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An examination of the contract education program in a multi-college community college district in Southern California: A descriptive and qualitative case study investigation

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An examination of the contract education program in a multi-college community college district in Southern California: A descriptive and qualitative case study investigation

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Content NOTE TO USERS This reproduction is the best copy available. UMI‘ Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AN EXAMINATION OF THE CONTRACT EDUCATION PROGRAM IN A MULTI-COLLEGE COMMUNITY CO LLEG E DISTRICT IN SOUTHERN CALIFORNIA: A DESCRIPTIVE AND QUALITATIVE CASE STUDY INVESTIGATION by Jew# Duenas Camacho A Dbaertatlon Preaented to the FACULTY OF THE SCHOOL OF EDUCATION UNIVERSITY OF S B D in T H E R N CALIFORNIA In Partial FuMlllment of the Requirements for the Degree DOCTOR OF EDUCATION May 2001 Copyright 2001 Jeaus Duenaa Camacho Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3027699 Copyright 2001 by Camacho, Jesus Duenas All rights reserved. U M I UMI Microform 3027699 Copyright 2001 by Bell & Howell Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. Bell & Howell Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UNIVERSITY OF SOUTHERN CALIFORNIA School of Eûucaiion Los Angeles, California 90089-0031 This dissertation, written by Jesus Duenas Camacho under the direction o f h ..iSJ!)issertation Committee, and approved by a ll members o f the Committee, has been presented to and accepted by the Faculty o f the School o f Education in partialfu lfillm e n t o f the requirements fo r the degree o f D O C T O R O F f O O C X T T O A T March 1, 2001 Dissertation Committee Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IN MEMORIAM This dissertation is in memory of^ and dedicated to, several beloved members of the family, i.e., my father Jesus, sister Beatrice; and my wife's f%her Ernie, grandmother Margaret, grandfather George, and Aunt Marilyn. In addition, I would like to include Professor Penelope (Penny) Richardson (Dr. Richardson was a tenured associate professor at the University of Southern California Graduate School of Education and one of my original doctoral committee members. She died of a brain aneurysm in the mid 1990's.). May G o d protect their souls and allow all of them to rest In peace in His glorious kingdom. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ACKNOWLEDGMENTS There are several people and organizations that deserve a tremendous amount of recognition and acknowledgment for all of their overwhelming support^ kind assistance, patience, understanding, and sensitivity, during my quest for the doctorate. Without all of their unconditional and unwavering support, I would not have been able k complete all of the course work requirements for the advanced degree and make this dissertation finally become a reality. I would like to take this opportunity to express my profound and deepest gratitude and sincere appreciation to all the individuals and organizations that made a significant contribution, and were involved with making my ultimate dream and aspiration come true. I will always remember everything that everyone did for me during this Incredibly long and rigorous process. To everyone, I extend from the bottom of my heart a heartfelt thank you! First of all, I would like to thank and give praise to G od for granting me the strength, perseverance, intestinal fortitude, determination, dedication, resolve, faith, and the ste a d f^ will to keep striving to complete the doctoral program while working a full-time job and supporting a wife and four children, as well as commuting thirty-five hundred miles a month over a period of eight years. I am especially grateful that H e protected and helped me withstand and survive all of the illness, health complications requiring two surgeries, depression, financial hardship, and the adversity of sleeping in my car four nights a week. 1 1 1 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. during that long and arduous eight year timeframe. Without His protection and guidance^ I would not have had the courage to persist and overcome all of the challenges, hardship, and special circumstances encountered from the Fall of 1991 to the Winter of 2001. My dream and aspiration to accomplish the goal would not have become a reality without Him. Second, I would like to thank my beloved wife Tiisse, a very talented and exceptionally astute kindergarten teacher, for standing by me with unconditional love and staying the course throughout all of the trials and tribulations that took place for an entire decade. She could have left me stranded when the stress and hardship became too unbearable, but she stood by me unselfishly during all of the academic and financial hard times and conveyed Inspiration, as well as hope. She was my strongest support mechanism throughout the entire doctoral program, and has been the most loyal, devoted, and loving spouse for the past nineteen years. I am blessed and fortunate to have her as my wife, life partner, best friend, and confidant. Third, I would like to thank my four bright and wonderful children: Zachary (eighteen), Jusbn (sixteen), Dominic (thirteen), and Celia (ten), for understanding and tolerating at such a very young age, all of the circumstances surrounding my atypical situation. Notwithstanding my absence five days out of the week for eight years, they continued to grow and progress in the Gifted and Talented Education (G ATE) and Honors Programs within the various schools in IV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. our rural community of Delano in the S an Joaquin Valley of California (Kern County). They are all deserving of praise and reinforcement for adjusting and working hard under extremely difficult circumstances. I am very proud of all of them. I am blessed to have children who possess mature attitudes and thoroughly understood from the very beginning, the importance of adjusting and coping with circumstances that were far from optimum. Again, I thank the good Lord for helping them weather my academic storm throughout their young lives. Fourth, I would like to thank my doctoral committee members. Professors William M . Rideout Jr., Linda S . Hagedom, and William E . Maxwell, for their academic guidance and support, and taking the time to participate as members of my committee. I am especially grateful to Professor William Rideout for believing in me and offering his unwavering support and encouragement from the initial application phase and throughout the entire doctoral program. H e never once gave up on me and was always consistent with effectively Instilling confidence and motivation during the periods I needed it the most. I will always remember and consider Dr. Rideout to be the epitome of an accomplished researcher and university educator, as well as an exemplary and extraordinary academic role model for all graduate students. I am also very grateful to my committee chair. Dr. Linda Serra Hagedom, for her understanding, sensitivity, and showing of genuine concern during those times when I was extremely depressed, exhausted, and on the verge of being completely bumed-out mentally and physically. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. I am fortunate to have a doctoral committee chair who Is devoted and dedicated to academic excellence and truly cares about the healthy welfare^ and progress of her graduate students at the U S C Graduate School of Education. Fifth, I would like to thank my mother and siblings, as well my wife's side of the family, for skpping in and assisting us financially when we were In dire need of financial resources to pay the automobile repairs, mortgage, bills, and food for the family. It is comforting to know that you can depend on family when you need them the most. Without their assistance, the stress from worrying about financial obligations would have weighed heavily on me and inevitably led to die syndrome of total mental and physical burnout. Sixth, I would like to thank the Richardson family (Cathy, Mark, and Todd) in Pasadena for all of their support and help during the beginning stages of the program. Without their kind assistance, accommodation, and taking care of me like a family member during the early 19Ws, I would not have been able to keep It together and complete the doctoral course work phase of the program and move on to the dissertation. Seventh, I would like to thank Dr. William Vega, Chancellor of the Coast Community College District In southern California, for granting approval and permission to conduct the case study of the program. I want to extend a special thank you to Sandl Thornton, Dr. Vega's Executive Secretary, for coordinating communication lines with several individuals who I worked with throughout the study. VI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Furthermore, I would like to thank Dr. John Renley, Vice Chancellor of Human Resources, and Dr. Jorge Sanchez, Director of Institutional Research, for taking time to assist me with the collection of Important data and Information. Eighth, I would like to thank the three presidents (Dr. Kenneth Yglesias, Dr. Leslie Purdy, and Margaret Gratton) of the three campuses In the district, and all of their staff (Dr. Charlanne Nee, George Blanc, Wayne Wilson, R on Berggren, Joycelyn Groot, and Mary Avalos) for all of their cooperation and support during the data collection phase of the study. I am especially grateful to Vice Chancellor of Administrative Services C.M. Brahmbhatt and his assistant Judy Webb, as well as Donna Waldfogel, the Secretary of the Coast Community College District Board of Trustees, for their time, effort, and as^stance In the compilation of the Indispensable financial data and other Important particulars for the study. Ninth, I want to extend my profoundest gratitude to Mr. Raymond Thompson, Director of Buslnesslink from 1995 to 2000, and his staff for all of their kind assistance, efforts, and professionalism. In the collection of archival documentation and relevant particulars and Information regarding the contract education program. In the very beginning phase of the case study. Mr. Thompson and his staff were the key Individuals in the initial phase qf the ose study and Instrumental In giving me the opportunity to collect the necessary archival documentatbn and make it all happen. vu Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Tenth, I would like extend a spedal thank you to M s. Karen Klammer, Director of Buslnesslink (1989-1994) and Program Coordinator for loblink (1995- 1998) for all of her time and cooperation In assisting and providing me with Information that reflected the very early phases of the districtls contract education program. Without the Insight she was able to restore from retrospect and the program annual reports, I would have not been able b) piece together how the contract education program came together and was Implemented during the first five years of operation. And finally, I would like to thank the various schools and departments at the University of Southern California for being solid support systems in the academic community while I endured the entire process. I am especially grateful to the Department of Educational Administration and Policy at the Rossler Graduate School of Education for admitting me Into the doctoral program, and giving a minority student who came from a non-tradlbonal educational background, the educational opportunity to pursue and achieve the highest academic degree from a reputable and progressive Institution of higher education. This could only happen in a great country like the United States of America! The overall experience was humbling, as well as worthwhile, and It brought new meaning to the concept and phrase of '^lifelong learning" (Clearly, learning and education are things that will always be continuous in life If there is motivation and Inibabve behind it). vm Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In addition, I want to thank the former Emery Stoops Dean of the School of Education, Dr. Guilbert Henschke, and his staff, for helping me with the dissertation fellowships I received from the Student Aid Commission of the State of California subsequent to advancing to candidacy during the mid 1990's. The other departments at the University of Southern Caiifbmia that deserve mention are the School of Education Student Services Department (especially Assistant Dean Yvonne McFadden); Financial Aid (espedaliy Graduate Financial Aid Counselor Debra Simpson); Degree Progress; Lyons Gymnasium; and all of the libraries throughout the entire campus (especially Global Express) for all the their help, assistance, and support. Without the help from all the abovementioned individuals and organizations, I would not have been able to find my way through the graduate academic maze at the University of Southern California during my rather long pursuit of the doctorate. Without the assistance and direction from ail these departments, I more than likely would have fallen into the category of A B D (all but dissertation); or contemplated dropping-out of the doctoral program altogether, and ending up being added to the U S C Graduate School of Education attrition statistics. Again, I thank the good Lord for being there with me throughout the entire academic process that required hundreds and hundreds of painstaking hours and making sure that I would not succumb to the incredibly Intense pressure of all the program requirements for the doctorate at the University of Southern California Graduate School of Education in Los Angeles, California. Praise to you Lord! IX Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Thé Issue of confidentiality is extremely important when conducting a case study and writing a doctoral dissertation. The primary Importance of confidentiality is to protect the area being Invesdgaied^ e.g.; a specific program^ as well as any individuals that are involved or affiliated with the area. In order to protect the area and people relative to a particular study^ It Is necessary for the Investigator of a study to exclude the actual names of Individuals and any description of the area being studied. Generally speaking, the actual names of individuals and descriptions of the area being examined are replaced with a fictitious name or description. For this particular case study investigation, the actual name of the community college district where the study took place is replaced with the generic name of "Southern California Community College District.'' The names of the Individuals involved with the community college district progmm are replaced w M A position tides. Although the use of generic names and titles In a case study Investigation may not be as realistic and effective as real names or descriptions. It allows the community college program being examined and all individuals involved with the study to have the fullest protection in terms of complete and secure confidentiality. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE OF CONTENTS ^ ^ ^ Z K ^ 0 ^ ) 1 A fL E ^ ) ^ 3 E ^ 4 E N T T ^ ^ # # * » ill LSST’ T mHwmBigninmw«mMmmBiawwwmWH>fllwaBWWWMWlBBIfflMWBBiaWBiHamMBaMBBaaBlBfflflaaBBaaaBaffifflB JCi^ f L - H t j ^ j ir a o s a B la BB B 0 a B 00 B B D B s a B tg B B Bo B B s B o B El B H ss B a a a m B B o B na ss B a B 0 œ H B B B s o a SB B a B D a a ] I C ^ BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBSBBSBBBBDBBBBBBBBBBBBBBBBaBBBBBBBBBBaBBBBDBBB ü C ^ l ^ i CHAPTER I: THE PROBLEM............................................ 1 Introduction.................................................................... 1 Background of the Problem ............ 7 Statement of the Problem............................................... 22 Purpose of the Study ................................................... 24 Importance of the Study..................... 26 Research Questions. ............ 27 Assumptions............................. 29 Delimitations .................... 30 Lim itations........ ........ 30 Definition of Terms ................. 31 C3 r g a n i Z a t l O n o f t h e S tu d y B B B B B B a B B m B B a B B B B B B B B B B B B B B B B B B m B B m B B B a B B B B . 36 CHAPTER I I : REVIEW OF THE LITERATURE .......... 39 Introduction................... ................................................ The Community College and Economic Development 39 Workforce Development and Training ................... 45 Workforce Training Models ....................... 60 Evaluation of Training Programs B a B a B B B S B B a B a B B B a .B B B s e B B B B B B B B B a B B a 63 Contra# Education »............. 69 Business and Industry Partnerships ............... 80 Customized Training .............. 98 Marketing and Needs Assessment ..............124 i=ederal Workforce Legislation................................. 139 State of California Workforce Legislation... .......... 152 California Workforce Programs ........................... 156 Conclusion ......................... 162 xi Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER III: RESEARCH METHODOLOGY................................ 163 Introduction.................................................................. 163 Research Design........................................................... 163 C a se Study Paradigm ........................................... 165 Descriptive C a se Study...................................... 166 Restatement of the Research Problem............................ 168 Research Questions................. 169 Data Collection.................................. 170 Archival Documents....................................................... 178 Semi-Structured Interviews........................................... 179 Survey Questionnaire.................................................... 182 Reliability and Validity................................................... 185 Conclusion.................................................................... 187 CHAPTER IV: DISTRICT CONTRACT EDUCATION PROGRAM .... 188 Introducbon .................................................... 188 Contract Education In The D istrict........................ 191 Contract Education and the M ilitary........................ 198 Pre-Contract Education Program...................... 201 Program Design and Development.................. 208 Program Implementation.............................................. 228 CHAPTER V: DATA ANALYSIS AND FINDINGS ......................... 234 Introduction...................... 234 Data Analysis and Findings .................................... 236 Conclusion......................... 246 CHAPTER V I: SUMMARY, CONCLUSION, AND RECOMMENDATIONS........................................... 247 Introduction ...... 247 Summary .......... 248 Conclusion ...................................................... 249 Recommendations ........................ 253 Investigator's Closing Comments ....... 256 X l l Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES Table 1. Dependent Variables and Research Questions............................ 176 2. Triangulation of Data Sources.......................................... 177 3. Program Director's Salary and Benefits 1989-1999.............. 215 4. Program Expenses 1989-1999........................ 219 5. Program Revenue 1989-1999....................................................... 223 6. Program Revenue Sharing 1989-1999....... 224 XV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. s. ProQrsm M3rk0tinQ Mstsrisis « « « « « « « « « m » # » » » » » » » » » » » » » » » » » » » » » ' 382 Ta PrOOrBni ASS©SSnri0iri1l r V 0 ^ S m = » 408 U « ProQrsm Account Prospoct Form s»« « » « « « » « « « « « « « " « « « » " » » « » « « " 418 V. Marketing Firm Survey for Program ................... 421 W. C ase Study Research Questions By Area 425 XIV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. LIST OF TABLES Table 1. Dependent Variables and Research Questions............................ 176 2. Triangulation of Data Sources.......................................... 177 3. Program Director's Salary and Benefits 1989-1999.............. 215 4. Program Expenses 1989-1999........................ 219 5. Program Revenue 1989-1999....................................................... 223 6. Program Revenue Sharing 1989-1999....... 224 XV Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UST OF FIGURES Figure 1. Top Ten Private and Public Sector Organizations............................. 16 2. Selected Training Programs...................................... .................... 17 3. Triangulation of Data Sources.............................................-........... 172 4. Community College District Student Headcount 1989-1999........... 190 5 Community College District Organizational Chart 1989-1999..... 192 XVI Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Jesus Duenas Camacho Linda Serra Hagedom^ Ph.D. ABSTRACT An Examination Of The Contract Education Program In A Multi-College District In Southern CalHbmla: A Descriptive and Qualitative Case Study Investigation. The number of case study investigations relative to examining the effectiveness and progression of the design, development, and implementation of a contract education program in a community college district setting in the literature is nil. For this reason, and t)ecause of a strong interest in contract education, the investigator was inspired and motivated to pursue and conduct a case study examination on a specific contract education program in a multi-college community college district in Southern California. The central question to be answered by this particular case study investigation was: "How effective and progressive was the design, development, and implementation of the program?" Through data analysis utilizing qualitative triangulation, i.e., archival document analysis, semi-structured interviews, and survey questionnaires, the investigator examined the effectiveness and progression of the design, development, and implementation of a contract education program at à multi-college community college district in Southern California. The three-prong qualitative research approach to this particular case study investigation allowed the investigator to collect a comprehensive array of program data to thoroughly examine. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The analysis of the data^ including triangulation^ showed the significant aspects and procedures of a specific program in a community college district, as well as the fluctuations in terms of progress during a ten-year period of time. I.e., from 1989 through 1999. Moreover, the investigator of this case study found, subsequent to all of the qualitative research, that a planned and systematic community college district program relative to contract education and economic development may be effective and progressive in terms of the delivery of educational services to private and public sector organizations in the community and marketplace, but may not always be positive in the area of program cost effectiveness and the community college district's bottom line. XVUl Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER I THE PROBLEM X P m t Q W Œ Q N Economic development can be broadly defined as any activity Incorporating the growth^ development, and progress of new and existing business, Industry, commerce, real estate, and human resources, l.e., persons employed In the workplace as well as the unemployed. In addition to enhandng the business and corporate environment, economic development represents an attainable means of achieving a better collective standard of living (Wallace, 1989). Improving the quality of life In an area or community is an Important goal in economic development. Enhancing living conditions, educational opportunities, and social dlmate are among the factors that contribute to a community's quality of life (Worth, 1985). When economic development is being promoted and supported by both the private and public sectors, it will have a favorable impact on the overall quality of life for everyone who resides In the entire community. One of the positive consequences of active economic development Is the stimulation of economic activity and the creation of and access to more available employment for Individuals who are seeking work, or for those Individuals who are considering changing jobs. More activity. In terms of employment, the more Income Is generated and dispersed throughout a community. When more monetary resources exchange hands between people and entities, prosperity In the community Increases. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. When prosperity is consistent and ongoing, a community will not be tenuous economically simply because the organizations and the people in the community will have the opportunity to either save, invest, or spend any residual income that is generated. The overell impact and effect of consistent prosperity is expansion and growth. Expansion and growth foster more savings and investments by individuals and organizations. When this occurs in a community, a deterrent for economic stagnancy and unemployment will be created. Since the independence of America in 1776 and the creation of the United States federal government, economic development on a national level has always been financed by tax dollars from Americans. The same can be said for economic development at the state, county, and dty levels. O n occasion there is a coordinated effort between private industry and government. When both private and public sectors embark on economic development in tandem, it is likely there is always more stability and progress. The concept of economic development was established and apparent in the United States prior to the inception of the fkst two-year community college during the early years of the twentieth century. With respect to higher education, economic development can be traced as far back as the Morrill Laiid Act of 1862. Tills législation was approved right after the American Civil War commenced for the selling of public lands to finance the establishment of a college in each state specializing in agriculture and mechanic arts (Witt, 1994). In terms of economic development for the community college, the Morrill Land Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Act can be considered the first partnership arrangement between the public sector and academia^ as well as the foundation and landmark pillar for setting the stage for other economic development activities, e.g., contrcict education, in community colleges and other higher education institutions throughout the United States, approximately one-hundred years later. Since the term economic development embraces several components, i.e., business. Industry, government, and people, there will always be a different interpretation of what the term really means. For the purpose of this study, the interpretations will be from an educationai perspective reflecting the community college. In terms of the tvw-year community college and higher education, economic development refers to any efforts to enhance the process by which public and private sectors mobilize to produce marketable goods and services through specific educational linkages with business, government and industry (RamireZf 1989). The human resources component of economic development is directly œrrelated with training, retraining, and the direct distance with consultative services and technical advice (Berger, 1990). Before the term economic development was first coined in academic circles, the concept of training was well established and in place and practiced in both the private and public sectors. Prior to the educational sector getting involved with the concept of training, most, if not all, of the training conducted by companies, corporations, non-profit Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. organizations, and governmental agencies was initiated intemaily, i.e., by the training staff of the organization. Some of these company trainers would either be full-time trainers or combine training duties with another job that they performed for the organization they were employed by. Most of the training that took place in the private sector organizations occurred with the larger and more financially stable companies and corporations. Smaller firms, i.e., companies with less than fifty employees, could not always plan or conduct any training due to the lack of or insufficient amount of working capital. As a result, the smaller companies could not correct problems that would otherwise allow them the potential to grow, progress, enhance their productivity, profit margins, and increase their bottom line. During the late 1980's, the emergence and availability of state and federal grant moneys allowed smaller businesses which quaiified for training programs to allow outside organizations like community colleges to provide training services for them. Since the 1980's, the amount of available state and federal grant moneys has always been bed to the political party in power. I.e., the Republicans or Democrats, at the state and federal levels. The concept of contract education is considered to be an outgrowth of the training component of economic development. Contract education can best be defined as credit, non-credit college classes, or other educational services provided as a result of a formal agreement with the contracting entity paying for all or part of the costs involved. The community college may enter Into an Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. agreement with a public or private agency, corporation, association, or other body or person. The training by contract does not Include any arrangement in which an individual enrolls in a college course at his or her own expense, even if these expenses are subsequently reimbursed (College Board, 1983). In California, the state legislature enacted Into law a legal definition for contract education. The legal definition of contract education refers to those situations in which a community coilege district contracts with a public or private entity for the purposes of providing Instruction, services, or both by the community college (Ayers, 1996). Through contract education, community colleges enter Into partnerships with business, government, and Industry at their work site to provide training and the educational needs to the specified employees In areas such as general education, basic skills, applied technologies, and customized training programs. The instructional staff from the community college that provides the training or educational needs to the private or public sectw organization Is generally qualihed and possesses the required degrees, teaching credentials, and experience to teach the specific area. Contract education in the California community college system was a consequence of a dramatic downturn in the state and federal economies subsequent to the ending of the Vietnam crisis and the passage of Proposition Thirteen in California during the 19^'s. During that period of time, the entire California community college network was faced with a very precarious dilemma Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. due to the shift in budgetary dollars at the state level. Since moneys had become scarce, every Callfbmia community college had to adjust and devise revenue mechanisms other than tuition and fbundabon contributions to remain in existence and solvent. This was a very strenuous period due to the reduced resources and decelerating growth (Alfred, 1978). It has been several decades since the 1970% and the Issue of coping with reduced resources Is still a dilemma for some community colleges today (Williams, 1999). Economic development activity during the tough economic times of the 1970's was considered a viable avenue and a potential solution to the shift In the economy. During these tough economic times, many of the community colleges began looking Into developing economic development programs and making them an Integral part of their mission as an academic Institution. However, not all of the single and multi-college districts in California became, or were involved with, contract education during the late 1970's. During the early 1980's, more and more community colleges began to feel the strain of the recession and tight monetary constraints. Out of necessity, many of the community colleges felt compelled to begin thinking about combating the economic downturn. Consequently, many of the colleges began changing their mission statements to Include and mention the necessity of economic development activities. The need and reliance on outside funding and grants was apparent then, and this still Is the case today. As the economy began to worsen and recession set In during the first half of the 1980's, the number of community colleges in California and Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. throughout the country that initiated and embarked on economic development activities including contract education increased. The contract education program of the community college district in Southern California that is being examined was one of the multi-college community college districts that began getting involved with economic development and contract education during the late 1980's. The involvement has been over a span of a decade^ and It appears that the promotion and initiation of contract education and economic development is likely to continue Into the first decade of the new millennium. BACKGROUND OF THE PROBLEM Formal training has been documented to be in existence as early as 2100 B C when regulations governing its operation were included in the Code of Hammurabi (Perry, 1964). The training system that had been used for centuries prior to the Industrial Revolution in the United States at the end of the nineteenth century was very simplistic. It generally involved one experienced individual and a person who was being taught the trade, i.e., apprentice or trainee. As time went on towards the Middle Ages, the apprenticeship system became more sophisticated and involved several apprentices with one teacher. This led to the formulation of technical schools throughout Europe towards the 1800's (Law, 1982). In America, the Industrial revolution began to pick up more momentum and the presence of more apprentices could be seen nearly in every type of business. Throughout the 1800's, the apprenticeship concept made way for on-the-job training, i.e., learning while doing a job, and supplanted the old Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. way of teaching the trainee the skill first and then letting him do it at a later time. Most of the on-the-job training (bat took place occurred in small factories where production lines were commonplace. The concept of on-the-job training has remained alive in the workplace. We are in the twenty-first century at the present time, and it is stiil actively being practiced in both the small business and corporate world. Prior to the inception of the first two-year community college in Amenca (Joliet Junior College, Joliet, Illinois) in 1901 (Diener, 1986), the economy was based on agriculture. From the time the Morrill Land Act was passed, the primary driving force of the economy involved farm-related activities. Between the time the Morrill Land Act was passed and the creation of the first two-year community college in the United States, the push was for expertise relative to agriculture. In the educational arena, the offering of agriculture and vocation oriented courses at the Hampton and Tuskegee Institutes subsequent to the American Civil War was an evident S ig n of the times (Evans, 1978). At die turn of the twentieth century, the United States began shifting more towards industrialization. It was during the onset of this industrialization phase when a small number of two-year community colleges came into existence and began providing technical work in addition to the traditional academic courses considered to be prerequisite for the four-year college or university. Tyler Junior College in Texas was established in 1905 and was one of the first junior colleges in the United States to offer courses (hat reflected an Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. occupational and vocational curriculum (Witt, 1994). Approximately five years after Tyler Junior College opened it doors, California's first junior college was created in Fresno. The 1910 curricula for Fresno Junior College included courses with content reflecting technical work (Anderson, 1984). Both Tyler and Fresno junior colleges offered courses for the student who wanted to move on to the university, as well as the person who wanted to develop technical expertise that could be applied to a vocation for a job. The academic and technical course offerings at these first community colleges had a profound Influence on the curriculum changes that took place in community colleges throughout the United States over a span of the next one-hundred years. In addition, the shifting of the economy prior and subsequent to the four major wars dunng the 1900's, i.e., WWI, WWII, Korea, and Vietnam, had an impact on the various curriculum changes of the community colleges that opened their doors before, during, and following the aforementioned conflicts. From the onset of the twentieth century up to the end of World War II, the state of California had only thirty-two community colleges in existence. Today, there are one hundred and seven community colleges in the state (See Appendix A). Over a period of fifty years, the State of California had a fluctuating economy that dictated the pace of the development of the two-year institutions. During the economic downturns, e.g.. The Great Depression of 1929, there was, of course, very little development and expansion of the two-year system. From 1945 to 1970, there was an upsurge in the number of two-year community Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. colleges in Callfbmia opening their doors. Subsequent to the mid 1970% the development activity for the community college system in Califomlay as well as throughout the United States, began to subside and slow down. Although some of these community colleges that opened their doors prior to WWII had technical and vocational courses in their curricula, the majority of the courses offered were preparatory and prerequisite for the four-year institution, e.g., English, History, Social Science. The non-technical courses offered were classified in the category of general education. It was not until after World War II that the shift to new technologies take place, e.g., the advent of black and white television. This advent of electronic industrialization prompted the building and expansion of companies such as General Electric, R C A , and others. The job opportunities with these companies were plentiful at that time and the economy was robust. The federal government knew that they could contribute towards a solution to filling the abundant job opportunities in the marketplace. Congress began formulating legislation that would be a catalyst to help fill these jobs. Approximately one year after WWn concluded. Congress passed two pieces of legislation that focused on the returning WWII veteran. The George Barden Act of 1946 and the G.I. Bill of Rights stimulated enrollment in higher education institutions by the veterans (Cohen & Brawer,1996). These important pieces of legislation marked the beginning of the federal financial aid movement for higher education institutions like the community college. In addition, it set 10 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the stage for the profound influence of governmental policies on American community colleges (Cohen, 1999). This influence has been ongoing for over fifty years and it still exists today. The concept of training was a natural fit during the development phase of the community college in California during the first half of the twentieth century. The democratic nature of providing higher education and comprehensive programs relative to vocation education, general education, and community service has made it a unique institution compared to other colleges and universities. Furthermore, since the community college is community-centered and essentially rooted In Its locality, it can readily offer training and lifelong education to Its residents. The adaptation and flexibility have made the community colleges a logical provider of economic development activities to the community (Mahoney, 1997). Without these adaptation and flexibility characteristics, the wide range of programs involving training would not have emerged during the last three decades of the twentieth century. Prior to the 1950's, community colleges offered transfer programs leading to an associate degree (AA). Along with the traditionally academic programs, career education programs preparing the students for specific occupations were also offered. During and after the Korean conflict in the early 1950's, the community college began to expand its curriculum. 1 1 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. It began to indude community and continuing education programs. These programs were varied and covered cultural; recreational; and business-related subjects (Kublnski; 1985). The development of community and continuing education programs laid the foundation for the contract education programs that became prevalent during the 1970's and 1980's. The community service and continuing education programs (sometimes referred to as community education) became a major source of training for adults in the community. Since it was very broad in nature; I.e.; it embraced adult basic education; continuing education; as well as community service and education; It was attractive to the diverse populations that comprised the communities; e.g.; ethnic minorities; low-income groupS; and non-traditional students (Cohen & Brawer;1982). As the community service and continuing education concept began to spread throughout community colleges in California and the rest of the United States from the 1950's through the 1970'S; the concept of contract education began to take form. As some community colleges expanded their specialized services to their community; they began to treat these programs as special programs. These programs did not always fit into the traditional curriculum programming of the c o llie . Most of these special programs; e.g.; contract education; were developed and considered atypical because they did not have a place In the traditional academic departments or the vocadonal divisions of the college. 12 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. There was confusion for some community colleges because of the dilemma of which category was appropriate for the program to fall under. While the community colleges throughout the country began to grow and shape their multifaceted curricula during the first half of the twentieth century, businesses and corporations began to open up their own corporate-based Institutions to promote training and education (Eurich, 1985). According to Cross (1981), a respected authority on higher education, traditional education Institutions are not alone on the education frontier of the twenty-first century. The projection that Cross made two decades ago was extremely accurate because of the multitude of corporations, professional associations, community groups, museums, trade unions, as well as the armed forces. Involved with training and education of Individuals who are In their employ. The corporation schools began to Implement their own training schools Internally primarily to Increase the efficiency and productivity of their employees. For the most part, these corporation schools were established and maintained independently of any outside control or financial assistance (Register, 1991). However, the training formats formulated and utilized by the corporation schools were Influenced by the curricula offered by local higher education Institutions, e.g., community college. The types of training courses offered by the corporation schools varied. Most of the sdiools gave instruction In mechanical drawing, welding procedures, applied math, and other disciplines relative to the particular Industry being served. 13 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. As more and more courses were created covering a wider spectrum of subject matter, the corporations began to segregate them according to category of specific training departments. The rise in popularity of corporation schools and training departments was a dear indication that the private sector wanted to play a vital role in the education and training of their employees. The only possible drawback to Internal training during the early years was the prospect of the employee leaving the company subsequent to receiving the education and training. This would be finandally catastrophic to the company because it could not get a return on its investment. According to Scott (1987), corporate education Is a direct challenge to traditional higher education institutions. Two of the four missions of advanced education are the same at corporations and colleges, i.e., research and training. Educational programs offered by corporations range from the remedial to the doctorate, and generally indude educational skills development, general education, professional training, and advanced Instruction in scientific and management studies. Today, corporations, e.g., IBM and Xerox, are growing and promoting their corporate institutions. In terms of efkcbveness of training, there were several companies during the 1980's that were given a high rating (See Figure 1). In terms of competition, they are direct and aggressive competitors with community colleges for traditional academic courses and contract education 14 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. programs. The majority of the corporate training programs involve various levels^ i.e., blue-collar to management. The programs sponsored by the corporations are considered corporate programs and institutes. These programs are generally for the blue-collar level worker. The training is generally relative to specific functions and the jobs. At the management levels, the training generally involves a university-based program or corporate college (See Figure 2) that works in conjunction with an institution of higher education (Wiley, 1993). The most common management degree granted to individuals enrolled in a university-based or corporate college is a Master of Business Administration (MBA) (Meister, 1997). The Doctor of Philosophy (Ph.D.) pursued by individuals in corporate universities, e.g., engineering, finance, etc., generally work in conjunction with an accredited private or public university. The individuals who earn these degrees while working for the company are generally assured a position, promotion, or both. 15 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. FIGURE 1 The top ten private a n d public sector organizations that did the best job of training a n d developing their em plo yees during the 1980's. 1 . IBM 2. Xerox 3. Hewlett Packard 4. AT&T 5. McDonalds 6. Military 7. General Electric 8. General Motors 9. 3 M 10. Proctor and Gamble Source: E xceilence in Training, Training, O c L 1984:78. Reprinted with permission. 16 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. FIGURE 2 EXAMPLES OF SELECTED TRAINING PROGRAMS UnlversRy-Ba$ed Programs Corporate Programs and Institutes Corporate Colleges and Unlveraltks Thunderbird M a na gem en t IBM's Corporate Technical Institute D a n a University (D ana Corporation) Cento" for Corporate Training, B o s to n University G en era l Mills' Plant Maintenance Training P ro g ra m Hamburger University (M cD onald Corporation) Executive M B A P ro g ra m s Coming's Multiskllled team-based production Training Motorola University (Motorola Corporation) Motorola's Training a n d E ducation Center R a n d Institute (R and Corporation) NŒ's Sbategic Education P ro c e s s e s WorkboKh Arthur Little Executive Managem ent P ro g ra m (Arthur Little Corp.) S ource: Carolyn Wiley, "Training for the 90's: H o w Le a d in g C o m p a n ie s F o c u s O n Quality Improvident, Technological Change^and Customer Service, Employment Relations Today, Spring 1993. Reprinted with permission. 17 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The full payment for the program and the job security guaranteed by the company fosters loyalty and prevents most of the employees who receive the education and training from thinking about leaving the company for another. The corporation schools that have remained in place and are still active have adapted to all of the trends and fluctuations In the economy. Even during the Inflationary periods throughout the twentieth century, the corporate schools have managed to maintain and keep their training programs thriving and in place. According to Peters (1987), only the excellent companies would adapt and survive any dramatic economic and monetary fluctuations. The organizations that have survived today have recognized the importance of keeping their employees updated in terms of skills and expertise. According to Allen (1999), there are about twelve hundred corporate universities in existence. These corporate universities fall into basically four classifications: 1) Training only; 2) Training and development; 3) Credit granting; and, 4) Degree granting (Allen, 1999, pg. 6). One of the reasons why corporations have moved so much of the education of their staff in house stems from their dissatisfaction within traditional business schools. This dissatisfaction is correlated with the lack of skills in areas like communication, team building, and the ability to work in groups (Allen, 1999, pg. 7). Moreover, corporations like Motorola are woridng on launching Master of Business Administration (MBA) degrees. 18 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Motorola University executives believe it Is more cost effective and efficient to develop and deliver their own M B A program than to continue to send their executives to university programs (Allen^ 1999, pp. 15-16). Today, there are only a small number of corporate universities that grant advanced degrees at the highest level. I.e., the doctorate. The two most prominent accredited corporate universities granting the doctorate are the Arthur D. Little School of Management (Allen, 1999, pg. 6), and the Rand Corporation. The individuals who attain the earned doctorate with these corporate universities either stay in industry or move into a position in academia. An example of an Individual from a corporate university who moved Into a position In academia would be Lawrence 0. Picus, Ph.D., Professor of Educational Finance Policy with the University of Southern Califomia's Rossler School of Education. Professor Picus possesses an earned doctorate from the Rand Corporation. During the last half of the twentieth century, the companies that did not have Independent training programs and facilities often worked in conjunction with local higher education institutions to prrMde the necessary education and training to their employees. Arrangements would be established between the two entities giving the employees of the company an opportunity to fulfill their particular educational needs and at the same time acquire the academic credit from the higher education institution. This academic credit could be applicable towards a specific degree, e.g.^ Bachelor of Arts. 19 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This practice Is still active and the corporation schools within the physical parameters of companies appear to be continually growing throughout the private sector. As the Information technology era of today becomes more sophisticated and specific, the growth of the corporation schools may flourish even more so in the coming decades. A large percentage of the community colleges in Caii^mia and the rest of the country have dearly demonstrated and shown a particular interest in and capacity for a wide array of economic development activities induding contract education. Because of their accessibility, flexible service capabilities, and relevant curricula incorporating technkai and vocational oriented courses, the community colleges that have parddpated in providing business and industry with contractual services have been relatively successful In terms of accomplishing the educational goals established by both the companies and the Institutions. The documentation in the literature reflecting unsuccessful arrangements and not accomplishing goals between the two entities are nil. However, the number of successful partnerships between community colleges and various private and public sector organizations over the past thirty years have been, for the most part, successful and mutually advantageous (Cantor, 1991). Both entides In their Implementation of contract education have realized that there are finandai as well as other potential benefits in these partnerships, e.g., increased recognition and a positive public relations image for the college (Hagedom, 1999). 20 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The economic development activity of community colleges In California has been Instrumental in helping maintain a stable and thriving economy at the state and national level. At the state level, elected officials have supported the quest for economic development and progress statewide. One of the support mechanisms for economic development activities by state government is the provision of public funds for work development services from local community colleges If companies that are being sought after agree to locate their facilities in a city or county of the state (Zeiss, 1986). For some companies, this is an incentive and impetus to expand or relocate their company facilities. Factors such as unemployment, changing demographics, the economy, and new technology dunng the forty year period from 1960 up to the present has had a profound impact on the employed as well as the unemployed in the United States. The trend during this forty year period was to seek retraining as a means to obtaining the necessary skills to remain on the job or secure a new one. It appears that this trend will continue as we enter Into the twenty-first century. The pursuance and initiation of training began to pick up more and more momentum after 1985 when the United States, as well as several industrialized nations throughout the world, shifted from a high technology market to one of information technology (IT), and a global marketplace. 21 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. During this major shift in market trends^ community colleges In California and the rest of the country have continued to espouse promoting economic development activities such as contract education. They have remained undaunted In establishing ties and promoting partnerships with business. Industry, and government, regardless of the economic climate. Because of their attitude and the perseverance they have demonstrated, they have earned a reputation of possessing exemplary resolve and dedication (Kublnski, 1985). It might be a safe projection to say that contract education, as well as other economic development activities, will continue to be a driving force In helping with keeping the state and federal economies stable during the first decade of the twenty-first century. However, without the involvement of community colleges throughout the country to promote and establish these valuable partnerships, the Impetus to make economic development successful and progressive may be substantially diminished. STATEMENT OF THE PROBLEM Programs promoting economic development activities like contract education are presently in existence in over half of the one hundred and seven CallA)mia community colleges. Although the programs are similar in concept, each community coilege Is unique In terms of how Its contract education program Is structured and the way it functions. Moreover, each school has a different set of policies and direction relative to how Its community related programs are to be designed, developed, and Implemented. These policies and z z Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. direction for community colleges are generally established by the administrator, i.e., chancellor, superintendent, or president, of the college or district, and submitted for approval to the Board of Trustees (the governing body for the district or college). If there are any changes In Board members (because of elections), or administrators (either through resignation or termination) for a community college or district, then there may be a shift In policy and direction that may eliminate the activity or existence of a specific program, notwithstanding any success or progress the program might have had In the past. If a contract education program has been successful and remains Intact at a community college or district, there may not always be sufficient time, resources, and staff to analyze whether or not the overall design, development, and Implementation of the program can be more efficient, cost effective, and progressive. Possessing a greater understanding by administrators and progmm managers of what Is ultimately the most efficient and effective In terms of design, development, and Implementation may be helpful In terms of making more progress over a short and long period of time. The community college district being examined In this study has been progressive since the 1980's In terms of promoting economic development and contract education to the community. 23 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Like other districts In the State of California Involved with economic development, they have spent a considerable amount of time in the marketplace collaborating with private and public sector organizations and striving to establish partnerships. The formulation of these partnerships through a contractual arrangement between the community college and the organization has shown to be beneficial to three things: the organization, the community college, and the community. The benefit to these three areas may account for why the Interest and support for economic development in the community college has remained strong and continues to gain more momentum. The involvement and preoccupation with planning, marketing, collaborating, and interfacing with the private and public sector since Its Inception Is essentially why an in-depth analysis has not been conducted on the contract education program for the Southern California Community College District. Spending valuable time doing an analysis In lieu of promoting and madceting the program could possibly have a negative impact on the bottom line results for the program and District that would be dramatically less than what has been produced in the past and at the present tirne. PmMMOFTM ESIVBY The purpose of this case study Is to examine and understand how the design, development, and Implementation of a contract education program in a California community college district In Southern California contributed to the overall effectiveness and progress of the college over a period of ten years. Le., Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1989-1999. Although case studies have been conducted about contract education, there are no case studies in the literature examining the design, development, and Implementation of a contract education program. This was the main reason why the investigator made the decision to pursue and conduct this particular case study investigation. This case study Investigation attempted to examine a multi-college California community college district's contract education program in Southern California and ascertain how effective and progressive the program was over a span of ten years. The primary purpose of this case study investigation of the contract education program at a community college district in Southern California was to seek and obtain a thorough understanding of how the design, development, and implementation contributed to the effectiveness and progression. In addition to obtaining insight on the total program overall, the investigator was motivated to comprehend what strategies and techniques were effective and beneficial. Furthermore, obtaining knowledge on the most effective and state of the art strategies and techniques in contract education will hopefully be useful to program managers, as well as academic administrators Involved with economic development and contract education activities. 25 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IMPORTANCE OF THE STUDY Community colleges have grown and gone through substandal change since their inception during the early 1900's. The curricula and community programs have changed with the fluctuating economies and marketplace. Throughout the last three decades of the twentieth century^ the contract education programs promoted by community colleges, like this community college district In Southern California, are implemented but rarely analyzed. Since analysis Is essentially secondary to establishing partnerships with the private and public sectors, it is important but not considered a key and essential priority for the community college district. The priority and importance of this study is to acquire knowledge relabve to the overall design, development and Implementation of a contract education program for a community college district In Southern California. Furthermore, it is the Investigator's hope that the insight gained from this case study Investigation will be helpful to administrators and program managers working In and promoting economic development for community colleges In Callfbmia and throughout the rest of the country. Having working knowledge of what is important and essential in terms of design, development, and Implementation of a contract education program in a multi-college community college district may be helpful and beneficial to community colleges or districts which have or are planning to have this type of program. 26 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. REgfA RCM ÇVEg n p N S The research questions for this case study investigation are key inquiries that wiii assist the investigator in examining and addressing ali of the relevant and important particuians of the contract education program for a community college district in Southern California. The investigator of this case study will seek answers to the research questions and utilize this insight in the formulation of recommendations. The research questions have a direct correlation to the statement and background of the problem, as well as the purpose and importance of the study. The answers to the research questions in this case study may contribute to the understanding of the progmm's effectiveness and progression for approximately ten years. Moreover, the answers could prove valuable to other researchers examining programs similar in design and function. There are eight research questions that wiii be posed by the investigator for this case study of the contract education program at a community college district in Southern California. It should be noted that several of the research questions are composed of two parts that have a direct correlation with each other. The research questions are the following: # Ouiestloh One: Has the design of the program contributed to successfully providing educational services to the private and public sector organizations in the marketplace and community since the inception of contract education program at a community college district in Southern California in 1989? 27 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. # Question Two: What changes, If any, have been Initiated, or must be made to the program design, to make it more successful and progressive in terms of providing educational services to the private and public sector organizations In the marketplace and community? # Question Three: In what ways have the contract education program developed over the past ten years to better serve and provide educational services to the private and public sector organizations in the marketplace and community? # Question Four: Have the changes in program development over the past ten years enhanced the contract education arrangements and relationships between the contract education program and the private and public sector organizations in the marketplace and community? # Question Five: Should short and long term marketing plans, i.e., five and ten year, for the contract education program be developed and followed? Do you believe that formalized marketing plans would enhance the growth potential of the contract education program and during the first decade of the twenty-first century? # Question Six: Has the implementation of the contract education program at the district with private and public sector Organizations been successful or unsuccessful? Why or why not has the implementation of the program been successful at the district and in the marketplace and community? # Question Seven: What changes have been made to enhance the implementation of the contract education program at the district and in the marketplace and community? 28 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. * lE&aItt: Will additional staff and financial resources have a positive impact and improve the overall Implementation of the contract education program during the next decade? Will the community college district and colleges have adequate finandal resources to staff and provide educational services for contract education to private and public sector organizations over the short and long term? ASSUMPTIONS Several assumptions can be made on thb case study Investigation of the contract education program of the community college district In Southern Callfbmia. They are the following: A) The materials and program records copied by the Invedigator from the district office and utilized In the data collection segment of the case study will be presumed accurate; B) The businesses, agencies, and instructors involved with contract education will supply accurate Information about the design, development, and Implementation of the contract education program for the district; C) The administrators, program managers, and instructors of the community college district who partldpale In this case study vis-è-vis interviews will provide reqx)nses to the Investigator that will reflect honest and accurate Information. 29 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEUMITATIONS This case study investigation will Include only one multi-college community college district In Southern California. The case study will Investigate and (zxcinilne t h w e c le s ü ç in , d e \re lc % )rrK :rü ^ larid Irnpksrnerüjation cdFtïie < ] O H it r a ( : t ediw zaticin program a community college district In Southern Callfbmia. Because the design, d k e v t s k o f M n n e n t , cin d I r n i D k e r r H s n t i ü ü w o n c d F the p x r o K ir a r n Is ln(jh/kiijally ijnkgue, it v v l H iic A : t M 2 la rE w g r n iitk : tc) a iD p ih f aiid ( ) e in e r T a lB : e this ic a s * ; s d b u c f y tx) ciny c W i h e r singte community college or community college district in Callfbmia, or elsewhere In the United States. LIMITATIONS This case study investigation will involve only one muK-college community college district In Southem Callfomla. The scope and extent of the study will pmbably not be generallzable to other levels and locations of two-year academic Institutions of higher education. In addition, qualitative research is not generallzable and it is important to have the case study to have value to the district. Moreover, in view of the fact that the program for this case study will not be randomly chosen, there w ill be a limitation with respect to generalization. In addition, this case study Investigation will focus only on one program area designed spedficaliy for this particular community college district. Since the prograrh content is customized. It cannot be generalized or applied to other subject areas. 