te r e sts
24. D rafting S k ill
25. T echnical W riting
26. C reative Im agination
27. Vocabulary
28. P o ise B efore Groups
29. P o ise in Personal R ela tio n sh ip s
30. Speaking V oice
31. M usical S k ill
32. Speak Foreign Language
33. General Health
34. Eyesight
35. P h ysical Stamina
36. Finger D exterity
37. A r t is t ic S k ill (Drawing or
P ain tin g)
38. Tact and Diplomacy
39. M echanical S k ill
40. Accuracy in Complex D etailed
Work
4 1 . Debating A b ility
4 2 . Working With Machinery
Importance of Factor for
Occunational Success
Not
Important Important
j
....
Self Rating on Factor
Above
Average Average
Below
Average
I
1
I
i
1
i
*
j
»
236
N A M E : IN S T R U C T O R C L A S S D A T E
APPENDAGE — D
Study of an occupation
I. Description of the occupation
A. Name of occupation:____ . ________________ : ---------------------
B. Nature of the work: (What kind of job is it?)---------------------
C. What duties does one actually perform during the typical day?!
D. What related duties are there?
E. Is this occupation localized or national? .......................... ......
If local, what areas?___________ . ________________________________________
Is the work seasonal?___________ What does one do during the “off” season?
F. What is the future for this occupation?
G. What are the opportunities for promotion?
What is the line of promotion?___________
How does one get promoted? Merit promotion?__________Seniority?
Other?__________ Describe method of promotion----------------------------
H. Would the work be interesting and stimulating?________ Why?____
1. Where does one start or enter this occupation?
Choosing an occupation 163
237
Study of an occupation
(Continued)
T ype o f course?___
T ype o f course?___
Location o f school? _
Type o f course?____
Location o f school? _
Type o f course?____
Location o f school? _
Length o f program?
Length o f program?
Length o f program?
T ype?___________
C. Estimated expense to begin job (include cost o f tools, supplies, equipment, and office):
III. Remuneration
A. Wages or salary:
1. What is the beginning salary or w age?________________________________________ ___
2. What is the average salary or w age?______________________________________________
3. What is the maximum salary or wage?--------------. ----------------------------------------------------
4. How long does it take to reach m axim um ?___________________________ • ______
B. Benefits: Group insurance?___________ Pension or retirement plan?_________________
Vacation with pay?__________ Sick leave?___________ O ther?_________________________
IV. Working conditions
A. Where is the actual work carried o n ? ______________________________________________
B. What are the hours o f probable em ploym ent?.
C. Are there dangers to physical health involved?
If so, what?_________________________________
V. General information not covered above
164 Educational and vocational planning
II. Qualifications and training
A. Education (fill in appropriate blanks):
1. High school?_____________________
2. Technical school?-------------------------
Cost?________ ___________________
3. College?_________________________
Cost? __________________________
4. Graduate school?_________________
Cost?________: ____________________
B. Training:
1. On-the-job training?_____________
2. Apprenticeship required?________ _
3. Internship required?_____________
4. Is license or certification required?
5. Experience?__________ T ype?____
N A M E IN S T R U C T O R 1 C L A S S D A T E .
N A M E __ - — IN S T R U C T O R .________________________________________________________________________________________ C l^ iS S D ATE.
APPENDAGE ------ B
Personal assessment
N am e____________________________________________ _
A g e:____________________ _ Sex:--------------------------------
Present choice(s) o f major:__________________________
Present choice(s) o f vocation:_______________________
1. High-school preparation
Type o f course (commercial, vocational, college prep)
Major subjects:_____________________________________
Minor subjects: ___________________________________
What courses did 1 like most?_______________________
What courses did 1 like least?
In which courses did I get my highest grades?_____
In which courses did I get my lowest grade? _
2. Activities
Which extracurricular activities did I participate in?
What other hobbies and activities do I enjoy?
What types o f activities did I like best?______
Type o f work:
T ype o f work:
Type o f work:
4. Personal characteristics
In what areas are my vocational interests centered?
What special abilities do I have?__________________
3. Work experience
Job:----------------------------------------------
Job :----------------------------------------------
Job:.----------------------------------------------
Which type of work did 1 like best?
