ED 061 440

AUTHORTITLE

INSTITUTION

NOTE

EDRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUMENT RESUME

VT 014 966

Dopp, Joan; Nicholson, AthyleenGuidelines for Cooperative Vocational Education inCommunity Colleges.Washington State Board for Community Coll. Education,Olympia.; Washington State Coordinating Council forOccupa ional Education- Olympia.49p.

MF-$0.65 HC-$3.29Administrator Role; *Community Colleges; *CooperativeEducation; Employers; *Guidelines; *instructorCoordinators; Manuals; Program Development; ProgramEvaluation; Program Guides; Program Planning; TeacherRole; Technical Education; *Vocational EducationWashington

Representatives from edu,ationf business, industry,labor, and government met in a 3-phase Cooperative Education Workshopto establish common agreement on criteria and improvement ofcooperative vocational education in community colleges of the state.With emphasis given to feasibility studies, training agreements,legal implications, and philosophical views, this manual wasdeveloped as an aid to administrators and teacher coordinatorsinterested in implementing, evaluating, or developing cooperative-programs. Major sections of the manual are: (1) What Is CooperativeVocational Education, (2) Steps In Planning, (3) Responsibilities OfThe Instructor-Coordinator, (4) Responsibilities Of The Employer, (5)

Legal Responsibilities, (6) Initiation and Maintenance of Good PublicRelations, and (7) Evaluation Of A Cooperative Vocational EducationProgram. Also included, are several sample work forms used by thecoordinator. (JS)

U S DEPARTMENT OF HEALTH,EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY

FOREWORD

This guide to Cooperative Vocational Educa-tion in Community Colleges represents the ef-forts of dedicated groups of persons responsiblefor Cooperative Vocational Education programsin the state of Washington. Representativesfrom education, business, industry, labor andgovernment met in a three-phase CooperativeEducation Workshop totalling five days, spon-sored jointly by the State Board for CommunityCollege Education and the Coordinating Councilfor Occupational Education. The purpose was toestablish common agreement on criteria or ex-tension and improvement of Cooperative Voca-tional Education in community colleges of thestate.

Consideration was given to feasibility stud-ies, training agreements, legal implications, andphilosophical views of Cooperative VocationalEducation programs. This manuscript was de-veloped from conference materials by the au-thors and reviewed br a panel of communitycolleg2 vocational educators. It is hoped thatthis publication will be an aid to administratorsand teacher-coordinators interested in imple-menting, evaluating, or developing cooperativeprograms in community colleges of the state.

JOAN DOPPATHYLEEN NICHOLSON

Fort Steilacoom College

K. OTTO LOGANProject Director

K. Otto's contributions to vocational education are legion. Serving theState of Washington in a leadership role in distributive education since1946, he initiated, developed, and is expanding the existing cooperativework programs in the secondary and post secondary schools. ProfessionallyK. Otto has brought honor to his employer and to himself in holding highoffices in the Distributive Education Clubs of America and the AmericanVocational Association. As author of professional articles and adviser to re-search projects in universities and public schools, Mr. Logan earned Who's

Who in America, 1968, DECA Outstanding Service Award, 1959, AVA Out-standing Service Award, 1967, and DECA Silver Anniversary Award, 1971.

To K. Otto, who has always taken time to listen, who has consistentlyhelped to hurdle organizational difficulties, and who can and does "rap"with all occupations, this "Guidelines to Cooperative Vocational Educationin Community Colleges" is dedicated.

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TOPIC

FOREWORD

TABLE OF CONTENTS

ACKNOWLEDGMENTS

Section

I. WHAT IS COOPERATIVE VOCATIONAL EDUCATIONBenefits of Cooperative Vocational EducationKinds of Cooperative Vocational Education in the Community Colleges

II. IMPLEMENTING COOPERATIVE VOCATIONAL EDUCATION PROGRAMSCriteria for Federal Vocational Education Finding ApprovalRecommendations of the Cooperative WorkshopNew ProgramsStudent NeedsCommunity NeedsFinancial Costs

III. STEPS IN PLANNINGDetermining Personnel. NeedsDetermining Qualifications of Instructor-CoordinatorJob Description of an Instructor-CoordinatorOccupational ExperienceEducational RequirementsPersonal CharacteristicsWork Load for InstrUctor-CoordinatorPlanning Related InstructionDetermining College CreditProviding Adequate FacilitiesDetermining Location of Classroom and Instructor Coordinator's OfficeEstablishing an Advisory CommitteeDeveloping the Plan of Operation

IV. RESPONSIBILITIES OF THE INSTRUCTOR-COORDINATOR 11

Selection of Training StationManagement Objectives and AttitudesTraining .Content CriteriaPersonnel for TrainingWorking Condition CriteriaThe .Training. AgreementWorking with the Student EmployerEvaluating and Grading StudentMaking.preparations for the Cooperative Vocational Education Program Outside the Regular

College Year

V. RESPONSIBILITIES OF THE EMPLOYER 1:

Recognition of the RoleSupervision and Training

VI. LEGAL RESPONSIBILITIESStay within the LawAccident and Injury InsuranceSummary

VII. INITIATION AND MAINTENANCE OF GOOD PUBLIC RELATIONS 1!

CommunicateWho Should Take the Responsibility for Good Public RelationsEncouraging the Advisory Committee to be Public Relations ConsciousEnlist the Support of Campus Youth OrganizationsKey Public Relation Audience

TABLE OF CONTENTS (Continued)

TOPIC Page

VIII. EVALUATION OF A COOPERATIVE VOCATIONAL EDUCATION PROGRAM 16

The 1968 Vocational Education AmendmentCommunity College ResponsibilitiesFactors Requiring EvaluationSet of_ Evaluation CriteriaFormulate Plans for ResearchStudent Follow-up SystemAnnual Effectiveness ReportsUp-dating Operations

IX. APPENDICESA. Vocational Education Amendments of 1968 17

(Comparative Analysis of Cooperative Education Prog m)B. Feasibility Study and Surveys 20

(Two Sample Guides)C. Employer Solicitation Letter 23

(Two Samples)D. Instructor-Coordinator Call Repo 26

(Two Samples)E. Training Profiles 28

(Two Samples)F. Training Agreements 31

(Two Samples)a Supervised Occupational Training Report 34

(Two Samples)H. Student Information Fo s 36

(Two Samples)I. Student Progress Repor s 38

(Two Samples)J. Employer Evaluation of Students 41

(Two Samples)K. Follow-Up 43

(A Sample with Cover Letter)

SECTION I

WHAT IS COOPERATIVEVOCATIONAL EDUCATION?

Choosing a career and preparing for it aresurely among the most complex tasks faced byyouth (and by many adults) today. The choicebecomes increasingly difficult as technologicalchange:=J and shifts in the economy eliminatesome jobs and create a wide variety of newones.

People often lack understanding of the fac-tors involved in their career choice although itis one of the most important decisions they willmake in their lifetime. Opportunities in variousfields of work, preparation required, and one'sown talents and capabilities must be considered.Compounding the problem is the difficulty stu-dents may encounter in making the transitionfrom the classroom environment to the vastlydifferent world of work.

Simply stated, Cooperative Vocational Edu-cation is a transition stage between the class-room and on-the-job training. At the conclusionof the cooperative program, the student shouldhave both the theory and the practical abilityto continue the occupation of his choice at alevel above that of graduates without exposureto the business world.

Cooperative yocational education is summa-rized in Part G. of the Vocational EducationAmendments of 1968 as: "De nition of Coopera-tive Vocational Education.-

1. Cooperative education is an arrangementfor bringing relevancy to formal instruc-tion through_ alternating employment inthe community with classroom instruc-tion. The term encompasses plans employ-ing a wide variety of practices, policies,and procedures.

2. The legal definition of cooperative voca-tional education contains the minimal re-quirements for reimbursement for thistype of education which equals or ex-ceeds the Federal requirements.The legal definition contains three criteriafor cooperative vocational education: a_

students must receive instruction, .includ-ing required courses and related_ voca-tional instruction by alternation of studyin college with a job in any occupationalfield, (b) these two experiences must beplanned and supervised by the school andemployers so that each contributes to thestudent's education and to his employ-ability, and (c) work periods and schoolattendance may .be on alternate half-days, full days, weeks or other periodsof time.

4. Cooperative vocational education may befunded under two parts of the Amend-ments of 1968: Part BState Vocational

Educational Program, and Part GCo-operative Vocational Education Programs(See Appendix A.)

5. In selecting program objectives, localplanners should be fully aware of thevocational attitudes of prospective stu-dents and the range of student attitudestoward school.

6. Vocational planners are strongly encour-aged to heed the needs of special groupsof students such as those with educational,cultural, or other handicaps.

The community colleges of Washington haveaccepted as a major responsibihty the provisionof assistance to students in solving the manyproblems related to choosing and preparing fora career. True work experience education re-sults only when it encompasses a systematicplan whereby students, while still in college,gain realistic employment experience throughpart-time work performed under all of the fol-lowing conditions:

1. The college adopts a specific plan of op-eration based on a written agreementthat shows the respective roles of thecollege, the student, and the employer.

2. The college assigns qualified personnel todirect the program and to coordinate stu-dent jobs with college learnings.

3. The college makes certain that work doneby students is of a useful, worthwhile na-ture, and that federal, state, and locallaws and regulations are followed.

4. The college, with the help of the em-ployer, evaluates work done by students,awards credit for work successfully ac-complished, and enters pertinent factsconcerning the student's work on hispermanent record.

BENEFITS OF COOPERATIVEVOCATIONAL EDUCATION

Cooperative vocational education programsprovide substantial benefits to the student, thecollege, the employer, and the community.

Benefits to the Student1. Learning to assume responsibility.2. Acquiring good work habits.3. Gaining knowledge and attitudes neces-

sary for successful job performance.4. Learning how to get along with fellow

workers and employers.5. Developing personality and poise.6. Augmenting financial resources.7. Developing an appreciation of the value

of wages.8. Developing an understanding of the re-

lationship between formal education andjob success.

9. Broadening understanding of the occu-pational world.

1

10. Providing job relevance for students whomust work.

11. Improving job p ace ent and advance-ment.

Benefits to the College1. Helps develop good college-community

relations.2. Provides an opportunity for the college

to relate training to job requirements.Utilizes community facilities and re-sources not otherwise available to thecollege.

4. Provides assistance in occupational guid-ance.

5. Enables the college to keep abreast ofdevelopments in the business and indus-trial world.

6. Acquaints employers with the work thatpeople trained in the college can perform.

7. Shows the community how the tax dollaris being used.

Benefits to the Employer1. Provides trainees who have specific career

objectives and may become permanentemployees.Provides employees who are receiving ad-ditional training at college.Trains prospective employees for smallbusinesses or industries that cannot af-ford extensive training programs.

4. Reduces turnover because employees be-come adjusted to the job before they ac-cept full-time employment.

5. Provides motivated employees.6. Provides the employer input to the con-

tent of training programs offered by thecollege.

Benefits to the Communi1. Provides more well-trained workers who

are more readily assimilated into jobs.2. Increases cooperation between the com-

munity and the college.3. Increases the possibility that students will

remain in the community after gradua-tion.

4. Provides assistance in solving businessand social problems.

KINDS OF COOPERATIVE VOCATIONALEDUCATION IN COMMUNITY COLLEGES

In cooperative vocational education, studentsare employed within the specific occupationsfor which their college courses are preparingthem. Employment thus serves as a practicallaboratory for reinforcing classroom occupa-tional education. Students receive both pay andschool credit for their work. Care must be exer-cised to insure preplanned, well-rounded learn-ing that is not exploited for the employmentobjective of the moment.