30 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DEFINITION OF TERMS In order that the nomenclature used In this case study Investigation conveys the same meaning to different readers from various disciplines^ the investigator has defined the following terms: Business and Industry; These terms connote both small and large organizations in the private sector that are engaged in manufacturing^ commerce, or service to Individual or group entities in the marketplace. CaiWbmia Communltv Coileoe System: A two year publicly supported higher education system that is the largest in the United Staks. The system is comprised of one hundred and seven single and multiple college districts kxakd throughout the entire State of California. Comprehensive Empiovment Training Act fCETAl: Federal legblation enacted during the 197(ys to provide job training and employment opportunities for the economically disadvantaged. Condnuino EducaNon: A concept involving the purposeful educational effort toward self-improvement in a specific area, e.g., management. Continuing educatk)n courses, generally speaking, do not cany any credits that are applicable to an institution of higher education. Contract Education: Contract education can best be defined as credit or non-credit college classes or other educational services provided by an institution of higher education, e.g., a community college. 31 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The formal agreement stipulates that the contracting entity receiving the services pays for all or part of the costs Involved. Communltv Develooment: A term that Implies the deliberate improvement or enhancement of the community. The development could be physical, e.g., building a school, or providing a service that will help residents improve their quality of life. Comprehensive Communltv CoHeoe: Generally reflects a two-year college serving both traditional and nontradltional students, and offers a broad range of traditional and vocational oriented courses, e.g., auto mechanics, welding. The use of the term is said to have started during the 1950's and 60's when the development of two-year Institutions was widespread. Corporate Education: This term originally referred to education offered by a business or Industry, or other non-collegiate agency, for its members or employees. In its broadest application, corporate education now refers to all educational and training activities sponsored by corporations, whether limited to Corporate participants or not. Corporate Educatkm Programs: A degree granting educational program which originated in the corporate sector. These alternative approaches to earning academic degrees are generally relative to specific areas, i.e., business management and administration, engineering, and technology. These programs are usually found In the larger more established corporations. 32 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Customized Training : This term connotes a speclhc and specialized set of instructions for a designated area. The educational and training units vary in length with specific goals and objectives designed and developed to meet the specific and special needs of a particular client group. Cross training: Cross training is an expression denoting occupational education's long-held goal of teaching broad generic competencies that are transferable across a wide spectrum of occupations within the parameters of any private or public sector organization. Economic Develooment: Economic development can be broadly defined as any acbvity incorporating the growth, development, and progress of new and existing business, industry, commerce, real estate, and human resources, i.e., persons employed in the workplace, as well as the unemployed. Economic Development Corporation fEDCl: A non-profit organization that is funded by both private and public sector organizations. It has a board of directors and a staff that implements direcbves and projects. It became widespread during the 1980's when the theme of economic development was very strong. Higher Education: Education beyond high school. I.e., courses and knowledge provided by various colleges, universities, graduate and professional schools. Post-secondary vocational instrucbon is not generally referred to higher education because of the acquisition of a certificate as opposed to a academic diploma. 33 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Job Training Partnership Act fJTPAl: Federal legislation enacted during the 1980's. This act replaced C E T A and was designed to provide job training and employment opportunities for the economically disadvantaged^ unemployed; and underemployed. Junior CoHeoe: This term was coined by academics, e.g., William Raney Harper, during the late 1800's. It signified the first two years of a four-year college education. Lifeiona Learners: This refers to adults who return to academia for employment training, retraining, professional or career development, or remediation in a special program, e.g., English for a second language. Needs Assessment: A marketing strategy that essentially ascertains what a private or public sector organization will need in order to be more efficient and productive. Nontradltional Education: This refers to alternative approaches to higher education involving agencies or organizations which historically have not been involved in issuing credit subsequent to the completion of a course. It also Implies the departure from traditional patterns as manifested in an institution's mission, goals, content, participants, methods, and materials. Occupational Education: This refers to credit courses and certificate and degree programs at the postsecondary level, not designed for transfer to higher education institutions, e.g., universities, but rather leading to direct employment or career advancement upon completion. 34 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PaitnershEo: A partnership is a collaborative an-angement for training, courses, or services between a community college and any private or public sector organization, e.g., a business and industry entity or governmental agency. Pnvate Industry Council f P IO : An organization that Is supported by public funds, i.e., federal and state. Its primary function is to set forth basic strat^ies for linking employment and training programs with development projects. Proposition Thirteen fl3 1 : Legislation passed by the voters of California during the late 1970's that shifted the tax base and had a negative financial impact on the academic sector, e.g., community colleges, throughout the entire state. Private Sector: A small or large organization in business and operating in the marketplace for a profit margin and. If any, the benefit of stockholders. Public Sector: A small or large organization or agency, e.g., non-profit organization, dty, county, state or federal government entities in the marketplace. Retraining Program: An employment-related training program designed to provide skills training or upgrading of skills either in or outside the workplace, Smaii Business Deveiopment Center fSBDO: Centers generally located on community college campuses that assi^ small businesses in the community with business-related issues, e.g., financing, management^ e^. 35 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Special Programs: This term is sometimes uses to encompass nontradltional study, cooperative education, women's programs, remediation, and re-training programs. Traditional Higher Education: Educational methods and goals which follow the long established practices and procedures of accredited colleges and universities. Training; This refers to the process of teaching a specific skill or set of skills for any occupational application. Over the past three decades of the twentieth century, the meaning of training has broadened to Incorporate theory as well as practice. Workforce Deveiopment: A e fk rt or method to Improve the present and future situation for individuals who are employed as well as unemployed in the marketplace. The terms encompasses the individual as well as the organization he or she may be working for. ORGANIZATION OF STUDY This case study investigation is comprised of six chapters which are organized as follows: Chapter One of the study is comprised of eleven segments. The first two segments give an overview of economic development and contract education in general, as well as some background information relative to the case study problem. The other segments that make up the remainder of Chapter One are the following: A) Statement of the problem; B ) Purpose of the study; C) Importance of the study; D) Research questions for the 36 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. study; E) Assumptions for the study; F) Delimitations of the study; G) Limitations of the study; H) Definitions of terms used throughout the study; and. I) The organization of all of the chapters for the study. Chapter Two of the study is a survey of the current literature relative to the subject matter that the case study involves. There are twelve sections that comprise this chapter. The first section is an Introduction to the nine sections that follow. The final section is a summary and overview of the chapter. The sections that comprise Chapter Two of the study are as follows: A) Introduction; B) The Community College and Economic Development; C) Workforce Development and Training; D) Workforce Training Models; E) Analysis of Training Programs; F) Business and Industry Partnerships; G) Contract Education; H) Customized Training; I) Marketing and Needs Assessment; J) Federal and State Workforce Legislation; K) California Workforce Programs; and, L) Conclusion. Chapter Three of the study involves the research methodology utilized by the Investigator. There are twelve components that make up this chapter. They are the following: A) Introduction; B) Research Design; C) C ase Study Paradigm; D) Descriptive C a s e Study; E) Restatement of the Research Problem; F) Research Questions; G) Data Collection; H) Archival Documents; I) Interviews; J) Survey Questionnaire; K) Reliability and Validity; and, L) Conclusion. Chapter Four has a total of seven parts. The seven parts are relative to the community college district including all three colleges, as well as the contract 37 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. education program. The individual parts of the chapter are as follows: A) Introduction; B) Contract Education In The District; C) Contract Education and the Military; D) Pre-Contract Education Program; D) Program Design and Development; E ) Program Implementation; F) Summary and Conclusion for the chapter. Chapter Five focuses on the findings of the case study by the Investigator. The findings will reflect the particulars that were delineated in previous chapters. The chapter is comprised of three parts: 1) An Introduction; 2) Data analysis and findings; 3) Conclusion. Chapter Six will summarize the case study investigation and include the Investigator's conclusions and recommendations. This chapter is made up of the following five segments: 1) Introduction; 2) Summary; 3) Conclusions formulated by investigator; and; 4) Recommendations made by investigator; 5) Investigator's closing comments. 38 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER 11 REVIEW OF THE LITERATURE INTRODUCnON The review of the literature for this case study investigation will cover approximately thirteen areas. Each of these areas has a direct correlation with the case study problem and will contribute in terms of understanding the basis and foundation of economic development and contract education relative to community colleges in California, as well as throughout the United States. THE COMMUNITY COLLEGE AND ECONOMIC DEVELOPMENT Community colleges in the United States have been in existence for approximately one hundred years. During this period of time, the two-year institution has expanded in terms of mission statements, i.e., direction and purpose of institution, and curriculum. Over the past three decades, higher education institutions, e.g., community colleges, have had to face revenue shortfalls, changes in the workforce and workplace, as well as the constant and fluctuating Impact of technology (Tiemey, 1999). The higher education institutions in the United States, e.g., comrnunity colleges, that made the necessary adjustments during these changing times remained much more financially stable overall than those educational institutions that did not make any adjustments for whatever reasons. One of the more beneficial adjustments made by a large number of community colleges during the past thirty years Involved economic development activities, e.g., contract education. 39 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The high point tor economic development activities involving community colleges took place during the 1980's and 1990's. Although community colleges may not have been around as long as other colleges and universities, they have been a contributor to the community in terms of economic and community development. Their contribution and direct link to the community would place them in a category of being a community- based conduit for societal change and improvement (Braskamp & Wergin, 1998). Moreover, since the economy's performance is determined by the productivity of the labor force; and the educational level of the labor force is a determinant of its productivity, community colleges are considered to be important contributors to the concept of economic development (Haynes, 1987). Historically, community colleges have always been at the forefront in terms of promoting local and regional economic development (Young, 1997). The community colleges have been active in the area of economic and community development since their inception. However, it was not until the 1970's that the economic and community development activities became more definitive. Community education and contmct education programs highlighted the vital importance of helping business and industry develop their workforce so as to improve their overall productivity and efficiency. As more and more of this activity took place, the more and more emphasis was placed on workforce development and training. 40 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Furthermore^ it was evident that the impact of the community college would continue to rise due to its wide accessibility and its provision of valuable services such as workforce training (M ees^ 1997). Within the scope of economic development there are several components, e.g., workforce development and training, business and industry partnerships, public and private sector agency collaboration, contract education, customized training, and marketing. Out of the total number of public (1,364) and private community colleges (437) throughout the United States (Foote, 1997), a large number, at some point, have been involved with one or more of these components. The extent of the involvement has been historically tied to and contingent on their budget, public sector grant moneys, and staff availability to Implement the economic development programs. Today, it is not uncommon to see larger and more financially stable community colleges or districts be involved with several economic development activities at the same time. Community colleges and other higher education institutions contribute to regional economic development through technology transfer, workforce development activities, creation of research parks and business Incubators, conferences and networking, and development of new alliances. In order for a higher education institution to realize success in regional economic development, diere must be an understanding and articulation of the benefits that are provided to their communities (Pappas, 1998). 41 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Moreover, there must be constant development of new ways to facilitate collaboration, linking with government and business, as well as developing supportive administrative structures. One of the key elements of economic development is collaboration between community colleges and various entities, i.e., businesses, agencies, community organizations, and educational institutions. The benefits of collaborative efforts for community colleges include furthering access and services to local constituents; bridging secondary education and baccalaureate programs; and, promoting valuable and useful economic development (Kuo, 1999). During the 1990's, there were several collaborative efforts involving community colleges located in different parts of the United States. In 1998, the Ford Foundation sponsored the Rural Community College Initiative (RCO). RCO was established to assist and help community colleges in distressed communities in the Southeast, Deep South, Southwest, Appalachia, and Western Indian reservations expand their capacity to increase access to postsecondary education and to foster economic development (Eller, 1999). Another example of a collaborative effort would be the Sumter Office of Economic Development and Central Carolina Technical College in South Carolina. Both of these entities formed a partnership to help increase the technical skills of the local work force in 1998. Through a collaborative process, the college was determined to be the most appropriate provider of technical training and curriculum development. 42 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. With strong support from the business community and a high participation rate, the college improved both die local economy and the individual employment value of all of its workers (Cline, 1998). Collaborations can be multifaceted and involve more than two entities. Two examples that would Illustrate the Involvement of several entities would be the Bronx Conidor of Success Initiative and the New York University School of Education and eleven area community colleges. T T ie Bronx Corridor project linked education and community development through collaboration among at-risk youths, the Bronx Community College in New York City, and various community organizations. The New York University School of Education and City Colleges of New York involved several groups In the concerted efforts to improve transfer rates among the institutions. Both of these projects required coordination and energy to initiate and implement According to Kuo (1999), a H the energy and movemait expended during the process of collaboration must be strategic and continuous. When the momentum of economic development in community colleges began to increase during the 1980's, the National Council of Occupational Education conducted a study to measure the extent to which community, junior^ and technical colleges were engaged in economic development activities. The study found that nearly half of the schools tjia t responded had policies and procedures relative to economic development. 43 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In addition, the study showed that there was a high percentage (95%) of established linkages and collaboration with economic development agencies (A A C JC , 1986). During the decade that followed this national study, the community colleges were viewed as a catalyst for economic development (Cantor, 1991). Cantor's study during the early 1990's looked at the interorganizabonal arrangements Involving community colleges that resulted in exemplary job training and job creation outcomes for economic development. T T ie California Community College system was active in economic development during the 1990's. In 1988, the Chancellor's Office of the California Community Colleges (C O C C C ) established an Economic Development Program (EDP) to support community colleges' efforts to provide education, training, and technical services to business and industry. The E D P 's mission was to establish model programs, demonstration projects, and college/business partnerships, e.g.. Centers for Applied Competitive Technologies and Regional Economic Development and Contract Education Technical Support (Stanley, 1992). The foundation for specific strategies involving community colleges and economic development was set during the 1980's. Community colleges throughout the country were actively involved with strategic action plans, chambers of commerce, development of small business assistance centers, and customizing industry-specific training programs (Zeiss, 1986). Some of these practices were carried over into the 1990's, and it is probable that several community colleges currently involved with economic development activities 44 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. today will continue to Initiate them during the new millennium. Smith (1995) contends that community colleges will incorporate economic development Into their future roles because of the positive impact it has on the institutions overall^ as well as the community. Community colleges have always had mission statements that included the collegiate or academic function^ vocational preparation, remediation, and community service (Bailey, 1999). During the last two decades of the twentieth century, economic development was included as one of the important elements of the mission statements of a large number of community colleges in California, as well as In the rest of the country. Because of its importance, economic development will continue to be mentioned in the mission statements of community colleges during the advent and in the course of the new millennium. WORKFORCE DEVELOPMENT Over the past two decades, business and Industry have been faced with continuous changes in terms of the people who work for them. Since people are a crucial element to business and Industry, the concept of workforce development has become critical to competitiveness in the marketplace. According to the Commission on Workforce and Community Development (1997), jobs requiring technical skills are expa^ed to grow to sixty-five percent during the late 1990s and into the next millennium. At the other end of the spectrum, i;e., die unskilled and low-end wage jobs, should shrink about fifteen 45 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. percent. In addition^ estimates indicate that up to seventy-five percent of the existing workforce will require significant job retraining over the next five years. Most, if not all, of the roughly thirteen-hundred community colleges throughout the United States are emerging as potential, major providers of this training, I.e., targeted job training, on-the-job training. Industry-specific customized training, and services for special populations (Commission on Workforce and Community Development, 1997). In order for successive growth to take place, the community colleges in existence at the present time must take charge of the planning and Implementation of training Initiatives. In conjunction with community colleges, other institutions of higher education, e.g., local four- year colleges and universities, must become innovative In terms of Including training Initiatives into their overall short and long-term planning. According to Mitchell & Jimenez (1998), the test for today's economy Is to create a workforce development system that capitalizes on current opportunities across sta tes, regions, and local communities. With an economic environment that is positive and dynamic, the success of workforce development efforts by states, regions, and local communities is Inevitable. The business needs for job- ready, entry-level workers, high-sklll workers, and, workers who can continue to learn, fuels a commitment to workforce development. One approach is business- led, regional workforce development coalisons. The changing patterns for finding work and advancing in careers have created incentives for new approaches to improving local labor markets in which Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. job seekers have identifiable routes for employment access and advancement, and employers can find qualified workers effectively and efficiently (Hickman & Quinley 1997). Workforce development is emerging as the central strategy for creating new opportunities for companies and Individuals and a key factor in regional economic development activity. Business-led workforce coalitions are surfacing as viable mechanisms for developing effective regional workforce development systems. They are as diverse as the issues on which they focus, i.e., geography, industries, individuals and groups, economic development, labor market dynamics, and education reform. Some of the activities relative to these issues are policy advocacy, planning and research, and technical research. According to Mitchell & Jimenez (1998), the steps to ensure the creation of a successful regional coallbon would be joining forces; defining the problem; designing and Implementing the solution; evaluate effectiveness, and sustaining the collaboration. A significant block of research literature in the field of workforce development suggests that knowledge Is considered one of the most valuable commodities of a business and well-trained workers Its most valuable resource. Furthermore, the means used by many business lea^rs to prepare employees for work varies and generally involves other organizations. The trend over the past decade has been for an ever-lncreasIng number of the most profitable American corporations to return to Institutions of higher education, e.g., 47 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. community colleges, for the training of their employees. According to Calaway (1998), one of the keys to the success of the corporate/college training collaborative Is the assurance that the programmatic outcomes addressed In the college training curriculum will mirror those outcomes desired by the corporation. The push for workforce development took place during the early 1990s. Within poiidcai circles, politicians were mentioning the concept of workforce development during their tenures In office. In the state of Indiana, for example. Governor Evan Bayh said: "Workforce development is about getting people- young and old. In school or at work— ready for jobs that are demanding more high-level skills than ever before. Ifs about business, labor, schools, and government working together to prepare the nation for tough global competition". These comments were made during the time that the National Govemors' Association Action Team was conducting a study on preparing people for a changing economy (Wiley, 1992). Community colleges have moved Into positions of prominence in economic and workforce development activibes across the nation. Employers have always looked to colleges as a source of trained workers. Including graduates of both vocational and general education programs. In recent years, the role of community colleges In economic development has expanded beyond traditional vocational education and job training functions. It now includes activities as diverse as management and technical assistance for new and small businesses, tech-prep programs with high schools, cooperative education programs. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. partnerships with states In economic development acO vItles^ and contract or customized training for Industries (HIrshberg, 1991). According to Grubb (1999), the high public expectations of the educational and workforce development systems are the force behind the shifting roles of education and training and efforts to create more coherent and effective systems of work force preparation. In addition, states have become Increasingly active In defining and coordinating their work force development programs through dominant state strategy and Institutional and market-llke mechanisms. Strong community colleges have become the linchpin of state systems and are at the forefront In terms of providing more comprehensive and effective services that will foster workforce development (Grubb, 1999, pg. 12). The concept of workforce development has always been an Integral part of economic development. The activities of community colleges In the area of economic development have always contributed to the Improvement and development of the workforce In tx)th the private and public sectors. During the 1980's, the momentum for workforce development began to pick up. It was during the 1990's when the real push for workforce development took place. This push culminated in the signing of the Workforce Investment Act (WIA) by President Clinton In 1998 (Galnous, Moses, & Romlne, 1999). The WIA provisions established essentially three areas: 1) a state and local workforce Investment board should be establlshai to assist the governor In developing policies and procedures; 2) local service delivery areas should be established, taking into 49 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. account the geographic service areas of local educational institutions, available resources, and the extent to which these areas are consistent with labor market areas; and, 3) one-stop delivery systems should be established in each local area to provide activities such as welfare-to-work, veterans programs, and Title II adult education and literacy activities (Gainous, Moses, & Romine, 1999). The Chancellor's Office for California Community Colleges Issued their Performance for Excellence (PFE) Report Specifications to managers, researchers, and management Information staff at California Community Colleges to aid and assist them In the Improvement of performance goals at their respective institutions. The report incorporated several goals established by the Chancellor's Office to improve and make more effective insbtubonal planning, program review, assessment studies, and accreditation. The fourth goal of this report Involved the increasing of vocational and workforce development enrollment at all of the one hundred and seven community colleges in California (C O C C C , 1999). Workforce development efforts relative to community college systems throughout the rest of the country took place during the 1990's. An example of a proactive community college system that promoted workforce development was the North Carolina Community College System. According to Lancaster (1999), no other institution hæ played a more significant role in support of economic and workforce development in North Carolina than the North Carolina Community College System. The president of the North Carolina Community College System 50 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. emphasbæd that the shift toward a knowledge economy places greater not less importance on workforce development and the role of community colleges (Workforce and Economic Development Discussion^ 1999). A comprehensve study was conducted analyzing the workforce development in several states located in various segments of the United States during the late 1990s (Grubby 1999). The study looked at the specific visions and practices of the workforce development activities of the above states and made it evident that workforce development is widespread and thriving in various parts of the United States. In the State of Alabama, for example^ a program was created under the direction and leadership of the Alabama Department of Postsecondary Education and the Alabama Department of Education, a program called Workforce Twenty-one . This program was created as a response to the lack of skilled workers necessary to fill high-sklll, high-wage jobs of the twenty first century. More than six hundred representatives from industry, labor, government, and education participated in the Workforce Twenty-one strategic planning process. The primary emphasis of this effort was to establish and provide a d% r direction for an effective, accountable system of workforce development and career-focused education in the state's public schools and two-year colleges (Alabama State Dept, of Education, 1 9 9 9 ^ ). In other areas of the country like New York, workforce development efforts have been initiated. Since the passage of the Workforce Investment Act of 1997, the New York State Community College System has t)een involved with 51 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. skills upgrading and retention; employer-specific skills training; and using the community colleges as economic development agencks (McCall^ 1999). According to Riedinger (1999)^ the entire State of New York is working toward transforming its employment and training system into an Integrated statewide workforce deveiopment system. During the 1990% several states were very proactive in terms of initiating and implementing workforce development programs and activities. Other states have been influenced by what has occurred in workforce development recently. Because of the strong economy and low unemployment rates today, the thrust and impetus of more workforce development activities In the near and distant future is very likely. However, security and stability may be lacking. At the Fall Leadership Conference at the University of Southem Callfbmia, Chancellor Thomas J. Nussbaum said, "Our colleges are on the cutting edge in terms of dieir workforce preparadon and economic development programs, but our portion is not secure". WORKFORCE TRAINING Since the beginning of the Great Depression, the primary concern of economic policy has been jobs. Since that time, the emphasis has been on finding enough jobs for people. For the past decade, the United States has been faced with a shortage of skilled workers. This shortage has directed federal and state policymakers to the need to improve education and training (Vaughan, 1 ! 9 S M ) ) . 52 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Research conducted by the American Society for Training and Development (ASTD) projected during the early 19 9 (X s that nearly fifty million workers (about 42% at that time) would need training and skill upgrading throughout the last decade of the twentieth century and into the next millennium to keep up with new job demands (ASTD, 1991). With all the rapid technological changes, dramatic shifts In labor distribution, and the Increasing pressures of foreign competition ttia t took place throughout the 1990's, the need for training and skill upgrading projection made by the A S T D was very accurate. In today's workforce, the workers who want to retain a competitive position in the work force are moving to acquire new skills that will enable them to fulfHI new roles. They are taking Imposed or elected risks to tackle the unfamiliar and develop the skills they need to assume new and challenging positions In the workplace (Brown, 1998). Over the past three decades, employers fanging from small business to large corporations have had to grapple with the continuous implementation of training for their employees to keep up with technological, Industry, and market changes. For all of these organizations, it has been of paramount importance to keep pace and not fall behind in terms of being competitive. By anticipating what skills their workers will need in the future, employers have, for the mœt part, prepared their employees to respond to changing demands imposed by technological advances. 53 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TTüsfwepanAkm has helped üaenKwjthe disruption In operations and added expenses rdated to recruiting, hiring, and training new employees (Naylor, 1988). Moreover, work place retraining programs also benefit employees by IncreKing their bask skills, enhancing their employability, improving their job performance, and providing them with the skills needed to perform new jobs and adapt to new technologies (Gordus, Gohrband, & Meiland, 1987). Vaughn (1990) estimated that employer Investments In employee training are about one-third of the total national inveameits in human capital. According to Lankard (1991), worksite training provided by employers represents a major expenditure in the nation's economy. During the late 1980's, the total expenditures for employer-sponsored training v^re estimated at nearly forty billion dollars (Stanton, 1990). According to Wiley (1993), the amount of money expended for U.S. organizations with more than one hundred employees for formal training programs during the early 1990's was estimated to be over forty- three billion dollars. Since the early 1990's, the amount of money for training Initiated by employers has increased. The estimates have been between fifty and sixty billion dollars. Lankard (1991) asserts that employer training supports organizational culture and goals while encouraging efficiency. Innovation, and quality In worker performance and productivity. The benefits for the employer are economk as well as educational. 54 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. According to Camevale (1989), about one half of the differences in what people earn will be determined by what they learned in school and on the job. The skills learned will be complementary, i.e., the more school-based education people receive, the more likely they are to receive employer-based training. Camevale (1989) also found that individuals who receive formal training on the job enjoy an earnings advantage of twenty-five percent more over those who do not receive formal training in the workplace. According to Day (1996), community colleges have emerged over the past several years as the major potential providers of workforce training. A large percentage of community colleges in the United States are directly or indirectly involved with the training and education services to businesses, industry, and organizations in the private and public sectors. The promotion and marketing efforts by these community colleges have made a multitude of corporations, small businesses, and agencies cognizant of the training and education programs offered by community colleges. This awareness may be responsible for why more and more organizations are turning to community colleges for training and educational services for their employees. Hickman & Quinle/s (1997) atudy investigated the workforce education, training, and retraining needs of businesses and organizations in the United States, and how well community colleges are meeting these needs. 55 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Hidcman found that community colleges are responding to the needs for wodcforce education and training for all types and sizes of business and specific training needs^ as well as meeting the needs of business by providing customized; high quality; flexible workforce training programs. The involvement of community colleges with workforce training varies from state to state. In some states there is a strong emphasis on workforce training. In the State of Washington; for example; the community and technical colleges had nearly half of their student population (approximately forty-five percent) enrolled for workforce training purposes (Washington Community and Technical Colleges Fall Enrollment & Staffing Report; 1998). In addition; the public agencies in Washington created and implemented a plan (the High SkillS; High Wages Plan for Workforce and Training and Education) that focused on several areas relative to workforce training (Washington State Workforce Training and Education Coordinating Board; 1998). In Payne's study (1996) of the workforce training in Texas community colleges; It was found that the workforce training potential is strong and the enrollments in training programs in selected community colleges have experienced rapid growth. In addition; the results of the study indicated that workforce training programs are considered to be an important part of Ihe mission of the large number of community colleges in Texas. 56 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Wrighfs study (1996) found that subsequent to the passage of the Workforce and Education Act of 1994 in Mississippi, the community colleges diroughout the state have increased their training to business and industry significantly. The study also found that employees working in both hourly and salaried positions do not receive enough training. The areas of training needed for employees throughout the state reflect leadership, quality improvement, high-level technical training, and skill-specific areas. McAlister's study (1999) found that the five community colleges in southwest Virginia (New River, Wytheville, Southwest Virginia, Mountain Empire, and Virginia Highlands ) are providing adequate workforce training programs and needs of the existing businesses within Virginia's Ninth Congressional District. The study also found that the Involvement of the community colleges with workforce training has allowed the overall region to better cope with the economic inequity and lack of economic infrastructure relative to higher education institutions, transportation networks, and high income and technology jobs. In California, workforce training in community colleges has been widespread for a long period of time. Currently, a large percentage of community colleges throughout the state are promoting workforce training in their districts. McGregor's (1998) study looked at the workforce training activity in a relatively large community colleges district in northern California. 57 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The results of the study found that the number of community college workforce training partnerships have increased in the area since the 1970's. In addition, McGregor found that both community college and industry leaders agree that the lactors which will lead to long-term workforce training partnerships indude: 1) Open and continuous communication between partners; 2) Flexibility in course delivery i.e., scheduling, course structure, and location; 3) Delivery of quality training services and products; 4) Timely responses to concerns and inquiries; 5) Employing qualified and experienced trainers/instructors; 6) Mutual trust; and, 7) Acknowledgement of the strengths, limitations, and needs of the academic and business worlds. Another project In northern California involved Hartnell College in Salinas. Valeau & Van Horn (1997) conducted a survey of regional businesses concerning workforce and training issues. The Hartnell College's Salinas Valley Region Business Retention and Economic Advancement Project found that It would be necessary to reshape services to specific businesses to enhance regional business retention and revise and supplement its academic master plan. Community colleges throughout the country have been faced with workforce training issues on a continuous basis for the past several decades. Along with issues, community colleges have had to contend with all of the internal and external forces that drive change on campuses (Yee, 1998). 58 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Yee (1998) also contends that change Is Inevitable and community colleges must have as a goal to continue to provide accessible^ as well as quality, education and training. In addition, community colleges have to continually review the current data on worWbrce training skill needs and literacy levels of current and future workers. Without the cooperation between educators and employers, the development of a literate workforce will be hindered, and a deterrent to progress will be created (Johnson, 1998). Employee training and education programs have always been an Important priority for corporate business In the United States. During the early 1990's, nearly forty-four billion dollars was spent on formal training programs with organizations that had a staff of over one hundred employees (Wiley, 1993). According to Wiley (1993), the estimated amount expended on employee education exceeds the formal training programs expenditures five-fold. I.e., around two hundred billion annually. Throughout the 1990% the economy was strong and robust. The estimates for how much was spent during the enOre decade vary from twenty to thirty-five percent over the figure estimated during the early part of the 1990's. If the economy continues to remain strong and the business and corporate sector grows at a steady pace, then the figures for formal training programs and education will Inevitably Increase. 59 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Formal workforce training Is systematic and organized. Individuals who receive formal workforce training will benefit and contribute to the productivity of the organization. When Individuals are not receiving formal workforce training, they often times receive Informal training from other co-workers. According to Wells (1998), a two-year study by the Center for Workforce Development, a research organization In Newton, Massachusetts, found that during a typical workweek, more than seventy percent of worksite training took place Informally with employees sharing information with one another. The study revealed that over fifty-five percent of the employees asked co-workers, not supervisors, for advice. Moreover, it was found that informal training was found to be continuous, unrecognized, and apparent in and around informal areas of the business, e.g., lounge, bathroom, water-cooler. Elizabeth Denton, an organizational psychologist and business consultant in New York, said: *the findings support the contention that the most excitement, inteest, and true dialogue tends to happen in the off hours, or when people are sitbng around shooting the breeze." WORKFORCE TRAINING MODELS Workforce training models have always been useful tools In assisting organizations in the educational, public, and private sectors to forge ahead in terms of helping their employees improve in skills and producüvity. In addition, the models have helped personnel within organizations identify Important elements. 60 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In Stocker's study (1998)/ for example^ the work force training model was for use In two-year community colleges In six community colleges located within Kentucky, Tennessee, and Michigan. The focus In the study was on methodology, which a practicing Industrial training professional would use to Identify and prioritize industrial training needs. In addition, the Industrial training professional could develop and build the Infrastructure necessary for a viable training program to meet the Identified needs of Industry, as well as develop an evaluation system to reliably access the effectiveness of the training programs. The model In this study was. In efkct, a community college model that served as a checklist presenting a picture of progress In the development of training and curriculum needs. Waldeck's study (1998) was essentially a model that looked at the relationship between advanced manufacturing technologies, organizational performance, and workforce activities. The findings of this particular study revealed that there Is strong support for the relationship between relational and skill needs, and plant emphasis on workforce development activities. McQure's study (1997) was a change model for Integrating economic dwelopment through workforce training In community colleges. This change model examined the change process of Valencia Community College In Orlando, Florida. This Institution successfully transformed Itself Into a center of eœnomlc development by Implementing the outside-ln approach during a seven-year transformation process. 61. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The study's findings had several Important Implications for community college leaders: 1) Change Is mandatory for the successful organization; 2) Change must be Institutionalized; 3) Change requires a deep system; and^ 4) Change requires a hexible surface system. In Moore's study (1998), the current research tested an Integrated model of voluntary employee turnover within an organizational setting characteriad try the new workplace paradigm. The study examined the relationships among several aspects of the job and the organization, job satisfaction, organizational commitment and turnover intentions within an occupationally heterogeneous, professional sample. The results of the study suggested that several factors impact employee atdtudes about the job and the organization which, in turn, impact employee retention. These factors Include job characteristics, compensation and benefits, coworker relations, organizational communlcadon and Internal job mobility. Over the past several decades, several workforce training models have been developed and discussed in the literature. The Graduate School at the U.S. Department of Agriculture (USDA) created one model that stands out. During the late 1980's, the U S D A created the Workforce 2000 Skills Development Program, a unique lam ing and training model offering participants Individualized 62 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. self-study in generic iiteracy areas, from basic to advanced levels, e.g., reading, writing, spelling, vocabulary, expansion, grammar, and practical math. All of these areas are considered to be key for on-the-job success (Goudreau & Leighton 1990). Workforce training models are important for the present as well as for the future. According to Muse (1996), there is a necessity for re-examining related national policy and models for developing programs that meet current and future workforce training needs. In addition, the workforce development models that are utilized must include flexibility, responsiveness, cost effectiveness, accountability, and quality. EVALUATION OF TRAINING PROGRAMS According to Miles (1998), training programs, all too frequently, are designed without using any type of a comprehensive learning-based theory. Although there is a stated Importance of training evaluation, the models for designing training evaluation have often not been theoretically derived. In addition, the research on the use of spedhc learning techniques and problem solving approaches In training and their subsequent Impact upon the effectiveness of training is limited. In order to gather further Information regarding the debate between the proponents of the use of general problem- solving strategies and the proponents of the use of domain specific knowledge in training, Miles (1998) developed two training programs that were based upon an established model of instructional design, using an information-processing . Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. approach to learning. The results of the study supported the efficacy of the training programs. The results also revealed that pretested participants generally performed better than participants who were not pretested when the Solomon four group design was used to control for pretest sensitization and to Increase generallzablllty of the results. Lockhart (1998) conducted a study to determine the various methods and their effectiveness of training employees to use computerized business systems in Virginia's fifteen four-year public higher education institutions. The results of the study revealed that fourteen of the fifteen public colleges and universities in the Commonwealth train employees to use computerized business systems. In addition, the study found that one of the key characteristics of an effective training program was the involvement of the administrators and instructors in exploring Innovative ways to deliver training and maximize resources. Hudson (1998) conducted a study to get a better understanding of how community colleges and universities address teamwork and group dynamic skills training in computer applications and programming courses. The study revealed that institutions should develop In-service workshops and s o n a rs regarding the taching of teamwork and group dynamic skilk and strategies to address barriers assodÈted with teaching these skills. In addition, the study recommended that more joint business and educadon studies are necessary to determine how teamwork and group dynamic skills taught in the dassroom can be more effectively transferred to the workplace. 64 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Dionne's study (1998) represented a tripartite Investigation Into Improving team performance through training. Dionne's study found that team interpersonal processes and individual member characteristics such as personality and self-efficacy could explain half of the variance in team performance. In addlbon, team cohesion and communication were shown to be powerful predictors of team performance over time. Most collaborative learning research has been conducted on children and college students. In addition, more research is needed with adult populations, particularly in corporate training (Orkin, 1998). Because of the need of more empirical data In the area of corporate training, Orkin (1998) embarked on a study to look at the effects of collaborative learning on adult study learning and course satisfaction. The site of the study was an International pharmaceutical corporation. The subjects In the study participated in a workshop entitled Global Training: Introduction to Japanese society & Business Culture. The results of the study found that females in the collaborative learning groups scored much higher than males under the same conditions. Furthermore, females may have enjoyed Interacting and sharing in groups more than males. The collaborative learning group tasks encouraged this behavior, and these behaviors may have enabled female subjects to learn more. 65 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Goldman (1998) did research to determine the effects of participative training techniques on the design^ development^ and implementation of training programs. The study was conducted by surveying human resource development professionals and Immediate supervisors within the same organizations to determine the Impact they feel participative techniques have on the success of the training program. The research showed that seventy-six percent of the human resource development professionals surveyed employ participative techniques in the design, development, and implementation of their training programs. The research also showed that employee Involvement In problem solving was the technique most often utilized by human resource development professionals and participative planning was the technique deemed most valuable. The results of Goldman's study indicated that human resource development professionals utilizing partidpative techniques rate the transkr of learning with respect to quality more highly than those not using participative techniques. According to McGough (1998), training directors have been ^ced with the problem of determining how the senior business executives In their organizations evaluate the effectiveness of a training program, McGough's study attempted to determine what factors senior business executives use in determining if they will personally support a training and development program. The results of McGough's study found that senior business executives do indeed use evaluation criteria that focus on actual business results. 66 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Executives stated that they expect actual Increases in profitability for the dollars that their organizations invest In beinlng. The results supported the theory that senior business executives use different measurement criteria than training practitioners. In recent years^ it has become Increasingly dear that the organizational climate is a key factor in the successful performance of the employees within an organization. In order to understand more about the Impact of organizational dlmate^ Pedrick (1998) embarked on a study examining the influence of organizational climate on employees^ customers^ and firm performance. The study was conducted in an insurance brokerage setting developed from employees and customers of the research sponsor. The results of the research suggest that dImate has a positive relationship with job satisfaction. Job satisfaction was shown to be positively related to organizational commitment. A positive relationship between employees' organizational commitment and customer perceptions of service quality was revealed In the study. Within academic drdes, e.g.^ community colleges, evaluation methods in employee training courses are not always udllzeid. However, some of the more active community colleges in areas of contract education and economic development have used evaluation methods. Castro-McGee (1995) investigated the methods and levels of evaluation Implemented by a community college contractual education program to evaluAe Its own practices. 67 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Castro-McGee's study found that seven evaluation methods were selected by the program staff to evaluate program effectiveness and student learning. The analysis of data also suggested that evaluation practices were conducted at four levels of evaluation^ i.e.; Reaction; Learning; Behavior; and Results. The study also revealed that despite the numerous methods pursued; there appeared to be a lack of direction and uniformity mostly due to the lack or absence of agreement on what the education programs were supposed to accomplish. This was complicated by the program's attempt for "customer satisfadjon" and the identification of three customers; i.e.; the participants; companies; and funding source. The research that has t)een conducted In the marketplace relative to public and private sector organizations has influenced research of programs in higher education. Steele (1999) contends that on many campuses today; program administrators and Acuity members need to evaluate their programs and to respond to questions about program development and effectiveness. The study that Steele conducted looked at an Internationalized curriculum program at a local community college in southeastern Virginia. The Audy found that In spite of the many barriers to conducting program evaluation on college campuseS; It remains the only way to provide program and institutional leaders with the Information they need to make sound decisions about their programs. 68 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The evaluation of training programs^ e.g.^ customized training, Involves looking at the entire conceptual framework of variables and elements. The analysis will need to focus on Ihe maintenance of records and demonstrating the accountability of the training program (Bragg & Jacobs, 1994). In Canada, a study was conducted (Charlkar, 1995) to evaluate the customized training programs In Calgary (Alberta). The study explored the evaluation of customized training programs of organizations with over two hundred and fifty employees. The study found that over fifty percent of the firms evaluated followed a basic evaluation strategy. In addition, the importance of the training program(s) was the Influencing factor that received the highest average importance rating amongst the organizations in the sampie. CONTRACT EDUCATION Although the birth of the concept of contract education occurred during the late 197(Xs, the actual Implementation of contract education programs in community colleges throughout the United States did not take place until the early 198(Xs. As noted earlier, the California community colleges and other higher education Institutions felt the strain of the shift in monetary resources with the passage of Propoisltion Thirteen and at the nationai level there was the re c^io n that came about subsequent to the election and during the onset of tl^ 1980's. In this period of financial austerity in education, community colleges had to think of ways to remain financially Stable. 69 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The community colleges had to dlversHy their sources of revenue as an alternative to reducing or eliminating programs or accepting a decline in the quality of education. However^ it was important at that particular time to look at the legal, organizational, and financial factors requiring consideration before embaridng on any commercial ventures. In California, several community colleges began operating or planning to operate for-profit ventures, e.g., contract education, catering food to the community, retail sales, leasing fadiitles, and granting concessions (Brightman, 1982). In addition to for-profit ventures, many of the community colleges across the country turned to alternative funding sources as a means of financing new projects and maintaining services, e.g., grants, foundations, alumni associations, and solicitation of corporate donations (ERIC Clearinghouse, 1984). The tight economic times during the early 1980's spurred a number of research projects on the concept of contract education. Smith (1983) conducted a study to identify California community colleges with contract education programs to Identify and determine the characteristics of successful programs. The conclusions the study, based on survey réponses from forty-^seven colleges with contract education programs and in-depth interviews with program administrators, included the following: 1) Community college contract education courses consisted primarily o f lower division courses in general educabqn, basic skills, and b u sin g and technical courses; 70 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 2) Courses were designed by the colleges and offered at times and places to meet employer needs; 3) Instructors were selected for their up-to-date knowledge and ability to teach in a business setting; and^ 4) Contract education can provide a valuable community service at no cost to the taxpayer and serve as an alternative funding source for the college. The studies relative to contract education continued during the mid- 1980's. Weeks (1985% for example^ examined the management of contract training at a community college. The study concluded that the time was right for contract education and extending cooperation between the world of industry and the world of education. During the mid 1980's, the Chancellor's Office of the California Community Colleges created a Contractual Education Task Force to study contractual education in the state's community colleges (Willson & Anderson 1986). The study surveyed contractual education services offered between July, 1982, and June, 1985. The study found the following: 1) Over half of the California community colleges were involved with contract education; 2) Over half of the instructors In contractual education programs were employed part-time; 3) Contractual programs were offered in a variety of areas, with the most frequent programs being in business and management; 4) Half of all contractual education classes were offered for community college credit; 5) E a c h district operated its contractual education programs In a different manner; 71 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 6) Most of the contracts (85%) over a three (3) year period came from public training funds; 7) Eight (8) percent of the contracts came from private industry; 8) Seven (7) percent of the contracts came from public entities. Towards the end of the 1980's, more studies regarding contract education were produced. Taggarfs (1988) study, for example, analyzed the problems of managing contract training courses and programs at Florida public community colleges. The study found that the history, philosophy, and mission of community colleges uniquely qualify them k>r developing partnerships with business. Industry, and other public and private agencies through contractual agreements for training courses and programs. Traina (1989) did a qualitative field study investigating the Idiosyncratic styles of fifteen practitioners from five institutions of higher education In the New York metropolitan area. The results of the study demonstrated the varying and unique strategies and approaches of program development practice. This real world view of practice, however, was found b) t > e unrelated b) those theoretical models found in the literature of adult education. Several of the studies conducted during the late 1980's focused on planning. Rainis (1989) did a study of six Maryland Community colleges that provide contract training programs to local businesses. The purpose of the study was to gather information that would assist in formulating recommendations that would facilitate future planning and expansion of contracted programs at Dundalk Community College in Maryland. 72 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The study found the following: Contract training for local employers will continue to Increase; 2) There is a need for long-term planning for future business/education coliaboradons; 3) The pooi of qualified faculty to teach contract training courses should be expanded; 4) Dundalk Community College will need to develop a long-range plan to serve local employer needs. Some of the contract training that took place during the late 1980's focused on several specific areas, e.g., business and health. Two models illustrating these areas would be Triton College's programs training local businesses from their Employee Development Institute, and Triton's Continuing Education Center for Health Professionals which co-sponsors programs for the continuing education of nurses (Lestina, 1989). The decade of the 1990's focused on consortia arrangements and partnerships between the educational sector and private and public entities. In the Bay Area of Callfdmla, for example, the West Valley-Mission Community C o H e g e District found the consortia approach to developing new programs and services to be extremely efficient and effective. Employer-based training programs, drug abuse education, artlcuiation agreements, apprenticeship programs, and economic development programs have been successfully accomplished through consortia efforts at West Vail^-Mlssion Community (Allege District (Mellandar&Prochaska 1990). 73 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Lynch (1991) conducted a survey of over two hundred community colleges to assess the scope and nature of contract training and other economic development activities at community colleges and technical institutes. The major finding of the survey was the discovery that over ninety-four percent of the public community colleges In the sample offered at least one course on a contract basis to public or private employers. Several of the studies conducted during the early 1990's focused on community college districts and their involvement with economic development and contract education. In the State of Washington, for example, Wakefield (1992) examined why some of the thirty-two community and technical colleges are more successful than others in doing tru^ness with business. Wakefield found that all thirty-two colleges throughout the state contract with employers to provide training in a variety of areas, e.g., data processing, basic math, and the like. In addition, thé study found that the primary benefits to colleges revolved around Increased oedlblllty and respect by business; access to new students, and Increased donations. The study also found that the colleges within the district that had a greater number of staff members dedicated to developing belnlng contracts generated greater revenue than those with fewer staff members. 74 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Although the concept of contract education got off to a dynamic start in community colieges across the country, not all of the community college leadership believed In the concept one hundred percent. Several academicians and administrators In community colleges throughout the country were skeptical about the overall effectiveness of contract education programs. This prompted the research community to take a dose look at what was really happening In some of the more comprehensive community colleges. Diaz Cabral (1992), for example, conducted a study to assess the effectiveness of contract education programs in a comprehensive community college in Dallas, Texas. The effectiveness of the programs was determined by a comparison of the effectiveness indicators coliected through interviewing contract training negotiators and training supervisors of the businesses and industries, and administrators from the Dallas County Community College District. Diaz Cabral found that there were significant differences between the perceptions of effectiveness criteria from contract negotiators or training supervisors or businesses and industries in Dallas and those of administrators from the Dallas County Corhm unMy College District. Wilson (1994) examined the perceived effectiveness of business and industry training programs and implications for identifying critical performarxie criteria. W H s o n found that it was necessary to examine needs assessment and the sy^m s to evaluate training. 75 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Fuller (1996) conducted a study to evaluate the status of community college contract training programs in Ohio. The descriptive study used the systems model of Inputs process^ output, and feedback as a model for explaining the status of the contract training programs in community colleges throughout the State of Ohio. The question of how Important contract education programs are with respect to community colleges was raised during the mid-1990's. Nicholson (1997) wanted to investigate this Issue and conducted a study examining the factors that Influenced satisfaction and Importance of contract education training programs in business and Industry. A survey was designed to measure the satisfaction and Importance level of the contract education programs. Nicholson found that transportation, communication, and public utilities were more satisfied with English as a second language curriculum than finance, insurance, and real estate. In addition, the study found that small businesses were satisfied with the quality of Instruction provided while large businesses were slightly more satisfied. Contract education was actively promoted by the Chancellor's Office of the California Community College System during the 1990's. One of the organizations that came out of the Chancellor's Office was the Economic Development Network (ED>Net) of the California Community Colleges. 