You as a person 183
2 3 9
Personal assessment
(Continued)
What are my personality assets? ! _______________________________
What are my limitations?
What other information do 1 need?
184 Educational and vocational planning
N A M E INSTR U C T O R____________________________ C L A S S_____________ D A T E_
KUDER INTEREST INVENTORY
Your Preference for Activities Compared with Students Your Age
Description of Scales Liked Liked
Least Somewhat
Outdoors:
Liking for out-of-door activities.
Jobs related to these preferences
include conservation, teaching (PE),
farming, forestry, and recreational
work.
Mechanical:
Liking for mechanical activities.
Jobs relating to these preferences
inc.ude repairing, engineering,
teaching, and carpentry.
Computational:
Liking for activities related to the
use of numbers.
Job's related to these preferences
include accounting, bookkeeping,
banking, engineering, and statistical
work.
Scientific:
Liking for 'problem solving and discovering
of new facts.
Jobs related to these preferences include
medicine, chemistry, nursing, engineer
ing, and dental hygiene work.
Persuasive:
Liking to deal with people to promote
projects or sell things.
Jobs related to these preferences include
selling, clerking, radio announcing,
advertising, reporting, and political work.
Artistic:
Liking for creating artistic work with your
hands.
Jobs relating to these preferences include
painting, sculpturing, designing, and hair
dressing.
Liked
Most
Tti Z
Description of Scales
Literary;
Liking for writing and reading.
Jobs related to these preferences
include creative writing, report
ing, editing, teaching, and acting
Musical:
Liking for music as a performer or
listerner.
Jobs related to these preferences
include composing, teaching, per
forming, and acting.
Social Service:
Liking to help people.
Jobs related to these preferences
include social work, personnel,
counseling, ministry, nursing, and
practical nursing.
Clerical:
Liking for activities which require
precision and accuracy.
Jobs related to these preferences include
bookkeeping, accounting, clerking,
machine operating, and secretarial work.
Liked Liked
Least Somewhat
Liked
Most
i
2142
CLASSIFICATION OF OCCUPATIONS ACCORDING TO MAJOR INTERESTS
(To be used w ith the P r o f ile Sheet of the Kuder T est)
Outdoor I Mechanical II Computational
County Agriculture Engineer Accountant
Forest Ranger Vocational Training Teacher Professor (Math,
Tree Surgeon Aviator statistics, etc.)
Engineer Equipment Inspector Statistician
Fish and Game Warden Ship Captain Teacher (Arithmetic)
Guide (sightseeing) Contractor Surveyor
Farmer Attendant at Filling Station Bookkeeper
Lumber Inspector Electrician Industrial Engineer
Nurseryman Brakeman (Railroad) Office Machine Operat
Beekeeper Carpenter Auditor
Greenskeeper (golf course) Machinist Specification Writer
Woodsmen Mechanic Clerk (Financial
Instituting)
Scientific IV Persuasive V Artistic
Chemist Author Actor
Dentist Editor Actress
Pharmacist Reporter Architect
Physician Public Relations Worker Teacher of Art
Veterinarian Lawyer Occupational Therapy
Dietitian Judge Decorator
Optometrist Store Manager Commercial Artist
Aviator Buyer Designer
Laboratory Technician Credit Man Draftsman
Weather Observer Radio Announcer Photographer
Physician's or Dentist's Appraiser Barber
Assistant and Attendant Collector of Bills Beautician
Detective and Accounts Dressmaker
Policeman Auctioneer Tailor
Optician Salesman Engraver
Demonstrator
Policeman
Painter
Literary VII Musical VIII Social Service
Actor Professional Musician Clergyman
Actress Teacher of Music Librarian
Author Composer Physician
Editor Arranger Welfare Worker
Reporter Dancer Teacher
Lawyer
Nurse
Judge
Counselor
Librarian
Personnel Manager
Teacher of English Coach
Literary Agent
Sports Official
Clerical (Con.)
Bookkeeper Typist
Cashier Stenographer
Clerk Telegraph Operator
Mail Carrier Telephone Operator
Express Messenger Ticket Agent
Secretary Weigher
APPENDIX K
THE VOCATIONAL DEVELOPMENT INVENTORY
244
APPENDIX K . . . ^ 0 ,..