Vocational work experience may be classi-fied according to the occupations within whichemployment is found, as follows:

Agricultural occupations. The part-time em-ployment is often self-employment. It may takeplace on the home farm, another farm in thecommunity, or in dairies, food processing plants,or farm implement houses.

Distributive occupations. Part-time employ-ment includes sales, advertising, insurance, realestate, traffic and transportation, merchandising,and others.

Home and Family_Life. Coopera ive programs. may be set up in child care, nutrition, home-maker-home health aid training, interior deco-ration, and the hospitality industry.

Health occupations. It is appropriate to pro-vide a part-time cooperative arrangementthrough which students of the health occupa-tions receive their clinical training. The pay-ment of a student wage is expected in such anarrangement.

Business and Office occupations. Students pre-paring for jobs in office occupations work part-time in business establishments or college of-fices and enroll in courses that prepare themfor secretarial and stenographic, accounting andbookkeeping, clerical, and other types of posi-tions.

Trade and Industrial occupations. Part-timeemployment in the trade and industrial occupa-tions is expected to relate closely.to the offeringsin the day classes_ and should be coordinated bythe instructor. Technical occupations requirethe supporting knowledge of underlying scienceand mathematical concepts for success.

SECTION II

IMPLEMENTING COOPERATIVEVOCATIONAL EDUCATION PROGRAMS

The Vocational Amendments of 1968 consol-idated the numerous federal acts authorizingfunds for various cooperative programs andbroadened the purposes for which such fundscould be expended. The Act also identified spe-cific programs for development.

For a community college program to beclassified as Cooperative Vocational Education,it must satisfy the following criteria:

CRITERIA FOR VOCATIONALEDUCATION FUNDING APPROVAL:

1. There is an active representative advi-sory committee for each cooperative vo-cational program.

2. There is a written agreement between thecommunity college and involved em-ployers.

3. Students are legally employed during co-operative job experience.

4. Students are placed in the program onthe basis of a tentative career objectivewhich provides for the structuring ofrelevant vocational instruction.

5. There is a competent instructor-coordina-tor who is responsible for planning theprogram and coordinating the instructionand cooperative work phase, and whomeets employment criteria established bythe college.

6. There is provision for coordination withthe student on the job and for the in-structor-coordinator to meet with thestudent in a related class at a regularscheduled time. Such coordination timeis determined by program needs relativeto program objectives.

RECOMMENDATIONS OF THE COOPERATIVEWORKSHOP ARE THAT:

I. Provision is made for planning, develop-ing work stations and training agree-ments and performing other tasks neces-sary to assure program success.

2. New programs are based on sound feas-ibility studies which clearly identify theneed for such programs.Length of student employment in cooper-ative vocational programs is based on therequired level of competency in the oc-cupation rather than some arbitrary timestandard.

4. Procedures are established for keepingstudent records concerning evaluation,employment 'and follow-up.

5 Provision is made for appropriate testingand counseling services for determiningwhether or not students are ready for orwill be likely to profit from cooperative:job experiences.

6. Personal development activities, such asvocational student organizations, areplanned as an integral part of the pro-gram.

NEW PROGRAMSIn initiating cooperative vocational educa-

tion programs, adequate time must ;.?e providedto gather essential data; enlist the support ofemployers, other faculty and community groups;identify and counsel prospective students, andemploy personnel to operate the program.

These are some of the important functionsthat need to be performed:

The philosophy of the college should be-examined to determine compatibility andrelevancy of program operations.

2. Attitu.des of stud_ent administrative per-sonnel and faculty toward cooperativeprograms should be assessed.An analysis should be made of the insti-tutional occupational training availableand of the degree to which it meets theneeds of students.

4. Needs of _the business community and thedegree of support to be expected from itshould be documented.

5. Information on the availability of train-Mg facilities within the business, indus-trial, agricultural, and health establish-ments should be assembled.

6. Activities of youth employment servicesshould be known.

7 The financial arrangements involved inoperation of the cooperative programshould be realistic.

8. For determination of program objectives,the characteristics of the students to beserved, the characteristics of the occupa-tional fields, the availability of relatedinstruction and the characteristics of thecollege and the community should bestudied.

Collecting the Data to Prove NeedA plan for cooperative vocational education

should contain facts and figures to show theneed. The following kinds of information areuseful:

a. Number _of prospective trainees and thenature of their needs and interests.

b. Number of potential employers and thenumber and nature of available trainingpositions.

c. Number and nature of part-time employ-ment opportunities, short and long-range,for which training is required.

d. Current job openings, turnover, employ-ment expansion rates, unemploymentrates and labor force distribution by oc-cupational categories.

e. Existing vocational education programand unfilled training needs.Trends and projections for future includ-ing new and emerging occupations.

Llse Valid Sources of InformationCooperative program planners should main-

tain close relationship with agencies involved inmanpower training including the local stateemployment office and the Comprehensive AreaManpower Plpnning Systems (CAMPS) . Theyshould be aware of occupational trends nation-ally as well as for the_ state and local area forwhich they are planning programs.

Listed below are several sources of informa-tion on worker supply and demand.

The Occupational Outlook Handbook pub-lished biennially by the Bureau of Labor

Statist -s, U.S. Department of Labor, in-cludes current information about the em-ployment picture including earnings, train-ing requirements, and related informationfor over 700 occupations. It assesses the im-pacts of economic, social, and educationaltrends on the employment outlook in indus-tries and occupations.

The Occupational Outlook Quarterly up-dates occupational information between edi-tions of the Handbook. It is published by theBureau of Labor Statistics and interprets theguidance implications of research in theeconomic, educational, demographic, andtechnological fields.

The Occupational Outlook Reprint Seriescovers single occupations, industries, orgroups of related occupations. The reprints,taken from the Handbook, provide instruc-tors and students handy information on ca-reer topics.

_Looking Ahead to a _Career is a set of 36color slides that show the changing occupa-tional_ and industrial mix and what it fore-casts. Write to the Bureau of Labor Statistics,U.S. Department of Labor, Washington,D.C., 20210 for information.

The Dictionary of _Occupational Titles canbe ordered from the Superintendent of Docu-ments, U.S. Government Printing Office,Washington, D.C., 20402. This publication, inits third edition, is based on experiencegained over more than 25 years in gatheringinformation about occupations.

Business Week, Time, Newsweek, andU.S. News and Won& Report frequentlycarry pertinent information as do profes-sional periodicals :such as The 0- ce andData Systems News.

Standard Terminology for Curriculumand Instruction in Local and State Systems,Handbook VI, National Center for VocationalEducation Statistics, is a valuable resource.

The annual Manpower Report from theState of Washington, Employment SecurityDivision presents current data.

Other valuable resources include theManpower Report of the President, publishedannually by the Bureau of Labor Statisticsand the Census of Business,published everyfive years.

STUDENT NEEDS

A valuable indication of student needs forcooperative vocational programs is the extentto which students are already employed in thecommunitythe number of students employedat part-time jobs, the nature of these jobs, andas many additional facts as possible concerningtheir employment.

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Catalog This Information About Student Need1. How many students currently work

part-time jobs?2. Student unemployment rate.

What are the current occupational goalsof the students?

4. What are the students' plans for theireducation upon leaving community col-lege?

5. What plans do students have whichmight necessitate their leaving commu-nity college before graduation?

6. Do students now working have problemson the job that they need assistance insolving?

7. Do students now working feel that theycould profit from cooperative vocationaleducation?

Helpful devices which may be used to obtaininformation are personal interviews and ques-tionnaires. See Appendix B sample forms I and

COMMUNITY NEEDS

A survey of community needs may be con-ducted by formal questionnaire, by informal in-terviews or by a combination of both. If bothmethods are used, the interview should be afollow-up to the questionnaire. It is desirableto test the proposed form with a sample groupprior to the comprehensive mailing.

Obtaining the information from civic groupsis desirable. Through their cooperation, largenumbers of individuals may be acquainted withthe nature and purpose of the survey, and theirsupport may be enlisted to implement it.

Employer interest and support must bemeasured to insure the success of the program.Employers must perceive the program to be asource of trained manpower for full-time jobsand an opportunity for meaningful involvementrather than a way of getting inexpensive part-time help.

Ask the Community1. Are employers interested in having the

community college establish a cooperativevocational education program?

2. How many are willing to provide suitabletraining; for how many trainees?

3. How many kinds of occupations does thecommunity support?

4. Is there a labor shortage in the commu-nity? What areas?What are the potential short and longrange needs for trained full-time workers,for student trainees?

6. What are the training needs for particularoccupations or competency areas; what is

the need for trainees with specific skills;what skills?

7. Are the existing employment needs suchthat a cooperative vocational educationprogram could alleviate them?

Inform College PersonnelProposed cooperative programs should be

discussed with all related administrative andinstructional personnel. A thorough explanationof the proposed program should be given toavoid misunderstandings.

FINANCIAL COSTSCooperative programs involve costs beyond

the normal cost of a regular classroom activity.A brief summary of the nature of funding underParts B and G of the Vocational EducationAmendments of 1968 is presented in AppendixA. Refer to the State Plan for Vocational Edu-cation for specific policies and procedures.Check

1.

2.

3.4.5.

These CostsSalaries for supervision and coordination.Travel expenses for the instructor-coor-dinator to visit the trainee station and theemployer on the job, etc.Clerical services.Supplies.Insurance costs if instructor-coordinatoruses his own car.

Where Does Priority Fund Apply?As a background for understanding State

Plan regulation, cooperative vocational plannersshould have some knowledge of priorities asthey pertain to vocational education in generaland specifically to cooperative vocational educa-tion. The new legislation does much to encour-age local agencies to improve their efforts inmeeting local, state and national manpowertraining needs in addition to meeting the in-dividual vocational needs of their citizens. Thisis done through state three-fold plans. Whereasformerly a State Plan described the contempo-rary program only and required no local plan,the new document is composed of three parts:(1) The Administrative Provisions, (2) TheLong Range Program, and (3) The Annual Plan.Each college applying for funds is required tohave a local plan.REFER TO: Standard Policy and Procedure

Manual. State of Washington,State Board for Community Col-lege Education.

A Word of CautionDecisions to implement new programs of

cooperative vocational education should not bemade without consideration of how a new pro-gram complements the vocational education a/-ready being provided. In addition to assessingtraining needs, planners must examine the totalcollege program to assure that unnecessaryduplication is avoided.

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SECTION III

STEPS IN PLANNING

Extensive planning is necessary if the op-eration of cooperative vocational educationprograms is to be successful. Before actual op-eration can begin, decisions must be made re-garding personnel, related instruction, sched-uling and programming, school credit, andoffice facilities. In addition, a plan of operationmust be drawn up and approved by the StateBoard for Community College Education.

DETERMINING PERSONNEL NEEDS

Provisions must be made for personnel tooperate cooperative vocational education pro-grams. Of major concern is the person who willprovide general supervision and coordinationof the program, usually designated the "in-structor-coordinator." He is the key person inthe operation of the program. Qualifications forthe instructor-coordinator should be establishedand general determinations made concerninghis work load.

DETERMINING QUALIFICATIONS OFINSTRUCTOR-COORDINATOR

The instructor-coordinator must have theeducation, experience, and credentials neededto conduct related classes. He must have anadequate understanding of the areas of employ-ment in which the students he is supervisingare employed. He must have the personalitytraits required to meet successfully large num-bers of people including employers in manytypes of establishments, students of varyingskills and personalities, and his fellow workers.He must be a person of good judgment, sincemany aspects of cooperative vocational educa-tion cannot readily be reduced to a few clear-cut rules.