76 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This organization was designed to advance the state's economic growth and competitiveness by coordinating and facilitating workforce improvement^ contract education^ technology deployment/and business development Initiatives (Helm, 1996). When ED>Net was first created, it was viewed as an experimental effort to use the existing community coilege infrastructure to enhance the state's economic development activities (Dozier, 1996). As more and more community colleges got involved with contract education during the 1990's, it became apparent there was a need to store the data relative to business, industry, and public sector agencies vis-à-vis a management information system (MIS). The California Community College System utilizes a computer-based management information system called the California Contract Education Data Inventory System. The system was created to assist the community colleges in California in the organization and interpretation of program data (Ramer, 1994). How beneficial is contract education to the community colleges? The answer to that question will vary based on the size and contract education activity level of the community college district. Although some of the larger districts in California, e.g., Foothill-De Anza in Northern California, generate more revenues from contracts with private and public sector organizations ($1.3 million during the late 1980's), some of the smaller distdcts are ju a as successful and productive, notwithstanding the fact they do not generate as much revenue. 77 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. According to the California Community College Academic Senate (1993); contract education is beneficial because it helps faculty remain current and encourages industry to make equipment available to the colleges that might otherwise be too expensive. Moreover; contract education; generally speaking; provides employment opportunities for students enrolled in contract courses. Another beneOt of contract education and partnerships between colleges and industry is that it can help students invest in themseives and recognize living and learning interactions in academic life (Hagedom; 1999). The types of contract education arrangements between community coiieges and the private and pubiic sectors varies. Drummond (1991) describes a unique and specific contractuai education arrangement that took place at Hancock (C ollege in Santa Maria: A battalion chief for the California Department of Forestry and Fire Protection and a part-time instructor at Allan Hancock College were assigned to go to a remote oil platform in the Santa Barbara Channel to instruct sixty drillers and riggers in "high angle" and fire rescue techniques. The totai fee for the training w% three thousand dollars ($3;(XX)). During the early 1990'S; the American Assodatlon of Community Colleges (AAÇC) sponsored five activities designed to build the capacity of community colleges to respond to workforce development needs of employers and employee through contract training services. 78 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Three of these activities targeted community college-based business/industry liaisons^ which provWe a critical link between colleges and their local business communities (Falcone, 1994). The concept of contrat education flourished during the latter two decades of the twentieth century. However, the concept actually goes as far back as a century. For more than one hundred years at Cornell University, professors traveled to rural areas on horseback or buggy, to teach the farmers about the latest techniques and information in agricultural science (Guernsey, 1999). The anangenent was very simplistic and basic. This education and business partnership established the foundation for the sophisticated contract education anangements that exist today. What will contract education be like in the twenty-first century? According to Taylor (1995), the cornmunity colleges in the future will need to possess certain functional and structural characteristics to be relevant to the rapidly changing educational requirements of students of the twenty-first century and to the social, economic, and occupational needs of the communities they serve. The Los Angeles County Workforce Development Division Occupational Report generated in 1999 echoes the projection made by Taylor during the mid- 1990's. The report Indicated that every profession, across the board, is requiring, or will be requiring, employees to be computer literate, e.g., restaurant employers now require cooks to have computer Skills such as word processing and famlBarlty with specialized retail software (Metcalf, 1999). 79 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BUSINESS AND INDUSTRY PARTNERSHIPS Businesses and sdiools have been Involved with eadi other since the late 1800's (Lankard, 1995). Most of the relationships or partnerships for nearly a century were between four-year universities^ colleges^ high schools; and middle schools. The partnerships between community colleges and the private and public sectorS; however; did not actually occur until the 1970's. The driving impetus behind the relationships and partnerships between community colleges and businesses; agendeS; and other organizations; e.g.; non-profit organizations; was economic development. The community colleges promoted the concept of economic development vis-à-vIs contract education to the various private and public sector organizations in the community. The organizations that were in need of the services offered by the community colleges knew that the arrangement A)r both entities was "quid pro quo" and a "win-win situadon" i.e.; the needs of the organizations would be fulfilled and the community colleges would receive monetary resources for the service. According to Lankard (1995); business is the benefactor and the school the beneficiary. With this arrangement; schools benefit from the generosity of their business partners by receiving up-to- date equipment; incentives for student attendance and scholarship; and opportunities for students to learn about the real-world application of knowledge and skills. 80 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Businesses' Involvement in such traditional partnerships is typically philanthropically Inspired^ but It can also be attached to long-term goals that reflect self-interest, i.e., a better-prepared work force, increased productivity, and improved products and services. During the 1980's, the Business Roundtable (1989) generated a report summarizing the educational activities of American corporations committed to addressing specific education needs and Issues through a wide range of programs. T T ie report mentioned that by helping students to attain their full potential, business can fulfill Its need to compete effectively In the International marketplace. In addition, the report discussed how the skills gap between job needs and worker capabilities can be addressed through business Intervention and assistance. Partnership activity between community colleges and the business sector during the 1980's contributed to the progress of economic development. The arrangement between eight community colleges and local businesses and Industry through the Minority Business Enterprise Project (MBEP) exemplifies how a partnership can foster economic development by the recruitment of specific individuals who may have had little or no opportunities for employment (Jones, 1989). 81 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. During the 1990s, community colleges had a strong relationship with business and Industry. According to Palmer (1990), the educational literature provides evidence of the increasing role of community colleges In serving business and Industry. By providing pre-service education for persons entering the labor market or continuing education for employed Individuals who seek skills upgrading, community colleges have made businesses a major consumer of college services. Auto manufacturers and community colleges collaborating to provide high-technology training through alternating periods of study and work experience under the supervision of master technicians, for example, reflects the strong partnership and commitment with Industry (Cantor, 1991). According to McGregor (1998), community colleges are emerging as one of the major and most logical providers of workforce training that is necessary to revitalize and maintain the competitiveness of this nation's businesses and Industries. The number of community college workforce training partnerships has rapidly Increased from Its beginning In the 1970% to the present. Community college and Industry leaders both agree the number of community colleges Interested In developing partnerships will continue to Increase. Community colleges throughout the United States have long relied on informal and unstructured collaborations for survival and success (Augustine, 1998). 82 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. When the structured and more formal collaborations began to take place during the 1980's between community colleges and organizations in the community, academicians and administrators within community college circles knew that there would be a multitude of changes that every community college would have to acdlmate to. According to Kuo (1999), the process of collaboration with external organizations can transform an institution of higher education. Moreover, the collaborative efforts of working with a limited group in a sodaliy beneficial effort assists community colleges in realizing their mission of promoting access and servicing their local constituents (McGrath, 1998). Partnerships between community colleges and other organizations in the community were formulated when competitive challenges of the emerging world economy took place during the last two decades of the twentieth century. In response to the shifting marketplace and changing times, employers turned to community colleges for the provision of job training to revitalize their work forces. Job training was an appropriate role for community colleges because of its speedy delivery and adaptability (Ryan, 1993). Since community colleges were poised and ready to respond to the need to increase worker knowledge and productivity, the potenbal was there for making community college and business partnerships particularly viable (Peterson, 1989). Towards the end of the decade of the 1980's, the momentum for relationships between community colleges and other organizations began to increase. 83 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The partnership arrangements varied and often times included more than two organizations. In some instances^ the arrangement would indude the private and public sector, as well as the community college. Regardless of the type of arrangement, the thing that all of the partnerships had in common was that they had a specific objective or goal to accomplish. The accomplishment of these goals would Inevitably lead to progress and Improvement for all of the parties concerned. When colleges and universities enter Into cooperative ventures with business, government, and community economic development organizations, they have a very direct and dramatic impact on the economic health of their communities (Ostar, 1991). The partnerships that took place during the 1990's would often times have multiple parties Involved and several goals. The educational partnership in a rural Appalachian coal-mining community involving the Southwest Virginia Community and Technical College and Williamson Main Street, Inc., exemplifies the multiple party and goal arrangement. The aforementioned community college and private sector organization combinied their efforts to create the Tug Valley Economic Development Institute (TVEDI). TVEDI provkied a series of training, workshops, and seminars designed to provide business, community, and education leaders a leadership development program. The goals that were established included: 1) Identifying potential community leaders; 2) Providing area leaders with leadership training; 84 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 3) Determining the community's continuing needs^ strengths, and opportunities; and, 4) Exploring solutions to problems and challenges of the area. These goals were met through community focus groups, interactive cohort leadership training seminars; and employer-specific training geared toward downtown merchants. The benefits TVEDI gained from this partnership included a heightened awareness of the community, created by the community analysis; increased knowledge of the region for its two partners; and, data gathered from focus groups (Burgraff, 1999). Partnerships between community colleges and public agendes have been established to help some communities in dire need of esthetic improvements. In the State of California, for example, the California Main Street Program (MSP) was established to provide technical assistance to rural communities facing rapid growth and downtown decay. According to Perfumo-Kreiss & Harrison (1991), the M S P served as a vehicle for local stimulation and revitalization of downtown area businesses. Other examples of partnership arrangements between the California Main Street Program and various California community colleges are the following: A) The Auburn Main Street-Sierra College partnership, through which Sierra College provided a student intern to Main Street, and Main Street supported Sierra College's Small Business Development Center; B) Quincy Main Street-Feather River College partnership, which has involved Main Street 85 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. providing advice to Feather River College concerning curriculum development, and the two entitles working together to develop a summer arts and entertainment series, and a student community service program; and, C) The Fort Bragg Main Street-College of the Redwoods partnership, which has Involved college students In the design and analysis of a Main Street consumer survey, and joint fund raising. Another example of a multiple entity partnership would be the Bronx Community College National Center for Urban Partnerships. The managing partner at the Center facilitates collaborations that Include up to sixteen organizations. The collaborations Indude convening meetings, offering services, assessing partnership progress, providing feedback to the funding agency, and disseminating Information (Schaler-Peleg & Donovan 1998). Some of the partnerships that occurred during the 19 9 (X s focused on one specific objective. In the State of Texas, for example, a partnership between Northeast Texas Community College and area businesses was established (The Northeast Texas Adult Education Rural Education Workplace Literacy Prograrn). The program offered workplace literacy Instruction designed around job-specific basic skills. In addition, the program offered haining In a variety of areas, e.g., applied workplace technology and math skills, crane sa f^» and English as a second language (Barker, 1998). 86 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. At dm es^ partnerships may Incorporate community colleges and private or public sector organizations that cover an entire state. In the State of Washington^ for example, the Workplace Improvement of Necessary Skills (WINS) was Initiated by a statewide coalition of Washington businesses and educational Institutions to prepare workers in a number of high-performance workplaces to participate fully in their environment. This particular partnership Involved eleven sites and eight hundred and seventy-two participants. The objectives to complete individual educational plans for all learners were accomplished. Moreover, the instructors, coordinators, and business partners indicated that virtually all participants made significant progress. Most sites had strong assessment procedures (including pre- and posttest and supervisor evaluations) in place to document those gains (Dwyer, 1998). Partnerships involving community colleges may take place with organizations outside of the continental United States. An example of working with an organization beyond the borders of the United States would be the partnership between the S an Diego Community College District (SDCC D) and the Educators Exchange Program (EEP) involving Mexico. The goal and objective of E E P Is to prompte binational cooperation, cultural understanding and economic development through faculty ecchange and technical æsktance programs. The initial goals have produced the foilowing outcomes: 97 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1) Increased quantity and quality of vocational educational curricula in Mexiœ; 2) expanded existing collaborations with partner organizations and other institutions in the United States and Mexico; and, 3) infusing global perspectives Into the curricula of participating educational institutions (Fawson, Ablna, Alvarez, Armstrong, Buyukkaya, Kardos, & Schubert, 1999). Partnerships may Involve the provision of a service to Individuals or organizations. Business assistance centers are commonplace and well known In terms of providing a service to offer persons and businesses In the business community with knowledge and assistance in the area of business and business administration. The Salish Kootenai College Tribal Business Assistance Center, for example, provides technical assistance to Individuals who are pursuing a small business. The center assists the entrepreneur by way of Individual consultation with business advisors, small business workshops, and business administration courses that have been created especially for the small business owner. It also provides information, resources, and assbtance to Individuals by arranging meetings and workshofK for groups and by developing academic bu^ness courses that meet the needs of tribal entrepreneurs. The center continually cdlaborates with tribal government, Salish Kootenai College, the financial community, state and federal government agencies, and other business resource providers (Lansdowne, 1998). 88 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. According to Alexandar (1997), the future of the American worker will depend on the success of the integrated joint ventures between educational organizations and business and industry. What makes the integrated joint venture between educational organizations like community colleges and business and industry organizations? In studying Interorganizational relationships over a period of several years, Kantor (1991) has evolved a theory of successful partnerships represented, in part, by eight characteristics: 1) Individual; 2) Excellence; 3) Importance; 4) Interdependence; 5) Investment; 6) Information; 7) Integration; 8) Institutionalization; and, 9) Integrity. Collier (1996) conducted a study to determine the conditions necessary for the success of collaborative ventures between institutions of higher education, and business or industry, for the training, education, and development of the work force. A research survey was used to determine the perceptions of community college Business and Industry Liaison Officers regarding several Issues. Collier found that there were activities that were viewed as facilitators of collaborative ventures between éducation and industry, as well as barriers to the success of such ventures. Boone's study (1996) identified and explored the major factors that make a school and business partnership successful. 89 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Boone found that while partnerships programs are abundant and diverse, the most successful programs are well organized and focused on student needs. Furthermore, school districts and their communities benefit from organized programs with clear goals and specific objectives. McGregor's study (1998) examined the factors and conditions that affect the development and maintenance of long-term workforce training partnerships between community colleges and private businesses in the Los Rios Community College District in California. McGregor found that the factors and conditions that fostered the maintenance of long-term community college partnerships included the following: 1) Open and continuous communication between partners; 2) Flexibility in course delivery; 3) Delivery of quality training services and products; 4) Timely responses to concerns and inquiries; 5) Qualified trainers and instructors; 6) Mutual trust; and, 7) The acknowledgement of the strengths, limitations, and needs of the academic and business worlds. The fe to rs that McGregor found that hindered the development of community college workforce training partnerships included: 1) Bureaucracy and restrictive college policies; 2) Difficulty in gaining recognition as a workforce training provider; 3) Differenœs In mission and goals; 4) College's willingness to take risks; and 5) Inadequate resources. 90 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Klabenes (1998) conducted a study to determine the perceptions of Texas community college presidents toward establishing and maintaining partnerships with corporations and employers. A survey instrument was employed to obtain data relevant to the presidents' opinions about private sector corporation and employer partnerships. Klabenes found the following: 1) The philosophy and mission statements of the Boards of Trustees supported corporate/employer partnerships; 2) Faculty appear to support corporate/employer partnerships; 3) Academic liabilities did not appear to exist for Texas public community colleges that maintain corporate/employer partnerships; 4) Texas public community colleges maintain academic control and rigor for instrucdonal programs with respect to corporate/employer partnerships; 5) Financial support and other resources available because of corporate/employer partnerships positively impact program decision-making and benefit all constituents; 6) Safeguards for students and colleges are sufficient to avoid exploitation with respect to the corporate/employer partnerships; and; 7) The perceptions of Texas community college presidents were homogeneous with respect to establishing and maintaining corporate/employers partnerships. Watson's study (1998) examined the rural community college administrator's perceptions of effectiveness Actors associated with rural community college/industry linkages in the southern heartland; i.e.; Arkansas; Colorado; K a n sa S ; Missouri; New MexicO; Oklahoma. 91 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Watson found the following: 1) The most popular types of linkages were advisory committees and workforce development classes; 2) The factors perceived to contribute the most to the effectiveness of the rural community college/industry linkage were the quality of the industry relations staff; a flexible management style within the college's Industry relations office; the management style of the industry; and adequate staffing to support the linkage; 3) There was a significant difference In the perceptions of community college administrators about the effectiveness of rural community college/lndi^try linkages based on whether the Industry employed a full-time college liaison; and whether the linkage was a first or follow-up linkage with the particular company; 4) There was no significant difference in the college administrators' perceptions of the effectiveness of linkages based on the size of the company; the amount of college administration budget; the size of the college staff allocated to support linkages; or whether the college employed a full-bme industry liaison. Bobosk/s study (1998) assessed the essential criteria of business/education partnerships perceived to be mutually beneficial by each party in large unit districts in the State of Illinois. The analysis of data indicated that both education and busiriess professional agreed that business/education partnerships were worthwhile and that it was important for superintendents; p rIn cT p a lS ; business ownerS; and/or chief operating offtders to help with partnerships and to give support to partnership W atives. 92 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. other findings Indicated that both educators and business professionals agreed that other essential criteria were the Importance of shared dedsion-maklng and shared power. The study also showed that educators and business partners agreed that partnerships were worth the cost, time, and energy Involved. In addition, they agreed that a sense of trust must exist for partnerships to be successful. Geyskens study (1998) analyzed how trust, satisfaction, and equity developed and maintained partnerships. Geyskens found that there Is Interplay between economic and sodal factors In building effective partnerships. Geyskens contends that more research In analyzing Interplay between economic and sodal factors will need to be conducted In the future to understand how to build more effective partnerships. The literature relative to partnership studies was scarce prior to the 1980's (Miller, 1992). During the 1980's and 1990's, studies emerged looking at the concepts of partnerships. A large number of studies looked at partnerships from the perspectives of administrators and community college presidents. Only a small number of studies were conducted that divulged how the faculty of a community college viewed the concept of partnership. Benoit (1995), for example, conducted a study to Identify faculty perceptions of community college ^rtnershlp programs with business and Industry. 93 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Benoit found the following: 1) Faculty members that are supported by their Institutions In their efforts to operate partnership programs have positive perceptions of partnership prograrns and may be more supportive of them; 2) Some partnerships are established by college administrators for public relations benefits alone. Faculty operating partnerships under these conditions often receive lower levels of Institutional support than their colleagues operating partnerships in Institutions where administrators are Involved for the benefit of all participants; 3) Administrators will increase program productivity in partnership programs by implementing alternative methods of compensation for faculty during those parts of the college year faculty are not under traditional contracts; 4) Administrators utilizing policies which protect partnership faculty^ while at the same time meeting the spedftc, and often demanding^ needs of the corporate partner, are perceived to have more successful partnership programs; 5) Corporate faculty exercise flexibility In developing academic year structures, course scheduling policies, curriculum development procedures, open-entry open^edt scheduling, multiple course entry and exit scheduling, and procedures removing barriers to cusbxnlzation of courses. Very few studies have been conducted on the specific partnership problems between community colleges and private or public seqtor organizations. T T ie research that has been conducted coricemed probkms In specific industries. 94 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Tibbets (1994) study, for example, examined the reasons why metalworking companies utilized community colleges for corporate education and training of employees. Five northwestern Illinois community-college districts were studied to determine how and why metalworking companies obtained such educational services. An analysis was made of eight major factors perceived as impediments or facilitators In articulating partnerships between community colleges and the metalworking Industry. The study found community colleges were used for job related training in emerging technologies for managers, supervisory, technical, and clerical personnel. The study revealed metalworking companies expected to continue to use community colleges as primary sources for the companies' training and education programs in the future. Furthermore, metalworking companies Indicated they did not expect to use community colleges to provide for corporate education and training in the areas of marketing, advertising, sales, finance, and investments. According to l_ a a s (1989), partnerships have existed through the years in various forms. At the time of Laos's study, die qualitative research that Integrated educational collaboration between business and Industry with higher education insdtutions was largely unexplored. Laas^ study examined the linkages between business and industrial enterprises and higher education insdtutions. The study's findings reveled that a large number of local corporations were conducdng their own employee education and training programs because of an inherent need and desire to do so. 95 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In addition^, the findings showed that the ideai reiationship was perceived to be a venture bonded by a cooperative spirit and open communication. What are the benefits of partnerships between educabonal institutions like community coileges and businesses? Rosenfield (1998) contends that the benefits between educational institutions and businesses are: 1) Educational institutions generally receive equipment, financial support, and access to industry specific knowledge; 2) Businesses gain advice and employees who are more productive; and, 3) The region's economy benefits from the mobility of the graduates and the flow of information among firms. The benefits of partnerships may be advantageous for a large geographical area, e.g., a county. Jackson County, North Carolina, for example, made significant improvements in their overall physical infrastructure by creating economic-development and educational partnerships with governments, small businesses, and local colleges (Baldwin, 1998). Another example of a partnership covering a wide geographical area would be the participation of all of the Oregon community colleges in the Oregon Community College Unified Reporting System in the Oregon Shared Information System. This partnership allowed eleven state agencies to collaborate with all of Oregon's community colleges and coordinate efforts to improve workforce and economic development, access to postsecondary education, and literary skills and lifelong learning (Walleri, 1998). 96 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In some Instances, the benefits may Involve a large number of Individuals In various public sector organizations, e.g.. Defense Activity for Nontradlbonal Education Support (DANTES), as well as other military organizations. These partnerships Involve the Department of Defense and a number of colleges and universities. These partnerships offer a variety of higher education opportunities to military personnel, e.g., the Community College of the Air Force, the Army and Nav/s Service Member Opportunity Colleges, and give the educational institutions Involved the opportunity to expand and widen their base of participants In the educational process (Jones, 1989). Partnerships may be targeted for a specific group of Individuals or organizations. The Community-Based Programming (C BP) mcxfel of the Academy for Community College Leadership Advancement, Innovation, and Modeling (ACCLAIM), for example, was established primarily for community college administrators, governing boards, and other leaders interested In strengthening their Institutions and communities (Boone, 1998). Progress can be the result of a gcxxi partnership between a community college and a private or public sector entity. If a private or public sector entity Is not a good choice for a progressive partnership, then the Inevitable result Is digression. Maluri (1989) warns community colleges to ensure that partnerships make good business sense, i.e., that they supplement the college's current programs and expertise, or places the Institution in a new market position. 97 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CUSTOMIZED TRAINING Customized training was in existence long before the community colleges began implementing the concept. For a very long time^ a large number of organizations ubiized customized training programs and courses to help their personnel; e.g.; salesmen; emergency medical technicians (Training; 1975). When community colleges began including the concept in their mission statements; as weii as short and long term planS; the concept was modified to fit the purposes and functions of the two year institution. The major difference between the customized training for salesman and community college programs revolves around the target population. For the companies; the customized training generally Involves one or more individuals regarding a product, service, or the company. The intent of the customized training was to promote the aforementioned vis-à-vis the salesman. The customized training relative to community colleges generally involves training of Individuals employed by a specific public or private sector organization. Hence, the focus of the training is to improve the skills and knowledge base of individuals and help the organization grow and make progress. According to Hodson (1991), rapid changes in manufacturing technology and procedures created a need for additional training for manufacturing workers. Moreover, traditionai postsecondary vocabonai training during the last two decades of the twenbeth century was perceived as not adequately meebng ail of industry's needs due to the obsolescence of the vocational training programs. 98 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. When this happened, customized labor training, typically Implemented at the workplace, was recognized and Identified as a possible alternative to vocational training. Although It has been utilized as an alternative by a large number of organizations, it has not supplanted traditional postsecondary vocational training programs. According to Chambliss (1988), there were a number of W o rs that have shaped the need for a change In the vocational education system. These factors Indude Japanese Industrial pressure and philosophy, technological advancements, a shortage of skilled workers, and a mismatch between available jobs and trained workers. Customized and generalized training were recommended to Improve the overall vocational education curricula. A study In Ohio was conducted to determine the Involvement of the private sector in vocational and technical education at the local level. Particular attention was paid to the Involvement of business and Industry In the career- oriented programs of secondary sdiools and two-year community and technical colleges. Customized training was one of several forms of Involvement Identified. Mark & Murphy (1985) examined the affiliations between the adult basic education programs and business. Industry, and unions In the fifty states and Washington D.C. Of thé forty-seven state directors o f adult educabon sent questionnaires, thirty-one reported formal affiliations arid five reported Informal afhHatiohs with business^ and/or unions In their states. 99 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Day (1984) conducted a case study and evaluated the successful Implementation of a unique customized training program for steel and other Industries. The success of the customized training program was attributable to the contextual framework of the process for the product. In addition, the Developing a Curriculum (DACUM) procedure was used to Identify job-related competencies. The concept of customized training reflects training that Is designed specifically for an organization. Customized training Incorporates all of the specific needs that an organization requires and requests from an entity like a community college. Although some administrators and faculty of community colleges use contract education and customized training synonymously, there are some differences between the two that make them disdnct from one another. Contract training, i.e., contract education, may be training that is needed by an organization, but It can be general in nature, e.g., various business machines. Customized training, on the other hand, identifies specific needs and dehnes exactly what an organization requires. Such training programs are frequently oriented toward specific organizational needs rather than toward general skill development. Bragg (1991) discusses an operational definition of, and designed a conceptual framework for, evaluating two-year postsecondary educational customized training programs. 100 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Bragg's operational definition specifies that customiæd training requires several components^ i.e.^ contracts, payments, relationships to economic strategies, delivery of training, and adaptation to the needs of external clients. Inherent in these components are training approaches regarding custom-designed courses, modification and alternative delivery of courses, and courses for spedal populations, e.g., students with limited English, and those who are legally blind. Within the realm of the community college, there are two approaches to providing education. The first approach is the traditional one that reflects long term (involving multiple semesters) and the nontradltional one that reflects the converse of the traditional approach, i.e., short-term (a semester or less) and generally at the worksite (KatSlnas, 1990). Over the past decade, the changing workplace and philosophies of workers have contributed to a shift to more activity in the area of nontradltional approaches. Customized training falls within the realm of economic development because It is a catalyst for enhancing job skills for individuals who are, or will be contributing productivity for an organization, in the marketplace. According to Grubb & Stem (1989), customized training Is one particular kind of partnership between employers and public education and training institutions. Over the past two decades, the concept of customized training has developed and q^urred the involvement of a \mriety of organizations in the private; public, and nonprofit sectors. 101 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The activities of these organizations are often hmes tied to funds from the said sectors. The Indiana Workforce Proficiency Panel, for example, issued Certificates of Technical Achievement to incumbent workers and students foilowing their completion of customized training and other employer-sponsored training (Indiana State Dept, of Workforce Development, 1998). Another example of an activity involving funds would be the Fund for Appalachian Industrial Retraining (FAIR) program. FAIR worked with firms in eighteen Appalachian Ohio counties, arranging onsite and offsite programs and providing matching funds for customized training (Baldwin, 1998). Customized training can be found in a variety of different environments. Some of these environments are very spedaiized. In the auto industry, for example. Diamond Star Motors and Chrysler-Mitsubishshi, set up a customized training program in welding, safety, and auto mechanics for workers at The Illinois State University (Brauchle, 1992). In a similar program, the United Auto Workers (UAW) and Chrysler created a workplace literacy partnership program at four Chrysler plants in Indiana. The objective of the project was to improve workers' individuai skills, enhance personal productivity, and increase work force job security and plant competitiveness. During the three month start-up phase, project staff worked with management and labor representatives to increase program support, involved U n i^ Auto Workers (UAW) officials directly in training programs by assigning them as staff and incorporating a customized training curriculum (Indiana Vocational Technical College, 1992). 102 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In New York, the Employer Specific Skills Training (ESST) program strengthened the staters economy by assisting employers and employees to become more productive and competitive through customized training and education. The program focused on workplace literacy, apprentice-related instruction, and cuaomized training (New York State Education Department, 1991). In Connecticut, the Connecticut Business and Industry Association's (CBIA's) Statewide Workplace Literacy Program was designed to provide customized basic skills training to adult workers. A customized cuniculum was developed for the seven sites selected. A total of six hundred and forty-three participants were trained during the eighteen months of the project (Connecticut Business and Industry Association, 1992). In Missouri, the Missouri Cu^omized Training Program (MCTP), provided assistance in recruiting, training, and retraining of workers for Fantasia Confections, a manufacturer of dessert creations; D S T Systems, a producer of computer software programs; TG Corporation, a manufacturer of automotive components; and Ford Motor Company/Hazelwood, an automobile manufacturer (Missouri State Division of Job Development & Training, 1992). In Pennsylvania, a project was created and designed to orstombze training for employee of manufacturing Industries in six vyestem Pennsylvania counties. The project goals were to facilitate collaborative vocational and tedinical training programs between educational institutions and private sector companies and to 103 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. establish demonstration sites^ manufacturing cells^ an electronic communications network^ and various training programs in high technology areas (Indiana University of Pennsylvania Center for Vocational Personnel Preparation, 1990). In toda/s marketplace, companies are paying more attention to providing workplace literacy instruction to their workers. Many of these companies realiœ that investing in workplace IM e racy will yield a return on InvestnwaüdkMvn the line. The Center for Resources for Education in Des Plaines, Illinois, is a good example of an organization investing in workplace literacy. The Center sponsored a project to improve the productivity and efficiency of twenty-one companies by providing workplace Instruction to workers lacking basic skills required for their jobs. The project incorporated nearly twenty-five hundred workers, of which fifteen hundred and twenty-six were provided with customized training using one hundred and sixty-six modules (Mrowicki, 1995). Another project similar to the Center for Resources activity took place in Missouri. Project R E A C H (Regional Education to Achieve with Company) wæ a regional workplace literacy (WL) program designed to Increase the levels of literacy and job performance. Personnel from the Parkway Area Adult Basic Education program designed and delivered instruction that featured learning centers, customized training classes, and Individualized learning plans for participating employees. The project's business partners, e.g., various hospitals and others, provided space for workplace literacy classes that participating employées attended oh company time (Parkway School District, 1994). 104 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. For over three decades^ community colleges have been actively Involved with customized training. " T T i e activity was widespread and practiced throughout the country In small as well as large community college districts. Although there were similarldes between the various colleges^ every community college had a unique program that was designed primarily to target and achieve spedfk goals and needs. During the 1980% community colleges and other organizations embarked upon a variety of projects that focused on customized training. Several of these projects Incorporated a large number of students. In Rhode Island, for example, the Community College of Rhode Island (CCRI) developed and conducted their first customized training program in 1982 with the National Tooling and machine Association (NTMA). The arrangement with the N T M A was designed to enable apprentice machinists to receive the classroom training required to earn a journeyman's certificate while simultaneously earning credit toward an associate degree in applied science degree (Liston, 1986). In New York, the Rockland Community College (RCC), designed and Implemented a nurnber of customized training programs to serve the special needs of its community (Linderman, 1986). In Maryland, the Dundalk Community College established a customized training program aimed at local ^eei industries, e.g., Bethlehem Steel (Day, 19M). In North Carollha, the North Carolina community college's system's role in ^ t e ecorxxnic development was to outline a five-step process providing custorrrized training for new and 105 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. expanding industries (Owen^ 1981). In D e s Moines^ lowa^ the Des Moines Area Community College designed and delivered a customized training program for new and expanding businesses. Their efforts came at the time the state of Iowa passed the New Jobs Training Act that provided tax incentives to those businesses and granted exclusive rights to the state's community colleges to contract for training with them (Ghanatabadi, 1988). In Kansas, the public community colleges and area vocational schools expanded their offerings beyond the usual one-and two-year programs of study to provide customized vocational training for business and industry. All of the institutions offered nearly one-half million hours of customized training to twenty-five businesses and fifteen hundred employees through the Kansas Industrial Training Program (Hanna, 1989). By the end of the 1980's, nearly seventy five percent of the twelve hundred community colleges in existence in the United States had customized training programs and offered them to private and public sector organizations (Clarke, 1991). However, there were some who argued that community colleges which had programs should develop them more by establishing human resources and coalition building between private and public sector entities (Lemke, 1989). During the 1990'S, the customize training activity of community colleges throughout the country continued, progressed, and picked up some momentum. Some of the customized training programs were arrangements providing specific customized training for a particular organization. Black Hawk Community College 106 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. in lowa^ for example, designed a customized training program ^ r Deere and Company. This customized program resulted in a cost-effective approach to upgrading supplier skills and improving Deere product quality (Lundquist, 1997). Alpena Community College in Colorado is another example of a community college offering noncredit customized training and workplace literacy programs to businesses and manufacturers. The success of their program was the focus on practical applications in a workplace setting (Askov, 1995). Other community colleges throughout the United States that were acdve in customized training activities are as follows: 1) In Kansas, the Independence Community College provided on-site customized training in a state-of-the-art eight thousand four hundred square foot training W Iity (Independence Community College, 1995); 2) In Ohio, the Columbus State Community College (C S C C ) established the Business and Industry Training Division and offered customized training (Meighan, 1995); 3) In Illinois, the Illinois Community College Board (ICCB) received a workforce preparation grant to provide an array of services to local businesses and new entrepreneurs. Community colleges in Illinois provided services that resulted in the startup, expansion, development, retention of jobs, as well as customized training programs (Illinois Community College Board, 1998); 4) One of the community colleges from Illinois (DuPage College) got involved with the Association of Rotational Molders and E l P aso Community College in Texas and developed a curriculum Involving customized training, and continuing education (College of DuPage, 1998); 5) In Maryland, 107 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the Carroll Community College created the Home Care Challenge Program, an integrated customized curriculum designed to upgrade the literacy and communication skills of home health care providers. This customized training program utilized independent study learning activity packets that teach personal and professional skills needed by employers (Saunders, 1997); 6) In Minnesota, the Minnesota technical colleges have been offering customized training services for several years (Minnesota State Technical College System, 1994); 7) In Florida, the Seminole Community College labs provided entry-level customized training in marine mechanics (Krautheim, 1992); 8) In Kansas, the nineteen community colleges and fourteen area vocational technical schools (AVTS) expanded their offerings of customized training for businesses and industries within Kansas (Kansas State Board of Education, 1992). A s community colleges began to get more involved with customized training during the 1980's and 1990's, business and industry centers were created on the campuses of a large number of community colleges to assist those companies and organizations which had customized training partnerships. These business centers focused on providing service to the principals or management of the businesses. These centers could be looked at as a catalyst to the customized training the businesses and organkations reœived. Several community colleges offered ectenslve services to their business clients vis-à-vis these business centers. In Illinois, for example, business and industry centers were establkhed at every community college district in Illinois to facilitate 1 0 8 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. interaction between the schools and entitles. All of the centers provided services to local businesses^ e.g.^ customized training, workplace literacy, ISO 9000 standards training, business modernization and technology transfer, contract procurement assistance, small business/entrepreneurship services, and Industrial attraction and retention (Burger, 1994). In Missouri, the St. Louis Community College created a Center for Business, Industry, and Labor that offered customized training services, and employee skills assessment to nearly one hundred and fifty companies and more than forty thousand workers each year (Stephenson, 1995). In Mississippi, the Itawamba Community College and Tecumseh Products Company created a cooperative relationship providing the firm with support and services stemming from the community college's Sklll/Tech One-Stop Career Center. The career center has been offering a variety of services since 1976 (Itawamba Community College, 1995). In New Hampshire, the New Hampshire Technical College System repositioned Itself by creating Technology Deployment Centers for profit training businesses aimed at the private sector. The centers provide customized training for a wide variety of businesses (Glanotti, 1995). Since the Inception of customized training, community colleges have become sophisticated in terms of program services. This sophistication Is expected to continue. According to Leitzel (1994), the conditions during the 1990's suggest that an increased emphasis on customizing curricula will be necessary to focus on the technological skills needed by workers to remain 109 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. competitive. In addition, community colleges must consider ways to convince business and Industry clients that up-to-date training programs making use of the latest concepts, theories, and practices can be developed in a timely manner, e.g., virtual curriculum (VC). The virtual curriculum concept offers an aHematlve to traditional course development. With the virtual curriculum, diagnosing needs and developing responses that would take several weeks, could take place In a matter of minutes through the use of a computer database. Over the past two decades, several studies have been conducted relative to the concept of customized training. The data from these studies will help in terms of developing more Innovative and efficient programs for the business and industry community. A recent study conducted by Warren (1998), evaluated a small rural community college and a large Industrial corporation's customized training partnership. The study determined if, and how well, a manufacturing business skills program administered by a small community college could serve a major corporation's middle-management training needs. Several recommendations energed for program improvenent from this study including developing participant handbcx)ks; conducting orientations; updating course syllabi; formulating an Asscxiiate of General Studies degree for the program; and augmenting discretionary In-person Internship visits with participant's supervisors. In another study, Lovelace (1997) examined manufacturing firms' characteristics and environmental factors and their relationships to the perceived importance of basic workplace sikills and i^e preferences of employers toward 110 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. customizing training partnerships with community colleges. Lovelace found that adaptability and communication skills^ and group effectiveness skills emerged as the most Important workplace skills groups. In addition, the findings revealed that changes in the nature of work and workplace skills are being dictated by the application of computers. In 1989, a national survey sponsored by the National Center for Research in Vocational Education was conducted of nearly two hundred and fifty public community, technical, and junior colleges to ascertain the extent of the colleges' economic development activities outside of the regular curriculum, e.g., customized training. The survey found that nearly seventy percent of the job- related courses offered were customized (American Association of Community and Junior Colleges, 1991). In 1995, the Minnesota Technical Colleges conducted a study to profile participants in employer- and employee-initiated customized training. The study looked at employment backgrounds, education and training experiences, and reasons for participation. The audy wæ based on a random sample of two thousand three hundred and nine customized participants enrolled in one of six Minnesota technical colleges during the 1992-93 academic year. The results of the study revealed that more than half of the participants were over forty years of age and nearly thirty percent had a bachelor's degree Cf higher (Hurnan Capital Research Corporation, 1995). ill Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A Study was conducted to examine the Impact that the United Auto Workers' (UAW) Joint Funds programs^ established in the early 1980's^ have had upon the policies and practices of selected community colleges in the Midwest. E ach of the three (3) U A W Joint Funds programs (Ford; General Motors, and Chrysler) offered a wide array of special programs to active and inactive workers. The study found that the U A W Joint Funds programs extended a new model for industrial relations that emphasized concern for human resource development. The existence of the Joint Funds enhanced the direct involvement of the community colleges in providing customized training programs and courses (Phelps, 1990). During the late 1980's, a study was conducted to Identify models of industry-based training, i.e., short-term training designed to upgrade or update the skills of employed workers. The study Identified eight models of Industry- based training relative to customized training. The study found two key parameters to the models: the different occupational skill levels at which training can be targeted, and the administration of such training. As a result of the study, criteria were developed to evaluate the models of industry-based training (Stone, 1988). In 1987, a study was conducted to document and assess changes in patterns of service delivery that followed the implementation of the Job Training Partnership Act of 1982 (JTPA). It focused specifically on the kinds of training 112 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. activities and services that have been implemented and the degree to which they have been coordinated with related programs. The study revealed the absence of progress In Implementing customized training courses^ and the lack of increases In coordination (BalllS; 1987). In Pennsylvania^ a study was conducted to compare the business and Industry linkage structures of Pennsylvania's community colleges with the structures advocated by researchers and administrators In the literature. The study findings, based on responses from nineteen colleges and a review of the literature on business/industry cooperation, revealed that several types of linkages identified in the literature, such as customized training programs, utilization of business and Industry personnel, and practical experiences for students, were employed In Pennsylvania (Learn, 1983). During the early 1980's, a study was conducted to determine how state and local vocational education responded to shortages of industrially oriented skilled crafts workers and technicians since the 1970's. The study found, at that time, that state vocational education agencies created short-term customized training programs, but little long-range planning had occurred (Starr, 1983). Laubsch (1998) examined the relationship of the organizational antecedents of size, industry classification, location, and unionized worksite to adoption of an Innovation. Companies participating In the New Jersey Customized Training Program from 1994 through 1997 were studied. The study 113 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. found that nearly twenty-five percent of the companies Involved in the state training program were classified as adopters of an innovation. The findings substantiated what the literature has indicated, i.e., there is a relationship between antecedents and adoption of innovations on individual and organizationai levels. Corona (1998) evaluated the Indiana University School of Business- Whirlpool Corporation Partnership for Excellence-Manager Development Program. The study found that custom programs of executive education lead to organizationai change and the development of mind-sets and sidiis required to change the company from a North Americari to a global organization. Fowler (1994) identified and analyzed factors affecting community involvement in customized training. The purpose of the study was to identify and analyze those factors which fadiitated or impeded selected community colleges' involvement with customized training, as determined by key administrative personnel of the Virginia Community College System. The study found that factors that emerged as either fadiitative or impeditive were leadership, philosophy, policies, procédures, personnel. Infrastructure, and resources. Bennet (1997) conducted a study of contract training evaluation practices in selected community colleges. The study found that the maÿ)rlty of the colleges used evaluation data to provide feedback to the parbdpants and trainers and to improve the training program. 114 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In addition^ most of the respondents agreed that there were fmancial constraints to évaluation such as costs associated with systematic evaluation efforts and a lack of funding within the colleges to implement evaluation. During the early 1990's^ Kantor (1991) looked at the direct services to txjsiness in Colorado community colleges. Kantor found that Colorado' direct services are customiœd more often than other states and they are concentrated in smaller businesses, i.e., one hundred to five hundred In size, and in the manufacturing sector. In addition, the study brought out that state economic initiatives accounted for seventeen percent of the employees receiving customizing training. The competition between p riv a i and public sector entities h% been vigorous since the 1980's. To better understand the cost factors of this competition, a study was conducted (Moore, Blake, Honig, & Cohen, 1997) to review the fked fee structure the Employment Training Panel (ETP) used to pay contractors for training provided under E T P . The study asked the following questions: 1) What other institutions use fixed fees and what they pay for; 2) Whether FTP's fixed-fee rates were reasonat)le In comparison with rates charged by public and private entities; and, 3) Whether use of one fee for both vendor and In-house training providers was reasonable. The study found that customlœd training has a higher price than uncustomized training. 115 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The Washington State Workforce Training and Education Coordinating Board conducted a study to identify the gaps between supply and demand for training in Washington State. The study considered the perspectives of both employers and workers and separately analyzed the needs of adults as well as youth. The study found that there is a gap in meeting employer and worker demand for upgrading current workers' skills^ and customized training programs would dose this gap substantially (Washington State Workforce Training and Education Coordinating Board, 1998). In 1990, a survey was conducted of two-year colleges nationwide to determine their level of involvement in the delivery of employment, training, and literacy services to public sector agencies and business and industry. The study focused particularly on those services funded under the Job Training Partnership Act (JTPA), the Job Opportunities and Basic SIdlls (JOBS) Training Program, and the Carl D. Perkins Vocational Education Act; as well as on services offered to improve the productivity of the local workforce. The study found that over fifty percent of the two-year colleges responding provided customized training services (N ETW O RK: America's Two-Year College Employment, Training, & Literacy Consortium, 1990). 116 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. For the past two decades^ customized training has been considered an important program In community colleges. In 1989, a survey was conducted by the San Diego Community College District (SDCCD) to determine the future hiring and educational needs of the San Diego business and industrial community. The survey sample of eleven hundred firms was derived from the list of businesses and industries that participate on the S D C C D Vocational Advisory Committee. The survey found that programs for customized training were ranked as most important. In Florida, a project called "Growth Opportunities through Learning and Doing (GOLD)" was sponsored by the Seminole Community College. Enrollment in customized training courses totaled four hundred and seventy-seven employees. Most of the customized courses provided ran the gamut from problem solving to team building and stress management. The students worked one-on-one with the instructors who stressed soft skills vital to the workplace (Seminole Community College, 1998). The Illinois Community College Board (ICCB) utilized Its worWbrce preparation grant resources to provide an array of services to kxal businesses and new entrepreneurs. Community Colleges in Illinois provided services that resulted in the startup, expansion, development, and retention of several thousand jobs and companies. Customized training was one of several services offered by the community colleges (Illinois Community College Board, 1998). 117 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The Texas State Technical College was Involved with a program Intended to help education and training Institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of Individuals and organizations. The M AST program consisted of Industry-specific skill standards and model curricula for fifteen occupational specialty areas with the United States machine tool and metals-related industries. The M A S T program was Important because of the guidelines for using M AST technical courses. These guidelines were used as a base In preparing customized training for Industry customers to update the skills of current employees (Texas State Technical College, 1996). In the State of Utah, the Utah system of higher education had a growth of noncredit customized training within their community college system of over thirty-five thousand students. The total number of students Involved with customized training In Utah was about one-third the total enrollment of nearly one hundred and three thousand students during the early 1990's (Utah State Board of Higher Educabon (1993). The six Nebraska Community Colleges requested over seven million dollars to create and expand programs that included customized training. The objective of providing customized training was to enhance community, regional, and state economic development (Nebraska Technical Community College Association, ] L 9 S I 1 ) . 118 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. One of the Nebraska community colleges that became very active in customized training was the Mid-Plains Community College Area (M PCCA). As part of M P C C A 's role and mission, students in continuing education expanded occupational, intellectual, cultural, sodal, and/or personal development. Moreover, the students that were enrolled in continuing education courses or workshops received customized training (Craig, 1998). At the Joliet Junior College in Illinois, the Dislocated Worker Assistance Center (DWAC) was created for the comprehensive employment and training program of individuals with work records reflecting layoff due to plant closure and changes in technology in the workplace. The primary services offered by the D W A C to employers included customized training for the participants in the program (Joliet Junior College, 1991). The Kansas public community colleges and vocational-technical schools expanded their offerings during the 1990's to Include customized training for businesses and industries within the state. During the 1980's, the Kansas community colleges served nearly thirteen hundred businesses and industries and provided customized training for around sixty-five thousand employees (Kansas State Board of Education, 1991). 119 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The Lakeland Community College (LCC) in Ohio created a strategic planning process that Included customized training. The customized training would ensure that business area needs would be met (Lakeland Community College, 1990). The Workplace Training Project In Oregon Involved a partnership between Lane Community College In Eugene and four area businesses. Their primary objective was to develop worksite-spedfic, learner-centered, competency-based workplace curricula in topics such as basic math, fractions and measurement in the workplace, and English as a second language. At all sites, site advisory teams participated in ongoing monthly meetings to help deliver customized training. The project was considered successful by the learners, business partners, and instructors because of the project's training methods (Lane Community College, 1998). Community colleges are not alone in terms of promoting customized training in the marketplace. For a long time, other organizations have actlveiy competed with two-year institutions for the opportunity to provide spedhc services to specific organizations. An example of an organization that was in direct competition with community colleges is the Associated Consultants in Educabon (ACE) in the State of Mississippi. 