T H E VO CATIO NAL D E V E L O PM E N T IN V EN T O R Y
F O R M I I I
D ir e c tio n s : L isted below are a number o f statem ents about o ccu p ation al ch oice and work.
Read each statem ent and d ecide whether you agree w ith i t or d isa g ree w ith i t . I f you agree
or m ostly agree w ith the statem ent, blacken the c i r c le in the column headed T on; the separate
answer sh e e t. I f you d isagree or m ostly d isagree w ith the statem en t, blacken the c i r c le in
the column headed F on the answer sh e e t. Be sure your marks are heavy and b lack . Erase
com p letely any answer you wish to change.
1. You have to know what you are good a t , and what you are poor a t, b efore you can choose
an occupation.
2. Ask others about th e ir occu p ation s, but make your own ch o ic e.
3. I t ' s unwise to choose an occupation u n t il you have given i t a lo t o f thought.
4. Once you make an occu p ation al ch o ic e , you c a n 't make another one.
5. In making an occu p ation al c h o ic e, you need to know what kind o f person you are.
6. A person can do anything he wants as long as he t r ie s hard.
7. Your occupation is im portant because i t determ ines how much you can earn.
8. A co n sid era tio n o f what you are good a t is more im portant than what you lik e in
choosing an occupation.
9. Plans which are in d e fin it e now w i l l become much c le a r e r in the fu tu re.
10. Your parents probably know b e tte r than anybody which occupation you should en ter .
11. Work is w orthw hile m ainly because i t le t s you buy the th in gs you want.
12. Work is drudgery.
13. W hy try to d ecide upon an occupation when the future is so u n certain .
14. I t ' s probably ju s t as easy to be s u c c e ssfu l in one occupation as i t is in another.
15. By the time you are 15, you should have your mind p retty w e ll nude up about the occupa
tio n you intend to en ter.
16. There are so many fa cto rs to con sid er in choosing an occup ation, i t is hard to make a
d e c isio n .
17. Sometimes you c a n 't g e t in to the occupation you want to en ter .
18. You c a n 't go very far wrong by fo llo w in g your p a ren t's ad vice about which occupation
to en ter.
19. Working an occupation is much lik e going to sch o o l.
20. The b est thin g to do is to try out se v e r a l occup ations, and then choose the one you
lik e b e st.
(Go right on to the next page.) 8695
2 M -5
~i
Page 2
21. There is only one occupation for each in d iv id u a l.
22. The most im portant co n sid era tio n in choosing an occupation is whether you lik e i t .
23. Whether you are in te r e ste d in an occupation is not as im portant as whether you can do
the work.
\
24. You g et in to an occupation m ostly by chance.
25. I t ' s who you know, not what you know, th a t's im portant in occupation.
26. Choose an occupation which g iv e s you a chance to h elp o th ers.
27. Choose an occup ation, then plan how to en ter i t .
28. Choose an occupation in which you can someday become famous.
29. I f you have some doubts about what you want to do, ask your parents or frien d s for
ad vice and su g g estio n s.
30. Choose an occupation which allow s you to do what you b e lie v e in .
31. The most important part o f work is the p leasu re which comes from doing i t .
32. I t d o esn 't m atter which occupation you choose as long as i t pays w e ll.
33. As far as choosing an occupation is concerned, something w i l l come along sooner or la te r .
34. W hy worry about choosing an occupation when you d on 't have anything to say about i t
anyway.
35. The b est occupation is one which has in te r e s tin g work.
36. I r e a lly c a n 't find any occupation that has much appeal to me.
37. I have l i t t l e or no idea o f what working w i l l be lik e .
38. When I am try in g to study, I o fte n find m yself daydreaming about what i t ' l l be lik e
when I s t a r t working.
39. I f I have to go in to the m ilita r y , I think I ' l l w ait to choose an occupation u n t il I'm ou t.
40. When i t comes to choosing an occup ation, I ' l l make up m y own mind.
41. I want to r e a lly accom plish something in m y w ork--to make a great d iscovery or earn lo ts
of money or h elp a great number o f peop le.
42. As long as I can remember I 'v e known what I want to do.
43. I c a n 't understand how some people can be so s e t about what they want to do.
44. M y occupation w i l l have to be one which has sh ort hours and n ice working co n d itio n s.
45. The occupation I choose has to give me p len ty o f freedom to do what I want.
(Go right on to the next page.)