The instructor-coordinator should also becompetent in (a) selection and guidance ofstudents; (b) enlisting and coordinating theparticipation of employers; (c) handling per-sonal and educational problems of students,(dydirecting vocational organization activities;- (eadministering the program; (f) maintaininggood public relations; and (g) knowing Federaland State laws relating to vocational education.

Teachers of related subjects who do not co-ordinate on-the-job training must be competentin the occupational field and in providing in-struction related to it.

An instructor-coordinator who does not teachrelated instruction must be capable of assistingthose who do in planning relevant instruction.

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JOB DESCRIPTION OF ANINSTRUCTOR-COORDINATOR

An instructor-coordinator is usually giventotal responsibility for directing the on-the-jobtraining and related instruction for a group ofstudents preparing for occupations in a singlecareer field. The size of the group is contingentupon the geographical area to be served and thelearning rate of the students. The duties andtasks performed by the instructor-coordinatormay be categorized as follows:

1. Guidance and Selection of Students.Describing the program to students.Working with guidance personnel.Providing occupational information.Counseling students about entering the

program.Gathering information on students.Assisting students in formulating realistic

career objectives.2. Placing Students in Training Jobs

Enlisting participation by cooperatingemployers. See Appendix C, sample Iand IL

Selecting suitable training stations foreach student.

Orienting employers, training supervi-sors and co-workers.

Preparing students for job interviews.Placing students on the job.

3. Assisting Students in Adjusting to TheirWork Environment

Helping students on their jobs.Dealing with job problemsPlanning personal development with

training supervisors and students.Evaluating_ job progress. See Appendix D,

samples I and II.4. Improving Training Done on the Job

Establishing student job _responsibilities.Developing training profiles. See Appen-

dix E, samples I and ILConsulting and assisting training super-

visors.5. Correlating Classroom Instruction with On-

the-job Training_Determining needed instruction._Assembling instructional materials.Preparing for instruction.Teaching classes..Directing individual projects and study.Obtaining assistance from other teachers.Advising the employer and theimmediate

jstudents supervised on the ob on cor-relating classroom instruction with du-ties :to be performed.

Evaluating learning outcomes.6. Assisting Students in Making Personal Ad-

justmentsAiding students in correcting poor per-

sonal habits.Counseling students with personal and

socio-economic problems.

Assisting students with educational prob-lems.

Resolving behavioral problems.7. Directing Vocational Youth Organization

Applicable.Advising youth group.Guiding students in organization of activ-

ities.Participating in group activities.

8. Providing Services to Graduates and AdultsProviding guidance and placement serv-

ices for graduates.Participating in the planning and opera-

tion of adult education programs.9. Administration Activities

Planning program objectives.Research and planningsurveys.Organizing and working with advisory

committee.Planning curriculums.Communicating school policy.Preparing reports.Budgeting.Participating in professional meetings.

10. Maintaining Good Public RelationsWorking with the public information of-

fice in planning and preparing publicityand contacting news media.

Maintaining communication with unions,community, employers, faculty, collegeadministrators and student body.

OCCUPATIONAL EXPERIENCE

The _instructor-coordinator should have fromone_to three years experience in an occupationalfield. Consideration should be given to thequality, variety, and recency of the experience.Experience requirements will vary with differ-ent occupations.

Quality of ExperienceOccupational experience should be evalu-

ated in terms of its relationship to the occupa-tions to be taught. A series of part-time jobs inentry-level positions might satisfy the hour re-quirements but not provide the competence totrain students. On the other hand, experienceof shorter duration, which provides opportuni-ties to examine occupations in terms of trainingneeds and job problems may be more valuablethan many years of occupational experience ob-tained prior to entering vocational teaching.

Variety of ExperiencesStudents should receive training which ap-

plies to a broad field as well as their imme-diate training jobs. Thus it is important thatthe teacher's occupational experience includeenough variety to familiarize him with the vo-cational capabilities needed for a variety ofpositions within the field and for clusters ofcompetencies common among different occupa-tions. Variety may have been achieved throughemployment in different types of positions orin one position having a variety of job duties.

ii-

Recency of ExperienceThe rapid changes in occupations and in

business and industrial practice make it neces-sary to evaluate occupational experience interms of recency. There is a _growing trend torequest that vocational teachers obtain addi-tional occupational experience periodically tokeep abreast of change to insure that their in-struction is relevant.

EDUCATIONAL REQUIREMENTS

Technical course work in the occupationalareas of interest is an essential requirement. Forexample, marketing, advertising, salesmanship,and display are necessary technical courses fordistributive education teachers. In addition,such courses as economics, industrial relations,occupational sociology and vocational psychol-ogy are valuable in preparing cooperative vo-cational education personnel for all fields.

Professional Course WorkGeneral professional course requirements

should be similar to those for teachers in gen-eral. Instructor-coordinators are usually re-quired to have completed courses in educationalpsychology, teaching methods, tests and meas-urements, etc.

Vocational Education Course WorkTo prepare for organizing and administering

the program and directing its various activities,instructor-coordinators should have completedvocational education course work in the follow-ing areas:

1. Organization and Administration of Co-operative Vocational Education.

2. Coordination Techniques.3. Philosophy of Vocational Education.4. Teaching Methods M Cooperative Voca-

tional Education (specific to the occupa-tional field to be taught).

5. Occupational Analysis and Course Con-struction.

6. Vocational Guidance.7. Student Teaching.8. Adult, Post-Secondary, other Specialized

Course Methods (as appropriate for aposition).

PERSONAL CHARACTERISTICS

In addition to physical stamina and emotion-al stability, the instructor-coordinator shouldhave the following traits and habits because ofthe relationship he must develop with employ-ers, students and others.

1. Neat appearance.2. Warm, outgoing personality.3. Strong commitment to helping people.4. Systematic habits in organizing work.5. Self-confidence and positive attitude in

dealing with problems.

6. Good judgment7. Empathy.8. Self-motivation.

WORK LOAD FORINSTRUCTOR-COORDINATOR

In determining the instructor-coordinator'swork load, it is essential that adequate time beassigned to coordination activities. During in-itial implementation of a program, adequatetime should be provided for curriculum plan-ning, establishing training stations and programdevelopment. Coordinating activities will re-quire relatively less time as the program con-tinues. The extent of the geographic area in7volved in dispersal of training centers shouldalso be a determinant in assigning coordinationtime.

The individual responsible for coordinatingthe job placement .should be involved in class-room instruction. At the very least, the coordi-nator should be responsible for the seminarsthat are conducted in conjunction with job ex-perience.

PLANNING RELATED INSTRUCTION

Cooperative vocational _education_ impliesthat job experiences should be supplementedby and correlated with formal classroom instruc-tion on a regularly _scheduled basis, or by equiv-alent instruction scheduled at intervals through-out the quarter, or by other types of related ac-tivities. Related instruction usually takes placeduring the quarter or quarters in which stu7dents are working on a job._ In planning relatedinstruction, decisions must be made concerningcourse content and instructional materials,types of projects to be assigned students, in-structor-coordinator's schedules, and classroomfacilities.

Wha2 Types Should Be Provided?Related Mstruction is of two general types:

(1) Work orientation classes, in which studentslearn about the meaning of work and discussgeneral problems related to their employment;or (2) classes that provide students with specificskills related to their jobs.

What Should Be the Content of Related Instruction?The major objectives of related instruction

are the development of skills, knowledge, andunderstanding appropriate to the occupation.

A great variety of topics may be coveredincluding employer-employee relations; tech-niques of applying for a job; development ofgood work habits; personal appearance andgrooming; getting along with fellow workers;development of responsibility; occuya Lir ial in-formation; the value and use of money; thevalue of education; personal business; laws andregulations affecting the worker; social security;income tax; banking; insurance; housing z nd

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community service. Students should have everyopportunity to make oral .and written reports oftheir experiences on the job.

A careful review should be made of studentand .employer needs before the content of re-lated training courses is finally determined.

Scheduling of Related Training and Working HoursThe scheduling of classes and student work-

ing hours depends upon the type of program,the needs of the students, the college schedule,and the demands of the employer. Special ar-rangements may have to be made from time totime to accommodate student or emoloyerschedule problems.

DETERMINING COLLEGE CREDIT

When a cooperative vocational_ educationprogram becomes part of the curriculum, deter-minations must be made concerning the award-ing of college _credit. These include: (1) the'amount of credit that students may earn perquarter for job experience; (2) the total creditsthat may be counted for graduation; and (3)the verified hours of employment that must becompleted for each quarter hour of credit.

PROVIDING APPROPRIATE FACILITIESAND EQUIPMENT

Decisions concerning facilities and equip-ment should take into account the followingconditions under which cooperative vocationaleducation operates: (1) the purpose of the pro-gram is to help students .bridge the gap be-tween college and work life, hence an -occupa-tional atmosphere is essential, (2) communica-tion with employers and the ,community shouldbe made as easy as possible, and (3) each stu-:ent really has a curriculum of his own andneeds individual counseling and individual in-structional materials.

DETERMINING THE LOCATION OF THE CLASSROOMAND INSTRUCTOR-COORDINATOR'S OFFICE

Easy access to the instructor-coordinator'soffice and classroom for students, employersand resource persons_ is important. Locationnear an entrance reduces inconvenience andminimizes the disturbance caused by the con-siderable traffic generated by this type of activ-ity. The instructor-coordinator's office shouldadjoin the classroom but also have a corridorentrance so it can be entered without crossingthe classroom.

Equipping the Instructor-Coordinator's OfficeThere are many duties associated with the

instructor-coordinator's job that are not com-mon to .most teaching positions; therefore, it isnecessary for the instructor-coordinator .to haveadequate facilities for conferences with em-ployers and confidential discussions with stu7dents and staff members'in addition to the usualrecords, materials and equipmQyt.

The following provisions should be consid-ered for the instructor-coordinator's offices:

1. Adequate space to insure comfortableseating and good communiaction for threeor four peoplemore if possible.

2. Provisions for maintaining privacy.3. A telephone with connections for ou s de

calls.4. Ample filing equipment.5. Appropriate desk space and a typewriter.6. Some storage space for audio-visual equip-

ment and book shelves as needed.

Furnishing the ClassroomThe cooperative vocational education class-

room usually serves a number of other pur-poses in addition to instruction. It may be usedas a laboratory, study center, counseling mate-rials resource center, meeting place for youthgroups and advisory groups, or an adult eveningcollege classroom.

Psychological Values of a GoodLearning Environment

Good facilities have a pronounced psycho-logical effect on students. Most of them takepride in an attractive room and identify _withit. Students learn better in a meaningful en-vironment; they may also learn better ..on theirjobs because of the similarity in atmosphere andactivities.

Common Classroom EquipmentCooperative vocational education classrooms

usually reflect the atmosphere of the occupa-tional fields they represent; most of them havea sink and a mirrorthe sink to save time ,inclean-up and the mirror to emphasize personalappearance. They also have tables and chairswhich are easily movable rather than chairswith arms for writing. Facilities for storing eachstudent's study materials -must be provided.

All clasarooms should provide for a simu-lated job environment that is suitable for prac-tice and for role-playing assignments.

ESTABLISHING AN ADVISORY COMMITTEE

Because cooperative vocational education isshared by the college and the community, anadvisory committee composed of employers,employees, educators and community repre-sentatives is especially useful. During the initialstages of the program, the advisory committeecan help establish good will and understandingamong participants and develop acceptance andsupport by employers. It can also give valuableservice by reviewing program plans and follow-ing them up as the program develops.

Composition of an Advisory CommitteeAn advisory committee generally includes

representatives of appropriate employer andemployee groups, labor unions, governmentalagencies concerned with cooperative vocational

education, and other community organizations.Some colleges include students enrolled in theprogram. It is important that the members ofan advisory committee understand the commu-nity education program.