120 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. When A C E was founded by Dr. James Brewer in 1989, they immediately began promoting the training services to private and public sector organizations throughout the nation. According to Dr. Brewer, the A C E organization is a training and development company in a broad area including education and business training. The methodology that A C E utilizes is pnmariiy video-based training. This video-based training approach is effective because it is totally customized and the central part of a complete and structured training program. The videos address the unique qualities of a specific organization. Moreover, the videos reflect the task analysis at the worksite. The video and the coursework designed by A C E is specifically tailored to what they need to know to perform the job better and more effectively. In addition, the script and video shots use the company's own employees. Employee respond positively to seeing colleagues in the video. It enhances learning and they absorb more if It is personally related to them (Prestige, 1990). A considerable amount of money has been expended for customized training during the past two decades. During the mid 1990's, forty states budgeted three hundred and thirty-nine million dollars for customized worker training (Applegate, 1994). The Employment Training Panel (ETP) in California handed out nearly one-third of the total monies expended throughout the United States. It was evident that the customized training activity had picked up more momentum than what took place during the past decade. 121 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. How much will be expended during the new millennium? Although the amount of money that will be spent may Increase during the next decade^ it may fluctuate If the economy weakens^ or some drastic changes take place within the private and public sectors. As they did during the 1980'is and 1990% the research community will need to continue to stay abreast of the overall activity vis-è-vis studies. Will customized training continue to pick up momentum during the new millennium? It has been projected that the business and Industry sectors will face an enormous transition, and workforce development will become critical to competitiveness. According to the American Association of Community Colleges (AACC) (1997), the jobs in the United States requiring technical skills are expected to grow to sixty-five percent of the market, while unskilled, low-end jobs should shrink to just fifteen percent. The A A C C projects that up to seventy- five percent of the existing workforce will require significant job retraining over the next five years. Community colleges will continue to be major providers for Industry-specrMc customiœd training, as well as services for special populations, and targeted job training. Cu^omized training during the h G w millennium w H I continue to be a challenge for educators. As organizations become more sophisticated, they will have more expectations for faculty of community colfegas to adjust their 122 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. teaching styles to meet the needs of corporate trainees for application-oriented approaches with immediate outcomes (Hughey & Mussnug, 1998). The new millennium will bring more challenges to community colleges throughout the country. In order for community colleges to be successful with custombed training and other services^ they will need to stay focused and play a broad, but essential, educational, sodal, and economic role In society (Bailey, 1999). In addition, community colleges will need to conbnue to develop customized training by creating consortia between colleges and business training centers (Israel, 1994). Small businesses Involved with customized training will need to continually adjust to the rapid changes in telecommunications technologies, as well as other Industries (Kent, 1991). Community colleges will need to keep pace with the concept of computer- based (CET) and video based training programs and incorporate effective strategies Into their customized training programs (Gordon, 1986). Providing a more meaningful and attractive program to clients In the marketplace will allow them to remain competitive and effective in terms of providing customized training and services. 123 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. MARKETING AND NEEDS ASSESSMENT When community colleges commenced with economic development activities. It became evident that in order for the program, e.g., contract/customized training, to get underway In the community, there had to be an established marketing plan. This marketing plan would have to be tailored to the objectives and goals of the two-year community college. The markebng plan would be, in affect, a customized guideline to promote the program to the various organizations in the private, public, and nonprofit sectors. Because community colleges are not businesses in the true sense of the word, the marketing strategies created by administrators and program directors would need to take into account the fact that the schools receive public monies, i.e., tax dollars, to function and operate. According to law, the public community colleges are technically not able to generate a profit while initiating a program in the community. However, when a service is being offered by community colleges and the fees and charges are for operating costs, i.e., program Implementation, instructor salaries, marketing materials, the revenues generated are designated to keep the program funded and financially stable enough to keep It solvent, running, and in place to offer services to private and public sector organizations. Private and public sector employers require a different marketing strategy than the traditional campus courses and community services programs. In 124 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. addition^ the thing that is being marketed is no particular product; rather, it is an "'educational service". The service that is offered will help specific employees with skills that are necessary to help the organization progress and be more productive. Moreover, if the organization Is a private sector company that operates to make a profit, then the result would be better productivity that would presumably generate more profits. In order for a specific program like contract or customized training to be promoted, there must be an established marketing plan for the targeted market area. All of the specifics and elements of the marketing plan must be delineated in the marketing plan. The Individuals involved with the promotion of the program, e.g., contract education director, must adhere to all of the particulars and timelines indicated. Along with following the plan, there must be an awareness of what strategies work and are more effective with clients in the marketplace. Creating a database of information relative to who, what, when, where, and how Is helpful in terms of making any changes or necessary adjustments for other clients In the marketplace. According to Ayers (1996, pp. 13-14), the three key components of a marketing plan are market analysis, competitive analysis, and marketing strategy. Each component is very important and needs to be dToroughly understood by the individual marketing the program. 125 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Not having all of the necessary Information of each component may contribute to problems that will hinder progress and success in terms of signing and getting commitments Aom clients in the marketplace. A market analysis Involves the target market and everything about the potential clients^ i.e.^ number and size of employers; receptiveness to employee training^ and predominant employee profile^ in that market niche. Because the single most consistent determiner of Income in contracts with employers is the market area^ the market analysis is considered extremely important (Ayers^ 19%, pp. 13-14). In conjunction with a solid market analysis, It is vitally important to have a competitive analysis and marketing strategy included. The competitive analysis has information regarding the strengths and weaknesses of all the competition within the market area In which you want to work. Knowing who your competitors are and what they are doing will assist the Individuals marketing the program with understanding the limitations of the program, as well as the institution. The marketing strategy is a breakdown of what kinds of marketing activities you will be using, e.g., pricing, delivery, (Ayers, 19%, pp.13-14). A good marketing plan is essential to help a contract education effort at a community college increase the return on the marketing investment. Without a comprehensive marketing plan, the community college runs the risk of letting the 126 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. compeüüon secure commitments from the potential clients In their designated market area. With a comprehensive marketing plan^ the payoff will be a better understanding of the community college's place In their market, Improved allocation of resources, and an awareness of goals and benchmarks to be achieved (Ayers, 1996, pp. 13-14). In the private sector, Philip Kotler Is widely known as one of the biggest contributors to the world of marketing for the business sector. The principles espoused In Kotier's Marketing Orientation are utilized by large and small organizations nationally and internationally. One of the main reasons why Kotier's Marketing Orientation framework model Is utilized stems from the five attributes considered to be very effective. In addlbon, Koüer devised a Marketing Effectiveness Rabng Instrument (MERI) that is popular as a survey tool by Investigators (Adkins, 1999). One of the most Important aspects of a marketing program like contract education or customized training Is credibility. When the program that Is marketed Is delivered successfully, bien the credibility of the program and the community college is preserved. When community colleges ^Ite r In terms of preserving their credibility, l.e., they fail to adequately deliver. It becomes very difbcult to progress and grow. The client base becomes smaller due to their lack of trust in the program marketed, as well as the community college. 127 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. If a large percentage of clients within a market area do not establish collaborative arrangements relative to the contract education or customized training^ then the program will gradually be phased out due to the fact the incoming funds from clients are not sufficient to keep the organization In existence. Weber (1998) conducted a study on managing promises and marketing activities in the cultivation of long-term relationship commitment with service Industries. The study found that the concept of promises Is important with services because they can represent some tangible aspect of the service organization upon which the customer cap develop expectations and partially evaluate the performance of the organization. In addition, the study found that it is Important to examine the marketing processes, i.e., external, internal, and interactive, the organization utilizes and the consumer can participate in, because these processes act as the communication avenue for the promises. The results of the study support the Importance of developing a solid relationship between client and organization, e.g., community college program and marketplace client. Contract education and customized training programs are at the cutting edge of education and technology. These programs are not always integrated Into the mainstream of the community college's Internal operations. 128 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. S H n c e It is Important to keep programs active, It Is necessary to establish an Internal marketing plan for the community and adult education programs with community colleges (Kothenbeutel, 1994). The support from within is just as Important as the support that the program receives from clients In the marketplace. Not every community college Is successful in terms of establishing and promoting a contract or customized training program. The problems and dilemmas encountered by community colleges vary and reflect a wide range of factors and circumstances. Because every community college Is unique, It Is not always an easy task to find the same problems and dilemmas transcending all communRy colleges. A study conducted by Ball (1994) explored the role of contract training proWded by rrortfr Texas higher education Institutions In the education and training programs administered by area businesses employing more than one hundred people. The study found that the overall reputation of academic Insdtutlons as providers of contract training m ist be significantly enhanced or It will be difficult for Individual Institutions to achieve significant growth as umbrella or mulbple subject training providers. Moreover, growth and success Is more likely to come to Individual Instltutkwis through pursuing a sbategy of nkhe marketing In which the Institution spedallzes In s f N E x d f k : types of training and achieves a reputation for excellence In those areas. 129 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Customized training marketing pians have been implemented since the 1980's. During the 1980% the marketing plans were basic due to the fact the programs had never been marketed before. Also during that time^ tfiere was a push for guidelines relative to needs assessment of organizations in the marketplace. Community colleges actively involved with contract education and customized training began to look for the rnost effective guidelines to utilize. In 1981; a set of guidelines was established for community colleges and technical institutes. The manual of guidelines presented a systematic approach to the process of reviewing employer and employee education and training needs. A listing of the sixteen most important guidelines for the Business; Industry; and Labor (BIL) Needs Assessment Model are as follows: 1) Identify the BIL project coordinator; 2) Determine project objectives; 3) Identify and train the needs assessment team; 4) Select occupational areas of study; 5) Determine data collecüon and sampling strategies; 6) Identify and select target employers; 7) Identify job titles to be investigated; 8) Customize the survey Instrument; 9) Coordinate employer Ibts and instruments; 10) Assign data collection responsibilities; 11) Duplicate survey Instruments; 12) Collect data; 13) Code data; 14) Process and analyze data; 15) Distribute data; 16) Make programmatic decisions (Nasman; 1981). 130 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. As more and more community colleges began to delve into economic development activities during the late 1980's and 1990% the marketing plans became more sophisticated. Some of the larger community college districts with a large marketing area with a substantial number of clients committed to their programs would establish extensive and comprehensive marketing plans. With more staff to work on the marketing plan. It was much easier for the larger community college district, as opposed to the district with a staff is comprised of just one person. Oregon's Lane Community College (LCC) established an extremely extensive marketing plan during the mid 1980's. The plan encompassed businesses, community organizations, public agencies, and their employees. The comprehensive nature of the marketing plan was considered to be a good example of what community colleges should be establishing for their particular market areas. The marketing plan contained the following sections: 1) Descriptions of product(s) to be marketed, i.e., L C C facilities and programs; 2) Description of the targeted customers, i.e., businesses, public organizations; 3) Description of the target market, i.e., new, existing and expanding small businesses, professional and service organizations, and the public sector organizations; 4) Explanation of goals and objectives of the programs; 5) Marketing strategies and activides for the following program objectives: 131 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A) Accelerate contracting organizations with business and other organizations; B ) Present a coordinated and positive image to both private and public sectors; C ) Promote within the entire coliege the importance of presenting a coordinated; protesslonai image; D) Respond to all requests for service quickly; E) Assume an assertive stance in pursuing accounts and providing customer service; F) Adapt to new market segments; and; G) Provide short-term training programs responsive to changes in technology; employer needS; and business opportunities. An Integral part of the marketing plan for a contract or customized training program is a needs assessment analysis. According to Bernier (1994); in assessing the cultural dlmate of an organization; education providers can gather essential baseline information on an organization and thereby provide a guide for further skills specific assessments; curriculum development; delivery; and evaluation. Having a hrm grasp on die specific needs of an organization will be the first step in formulating a program that will meet and satisfy these needs. An accurate assessment of needs Is of paramount Importance in developing a program for an organization. An Inaccurate assessment w H I contribute to the needs not being fulfilled and the organization stagnating and not progressing. 132 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. One of the largest and most comprehensive programs relative to the assessment and teaching of workplace skills is the '^ o rk Keys" project. The project Involved several states. The emphasis of the program was to assist businesses and educators to focus on the needs assessment and solve the challenge of building a world-class work force (American College Testing Program, 1998). As more and more community colleges began acknowledging the vital Importance of a needs assessment during the 198(Xs, more and more studies were conducted to examine the concept. The data and Insight from these studies set the stage for more analyses by researchers during the following decade. Whitaker (1987) conducted a study to identify the training needs and providers In selected business and industry organizations in Indiana. The survey instrument in this study was designed to ascertain the skills needed and training providers preferred to Improve current on-the-job performance of the responding organizations' employees. The study found that the top ten skill areas needed by Indianapolis business and industry to improve the current on-the-job performance of their employees all involved management or human cornmunications concepts. In addition, it was found that similar organizations expressed smilar training needs and the responding training directors viewed an organization's internal training department as the rnost preferred provider of trairHrig. 133 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. It was also found that In this particular area^ the training providers least preferred by business and industry were die four-year colleges and universities. The studies that were produced during the I S S C K s covered a variety of environments and locations. In Hawaii, for example, a needs assessment was conducted for the agriculture (AG) education. The purpose of the survey was to ascertain the potential employment demand for pre-service and In-service training in agriculture for a period of five years. Maui Community College (M CC) sent questionnaires to Molokai community businesses. Inquiring about their agricultural labor demand. The results of the survey revealed that there is great support for agriculture education in Molokai, and that sixty percent of the responding companies expect to hire agriculture personnel, most at above minimum wage, within the next five years (Pezzoli, 1998). Luna's study (1997) looked at how community colleges could Improve the performance of smaller manufacturing plants. The results of the study Indicated that the smaller manufacturing plants could be helped if the community coiiege knew which skills and the Indlviduais who needed them. Emmons (1997) conducted a study and examined the training needs of small business in northern Arizona. The study determined the training needs of a small doseiy-hekj business with respect to organizational culture, atmosphere. 134 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. and employee productivity. The recommendations made for small business involved four areas: A) Establishing training goals; B) Selecting a trainer; C) Continuing education and professional development; and, D) Changes in organizational culture and atmosphere. Jackson (1997) conducted a study in Virginia to determine the following questions: 1) Is a quality workforce available to Virginia employers? 2) What are the workforce training and service needs of business and industry in Virginia? 3) What organizations are providing training and services? 4) Are needs being met for all organizations? 5) What barriers exist that prevent needs from being met? The results of the study found that community colleges were comparable to other providers in meeting the needs of business and industry. In addition, computer literacy, supervisory, management, and human relations skills training were identified as the predominant current and future training needs. Betke (1997) conducted a study Involving the improved communication skills through customized training programs. Betke's study emphasize that as dweiopmental training programs grow in organization life, customized training programs including observation, collaboration with management, data gathering, research materials to be used, and evaluation become necessary. Using the aforenentioned, and other methods of research, the individuals marketing the customized program can develop programs which focus directly on the spedhc needs of an independent organization and its employees. 135 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Rodgers (1997) examined the assessment of basic workplace skills training in manufacturing firms in the greater Pittsburgh region in Pennsylvania. " T h e study sought to ascertain the extent to which manufacturing firms with ten to four hundred and ninety-nine employees provided basic workplace skills training for their hourly employees. Basic workplace skills were defined as hourly employees. Basic workplace skills were defined as the ability to perform skills on the job, e.g., reading, writing, mathematics, communications (speaking and listening), problem solving, teamwork, and interpersonal skills. Buckalew (1996) conducted a study to project the employment needs of local business and Industry over a three to five year period of bme. The data of the study would be used to modify the vocational curricula to better meet the needs of local business and industry today. The study found that tomorrow's workforce will require job training and basic education in computer skills, customer relations, reading, writing, and math. Robertson (1996) examined the essential workplace skills in manufacturing industries as perceived by employers, experienced workers, and work based educators. The study sought to Identify essential workplace skills, and to determine if there were significant differences in die perceptions of these skills as identified by employers, experienced workers, and instructors of work based education programs In manufacturing industries. 136 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The study found that employers, experienced workers, and work based- educators from manufacturing Industries agree that reading, writing, and mathematics remains the most essential of die basic workplace skills. Hough (1996) did an Investigation of the skills and abilities needed for employment success today and in the future. The assessment tool for the study was developed using Workplace Basics, I.e., The Skills Employers Want (1989) and the S C A N S Report (1991). The findings revealed that seventy-five percent or more of respondents identified the listed skills and abilities as important or very important to their organizations' success now and in the future. In addition, fewer than seventy-five percent of applicants had the skills necessary for suocŒsfuI «nployment. Menzel (1994) examined how Aetna Life and Casualty conducts the analysis of performance deficiencies and educational needs when designing its instructional programs. The study focused on how workplace educators perform this type of analysis using a framework that includes: 1) Adhering to adult learning concefits; 2) Incorporating Instructional design principles (ISO proœss and the Mager and Pipe Performance Analysis Model as guides); and, 3) Integradng a performance technology approach. Using these frameworks W c 6 helpful in providing significant Insights into the actual practices of workplace educators as they apply the needs assessment phase of the instructional design f w n o c x a s s . 137 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Several Investigators conducted studies that were correlated with needs assessment; but focused on learning and adult education. These studies are valuable because It will give more Insight in providing services to Individuals in the workplace. Gehring (1997) examined the factors affecting learning strategies In the professional workplace. Gehring was Interested In determining if employee characteristics; such as gender and age; could be disbngulshed based upon their choice of learning strategies; and if clusters of employees exist based on their use of learning strategies. The study found the following: 1) Learning strategies are not a useful tool for discriminating among employees grouped on various demographic data; 2) Disbnct groups of learners exist among employees in workplace learning situations; 3) No single set of training principles will work for all employees; 4) Organizational training efforts need to teach the learning strategies Identified as critical for the job and for the organization. According to Lin (1998); learning is a universal erperience in human society; whereas adult workers only experience learning while employed. A key factor for adults learning in the workplace Is to comprehend exactly what they need to have In terms of skillS; i.e., accurate needs assessment. Without knowing v ^ rh a t the employee really needs, the chance of the employee Successfully meeting the competitive challenge on the job and in the marketplace is substantially lessened. 138 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Moreover^ tDda/s highly technological and global society mandates that educational processes be different from the best efforts of past eras^ and educators must be completely equipped with assisting students in gaining the skills necessary for lifelong learning and for finding meaning In the workplace (Spalding, 1998). The workforce activity and events prior to the onset of the twentieth century laid the foundation for the legislation that was formulated by the federal government from the early 1900's to present day. In order to have a complete and thorough comprehension and appreciation of federal workforce legislation that has been enacted into law over the past several decades, It Is Important to take a cursory review of the key events prior to the twentieth century. Between the late 1490's and the mid 1700's, there was an arrangement between Indentured savants and the artisans and farmers who owned them, to work for five to seven years to pay for their pæsage to the Americas. These arrangements marked the beginning of formalized arrangements for workers in Ameiica. During the mid ITfXys^ the thirteen colonies began organizing and pianning for their detachment and independence from England. 139 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. T T ie rebellion of the rope makers over competition from off duty British soldiers sparked the Boston Massacre in 1770. Approximately six years later^ the Declaration of Independence was signed by the Colonial delegates (Brown, 1999, pg. 5). Prior and subsequent to the signing of the Declaration of Independence, unions and worker party associations were created, e.g.. Journeymen Cordwainers union. Mechanics Union of Trade Association and Workingmen's Party and strikes, protests, and unrest were commonplace throughout the entire country. The majority of the strikes and protests were relative to working conditions, hours, and wages (Brown, 1999, pg. 6). The federal government recognized the abuse of slaves by people and companies during the onset of the 1800's. In 1808, a federal law was enacted prohibiting the Importation of slaves Into the United States. Notwithstanding this law, smuggling continued to bring In a small number of slaves until just before the Civil War (Brown, 1999, pg. 7). Subsequent to the passage of this legislation, the abolition movement was spearheaded by William Lloyd Garrison (Brown, 1999, pg. 9). During the time the abolition movenent took place, the ten-hour a day movement began to pick up momentum. The ten-hour movement achieved legislative s u c c ^ in several states for a ten-hour work day. 140 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. However^ these laws contained one loophole that employers used and exploited. All these laws allowed employees b) contract for longer hours If they wanted. Employers manipulated this to apply to all workers and those who refused were fired and/or blacklisted. The presence of an eager labor pool caused by Immigration, weakened empioyee^s bargaining power on this and other issues (Brown, 1999, pg. 9). In 1840, President Van Buren proclaimed a ten-hour day without reduction in pay for all federal employees on public works. This proclamation stayed in place for nearly thirty years. The push to get the ten-hour replaced with a shorter workday did not take place until several years after the Civil War ended. At the end of the Civil War, the Thirteenth Amendment to the Constitution banning slavery In the United States was added. During that time, the movement for an eight- hour day began to build throughout country. In response to the multitude of workers that wanted a shorter work day, the federal government applied the first federal eight hour day to laborers, mechanics, and workmen who worked for the federal government in 1868 (Brown, 1999, pg. 13). The Industrial Revolution took place over a span of forty years from 1880 to 1910. During this period, the American Federation of Labor (AFL) was formed. In addition, the Erdman Act was passed. The Erdrhan Act providing for mediation and voluntary arbitration on the railroads was p^sed in 1898. 141 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Commonplace during this period of time were large factories in a variety of industries. Various types of labor were in high demand to run these new industries. Unfortunately, the continued high population growth in the United States spurred by immigration, helped to keep the value of individual workers low as there was a ready supply of people to fill the positions. Workers continued to organize and resist when their way of life and/or health were threatened (Brown, 1999, pg. 15). Subsequent to the first decade of the 1990's, the federal government established the Department of Labor (DOL) in 1913. The D O L was given power to act as a mediator and to appoint commissioners of conciliation in labor disputes. Shortly after the D O L was created, the Clayton Act (limited the use of injunctions in labor disputes) and the LaFollette Seamen's Act (regulated the working conditions of seamen), and the Adamson Act were enacted in 1914, 1915, and 1916 respectively (Brown, 1999, pg. 17). There were two major Acts that became law during the 1920's. They were: 1) The Railway Labor Act (1926) which required employers to bargain collectively and not discriminate against employees who wanted to join a union; in addition, the act provided for mediation and voluntary arbitration in labor disputes; 2) The Hayes-Cooper Act which regulated the shipment of prison labor goods in interstate commerce was approved in 1929. 142 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In October of that same year, the stock market crash on Wall Street placed the United States in the worst economic depression in its entire history and existence (Brown, 1999, pg. 19). Several years following the stock market crash, the federal government enacted in 1931 the Davis-Bacon Act. This Act provided for the payment of the prevailing wages to employees of contractors and subcontractors on public construction. The following year In 1932, the Anti-Injunction Act prohibited federal injunctions in most labor disputes (Brown, 1999, pg. 19). The federal government passed several Acts from 1933 through 1938. The three most notable were: 1) The Wagner Act (National Labor Relations Act, 1935) which established the first national labor policy protecting the right of workers to organize and to elect their representatives for collective bargaining; 2) The Social Security Act 1935 which established benefits for Individuals in retirement and other situations); and, 3) The Fair Labor Standards Act (1938) which created a twenty-five cent minimum wage and time and a half for hours over forty per week (Brown, 1999, pg. 20). During World War II, the Stabilization Act of 1942 was placed into law. The Act gave the president (Franklin Roosevelt), the authority to stabilize wages based on previous levels. 143 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In the following year, In 1943, President Roosevelt made an executive order to create a Committee on Fair Employment Practkes to eliminate employment discrimination In war Industries based on race, creed, color or national origin (Brown, 1999, pg. 21). After World War n . Congress passed the Taft'Hardey Act In 1947. The Taft-Haitley Act restricted union activities and pennitted the states to pass ''right-to-work' laws. Two years later In 1949, Congress passed an amendment to the Fair Labor Standards Act of 1938 prohibiting child labor for the first time (Brown, 1999, pg. 22). In 1950, a five-year contract was negotiated between the United Auto Workers (UAW) and GenemI Motors. The contract granted pensions, automatic cost of living wage adjustments, and a modified union shop. Five years later, the American Federation of Labor (AFL) and the Congress of Industrial Organizations (CIO), reunited with George Meany as the first president. This merger brought together about eighty-five percent of all union members under one large union. Nine years after the AFL and CIO merger. Congress was compelled to pass the Landrum-Griffen Act (Labor-Management Reporting And Disclosure Act) regulating the internal affairs of unions in order to lessen corruption (Brown, 1999, pg. 23). 144 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The decade of the 1960's had several significant pieces of legislation enacted that Impacted a large spectrum of people. The first was the Equal Pay Act and Vocational Act of 1963. The Equal Pay Act prohibited wage differences for workers based on sex. The second was the Civil Rights Act In 1964. Considered one of the most profound pieces of legislation ever enacted by Congress, the Civil Rights Act prohibited discrimination In employment based on race, color, religion, sex, or national origin. During the same year the Civil Rights Act was enacted, the Economic Opportunity Act of 1964 was placed Into law. This Act focused basically on offering opportunities to disadvantaged Individuals and businesses in terms of education and money for business startups. One year later In 1965, the Higher Education Act of 1965 was enacted. This Act assisted students and Institutions in higher education. The assistance contributed to the growth and progress of both the Individuals and Institutions promoting post secondary education. Approximately four years later In 1968, the Age Discrimination In Employment Act went Into effect. This particular Act made it Illegal to discriminate in hiring or firing persons between the %es of forty and sixty-five years of age (Brown, 1999, M . 23). The concern for worker safety and conditions towards the end of the 1960's prompted the passage of the Occupatkmal Safety and Health Act in 1970, 145 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Specifically, the act authorized the Secretary of Labor to establish health and safety standards, to enforce them, and to listen to employees' legitimate complaints about conditions at the workplace. In 1974, the Employment Retirement Income Security Act (ERISA) was made law to regulate pension funds. One year later In 1975, eighty thousand members of the American Federation of State, County, and Municipal Employees (A F S C M E ) went on strike In the first legal large scale strike of public employees (Brown, 1999, pg. 24). In 1977, the Federal Mine Safety and Health Act of 1977 was passed to Improve working conditions In the nation's mines. In that same year, the Black Lung Benefits Act (BLBA) was passed into law. The Black Lung Act provided for monthly payments and medical treatment to coal miners disabled from pneumoconiosis (black lung) (Brown, 1999, pg. 28). Three years later in 1978, the Humphrey-Hawkins Act of 1978 re-expressed the need to direct full attention to the problem of unemployment in the United States (AFL-dO, 1999). With respect to education and training, the Comprehensive Employment and Training Act (CETA) legislation was enacted into law during the early 1970's. The philosophical orientation of the C E T A program, doiiars expended, and persons served by the program were important for higher education during the 1970's. Community colleges, for example, working with the C E T A program focused on delivery of credit-based and job-specific classroom training and provision of support services to participants. 146 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The training enabled workers to enter the job market, advance In their present jobs, and keep pace with technology. The two options for postsecondary Institutions when they worked with the C E T A program were non-hnandal agreements or a contract with a prime sponsor. The contractual basis offered the Institution a wide range of opportunities. Including credit-and noncredlt-oriented direct services to Individuals, credit-and noncredit-oriented professional staff development, research and evaluation projects, and technical assistance and consultation services (Vogler, 1982). In terms of program success, a study was conducted to ascertain if the C E T A training program worked for adults. The findings revealed that for both male and female participants with the least past employment experience had the largest earning gains after the C E T A training enactment (Bloom & McLaughlin, 1982). During the phasing out of the C E T A program in the early 1980's, the federal government shifted to a new piece of legislation called the Job Training Partnership Act of 1982 (JTPA) (Tapper, 1983), The JTP A was established to help disadvantaged persons prepare to obtain employment. The legislation allows the federal government to work primarily through a kxally based program delivery system to provide remedial education, training, and employment assistance to low-income and long-term unemployed youth and adults. One of the key features of the JTPA is promoting equal roles for both the public and private sectors in all aspects of programs set up under the act. 147 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Another Is making both sectors partners in determining how funds are administered and programs managed at the local level (National Alliance of Business, 1983). The Carl D. Perkins Vocational Education Act was enacted in 1984. This particular act provided funding for institutions and increased access to high- quality programs for special populations, as well as improving the overall quality of vocational education. One of the most notable projects under the Carl D. Perkins Vocational Act of 1984 was the Cooperative Demonstration Program. Under the Cooperative Demonstration Program, it was found that projects with a large number of private partners tended to be simply customers of the project's customized training. The projects with fewer partners tended to share in the design and /or delivery of training (Bateman, 1992). In 1986, the Immigration Reform and Control Act of 1986 was enacted into law. This legislation was included four provisions: 1) A legalization program that permits certain Indlviduais to become permanent readent aliens; 2) Farm worker provisions; 3) A requirement that non-citizen applicants for federal benefit programs be screened to insure legal entitlement; and 4) Employer sanctions that make it illegal for employers to knowingly hire undocumented persons (Kamasaki, 1986). 148 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. There were several major pieces of federal workforce training legislation enacted during the 1990's. One of the key pieces of legislation was the Workforce and Career Development Act (WCDA) of 1996. The W C D A was designed to streamline existing federal education^ employment, and job training programs and increase accountability. At the federal level. It would require collaborative program administration by the Secretary of Education and the Secretary of Labor, while at the state level, governors would be required to submit comprehensive state plans to the Secretaries as a condition of eligibility for federal funds (McKinney, 1997). The federal government In 1990 created the National Workplace Literacy Program (NWLP). The N W L P provided grants to partnership of business, labor, and educational Organizatkms to develop model programs for teaching job- related basic sW iis. These projects yielded Information about promising practices, effective program elements, and barriers to Implementation (Seamon, 1990). Signed Into law in May, 1994, the School-to-Work Opportunities (STWO) Act provided states and communities with funds to develop systems that connect academic knowledge with technical skills and workplace competencies. The S TW O links the Goals 2000: Educate America Act with workforce and economic develqDment and Is designed to help the nation prepare for the effects of technological changes. 149 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. T T ie S TW O presented challenges for two-year colleges, including the use of state rather than federal-based funding, the need for alternative schedules other than semesters, and conflicts between credit and non-credit courses (Shults, 1997). In the same year the School-to-Work-Opportunlties Act was passed so too was the National Workforce Assistance Collaborative (NWAC). The N W A C was designed to make companies more productive. It is a national resource for technical assistance in workforce and workplace development operated by the National Alliance of Business and a number of partners. The NWAC's main focus was to build the capacity of companies in the areas of workplace literacy, technical training, work restructuring, and labor/management relations. It will identify existing products, adapt some of these products to meet the needs of its target customers, and develop new products to fill any unmet needs. In addition, the N W A C included plans to create additional links between the collaborative and community colleges, e.g., a national network of community college workforce training providers; the creation of a national, employment, training and literacy database of community college programs; and the conducting of a Workforce Development Institute (Bergman, 1994). Congress passed the Personal Responsibility and Work Opportunity Reconciliation Act in 1996. This legislation dealt primarily with welfare reform. The primary emphasis of the act was to assist the individuals who were within ISO Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the welfare system with options to receive tmlning and skills that would Inevitably move them off of welfare and Into employment (Konz, 1997). There were two key pieces of federal legislation that were placed Into law during the late 1990's: 1) The Carl D. Perkins Vocational-Technical Education Act of 1998; and 2) The Workforce Investment Act of 1998. The Carl D. Perkins Vocational-Technical Act restructures and reforms programs, previously authorized by the Cad D. Perkins Vocational and Applied Technology Education Act, setbng out a new vision of vocational and technical education for the twenty-first century. The Workforce Investment Act of 1998 reforms Federal employment, adult education, and vocational rehabilitation programs to create an Integrated, "one-stop" system of workforce Investment and education activities for adults and youth. Entities that carry out postsecpndary vocational and technical education acbvities assisted under the Perkins Vocational and Technical Education Act are mandatory partners in this one-stop delivery system (AFL-ao,1999). Workforce legislation In the near and distant future will need to address the issues that stem from the United States moving from a manufacturing to a global service economy. In additibn/ the constantly changing demographics and characteristics of the workforce will need to be taken into account. 151 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The legislation that the federal government produces will hopefully be a strong catalyst in keeping the economy strong and the United States In the top echelon of product producers and service providers in the international marketplace. At the twentieth annual Earl V. Pullias Lecture at the University of Southern Caiifomla in 1998; Chancellor Thomas Nussbaum of the California Community Colleges discussed important milestones that occurred from the time Proposition Thirteen was passed In 1978 until 1988 when Assembly Bill 1725 was ushered in as the renowned reform bill (Assembly Bill 1725 created the California Community Colleges as a system, i.e., a system composed of the Board of Governors and local boards, and established a new era of ''shared governance" at both the system and local levels). Analyzing the significant events relative to the California community college system. Chancellor Nussbaum said, 'The passage of Proposition Thirteen in 1978 brought an era of increased legislative intervention and micromanagement. In the eight year period between 1978 and 1986, over seventeen hundred and fifty statutes pertaining to community colleges were added, amended, or repealed". He went on to say that, " the mechanism for funding the colleges was completely changed five times. Almost overnight, the colleges were required to delete thirty million dollars worth of recreational and vocational courses from their catalogs. 152 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. And to top it off, the colleges were required k) charge tuition for the first time. B y 1987, consensus was starting to emerge within the colleges that perhaps a "system"— a system composed of the local boards and the Board of Governors— was needed as a means of bringing focus and limitation to what was becoming Intolerable micromanagement by the Legislature" (Nussbaum, 1998, pg. 5). In the 1995-1996 Legislative Report from the Chancellor's Office to the Board of Governors of the California Community Colleges, there was a discussion of the community college role in the administration and distribution of block grant funds related to workforce training: "A major mission of the community colleges continues to be the provision of ocqupatlonal education and job training. Community colleges play a critical and increasingly Important role In providing essential training needed for California's economic success. Acknowledgement of this role was Included In the Master Plan for Higher Education in Focus, a draft document of the Assembly Committee on Higher Education". Furthermore, recent reform efforts at the national level. Including specific legislation, have embraced the Idea of block grants to states where vocational education and workforce training funds are now allocated under separate programs. In preparation for such a change, state officials. Including the Governor, have begun to plan for the governance and administration of what are expected to be fewer federal dollars for such purposes. Equally, this reform spirit envisions the possibility of state support for workforce training and occupational education being combined with, or at the very least, coordinated with federal funds". 153 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The legislative report also described the legislative activity in both the State Assembly and Senate. A large number of bills were Introduced in the area of economic development and work force training. The bills and the related activity are as follows: Assembly Bill 3268 (Ducheny), A B 3054 (House); and S B 728 (Johnston); focused on eliminating the fragmentation of education and employment training and ensuring that all segments of the workforce obtain the necessary skills to remain competitive in the labor mark^ and to promote the ecofxxnic development of California. "T he y were sent to conference and d W not return to the floor for action. The absence of federal funds Impacted the progress of several bills in this area. Bills of particular Interest were: AB 861 (Ducheny); established responsibility for federal block grants (did not survive conference); A B 929 (Baton); which died, A B 1145 (Morissey); which was amended to another subject, and AB 1867 (Vlllaraigosa), which died, used federal oil penalty funds to establish training In alternative fuel vehicles; AB 2421 (Baca); added assistance to communities impacted by military base downsizing to the community college mission (Chapter 96-276); and S B 645 (Johnston), which required a model job training "report card" (Chaptered 96-771). Finally, AB 2672 (Ducheny), S B 589 (Solis), S B 643 (Johnston), S B 1654 (Johnston), and S B 1686 (Solis) all related to the administration of statewide school-to-career/workforce training and stalled at various points in their legislative joumles except for S B 643, which was vetoed by the Governor ( Board of Governors Annual legislative Report, 1995-96, pg. 7). 154 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Prior to Gray Davis becoming Governor of the State of California, he announced In February, 1998, his intention to continue lowering fees, provide better teacher compensation, and strengthen relations between community colleges and the private sector. The Lieutenant Governor's intention at that time was to diminish student financial barriers to college by lowering or freezing tuition. In 1997, the Lieutenant Governor sponsored the College Affordability Act, which cut per-unit costs from thirteen dollars to twelve dollars. In addition, he mentioned how Important it was to Increase the number of full-time Instructors and improve t)enefits for existing part-time teachers to promote a stable faculty capable of providing quality education (Wong, 1998). At the Fall Leadership Conference in 1999, Chancellor Thomas Nussbaum talked about how the decade of the 1990's was extremely tight in terms of cost of living changes and purchasing power. The tight conditions that he discussed are dose to the conditions the community colleges went through subsequent to the passage of Proposition Thirteen in 1978. In addition. Chancellor Nussbaum mentioned that new funding was earmarked and categorized for the Cal Works program, scheduled maintenance. Instructional equipment, telecommunications and technology, and economic development (Nussbaum, 1999, pg. 3) California's unemployment rate is currently in the vidnity of five percent. The natk)nal unemployment rate is presently hovering at around four percent. The economy is relatively strong and the funding is available for some, but not all, areas. 155 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. For areas like higher education^ for example^ funding remains to be somewhat limited. Consequently, the areas that need to be taken care of may not be dealt with in a timely fashion because of the scarcity of resources and funding. Workforce training legislation in California will need to be continuous to keep pace with the diversity of business, industry, and workforce demographics. However, if the funding is not feasible to implement workforce legislation and the politics to keep it from coming to fruition are evident, then the likelihood of monetary resources being rejected is strong. An exemplification of something that was definitely needed, but had to be rejected due to other funding prioribes is as follows: The Senate Bill 1283, sponsored by Richard Polanco (D-Los Angeles) was introduced in the California State Senate. The senate bill was essentially state legislation to provide hundreds of millions of dollars to refurbish aging buildings on all of the nine Los Angeles Community College campuses. The bill passed In the State senate but was vetoed by Governor Gray Davis (Levy, 1999). CALIFORNIA WORKFORCE PROGRAMS A short time after the concept of contract education became active and during a recessionary economic pericxi in the State of California and the country, the California State Legislature created the Employment Training Panel (ETP) as a coopérative business-labor program in 1982. 156 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. It was created in a year of high unemployment and declining resources for employment training and vocational education. E T P was designed to fund training to meet the needs of employers for skilled workers and the need of workers for good^ long-term jobs. It was also created out of a recognition of the critical role that retraining can play in mitigating the impact of an economic transition on both workers and employers. Furthermore^ training supported by E T P is used to improve the economic climate by training new workers for full time employment and by retraining workers in danger of being displaced as a result of a recession^ technological advancements in the workplace or aggressive foreign and domestic competition (Employment Training Panel; 2000). The original legislation establishing E T P also established the Employment Training Fund (ETF). Each private; for-profit California employer is required to contribute one-tenth of one percent (0.1%) of the first seven thousand dollars ($7;000) of wages of each employee subject to unemployment insurance taxation (an annual maximum of $7.00/employee) to the E T F . At the time; employer contributions into the Unemployment Insurance Fund were reduced by the same amount paid to the E T F (Employment Training Panel; 2000). The E T P enabling Legislation has been amended numerous times. Per the 2000-01 Budget Act (effective 01 July 2000); the Legislation was revised; providing for the appropriation of funds from the Employment Training Fund for allocation by the Employment Training Panel for: 157 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1) The local assistance portion of welfare-to-work activities under the C a lW O R K s program; and 2) For training of workers in regions suffering from high unemployment and low job creabon^ including the working poor (Employment Training Panel, 2000). During the year 2000, Senate Bill (SB 43; Chapter 491, Statutes of 2000) was signed Into law by Governor Gray Davis and Is scheduled to become efkcüve on 01 January 2001. This new legislation would make the following changes In the program: 1) Require companies In retraining projects to make a monetary or In-kind contribution; 2) All training be customized to the needs of one or more employers; 3) Simplify the definition of eligible retrainee; 4) Eliminate the eighteen (18) month limit on training; 5) Revise requirements of the Special Employment Training (SET) program; and elimination of the Panel's sunset date, making E T P a permanent program (Employment Training Panel, 2000). For nearly two decades the Employment Training Panel in California has made a significant Impact on the economic stability of the state. The primary mission of E T P since its inception is to be a significant economic development tool for business attraction and business retention. 158 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Moreover, it Is designed specifically to work in partnership with business, labor, and government, to provide funds for training California's workforce in the skills necessary for businesses to remain viable and compete in the global economy, while providing workers with reasonable wages and secure employment (Employment Training Panel, 2000). The Employment Training Panel has a solid record in terms of serving small business in Califomia. Since its inception, it has been recognized as an essential resource to many small employers who otherwise have no means to train their workers. Historically, eighty percent of the businesses served through E T P funds have been small, i.e., two hundred and fifty or fewer workers. Most of the small businesses in Caiifbmia are either in the services industry (roughly forty-five percent ); or are too small (one through nine employees) to release any workers for training. The businesses with one to nine employees comprise about seventy-five percent of the businesses in California. These factors have a direct impact on the number of businesses available for E T P funding (Employment Training Panel, 2000). In terms of funding, E T P funds eight times as many small business manufacturers than are represented in the Caiifbmia economy as a whole, i.e., while only 5.6 percent of Califomia businesses with fewer than one hundred employees are manufacturers, forty-seven percent of those size firms hrnded by ETParem anu^urers. 159 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In addition; E T P has also successfully targeted California's smaller employers; i.e.; those with fewer than twenty employees. These employers represent forty- eight percent of all businesses served by E T P in F Y 1998-99 completed contracts (Employment Training Panel; 2000). E T P 's entrepreneurial training category addresses the needs of small businesses employing nine employees or less. The training Is provided to ensure business success to these smallest business owners who are primarily in the service industry; e.g.; hotel; restaurant. The business success is measured by employee retention and business expansion (Employment Training Panel; 2000). E T P 's focus has been In support of job creation and retraining workers in high skill; high wage; secure jobs for employers facing out-of-state competition. Furthermore; there has been support for businesses adopting new technologies and Implementing new production techniques. Since the early 1990% E T P has helped employers retain approximately one-hundred and sixty six thousand jobs in California between July; 1991; and June; 1999. This can be translated into supporting California's economy by providing nearly thirty-five thousand businesses with six hundred and forty-six million dollars to train and retain in employment more than three hundred and thirty-seven thousand workers since Its Inception in 1983 (Employment Training Panel; 2000). 160 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. According to a recent independent two-year study of more than thirty- seven thousand E T P trainees, the return to the Califomia economy was five (5) times ETP's Investment, i.e., the seventy-three million doliar investment by E T P resulted in more than a four-hundred million benefit to the economy. Other findings of the study showed the following: 1) Total payroll for companies E T P served grew by almost twenty-six percent compared to an only ten percent gain by non-ETP served companies of a similar nature; 2) Employment In companies served by E T P grew more than fourteen percent from the year before compared to a small employment decline of less than one percent for similar companies not served by E TP ; 3) Employers who participate in an E T P contract are subsequently more willing to increase their own investment in training their workers (EmploymentTraining Panel, 2000). As noted earlier, E T P is funded through the Employment Training Tax on Califomia employers participating in the Unemployment Insurance (UI) system to a maximum of seven dollars per employee annually. On the average, E T P contracts out t)etween seventy and one hundred million dollars in training funds per annum. In F Y 1998-99, E T P approved approximately nearly eighty-six million dollars for training and employment retention, targeting approximately sixty thousand trainees at an average of fifteen hundred dollars per trainee (Employment Training Panel/2000). A Fixed-Fee Training Rate Table reflecting monies for businesses is shown in Appendix B . 161 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ÇPNCLVgIQN The literature review provided a considerable amount of Information and insights relative to the broad concept of economic development and specific particulars of contract education. The information from the literature review provided a major contribution to the investigator in terms of understanding the design, development, and implementation of the District contract education program at a Southern Califomia community college district. Moreover, the literature assisted the Investigator with the formulation of recommendations that were made in Chapter Six of this case study. While the Information that exists in the literature on economic development and contract education has some merit, it is also somewhat Inadequate. Specifically, there is a sufficient amount of general information relative to economic development and contract education that has been generated over the past twenty years, but there are virtually no case studies that examine the effectiveness of the design, development, and Implementation of a contract education program for a multi-college community college district. 162 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER I I I RESEARCH METHODOLOGY INTRODUCnON The purpose of this chapter Is to describe the research methodology employed in conducting this qualitative research study. This chapter indudes a review of the qualitative paradigm and attributes of a descriptive case study. Specifically^ the chapter is comprised of ten components. They are as follows: (1) Research Design; 2) C ase Study Paradigm; 3) Descriptive C a s e Study; 4) Restatement of the Research Problem; 5) Research Questions; 6) Data Collection; 8) Archival Documents; (7) Semi-Structured Interviews; (8) Survey Questionnaire; (9) Reliability and Validity; and; 10) Conclusion. RESEARCH DESIGN Qualitative research has its roots in cultural anthropology and American sociology (Babble; 1995). According to Strauss & Corbin (1990); Skipper & Allen (1993); Creswell (1994); and Bogdan & Biklen (1992); qualitative research is subjective; interpretative; vaiue-laden; and involves data collection in a natural setting. Merriam (1988; pg. XIV) describes a qualitative research study a S ; "an intensive; holistic description and analysis of a bounded phenomenon such as a program; an institution; a person; a process or sodal unit". The focus of qualitative research is on procesS; meaning; and understanding. The overall process is essentialiy a focus on how something happens rather than on outcomes or results obtained (Patton; 1990). Moreover; qualitative research does 163 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. not begin with specific questions to answer or hypotheses to test; rather, it is concerned primarily with understanding behavior from the subject's own frame of reference (Merriam, 1988). In addition, qualitative research gives the investigator an opportunity to collect the data vis-à-vis the people at the location they spend most of their time at (Merriam, 1988). Qualitative research allows the investigator to conduct extensive questioning and probing that would inevitably reveal the true nature of the process to be analyzed (Miles & Huberman, (1984). The questions in qualitative research are not framed by manipulating variables; rather, they are formulated to Investigate simple to complex topics in context (Miles & Huberman, 1984). Furthermore, the qualitative research paradigm Is research that collects soft data that is not easily handled by statistical procedures and is very rich in description (Bogdan & Biklen, 1992). The intent of qualitative research Is to understand a particular social situation, event, role, or Interaction (Silverman, Spirduso, & Locke, 1987). The entire process gives the researcher an opportunity to make sense of the research by way of classifying the object of study, contrasting, comparing, replicating, and cataloging (Miles & Huberman, 1984). The Investigator In a qualitative research study is the primary instrument for data collection and analysis. As the data are collected, they are assessed against the values, beliefs, and biases of the investigator. If the investigator is not careful, the analysis produced could be incorrect, fraudulent, or uninspired. O n the other hand, the Investigator may divulge some Interesting insight relative 164 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. to the subject that Is being analyzed. Qualitative research does not attempt to negate these human qualities; but rather, acknowledge and apply them (Bogdan & Biklen, 1992). Qualitative research can be very beneficial when an Investigator is careful during the entire research process. According to Wolcott (1990, pg. 82), one of the pitfalls for qualitative researchers, especially In the field of education, seems to be the urge to go beyond 'Vrhat is" to making pronouncements about \vh at ought to be". The adage of "'knowing when to stop" Is very applicable to Wolcotfs perspective. CASE STUDY PARIDIGM A case study can be described as a detailed examination of one setting, or a single subject, a single depository of documents, or one particular event (Merriam, 1988). The general design of a case study is best described as progressing from general to spedfic. The "Tunneling down" approach in formulating a design and focusing a study Is a natural occurrence In qualitative research (Bogdan & Biklen, 1992). In terms of consensus among researchers, there is little consensus on what actually constitutes a case study, or how one goes about doing this type of research. Stake (1994) believes that a case study Is nota methodological choice, but a choice of object to be studied. Gay (1987) considers the primary purpose of a case study is to determine the factors, and relationships among the factors. 165 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. that have resulted in the current behavior or status of the subject(s) of the study. In other w o rd S y the main purpose of a case study is to determine why^ not just what. How did qualitative research come about? According to Yin (1989); the distinctive need for case studies arises out of the desire to understand complex social phenomena. C a se studies often result in answers to the question; "How did things get to be the way they are?"(Stake; 1995; pg. 34). Moreover; case studies uncover the interactions of significant factors characteristic of the situation under investigation (Stake; 1995; pg. 34). According to Issac & Michael (1997; pg. 48); "case study research is particularly useful because it reveals the Important variables; processes; and interactions that deserve more extensive attention and are often the source of fruitful hypotheses for further study". DESCRIPTIVE CASE STUDY The investigator because of the nature of the questions being explored; selected a qualitative approach to this descriptive case study. A descriptive case study design was best suited to sufficiently address the research questions stated in the study. Moreover; the qualitative research paradigm was appropriate to select because of the nature of the study. A descriptive case study is a qualitative inquiry that provides an overall view of an organization; an aspect of an organization; and/or the people who are within it. 166 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. n ils approach studies "the background, current status, and environmental Interactions of a given social unity, an individual group. Institution, or community^ (Isaac & Michael, 1997, pg. 48). Furthermore, descriptive case studies are useful in presenting basic infonnatlon about areas where little, if any, research has been conducted. Such studies are often used to establish a basis for building theory and forming future comparisons (Merriam, 1988). The primary and main emphasis of this descriptive case study was to examine the design, development, and implementation of the district contract education program at a Southern Califomia community college district in Costa Mesa, Caiifbmia. The program design and processes from 1989 through 1999 were examined to ascertain effectiveness and progression. The perceptions of administrators, e.g., chancellor, presidents, vice presidents, and deans, at the district office and three campuses, as well as program directors, instructors and organizations involved with the program, were elicited to illuminate a complete and thorough description of the program. Furthermore, the researcher gathered data from program documents at the district ofRce and various campuses, as well as through survey questionnaires and semi-structured interviews, with the abovementioned individuals from the various campuses throughout the district. This case study is an in-depth anaiysis and investigadon examining a Specific program at a multi-college community college district In Southem Califoihia. 