9 h Z
Page 3
46. I want an occupation which pays good money.
47. I o fte n wonder how s u c c e s s fu l I ' l l be in my occup ation.
48. I know which occupation I want to en ter , but I have d if f ic u lt y in preparing m yself for i t .
49. I know very l i t t l e about the requirem ents o f occu p ation s.
50. I want to con tinu e m y sc h o o lin g , but I d on 't know what cou rses to take or which occupa
tio n to ch oose.
51. I spend a lo t o f time w ish in g I could do work that I know I cannot ever p o ssib ly do.
52. I ’m not going to worry about choosing an occupation u n t il I'm out o f sch o o l.
53. I f I can ju s t h elp oth ers in m y work, I ' l l be happy.
54. I guess everybody/as to go to work sooner or la te r , but I d on 't look forward to i t .
55. I o f : ‘n daydream about what I want to be, but I r e a lly d on 't have an occu p ation al c h o ic e .
56. The g r e a te s t appeal of an occupation to m e is the opportunity i t p rovid es for g e ttin g
ahead.
57. Everyone seems to t e l l m e som ething d iff e r e n t , u n t il now I d on 't know which occupation
to ch oose.
58. I have a p r e tty good idea of the occupation I want to en ter , but I d o n 't know how to go
about i t .
59. I plan to follow the occupation m y parents su g g est.
60. I seldom thin k about the occupation I want to en ter .
VOCATIONAL INFORMATION ACHIEVEMENT TEST
FORM I
DIRECTIONS:
Following are a number of incomplete statements which relate to knowledge of
the world of work. Read each statement and decide which of the responses that
follow best completes the statement on your answer sheet. Blacken the circle
in the lettered column corresponding to the answer you think is correct. MAKE
YOUR MARKS HEAVY AND BLACK. Erase completely any answer you wish to
change. Try to answer all questions.
8 b Z
1. A beautician has to have at least:
A. A high school diploma.
B. One or two years of junior college or trade school.
C. Four or five years of c o lleg e.
D. Seven or eight years of co lle g e .
2. The job of Telephone Company Service Representative is a job that:
A . Requires a lic e n se .
B. D eals m ostly with people.
C. D eals m ostly with id eas.
D. D eals m ostly with things.
3. Which of the following is true about the job of Licensed Vocational Nurse:
A. A related high school subject area would be Home Econom ics.
B. The job is open to men and women.
C. The critical working environment is indoors.
D. A ll of the above.
4. Which of the following occupations requires le s s than a 4 -year college degree:
A . Airline pilot.
B. High school teacher.
C. Hiarm acist.
D. None of the above.
5. The G .A .T .B . is:
A. An agency of the Federal Government.
B. An aptitude test to help people identify jobs which they qualify for.
C. An achievem ent test which te lls how w ell you are learning math and sc ien ce.
D. None of the above.
6. A junior college program in m erchandising might prepare you to become:
A. A stock clerk.
B. A sa le s person.
C. An assistan t buyer.
D. All of the above.
7. A busin ess m achines program in the junior college might prepare you to become:
A . A bookkeeper.
B. A secretary.
C. An office m anager.
D. None of the above.
Go on to next page.
6 tiZ
8. A "C ertificate” program at the junior college level usually requires:
A . One year of training.
B. Two years of training.
C. Course work totaling 75 to 100 sem ester hours.
D. "Certificate" program s are not offered in junior colleges.
9. T h e D .O .T . is:
A. An agency of the Federal Government.
B. The Developmental Occupation T est.
C. A general intelligence test.
D. A dictionary which d escrib es a ll the job titles which are
available in the United States.
10. You won't qualify for m ost jobs if:
A . You have ever been arrested for speeding.
B. You are late to school m ore than three tim es during
your senior year.
C. You have ever been arrested for using drugs or narcotics.
D. All of the above.
11. A person who wants to be a typist should:
A. Be able to sit for relatively long periods of tim e.
B. Be able to type a minimum of 40 words per minute.
C. Have taken b usiness and clerical cou rses in high school.
D. All of the above.
12. A dental assistant:
A . Cannot weigh over 1 1 5 lb s .