Members are usually .selected by the in-structor-coordinator and the Dean of Occupa-tional Education with formal approval by thepresident of the college. Advisory committeesusually range from six to ten members. Thecustomary term of service is three years, withone-third of the members terminating theirservice each year.

Because a good advisory committee is com-posed of capable people who have many inter-ests and responsibilities, its meetings shouldbe infrequent, should follow a well-plannedagenda, should open and close promptly, andshould be limited to about two hours of work.Dinner meetings are often preferred. Meetingsgenerally are held at the college. During theplanning period, the committee may meet oncea month. Once a program is in operation, twoto four meetings a year may be sufficient.

Specific Contributions An AdvisoryCommittee Can Make

The advisory committee should provide amajor channel of communication between theschool and the cooperating employers.

A clear statement of functions and limita-tions of an advisory committee on cooperativevocational education should be set forth in theplan of operation for the program. It shouldbe clearly understood that the committee isonly advisory in character; that it has no ad-ministrative or policy-forming power.

Specifically, an advisory committee can as-sist in the following ways:

1. Assisting in organizing cooperative vo-cational education programs.

2. Communicating the values of cooperativevocational education to the community.

3. Preparing training sponsors to be effec-tive in job instruction.

4. Identifying suitable training stations.5. Evaluating the effectiveness of coopera-

tive vocational education programs.6. Serving as a liaison group between the

college and the business community.7. Providing resources speakers, trade ma-

terials, and occupational information.8 Helping insure maximum involvement

and cooperation with labor and manage-ment groups.

9. Assisting in determining criteria andstandards for measuring student job per-formance.

10. Providing public relations activity.11. Assisting in solving problems.12. Projecting manpower needs.

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Chairman Elected by CommitteeThe chairman of the advisory committee

should be a layman elected by the committeefrom its membership.

The chairman presides at meetings, worksclosely with the college, appoints subcommit-tees and usually represents the advisory com-mittee in other groups. The college should as-sure that the chairman is treated as the workingleader of the group rather than a figurehead.

How Can the Success of an AdvisoryCommittee Be Assured?

The value of the advisory committee de-pends largely upon the ability of the collegerepresentative to work with it effectively. Thefollowing suggestions can help assure a harmo-nious relationship.

1. New members of the committee shouldbe informed about the total operation ofthe cooperative vocational education pro-gram.

2. Committee members should be givenspecific duties and problems so that theyfeel their efforts are worthwhile, butcare should be taken not to overburdenthem.Members should be allowed adequatetime to complete their committee assign-ments.

4. Members should be kept abreast of cur-rent developments within the program,particularly within the field of their spe-cific interests.

DEVELOPING THE PLAN OF OPERATION

Aft.-r the _cooperative vocational educationprogram has been planned in detail, a writtenplan of operation must be prepared.

The exact nature of the plan is the respon-sibility of the instructor-coordinator and theDean of Occupational Education, but it shouldbe sufficiently detailed to be understood by allconcerned with the program.

The operations plan for a cooperative voca-tional education program should include:

1. The name and title of the person sub-mitting the plan.

2. The college year in which the plan willbecome operative, if approved.A statement of the philosophy and ob-jectives of the program.

4. A statement indicating how much credittoward graduation can be earned by stu-dents.

5. A statement explaining the qualificationsof students to be selected.

6. The plan for the supervision of students,including the work load of the instructor-coordinator.

7. A statement of the records to be main-tained by the instructor-coordinator.

8. A statement of the criteria to be utilizedin the selection of training stations.

When and To Whom Shall Plans BeSubmitted for Approval?

Refer to the _Standard Policies and Proce-dures Manual (Chapter 2) for information onwhen and to whom to submit the plan for ap-proval.

SECTION IV

RESPONSIBILITIES OF THEINSTRUCTOR-COORDINATOR

SELECTION OF TRAINING STATIONSOne of the major tasks of an instructor-

coordinator is _finding training stations wherestudents may obtain job experience.

Some students may request that .they be al-lowed to keep their jobs and enroll for coopera-tive vocational_ education credit. Where such arequest is made, it is the instructor-coordina-tor's responsibility to visit the student's workplace and employer to determine whether ornot the job is suitable for cooperative vocationaleducation. Work experiences should be pre-planned and _coordinated with formal_ instruc7tion. For students who have not already foundjobs, it is the instructor- coordinator's respon-sibility to help find suitable training stations.

Information concerning possible training sta-tions may be obtained during Community sur-veys and through direct contact with employers..In choosing the appropriate training station fora particular student, the instructor-coordinatormay find it nec.essary to visit several employersbefore he is able to make a suitable selection.

Standards To Be Used in Selecting aTraining Station

1. The employer is in sympathy with the ob-jective of providing work experience forthe student.

2. The employer understands the intent andpurpose of the cooperative vocational ed-ucation program.

3. There is a reasonable probability of con-tinuous employment for the stt7 ent dur-ing the period of his enrollmer

4_ The employer has adequate equipment,material, and facilities to provide an ap-propriate learning opportunity.

5. Desirable working conditions prevailwhich will not endanger the health, safety,welfare, or morals of the students.

6. The employer will provide adequate su-pervision to insure a planned program °-activities.

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7. The employer will maintain accurate rec-ords of the student's attendance.

8. Wages will be comparable to those paidfor similar occupations in the community.

9. The training station is conveniently lo-cated with respect to the student and theinstructor-coordinator.

10. The employer enjoys a good reputation.11. The employer selects his employees care-

fully.12. The job provides sufficient hours of prof-

itable training.13. The job provides training in all phases of

the occupation rather than in routine ac-tivities only.

14. The job provides training in an occupa-tion in which a person would have a rea-sonable chance of finding full-time em-ployment upon graduation.

15. The pre-planned tasks to be performedon the job are within the range of thestudent's ability but difficult enough toprovide a challenge.

16. Union regulations and practices do notadversely affect cooperative vocationaleducation students.

17. The employer's relationship with labor,other employers, and customers is goodand his business practices are ethical.

18. The employer maintains adequate workstandards and efficiency of operation.

19. Hiring, promotion and dismissal practicesare consistent with program goals.

MANAGEMENT OBJECTIVES AND ATTITUDESIt is essential that employers of cooperative

vocational education students be strongly com-mitted to the training objectives. Their attitudetoward training is reflected in the way theytrain their regular employees. A firm which hasa training program and seeks to promote themaximum growth of each employee is poten-tially a suitable training station. In evaluatingthe attitudes of employers toward training somepossible criteria are:

1. Employment of training personnel.2. Type and amount of training given to

regular employees.3. Quality of facilities for training.4. Willingness of employer to participate in

planning a student training program andsign a written training agreement.

5. Expertise of employees in performingtheir occupations.

TRAINING CQNTENT CRITERIAIf the content of on-the-job training is not

challenging and capable of improving the occu-pational competencies of a student, then thetraining station is not_suitable for the prograni.Some factors to consider in evaluating trainingcontent are:

1. Amount of training required to performpthe occupation.

2. Opportunities for increasing responsibil-ities and promotion.

3. Applicability of the training content tofuture employment.

4. Ability of the firm or organization to pro-vide adequate instruction.

5. Ability of the college to provide the neces-sary related instruction.

6. Attitude of on-the-job instructors (train-ing sponsors) toward the training content.

PERSONNEL FOR TRAINING

The effectiveness of an on-the-job learningexperience depends to a great extent on thepersonnel who do the training. The instructor-coordinator will need to consider the followingfactors in evaluating the personnel who willconduct the training:

I. Technical compete ce in the occupationto be taught.

2. Attitude toward training and students.3. Ethics and habits which students can em-

ulate.4. Ability and willingness to allot sufficient

time and effort to training.5. Willingness to work with the instructor-

coordinator in planning on-the-job learn-ing experiences and related classroominstruction, and in evaluating studentprogress.

6. Ability to adapt job instruction to thelearning style and capabilities of the stu-dent.

7. Competence in human relations and sen-sitiveness to student needs for recogni-tion, guidance and direction.

WORKING CONDITIONS CRITERIA

The working conditions should be carefullyevaluated in determining the suitability oftraining stations since the college is responsiblefor the health, safety and job satisfaction ofstudents. Placement of students in training sta-tions where the environment is unpleasant, ornot in keeping wtih generally accepted stand-ards for the occupation, breeds dissatisfaction.Some working conditions to consider in select-ing suitable training stations are:

1. Convenience of location.2. Healthful and safe working conditions.3. Suitable work hours.4. Adequate equipment and facilities to

practice the occupation for which trainingis planned.

5 Compliance with local, state and Federallabor regulations regarding wages, hours,working conditions, insurance and haz-ardous occupations.

THE TRAINING AGREEMENT

When an agreement is reached between theemployer and the instructor-coordinator on theestablishment of a training station, a writtenagreement is advisable.

Preliminary Interpretation

Before the training agreement is signed, theinstructor-coordinator should discuss the pro-gram with the employer and make certain thathe understands the objectives of the programand its advantages to himself, the student, thecollege and community. The instructor-coordi-nator should make certain that the employerunderstands his obligations to provide trainingthrough proper techniques. The employer shouldbe aware that the students are potential full-time employees.What Should Be Included in aTraining Agreement?

Included in any training agreement shouldbe the purposes of the cooperative vocationaleducation program and the responsibilities ofthe employer, the college and the student. Sam-ple training agreements may be found in Ap-pendix FSample I and IL

The following points should be covered in atraining agreement:

1. The duties of the student.2. The number of hours the student is to

spend on the job.The responsibilities of the student in suchmatters as:a. Notifying the employer in case of un-

avoidable absence.b. Observing safety rules.c. Observing business etiquette.d. Cooperating with his supervisor.e. Attending classes regularly.

4. The responsibilities of the employer for:a. Training :Ind supervising the student.b. Providing the student with a variety

of learning experiences.c. Recording the student's attendance

and keeping the instructor-coordinatorinformed as to his conduct on the joband his progress in learning the job.

d. Obeying wage and hour laws andsafety regulations.

5. The responsibilities of the college for:a. Providing overall supervision and

coordination of the program.b. Providing related instruction.c. Selecting capable students who will

profit from the program.

WORKING WITH THE STUDENT AND EMPLOYER

The instructor-coordinator should preparethe student properly for the job before he re-ports for duty and should visit him on the job.The instructor-coordinator should work withthe employer not only when the student beginshis job but often throughout the quarter.

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How Does the Instructor-Coordinator Help the Stu-dent in On-Campus Activities and the Seminar?

Students will encounter problems for whichthey need counsel. The instructor-coordinatorshould allow time for discussin FT these problems.Such conferences not only r,ve the student achance to ask for advice but gives the instructor-coordinator a chance to point out ways_ in whichthe student can improve his job performance.Consultation with the student at school shouldtake place at least twice each quarter. The fre-quency of such conferences and of visits to thestudent on the job depends upon _the work loadof ._the instructor-coordinator and the needs ofindividual students.

In the mid-management program enrollmentin a seminar is required. This is an unstructuredand informal session but is regularly scheduledonce or twice_ a week. The seminar provides anopportunity for students to discuss_ problemsand issues not generally covered in the regularclassroom. Several seminar groups may decideto meet as one group. This may lead to organi-zation of a vocational education student orgaiii7zation to promote projects and activities relatedto their vocational objective.

For What Purposes Does the Instructor-CoordinatorVisit the Employer?

At the beginning of the student's employ-ment, the instructor-coordinator should visit theemployer to obtain a clear understanding of thejob duties and responsibilities expected of thetrainee. Knowing this, the instructor-coordina-tor can better relate what is expected to thestudents needs and capabilities.