167 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The study addresses three general areas: 1) Design; 2) Development; and, 3) Implementation. There are a total of eight research questions relative to the aforementioned general areas. RESTATEMENT OF THE RESEARCH PROBLEM The essential reason and purpose of this study was to thoroughly examine the design, development, and implementation of a multi-college Califomia community college district's contract education program in Southem Califomia over a span of ten years, i.e., 1989 through 1999. Moreover, the key objective of the investigator was to seek and obtain a thorough understanding of how the design, development, and implementation have contributed to the effectiveness and progression of a contract education program at a community college district in Southem Califomia over the past ten years. RESEARCH OUESHONS The eight research questions for this case study investigation were Investigated, examined, and addressed during the formulation of this chapter. The research questions for this study are as follows: # 1) Since the Inception of contract education program at a community college district in Southem Califomia in 1989, how has the design of the program contributed to successfully providing educational services to the private and public sector organizations in the marketplace and community? # 2) With respect to program design, what changes have been initiated, or must be made to the program, to make it more successful and progressive in terms of providing educational services to the 168 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. private and public sector organizations in the marketplace and community? In what ways has the contract education program developed over the past ten years to better serve and provide educational services to the private and public sector organizations in the marketplace and community? # 3) Have the changes in development over the past ten years enhanced the contract education arrangements and relationships between private and public sector organizations in the marketplace and community? # 4 ) Should formalized short and long term marketing plans, i.e., five and ten year, for the contract education program be developed and followed? Do you believe that formalized marketing plans would enhance the growth potential of the contract education program during the first decade of the twenty-first century? # 5) Has the Implementation of contract education program at the district and with private and public sector organizations been successful or unsuccessful? * 6) Why has the Implementation of contract education program been successful or unsuccessful at the district and in the marketplace and community? # 7) What changes have been initiated and made to enhance the implementation of contract education program at the district and in the marketplace and community? # 8) Will additional staff and financial resources significantly improve the overall implementation of contract education program during the next decade? Is it probable that the district has the fiscal resources to staff and provide the resources for œntract education over the short and long term? If not, why? 169 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DATA COLLECTION One of the things that makes case study research Ideal and a strong approach for various research topics Is that it provides the Investigator with the latitude and opportunity to initiate an in-depth look at a particular area, e.g., specific program. For this particular study, the specific program is the contract education program at a community college district in Southem Califomia. The term "data" refers to the information from archival documents, answers from interviews, and survey questionnaires that researchers collect from the world they are studying; they are the particulars that form the basis of anaiysis (Bogdan & Biklen, 1992). According to Yin (1989), data from qualitative research can be collected in various ways and a variety of evidence can be dealt with. During the qualitative research process, the fundamental attribute is human interaction. Moreover, qualitative research is very dependent upon data obtained from interviews, questionnaires, observations, and documents. The most important advantage presented by using multiple sources of evidence is the development of converging lines of inquiry leading to a process of triangulation (Yin, 1994). Since a triangulation of data was the most appropriate approach to provide thorough and in depth answers to the research questions in this case study, it was selected as the research method by the investigator. 170 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. According to Tierney (1991, pg. 19), triangulation is defined as 'The use of a variety of data sources in a study, the use of several researchers, the use of multiple perspectives to interpret the data, the use of multiple methods, or various combinations of these four methods^. In this case study investigation, triangulation of the research data was accomplished through the examination and evaluation of existing documents, i.e., archival documents, survey questionnaires, and semi-structured interviews (See Figure 3). The archival documents were obtained from the community college district office where the contract education program was located for a period of ten years. The semi structured interviews were with administrators at the district level, e.g., chancellor, presidents, vice presidents, and deans, on each of the three community college campuses. The interviews were conducted vis-à-vis the telephone. Copious notes were taken during the interviews in lieu of taping the telephone conversations. The survey questionnaires were sent to instructors, businesses, and agencies in the private and public sector vis-à-vis the United States Postal System. Thirty eight one dollar lottery tickets were included with all of the survey questionnaires as incentives for participation, cooperation, and the hope for a higher response rate. 17 1 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. FI GURE 3 Triangulaüon of Data Sou rce s DMA F R O M ARCHIVAL DOC UME NT S D A T A F R O M SEMI-STRUCTURED I NTERVIEWS D AT A F R O M SU R V EY QUESTIONNAIRES 172 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The data obtained from the archival documents^ semi-structured interviews, and survey questionnaires were sufficient in terms of acquiring a thorough and comprehensive understanding of the effectiveness of the design, development, and implementation of the contract education program in a community college district in Southem Caiifbmia. To ensure that a complete and thorough view of the contract education program was made, an interview questionnaire was utilized as one component of the research instrument for the case study. The interview questions were correlated with the three générai areas (design, development, and implementation) of the contract education program. Prior to conducting the telephone interviews, the investigator of this study followed interview guidelines formulated by Dr. Carol Roberts (1995) (T^e Jbfenww Â ? AA/cabb/»/ (See Appendix C). The Interview format was selected for this qualitative case study because it is flexible and adaptable, and allows the Investigator to probe for more information when appropriate. According to Gay (1987), the interviewer is able to establish a rapport with the interviewee, providing an opportunity to clarify individuai questions resulting in more honest and accurate responses. The downside of research interviews is that they may take a considerable amount of time, are quite costly, and subject to personal bias (Yin, 1994). Interviews that are conducted in person may require addltionai preparation and travel time. 173 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The further the investigator Is located from the person to be Interviewed, the more costly It is. If the investigator is unable to make multiple appointments on the same day, the overall cost of travel to the location where the interviewees are could be extremely high. For this particular descriptive and qualitative case study Investigation, the investigator made the decision to conduct the Interviews vIs-à-vis the telephone. Investigators conducting Interviews In the field will encounter problems If they enter Into the activity III prepared. An astute Interviewer can negate or offset these disadvantages by adequately planning the Interview and developing a detailed Interview guide of what questions are to be asked and In what order. According to Issac & Michael (1995), practice Interviews conducted prior to the real one establish safeguards against Interviewer bias and making provisions for calculating the reliability of the Interview data. In addition, the Interviewer must be careful In making sure the Interviewee easily understands the language used In the Interview, and the questions posed by the Interviewer should be those about which the interviewee would be expected to have Information. Prior to conducting the seml-structured Interviews, the Investigator sent each Interviewee a consent form (See Appendix D). The rationale for using this form was to ensure that the Interviewee understood the parameters of the study and assure confidentiality of the Information given In the Interview. 174 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A source of data chart (See Table 1) was formulated to show the relationship of the sources of data with the case study research questions. E a ch of the data sources was marked with an "X" If there was a direct correlation. In addition, a matrix was formulated showing the relationship between the three dependent variables, i.e., the design, development, and implementation, and the research questions for the case study (See Table 2). Every question that is relative to any of the dependent variables is indicated in the respective box. As with the source of data chart, an "X" was placed in the box where there was a direct correlation. According to Marshall & Rossman, (1989, p. 112), "qualitative data anaiysis is a search for general statements about relationships among categories of data". Essentialiy, it is the proœss of systematically working with data to organize them into manageable units, synthesizing them, and searching for patterns (Bogdan & Biklen, 1992). In effect, the process Is data reducbon. According to Strauss & Corbin (1990), data reduction brings collected data into manageable pieces of information and allows interpretation by the researcher. Bogdan & Biklen (1992) discuss a cut and file method for organizing categories of data. 175 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE 1: DEPENDENT VARIABLES AND RESEARCH QUESTIONS D E P P N P;N T_ yAMA5k:S C A S E STUDY R E S E A R C H QUESnONS P R O G R A M DESIGN P R O G R A M D E V E L O P M E N T P R O G R A M IMPLEMENTATION R E S E A R C H Q U E S T I O N #1 X R E S E A R C H Q U E S T I O N #2 X R E S E A R C H Q U E S T I O N #3 X R E S E A R C H Q U E S T I O N #4 X R E S E A R C H Q U E S T I O N #5 X R E S E A R C H Q U E S T I O N #6 X R E S E A R C H QUESTION#? X R E S E A R C H Q U E S T I O N #8 X 176 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE 2: CONNECTING DATA SOURCES fTRIANGULATIONl %VRGE QF m iA C A S E ARCHIVAL SEMI S U R V E Y STUDY D O C U M E N T S STRUCTURED QUESTIONNAIRES R E S E A R C H INTERVIEWS QUESTION R E S E A R C H Q U E S T I O N X X #1 R E S E A R C H Q U E S T I O N X X X #2 R E S E A R C H Q U E S T I O N X X X #3 R E S E A R C H Q U E S n O N X X X #4 R E S E A R C H Q U E S T I O N X X X #5 R E S E A R C H Q U E S T I O N X #6 R E S E A R C H Q U E S T I O N X #7 R E S E A R C H Q U E S T I O N X #8 177 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The Investigator of this study utilized the coding of categories to sort descriptive data collected from the semi-structured interviews^ survey questionnaires^ and archival documents. With respect to the survey questionnaires, each questionnaire was given a reference number to keep track of from whom and where it had come. The responses from the questionnaires were examined and marked from where they came from and the variable of the research questions with which it was associated. The data from the semi structured interviews and archival documents were handled in the same ^shion as the survey questionnaires. The data from the interviews were examined and marked with a code indicating where It came from. The association of the data from the interviews is shown in Table 1. The term document can refer to a wide spectrum of written materials relative to a study. According to Yin (1994, pg. 81), "The most important use of documents is to corroborate and augment evidence from other sources". One of the things that makes documents useful is that they can be used as a concrete source of data to corroborate information from other sources, e.g., interviews, questionnaires. Merriam (1988, pg. 108) views documented material as "a stable resource and, unlike interviewing and observation, the investigator does not alter what is being studied by his or her presence". 178 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Documents relative to the contract education program were taken from the Southern California Community College District headquarters as well as from the various czmpuses. The documents consisted of records Including correspondence^ spreadsheets, brochures, and the like, regarding various aqaects of the program such as expenditures, revenues, pdkxs, cMaKs, ekx The necessary documents were complied and examined. The data from the ckxajnHsnGvvere used to corroborate and augment the data collected from the survey questionnaires and semi-structured interviews. The utilization of documents in a case study may enhance the data from other sources. One of the greatest advantages in using documentai material Is stability (Merrlam, 1988). Moreover, "unlike interviewing and observation, the Investigator does not alter what is being studied by his or her presence" (Merrlam, 1988, pg. 108). Data from the docunwnts obtained from the district office and campuses substantiated the design, development, and Implementation of the contract education program at the Southern California Community College District. According to Yin (1994, pg. 84), "one of the most important sources of case study information is the interview". The primary reason for conducting an InterwieiN is tx) c d b t z w n a g ; rnucfi pHsrtihent irrformatiCHi f f c w m tfie i n t x s r v i e À m w s e ! relative to die case stucfy sutqksct rnattewi iri dhis c z is * » , ip o n t r a N C t e d iM :a tic > n . 179 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. rw() advantages of conducting Interviews are that they provide greater capacity for free dialogue^ and can produce a greater quantity of data than questionnaires (Borg & Gallf 1996). Interviews also allow Interviewees to extrapolate freely and openly without the feeling of Inhibition. The answers produced by those being Interviewed are generally more sophisticated and complex (Babble, 1995). Interviews are commonly utilized by researchers In qualitative case studies as the primary source of data. Bogdan & Blklen (1996, pg. 96) consider an Interview as, "a purposeful conversation between two people that Is directed by one In order to get Information from the other". Interviews can have varying degrees of structure, but the success of an Interview Is contingent upon the Interaction between the Interviewer and the respondent (Merrlam, 1988). Babble (1995) views Interviews as mechanisms to provide ideas filtered through the perceptions of interviewees. An effective Interview Is one that allows the person that Is being Interviewed an opportunity to delineate his or her total perspective on the subject mcAter of the Inkrview. Not allowing the Intavlewee to extrapolate could produce problems and compllobons. According to Bogdan & Blklen, (1992), when the interviewer controls the content too rigidly, or when the Interviewee b unable to respond openly with his or her perspective, then the Interview will fall out ofthe qualitative range and nqtbe a useful to pio f research. 180 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. The main rationale and purpose of the Interviews in this case study was to establish as much of a database as possible of pertinent information about the contract education program from a variety of administrators at the district levei, as well as on the three campuses. All of the administrators selected to be Interviewed had responsibilities regarding contract education. Perspectives from these decision makers and the Individuals Involved with the day-to-day operations, e.g., deans, were important to collect and examine. In all, a total of nine academic administrators were interviewed. The interviews conducted by the Investigator of this study utilized interview protocols for the Interviewees (See Appendix E). The protocols utilized were guidelines, but each interview conducted was allowed to take Its own direction once the interview process commenced. According to Merrlam (1988, pg. 74), "In the semi-structured interview, certain information is desired from all the respondents. These Interviews are guided by a list of questions or Issues to be explored, but neither the exact wording nor the order of the questions Is determined ahead of time. The format allows for the researcher to respond to the situation at hand, to the emerging world of the respondent, and to new ideas on the topic." The questions formulated for the interviews were open and closed- ended. The unstructured open-ended questions gave the interviewees that opportunity to respond freely and openly to questions w l^out llmltabcms and resthctlons on the length of the answer. The structured close-ended questions, on the other hard, n^ulred limited answers (See Appendix 1 8 1 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. The rationale behind selecbng subject interviews with the chancellor, presidents, and deans of the various campuses of the district stemmed from the 1 ^ they had responsibilities related to the contract education program. Moreover, none of the individuals chosen to be interviewed would be considered atypical or of low credibility. Selecting credible informants that are not atypical is extremely important in a qualitative research actiwty like interviewing. According to TTem ey (1991, pp. 18-19), "guarding against atypical informants, sources with low credibility, and interviewer misperceptions ensures accuracy of the data". SURVEY QUESTIONNAIRE The survey questionnaires were designed to gather data from a selected sample of instructors and organizations from the private and public sector that are involved with a contractual education arrangement with the contract education program at the Southern California Community College District. The staff at each of the three campuses assisted the Investigator in selecting a sample from businesses, agencies and the college to whom to send survey questionnaires. Although this is not a comparative study and the selected sample would not be considered "purposive sampling", the selection was based on which individuals and organizations would be more inclined to participate in the study. A selected sample of fifty instructors teaching contract education and representatives from twenty-five businesses and organizations involved from the private and public sectors were selected and sent survey questionnaires. 182 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. Had the Investigator opted to conduct a study relative to several cases, then a purposive sampling method would have been appropriate and utilized. Purposive sampling would have been appropriate when an Investigator selects information-rich cases whose study will Illuminate the questions being researched (Patton, 1990). Furthermore, an approach utilizing purposeful or purposive sampling Is based on the assumption that the Investigator desires to discover, understand and gain insight. According to Merrlam (1988), the investigator will be compelled In purposive sampling to select a sample from which one can learn the most. For this particular case study, the investigator requested assistance from the various academics on the various campuses In the district to recommend those Instructors and organizations that would t)e most cooperative and would give the investigator an opportunity to gather data and learn the most from them. The purpose of gathering this data was to examine their perceptions and perspectives relative to the design, development, and Implementation of a contract educaibon program in a community college district in Southern California. These data collected from the survey questionnaire would be used in discussing the results and findings in Chapter Five, as well as the conclusions and recommendations of Chapter Six. The survey questlormalre to the Instructors and organizations was comprised of sboctured open and closed-end$d questions. In terms of questionnaire format for the businesses and agenci^, the closed-end questions - - - ^183 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. offered an option of three to five choices from which to select. The open-ended questions focused primarily on perceptions of the contract education program (See Appendix F). With respect to the questionnaire format for the instructors, the dosed-end questions had two to five choices from which to select an answer. Several of the dosed-end questions Induded a Likert Interval scale options of one to five, i.e., one reflecting *to a greater degree" and five rejecting "not at ail". As with the questionnaire to the businesses and agencies, the open-ended questions focused on the perceptions of the contract education program (See Appendix G). The two advantages of utilizing a survey questionnaire are time and overall cost effectiveness. Mailing surveys to a selected group of people and organizations is relatively Inexpensive compared to other research methods, e.g., field interviews. However, there are disadvantages associated with survey questionnaires. The biggest disadvantage Is the low response rate that Is frequently experienced by Investigators. The low response rate may not contribute enough representabve data for the investigator to wrork with. Inaccurate or Insufficient data will not be worthwhile, as it will not contribute to the validity of the study. E ach of the survey questionnaires included a brief cover letter explaining the rationale for the study and significance of the questionnaire. In addition, the investigator underscored the importance of confidentiality of the information (See Appendix H). Furthermore, the requested return date of December 20, IIM Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. 2000y was strongly emphasized. A self-addressed and stamped return envelope with a lottery ticket was included with each survey questionnaire that was mailed. The convenience of the self-addressed envelope and lottery ticket was primarily for convenience and motivation to complete the questionnaire and promptly mall it back to the Investigator. Follow-up correspondence was prepared for any of the individuals or organizations that did not return the survey questionnaires within two weeks after having receiving them. ANP V4WDITY The objective of this case study was to examine the design, development, and Implementation of the contract education program at a community college district in Southern California. The examination of the study is substantiated by reliable and valid data from the three sources of triangulation. In view of the fact that no two community college districts In California, or the country for that matter, have identical contract education programs, and that the use of this particular case study will not be generalized to other contract education programs, the issue of external validity of the study will not be of paramount importance. Internal validity, on the other hand. Is significant for this study. To ensure internal validity, the survey quesbonnairK and interview guides O f this case study were discussed with the academics In the district to substantiate the questionnaires were suited ^ the topic of the descriptive and qualitative case study investigation, as well as to enhance the content validity ofthe instruments 185 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. being employed. Moreover^ the research Is valid if it measures what it is supposed to measure— '"if we learn what we want to learn" (Creswell; 1994, p. 116). The validity of qualitative research refers to establishing the domain to which a study's findings can be generalized (Yin, 1994). According to Eisenhart & Howe (1992), validity is defined as the trustworthiness of inferences drawn from data. Moreover, reliability of a study is the extent to which one's findings can be replicated (Merrlam, 1998). The reliability In researdi design is based on the assumption that there Is a single reality, which if studied repeatedly, will give the same results" (Merrlam, 1988, p. 170). Hence, if another investigator took from this particular case study and conducted another Investigation and got the same results, then the reliability of the research design would be considered high. Qualitative researchers consider and view reliabiiity as a fit between what actually occurs In the setting under sWdy and what is recorded as data (Bogdan &Biklen,T992). Reliability and validity for this particular case study will be enhanced by the process of triangulation of data from archival documents, semi-structured interviews, and survey questionnaires. Combining the aforementioned dissimilar methods gives an investigator the opportunity to use various sources of evidence. 186 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. The findings and conclusions in a case study are likely to be more convincing if based on iseveral different sources of information (Yin, 1994). According to Ely (1991)f the triangulation of data sources is one way of contributing to trustworthiness. A matrix configuration illustrating the connection of the three data sources, i.e., archival documents, semi-structured interviews, and survey questionnaires, can be seen in Table 2. In summary, the investigator of this case study examined a specific program relative to economic development and contract education at a multi college Califomia community college district in Southern California. A qualitative research approach was selected because it was the most appropriate in terms of examining the various aspects of the program. The data for the case study came from document analysis, semi-structured Interviews, and survey questionnaires. The triangulation of all three of these data sources enabled the Investigator to have a better comprehension of the effectiveness of the design, development, and implementation of the contract education prograrh at a community college district in Southern Califomia, as well as ensuring the internal validityofthedata. Subsequent to the collectidn of the data for the study, the pertinent pieces of information were cod%l and categorized based on the research 187 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. question with which it was associated. The overall objective was to sort the data under the three main areas. I.e., design, development, and implementation. The results of this case study investigation will hopefully be useful to other community college districts in California and throughout the country that have contract education programs in place, or that contemplate a stardng up a contract education program. In addition, the data provided in this study may also be useful to investigators doing further research and other studies on mulü or single college community college districts in the area of contract education. CHAPTER IV CONTRACT EDUCATION AND THE DISTRICT INTRODUCTION The Southern Califomia Community College District was founded two years after the end of WWn in 1947. Since its inception, it has grown to be one of the largest community college dktricts in California, as well as In the country. In terms of size comparison with other multi-college districts, the Southern California Community College D ^ c t is the fourth largest among twenty-two muM-college districts in the Califomia community college system. Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. It is larger than sixty-seven of the seventy-one multi and single college districts that make up the largest publicly supported community college system in the United States with an enrollment of nearly one and a half million students (Office of the Chancellor, California Community Colleges, 2000). The states of Texas, Illinois, Florida, and New York follow California in terms of total student enrollment in public and private community colleges (American Association of Community Colleges, 1997). The Southern California Community College District is comprised of three colleges. The student population of the colleges is at around forty-eight thousand students (See Figure 4). The student population of the District represents about three percent of the 1,500,000 students enrolled in the Califomia community college system. The Southern Califomia Community College District employs over twenty- five hundred faculty and staff members, including five hundred and fifty full-time and twelve hundred part-time and adjunct faculty members (Southem Califomia community College District brochure, 1998). A considerable number of the faculty members have been at the community college district for over ten years. A large number of faculty members are adjunct professors at one or more local colleges and/or universities. 189 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. F I G U R E 4 S O U T H E R N C A U F O R N I A C O M M U N I T Y C O L L E G E D I S T R I C T F A L L S T U D E N T H E A D C O U N T 1 9 8 9 - 1 9 9 9 ' n w u s m d s r n ■ I I I I 1 *9 1990 1 9 0 1 1 999 IW 4 L M 1 4 W 0 4 W » 4»^ 1 995 1 9 1 99? 1 990 ^ Source: Office of the Chancellor, California Community C olleges. Reprinted with permission. 190 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. The Southem California Community Coilege District is located in Orange County^ on southem Califbmia's Pacific Coast between Los Angeles and S a n Diego. The District academically supports and serves the nine coastal communities of Costa M e s a ^ Fountain Valley, Garden Gmve, Huntington Beach, Midway City, Newport Beach, Seal Beach, Sunset Beach, and Westminster that covers a span of one-hundred and A ve square miles with a population exceeding one million (Community College District Brochure, 1998). The mission of the Southem Califomia Community College District focuses on providing education to students and serving the surrounding communities. There are a total of eleven goals which reflect students and the community (See Appendix I). The Southem Califomia Community College District is govemed by an elected Board of Trustees. Responsibilities of the board involve policy establishment and direction. The board's key staff member is the Chancellor. The Chancellor is the chief executive officer of the District. He reports to the Board of Trustees and is in charge of district administration matters, as well as the Immediate supervisor of the three presidents of the three campuses that make up the District. The other parties which fall under the auspices of the Chancellor's office are depicted on the Southem Califomia Community College District organizational chart for 1999-2000 (See Figure 5). 191 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. SOLmiGRNOUJFORfOACOMKRjmYCOUfGED^^ O R G A N ia m O N A L C H A R T 1 9 9 9 -2 0 0 0 W « M l A u # * G O w m o m # * 192 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CONTRACT EDUCATION IN THE DISTRICT The Southem California Community College District has offered contract education in the past and at the present O m e to organizations throughout the greater Orange County area in the private and public sectors as credit^ non- credit, or not-for-credlt. The category of contract education arrangement was almost always contingent on the particular needs of the private or public sector organizations. Specifically, when a contractual education arrangement was offered by the Southem Califomia Community College District Involving "credit". It generally referred to any courses that lead to and result in the granting of a unit of credit towards a bonafide community college Associate of Arts (AA) or Science (AS) degree. In the situation where a contractual education anangement was offered by the community college district involving "non- credit", it generally referred to courses that met State of Califomia apportionment funding under Title V, Section 74711 of the Califomia Educatlonai Code. The non-credit courses offered by the community college district in the paa have always had specific and stringent guidelines. Along with these guidelines came reduced rates relative to state apportionment funding involving Average Dally Attendance (ADA). It should be noted when talking about A DA that the formula utilized by the State of Califomia for funding community colleges for credit and non-credit classes is based on the Weekly Student Contact H()urs. 193 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. With respect to a "not for credit' contract education arrangements offered by the Southem California Community College District, this specifically referred to custom designed programs and courses for a particular purpose. The curriculum and the courses offered would be considered atypical when compared to the standard curricula offered by a community college or distnct. The client base of organizations In the greater Orange County area that the Southem Califomia Community College District serves is extremely diverse. The needs and characteristics of each organization were unique. The uniqueness of the organization has dictated which category of contract education would be utilized. Since contract education has been Implemented at the District, there have been basically five employer-based contract education and training arrangements utilized. These arrangements are the following: 1) Ckwed credit: Employer-funded credit courses fmm the Southem Califomia Community College District catalog. In this arrangement, an organization would carry the full cost of the credit courses for their employees. This arrangement had restrictions which Induded the courses not being open to the general public. The primary reason for this restriction had to do with the employer concerns relative to intemal security. These closed credit courses would follow State of Califdmia Title V Standards and would not generate state apportionment revenues, i.e.. Average D a H y Attendapce (ADA) Ending; 21 Open Avemqe Dalhr Attendance fADA): The A D A funded credit c o u r^ offered in the Southem Califomia Community College Disblct catalog were open to members of Ihe community at large. The 194 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. open ADA courses were adverüsed vis-à-vis the media to the surrounding communities; 3) Certificate and Degree Programs: These programs were offered on a dosed credit or open ADA basis by several employers throughout the State of California, e.g., an organization offers to members of its staff an Associate of Arts or Sciences degree program In a compressed and accelerated format; 4 ) Not-fdr-CredIt Customized Training: The organization would bear the cost of a program involving not-for-credlt customized training. The fees that organizations would be charged were contingent upon the curriculum development time, materials used, supplies, fadlity usage, etc. Since contract education has been implemented at the Distnct, the range for fees has been from fifty to one-hundred and fifty dollars per hour. For this particular category of contract education, the District has utilized both credentialed and non- credentlaled Instructors from community colleges, as well as from industry and business organizabons. The six key characteristics of a contract education program are sources of revenue, distribution of profits, curriculum procedures, admissions and registration, coordination, and marketing. The success or failure of a contract education program is contingent on how these characteristics and areas are planned and systematically implemented. The Southem Califomia Community College District followed guidelines for revenues established by the District Planning Council and the Program Director. Those guidelines for revenues are the following: A) Charge a client fee per 193 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. instructional hour. This would be a non-credit offering. The range for this fee amount wouid be between one hundred and one hundred and twenty-five doliars (this amount went up to one hundred and fifty during the 1990's); B) Teach the course for Average Daiiy Attendance (ADA) at a specific amount, e.g., five dollars per contact hour, and therefore free to the client, except for the student per-unit fees of five doiiars. This wouid be a credit offering; C) Charge a client fee per contact hour, e.g., ten doliars. This would be a non-credit offering. To illustrate the aforementioned guidelines, you can take the above fees and apply them to a twelve-hour, two day, dass taught for twenty-five participants. Before computing the actual revenues accrued, the adjunct salary, classroom supplies at five dollars per student, and twenty percent of the revenues for administrative overhead must be taken into account. The totals using this hypothebcai model are the following: 1) Fe e of one hundred dollars per instructional hour = $461.00; 2) ADA revenues at $5.00 per contact hour = $643.00; 3) F e e of ten dollars per contact hour = $1,425.00. The distribution of profits calculated after deductions from revenues for classroom supplies and administrative overhead, can go to the college instructional unit teaching the course, i.e., revenue sharing. These funds become available for any purpose the Instrucbonai unit deems appropriate. The curriculum procedures relative to contract educabon are extremely ImportanL Promptness of response to client denand is crucial. The Southem Califomia Community College District has an enormous inventory of approved 196 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. credit courses. Employers and their employees are not always enthusiastic about not receiving credit. Because of this, a large percentage of employers will prefer and opt for credit classes. The other reason for preferring the credit classes has to do with minimizing employer costs. If the employer requests specihcaHy designed courses on a non-credit basis, as well as current courses to be modified to be taught on a non-credit basis, a fee will be required to pay for Instruction. In order for the employer to eschew these costs, they pursue the courses that are offered giving credit (Director of Contract Education, personal communication, November 14, 2000). The admission and registration of the students relabve to contract education must be handled carefully on site at the employer's location, or in the classroom if the course is taught at one of the community colleges in the Southem California Community College District. Because the students who are being registered are, for the most part, non-tradltlonal, there should not be any assumptions made in terms how much these students understand about this essential procedure in academia. Coordination between the contract education director and the various colleges and organizations In the community and marketplace Is critical. Everyone must be cognizant of all of the requirements and pursue the most efficient approach in establishing the contractual education relationdiip. In order for progress to be made by all parties, there should be a constant review of these requirements. Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. promoting the program offerings on a constant basis Is mandatory. Making multiple visits to potential clients for get a commitment Is commonplace. The main reason for most of the clients taking so long to make a decision stems from one fact: economics. Since the fees that are paid for the contractual education arrangement are coming from their profits and bottom line^ there Is some care taken in terms of making the decision to go with the program. G Q M IB A C T A N P T H E M fljrAR Y Since the 1980% the Southem California community college distnct has been able to secure a variety of contract education arrangements with both small and large organizations. Some of the contractual education arrangements that were established during the 1990's and not administered by the contract education program Involved the arnied forces of the federal government. One of the community colleges in the district has been successful In terms of securing commitments with both the United States Navy and Army. The contractual education partnerships established between the community college and the military branches are very large and comprehensive. These programs have been extremely beneficial In two ways. Firsts the military is able to enhance the education and baining of their personnel while they are serving. Second^ the Income generated for the oxnmunity college In the distrid: is substantial. This revenue coupled with the monies generated by regular and traditional enrollments have helped the District in terms of more financial stability and enhancing the bottom line. 198 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. T T ie program Involving the United States Navy Is called P A C E (Program Afloat for College Education). This program is essentially for the military personnel who are stationed on a ship and moving around to different parts of the world over a specific period of time^ e.g., one year. The P A C E program Is structured around one of the Districts community colleges as a sub-contractor utilizing a three year renewable contract education project designed to provide sailors who are at-sea optional Associate of Arts (AA) degree programs via distance learning. This arrangement with the Navy involves the Middlesex Research Center^ Inc., (MRC), a private contract provider and holder of the master contract with the Navy to administer all of the at se a education programs. The size of the P A C E program is large. Since 1995, there have been nearly twenty-five thousand navy personnel enrolled. The income generated from these enrollments has been over two million dollars. There are over a dozen courses ranging from philosophy to computer science. The courses are offered by the District through a Compact Disc (CD RO M ) and over the internet. Only the navy personnel on ships at sea are able to enroll In this particular program. The fees for the various courses range from ninety-five to one-hundred and twenty dollars (Community college Vice President, personal communication, December 18, 2000). Along with the P A C E program, the on-shore program called Hhe Navy College Program" Is offered for Individuals In the Navy who are stationed on 199 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. shore as opposed to out at sea. This program for Navy personnel on shore involves a consortium of academic institutions, I.e., one of the DIsrtricfs community colleges and fifteen other universities and colleges throughout the continental United States, e.g.. Old Dominion University and Fort Hays State University. The Navy College Program provides seven Associate of Arts (AA) degrees ranging from Applied Marine Engineering to Nuclear Power Technology. The degrees offered by the various academic institutions correlate with twenty- three out of the ninety-three total Navy job ratings. The Navy College Program is essentially a "distance learning program" geared specifically towards on-shore sailors who desire to pursue post-secondary degrees. The attainment of the degrees will not only enhance the education of the participating sailors, but assist in addressing the Navy is training requirements while on the job serving their country. The Navy College Program costs the Navy approximately one-hundred and ten dollars per unit. Seventy-five percent of the total three unit cost of a course is paid by the Navy through the Tuition Assistance program. The remaining twenty-five percent is absorbed by the military student. The courses offered in the Navy College Program are nine weeks In duration. The anticipated enrollment for the program going Into the 2001 academic year is just under one thousand. The revenue generated from the Navy College Program during the year 2000 was approximately $306,300.00. 200 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. The projected revenue to be generated from this contractual education arrangement is approximately $647;255.00 (Community college vice president, personal communication, December 18, 2000). The other military branch that involves one of the District's community colleges is the United States Army. During the year 2000, the Secretary of the Army released a Request for Proposal (RFP) addressing an initiative to equip every army soldier with a laptop computer in his or her field backpadc This laptop computer would have the capability to tie in with a specific college or university and further enhance the soldier's education anytime and anywhere in the world. Although this project is in its iniancy stages, the United States Army plans to identify a lead integrator for the project while teaming with several accredited colleges and universities to provide on-line education (Community college vice president, personal communication, December 18, 2000). The projection of the enrollment of Army soldiers over a five year period is approximately seventy-seven thousand five hundred. One of the community colleges in the District would be involved with about four-thousand military students. This projected enrollment would generate an estimated total of one million three hundred thousand dollars. As with the Navy program, the Army arrangement would benefit both the military and the Southem Califomia community college district (Community coilege vice president, personal communication, December 18, 2000). 201 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. PRE -CONTRACT EDUCATION PROGRAM Prior to the creation of the contract education program at the Southem California Community College Dktrict office in 19 8 9 ^ two of the three colleges in the District were Involved with and conducting contract education with various organizations in southem Califdmia. These arrangements were established and administered by specific individuals at each of the respective colleges. The largest community college campus in the district that had a educational partnership with McDonnell Douglas began during the 1980's. The contract education arrangement involved the provision of specific training services^ e.g., computers, by a variety of instructors with expertise in a number of disciplines for employees assigned to various departments of McDonnell Douglas. The contract education arrangement between McDonnell Douglas and the largest community college in the District was at one time a not-for-credit customized training. The arrangement was not very large at the time it began. Several years later when McDonnell Douglas was bought out by Boeing Aircraft, the situation changed. The arrangement went from not-for-credit customized training to dosed credit. The size of the arrangement was much larger than the not-for- credit partnership. Compared to the typical contract education arrangement in most community college districts, the arrangement Involving community college credit was quite large. Because of the college credit earned by the McDonnell Douglas/Boeing employees and the Full-time Equivalent Student (FTES) status, 202 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. there were State of California educational apportionment monies given to the Distnct. The amount of the fees generated from the enrollment of McDonnell Douglas employees averaged nearly one hundred thousand dollars per annum. The fees collected by the largest community college in the District wouM be placed In the general fund of the school and district. There was another college campus In the District that was Involved with contract education in the marketplace and community before the District's contract education. The organization with which this community college had a contract education partnership was General Motors. This contract education arrangement between General Motors and one of the District's community colleges involved providing training to technicians via a satellite location. The main training program was located in Burbank and the satellite facility was at the community college campus. The arrangement was funded primarily by General Motors (GM). G M provided the automobiles, as well as in-kind supplies, for the participants of the program. The other funds that G M provided were used to offset the salaries of the Instructors from the Southem Califomia Community College District that were used to provide Instruction for the training program. During the several years that the program was in existence, i.e., 1985 through 1993, the total funding given by G M to community œllege distnct to offset salaries for the in ^ c to rs and adjunct professors who taught the courses averaged in the vicinity of twenty-five thousand doliars per annum (Director of Vocational Education, personal communication, November 21, 2000). 203 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. The training program for G M did not have over fifteen students for each ()f the c x ) u i % % s |) r c M /k j€ K j try this S ÿ o if Ü h e iT i ()alift)niia (jcwiiniiinity ( jo lh e g w : [ W k a t n k a L TT ik; is n n a ll niinitMar of stiiideiits v v a g ; c x w n s w d l e r e d i i d k a a l lie K s a iK *! R id h e iiistnictofs i a r w d aK djurict p w o f e s a a o r s vvfio taijglrt iii t h M g p w D g rc in i aii o|)porturiR % f b o e d b e rH j r r w o r e in idh/kjiwal attemtk)n tx) nicw e stiwdeirts eiiirolksd in tfie ( ^ k a s s . /VcQ ord irig tc) the i O H r e x j b o r <3f X /C c a t w o n a i E a iiK ja tw o r^ "IH h e r z fb k ) cyf students b o i r w s b n u K t E M T vva; v s a r y (;ood (tircHjglicHJt t f H S (a n tin g [wro gram. TTiis k w a n w ï R c i a l radio r r w a c k s R\H:ry ( a o T H i L W c n / e for tfie sAudents toiearn, « K ; \ A M s H asfiDrÜhe in s d b u c tc w n s ix ) teadi" ([)inedx)r of X / C N c a t i C H n c d E i d iJ C E d ic H i, p M e r s o n a l (DorriniiiinicaficHi, blcn/errd]er 1 ) % 2000). T " h e ccHitnact b N e t v v e e n lorie (yf lü h ( ! IDistricfs (D orn im iiin ity c x y H e w g e a s and ( S e n e m n a i | v io t c » n s dki n()t l i i x m o h y e ( s o i k a c p a credit fe rtile ipailicipHarits iri t f w e p w oçirarn. S ü ric e the fir c M g r a iT i (iki riot h tp v e FijlHinne Eiqlrhfaient StuKients ( 1 F T T E 5 » ) rsaceivirig college credit^ there were no State of California education apportionment monies given to the District. Without public education support funding^ the program never generated any additional revenues for the college or district per annum. Instead, the program at a "break-even" point for the majority of the years it was in existence. The contract education arrangement between the Southern California community College District and General Motors lasted apprcedmately eight years, i.e., from 1985 through 1993. The last several years prior to the elimination of 204 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the program in 1993; the amount of funding for participating instructors (most of whom were senior and at the top of the faculty compensation scale) from one of the Dlstricfs community colleges exceeded the amount of money received from G M . This differential during the last two years of the program contributed to the termination and elimination of the program entirely. Notwithstanding the fact the program was a good one in terms of helping G M with a pragmatic training program the academic administration of one of the Dlstricfs community colleges did not want to continue to Incur any more deficits. Notwithstanding the fact that the amount of contract education arrangements of both colleges was just over one hundred thousand dollars; it was nevertheless substantially more than what a large percentage of other community colleges and districts throughout California were generating. Most of the contract education arrangements that other single and multi-community colleges districts in CalHbmia had generated were far below the amounts generated by the Southern California Community College District. During the 1980'S; the majority of the contract education arrangements between other community colleges and their dients had a financial range of between two and ten thousand dollars. The primary reason for the dollar amounts being low stemmed from the fact that nwst of the businEsses that community colleges in California were contracting with iwere considered small busine#es that had a small number of employees; I.e., from one to five employees. Fewer employee meant contracts with small total dollar amounts 205 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. overall. Since most of the community colleges in California had a small number of contract education arrangements that were limited in terms of dollars, it would be extremely difficult for any community college to reach a figure like one hundred thousand dollars unless it had contractual education arrangements with a considerable number of businesses or agencies with a substantial number of employees to participate in the training. The reality in most districts during the 19 8 0 ^s was that there were was not an overwhelming number of businesses and agencies that desired, or had the financial wherewithal, to establish a contractual education relationship with their local community college district. Hence, the amount of fees and monies generated by two of the community colleges in the District combined was substantially high compared to what was being generated by other community colleges during the 1980's. The largest community college in the District was at the forefront of contract education for the Southern California Community College District during the 1980's. Prior to the creation of the contract education program, the Employment Assessment and Training Center opened its doors to serve organizations like McDonnell Douglas and other firms. The Center's main focus was to provide pre-employment assessment services for employees of McDonnell Douglas Aerospace, Space and Defense Systems. Since the opening of the Center, McDonnell Douglas has sent nearly five thousand applicants through for assessment. In addition, the Center satisfied elevated hiring needs for Douglas 206 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Aircraft and Steelcasey Incorporated (Community college vice president, personal communication, September 28, 2000). The tools utilized by the Employment Assessment and Training Center included the McGraw-Hiirs standardized Tesf 0/ Æ A /A f 7/30(9/7ëc/r/7Aa/ /ôm? and a computerized, criteria-referenced assessment tool. If the applicants from the firms were successful with taking the aforementioned tests, i.e., met the minimum requirements established by the organization, they continued in the process and were considered for further course work. The Individuals who did not perform to meet the minimum requirements had the opportunity to go through remediation and return to the center for retesting. The success to failure ratio of the individuals who took the testing at the Assessment Center during the early years was sixty to forty, i.e., sixty percent passed and forty percent did not pass. However, the remediation process available to the individuals who did not pass the tests contributed to helping ninety percent pass the tests and move on for further employment consideration (Community college vice president, personal communication, December 18, 2000). The contractual education arrangements that the colleges of the Southern California Community College District established during the 1980's with several stable and reputable organizations like McDdnnelt Douglas and General Motors made a positive contribution in terms of increased earnings for Instructors, as :!07 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. well as additional fees and State of California educationai apportionment monies for the District. Moreover, these arrangements made a significant contribution in terms of enhancing the reputation of the District as a provider for organizations in the marketplace, as well as the community. PROGRAM DESIGN AND DEVELOPMENT Prior to the contract education program opening Its doors in 1989, the Southern California Community College District organized a District Planning Council to examine the issues surrounding business and industry linkage and formulate recommendations on how the District should address them. The District Planning Council relied heavily on the demographic studies that were performed throughout the greater Orange County area. The consensus from these studies projected a decline in the pool of high school graduates and an increase in the proportion of adults in the service area of the Southern California Community College District. The overwhelming conclusion drawn from these studies was that the adults, i.e., individuals over twenty-five years of age, in Orange County were in need of educationai services. The data from these studies led to the formulation of several recommendations by the District Planning Council related to contract education and economic development (Program Director, personal communication, November 14,2000). In conjunction with the above demographic studies, the Southern California Community College District Board of Trustees conducted several studies during the mid to late eighties to identify educationai needs of adults. 208 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. One of those studies consisted of interviewing large employers within the Southern California community college district service region. The study recognized that employer needs for a trained workforce represented opportunities for the Southern California Community College District to work closely with employers to provide the educational programs needed for their employees and forge productive alliances with businesses, public agencies, civic groups, and trade associations. In addition, the study revealed that there was a willingness and eagerness on the part of the employers to work with the Southern California Community College District on specific areas of training needs for specific groups of learners. Furthermore, the study confirmed that partnerships with community employers could yield important benefits for employers, employees, and the community college district (Program Director, personal communication, November 14, 2000). The Southern California Community College Planning Council formulated and submitted four significant recommendations to the Board of Trustees. They are as follows: 1) Appoint a full-time person as a business and Industry liaison to work from the District Office. The position would be funded for three years from Title n-A, Adults Needing Training, Funds. If a certificated position, the incumbent must qualify by establishing working relationships with Southern California Community College District employers and would coordinate college services provided to them; 2) Encourage and sponsor membership in civic groups, as well as sponsor college memberships In chambers of commerce. 209 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. These memberships would represent another opportunity to work more closely with the business community and make it more aware of how the District can serve It; 3) Seek opportunities for participation In economic development activities. The Southern California Community College District should seek unofficial partnerships with cities for the purpose of economic development. This can be accomplbhed by approaching dty government agencies and encouraging them to consider District resources as assets as they encourage business firms to locate in their cities. The assets Include the District's ability to provide employee training and other services and the ability to prepare custom training programs meeting business requirements; 4) Develop and Implement a contract education service. The Southern California Community College District should, through the office of business and Industry liaison, develop and Implement a contract education service that provides specific education and training programs for organizations in its service region (Community college president, personal communication, October 9, 2000). During the time of the District Planning Council's studies, the Southern California Community College Board of Trustees promoted a Community Assessment Program (CAP). This program involved the appointment of two college representatives to a group, informally called the Contract Education Committee, to accompany College Board personnel during Interviews with twelve of the largest employers In the Southern California Community College District service region. The members of this committee visited other community œllege 210 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. districts throughout California to learn more about the effectiveness of contract education programs. The Community Assessment Program (CAP) ascertained from both the employer interviews and visits to other community colleges that contract education services hold considerable promise in terms of expanding a community college's relationship with its business community. Moreover^ contract education services are fiscally benefidal because they yield additional revenues for the community college district. The contract education program was created in 1989; forty-two years after the Southern California community College District was founded. The program was established by the Chancellor's Office to establish contract education to the private; publiC; and non-profit sectors in the community. The comprehensive training offered to the aforementioned sectors was designed to improve the communication; management; and technical skills of their employees. This training has always been offered via custom designed classes; workshops; and seminars taught by experienced Southern California Community College District teachers and trainers (Chancellor; persorial communication; September 06; 2000). The types of organizations that are involved with training vary from large, e.g,, McDonnell DouglaS; to a small business with ^ e r than ten erhpk^ees (often referred to as a "Morn and R)p''business). Prior to the contract education program starting up, the Southern California Community College District created a ^ te g ic ^an th ^ incorporated a 211 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. specific vision and mission statement. The vision of the district contract education program Is to enhance human development to achieve the highest level of personal and economic Independence. The overall m ls^n of the district wntract education Is to improve business performance through customized training anytime and anywhere In the world. Along with the vision and mission statement; the District established six goals for the program. T l^ are the following: 1) Goal One: Provide high quality professional business Improvement services to companies and governments domestically and Internationally. The strategy of goal one is to improve and expand existing services and/or fadllties which meet the cultural and economic needs of companies and governments; 2) Goal Two: ensure the continued financial strength of the contract education program. The strategy of goal two is to reduce or sub-conbact out labor Intensive projects; improve cash fW by requiring at least one-third down payment up front prior to training; and maintaining minimum gross profitability of twenty percent to be used for research and development activités; 3) Goal Three: To reach a million dollar business level In two years through international training. The strategy of goal three is to develop strategic partnerships with prime contractors in Washington, D.C. and further develop relationships with key community colleges with an established International connection. In addition, an effort will be made to selectively recruit independent representatives representing key overseas countries; 4) Goal Four: To position marketing efforts using a proactive, integrated sbategic marketing system driven by the needs of 212 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the customers. The strategy of goal four Is to conduct data collection/research, sample testing and evaluation of marketing activities within a coordinated marketing budget. The other strategies of goal four Indude Identifying and actively participating with appropriate local, state, regional, national, and global networks; creating a contract education "Homepage" on the Internet (See Appendix J); and, ensuring that the Internal operational system is customer driven to support marketing strategies; 5) Goal Five: Recruit and retain the hlghea quality temporary employees (sales and operabonal). The strategy of goal five is to recruit temporary employees in proportion to the growth in contracts. In addition, it is important to implement an ongoing comprehensive training and communications program that would ensure knowledge by everyone of the mission and types of services the contract education program provides; 6) Goal Six: To opdmize the entire system of the contract education program over time. The strategy of goal six is to establish comprehensive management strategies for Implementation of continued procès Improvement (Program Director, personal communication, November, 17,2000). At the inception of the contract education program at the Southern California Community College District ofM ce, a director was hired and assigned to handle the administration and implementation of the program. In terms of compensation for the director, the Southern California Community College District supported the program director's overall salary and benefit package. The 213 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. totals for the director's salary and benefits from 1989 through 1995 can be seen In Table 3. The first program director reported to the Director of Educational Services at the District office. O n some Issues, the director reported directly to the Chancellor of the Southern California Community College DistricL Given the close proximity of the offices at the District administration building, there were frequent formal and Informal meetings between the Director of Contract Education and District administrators, e.g., the Chancellor. Notwithstanding the internal administrative hierarchy at the District office, there was some flexibility in terms of the Director of Contract Education communicating with key District administrators about Issues relative to contract education and economic development. The Director of Contract Education was responsible for directing and coordinating all of the D l^rlcfs contract education and economic development activities. The contract education activities, excluding the contract education arrangements that existed prior to the creation of the District contract education program, and involving the three Individual colleges, were coordinated by the program director and conducted through the District contract education office located at the Southern California Community College District adminlstradon office fadlity. 