B. Generally m ust be at least 5 '5” ta ll.
C. Usually is required to wear her hair short
(not m ore than collar length).
D. None of the above.
13. In order to attend a junior college in California:
A . You m ust be a high school graduate.
B. You m ust have had at least a "C" average in high school.
C. You m ust be planning for only two years of post-high school training.
D. None of the above.
Go on to next page.
250
I
14. Most jobs:
A. Pay m ore money in the c ities than in sm all towns.
B. Require at least light physical activities.
C. Provide for vacation, sick leave, and in creases in pay with seniority.
D. All of the above.
15. A goal is:
A. A score that you get on a te st.
B. What a tennis player does when he hits the ball over the net.
C. Something for which you a im .
D. A type of ghost.
16. Scholastic ability is:
A. How w ell you can do school work.
B. Something for which you a im .
C. The grades you get in arithm etic.
D . Something that a person lik es to do.
17. Interests are:
A . Something for which you a im .
B. The grades you get in arithm etic.
C. Things that a person lik es to do.
D. R ests that you take between c la sse s at college.
18. Scholastic achievem ent is:
A. The grades you have received in school.
B. Money that is given to you to help you go to school.
C. A reward you get for obeying a ll of the safety rules at school.
D. The work you do with your hands.
19. A scholarship is:
A. The grades you have received in school.
B. Money that is given to you to help you go to school,
C. A reward for obeying all of the safety ru les at school.
D. A type of diploma.
20. Which of the following is m ost like a trade school?
A. A university.
B. A college.
C. High school.
D. A junior college.
Go on to next page.
2 5 1
21. Most people who go to a junior college go for:
A. 4 y ea rs.
B. 3 years.
C. 2 years.
D. 1 year.
22. If you wanted to go to just one school until you becam e a physician, to
what school would you go?
A. A trade school.
B. A junior c o lle g e .
C. A university.
23. If you wanted to learn how to be a dental assistan t or drive heavy road
building equipment, t o what school would you go?
A. A trade school or junior college.
B. A college.
C. A university.
24. While g ir ls are in high school, they can prepare them selves for jobs
in offices by:
A. Taking com m ercial cou rses like shorthand, typing, and bookkeeping
cou rses.
B. Going to school on Saturday.
C. They can't prepare them selves for office jobs while they are in high
school,
D. Taking cou rses which w ill prepare them for college.
25. While boys are in high school, they can prepare them selves for jobs when
they get out of high school by:
A . Ta king athletic s .
B. Taking vocational cou rses like welding, automobile m echanics,
and electron ics.
C. Taking foreign language, English literature, and physiology.
D. They can't prepare th em selves for jobs while they are in high school.
26. If you want to get a scholastic scholarship, you should:
A . Get good grade s .
B. Obey a ll of the safety ru les.
C. Try to get elected cla ss president.
D. T ry to be the star of the football team .
Go on to next page.
2 5 2
27. A person who leaves high school before he graduates and works full
tim e in a gas station would make about:
A. $750 per month.
B. $500 per month.
C. $300 per month.
D. $200 per month.
28. A person who receives junior college training and becom es a Licensed
Vocational Nurse would make about:
A. $750 per month.
B. $500 per month.
C. $300 per month.
D. $150 per month.
29. A person who receives junior college training and becom es an air
conditioning and refrigeration m echanic would make about:
A. $1000 per month.
B. $750 per month.
C. $400 per monih.
D. $300 per month.
30. A person who graduates from high school and becom es a bank teller
would make about:
A. $750 per month.
B. $500 per month.
C. $350 per month.
D. $200 per month.
31. A person in college has a greater number of cou rses that he can pick from
than a person in:
A. Junior high school.
B. High school.
C. A person in junior high school and high school.
D. None of th ese.
32. The cost of going to a junior college is:
A. About the sam e a s going to high school.
B. L ess than going to high school.
C. More than going to high school.
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33. The cost of going to a trade school is:
A. About the sam e as going to high school.
B. L ess than going to high school.
C. More than going to high school.
34. A person always has to:
A. Move away from home to go to college.
B. Go to a junior college before going to a regular college.
C. Go to a trade school before going to college.
D. None of the above.
35. Which of the following is true?
A. Alm ost all high school graduates go to college.
B. More than half of the high school graduates go to college.
C. L ess than half of the high school graduates go to college.
D. L ess than one fourth of the high school graduates go to college.
36. A dropout is someone who:
A. Will not play a game because h is feelings are hurt.
B. Does not finish high school.
C. Works in a service station.
D. Digs ditches.
37. If you want to be a junior accountant, you have to have completed:
A. One year of college.
B. Two years of college.
C. Three years of c o lleg e.
D. Four or five years of c o lleg e.
38. The chances for a person to get a job who has not finished high school are:
A. Not a s good a s those of a person who has graduated from high school.
B. Not a s good a s those of the person who has finished junior college.
C. Not a s good as those of the person who has had experiences in the job.
D. All of the above.
39. People who graduate from college tend to:
A. Marry at an older age than people who don't go to college.
B. Marry at a younger age than people who don't go to college.
C. Marry at about the sam e age as people who don't go to college.
Go on to next page.
40. People who graduate from junior college:
A. Generally make m ore m oney than people who don't go to junior college.
B. Generally make le s s m oney than people who don’t go to junior college.
C. Make about the sam e amount of m oney a s people who don't go to
junior college.
41. In the year 1980 there w ill probably b e:
A. More jobs in which you use your m u scles.
B. Fewer jobs in which you use your m u scles.
C. The sam e number of jobs a s there are today in which you use your
m u scles.
42. In the year 1980 there w ill probably be:
A. More jobs like doctor, m inister, psychologist, and nurse than today.
B. Fewer jobs like doctor, m inister, psychologist, and nurse than today.
C. About the sam e number of jobs like doctor, m inister, psychologist,
and nurse as today.
43. In the year 1980 there w ill probably be:
A. More jobs in which you need a college education than there are today.
B. Fewer jobs in which you need a college education than there are today.
C. About the sam e number of jobs in which you need a college education
a s there are today.
44. A registered nurse has to have at least:
A. A high school diplom a.
B. Two years of junior college training (including sum m ers).
C. Four or five years of college.
D. Seven or eight years of c o lle g e .
45. A barber has to have at least:
A . A high school diplom a.
B. One or two years of junior college or trade school.
C. Four or five years of college.
D. Training in a "Barber's C o lleg e.”
46. A box boy has to have at least:
A . A high school diplom a.
B. One or two years of junior college or trade school.
C. Four or five years of college.
D. No minimum education, a dropout might hold this job.
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2 5 5
47. A m echanical engineer has to have at least:
A . A high school diplom a.
B. One or two years of junior college or trade school.
C. Four or five years of college.
D. Seven or eight years of college.
48. A practical nurse has to have at least:
A. A high school diplom a.
B. One or two years of junior college or trade school.
C. Four or five years of college.
D. Seven or eight years of college.
49. A dental assistan t has to have at least:
A. A high school diplom a.
B. One or two years of junior college or trade school.
C. Four or five years of c o lle g e .
D. Seven or eight years of college.
50. A m odel has to have at least:
A. A high school diplom a.
B. One or two years of junior college or trade school.
C. Four or five years of co lleg e.
D. There are no minimum educational requirem ents if you are pretty.
If you agree with & statem ent or think it is true, blacken the space in Column A on
your answer sheet.
If you disagree with a statem ent or think it is false, blacken the space in Column B *
on your answer sheet.
51. The grades you get in high school tell you very little about how w ell you
w ill do in your occupation.
52. Most g ir ls now finishing high school w ill likely work at a job for twenty
years or m ore during their life tim e.
53. There are colleges a person m ay attend at a cost of le s s than $100 a year.
54. A person can have a very satisfying life without getting a college education.
55. Once a person is over 30 years old he w ill never have to go to school again.
Go on to next page.
256
56. A person w ill never have m ore than one type of job during his lifetim e.
57. There is only one "right" occupation for each individual.
58. Which occupation to choose is the only thing you have to worry about
in planning a ca r e e r .
59. You can't start preparing for an occupation until you graduate from
high school.
60. There are not m ore than 500 different jobs in the United States,
Supt. of Schools, Dept. ofE duc.
San Diego County 9-67
257

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