Throughout the time that the student worksat a training station, the instructor-coordinatorshould continue to work with the employer. Heshould become familiar with the managementpolicies of the organization and should make theemployer aware of the close relationship be-tween the student's job and his school program.One of the most important purposes for whichthe instructor-coordinator contacts the employeris to obtain his evaluation of the student's work.

Instructor-coordinators may find it desirableto prepare and distribute to employers a hand-book on the purposes and operation of the pro-gram which includes suggestions on the super-vision of work experience students.

How Often Should the Instructor-CoordinatorContact the Employer?

It is generally recommended that the instruc-tor-coordinator consult with the student's im-mediate supervisor at least twice per quarter.

The frequency of visits will depend on em-ployer's attitudes toward visits, the success ofthe student on the job, the geographical locationof the work place, the quality of job super-vision and the way in which the employer isliving up to the work experience agreement.

12

The student load carried by the instructor-coordinator is also a determining factor in thefrequency of visits to the place of employment.

What Procedure Should Be Followed When aStudent's Job Is Terminated?

Instructor-coordinators should make everyeffort to assist students in obtaining part-timeemployment that will continue throughout thetraining period. If for unforeseen reasons, thejob ends during the training period the coordi-nator should assist the student in finding an-other employment station.

EVALUATING AND GRADING STUDENT

One of the instructor-coordinator's majorresponsibilities is evaluating the student's workboth on the job and in related courses. The in-structor-coordinator assigns the student's gradeson the basis of his evaluations and those of theemployer. Usually one grade is given for thework and another for the related training; butthere is good argument for giving one gradebased on competence and/or performance alone.

Evaluation should be made on a regularbasis in cooperation with the students' employ-ers. The instructor-coordinator may find that arating sheet will help the employer make amore thorough evaluation. The instructor-co-ordinator should be certain the employer ratesa students' skills in relation to those of otherstudents rather than experienced workers. Thestudent's job performance should be rated bythe person most familiar with his work. Theevaluation should be discussed with the student.

Points on Which Student's Work Should Be Evaluated

1. Dependability.2. Cooperation.3. Personal appearance.4. Judgment.5. Self-confidence.6. Initiative.7. Speed.8. Accuracy.9. Ability to learn.

10. Ability to get along with others.

How Often Is the 'Student s Work Evaluated?A_ written evaluation of a student's progress

should be made atleast twice each.quarter. Fre-quent evaluation is valuable because it_ _givesthe instructor-cOordinator an opportunity toidentify areas of needed improvement.

KEEPING AND MANTAINING RECORDS

Complete and continuous records should bemaintained of student job and class perform-ance. _These records will be based on reportsmade by employers, instructor-coordinators, andstudents. -

Records That Should Be KeptI. A record of the type of cooperative voca-

tional education program in which eachstudent is enrolled, where he is employed,and the type of job he holds.

2. The employer's report of the student's at-tendance and performance on the job.

3. The instructor-coordinator's report of hisobservations of the students.

4. The instructor-coordinator's report of hisconsultations with employers.

5. The instructor-coordinator's rating andgrade for each student.

Also included in the records should be thename of the course, the amount of creditawarded, the total number of verified hoursworked, and a brief explanation of the job per-formed. Both the instruetor-coordinator's andemployer's reports should include informationon the student's attitudes, aptitudes, and workquality.

Maintaining records requires the use of sur-vey forms, personal data forms, interview forms,contact cards, employer's reports, instructor-coordinator's reports, and evaluation forms.Samples of these forms are included in theAppendicesG, H, I, J, and K.

MAKING PREPARATIONS FOR THE COOPERATIVEVOCATIONAL EDUCATION PROGRAM OUTSIDE THEREGULAR COLLEGE YEAR

The duties and responsibilities of the instruc-tor-coordinator may extend beyond the regularschool year. During summer he may be in-volved in locating training stations, participat-ing in preregistration, advising students, meet-ing with advisory committees, evaluating theprogram, and following up former students.

Two weeks at the end of the college yearand two weeks before the start of the fallquarter _may be adequate for carrying out theseduties. However, if the instructor-coordinatormust obtain training stations during the sum-mer, it may be necessary for him to be em-ployed for a 12-month year.

SECTION V

RESPONSIBILITIES OF THE EMPLOYER

RECOGNITION OF THE ROLEAn employer who enters into a written agree-

ment involving a trainee automatically assumesa responsibility for the program. These respon-sibilities are delineated in the training agree-ment as follows:

1. Supervision of the trainee's work on thejob.

2. Provision of necessary training for thejob.

3. Provision of opportunity to learn tasksrelated to his employment.

4. Evaluation of his accomplishment.Effective training requires a close relation-

ship between employer, trainee and instructor-coordinator. It requires that the employer getto know the trainee and his abilities, interests,and attitudes. The degree of success the traineeexperiences on his first job, the progress hemakes on that job, and his desire to remain inthe cooperative program, are the criteria fordetermining how well the team is functioningin matching jobs to trainees.SUPERVISION AND TRAINING

Most rnanagers feel that human relations,oral communication, supervision, organizationand planning are best learned through on-the-job training. Primary responsibility for the su-pervision of the trainees' on-the-job perform-liwce rests with the person assigned to supervisethe trainee. If the trainee is hired to do taskshe can already perform, the supervisor will berequired to give minimal training. If the traineemust-perform tasks with which he is not famil-iar, more time will be required for his orienta-tion.

The supervisor should also explain the com-pany organization, personnel and managementpolicies, employee benefits and payroll deduc-tions. Time utilized in this way helps make thestudent feel he has a place in the organization.

Trainees require assistance in adjusting towork patterns and learning job disciplines.Ideally, the employer-supervisor, often referredto as the sponsor, should conduct his relation-ship with trainees as follows:Understanding

1. Their physical and mental growth.2. Their learning ability and lack of judg-

ment.3. Their independence and insecurity.4: Their conformity, and their individual

Teaching1. Give clear and concise communicatIon.2. Assign jobs within their grasp.3. Emphasize safe practices.4. Answer all questions and explain mis-

takes.Encouragement

1. Welcome trainees sincerely.2. Give praise when it is deserved.3. Encourage independence.4. Share enthusiasm for the job.

RespectI. Listen to trainee comments and sugges-

tions.2. Assign responsibility early.3. Offer opportunities for additional train-

ing and education.4. Recommend .promotions when possible.

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Me employer should keep the instructor-coordinator informed concerning the trainee'sperformance and progress in mastering the jobrequirements. If extraordinary problems involv-ing the trainee occur, the employer should con-tact the instructor-coordinator immediately. Itis the responsibility of the employer to keeprecord of the trainee's attendance.

Procedures and Responsibilities forTrainee's Evaluation

The employer should work with the instruc-tor-coordinator in evaluating the trainee's work.Evaluation is made on a systematic basis ac-cording to a schedule agreed on by both. Theinstructor-coordinator provides the emplewith rating sheets. The employer or the trai:immediate supervisor should be encouraged tomake periodic informal evaluations.

SECTION VI

LEGAL RESPONSIBILITIES

STAY WITHIN THE LAWCooperative vocational education programs

must conform with federal, state and local lawsand regulations. The instructor-coordinator mustunderstand the laws and regulations that per-tain to the employment of student trainees. Heshould know where to find information on ap-plicable legal matters and should maintain afile of these laws and their interpretations. In-structor-coordinators operating programs reim-bursed from federal vocational education fundsmust be cognizant of the sections of the Stateof Washington Plan for Vocational Educationwhich apply to their programs.

Employers must also be aware of their legalobligations to their trainee-employees. The fol-lowing Washington State publications should bereferred to employers considering implementa-tion of the program:

References on Labor LegislationDepartment of Labor and Industries, State

of Washington, Minimum Wage Laws,1967.

U.S. Dept. of Labor Wage and Hour and Pub-lic Contract Divisions, Child Labor Pro-visions of the Fair Labor Standards Act,January, 1969.

S ate of Washington, Department of Laborand Industries, Industrial Insurance andMedical Aid Classification Manual, Re-vised May 1,1970.

State of Washington, Department of Laborand Industries, Washington State Appren-ticeship Program, Publication by Wash-ington State Apprentice Council.

State of Washington, Department of Laborand Industries, Reference Manual relativeto benefits under Workmen's Compensa-tion and Medical Aid Acts.

Federal, State and Local Labor LawsFederal, state and local laws pertinent to

cooperative vocational education programs gov-ern age_requirements, work permits and permitsto employ, minimum wages and overtime pay,hours of work, compulsory school attendance,working conditions, hazardous occupations andsocial security.

Three federal statutes, the Walsh-HealeyPublic Contracts Act, the Fair Labor StandardsAct, and the Sugar Act of 1948 are designed toprotect workers wherever the Federal_ govern-ment has jurisdiction. In the event that bothState and Federal laws apply to a cooperativeprogram assignment, the law setting the higherstandards must be observed.

The Fair Labor Standards Act provides min-imum wage and overtime standards, _requiresequal pay for equal work for men and womenand contains child labor standards. The local orregional office of the Wage and Hours and Pub-lic Contracts Division of the U.S. Departmentof Labor furnishes up-to-date information on theact and assists in determining its application tothe employment of trainees. The "Wage andHour" Act applies to a large percentage oftrainees in cooperative programs. Each ern7ployer is_ expected to know how the FederalWage and Hour Law applies to his trainees. Be-cause legislation of this nature is _continuallybeing re-interpreted and revised, it is advisableto maintain contact with local area. _representa-tives of the Division_of Labor Law Enforcementand the Division of Industrial Welfare of theDepartment of Industrial Relations of Washing-ton State. Also, representatives of the U.S. De7partment of Labor lend assistance in specialareas.

Employers are expected to pay trainees atleast the statutory minimum for their on-the-job training. Any deviation from this minimum,must conform to stringent regulations. Consultthe Fair Labor Standards Act. Every state has achild labor law which applies to students incooperative vocational education programs. Itwas revised in 1969, in the Walsh-Healey Pub-lic Contracts Publication 1258, Bulletin 101.

ACCIDENT AND INJURY INSURANCE

Trainees enrolled in cooperative programsmust have adequate insurance protection againstinjury. Community colleges and participatingbusinesses should seriously consider accidentinsurance, general liability insurance, andworkmen's compensation insurance for theirtrainees. If colleges do not carry accident insur-ance, trainees should be urged to obtain suchcoverage. Liability insurance is a normal pro-tective procedure against damage suits in com-munity college districts. WorkMen's Co-mpensa-tion protects the trainee who receiVes wages forhis work in a cooperative program.

SUMMARYA major responsibility of the instructor=

coordinator is the communication of informationto employers pertaining to the employment oftrainees. The instructor-coordinator's expertisein employment _measures, supervision and train-ing is frequently requested and usually imple-mented by employers who are sincerely in-terested in a sophisticated college-employerrelationship.

SECTION VII

INITIATION AND MAINTENANCEOF GOOD PUBLIC RELATIONS

COMMUNICATEGood public relation requires good commun-

cation. Many media are available through whichthe purposes, objectives, policies, proceduresand pertinent information about cooperative vo-cational education can be directed to interestedaudiences.

WHO SHOULD TAKE THE RESPONSIBILITYFOR PUBLIC RELATIONS?

Establishing good public relations for a co-operative vocational program is primarily theresponsibility of the college public informationoffice. The instructor-coordinator plays a majorrole, however, in supplying the informationoffice with information on the program andthrough his direct contacts with communitypeople. Satisfied and successful trainees are, ofcourse, the best advertisements for the coopera-tive program.