214 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. T A B L E 3 [«RECTOR OF CONnWCTBDUCAnON SNARY & BGNBFrr MCKAQE Y E A R TOmtSAlARY&BeNBmTmOKNQE 1989/1990 $1?W?180 m o /M W $123,485^ 1981/19M $123,a9M0 1982/1993 $1% 541^ 1983/1984 $108,000.08 1984/1995 $81,023.00 1995/1896 $101,86L00 1996/198? $ 1 0 1 , 3 2 0 J O O 199? /1 9* $108,?00.00 1998/1998 $113W K * S o u iw O W k * o rW m O *n c # K 0 f *dn#WWkmSe^^ S m A e m C i W i b m W O c im n M ^ 215 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The job responsibilities of the Director of Contract Education were numerous and covered several different areas. A general job description for the director b as follows: 1) Contact employers to Identify training needs and to familiarize employers with the Southern California Community College District and the services it can provide; 2) Provide written reports for the colleges that describe industry needs, technological updates and employment opportunities; 3) Develop and coordinate contract education services for District employers; 4) Identify Employment Training Panel (ETP) and Job Training Partnership Act (JTPA) opportunities and coordinate funding of approved programs; 5) Maintain contract with public and private agencies; 6) Increase awareness of the Southern California Community College District and its services on the part of business and other organizations; 7) Increase awareness of the Southern California Community College District and its services on the part of business and other organizations; 8) Establish informal economic development partnerships with other community agencies; 8) Establish and maintain both direct and indirect lines of communication with the three colleges, including faculty and staff; 9) Establish and maintain a District-wide advisory board made up of representatives from the three colleges. District, business, industry, and government; 10) Assist in the development of consortium agreements with other colleges and college districts throughout Orange County and southern California (Program Director, personal communication, September 26, 2000). 216 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The Director of Contract Education was responsible for contacting businesses; trade organizations, city economic development agencies, and other organizations that are Involved with employment. The contacts would serve the purposes of acquainting the organizations with services, available through the Southern California Community College District, and determining the organization's training needs. When a specific request for service Is Identified, the director would bring Information about It to the appropriate campus personnel to determine If the Southern California Community College District could provide the service and, If so, how. The District personnel, e.g., faculty and administrators, and the Director of Contract Education would then work out the details for providing the services to the client. In order for a smooth provision of services by the District, the Director of Contract Education had to have a working knowledge of District procedures, programs, personnel, and potential funding sources, e.g., JT P A and E T P (R. Thompson, personal communication, September 26, 2000). In addition to developing opportunities to provide service to the organization, the Director of Contract Education was responsible for providing information to the colleges and instltutidnal research department at the District office about the educational needs identlAed by the organizations in the community even if no prospect for immediate service emerged (Program Director, personal communication, November 14, 2(KX)). 217 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The staff for the Director of Contract Education was very smali at the onset in 1989. The first director of the program had just one staff member to assist her with the day-to-day operations of promoting and implemendng the program with the private and public sectors. The compensation package for the director's staff member including benefits was paid for by the District at the onset of the program. As more and more contract education arrangements were established, the salaries and benefits for the director's staff came from the revenues that were generated by clients. In addition, the supplies and equipment were also funded by client revenues. A compilation of all the expenses Incurred by the District contract education program during ten years of operation is illustrated in Table 4. A s the District contract education program became more and more established after the first two years of operation, several part-time employees were utilized to help with the clerical responsibilities, e.g., marketing materials, data processing, etc., and value-added activities, i.e., special reports, statistical analyses, company presentations, and consultations. When the contract education program began operations, the Director established several key objectives with respect to the overall District, as well as the marketplace and community. The first strategy by the director's office was to establish a rapport with key academic administrators, e.g., administrative deans and vice-presidents, at the three colleges relative to building a network of a variety of client organizations ranging from manufacturing firms to public 218 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. T A B L E 4 C O N T P A C T E D U C A T ÏO N P R O G R A M E X P E N S E S 1989-1999 W R TO TM iœ rm W CT EDUCATI ON P R O G R A M EX P E N S E S 1999/m o $123,405,00 1990/1991 $1?0P44,00 1991/1992 $ 1 ? 4 ,4 7 ? Æ 0 1992/1993 $325* 003.00 1993/1994 $590,542.00 1994/1995 $340,950.00 1995/1996 $410,900.00 1996/199? $204,302.00 199?/1990 $155,921.00 1990/1999 $90,?30.00 S o u rc e : O M ke of VkKh#nc*#oT(fAdmWAriMveS«rvkiK S o uW rn C »W o m h C om m w n #yO o#o geD W a 219 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. agency departments. The underlying importance to this strategy was to ensure that a solid infrastructure District-wide would be in place during the building and development phase of the program (Program Director^ personal communication, September 20, 2000). The strong rapport that the Director of Contract Education established with the other colleges In the District set the stage for the creation of individual strategic plans. One of the community colleges in the District developed a comprehensive strategic plan Involving seven key objectives for contract education. Those key objectives are as follows: 1) Generate revenue for the District's community colleges; 2) Put efforts towards giving program more exposure and visibility in the community; 3) Strive towards making the Advisory Committees more effective; 4) Make more faculty members at the three colleges in the District more aware of contract education; 5) Take strides in integrating in-service faculty members in contract education delivery; 6) Make an effort in tightening the tie between the District contract education program and the faculty; 7) Make a concerted effort to build a relationship with Community Services. This individual plan created by one of the District's community colleges fostered the communication line and the working relationship between the college and the contract education program. Establishing a solid relationship and communications line with the colleges in the district made the first year of operation and growth stable, smooth, and free of tension and any major problems. Subsequent to establishing a rapport : Z 2 0 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. with the administrators within the District, the Director of Contract Education began evaluating the greater Orange County area for potential businesses, agencies, and non-profit organizations. The market assessment by the director took over six months. The market assessment process took a considerable amount of time because the staff of the program was only comprised of two Individuals. Establishing a database of potential clients in the marketplace continued throughout the hrst year of operation. During and throughout the first year of operation of the District contract education program, the director was able to establish twelve contracts with client organizations that generated nearly eighty thousand dollars in revenues for the district. During the second year of operation, the number of contracts established by the director nearly tripled to thirty-one. The contracts established during the first two years of operation generated approximately one-hundred and eighty-four thousand dollars of revenues (See Appendix K). A listing of the clients established during the first two years of operation can be seen in (Appendix L ). During the development phase of the contract education program, the director had to draw from the pool of qualified instructors that were in the employed by the Southern California Community College District. The instructors assigned to provide Instruction and training to employees of private and public sector organizations had independent contracts with the client and the District (See Appendix M). The compensation of the instructors for the clients who 22] Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. taught clients for the District contract education program were paid between one hundred and one hundred and fifty dollars an hour. The monies for these Instructors came from the contractual arrangement between the client and the District contract education program. The District contract education program took In just over two and one- half million dollars in revenues hom 1969 through 1999. The revenues fluctuated in terms of totals during that timeframe. Table 5 Is an annual breakdown of how much revenue was earned by tbe District contract education program each of the ten years the program was in operation at the District office. The total amount of revenue generated over a ten year timeframe was approximately $2,677,552.00. The District contract education program established the contractual education arrangements between clients and the District. The revenues collected by the District contract education program after expenses were distributed among the three colleges. The distribution of these residual revenues was called "revenue sharing". The higher dollar amount for the contractual arrangement, the more revenues were distributed back to the various campuses in the District. The revenues that were collected by the three community colleges in the District from the contract education program during ten years of operation can be seen in Table 6. 222 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. T A B L E 5 C O N T R A C T EDUOmON P R O G R A M R E V E N U E 1989-1999 V B A R T O T A L ooNTRAcrmuomoN P R O G R A M K B Æ N U e S 1959-1999 1 * 9 /IMQ 9 1 5 3 L 5 0 0 . 5 Q m o / w i *191A50.05 / 19» $151,512.05 1992/1993 $327,555.05 1993/X994 $59&S43.05 1994/1995 $429,773.00 1995/1995 $324,091.00 1995/199? $230^0U)0 1997/1995 $1%922.55 1995 /1999 $75,024.00 Noh:A#p«w w weilguMS#MiwmWkm #N w tiMlm r . RKWVMrbhomWylkjulÿl. S o u M # : O m k è «f V i q e O m m e # * O F S a n i k m : 90#emÇ m # in # # C6mmuNlyO#geD^^ 223 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TABLE 6 D K n a C fC Q M M U N n Y m m N u m o * .. D K m a m m DKm nam M Tf CQUKEIUmTHK w m % # o o W O O W O O m / m $S,12iOO A m o o A48LOO m / m $ 3 W 0 0 K TO too m / m $ 7 7 # 0 0 W 5 5 jlO m / m # 3 5 1 .0 0 W O O m / m & 6 1# 00 # 3 5 U 8 AQ4100 m / m w m 0A lO jK ) A W O O m / m * % 0 0 À W m / m ( # 0 0 W O O S O U K L 224 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. During the first five years of operation; the contract education program assisted the three campuses of the district with initiation and development of contracts Independent of the program (Contract Education Annual Report 1991- 1992). Although the various campuses were rKponsible for these contracts; they looked to the District contract education program for expertise in areas where they could use some assistance. During the fifth year of operation for the District contract education program; the director wrote and submitted a federal grant (The Workplace Literacy Grant) for funding Involving economic development and contract education. The Workplace Literacy Grant was submitted in 1994 and was approved by the Federal Government in 1995. The finalized grant was approved for a period of three yearS; i.e.; from 1995 through 1998. The total amount of approved funding for the Workplace Uteracy Grant was approximately $2;681;562.52 (Office of Vice Chancellor of Administrative Services). The focus of the grant and new program was workplace literacy for the people in the employ of various manufacturing firms at the sites dispersed throughout the greater Orange County area. The objective was essentially to contribute to the progress and improvement of workplace literacy for firms throughout Orange County. 225 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Subsequent to the approval of the Workplace Literacy Grants the Director of Contract Education relinquished her position to direct and coordinate the newly approved program with federal funding support. The new Workplace Literacy Grant program was given the name "Partneriink". Although the focus and function of the program was the same as the District contract education program^ i.e., provide the private and public sectors with contractual education training for firms at their sites, It was somewhat different due to the fact It placed emphasis primarily on workplace literacy areas, e.g., basic reading, writing, and math. It was considered contract education with a different approach (Assktant Vice Chancellor, personal communication, November 18, 2000). Notwithstanding the fact the Partnerlink program was not at the Southern California Community College District office but located at a fadlity donated by one of the reputable firms in Orange County (Steekase Company), it remained under the auspices of the Southern CaHfomia Community College District. The new director of the Partnerlink program reported directly to the Vice Chancellor of Human Resource at thé Southern California Community College District ofhce for approximately four years (Vice President of Human Resources, personal communication, November 13,2000). Along with other donations from organizations, and other resources like indirect monies earned from the grant, Partnerlink took practically the same approach to the private and public sectors as the District contrs# education 226 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. program, i.e., curriculum writing; developing training modules for the partners; printing materials and media resources, as well as establishing a resource laboratory and pragmatic training consultation (Assistant Vice Chancellor, personal communication, December 18, 2000). The inclusion of Partnerlink to the other contract education and economic development activities for the Southern California Community College District made the overall contract education approach very diverse and comprehensive. This diverse approach to the private and public sectors gave the District a tremendous amount of visibility, as well as a strong reputation in terms of contributing to the growth of economic development in the marketplace. Because of the competition that the District had to contend with for the organizations, e.g., other community colleges, consultants, and non-profit training organizations, which were considered potential clients, the visibility of the program became extremely important throughout the 1990's. When the Workplace Literacy Grant was approved and the first director of the Districts contract education program left to coordinate the new program, the position of Contract Education Director became vacant. Since the district administration of the Southern California Community College District had a strong desire to keep the program intact, it organized a search committee to look A)r a new director to continue and pursue contract education efforts. 227 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In 1995, a new director was hired to reajime promodng and Initialing the District contract education program to the community and marketplace (Community college president, personal communication, October 10, 2000). PROGRAM IMPLEMENTATION The internal office procedures and framework for the District contract education program at the Southern California Community College District involving doing business with private and public sector dients were established during the first six months of operation. The District contract education office's methodology in terms of invoking contract education dients; creating cash handling procedures; drawing up formal agreements for contracted services and procedures relative to registration fees, standard Instructionai fees, registration- related fees; plus developing systemabc databases for dients and potential clients were formalized and ready to utilize when the first contractual education arrangements were estatdlshed by the Director of Contract Education (See Appendix N). Although the procedures were unique because of the contract education arrangements with private and public sector organizations, the District contract education program still had to follow the guidelines established by the Office of the Vice Chancellor of Administrative Services for the District. In addition to foliowing these guidelines, the District contract education program could, like cAher programs in the Disbict, be audited by an internal auditing group to ascertain its accountabili^ and legitimacy of transacdons, e.g., cœh (see Appendix 0). As far as audits conducted by aoy outside firms are 228 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. concerned, the DIstrkt contract education program was never selected to be evaluated by an outside auditing firm primarily because of its size (Assistant Vice Chancellor, personal communication, December 23, 2000). As more and more private and public sector organizations got involved with the Southern California Community College District in a contract education arrangement, it becarne necessary for the Director of Contract Education to locate and recruit qualified and interested facuity members at the various colleges in the District. Since the needs of the various organizations in the community were different, it was often times not an easy task to find the ideal instructor for the company or agency. In addition, there was the iTsquireanent c d F a specific curriculum that met and satisfied all the needs of that particular organization. Often times, this would require that the instructor draw up a ojstomlzed curriculum that would deviate from the traditional curriculum followed by the various campuses of the District. The faculty who taught courses to the variety of private and public sector organizatk)ns were an Important link in the overall contract education a r T T a r w g e M T i e r ï t . IH h e s w j c B e s e ; c d F ld h f r instnactons was crften t h < e w i temis of this or^nization submitting any future requests for contract education from the [)k)trk:L If fudbjre r e w g i H s g a ; ; a w n e riot sautimitted aind a contract e * iL M : a t ic H ii [)rcK;ram like the one at the District is not able to connect and secure any arrangements with clients in the field, then the survival and longevity of the program is likely to be in jeopardy. 229 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The District contract education program promoted the active involvement of the instructors with the contract education process. A short time after the District contract education began its operation in 19 8 9 ^ a "Faculty Associate Program" was created by the Program Director. This program allowed for faculty members to design and teach the woitsite contract education programs to the best of their ability. In addition, the Faculty Associate Program gave Instructors an opportunity to form relationships with potential organizations. These relationships often times led to a contract education arrangement with the District contract education office. The solicitation of potential clients through the Acuity members of the Faculty Associate Program by the Director of Contract Education was done through a program development form (See Appendix P). These forms would be filled out by faculty members. After the forms were received and reviewed, a mailing would be prepared using the information provided. When a good prospect had been identified from the mailing, the District contract education ofRce staff would provide this information to the faculty member. Subsequent to receiving this information, a schedulaf appointment would be made with the potential client. More than one scheduled appointment could be required before an organization made a commitment to a contract education arrangement: If a commitment was made by an organization, the D i^ ic t contract education office would handle the arrangement of administrative details. 230 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The instructor for the organization would begin the curriculum planning and necessary prepping prior to the commencement of the course. Subsequent to the first five years of operation for the District contract education program^ the pursuit of Interested and qualified instructors to handle contract education continued. A Faculty Interest Form (See Appendix Q) superceded the Program Development Form to ascertain the particulars of potential faculty. The faculty members who provided instructional services to the various organizations through the District contract education program had to follow a systematic set of rules and regulations. For purposes of accountability^ everything from registration of students^ taking roll call, and ordering books had to be done in a specific manner (See Appendix R). The additional administration in handling contract education courses was an important responsibility underscored by the Director of Contract Education . The promotion of the District contract education program to the private and public secWr organizabons in the marketplace, as well as the community was systematic and continuous. In order for the program to have complete and thorough visibility to the entire marketplace, the marketing approach that the Di^rict contract education program took was multifaceted, i.e., they utilized advertising flyers, brochures, newsletter for orgàhbzations, e.g., chamber of commerce, radio, television, etc. (See Appendix S). The cost of the marketing materials to promote the program was very small In terms of dollar amount. If :i3i Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. you compare the amount spent on marketing for the District contract education program with other organizations in the marketplace, it would be considered conservative. It was conservative because the revenue intake from the contracts with clients was not substantial enough to warrant additional spending for marketing and promotion. Because of these circumstances, the District contract education program spent a considerable amount of time and energy through the use of telemarketing and appointments with interested and selected clients. Since the operation involved only two people (the director and an assistant), the process of adequately covering all of the marketplace in a timely manner was a challenge. The marketing approach that District contract education program implemented over the course of ten years included sending course surveys and curriculum needs assessrhents to potential clients in the marketplace (See Appendix T). These surveys would assist District contract education program with the organizations that needed services and were interested in establishing a contractual education arrangement During the assessment process, the Program Director would continually evaluate the marketplace for potential prospects for contractual education arrangements. To be able to keep track O f all of the particulars of the firms visited or targeted to visit, the Program Director utilized two forms for indicating important facts about a prospective client (See Appendix U). 232 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. On several occasions^ the District contract education office worked in conjunction with a marketing firm to conduct surveys of potential clients in the marketplace. The marketing firm would send out a survey form to a selected sample of potential clients (See Appendix V). The foilow-up would be by telephone. The results of the surveys and follow-up would then be forwarded to the Program Director for evaluation. Those organizations that appeared to have more potential for a contract education arrangement were earmarked for appointments. The marketing strategies estabiished and implemented by District contract education were successful to a certain extent. However^ because the marketing format emphasized providing an educational service in lieu of a specific product, the response from potential clients to the marketing schemes fluctuated. These fluctuations stemmed from the issue of sufficient funds to finance the contract education arrangement. There were more companies and organizations in the marketplace that desired to have a contract education than the number of organizations that had the funds to finance the arrangement. These circumstances made the task of the Director of Contract Education making projections in terms of signing up clients extremely difficult. Like any other organization in the community or marketplace that promotes a particular service, the District contract education program utilized and fdiiowed standard administrative procedures internally and traditional marketing strategies externally. Because of the small staff size of the District 233 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. contract education program^ It was very difficult to be flexible and incorporate any additional acbvlbes or procedures that would enhance progress and the bottom line. CHAPTER V DATA ANALYSIS AND FINDINGS M T R p B H cn m This case study Investigation of a contract education program within a multi-college community college district Incorporated an array of data from archival documentation^ semi-structured interviews, and survey questionnaires. The data collected from these three areas were utilized to address the Issues and answer the eight research quesbons posed In this study. The research questions are correlated with the areas of deagn, development, and Implementation of the District contract education program. Each of the three areas has a specific number of research questions. The number of research quedions for the areas of design, development, and Implementation of the District contract education program are as follows: A) Design-There are two research questions for this area; B) Development— There are three research questions for this area; C) Implementation— There are three research questions for this area (See Appendix w ). ; - - . The primary objective of analyzing the data gathered from the archival documaits, semi-structured interviews with the Southern California Community 234 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. College District personnel^ and survey questionnaires to organizations and Instructors^ is to provide answers to all eight of the research questions posed in the case study and ascertain how effective the design^ development, and implementation of the District contract education program has been from 1989 through 1999. The discussion in this chapter with respect to the data collected will not incorporate any subjective assessment by the investigator. Subjective input on the part of the invesbgator will be given in Chapter Six. Chapter Six will present a summary and conclusion, as well as the investigator's recommendations regarding the near and distant future of the contract education program for the Southern California Community College District. This chapter will review the data from the archival documents, semi structured interviews, and survey questionnaires first. Second, there will be a review and discussion of what was mentioned in the semi-structured interviews. The third part of the discussion w ll review the data from the responses placed on the survey questionnaires submitted to private and public sector organizations in the community and marketplace. The findings from the three abovementioned areas will be then be used to provide the best possible answers to all eight of the research questions for this case study investigation relative to the design, development, and implementation of the contract education program at the District community college district. 235 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. DATA ANALYSIS AND FINDINGS The archival documents examined by the Investigator revealed the District contract education program established standard business administrative procedures in ternis of handling the contract education relationships with private and public sector organizations in the community and marketplace. However, the business of handling the contract education arrangements was slightly different from a typical business involved in selling products and merchandise. The community college district program transactions with businesses and agencies involved payments from these organizations by means of an organization check to the contract education program. I.e., the District. The number of transactions where the Southern California Community College District received cash for the educational services rendered by the District was small. Notwithstanding the differences between the way the District contract education program handled its clients and the way traditionai tiusinesses in the marketplace handled their customers, the District contract education program was nonetheless considered a business within an educational environment providing educational services to a variety of private and public sector organizations. Subsequent to the end of every month, the District contract education program would evaluate how much progress was made in terms of es^lishing contract education arrangements with organizations. Looking at how many clients were signed up for educatlonai services and how much the arrangement with each dient was In terms o f total dollars would be akin a busine^ looking at 236 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. how many products were sold during the previous month and the amount of profits generated after the overhead^ i.e.; rent; utilities; salary; was subtracted. Although there are some slight differences between the District contract education program and a regular business; both organizations would be considered the same because a product or service is being offered to a client or customer in the community or marketplace. Tbe accounting for the contract education arrangements was handled by the Office of the Vice Chancellor of Administrative Services. Because the District contract education program was operating in publicly supported educational institutions of post-secondary education; the activity involving the program had to have accountability. This fiscal accountability was recorded and tracked by the District's department handling the financial matters of any program in operation. The design of the District's contract education program relative to administration was efficient and effective. Tbe office procedures and administration of the program incorporated the utilization of computers and software. Utilizing word processing and other software programs like Excel and Access enabled the District contract education staff to organize categories of information; e.g.; client listing; expenses; revenues; etc.; into databases that could be revised on a frequent basis. Using computers and advanced software also helped the Program Director In terms of communication with clients through e-mail; as well as planning marketing strategies and weekly and monthly Itineraries. 237 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The archival documentation regarding the revenues and expenses generated over a ten year period of time by the District contract education program revealed a very slight differential between the contract education program and business. Table 4 shows the tcAal dollar Ogure In terms of expenses for each of the ten years the District contract education was in operation at the District office. The District contract education program had a total of approximately $2,690^644.00 In expenses for ten years. Table 5 shows the total dollar figure in terms of revenue for each of the ten years the District contract education program was In operation at the District office. The revenue taken In by the District contract education over a ten year span of time was afvroximately $2,677,552.00. The differential between the total expenses and revenues was approximately $13,092.00. The investigator of this case study conducted thirteen semi-structured interviews with individuals at the District office, three campuses, and former program directors. The semi-structured Interviews were conducted over a four month period of time, i.e., September 2000 through December 2000. The Interview method selected by the Investigator was by way of telephone. The thirteen Indlviduais that were interviewed over the telephone long distance are as follows: 1) The Chancellor of the Southern California Community College District; 2) President of one of the colleges; 3) President of one of the colleges; 4) President of one of the colleges; 5) Vice Chancellor of Human Resources for community college district; 6) Vice Chancellor of Administrative Services for :i3 8 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. community college district; 7) Assistant Vice Chancellor of Administrative Services for community college district; 8) Vice President Economic Development of one of the community colleges; 9) Dean of Business of one of the community colleges; 10) Administrative Dean of one of the community colleges; 11) Dean of Vocational Education of one of the community colleges; 12) Director of Contract Education (1989-1995) and Partnerlink (1995-1998); and, 13) Director of Contract Education (1995-2000). The rationale behind conducting the semi-structured interviews with the abovementioned Individuals was to record their perceptions In terms of the effectiveness of the design, development, and Implementation of the district contract education program from 1989 through 1999. Many of the perceptions voiced by the Individuals interviewed were similar. However, some of the perceptions deviated and were different from what the others conveyed. The majority of the individuals Interviewed for the case study believed that the district contract education program had an effective design that fostered support for providing educational services to the community and marketplace. There was a consensus in terms of being confident about how the program was established and Implemented. This confidence level stemmed from the fact that the directors responsible for the overall program were qualified (both possessed a Master of Business Administration degree), as well as competent and experienced in promoting and administering the program. In terms of the development of the district contract education program over the past ten years, 239 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. all of the Interviewees believed that the program could have developed more if more funding and Individuals were available during that timeframe. There was also consensus in terms of the district contract education program being worthwhile and beneficial to the district as well as the community and marketplace. However, there were some concerns expressed as to whether the program was totally cost effective overall. The semi-structured interviews revealed that all of the Individuals on the various campuses that were Involved with contract education supported the district contract education efforts In the community and marketplace. However, each of the campuses in the district had a different level of contract education activity, as well as the number of staff members handling contract education responsibilities. The campuses diat did not have very many staff members involved could not devote the same amount of time to the promotion and administration of contract education. Hence, some of the campuses could be more aggressive due to having more staff members involved with the overall process. According to Issac & Michael (1995), surveys are the most widely used technique in education and the behavioral sciences for the collection of data. They are a means of gathering information that describes the nature and extent of a specified set of data ranging from physical counts and frequencies to attitudes and opinions. This infbrmatidn, in turn, can be used to answer questions that have been raised; to solve problems that have been p%ed or : Z 4 0 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. observed, to assess needs and set goals; to determine wheOier or not specific objectives have been met; to establish baselines against which future comparisons can be made; to analyze trends across time, and generally, to describe what exists, in what amount, and in what context. The survey instrument was chosen to assist the investigator In answering questions regarding a spedfic program in a community college district. A selected sample of businesses, agencies, and instructors was given to the Investigator from the various campuses in the disbicL The selected sample was comprised of fourteen businesses, four public sector agencies, and twenty instructors. Survey questionnaires were developed by the Investigator and sent to these businesses, agencies, and Instructors involved with contract education for Southern California Community College District. The objective of these questionnaires was to ascertain what kinds of perceptions Individuals had about the design, development, and Implementation of the district contract education program. The return rate on the two groups was above eighty percent. Out of fourteen businesses, twelve surveys were returned (86% return). In terms of the public agencies, three of the four public agency surveys sent out were returned (75% return). For the contract education instructors, approximately s e ve n ty were returned (85% return). The majority of businesses that returned the surveys were either small to medium size businesses, I.e., fham five to twenty-five employees. The responses 241 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. from the businesses, as far as the administration and Implementation of the program, ranged from very good to excellent. All of the businesses surveyed believed the district contract education program was helpful in terms of contributing to the growth and progress of their organizations. There were no negative responses when asked If the district contract education program had a positive Impact on the organization and individuals who participated in the balnlng. The surveys to the public agencies had reactions very similar to those of the businesses. Two of the surveys had comments voicing concerns about available funding In the future for contract education arrangements with the Southern CaHfbmia Community College District. The majority of the Instructors surveyed for this case study had over twelve years of teaching experience. There was only one that had taught less than twelve years. The areas of expertise of the Instructors surveyed varied, e.g., blueprint reading, nursing, business management, and computer science. These areas of expertise of the Instructors surveyed reOect the very small percentage of the total number of acEdemlc disciplines that qualified instructors have taught to organizations in the community and marketplace. All of the Instructors surveyed responded favorably to the classroom environmerits of the organizations that had contract education arrangements with the district. 242 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. However, In the area of contract education being beneficial to the Individuals In the organizations, the responses ranged from moderately beneficial to extremely beneficial. The written feedback from the open-ended questions on the surveys to the Instructors revealed that there were some Issues and problems with students that Interfered with the smooth delivery of the training at the workplace sites. Although this did not appear commonplace for all Instructors, It occurred with more than one Instructor. As far as how the Instructors viewed the administration and Implementation of the district contract education program overall, most of them considered the program to be effective. Some of the instructors, however, voiced concerns about not having sufficient monetary compensation for everything Involved with teaching the Individuals at the business or agency location, e.g., prep time. Since the inception of the district contract education program, the design of the program has made a significant contribution to the success of providing educational services to the private and public sector vis-à-vis contract education arrangements. The organlzabon of the district contract education office to handle the contracts, as well as the coordination of instructors to teach the training, allowed the district contract education program to be conducted without very many problems or compllcabons. In terms of changes over the course of ten years, the district contract education program made several Internally to streamline the entire process of 243 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. handling the contracts with private and public sector organizations. The two directors of the district contract education programs established protocols in terms of handling the contracts and internal administration. These protocols were instrumental in helping the overall program run smoothly as well as successfully. The district contract education program opened its doors and began operations in 1989. Since the program had never existed at the Southern California Community College District^ it was necessary to develop a solid base in order for the program to be initiated. Not having a base would be akin to a small business starting-up without anything except venture capital. Since the program had virtually nothing to start with except the expertise of the director, the development of the program at the very onset was an ultimate challenge. However, the program developed notwithstanding the lack of a solid foundation already established. The changes that were made over the course of ten years allowed the district contract education program to run smoothly. With the program running smoothly, the directors were able to work more closely with the clients that had established contract education relationships. Moreover, there was time to develop more strategies for prospective clients in the community and marketplace. The district contract education program had established a mission statement and set of goals at the onset in 1989. The objectives mentioned in the 244 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. mission statement addressed general goals in terms of serving the community and marketplace. Although marketing strategies were mentioned in the mission statement; there were no specifics in terms of what was to be done and when. The district contract education program did not have a formalized short and long term marketing plan for the community and marketplace. The success of the program was gauged according to the number of dients signed to contract education arrangements and educational services provided; as well as the revenue generated. Since there were no formal marketing plans to gauge progress; success could not be associated with hitting specific projections established in a formalized marketing plan. The success came from the number of dients that signed contract education arrangements and the amount of revenue generated from these arrangements. The implementation of the district contract education program from 1989 through 1999 was relatively successful based on the administration of the program and dient base estabiished. In view of the fact that district contract education program had to compete with several other organizations in the community and marketplace vying for the same clientS; it was not always an easy task maintaining and keeping the dient base strong and prospecting at the same time. From the very onset; the district contract education program had established a strong rapport with organizations in the private and public sector. Working dosely with these organizations and ascertaining what their needs were :Z 4 5 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. in terms of training made a big difference. Providing assistance and free consultation in areas where the organization felt insecure was often the main reason for the client signing-up with the Southern California Community College District and not another competitor offering educational services through a contract education arrangement. GPNaW SKM The data examined from the triangulation of data sources substantiates the premise that the design, development, and implementation of the District contract education program was effective during the ten years that it was in operation at the Southern California community College District administration office. The program began with basically nothing and grew in terms of promoting educational services offered by the Southern California Community College District. The impact on the private and public sector was ^o ra b ie due to the benefits and progress It brought to a large number of organizations and individuals in the community and marketplace. 246 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CHAPTER V I SUMMARY, CONCLUSION, AND RECOMMENDATIONS INTRODUCTION Programs promoting economic development activities like contract education are presently In existence In over half of the one hundred and seven California community colleges. Although the programs are similar in concept, each community college is unique In terms of how its contract education program Is designed, developed, and implemented. Moreover, each community college has a different set of policies and direction relative to how Its community related programs are to be designed, developed, and implemented. The policies and direction established for a specific program in a community college district setting will have a direct impact on how effective and progressive it will be. This case study investigation attempted to examine a multi-college California community college district's contract education program in southern California and ascertain how effective and progressive the program was over a span of ten years (1989-1999). The primary purpose of this case study investigation of the District contract eduŒtion program at a Southern California Cwnmunity College District was tp seek and obtain a thorough understanding of how the design, development, and implementation contributed to the effectiveness and progression of the program. 247 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 9VMMARY The invesügator of this case study investigation examined a specific program relative to economic development and contract education at a multi college California community college district in southern CaHfbmia. The centrai question to be answered by this particular case study investigation was: "How effective and progressive was the design^ development^ and Implementation of the program?" Tbrough data analysis, utilizing qualitative triangulation, i.e., archival document analysis, semi-struclured Interviews, and survey questionnaires, the investigator examined the effectiveness and progression of the design, development, and implementation of the district contract education program at the community college district in southern California. A qualitative research approach utilizing triangulation was employed because it was the most appropriate in terms of examining the various aspects of the program. The three-prong qualitative research approach to this particular case study investigation allowed the Investigator to collect a comprehensive array of program data to examine. The analysis of the data showed the significant aspects and procedures of a specific program in a community college district, as well as the fluctuations in terms of progress during a ten year period of time, i.e., from 1989 through 1999. Subsequent to all the qualitative rKearch for this case study investigation, the investigator fbund that a planned and systematic community college district program relative to contract «iucation and economic dwelopment may be Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. effective and progressive in terms of the delivery of educational services to private and public sector organizations in the community and marketplace^ but may not always be positive in the area of program cost effectiveness and the community college district's bottom line. W N CLVaOM The Southern California Community College District embarked on a contract educabon venture in 1989 by creating a contract education office within the administrative office facility located in Costa M e s a ^ Callfbmla. The name of the program that would take charge of handling the promotion and implementation of contract education to the private and public sector organizations throughout the greater Orange County area was the district contract education program. For an entire decade, i.e., from 1989 through 1999, the district's contract education program, based at the district office, was responsible for establishing contract education arrangements with a multitude of organizations In the community and marketplace that had specific needs A)r educational services and training. Moreover, the district contract education program worked in conjunction with ail three campuses that comprise the districL Spedfkally, It assisted the colleges in terms of establishing leads and assisting with any administrative matters and procedures In which any of the community college campuses might need help. Subsequent to the tenth anniversary of being In operation at the Southern Califomia Community College District adminlshatton facility and at the onset of :249 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. the year 2000, a decision was made by the Board of Trustees at the recommendation of the district Chancellor, to officially decentralize the contract education program at the district office and move all program structure and functions to the three individual campuses. In lieu of having a centralized program with one director in charge of administration and implementation of the program, there would now be several academic administrators performing responsibilities relative to promoting and implementing contract education arrangements with the public and private sector organizations in the community and marketplace. The result of this new arrangement of having no centralized administration, such as the district contract education program had, will remain to be seen in the coming years during the first decade of the new millennium. Over a span of ten years, the district contract education program was successful and progressive in terms of marketing the contract education course offerings of the Southern California Community College District. The overall response from the private and public sector of the program was positive for the most part. Unfortunately, the Southern California Community College District was not the sole promoter and provider of contract education in the community and marketplace. There have always been other schools, consultants, and the like that made it extremely difficult to maintain a solid and positive growth curve. Notwithstanding the ^ c t there were numerous competitors pursuing the same prospective clients in the greater Orange County area, the district contract education program was relatively successful and effective In establishing contract 250 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. education arrangements with a wide spectrum of private and public sector organizations. The program generated approximately $2^677^552 from educational partnerships with the private and public sectors. However, over a ten year span of time, the district contract education program had a total of $2,690,644.00 in expenses overall. The differential between the total revenues and expenses is approximately minus $13,092.00. If one is gauging program success from the standpoint of having a surplus of revenues, then the district contract education program was an unsuccessful program due to the abovementioned deficit. O n the other hand, if one is not gauging program success from a surplus of revenues, but from the successful promotion of course offerings to the community and marketplace, as well as making a positive impact in terms of training individuals in private and public sector organizations, then the district contract education program would be considered successful. The district contract education program was effective in terms of design, development, and implementation of contract education arrangements to the private and public sector organizations in the community and marketplace for an entire decade. Notwithstanding the fact it incurred a relatively small deficit over the ten years it was in operation at the district office, it made a positive Impact on those organizations that had specific training and educational needs. When evaluating the upside and downside of the District contract education program, the question that needs to be asked is: ''What is more important, providing educational services and necessary training, or generating 251 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. revenues?^ Some might say the former; some might say the latter; and, some might say both. If the Southern California Community College District was a private sector business^ then generating revenues would be of paramount importance. Since the Southern California Community College District is a post secondary Institution of higher education that serves the people and organizations In the community and marketplace and not a bonaflde business per S 6 ; then one could argue that It Is more important for an Institution of higher education to provide educational services rather than generating revenues. The counterpoint to this would be: " If the program in question Is Incapable of remaining solvent, then can you expect It to continue to offer and provide educational services?" If the program In question did not generate any revenues, but had equivalent revenues verses expenses. I.e., breaking even, then the program might have a stronger chance to remain In existence and continue to operate within the realm of other programs In a community college district. Unfortunately, the gauge regarding whether the budget Is plus or minus is often utilized to ascertain If a specific program should be eliminated or continue in ewstence. Since the philosophies of academic administrators and Boards of Trustees will vary on the abovementioned questions and issues, there will never be a total consensus In terms of how Important contract education programs are In the total scheme of things. These d lf^ n c e s may or may not stymie the effectiveness, progression, and continuation of these programs. However, If 2 L S 2 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. administrators and trustees concurred with the existence of a program and backed it, then the chance of it staying on as a program is inevitable. RECOMMENDATIONS Although the district contract education program is officially decentralized at the Southern California Community College District, it is still alive and well at the Individual community college campuses. In terms of how the program will carry on and progress In the community and marketplace is contingent on how each community college campus designs, develops, and implements the program. As far as how much will be accomplished over the next decade of the new millennium, that remains to be seen. However, If the same amount of effort and time is put Into the program, then the likelihood of it being effective and progressive is strong. It would be pragmatic for each of the three campuses to formulate a short and long-term marketing strategy with specific targets, i.e., number of clients and revenues generated per annum. The annual progress against the established projections will give each of the various community college campuses insights on areas that need to be worked on, as well as any adjustments Üiat need to be made. Having an established game plan to follow use as a tool and reference lends more credence to any progress made on an annual basis in the community and marketplace. Not having an established game plan to follow and use as a tool to penetrate the marketplace and serve the community would be somewhat rkky and would not t)e very prudent in terms of using standard . - : % S 3 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. business practices and business planning. The net result from not using good business practice may be negative. Without a marketing plan for a program that Involves selling educational services to organizations In the private and public sectors, there may be difficulty in terms of rnaking and accomplishing goals In the short, as well as long run. The continuation of the marketing efforts to promote contract education and economic development for the community and marketplace on the part of all three campuses Is Imperative for the concept of the district contract educatkm program Is to remain alive and available to the private and public sector organizations in the greater Orange County area In the near and distant future. If funding is not readily available by the district or various community colleges for any professional marketing strategies for the program, then there need to be strategies created internally that do not require very much funding and sophistication, e.g., brochures generated on a personal computer using state-of- the-art software. Along with a very strong marketing approach to the community and marketplace, the communication lines between all of the key Individuals Involved with the contract education concept at the Southern California Community College District must be ongoing and dear. Program problems and critical Issues must be resolved using a team building mentality. Everyone Involved with the program should be empowered with the responsibility to assist In making the necessary changes for the program to work. The awareness and cognizance of 254 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. competitor activity In the community and marketplace has to be shared among everyone promoting contract education for the district. More knowledge about competitors In the community and marketplace Is beneficial In the area of creating marketing strategies and promotions that work. The most Important thing for everyone promoting contract education In a community college district setting Is to comprehend that hard work and continuous efforts will always foster better relationships with businesses and organizations In the community and marketplace and may lead to more progress. Sporadic efforts will not have the same Impact with the organizations. Even If the contract education arrangements are not established right way with continuous efforts^ one can rest assured that the organizations In the community and marketplace will know that the Southern California Community College District is sincere In serving and providing educational services to them. If and when the time comes for an organization to establish a contractual education arrangement^ they will probably reflect on which organization has shown consistency and sincerity In terms of providing the best possible contract education package that Includes the best possible support. The Involvement of the Southern California Community College DIstrlqt with the armed forces appears to be very lucrative and beneficial In terms of broad visibility In the public sector. If feasible and within budgetary parameters^ other areas of the federal government, as well as the agencies at the stats level throughout the continental United States, should be probed for potential contract 255 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. educaOon arrangements. In the future, It will be Important to seize the opportunities that may exist prior to ancAher Insütution of higher education with expertise to create the educational partnership, goes forward and establishes the arrangement. However, it would be Important to be discreet In terms of how many contract education anangements are created. If too many arrangements are created, then the ability to handle all of the programs could be jeopardized. The issue of credibility will diminish if the syndrome of being "spread too thin" occurs. As time goes on, funding for more staff may or may not become available. If It becomes available, then it would be safe to make larger projections about potential clients simply because the staff to handle the Issues and administration will exist. INVESTIGATOR'S CLOSING COMMENTS The author of this doctoral dissertation began the formal research process In 1997 subsequent to making several changes in the direction of the study, as well as adjustments to delays follovwng advancement to candidacy. The collection of archival documentation for the District contract education program at a SOudiem Califomla Community College District and comprehensh/e review of the literature for the case study was completed In May, 2000. Writing for the first draft the rnanuscript was initiated in June, 2000. Several rhonths later, the research activity relative to the seml-structured interviews and survey questionnaire took place from August, 20(X ) through December, 2000. 256 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The completion of all the formal writing of all two hundred and fifty-seven pages of text for all six chapters of the doctoral dissertation took place In January^ 2001. Thank you Lord! 257 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. REFERENCES Adkins, P . (1999). The Marketing of Advanced Technology Centers at Communily Colleges (Doctoral Dissertation, Illinois State University, 1999). 989. Alabama State Department of Education. (1999). 2J.' A A & /? /b r MW:/bnæ. Montgomery, AL: Author. Alexander, A. (1997). Perceived Critical Success Factors In Triad Partnerships Between A Community College and Business and Industry (Doctoral dissertation. 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(1964). a/%/ ; 4 SKo/y o/" /^/cy% E » A io e s/r^ % ? f/ye 6X#s(/ T T a o b s 3 % r % % O a A ? /? ^ / Washington; D.C.: Bureau of Apprenticeship and Training. PeterS; T. (1987). 7% /A ^ a /? C % a o & ' /b ra A /& /% a p e m e » f New York; NY: Alfred A. Knopf; Inc. Peterson; C . (1989). Conditions Favorable for Community College/Business Partnerships. Cbm/T/r/aAy .Senses 79 (1); 13- 15. 277 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Pezzoli, J. (1998). Cbm/77mAy /M e e o k Æsesswremf /br /4^/*z/Auye A/ucaAw? a/x/ T ÿ g /r? /? ^ . Kahulul; Maui: Maul Community College/University of Hawaii. P helps^ L. (1990). T T z e 6 (4 ly .Z o /ry f R /w k; QcywtuMAkg a/x/ ^ % ( s m m ia F /br AasbecwTO^/y Kxaùwxa/ AtxaAbw. Berkeley, C A : National Center for Research In Vocational Education. Prestige, S. (1990). Training Customized For Customer. ^J(2), 18-24. Rainis, L. (1989). A Comparative Analysis of Contracted Training Programs With Recommendations for Dundalk Community College (Doctoral dissertation, Columbia University Teacher^s College, 1989). Æxsback J > 7 ù e m a A w % a ^ 55-.Z24,3834. Ramer, M . (1994). Using a Management Information System Effectively for Contract Education Programs. /5r 22(1), 35-46. Ramirez, K , (1989). Economie Development and the Role of Community Colleges: Contract Education in Review. Cbm m r/oÆ x O a X sg e Asoegy 2(1), 1-32. Register, A. (1991). Corporate-Based Higher Education Degree Programs: Origins, Evolution^ and Implications (Doctoral dissertation, Oklahoma State University, 1991). Asse/taAt?/? 4As6rac6 J/rAemaPtMa/ Æ ?-A84y2637. Riedinger, S. (1999). aocf Soda/ SsrytBS /br 6ow- j/Kome /May My*. Washington, D.C.: Urtan Institution. Roberts, B. (1995). Community C o H e g e Role: A State Perspective. Cbmmm/iySsry*%g<a(ai)/s6 2?(3), 6 ^ ^ ^ Roberts, C . (1995). LaVeme, CA: University of L a Verne. Robertson, C., (1996). The Essential Workplace Skills in Manufacturing Industries As Perceivai By Employefs, B^erience Wbrkers, and Work-based Educators (Doctoral dlssertatioh. The University of Memphis, 19%). 278 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Rodgers, R., (1997). Assessment Of Basic Workplace Skills Training In Manufacturing Firms In the Greater Pittsburgh Region (Doctoral dissertation, University of Pittsburgh, 1997). AAsùacts 1097. Rosenkdd, S. (1998). C b /? /7 e c # y % s ; a//qpe. C bm m w rÆ y Æ easarc/r G s M ù a r New York, N Y : Community CtWegeReseandh()aYky. Ryan, J. (Ed.). (1993). /% w f m e r F à ? AwwmAr / 3 e M s A y M m e m f ; Cbdtge /or Washington, D.C.: American Association of Community Colleges. Sangalll, P . (1998). Adult Learning Theory: Implications For Teacher Development (Doctoral dissertation, Spalding University, 1998). Æg/% 56. Saunders, H. (1997). Designing and Assessing a National Workplace Literacy Program for Health Care Providers: Using Employer's Goals to IDehneCkdcofnes. 6 ^ ^ ) ^ 13-16. Schaier-Peleg, B., & Donovan, R . (1998). Building Local Partnerships: Contributions Of a National Center. Alew /WecObw /br 57-64. Shults, D. (1997). T T r e QoporA/zr/Nss /4cf a w m c f û 3 m / 7 7 f // 7 Æ y CWbpe /Yqoe/a/rress: A paper presented at Nova Southeastern University (Tempe, AZ, June 12, 1997). Scott, R . (1987). The WoM ( T c A e s à X c v ? / Kho M# T T a A ? A a r /he Ovpofg/B /îv/zAnef A paper presented at the Annual Meeting of the American Society for Training and Development, Long Island Chapter ( [ B k a t h f x a K ie , ffY, F ie t H T jc H Y 1(), 1 S N B 7 ' ) . Seamon, J. (1990). Partners In Literacy: Schools, B m p d k a y e r s Tegirn Up O n The Job. kbca/Wa/5]%AG^%an.A%^7M^ < % 5 ( 6 ) , 32-33. S k d H n g . (1975). j&2(]6), 3 W & - 4 H 5 . I S e w n i h T o k s (jCHiirrninity (Z o lk a g e . (1 J998). 6 % 3 W L C ) ; < S /c ) w /h i C % g p % 3 y < % w 7 / B l 2 F T T w i p w y g R t 4 * / q g v T S a r r m a v T f a e / ? 6 y a G V T B / % T A & > M 3 M 7 / > e r j(r A d g / x a r K ; / l i 4 a r A ; a 6 a c % = Z j % e y « ; c ) r S w a r r R o r c ^ P L : S S e r r U r N O l e (jOHtirnuhity (jolkagie. 279 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Silverman^ S . ^ Splrdoso^ S .^ & L o cke^ L (1987). 7 7 ? a f MW: J / 7 /? e s e 0/c/?. Thousand Oaks, C A : Sage Publications, Inc. Skipper, 1 3 . , & Allen, S. (1993). Thousand Oaks, C A : Sage Publications, Inc. Smith, N . (1983). An Identification of Effective Practices in Contract Education Programs in Selected California Community Colleges (Doctoral dissertation, Pepperdlne University, 1983). IXssarfaAkw /l/asbzncfs J /? A s m a A b m a ^ 444234,0653. Smith, R . (1995). Tomorrow's Community College. New Jersey: Life Press, Inc. Stake, J. (1994). Development and Validation of the Six-Factor Self Concept Scale for Adults. 54 (1), 56-72. Stake, R . (1995). Rene Magritte, Constructivism, and the Researcher As Interpreter. BikAzAma/ TTieo/)^ 45 (1), 55-61. Stanley, P., & Prentiss, J. (1992). EkmomAr J992-A?. Sacramento, CA: California Community College Board of Governors. Stanton, M . (1990). Workers Who Train Workers. Occupational OaAWr^üa/Aen^ 3-11. Star, H. (1983). ttxsAbma/ a/w c3 A b r7 & ^ A) .SMW ThokaAw/ MWrer Columbus, OH: Ohio State University National Center for Research In Vocational Education. Strauss, A., & Corbin, J. (1990). /^esaa/cy?; T T ^e w y A rx% à3k/res & T&û^Âyues: Thousand Oaks, CA: Sage Publications, Inc. Steele, E . (1999). Program Evaluation In Higher Education: A C a se Study (Doctoral dissertadon. The College of William and Mary, 1999). /%ss^^Aw7,4AgAracAs Z ^ A S T T z a A w T a / 675. Stephenson, G . (1995). Æ??erta/7 Cüm/nmAy C W Î^/ EssanAê/ A ? < A e v 4 A 7 é r % a A Z ) n s à / 7 7 , Paper presented at the Annual Convention of the American Association of Community Colleges (75"', Minneapolis, MN, Apdl 22-24, 1994. 2 K 0 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. stocker, M . (1998). A Workforce Training Model for the Community College (Doctoral dissertation, University of Kentucky, 1998). DfsserOAbr? 5 % 758. Stone, J., & Manlon, K . (1988/ a r% / iocW /y," a/x/ M^nters. Minneapolis, MN: University of Minnesota, Research and Development Center for Vocational Education. Taggart, S . (1988). The Problems of Managing Contract Training Courses and Programs at Florida Public Community Colleges (Doctoral dissertation. The Florida State University, 1988). /Z c s s e irfa A w ? AAs&acgs 2083. Tapper, D. (1983). Collatx)rative Efforts of Business and the New York City Public High Schools. 7/Brx6ay70^/txecas6^ 1-14. Taylor, M . (1995). What Makes a Successful Workplace Education Program? 3(1), 37-52. Texas State Technical College. (1996). Too/ T k A /T o A x g y C b m / T x x ? Q r % x x x / r Towan/ a aano&rds-ÆBed 7/aA?^ . Q c s A s m /hr Too/ a/%/ Afe^ jWüsWss: k t/ 2.' C^mar Gsr*ya/ B/ucafAx? a/x/ Æ e m a o K a A b i/ ? o^a M a A /m e Slef oA SX# .àarx]&/%6 a/x/ O/mbuAxn T T a x /A x y A^Asn&6 /br AreokAx? A^f/f&cAunhg^ j/xA/sby^ Waco, TX: Author. Tibbets, J. (1994). Partnership Problems Between Community Colleges and Business and Industry: Analysis and Evaluation (Doctoral dissertation. Northern Illinois University, 1994). ,4AsbactF JbAema/Ax/a^ 0427. Tiemey, W. (1991). Utilizing Ethnographic Interviews to Enhance Acadénic Decision Making. /M sw /Wec/Axzs /br Vhsbb/bb/M/ 7 22. Tiemey, W. (Ed.). (1998). The Æeqoms/w 6A?AwsAy; /?es(mcW?^ /b r As/ytxmwxe. Baltimore, MD: The John Hopkins University Press. Tiemey, W. (1999). (he /^esg rxx/aw e C b/7 v% g; OeafAa i%/yb/7na/7ce aa// Thousand O a k S / CA: Sage P ubH cabons. 281 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Traîna^ L. (1989). Training By Contract College B ased Program Development Practices In the Reid of Corporate Educadon: A Qualitative Study of Theories in U se (Doctoral dissertation^ Columbia University Teachers College, 1989). /X ss a rfa A & v? ÆKbacts 5 D -A 3 M , 0603. Utah State Board of Higher Education. (1992). S ) @ A s m o f Salt Lake City, UT: Author. Valeau, E . & Van Horn, S . (1997). The Salinas Valley Economic Development Project: A Regional Collaborative. ^ ( 2 ) , 17-18. Vaughan, R . (1990). Aat/cabb/? a/%/ Ao/xwrAr DewaAvmeof New York, NY: National Center on Education and Employment. Vogler, D., & Manley, K . (1982). A O M S rw le w ; Washington, D.C.: Author. Wakefield, J. (1992). Training Partnerships Between Businesses and Community and Technical Colleges in Washington State (Doctoral dissertation, Seattle University, 1992). D & sa ffa É & v? Æxsbacts A T A e m a bbo a^ 5:?-oa4,3089. Waldeck, N . (1998). An Examination of die Relationship Between Advanced Manufacturing Technologies and Workforce Development Activities: Implications for Organizational Perfonnance (Doctoral dissertation, Tbe Ohio State University, 1998). D&saffabbr? AAsbacb J /T b a m a b b rx a ^ 240. Wallace, S . (1989). Influence of the Economic Development Program of a Comprehensive Community College in Business Dedsions of Companies in Its Service A r^ (Doctoral dissertation, Claremont Graduate School, Claremont University, 1989) Z X sserta bb r? AAsfracfs 1192. Wallerl, R . (1998). C ase Study Five: Acœuntablilty Through Collaboration: The Oregon Shared Information System. Jkxymg/ ^esewc/r A ? (Ae j ( l) , 61^7. 282 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Warren^ ]. (1998). A Small Rural Community College And A Large Industrial Corporation: A Customized Training Partnership (Doctoral dissertation, The University of Texas at Austin, 1998). Æ x s È ra c fs 1883. Washington State Workforce Training and Education Coordinating High Skills, Wages Board. (1998). Aup/ess o f ^ 7/a/r?/n^ a/%/ fbluGaûkw. /I Æqoo/f fo (Ae Olympia, WA (ERIC Document Reproduction Service No. E D 425345). Washington State Board for Community and Technical Colleges. (1999). C b m m o m Æ y a/x/ T e d /z rA c a / CWbpes 57/%#77eof a/x/5W%T^ ^ ^ x x t Olympia, W A (ERIC Document Reproduction Service No. E D 418756). Watson, J. (1998). Rural Community College Administrator's Perceptions of Effectiveness Factors Assodated with Rural Community College/Industry Linkages in the Southern Heartland (Arkansas, Colorado, Kansas, Missouri, New Mexico, Oklahoma) (Doctoral dissertation, Kansas University, 1998). 6Q4%^991. Weber, J. (1998). Managing Promises and Marketing Activities in the Cultivation of Long-Term Relationship Commitment: The Development of a Model for the Services Industries (Doctoral dissertation. The Louisiana State University and Agricultural and Mechanical College, 1998). D & s^fxx? ÆKArads 2108. Weeks, A. (1985). A C a se Study of a Management Institute Model fw Managing Contract Training at a Community College (Doctoral dissertation, Columbia University Teachers College, 1985). [% ssBr/9(x)/7 v4As&3dsJy7/e/73a(xxw/46-.I24,3578. Wells, S . ( 1 ^ , May 10). Forget the Formal Training. Try Chatting At The Water Cooler. 7 7 ? e jVew yWr Tim&ÿ pp. B16. Whittaker, B . (1987). Idendfkabon Of Training Needs And Providers In Sielected Business and Ih d u ^ (Doctoral dissertation, Indiana University, 1987). ZXssB/ta/xx? 2224. Wolcott, H. (1990). WWrgr 6(0 /?6see/ch. Thousand Oaks, CA: Sage Publicadons, Inc. Wong, L. (1998). A 6 Govsmor ùaoAs 7ô jÿ T c n a a s e C bm /rx//^ A/wÂ: Sacramento, CA: Author. 283 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Workforce and Economic Development Commission. (1999). JbAs a/%/ /(aAes /br 7 % r n e 5 % % » ./5W. Washington, D.C.: Author. Worth, E . (1985). Role of Vocational Education In Economic Development: As Perceived By Vocational Educators and Representatives From Commerce and Industry (Doctoral dissertation. Northern Illinois University, 1985). Akser/aAty? Æxs&sc/s 3577. Wiley, C . (1993). Training For the '9(Xs: How Leading Companies Focus on (^IM y Improvement, Technological Change, and Customer Service. 7% )^ 79-99. Wiley, E . (1992). Governor's Group Calls on Community Colleges To Take Stronger Role In Retraining Workforce. Cbm/nuoÆ y Oa%e 3-5. Williams, G . (1999). Coping With Reduced Resources: A C a se Study of Holyoke Community College (Doctoral dissertation. Harvard University, 1999). D essa/faA w ? Æxstrac/s i/rAamaAbma^ 1880. Wilson, J. (1994). Perceived Effectiveness of Business and Industry Training Programs and Implications for Identifying Critical Performance Criteria (Doctoral dissertation, Michigan State University, 1994). /Xsser/aAw? yAAsAacb Z r rA e m a A ü m a ^ 0804. Willson, L. & Anderson, B . (1986). 55%)^ o/'Cbi/Tfrac/ua/ A%)p/ams A ? (Ae CMbmA Cbm/yrm#^ Sacramento, C A : California Community College Office of the Chancellor. W itt, A. (1994). ,4/77e/*aÿ Ciom/Tw/r/fy T T r e Hrsf üs/rAu/y. Washington, D.C. : American Association of Community Colleges. Wright, L (1996). Current Training Practices and Training Needs of ManufWurers in the Holmes Community College District (Doctoral dissertation. University of Mississippi, 1996). Aksa/faAt)/? Æxstracts 5:^ J24. 5031. Yee, A. (1998). /bmes J iT s A ïz /A ü M ia / Los Angeles, CA: E R IC Digest and Ciearinghouse for (im m unity Colleges. Yin, G . (1989). Zr? A e/o/ÿa/76aA w?a/ Aoca/ J lo A OeaAom a/;// JüA 7 7 3 % ? % ? ^ /îna/ Washington, D.C. : Author. 284 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Yin, R . (1994). Case Desÿ/? & Thousand Oaks, C A : Sage Publications, Inc. Young, J. (1997). Community Economic Development Through Community Colleges. 2% 74-83. Zeiss, A. (1986). C b m m w z Æ y CMsges E k o /T o m A : DekBtyyMeoA Los Angeles, CA: E R IC Clearinghouse R)r Junior Colleges. 285 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDICES 286 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPGNPPC A CAUFORNIA COMMUNmr COLLEGE DISTRICTS 287 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CALIFORNIA COMMUNITY COLLEGE DISTRICTS (Note: A H Community College Districts are in Alphabetical Orderl Name of Shmle CoXleoe Dbtrict Location Allan Hancock Joint Santa Maria Antelope Valley Lancaster Barstow Barstow Butte Orovllle Cabrillo Aptos Cerritos Norwalk Chaffey Rancho Cucamonga Citrus Glendora Compton Compton Desert Palm Desert E l Camino Torrance Feather River Quincey Fremont-Newark Fremont Gavilan Gilroy Glendale Glendale Hartnell S a H n a s Imperial Imperial Lake Tahoe South Lake Tahoe Lassen Susanvllle Long Beach Long Beach Mendocino Lake Ukiah Merced Merced Mira Costa Oceanside Monterey Peninsula Monterey Mt. S an Antonio Walnut Mt. San Jacinto San Jacinto Napa Valley Napa P ak) Verde B l^ e Palomar S an Marcos Pasadena Pasadena Redwoods Eureka R k) Hondo Whittier Riverside Riverside S an Joaquin Delta Stockton S an Luis Obispo San Luis Obispo Santa Clarita Santa Clarita Santa Monica Santa Monica Sequoias Visalia Shasta Tehama Redding Sierra Joint Rocklin 288 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Siskiyou Solano Sonoma County Southwestern Victor Valley West Hills West Kern Yuba Name of Multi-Colleqe Pfetrict Chabot-Las Posltas Chabot Las Posltas Weed Sulsun Santa R o s a Chula Vista Victorville Coallnga Taft Marysville Hayward Livermore Coast Coastline Golden West Orange Coast Contra Costa Contra Costa Diablo Valley Los Medanos Fountain V a H e y Huntington B each Costa M e s a S an Pablo Pleasant Hill Pittsburg Foothlli-De Anza D e Anza Foothill Cupterbno Los Altos Hills Grosanont-Cuyamaca Cuyamaca Grossmont E l Cajon E l Cajon Kem Bakersfield Cerro Coso Porterville Bakersfield Ridgecrest Porterville Los Angeles East Los Angeles Los Angeles City Los Angeles Harbor L O S Angeles Mission Los Angeles Pierce L ( % Angeles Southwest Monterey Park Los Angeles Wllminglen Sylrhar Woodland Hills Los Angeles 289 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Los Angeles Trade-Tech Los Angeles Valley West Los Angeles Los Angeles Van Nuys Culver City Los R Ios American River American River American River Consumnes River Sacramento Sacramento Placerviiie Foisom Sacramento Sacramento Marin Marin Marin C E D North Orange County Cypress Fullerton North Orange Adult Peralta Alameda Làney Merritt Vista Kentheld Kentheld Cypress Fullerton Fullerton Alameda Oakland Oakland Berkeley Rancho Santiago Rancho Santiago C E D Santa Ana Santa Ana Santa Ana S an Bernardino Crafton Hills S an Bernardino Valley San Diego S an Diego Adult S an Diego City S an Diego M esa San Diego Miramar San Francisco S a n Francisco City S an Francisco C T R Yucaipa San Bernardino S a n Diego San Diego San Diego Sari Diego Miramar San Francisco San Francisco 290 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. San Jose - Evergreen Evergreen S an Jose S an Jose S an Jose San Mateo County Canada S an Mateo Skyline Santa Barbara Santa Barbara Santa Barbara C E D Redwood City San Mateo San Bruno Santa Barbara Santa Barbara South Orange County Irvine Valley Saddleback Irvine State Center Fresno City Reedley Fresno Reedley Ventura County Moorpark Oxnard Ventura Moorpark Oxnard Ventura West Valley - Mission Mission West Valley Santa Clara Saratoga Yosemlte Columbia Modesto Junior Sonora Modesto Source: Callfbmla Community College Office of the Chancellor 291 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX B ETP'S FIXED FREE TRAINING RATE TABLE Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 292 mmHWTWnmglWe'MIe EMPLOYMENT TR A D IN G PANEL OPERATiœWL D m E cnvE Nmnbet2t@22 SUBJECT: P n m M m T R A n O N G R A IE T A B U C A«#3L )###: MkcdwImmedkWy,theFk«*f« # n W « p # m w 4 l q r A e P # m e l # * # h M « « & 2 3 , % # # # , m i;d m § RMMmDM*: 4/X7*5;7/l/M;ma**; B#k T#M* W m#aiW W I mümËi me* M xm M m B A m T A m * T yfc « f TrmW r *O aaaff ah aaa&aamaa T aA a a h c C hW Lah M 3 e u K etridam - ia a Wreet w te ha» 169 or fewer. fW B - llnie *«pteyeM M e M # M # R etraiam - ia s h # h ) « riaA ail(M m C ) a a k hadaaawm wWh !®9 ®r fewer, Ra#aeam #lagNaa;am 4 (Z) pMwWaa 1M % of the trataiag forall traiaeessfa parU *a#agam #lQ ÿer,ataa la a p lijii'i iiiiliR iL IR arH R # M S 1 " c m r B U A M 293 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX C INTERVIEW CONSENT FORM 294 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INTERVIEW CONSENT FORM My name is Jess Camacho and I am a graduate student In the School of Education at the University of Southern Callfbmla. I am currently a candidate for the degree of Doctor of Education (Ed.D.). One of the requirements for the doctorate Is to conduct a study and produce a dissertation. The case study that I have selected to conduct and write a doctoral dissertation on I s relative to a contract education program for the Southern California Community College District. Specifically, the case study will examine the design, development, and Implementation of a District contract education program over a ten year period of time, i.e., from 1989 through 1999. The University of Southern California supports the research for this case study Investigation. Moreover, the Chancellor for the Southern California Community College District has granted me permission and approval to conduct the study. Please note that one of the components of the research Instrument Is conducting Interviews with key Individuals Involved with contract education for the District. For this particular case study Investigation, the Interviews will be conducted vis-à-vis the telephone. The Information gathered by the Interviewer will be utilized as data for the study. Prior to conducting the telephone Interview, It Is extremely Important that the Interviewer formally request permission from each Individual selected to be Interviewed. 295 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. If the person who has been selected to be Interviewed accepts^ then the consent will be confirmed by a signature and date on this form (Please see below). The interview will involve several quesdons that should take up no more than one hour of your time. The questions will Involve both open and dose- ended questions. Open-ended questions will allow the person being interviewed to answer the question freely and at any length. The close-ended questions^ on the other hand^ will Involve a short response that is generally one or two words. Subsequent to the completion of the dissertadon^ the Interviewer will provide you with a copy of the study If you are Interested. If you have any concerns or questions relative to issu es^ please feel free to call me at (661) 721- 2604^ or email me at camacho6@pacbell.net If you do not have questions and want to parbdpate in the interview^ please sign and date this form and send it back to me either by fax (661) 721-2604^ or email with attachment. Please do not place the consent form in the mail because of the length of time It will take to reach me. Your partidpatlon and cooperation in this case study will be greatly appreciated. The Information I receive from you will be valuable and a major contribution to this study and the higher education literature relative to contract education. Thank you. 296 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Sincerely, Jess Camacho I hereby grant permission and approval to Jess Camacho to conduct a telephone interview with me relative to contract education at the Southern California Community College District. The date of the interview will be on_________________ . ________________. 297 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX D INTERVIEW QUESTIONNAIRE 298 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INTERVIEW QUESTIONNAIRE FOR SOUTHERN Ç A^F Ç ^N^A COMMUNITY COLLEGE DISTRICT, 1. How long have you been employed by Southern Callfbmla Community College District? 2. Please describe your role In terms of contract education at your community college. 3. What do you feel are the principal goals and objectives of contract education at your community college? Are any of these goals a part of the mission statement of the college? 4. Since you have been wHh the Disbictf has there ever been a procedural model used or constructed in formulating; designing; developing; and implementing the contract education program at your commuhity college? If not; do you think the program in place does not require looking at any procedural model? 299 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 5. According to one of your vice presidents^ contract education has been active at your community college for around twenty-five years. In comparison with other specialized programs^ how Important would you consider the contract education program at your community college to be? a. one of the most important programs b. a relatively important program c. not an important program 6. What policies involving contract education have been Instituted by your ofRce and approved by the board regarding contract education? 7. In your opinion, what are the important considerations regarding contract education program development and implementation? 8. Do you consider the Implementation of the contract education program at your community college to be effective and successful? If so, what criteria are used by your office to determine the success or Silure of contract education at your community college? 300 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. In your opinion, what are the critical issues relative to the implementation of contract education at your community college? 10. Do you see any problem areas regarding the design, development, and implementation of the contract education program at your community college? If not, how can it be more effective and beneficial to the college and community? 11. Between the three campuses, your community college has the largest and most active contract education programs for the disbict. Does your community college ever assist the other sister colleges with design, development, and implementation of their programs? 12. Does your office establish or follow any s p ie d M c guidelines in terms of evaluating the contract education program at your community college? 301 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 13. What do you foresee In terms of contract education at your community college over the next five or ten years? 14. In your opinion^ how would you rank the promotion and marketing of the contract education program to the community: a. Excellent b. Good c. Fair d. Poor 15. Do you believe that contemporary organization development approaches to the design, development, and Implementation of the contract education program would be beneficial? 302 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX E INTERVIEW GUIDE AND PROTOCOLS 303 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INTERVIEW GUIDE ( Z O l M D I J C i n W N G THE I N n n E P W m E W By Carol Roberts^ Ph.D. Carrying out an interview invoives certain steps that^ while not necessarily to be followed in linear fashion, nevertheless must be accounted for at some point in the process. P IM E P f U R IN G I R D R THE IN n n E R A M E W : 1) F a m ilG n ty w % h _d % % questionnaire: B e able to read questionnaire MbernstorTasporK fents wHtroirt error, without stumbling over words and phrases-lines should be read as naturally as though they constituted a natural conversation; 2) jA o o e a in a rrc e s w ic l ( le r r H s a r H P r : Dress and grooming are typkaliy regarded as signals to a person's attitudes and orientations. Dress in a W ilo n similar to that of the people interviewed; 3) Ija v e d (if formaiiitv. E k e relaxed and friendly without being too casual or clinging. Interact with the respondent as an equal. Dont talk down to respondents# and dont try to curry their favor; 4) (jonhrrnertkHi. Plhoiie ahead to confinm with the respondent thetirneiarHj place of the interview. INirnuUL PI()VE!5: E 2 S t a t ) M « d h rapport and put the interviewee at ease; 2) Exchange pleasantries; 2) Thank the person for his or her time and willingness to participate in the study; 3) A%ure the person that responses will be confldentiai; 4) Encourage hon^ty and openness; 3(W Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 5) Provide information relative to the purpose of the study; 6) What will be asked in the Interview?; 7) Who is the information for?; 8) How will the information be handled?; 9) What is the purpose of collecting the information? 10) How will It be used? 11) Provide an estimated time frame for completion of the interview; 12) Record infomiation; 13) Explain how the Information will be recorded— tape recording, notes, video; 14) The major justification for using a tape recorder should be made dear to the Interviewee; 15) Ask if there are any questions before beginning. PACING THE INTERVIEW AND KEEPING IT PRODUCTIVE j Maintain communication with the interviewee by giving out dues about how the interview is going; 2) Reinforcement and feedback are important— words of thanks, support, and praise make the Interviewee feel that the interview is worthwhile (e.g., /"Your comments about...are particulariy helpfur or "I really appreciate your willingness to express your feelings about that. "Thafs very helpful^); 3) Never hint, either by specific comments, tone of voice, or nonverbal cues such as shaking the head, to suggest a particular response. The interviewer must maintain a neutral stance on all questions to avoid biasing the responses; 4) Probe for responses— more frequently required in eliciting responses to open- ended questions ("pretty bad' heeds elaboration); 5) Appropriate verbal proves: "How is that?' "In what Way?' The rnost generally useful probe is "Anything eb sel? ' 305 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Sometimes the best probe is silence— usually respondent will fill pause with additional comments (used effectively by newspaper reporters); 6) Control the conversation. Dont permit the interviewee to ramble. Keep the Interview on track by saying such things a S ; m iank you for sharing that. Lefs move on to the next item"; 7) Accept what the person says. Judging will close down honest communication. You want to understand their perception of reality. Both the interviewer and the interviewee should feel that a two-way flow of communication is going on— should not be simply an interrogation in which interviewer intensively pursues a set of questions and respondent provides answers. TERMINATING THE INTERVIEW AND GAINING CLOSURE: Ask respondents if they have any observations or feelings about the process; 2) Thank the respondents for their cooperation in participating in the study. Ask if the person wants a copy of the results of the study; 3) As a final courtesy, the interviewer should follow up with a formal letter of thanks. AFTER THE INTERVIEW : Time for reflection and elaboration. While the situation and data are fresh. Insights occur that might otherwise get lo s t- begin the of analysis; Observations should be written down about the interview. Where it occurred and who was present; 3) Interviewee reactions to the interview; 4) Other additional information to help establish a context for interpreting and making out of the interview; 5) Makes possible greater accuracy and reliability of the data. 306 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX F PRIVATE AND PUBLIC SECTOR SURVEY QUESTIONNAIRE 307 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. PRIVATE AND PUBUC SECTOR SURVEY FOR CONTRACT EDUCATION fNote: Please circle the most aporooriate answer to the questions below. Thank voul. How many years have you been a business In the private sector A. 1-3 B . 4-7 C . 8-11 D. 12-15 E. 154- How many years have you been an agency or department In the public sector? A. 1-3 B . 4-7 C . 8-11 D. 12-15 E. 154- 3. If you are a private sector organization, how would you categorize your organization? A. Fortune 500 Corporation (100 employees or more) B . Large Corporation (50 employees or more) C . Medium Size Corporation (5 to 50 employees) D. Small Business (Less than 5 employees) If you are a public sector organization, how would you categorize your organization? A. Agency or department in federal government B . Agency or department in state government C . Agency or department in county government D . Department in municipal government E . Non-profit organization, e.g., chamber of commerce 308 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 5. If you are a private sector organization^ how would you describe your business? A. Manufacturer of products, e.g., electronics, housewares, etc. B . Distributor of products C . Dealer for products D. Service establishment, e.g., restaurant, deaners, market, etc. 6. If you are a public sector organization, please indicate the type of business. A. Public Works B . Accounting/Finance C . Recreation D . Administration E . Other________________________________ 7. In terms of years, how long has your organization been Involved with contract education with the Southern California Community College District ? A. 1-3 B . 4-7 C . 8-11 D . 12-15 E . 15+ 8. How did you find out about contract education offered by the Southern California Community College District? A. Marketing brochure from disblct B . Personal visit from school representative C . Word of mouth from another organization D . Newspaper advertisement Ê . Radio or television commercial 309 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 9. Why did you consider utilizing contract education for your organization? A. The program was appropriate and met our needs B . The program met our needs and was cost effective C . Other reason __________________________________ 10. How do you rank the delivery of contract education from the instructors for the Southern California Community College District? A. Excellent B . Very Good C . Good D. Fair E . Below average 11. How do you rank the Southern California Community College District administration of the contract education program? A. Excellent B . Very G ood C . Good D. Fair E . Below average 12. Do you believe that the contract education should consider any changes? If s o ^ what changes and how would they be beneficial? 13. Are you currently Involved with contract education at the present time? A. Yes B . N o 310 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 14. Do you intend to utilize any contract education over the course of the next five years? A. Yes B . N o C . Maybe D . Not certain 15. What is the educational background of the individuals in your organizabon who are receiving contract education from the Southern California Community College District? A. No high school diploma B . High school diploma or G E D C . Some college D . College degree E . Graduate degree 16. Do you believe that contract education has contributed to the growth and progress of your organization? If so, why? 17. How do the individuals in your organization who received contract education feel about the program and subject matter they were taught? A. Very positive B . Positive C . Not positive D. Not certain 18. Would you recommend this Southern California's Community College District's contract education program to another organization? fes E * . 1 ^ 0 C . Not certain 3n Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. This completes the survey questionnaire regarding contract education and the Southern California Community College District. The data that you have contributed to this study are very valuable. Please note that the data will t)e carefully examined and used In one or more of the chapters of my doctoral dissertation. At this time, I would like to take this opportunity to express my heartfelt thanks and sincere appreciation to all of the private and public sector organizations for their cooperation and parbclpation in assisting me In the collection of the data necessary to complete this doctoral case study. Sincerely, Jess Camacho 312 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX G INSTRUCTOR SURVEY OUESnONNAIRE 313 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INSTRUCTOR SURVEY FOR CONTRACT EDUCATION (Note; th? m w t appm pnA? an@ wfr(f) W th f qw % U o n 5 _ bflpw, Thank Y O U ) . 1. How many years have you been an instructor in community coiiege or other institutions of higher education? A. 1-3 B . 4-7 C . 8-11 D . 12-15 E . 1 5 + 2. How many years have you been an instructor invoived in teaching contract education to either private and/or pubiic sector organizations? A. 1-3 B . 4-7 C . 8-11 D. 12-15 E . 15 + What courses have you taught as a contract education instructor for the Southern CaliAxnia Community Coliege District? A. E S L (English as a Second Language) B . Word Processing C . Basic Math/Machines D. O t h e r ______________ E . Ail of die above 314 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 4. What type of organizations have you taught contract education to? A. Private Sector (business) B . Public Sector (agency) C . Non-profit organization D. Other__________________ E . Some of the above F . All of the above 5. If the organizations you taught were from the private sector^ what category would they fall under? A. Fortune 500 Corporation (100 employees or more) B . Large Corporation (50 employees or more) C . Medium Size Corporation (5 to 50 employees) D. Small Business (Less than 5 employees) E . Some of the above F . All of the above 6. If the organizations you taught were from the public sector^ what category would they fall under? A. Agency in federal government Bi Agency in state government C . Agency or department in county government D . Department in municipal government E . All of the above 7. Do you feel that what you taught for contract education has been beneficial to the individuals being taught the skills, as well as the organization? Extremely beneficial Moderately beneficial Not very beneficial 1 2 2 ; !) 315 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 8. Are the curricula of the contract education courses you have taught for businesses and agencies different from the curricula for regular courses taught at the community colleges? To a great degree To some degree Not at all 1 2 3 4 5 9. Were most of the contract education courses you taught at the site of the pubiic or private sector organization? A. Y e s B . N o 10. Were the rooms adequate in terms of teaching the subjects to the individuals in the organizations? To a great degree To some degree Not at all 1 2 3 4 5 11. Were the currkulums utilized for contract education reviewed and approvied by the Director of Contract Education^ or any other academk administrators at any of the other three campuses? A. Yes B . N O 12. Did the private/public sector organizations review the course curriculum prior to the course being taught? Yes [). I V C ) 13. Who recruited you to teach contract education? 316 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 15. Briefly describe any problem areas regarding the private and public sector organizations and teaching contract education. 16. Please describe any changes you think would Improve the contract education arrangements between the private/public sector organizations and the community college^ as well as the overall program. This completes the survey questionnaire regarding contract education and the Southern California Community College District. The data that you have contributed to this study are very valuable. Please note that the data will be carefully examined and used in one or more of the chapters of my doctoral dissertation. At this time, I would like to take this opportunity to express my heartfelt thanks and sincere appreciation to all of the higher education faculty members, as well as other Individuals who have taught contract education, for their cooperation and participation in assisting me in the collection of the data necessary to complete this doctoral case study. Sincerely, Jess Camacho 317 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX H LETTER TO BUSINESSES, AGENCIES, AND INSTRUCTORS 318 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. November 20, 2000 Dear Sir/Madam: I am a graduate student at the University of Southern California School of Education. I am currently researching and writing my doctoral dissertation. The dissertation is a case study on the contract education program with a Southern California Community Coiiege District. The data collection relative to the contract education program will entail sending out survey questionnaires to organizations and individuals, e.g., businesses, agencies, and community college instructors. The data collected from the survey will be discussed in one of the chapters of the dissertation. The data are extremely important because they will help broaden the scope of understanding of a program that has been in existence for ten years. Please note that the responses given on the survey questionnaires will be strictly confidential. In addition, names will not be mentioned and only the data will be discussed and used in the dissertation. Confidentiality will be underscored. Your answers to the questions in the survey questionnaires are extremely important. Please take several minutes to complete the questionnaire and return it in the enclosed stamped envelope within thirty days. I hope to have all of the survey questionnaires returned to me by December 20, 2000. Your cooperation in completing the survey questionnaires and returning them to me by the requested date will be appreciated immensely. Sincerely, Jess Camacho Enclosure 319 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX I SOUTHERN CALIFORNIA COMMUNITY COLLEGE DISTRICT MISSIDH STATEMENT 320 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. M m # Ë M s n LB agg* f W W A V # B M ü jS tIm m a # OWa n # n # r m # # O orM W om m m i##WCM#Owim#*j; W W # m INOUtm rO)%»##wW# aw« mW« u u # U o m idi M Ë È m # » «#*## # & # W #ü# m m # # agm m ndAm m NM dM w m um khm dgm u m A lmm WgppwWKykadilweWr p # # m o » i# x v # d « u Ë k m g » ik M*M m # lm # k # W Q N k * # p i# È h m e r # # a # o i^ # * n W i W N # i ^ I N i M M i »# # m m m m m W lO# i m m i i m # # w M l r m p r n # m »lhKmmm o A u m lmn#M » M l,#oW ""lh##AK#d p « no m l O N Ë opiM m km w lk N M M # # * N | h i A q w # # # h M # r O i M u * # # i i W h r # à K # Ë u i k #*#«## m # # M # # iw id L o m m w n * # ' Q u m l k Q o m l % : @ W & eowt @ 0 W & Q o W ? : @ M l k I» e o w # k lU: G c r m W s < ï f Q u ^ îk ^ B . W miW W iW M M w W # l# d M im L # W K # n d W m m w w w u r n # n m u g h O f O lO n m n # , *#*# % m d p q w M m . iwm ki « i Ë# W # m # (M l md*ii # # « # ® 3 X K C G ^ C m m w % G { # g 8 l M * r k t wfMWWwaW"#»# a * W M m W A M 321 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX J DISTRICT CONTRACT EDUCATION HOMEPAGE AND WEBSITE ON THE INTERNET 322 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CrcnrnmmeaLàt \ 3 r C mW m kW T m W m g S ussnessL in k In Partnership with Orang* County Buamea* l ü Ë à m A M w a n e n ! B a d b O # # # o r % *»*#* (rM)4*S*7* ( 7 i4 ) * a M a w CoaKCommunAv CoWeaePisInct 1 3 ? 0 A « a m » *N % . C w W W w * . C A mmwii# Our Partnersh/p Prowofes Tna/nmg « CustomK0d tEamhgstycHit job s te o f on our campus “ A schedule teiored to meet your needs « H u n d r e t f s o f d w s M - c w g & n p M f e d i l ® Computer Skais ® Qualfty Management « B w g m w s W r i l i i t g ® Internafemai Business ® ESI {English as a Second Language) * S a t M & U b r k a l i n g « Eteclromc Technology ® M u lli M#dia liMlnJCllorwiI CtMi gn & Services Program Devefopmenf fmc/udes Assessment « We w ill evaluate your tracing needs. An assessment of your current system witl be oonducW and an gtpenenced trainer will discuss training options to achieve your goals « We witl work closely with your in-house training personnel to txiild a training program ttrat k effective and efficient « We witl develop and evaluate ttie needed training withm a time frame that I S most convenient to you BeneAs fo Your Bwsmess ® Increased sales • Labor savings ® Materia! sawigs “ Jobs created or saved • Reduction in quality controi costs » Lead time reduction “ Profitat)i)ity increase 323 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. OurCWamfs W A D e n W P I m A l È n M i I n m h i # I a M L A m M f m i W l ! C W M T e i a e m MKMhrniMg P l M u N k 1 n o d * # # O o m k # M l w A o f UMm# Q e n m o m M e n w h A o h # g n m # m K m m y W n g N o l d H m b o r B # # # A m # i l o # i i l * # m i # M i o i : , h e . QkatWHMm G n i o n V o u r C o m p m n y H # # D l i o # d # i d 324 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Welcome to the BosioessLmk Home Page 2ke*Àg', 4 V9A) Biu i:m e «iLin ki«l0C3ledm CaglaMem .*hichi»lnCkmnp!C0Mn:y nixnKvhml Pkwe we our "Cool Silm 'IW of busmeasmWed WWW locmlxxumtbQUom of O U T hom epage. For Ae peat Aveyoaa,'BnMne«Jjnlr'b a: provided (he local mKlhuemadomalbuameaeeomm w u iüeswhh coogucaeusivcper&xmanœeohaiNxment hauling. AU training i*deBvexedlyCQÊACBIimKmiÜLColk& BgoamWmclora and pri vale Mcrorcapena. ThoonaKruf. R W * : R # y 'I h o m p a Q iL C Q a a t C o a n m m ^ C o llw D ie * r ic * 1370AdamaAvcuue.CoalaMe%CA92628-0118 oroaB : 71 * 432-5824 or aarag : rr@«« i m W W aam r ' ' BeneOts: # lucrcaaeaaka # R ed u ce cycle tim es # Laboraavmp # Materi al s a v in g s # Re duc tion i n qual i ty c o s t s # LeadhmeredoCrioo 325 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. m d u c b o o i n q u g l i ^ c o A /m c m c Ë K # J o b a a t g Ê è d c f g a v c d Areas o f Training: # G o m p w w T W m k g # EmglûhagaSecondl^guagc # D ica elM edu nic Tec hn olog y ® Etectnnc^Tedinology « HmzmdomMaknals # Intematioiial Busioess # Homo P la g e Cmalioa (HTML) # M i A i- M e c B a ln s in ic d o m m l D e m g n a n d S e r v ic c a # Nuoin g # Slco lfnu nca nd Wo od Aam cCo mN iucd oo # # M a o a g e m e o t # IS09000 Pardal Client Listing: # Cantm Business Machines # CM-3MHeam e CrBMcQmwKll # DisiKylairi » Huor Daniel # Genoal Motcxs e MÆtamell Douglas # Mitsubishi Motor Sales # O d c d c s # Price Costco # Rockwell Teleoommunicalions # 3M Dental Products # È M S u t g i W #TRWTechnar # Xerox Corporatioii Cool Sites YmllmwAM Books and Magazines P utrennm eursom theW eh 326 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. r n m m n d a l ï n k m n a H n n S ! ( « , Corooratiop': rn rp n m A w i, rnr|;mmdnn:: Commerce Business Daily Apple C nm pderTnc m M M k z o s o A C o n x M ^ i o o MkmMeHi a CD K iosk rnm piiSave'» Wd, The Boston Computer Society C o m p i S B r C o u p â m e s Ga kxe Write : Hay Thompson, Coast Community College District 1370 Adams Avenue, Costa Mesa, GA 92628-0118 orcisU : 714-432-5824 ra r email : tt@cccd.edu 327 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPEI^DIX K CONTRACT EDUCATION PROGRAM COMPANY CONTRACTS 328 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BUSZTVESg IZ N K C O M P A W 0CW7%ACT U S ? Contract Number Company Wamo Status 47 Newport Beach, C*y of Done 66 Printronix Adhre 117 CT6 McGraw Hi» 120 C^fomia Depmlmemt of Fish & Gmm Com 124 3M Surgical Elision Done 125 Orange County Headstart Active 127 Douglas Aireraft Active 131 TRW Tochnar. Inc. Done 137 Mairttex Done 138 AVCO Financial ^rvlcas Active 139 Prico Costco Active 143 CA ConsMtkon for Business Improvement 144 Glendale Correminity College Done 146 Corporatk>n Done 147 Steelcase Corp Active 149 3M Surgical Active 150 COi 3M Healthcare Active 153 General Monitors Done 157 Family Cam Medical Assodates Active 156 Prism Software Done 159 Tycom Corporation 150 RICOH Elechonics 161 LA CefluJar Done 162 TDK Electronic 163 Purchasing Managers Associahon 166 Harbor Bank 167 XEROX Corp Active 168 Rosemount Analytical Done 169 McGaw. Inc. Active 170 System Tax SéMcas Done 171 Marne Corps Active 172 Parker Hannifin 173 O C. Headstart Parent Vol. Coordinators Active 174 Speedy Circutts 175 Cytec Done 178 Arrowhead Products Active 179 Mitsubishi Consumer Electronics Done 180 Verifone ^tive 183 City of Costa Mesa Done 184 City of Costa Mesa Active 185 Uebert Corporation Active 166 CaSfomia Highway Patrol Done 187 OC Fire Authonfy Active 188 Children Hospital of Orange County Active 189 3M Dental Active 190 AAA Active Company Mama Contract ! Number I b u s li n K / b u d g e t / b u d g e t d 7 .x ls ( C o L is t ) 3M Surgical Active ! 149 3M Surgical Division Done 124 3M Dtntal l._ 1 " . Arrowhead Produds Active 178 AVCO Financial Services Active 138 CA Consortium for Business fm provmnrtsnt 1 *43 California Department of Fish & Game Cont 120 California Highway PaW Done 186 CDI • 3M Healtiicare Acthm 150 Children Hospital of Orange Coun^ Active 188 Cây of Costa Mesa Active 184 City of Costa Mesa Done 183 CTB McGraw M ill Done 117 Cytec Done 175 Douglas Aircraft Active 127 Family Care Medical Associates Actiw 157 General Monitors Dffiie 153 Glendale Community College Dorw : 144 Hart)or Bank 1 166 LA Cellular Done 161 Uebert Corporation A<^va 185 Maintex Dor*e 137 Active 171 Active 169 Mitsubishi Consumer Eledronics Done 179 Nevtport Beach, City of Done 47 Newport Corporation Done 146 O.C. Headstart Parent Vol. Coordinators Active 173 (X: Fire Authority Active 187 Orange County Headstart Active 125 Parker Hannifin 172 M ce Costco AGUm 139 PrtrrtPom k Active 66 PrWrh Software Done 158 Purchasing Managers Association 163 RICOH Electronics 160 Rosemount Analytiml Done 168 Speedy Circuits 174 Steelcase Corp Active 147 Syston Tax Servioas Done 170 TDKEIectionies 162 TRWTechnar. Inc. Done 131 159 ' ^ tiv e 180 XEROX Carp Active 167 329 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 191 Orange County Headstsn Active 132 Orange County Headstart Parent Voiun Acfevs 193 McGaw. inc. Active 194 SWelcase Corp Active 195 Cytec Active m Canon Business Machines Active b u « M ( A u d Q « I A u d o » W 7 j d i ( C D l M ) 11M /*A h N 330 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. I 8 I ill a !l 11 II i l i i I I II II ill I i i $ % g I I I I II g # I s l i i l i i i II III I i f >1 111 III I I I I II! i i II I i l l III 1 1 1 1 i ! ; a 331 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. I § : S 5 5 a. * p n & = 3 1 : 1 1 S g I I § I 'P 2 1 ! E X I r 332 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 5 I T T ! -n " § § T I I 11 1 l i j § l S «I « 333 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CD ■ D O a. c g a. ■ D CD C /) w o " 3 o 8 ( O ' 3. 3 " CD CD " O O Q . O 3 ■ D O CD Q . ■ D CD (/) (/) 4CT/1» WtPANY iN M w eTioii MART DATE R O D D A TE * AA O U N T OllllM O CYCLE RO AR# DATE RIR8R8 13Z s KtOonrwU OauglM Coip. Training 12/15/93 «6/30/94 2 500 Monthly Mot Eigned 130 I ED>Net Oata Cot le c tio n Data C o lle c tio n «7/01/93 06/30/94 100,000 End of P ro je ct 07/21/93 09/28/93 129 ! fairehlld Rosan AM as ament #9/15/93 06/30/94 500 End o f Testing Not Signed 126 1 McOonnell Oouglas CPS Exam prep 09/01/M 06/30/94 2,250 End o f Class 10/06/93 09/22/93 128 1 McBomeU Ooujtas CPS Exam Prep Asmnded 01/19/94 12/10/93 124 1 001E C U Cone». T raining 09/01/93 09/30/94 15,600 Q uarterly Not Signed 123 1 C W S/C M S P roject Comp. T raining 250,000 Not Signed 122 1 Dental Plan Attain. O ff Auto, Cat Srv, M gm t 06/01/93 06/30/94 133,200 Quarterly 04/21/93 04/28/93 121 1 Ep>H«t CEDIS Software Deveiopment 04/01/93 10/30/93 0,000 End of Project 04/21/93 05/24/93 118 1 Kittyhawk PretkJcts CslSIP TDM. SPC 03/00/93 09/30/93 2,000 End o f Class 03/17/93 03/05/93 116 1 SH Dental Prod SPC, Prod Ctrl, Off Auto 03/01/95 08/06/96 220,750 Quarterly 02/10/93 03/02/93 116 1 3M Dental Prod SPC, Prod Ctrl, Off Auto 09/10/93 08/31/94 Amended 11/03/95 10/25/93 116 ! 3R Dental Prod SPC, Prod C tr l, Off Auto Amended 03/16/94 02/23/94 116 I 3M Dental Prod SPC, Prod Ctrl, Off Auto Asmnded 06/15/94 06/01/94 115 1 HcOonneU Douglas Japanese 03/10/93 07/30/93 6,000 End of Class 03/03/93 02/09/93 114 1 Norton In te rn a tio n a l CalSIP SPC 01/01/93 12/31/93 6,000 End o f Class 03/03/93 02/17/93 113 I Wakunaga ltd . Oper Machine T raining 02/02/93 12/31/93 5.375 Monthly Cancelled Cancelled 112 I Xerox Corporation ESI/Basic S k ills Lab 01/15/93 06/30/93 91,350 Monthly 03/03/93 12/11/92 111 I NitsUiishi Motors CalSIP Trottaieahooting 11/01/92 03/30/93 750 End of Class 01/13/93 12/11/92 110 t Xerox Corporation Job Analy/skilla Assess 10/12/92 12/31/92 36.450 Monthly 10/14/92 11/02/92 108 1 Monitoring Auto System Prob Solv t Windows 10/01/92 04/30/93 3,000 End of Class 10/14/92 10/01/92 108 ! M onitoring Auto System Prob Solv/Tea® SulIdng 938 End of Class 04/05/94 03/11/94 107 1 Sorin tioewdioat Statistics 10/01/92 12/31/92 3,750 End of Training 10/14/92 09/25/92 106 Î System Tax Service Coop. Training 01/04/93 06/30/94 24,600 6/93 4 End of Clas 01/1Z/M 11/17/92 106 ! System Tax Service Comp. T raining 09/20/93 06/30/94 Amended 02/02/94 01/07/94 106 ! System Tax Service Comp. T raining taeended 08/10/94 07/01/94 105 1 So Calif Edison A4 Degree O rie n ta tio n 09/01/91 12/31/92 250 End of Appoint. 09/30/92 9/10/92-CARX 104 ! Energy Container Corp Boeing S tg ^ lie r SPC 09/15/92 12/31/92 11,630 09/30/92 PerxJing 103 1 OC Headstart . E a rly Chilttaood Educ 09/01/92 06/30/93 6,750 End o f Class 09/30/92 08/a/92 102 I Disneyland use Rev update 08/01/92 12/31/92 500 End o f Class 10/14/92 09/10/92 101 1 McDomell Douglas C PS Exam Prep 00/15/92 07/31/93 6,750 End o f Class 09/30/92 09/03/92 100 I U.S. Postal Service Accent Reduction 08/01/92 12/31/92 72,000 End of 1st Month 08/19/92 Cancelled 0» I Sorin lionedical Italian 07/15/92 12/31/92 9,000 End o f Class 08/19/92 88/03/92 W W 9 / 1 9 / 9 S P W 4 \2co m rci\e o n ircit.xlt ! I ! : § à I îi î I I 1 1 I & S a 335 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i I ! ! i ! ! I g I a a h I I I 1i e » 336 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IIIf ill[fiill i|: Hi g g ill IÜ it 1 :1 1 1 II: Hi it: lit !! IIIif:IIIillillillM l I 1 1 Î 1 ii = ] If lii 1 ii: : : 'ii [i; I > A HI K « w Hil' K g $ » 1 1 1 ? i : 6 U : S : i|: > a 1 r « W . n - I I Ü Ii!! l l i m II: m X 6 1 & V % 23 ^ M < 1 ► X#! E : A illillillIllillillHilli K . ill Î ! ! 1 illill 1 a E H fli ill 5 ^ Ê Billillillill Î % j illill g 1 1 1 # : Hi f 1 ; = ' * : lii lii II; il i S . I If !{! if: ii - 5 if: 1 " [f li ii: g « : 1 E 1 iti i ll' ! K li, ii: 1 I'i i! t- li II i: ir If: m; It 1 Î ; ! I f II N u 1 • 1 tl ii ii % It : II % « 5 III 1 Î III s 1 " g 3 t ) »; 5 » K % k % m% q * K » q g k # q « A ,a q G A P A » *{k I I 337 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. n g & I ! i i ! 338 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX L BUSINESSLINK CLIENT USTING 339 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BUSINESSLINK PmMWahnt U#t AADMRT Dental Lab Radiography, Certification Training Program Alcon Geometric Dimensioning and Tolerandng Alps Manufacturing Soldering, Assessment Anaheim, City of AUTOCAD, Computer Literacy Training AST Research Dimensioning and Tolerancing Auto Warehousing Co. Zenger Miliar AVCO Financial Services Pre-Employment Assessment (CCO, Business Writing Avon Seagull Marine Basic Sales Skills Barcel Wire and Cable ESL, SSL, and SOST Leadership, Marketing, Strategic Planning, Internal Customer Relations, Customer Relations, Negotiations, Interdepartmental Communications, Internal Customer Relations, Non-Ouantitative Decision Making, Basic Math, Measurement Devices, Involvement Engineering, Quantitative Methods Bergen Brunswig Conversational Business Spanish Burlington Air Express Problem Solving Processes, CalSIP Workshop Business & Development Association Marketing & Strategic Planning, Sales C a W s , of Orange County Customer Relations, Writing Proposals CAIR Systems Office Automation, Customer Service, Management CaHfomia Dental Health Plan Business Writing, Train-the-Trainer 340 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CaWfomia Dapt. of Ftah & Gam# Computer Software Instruction Canon Buatnea# Machine# Vocational ESL Accent Reduction Capo Industhe# SPC, TLC, JIT, CalSIP Workshops CCBI Vocational ESL CDI-3M Pre-employment Assessment, ETP Training Plan C & H Hydfaulica & Engineeiing CalSIP Workshop (TOM) Cherry Textron Career Assessment and Planning, Job Analyses Coast Communi ty College District Computer Training Coastal Communities Hospital Upgrade Training for Nurses Aides CoaatVision Myers Bdggs Test and Intsrpretadon, Team BuHding and Basic St^iervision Coastli ne Metal Finishing CklSIP Workshops and ESL CTB McGraw Hill Nursing Testing Dental Plan Administrators Business Writing, Train-the-Trainer, Management Modules, Communication Skills, Americans with Disabilities Act Workshop, Custorner S e rv ^ , Tkne Mana^ment Disneyland UrWform Building Code, IW form Building Code Revisions Update, Business English, Building Inapecdoh, (hjality Assurance Douglas Aircraft Preparation for Certified Professional Secretary Exam Driessen Aircraft interiors Business Wridng EmUlex ESL 341 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Energy Container Corporation Structure/Blueprint Training, Boeing SuppHerStatistical Process Control Training Certification Entenmann's Electrical, Computer Training, Microbiologlcfd Rwearch family Care Medical TOM FHP Diagnosis & CPD Coding Fibreform Electronica CrWSIP Workshop ITOM) Foix Bakery Computer Trmning Gannon Manufacturing Welding General Monitors ESL General Motors Diesel Mechanics (GWC) Hawker Pacific Vocational ESL Hi-Shear Corporation Blueprint Readmg & Measurement Huntington Beach School District Parenting in Spanish ICCC) Inter-Pacific Japan Corp. Project Development (CCC) Interstate Electronics Pre-Employment Assessment (CCCI Irvine, City of Xeriscape, Pests & Diseases, Weeds Irvine Chamber of Commerce Strategic Plarwilng Jay-EI Products Tewnwork, Leadership and Communications, CalSIP Workshop Kelly Springfield Employee Motivation, Basic Supwvision, Team Building Klttyhawk Products CalSIP Wwkshop, TQM Krause's Sofa Factory Decorating Seminar 342 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Language Sen/Ices Weet ESL & P E classes LifeFleet Role of Supervision, Human Resources Mansgement, Finance, Decision Makirtg Undberg Alum-A Therm TOM Planning Analysis and CalSIP Workahop (TOM) McDonnell Douglas Space Systems Pre-Employment Assessment, Training SkiHs, Preparation for the Certified Professional Secretary Exam McLaren Engineering WordPerfect Training Maintex Development and Administration of ETP contract Mallinckrodt Medical Basic Skills, Statistics & ProbdxlitY, Italian, Blueprint Reading Master Halco ESL TOM Middlesex Research Telecourse Instruction (CCC) Mission Foods ESL Mitsubishi Motor Sales of America Effective Oral Presentation Skills CalSIP Problem Solving Monitoring Automation Systems Computer Software, Problem Solving, Team Building, Interviewing Morton International CalSIP Workshop, SPC Newport Beach, City of Automotive TachnologY, VAT 40, HydrauBc, Troubleshooting, Air Brake, 8-2 Liter, Welding Newport Corporabon Vocational ESL CalSIP Workshop Orange County Emergency M*dic*l Services Agency EMT Testing Orange County Headstart Early Childhood Education 343 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Ofgnge County Management Svce. Public Contact Skills Odetics Blueprint Reading PacifiCare Health Systems Accounting Plastifab CalSIP Workshop Price Costco Leadership, Quality Customer Service Printronix Job Analyses, Basic SkiNs, ESL Math Surface Mount Technology Prism Software Training Material Development Product Technology CalSIP Workshop (TOMI Psychological Corporation Nursing Testing Ritz Carlton Hotel WordPerfect 5.1 Rockwell International Corporation Accent Reduction, Heating and Air Conditioning, Electrical Troubleshooting Rohr Industries Pre-EmplOYment Assessment (CCC) Rosemount Analytical T<%4 SCORE Counsel i ng Techni ques South Coast Pl aza Customer Service, Business Writing, Supervision Southland Ambulance Basic Supervision Skills, Team Building, Effective Management Techniques Steelcase, Inc. Assessment, Instructional Materials Design System Tax Services Computer Uteracy, Computer Software 3D Instrurnents Basio Supervision 3M Dental Products Career Planning and Assessment, Basic Skills Classes, Development of application for ETP ftmding, Math, SPC, Production Techiquee, 344 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 3M Surgical To-Vel Industries Transport Aircraft TRW Credit Data TRW Technar Umpco, Inc. Wavell-Huber Wood Products Walls Fargo Bank Xerox Corporation Computer Software, ESL, Math and Reading Blueprint Reading, ETP Training Man TOM, TLC, SPC, JIT, Basic Math and Measurement, CalSIP Workshops CPS Exam Review Statistical Process Control, CalSIP Workshop Job Analyses, Assessment CalSIP Workshop (SPC) Management Skills, Team Budding, Supervision Certification Training, Banking Courses for Bankers Assessment & Basic SkiHs 345 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX M INDEPENDENT CONTRACTOR AGREEMENT FOR INSTRUCTORS 346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INDEPENDENT CONTRACTOR AGREEMENT THIS AGREMENT is made and entered into this _____ day o l________ , ey and between _______________ IINOEPENOaT CONTRACTOR"), and COAST COMMUNITY COliEGE OISTHICT , f U K T R l C r ) W HEREAS, DISTRICT is authorised by Section 53050 ot the Caiitomia Governm ent Code to contract with and retain independent contractots speciaiiy trained to pertoiin financial, economic, accounting, engineering, legal O f administrative services; and WHEREAS, ÜIST H IC T finds that INDEPENDENT CONTRACTO R is specially trained and experienced and competent to pertorm special services to DISTRICT that no qualified employee bl DISTRICT is availAle to perform; N O W T H E R E F O R E , DI ST RICT and IN D E P E N D E N T C O N T R A C T O R agree as iol 1 . r n o B : M D E m c i m n w c m i i # M w w M , * # M * , w i #c i i c m i« i w i . 1 # * T m K T # « # M " * P 8 m e f T C 0 i m M C T I I R I W b W I » « M W # l $ ____ b M Ë c w W p W d . — (t----- l ^ t s f W W w i m g i e W K i m m m l K _________________________ Hœ m ifra M mskm m w m a m » on of # o u i________________ 18____ m l bo 0 M *W W on or atuM, but not I 3. m D EP EN O EN T GONTMCTGR W l In 8m peiloiwiiioo of Agmmml W aW m l w m M # io iN l# l eo iW mo iOf gmeWiig W nKim m y W m 8o###"l«W poiiW #**lloii«Ai,BiwdolOISimcrmWli#liH i * iil «d M p i8 m t8 l*ill» p M *o d lW iW M Iil 4 INO EPatDENTCOIiTRACTOnM assuneaHffitim oeneiiintliiieom iactknwlththofiorfom taiicod W sAsreonwturtassottaiM M o p m M in P m # # : a im , Enpomm M not mcWo costs ol iwlOfW pudfwed tfy the INBEPMOEMT GOM RAGTOR Iw im ebyllw DISTRICT anti WiWi the DI ST RICT ts ta possession and title to. H a Isos spscifisd, unless othensi^ M c s W smi sgmsti to. shell ho tits only oh Mg et ion o* OIST RK IT . m ill sii8S8i<leos«yls;«til*tics# |y ls|« l8 l« w # l# # lsm s« id m i# l oe«Wthls*#,Nmshl.limeBIOeiTCOimMCTORIsiiel#omosr. sgest. Of e m ploye e of OISTRKT. S . INDEPMD£irrCONTRACTORMI|mifi(letirail(sr^eoni|isiisstiofliieiBaiiceorseH-beaoeMs/hwseiwim.lMD£P£HD£HTCQIITRACraR M a ls o Itoli! end heephamileseDISTItiCT and ell o ffta s anti «gents UisieoltaRidBnegBS, cost or espenies in ta t or eipiNythetmsy at sny tons erissor be set op hscetiss of sgjwtes to psrs(nssr|xm>enyarisine by reason o l.o f hi the cotoss of. thspariofmenceol tills Agrément: norM D IS raC T he lisble «-fssponstiile lof sny eocitismt. loss artim sgs. end I N D E P E N DE NT CD NT RA G TO R St hisf1iero«Miei9sr»e, costs, Of fW : shall iM s n tia ^W e # notions, suits, or olliar legal pioGS9#igs that r» ^ be tm ujpitsf instituted asatet DISTRICTor olflcers,sgentsthsteoi on anycM !i«tism s)iti.ael pay or satisfy rad jn d i^ t H im m y be readsred against DISTRICT or oHIoets or agents timmof bl ony aitiion suit or legal proessdhigs. e. Up on m itualagiesiiieat in «tiling ol the paitàs hereto, this AgressM itm ^ be iran ta iilsl te any isiHsn, IN K W T H E S S H E R E O F , INDE PE ND ENT C O N T R A C T O R ra ti DISTRICT have ssearted M l Agreemenl as of II» dale first mrittsn above. MD8«DBITC0im W CTQm COAST COMMUNITY C O U R E INSTIWCT S lg M m Vtkt Pare SeoWSraoNyNs rrM n fE P . I P o s e « a iris î w fo n a e ro PSMi 347 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AR EEN PKJi ADMINISTRATIVE PROCEDURES FORBUSINESSUNKQFHCE 348 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BusinessLink Independent Contractor INVOICE PAYEE DATA: Remit p a jm m i lo : Invoice llaee.' te w le e N o : îm tm e tor: CSme: C m & nei Noe Tàephm e: P. 0 . No: INSTRUCTIONAL (ON-SITE) BILLING: Date Start Time End Time Subject Hr» Rate Total TOTAL FROM REVERSE: TOTAL INSTRUCTIONAL BILLING: NON-INSTRUCTIONAL BILLING: Date Start Time End Time Activity Hrs Rate Total I TOTAL FROM REVERSE: TOTAL NON-INSTRUCTIONAL BILLING: TOTAL DUE AND PAYABLE: F FOR BUSINESSLINK OFFICE USE ONLY: Invoice Received Invoice A niha rite d: 349 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. WHITEPAPER OVERVIEW O f TEE E D SEYESEU NE fEfCEVO fOfJCY AudwAy $ D W»bU»h pddmg polky. Tbe«udKKiQfm«KAIidiimc%poUcyA*Ae deUve iy ofcooinKteihKWkmmad#mim%#iAinÜieCoMtCoammu%Coaege DWrict mkks wiA the Director, C o n t r m c t Eduction n n d T r m m i n g (BwdnewUnk). The guid el in e» in d û » W h he Pqier ere g e n e r a l b a o o p e a n d are not m e a n t to co ver ev er y po»»ibllky. If a n individual pricing de ci »ionnm»t b e m a d e ihatkouWde*^ the n o n n or if ary q u e a t i o o e x ia t» in this ar ea , c o n t a c t the Director for a m ittan c c. nudnfMl Inb tralidmg and e^cntkm bn»k rate. The b a » i c rat e for c o n q w n y trainiqg a n d e d u c a d m : ddivered at d te c o o g i a n y »it e i» $150.00 per n m t mc t io n al boo r. Tbi» r m e i» b a a e d o n th e co ndition d m t n o unuaualpreparatxm or d e v d o p m e m ti » req o ir ed a n d (be c u d c o lu m already exât* a n d n o additional or in a w n al paperwort or borAkeepngi» refuted. In c a m » w h e r e th e baaicrtde ap pli e», die pric e mdo de aaD normal t e a c h e r p re p a ra tioo. travel, a n d nor m al h an d o u t » i m d mmeriah. Inoiher wor d» , th e $150.00 per i n a tr w c ti o n a l 1 » "ad incluaive." T h m price DOES NOT i n c lu d e publidied matrriab (book», video», trairûqg/visual aid», etc) th e c o m p a n y ma y w a r d a d d e d to d ie cu ri cuhnn. Them %ie» of material» c a n b e p u r c h a m d b y die cotrgianyw byBu »ine»»Link. If Ru»ine»»ljnk d o e » purdiam material» for a c l a » » , die c o m p a n y will b e c h a r g e d (h e Bn*in e»» I hk w holeaak rate (the a n o o u n t B a a i n e a a L h d c acnâ% r paid fm d ie materiab). B o » inr» » T dak training and edocation rate for training dtdv m e d at (XICD farOltie a Pw c l a m e » ddivned at a CCCD Acidly (o n e of the oûl^e») die b a a i c rale will b e m o d i fie d lo $175.00 per imtroctiooal brair an d the extra $25.00 per h ou r will b e delivered to th e divWon of the coU ^ providing die Addiy. Tbi» rate i» die a a m e if die Aci% pro vi de d bacooTuter lab a n d die co m p u t e r» are n e e d In di e clam. ButhiMalInkbrahiliigiuidedw catkmrateIbrEITcmitrncla. ETPamlract»are fimdedhy t h e e t a t e a n d not die co in p an yin iMû ved , a n d the Bibhie»»LlnkrmB for d ie m i» b e t w e e n $165.00 a n d $180.00 pe r hour, dqiending b n (be s iz e ( h e coraiact a n d ( h e Kopeofdieirahdag The BuslnemUnklMrectm will mt th em r a t e » at th e time of makingdieETPpropoaaL ETP»p;dic»tiooafkomaooirpanynamtindudeaoopy<f th e » u b -c * m i r * c tm g training v e n d o r to a o c o m p a r t y die qqilic a tinri Rndnfml Ink trainingamdd e d u c a d o m rate A a r apedala##etta. The BuaineaaLink rate for » p e c i a l a u i y e c t » (»udi a » a o m e c o n n p u ter p rog ra m m in g c la m e » , qieeiadzed m a m u A c n i r i n g c la m e », n m w o r k a d m i n i a tratiqn clam ea , etc.) tnty req uir e ^emal pricing abovediebatdcr^Aietothecoatainviûvedindelrvéry. Thb(ypeofpriciqgwiIlbe laovidedbydieDirectprdnaeambycambaab. Bnidnf» »Ihd rrafffirrp rq fM dnr l^ p m i T wf, Prpiectdevdoprnent,courm deye!opnient.andcertamldnd»ofpogramrnari»geomntmeaboprioedoo»camby c a s e b a » i a b y die Director. 350 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. EvfTy coËrgct W (k k j w m W 4 cm-gyomùf^ ffk f ^ m r % m k r W k , g k . T)ig oÿkf jflw wg k & jfk M&W kk W P^t (k A ÿ ))iA o rW . Tkrrg k A iW ÿ F fk f W k < % & Awyxkr wukr 5A DM IN &gck?y m f At & & j f lo . yOK ^ M 't j W A ^ & r g , d t W WlAk A M f W ( W A w f A ^ f f t W & M < ? r c W W tk PA t r ^ A r /b ^ fb ^ lA m W . ft b A w w w g M j g tk( I{^kt kkg Wgl A w f A "lÿ-Œ t" jôLkr Awka tW r ATg jgygTAl O N tkg A m to ^ k , t W wg w x A "? M t^ -g K t" ^ ^ M g r. JK tkg ^m ygr ^ wg C o k rx O K tb m T (y k Ftlg^ (ak(ggt$ wg tgAcW C A tA k ) ^ ^ ^ t r A tM t? !^ T M A t g r f A k o M kkg j k 351 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. E v g n r w g A c o Ë T A d wîtk liAj A^g f î M kom^Wfr) A W A C A rrgw W % W k f jfk IfA d g y mfmAk. CjmykW cmtrAft^ki A W &zr &k(^k A r g k & h w -^ -A w e r bjoW 'j A W w & W m z f r A w e r ^ & h y W rA W fr ^ ly jAzik'j zkiL WAmy c o w y A z y A T ( fR RA^J jik CA^W. Tke z^ce jfk i A r e w & w k W kkfW PAt (im AjpW or&r). Tkere ü A "lû t F ik f Wz O R & oompkkr wwkr ADMIN zkredory AW At & l/yow (toR'tjW A jtk tk e rO / eitker w W k A R o w o z ie AW AW ft to tke M or oWk wftk P A t rMArztiz^ ft^ ^lAomeRt. l/ ft f5 A R O W ^ce w e lue tke I|gkt kke Wei A W A "l^ -a t" jfle joMer R N le a tkere A re ieverAl o R tke wm t^fO/ tk e R w e w e A "RztWle-oit" jtle ^Wen C o % r% MAteriAk A W HAzuWj A re ky W|eet fR tke mAB zWrAwer ^ oktWe jolzR'i joor. iRtkeffOwer^weike^: TA5E M w te rfA k AW AmtrorK Cowrx O ktW T^fe F fle ^ CAtAl^ ^ t r A f R f r ^ g R iA t e r f A k 352 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. T I M E C A R D P R O C E S S I N G STANDARD O PE R A TIN C PROCEDURES 1. Reœive Time Cards from iastnictore a. Rm m dle the class date(s) and houi(:) against the Tiaining Schedule {Tragschd.sls) Resolve any discrqpandes with the instructor or the contract client, hipat the class date(s) in the TO Rcrd Column in the Training Schedule (Tmgschd.xb) b Ifth e instructor is paid by units, nntlti|>ly the hours wotiked by the units, a m d put it in the TO T A L box (See Sample) c. Multiply the units or hours worked by the rate per units/hoiirs W ieate the total (EXPENSm * A M O U N T) at the bolinn: o f the COPY o fA e time card 2. Get R. Thmnpson's signature on the time card(s) I f R. HtcxDpson is unavailable, T . Phnng or S . Walter can sign his name w/ their initial 3. Make three copies ofthe time card a. Oœcqpy fertile Time Card Book (Teresa's Desk) b. One oj^y for the Budget File (Teresa's Desk) c. One copy fee the Contract R k 4. Time Card Book a. File the time card in the book by the instructor's last name (See Sample) b. Log amount on PAF ccpy. I f the EXPENSED A M O U N T exceed the PAF another PAF must be generated. 5. Budget F ib a. Ii^ u t tiie æqjense by the BUDGET NU M B ER on the tiine card to Budget97.xls (See Sample) Em m pk 01-1452-701700-9-308-1 b. File the copy in the 6u(%et File (Teresa's desk) 6. Contract FOe a. bqnit the eiqiense by tiie CO NTR A C T NUM BER on the time card to Expnse97.xls (SeeSanqile) b. File the copy in the Contract File 7. Take original Tune Card to Payroll t a i a t * > j e i s « « i i s o R i h c r i n i s c w ) 353 Reproduced with permission ofthe copyright owner. Further reproduction prohibited without permission. BUDGET NUMBER CONTRACT NUMBER 01-045^701700-9-508-1 SCHED. fZ Bomi SOCIAL SECURITY NO. syg.Ql -2863 jo b. n o . CO ST P E R UNIT DEPARTMENT Business Link Teach ISO 9 0 0 0 for Contract w/^ 178y\rrpwhead DESCRIPTION COUNTY JOS PAY PERIOD January 1 9 9 6 END DAY FROM TO TOTAL DAY TO TOTAL ) DAY j FROM TO DAY TO TOTAL 1:00 4 : 0 0 T F W 4:30 1:30 TOTAL U n it? REG Inits per hour I C E K W Y MS T B Œ ou® I S « IB® B E C O S O O f T W «MS I UNITS W O R K E D H O U R S W O R K E D 11 hrs * 6 u n its * 6fr-uRU; ; $10.00 * 66 un its» ($660.00 EXPENSED AM O U N T 354 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. MEMORANDUM Da le: Augu«t22, 1 9 9 5 T T o : B u s i n e a s I jnk I n s m ic iM S a n d Su Rior t P e r s o n n e l I S n a m u R a g n n o m d T l x x n g N K m u I W r e c R M \ C k M B n a a E d u c a tio n S k d g e c I : ( j o o ü n u a l E d b c a t k w i W eko me! W e re p l e a s e d to b a v e y o u join u s a s a n in s tr u c to r for A u i n e r s L i m lk , t h e C o n tr a c t E d u c a t i o n P r o g r a m of th e C o a s t C o m n m n i iy C o lle ge District. We &el th is i s a n inn o vat iv e, exciting, a n d A r- rea ch ing e d u c a t i o n a l p r o g r a m a n d h o p e y o u will d m r e our e n t h u s i a s m a n d e x c it e m e n t for w o r k s it e e d u c m io o a n d tr a in m g . In or de r to m a k e t h e a d m in is t ra ti v e d e ta il s of yo ur a s s i g n m e m widi u s run a s s m o o d d y a s p o s s i W e , h e r e a r e a fe w g u i d e l in e s fi a r y o u to follow: BDSfNEMUNf SUPPORT FOR YOUR ASSIOIMENT 1 . BusinessLink a s s u m e s responsi bi l i ty for advert i si ng a n d admi ni strati ve s u p p o r t for the tn u ni n g i p n o v h ia i, i n c k M d u M s r r a n g e o m e n h t for facilities tmdapiqunem. P l e a a e t W r e c ti e q p e s ts for speci al e quip m en t or tra in in g a i d e s to BusimssLink tw o we e k s prior t o the c l a s s e s or training p r o g r a m . 2. We coor di nate t h e product i on of h a n d o u t s a n d o t h e r i nstructi onal materi al s t o b e dupl i cat ed or pur c ha s e d. R o u t i n e dupl i cati ng s e r v i c e s a n d limited material preparati on will b e provi ded directly by BusinessLink. Check with t he BusinessLink office t o s e e how far in a d v a n c e we w ill nee d y o u r materi al t o as su re y o u r ecei ve it bef ore yo u r a s s ig nme nt . Speci al printing req ues ts a n d p u rc h a se s w ill b e contrac t e d for by BusinessLink. If y o u e x p e n d pe r s onal f u n d s for tra ining m a t e r i a l s wi thout prior approval from BusinessLink, r eimbur sement m ay n o t b e poss i bl e. 3. P l e a s e chann el all client req ue sts for addi ti onal training or c onsulting a n d all que stions regardi ng t e r m s a n d c ontrac t s ti i rough t he SstfinessLM office (714-432-5824). 4. In s tr u c t o rs a n d su p p o r t p e rs o n nel are e x p e c ted to b e r e s ponsi bl e for ensur i ng that equi pment is a c c o u n t e d for a n d maintai ned in g o o d o rd er duri ng t he training a n d educat i on. Pkase return all e q u i p m e n t p r o v i d e d ly die B n s M èfsÜnk office within %ee d a y s after compl eti on of t he training unless ar r a n g e me n ts ha ve bee n made with BusinessLink for other p ic k u p . 355 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1. The cwidition» of your teachiog or traimqg assignment whhAwfrnfwUnk are ^)eciGed by your indepMidem contracmr agreement, signed by the Coa^ ConumunQf C o U ^ District and aRKOved by our Board of Trustees. This agreement s p e U s out die nde o f pay for ail apprqmate as p ec ts of your assignment, induding: instructional hours, nrm-instructKmal hours, paid meetings, curriculum development and peparaiioo dme, and any travd or qiecial considerations invdved wldi diis assignment. 2. We comdinate the ;no(hictioa of handouts and othKinstruaional materials to be diqilicated or purchased. Routine diqiUcaiing services and limited material prqiaration w ill be provided direcdy by BusmersLmt. Check with the BusinesiUnk ofRce m see how far in advatKe we w ill m e e d your material to ass ure you receive it before your assignment, l^iecial printing requests and p u rc ha ses w ill be contraœ dfw by If you eqiend personal funds fw training materials widiout prior aRiroval ùmn reirnbursement may itot be possible. 3. hivoices are inocessed on the Gfih of dK mrmth. It's important diat you have your invoke in die BnsûmssLÏnk ofGce by the SRh tn your paym at w ill be debiyed a mtmdi. We also need your invoice by the fifth s o we can verify your hours before Wiling the d ia t. On your invoice, make su re you include the name and address to v^nch you want die chedc processed, the purchase order number associated with your contract, the c lia t's name and Bnsfneatünt catract number, the course tide, the dates and hours y < m taught, die r#e 6om your a greemetd, and the total amount due. If y a woik for B w s m e s s U m k a more that one indqiendeni contractor agreement, or for more than one client, please submit a separate invoice f x EACH assignment. 4. Stamrqiorting regulations require the BusmemLmbofBce to rnaintaincomidetedass rosters v^iidi must include the client's name, date and thne of die inatrU ctioa, instructor's mune, and a cmnplete list of attendees. Y a 'll be provided widi a set of roster forms (Enclosure 2) at the beginning of y a r assignmem and y a may obtain addidooal fa m at our office or re;noduce them yourself. C aqikted roster fm ns must be submitted to the BnrùKMUëk o^ce along with the invoices diey suppmt. 5. Ifaninaccuraminvoiccissubmided w e w illre tu m k to y a fo rc o rre c tia o r^ th a ty a resulnnit a corrected invoice. If an accurate ihvmce is not in our ofBcc Igr die fihh of the month, paymem processing w ill be hdd until the following m ath. We recommend y a stibmit your invoices a s eady a s possible each mmxdi to allow time for carectloos, if necesmry, befwe the AAb W the month. 356 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1. Your fMrhing assignment with BMsingMLint is NOT subject to the normal rules and regulations that apply to your regular teaching assignment, such a s the provisions for limits on overload, the pay scale, or for iiBtructors in an adjunct status, Ae limits established on total cl as s hours you may teach. 2. Each month that you have a Amnessünt assignment, you w ill be provided with a timecard (Enclosure 1) for iiKtructional hours. Please cong)lete timecards accurately and reflect ONLY the actual hours of instruction. Note that your pay is stated a s $10.00 per unit. The number of units per hour of instruction w ill be decided at the trn» you accept the assignment. A ll calculations from units to hours w ill be done in the BimnessLink ofBoe. Payment for Profesdonal Expert assignments are paid on the tenth of the month. As with your regular assignment, you are expected to sp en d your own time on class preparatkm, meeth%s, travel to the location of your assignment and other appropriate non-instrucdooal activities. 