ENCOURAGE THE ADVISORY COMMITTEETO BE PUBLIC RELATIONS CONSCIOUS

An advisory committee can contribute effec-tively to public relations by stimulating com-munity interest and support for cooperativeprograms. Advisory committees can also cor-relate program efforts with those of other edu-cation-minded agencies such as local serviceclubs and chambers of commerce.

ENLIST THE SUPPORT OFCAMPUS YOUTH ORGANIZATIONS

Phi Beta Lambda, DECA (Distributive Edu-cation Clubs of America), Phi Chi Theta, Ad-ministrative Management Society and other re-lated groups are oriented toward serving thecareer needs of their student members. Solicittheir involvement in cooperative vocational ac-tivities. Their advisory committees, speakers'bureaus, luncheon clubs, field trips, visits tobusiness and industry and surveys of job oppor-tunities parallel the activities of the cooperativeprogram. The directed energies of motivatedyouth groups provide strong public relationssupport for the cooperative team.

KEY PUBLIC RELATION AUDIENCESSeek the cooperation of the public info- a-

tion office in implementing a planned programof publicity toward potential trainees. Its pur-pose should be to teach them about the programand give them a chance to enter a career aboutwhich they have some knowledge. Local papers,student presentations at high schools, classroommeetings, youth organization activities, bro-chures and bulletin boards will help reach thesekey audiences.

Involve the faculty by giving them frequentinformation about the cooperative program. Tellthem what is known about trainee's outcomes,behavioral changes, educational growth and ma-turity. Give faculty credit for their contribu-tions to the occupational adjustment of thesestudents.

Your administrators like to know what isgoing on. They will appreciate your progressreports, invitations to observe a trainee's workstation in operation, or a luncheon meeting withthe employer-supervisor.

Don't overlook the _opportunity to promotethe program with local workers through theirunions or in conjunction with employers oftrainees. Show them how the program upgradesthe reputation of their trade or occupation.

Personal contacts made by the instructor-coordinator with the employer are the mosteffective means _of maintaining good relations.Printed materials and presentations to serviceclub and trade association meetings are sup-portive. Ask if the organizations in which theemployer is involved would welcome someoneto explain the program at a luncheon meeting.Prepare a -selling presentation which will en-tertain as well as inform your listeners.

Offering to speak before community groupsfurthers public relations. Cooperative programsare a "natural" but must be brought_ to theirattention. Be sure your speaking efforts arecoordinated with the college information office,particularly if it operates a speakers bureau.

Maintain a log of your public relations ac7tivities. File dated copies of each of your printeddocuments and comment on their effectiveness.

Here are some typical activities that can beconducted on behalf of the programs with theassistance of the college information office.

I. Local and college newspaper articles oncooperative programs and trainee successstories.

2. Flyers, brochures, and letters directed tostudents and employers.Presentations by trainees and by instruc-tor-coordinators before college groups,service clubs, faculty meetings, employerand employee groups.

4. Career clinics for potential trainees con-ducted by program trainees and employ-ers.

15

5. Community college visits by employers.Faculty field trips to business and indus-try locations.

6. Exhibits of trainee work in the commu-nity college, the community, and at con-ventions.

7. Instructor-coordinator's contact with oth-ers who have concerns related to the co-operative program.

8. Radio and television appearances by co-operating employers and instructor-co-ordinators.

9. Seminars, short training sessions andworkshops for people in business and in-dustry.

SECTION VIII

EVALUATION OF A COOPERATIVEVOCATIONAL EDUCATION PROGRAM

THE 1968 VOCATIONALEDUCATION AMENDMENT

The 1968 Vocational Educational Amendmentrequires that the State of WaShington plan forcontinuous evaluation of State and local. pro-grams, .services, and activities. Evaluation facili-tates the efforts of the instructor-coordinatorand the community college in meeting theirgoals and objectives.

COMMUNITY COLLEGE RESPONSIBILITYThe community college is responsible for

developing evaluative tools and criteria for itsown cooperative program. Such tools shoulddescribe and measure program characteristicsand student outcomes.

FACTORS REQUIRING EVALUATION1. Administrative leadership.2. Program organization.3. Program coverage.4. curriculum.5. Staff preparation and experience.6. Supervision of instruction.7. Adequacy of supplies, devices and ate-

rials.8. Placement and follow-up of graduates.9. Admission policies.

10. Extent of retraining services.11. Comprehensiveness of service to all need-

ing vocational education.12. Effectiveness of occupational guidance

and counseling.-13. Adequacy of budget.

SET EVALUATIVE CRITERIASection II of this manual presents the state-

approved criteria for evaluation of a cooperativevocational program. It is recommended, how-

16

ever, that community colleges prepare more de-tailed evaluations to effectively adjust programsto meet community needs.

General Guidelines1. State and local plans are required.2 Costs of evaluations are reimbursable.3. Evaluative criteria are based on program

objectives.4. Staff involvement in instrument construc-

tion is necessary.5. Programs should be evaluated in terms

of student outcomes, effectiveness on lo-cal employment conditions and operatingpractices.

Evaluate OutcomesThe following data should be considered in

measuring results of cooperative programs.1. Compare the number of students served

by the program with manpower needs.2. Document the occupations for which co-

operative programs are available.Follow up graduates to ascertain tenure,need for additional training, etc.

4. Survey the impact of the program in re-lation to reducing youth unemployment.

5. Survey the impact of the program inrelation to reducing overall school drop-outs.

6. Document facts on dropouts from theprogram and why.

7. Is the training in school providing thejob performance agreed upon?

8. Contribute to and utilize the research ofothers in identifying needs and ideas forprogram improvement.

FORMULATE PLANS FOR RESEARCHImprovement of cooperative vocational edu-

cation is contingent upon well constructed stateand local plans. Research provides the collegewtih a factual basis for development of newprograms, extension of existing programs andjustification of expenditures.

STUDENT FOLLOW-UP SYSTEMCommunity colleges should utilize some sys-

tem of follow-up of graduates of the cooperativeprogram.

ANNUAL EFFECTIVENESS REPORTSInstructor-coordinators or their supervisors,

at the request of the Board of Trustees, may beasked to submit annual reports.

UPDATING OPERATIONSResearch and evaluation will provide the

community college with the basis on which toimplement program improvements.

These should be carried out in conjunctionwith overall college plans and schedules forprogram improvement.

APP

EN

DIX

A

VO

CA

TIO

N E

DU

CA

TIO

N A

ME

ND

ME

NT

S O

F 19

68

CO

MPA

RA

TIV

E A

NA

LY

S S

OF

CO

OPE

RA

TIV

E E

DU

CA

TIO

N P

RO

GR

AM

S,

Part B

Part G

Part H

State Vocational Education. Prograus

Cooperative Vocational Education Pro-

WOrk.-Study Programs, fbr Vocational

grams;

Education. Students;

.Mbney appropriated. under Part B. and

1

allotted to the states may be. ex-

1. Money appropriated under Part G and

allotted to the, States shall be ex-

1- Money appropriated under Part M

and allotted to the States shall .

pended for cooperative education pro--

gra,,s.

pended for developL.,.g new programs,

of cooperative education.

be expended for work-study

programs-

2-

Purpose,

*To provide on-the-job, work. ex.-

2- Purpose

* To provide on-the-job work. ex.-

2. Purpose.

* To provide financial assistance

perience related to the students

course of study and chosen occu-

perience related to the, student's,

course of study and chosen occu-

to students who are in need.

of earnings from employment to

pation.

Ration.

commence or continue their

vocational education. program,

! ,3.

Students. Served.

,.,Students Served

3. Students, Served

*Individuals, who desire and need

* Individuals Who desire and. need

* Economically disadvantaged, full-

such education and training in all

such education and training in all

tIme vocational education stu-

communities of the State.

communities of the. State

Idents.

* Priority is, given to areas of high

rates of school dropouts and

youth unemployment.

Part 13

.Part, G.

ParH H

,

1

State Vocational Education. Programs

CooperatiVe Vocational Education Pro-

Work-Study Programs, for Vocational

1 ,

,.

Uses, of Funds.

grams.

4-

'Uses of Funds

Education Students

,

4-

Uses, of. Funds

*Program operation and atoll-

*Programs operation and ancillary.

* Compensation of students em-

lary services-

services

ployed

Reimbursement of added. training

* Development and administration

.

cost to employers, when neces-

of program.

,

sary

Payment for certain services or

unusual costs to students while

.

in cooperative training.

I,

,.

Federal Portion of Support.

5.

Federal Portion. of Support

5.

Federal Portion. of Support

*Based upon Statewide matching

*All or part (100%)

*80%

.

(50/50) for all basic grant voca-

tional education programs.

Appal-

cation of State criteria for alio-

1

cation. of funds determines level

of assistance

.

6.

Instruction

6.

Instruction

6.

Instruction

*lfiH. -school. vocational instruction.

related to occupational field and

*In-sChool vocational L.,structio,,

related to occupational field

*In-school vocational i.,,struc-

tion not necessarily related .

training job

and training job

to the, job.

.Work. Periods

,

7.

Work Periods

7.

Work. Periods

*Alternate half days, full. days,

weeks, or other periods of tine.

(Ntmber of hours of work gen-

*Alternate half days, full days,

weeks, Or other periods, of time,

(Number of hours of work need

.

*Maximum. of 15 hours, per week

while attending school

erally equal the nunber of hours,

spent in school)

not equal the number of hours

spent in school)

Part B

Part G.

Part. H.

State Vocational Education. Prograns

.Wage Paynents

*Regular wages established for the

occupational field

Usually at least minimum wage or

student-learner rate established

by Department of Labor

Wages paid by enployer

.Age Limitations

*Minimum age 14 as per Child

Labor Laws

10. Eligible, Etployers

* Public or Private

11- Administration.

*Administered by. the. State. or Lo-

cal educational agencies under

supervision of the. State. Board

for Vocational. Education in at,-

cordance with. State. Plan. provision.

Cooperative Vocational. Education. Pto-

grams,

8,

Wage. Payments

Regular wages established for the

occupational. field

Usually at least minimum wage or

student-learner rate established

by Department of. Labor

* Wages paid by employer

9.

Age Limitations

*Minirmm age 14 as per Child

Labor Laws

10. Eligible Employers

* Public or Private

11. Administration

* Administered by. the State or Lo

cal educatio.al agencies undex

supervision of the. State Board fox

Vocational Education in accord-

ance with. State. Plan. provisions.

Work-Study Programs for Vocation.

Education Students

8. Wage Payments

* $45 per month, $350 per aca

demic year or in certain ca

$60 per month, $500 per

academic. year

* Public funds

are used for

compensation.

9. Age. Limitations

* 15 through 20 years of age

Work Experience. Education.

Development 4ranch

VTE/Y*.AVLP/USDE

6/69

10.Eligible Employers.

* United to public, non-proi

employers.

11Administration.

* Administered by the State. (

cal educational agencies ua

supervision of the. State B.c.

for Vocational Education

accordance with. State. Plan

provisions

APPENDIX B

FEASIBILITY STUDIES AND SURVEYS

SAMPLE I

COMMUNITY SURVEYCOOPERATIVE VOCATIONAL EDUCATION PROGRAM

Community College is considering beginning a COOPERATIVEVOCATIONAL EDUCATION PROGRAM in which students are placed part time in busi-ness or industrial estaIllishments for job training, for which they receivecollege credit. Your answers to the following questions will help the col-lege to determine the need for such a program in andsurrounding areas. All information will be held in strict confidence.

Name of firm

Address

Type of business

Telephone

Business Hours

Name of person com-pleting questionnaire Position

Approxi ately how many college students does your firm no- employ?

Male Female

Approximately how many full-time employees does your firm employ?

Male Female

What is the union status of your firm's employees? (Check the one thatapplies)

Nonunion ( ) Voluntary union ( ) Compulsory union )

Are temporary workers employed by your firm during any of the followingtimes? (Check those that apply)

Christmas ( ) Summer ( ) Weekends ( Other times )

SAMPLE I (Continued)

5. What are your sources for the recruitment of new employees? (Check thosethat apply)

High school placement serviceCollege placement serviceEmployment agenciesVoluntary applicationsOther (specify)

6. Which of the following are characteristic of your beginning, inexperiencedemployees? (Check those that apply.)

Ability to express themselves wellAbility to spell correctlyGood knowledge of business mathematicsInitiativeResponsibility and punctualityAbility to follow directionsAbility to meet the publicAbility to get along with fellow workers

Do you think a program designed to give students on-the-job trainingwould be of value to the following? (Check those that apply.)

Your city students: Yes ( ) No ( ) Undecided ( )

Your city employers: Yes ( ) No ( ) Undecided ( )

The whole community: Yes ( ) No ( ) Undecided ( )

8. Would your firm be interested in cooperating with the college in provid-ing on-the-job training for interested and capable students? (Checkthose that apply.)

Interested UndecidedWant more information Not interested

21

SAMPLE II

Kind of Business

Name of Firm

SURVEY OF JOB OPPORTUNITIES

Date

Address

Person Contacted Phone

1. How many full-ti e employees do you have? Part-ti e?

2. Please list the job categories you use and the number of employees in each.

a. Full-time

b.

c.

d.

Part-time

Full-time

Full-time

Full-time

Part-time

Part-time

Part-time

Part-ti e

How many replacements do you estimate you wIll need in the next year?

ih which categories?

How many students do you presently employ?

If noneo,have you ever employed students? Yes

Would you be interested in learning more about a program designed to train

employees for your type of business Yes No

Would you be interested in learning more about the availability of training

your present employees? Yes No

22

APPENDIX C

EMPLOYER SOLICITATION LETTERS

This is the initial letter sent to all cooperating employers by the college president or the Dean o-Occupational Education.

SAMPLE I

Date

Dear Sir:

In recent years, there has been increased recognition by businessmen and edu-cators alike of the desirability of introducing students to the business andindustrial world through planned and supervised cooperative vocational expe-rience while these people are still enrolled in college. It has been provedthat the success or failure of beginning workers does not depend on the de-gree of skill proficiency as much as it does on the intangible traits of"getting along," and developing business-like attitudes..

Beginning in the 19_719._ school year, Community Col-lege is initiating a Cooperative Vocational Education Program specificallydesigned for the general clerical and secretarial majors of sophomore stand-ing. In this program, a qualified student will be placed on the job for aminimum of fifteen hours a week in addition to being regularly enrolled atthe college. .A numbor of highly skilled and capable students have alreadyexpressed interest in this program and are-eager to be placed at work sta-tions in the community. This is where your assistance is needed--can youuse a well-trained clerical or secretarial worker for from three to fourhours a day in your office?

You, the participating employer, will also reap benefits from this coopera-Ttive program. Specifically, you:

*Participate in the training of potential full-time employees at low cost*Have assistance of college instructor-coordinators in ironing out student-worker problems*May find your business office functions will with a part-time worker only*Encourage young people to honest, productive endeavor which benefits society*Encourage young people to remain in community--improving market potentials*Solidify business-school relations, serving general community interest

A program with so many benefits to both students and businessmen should notbe overlooked. If you are interested in providing a work station for one ormore clerical, stenographic, or-secretarial student-employees, please indi-cate your interest on the enclosed postage-paid card and return to the col-lege. Instructor-Coordinator, Secretarial Science Programs, will contact youto make the necessary arrangements.

Sincerely yours,

(President o_ the College)

Enclosure

23

24

SAMPLE II

This letter is sent to all persons returning the card saying "yes"

Dear

Date

Thank you for indicating your interest to participate in theCommunity College Cooperative Vocational Education Program.

The program is scheduled to begin in the school year 1970-71 so I will bepersonally calling on you during the month of August to settle last-minutedetails.

Meantime, the following summary of the Secretarial Cooperative VocationalEducation Program may serve to clarify questions you may have.

WHO ARE THE STUDENT-WORKERS?

Those who will participate are _Community Collegestudents who are majoring in Secretarial Science, and who have completedthe necessary courses for entry into jobs relating to their occupationalgoals.

WHAT ARE THE COLLEGE REQUIREMENTS?

The secretarial cooperative ork-experience student must:

Be enrolled in school minimum number of hours in compliance withestablished curriculum.Be regularly attending the College.

3. Work on the job-ttaining station as arranged with employer andinstructor-coordinator.

4. Complete the prerequisite courses prior to acceptance for on-thejob training with passing gradesof C or better.Complete courses of study needed to qualify for graduation.

SAMPLE II (Continued)

NamePage 2Date

WHAT ARE THE FUNCTIONS OF THE EMPLOYER?

The employer:

1. Develops the work station at which the student works.2. Selects the student he employs.3. Provides the student with at least 15 hours of work per week.4. Helps in the training process.5. Pays minimum wages.6. Assists the instructor-coordinator in evaluating the progress o

the student-worker.

WHAT ARE THE FUNCTION OF THE INSTRUCTOR-COORDINATOR?

The instructor-coordinator:

1. Works with the businessman in setting up a training schedule sothat the student may work in various phases of his selected oc-cupation.

2. Supervises the student on the job, making periodic visits to ob-serve the trainee and to consult with both the employer and thetrainee.

Individualizes instruction in school so that the student will beprepared for the new tasks to be learned on the job..

4. Learns and studies new business practices and technological de-velopments in order to interpret their relationship to the busi-ness curriculum.

I am pleased that you are willing to participate in this cooperative en-deavor.

Sincerely yours,

Instructor-Coordinator

25

APPENDIX D

INSTRUCTOR-COORDINATOR CALL REPORTS

Coordinator

Name of Busine s

Address

SAMPLE I

INSTRUCTOR-COORDINATOR'S CALL REPORT

Date & Hour of Call

Telephone

Name of Person Interviewed

Best Time to CallHour

Date of Next Call

Day

Title

Appointment Necessary?

For purpose of

Column I(For initial calls on prospectiveemployers.)

How many trainees could be usedHow many trainees wantedHow many to be interviewed

Appointment da is for students:

Who should students:talk to:

Names of students suggested:

Tone of interview: (Check one

PleasantUnpleasantBrush-off

Employer's comments on S.S. program

Employment problems mentioned by man-ager:_

Fallow-up required ues_ions to an-swer, information or names to for-ward, etc.)

Personal Data and Co ents:

lu II

(For calls on cooperating employers.

Names of trainees discussed

Trainees' strong points:

-

Trainees' weak points:

Actio_ to be taken and by whom:

Type of follow-up:PersonalPhoneNoneWhen

Further co ents:

26

SAMPLE II

INSTRUCTOR-COORDINATOR S CALL REPORT

To be used in interviews with e p oyers, parents, teachers, and others.

Student Name

Training Agency

Date

Person Interviewed

Comments on student.

Suggestions:__

Ti e spent on interview

27

APPENDIX E

TRAINING PROFILES

For

SIVNEPIJE

TRAINING19

I

OUTLINE19

inWhile training

At Under supervision of

Trainin Plan Approx. Time Schedule in

Time in training

to

Approved by: Date

Employer

Coordinato

28

INDIVIDUAL TRAINING GUIDE

STUDENT

EMPLOYER

SPONSOR

CAREER OBJECTIVE

FT RN

GiGood.

A/Average

IP/Poor

Instruction. Begun.

Instruction Completed

Sponsor's Jud

ent of

Student's Progress

Job Duties and Experiences

Attitudes and Characteristics

INITIAL JOB

Date of Conference

Coordinator's Classroom.

Instruction Checklist

Group

Individual

L.

i.

.1.

Hi.

2.

12.

1

4.

4.

1

6.

4.i

4.

1

7.

59.

I9.

10.

10.

6.

6.

11.

11.

12.

12.

FIRST STEP

Date of Conference

Group

Individual

1.

Hi.

H'L 2.

2.

2..

4.

J. 15.

,

4.

4.

7.

7.

8,

5.

is.

9.

9.10.

L. 10.

6.

6.

11.

11,

L12.

12.

SEC

ON

D S

TE

Pi

TM

: A S

TE

P

1 1 1 I

(SFO

RM

AS

FOR

'INIT

IAL

JOB

"

"FIR

ST

MD

111)

STE

P 1

FOU

RT

H S

TE

P1

1

APPENDIX F

TRAINING AGREEMENTS

SAMPLE I

COOPERATIVE AGREEMENT FOR TRAINING

19 -19

The agrees to haveTraining ARcncy Student

to enter its establishment for the purpose of gaining practical knowledge

and experience in the occupation o fromBeginning Date

to This training will be in accordance with the generalClosing Date

training outline and the follow:TA-Ls conditions:

1. The student, while in training, shall be deemed a trainee and shallprogress from job to job in order to gain experience. The time schedule,as indicated in the training outline, shall be followed as closely aspossible. Safety instruction shall also be included on the trainingoutline.

2. The training agency will provide not less than fifteen hours per weekof training which will be primarily accomplished durins the school dayhours.

The college will provide instruction in the technical and related subjectsfor a minimum of one regular class period per week.

4. A =wage comparable to the training status of the trainee will be paid bythe training agency.

5. The trainee will adhere to all rules and regulations of the training agency,and make every effort to report for work promptly. In the event of illnessor emergency, the trainee must notify the employer and the instructor-coordi-nator immediately.

6. If for any reason it is necessary to terminate a student, a conference betweenthe employer, student and instructor-coordinator must be held prior to notifi-cation of termination.

The employer agrees not to hire the student trainee on a full-time basis dur-ing the period of this agreement except by permission of school officials.

Employer

Coor inator

Student

31

SAMPLE II

TRAINING STATEMENT

for the

Cooperative Education Program

of

Mid-Management

The major purpose of the work experience portion of the Mid-Management programis to provide a valuable work experience that is coupled with the trainingprovided by - Greater educational opportu-nities can be given the student if there is an established understanding asto the objectives and responsibilities of the student or trainee, the schooland the employer. Listed below are general statements that may be consideredagreeable by all parties. Space is provided to add specific statements thatwould aid in,the education of the individual student involved. Inserts inthis section may be made by the student, the school, or the employer and mustbe agreeable to all three parties. This statement constitutes a meeting ofthe minds only, and any part or all of it may be terminated at the desire ofany of the parties involved.

GENERAL PROVISIONS

The student enters this program to learn as much as the employer can pro-vide in the nature of job information, skills and attitudes.

2. The employer is asked to inform other employees of their important rolein assisting in the training of the trainee and of the school's requestfor their cooperation.

The trainee will keep regular attendance both at school and on the job.

4. Pay and hours are to be determined by the employer. The minimum wage ap-plies as is required by the State Department of. Labor and Industry.

5. The student shall not replace any regular employee.

6. The trainee is expected to be honest, punctual, cooperative, courteous,and willing to learn.

The trainee should average a minimum of 15'j-tours of work per week including

Saturdays, Sundays, and holidays.i This average is spread over the fullschool quarter of eleven weeks. The employer,is urged to provide thetrainee at least the minimum of 15 hours per week.

The school provides a coordinator to counsel the student on the job. He

will make periodic visits to observe the trainee and consult with the em-ployer and trainee. School credit is granted for successful job perform-

ance. Evaluation of the job performance will be a joint effort of the em-ployer.and the coordinator.

32

SAMPLE II (Con nued)

Training Statement

Specific Provisions

Listed below are specific statements of goals or objectives that would be of

aid in the training and education of the student. The student, the school,

or the employer may list a specific provision; however, all parties must agree

to it. The educational requirements of each student shall be deternined on anindependent basis.

1 or Objective to be learned Ste s in Learnin

Student's Signature

Instructo Signature

Employer Signature

Position

Date

Date

Date

Company

APPENDIX G

SUPERVISED OCCUPATIONAL TRAINING REPORT

This form is completed by the students as requested.

SAMPLE I

SUPERVISED OCCUPATIONAL TRAINING REPORT

STUDENT _ bi-weekly period ending ,19

NAME OF EMPLOYER

ADDRESS OF EMPLOYER

WORK E ERIENCE*

Breakdown of Jobs Performed Type of work done-- Approx no ofhours on each_job

Total number of hours worked

New experience this month: Time absent

Reason for

from duty: Days Hrs.

absences:

Total wages for reporting period$

Number of personal conferences withand/or Manager and TraineeSupervisor

Experience or skills I wouldlike to gain:

Submitted by:Trainee

Varified by:Employe

Co en s:

*This report is to be completed and mailed on the 1st and 15th of each month bythe student trainee, to:

SAMPLE II

Name of Siudent

STUDENT'S WEEKLY PRODUCTION REcORD

toWeek ofWhere Working

a- DEPARTMENT JOBS PERFO AD OURS WORKED

Monde-

Tuesda-

litLIE12!41-I_

Thursda-

Friday

Saturda!

Surunia ry of week's work:

What problems came up on which you would like help or class discussion?

What new jobs or procednres did you learn this week?

What mistakes did you make? How did you handle the situation?

Describe the most interesting __ erience you had this week.

40

APPENDIX H

STUDENT INFORMATION

STUD

Name

SAMPLE I

TION

Date

Home Address

Career Objective

Indicate which of the follo-ing mid-management courses you are taking this

quarter by an X.

Course # Course

Seminar (indicate which one lst, 2nd, 3rd etc.). . . . . . .

282 . ............ .281 Advertising. . . . . . . . . . * *

183 Personal Finance121182107105 Business mmunications206 Business Law293 Retailing and Merchandising174 Principles of Accounting. . 0 . 0 .. 0 0 0 0 .. 0 . 0'0

283 Principles of Management. 0 9

101 Introduction to Business111 Survey of Economics. . . . . . . . 9 0

Other

Check

Data Processing. . . . . . .. . .. . . . . .

Creative Salesmanship. . . . . . . . . .

Business Mathematics

0

= ,;e

Na-- of trainIng station

if a chain operation indicate,: Sam's Service (Shell Oil ),Guffy's Drugs (Rexall)

What kind of a business is this?

Average number of hours _orked each week

Average wage per hour or per week

Indicate your present on-the-job assignment in which you spend the most timethis quarter by placing an X -in the appropriate space:

(E) Entry Job--stockWork, etc.

(S) Sales work--on thefloor or direct sales

(I) Inventory(B) Buying(D) Display

Address of training gtation

Name of supervisor

Business phone

Nome phone

_(A) Advertising(C) Control--fiancial(P) Personnel work(J) Junior Executive(K) Management'(T) TeChnical

(0) Other

These cards are taken to the interview by the student.

SAMPLE II

COOPERATIVE VOCATIONAL EDUCATION PROGRAM OF

INTRODUCTION CARD

Company

This will introduce

_dress

who is applying for

the position of trainee for

Date

Ins ructor- ordinator

IDENTIFICATION CARD

( e Trainee's name here)

whose signature appears below is a member of the Trades andIndustry Cooperative Vocational Education Program.

Soc al Security Number

Date

Student signature

In ructor-Coordinat-or iignatuie

APPENDIX I

STUDENT PROGRESS REPORTS

SAMPLE I

Student Evaluation FormFirst Progress Report

Trainee's Name Company

Department Supervtsor

1. DEPENDABILITY: is the student regular, on time, --d careful to notify in ad-vance when unavoidably absent?

Very reliable ( ) Usually relLable Unreliable

COmmentS:__

2. COOPERATION: Does the student keep the rule- follow 1nstructons, and exhibitan attitude of helpfulness?

Very cooperative ( ) Generally cooperative ( ) Uncooperative ( )

-mments:

APPEARANCE: Does the 3tudent dress neatly and appropriately for the position?

Very neat and appropriate ( ) Generally satisfactory ( ) Unsatisfactory ( )

Comments:

4. PUBLIC RELATIONS: Does the student meet people well, establish good personalrelations and create good public relations for the company?

Very satis actory ( ) Moderately satisfactory ( ) Very poor (Comments:

5. INTEREST IN LEARNING: Does the student sake the most of the learning opportu-nities available in this situation?

Very interested ( ) Moderatelyinterested ( ) Riot interestedComments:

6. ABILITY TO LEARN: Does the student evidence ability to learn this kind of -ork?

Veiy quick to learn ( ) Learns readily ( ) Rather slow ( ) Very _1 ( )

Comments:

7. INITIATIVE: Does the student exhibit in ative? Does he do his work withoutbeing told?

Above average injtjative ( ) Occasional initiative ( ) Needs constant di-rection ( )

Comments:

ACCURACY Is the student accurate in his work? Does he take care in checkinghis work before submission?

Very few errors ( ) Occasional errors ( ) Often careless ) Very care-less (

Comm ts:

SAMPLE I

First Progress ReportPage 2

9. SPEED: Does the student do her work wIth reasonable speed?

Very fast ( ) Moderate ( ) Slow ( Very slow ( )

Comments:.

10. SELF-CONFIDENCE: Is student self-conscious or self-possessed?

Extremely self-conscious ( ) .Self-conscious ( ) At ease ( ) Over con-fident ( ) Conceited ( )

Comments:

11. How can the school help this person become a better employee?

12. What do you like about her most?

13. What are her special weaknesses?

14. Have you discussed this employee s progress with her Yes No

15. What grade would you assign to this student's work so far?

(A) Excellent (B) Good (C) Fair (D) Improvement needed

16. What comments would you like to mpation, needed improvements, etc.

-e about the program, your company's par_ ci-

SAMPLE II

Student EvaluationThird Progress Report

Trainee's Name Company

Department Supervi sor

Your constructive criticismPlease check the followingcellent.

PERSONAL TRAITS

enables us totraits as (0)

provide better instructionalUnsatisfactory, (1) Poor,

SKILL PERFORMACE

(2)

training.Good,(3) Ex-

Grooming 0 1 2 Typing 0 1 2 3

Suitability of dress 0 1 2 Shorthand 0 1 2 3

Personal hygiene 0 1 2 Transcription 0 1 2 3

Deportment 0 1 2 3 Filing 0 1 2

Speech 0 1 2 3 Grammar 0 1 2

Interest in work 0 1 2 3 Mathematics 0 1 2

Co-operation 0 1 2 Spelling 0 1 2

initiative 0 1. 2 Punctuation and 0 1 2

Adaptability 0 1 2 capitalizationAmbition 0 1 2 Proofreading 0 1 2

Tact 0 1 2 Office Machines 0 1 2

Dependability 0 1 2

Self-confidence 0 1 2

ABILITY TO BUSINESS TECHNIQUES

Follow directions 0 1 2 Use of telephone 0 1 2

Take criticism 0 1 2 Use of sources 0 1

Understand 0 1 2 of informationinstructions Office House- 0 1 2

Attend to details 0 1 2 3 keepingKeep on the job 0 1 2 3 Meeting people 0 1 2

Use of supplies 0 1 2

Do you wish trainee to see this report? Yes No

eral rating of student:

(A) Excellent (B) Good (C ) Fair (D) Unsatisfacto_y

Please list any points that should be emphasized in training of student worker tostrengthen his position as an employee,

1.

2.

Date loye Signature

APPENDIX I

EVALUATION FORMS

This form to be used by the Emp oyer.

St deii

Instructions: Place a check mark under the wordsthat best describe the student-'trainee for each characteristic.

Employer

Ii

1. Person-_rpearance, Choice

bits: of language, 0:insiders eof others.

_,-

2. Conduct:Courteous, Businesslike,Well-mannered, Does notinterfere with others.

Always on the job, _-

Dependability: along well with people.Good initiative, Interestedin work, Punctual

4.

Eager- o learn, FollowsAccepts Instruction: instructions, Asks questions

when needful.

5.

Accuracy, AttentionWork- ship: to details, Safety

conscious.

6. Skills:earning the sk 1for the chosenoccupation.

7.

Think of _he 9 weeksOverall Improve:- nt: in total when consIder-

ing improvement.

--

Employe- s Signature

46 41

T rs form can be used as seems approp a_e.

SAMPLE 11

EMPLOYER'S EVALUATION OF PERSONALITY PEREORMANCES(to be filled out by the employer)

RELATIONS WITH OTHERS ATTITUDE--APPLICATION TO WORK

Exceptionally well accepted Outstanding In enthusiasm

Works well with others Very interested and industrious

Gets along satisfactorily Average in diligence and interest

Has some difficulty working with Somewhat indifferentothers

Definitely not interestedWorks very poorly with others

JUDGMENT DEPENDABILITY

Exceptionally mature Completely dependable

Above average in making decisions Above average in dependability

Usually makes the right decision Usually dependable

Often uses poor judgment Sometimes neglectful or careless

Consistently uses bad judgment Unreliable

ABILITY TO LEARN QUALITY OF WORK

Learns very quickly Excellent

Learns rapidly Very good

Average in learning Average

Rather slow to learn Below Average

Very slow to learn Very poor

Reg. Irreg. Reg.Irreg .

ATTENDANCE: PUNCTUALITY: _Excellent Very good Average Marginal Poor

OVERALL RATING:

CO NTS (over if necessa

(Signed)

(Company Representative

This report has been discussed with the employee Yes No

42

Maintaining close contactpays dividends.

APPENDIX KFOLLOW-UP

-or7 e --rainees of the cooperative Vocational Education program

Dear

SAMPLE I

We like to keep in contact with former trainees to know whatthey are doing, to help them in any way possible, and to gettheir suggestions for improving our cooperative training pro-gram. May we ask your assistance?

In order that college records may be kept up to date, pleasefill in each blank on the enclosed sheet and mail it promptly.The information you send will be kept confidential, and willaid in planning future programs,. We shall appreciate your co-operation.

Sincerely yours,

Instructor-Coordinator

4843

44

SAMPLE II

COOPERATIVE VOCATIONAL EDUCATION

FOLLOW-UP

Name Name in school

PROGRAM

Date

records

Present address

Present employer

Present type of work

Other employment since completing the cooperative work experience education program:

Job Title Name of Company Months Employed

Are you presently enrolled in:

College 4 Yr ( ) College 2 Yr. ) Voc-Tech ( )

Are you employed in the occupation for which you were

Yes, full time ( ) Part time ( ) Related, full

Did you seek employment in the occupation for which you

Do you believe you were hired because of your training?

Do you feel your training was important to your job success?

Were you hired by the firm where you did your cooperative

What was your salary after training?

Beginning: Below $300 ( ) $300-400 ( ) $400-500 (

PresentSalary: Below $300 ( ) $300-400 ( ) $400-500

What topics covered in cooperative training was most

What jobs were you asked to perform which you could not

Other ( )

rained?

time ( ) No

trained? Yes ( ) No

Yes ( ) No (

Yes ) No )

training. Yes No

$500-600 ( )

$500-600 ( )

beneficial to you?

do?

How has the training helped you, either in business or personal use?

-,

49