3. Occasionally Bnsf/ieRdLm* assignments may require work beyond the "normal" expectations of class preparation time, additional meetings for coordination, and travel. In s u c h cases, AwhKSsÛnt w ill provide you with an additional, non-instructional timecard. In c a s e s where you are authorized, you w ill know the limits of this rmn-instiuctional portion of Ae assignment. This non-instructional timecard w ill be paid at Ae s a m e unit rate of $10.00 per unit. Again, the number of units per hour of development w ill be decided prior A you beginning the assignment. 4. Timecards w ill be processed on the AfA of the mordh. It's important that you have your timecard in A the gusrngssLôik ofBce by the fifA or your pay w ill be delayed a monA. Please be prmnpt w iA your timecards so we can use than A veri^ Ae hgtruction aixl services pmvided before we bill the client. Remove and retain Ae last copy of your conqileted timecard for your records. State reporting regulations require Ae BnsmessLmt office A m m in t a m compleA class tosters. Rosters must inclutk Ae client's tame, date and time of Ae instructioiL instructor's name, and a complete list of atierxlces. You'll receive roster forms (Enclosure 2) wiA each timecard if qqiropriate and you may obtain additional forms at our office or reproduce them yourself. Completed rosAr Arms must be suhmirred rn the Bnr/nessLmk office alone w iA the timecards they support. Timecards w ill not be processed without supportii^ rosArs. 357 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. î . Y our support assignment wîfSTBusmasLim is subject to a ll the norm al rules and regulations that apply in your regular assignment. These rules include the provisions for lim its on days worked, the pay scale, and the limits established on total hours you may w ork. It is very important that you let the BusinessLink office know if your regular status changes during the period you are working for us. 2. Each month that you have a BusinessLink assignment you will be provided w ith a timecard (Enclosure 2) for your work hours. Please complete these timecards accurately and reflect ONLY the actual hours spent working on your BusinessLink assignment. 3. Timecards will be processed on the thirteenth of the month. It's important that you have your timecard in to the BusinessLink office by the thirteenth or your pay will be delayed a month. It is also difficult for us to bill our clients if we don't have your timecard to verify the support provided. Please remove a n d retain the last copy of your completed timecard for your records. 358 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. STANDARD O P E R A Tm C PROCEDURES Open Ae Gle» io M iaow A EXCEL: 1 . B « u lin k /T r m im n g .* d /r rM h d 9 8 jd * 2. Budink/Budg^/E)q;in»e98.xk 3. Budiok/Bwdge*/Budge(98j(b 4. Bu»lmk/Aeclre/Inkg98j(b and Inkg97jds Open RiMüink 6 k &oœ Peacbtrcc Accounting. A . B m U N C S 1. Open G k TmchdMjda. 1 Scan Amug)iaU individual CMAaets A ace whidickam/aiomüi ha» received AeGme caid(»)buÈhasnotbeenbiIled. 3. Check for last mvoice used G * Aat «mqiany, open Aat G k Gom BnsHnk/Acctpe/Iav Jda. Save G a» new invoke nnnAer (get Ae next avmWde number m the Income Log book. 4. Mdce any changes as necessary ( e * invoke number, date, classAnooA Aat classes are oGbted, hours... ) 5. Saveitagaio,pnntitout,»lan^diaGwiA''COPY"stam p. PutGascqpymGosAof contractGies. TheopnntoAanewonewiAeovolopeandsttachit*iG^lheo(m tract GlesG* Teresa. 6. Post the new mvMce into: a. EtqaueWjds mAseease section o f Aat contract nunAerAeeL b. EiqmseMjdsinAstnbulionsheet c. InipgMJtls in boA sheets (sorted ly invoke number, and sorted by ctmtract xmAber.) d. PeaAlreeaccotmting:maketwotiaosactko»;ooeiojisksÆs*skA|fANrGie whcde amount, and one mfapcAasas/Kecefae GewnSaqf 20% o f Ae amount G*veodwAAnfa6trstlkaf<ess(vendm#000000). B. EXPENSES 1. R e trie v e ^ named Expose9Sjds,keymAee)g*eo»e as fbOow: |#is|tas|po|ùa/i7m7|se»kMmfo«7ao40 I s o ^ 2 (AeckA e Arm ukintbekW m gpensesof AeesnkaersnanMagfif Aerow isincltakd 3. CopyAeenuyAtheb%idgetGkso(»eappodeatwiAAebudgetAeA.(bodget9Sjd») 4. GoAdXsAAadowAeettmidaddAeamo«mtAAetSbk.(e3qm»d)&xls) 5. PeacbtreeaccounA%:postAêtismsacAmmA*eba»*n*eeaksAmmiSs#y. UseAe same date as key in in ExceL 6. PrintoûtAewm&ÀeetaodieplacetheoldtmeGumAecontmctbÀA. FikAeetqtense 3S9 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. (ümecard, pun Aa s e order,...) to t he cont ract book. C . IN C O M E ( Checks recei ved 6om custmnos) 1. Check the recei ved date &om the f ncowK fey took, write it down (m dtediedL 2. Post die check in the AicoaeeSeld ofdrecontractahcetinE3gmse98.xls. Check Annula in the crmt ract summary to make sure that the edi ted row is included in iL 3. Go to dhtrs6n&Mi sheet and add the amount to the table. (E)qmse98.xls) 4. InlogM Jtls in both s heet s. 5. Printoutconlractdieet,incom elogreports,and51e. M aketw ocopiesofthecheck.(m e goes to die contract book and the mber goes to die i ncome log booL PAF (Personnel Action Form ): I f it h a s a contract number in the bottom, make one more copy: * file one in ti mecards book * file one in contract book No entry in computer. Timecards: Open TrschdM jd s, match ti mecard w ith c las s es ofihred, key in date received o f t i mecard. 2. (^icn Eqmse98.xls, A llow the ;»ocedure in Secti on B. 3. Make th ^ copi es o f die timecard, co; nes w ill go A: * contract book * timecard book * budget file (k fi lower drawer o f Teresa' s desk) Schedule 1. Open Trschd98. xl s, go to cont ract sheet, and key in ei ther new schedul e, add, del ete or ch an g e of s ch ed ule . 2. Copy t o mast er sheet, then sort them by date. W eddy schedule (Every Friday) 1 . Open Trschd98. xl s, go to mast er sheet, s or t by dat e condi ti on to the next two we e k s (is greater t han or equal to: Monday o f first week and i s less t han or equal to: Friday of second week) 2. Copy the sor t ed information t o weekly sheet , change the title, date at the right bottom. Block the pri nted area, a nd print the sel ecti on. 3. Make two copi es (color ones), give one for Ray and one for Teresa. Attendance roster When tea che rs turn in their attendance, count t he numb e r of s t ude nt s and key in the Trschd98. xl s by contract sheet and date row. Dyane w ill file t he attendance roster s . 360 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Peachtree accounting: 1. Open Buslink file 2. Use Tasks menu to post transactions- * Sales/Invoicing B ill customers * Receipts Checks received * Purchases/Receive Inventory Expenses H a w tm b a e k n p P o n c h Â u e llk . (D o lte ve ry w o a k ) Open W indow explorer. Go to Pemektree, daSa, tm êink. H ighlight a ll files in buslink folder, then copy to drive A . Back up disks (tw o o f them ) are in Teresa’s top left drawer. 361 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. COAST COMMUNITY COLLEGE DISTRICT BUSINESS LINK CASH HANDUNQ PROCEDURES (April 1,1997) 1 Generating an Invoice ExhMt (Invoke, Income Account Log) A. Secretary Senior and Accountant 1. At the end of week (Friday) all mtbrmation is transferred from the log Into an Excel spreadstieel 2. An Invoice Is generated for each company. The Invoice Is given a number 3. Secretary Senior and Director of Business Link verifies and sign invoice for payment. 2 Receipt of Payments. E x t** (Training Schedule, Training Schedule Change Form, Receipt Log) A. Secretary Senior When payment is received the check number and companies name is entered into a log and three copies of the check are made. a. Company file b. Check log book c. Office file 2. Check is taken to Accounts Payable for deposit. 3. Contract and Time Cards A. Secretary Senior • Exhibit (Training Schedule) 1 Time Card is diecked for accuracy. 362 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 2. Instructor's schedule and student roster is checked for any date changes and is verified against the time card. 3. Veri fi cati on agai nst the I ndependent Cont ract ors Agreement f or “Amount N ot to Exceed" is checked. 4. Time C ard is submitted to personnel. Billing is done every Friday by Accountant based on training schedule using E xcel. 363 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPPNPM 0 AUDITING FORM FOR BUSINESSLINK PROGRAM 364 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. COAST COMMUNTTY COLLEGE DISTRICT INTERNAL AUDIT SERVICE AUDIT PROGRAM FOR BUSINESSLINK INTERNAL COMPILATION 365 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Coast CCD BusinessLink Compilation BusinessLink Internal Compilation / / Done W/ P O t g By Dak R et Procedures: A . Pl anni ng the audi t 1. Detenni ne the prel im inary obj ecti ve and the scope o f the audi t 2. N o tify t he audi tee and ot hers a. Prepar e draft n o tifica tion memorandum b. T he audi t di rector must revi ew t he d ra ft and agree to the content of n otifica tion m em o ra nd u m 3. H ol d a com pi l ati on strategy meeti ng w ith the audi t s ta ff 4. Prepar e a com pi l ati on program B. Sctqi eofwodc 1 . I f th is is a conti nui ng engagement : a. Determi ne whether there are any reasons wdi y we shoul d reeval uat e whether to conti nue perform i ng th is en ga gem ent . b. Determi ne i f t here is any change in i ndependence. 2. Establ i sh m understandi ng w ith t he clie n t, regardi ng t he servi ces to b e performed. Audi tor-In-C harge; M ylin h Luu Revi aed03/ OS/ % P » g e 4 366 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Coa st CCD Bu s in ess Li nk Conqnl at i oa BusinessLink Internal Compilation / / Dtme W/P Oi g By Date ReL 3. Acqui re the necessaiy knowl edge s od unde r s t anding of: a. The accom:ti ngphoci ;des and pract i ces o f Ae i ndustry in whi ch Ae client oper^es. b. The nature o f Ae cl ierd' s b us ine m traruacl kms, the Arm o f the acoour ding r ecor ds, Ae s t a ted qual i Bcadons o f Ac acoomdi ngpersoi meLAe account ing basi s A be us e d, a nd Ae Arm and cont ent o f t he fi nancial 4. I f Acre is an indicatioa that mfbr mmt it m suppl i ed by the dieot i s i ncorrect, incompkte, ^otherwise i msati sActmy, obtai n addi ti onal or revi sed inf ormat i on. 5. ReviewdraAcom pilationreportwrAtheDirectorof District I rdemal Audit Servi ces. 6. Draft and r ead the fi nancial m ta te n im d s a nd det ermi ne whether a . The fi nanci al st at e me nt s include all r equi red di scl osures, unl es s s ubs t a nt i a l l y all d isc losu re s a re omi tted. b. The f i nancial st atements ar e appropri at e in form. c. The financi al s tateme n t a r e fiee of ob vio us ari thmeti c or cl erical mi st akes d. The fi nanci al s Ateme nt are fiee o f ob vious mea surement depart mes fiom GAAP. 7 Draft Ae accoun tant' s report and dete rm ine wbeAer it i s a ppr opr iat e under the ci rcum stances. Audi tor-A-Charge: Mylinh Luu Revi sed 03/D5/W Pa geS 367 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Coast CCD BusineMLinkConq)ilaü(m BusinessLink Internal Compilation / / Done W/P Oiy By Date Ref. 8 . if A* A n m m m m l ( m r l i w H n g n n h * ) n r m n o * a p p r o p r ia te in f orm of f ree from obvi ous mat er i al e rr o r s , e iA * revi se the financi al st at ement s Of m odi^ t he a c o o u n ta iU's cnnqnl ati mi iq xu t appfopnatel y. IfneM icr al ternative is accqi taMe to 6 c clienl, consi der wi thdrawing fromAeeogagement. 9. I nclude on eadi p a g e o f t he financial st atement s t he phr a s e " See a cc ompanying not e s and accoui dant ' s rqxirL" 10. I ncl ude on e a c h pa ge o f any si gi pl emcntary information t he phr a s e " S e c ac co u nt ant' s Repori " 11. I f any «tuatioru have occur r ed 6atreqtnreconsuhalion ( b e c a us e firm pol i cy r e quires consul tati on or t he situati on wa s u nus ua l or compl ex^ detenni ne that such consul t at i ons has be e n pr oper l y do cum e nt e d. 1 2 . If the re were di flferences o f pr ofessi onal opi ni on am o n g m em b e rs o f t he en ga gem ent team o f be tween t he enga gem ent t eam a n d speci ali st, detennine that t he di f i er ences were pr oper l y res ol ve d an d doc umented, a n d that the docu men tation a d d re s s e s the consid era tions i nvolved in the r esol ution. 13. Determi ne that all que stion s, ex ceptions, or not es, if any, po ses duri ng t he work have been followed up a nd resol ved, , a nd revi ew no tes a n d "to do" list removed from t he w m l q M p e r s . 14. A ll p r o c e dur e s and workpqiers have beat cmnpkted to my Auditm -In-Chaige:MylihhLuu Revi sed 03/05/98 Pa ge d 368 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Coasl CCD BusineMLink Compilidion BusinessLink Internal Compilation / / Done W/P Obj By Dale R et sati sfacti on and me in accwdance with 5nn policy. 15. I hai ead Ac f i namci al st a t e me nt s and our rq xK l The mn » n c i= l s h O m m e n t s tn he s ppmpnMe in tnrm a nd Ace 6om obvi ous material cnro rs. O urrqxntisappiop nate in the circumstances. C. Woddngpapcrrevicw 1. Revi ew st af F workpaper mdext ng 2. Review 6» audit pr ogram line-item si gn ofTby st ^f T 3. Exami ne wo t iqu g KT S for dati ng md author credit 4. Review for clarity o f Endi ngs, conclusions, and recommendat i ons 5. RcviewArvalidityofsiqipm ting: a. Archival dat a b. D istrict policy and procedures c. External standards. Le, Federal a nd St at e Regulations d. Auditee's internal documents e. Transactional data L Interview and/ or observati oa notes g. Internal control questionnaire D. Reporting the A udit Audi tor-I n-Charge: Mylinh Luu Revised 03/05/98 Page? 369 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Com CCD Busine ssLink C o o q m l a d o m Busi ne ss Li nk Internal Compilation / / Done W/P Obj By Dstc Ref. 1. DisciusBndingswilh audit sl af F 2. DraA audit AuHng* me mo to t he dqpt under audi t 3. DraA the executi ve a nd fu ll audit report dqX under audi t 4. Include t he don' s re s p o n s e in Ac executi ve rqxnt 5. Prepare audi t reports (executive a n d M l report) an d wtnlq;0)ersforMS(MBcelvperlinking 6. Send Ae fu ll dept audi t report to t he: a. Chancel l or b. Depai tmcat under audit ( shoul d al ready have the fu ll rqxMt) c. Col lege Presi dent d. Vice Chancellor o f Administrative Service e. Vice President o f the department under audit f. Board o f Trustees O ffice (Trustees w ill be able to review the fu ll report, alone wiA t he executive report). E . Follow-Up: 1 . Ensur e that Ae auAtee's w ritten response is date-stamped and logged i nto Ae report fillin g system 2. Acknowl edge Aereceqit o f r eqpohK fiom t he audi tee 3. Review Ae auditee's written response Auditor-In-Charge: M ylinh Luo Revised03/05/98 P a g e S 37<) Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Coast CCD BusiüessLiak Compilation BusinessLink Internal Compilation / / Done W/P Obj By Dale R et 4. Schedule &* Uow- up ac dons ba s ed on reqxmse I 5. Conduct fbllow-up audit step s 6. Rqxxt on kUouHq; audit the chancel l or F. StafF Evaluation 1. Meet with audi t slafFto critique the audit st rat egy a nd per Amnance 2. Complete a n written auditor performance evaluation. This audit program section h as been completed in accor da nc e w ith D istrict Internal A udit Service policy. Done by Date Reviewed by Jim W illiam s, Ed.D., CPA Date Auditor-In-Charge: M]dinh Luu Revi sed 03/05/98 Page9 371 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AEEgMt RIX P FACULTY ERQGM M PROGRAM DEVELOPMENT FORM 372 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BusinessLink Faculty Associate Program Program Development Form Faculty Associatc_ College_________________________________ Part-time P u U -d m e _ Ph o n e N u mb e rs: f Q g k W _____________________________ . .. , H o m e A d d re w . . . .. .................. . . L P ro g m m *o b e o A m d (3 -5 w adem ce d e s c rq id o c o f w h a t p a r tic ip a n t: w ill k a m d u rû % d d s p e o p a m ) Z Tope O w di n e (Lût all mr ÿ or topi c: to b e co v e red ) 3. Who di ool d a lt e od? Why diould t hey a tt en d ? H ow « vin it h 4 * th em at wddA 4 . Lengt h p r ogr a m in houn (Many adul t l eamen are not l i i l ereei ed in full lengt h ae me a le r pmgzenu) Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 373 5. A m y qiecial e q u i p m e n t or Ac Ui tie s n e e d e d to prcKnt p r o g r a m ? 6. List yo ur q u a H S c a t i o n s a s a p r e s e n t e r of d û s d a s s or p n % r a m . 7. Are d i e n e a n y c o m p a n i e s (and/or c o n t r a c t p e o p l e ) y o u w o u l d like u s t o inc lu d e o n th e mail ing l is t ? 8. O th e r info n n ad on whidi m ig h t b e u s e fu l to u s e in a n s w e r i n g inqu iries d u r in g die initial I*ooe call 6om th e c o m p a ny. I u n d e r s t a n d th at a s a Busi nessLi nk Facu lty As s o c iate I a m a c t i n g a s a n a g e n t of th e C o a s t C o m m u n i ty College District a n d all b u sin es s g e n e r a t e d a s a re s u lt of m y activities w ill b e h a ndled t hr ough t he Busi nessLi nk p r o g r a m (Signature) (Date) 374 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX O BUSINESSLINK FACULTY INTEREST FORM 375 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BUSINESSLINK FACULTY INTEREST SUMMARY NAME. _occ owe ccc STATUS: FULL-TTME fART-TTME R ETTRB) ÜDMEADDRES&_______________________________ H O M E jU Q N E : : ____ O TIC E H IQ N E :__________________ PniTrATIONAL BACKGROUND: fP ku e IW mbject a r e mi in «hich voa have done en o u g h ç o w m e w o & Ü m tyo u & e lq u m liE e d to kctm to rle m iü ie m .) TEACHINO EXPRRmNCE: f P le m a e liA mApcb i mu h « w e tmi yhf \ O T H E R A R E A S O F IN T R R P R T fP k m « lim * n A w , « m m » in im h W , yn„ :n p p o v i d m g t r a i m i n g . IfywqiwliAcmfwiminAe»c«Fca:wenotevkkul6om<beinAonadon pnwkkd«bovc.;deaae:peci4f b ow yo uhK veq um liE ed y(M M dft o* e» ch inÜ w ae ai« #m .) IDEAS: (I n c lu d e y o u r i d e a s f i a r t i m i n i n g t o p i c s a n d /o r prr^iams Aa* y o u w o u l d like * o d e v e l o p . Also i nclude i d e a s for market i ng Busi nessLi nk. ) OTHER TRAINING EXPERIBMOET flf v m u ha v e d m n e e mn sull iny trami ny or t eac hi ng A * c o m p a n i e s , p l e a s e d e s c r i b e t h e *0 ; ^ a n d m u n e c o a g ia n y .) Ifyou b a v e a ament r e s u m e , i d e a s e att a ch a c o p y . 376 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX R BVSINRMWNX FACj&TY f Oj&MS 377 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. B mssw essLik k TW Caos? CommwWy CoRege &=i*ri< 3 Oftc« fw WoHw’b Edwcoitoo orvd Tmimng CLASS ATTENDANCE ROSTER CNent: Subject: Claw data: Inatm ctor Claw time: STUDENTS: Î 21 & 22 3 23 4 24 a as • 20 Î 27 • at » 20 10 30 It 31 u 32 13 33 14 $4 15 30 10 33 13 37 I t 38 It 33 1 " ......... 40 378 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CLASS ATTENDANCE ROSTERS G e a e r m D y , We DO NOT N ee d To Provide o m r ROSTERS for the kUowinp 1. When Ihe instructor is going *0 "administer" a T A B E w M ANU A L DE3ETERITYeixmm tbereisljQneedtogpwe outRoskes. 2. When the instniclm is going to "deveioD" a momam or test there is NO need (o five out Ih * s k a s .( h h * D - Im s n n :c d N » u iQ 3. PMETPcmümapmgmm&L& #149 (3M Surgical^ Ac Rostem are given Iqr *he company because they need to nse on "originiil" c ( ^ o f Ihcir own Rosier to bnn in ona report at the year end to the State as proof. (ETP = Empl oyee Training Panel gets funds from the State. Exampl es o f the s e cont racts are: 3M Surgical # 1 4 9 ; Maintex #137; and GDI 3M #150) O e n e r m U b h ^ M f e l D O Provide #*r ROSTERS for AefbDotving: 1 . When an i nstructor is goi ng to "teac h" a clas s (that is NOT an ETP contract) they usually w ill need to provi de a Rost er for sign-in a s proof on the State Report at year end that the cla s s wa s hel d. 379 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. C0/V7M 4Cr fD(/C4770/V BWOilAfEWT T M xW S W /T T A i Ticket #: Course Nam®: Campus: Class Site; Start Date; End Date: Company; Contract #; Yesr.Term; Scheduled Day/Time; Total Hours: | Units: Total Students: STuman-NAME Sm OENTSW R eflistration Fee Grade 1. 2. ' 3. 4 . 5. 6 . 7. 8. & 10. 11. 12. 13. 14. 15. 18. 17. 1 8 1 CARRIB) OVER FW M BACK: T^nA LR B asnunxM inaB : O s « e : ADMISSIONSmEOISTRATlOW PROCESSING: 380 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BOOK ORDER REQUEST SUSINESSUNK - C O N TRA C r EDUCATION COURSE DATA: Œ m : C o f t ir a e t N u m b e r : S t a n D a t e : R e q u e s t D a t e : E n r o U m s n t : BOOK ORDER DATA: m m sr n: a ^S sm : F M . rn s ^m ms 1 W k A a ^ : ssm O r T em i m s^ 1 2 T M s . * /SSftt m M M a s ? M M l - 3 m &‘ ! S m : m s^H ss! TemSma s 4 m s: A i st m ' : m m : 5 m s A t à Sm: m N : m W W ss.* Tm Sm ss 0 1 .4 3 1 2 .7 0 1 7 0 0 .9 .5 0 8 .1 SUB TOTAL: SALES TAX: SHIPPING: TOTAL: --------------------------1 FOR BUSINESSUNK OFFICE USE ONLY: SmsssSeseimdSji: D m : p m m rn m r: D m : S k e s e : m m w w ? D m : D m : D m D as&‘ & K S to ^ .' Atitiwfizaiim : D m - 381 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENPDLS BUSINESSUNK MARKETING MATERIALS 382 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. P y K 0 ; ’s « 383 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. [ I A m o n g A e c h n N m y m A e û ig m m n w Ü K iH M 'M m d m y « m A e A m n p d i &r p m m r A e m ih ilh y ; « b o r n e r lead tim es, and m eeting com plot custom er specifications. In en e ffo rt to assist businesses we ptovide the kUowing cuwomhed twining: 4^ B lneprint Reeding ^ Com puter N nm eric C ontrol ^ D im eneioning & Tolerencing ^ Heeerdons M eteriele r p a p a / / / y J K ca n a a e m e n i Getting empkyees involved in imptonng hoeinem ojperedont b e ptoven method to incmern profits. Com panies today must use every means at th e ir disposal to stream line operation: end be more com petitive. T h e follow ing training areas w ill provide a framework for success: ^ Bench M arking ^ Com m unication ^ IS O 9000 ^ Just in Tim e ^ Q u ality Im provem ent Teem : _ # S ta tistic a l Process Control (SPC] # V ariation Reduction C7i s s e s s m e n J B iw îm è n n lin k provides eapert t e r v i^ to buaineaae: th e r r e n n ^ maaiatndce in determ ining job requirem ent: end tra in in g needs w ith in the company or a specific department. The follow ing types o f assessment: are available: ^ Job Analysis ^ Pre-Employment Aasesament ^ Work-Related Foundation Skills ^ W brk-Rdated Problem Solving 384 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. I In today’s fiw t-paced environment it is imperative to have up-to-date skills. The objective o f our training is to provide practical, hands on experience for working professionals. Our computer training ranges from basic to advanced and is custom designed. The areas of training include: * Windows 95 WordPro * Microsoft Office Microsoft Exchange/Schedule Microsoft Access Netscape Microsoft Excel » Novell Netware Microsoft W ord * Banyon Vines Microsoft Powerpoint E-m ail and the Internet WordPerfect P roject Manager QuatroPro Programming (Visual Basic, C++) Lotus 1 2 3 4 Mnst other popular applications The world of work is changing. These changes in the work environment have created significant challenges for business and industry. BusinessLink is meeting the challenge by providing basic skills training for companies that need to assist their employees in providing ongoing development of cross-functional specific skills as well as requisite knowledge. Specifically we improve skills such as reading comprehension, language, mathematics, spelling and problem solving. The following types o f as training are available; 4 k B u w m e w lW a th ^ Business W ritin g ♦ Com puter Literacy ^ English a s a Secorrd Language ^ O ral Presentations 385 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. As we move into the tw en ty-first century, we observe that the only constant in the work place is continuing change. The major areas o f change are global competition, technological innovation and demands for increased productivity. The following customized subject areas are available: ^ Coaching ^ Communication ^ Customer Service ^ Diversity ^ Negotiation ^ Ptoblem Solving ♦ Professional Telephone Skills ♦ Team Building ^ Tim e Management ♦ Supervision t j m p [ 01^ m e n i Z l r a i n i n ^ D ^ a n e f The Employment Training Panel (ETP) is a California State Agency, formed in 1982, to retrain California workers. ETP was designed to fund training that meets the needs o f employers for skilled workers, and the needs of workers for good, long-term jobs. ^ Qualifications for Funded Training • Must be a manufacturer • Must face out of state competition e Workers must be employed 90 days before training and remain employed 90 days after the last day of training 386 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ^ a r i i a f i o i s i Oi ^ D m W Pnxkea 3M Suigieml Arrowhead Pmducn AVCO KmaocW Service: CWikrnie Dcpertmenr of R:h & Game Cm Bformia H%hwmy Pwiol Canon C D I 3 M Childreo': Hoapital of Orange Couniy Ciiy of Cow: Mew CTB McGrawHill Cyeec Dougjü: Aircraft General Monitor: Maater Hako McGaw Mitwhiahi O ra :^ County Fire Authority Orange County HeadMart Paiher Hannifin PriceCoMco Steeica* Corporation Verifone Xerox 387 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CD ■ D I I % C/) o' 3 CD 8 5 C 5 - 3 CD C 3. CD ■ o I c g o 3 & 3" O c s C/) o' 3 F O R Y C Q R C O M P A N Y I ncrease the value and effectiveness of your most important asset — your people prepare your workforce k r worldwide com petitioir^^y L in k The Coast Community College District Office for Worksite Educotion and Training Worksite training programs brought to you by Coastline Community College, Golden West College and Orange Coast College. (714) 432-5824 w 00 00 CD ■ D O Q . C g Q . ■ D CD C/) o' 3 8 ci' 3 3" CD CD ■ D O Q . C a O 3 ■ D O M A T C H Y O U R CHALLENGES W ITH O U R SOLUTIONS CHAÜEMGE; Devdop a v ia W e business strategy to gmwyourconyany Sofuffdn; " Increase the productivity and skills your workforce through training to support your growth " Train trusted employees to as sum e critical leadership positions GHAflENQS Pro du ce qua% products with a n Inexperienced, under-trained woAforce Wm Solution: • Basic skills training to bring your workforce up to speed • Pre-employment assessment and screening CD Q . ■ D CD C /) C /) CHALLENGE: K ee p your workers' s M D s up-to-pace with curreid technology W w M M M fÈ a m i ao tutio n; " btate-o f-th e-art training for everyone In your company — from clerks to production managers CMLLENGE: Find good entiy-level talent h a tight job market Solution; • Grow your own employees and boost morale through carefully planned training opportunities w 00 ' s D Il .1 - f i I ; 390 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CD ■ D O Q . C g Q . ■ D C D C /) C /) 8 ci' 3 3" C D C D ■ D O Q . C a O 3 " O O C O M P R E H E N S IV E T R A IN IN G Brought to Vbur Doorstep Custom designed classes, workshops 6 seminars. Experienced teachers and trainers from our three community colleges - Coastline, Golden W est and Orange Coast College. Practical programs to Improve the communication, management and technical sktils of your people P O P U L A R A R E A S O F T R A I N I N G , Computer Literacy and Skills English as a Second Language Electronics Quality Assurance • Basic Math Skills • Business Communication • Business Management & Supervisory Skills C a n Bw«Na»kMK at (714) 432-5824 « P A X (714) 432 5909 For a Iree on-site consultation and assessment of your needs. C D Q . T3 C D C /) C /) B uS iN M S Ü N K C o S a i g * « m l 1370 Adams Ave. Costa Mesa, CA 92626 Non-Profit Organization U S. POSTAGE PAID Permit No. 1 6 2 Costa Mesa, Calilorrsa, 92626 Board of Trustees • Sherry L Baum • Paul G. Berger • Walter G. Howaid • Nancy A. Polltud • Armando R. Ruiz • Caroline Winter, Student Trustee f>. Alfred P . Fernandez, Chanoslbr w î g a > O N C% 392 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CD ■ D O Q . C g Q . ■ D CD C/) C/) 8 ci' 3 3" CD CD ■ D O Q . C a O 3 " O O CD Q . ■ D CD C /) C /) 1 COAST COMMUNITY COLLEGES • EXPERIENCE IN TEACHING ADULTS • RESOURCES AND COURSES • EXPERTISE TO CUSTOMIZE OR DESIGN PROGRAMS TO MEET YOUR NEEDS. / m P R O V E your BOnOM L I N E W IT H C U S T O M I Z E D T R A IN IN G Reduce Errors liweose ProducMvily Improve Teonwork lower Cos* of (hmlHy Reduce Scrop ond Rework Increase Workers' FlexlMHy Improve MoMvoMon ond Self Esieem Improve Success of D o s Trmmng M 394 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. i l l l i Is i I ■ *!i iJllllilJII i ! 2 o s o a K & 2 I 395 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. rWE WfSP)4/V/C OF COMMERCE OF ORAROE COURTY Wishes You a HAPPY AND PROSPEROUS NEW YEAR D irectors P rofile JOHNL CASTILLO OwBctor Jota Castillo, apmmmeoi Santa Ana atajoiey, h a s been a resident of Orange Coanty since 1957. He has had his private law pracdoe since 1975 and spedalizea in b u sin ess foimations and litigation, teal estate im u a m c d o u a and litigation, domes tic issues, and baabuptey. Mr. Castillo purchased and remod eled a beautiful 70 year old home that he h a s converted into his law office that is lo cated in the designated HisKsic Aench Paikarea of Santa Ana at 209 E. Washing ton Avenue. Jo hn has been a director of the His panic Chamber of Commerce of Orange County since Eebraary 1989. He is also a Direcu»’ of die preaigious Santiago Club wd a member of the Advisory Committee of South C ast Repertory's Hiqmmic Play wrights Project On behalf of the Saidiago Club and in conjunction widi the City of Santa Ana, Mr. Castillo was Chmiman of the tradi tional Las Posadas event held in the Santa Ana Stadium in December 1989. This event was m tremendous s u c c e s s due to lohrisotgamaatrona! w d leadeishipiMli- ties. John has coniribaied many dedicated hours of service to the community in the pastas well. HewasformerlyaDiiectwof the Hispanic Bus iness and Ptofesskmal Association and was Pieshtent for 1984- 1985. JtSmwasalsofMtnerly aUiisctorof Reiampago del Cieto. John received his Bachelor degree in Mathematics fitom the University of Cali- fomia at Irvine m l hisJuris Doctor degree tern the University of Sao Diego. The Hispanic Chamber of ComflMice of Orange County is very fottumaetohave as caring and commitied a pe rson of su c h professional caliber as Mr. John L. Castil lo on its Board of Dtrectocs. World Class Training Are yona new business that wants to survive and s u c c e e d ? Arc you an established busi n e s s lhatwantstofceepigt with modem technology and grow ? Then BUSINESS LINK may have the sohitions to the many challenges you w ill undoubtedly be ^ o d widi. BUSINESS LINK. The Const Community CoQe ge District (XficefiB'Woihsiie Educa tion and Training can help your company increase the value and effectiveness of your most importfflit asset - your pec^e. BUS INESS LIN K can heÿ you prepare your woricforce far wraUwide competi tirai by keying your employees' sktU s up-to-pœe with ouneat technology, and by training your trusted employees to asaune oitical teader^iip positirais. Caiear and Certificate Programs bring custom designed classes, woricshqps, and semi nars to your wraksite. Experienced leacheis and trainers firom three community cdieges- Coasdine.GoldenWest.and Orange tjoastCoHege-provide practical programs a » improve the commanicsaiQn, managemoiL and technical ritills irf yoitr employees. Populararcasof training iircludeCoropiiierljteiacy; Buriness Managementand Super visory Skills: Business Communication; Quality Assurance, amdoiher valuable K^ics. Fora fine on-rite consultation and assessmoiL call BUSINESS LINK at (714} 432-5824. CBfTRAL #C A T COMPANY SpaeiMzmg in MSsotesate A r c a a w f IS S W . P o m o n a S tre e t, S a m a A n * 9 2 7 0 7 • 5 4 7 -8 0 3 1 RANCHO DE MENDOZA 1 0 4 E , 4 th s tr e e t, S 8 M A n a 9 2 7 0 1 • 5 4 7 4 )3 4 5 L Ù W M s n ilM g , O ts n s f 396 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. U S iN 'E S S i IN K Th# C o m m u n W y C olW g # D iihid OfNc# k r WoHa!*# Edwcoiion ond Trommg COAST COMMUNITY COLLEGE DISTRICT FREETRAMNC 6f Q u m H & d C o m p m m M OowCommumliyColkyDWahMjuNiNNWemNmWEu mhNofFmeTnWngdookfQUAUnED C O M P A M E S W *N **N M Ü A # Ë « m p hy # wh M # k P # i# % m m M W o A p W w T m h Ë * . KwmrNlgiu # * me* N iM pmd — |— r^ ' r fl mil Aii m m lW iH K i iif iiik k * #loN*IBb*«d * M i» d v#y#iddy. — —p -----nN$## H n r iN i1 liN nh& iba r ig f- --------- 'T 1 ---------- r=------ ^ — f - -TtWn# m irihh ynr -r ymf rnrnprniy pm im m m l « imM hi WwMNdËNNmiNm# "— — fYn -f! 1 T — T T T T T T T I T T T lp T Iffym f r# M n N N * C L A S S E S <*PhkE D -S#N a 6* d m m w y o in M iW d l& E N N im m . WCK cuw A B Q im s AMAnrimrmai M O S O O O O h w m io o U O M O O A m d k T m m m * S m A h ra l A o c e M C o m im l M m m i# » m m iS k llh C im m m ic N i» S k iD * (S b m rn ) (4 0 h o im ) (I6hm w ) (32houn) (Mlww) ( 4 0 k o w N ) (40 W w ) (IS k m *) "Mhim m m m m m b m of houn m* 40 pm myln !)#. ^ W m d m i^ d ip o m io fS a O O O O p m p m M u p o e M M i p lN io iio fW m m # . Your N o m e YiNrTAk NoncK C k m m « # m b # m k # m # A m # « t mod « m S m r n fd m /: Coqipaoy Name S»eei_______ Ci*y________ M w H K N u m b e r, Fox Number ExL FAXTO: B u m n e s s L in k , C o o s * C o a w m m k y Cidlege DWnc* Aon: R o y m o o d L. Ttomp e o o 137 0 A d o rn s Ave. C o s* m M e s m ,C A 92626 FA X(7I4)43W W 0 397 Reproduced w«h permission of,he copyright owner. Further reproduction prohibhed without permission. B U S 8 M E S S L |W K TheCocWCommunlfy CoWepeDbMctomceAxWoiWeEducaMonqndTPOlnlno XNPARTNERSHEP W rm THE c m r OF HUrm NCTON BEACH b Provwlmg F R E E T R A D IN G FwManw&ctwing Co n ^N m ie » Busings Link has just sel askte a lim ited number of Fuse Training slots o f niM ufecturing companies that want to eoroU Aek «mpkywa h High PmAimamce WoHqilaoe Training. Rnamvadonsaranowbeingnecqned. Tmmimgalolamnpromp^ybnlugraaervadmilAegvnahba^yoftndnmg slob will be cahaosted very quickly. A ll reaervadons will be tdbu on a As* come, As* serve basis nod w ill be c k aed as soo n as the allocmed W aing slots are Aled. Regis*ernow and seleetîbeinûningcsolhdesyou would likeyooreoqtloyeeslosassmd. QuaHAadoacriSerim, dess and m uolhnem : biAraaaiion will be sea* to you i*o a recel|a of your Res erva*ioa RequesL Mease HU ia the inlbnnadoa. and dot it lo us at (714) 43#-4759. I f you have any quesdoas, please call as a* (714) 43&4700. Cla s e u OArsd Sebe* the dss s e s you w ould l&elo res e rve: A ra a a flms M S * N e u e fb g la e e ; C lassee AeagsMr Hears mOMOOOrieeraiioo W aaas CtHttinuous Quality Iraprovesnem 40-hows Auduedea Pro cess baprme«a*ni 16-bears Swisdcal Pro cess Control SZbaurs Customer Service 34-boara Team Buiiding/TQM 40-hows Maasgeawai SkiUs 40 hours Cmamuaicadoo Skills IS-koum * Miniimm number o f bows are 40 per employee. ' Refottdable deposit o f $200.00 per person upon coaqdedca o f Indning. * Employees must make $9 JtS per hour to include bemefits. % er CosapeqyNsme. Aibbss, g » . . . . m ale------------ Zip Gods. P h n m e r i S m i h N r R s t a M S k m ilM , 398 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. s s L in k The Coos* Communily College Dishic* OfRce lor Worksite Educotion ond Troining EavirommemW & Occupadonal Safely & HealA Compliance Eduoition & Training Programa College Credit Cowses in Environmental Technology (seeourwAsiteat: w w w . c c c d .e d u /n s k /e n v te c h .h t m ) Coune: Eavlronmeatml Technology 230-1 Descriptive Title: Hazar dous Wast e Oper at i ons & Eme r gency Respo nse Descri pti on: This co urs e is de s igne d to provi de st uden ts with hands-on i nstructi on in safety and e me r gency res po nse to chemi cal and physi cal ex pos ur e s in i ndustrial field sett i ngs. Topi cs include: hazar d anal ysi s, cont i ngency pl anni ng, housek eeping an d safety pr act ices including pr oper u se an d sel ecti on o f P P E ( Personal Protecti ve Equi pment), si te control and evaluation, handl i ng dru ms and cont ai ner s, field sampl i ng and monitoring, proper us e o f i nst ruments, eme r gency response i ncl uding field exe r c ise s in t he u s e o f PAPR (Power ed Air Purifying RespirWor) an d SCBA (S elf Contai ned Breathi ng Apparat us) , confined s p a ce entry. This course sati sfi es t he r equi r ement s for general i zed employee training under OSHA ( Occupati onal Safety & Health Administrati on, 1910.120). Units o f Credit: 2.0 Total Hour s of I nstructi on: 54 h o u r s I nstruction Fee: $300 per st udent . Maxi mum 30. Textbook Fe e : $55.00 per s tud e n t 2. Course: ErnvhronmemtalTechmok^ 230-2 Descriptive Title: Hazardom Waste Operati ons &Emergcocy Response II Descri pti on: This co ur se is de s igne d to provi de stu dent s with hands-on i nstructi on in safety and eme r gency res ponse to chemi cal an d physi cal ex pos ur e s in industrial field sett i ngs. Topi cs incl ude: hazar d anal ysi s, safety practices i ncl uding proper u s e and sel ecti on o f PPE (Personal Protecti ve 399 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. The GxMf Community College District Office for Worksite Education ond Training Equi pment), inci dent i cqmnse planning, emergency re^xmse i ncluding Gel d exerci ses in die u s e o f PAPR (Powemd A ir Purifying ReapiAtor) and SCBA (S d f Contained &eadiing AMiaratus), c onGne d s p a c e entry, a nd an u nd e r s tan din g of t he ICS (Incident Command System). This c our s e sati sfi es th e req u ir e me n ts for general ized empl oyee training under CAL/OSHA (California Occt qxnwmal Safety & Health Administration, Tide 8, sect ions 5156-5159 and 5192). Units o f Credit: 2 .0 Total Hour s o f I nstructi on: 54 hour s Instruction Fe e : $250-300 per student. Maximum 30. Textbook Fee: $55.00 per s tu dent 3. Course: Envl romaseatal Technology 130 Descriptive Tide: HealdiEfGKts o f Hazardous Materials Descri pti on: This c our s e covers t he acut e and chr oni c heal t h effects produced by expos ur e t o chemi cal , physi cal , and biol ogi cal a gen ts . E m pha sis w ill be on tho se hazar dous mat er i al s commonl y associated wit i ndustri al oper ations, w aste di s p o s a l an d remedi ati on site s. Topi cs wiU incl ude rou tes of entry, toxi c effects, risk eval uati on, permissi ble expo su re limits, medical survei l l ance, cont rol methods for reduci ng ex posur e, and underst andi ng a n MSDS. Three hours l ecture per week. Letter gr ade onl y. Transfer Credit: CSU. Units o f Credit: 3. 0 Total Hour s of I nst ructi on: 54 hours Instructi on Fee: $350 per st udent Materials Fee: $55.00 p e r st udent ♦For mor e i nformation, pl ease contact Eloy Oakley at (714) 438-4729. 400 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Vocational English as a Second Language (VESL) BusinessLink w ill present c la s s e s in Vocational EngUish a s a Seco nd Language designed for employees who are non-native speakws of English. / Fonnatting and w riting basi c busi ness letters and memos / D rafting, editing, and final prqtaration o f rqports / Basi c busi ness grammar / Specialized instruction for txm native qte ake rs o f E n g h s h (Optional) » Credtf or A /b n -C n e d Z f Cl as s es can be configured a s credit or non-credit. ' ScAetW e Prefi ered scheduli ng i ncludes 2 sessions o f 1.5 boors in lei% th, tw ke per week, schedul ed at the company ' s convemence. * Zfo w rg For credit c la s s e s include 72 total hours of instruction. Modules can be devdoped for a total of 40 hours of instruction. * This program can be delivered for $150 per instructional hour. Materials include a variety of job-related and basic English instnictiomal materials. One or two text bo(&s, to cost tio more than $20 per student total, must be provided by the (X H n p a n y or the student. No additional diaiges for c u st o m iz d ng Ae program, instructor preparation, or travel. Barcel Wire and Cable, Canon Busi ne ss Machines, CCBI, CDI-3M , Coastline Metal Finishing, Emulex, General Monitors, Hawker PaciSc, Language Services West, Maintex, Mallinckrodt Medical, Master Halco, Missitm Fbods, Newport Corporation, Printronix, 3M Dental Products, Xerox Coiporatkm 401 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Business W riting BusinessLû± w ill present dasses in business writing designed for employees with writing a s a part of their job reqniren^ts and can be custmnized for non-native q>e a ke rs of English. » Aftÿor Tkpicf / Formatting and w riting basic busi ness lettars and memos / D rafting, editing, and Bnal prqiaration o f rqxnts / Basi c busi ness grammar / Specialized inaniction fo r oon-nadve speakers o f English (Optional) # or A/oM-Gwt&f Non-credit « Sessi ons o f 2-4 hours in length, schedul ed at the company' s convenience. « f f o t t r g Modules designed for instruction frmn 8-24 hours in length. « fk g j This program can be deliver for $150 per instructional hour, but if the company wants the training materials for this project to be cmnc the company's property, Ae &e wilU be $4,(X)0 for die eight-hour Itmg module. This w ill include masters of student materials for dtqilicatioo. and a teacher's overview widi general instructions to the teacher, but not a scrqited teacher's manual. A ll materials wiH b e customized using die con^iany s samples and exanqdes. The company w ill own the rights to u s e the materials within die company at their discredon but BusinessLink w ill retain the ct^yrights to the materials. AVCO Financial Services, California Dmital Heahh Plan, Dental Plan Administrators, Disneyland, Driessen Aircraft Interiors So uth Coast Plaza 402 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Computer Training Busi nMsLmk w ill present c las s e s in all popul ar sof t ware pr ogr ams. « M ayo r fn o g n m w / DOS Operati ng Syst em Ba s ics / Wi ndows (^m ating Syacm (Version: 3.1 an d WFW 3.11) ✓ Introducti on to the Windows-95 C u ratin g System / OS/2 (g ra tin g Syaem (Veision 3.0 - Warp) / WordPerkct (AH ver si ons DOS/Win) / MS Word for Wi ndows (A ll ver si ons DOS/W IN) ✓ A ll major sp re ad sh e et pr ogr ams - all ver sio ns (LOTUS/EXCEL/QUATRO) / A ll major d a tab a s e pr ogr ams - all ver si ons (ACCESS/FOXPRO/dBASE/PARADOX) ✓ A ll major pr e s e n tation pr ogr ams - (PWRPOINT/HARVARD/FRAMEWORK) / Any ot her pt^ailar pr ograms - (MS PROJECT, DRAW ING, M M 's, etc) / Novell, Banyt m, net works a n d INTERNET pr ogr ams. ' C redet o r Bo d i credit a n d non-credit offerings, including c l a s s e s leading to certificaiions (e.g. N o v e U CcrtiGed Netware Administrate - CNA, etc.) ScAetWe S e s s io n s of 4 ho urs in length, scheduled at t he company’s c onv en ien ce. * Hditm Modular ^ ig n for 4 - 54 h o u rs in lm % t h » fggg B u s in e s s L in k will c u s to m d es ig n a n d deliver t h e s e m o d u l e s for a fee of $150 per in st ruc tion al hou r at your site, or at o n e of our s i t e s (with egiqnnent/software) for $175 per hour. This fee is re g ar dl es s of t h e n u m b e r of pa idc qtants alth oug h we r e c o m m e n d o n e co mp ut er fbr e a c h participant in die program. ' A efgrew cf CA D qx of Fish & Game, McLaren Engineering, Maintex, Monitor Automati on Sys, Pri sm Software, R iiz Carlton Hotel, Sy s te m s Tax Servi ces, 3M Dental Pr oduct s 403 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Accounüng vin û ü T C K h K ü o ry sOni yiaftbeipTÜMxpl esi Dfactxxnüing Üieory. Tl*:cxMnnKivnit*e ( %uüDmbMdf br) Mxn company, emphasi zi ng t hose appl i cabons thaï arc most useful to ymir empl oyees snd, %terever possi ble, usi ng your amqwui y' s exang»l es and exerci ses. ' Mrÿpr Tbpicf / B a s ic a c c o u n ti n g cycl e for both S erv ice a n d Me rchandising op era tions / Ex p laina t ion a n d p re p a ra t ic m of ac co u n ting f o rm s / B a s i c a c c o u n ti n g tra n s a c ti o n s a n d entrie s / Preparation o f b a s ic financial statements ' C r e Æ f or 7 V o n - C r c d & This cour se can be taken for 4.0 uni ts o f transfMablc credit on tm a non-credit basi s. Reco mme nde d 5 h o u r s of c l a s s pe r week in two 2.5 hour c l a s s e s or o ne 5 hou r c l a s s * Hbtfrs A total of 90 hours of i nstructi on « few W e'll cust om desi gn and delhw this cl ass for a fee o f $150 per instructkmal boor. The s ta nda rd text book a nd working paper s used at t he Coast Communi ty Col l ege District will be required. Students or t he company w ill be expected to purchase their books during the first day of class. Paci AcCare 404 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. IB&wqpnmüJReading BusinessLink w ill present c la s s e s that use your CŒnp an y's blueprints and w ill provide practical applications for your employees. " Mid/br Z T o ip K f / Blueprim canposition and oriemadon / Orthographic Projection / Blueprint Line Usage and Intrqwetadcm / Blueprint D im asioning Techni ques * CretKf or A^on-CrgtKf Non-credit « Blueprint reading training can be schedul ed at the congmny' s convcni MSce. ' Hbwrs Minim um o f 28 hours o f instruction W e'll custom design and deliver this module for a fee of $150 per instmctMmal hour. Energy Container Corporation Hi-Shear Corporation Mallinckrodt Medical Odetics 3M Surgical 405 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AUTOCAD BusinessLmk w ill cmtcmi design a program to bring your designers on line with AUDOCAD 12.0 or 13. / Gra ph ic so lu ti o ns / Des ign re f in em e nt s / Modiftcadmis and ddineadom o f drawings / Geometric DimensioDing / 3 Dim em ional Design C r e t% or A / o m - O n e t & f Non-credit ScAetWe 4 hour modul es schedul ed at the convience o f the cooqi any ffoxtry 54 hours W e'll custom design and deliver these modules for a fee of $150 per instrucdonal hour at your site, or at one of our sites (with equipment/soAwaie) for $175 per hour. This fee is regardless of the number of particulars alAough we recommend o ne ctxnputer for each participant in die program. fg/erencw City of Anaheim 406 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Assessment The Test of Adult Basic Education (TABE), which is a standardized, validated test, w ill be u s e d to con^)lete an a s s e s s m e n t of your employees or aR)lkants. / Readi ng Vocabulary / Reading Cmrquebcnsi on / Mathematics Congtutati on / Mathanatics Concepts and Applicatitms / Language Mechani cs / Language Expression /% ie llin g ' Cret&f or Abn-CredKf Non-Credit « ScAetWe The TABE can be schedul ed at the convi ence die company ' Howry Depending on how many sectitms of the test are given, die test s e s s io n s are 2-4 hours in length. few Testing is provided for an hourly fee of $150 per hour of testing, regardless of the number of employees tested. Our standard package pre-enqdoyment TABE can be given on an individual basis for $30 per applicant. When given to cnqdoyees in group s e s s io n s , an As ses sm en t Rqiort and Training Recommendations are provided at no additional fee to the client. * A ^rencej Alps Manufacturing, AVCO Financial, C DI-3M , Cherry Textron, Interstate Electronics, McDonnell Douglas Sp ace Systems, Printronix, Rohr Industries, Steelcase Inc., 3M Dental Products, TRW Technar, Xerox Corporation 407 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A P P R N PIX T R V glNEMU N K ^ A S g gMMR^ rr S V R V ^ Y g 408 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. COAST COMMUNITY COLLEGE DISTRICT O m C Z O F CO M M UM TTY AND E C W O M IC D E V ELO PM EN T O f C O N T R A C r E D O C x r/O N COOAEE O f f f f /N C E XKX/Z.ABLE TO fO E E /C XND f f Z K X r f X C E N C ZEf The Coast Community College D istrict consists of three colleges. Coastline Community College, Golden West College, and Orange Coast College, Alt three colleges are fully accredited by the W es. Association o f Schools and Colleges. ASSESSMENT S H E E T Compmmy Nmm#________________________________ Personal Enrichm ent Copim* W a Developing Your Prom otabiity G o m l Set t i ng _ _ _ Good N u tritio n . . Im proving Self-Esteem ■ j . Interpersonal Relations Personal Groom ing/Dress . - ' Personal Negotiation Skills , Physical and Mental Fitness ■ Presenting a Professional Public Image Self Motivation Smoking Cessation Understanding Y o ur Job Responsibilities O ther (List):_____________________________ . Management Assertive Supervision/Supervisory Training Changing Damaging Habits Comm unication Skills Conducting Interview s (Selection/Placem ent) Conducting Meetings Controlling Absenteeism Coping w ith Burnout Cost Containm ent/Reduction Creative Problem Solving Crisis Intervention Customer Service Improvement Decision M aking Delegating Departm ent Goals/Strategic Planning Discipline and Documentation Procedures E ffective Negotiation Employee/Job/Assessment Establishing Goals and Objectives Ethics in the W ork Place Federal Acquisition o f Contracts Grievance Procedures - 1 “ 409 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. M m m m gem em t (co m üm m eë) Other How 10 Modvmt e Peopl e Leedemhl p S ki O e Mem ##ememt Aem ee em en ti Mmu# # ememt- Eag »loye e Rel m tk w ie M m n m g l m g C h m ng e Me n mg ln g Confliet/ConfUc* Re e o lu d o m Menegl e# A e Mmo e g e r Middle Mem eg eme mi Orgmmimti oa Dimgnoe i* O r g m m k m d o m m i Devel opment P er f onnmnc e Apprai sal Pe r f or ma nce A Àn a g e me nt Poel ti ve Sopervi eory/Empl oyee l otemctkme Prodoctivity/Qumllty/Improvement Prof em iom ml Ethi cs Quality &tvl ronmemt Reduce Absent eeism, Tunmver, OmfUct, and Or i evanoes Risk Management Setti ng Goal s and Objectives Statistical P toe e a s Contiol S tr es s Managemwi t Suppl ier Cost Recovery Team Building/Perform ance Teams Time Management Understandi ng and Interpre ting Pol i ei es Understandi ng Rdes and Responsibi lities Other (List):_ _________________________ Effective Listening Techni ques Effective W H th* (Technical, Report, Letters, Agenda, etc.] Idw tifyin g Subs t a nc e Abuse Oral Present at i ons Peer Counsel i ng Tel ephone Etiquette Other (List);__________________________ Accounti ng Administrative Housekeepi ng Administrati on of Just i ce—Practi ce and U| Airfram e & Power Plant Technol ogy Agriculture and Nattual Re s our c e s Architeetural Tedinoi ogy Architecture and Emdronmenl al Desi gn Auto Body/Frame TeehaoWgy Automotive Teehntdogy Aviation and S**ce Aviation Servi ce Aviation Servi ce, Ground Operati on 410 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A c a d e m ic (com d a rn e d ) A viation Service, Fl i ghts B anking, C redit and Lending B anking/Financial Services Banking Op e ration s Biological Photographer B ookkeeper/A ccountant Business A pplication Business and Com m erce Business and M anagem ent B u s in e s s International Im porting/E xporting Business M achine T echnician B uyers/H igh Technology C hem ical Technology C om m ercial A rt C om m ercial M usic C om m ercial Services Communi ca t ions , Copyw riting C om m unications, G eneralist C om m unications, Journalism Com m unications, Public Relations Com m unications, Technical Com m unications, W ritten C om puter and Inform ation Science C om puter and Inform ation Systems C om puter, M icroprocessors C om puter P ro gr amm in g C om puter Services Technology C onstruction Technology C onsum er Education C ourt R eporting C ulinary Arts Drafting Technology D rafting Technology, C om puter-A ided Design D rafting Technology, E lectro-M echanical Design D rafting Technology, E lectro-M echanical D rafting Technology, M echanical D esign D rafting Technology, T echnical D rafting D rafting Technology, T echnical Illustration E arly C hildhood/M anagem ent/D ay C are Ope ration s E ducation and Training D evelopm ent Practices E lectrical M aintenance Services E lectrical P ower E lectronics Technology E nergy M anagem ent E ngineering and R elated Technology, E lectro-M echanical E ngineering and R elated Technology, M icroprocessor Systems Technician E ngineering and R elated Technology, T echnician-E lectronics Engineering and R elated Technology, Technician R esearch & D evelopm ent Engineering V alue A nalysis E nvironm ental M anagem ent Technologies Film/Video Food Service M anagem ent 3 411 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A c a d e m ic (c o m ü m m e d ) Food Service Technology Graphic A rt: Technology, Printing H ealth, A llied Health Care H ealth, Cardiovascular Technology H ealth, Dental Assisting—Registered H ealth, Dental Laboratory Technology H ealth, Diagnostic M edical Sonography H ealth, Electrocardiography Technician H ealth, Emergency M edical Services Technician H ealth, M edical Assisting Health, M edical Transcription H ealth, Nenrodiagnostic Technology H ealth, Nursing (R J i. Degree) H ealth, Operating Room Technology H ealth, Psychiatric Technician H ealth, Radiation Therapy H ealth, Radiography Health, Radiologic Technology (Diagnostic) H ealth, Respiratory Care H ealth, Sci ence Technician Heating and A ir Conditioning Technology Home Economics—the multiple working household Human Resources Human Servi ces Instructional Aide Insurarme/Management/Commercial L iab ility Laboratory Science Paraprofessi omd Law Law Enforcement (In-service) Legal Assistant Machine Technology Management Management, Apartment Management, Banking Management, Hazardous Materials Management, High Technology Management, Hotel Management, Household Finance Management, Industrial Management, Perstmnel Management, Public Service Supervision Management, Sal es and M arketing Management, Small Busi ness Management, Supervision Management, Warehouse Manufacturing Technology Marine Science Technologies M arketing, Advertising M arketing and Distribution M arketing, Interm ttional M arketing, R etail M arketing, Sal es -4 - 412 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Academic (continued) Measurement Science M in i/M ic ro Computer Motorcycle Technology Nutrition Care, Dietetic Technician Nutrition Care, Nutrition Education Occupational Safety and Health Petroleum Technology Photo Lab Technician Photography Plastics Technology Public Affairs and Services Purchasing/Materials Management Quality Assurance Quality Assurance, Drug and Medical Device Quality Assurance, Industrial Quality Control and Safety Technologies Review and Update of Basic Skills M ath Public Speaking . Reading . Writing Secretarial Studies, Administrative Assistant Secretarial Studies, Certified Secretary Secretarial Studies, Data E n try Clerk Secretarial Studies, Electronic Office Secretarial Studies, Engineering Secretarial Studies, Entry Level Secretarial Studies, General Office Secretarial Studies, Information Processing Secretarial Studies, Legal Office Secretarial Studies, Legal Secretary Secretarial Studies, Medical Secretarial Studies, Office Management Secretarial Studies, Word Processing Secretarial Studies. Word Processing/Management Security Administration Supervision Telecommunications Technology Television Production and Operations Travel Management Wastewater Technology and Pollution Control Water Technology Welding Technology Other (List):___________________________________ Transfer Programs The Coast Community College District o ffers fully accredited degree and transfer programs. A.A. Degree Program State College or University Transfer Program -5 - 413 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. W k g * S Xu Bn se OSce W &W *e EdweqAam «nd T ra m ^ WORDPERFECT SURVEY Pkw e print youn N a m e : _____________________ Dale: C o c q i a a y : _____________________ HÜe: Tte foilnwing la a Ua m a n y cf Ae kalurea a n d f u n c d o n a Ae Wor d B a ifect w o r d p a o c e a a i n g p«ogram,vefaioa5.1. P l e a a e ida ce a c h e c k A Ae c o l u m n ind icating your kvel nf AmiHailly W ÎA Ae fe a t u r e AND ALSO ÿace a dm ck A i nd ic at e if ad diti ooa l training o n Ae u a e of a A a m re w o u l d b e u a e f u l o a n o L M«l a«m* V«qr INPUTTING DOCUMENTS THE S CR EEN w w w w . Y. w . Efbclive u a e of t h e k e y b o a r d Cura* c o o in d Data iiqxit m o d e s (inacrt, ty p e o v e r ) U n d e e Â m d in g Ae u a e P u o c t k m k q ra Pull D o w n m e n u a (k^boaid, m o u a e ) Cl e a r in g a c r e e m b^ w ee o p r o je c t a FILE MANAGEMENT lA u n io g S l e a S a v i n g d o c u m e n t a R e tn e vi n g d o c u m e n t a IjatPOea f u n c t i o m Dele ti n g d o c u m e n t a fr o m d ia k BASIC EDITING P ro o ù e a d in g a y m b o l a U a in g t h e B lo d c c o m m a n d A m a n ip u la A te xt InacrAig/delaing te xt O e t t c r , wo«l, c o d of H m e , b lo d O loa er ti n g/ d el e tin g a p a c e a (m o v e w o a d a n^d/kft) Umg R e v e a l C o d e * A a e e c o d e p l a c e m e n t Ina eiting/deletiog h a r d r e t u m a (by u a i n g R e v e a l C o d e *) PRINTING DOCUMENTS P d nt in g A i U text Printingapageonly Prin ting a B lo ck Prin ting A p m Aak S ckc ting Àiotea P re v ie w in g printer o u t p u t (view fun ct io n ) 414 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. hme Ym, wmmd'neWi# PRINT ENHANCEMENT Pmam AmUm Amam Ym No Usi ng BoM/Undcfli ne Usi ng J u s dfks d om (fu ll, right, left, center) Removing print e nha nc e me nt s DOCUMENT F0RMATT1NÔ Centeri ng l i nes Setti ng a nd us ing TV bs (le ft, right, dedmaQ Usi ng I ndent Qu m g ih g indent) Se t dng a nd u s i ng Margins (Id t, right, top, bottom) Using Line spacing (single, double, fractional) Center ing a p ag e (top to bot tom) Adding Page numbers/Headers/Footers Pa ge br eaks (soft, hard, wi dows & orphans) ADDm O NAL E D m N O FEATURES Using Block move, block copy Usi ng Sea r c h a nd rqilace Deb u g g ing with the u s e of Reveal C o d e s Usi ng Spell Checker and Thesaur us COMBININO TEXT FROM EXISTING DOCUMENTS AND "CUT AND PASTE" Si ngle o c c u rr e n c e s Mergi ng two d o c u me n t s using file retrieve Opening two d o c u me n ts us ing t he Switc h funct i on Us ing Bl ock mo v e a nd copy be t we en t wo d o c u me n t s R q p e a te d o c c u r r e n c e s Ter minology: boilerplate, s t a nda r d paragraphs Usi ng boi l erpl at es, st andar d pa ra g ra p h s , etc. FILE MANAGEMENT Copying, renaming, deleting files Saving v ers io ns of doc u me nts /f o r ms with other na m es S aving doc ume nt with p as sw or ds (removal ) Saving files into different formats (text in/out) Import i ng files f rom (Spr e ad s heet s/ data b a s e mana gers) 415 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. M U N T I N O m A T U R B S A n W e r M k c d o m Ai ÿuameni : a* a l eaull of piidi l el ecbon: P o m u a e bc d o n a (Si ze^ a pp ea ra n c e ) U a in g n o 0 "keyb(»ni c har ader a ( Gr eek leder:, m at h ay m b o l» , bu Deta, etc.) U a in g t he Pri nter ConlMdmoonli ol pa int j oba SPBOALPOKMS Bnnt ing Envekyca U a ing Ae Label f unc tkm FORMATTINQ T^pea tab# ; revi ew r etti ng laba S o a d n g M a t a Automatic paragraph numbering Au t oma t i c outlining Por mat t i ag for Co lum na Ua ing Line Dr awi ng MANUSCRIPT FEATURES Footnotes/endnotes Al t ernat e he m ieraAbolera Automa t i c Ho e m mrbering Lists/Table of oontenta/Drdex Co mm ent b o o t c a MERGE FUNCTION Preparation of pr i mar y a n d a ec ood ar y m erge f i l e s Merge control codes used in d at a e nt r y Prqaration of eovelopea or tods wi th merge Detecting errors, detecting missing data Executing merge function and t he printing o f mer ged documents (direct and indirect piinting) MACROS (Au to m a ted program a ) "nreArurtypeaarrduaeof m a c ro # Aqmri ng macro# (prog rama ) Controlling automated letters with macros Programming wi t h macros, oom dilroo al, b ran c h , and pause for input macros. 416 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. M o l k m » V « q , A d d W a m d T m b i , , SORTING P i m a i m P W W PWk Y m N * Review of sorting te ch n iq u es Sorting and/or extracting data (merge p ro c e s s ) MATH TABLES Creating an d u s e of Madr Tables MARKED TEXT Table of contents/index USING GRAPHICS - FIGURE BOXES Figure box attributes S o u r c e s of A g u re s WordPerfect Graphics Imported paint grafdiics Imported grqAic A g u re s Using the "grab" feature Hacemeot of Ag u res Size and placement Newspaper column placement Crqgnng, rotating, a n d scaling A g u re s USING GRAPHICS - TEXT BOXES Text Box Options (style deArddon) Qgrtioos Wrapping text around box OTHER TYPES OF BOXES TbMebox User b ox EQUATION EDITOR (Writing mathematical e q u a tk m s in the document) Editing wirxlow Equation pallet Display window 417 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX U PVSINeM WNK ACCOUNT PROSPECT fQ&MS 418 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. CONTRACT CONTACT FORM Company:^ A ddress:_ Subi#ct#:_ TrNnkig Locations:, Start Data:______ COMPANY CONTACTS: Title Phone PAX INTHTAL LEAD: C O L L E G E : FACULTY CONTACTS: N s m e /A d d r e s s P tro n e : H o m s /W o r it 0 « t * R e m a rk s | W M W M W M W M W N W M 419 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. BusinessLink Account Prospecting Form (< r ) C a m f a c f Bu siness Name: O N e w p M M p e c i Address: Phone: O P m v l o u s C i s K m m e f D p K v io u d y C o n l a c w dCo m p m q r Fax: C < m îM tP « so m : TMe: Descnpd(m of Business:, Number o f Employees:, Is your company csnrently naming hs en^do yee s? Ifyes, imwhsisuiyectareas:. C o m m e n X s : 420 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. A P P gN PIX Y MARKETING FIRM SURVEY FOR BUSINESSLINK 421 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. TELEPHONE SURVEY M A ILIN G LABEL W ITH FIR M INFORM ATION GOES HERE N m lu f e of pioduca w «ervicM o O e e e d by Ann: SIC Code of A d s E n m : DATE:_____________ CONTACn T B L B P H O N & L from the Ceegtnne, Orange CooA, and Hdlol Thh b ___________ ' Gold« Weet C o U e g e Dbtrktm. W e'ie con du cting a anvcy m g im & tg C oooac * m o d Co n t iau iog B d a c a d o m m o d Tnrn d o g P ro g r a m s . Wo u ld yo u be d m p e r a o n to a s k to ^ p e o d a p p ro s im a t e iy fi ve (5) m i n u t e s wi th m e a o u f m m a m a c f m & w q u e s d k m : ? Nothing that yo# give m m m m t^ p lm lo m or m m m a e r «0# be quoted or f o m e t rued m m m a y e m d o m u m m m t m e p rofe ss io n al opinion m e advice. M is stat i stical survey data. OYom O No If y e m , urait-ifmo, mdrwheatocmllbmdtmmduhoto w "k#idL Cali B a c k Time m o d Date:_______________________________ C m H m a d m m k h r (p eraoiO : PLEASE ANSWER THE FOLLOWING QUESTI ONS W ITH AS SIMPLE AN ANSWER AS POSSI BLE! 422 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 1. A p p n m d m a W y h o w m a n y en q do yt e : a m l o c a m d al yo u r a h e O M 0 5-9 010-49 0 50-99 0 1 0 0 -5 0 0 0 500* 2. Doe: y o u r m g a m ln h o a r e q u i m a m e m d a n o e at a o e m a i a n u m b e r of a c c r e d i t e d C o o t i n u i n g R d u c a t i o o P x o g m m a e a c h y e a r in m d e r to qualify or m a i n t a i n a ievei h c e m n m g or p r o h m io o a l m d u g ? O Ye: O No 2. If y e : ^ a re th e m re q u ir e d b y Ae : O S t a t e O F e d e r a l G o v e m m c o t OloduaryConqdlance QOrgauiaÜooPuXicy Whati: Ae n a m e of th e a g e n c y th a t require: th ea ep m p am f? 3. Doe: yo u r o rg an ira tk m p ro v id e tra in in g m t h a t m eo A er : or e n q A q m e : a r c kqd c u r r e n t a n d u p g r a d e their Wdll: A their reqwciiveOekl:? O Y e: ONo 4. If y e a , A w h i c h th e fb U o w A g ar e a c O Indo*yqieciGc O T e c h n o l o g i c a l u p d a t e : OCmreutTopcallntere# OGeoeralddüabwildAgArevetybotÿ O ^edOcddllatrahA* for mkctedgrmqiaordqiartmeal: O O th e r (PbamSnecifvl 5. If m o , w h y n o t ? O We ladt And: Ar tra in in g O We la de lime for trdx Aig O We a r e u n a w a r e of AetrmoAgoptAoamvailabk O B'anotiqiplichbA- 6. Do y o u d e v e l o p yo ur o a m crilena A h o u m or d o y o u p ro vi de p r o g r a m : h a m d o n r e quire m e n t : mt by ot h er ou ldd e ag en d e: or m g a m r a lA o t ? O A-H oum OOutddeCriterA 7. Do y o u wor k wiA local co llege : a n d univerAie: A p ro v id e y o u wiA Ae m p r o g r a m s ? O Ye: O No y e a , w h a t kvd of c o l le g e : OCooununhyCdl^ OStaACdkge OStdeUniverm^ 423 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. &Vlüch of ü»fbU(**ingeaqdoyeec9l%ohem in y o u r c o m p a n y «e^ditüaiuing? [Check all that apply] O U o d d H e d I k b o m e n O S e m d - d d U e d p m d u c d o o /a M e m b l y wwken a clrncal m#*yeea O Scp cw ia on of m a n a g e r : a Sewkeofmleaenqdoyee: Q S k i H o d t e c h n i c a l worker: O M em ber : of a S p e d S e D i % d p li n e O O É G o e r : O E v e r y o m e 9. P l e a m kknüfy (h e mo d c ridcal b a i n m g n e e d : of y o w r e m p l o y e e K [C b e c k an that appfy] OCudomermrvkemdning OSale:lmining OESL aSnpervuorySkill: OTeamBidkHngddll: OProMemKdvingddll: OT(g*f a BudncMwiibng diH: O Co mm nni cad fm:dd U: a Compukrappllcadoiu OMverÉi^awammemhandog O ^ M ic b lb ie d ledmkal tra in in g O O lh e r : 1 0 If y o u are a mamiAdmer, w o u l d y o u b e h d e r e d e d in A e e minin g? OYe: Q No 11. How o A e n d o y o u o o o d u c t or m o d permu for mining? O M o u d d y O Quarmly O S e m i - a m m a l ly O Ann u al ly 12. Whd a r e ( h e a v e r a g e n u m b e r of a d e m d e e : d A e a e p r u g r a m r l ? OLemAanSO OsOmlOO OlOOkXIO OaiOm 1,000 O ov er 1 , 0 0 0 13. O n a v e r a g e , h o w m u c h m o u q r doe : y o u r o r g a n h a H o u *emd a r m n a ll y Air o o m d n u i n g e d u c a r k m mirdrig, w o r k d m p a , a n d c o o v e r r d o u A O L em l h a n $1,000 O $1,000 to $5,000 l O $5,000 k $10,000 O $10,0000 to $25,000 O $25,000 to $50,000 O $50,000 a n d u p 14. To r m h r n e ood^ w m d d y o u be iid er ed e d in dudng tiair dng maAai: wilh o th er A r m k ? OYea O No 15. W hd i: the dO erdAe permm/dqiartmeatdiatiareapuodble Aw theae pr ograms? Olndudrialreladoa: OHumanRdadom: OTrainiogdireclor O MeelingPlanoer O EverdM an ne r O Eventcocrdindnr O S p e c i a l eve nt: coo rdiod or O Odier(Spech^) 424 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. APPENDIX W C ASE STUDY RESEARCH QUESTIONS BY AREA 425 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. O V g g T IO r# S FO g. C A S R S TVP Y Two questions relative to the design of the District contract education program 1. Since the Inception of contract education program at the Southern California Community College District In 1989^ has the design of the program contributed to successfully providing educational services to the private and public sector organizations in the community? 2. With respect to program design^ what changes^ if any, must be made to the program to make it more successful and progressive in terms of providing educational services to the private and public sector organizations? Two questions relative to the development of the District contract education orooram 1. In what ways has the District contract education program developed over the past ten years to better serve and provide educational services to the private and public sector organizations in the community? 2. Have the changes in development over the past ten years enhanced the contract education arrangements and relationships between private and public sector organizations? 3. Should short and long term marketing plans. I.e., five year and ten year, for the contract education program be developed and followed? 426 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. 4. Do you think formalized marketing plans would enhance the growth potential of the District contract education program during the first decade of the twenty first century? Two questions relative to the implementation of the District contract prpqMm 1. H a s the Implementation of the contract education program at the district and with private and public sector organizations been successful or unsuccessful? Why or why not has the Implementation of the program been successful at the district and in the community? 2. What changes have been made to enhance the Implementation of the contract education program at the district and in the community? 3. Will more staff and resources improve the overall Implementation of the District contract education program during the next decade? Will the District have the fiscal resources to staff and provide resources for contract education over the short and long term? 427 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.

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Creator Camacho, Jesus Duenas (author)

Core Title An examination of the contract education program in a multi-college community college district in Southern California: A descriptive and qualitative case study investigation

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, administration,education, community college,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Hagedorn, Linda Serra (committee chair), Maxwell, William (committee member), Rideout, William M. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c16-93438

Unique identifier UC11338250

Identifier 3027699.pdf (filename),usctheses-c16-93438 (legacy record id)

Legacy Identifier 3027699.pdf

Dmrecord 93438

Document Type Dissertation

Rights Camacho, Jesus Duenas

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA